Learning intention
- recognise, copy and continue repeating patterns represented in different ways
Foundation Mathematics · AC9MFA01
Copy and continue repeating patterns
Spot the part that repeats, copy it and work out what comes next
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- recognise, copy and continue repeating patterns represented in different ways
Worked examplesWe do
Clean one-page examples
AC9MFA01 - AC9MFA01: Recognise, copy and continue repeating patterns represented in different ways
Example 1
recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as, “red, blue, green, red, blue, green, red, blue, green”; copying repeating patterns of drumbeats or dance moves during music activities Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Example 2
recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Example 3
recognising and discussing repeating patterns in images created using dynamic geometric software or a generative artificial intelligence tool, describing what has been repeated in the pattern Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Example 4
recognising and describing repeating patterns that can be observed on Country/Place and in First Nation Australians artwork, cultural performances and material cultures; for example, shell and seed necklaces, dances and songs Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
More examplesBuild understanding
Elaboration expansion and examples 1
- E1: recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as, “red, blue, green, red, blue, green, red, blue, green”; copying repeating patterns of drumbeats or dance moves during music activities Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
- E2: recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Elaboration expansion and examples 2
- E3: recognising and discussing repeating patterns in images created using dynamic geometric software or a generative artificial intelligence tool, describing what has been repeated in the pattern Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
- E4: recognising and describing repeating patterns that can be observed on Country/Place and in First Nation Australians artwork, cultural performances and material cultures; for example, shell and seed necklaces, dances and songs Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Elaboration expansion and examples 3
- Find the repeating unit: SEE 🔴 🔵 🔴 🔵 🔴 🔵 Something repeats. FIND THE CORE [🔴 🔵] [🔴 🔵] [🔴 🔵] The smallest repeating unit is red-blue. CONTINUE 🔴 🔵 🔴 🔵 ___ ___ Next: red, blue. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
- Same pattern, new representation: 🔴 🔵 🔴 🔵 → clap, stamp, clap, stamp The objects changed, but the repeating structure stayed AB.
Teach, ask and checkTopic-aligned
AC9MFA01 · AC9MFA01: Recognise, copy and continue repeating patterns represented in different ways
Learning focus: recognise, copy and continue repeating patterns represented in different ways
Model it: recognising and describing repeating patterns that can be observed on Country/Place and in First Nation Australians artwork, cultural performances and material cultures; for example, shell and seed necklaces, dances and songs Learning connection: A repeating pattern has a smallest unit that repeats again and again in the same order.
Ask the learner: What is the repeating unit in red-blue-green-red-blue-green?
Look for: The learner can recognise, copy and continue repeating patterns represented in different ways in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- What is the repeating unit in red-blue-green-red-blue-green?
- Which item is wrong: ■ ○ ■ ○ ○ ○?
Review hints
- Main idea: A repeating pattern has a smallest unit that repeats again and again in the same order.
- Useful routine: Notice → Copy → Find repeat → Continue → Fix → Create
Assessment-style questions and review hints 2
Questions
- Create a repeating pattern with a three-item unit.
Review hints
- pattern: an arrangement that follows a rule
- repeat: happen again in the same order
Exit ticket
- Continue: ▲ ● ▲ ● ___ ___
Curriculum alignmentVictoria · NSW · International
Mapped skill: recognise, copy and continue repeating patterns represented in different ways
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFA01 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFA01 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-FG-01 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational Stage / Balvatika 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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