Number patterns

Patterns, functions and algebra

 Focus of this unit
• Counting patterns
• Patterns in addition and subtraction
• Patterns in multiplication and division
• Patterns in the hundred chart
• Base ten patterns
• Place value patterns
As children develop an understanding of
number and how different numbers exist in
relation to other numbers, they will begin to
recognise the patterns they can find in
numbers (Bosman, 2014). The recognition of
patterns between numbers helps children to
form generalisations about numbers and in
turn develop algebraic thinking.
 Counting patterns
• Let learners initially explore patterns visually in
counting:
– Skip counting
– Repeated addition
– Multiplication
• Experiences in skip counting help learners extend
growing/shrinking number patterns e.g. 20, 18, 16,
.....learners can determine the next three steps by
following the rule of the growing pattern (plus 2).
• They can also create number patterns when given
instructions such as: “create a number pattern that
starts at 1 and grows by adding 4 each time.”
 Number sequences
• What is a sequence?
• A sequence is a list of numbers that goes on
indefinitely.
• 4, 8, 12, ___________, ________, ________
• This sequence is a recognisable list of
multiples of four.
 Skip counting...multiplication
• We can think of multiplication as repeated addition, so when we
count on, or add on the same number each time, we can also think
of it as a pattern of adding multiples. This means that we can use
some “counting sequences” as learners’ springboard into the
multiplication tables.
– What multiplication tables are learners in your grade expected know?
– How do you introduce multiplication tables? What role can number
patterns play in this?
– Within what number range will you introduce multiplication tables?
– By the end of the year, within what number range do learners need to
know off by heart their multiplication tables?
– By the end of the year within what number range would you expect
learners to be able to identify a written number pattern based on
known multiplication tables?
• Patterns based on counting sequences and
multiplication tables are based on either
adding, or subtracting the same number each
time. These are called patterns with a
constant difference, because the difference
between terms in the sequence remains
constant
 Completing sequences

• Number sequences can be linked with and

support learners’ counting ability. Working with
Number sequences and doing skip counting in
multiples is important in the development of:
– fluency when doing calculations
– number sense
– multiplication and division
• The number range of the sequences done in the
Foundation Phase is depended on the counting
number stated by CAPS.
 What is involved in skip counting?

• Often in the Foundation Phase skip counting is

done be reciting a number sequence using
various apparatus (e.g. 100 Chart, number line
beads) and then memorising the sequence to
a certain number range. So knowing a few
sequences by heart and recognising the
intervals within the sequence becomes crucial
when number ranges are increased.
• Students can use the hundreds chart to find
relationships between numbers. For example, 42 is the
number 10 more than 32, and so 42 is directly below
32 on the hundreds chart. Likewise the number 33 is
next to 32, and it is 1 more than 32.
• Some students do not see the base ten patterns
underlying the hundreds chart and attempt to count by
ones. For example, when asked the number that is ten
more than 23 they touch or say each number until they
get to 33.
• Research has shown that persisting with counting by
ones to add and subtract is a characteristic of students
who do not make adequate progress in mathematics.
– What counting patterns are learners in each grade
expected to do?
– How can you use number patterns to introduce
counting sequences?
– Within what number range will you introduce
counting sequences?
– By the end of the year, within what number range do
learners need to be able to work with counting
sequences?
– For whole number counting sequences, do you think
that learners should only work with sequences that
start on a multiple of that counting sequence?
Explain.
 Completing number sequences using the
given rule
• Complete the number sequence. The rule is given.
• Add 2
• 26, 28, 30, 32, ___________, ________,
________
•
• Add 3
• 51, 54, 57, 60, ___________, ________,
________
•
• Add 5
• 105,110, 115, 120, ___________, ________,
________
 Counting backwards in a given
sequence
• Subtract 10
• 870, 860, 850, 840, ___________,
________, ________
•
• Subtract 4
• 600, 596, 592, 588 ___________,
________, ________
 completing number sequences and
stating the rule.
• 14, 16, 18, 20, _________, _________, __________
• What is the rule?
•
• 275, 300, 325, 350, _________, _________, __________
• What is the rule?
•
• 400, 410, 420, 430, _________, _________, __________
• What is the rule?
•
• 120, 117, 114, 111, _________, _________, __________
• What is the rule?
•
• 750, 700, 650, 600, _________, _________, __________
• What is the rule?
 When working with the rules it is
important to encourage learners to:
• Notice patterns and then try to express or
describe the pattern.
• Once they’ve noticed a pattern they should
check many other examples to see if the
pattern reoccurs.
• Not to be afraid to offer a rule, but be ready to
modify the rule if need be.
• A written sequence of numbers:
• 5, 10, 15, 20, 25, _______, ________,
________
• Will the number 50 be in this
sequence?________________________
• How do you know that your answer is correct?
 Number lines
• Draw a number line ....from 0 to 20

