connect with maths early years learning in mathematics pattern number and geometry

Implementing the Australian Curriculum Part 2

Sharyn Livy: slivy@mav.vic.edu.auSharyn Livslivy@mav.vic.edu.au

Number and Algebra- making connections

Sandy Treloarsftreloar@gmail.com

Overview

Australian Curriculum

Pattern hunt

Making and describing patterns

Interactive patterns

Questions

Australian Curriculum• Content strands

– Number and algebra– Statistics and probability– Measurement and geometry

• Proficiency strands– Understanding– Fluency– Reasoning– Problem solving

UnderstandingStudents: • build a robust knowledge of adaptable and transferable mathematical concepts • make connections between related concepts and progressively apply the familiar to develop new ideas • develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics • build understanding when they: connect related ideas; represent concepts in different ways; identify commonalities and differences between aspects of content; describe their thinking mathematically; and interpret mathematical information.

Early Years PatternFoundation: Copy, continue and create patterns with objects and drawings (ACMNA005)

Year 1: Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA016)

Year 2: Describe patterns with numbers and identify missing elements (ACMNA035)

https://www.scootle.edu.au/ec/resolve/view/M015929?accContentId=ACMNA005

Patterns

• We are going on a pattern hunt• Where might we find patterns?

Patterns

Foundation students’ brainstorm of their experience of pattern.

Patterns• Checkerboards• Buildings• Skip counting• Block building• Decorative patterns• Music patterns• Action patterns• Chants and rhymes• Tessellations• Arrays

Shapes associated with sounds and actions

• The concept came from Monster Choir Making Patterns

http://www.scootle.edu.au/ec/viewing/L1056/index.html

Making patterns• Using the coloured counters make a pattern• Share and describe your patterns• Creating, describing, analysing patterns• Describing patterns• Extending patterns

http://www.nctm.org/standards/content.aspx?id=24462

http://www.nctm.org/standards/content.aspx?id=33186

Patterns: Foundation

18

Recording patterns

Describing Pattern

Repeating patterns

Growing patterns

Number patterns

http://www.nctm.org/standards/content.aspx?menu_id=1155&id=26870

ALGEBRA, PATTERN & STRUCTURE involves -

• Visualising• Representing and• Organising mathematical thinking

Tens frame4 & square

3 & triangle

One third

Tessellations and growing patterns

http://topdrawer.aamt.edu.au/Patterns/Misunderstandings/Tessellations/Growing-patterns-can-tessellate

Visit Teachers Top Drawer for my ideas on teaching pattern

www. http://topdrawer.aamt.edu.au/Patterns

Credits

• Thanks to the students from Deer Park North Primary school for sharing their patterns

• Websiteswww.topdrawer.aamt.edu.au

www.nctm.org

http://www.scootle.edu.au

Questions

slivy@mav.vic.edu.au

sftreloar@gmail.com

Thank-you