B1 Mathematics · Term 3 Week 1: Patterns and Relationship

Lesson notes

Learning Objectives

Indicator: B1.2.1.1.1 - Demonstrate an understanding of repeating patterns with 2 to 4 repeating elements

By the end of the lesson, learners can:

Identify the repeating core (unit) in a given pattern of shapes, numbers, sounds or actions with 2 to 4 elements.
Extend a repeating pattern by continuing the core at least three more times correctly.
Create their own repeating pattern using shapes, numbers, sounds or actions with 2 to 4 elements.
Find and describe missing elements or errors in a repeating pattern and correct them.
Translate one form of a pattern (e.g., numbers) into another form (e.g., shapes or sounds) and describe patterns found in their environment, including local fabrics.

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Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relationship (2.1)
Content standard: B1.2.1.1 - Recognize, create, extend and describe non-numerical and simple numerical patterns.
Indicator: B1.2.1.1.1 - Demonstrate an understanding of repeating patterns with 2 to 4 repeating elements
Suggested placement: Term 3, Week 1 (Week 25 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.14
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 14
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Identifying, duplicating, extending or creating a simple
- number patterns (1, 2, 3, 4, 1, 2, 3, 4... ___) with 2 to 4 repeating elements,
- shape patterns (e.g. [] [] * [] [] * [] [] ...) with 2 to 4 repeating elements,
- sound (clap, clap, snap, snap, clap, clap, snap, snap...) with 2 to 4 repeating elements, or
- action patterns (stand up, sit down, clap, stand up, sit down, clap...) with 2 to 4 repeating elements.
E.g. 2. Identifying and describing errors or missing elements in number, shape, sound or action patterns with 2 to 4 repeating elements (e.g.,
- [][][][][][][][][][]
- 2 4 6 2 ___ 6)
E.g. 3. Representing a repeating sound or number pattern as shape pattern or vice versa (e.g., represent 1, 2, 1, 2 as clap, snap, clap, snap or as * [] * [])
E.g. 4. Identifying and describing patterns in and outside the classroom (in a song, in a fabric, etc.) For instance, use patterns in Kente as examples of repeating patterns.

Figure from the b1 mathematics curriculum, printed page 14

 The shape patterns in E.g. 1, E.g. 2 and E.g. 3 are drawn as square and star pictures that the PDF text layer drops; they are written here as [] and * and are shown in the figure. The exact number of squares in each run should be read off the page.