MFPC 311

STUDY UNIT 1:
PATTERNS
By
Dr. NT Kunene
 LEARNING
UNIT 1

• LEARNING UNIT 1.1: INTRODUCTION TO THE

CONCEPT OF PATTERNS, FUNCTIONS AND ALGEBRA
• LEARNING UNIT 1.2: FUNCTIONS
• LEARNING UNIT 1.3: EXPRESSIONS AND EQUALITY
• LEARNING UNIT 1.4: GUIDELINES FOR PRACTICE
STUDY MATERIAL
• Teaching Mathematics in the Foundation
Phase (Naude, M & Meier, C)
(Green book - Patterns p. 141-193)
Chapter 5
• Handbook for Foundation Teachers –
Unit 6
• Patterns and Patterning (Developing the
Function Concept) – p. 1-35
LEARNING OUTCOMES

On completion of this study unit you should be able to:

• To identify different number patterns;

• To understand the importance to develop a basis for
algebraic concepts and thoughts;
• To give an overview of the key concepts of patterns,
functions and algebra that are relevant for the Foundation
phase learner; and
• To develop applicable activities in which the Foundation
phase learner’s algebraic thoughts and reasoning will
develop.
Prior knowledge

•What is a pattern?
•What is it used for?
•How can it be presented?
•Give examples of any
patterns.
RESPONSES:
• Patterns can be numbers, steps
or objects that are repeated.
• Patterns are things that are
arranged following a rule or set
of rules.
• Mathematics is a science of
patterns.
CAPS – Department of Basic Education
CAPS – Department of Basic Education
Let’s start here

https://www.youtube.com/watch?v=7HIn3X14inI
Let’s start here

https://www.youtube.com/watch?v=7HIn3X14inI
ALGEBRA IN THE FOUNDATION
PHASE
• Algebraic thinking starts in the FP
mathematics
• Begins informally and builds up to more
structured ideas in the later grades.
• Foundation Phase learners starts with
patterns!
TRIACHY OF KNOWLEDGE

• Physical – touching, feeling and manipulating

objects
• Social – learning the rules of patterns + vocabulary
• Conceptual
• Representing and describing mathematics
relationships
• Understanding
• Understanding the use of variables
The big Ideas of Patterns, Functions and Algebra in FP
must include:

Expressions
Mathematical and equality
Patterns relationships – Equivalence Variables
informal
 Discovering of patterns
• Learning trajectories: patterns in the world around us
• Patterns: Natural & Man-made
• Repeating patterns: (basic unit)
• Elements (specific item- shape, object, letter))
• Structure (order of occurrence/ composition)
• Core (gives the rule-string that repeats)
• Generality (deducing/ determining a rule = general rule)
• Prediction (can predict after exploring)
• Modes of Representations:
- (visual – concrete shapes,
- Auditory – songs, claps, rhymes
- Kinesthetically – movements, actions
- Symbolically – numbers, symbols, letters, etc. )
 Discovering patterns Mathematics is the "science of patterns"

• Natural patterns

Man-made patterns
Foundation Phase teaching must focus on:

Growing And then

Repeating
patterns Number
patterns
patterns
Repeating Patterns – concepts

Generality –
Elements Predictions
determine the rule

Patterns can be presented in

Core – shortest Structure of
different modes
string of patterns AAB • Visual
elements • Auditory
• Movements
• Symbolically
Attributes/Properties as classification rules
Special characteristics used to place items that
belong together, in groups or categories.
Attributes that patterns can be based on:
• Geometric attributes (shapes)
• Physical attributes (colour, size, texture,
material, common features)
• Relational attributes (sequence, direction,
position)
• Combination of attributes (geometric &
physical)
Factors influencing complexity
• Nature of pattern (can be easy or
complex)
• Number of changing attributes

• Number of elements
• Number of changing attributes in
core
Activity
• Study the following 2 patterns.

