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Core concept: We can make a repeating pattern by creating a core and repeating it over and over again.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the core can be repeated over and over again to create a growing pattern.
Success Criteria:
Success Criteria:
Students can:
Students can:
- create a simple core of 2 or 3 parts in a range of contexts
- create a growing pattern by repeating the created core over and over again.
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
What do you notice about the core of the pattern?
What do you notice about the core of the pattern?
A core for a pattern can have different structures and can have more than 2 parts.
A core for a pattern can have different structures and can have more than 2 parts.
Some patterns have a core that repeats over and over again.
Some patterns have a core that repeats over and over again.
The parts of a pattern core can be described using letters, for example, AB, ABB, ABC.
The parts of a pattern core can be described using letters, for example, AB, ABB, ABC.
Creating patterns
Creating patterns
Provide materials and stimulus for students to generate their own core, from which to build a pattern. Establish success criteria for how to build a pattern. Some suggested materials could be:
printing with objects or vegetables
sticks, rocks, leaves and flowers
matchsticks or ice cream sticks
stacking blocks
modelling clay shapes or objects.
As students are working, move around the room and discuss students’ thinking with questions such as:
Can you tell me about the parts of your pattern?
How do you know it is a pattern?
What would come next/before in your pattern?
How can you check if your pattern is right?
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 have difficulties articulating the key features of their pattern:
Students may have difficulties articulating the key features of their pattern:
- Provide a method for delineating each core in their pattern, such as placing a marker where each new core begins or covering the pattern to reveal only one core at a time.
- Allow students to fix their pattern if they notice errors as they explain their pattern.
- Re-state attempts at explaining to model correct vocabulary.
Too easy?
Too easy?
Students clearly articulate the key features of their pattern. Ask students to compare 2 patterns made and share what they notice is the same and what is different about the patterns.
Students clearly articulate the key features of their pattern. Ask students to compare 2 patterns made and share what they notice is the same and what is different about the patterns.
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