Utsav (Patterns)

Given: A repeating pattern of shapes/objects is shown in figure A (the images are not visible, but the activity requires identifying and continuing the repeating unit).

Concept: A pattern repeats in a fixed order. To extend it, identify the repeating unit and draw the next elements following the same order.

Steps:
1. Look carefully at the shapes/objects already drawn.
2. Find the repeating unit (the group that keeps repeating).
3. Draw the next 2–3 elements following the same repeating unit.

Answer: Continue drawing the same repeating unit in the same order to extend the pattern.

Given: A repeating pattern of shapes/objects is shown in figure B.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Observe the shapes/objects already given.
2. Identify what comes first, second, third, etc., in the repeating group.
3. Draw the next elements in the same order.

Answer: Continue the pattern by drawing the next elements in the same repeating sequence.

Given: A repeating pattern of shapes/objects is shown in figure C.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Look at the pattern carefully.
2. Find the unit that repeats.
3. Draw the next 2–3 elements following the same order.

Answer: Extend the pattern by drawing the next elements in the same repeating order.

Given: A repeating pattern of shapes/objects is shown in figure D.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Observe the pattern carefully.
2. Identify the repeating unit.
3. Draw the next elements in the same sequence.

Answer: Continue the pattern by drawing the next elements following the same repeating unit.

Given: A repeating pattern of shapes/objects is shown in figure E.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Look at the shapes/objects in the pattern.
2. Find what repeats.
3. Draw the next 2–3 elements in the same order.

Answer: Extend the pattern by drawing the next elements in the same repeating sequence.

Given: A repeating pattern of shapes/objects is shown in figure F.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Observe the pattern carefully.
2. Identify the repeating unit.
3. Draw the next elements following the same order.

Answer: Continue the pattern by drawing the next elements in the same repeating sequence.

Given: A repeating pattern of shapes/objects is shown in figure G.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Look at the pattern carefully.
2. Find the unit that repeats.
3. Draw the next 2–3 elements in the same order.

Answer: Extend the pattern by drawing the next elements following the same repeating unit.

Given: A repeating pattern of shapes/objects is shown in figure H.

Concept: Identify the repeating unit in the pattern and continue it.

Steps:
1. Observe the pattern carefully.
2. Identify the repeating unit.
3. Draw the next elements in the same sequence.

Answer: Continue the pattern by drawing the next elements following the same repeating unit.

Given: A pattern made using fingerprints (thumb and finger impressions) with different colours is shown.

Concept: A pattern repeats in a fixed order. Here, fingerprints of different fingers or different colours are used in a repeating sequence.

Steps:
1. Dip your thumb or finger in paint/ink.
2. Press it on the paper to make an impression.
3. Use different fingers or colours in a repeating order (e.g., thumb – index finger – thumb – index finger, or red – blue – red – blue).
4. Continue the pattern across the given space.

Answer: Create a fingerprint pattern by repeating the same sequence of finger impressions and/or colours in the given space. (This is a hands-on activity; the child's own creative pattern is the answer.)

Given: A colour pattern using fingerprints is shown, ending with the colour pink.

Concept: In a repeating colour pattern, the next colour follows the same repeating sequence.

Steps:
1. Look at the colours used in the fingerprint pattern from the beginning.
2. Identify the repeating colour sequence (for example: red – blue – pink – red – blue – pink …).
3. Find what colour comes after pink in that sequence.

Answer: The colour that comes after pink is the one that follows pink in the repeating sequence (for example, if the pattern is red – blue – pink, then red comes after pink). We know this because the same group of colours keeps repeating in the same order — that is the rule of a pattern.

Given: A pattern of coloured shapes/objects is shown (figures 22, 23, 24).

Concept: Identify the repeating colour sequence and continue it by colouring the blank shapes.

Steps:
1. Observe the colours used in the pattern from left to right.
2. Identify the repeating colour unit (e.g., red – yellow – red – yellow, or red – blue – green – red – blue – green).
3. Colour the remaining blank shapes following the same colour sequence.

Answer: Colour the blank shapes by continuing the same repeating colour sequence identified in the pattern.

Given: Partially completed patterns are shown (figures 25, 26, 27, 28). Some elements are missing.

Concept: Identify the repeating unit of the pattern and fill in the missing elements to complete it.