Pattern 1

Pattern 2

1. What attributes is the pattern based on?

2. Give three reasons why pattern 2 is more complex that

pattern 1.
Development of Algebra concepts – repeated pattern-
[concrete; semi-concrete; abstract]
• Identify pattern ( can you see the pattern?)
• Read pattern (point. Name.; recognize – orange square, blue triangle)
• Describe pattern (what you see, what part is repeated)
• Determine pattern rules (ABB ABB ABB…)
• Copy pattern ( show me, ask questions, )
• Extend pattern
• Challenging extensions
• Extend and predict
• Create patterns
• Translate and represent patterns
• Use letters to represent patterns
• Same family, different patterns
• Same patterns, different family
• Missing elements
Extend pattern
Use letters to represent patterns
Missing elements
Growing patterns
• Growing or shrinking systematically
• Constant change
• Grow by changing amount
• Translated in a variety of ways (concrete, physical,
number line, numbers, graphs , tables)
• Recursive relationship (description that tells how the
increase and decrease pattern changes from one step
to the next).
• Functional relationship (mathematical relationship
between two sets = x and y-values)
Growing or shrinking systematically
Growing patterns – concepts
p. 161
• Grow or shrink

• Grow with constant change

• Grow with constant amount

• Growing patterns can be translated in a variety of
ways

2- 4-6-8
Recursive relationship
Growing patterns have a recursive and functional
relationship
Development of Algebra concepts –
growing patterns

• Copy growing pattern

• Extend growing pattern
• Create growing pattern
• Represent growing pattern (with beads,
in a table, in a flow diagram, etc)
 Developing algebraic ideas through growing patterns

• Must be introduced as follow:

1, 1+1, 1+2, 1+3

Fig 5.12 p. 166

• Copy  extend  create represent

• Important
• Examples on p. 137 -171
 ACTIVITY
• Pattern -

• Copy
• Extend
• Create own pattern
• Represent both patterns in the following way
• In words
• In number expressions
• In table – ( Example - p. 170)
Answer

In words
1 black triangle 1 grey with 3 black 3 grey with 6 black 6 grey with 10 black

Number expression
1 1 + (2+1) 1 + (2+1) + (3+2) 1 + (2+1) + (3+2)
+ (5+3)
Black triangles Grey triangles

Step 1 1 0

Step 2 3 1

Step 3 6 3

Step 4 10 6

Step 5 ? ?
Number patterns
• Counting patterns
• Patterns in addition and subtraction
• Patterns in multiplication and division
• Patterns in hundred block
• Patterns in number charts
• Base-ten patterns
• Place-value patterns
• Symbolic exercises
Counting patterns
Patterns in addition and subtraction
Patterns in multiplication and division
Patterns in multiplication and division
Patterns in hundred block
Patterns in number charts
Base-ten patterns
Place-value patterns
 Activity
• Complete the triangle What patterns can you find in the following triangle?
 STUDY UNIT 2.2

•Functions,
•Expressions and
•Equality
https://www.youtube.com/watch?v=7BDHKHXwafQ
 Functions

• A function is a way
of expressing
relationship

• Children must be
exposed to real life
situations involving
input and output
Functions

• Real-life situations
• In- and output machines
• Flow diagrams
Input- and output machines
Flow diagrams
Flow diagrams
Flow diagrams
Variables
• Unknown
• Variable
• Generalize properties
Expressions and Equality
• Equations
• Balance scale
• Value of objects in situation of
equality
• Determine unknown values
• Use representations
Expression and equality
Equations
• 10 = 3 + 7
• 5 + 3 = ____ + 4

https://www.youtube.com/watch?v=DO-hzLh79uw
Expressions versus equality
Expressions versus Equality
Equations
TEACHING PATTERNS
https://www.youtube.com/watch?v=m-bIABJYGfU

https://youtu.be/CzFLDtvN_Xk - Patterns
LEARNING UNIT 2.3
Guidelines for Practice
FP teaching must focus on:

And then
Repeating Growing
Number
patterns patterns
patterns
Problem-solving
ACTIVITY
Putting it together
Give an example of each of the following
1. Repeating pattern
2. Growing pattern
3. Number pattern
4. Expression
5. Equation
6. Function machine
Putting it together
Discuss how you would support a Grade R learner in forming a
logical group

• Logical thinking skills is needed in all mathematics activities.

• Understanding of logical grouping and classifying is essential.
• Can collect toys, rocks, etc. They need to experiment and explore.
• They need a teacher to introduce vocabulary, guide the presentation and
sequence material and experiences.
• Collect a wide range of suitable material. Teacher needs to provide some
material.
• Let children sort the material according to their attributes and relationships
(features).
• Use sorting activities such as, one-to-one; as many as; one more, fewer than,
more than, etc.
• At first, sort and classify objects according to one criterion, eg. colour, shape, or
any other attribute that is logical to the learner.
• Learners need to develop the language skill needed to name, classify and explain
why the objects are grouped like that. Vocabulary such as elements, sets will help
learners in their discussions.
• Asking questions will help learners find the properties of the sets of objects
THANK YOU
N.T. Kunene