AC9M6A01

Elaborations

• AC9M6A01_E1investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern; looking for patterns in the way the numbers increase/decrease
• AC9M6A01_E2using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9…, 210 ×11, 211 ×11, 212 ×11…, 111 ×11, 222 ×11, 333 ×11…, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99…
• AC9M6A01_E3creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …
• AC9M6A01_E4investigating the number of regions created by successive folds of a sheet of paper: one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions, and describing the pattern using everyday language
• AC9M6A01_E5creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles and describing the pattern as, “Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle”