Planning tool

Students:

• recognise, continue and create repeating patterns
• identify the repeating unit/element and how many times it is repeated
• continue growing number patterns where the difference between each term is the same number
• describe the rule for a growing pattern.

Some students may:

• be unable to identify the repeating chunk in a pattern that has an incomplete third term in the pattern. For example, in the pattern ‘square-circle-square-square-circle-square’, they see the whole six parts as a chunk to repeat rather than identify ‘square-circle-square’ as the repeating unit. To address this, provide repeated opportunities to look for and circle the repeating unit. Model and scaffold how to do this.
• not yet grasp that skip-counting patterns are additive patterns. They may be able to skip-count fluently by twos, fives or tens starting from zero, but are unable to start from a multiple of the number without dropping back to zero. For example, when asked to count by fives starting from 15, they begin at zero.
• cannot yet skip-count from a non-multiple of the number. For example, when asked to start at 13 and count by twos students will say ‘I can’t’ or slip into a familiar sequence. They might say ‘13, 15, 17, 19, 20, 22 …’ The 2, 4, 6, 8 pattern of the even numbers is much more familiar than the odd numbers. To address this, ensure that students are confident counting to and from any multiple of the number before moving onto non-multiple starting points. Provide repeated opportunities to explore sequences on hundred charts and for oral counting with the various patterns.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are exploring and learning about different patterns.

Why are we learning about this?

• Patterns are at the heart of mathematics. Understanding patterns supports other mathematical understandings.

What to do

• Notice and discuss repeating patterns in the way we live, for example, days of the week, months of the year, the seasons, or routines such as getting ready for school or setting the table.
• Explore patterns using rhythm. You could take turns creating a clapping pattern and then asking the other person to copy it.
• Draw, create and describe different repeating patterns, for example, triangle-square-circle-triangle-square-circle. Then use the pattern in a creative way, such as a border on a greeting card.
• Identify and explain visual patterns on clothing, wrapping paper, buildings, crockery, cards and furniture. Create a scrapbook to refer back to for ideas during arts and crafts.
• Collect objects to create patterns with, such as gumnuts, twigs, shells or container lids. Make and continue repeating patterns using your found items, for example, gumnut-twig-twig-gumnut-twig-twig, or red-blue-red-red-blue-red.
• Play games that involve recognising the patterns on dice and dominoes.
• Notice and enjoy patterns found in stories, poetry and songs. Listen to and/or create songs with growing number patterns, including skip-counting.

Success criteria

I can:

• identify and describe the ‘unit of repeat’ in a repeating pattern
• describe what happens in growing patterns, including skip-counting patterns 
• continue different repeating and growing patterns.