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This discussion could be very simple not to elaborate and could be between 200 to 250 words.

Patternsare all around us. I encourage you to learn a little more aboutpatterns and list 5 patterns you discovered that exist naturally withinour lives/environment. You are responsiblefor posting your response to the question no later than Friday nightmidnight. Additionally you must respond to two other classmates beforeSunday midnight.You must first post before being able to respond to others.

Patterning recognition and creation

Understanding patterns is an underlying theme in preschool andkindergarten math lessons. A pattern is defined as any sequence thatrepeats at least twice. As a practical example, consider counting fromone to one hundred by ones. When counting, there is a recurring patternin which all digits rotate from 0 to 9 before restarting back at 0.

The first pattern that is introduced in the preschool classroom iscalled an AB pattern. This means that two different objects line up inan alternating pattern, such as: orange (A), banana (B), orange (A),banana (B), and so on.

As comfort with patterns grows, the patterns will become more complex, moving to an ABC pattern or an AAB pattern.

The ability to recognize, identify and create patterns not onlysupports learning in math but it also contributes to broader socialdevelopment. Through an understanding of patterns, children are able tomake predictions about what comes next. Just as a child can predict thata red bead will come next after seeing a string with a red bead, bluebead, green bead, red bead, blue bead, green bead pattern, a child willbe able to make accurate predictions about other things or events thatoccur with regularity. For example, predicting what comes next aftereating lunch (cleaning up) or after taking a bath (putting on cleanclothes) will help a child maneuver more confidently in his environment.

JUST FOR FUN. CLICK ON THE LINK BELOW AND WATCH THIS LITTLE GUYDEMONSTRATE HIS UNDERSTANDING OF PATTERNS. FIRST HE SHOWS HOW PATTERNSCAN BE BOTH UP AND DOWN. THEN THE TEACHER SHOWS HIM HOW THEY CAN INVOLVECOLORS. DID YOU NOTICE ON THE WEBSITE HOW THEY LIST TWO BIG IDEAS? IALSO APPRECIATE HOW THEY MENTION THAT THE VIDEOS ARE TAKEN FROMONE-ON-ONE INTERVIEWS WITH INDIVIDUAL CHILDREN. ACCORDING TO THEIRSITE, “THESE INTERVIEWS ARE DESIGNED TO ELICIT EVIDENCE OF CHILDREN’SMATHEMATICAL THINKING.” THEY ARE NOT TEACHING EPISODES OR FORMALASSESSMENTS. Repeating Patterns with Child 32 – Erikson Institute Early Math Collaborative. (2013, March 3). Retrieved October 23, 2015.

Repeating Patterns with Child 32

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