Embedded Files
Core concept: Backward counting sequences are a type of shrinking pattern.
Warm-up/Daily number sense: Number dash – 10 minutes
Warm-up/Daily number sense: Number dash – 10 minutes
Build student understanding of counting forwards and back by playing number dash.
Build student understanding of counting forwards and back by playing number dash.
Display a number chart and practice choral counting from 1 to 30.
Display a number chart and practice choral counting from 1 to 30.
Place students into groups of 3 or 4 and provide each group with a shuffled set of number cards 1-20, see Resource 7: Number cards 2
Place students into groups of 3 or 4 and provide each group with a shuffled set of number cards 1-20, see Resource 7: Number cards 2
Call out a number range and have students place their number cards in order. Some suggested ranges include:
Call out a number range and have students place their number cards in order. Some suggested ranges include:
1 up to 20
1 up to 20
20 down to 1
20 down to 1
5 up to 15
5 up to 15
20 down to 10.
20 down to 10.
Select a group to read out the numbers in the order they have placed them and ask the class if the order is correct. Every group that gets the sequence correct wins a point. Select students to identify a number before or after a given number.
Select a group to read out the numbers in the order they have placed them and ask the class if the order is correct. Every group that gets the sequence correct wins a point. Select students to identify a number before or after a given number.
Students reshuffle the cards and play continues until a group reaches 5 points.
Students reshuffle the cards and play continues until a group reaches 5 points.
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: Shrinking patterns – 40 minutes
Activity: Shrinking 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 shrinking 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 shrinkingpattern.
Have students draw and record their shrinking 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 shrinkingpattern.
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 shrinking pattern in workbooks (MAO-WM-01, MAE-CSQ-01)
work sample – drawing of shrinking 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 shrinking patterns recorded in workbooks.
Students conduct a gallery walk of all the shrinking patterns recorded in workbooks.
As a class discuss what was the same and different with each pattern. Revisit the elements of a shrinking 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 shrinking pattern and discuss and connect the mathematics.
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