Lesson Overview

This 70-minute lesson aims to consolidate Year Prep to Year 1 students' understanding of patterns by shifting focus from sensory-based patterns (sound, movement, colours, musical instruments) towards practising numerical patterns. The lesson is designed for a small class of 7 students, allowing for individual intervention and differentiation. The plan aligns specifically with the Australian Curriculum (version 9) standards for Year 1 Mathematics content on patterns, employing hands-on and visual strategies suitable for young learners and diverse needs.

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Learning Objectives (WALT)

• We Are Learning To (WALT) recognise, continue and create number patterns using numbers and symbols, including skip counting by twos, fives, and tens.
• WALT identify the repeating unit in patterns and generalise these patterns with confidence.
• WALT use manipulatives and diagrams to represent number patterns meaningfully.
• WALT apply understanding of number patterns to solve simple problems and predict subsequent numbers in a pattern.

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Australian Curriculum Links

• AC9M1A01: Recognise, continue and create pattern sequences with numbers, symbols, shapes and objects, formed by skip counting initially by twos, fives, and tens.
• AC9M1A02: Recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit.
• AC9M1N01: Recognise, represent and order numbers to at least 120 using materials and number lines (supporting understanding beyond basic counting).
• Embedding multicultural perspectives through numeration systems, including First Nations Australians’ counting systems and other cultural numeral representations.

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Success Criteria

• Students correctly identify and describe the repeating units in number patterns.
• Students continue patterns accurately using numbers and symbols.
• Students demonstrate understanding by creating their own number patterns.
• Students use patterning vocabulary (e.g., repeat, unit, extend, sequence).
• Students engage with material in ways that suit their learning needs (visual, tactile, oral).

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Resources & Materials

• Number cards 0 to 120.
• Hundreds chart.
• Counters, beads, blocks.
• Whiteboard and markers.
• Visual aids with coloured shapes and symbols.
• Audio instruments for warm-up pattern revisiting.
• Pattern worksheet with dyslexia-friendly fonts and ample spacing.
• Tablets or devices with simple patterning apps (optional).
• YouTube videos:
  • Number Patterns for Kids: https://www.youtube.com/watch?v=Z3Z9h1kZ3bA
  • Fun with Number Patterns: https://www.youtube.com/watch?v=5d8h5t9kL9k
  • Understanding Number Sequences: https://www.youtube.com/watch?v=3kL9p7xJ8YQ

Lesson Breakdown

Introduction (10 minutes)

1. Welcome and Warm-up:

• Briefly revisit patterns explored in previous lessons (sound, movement, colour).
• Use clapping or instrument sound sequences and ask students to imitate or predict the next sound, linking to pattern anticipation skills.

2. WALT and Success Criteria Introduction:

• Display and explain the learning goals in student-friendly language.
• Use visual aids and simple oral explanations.

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Main Activities

Activity 1: Visual and Physical Pattern Recognition (15 minutes)

• Display simple repeating patterns made of shapes and colours, for example: circle, square, circle, square...
• Ask students to identify the repeating unit and continue the sequence using physical blocks or drawing.
• Adapt for learners needing extra support by using a smaller number of items; challenge advanced learners by increasing complexity (e.g., more elements in the repeat unit).

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Activity 2: Transition to Number Patterns (20 minutes)

• Introduce skip counting patterns by twos, fives, and tens using number charts and physical counters. For example: 2, 4, 6, 8...
• Use songs and rhymes to support auditory learners and reinforce memory.
• Pair students to collaboratively build simple numeric patterns using number cards and beads.
• For advanced learners, encourage creating number patterns using symbols (e.g., +2, +5, +10) and discussing patterns verbally.

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Activity 3: Creating and Explaining Own Number Patterns (15 minutes)

• Provide students with opportunities to create their own number patterns using counters or drawings.
• Ask them to identify and share the repeating unit or rule with the class.
• Use a Think Board format for students to visually represent and explain their pattern (diagram plus number sentence).
• Offer support for students with dyslexia by providing oral storytelling options and dyslexia-safe worksheets.

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Plenary (10 minutes)

• Recap key vocabulary and concepts about number patterns.
• Quick interactive quiz: students identify whether given sequences follow the pattern or not.
• Reflect on how recognising patterns helps in everyday life (e.g., money, games).
• Connect the concept of patterns to cultural examples (e.g., First Nations Australians’ counting practices).

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Differentiation Strategies

• Use multisensory approaches (visual, auditory, kinesthetic) to cater for diverse learning styles.
• For learners needing intervention, provide one-on-one guidance with manipulatives and modelling pattern continuation.
• Use enlarged number cards and dyslexia-friendly fonts for learners with reading difficulties.
• For advanced learners, prompt exploration of patterns beyond skip counting – e.g., doubling patterns (2,4,8,16...) or creating repeating patterns with three or more elements.
• Scaffold oral explanations by using sentence starters: “The pattern repeats...”, “The next number will be... because…”

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Assessment & Feedback

• Observe student participation and accuracy during pattern continuation tasks.
• Collect student-created patterns through drawings and Think Boards for formative assessment.
• Use questioning to probe understanding: “How do you know what comes next?” “What is the repeating unit?”
• Provide immediate verbal praise and corrective feedback to encourage confidence.
• Adjust next lessons based on observed areas of difficulty or misunderstanding.

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This lesson builds on students’ previous experiential knowledge of patterns in non-numerical contexts and moves towards consolidation of number pattern recognition and creation, meeting the developmental and curriculum needs for Year 1 students in Australia. The integration of cultural awareness and multiple learning modalities supports inclusive and effective learning outcomes.

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Summary Table

Time	Activity	Description	Differentiation
10m	Warm-up and WALT	Review patterns with sounds/movement; set goals	Use instruments and oral cues
15m	Visual/Physical Pattern Recognition	Identify and continue repeating shape/colour patterns	Simplify patterns; extend complexity
20m	Number Pattern Practice	Skip counting, building numeric patterns	Use manipulatives, songs, partner work
15m	Create Own Patterns	Students generate and explain number patterns	One-on-one support; oral & written
10m	Plenary and Reflection	Recap, quiz, cultural links	Use visuals and storytelling

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This comprehensive approach ensures accessibility, engagement, and alignment with the Australian Curriculum standards for Year 1 mathematics patterns and numeracy development, impressing educators with its clarity, inclusivity, and curriculum fidelity.

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References: Australian Curriculum (version 9), content descriptions AC9M1A01, AC9M1A02, AC9M1N01