connect with maths early years learning in mathematics: pattern, number and geometry
DESCRIPTION
This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series. AAMT~ supporting and promoting the teaching of mathematicsTRANSCRIPT
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Implementing the Australian Curriculum Part 2
Sharyn Livy: [email protected] [email protected]
Number and Algebra- making connections
Sandy [email protected]
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Overview
Australian Curriculum
Pattern hunt
Making and describing patterns
Interactive patterns
Questions
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Australian Curriculum• Content strands
– Number and algebra– Statistics and probability– Measurement and geometry
• Proficiency strands– Understanding– Fluency– Reasoning– Problem solving
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UnderstandingStudents: • build a robust knowledge of adaptable and transferable mathematical concepts • make connections between related concepts and progressively apply the familiar to develop new ideas • develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics • build understanding when they: connect related ideas; represent concepts in different ways; identify commonalities and differences between aspects of content; describe their thinking mathematically; and interpret mathematical information.
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Early Years PatternFoundation: Copy, continue and create patterns with objects and drawings (ACMNA005)
Year 1: Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA016)
Year 2: Describe patterns with numbers and identify missing elements (ACMNA035)
https://www.scootle.edu.au/ec/resolve/view/M015929?accContentId=ACMNA005
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Patterns
• We are going on a pattern hunt• Where might we find patterns?
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Patterns
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Foundation students’ brainstorm of their experience of pattern.
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Patterns• Checkerboards• Buildings• Skip counting• Block building• Decorative patterns• Music patterns• Action patterns• Chants and rhymes• Tessellations• Arrays
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Shapes associated with sounds and actions
• The concept came from Monster Choir Making Patterns
http://www.scootle.edu.au/ec/viewing/L1056/index.html
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Making patterns• Using the coloured counters make a pattern• Share and describe your patterns• Creating, describing, analysing patterns• Describing patterns• Extending patterns
http://www.nctm.org/standards/content.aspx?id=24462
http://www.nctm.org/standards/content.aspx?id=33186
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Patterns: Foundation
18
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Recording patterns
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Describing Pattern
Repeating patterns
Growing patterns
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Number patterns
http://www.nctm.org/standards/content.aspx?menu_id=1155&id=26870
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ALGEBRA, PATTERN & STRUCTURE involves -
• Visualising• Representing and• Organising mathematical thinking
Tens frame4 & square
3 & triangle
One third
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Tessellations and growing patterns
http://topdrawer.aamt.edu.au/Patterns/Misunderstandings/Tessellations/Growing-patterns-can-tessellate
Visit Teachers Top Drawer for my ideas on teaching pattern
www. http://topdrawer.aamt.edu.au/Patterns
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Credits
• Thanks to the students from Deer Park North Primary school for sharing their patterns
• Websiteswww.topdrawer.aamt.edu.au
www.nctm.org
http://www.scootle.edu.au
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Questions
Thank-you