Number Pattern Bees
This is an open-ended activity allowing students or teachers to write a number in the top or bottom honeycomb piece, from which to create a number sequence.
TIP: Purchase low-cost whiteboard markers from your local discount store. If you can, try to use all the same colour so that you don't have to worry about colours mixing. We use magnetic mini-erasers fom Officeworks.
Take photographs of completed sheets as a record of assessment. Remember to place a student name card beside the work for the photo, ask students to write their name on the page, or simply ask students to hold the sheet while they are photographed.
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Learning goals
- We are learning to recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
- We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
- We are learning to explore number sequences by twos, threes, fives and tens from any starting point.
Curriculum alignment
AC9M2A02
9
Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
AC9M2A03
9
Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving
ACMNA026
8.4
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-CSQ-01
new
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA107
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
VCMNA103
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
VCMNA108
Recognise and represent multiplication as repeated addition, groups and arrays
VCMNA114
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
VCMNA109
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Students can write numbers in sequential order forwards or backwards.Extensions
Provide trickier number patterns for students to create. Write a number in the top and bottom honeycomb and ask students to find the relationship. Write fractions or decimals in the honeycomb for students to use in number sequences. Use the honeycomb to list factors of a number, list the next odd or even numbers following that number, list composite numbers etc.Teach it your way
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