Algebra and pattern

 
Our Maths curriculum is arranged in learning areas: Number, Measurement, Geometry, Statistics and Algebra. At first glance, the inclusion of Algebra in the year 1 curriculum sometimes raises a few eyebrows, especially if we're picturing the kind algebraic equations that we worked with at high school. It makes a little more sense when it becomes clear that, at this stage, Algebra is about two key concepts. First, symbols can be used to represent operations (like addition or subtraction) so we can write number sentences to help us explore maths ideas. Second, noticing and creating patterns is a vital maths skill. 

Here's what our students need to know about pattern:

• Patterns are made up of elements (including numeric or spatial elements) in a sequence governed by a rule, and they arise in a range of situations (e.g. cultural patterns, patterns in the local environment, patterns on everyday objects).

• Ordinal numbers (e.g. 1st, 2nd, 3rd) can be used to describe the elements in a sequence.

• Repeating patterns have a repeating group of elements called the unit of repeat.

• A missing element can be predicted from other elements in the pattern.

Categorising, making collections and building patterns is part of how our students play. 

 

Our students explore these ideas further by observing patterns and noticing what rule is at work. They try copying and continuing repeating patterns, and also create their own. We work on being able to say what the unit of repeat is: what is the rule and how do we know?

 

Here, we're building some repeating patterns. If the unit of repeat is consistent, other people will be able to spot the pattern and add to it.

Our patterns included consideration of objects, colour and sizes. We discussed whether the pattern was broken if we use the same objects, but using inconsistent colours.

Being able to describe the pattern is vital to knowing whether really does repeat and how we might continue it. So, we also had a go at drawing and writing the rules for our patterns.

We began by working with visual patterns, using objects. But, of course, patterns can occur with words, sounds, musical notes, actions, numbers... so there is a lot more for us to explore.

When you are out and about with your child, do some pattern spotting. What can you see in the built environment? On the supermarket shelf? On people's clothing? Once you start looking, you may find that you are seeing patterns just about everywhere.