This document provides an overview of 5 lessons on patterns involving different types of fictional insects called Pedes. The lessons involve continuing numerical and shape patterns, generalizing the patterns, and answering questions to demonstrate understanding of the patterns. Students are asked to create PowerPoint slides to represent patterns involving Humped-Back Pedes, Spotted Pedes, and Big-Headed Pedes. They are to record their observations and generalizations about the patterns. The goal is for students to learn to continue simple patterns, generalize patterns, and show they have understood the patterns through their responses.

1. Algebra L2 Lessons 1-5
Wharekura

2. Algebra – Level 2
• What I need to know. • What I can do.
– continue a simple pattern
– generalise the pattern
– use the mathematical symbols of =,
<, >
– partition numbers less than 10
– know and use "teen" facts
– solve addition problems by making
a ten, or making a decade
– solve addition problems involving
measurements
– continue a sequential pattern
– develop bar charts to show
relationships
– draw the next shape in a pattern
sequence
– see how the pattern continues
from one shape to the next
– draw up a table of values
– identify patterns in number
sequences
– systematically “count” to establish
rules for sequential patterns
– use rules to make predictions

3. Lesson 1
• We are learning to: • How do I know when I
– continue a simple have learnt this?
pattern – I am able to continue a
simple pattern.
– generalise the pattern
– I am able to make a
generalisation about the
pattern that is accurate.

4. Lesson 1
• On the planet Elsinore there live And the Humped
a strange collection of insects. Back 2-pede looks
There is the Humped-Back Pede. like this. He has an
The Humped Back 1-pede looks eye too.
like this.
• Can you see his eye?
• Use powerpoint to make a
Humped Back 3-pede with the
green tiles.
Underneath your insect, type in
your generalisation about the
pattern you see. Save your
powerpoint as Algebra Week 7.
• Can you work our how many
squares a Humped Back 4-pede
has? Type in your answer under
your generalisation.

5. Lesson 1
• On another slide, answer these questions.
• Can you tell me how many green squares a
Humped Back 5-pede will have?
Can you tell me how many green squares a
Humped Back 7-pede will have?
Can you tell me how many green squares a
Humped Back 10-pede will have?
These are the
How many feet has a Humped-Back Pede
with 12 squares? feet.
(The feet are the bottom squares).
• How many feet has a Humped-Back Pede
with 18 squares?
How many feet has a Humped-Back Pede
with 20 squares?
How did you work these out? Give a
generalisation.
• Can you tell me how to get the number of
squares that a Humped-Back Pede with a
particular number of feet has?
Can you tell me how to get the number of
feet that a Humped-Back Pede with a Copy the questions and use a
particular number of squares has? (Write
a maths sentence with ‘n’ as the number
different colour for your answers.
of square).

6. Lesson 2
• We are learning to: • How do I know when I
– continue a simple have learnt this?
pattern – I am able to continue a
simple pattern.
– generalise the pattern
– I am able to make a
generalisation about the
pattern that is accurate.

7. Lesson 2
• There are other
insects on the planet
Elsinore. They look
as if they have been
made up from
squares. The ones
with one foot are
called 1-pedes. The
ones with two feet
are called 2-pedes
and the ones with 3
feet are called 3-
pedes.

8. Lesson 2
• Did you know that ‘pede’
means ‘foot’?
Hint: write the
How many feet would a number of squares
4-pede have? What beside each Pede.
about a 5-pede?
Tell me how many
squares a 1-pede has?
How many squares does
a 2-pede have?
What about a 3-pede?
(Put the numbers of
squares beside the
insects).
Copy the questions and use a
different colour for your answers.

9. Lesson 2
• Can someone tell me
what a 4-pede looks Hint: write the
like? number of squares
beside each Pede.
How many feet will it
have?
How many squares
will it have?
Can someone make
one for me with
these square tiles? Feet
Does everyone agree
with you? Copy the questions and use a
different colour for your answers.

10. Lesson 2
• How many squares
does a 5-pede have? Hint: write the
number of squares
• What sort of Pede beside each Pede.
comes next?
• How many squares
does a 6-pede have?
• Is there any pattern
in the number of
squares that Pedes
Feet
have?
Copy the questions and use a
different colour for your answers.

11. Lesson 3
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.

12. Lesson 3
• Here we are going to
e
ed
explore the Spotted
dP
tte
Pedes. This is what
po
S
they look like.
1-
• Talk about the
number of squares
they have and the
number of blue and
de
3- Spotted Pede
d Pe
red squares.
ot t e
• Record these beside
p
2- S
each of the Spotted
Pedes.

13. Lesson 3
• Create the 4 – Spotted
Pede.
• Answer these questions.
• How many red squares 4- Spotted Pede
does a Spotted 4-pede
have?
How many blue squares
does a Spotted 4-pede
have?
How many squares all
together?
• How did you work that
out?
Why are there more
blue squares than red
squares?
• How many more?

14. Lesson 3
• Create the 5 and 6 – Spotted
Pede.
• Answer these questions.
• How many red squares does a 4- Spotted Pede
Spotted 5-pede have?
• 6-pede?
How many blue squares does
a Spotted 5-pede have?
How many squares all
together?
• How many blue squares does
a Spotted 6-pede have?
How many squares all
together?
• How did you work that out?

15. Lesson 3
• Challenge –
• How many red
squares does a 10 - Spotted Pede
Spotted 10-pede
have?
• How many blue
squares does a
Spotted 10-pede
have?

16. Lesson 3
• What did you find
out about the
Spotted Pedes?
• What patterns did
you find?
• Make sure your
answers are in the
same powerpoint.

17. Lesson 4
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.

18. Lesson 4
• Here we are going to
explore the Big-Headed
Pedes. This is what they
look like.
• How many yellow
squares does a Big-
Headed Pede 4-pede
have?
How many yellow
squares does a Big-
Headed Pede 5-pede
have?
How many yellow
squares does a Big-
Headed Pede 6-pede
have?
Do you need to draw the insects to work out how many squares they have? Why or why
not?
Could you work out how many yellow squares a Big-Headed Pede 10-pede would have?

19. Lesson 4
• What did you find out
about the Big-Headed
Pedes?
• What patterns did you
find? Think about the
squares that make up
the feet, and the
squares that do NOT.
Feet
I saw a Big-Headed Pede with 16 yellow squares. How many feet did she have?

20. Lesson 5
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.

21. Lesson 5
• We are learning to: • How do I know when I have
learnt this?
– continue a simple – I am able to continue a simple
pattern pattern.
– generalise the pattern – I am able to make a
generalisation about the
pattern that is accurate.

22. Lesson 5
• Create a new powerpoint • I will put these into the
called [Name]’s Pede. Maths folder on the
resources drive, and you need
to complete pedes 4,5 and 6.
• Create your own pede. Re-save the ppt and call it
“Finished pede by [Your
name]”. You should have
• Create the first three pedes.
saved 10 different pedes.
Make sure these are in your
• Save your powerpoint, then algebra folder.
close it.
• COPY the file into your
w_wharekura folder. Put it
into a new folder called
Algebra PPTs.