Pattern Detective Portfolio: From Classroom to Code

Project overview

In this project you will find and solve real problems from your surroundings using the mathematics of "PART 1 · COMPUTATIONAL THINKING - CLASS 6", 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 investigate, document, and analyze patterns in their immediate environment and in classic number sequences, then express the governing rules in words, tables, and simple flowcharts — laying the groundwork for algorithmic thinking.

Project objectives

• Identify and photograph or sketch at least three real-world patterns (repeating, growing, or symmetric) in the school or home setting.
• Generate the first ten terms of triangular, square, cube, doubling, and Virahanka (Fibonacci-style) sequences using manipulatives or grid paper.
• Discover and describe at least two hidden connections between these number patterns (e.g., triangular numbers inside Pascal's Triangle, odd-number gnomons building squares).
• Write both a term-to-term rule and a position-to-term rule for each investigated pattern in their own words.
• Represent one chosen pattern as a step-by-step flowchart that a computer could follow to produce the sequence.

Suggested materials

• Grid paper (1 cm squares)
• Coloured pencils or markers
• Dot stickers or dried beans for hands-on building
• Camera or smartphone (optional, for photo evidence)
• Blank A4 paper for flowcharts
• Ruler
• Scissors and glue stick (for portfolio assembly)

Project steps

1. Pattern Hunt (2 periods): Walk the school corridors, playground, and classroom. Sketch or photograph three distinct patterns (e.g., floor tiles, window grilles, seating arrangement, rangoli). Label each as repeating, growing, or symmetric.
2. Number Pattern Lab (3 periods): Using grid paper and dot stickers, build the first 10 triangular, square, and cube numbers. Record each in a table with columns: Position , Term Value, Visual Model. Repeat for the doubling pattern (1, 2, 4, 8…) and Virahanka numbers (1, 1, 2, 3, 5, 8…).
3. Connection Quest (1 period): Examine the completed tables and models. Find and write down two surprising links (e.g., each square is the sum of two consecutive triangular numbers; odd numbers 1+3+5… build squares).
4. Rule Writing Workshop (1 period): For each of the five sequences, write a term-to-term rule ("add the previous two terms") and a position-to-term rule ("multiply n by itself"). Share and refine with a partner.
5. Flowchart Coding (2 periods): Choose one sequence. Draw a flowchart using standard shapes (oval start/stop, rectangle process, diamond decision) that shows how a computer would generate the first 20 terms. Test the logic by stepping through it manually.
6. Portfolio Assembly (1 period): Compile photos/sketches, tables, connection notes, rules, and flowchart into a folded A3 "Pattern Detective Portfolio" with a decorated cover.

What to submit

1. Completed Pattern Detective Portfolio (physical or photographed)
2. Five filled-in sequence tables with visual models
3. Written list of two discovered cross-pattern connections
4. Term-to-term and position-to-term rules for all five sequences
5. One tested flowchart for a chosen sequence

Reflection questions

• Which pattern surprised you the most, and why?
• How did building the patterns with dots or stickers help you see the rule differently than just writing numbers?
• If you had to teach a computer to recognise the floor-tile pattern you photographed, what extra information would the computer need compared to the number patterns?
• Where else in your daily life do you now notice patterns that you didn't notice before this project?

What a successful project should demonstrate

• Portfolio contains evidence of three real-world patterns with correct classification.
• All five sequence tables are complete through the 10th term with accurate values and visual models.
• At least two valid cross-pattern connections are clearly described.
• Both rule types are written for every sequence in the student's own words.
• Flowchart uses correct symbols, has a clear start/stop, and correctly generates the chosen sequence when traced.
• Reflection answers show thoughtful links between pattern recognition and computational thinking.

Assessment rubric

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