Embedded Files
Core concept: Patterns have a core that repeats over and over and over again.
Warm-up/Daily number sense: Zap zero – 10 minutes
Warm-up/Daily number sense: Zap zero – 10 minutes
Build student understanding of number word sequences by counting backwards from 20.
Build student understanding of number word sequences by counting backwards from 20.
Ask students to gather in a circle as a whole class.
Ask students to gather in a circle as a whole class.
Explain to students that they will be counting backwards from 20 to zero.
Explain to students that they will be counting backwards from 20 to zero.
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
This process continues until one student remains standing.
This process continues until one student remains standing.
Activity: AB bug patterns – 40 minutes
Activity: AB bug patterns – 40 minutes
Read the text Pattern Bugs by Trudy Harris. Whilst reading, ask students to predict which word may come next in the text and have students identify the patterns during the read-aloud.
Read the text Pattern Bugs by Trudy Harris. Whilst reading, ask students to predict which word may come next in the text and have students identify the patterns during the read-aloud.
Ask students what they notice about this pattern. Highlight that it has 2 separate parts, which is called a two-part pattern.
Ask students what they notice about this pattern. Highlight that it has 2 separate parts, which is called a two-part pattern.
Highlight to students that a pattern is something that repeats over and over and over again and the part that repeats is called the pattern core. Typically, a pattern needs to be repeated 3 times to be confident that it is a pattern.
Highlight to students that a pattern is something that repeats over and over and over again and the part that repeats is called the pattern core. Typically, a pattern needs to be repeated 3 times to be confident that it is a pattern.
Pattern: A pattern in mathematics is made up of a number of elements (pictures, colours, shapes, letters etc) that repeat or follow a rule.
Pattern: A pattern in mathematics is made up of a number of elements (pictures, colours, shapes, letters etc) that repeat or follow a rule.
Present a collection of concrete materials and explain to students that patterns can be copied and continued using materials and objects. For example, the orange-yellow, orange-yellow pattern could be represented using orange and yellow blocks. The big, small, big, small pattern could be represented using 2 different sized blocks of the same colour. The circle, stripes, circle, stripes pattern could be represented using a drawing with circles and stripes.
Present a collection of concrete materials and explain to students that patterns can be copied and continued using materials and objects. For example, the orange-yellow, orange-yellow pattern could be represented using orange and yellow blocks. The big, small, big, small pattern could be represented using 2 different sized blocks of the same colour. The circle, stripes, circle, stripes pattern could be represented using a drawing with circles and stripes.
Using concrete materials model how to copy and continue the flutter-float pattern by creating the core and then repeating the core over and over and over again.
Using concrete materials model how to copy and continue the flutter-float pattern by creating the core and then repeating the core over and over and over again.
Ask students to create their own AB pattern using the concrete materials. In pairs, have students share their patterns explaining the pattern core and identifying how many times the pattern repeats.
Ask students to create their own AB pattern using the concrete materials. In pairs, have students share their patterns explaining the pattern core and identifying how many times the pattern repeats.
photographs or videos of the creation of patterns (MAO-WM-01, MAE-FG-01)
photographs or videos of the creation of patterns (MAO-WM-01, MAE-FG-01)
observational data (MAO-WM-01, MAE-FG-01).
observational data (MAO-WM-01, MAE-FG-01).
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