N&A5.1b Respond to repeated visual patterns.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

NES 1.3 Groups, shares and counts collections of objects, describing using everyday language and records using informal methods

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning)

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

Early Stage 1 Outcome 2015

MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions 

MAe-8NA: Recognises, describes and continues repeating patterns.

 

HSC Life Skills 11-12 Outcomes 2007

 

Framework Indicators

 

  • Turns head in the direction of a sound and action pattern or a visual pattern.
  • Moves in response to a sound and action pattern or a visual pattern.
  • Makes vocalisations in response to a sound and action pattern or a visual pattern.
  • WM Responds to a pattern on the computer screen or IWB.

Teacher Language

 

Give an instruction

‘Listen to the pattern in the sound’.

‘Look at the pattern’.

 

Make a Statement

‘You are listening to the pattern in the sound’.

‘You are looking at the pattern’.

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

In this activity, we are looking for a response from the student to a pattern. Therefore, when beginning this goal, teachers would need to give the student time to respond independently to the pattern before any instructions are given. If no response is given after a period of time, teacher states ‘SN, listen to the pattern in the sound’. ‘SN, look at the pattern’.

 

Please note that the sounds the teacher creates in this activity need to be simple repeated patterns.

 

Turns head, moves and vocalises in the direction of a visual pattern.

Teachers are to give a student the opportunity to respond to visual patterns. This can be in the form of repeated visual patterns in a file folder or on the IWB or iPad. Teacher would observe if the student has responded to the pattern by observing if they have turned towards the visual pattern, made eye contact, body movement or vocalisation. Once the student has made a response, teacher states ‘SN, you are looking at the pattern.’

Suggested Apps

 

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