Recognizing and continuing repeating patterns

  • Recognizing and continuing repeating patterns
  • Course: Mathematics
  • Grade: Year 1
  • Section: Patterns and algebra
  • Outcome: Continue patterns created with objects
  • Activity Type: Printable
  • Activity ID: 3416

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United Kingdom – National Curriculum expand/collapse

  • KS1 – Key Stage 1
    • KS1.Ma2 – Number
      • Knowledge, skills and understanding

        • Numbers and the number system

          • KS1.Ma2.2 – Pupils should be taught to:

            • Number patterns and sequences

              • KS1.Ma2.2.b – Create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling

    • KS1.Ma3 – Shape, space and measures
      • Knowledge, skills and understanding

        • Using and applying shape, space and measures

          • KS1.Ma3.1 – Pupils should be taught to:

            • Reasoning

              • KS1.Ma3.1.e – Recognise simple spatial patterns and relationships and make predictions about them

Australia – Australian Curriculum expand/collapse

  • Foundation Year
    • Number and Algebra
      • Patterns and algebra

        • ACMNA005 – Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

  • Year 1
    • Number and Algebra
      • Patterns and algebra

        • ACMNA018 – Investigate and describe number patterns formed by skip counting and patterns with objects

  • Year 2
    • Number and Algebra
      • Patterns and algebra

        • ACMNA035 – Describe patterns with numbers and identify missing elements

New Zealand – National Standards expand/collapse

  • 2 – Year 2
    • 2.NA – Number and algebra
      • 2.NA.3 – Create and continue sequential patterns by identifying the unit of repeat

  • 3 – Year 3
    • 3.NA – Number and algebra
      • 3.NA.2 – Create and continue sequential patterns with one or two variables by identifying the unit of repeat

  • 4 – Year 4
    • 4.NA – Number and algebra
      • 4.NA.3 – Create and continue spatial patterns and number patterns based on repeated addition or subtraction.

United States – Common Core State Standards expand/collapse

  • K – Kindergarten
    • K.G – Geometry
      • Mathematics

        • K.G.1 – Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

  • 4 – Grade 4
    • 4.OA – Operations & Algebraic Thinking
      • Mathematics

        • 4.OA.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.