
This colourful Straw Pattern Fun teaching aid is designed to help teachers introduce and explain colour patterns to young learners in a fun and visual way.
Teachers can display the activity on the interactive whiteboard, classroom screen, or projector and use the large straw patterns to teach children how colours repeat in a sequence.
The activity includes patterns such as:
Blue – Red – Yellow – Blue – Red – Yellow
and
Red – Yellow – Green – Pink – Blue – Red – Yellow – Green – Pink – Blue
Teachers can point to each colour, encourage students to say the colours aloud, and ask questions such as “What colour comes next?” or “Which colour is missing?”
This resource works well as a whole-class teaching aid before children complete their own pattern activities. It helps develop pattern recognition, colour identification, visual sequencing, prediction, and early mathematical thinking while keeping young learners engaged.
It can also be used repeatedly throughout the year as a quick pattern warm-up or revision activity.
Classroom Colouring Worksheets
I have also included classroom colouring worksheets that students can complete during class. These worksheets give children the opportunity to practice the colour patterns they have learned by reading the colour names and colouring each straw accordingly.
The worksheets are designed to reinforce colour recognition, sequencing, pattern awareness, reading, and fine motor skills. They can be used as an individual activity, a follow-up task after a whole-class lesson, or as a simple early-finisher activity.
The clear, large straw shapes and colour names make them particularly suitable for young learners and ESL students, allowing children to connect the written colour word with the correct colour.
Credits & Copyright
© 2026 Sonyja Murphy. All rights reserved.
This educational resource was created by Sonyja Murphy.
Illustrations in this resource were created with the assistance of AI (ChatGPT by OpenAI) and have been edited and arranged as part of this original educational work.
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