MA2-AR-02

Completes number sentences involving addition and subtraction by finding missing values

MA2-MR-02

Completes number sentences involving multiplication and division by finding missing values

MA3-MR-02

Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations

VC2M6A03

ACMNA060

Describe, continue, and create number patterns resulting from performing addition or subtraction

ACMNA074

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

ACMNA081

Explore and describe number patterns resulting from performing multiplication

ACMNA133

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence

AC9M4N09

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers

AC9M6A01

Recognise and use rules that generate visually growing patterns and number patterns involving rational numbers

AC9M6A03

Create and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns

VC2M4N02

Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 <ul> <li>recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences</li> </ul>

VC2M4N10

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns <ul> <li>creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> <li>creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns</li> <li>using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns</li> <li>creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> </ul>

VC2M6A01

Recognise and use rules that generate visually growing patterns and number patterns involving rational numbers <ul> <li>investigating 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 or decrease</li> <li>using 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 …</li> <li>creating 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 …</li> <li>investigating 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</li> <li>creating 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 and 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’</li> </ul>

VC2M6A03

Design and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns <ul> <li>using an algorithm to create extended number sequences involving rational numbers, using a rule and digital tools, and explaining any emerging patterns</li> <li>designing an algorithm to model operations, using the concept of input and output, describing and explaining relationships and any emerging patterns; for example, using function machines to model operations and recognising and comparing additive and multiplicative relationships</li> <li>designing an algorithm or writing a simple program to generate a sequence of numbers based on the user’s input and a chosen operation, discussing any emerging patterns; for example, generating a sequence of numbers and comparing how quickly the sequences are growing in comparison to each other using the rule ‘add 2 to the input number’ compared to multiplying the input number by 2</li> </ul>