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

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

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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: slivy@mav.vic.edu.au Sharyn Liv slivy@mav.vic.edu.au Number and Algebra - making connections Sandy Treloar sftreloar@gmail.com
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) https://www.scootle.edu.au/ec/resolve/view/M015929?accContentId=ACMNA005
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 http://www.scootle.edu.au/ec/viewing/L1056/index.html
11. 11. 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
12. 12. Patterns: Foundation 18
13. 13. Recording patterns
14. 14. Describing Pattern Repeating patterns Growing patterns