Chapter 34: Using Patterns to Predict
Learn Grade 1 mathematics from very beginner explanations through worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Using Patterns to Predict with simple language, step-by-step reasoning, and original worked examples. Math words are explained in simple Grade 1 language.
Key Technical Terms
- Looking for what repeats (a Grade 1 idea used in this chapter)
- Using the pattern core (a Grade 1 idea used in this chapter)
- Predicting the next item (a Grade 1 idea used in this chapter)
- Predicting two items ahead (a Grade 1 idea used in this chapter)
- Checking a prediction (a Grade 1 idea used in this chapter)
- Patterns on calendars (a Grade 1 idea used in this chapter)
- Patterns in daily routines (a Grade 1 idea used in this chapter)
- Patterns in classroom schedules (a Grade 1 idea used in this chapter)
- Explaining a prediction (a Grade 1 idea used in this chapter)
- Prediction review (a Grade 1 idea used in this chapter)
How to Learn This Chapter
Read or listen to the explanation, use objects or pictures when helpful, follow one step at a time, and try the example again before checking the answer.
34.1 Looking for what repeats
Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Looking for what repeats mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Worked Example 2
Problem: Show one small example of Looking for what repeats.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: A correct small model or drawing can show the meaning of Looking for what repeats.
Worked Example 3
Problem: Which tool could help with Looking for what repeats?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Looking for what repeats?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Looking for what repeats in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Answer: Looking for what repeats can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Show Looking for what repeats with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Looking for what repeats best through concrete examples and clear words.
Answer: A correct simple example of Looking for what repeats.
Worked Example 7
Problem: Show Looking for what repeats with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Looking for what repeats best through concrete examples and clear words.
Answer: A correct simple example of Looking for what repeats.
Worked Example 8
Problem: Show Looking for what repeats with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Looking for what repeats best through concrete examples and clear words.
Answer: A correct simple example of Looking for what repeats.
Worked Example 9
Problem: Show Looking for what repeats with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Looking for what repeats best through concrete examples and clear words.
Answer: A correct simple example of Looking for what repeats.
Worked Example 10
Problem: Show Looking for what repeats with a simple Grade 1 example.
- Use small numbers, objects, or a drawing.
- Explain what the example shows.
Very beginner explanation: Grade 1 learners understand Looking for what repeats best through concrete examples and clear words.
Answer: A correct simple example of Looking for what repeats.
Practice Exercise
Create one small question about Looking for what repeats. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.2 Using the pattern core
Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Using the pattern core mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Using the pattern core.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Using the pattern core.
Worked Example 3
Problem: Which tool could help with Using the pattern core?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Using the pattern core?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Using the pattern core in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Using the pattern core can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Using the pattern core. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.3 Predicting the next item
Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Predicting the next item mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Predicting the next item.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Predicting the next item.
Worked Example 3
Problem: Which tool could help with Predicting the next item?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Predicting the next item?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Predicting the next item in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Predicting the next item can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Predicting the next item. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.4 Predicting two items ahead
Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Predicting two items ahead mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Predicting two items ahead.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Predicting two items ahead.
Worked Example 3
Problem: Which tool could help with Predicting two items ahead?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Predicting two items ahead?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Predicting two items ahead in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Predicting two items ahead can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Predicting two items ahead. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.5 Checking a prediction
Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Checking a prediction mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Checking a prediction.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Checking a prediction.
Worked Example 3
Problem: Which tool could help with Checking a prediction?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Checking a prediction?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Checking a prediction in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Checking a prediction can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Checking a prediction. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.6 Patterns on calendars
Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Patterns on calendars mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Patterns on calendars.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Patterns on calendars.
Worked Example 3
Problem: Which tool could help with Patterns on calendars?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Patterns on calendars?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Patterns on calendars in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns on calendars can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Patterns on calendars. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.7 Patterns in daily routines
Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Patterns in daily routines mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Patterns in daily routines.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Patterns in daily routines.
Worked Example 3
Problem: Which tool could help with Patterns in daily routines?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Patterns in daily routines?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Patterns in daily routines in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns in daily routines can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Patterns in daily routines. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.8 Patterns in classroom schedules
Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Patterns in classroom schedules mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Patterns in classroom schedules.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Patterns in classroom schedules.
Worked Example 3
Problem: Which tool could help with Patterns in classroom schedules?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Patterns in classroom schedules?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Patterns in classroom schedules in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Patterns in classroom schedules can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Patterns in classroom schedules. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.9 Explaining a prediction
Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Explaining a prediction mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Explaining a prediction.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Explaining a prediction.
Worked Example 3
Problem: Which tool could help with Explaining a prediction?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Explaining a prediction?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Explaining a prediction in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Explaining a prediction can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Explaining a prediction. Show it with objects, a picture, or numbers, then check by counting or comparing again.
34.10 Prediction review
Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Prediction review mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Worked Example 2
Problem: Show one small example of Prediction review.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: A correct small model or drawing can show the meaning of Prediction review.
