Patterns and Relationships · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.2.1.2.2 - Create a table or chart from a given concrete representation of a pattern.

By the end of the lesson, learners can:

Identify and describe the repeating change between consecutive steps in a concrete pattern using squares, sticks, or other objects.
Extend a given concrete pattern to at least the 6th step by continuing the observed rule.
Create a complete T-chart showing the step number and the number of objects used for at least 6 steps of a given concrete pattern.
Use the T-chart they have created to state the number of objects needed for the 10th, 12th, and 20th steps of a given pattern.
Justify their predictions by explaining the rule they used to build the chart.

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Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relationships (2.1)
Content standard: B4.2.1.2 - Translate among different representations of a pattern, such as a table, a chart or concrete material
Indicator: B4.2.1.2.2 - Create a table or chart from a given concrete representation of a pattern.
Suggested placement: Term 2, Week 8 (Week 20 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.31
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 31
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. Present learners with a geometric design series, such as the one shown below. Ask them to extend the pattern and record it in a T-chart. Ask learners what the 10th step would be. What would the 12th step be? What would the 20th step be?

Wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions. Visible labels, values, and notation include: Design #; 2; 3; 4; # of Square.

 The design series (#1 to #4) and the "Design # / # of Square" T-chart are drawn below the exemplar and their labels interleave with it in the text layer; the figure shows them.