Then there's thin, thick, thin, thick, thin, thick. That's the third pattern. The fourth pattern is blue, blue, red, red, yellow, yellow. So you really only have two different patterns. Four patterns in one Being able to explain one's thinking by stating reasons is an important skill for formal reasoning that begins at this level.
Teachers extend students' thinking by probing beyond their initial observations.
Students frequently describe the changes in numbers or the visual patterns as they move down columns or across rows. Some students, seeing the diagonals in the pattern, will no longer count by threes in order to complete the pattern. Teachers need to ask these students to explain to their classmates how they know what to color without counting. Teachers also extend students' mathematical reasoning by posing new questions and asking for arguments to support their answers. You found patterns when counting by twos, threes, fours, fives, and tens on the hundred board.