Name: Find, Fix and Explain Patterns - Year 1
Brand: Sukindi Learning
Price: 4.99 AUD
Availability: InStock

Find, Fix and Explain Patterns - Year 1

$4.99

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Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0

AC9M1A02 recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit

Australian Curriculum v8.4

ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

ACMNA018 Investigate and describe number patterns formed by skip-counting and patterns with objects

Victorian Curriculum 2.0

VC2M1A02 recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit and recognising the importance of repetition in solving problems

New South Wales

MA1-RWN-01 applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers

MA1-FG-01 uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems

Western Australia

ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

ACMNA018 Investigate and describe number patterns formed by skip-counting and patterns with objects

New Zealand

NZ-Y2-MATH-ALG-ER-2 recognise and describe the unit of repeat in a repeating pattern, and use it to predict further elements using the ordinal position

NZ-Y2-MATH-GEO-SR-2 recognise lines of symmetry in patterns or pictures, and create or complete symmetrical pictures or patterns

NZ-Y2-MATH-NUM-NS-2 count forwards or backwards in 1s, 2s, 5s, and 10s from any whole number between 1 and 100

United Kingdom

UK-KS1-Y2-MATH-G-P Pupils should be taught to: order and arrange combinations of mathematical objects in patterns and sequences use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

UK-KS1-Y2-MATH-N-N Pupils should be taught to: count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward recognise the place value of each digit in a two-digit number (10s, 1s) identify, represent and estimate numbers using different representations, including the number line compare and order numbers from 0 up to 100; use <, > and = signs read and write numbers to at least 100 in numerals and in words use place value and number facts to solve problems

US Common Core (CCSS)

CCSS.MATH.CONTENT.1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

CCSS.MATH.CONTENT.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Texas (TEKS)

TEKS-MATH-G1-6A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;

TEKS-MATH-G1-6F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

TEKS-MATH-G1-5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

TEKS-MATH-G1-1E create and use representations to organize, record, and communicate mathematical ideas;

TEKS-MATH-G1-1F analyze mathematical relationships to connect and communicate mathematical ideas; and

Ontario

CAN-G1-MATH-C1.1 identify and describe the regularities in a variety of patterns, including patterns found in real-life contexts

CAN-G1-MATH-C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns

CAN-G1-MATH-C1.2 create and translate patterns using movements, sounds, objects, shapes, letters, and numbers

Modifications

Something Easier

Explore a related unit from the year below.

Making Patterns — Foundation Maths Unit

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Copy, Continue and Repair Patterns - Foundation

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Something Harder

There isn’t a close match for the year above yet.

Students investigate another person's repeating pattern before creating a message of their own. They find missing positions, compare each copy with an intended rule, repair one changed item and justify the next part. Some strips stop inside a repeating unit so students must continue from the actual end.

Concrete examples move between shapes, objects, symbols, actions and repeating number labels. Students explain what stays in the same order when a fixed map changes the representation. The core structures are AB, AAB, ABB, ABC and AABB; ABA and ABBC are optional extensions after the core teaching.

What's included

56-page Unit Plan PDF: branded cover/contents, one Teacher Quick Start, five separate 45-minute lesson plans and 49 resource pages.
Four teacher reference pages.
Nine student practice sheets with nine matching answer pages.
Pattern Check Lab: rules/model, checking and continuation mat, shape bank, object bank, six cards, two records and two checking guides.
Pattern Transfer Workshop: number bank, symbol bank, rules/model, action choices, six cards, two records and two checking guides; reuses the checking mat and shape/object banks.
Mat with twelve main and four continuation places. Four banks each supply twenty-four whole cut pieces, eight of each of three types.
Two formal assessment sheets with answers, practical observation sheet, marking and next-steps guide, and analytic rubric.
Editable 24-slide teaching PowerPoint. Its ABC practice task has twelve individually movable native tokens, four each of 2, 4 and 7, and twelve blank destinations.
Editable 22-slide quiz PowerPoint with ten consecutive question/answer pairs plus cover and closing.
102-page complete watermarked Preview PDF.
Separate Table of Contents JPEG.

Learning focus

Recognise, continue and create repeating patterns; identify and explain the repeating unit; restore missing items; check an intended rule; justify a single repair; continue across a partial-unit boundary; preserve a fixed map when translating a pattern. Numbers are repeating labels, not growing sequences.

Classroom use

Use five 45-minute lessons: read another person's pattern; check and repair; translate and continue; create a partner message; show independent understanding. Prepare whole kits before use. Print mats and banks at 100% actual size, retain whole cut borders, and reset pieces between cards and representations. Use three kit cases per session. Work is cooperative, without racing or points.

Teacher benefits

Complete supplied kits reduce preparation choices. Deliberate boundary cases develop ordered continuation. Preserved incorrect givens let students explain a repair. Fixed maps connect representations. Formal and practical evidence support a specific next teaching step.

Digital product and licence

Digital download; no physical product. Print the PDF for your own class under the applicable Sukindi purchaser licence. A PowerPoint-compatible application is required for the editable decks. Do not redistribute the digital files or resell the resources.