NA3-8: Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns.

Elaboration on this Achievement Objective

This means students will recognise that a sequential pattern can be either spatial, for example spatial sequence. .., or numeric, for example 1, 3, 5, 7... A pattern has consistency so further terms of it can be anticipated from those already known. The focus in this thread is that students become increasingly sophisticated at describing the relationships between variables found in sequential patterns. With spatial patterns, students at Level Three should be able to identify the repeating element, for example spatial3. , and use simple multiplicative thinking to predict the shape in a given ordinal position, for example Every third shape is spatial diamond. so the thirtieth shape will be spatial diamond. so the thirty-second shape will be circle. With number patterns students should identify the consistent relationship between variables in simple multiple situations, for example 4, 8, 12, 16... are all multiples of four, or identify the additive “gap” between the terms, for example 4, 7, 10, 13... three is added each time. They should be able to describe these rules in their own words and use their rules to find further terms. Students also use tables, graphs, diagrams and word rules to find and describe relationships in patterns, for example

 

pegs.

Towels

Pegs

1

2

2

3

3

4

4

5

pegs graph.

“There is always one more peg than the number of towels. The first towel took two pegs.”