Spot the Pattern! Find what repeats or stays the same, and use the rule to predict and to save work.
1Finish the Sequence
Beginner
Activity: Pattern gaps, predictions and bug hunts
Objective: Find the part of a pattern that repeats and use it to predict what comes next.
Student task: Fill each gap with the shape that keeps the pattern going. Then say which part repeats.
What students read first
A pattern is something that repeats or changes in a regular way. Once you spot the part that repeats, you can predict what comes next. Computer scientists look for patterns so one rule can solve many problems.
Pixel's three hints
- Say the pattern out loud: star, moon, star, moon...
- Find the smallest group that repeats, then keep repeating it.
- Pixel has filled one gap for you.
Answer
Round 1: star, moon. Round 2: apple, banana. Round 3: square, square. The part that repeats is triangle, square, square.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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2Colour Code Challenge
Beginner
Activity: Pattern gaps, predictions and bug hunts
Objective: Use the length of a repeating pattern to work out any position.
Student task: Finish each colour code. In the last round, predict a bead far along the string.
What students read first
Patterns can be made of colours, sounds or moves, not just shapes. If you know how long the repeating part is, you can work out any position without drawing them all. That saves a lot of work.
Pixel's three hints
- Count how many beads are in the part that repeats.
- For a far-away bead, divide its number by the length of the repeating part and look at what is left over.
- Pixel has filled in one bead for you.
Answer
Round 1: yellow, blue, red. Round 2: red and red. Round 3: the repeat is 4 beads long and 20 ÷ 4 = 5, so bead 20 is green.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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3Number Detective
Beginner
Activity: Pattern gaps, predictions and bug hunts
Objective: Find the rule behind a number pattern and use it.
Student task: Type the missing numbers in each pattern. Then choose the rule.
What students read first
Number patterns follow a rule, such as 'add 3' or 'double it'. Find the rule by comparing each number with the one before it. Once you have the rule, you can carry on the pattern for ever.
Pixel's three hints
- Work out the difference between each number and the next.
- If the differences keep growing, try multiplying instead of adding.
- Pixel has typed one number for you.
Answer
Round 1: 15, 18 (add 3). Round 2: 35, 25 (take away 5). Round 3: 16, 32 (double). The rule is double each time.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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4Animal Patterns
Intermediate
Activity: Drag-and-drop sorting
Objective: Group things by the key features they share, then use the pattern on something new.
Student task: Sort each animal into its group by its key features. Then use the pattern to place a strange new animal.
What students read first
Things that share the same key features belong to the same group. Spotting the shared pattern lets you sort things you have never seen before. Look for the features that matter, not the ones that only look similar.
Pixel's three hints
- Ignore where the animal lives. Look at its body: fur, feathers, gills or scales?
- A whale and a bat are tricky. What do they feed their babies?
- Pixel has sorted one animal for you.
Answer
Mammals: dog, whale, bat. Birds: penguin, eagle, parrot. Fish: shark, clownfish. Reptiles: snake, crocodile, turtle. The platypus is a mammal.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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Activity: Program a dance and write it as a loop
Objective: Spot a repeating pattern of moves and write it as a loop.
Student task: Watch the dance, spot the pattern, and program what comes next. In the last round, write the whole dance as a loop.
What students read first
Dances are full of patterns: the same moves repeat again and again. Spot the repeating moves and you can describe a long dance in a few words, like 'do this 3 times'. Programmers call that a loop.
Pixel's three hints
- Watch the dance again and say the moves out loud.
- Find the shortest group of moves that repeats.
- Pixel has programmed one move for you.
Answer
Round 1: lean left, lean right, arms up. Round 2: spin, spin. Round 3: repeat 3 times: lean left, lean left, spin.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.2.1: iteration (count- and condition-controlled loops)
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6Snake Pattern Game
Intermediate
Activity: Snake game: keep the pattern going
Objective: Continue a pattern by choosing the right next item every time.
Student task: Steer the snake with the arrows to eat the fruit that comes next in the pattern. Finish all three rounds.
