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Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry


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This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics

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Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry

  1. 1. Implementing the Australian Curriculum Part 2 Sharyn Livy: Sharyn Liv Number and Algebra - making connections Sandy Treloar
  2. 2. Overview Australian Curriculum Pattern hunt Making and describing patterns Interactive patterns Questions
  3. 3. Australian Curriculum • Content strands – Number and algebra – Statistics and probability – Measurement and geometry • Proficiency strands – Understanding – Fluency – Reasoning – Problem solving
  4. 4. Understanding Students: • 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.
  5. 5. Early Years Pattern Foundation: 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)
  6. 6. Patterns • We are going on a pattern hunt • Where might we find patterns?
  7. 7. Patterns
  8. 8. Foundation students’ brainstorm of their experience of pattern.
  9. 9. Patterns • Checkerboards • Buildings • Skip counting • Block building • Decorative patterns • Music patterns • Action patterns • Chants and rhymes • Tessellations • Arrays
  10. 10. Shapes associated with sounds and actions • The concept came from Monster Choir Making Patterns
  11. 11. Making patterns • Using the coloured counters make a pattern • Share and describe your patterns • Creating, describing, analysing patterns • Describing patterns • Extending patterns
  12. 12. Patterns: Foundation 18
  13. 13. Recording patterns
  14. 14. Describing Pattern Repeating patterns Growing patterns
  15. 15. Number patterns
  16. 16. ALGEBRA, PATTERN & STRUCTURE involves - • Visualising • Representing and • Organising mathematical thinking Tens frame4 & square 3 & triangle One third
  17. 17. Tessellations and growing patterns derstandings/Tessellations/Growing- patterns-can-tessellate Visit Teachers Top Drawer for my ideas on teaching pattern www.
  18. 18. Credits • Thanks to the students from Deer Park North Primary school for sharing their patterns • Websites
  19. 19. Questions Thank-you