Maths Unit Planner Name: Victoria

School Name: Duration of unit:

Learning Area: Mathematics Unit Title: Patterns in play Year level(s):
Foundation
(AC)Content descriptor(s):
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create
patterns with objects and drawings (ACMNA005
Strand:
Number and Algebra
Sub strands:
Patterns and algebra

Learning Intention: (What do you want the children to know and understand?)
Students will develop the ability to recognise and create patters, and that segments patterns can repeat to
create larger pattens.

Overarching ideas:
Patterns can be found and created using everyday objects, in music beats and using human bodies.
Patterns have segments/cores that are repeated

EYLF Learning Outcomes: (With brief explanations)

Students are confident and involved learners that take responsibility for their own learning through active
hands-on activities.
Student can communicate their findings through a method that suits their learning

Cross Curriculum Priorities: (Highlight
applicable and give an example of use)
• Aboriginal and Torres Strait Islander
histories and cultures
• Asia and Australia’s engagement with
Asia
• Sustainability
General Capabilities: (Highlight applicable capabilities and
give an example of use)
• Literacy
• Numeracy – using concrete materials to illustrate a
numerical concept
• Information and Communication Technology
Capability
• Critical and Creative Thinking – creating their own
pattern
• Personal and Social Capability
• Ethical Understanding
• Intercultural Understanding

Learning area: -

Assessment How When/Who

Diagnostic/Prior Knowledge
How will you find out what the
children already know?
Formative
How will you find out if the
children are on track to know
and understand the learning?
Write mathematical vocabulary on
smart board.
Recognise patterns around the school
using iPads.
Monitor students’ ability to produce a
repeating pattern
In lesson 1 students will share
vocabulary of patterning and capture
a pattern.
Lesson 2/3: These are open-ended
tasks and students can be creative in
what they make.
Teacher to document pattern
creation.

Summative Students can produce a pattern and Students can extend a pattern
How will you know if the identify the next term in a pattern.
children have developed an
understanding of the learning?
 Sequence of learning
Learning Experiences (List all activities here…include a Adjustments for Resources
brief summary of the Prior Knowledge experience) needs of learners

Activity/task:
Lesson 1:
PATTERNS" An original song by The Bopalongs from Assistance with
Melbourne Australia Children's Music Productions scribing. iPad for recording images
https://www.youtube.com/watch?v=-NdzJg3moRY
Introduction to patterns. Create a mind map about See attached image for
patterns. technical vocabulary
Think pair share.
With iPad go for a walk around the school/outside and see
if students can identify and record any patterns.
Circle share what was found and why it is a pattern.

Lesson 2:
Make a pattern with dance Scaffolding dance
moves. Space to practice
Banana Banana Meatball - Blazer Fresh | GoNoodle –
https://www.youtube.com/watch?v=BQ9q4U2P3ig
Exploring patterns in dance moves.
Students in 2s or 3s to come up with their own dance
pattern with two or three moves.
Circle time – share pattern dance sequence. Class to copy.

Lesson 3: Students can use, but not

PATTERNS" An original song by The Bopalongs from Depending on limited to:
Melbourne Australia Children's Music Productions consistency of - maths resources
https://www.youtube.com/watch?v=-NdzJg3moRY creations, possibly - counters etc.
Link to previous lesson – find/stand next to a pattern in the repeat lesson. - whiteboards
classroom. - paper/stationary
Student create a physical pattern - numbers/letters
Sharing time explaining pattern elements - Lego

As above
Lesson 4:
Students not
The Patterns Practice Song | Math Songs | Scratch Garden
grasping pattern
https://www.youtube.com/watch?v=MBjjxSx45-Q
creation, provide a
practices what comes next
pattern sequence.
in pairs students to create a pattern each and see if
their partner can identify the next term in the pattern
and continue the pattern.

Evaluation-Ways to monitor learning & assessment: (To what extent did the unit achieve its purpose?
How could you develop the learning experiences and assessment tasks? What evidence is there to show the
students’ connection to the unit? What student directed learning arose from the unit? Assess the unit by
 providing evidence students’ understanding of the learning intention. What connections can be built between
this unit and another?)

Attachment 1

Attachment 2 – patterns to copy

Attachment 3 – gifted extension worksheet
Rubric for assessment
Use as a guide for students ability