Shape patterns
Look for and use mathematical structure: apply properties of operations, place-value patterns, and relationships between shapes to solve problems efficiently
Share and support
Teaching Table
Set out your lesson
Use structure, not a memorised slogan, to explain a shortcut.
Comfort with the particular task and communication mode; optional oral/scribed work is recorded separately.
Check the learner can access these words/materials and prerequisite ideas; historical authorship is not readiness or mastery. If not, demonstrate briefly or revisit the named prerequisite.
Use counters or drawn dots and the square/rectangle sketches. No special manipulatives needed. No printer: view only the active learner card on screen, or an adult copies its exact prompts onto plain paper without answers. Oral pointing/dictation is an access option; record it as adapted/supported and do not claim handwriting from it. Keep adult keys/scripts separate; supply only the current stage.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Canonical title says shape patterns but contract is mathematical structure; task follows contract. Decimal extension is caution, not assessed mastery.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
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Teaching approaches
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1 approach
Use structure, not a memorised slogan, to explain a shortcut.
Use structure, not a memorised slogan, to explain a shortcut.
Family records and proof options
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Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
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The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Use the commutative property deliberately (e.g. reorder 3 + 9 as 9 + 3 to count on from the larger number)
- Use place-value structure to add or subtract tens (e.g. 47 + 10 = 57 because only the tens digit changes)
- Recognise structural similarities between shapes (e.g. rectangles and squares both have 4 sides and 4 right angles)
“When your child notices a pattern in their maths work — like how multiplying by 10 always adds a zero — do they use that pattern to solve similar problems more quickly?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 6–7