Patterns+and+Algebra

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=**Early Stage One** = ||
 * //**PAES1.1: Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease.**//


 * Key ideas:**
 * Recognise, describe, create and continue repeating patterns.
 * Continue simple number patterns that increase or decrease.
 * Use the term 'is the same as' to describe equality of groups. ||

=Stage One = ||
 * //**PAS1.1: Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships.**//


 * Key ideas:**
 * Create, represent and continue a variety of number patterns and supply missing elements.
 * Build number relationships by relating addition and subtraction facts to at least 20.
 * Make generalisations about number relationships.
 * Use the equals sign to record equivalent number relationships. ||

=Stage Two = ||
 * //**PAS2.1: Generates, describes and records number patterns using a variety of strategies and completes simple number sentences by calculating missing values.**//


 * Key ideas:**
 * Generate, describe and record number patterns using a variety of strategies.
 * Build number relationships by relating multiplication and division facts to at least 10x10.
 * Complete simple number sentences by calculating the value of a missing number. ||

=**Stage Three** = || //**PAS3.1b: Constructs, verifies and completes number sentences involving the four operations with a variety of numbers.**//
 * //**PAS3.1a: Records, analyses and describes geometric and number patterns that involve one operation using tables and words.**//


 * Key ideas:**
 * Build simple geometric patterns involving multiples.
 * Complete a table of values for geometric and number patterns.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Describe a pattern in words in more than one way.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Construct, verify and complete number sentences involving the four operations with a variety of numbers. ||