# Find the repeating part

Identify, continue, and translate a repeating unit.

## Try it

1. Find the part that repeats.
2. Continue the pattern.
3. Make the same pattern with sounds or moves.

Find the part that repeats. Continue each pattern.

○ □ ○ □ ○ □

△ △ ○ △ △ ○

Make the same pattern with sounds or movements. Then create a new pattern.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **17, 46**.

Pattern page and shape pieces.

## Teacher lesson plan

### Learning goal

Identify, continue, and translate a repeating unit.

### Before teaching

Can distinguish the chosen attributes.

### Model

Arrange circle-square-circle-square. Mark circle-square as the unit that repeats. Say it while pointing. Show why simply guessing the next item is weaker evidence than identifying the unit.

### Guide, then apply

Continue the pupil patterns, identify the repeating unit, and translate one into clap-tap or accessible movements. Invite a partner to find and repair a deliberate break.

### Interpret the response

Pattern A continues circle, square; pattern B (triangle, triangle, circle) continues triangle, triangle, circle. Different appearances can preserve the same relational pattern.

### Support

Use a clear contrasting pair and model grouping the unit. Replace color-only distinctions with shape or texture.

### Extend when ready

Create a different repeating unit, represent it with symbols, and explain whether a partner’s translation preserves it.

### Fresh check

Make stamp-stamp-clap repeated and ask the child to represent the repeating unit with new materials.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 17. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Measure and show data](/agent/docs/tk-lesson-measure) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Numbers and reasoning |
| Lesson | 16 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Mathematics](https://www.cde.ca.gov/sp/cd/re/documents/ptklfmathdomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [IES What Works Clearinghouse: Teaching Math to Young Children](https://ies.ed.gov/ncee/wwc/PracticeGuide/18): 2013 practice guide. Retrieved 2026-09-08T03:44:00.628834+00:00.

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## Revisions

[Revision history](/agent/docs/tk-lesson-patterns/history)