Embedded Files
Core concept: Patterns can grow and shrink.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- patterns can grow by continuing the pattern core
- patterns can shrink by taking away a pattern core.
Success Criteria:
Success Criteria:
Students can:
Students can:
- create a growing pattern
- create a shrinking pattern
- explain how a pattern grows
- explain how a pattern shrinks.
Daily number sense: Mystery box (objects to create patterns) – 10 minutes
Daily number sense: Mystery box (objects to create patterns) – 10 minutes
In the mystery box include objects to create AB. ABB & ABC patterns. Based on student demonstrations from the previous day, select those students who require additional support in creating patterns. Use a document camera to display the pattern.
In the mystery box include objects to create AB. ABB & ABC patterns. Based on student demonstrations from the previous day, select those students who require additional support in creating patterns. Use a document camera to display the pattern.
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
Pattern revision
Pattern revision
Building by one is a pattern
Building by one is a pattern
How many animals were added to the display each time?
How many animals were added to the display each time?
Each new page adds just one more animal and that is similar to a type of number pattern.
Each new page adds just one more animal and that is similar to a type of number 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.
How can patterns grow?
How can patterns grow?
What do you notice?
What do you notice?
If students notice just the colour pattern, direct their attention to the quantity (how many) in each tower and how the quantity changes each time one more tower is added to the sequence.
Making our own staircase pattern – 15 minutes
Making our own staircase pattern – 15 minutes
Explain that students will be making their own staircase pattern.
Thinking Questions:
Thinking Questions:
- How did you work out how to make the staircase?
- Can you tell me about how this is a pattern?
- What would come next in your pattern?
- How can you check if your pattern is right?
What do you notice?
What do you notice?
Too hard?
Too hard?
Students find it difficult to create an accurate staircase model:
Reduce the number of stairs to 3.
Create a foundation of 5 items. Ask students to build consecutive towers to match numbers 1, 2, 3, 4 and 5.
Students find it difficult to explain the growing pattern of a staircase model:
Use guiding questions to scaffold students’ thinking.
Re-state attempts at explaining to model correct vocabulary.
Too easy?
Too easy?
Students quickly and accurately create and describe the growing pattern for a staircase of 5:
Ask students to extend the staircase to 10.
Ask the students to create a staircase increasing each step by 2.
Ask students to compare how many items were needed to create a staircase growing by one and how many were needed for a staircase growing by 2.
Consolidation and meaningful practice: How do patterns grow and shrink – 5 minutes
Consolidation and meaningful practice: How do patterns grow and shrink – 5 minutes
Review the class display board and ask students what they now know about patterns. Use student responses to consolidate understanding of key features of repeating, growing, and shrinking patterns.
You may like to add to the display. Consider adding photos of students building a growing staircase pattern, or images that show growing and shrinking patterns, to reflect an extended understanding of patterns.
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