Sub-strand: Patterns and Algebra—P&A – 1
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
RELATED TERMS
TEACHER INFORMATION
Number pattern/sequence
What this means
• A list of numbers in sequence that follow a specific rule
Students should be able to:
Repeating number pattern
• describe patterns and number sequences involving fractions, decimals and whole numbers resulting from addition and subtraction by using a number line, diagrams or tables • continue patterns accurately • write rules for patterns • recognise and describe the reverse rules for patterns • identify the rules for patterns where the operation is not clear • create their own patterns and number sequences involving fractions, decimals and whole numbers resulting from addition and subtraction by using a number line, diagrams or tables.
Growing number pattern
Teac he r
• A list of numbers that increase or decrease in size as the rule is followed Routine growing pattern
• A list of numbers that increase or decrease in size with a constant difference Non-routine growing pattern
• A list of numbers that increase or decrease in size with a non-constant but predictable difference.
Teaching points
Term
ew i ev Pr
r o e t s Bo r e p ok u S
• A set of random numbers that form a unit that is repeated
© R. I . C.Publ i cat i ons • The place or position of a f term within pattern/sequence • o rar evi ew pur posesonl y• Element
Variable
• A symbol for an unknown number Constant
w ww
• A number on its own Coefficient
. te
• The number by which a variable is multiplied Operator
m . u
• Show students number patterns in tables, on number lines and in number sequences. • Show patterns as a range of addition and subtraction operations involving fractions, decimals and whole numbers. • Ask the questions: ‘What is happening in the pattern? What comes next in the pattern? What is the rule for the pattern?’ • The relationship between a number and its position within a sequence is the link between the rule that creates the pattern and the generalisation or algebraic expression.
• A number within a pattern/sequence
o c . che e r o t r s super
• An arithmetic symbol for addition, subtraction, multiplication and division
What to look for
• Students who think of decimals as whole numbers and continue patterns beyond 1.0 as 0.10, 0.12, 0.14 instead of 1.0, 1.2, 1.4. This shows a lack of understanding of decimals and place value. See also New wave Number and Algebra (Year 5) student workbook (pages 64–70)
Student vocabulary Number pattern Number sequence Growing pattern Routine pattern Non-routine pattern
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Proficiency strand(s): Understanding Fluency Problem solving Reasoning
Australian Curriculum Mathematics resource book: Number and Algebra (Year 5)
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