ASSIGNMENT NO 3 EMA1501
QUESTION 1
1.1 Briefly name each stage of the development of patterns. Provide activities to explain your
understanding of these stages. Show your understanding and enhance your presentation
by illustrating each stage with pictures.
Children love to find patterns in the world around them. Patterns help children
understand change and that things happen over time. Patterns are things that repeat
in a logical way, like vertical stripes on a sweater. They can be numbers, images or
shapes. For example, a pattern can be made out of plastic animals alternating
between two and four legged animals or animals that swim versus animals that fly.
Patterns help children make predictions because they begin to understand what
comes next. They also help children learn how to make logical connections and use
reasoning skills. Patterns can be found everywhere in our daily lives and should be
pointed out to small children. “The sun came up and went down and then the moon
came up and went down.”
Do not underestimate what a child is capable of learning in all academic areas
including math. Toddlers can act out patterns such as jumping to the left, then right,
then left and then right. They can observe repeating patterns like a block standing,
block lying flat, block standing, block lying flat, etc. They become able to copy simple
repeating patterns, such as green, white, green, white and so on. Eventually, they
will be able to make their own simple patterns.
provides the following ideas to extend exposure to patterns with young children:
Use math talk: “Let’s clap to the beat of this song.” “Your sweater has stripes.
Red, blue, red, blue, red, blue…”
Read books and sing songs and lullabies with words and phrases that repeat.
Have a consistent routine.
Describe what you see the child doing. “I put the blocks in the pail; you
dumped them out; I put blocks in; you dumped them out.”
,STAGE 1 :CHILD CAN DESCRIBE PATTREN
Patterns are things that repeat in a logical way, like vertical stripes on a sweater. They can
be numbers, images or shapes. For example, a pattern can be made out of plastic animals
alternating between two and four legged animals or animals that swim versus animals that
fly.
1. \
, STEP 2. CHILD CAN RECOGNISE A PATTERN
Make a pattern with toys. We love to make patterns with Duplos.
Making patterns with toy vehicles is fun too. 3. Make a pattern by doing
something. “Let’s make a pattern with how we move. Jump. Step. Jump.
Step.” 4. Make a sound pattern with rhythm instruments. BANG, tap, tap,
BANG, tap, tap. Start out by making a pattern and having your child copy
you.
Get out a colored manipulative and make patterns. We like to use color
tiles, counting bears, and pattern blocks. You could also put pom poms in
an ice cube tray. 6. Make patterns with stickers. 7. Save lids
Create patterns with objects you find in nature. 9. You can make a pattern
with everyday household objects.
Pen, pencil, pen, pencil.
Fork, knife, spoon, fork, knife spoon.
Big book, small book, big book, small book.
QUESTION 1
1.1 Briefly name each stage of the development of patterns. Provide activities to explain your
understanding of these stages. Show your understanding and enhance your presentation
by illustrating each stage with pictures.
Children love to find patterns in the world around them. Patterns help children
understand change and that things happen over time. Patterns are things that repeat
in a logical way, like vertical stripes on a sweater. They can be numbers, images or
shapes. For example, a pattern can be made out of plastic animals alternating
between two and four legged animals or animals that swim versus animals that fly.
Patterns help children make predictions because they begin to understand what
comes next. They also help children learn how to make logical connections and use
reasoning skills. Patterns can be found everywhere in our daily lives and should be
pointed out to small children. “The sun came up and went down and then the moon
came up and went down.”
Do not underestimate what a child is capable of learning in all academic areas
including math. Toddlers can act out patterns such as jumping to the left, then right,
then left and then right. They can observe repeating patterns like a block standing,
block lying flat, block standing, block lying flat, etc. They become able to copy simple
repeating patterns, such as green, white, green, white and so on. Eventually, they
will be able to make their own simple patterns.
provides the following ideas to extend exposure to patterns with young children:
Use math talk: “Let’s clap to the beat of this song.” “Your sweater has stripes.
Red, blue, red, blue, red, blue…”
Read books and sing songs and lullabies with words and phrases that repeat.
Have a consistent routine.
Describe what you see the child doing. “I put the blocks in the pail; you
dumped them out; I put blocks in; you dumped them out.”
,STAGE 1 :CHILD CAN DESCRIBE PATTREN
Patterns are things that repeat in a logical way, like vertical stripes on a sweater. They can
be numbers, images or shapes. For example, a pattern can be made out of plastic animals
alternating between two and four legged animals or animals that swim versus animals that
fly.
1. \
, STEP 2. CHILD CAN RECOGNISE A PATTERN
Make a pattern with toys. We love to make patterns with Duplos.
Making patterns with toy vehicles is fun too. 3. Make a pattern by doing
something. “Let’s make a pattern with how we move. Jump. Step. Jump.
Step.” 4. Make a sound pattern with rhythm instruments. BANG, tap, tap,
BANG, tap, tap. Start out by making a pattern and having your child copy
you.
Get out a colored manipulative and make patterns. We like to use color
tiles, counting bears, and pattern blocks. You could also put pom poms in
an ice cube tray. 6. Make patterns with stickers. 7. Save lids
Create patterns with objects you find in nature. 9. You can make a pattern
with everyday household objects.
Pen, pencil, pen, pencil.
Fork, knife, spoon, fork, knife spoon.
Big book, small book, big book, small book.
