Early Years Learning in Mathematics Pattern Number and Geometry
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Implementing the Australian Curriculum Part 2 Sharyn Livy: [email protected] Sharyn Liv [email protected] du.au Number and Algebra - making connections Sandy Treloar sftreloar@gmai l.com
description
Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry presentation helps students to build knowledge and make connections between number and pattern in the early years
Transcript of Early Years Learning in Mathematics Pattern Number and Geometry
Implementing the Australian Curriculum Part 2
Sharyn Livy: [email protected] [email protected]
Number and Algebra- making connections
Sandy [email protected]
Overview
Australian Curriculum
Pattern hunt
Making and describing patterns
Interactive patterns
Questions
Australian Curriculum• Content strands
– Number and algebra– Statistics and probability– Measurement and geometry
• Proficiency strands– Understanding– Fluency– Reasoning– Problem solving
UnderstandingStudents: • 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.
Early Years PatternFoundation: 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
Patterns
• We are going on a pattern hunt• Where might we find patterns?
Patterns
Foundation students’ brainstorm of their experience of pattern.
Patterns• Checkerboards• Buildings• Skip counting• Block building• Decorative patterns• Music patterns• Action patterns• Chants and rhymes• Tessellations• Arrays
Shapes associated with sounds and actions
• The concept came from Monster Choir Making Patterns
http://www.scootle.edu.au/ec/viewing/L1056/index.html
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
Patterns: Foundation
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Recording patterns
Describing Pattern
Repeating patterns
Growing patterns
Number patterns
http://www.nctm.org/standards/content.aspx?menu_id=1155&id=26870
Sandy Treloar
Repeat or continue?
ALGEBRA, PATTERN & STRUCTURE involves -
• Visualising• Representing and• Organising mathematical thinking
Tens frame4 & square
3 & triangle
One third
Tessellations and growing patterns
http://topdrawer.aamt.edu.au/Patterns/Misunderstandings/Tessellations/Growing-patterns-can-tessellate
Visit Teachers Top Drawer for my ideas on teaching pattern
www. http://topdrawer.aamt.edu.au/Patterns
Credits
• Thanks to the students from Deer Park North Primary school for sharing their patterns
• Websiteswww.topdrawer.aamt.edu.au
www.nctm.org
http://www.scootle.edu.au
Questions
Thank-you
