The focus of this activity is to encourage students to explore problems with limited assistance from the teacher. Although the teacher asks questions and can prompt learning, the students will investigate the problem using their own strategies.

##### Purpose

- Recognise and explain the importance of struggle and persistence when solving problems
- Ask questions to better understand information
- Share ideas and strategies and build on others knowledge
- Work with others to complete a task
- Explain the strategy being used to solve problems
- Make patterns using objects
- Recognise and continue patterns with objects
- Use pictures to record patterns
- Use symbols (including numbers) to describe and continue patterns
- Create a table to help analyse data

##### Curriculum Connections: VICTORIAN CURRICULUM F-10

##### YEAR 2 – NUMBER & ALGEBRA

- Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (VCMNA103)
- Describe patterns with numbers and identify missing elements (VCMNA112)

##### Curriculum Connections: VICTORIAN CURRICULUM F-10

##### YEAR 2 –STATISTICS & PROBABILITY

- Create displays of data using lists, table and picture graphs and interpret them (VCMSP128)

##### At the end of this lesson students should be able to answer the following questions

- What are the features/properties of a square?
- How many matches do you need to make one square? 2 squares, etc.
- Do you notice any patterns? What do you think the solution could be?
- How could you record this using pictures or symbols?
- Can you use numbers to continue to pattern?
- Can you create a table to help us look for patterns?
- Is there another way you could make ten squares of the same size?
- What is the most sticks you need to make 10 squares? Least?
- What if the squares did not need to be the same size?

*For more information, please download the attached lesson plan*.

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