N&A5.2b Initiates own response to 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

 

  • Selects appropriate object / implement to create a visual pattern.
  • WM Creates own pattern using computer software in response to a visual pattern.
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    Teacher Language

     

    Give an instruction

    ‘Copy the action /sound’.

    ‘Repeat the action/sound’.

     

    Make a Statement

    ‘You have made a pattern’.

     

    Ask a question

    ‘Does that sound /look the same?’

    ‘What would you use to make that pattern?’

    ‘What sound/ picture is first?’

     

    Correction / Prompt

    ‘Is it the same?’

    ‘Listen / look again’.


    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.

     

    Whilst the instruction ‘copy’ is used, the student is only required to initiate their own response to visual patterns and patterns of sound.

     

    Selects appropriate object / implement to create a visual pattern.

    Teacher selects objects or implements to create a simple visual pattern e.g. teddy bears of two colours or file folder activities. Teacher instructs ‘SN, What would you use to finish that pattern?’ ‘SN, you have made a pattern.’

    Suggested Apps

     

    Caboose Express: Patterns and Sorting
    Pattern Play 2
    Pattern Play
    Pattern Game
    Little Patterns Shapes
    Learning Patterns
    Kid's Patterns
    Kids Pattern Recognition - Beginner
    A Preschool Pattern Recognition Game
    Preschool Patterns and More