Big Ideas Covered
Week 9 focused on geometrical and number patterns and the related skills. A student must have a conceptual understanding of pre-number before learning about patterns as attributes are an important element of geometrical patterns. Prior to Week 9, I simply thought that algebra is related to equations involving letters and numbers. Yet, it is much more than that! As a future educator, I will ensure that I use patterning in lower year levels to develop algebraic thinking.
The images below reflect some of the learning outcomes of Week 9:
Concept, Skill or Strategy
There are multiple skills which may be applied to both geometrical and number patterns. These skills include recognising, describing, repeating, continuing, replacing and translating.
Misconception
A misconception that a student may develop in relation to patterning is that when asked to continue a pattern, it is the whole pattern that is repeated, instead of the repeated element. For example, a student may be shown this pattern in which the repeating element is a white counter , a pink counter and a purple counter:
To continue this pattern, a pink counter and a purple counter would need to be added. Yet, if a student can not identify what the repeating element is, it is likely that they would instead continue the pattern by repeating the whole pattern. To remediate this misconception, I would form a circle with tape around the repeating element so that it clear to each student what a repeating element is and looks like.
ACARA + Scootle
Monster Choir: Making Patterns
Year Level: Foundation, 1 and 2
Monster Choir is a scootle resource which could be used to practice the skill of continuing a pattern at the children’s language stage. This resource uses the voice of each monster to create sound patterns. A possible limitation of this resource is that it may become quite receptive as the sound of each monster does not change.
Resource or Teaching Strategy
Counting Bear Pattern Cards is a fantastic resource which could used to practice the skill of continuing a pattern and replacing the missing element. This resource aligns with the children’s language stage, in which it is a very visual resource. To extend this resource, an educator could have each student verbally describe the pattern instead of simply placing a bear on a card.
Concept, Skill or Strategy: Textbook
Within Reys et al, pp. 489-490, the concept of a repeating pattern is explained. A repeating pattern is a pattern which has a constant repeating element (Reys et al, 2017). The most simple repeating pattern for a student to understand is an alternating pattern (Reys et al, 2017). I would identify the concept of repeating patterns in the foundation year at the children’s language stage using familiar objects such as lollies.
References
Australian Curriculum, Assessment and Reporting Authority. (2015). Mathematics: Sequence of Content. Retrieved from: https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf
Education Services Australia. (2016). Monster Choir: Making Patterns. Retrieved from: http://www.scootle.edu.au/ec/viewing/L1056/index.html
Jamieson-Proctor, R. (2019). EDMA241, Week 7 Part 1 [PowerPoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406589&chapterid=190025
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2017). Helping Children Learn Mathematics (2nd ed.). Milton: John Wiley & Sons.
The Stem Laboratory. (2017). Counting Bear Pattern Cards. Retrieved from: https://thestemlaboratory.com/counting-bear-pattern-cards/
EDMA Reflective Journal 