La vue d'ensemble

At a Glance...

The Guides for Effective Instruction in Mathematics Revised

FrançaisEnglish

C1.4 create and describe patterns to illustrate relationships among whole numbers up to 50.

Activity 1: Describe a Number Pattern

Have students skip count by 5 from 0 to 20. Ask them to circle the numbers on a 50 grid.

A grid table of one to 50. The numbers 5, ten, 15 and 20 are circled.

Ask questions such as:

  • What do we notice when we analyze the 50 chart?
  • When looking at the tens, what do we see? the ones? What is the relationship between the numbers?
  • Is this a number pattern? Why is it a number pattern?
  • What is the pattern rule? How do we know?

Following the analysis and observations that students have made, have them continue skip counting from 5 to 50.

Activity 2: Creating a Number Pattern while Representing the Relationships Between Numbers

Ask students to make an ordered list of addition facts for the number 6, using the 10 frame.

Examples

6 + 0 = 6

A grid table of ten squares. 6 squares have a red circle in it.

5 + 1 = 6

A grid table of ten squares. The 5 squares on top have red circles, and at the bottom the first square has a blue circle.

4 + 2 = 6

A grid table of ten squares. The first 4 squares have a red circle, the fifth square has a blue circle. At the bottom the first square has a blue circle.

3 + 3 = 6

A grid table of ten squares. The first 3 squares have a red circle and the last 2 has a blue circle. At the bottom the first square has a blue circle.

2 + 4 = 6

grid table of ten squares. The first 2 squares have a red circle and the last 3 has a blue circle. At the bottom the first square has a blue circle.

1 + 5 = 6

A grid table of ten squares. The first squares have a red circle and the last 4 squares has a blue circle. At the bottom the first square has a blue circle.

0 + 6 = 6

A grid table of ten squares that co

The ordered list can be summarized as follows:

6 + 0 = 6

5 + 1 = 6

4 + 2 = 6

3 + 3 = 6

2 + 4 = 6

1 + 5 = 6

0 + 6 = 6

Ask students the following questions:

  • What do we notice when we analyze the ordered list of addition facts for the number 6?
  • Are there any relationships between the numbers? If so, which ones? What are the patterns?

Referring to the ordered list of addition facts, ask students to create an ordered list of subtraction facts for the number 6. Ask them to share their work with the rest of the class. Then ask them to point out the relationships between the numbers and the patterns.