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Early learning · Grades K–2

Number patterns, grouping and explaining a choice

Objects can be grouped by a stated feature, such as shape or number. Say the rule so someone else can check it.

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Prerequisites

Relevant school subject foundations and careful reasoning.

Study notes

Grouping

Objects can be grouped by a stated feature, such as shape or number. Say the rule so someone else can check it.

Patterns

A repeating pattern uses a repeat unit. A growing number pattern follows a stated change; a few terms can fit more than one possible rule.

Counting

Count each object once and use the last count word for the total. Drawing or moving counters can make reasoning visible.

Explanation

A learner can explain using words, pointing or a drawing. Accept an alternative rule when it fits the supplied examples and is clearly stated.

Worked examples

There are 3 groups with 2 counters in each. Count all counters.

2+2+2=6.

6

Follow the stated rule add 2. After 2,4,6, what comes next?

6+2=8.

8

Check your understanding

  1. In red-blue-red-blue, what is the repeat unit?

    1. Red-red
    2. Blue-blue
    3. Red-blue
    4. Three greens

  2. Explain one way to check a count of six counters.

  3. Which rule groups circles separately from triangles?

    1. Group by shape
    2. Group by sound volume
    3. Group by story title
    4. Group by day of the week

  4. You have 7 counters and move 2 away. How many remain?

Answers and marking guidance

Answers and marking notes
  1. Red-blue

    The two-colour unit repeats.

  2. Touch or move each counter once while counting to six, or split into two groups of three and combine them.

    Accept a clear one-to-one or grouping explanation.

  3. Group by shape

    Circle and triangle are shape categories.

  4. 5

    7−2=5.

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