Worked Example 3
Problem: Which tool could help with Prediction review?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Prediction review?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Prediction review in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Answer: Prediction review can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Look at the pattern: red, blue, red, blue. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: red
Worked Example 7
Problem: Look at the pattern: circle, square, square, circle, square, square. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: circle
Worked Example 8
Problem: Look at the pattern: 1, 2, 1, 2. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: 1
Worked Example 9
Problem: Look at the pattern: clap, stomp, clap, stomp. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: clap
Worked Example 10
Problem: Look at the pattern: A, B, C, A, B, C. What comes next?
- Find the part that repeats.
- Continue the same order.
Very beginner explanation: A repeating pattern follows the same core again and again.
Answer: A
Practice Exercise
Create one small question about Prediction review. Show it with objects, a picture, or numbers, then check by counting or comparing again.
Chapter Notes, Practice, and Common Mistakes
Chapter Notes
- Read or listen to the question before solving.
- Use objects, a drawing, ten frame, number line, table, graph, or simple number sentence when useful.
- Explain your thinking and check by counting, comparing, or using another simple model.
Extra Practice
- Create and solve one original problem about Looking for what repeats.
- Create and solve one original problem about Using the pattern core.
- Create and solve one original problem about Predicting the next item.
- Create and solve one original problem about Predicting two items ahead.
- Create and solve one original problem about Checking a prediction.
- Create and solve one original problem about Patterns on calendars.
Common Mistakes
- Skipping the meaning and trying to memorize a rule only.
- Using the wrong operation because the question was not read completely.
- Ignoring units, labels, place values, or the context of the problem.
- Not estimating or checking whether the final answer is reasonable.
30 Review Questions and Answers
Q1. What is the main idea in Looking for what repeats?
Answer: Looking for what repeats is a Grade 1 mathematics idea. Learn it with objects or pictures first, then explain it with numbers or words.
Q2. What is the main idea in Using the pattern core?
Answer: Using the pattern core helps learners notice what repeats or changes and use the rule to tell what comes next.
Q3. What is the main idea in Predicting the next item?
Answer: Predicting the next item helps learners notice what repeats or changes and use the rule to tell what comes next.
Q4. What is the main idea in Predicting two items ahead?
Answer: Predicting two items ahead helps learners notice what repeats or changes and use the rule to tell what comes next.
Q5. What is the main idea in Checking a prediction?
Answer: Checking a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Q6. What is the main idea in Patterns on calendars?
Answer: Patterns on calendars helps learners notice what repeats or changes and use the rule to tell what comes next.
Q7. What is the main idea in Patterns in daily routines?
Answer: Patterns in daily routines helps learners notice what repeats or changes and use the rule to tell what comes next.
Q8. What is the main idea in Patterns in classroom schedules?
Answer: Patterns in classroom schedules helps learners notice what repeats or changes and use the rule to tell what comes next.
Q9. What is the main idea in Explaining a prediction?
Answer: Explaining a prediction helps learners notice what repeats or changes and use the rule to tell what comes next.
Q10. What is the main idea in Prediction review?
Answer: Prediction review helps learners notice what repeats or changes and use the rule to tell what comes next.
Q11. Why is it useful to use counters or drawings?
Answer: They make the quantities visible and help you understand before using only numbers.
Q12. Why should you count carefully?
Answer: Careful counting means each object is counted once and no object is missed.
Q13. What can you do if a problem feels hard?
Answer: Use smaller numbers, draw a picture, use objects, and solve one small step at a time.
Q14. Why should both sides of an equals sign match?
Answer: The equals sign means the two sides have the same value.
Q15. How can a number line help?
Answer: It shows number order and can help you count forward or backward.
Q16. How can a ten frame help?
Answer: It organizes objects into groups that make numbers and addition easier to see.
Q17. Why are equal shares important?
Answer: Equal shares make fair groups or equal parts.
Q18. How do patterns help us predict?
Answer: A pattern rule tells us what should come next.
Q19. Why do we label a graph or table?
Answer: Labels tell us what the information represents.
Q20. How can you describe a shape?
Answer: Talk about its sides, corners, flat or curved surfaces, and other visible attributes.
Q21. How can you compare two objects?
Answer: Choose one attribute, such as length, mass, or capacity, and compare that same attribute.
Q22. Why is a calendar useful?
Answer: It organizes days, weeks, months, dates, and events.
Q23. Why does money have different values?
Answer: Different coins and bills represent different amounts of money.
Q24. Why should you explain your answer?
Answer: Explaining shows how you thought about the problem and helps you check your reasoning.
Q25. What should you do after a mistake?
Answer: Look at the step again, fix it, and try a similar example.
Q26. How can you be a confident math learner?
Answer: Use positive self-talk, try a strategy, ask questions, and remember that mistakes help you learn.
Q27. When should you use a picture?
Answer: Use a picture when it helps you see quantities, shapes, positions, or a story problem.
Q28. When should you use objects?
Answer: Use objects when you want to count, join, take away, share, sort, or compare in a hands-on way.
Q29. How can you check addition?
Answer: Recount the combined objects or use another model.
Q30. How can you check subtraction?
Answer: Put the taken-away part and the part left back together to see if they make the starting amount.