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NSW Syllabuses

Mathematics K–10 - Life Skills - Number and Algebra Patterns and Algebra

Patterns and Algebra: Repeating Patterns

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-18NA

    recognises and continues repeating patterns

Related Stage 4/5 outcome: MA4-8NA

Content

  • Students:
  • recognise what comes next in a repeating pattern of familiar objects,
    eg blue button, red button, blue button, red button, _____
  • copy a pattern involving familiar objects (Understanding, Fluency)
  • complete a pattern involving familiar objects, eg a place setting at a dinner table, put a program on every second chair (Communicating, Understanding, Fluency)
  • recognise what comes next in a simple pattern of shapes
  • recognise repeating patterns of shapes in a range of contexts, eg paving patterns, wallpaper, Aboriginal artwork (Understanding) AHC
  • recognise what comes next in a simple sound or action pattern,
    eg two claps, one clap, two claps, _____
  • recognise repeating patterns of sounds or actions in a range of contexts, eg dance, music (Understanding)
  • identify patterns used in familiar activities such as games, eg dominoes, Mahjong A
  • recognise when an error occurs in a pattern and describe what is wrong, eg when making a bracelet, recognise that a red bead has been used instead of a blue bead and correct the error CCT
  • create number patterns using concrete materials
  • continue simple number patterns that increase, eg 2, 4, 6, 8, __
  • continue simple number patterns that decrease, eg 9, 7, 5, 3, __
  • describe number patterns when counting forwards or backwards, eg for 3, 6, 9, 12, … where 'three is added each time' L

Patterns and Algebra: Number Sentences

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-19NA

    calculates missing values by completing simple number sentences

Related Stage 4/5 outcomes: MA4-7NA , MA4-10NA , MA5.2-8NA

Content

  • Students:
  • complete number sentences involving one operation by calculating missing values,
    eg find \(\,\square\,\) if \( \,\square + 5 = 8, \) find \(\,\square\,\) if \(\,\square \times 3 = 12\) CCT
  • describe strategies for calculating missing values (Communicating, Understanding) CCT
  • use a number sentence to solve a given problem, eg 'I have $25 and the CD costs $31. How much more money do I need to purchase the CD?'; this can be solved by \($31–$25 =\square\) PSC