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

How Bloomi helps with this

This is a readiness-year topic that builds towards the next NAPLAN year. Bloomi practises it as curriculum mastery, never test drilling.

What this looks like in the classroom

• 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/decrease
• using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, \(1 ÷ 9, 2 ÷ 9, 3 ÷ 9\)…, \(210 \times 11, 211 \times 11, 212 \times 11\)…, \(111 \times 11, 222 \times 11, 333 \times 11\)…, or \(100 ÷ 99, 101 ÷ 99, 102 ÷ 99\)…
• 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 \(2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50\) …