Embedded Files
Core concept: A pattern structure includes a repeating core.
Warm-up/Daily number sense: Building towers – 15 minutes
Warm-up/Daily number sense: Building towers – 15 minutes
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Ask the students:
Ask the students:
- How many blocks do you have?
- How many more do you need to get to your target number?
- What strategy did you use to build your tower and work out how many more you needed to complete the tower?
An alternative to this game is:
An alternative to this game is:
- Build the towers and play in reverse, taking away bricks.
- Change the number of towers students build.
- Change the number of blocks needed for each tower.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Activity: Building towers – 10 minutes
Activity: Building towers – 10 minutes
Provide students with a pile of 20 interlocking cubes.
Provide students with a pile of 20 interlocking cubes.
Ask students to make 5 towers with 3 blocks in each tower (see Figure 4).
Ask students to make 5 towers with 3 blocks in each tower (see Figure 4).
Ask students:
Ask students:
- How many towers do you have?
- How many blocks in each tower?
- How many are there altogether?
Students record their learning with symbols, numerals or words.
Students record their learning with symbols, numerals or words.
pictures of their towers (MAO-WM-01, MAE-FG-02).
pictures of their towers (MAO-WM-01, MAE-FG-02).
Activity: Patterns – 30 minutes
Activity: Patterns – 30 minutes
Provide students time to think independently, then turn and talk to a partner to share.
Provide students time to think independently, then turn and talk to a partner to share.
Ask students:
Ask students:
- What is the same? What is different?
- How do you know this is a pattern?
- What part of the pattern is repeated?
Explain that a pattern has a core that is repeated over and over and over again. This helps to determine what comes next.
Explain that a pattern has a core that is repeated over and over and over again. This helps to determine what comes next.
Assessment: Ask students to identify the core in each of the patterns and create an ABB pattern.
Assessment: Ask students to identify the core in each of the patterns and create an ABB pattern.
Consolidation and meaningful practice: Pop stick sharing – 10 minutes
Consolidation and meaningful practice: Pop stick sharing – 10 minutes
Explain how students will make fair shares of items. Students will use equal sharing by distributing items using a 1:1 ratio, into a set number of groups. Remind students that they won’t know how many are in each group until all the objects have been distributed.
Explain how students will make fair shares of items. Students will use equal sharing by distributing items using a 1:1 ratio, into a set number of groups. Remind students that they won’t know how many are in each group until all the objects have been distributed.
Give each student 12 craft sticks and 3 cups and ask students to share the craft sticks into the cups one at a time. Explain that this is called equal sharing.
Give each student 12 craft sticks and 3 cups and ask students to share the craft sticks into the cups one at a time. Explain that this is called equal sharing.
Ask students to describe what they see in terms of groups and how many there are in each group.
Ask students to describe what they see in terms of groups and how many there are in each group.
Explain that sometimes, when creating fair shares, students might only know how many are in each group, but not how many groups there are. This is called equal grouping.
Explain that sometimes, when creating fair shares, students might only know how many are in each group, but not how many groups there are. This is called equal grouping.
Display a pile of 12 craft sticks.
Display a pile of 12 craft sticks.
Ask students to make groups of 4 craft sticks, until there are none left.
Ask students to make groups of 4 craft sticks, until there are none left.
Ask students to describe what they see in terms of groups and how many there are in each group.
Ask students to describe what they see in terms of groups and how many there are in each group.
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