– Count in twos
– Show your counting on the number line below

– Count in fours. Show this counting on the number line above in red.
•
– What does the number line show when you compare counting in twos
and counting in fours?
•
– Count in eights. Show this counting on the number line above in blue.
•
– What does the number line show when you compare counting in twos
and counting in fours and counting in eights
 Patterns in a hundred chart
• Identifying patterns in the 100 chart
reinforces:
– Number recognition
– Number sequence
– Skip counting
– Addition and subtraction
– Relationship between numbers.
 Generalising
• Looking for patterns is an important part of
doing mathematics.
• In mathematics when we make a rule from a
pattern, we call it generalizing.
 Patterns in addition and subtraction
• Expose learners to different combinations of
basic facts in addition and subtraction
(especially in Grade 1).
• Through such explorations they become
aware of and discover the special relationships
between the two numbers and properties of
numbers.
 “Can you do addition?” the
White Queen asked. “What’s
one and one and one and one
and one and one and one and
one and one and one?”
“I don’t know,” said Alice.
“I lost count.”
Through the Looking Glass
Lewis Carroll
Mathematics
 Patterns in addition and subtraction
• Addition and subtraction are inverse
operations.
• • Addition and subtraction have certain
properties. For example, there is
• the commutative property of addition.
 Patterns in the addition and
subtraction chart
• Key Math Learning
• 1. There are patterns in an addition chart.
• 2. When you add, the order does not matter.
• 3. When you add two numbers that are the
same, you add
– doubles. Doubles have a sum that is even.
Ask questions, such as:
• How do you know you have found a pattern?
(The numbers increase by 2 each time.)
• What pattern did you find in the rows?
(The numbers increase by 1 each time.)
• What pattern did you find in the columns?
(The numbers increase by 1 each time.)
• What pattern did you find in the diagonals
from top left to bottom right?
(The numbers in the white squares increase by
2 each time.)
Numbers Every Day
Encourage students to discuss the strategies they used.
Students should realize that the numbers you and I say have a
sum of 10.
Ask questions, such as:
• What happens when you add zero to
a number? (The number does not change.)
• What pattern do you see when you add two
numbers that are the same?
(The pattern is 0, 2, 4, 6, 8, 10, 12, . . . .
The numbers increase by 2 each time.)
• What do you notice when you use the chart to
add 3 + 5 and 5 + 3? (The answer is the same, 8.)
Patterns in multiplication and division
• Knowing patterns in multiplication and
division facts allows learners to make
generalisations about the divisibility of
numbers in later grades; e.g., they will know
that 275 is divisible by 5 because there is a 5
in the ones /units place.
 Base ten patterns
• Grade 1 learners should begin to look for
place value patterns in 2-digit numbers. Let
them count forwards and backwards from 1 to
100 and let them complete
 SPECIFICATION OF CONTENT (PHASE OVERVIEW)
PATTERNS, FUNCTIONS AND ALGEBRA

CONTENT GRADE 1 GRADE 2 GRADE 3

Copy, extend and describe Copy, extend and describe Copy, extend and describe
Copy, extend and describe Copy, extend and describe Copy, extend and describe
simple number sequences to simple number sequences to simple number sequences to
at least 100 at least 200 at
Create and describe own Create and describe own least 1 000
2.2 patterns patterns Create and describe own
Numeric Patterns patterns
Page references
For Content Clarification and Teaching Guidelines on Number Patterns

Grade 1 Grade 2 Grade 3

Term 1 Term 1 Term 1

Page: 116 Page: 237 Pages 367 - 368
Term 2
Term 2 Term 2
Pages: 150 -
Page: 270 Page: 400
151
Term 3 Term 3 Term 3
Page: 173 Page: 296 Page: 431
Term 4 Term 4 Term 4
Page: 199 Page: 331 Page: 477