DraftWritten with AI help from the sources it cites, and not yet read by a human editor.
At a glance
Curriculum expectations
C1.2— create and translate patterns using movements, sounds, objects, shapes, letters, and numbers
Brief
Make patterns, and turn a pattern from one form into another, using movements, sounds, objects, shapes, letters and numbers. The museum offers shapes from the art and buildings of the Islamic world to make a pattern from; the movements, sounds and numbers are for your class to bring. 1
How can the same pattern be made in another way?
Make a pattern with objects, then make the same pattern with claps or with a drawing. Say what stays the same.
Go deeper
Look closely at an arabesque. In it a leaf is never left alone: it always stays joined to its stalk, as an addition to it or at its end. The stalk may wave, spiral or interlace, and it may pass through a leaf or come out of it again. This is how the Encyclopaedia of Islam describes the arabesque 2.
Think about it
Imagine you draw a pattern of leaves, and every leaf must stay joined to a stalk. What must you do each time you add a new leaf, and why would the pattern look different if the leaves could float alone?
Into the museum
- The arabesque: the leaf pattern whose leaves grow from their stalks, and what the Encyclopaedia of Islam says about it.
- Islamic geometric patterns: patterns of stars, polygons and grids on buildings and art.
Try this
Look at the museum's record on the arabesque, pick circles, triangles or squares, and make a new pattern with them.
Sources
- Ontario Ministry of Education, The Ontario Curriculum: Mathematics
- Encyclopaedia of Islam, 2nd edition (Leiden: Brill, 1954–2008), 13 volumes , vol. 1 p. 583
Cite this page
islam.museum contributors. “Patterns that come back”. islam.museum, https://islam.museum/en/course/ca-on-g1-math-c-1/. CC BY-SA 4.0. Last updated 2026-11-13.
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