F-10 Curriculum (V8)
F-10 Curriculum (V9)
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Students recall the twos number sequence and use skip counting by twos to count a collection.
This comprehensive resource describes the progression of algebra-related ideas and algebraic thinking. The resource demonstrates examples of relevant teaching strategies, investigations, activity plans and connected concepts in algebra including teaching and cultural implications.
This resource introduces a number of activities focused around number patterns. Helping children to explore, continue and describe number patterns can lead to an early understanding of algebraic concepts.
Space Race is a simple board game that teachers can use to introduce the concept of algorithmic sequencing to students. The teaching points provided with the game assist teachers to introduce the use of an algorithm (a simple set of mathematical instructions) to describe the trajectory of an object across a grid plane from ...
Students copy, describe and continue simple repeating patterns.
In this activity, students examine the representation of patterns, including as diagrams, charts and formulas.
Patterns can be represented in several ways and this unit will explore five different representations.
This game explores number sequences and practises skip counting.
The focus of this activity is to discover if students can use numbers to describe a pattern created with objects. We want to encourage students to record what they know about the pattern in a table and then use this information to help predict future terms and identify the rule or function for the pattern. At this stage, ...
The focus of this activity is to discover if students can use numbers to describe a pattern that it written as a description. From here we are interested in finding out if students can interpret the pattern, discover the rule and apply this rule to find missing or future terms.
The focus of this activity is to discover if students can use their knowledge of repeating patterns created with objects and extend this to number patterns. It is important to remember to ask students to continue patterns to the right and left. This is important as students need to be able to count forwards and backwards.
The focus of this activity is to discover if students can make, copy, continue and explain repeating patterns. Often students will only be asked to continue patterns to the right, but ensure you ask students to continue patterns to the left. Like the number sequence a pattern can extend in both directions.
The content of this book is organised into topics including understanding operations, calculating, and reasoning about number patterns.
In this lesson students revise and extend fluency of recall of the 4× facts. Students develop proficiently in multiplying and dividing by four, understanding the patterns in multiples of four, and applying strategies for mental multiplication with an emphasis on visual and numerical pattern recognition.
Students identify, describe and create repeating patterns.
This is a five-page HTML resource about solving problems with number patterns. It contains two videos and six questions, one of which is interactive. The resource discusses and explains solving problems with number patterns to reinforce students' understanding.
Selected links to a range of interactive online resources for the study of patterns and algebra in Foundation to Year 6 Mathematics.
Help monsters in a choir to make animal sounds in order. Make a sequence of up to four sounds. Choose monsters so that their sounds match the sequence. Repeat the pattern to make a song.
This tutorial is suitable for use with a screen reader. It explains strategies for solving simple multiplications in your head such as 6x4. Work through sample questions and instructions explaining how to break up numbers into their factors. Solve multiplications by using arrays to break them up into rows and columns, then ...
Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 25 and 34. In these examples, the difference is always less than ten. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation.