Patterns and Relationships · B5 Mathematics

Lesson notes

Learning Objectives

Indicator: B5.2.1.1.4 - Represent a given pattern visually to verify predictions

In earlier lessons, learners used concrete materials and tables to extend patterns (B5.2.1.1.1, B5.2.1.1.2). By the end of this lesson, building on the skill of predicting subsequent elements (B5.2.1.1.3), learners can:

Build matchstick patterns for triangles and squares up to the 9th pattern using actual matchsticks or drawn diagrams.
Fill in missing entries in a given table by constructing the visual pattern and counting.
Check a predicted number of matchsticks by drawing or building the pattern and comparing the count with the table.
Explain in writing or orally how the visual picture confirms whether a prediction was correct or needs revision.

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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: B5.2.1.1.4 - Represent a given pattern visually to verify predictions
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.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 87
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Ask learners to examine the pattern in the table below which shows the number of match sticks used in making a pattern of triangles. Pattern Number (sticks in side) 1 2 3 4 5 6 7 8 9 Number of match sticks 3 9 18 Ask learners to use match sticks to make the patterns of triangles and complete the table. Guide learners to describe the relationship

Wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions,... — A wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions, coloured regions. Visible labels, values, and notation include: Pattern 1; Pattern 2; Pattern 3; 4; Pattern Number (sticks in side); Number of match sticks; 3; 2; 9; 18; 5; 6; 7; 8; Ask learners to use match sticks to make the patterns of triangles and complete the table. Guide; learners to describe the.

E.g. 2 Ask learners to examine the pattern in the table below which shows the number of match sticks used in making a pattern of squares Ask learners to use match sticks to make the patterns of triangles and complete the table. Guide learners to describe the relationship Pattern Number (sticks in side) 1 2 3 4 5 6 7 8 9 Number of Pattern 1 triangles 1 4 9
E.g. 3 Ask learners to write questions based on number or geometric patterns for their friends to find answers to; e.g. how many match sticks will be used for the 9th pattern of squares? How many match sticks will be used for the 8th pattern of squares?

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: Pattern Number (sticks in side); Number of Pattern I triangles; {234 5618°; E.g. 3 Ask learners to write questions based on number or geometric patterns for their friends to find answers; to; e.g. how many match sticks will be used for the 9th.