Have you ever noticed how much kids love patterns? Whether it’s clapping games, building Lego models, or rhythm in music, patterns are all around them. In Maths, patterns are crucial as they help students understand how numbers work, how problems grow, and how to make predictions. One important type of pattern we focus on in primary school is called a growing pattern.

In this post, we’ll explain what growing patterns are, why they matter, and how you can introduce and unravel them in the classroom.

What Are Growing Patterns in Mathematics?

Growing patterns are patterns that change in a regular way, such as by increasing or decreasing. Unlike repeating patterns (like red, blue, red, blue), a growing pattern builds or changes with each step. For example:

  • 2, 4, 6, 8, 10 (grows by 2 each time)
  • A staircase made of blocks that goes up by one block each step
  • A table with chairs added on each side, more guests equal more chairs

Growing patterns essentially help students see how something can start small and gradually increase. It’s a key idea that leads into algebra further through school, but the foundation is in the early years with simple, visual, and interactive activities.

Why Understanding Patterns is Fundamental in Primary Maths

Right now, as a teacher, you’re probably juggling a dozen learning goals across the Maths curriculum and year groups. So why spend time on patterns? Well, because patterning sets pupils up for success with more complex topics. When students understand patterns, they’re also learning to:

  • Look for structures
  • Notice regularity
  • Make predictions
  • Understand relationships between numbers

These are powerful skills for all pupils to develop. They form the basis for multiplication, division, algebra, and even problem-solving. Growing patterns help students see how change happens step by step. That idea, of one thing affecting another, is a big part of Maths at all levels.

Examples of Growing Patterns (e.g., linear, simple non-linear)

Not all growing patterns look the same. Some grow in simple steps, while others change more dramatically. Here are a few examples you might explore with students:

Linear Patterns:

These are the most common growing patterns in primary Maths. They grow by the same amount each time. For example:

  • Number pattern: 5, 10, 15, 20, 25 (adding 5 to each number)
  • Shape pattern: A row of triangles, with one more triangle added each step
  • Table pattern: A table has 4 legs. Two tables? 8 legs. Three tables? 12 legs, and so on.

Simple Non-Linear Patterns:

These patterns don’t grow by the same amount each time. They might double or follow another rule. Examples include:

  • 1, 2, 4, 8, 16 (doubling each time)
  • Russian nesting dolls starting bigger and producing smaller ones as you take them apart.

It’s important to expose students to both types of patterns, starting with simple examples and then moving into more complex patterns when they’re ready for the challenge.

Hands-On Activities for Exploring Growing Patterns

The best way to understand growing patterns is to build them. Here are some hands-on activities with Maths tools that work well in Years 3–6:

  • Block Towers or Stairs: Give students cubes or blocks and ask them to build towers that grow. Start with one block, then add one more each time. Ask, “What will it look like on step 5? Step 10?” This helps students visualise and really demonstrate how patterns grow.
  • Pattern with Beads or Tiles: Create a repeating shape pattern that grows by one extra bead or tile each time. Students can copy, extend, or describe the pattern using words and numbers.
  • Matchstick Shapes: Use matchsticks (or straws) to build shapes like triangles or squares in a row. Count how many matchsticks are needed each time. Ask students to find a rule. For example, if 1 square is 4 matchsticks, 2 squares side by side is 7 matchsticks and 3 squares is 10 matchsticks then what’s the rule?

Developing Pattern Recognition and Prediction Skills

Once students can build or copy patterns, the next step is to help them notice what’s changing and guess what comes next in the sequence.

Here are a few ways to build those skills:

  1. Ask “What do you notice?” before telling them the pattern rule. Let them explore and try to figure it out first. When they have the chance to work something out for themselves and make mistakes along the way, they’re more likely to be interested in making the prediction and feel proud of themselves when they succeed.
  2. Encourage students to adopt a strategy they feel most comfortable with. Some students might draw, others might use a table, and some might just think it through.
  3. Highlight the “growing part”. Circle or colour-code what’s added at each step.
  4. Get them to explain the pattern in their own words. Talking it through builds confidence and clarity.
  5. Challenge them to describe Step 10 or Step 20 without building it. This pushes their thinking further.

These steps move students from just copying patterns to really understanding how they work, and why.

Connecting Growing Patterns to Real-World Scenarios

One of the easiest ways to help students connect with growing patterns is to show them how patterns appear in real life. After all, kids tend to learn by copying the adults around them so by applying teachings to real scenarios, the information is more likely to stick.

Here are some simple examples to use in class:

  • Tables and chairs at a party: How many chairs do we need if we add more tables?
  • Stacking cans or books: What happens as we keep adding layers?
  • Garden beds in a row: Each bed needs a certain number of plants so how many are needed for 5 beds? 10 beds?
  • Folding paper: How many sections do you get if you fold a piece of paper in half repeatedly?
  • Seating rows in a theatre: Each row has more seats than the last, how does the total grow with each row?

These examples make the Maths feel real, unlike a test paper where Lewis has 10 bananas and eats 1. If they do this themselves, they can connect the pattern, and they’ll be more likely to engage and remember it. 

Assessing Student Understanding of Growing Patterns

You don’t need a formal test to check if students understand growing patterns. Simple, low-pressure tasks work well. Watch how they build and talk about patterns and see if they can explain what’s changing? Ask them to describe the rule in their own words, draw the next step, or fill in a missing part. You can also have them create their own pattern and explain it to someone else. These quick checks show whether students can recognise, explain, and apply the idea, not just copy it from the answers at the back of a textbook or their peers.

In Years 3–6, patterning is a golden opportunity to build these skills early, before introducing algebra and equations. With the right activities, a bit of curiosity, and lots of hands-on experiences, your students will not only understand growing patterns, they will enjoy them.

At Learning Through Doing, our engaging programs will help you get your year 3-6s interested in growing patterns and more. Browse our website now for more information.