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Core concept: A repeating pattern has a core that repeats over and over again.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the core of a two-part pattern in any context is labelled AB
- identifying a core helps us to continue a repeating pattern.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify the core of a repeating pattern
- label a range of two-part patterns with AB
- continue a repeating pattern.
Daily number sense: Use the counting sequence of ones flexibly – 10 minutes
Daily number sense: Use the counting sequence of ones flexibly – 10 minutes
Use the counting sequence of ones flexibly
Use the counting sequence of ones flexibly
Count forwards to at least 30 and state the number after or before a given number, without needing to count from one
Identify and distinguish the ‘teen’ numbers from multiples of ten with the same initial sounds
Count backwards from a given number 20 or less
Identify the number before as 'one less' and the number after as 'one more’ than a given number
Which one is not a pattern and why?
Which one is not a pattern and why?
A pattern is something that repeats, and identifying a pattern core helps us to know what comes next in pattern.
A pattern is something that repeats, and identifying a pattern core helps us to know what comes next in pattern.
Describing AB patterns
Describing AB patterns
What is the same? What is different?
What is the same? What is different?
Explain that a pattern has a core that is repeated over and over again so we can be sure of what comes next.
A two-part pattern can be described as having an AB pattern.
Consolidation and meaningful practice: Continuing and fixing patterns
Consolidation and meaningful practice: Continuing and fixing patterns
Provide activities in which an established pattern can be continued or has some missing elements for students to fix. These suggested rotating stations should be set up to allow students to continue AB pattern or find a missing element. Include at least 2 activities that provide work samples for assessment reflecting students’ ability to continue and fix a pattern. Consider using different attributes in each pattern structure, for example:
threading beads on a string
stamping inside squares printed on a page
home corner table settings
buttons or craft materials
modelling clay shapes or objects.
Observe students’ continuing and fixing patterns and speaking about the attributes of the core. Provide opportunities for students to engage in conversation about their thinking with questions:
What do you notice about the pattern you are working on?
How would you describe the core of this pattern?
Which part repeats over and over again?
How did you know what was next/missing?
Too hard?
Too hard?
Students may find it difficult to accurately continue a pattern:
Ask students to copy the pattern underneath.
Invite students to attempt to create a longer version than the pattern they are copying.
Use patterns made from concrete materials to identify the core and move one core underneath another until each core is aligned. Ask the student to create another matching core and move each core back into the original sequence.
Students may find it difficult to accurately fix the missing parts of a pattern:
Provide a missing part activity with only one missing element to solve.
Use patterns made from concrete materials to identify the core and move one core underneath another until each core is aligned. Use the alignment to help students to see the missing elements.
Too easy?
Too easy?
Students quickly and accurately continue or fix an AB pattern:
Provide patterns with more challenging attributes such as orientation of shapes or objects, inside/outside or on top/below and so on.
Consider including activities that include an ABB or ABC repeating pattern.
Provide circular, vertical, or diagonal patterns to continue or fix.
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