Substrand	Shape and space
Purpose	Predicting shapes Transforming shapes Location Strategies for investigation Reasoning
CSF level suggested	1–2
Equipment	Large quantities of blocks such as Pattern blocks and Cuisenaire blocks Worksheet with tessellated shape patterns

The Task

The teacher built a 'growing' pattern using large squares (1 square, then 2 squares, then 3 squares, then 4 squares, …). Students were asked to notice how the pattern 'grew' and where the squares were placed. Students were invited to continue building the pattern.

Students were provided with Pattern and Cuisenaire blocks. They were given a worksheet with various 'growing' patterns. They were to examine each pattern, use blocks to build it, and then draw the next element for each. They were also to build their own 'growing' shape pattern and then draw this.

Look For

• ability to match shape to pattern in correct numbers
• ability to orient shape correctly to continue pattern
• ability to describe the pattern and how shapes fit together
• ability to construct own tessellating pattern
• accuracy of sketching tessellated shape patterns

David (Year Prep) was able to continue two of the given patterns by the correct number of shapes. He described the way some of the shapes pointed, "Up and down". He drew most shapes separately and had trouble orienting them in the correct direction. He did not create a pattern of his own. Suggests Level 1 in the substrand.

Sandra (Year Prep) was able to continue three of the given patterns and could describe the directions the shapes pointed: "Rectangles standing up, lying down" "Triangles up and down". She made reasonably accurate drawings of correctly positioned adjoining shapes. For her own pattern she made a line of separate shapes that repeated "Triangle, square, rectangle". Suggests Level 2 in the substrand.

Michael (Year 1) was able to continue all given patterns with accurately drawn and aligned shapes. He explained how the patterns were constructed: "One triangle points one way, the next one points the other way and so on," "You have to turn the shape around to face it downwards". He made and drew a pattern of tessellating diamonds. He drew this in four 'steps' to show how the pattern grew. Suggests Level 2 in the substrand.

Ali (Year 2) was able to continue all given patterns and used a ruler to carefully draw the shapes. He commented that some of the patterns could have various solutions. He used the language of transformation to describe pattern construction: "This shape is turned so it faces the opposite way," "Slide along and add two". He made and drew a complex circular pattern using trapeziums and triangles, clearly showing the 'steps' for building the pattern. Suggests Level 3 in the substrand.