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Making spatial patterns


Midway through Kindergarten
Above the expected standard Lou   Nicky  
At the expected standard Ashley   Morgan   Bailey  
Below the expected standard Riley  

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Patterns and Algebra

Description of activity

Students make different repeating patterns using pattern blocks or other materials. They record their results by drawing or tracing around the materials used.

The suggested time for this activity is 15 minutes.

Suggested materials

Blank paper, pencils/crayons, pattern blocks or other materials

Prior learning

Students have worked with patterns in a variety of situations using different materials. They have had practice identifying, describing, making and continuing simple patterns.

Office of the Board of Studies NSW, Mathematics K–6, Sample Units of Work, pp 23–26

Outcomes

Patterns and Algebra (PAES1.1)
Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease
Communicating (WMES1.3)
Describes mathematical situations using everyday language, actions, materials, and informal recordings
Reflecting (WMES1.5)
Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content

Criteria for assessing learning

Students will be assessed on their ability to:

  • create repeating patterns using pattern blocks or other materials
  • record their patterns by drawing or tracing around the materials used
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