What students read first
The snake's body shows the order it has eaten its fruit, and that order is a pattern. Spot what repeats, then eat the fruit that keeps the pattern going. Eat the wrong fruit and the pattern breaks!
Pixel's three hints
- Read the snake's body from its tail to its head. Which fruits repeat?
- The strip above the board shows the fruit eaten so far. What comes after the last one?
- Pixel has lit up the next fruit for you.
Answer
Round 1: banana, apple, banana, apple. Round 2: cherry, grapes, grapes, cherry. Round 3: apple, banana, cherry, apple.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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7Traffic Light Detective
Advanced
Activity: Pattern gaps, predictions and bug hunts
Objective: Use a repeating cycle to fill gaps, predict the future and spot a fault.
Student task: Fill in the missing lights, predict the light at a later time, and find the faulty step.
What students read first
UK traffic lights follow a fixed cycle: red, red and amber, green, amber, then red again. Because the cycle repeats, you can work out what the light will show at any time. A step that breaks the cycle means the light is faulty.
Pixel's three hints
- Say the cycle out loud: red, red and amber, green, amber, red...
- One full cycle takes 60 seconds. Take away whole cycles first.
- Pixel has done one step for you.
Answer
Round 1: red and amber, amber, green. Round 2: green (95 seconds is 35 seconds into a 60-second cycle). Round 3: step 7 is the fault; it should be green.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.1: computational thinking
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Activity: Pattern gaps, predictions and bug hunts
Objective: Find where output breaks its pattern, then fix the line that caused it.
Student task: Find where each output breaks its pattern and fix it. In the code rounds, click the line with the bug, then choose the fix.
What students read first
When a program's output should follow a pattern, a value that breaks the pattern points to a bug. Debugging means finding where the pattern breaks, then working out which line caused it. Testing against the pattern you expect catches bugs fast.
Pixel's three hints
- Compare each value with the one before it. Where does the pattern change?
- In the code, find the line that makes or controls the numbers. Bugs in a pattern usually live there.
- Pixel has done one step for you.
Answer
Round 1: 26 should be 25. Round 2: the sixth flash should be blue. Round 3: line 2 should be print(i * 2). Round 4: line 2 should be while n > 0.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.1.2 and 2.3.2: finding logic errors and testing
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9Code Pattern Detective
Expert
Activity: Replace repeated code with a loop
Objective: Replace repeated code with a loop.
Student task: Turn each long program into a short loop by filling the gaps. Run it to check it prints exactly the same.
What students read first
When lines of code repeat with only a small change, that is a pattern a loop can replace. Find what stays the same and what changes, and use the loop counter for the part that changes. One short loop is easier to read and to fix than many copied lines.
Pixel's three hints
- Compare the lines. Which part stays the same, and which part changes each time?
- Use the loop counter i wherever the number changes. To count down, the step is negative.
- Pixel has filled one gap for you.
Answer
Round 1: for i = 1 to 5. Round 2: for i = 1 to 5 with print(7 * i). Round 3: for i = 10 to 6 step -1.
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.2.1: iteration (count- and condition-controlled loops)
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Activity: Multi-stage challenge
Objective: Recognise patterns in shapes, numbers and code, and use each rule to predict.
Student task: Open each lock of the Pattern Vault by cracking its pattern. There are three locks.
What students read first
Pattern recognition works everywhere: in shapes, numbers, cycles and code. A pattern master spots the rule, tests it, and uses it to predict. Open the three locks of the Pattern Vault to prove it.
Pixel's three hints
- Find the rule first: what repeats, or how each item changes from the one before.
- For the 10th number, count how many steps of the rule it takes to get there from the 1st.
- Pixel has done one step for you.
Answer
Shape lock: orange, orange, then the sixth shape should be yellow. Number lock: 31, then 162. Code lock: for i = 1 to 4 with print(3 * i).
- KS3 Computing: computational thinking (pattern recognition)
- OCR J277 2.2.1: iteration (count- and condition-controlled loops)
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