Potential Challenge and Origin Student not being able to recognise natural patterns in the world, as they Foundation

are unable to Year extend learning beyond the classroom context and make connections. Year level Student is unable to sort and classify objects. This can Foundation stem from being Year and unfamiliar with Year 1 common objects such as shapes and colours. Student is unable to predict the next number or identify a missing number in a number pattern. This could be due to not having a strong foundation and understanding of numbers or not having a clear understanding of patterns. Not being able to represent word

Diagnostic assessment task/activities Create a pattern as a class and ask students where this pattern could be seen in nature so students can learn from each other and make connections. For example, patterns on leaves, shells, sand, fruit, feathers and animals with stripes. Have a set of basic shape tiles in all different colours. Ask student to do different activities with these to assess specific shapes and colours they are struggling with. For example, separate all the circles, green coloured shapes, triangles, red ones

Teaching strategies and learning activities

Explore the website patterns in nature and watch the video found there http://playfullearning.net/patterns-in-nature/ The website contains pictures of patterns that can be found in nature and the video helps to reinforce this. Technology is a valuable resource for engaging students and according to Siemon et al. (2011, p. 53) it provides powerful teaching tools that can be used to develop understanding as well as to facilitate practice. After watching the video, utilise this new knowledge by going for a walk around the school grounds looking for patterns.

Each session give children a different colour or shape, and then have them draw the things that they see around them which are in the same shape or colour. This can be done outside or be a running activity for the day. McCourtBoylan (as cited in Geiser, 2006) claims that using the environment as a teaching tool is the best way to help children learn. Another activity is to have the students make shapes using their bodies, as young children need to learn to recognise and attend to features of shapes (Siemon et al. 2011, p. 459).

Year 1 and 2

Using a place value chart begin by counting in ones and then count in twos and then threes and so on. This can be used to gauge what level of understanding the student has about numbers and can also help them to make connections between number knowledge and how it relates to patterns.

Begin with a shapes pattern for example 2 stars, 1 heart, 2 stars, 1 heart, ask students to predict what will come next, what will the 10th shape be, etc. Explain that it is similar with numbers the pattern doesnt change it just continues. Siemon et al. (2011, p. 251) explains that it is natural for students to search for patterns within mathematical concepts and it is our role as teachers is to help students find these patterns. Introduce the skip counting songs for the children to sing along with found on the following YouTube channel http://www.youtube.com/user/havefunteaching/videos

Year 2

Provide students with cards; some with word problems and

Continuing on from the diagnostic activity students now create their own cards, this can be done by having all the numbers and symbols separate and they

problems in a number sentence. This can develop from a misunderstanding of the symbols or how to set out the sentence. It could also come from not being able to understand the word problem.

others with their matching number sentence. They then have to match the correct word problem with the number sentence. This will determine whether understanding the word problem is a challenge for the learner.

make up the sentence by finding the correct numbers, addition or subtraction card and equals card. To support visual learners, word problems can also be demonstrated through first drawing pictures to represent the problem then transferring it into a number sentence.

Year 3

Student is able to continue patterns but is unable to create their own. This can originate from the student not fully comprehending the concept of patterns and how they operate.

To gain a clearer understanding of where a student is at, present them with a pattern rule to follow; count on in 4s. Have a row of squares, and have only some numbers filled out, ask the students to complete the empty squares. Example: 0 4 8 20 28 Asking students what is 4 more or 4 less of a number can also help determine if the student is capable of counting in 4s Have on the IWB a number pattern in a sequence of numbers going up in 3s. Have the first 3 numbers blank and ask the student to fill in the blank lines. Example, ___, ___, ___, 12, 15, 18, 21. Hand out a printed 100 chart, ask students to colour in the squares, counting in 5s.

To teach the concept of continuing a pattern by counting in fours. Have the students each receive a copy of the handout as displayed below. Discuss and explain how each number that is missing can be found by adding/counting out four more.

In order for a student to proficiently work with patterns in a multiplicative way, they need to recognise and work with the relationship between quantities (Siemon et al., 2001, p. 351).

Year 3

Struggles to make number patterns through performing subtraction as may not be familiar with operational concepts. Student cannot describe number patterns resulting

Using MAB or similar objects, have as many blocks as the pattern begins with. Explain that if the rule was to subtract 4 then you would remove 4 blocks. How many are left and so on. As seen in Sieman et al. (2011, p. 106) the use of concrete materials increases students engagement and development of internal representations. Knowing operational concepts and using appropriate strategy requires a deep understanding of the operations themselves and a well-developed sense of number (Sieman et al. 2001, p.320). Pose the following problem to the class. Some of the year 4 students are going on a class excursion to see Justin Beiber. We have to take 5 buses so we can fit. Each bus seats 8 people. How

Year 4

from multiplication. This is due to their lack of understanding about multiplicative thinking

Example, 5,10,15,20 Ask the students what pattern is being made?

many people are going to see Justin? Use the responses to this problem to illustrate how numbers can be rearranged to support calculation. Use paddle pop sticks to represent the 40 children and printed out pictures of buses to represent the 8 buses.

