Pattern Detectives: From Observation to Algorithm

Project overview

In this project you will find and solve real problems from your surroundings using the mathematics of "Class 6 - COMPUTATIONAL THINKING and AI", and present your work as a portfolio.

Learning objectives

• Apply the ideas of "Chapter 1 - Patterns in Mathematics".
• Show how ideas from different chapters connect.

Instructions

Read all steps before you begin. Plan your time, keep notes as you work, and use the lessons and your assignments. Your project must be your own work.

Required materials

Notebook, pencil, ruler, chart paper or a computer, and your course notes.

Step-by-step tasks

1. Choose your project focus and write a one-paragraph plan. Ask your teacher to approve it.
2. Use "Chapter 1 - Patterns in Mathematics": include and explain these ideas — pattern, skip-counting patterns, virahanka numbers.
3. Explain at least two connections between ideas from different chapters.
4. Include at least one diagram, table, chart or timeline that you made yourself.
5. Finish with a short reflection: what did you learn, and what would you do differently?

Expected outcomes

• A complete project that uses ideas from several chapters correctly.
• Clear explanations using the key terms of the course.
• Evidence of your own planning, work and reflection.

Submission requirements

• Submit your project as files (document, photos or scans) and/or online text in this assignment.
• Size: about 3–5 pages or a poster with a written report.
• Submit online in this assignment as text and/or uploaded files before the due date.

Assessment criteria and marking rubric

This assignment is marked out of 50 using the rubric below.

Project purpose Extra Practice

Students will apply pattern recognition skills from Chapter 1 to real-world contexts, create mathematical representations of patterns, articulate rules in their own words, and connect pattern thinking to computational thinking concepts.

Project objectives

• Identify and document at least three distinct patterns (number, shape, or event) from the school or home environment.
• Represent each pattern using dots, shapes, grids, tables, or charts as described in Chapter 1.
• State the general rule for each pattern using both a term-to-term rule and a position-to-term rule.
• Extend each pattern by at least five further terms or stages.
• Explain how the process of finding a rule mirrors the first step of computational thinking and how machines use similar pattern recognition.

Suggested materials

• Notebook or journal for observations
• Grid paper (1 cm squares)
• Plain paper and coloured pencils or markers
• Ruler
• Access to a computer with Scratch (optional, for digital extension)
• Camera or smartphone for photos (optional)

Project steps

1. 1. Pattern Hunt: Spend 30 minutes walking around the school or home. Photograph or sketch three different patterns (e.g., floor tiles, seating arrangement, number sequence on a calendar, repeating border design).
2. 2. Pattern Classification: For each pattern, decide whether it is a repeating pattern, a growing number pattern (like triangular, square, cube, doubling, or Virahanka numbers), or a shape pattern. Record the classification in the journal.
3. 3. Mathematical Representation: On grid paper, create a visual representation of each pattern using dots, shapes, or a table. For number patterns, list the first 6–8 terms in a table with term position and term value.
4. 4. Rule Discovery: Write the term-to-term rule (how to get from one term to the next) and the position-to-term rule (how to calculate the value at any position n) in your own words.
5. 5. Pattern Extension: Use the position-to-term rule to predict the next five terms or stages. Show the calculations.
6. 6. Computational Thinking Link: Write a short paragraph explaining how the steps you took (observe, find rule, predict) are similar to how a computer learns to recognise patterns (e.g., in images, voice, or data).
7. 7. Create a Display: Assemble the sketches, tables, rules, extensions, and reflection into a poster or digital slide deck titled "My Pattern Detective File".
8. 8. Gallery Walk: Present the poster to classmates. Each student leaves one sticky-note question or comment on two other posters.
9. 9. Revise and Reflect: Incorporate feedback and answer the reflection questions in writing.

What to submit

1. Pattern Detective Journal (observations, classifications, tables, rules, extensions)
2. Pattern Detective Poster or digital slide deck
3. Written computational thinking connection paragraph
4. Completed reflection question responses

Reflection questions

• Which pattern was the most challenging to find a rule for, and why?
• How did representing the pattern visually (dots, grid, table) help you discover the rule?
• In what ways does the term-to-term rule differ from the position-to-term rule? Which is more useful for predicting the 100th term?
• How does the pattern-thinking process you used relate to the way a computer might be trained to recognise a pattern in data?
• Can you think of a real-world problem where pattern recognition like this could be useful? Describe it briefly.

What a successful project should demonstrate

• At least three distinct patterns are documented with clear photos or sketches.
• Each pattern is correctly classified (repeating, growing number, or shape pattern).
• Visual representations (dots, grids, tables) are accurate and labelled.
• Both term-to-term and position-to-term rules are stated in the student's own words for each pattern.
• Patterns are extended correctly by at least five terms using the position-to-term rule.
• Computational thinking connection paragraph shows understanding of the link between human pattern recognition and machine pattern recognition.
• Poster/slide deck is organised, legible, and includes all required components.
• Reflection questions are answered thoughtfully with specific references to the project work.

Assessment rubric

Teachers can edit these instructions, the submission settings, the due date and the rubric in the assignment settings.