Embedded Files
Core concept: Forward counting sequences are a type of growing pattern.
Warm-up/Daily number sense: Domino dump – 10 minutes
Warm-up/Daily number sense: Domino dump – 10 minutes
Build student understanding of counting forwards and backwards by exploring the activity ‘Domino dump.’
Build student understanding of counting forwards and backwards by exploring the activity ‘Domino dump.’
As a class, place the number cards 0-12 on the ground in order, see Resource 1: Number cards 1. Check for accuracy by counting out loud and discuss which number is the smallest and which number is the largest.
As a class, place the number cards 0-12 on the ground in order, see Resource 1: Number cards 1. Check for accuracy by counting out loud and discuss which number is the smallest and which number is the largest.
Empty a container of at least 50 dominoes on the ground. Have each student collect one domino at a time and place it under the matching number card. Continue until all dominoes have been placed.
Empty a container of at least 50 dominoes on the ground. Have each student collect one domino at a time and place it under the matching number card. Continue until all dominoes have been placed.
Ask students what they notice and wonder about the arrangement of dominoes. Encourage students to compare the numbers and identify any patterns.
Ask students what they notice and wonder about the arrangement of dominoes. Encourage students to compare the numbers and identify any patterns.
Students take turns to count the quantity of dominoes by asking the following questions:
Students take turns to count the quantity of dominoes by asking the following questions:
How many dominos have less than a value of 6?
How many dominos have less than a value of 6?
How many dominoes that have more than a value of 8?
How many dominoes that have more than a value of 8?
How many dominoes are there between the number cards 5 and 10?
How many dominoes are there between the number cards 5 and 10?
Additional questions can be asked to provide students with the opportunity to build their understanding of counting forwards.
Additional questions can be asked to provide students with the opportunity to build their understanding of counting forwards.
In small groups, have students collect 20 dominoes. Students count backwards from 20 moving the dominoes back into the bucket.
In small groups, have students collect 20 dominoes. Students count backwards from 20 moving the dominoes back into the bucket.
Variation: Choose the number with the largest quantity of dominoes and have students count forwards and backwards to determine the total number of dominoes. Select students to identify different number cards and have them count the number of dominoes and then return the dominoes to the container by counting backwards.
Variation: Choose the number with the largest quantity of dominoes and have students count forwards and backwards to determine the total number of dominoes. Select students to identify different number cards and have them count the number of dominoes and then return the dominoes to the container by counting backwards.
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.
Activity: Growing patterns – 40 minutes
Activity: Growing patterns – 40 minutes
Ask students the following questions:
Ask students the following questions:
- What do you notice about the pattern?
- How would you describe the pattern?
- What does the pattern look like?
- Can you identify the repeating core? Explain your thinking.
- What would it look like if we continued this pattern?
Have students draw and record their growing pattern in their workbooks using images, words, or numerals. Students may like to draw the animals or the interlocking cubes to show the combining of quantities to make a growing pattern.
Have students draw and record their growing pattern in their workbooks using images, words, or numerals. Students may like to draw the animals or the interlocking cubes to show the combining of quantities to make a growing pattern.
observational data (MAO-WM-01, MAE-CSQ-01, MAE-FG-01)
observational data (MAO-WM-01, MAE-CSQ-01, MAE-FG-01)
work sample – drawing of growing pattern in workbooks (MAO-WM-01, MAE-CSQ-01)
work sample – drawing of growing pattern in workbooks (MAO-WM-01, MAE-CSQ-01)
Consolidation and meaningful practice: Sharing growing patterns – 10 minutes
Consolidation and meaningful practice: Sharing growing patterns – 10 minutes
Students conduct a gallery walk of all the growing patterns recorded in workbooks.
Students conduct a gallery walk of all the growing patterns recorded in workbooks.
As a class discuss what was the same and different with each pattern. Revisit the elements of a growing pattern and discuss and connect the mathematics.
As a class discuss what was the same and different with each pattern. Revisit the elements of a growing pattern and discuss and connect the mathematics.
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