Guess My Pattern
This class activity is part of our progressive Year 5 Number Patterns unit however can be adapted to suit Year 4 and Year 6 students exploring and consolidating number patterns of whole numbers. Students work in pairs, take turns to ask each other questions to try and work out each other’s patterns.
As a whole class activity where students work in groups of two or three.
Learning goals
- We are learning to describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction, using the number line or diagrams to create patterns involving fractions or decimals.
- We are learning to continue and create sequences involving whole numbers, fractions and decimals and to describe the rule used to create the sequence.
- We are learning to create and use algorithms using multiple steps to experiment with factors, multiples and divisibility and identify and describe emerging patterns.
- We are learning to identify and create rules that generate visually growing patterns and number patterns involving rational numbers.
- We are learning to create and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns.
Curriculum alignment
AC9M6A03
9
Create and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns
AC9M6A01
9
Recognise and use rules that generate visually growing patterns and number patterns involving rational numbers
AC9M5N10
9
Create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns
ACMNA133
8.4
Continue and create sequences involving whole numbers, Fractions & Decimals. Describe the rule used to create the sequence
ACMNA107
8.4
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction
MA3-8NA
old
Analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane
MA3-4NA
old
Orders, reads and represents integers of any size and describes properties of whole numbers
MA3-3WM
old
Gives a valid reason for supporting one possible solution over another
MA3-1WM
old
Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
MA3-2WM
old
Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations
MA3-2DS-01
new
Investigates and classifies two-dimensional shapes, including triangles and quadrilaterals based on their properties
MA3-MR-02
new
Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations
MA3-MR-01
new
Selects and applies appropriate strategies to solve multiplication and division problems
MA3-AR-01
new
Selects and applies appropriate strategies to solve addition and subtraction problems
MA3-RN-03
new
Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values
MA3-RN-02
new
Compares and orders decimals up to 3 decimal places
MA3-RN-01
new
Applies an understanding of place value and the role of zero to represent the properties of numbers
VCMNA221
Design algorithms involving branching and iteration to solve specific classes of mathematical problems
VCMNA219
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
VCMNA194
Follow a mathematical algorithm involving branching and repetition (iteration)
VCMNA192
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction
VCMNA181
Identify and describe factors and multiples of whole numbers and use them to solve problems
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
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