Patterns Worksheet for Class 1

Patterns Worksheet for Class 1

Circle, square, circle, square: what comes next? Patterns invite children to observe an arrangement, discover its rule and use that rule to continue it. They can explore patterns through shapes, colours, numbers, objects and actions.

Use this patterns worksheet for Class 1 to practise identifying and completing patterns. The explanations and extra activities below help children recognise repeating groups, fill missing positions and describe simple number sequences. Encourage your child to explain the rule as well as give the next answer.

What Is a Pattern?

A pattern follows a rule. In a repeating pattern, a group appears again and again in the same order. For example, red, yellow, red, yellow repeats the group “red, yellow.” In a counting pattern, numbers change according to a rule, such as adding two each time.

Ask children to look at the whole sequence before answering. The last item alone may not reveal the rule. Reading or naming every item aloud can help them notice what repeats or changes.

Repeating Shape Patterns

Begin with two shapes taking turns. In circle, square, circle, square, the repeating group is circle followed by square. The next two shapes are circle and square.

The vertical lines separate complete repeating groups in these examples. Children can draw a loop around each group to check that the order stays the same.

Colour Patterns and Missing Positions

Use identical shapes when introducing colour patterns so children can focus on colour alone. For example, colour a row of circles green, orange, green, orange. Ask your child to colour the next two circles using the same rule.

A missing item can appear in the middle as well as at the end. In red, yellow, red, ___, red, yellow, the missing colour is yellow because each red is followed by yellow.

After filling the gap, read the complete sequence again. This check helps children confirm that the answer fits the pattern on both sides of the blank.

Simple Number Patterns for Class 1

Number patterns may repeat numbers or follow a counting rule. In 1, 2, 1, 2, 1, 2, the pair “1, 2” repeats. In 2, 4, 6, 8, each number is two more than the previous number.

Start with counting forwards or backwards by one. Then introduce counting in twos, fives or tens according to your child’s readiness. A number line or equal groups of counters can help children check each step.

For 10, 9, 8, 7, the rule is “subtract one each time.” For 5, 10, 15, 20, the rule is “add five each time.” State the intended counting rule when introducing a new sequence, then ask children to apply it consistently.

Extra Patterns Questions for Class 1 with Answers

Complete the repeating patterns and follow the stated rules for the number questions. Children may say, draw or write their answers.

1. Repeat Circle, Square: Circle, Square, Circle, Square, ___.
2. Repeat Triangle, Circle: Triangle, Circle, Triangle, ___.
3. Repeat Red, Yellow: Red, Yellow, Red, Yellow, ___, ___.
4. Repeat Square, Square, Circle: Square, Square, Circle, Square, Square, ___.
5. Repeat Clap, Tap: Clap, Tap, Clap, ___.
6. Repeat Circle, Triangle, Square: Circle, Triangle, Square, Circle, ___, Square.
7. Repeat Green, Green, Orange: Green, Green, Orange, Green, Green, Orange, ___.
8. Add one each time: 3, 4, 5, ___, ___.
9. Subtract one each time: 9, 8, 7, ___, ___.
10. Add two each time: 2, 4, 6, ___, ___.
11. Add five each time: 5, 10, 15, ___.
12. Add ten each time: 10, 20, 30, ___.
13. Repeat 1, 3: 1, 3, 1, 3, ___.
14. Create a repeating pattern using two different shapes. Show the repeating group three times.

Create, Copy and Explain a Pattern

Arrange blocks in a repeating colour pattern and ask your child to copy it. Next, ask them to continue it by one complete repeating group. Finally, invite them to create their own pattern for you to copy.

Try transferring the same rule to a different activity. A red-yellow arrangement can become clap-tap, clap-tap. Although the objects and actions differ, both patterns alternate between two items.

Ask, “Which part repeats?” and “How do you know what comes next?” These questions help you distinguish understanding from guessing. If a child is unsure, shorten the pattern and model the repeating group together.

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