Updated: 28 Sep 2023
A place value worksheet to use when completing number patterns.
Non-Editable: PDF
Pages: 2 Pages
Year: 2
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens <ul> <li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li> <li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li> <li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li> <li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li> <li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li> </ul>
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction <ul> <li>using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value</li> <li>sharing a set of objects equally between a small number of groups</li> </ul>
A place value worksheet to use when completing number patterns.
Use this teaching resource in the classroom when identifying and completing number patterns.
Students identify the next number in the sequence, explain the pattern rule, and then use a given number pattern rule to finish a sequence.
This worksheet includes the following number patterns:
An answers page has been provided.
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens <ul> <li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li> <li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li> <li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li> <li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li> <li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li> </ul>
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction <ul> <li>using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value</li> <li>sharing a set of objects equally between a small number of groups</li> </ul>
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Changed number pattern rule to reflect add 4
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Hi, there is a mistake on the top number pattern rule example Add 2 - 342, 346 (should be Add 4!)
Hi Emma, Thank you for making us aware of this error. We have fixed it for you and hope that you enjoy using this resource. Have a great day.