# Mathematics / Year 6 / Algebra

Version 9
Curriculum content descriptions

recognise and use rules that generate visually growing patterns and number patterns involving rational numbers (AC9M6A01)

Elaborations
• investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern; looking for patterns in the way the numbers increase/decrease
• using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, $$1 ÷ 9, 2 ÷ 9, 3 ÷ 9$$…, $$210 \times 11, 211 \times 11, 212 \times 11$$…, $$111 \times 11, 222 \times 11, 333 \times 11$$…, or $$100 ÷ 99, 101 ÷ 99, 102 ÷ 99$$…
• creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $$\2.50$$ for an incursion as $$2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50$$ …
• investigating the number of regions created by successive folds of a sheet of paper: one fold, $$2$$ regions; $$2$$ folds, $$4$$ regions; $$3$$ folds, $$8$$ regions, and describing the pattern using everyday language
• creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule 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, “Multiply the number of triangles by $$2$$ and then add one for the extra toothpick in the first triangle”
General capabilities
• Numeracy Numeracy
• Critical and creative thinking Critical and Creative Thinking
ScOT terms

Mathematical expressions,  Sequences (Number patterns),  Rational numbers

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