Patterns and Relationships · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.2.1.1.1 - Describe the pattern found in a given table or chart

By the end of the lesson, learners can:

Skip count by 2s, 3s, 4s, 5s, 6s, 7s, 8s, and 9s, and shade the correct multiples on a hundred chart.
Describe in words the visual pattern created on a hundred chart when shading multiples of a given number.
State what changes they notice as the shaded numbers increase across the rows.
Predict and extend a shaded pattern by identifying the next three numbers in the sequence.
Relate the pattern on the hundred chart to a similar design or shape seen in the real world (for example, a checker board, floor tiles, or woven cloth).

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Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relationships (2.1)
Content standard: B4.2.1.1 - Demonstrate an understanding of how to identify and describe patterns found in tables and charts, including a multiplication chart
Indicator: B4.2.1.1.1 - Describe the pattern found in a given table or chart
Suggested placement: Term 2, Week 6 (Week 18 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. 30
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Using a hundred chart, ask students to colour each number as they skip count by 2s and describe the pattern created. Repeat for 3, 4, 5, 6, 7, 8, and 9. Ask students to describe what changes they notice as the numbers increase. Note to what extent students: (i) identify all, some or none of the multiples of a given number. (ii) are able to predict and extend the pattern. (iii) are able to describe the pattern by relating it to similar designs in the real world (e.g., students may say it looks like a checker board)