Pattern completion

A VISUAL REASONING LESSON

Pattern completion

A pattern-completion problem leaves part of a design empty. The task is to find a piece that preserves the surrounding pattern, not simply one with the same colors.

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Updated October 8, 2026 · Independent parent guide

A step-by-step approach

  1. Start at the boundary. Trace a line or region where it enters the gap. Predict where it should leave. Check more than one edge before accepting a piece.
  2. Compare internal structure. A choice can meet an edge but contain a misplaced turn, region or crossing inside the tile. Check the shape of the whole missing part.
  3. Reject partial matches. A piece that matches the left edge but breaks the right edge is still wrong. Ask the child to name the mismatch rather than guessing again.

Try an original worked example

Original worked example · five choices

Choose the piece that completes the picture. Attempt it before opening the explanation.

A hexagon tiling design with a rectangular missing part.
Square pattern piece. Edge positions run from 0 to 159. top edge: blue 0–7, yellow 8–17, blue 18–62, yellow 63–72, blue 73–151, yellow 152–159; bottom edge: blue 0–3, yellow 4–13, blue 14–66, yellow 67–76, blue 77–147, yellow 148–157, blue 158–159; left edge: blue 0–25, yellow 26–41, blue 42–52, yellow 53–69, blue 70–108, yellow 109–124, blue 125–135, yellow 136–152, blue 153–159; right edge: yellow 0–15, blue 16–79, yellow 80–98, blue 99–159.
Choice A
Square pattern piece. Edge positions run from 0 to 159. top edge: blue 0–30, yellow 31–40, blue 41–85, yellow 86–95, blue 96–159; bottom edge: blue 0–26, yellow 27–36, blue 37–89, yellow 90–99, blue 100–159; left edge: blue 0–42, yellow 43–51, blue 52–125, yellow 126–134, blue 135–159; right edge: blue 0–39, yellow 40–55, blue 56–122, yellow 123–138, blue 139–159.
Choice B
Square pattern piece. Edge positions run from 0 to 159. top edge: yellow 0–0, blue 1–79, yellow 80–88, blue 89–135, yellow 136–144, blue 145–159; bottom edge: blue 0–83, yellow 84–140, blue 141–159; left edge: yellow 0–15, blue 16–54, yellow 55–70, blue 71–81, yellow 82–98, blue 99–137, yellow 138–153, blue 154–159; right edge: blue 0–25, yellow 26–44, blue 45–108, yellow 109–127, blue 128–159.
Choice C
Square pattern piece. Edge positions run from 0 to 159. top edge: blue 0–37, yellow 38–46, blue 47–107, yellow 108–116, blue 117–159; bottom edge: blue 0–41, yellow 42–50, blue 51–103, yellow 104–112, blue 113–159; left edge: blue 0–18, yellow 19–27, blue 28–101, yellow 102–110, blue 111–159; right edge: blue 0–18, yellow 19–27, blue 28–101, yellow 102–110, blue 111–159.
Choice D
Square pattern piece. Edge positions run from 0 to 159. top edge: blue 0–42, yellow 43–51, blue 52–110, yellow 111–119, blue 120–159; bottom edge: blue 0–46, yellow 47–55, blue 56–106, yellow 107–115, blue 116–159; left edge: blue 0–19, yellow 20–28, blue 29–102, yellow 103–111, blue 112–159; right edge: blue 0–19, yellow 20–28, blue 29–102, yellow 103–111, blue 112–159.
Choice E
Reveal the answer and reasoning

Answer: A. Continue the six-sided outlines. The sides must meet the neighboring hexagons without shifting the tiling. Compare all four sides; matching one edge alone is insufficient.

  • A: Every visible boundary continues into the surrounding pattern.
  • B: This shifts the pattern horizontally; compare every edge with the surrounding design.
  • C: This shifts the pattern vertically; compare every edge with the surrounding design.
  • D: This shifts the pattern in both directions; compare every edge with the surrounding design.
  • E: This shifts the pattern in both directions; compare every edge with the surrounding design.

Independent teaching example. Its level and difficulty are editorial estimates; it is not an official NNAT item or score predictor.

How to use this as a teaching activity

Use a simple drawing with a missing square and discuss how its lines would continue. Move to denser patterns after the child understands the boundary check. Adding clutter is not, by itself, evidence of a higher reasoning level.

Let the child attempt the problem before offering hints. If support is needed, ask a question about a clue instead of pointing to the answer. Discuss one tempting wrong choice after revealing the explanation.

Check the task, not just the category

This guide uses a teaching label to organize visual reasoning. It does not assert a separate official NNAT3 subtest score or a specific quota of these problems in each level. See the category overview and the level guide for scope.

Continue exploring

NNAT3.org is an independent educational resource and is not affiliated with or endorsed by Pearson. Practice materials are original and are not official NNAT test items.

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