{"id":62,"date":"2024-08-22T08:53:39","date_gmt":"2024-08-22T08:53:39","guid":{"rendered":"https:\/\/learnx.ca\/mt\/?page_id=62"},"modified":"2025-08-18T07:54:22","modified_gmt":"2025-08-18T07:54:22","slug":"repeating-activities","status":"publish","type":"page","link":"https:\/\/learnx.ca\/mt\/repeating-activities\/","title":{"rendered":"PLACEMAT TASKS"},"content":{"rendered":"\n

[Solutions<\/a> are shown after the activities]<\/p>\n\n\n\n

TASK 1: What do you see?<\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\n\n\n\n

TASK 2: Make your own patterns<\/strong><\/h4>\n\n\n
\n
\"\"<\/figure>\n<\/div>\n\n\n

Using dabbers on inch-grid chart paper or link cubes allows students to represent their patterns quickly.<\/p>\n\n\n\n

Create opportunities for students to perform their patterns (such as sing, dance or hop, and xylophones).<\/p>\n\n\n\n

Ask students to identify the pattern core in each of their repeating patterns (such as blue-yellow-yellow<\/em> in the first pattern below).<\/p>\n\n\n\n

\n\n\n\n

TASK 3: Complete the patterns<\/strong><\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\n\n\n\n

TASK 4: Patterns on a grid<\/strong><\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n

EXTENSION<\/strong><\/p>\n\n\n\n

Model and then ask students to investigate the simulation at https:\/\/imaginethis.ca\/mathncode\/sims-repeating-patt.html<\/a><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\n\n\n\n

SOLUTIONS<\/h1>\n\n\n\n

TASK 1<\/h4>\n\n\n\n

What students might see:<\/p>\n\n\n\n

1.  Repeating patterns<\/strong><\/p>\n\n\n\n

Students may notice the yellow-yellow-green<\/em> and blue-pink-yellow-yellow<\/em> repeating patterns on the steps behind the dancers and in the rectangular arrangements being unearthed in front of the dancers.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

You may provide inch-grid chart paper and dabbers, or multi-colour link cubes, so students may reproduce these patterns.<\/p>\n\n\n\n

Students may also notice that repeating patterns in rectangular arrangements reveal vertical and diagonal colour patterns. We will discuss these patterns at greater length in Task #4.<\/p>\n\n\n\n

2.  Children performing<\/strong><\/p>\n\n\n\n

Students may notice children dancing on colour tiles.<\/p>\n\n\n\n

They may also notice children playing a flute and a stringed instrument.<\/p>\n\n\n\n

And they may notice that the 4 pipes of the flute and the 4 strings of the stringed instrument match the colours of the 4 tiles the children are dancing on.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n
\n
\"\"<\/figure>\n<\/div>\n\n\n

You may provide interlocking colour mats (safely taped on the floor so they do not slide) and xylophones with similarly coloured bars, so children play notes and dance or hop to perform the repeating patterns.<\/p>\n\n\n\n

Students may also sing the patterns as they dance or hop: yellow-yellow-green, yellow-yellow-green, yellow-yellow-green<\/em>.<\/p>\n\n\n\n

\n\n\n\n

TASK 3<\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\n\n\n\n

TASK 4<\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Ask students to develop rules to predict when the pattern is:<\/p>\n\n\n\n

    \n
  1. vertical (Grid 2) [pattern core fits evenly in each row]<\/li>\n\n\n\n
  2. diagonal or staircase-like, \n