top of page
 

  • complete a table of values for number patterns involving one operation (including patterns that decrease) and describe the pattern in words, eg

 

 

 

− describe the pattern in a variety of ways and record descriptions in words, eg 'It goes up by ones, starting from four'

− determine a rule to describe the pattern from the table, eg 'To get the value of the term, you add three to the position in the pattern'

− use the rule to calculate the value of the term for a large position number, eg 'What is the 55th term of the pattern?'

    * explain why it is useful to describe the rule for a pattern by describing the connection between the 'position in the pattern' and the 'value of the term' (Communicating,

Reasoning)

    * interpret explanations written by peers and teachers that accurately describe geometric and number patterns (Communicating)

 

  • make generalisations about numbers and number relationships, eg 'If you add a number and then subtract the same number, the result is the number you started with'

 

Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

 

Funbrain What’s the Point

BBC Planet Hop Coordinates Game

Billy Bug Coordinates Game

Billy Bug Coordinates Game 2 (includes negative planes)

IXL Identify Coordinates

 Catch the Fly (identify coordinates game)

Grid Game for Kids (also uses compass directions)

Worm Hunt (coordinate problem solving game)

Make Your Own Mathcat

(not interactive but can be displayed on IWB

or computers for students to use books as grids)

 

  • recognise that the number plane (Cartesian plane) is a visual way of describing location on a grid

• recognise that the number plane consists of a horizontal axis (x-axis) and a vertical axis (y-axis), creating four quadrants

    * recognise that the horizontal axis and the vertical axis meet at right angles (Reasoning)

 

  • identify the point of intersection of the two axes as the origin, having coordinates (0, 0)

 

  • plot and label points, given coordinates, in all four quadrants of the number plane

    * plot a sequence of coordinates to create a picture (Communicating)

 

  • identify and record the coordinates of given points in all four quadrants of the number plane

    * recognise that the order of coordinates is important when locating points on the number plane, eg (2, 3) is a location different from (3, 2) (Communicating)

 

BBC Bitesize Number Patterns

Function Machine

(link algebra to table of values)

 

Handshake Investigation

(includes Table of Values)

 

Tower of Hanoi Investigation

(includes Table of Values)

 

Double Function Machine

 

Count on Convict

(explore addition patterns to find subtraction)

Building with Functions

 

Stop the Creature Game

(build table of values to find pattern)

 

 

Geometry and Number Patterns Investigation

(need recording sheet)

It’s A Bit Nutty – pattern game

Matchstick Pattern Investigation

Spooky Sequences

Create Fraction Patterns

Shape Fractions Patterns

Equivalent Fractions Pointer

 

  • continue and create number patterns, with and without the use of digital technologies, using whole numbers, fractions and decimals, eg ¼, 1/8, 1/16  or 1.25, 2.5, 5, …

    * describe how number patterns have been created and how they can be continued (Communicating, Problem Solving)

 

  • create simple geometric patterns using concrete materials, eg

 

  • complete a table of values for a geometric pattern and describe the pattern in words, eg

 

 

 

− describe the number pattern in a variety of ways and record descriptions using words, eg 'It looks like the multiplication facts for four'

− determine the rule to describe the pattern by relating the bottom number to the top number in a table, eg 'You multiply the number of squares by four to get the number of matches'

− use the rule to calculate the corresponding value for a larger number, eg 'How many matches are needed to create 100 squares?'

CONTENT​​

​Students:

Continue and create sequences involving whole numbers, fractions and decimals; describe the rule used to create the sequence (ACMNA133)

OUTCOMES

A student:

› describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM› selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM

› gives a valid reason for supporting one possible solution over another MA3-3WM

› analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane MA3-8NA

Patterns and Algebra 2
ES1 Maths Links

** NOTE - Covering many of the pointers below to achieve outcomes is dependent on the focus of instruction. As such many of the activities below can be used for a variety of purposes, or to cover a range of pointers. I have therefore grouped them rather than repeating them. Instead, where I have been able to find them, I have listed instructional links below pointers where they are specifically applicable.

 

Worksheets – whilst the site is designed to share interactive site links, I have included a few worksheet sites as their display could be used on Interactive White Boards or individual computers as practise activities without the need for printing - please see the Stage 3 Home Page.

© 2013 Jenny Cottle All rights reserved.

 

 

 

 

 

 

bottom of page