B5 Mathematics · Term 2 Week 7: Patterns and Relationships

Lesson notes

Learning Objectives

Indicator: B5.2.1.1.1 - Extend a given pattern with and without concrete materials, and explain how each element differs from the preceding one.

By the end of the lesson, learners can:

identify the rule in a given pattern by comparing each element with the one before it
extend a given pattern by at least three more elements using the identified rule
use concrete materials such as counters, bottle tops or seeds to build and extend a given pattern
explain orally and in writing how each new element in a pattern differs from the preceding one
find missing numbers in a number sequence by skip counting in multiples of 20, 50 and 500

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Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relationships (2.1)
Content standard: B5.2.1.1 - Determine the pattern rule to make predictions about subsequent elements.
Indicator: B5.2.1.1.1 - Extend a given pattern with and without concrete materials, and explain how each element differs from the preceding one
Suggested placement: Term 2, Week 7 (Week 19 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.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 84
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Skip count in multiples of 20, 50, 500, etc. is one way to introduce patterns.
E.g. 2 Provide students with a thousand number chart or number line with missing numbers and help use the strategy of skip counting to find missing numbers

Figure from the b5 mathematics curriculum, printed page 84