Activities to support Pattern and number structure
Where are they now?
Students:
- are unable to instantly and effortlessly identify a small quantity without having to count each item (i.e. subitise)
Where to next?
Students:
- automatically identify and name different arrangements for an amount (subitise) in a small number range
Outcomes
The following activities provide opportunities for students to demonstrate progress towards the following outcomes. A student:
MAe-1WM describes mathematical situations using everyday language, actions, materials and informal recordings
MAe-2WM uses objects, diagrams and technology to explore mathematical problems
MAe-3WM supports conclusions by explaining or demonstrating how answers were obtained
MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0-20
MAe-8NA recognises, describes and continues repeating patterns
How?
Learning about dice patterns - 1
Show students a dice dot pattern card (BLM - Dice Pattern Cards) or alternatively you could use large dice. Say the number word that matches the amount shown on the card and have the students repeat the number word. Explain to the students that every time we see that dice pattern, we know that it is the same amount. Count each individual dot with students to prove that the number word you said matched the number of dots on the dice. Discuss with students the way they could describe the pattern (for example, for the dice pattern 4, there are two dots at the top and two dots at the bottom). Continue showing the students dice dot pattern cards, saying and repeating the corresponding number word, discussing and recording the patterns on each card. Alternatively, give the students the dice pattern cards and ask them to sequence them from the smallest to the largest, or, the largest to the smallest, match with the corresponding numeral card or gather a corresponding collection of objects for each dice dot pattern card.
Learning about dice patterns - 2
Explain to the students that you are going to show them a card and that you would like them to tell you the number of dots they see. Explain that everyone needs time to think so once individual students know the number that corresponds to the card they were shown, they should wait until they are asked to respond. Briefly show the students a dot pattern card and provide some think time. Ask “what was the amount I showed you?” Have students responded by showing a corresponding number of fingers. Ask students to explain how they were able to work out the amount they saw when they had such a brief period of time to count the dots.
Support the students in being able to explain their thinking by modelling responses such as:
- “I saw 1 dot in the middle so I knew it was 1”
- “I saw 2 dots at the top and 2 dots at the bottoms so I knew it was 4”
- “I saw the dot pattern that I know shows 3. It has one dot at the top, one dot at the bottom and one dot in the middle”
Variations
- Draw or make the pattern on mini whiteboards before asking students to reveal their responses
- Ask students to write the number of dots they saw on their mini whiteboards before asking students to reveal their responses
- For an extension present students with large dominoes or cards showing domino patterns (up to double 5 to begin with)
Teaching Point
Students should be exposed to smaller quantities (in the range of 0-4) before using standard number patterns up to 10. To vary the learning activity, cards using dice patterns, domino patterns, five frame patterns, finger patterns and ten frame patterns should be used. Students should also be exposed to subitising random presentations of up to 4 items.
Look and say
Hold up a dice dot pattern card for approximately one second each. Have the students state or show the number of dots that were shown on the card. This should be a fast “flash” to encourage automatic responses in students rather than the counting of dots. Repeat with other dot pattern cards.
Look and snap
Place numeral cards in front of the group of students in an array. Briefly flash a dot pattern card to the students (at first in the range of 0-4 and then later, using standard patterns to represent 0-10). The aim of the game is for the students to recognise the dot pattern, say the number of dots they see and locate the corresponding numeral card. Students “snap” the correct card by quickly placing their hand on the card. The first student to snap the correct card keeps it. The numeral card is replaced in the row and play continues. The student with the most cards at the end of the game wins. Cards with number words could also be used.
Teaching Point
It is important that numeral cards are presented in a range of colours, fonts and sizes, printed and hand-written whilst dot patterns should also show a range of representations, shapes and colours. Dot patterns in non-standard formations should also be shown to students.
Feel and find
Construct a set of dot pattern cards with raised dots. Using a sleep mask or other appropriate item, blindfold a student. Select one of the dot cards and show the card to the remainder of the group. Hand the card to the blindfolded student, allowing him or her to feel the card for a short period of time. Return the dot pattern card to the set. Remove the blindfold from the student and ask him or her to identify the dot pattern card they held.
Subitise snap
Construct a set of dice dot pattern cards with multiple copies of each pattern and distribute them among the players. Have the students then take turns to place a card down to form a central pile. Instruct the students to place the cards face up so the group can easily see the card. As soon as matching pattern cards are placed one on top of the other, any student may “snap” the pile by placing a hand over the pile of cards. The first to “snap” the cards wins the pile and the game continues until one player has all the cards.
Make a pattern
Provide the students with a pile of counters and ask them to place them on the desk in front of them. Flash a dice dot pattern card to the students for approximately one second. Have the students quickly make the same pattern using the counters on their desks. Discuss the number of counters used to make the pattern and how they are arranged. Other objects could be used for this activity such as teddies, buttons or cubes.
Why?
When introducing children to numbers, we want them to develop strong mental images for those numbers.
When children can instantly recognise a set of objects and are able to associate a number word with the set, the need for the child to count from one is eliminated which leads to developing more efficient strategies.