Worksheets

• Have students work alone or in groups to complete worksheets from their math workbooks. After the worksheets are completed, lead the class in giving out the right answers. This way students can see what they understood and what they need more help with. Alternatively, divide the students into groups. Each group designs its own pattern and sequence worksheet, as well as an answer key. Make enough copies of the worksheets from each group so that everyone has a copy of all the sheets. They will do the sheets for homework and pass them back to the right group the following day. Each group can explain how it came up with its ideas, in addition to explaining how to solve the problems.
  
  

Pattern Examples

• Have students bring in samples of patterns to class. Allow each student time to describe his pattern. For instance, if a child brings in a quilt, she could talk about the repetition of the pattern of the different blocks, the quilt stitching designs or the sequence of colors used. This can also be applied to music. Without a distinct pattern and sequence music would make no sense and would be difficult to identify. Another idea is to have students look in a specific area for patterns and sequencing. An example of this could be on a field trip to the botanical gardens. Often local gardens plant flowers in a particular pattern or sequence. Have the children find as many patterns as they can.
  
  

Sequence Stations

• Set up a variety of stations around the classroom. At each station have a number of objects that could be the next in a sequence. For instance, one station could have three grapes, six raisins and one banana. Offer an apple, grapes and raisins as the next objects in a sequence. Have each student note what should be next at each station. Another station could be a number sequence that has numbers missing. Students would then list what numbers are missing, as well as identify how they got those answers.
  
  

Design a Class Quilt

• Have the class come up with ideas for a class quilt. One possibility is to let each student design a block of the quilt. They would all have to incorporate pattern and sequences into their block. Then assemble the quilt. This can be accomplished in several ways. One is to tape the student's papers together to make one big sheet. Another is to copy them onto iron-on transfer paper, then onto fabric. Lastly, the pattern could be made of fabric and sewn like a standard quilt.