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NA1-6: Create and continue sequential patterns.

Elaboration on this Achievement Objective

This means the students will explore sequential patterns. A sequential pattern is one in which further members of that pattern can be predicted from previous members. So spatialsequence. ..., and 1, 3, 5, 7, ... are sequential patterns. At Level One students should be able to reproduce a given pattern using objects, drawings or symbols and continue the pattern on with justification. (It goes square, circle, star...) They should also be able to invent their own patterns and communicate the “rule” for their pattern to others.

 

Teaching resources for this Achievement Objective
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And the twelfth one Is

Level One
Number and Algebra
Problem solving activities
Devise and use problem solving strategies to explore situations mathematically (make a drawing, use equipment)
Identify circles, squares and triangles.
Continue and describe a repeating pattern
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Beetle Wheels

Level One
Number and Algebra
Units of Work
In this unit of work we link the development of skip-counting patterns to bars on a relationship graph. We also plot our skip-counting patterns on a hundreds board.
  • Continue a skip-counting pattern.
  • Describe skip-counting patterns.
  • Use graphs to illustrate skip-counting patterns.
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Colourful jerseys

Level One
Number and Algebra
Problem solving activities
describe and continue a repeating and sequential patterns
draw a picture or use equipment to solve a problem
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Jim's table

Level One
Number and Algebra
Problem solving activities
describe number patterns
add numbers to a total of 24
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Knitting patterns

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in continuing a sequential pattern and identifying a specific term in that pattern.
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Marbles

Level One
Number and Algebra
Problem solving activities

identify and continue a repeating number pattern (1, 3, 5, 7,...)

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Mary, Mary, Quite Contrary

Level One
Number and Algebra
Units of Work
In this unit students explore and create patterns of two and three elements using the rhyme "Mary, Mary Quite Contrary" as a focusing theme.
  • "Read" a repeating pattern and predict what may come next.
  • Create a repeating pattern with two elements.
  • Create a repeating pattern with three elements.
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Pattern Makers

Level One
Number and Algebra
Units of Work
In this unit, students are introduced to the notion of a repeating pattern. This is done by a number of means including the use of everyday objects. They are encouraged to create, describe and continue patterns.
  • Describe patterns.
  • Continue patterns.
  • Create patterns.
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Patterns

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in identifying the similarities and differences of solid objects and using these attributes to produce a repeating pattern.
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Snakes and Scarves

Level One
Number and Algebra
Units of Work
In this unit we explore linear patterns using snakes as the context. We examine, construct and record snakes of different patterns. We also put scarves on our snakes and ask others to predict what is hidden.
  • Record patterns on grid paper.
  • Make predictions about ‘missing’ sections of a pattern.
  • Use words to describe linear patterns.
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The Three Pigs

Level One
Number and Algebra
Units of Work
In this unit the students design and construct homes for the three pigs. Each of the homes is made and filled with patterns that we explore.
  • Continue a sequential pattern.
  • Systematically count to establish rules for sequential patterns.
  • Skip count in 2s, 5s and 3s.
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Twice My Size

Level One
Integrated
Picture book activities
This is an activity based on the picture book Twice My Size
  1. Students will be able to explain the idea of doubling in measurement (measure it and then add/count on the same number of units to get the new measurement)
  2. Students will be able to measure an object in non-standard units and find “twice” or “double” by counting.