Spotting and continuing simple patterns
In Pre-K, children learn to copy and continue simple repeating patterns made with real objects, such as red, blue, red, blue.
By Robert “Bobby” BarnettMath teacher, parent, and founder of Bobby’s Math Club
Try these with your child
These are real questions from our Pre-K practice. Tap the speaker to hear one read aloud, or the light bulb for a hint, and talk about the answer together.
Question 1 of 3
A pattern goes clap, stomp, clap, stomp, clap. What comes next?
- Jump
- Stomp
- Clap
Why this matters
Spotting a rule and using it to predict what comes next is a way of thinking your child will rely on all through math. Repeating patterns lead to counting by 2s, 5s, and 10s; to noticing that the numbers in the 20s, 30s, and 40s repeat 1 to 9; and later to number patterns like 3, 6, 9, 12 in multiplication. The same habit helps with reading, music, and everyday routines.
Where kids can get stuck
- Adding the right objects in a random order, so red, blue, red, blue continues as blue, blue, red.
- Stopping at the end of the example after copying it, not seeing that a pattern can keep going.
- Repeating only the last object, so cat, dog, cat, dog continues as dog, dog, dog.
How you can help
- Make a clapping pattern, such as clap, pat knees, clap, pat knees, and ask your child to join in and keep it going after you stop.
- Set the table in a pattern, such as fork, spoon, fork, spoon, and ask your child what comes next for the following place setting.
- Thread cereal loops or pasta on a string in a pattern of two colors or shapes, and ask your child to add the next three pieces.
The kid-friendly video below explains it in a few minutes, and Bobby's Math Club offers free practice that grows with your child.
Kid-friendly explanation
Questions parents ask
Why is my child learning patterns in math?
Patterns teach children to look for a rule and use it to predict what comes next. That is a core math habit. Recognizing that something repeats every two steps prepares your child for counting by twos, seeing patterns on a hundred chart, and later for understanding how numbers grow. Starting with real objects keeps the idea concrete and hands-on.
My child can copy a pattern but cannot continue it. Why?
Copying means matching what is already there, while continuing means understanding the rule that makes it repeat. Try saying the pattern aloud together, such as "red, blue, red, blue," in a steady rhythm. Hearing the beat often helps children feel what comes next. Start with two-part patterns before trying three-part ones.
What kinds of patterns should a Pre-K child know?
Simple repeating patterns, usually with two or three parts, such as AB patterns like circle, square, circle, square, or AAB patterns like big, big, small. Your child should be able to copy one with real objects and add the next few pieces. Making up their own patterns often follows naturally once they understand how repeating works.
Make learning math fun
Bobby's Math Club turns Pre-K math practice into something fun to do together.
- Free, unlimited practice for every child in your family
- Practice that starts where your child is and grows with them
- Hints when they are stuck, and a celebration when it clicks
Written by Robert “Bobby” Barnett
Bobby is an award-winning math teacher, the author of Meet Every Learner’s Needs, and the father of two elementary-school math learners. He uses Bobby’s Math Club with his own kids a few times every week. Learn more or contact Bobby.
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Join the clubNote for teachers: This skill is covered by the Pre-K math learning standard PK.OA.2: “Duplicate and extend (e.g., What comes next?) simple patterns using concrete objects.” Learn how Bobby's Math Club can help your students grow. (Pre-K standard PK.OA.2)