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Mathematics / Year 2 / Algebra

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern (AC9M2A01)

Elaborations
  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using \(3\) for one triangle, \(5\) for \(2\) triangles, \(7\) for \(3\) triangles and describing the pattern as “Start with \(3\) and add \(2\) each time”
  • recognising patterns in the built environment to locate additive pattern sequences; for example, “How many windows in one train carriage, \(2\) train carriages, \(3\) train carriages …?” or “How many wheels on one car, \(2\) cars, \(3\) cars…?” and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • using dynamic geometric software or a generative artificial intelligence tool to create patterns that increase or decrease by a constant amount; for example, creating a geometric pattern using shapes, that adds the same number of elements to the pattern as the pattern increases, and discussing what instructions they input to achieve the output
  • recognising additive patterns in the environment on Country/Place and in First Nations Australians’ material culture; representing them using drawings, coloured counters and numbers
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
  • Numeracy Numeracy
ScOT terms

Additive patterns,  Number patterns

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Make some music by building up rhythms for four instruments. Choose a starting point on a number line and build a counting rule. Count in lots between 2 and 10 until you reach 36. Add your number several times on the number line to make a pattern. For example, set up a sound pattern where a trumpet waits on the first note, ...

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Make some music by building up rhythms from four instruments. Make a counting rule that matches a pattern on a number line. Select the start number and then select a number to count by. For example, describe a sound pattern where a saxophone waits on the first note, and then plays on every eighth note. Add a second number ...

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This activity challenges students to continue a number sequence from any starting point. Using counters or other physical materials to create the number sequence prior to recording may help students, as they will be able to see what the number pattern looks like.

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