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OUTCOME
A student:
MA1-8NA: creates, represents and continues a variety of patterns with numbers and objects
Teaching Point | In Stage 1, students further explore additive number patterns that increase or decrease. Patterns could now include any patterns observed on a number chart and these might go beyond patterns created by counting in ones, twos, fives or tens. This links closely with the development of Whole Numbers and Multiplication and Division. |
Repeating patterns of objects or symbols are described using numbers that indicate the number of elements that repeat, eg A, B, C, A, B, C, … has three elements that repeat and is referred to as a ‘three’ pattern. |
| Language | Students should be able to communicate using the following language: pattern, number line, number chart, odd, even. |
Investigate and describe number patterns formed by skip counting and patterns with objects | identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point |
| – use objects to represent counting patterns (Communicating) | |
| – investigate and solve problems based on number patterns (Problem Solving) | |
| represent number patterns on number lines and number charts | |
| recognise, copy and continue given number patterns that increase or decrease, eg 1, 2, 3, 4, … 20, 18, 16, 14, … | |
| – describe how number patterns are made and how they can be continued (Communicating, Problem Solving) | |
| create, record and describe number patterns that increase or decrease | |
| recognise, copy and continue patterns with objects or symbols | |
| – recognise when an error occurs in a pattern and explain what is wrong (Communicating, Problem Solving) | |
| create, record and describe patterns with objects or symbols | |
describe a repeating pattern of objects or symbols in terms of a ‘number’ pattern, eg | |
| – make connections between repeating patterns and counting, eg a ‘three’ pattern and skip counting by threes (Communicating, Reasoning) | |
| model and describe ‘odd’ and ‘even’ numbers using counters paired in two rows | |
| – describe the pattern created by modelling odd and even numbers (Communicating) |
To be added