Year 4 and Year 5

Student is unable to find unknown quantities through equivalent number sentences. Not understanding equivalence, needing more time to grasp the concept.

Year 5 and 6

Unable to create number patterns with fractions as they are unfamiliar with fractions.

Year 6

Many number sentences using brackets are wrong, due to student not understanding the order of operation.

Multiplicative thinking involves the ability to recognise and solve a range of problems involving multiplication, including number patterns (Siemon et al. 2001, p.320). Have a set of cards with simple Using cards with numbers and symbols on them create equivalent number equivalent sentences on them, sentences. Firstly work with student and then encourage them to make up some being correct and some some by themselves. For example you would have cards with addition, incorrect. Students have to state subtraction and equals symbols and different numbers. Begin by having two whether the card it true or false cards each with a different number on it and putting an addition symbol and give reason for their between them, then an equals sign after. Next place another number after the answer. This will help to clarify equal sign then an addition symbol and a blank card. Students must find out the specifically what they are value of the blank card. Continue creating different sentences, exchanging struggling with. addition and subtraction symbols and even progressing to multiplication and division. Having cards makes it easier for students to manipulate and demonstrate the concept. Provide students with a fraction strip to refer to when working on fractions. Explain how fractions describe parts of a whole. The denominator (bottom Have small pizza shapes on a number) tells you how many parts the whole is divided into. The numerator, worksheet, call out different (top number) tells you how many parts you have. fraction amounts and have Have students practice identifying the numerator and denominator using the students colour in the following website to determine what fraction of the cookie is square appropriate portion. Have the http://www.visualfractions.com/IdentifySets/identify_sets.html student then write the fraction Students need to understand all of the different ways in which fractions can be under that pizza shape. interpreted and represented in order to solve problems involving proportional reasoning (Siemon et al. 2011, p. 404). Explain, discuss and display the rules for number sentences using brackets. Use a basic number sentence to B Brackets first determine the students order of O Orders (ie Powers and Square Roots, etc.) operation. MD Division and Multiplication (left-to-right) Evaluate the following arithmetic expression: AS Addition and Subtraction (left-to-right) 3 + (4 x 2) Possible response: Rule 1: First perform any calculations inside brackets. Student 1 Student 2 Rule 2: Next perform all orders/ exponents

3+4x2 =7x2 = 14

3+4x2 =3+8 = 11

Rule 3: Rule 3:

Then, multiplications and divisions, working from left to right. Lastly, perform all additions and subtractions, working from left to right

Model some examples. (11 +25 - 4 ) 2 Answer: (11 +25 - 4 ) 2 ( 36 - 4 ) 2 32 2 =16 When children have a secure knowledge of these conventions, calculating several operations together when problem solving should be simpler (Booker, 2010, p. 373). Have the students write up the following table in their books so they can refer to when writing simple basic algebraic expressions.

Have the students answer a series of similar questions. Determine the value of the variable in each equation. Example: 1. a+5=9 a = _______ Answer: 4 You could use this type of question with concrete materials working backwards. If you have 9 counters and jack takes 5 of them away how many (a) are left? In algebra, a variable is an unknown quantity. It is often represented by a letter. With a red crayon, circle the variables

Year 7

Struggles to create algebraic expressions, lacks understanding about formulas and rules of algebra.

(Super teacher worksheets, 2013).

Students need to see that symbols become a means of determining answers, rather than just a way of determining them (Booker et al., 2010, p. 386). Explain that a variable always represents a number. In the sum (x + 6 =) what would be the answer if the variable represented 9, 16, 11? Working in pairs, each person creates 5 sums with variables and then they swap with their partner and solve the sums.

Year 7

Doesnt understand variables, how a letter can represent

different numbers in written expressions

(or unknown amount) in each of the expressions below. 6 + x, y 9, 8 z, If x represented 4, what would the first sum equal? If y represented 15 what would be the answer to the second sum?

Create a variable machine to discover the value of words. On a 3cm wide strip of paper, have them write the letters of the alphabet across the paper with numbers underneath, then attach the ends of the strip together with tape.

Have the student find the value of their name by adding the letters together, e.g. the name Amy is have the value of 36 A (0) + m (12) + y (24) = 36 Now change each letters value on the variable machine and spell a different word, to ensure that students realise that A does not always equal 0.