Steps:
1. Look at the elements already given in the pattern.
2. Identify the repeating unit (shape, size, colour, or object).
3. Draw or colour the missing elements so that the pattern is complete and consistent.

Answer: Fill in the missing shapes/colours/objects by following the repeating rule of the pattern. Each blank should be filled with the element that logically continues the sequence.

Given: A number pattern is shown with some numbers missing (figure 29). The images are not fully visible, but this is a standard Class 1 number pattern activity.

Concept: A number pattern follows a fixed rule — numbers may increase by 1, by 2, or follow another regular sequence.

Steps:
1. Look at the numbers already given in the pattern.
2. Find the rule: check how much the numbers increase or decrease each time (e.g., $+1$, $+2$, $+5$, $+10$).
3. Apply the same rule to find the missing numbers.
4. Write the missing numbers in the blank spaces.

Example: If the pattern is $1, 2, \_\_, 4, 5, \_\_$, then the rule is $+1$, so the missing numbers are $3$ and $6$.

Answer: Fill in each blank by applying the identified rule consistently throughout the pattern.

Given: A partially drawn kolam (rangoli) pattern is shown (figures 30–31). A kolam is a symmetrical pattern made with dots and lines.

Concept: A kolam has a symmetrical and repeating design. The missing part must mirror or continue the existing design.

Steps:
1. Observe the part of the kolam that is already drawn.
2. Notice the symmetry — the left side mirrors the right side, or the top mirrors the bottom.
3. Complete the missing portion by drawing the same lines/curves on the other side to make it symmetrical.

Answer: Complete the kolam by drawing the missing lines/curves so that the design is symmetrical and the pattern is complete. (This is a drawing activity; the child should replicate the given half of the kolam on the blank side.)

Activity:

Steps:
1. Collect various objects from around the house or garden — pebbles, leaves, flowers, sticks, coins, bangles, etc.
2. Choose a repeating unit, for example: pebble – leaf – pebble – leaf, or big stone – small stone – big stone – small stone.
3. Arrange the objects on a flat surface following the chosen repeating unit.
4. You can also arrange them in the shape of a necklace (jewellery pattern), a flower pot design, or a decorative showpiece.
5. Observe and enjoy the pattern you have created.

Answer: This is a hands-on creative activity. The child creates their own pattern using collected objects. Any arrangement that follows a consistent repeating rule is a correct answer.

Activity:

Steps:
1. Go outside or look around the house.
2. Observe natural objects: a butterfly's wings (symmetrical pattern), a zebra's stripes (alternating black and white), a tiger's stripes, a beehive (hexagonal repeating pattern), leaves (veins form a pattern).
3. Also observe man-made patterns: tiles on the floor (repeating shapes), sarees/dupattas (border patterns), curtains (repeating designs).
4. Draw or note down the patterns you find.

Answer: Patterns found in nature and surroundings include:
- Butterfly wings — symmetrical colour pattern
- Zebra/Tiger skin — repeating stripes
- Beehive — repeating hexagonal cells
- Leaves — repeating vein patterns
- Floor tiles — repeating shapes
- Sarees/Curtains — repeating border designs

Activity:

Steps:
1. Collect small objects or cut pictures from old magazines/newspapers — leaves, flower petals, pieces of cloth, bottle caps, stickers, etc.
2. Arrange them on a sheet of paper in a pattern of your choice.
3. Glue them down to make a collage.
4. Make sure the arrangement follows a repeating pattern (by colour, shape, size, or type of object).

Answer: This is a creative hands-on activity. The child makes a collage by pasting collected objects in a repeating pattern on paper. Any collage that shows a clear repeating rule is a correct answer.

Activity:

Steps:
1. Choose two or more actions, for example: clap – stamp – clap – stamp, or clap – snap – clap – snap.
2. Perform the actions in a repeating sequence.
3. You can also combine three actions: clap – snap – stamp – clap – snap – stamp.
4. Ask a friend or family member to join and continue the pattern.

Example pattern: Clap $\rightarrow$ Snap $\rightarrow$ Stamp $\rightarrow$ Clap $\rightarrow$ Snap $\rightarrow$ Stamp $\rightarrow$ …

Answer: This is a fun movement activity. The child performs a sequence of actions in a repeating order. Any consistent repeating sequence of actions is a correct answer.