OGER Lesson Planning

1. OGER Lesson Planning

2. Maths 3/3/08 1M 11.30 - 12.30 PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource • Creates and describes simple number patterns that increase or decrease (p74) • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) (p74)

3. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5

4. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

5. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

6. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Describe what has been learnt from creating patterns

7. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Describe what has been learnt from creating patterns

8. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns

9. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Describe your pattern. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns

10. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

11. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

12. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

13. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

14. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.

15. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns Giving reasons for number placement

16. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

17. Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

18. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Observation & Product analysis Describe what has been learnt from creating patterns Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

19. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Coloured textas, scissors Column picture graph and Hundreds Chart 15 mins Worksheet for 3’s and 4’s Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement

20. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Coloured textas, scissors Column picture graph and Hundreds Chart 15 mins Worksheet for 3’s and 4’s Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern. Work with students having difficulty during Exploration as capable students work independently Creating and continuing an increasing number pattern Extension worksheet

21. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

22. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 5 mins 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

23. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 5 mins 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 6 13 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, 8 Questioning and observing 8-10 mins Describing and continuing number patterns Conferencing and observing 6 Describe what has been learnt from creating patterns Identifying different ways to represent number patterns 1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N

24. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Coloured textas, scissors 1 Column picture graph and Hundreds Chart 15 mins Worksheet for 3’s and 4’s Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern. Work with students having difficulty during Exploration as more capable students work independently Creating & continuing an increasing number pattern Extension worksheet 16 1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N

25. Stage One Outcome: PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships. The resource could be used to demonstrate number patterns that increase or decrease through the addition of embellishments on the clowns that follow a pattern.

26. 1.DK Deep Knowledge Focus on a small number of key ideas or concepts 2. DU Deep Understanding Students demonstrate a profound and meaningful understanding, perhaps outside of the context (or KLA) in which it was aught 3. PK Problematic Knowledge Knowledge has been constructed therefore open to interpretation; multiple perspectives should be encouraged to be considered, there is more than one correct answer or strategy 4. HOT Higher Order Thinking Thinking that requires analysis, synthesis and evaluation (see Bloom’s Taxonomy) 5. M Metalanguage The use and explanation of explicit language and technical terms specific to the domain of learning 6. SC Substantive Communication Sustained conversation about the key ideas or concepts on which the lesson is based 7. EQC Explicit Quality Criteria Students are told what makes quality work and his forms a reference point for development and assessment of work 8. En Engagement Most students are seriously engaged with the learning or assessment task 9. HE High Expectations Expectations of success are communicated to all students. Risk taking is encouraged 10. SS Social Support Encouragement, mutual respect between students and teachers. No put downs or comments that might stifle student risk taking when it comes to learning. Group work and group formation often reflect aspects of social support 11. SSR Student Self Regulation Student demonstrate autonomy and initiative which results in less need for discipline and regulations 12. SD Student Direction Students are given the chance to have some control over the selection of tasks and the method of doing the tasks. Learning centres are an example of student direction 13. BK Background Knowledge This could means prior school knowledge as well as knowledge from other aspects of their lives outside of school 14. CK Cultural Knowledge This includes the diverse groups in our community. Can include economic class, gender, ethnicity, race etc 15. KI Knowledge Integration Linking knowledge in one KLA to other KLAs or subjects within the one KLA 16. I Inclusivity All students can participate in learning tasks. Accommodation is made for learning styles and learning ability 17. C Connectedness Connecting school knowledge to real-life knowledge and experiences 18. N Narrative Housing lesson content in narrative form to enhance the lesson content or the process of delivering the content. It can be used to enrich the learning environment