# Patterns and algebra – How many patterns?

Students Investigate and describe number patterns formed by skip counting and patterns with objects.

 Practical Resource required Verbal recording Take photo Teacher observation

## Number and algebra – patterns and algebra 1

• describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM
• uses objects, diagrams, and technology to explore mathematical problems MA1-2WM
• creates, represents and continues a variety of patterns with numbers and objects MA1-8NA

## Content

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

Whole numbers 2- investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA027)

Addition and subtraction 2- represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Multiplication and division 1 - skip count by twos, fives and tens starting from zero (ACMNA012)

## National Numeracy Learning Progression mapping to the NSW mathematics syllabus

When working towards the outcome MA1-8NA the sub-elements (and levels) of Quantifying numbers (QuN7), Multiplicative strategies (MuS2-MuS5) and Number patterns and algebraic thinking (NPA3-NPA4) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

## Materials

• range of dominoes
• paper, pencils,
• recording device (optional)

## Teacher instructions

The purpose of this task is to gauge students’ understanding of concepts such as identifying and describing number patterns

Students are given a large quantity of dominoes and are invited to explore the resource.

Students record their findings using paper, pencils, a whiteboard or use a recording device.

Take notes of any patterns students create, how they describe these and any links to mathematical sub-strands that may occur.

## Student instructions

You need to explore the dominoes and see what you can create.

### Enabling prompts

Can you make a different type of pattern with your dominoes?

Invite students to create a pattern that doesn’t focus on the domino colours or use plain dominoes if you know that students can already create colour patterns.

### Extending questions

Ask students to record their patterns on their paper, whiteboard or recording device.

Student: Ask someone in their group to copy, continue and describe their pattern.

## Possible areas for further exploration?

Students:

• could not make any type of pattern using the dominoes such as coloured pattern
• made a colour pattern but could not extend this to a number pattern when prompted
• could create, record and describe the number patterns that they found

## Where to next?

• Explicit teaching on sorting objects into smaller groups, then copying, continuing and creating patterns using objects MAeS1-8NA
• Explicit teaching on recognising, copying and continuing given number patterns that increase or decrease using dominoes, numeral cards, 100s chart for example.
• Focus on the Mathematics syllabus content in Patterns and algebra 1 and 2 to build on prior learning, extend knowledge and skills and use a variety of resources and situations to ensure that students can apply their knowledge Mathematics K–10 | NSW Education Standards

· Mathematics Stage 2 Diagnostic tasks Patterns and algebra pp. 35

Teaching activities can be found on our website at Stage 1 – patterns and algebra