This paper presents the results from an initial lesson in a series of design experiments focusing on young Indigenous students' understandings of growing patterns. Indigenous students in Year 2 and 3 (n = 16) participated in pre lesson activities and a 45 minute lesson on growing patterns. Tentative findings from this study suggest that; (a) Year 2 and 3 Indigenous students are capable of working with growing patterns; (b) contextual artefacts assisted with communication; and (c) gesture played an important two-fold role in the lessons and communication of the mathematics experienced.