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        Your search returned 15 results

        Listed under:  Mathematics  >  Algebra  >  Number patterns
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        First steps in mathematics: Number – Book 2

        • TLF-IDA003565

        The content of this book is organised into topics including understanding operations, calculating, and reasoning about number patterns.

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        The animals went in two by two

        • TLF-IDA003543

        Students recall the twos number sequence and use skip counting by twos to count a collection.

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        Algebra: Foundation to Year 9

        • TLF-IDA003564

        This comprehensive resource describes the progression of algebra-related ideas and algebraic thinking. The resource demonstrates examples of relevant teaching strategies, investigations, activity plans and connected concepts in algebra including teaching and cultural implications.

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        Pattern pursuit

        • TLF-IDA003527

        Students identify, describe and create repeating patterns.

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        How many quads?

        • TLF-IDA003578

        In this lesson students revise and extend fluency of recall of the 4× facts. Students develop proficiently in multiplying and dividing by four, understanding the patterns in multiples of four, and applying strategies for mental multiplication with an emphasis on visual and numerical pattern recognition.

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        Representing Patterns (Year 7) - Calculate

        • TLF-IDA004259

        Patterns can be represented in several ways and this unit will explore five different representations.

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        Pattern hunt

        • TLF-IDA003509

        Students copy, describe and continue simple repeating patterns.

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        Representing Patterns - Calculate

        • TLF-IDA004257

        In this activity, students examine the representation of patterns, including as diagrams, charts and formulas.

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        Number Patterns - Calculate

        • TLF-IDA004278

        This resource introduces a number of activities focused around number patterns. Helping children to explore, continue and describe number patterns can lead to an early understanding of algebraic concepts.

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        Space Race Game (Introducing Algorithmic Thinking) - Calculate

        • TLF-IDA004304

        Space Race is a simple board game that teachers can use to introduce the concept of algorithmic sequencing to students. The teaching points provided with the game assist teachers to introduce the use of an algorithm (a simple set of mathematical instructions) to describe the trajectory of an object across a grid plane from ...

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        Pattern & Algebra Year 2 - Calculate

        • TLF-IDA004352

        The focus of this activity is to discover if students can use numbers to describe a pattern that it written as a description. From here we are interested in finding out if students can interpret the pattern, discover the rule and apply this rule to find missing or future terms.

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        Whisper Whisper Loud - Calculate

        • TLF-IDA004348

        This game explores number sequences and practises skip counting.

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        Pattern & Algebra Year 3 - Calculate

        • TLF-IDA004351

        The focus of this activity is to discover if students can use numbers to describe a pattern created with objects. We want to encourage students to record what they know about the pattern in a table and then use this information to help predict future terms and identify the rule or function for the pattern. At this stage, ...

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        Pattern & Algebra Year 1 - Calculate

        • TLF-IDA004353

        The focus of this activity is to discover if students can use their knowledge of repeating patterns created with objects and extend this to number patterns. It is important to remember to ask students to continue patterns to the right and left. This is important as students need to be able to count forwards and backwards.

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        Pattern & Algebra Foundation - Calculate

        • TLF-IDA004355

        The focus of this activity is to discover if students can make, copy, continue and explain repeating patterns. Often students will only be asked to continue patterns to the right, but ensure you ask students to continue patterns to the left. Like the number sequence a pattern can extend in both directions.

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