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ALGEBRA - Patterns and Relationships

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Planning notes

Level/Framework stage/Group: Year 5 - 6

Duration/Date: 4 weeks

Focus Achievement Objectives
NA2-8: Find rules for the next member in a sequential pattern.
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.
NA4-9: Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns.
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Letter patterns

Level Two
Number and Algebra
Units of Work
In this unit we look at number patterns from letters and numbers. We use a table of values to help record our thinking. It’s important here to look for the pattern and see how the number of tiles changes from letter to letter.
  • Draw the next shape in a pattern sequence
  • See how the pattern continues from one shape to the next
  • Draw up a table of values.
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Supermarket displays

Level Two
Number and Algebra
Units of Work
In this unit students explore the number patterns created when tins are stacked in different arrangements and keep track of the numbers involved by drawing up a table of values.
  • Identify patterns in number sequences.
  • Systematically “count” to establish rules for sequential patterns.
  • Use rules to make predictions.
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Matchstick Patterns

Level Three
Number and Algebra
Units of Work
The unit investigates patterns made using matches and tiles. The relation between the number of the term of a pattern and the number of matches that that term has, is explored with a view to finding a general rule that can be expressed in several ways.
  • Predict the next term of a spatial pattern.
  • Find a rule to give the number of matches in a given term of the pattern.
  • Find the member of the pattern that has a given number of matches.

These Learning Outcomes are covered in every lesson of the unit.

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Cups and Cubes

Level Three
Number and Algebra
Units of Work
In this unit students explore the use of cups and counters as a model to analyse the effects of operations rather than focusing on specific numbers.
  • Use a ‘cups and cubes’ model to describe and reoresent relationships
  • Represent linear relationships using tables and graphs
  • Demonstrate knowledge of inverse relationships by creating simple linear equations
  • Apply knowledge of inverse operations to simplify relationships
  • Find specific unknowns using...
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