Activity W1.5: Pattern Observation
In this activity, students explore, identify and generalise patterns
using physical movements.
They, then, connect it to number patterns.
Step 1: Students may be asked to perform a simple body movement
sequence without explaining the pattern.
💡 Example 1: Clap, Clap, Clap, Clap...
Q1: What do you notice about the movement?
ANSWER
The same action (clap) is repeated again and again without changing. It’s a simple, repeating pattern.
Q2: Can you predict what comes next? Why?
ANSWER
The next movement will be a clap — the pattern never changes, so it will always be a clap.
Q3: If I stop at the 7th movement, what should the 8th movement be?
ANSWER
The 8th movement will also be a clap, because the same action is repeated.
Step 2: Change the movements to
💡 Example 2: Clap, Clap, Jump, Clap, Clap, Jump...
Possible questions could be—
Q1: How is this different from movements in Example 1?
ANSWER
In this pattern, there are two claps followed by a jump, so the actions change. It’s not just repeating the same movement like in Example 1.
Q2: Can you describe the rule?
ANSWER
The rule is: After every two claps, there is one jump. The pattern repeats this sequence: Clap, Clap, Jump.
Q3: If the first jump is at 3, the second jump is at 6; then at what number do we get the third jump?
ANSWER
The jumps happen every 3rd move. So the third jump will be at 9.
Many such different body movements can be thought of
Questions
followed by discussions should be done.
Step 3: Connecting to numbers
💡 Example 3: Clap, clap clap, clap clap clap, clap clap clap, clap, …
We may write the corresponding sequence of numbers as 1, 2, 3, 4 …
Q: What sequence of numbers can we assign to Example 2?
ANSWER
If Clap = 1, 2 and Jump = 0, the number sequence is: 1, 2, 0, 1, 2, 0, 1, 2, 0...
Students may be given a number sequence, such as 1, 3, 5, 7,…
and may be asked to assign corresponding body movements that
justify this pattern.
We may ask students to assign their own numbers and create a
sequence of numbers.
This is an odd number sequence. Students could choose a movement like:
-
Jump for odd numbers (1, 3, 5, 7…)
-
Clap for even numbers (if extended to 2, 4, 6, 8...)
In this case, the pattern only shows odd numbers, so maybe only jumping is used.
Step 4: Students may think of many such movements and their
corresponding number patterns.
Examples of Movements and Corresponding Number Patterns
Example 1:
Movement Pattern:
Tap, Tap, Snap, Tap, Tap, Snap...
Number Pattern:
1, 2, 0, 1, 2, 0, 1, 2, 0, ...
Explanation:
-
Tap is represented by 1, 2.
-
Snap is represented by 0.
-
The pattern repeats every 3 moves.
Example 2:
Movement Pattern:
Jump, Clap, Jump, Clap, Jump, Clap...
Number Pattern:
0, 1, 0, 1, 0, 1, ...
Explanation:
Example 3:
Movement Pattern:
Clap, Jump, Spin, Clap, Jump, Spin...
Number Pattern:
1, 2, 3, 1, 2, 3, ...
Explanation:
-
Clap = 1
-
Jump = 2
-
Spin = 3
-
Repeats every 3 steps.
Example 4:
Movement Pattern:
Step forward, Step backward, Step forward, Step backward...
Number Pattern:
1, -1, 1, -1, 1, -1, ...
Explanation:
Example 5:
Movement Pattern:
Clap, Clap, Jump, Jump, Clap, Clap, Jump, Jump...
Number Pattern:
1, 1, 0, 0, 1, 1, 0, 0, ...
Explanation:
Example 6:
Movement Pattern:
Touch head, Touch shoulders, Touch knees, Touch toes...
Number Pattern:
1, 2, 3, 4, 1, 2, 3, 4, ...
Explanation:
Students to invent their own movement patterns like:
👉 spin, stomp, wave
👉 blink, clap, nod
and match them to any number sequence want!
Reflections on the Activity
Discussion may be held on questions, such as:
Q: How do patterns help us make predictions?
ANSWER:
Patterns show regularity and repetition, so once we recognize the rule, we can guess what comes next without seeing the full sequence.
Q: Where do we see patterns like this in real life?
ANSWER:
Patterns are everywhere!
-
Days of the week (Monday, Tuesday...)
-
Traffic lights (Red, Yellow, Green)
-
Music beats and dance steps
-
Shapes in tiles or floor designs
-
Plant growth (leaf arrangement)
-
Numbers like even/odd, multiplication tables.
Participation of Special Children- ADAPTATION
Instead of requiring physical movement (for example, clapping,
jumping), allow students with mobility disabilities to use gestures,
verbal cues, or assistive devices.
Provide alternative options, such as—
- Hand tapping or finger snapping instead of clapping.
- Nodding, blinking, or pointing instead of jumping.
- Using small objects (counters, flashcards, or digital tools) to
represent movements.
- Pair students with physical disabilities with a peer buddy
who can perform the movements on their behalf while they
identify, predict, and describe the pattern
