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⭐ Connecting Patterning to Essential Key Concepts ⭐️
Exploring Patterning offers authentic opportunities to revisit the Essential Key Concepts of Number Sense & Addition/Subtraction:
B1.1 → Read, represent, compose, and decompose to 200
Creating and describing number patterns (e.g., 0+87, 10+77, 20+67, 30+57) allows students to revisit and solidify their fluency with composing and decomposing numbers.
B1.4 → Count to 200, including by 20s, 25s, and 50s
Determining a pattern rule (e.g., start at 34, add 20 each time) prompts students to revisit their skip counting skills, solidifying them further through tasks like extending number sequences.
B1.5 → Describe what makes a number even or odd
Extending patterns of even and odd numbers allow students to revisit and solidify their understanding of what makes a number even or odd.
B2.2 → Recall addition facts up to 20, and related subtraction facts
Finding missing numbers in a pattern (e.g., 20+0, 19+1, 18+2, 17+__, 16+__, 15+__) allows students to revisit and strengthen their addition and subtraction fact fluency.
Expectation Cluster
Expectation Cluster
C1.1 identify and describe a variety of patterns involving geometric designs, including patterns found in real-life contexts
C1.2 create and translate patterns using various representations, including shapes and numbers
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns represented with shapes and numbers
C1.4 create and describe patterns to illustrate relationships among whole numbers up to 100
⛭ Related Mathematical Processes
Problem Solving, Representing, Reasoning and Proving
Organize your observations of student learning related to the key concepts and skills for this topic:
Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.
During this topic, pay attention to the students' ability to recognize sources of stress and cope with challenges.
How do students respond to challenges? (e.g. jump right in, wait for assistance, use a strategy like model the problem...etc.)
Can students describe the self-talk they use to refocus? (“I tell myself to slow down.” “I stop and take a breath.”)
Do students persevere with tasks?
Models and Tools
Models and Tools
Concrete Learning Resources Tools:
pattern blocks
attribute blocks
two-coloured counters
connecting cubes
cuisenaire rods
colour tiles
number line
white boards
Virtual Learning Resources and Tools:
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