🎓 Year 2 (ACARA Code: AC9M2A01)
🎯Focus:
✅ recognise additive patterns that grow or shrink by the same amount.
✅ create patterns using numbers, shapes and objects.
✅ describe the pattern rule in simple words.
✅ identify missing numbers in a pattern.
✅ explain whether a pattern is going up or down.
Video Lessons
🎬 Video Lesson Tips
- ⭐ Write a few number patterns on the board.
- ⭐ Pause and ask, “What changes each time?”
- ⭐ Use arrows to show the pattern growing or shrinking.
- ⭐ Ask students to make their own pattern.
- ⭐ Challenge them to explain the rule to a partner.
💡 Key Ideas
🌟“Additive patterns change by the same amount each time.”
- 💡 Add means get bigger.
- 💡 Subtract means get smaller.
- 💡 The change stays the same.
- 💡 Patterns can use numbers, shapes or objects.
- 💡 Missing parts can be found by following the rule.
🧩 Mini Quiz – Quick Check
Try these after watching the video:
❓Question 1: What is an additive pattern?
✅ Answer: A pattern that changes by the same amount each time
❓Question 2: What comes next: 2, 4, 6, ?
✅ Answer: 8
Question 3: Which rule matches 5, 8, 11, 14?
✅ Answer: Add 3 each time
❓Question 4: Which could be a pattern?
A. Triangle, square, circle
B. 1, 3, 5, 7
C. Red, red, blue, blue
✅ Answer: 1, 3, 5, 7
❓Question 5: What is missing: 10, 8, , 4?
✅ Answer: 6
Scored:
5/5 💯 = Champion!
3–4/5 🌟 = Great Work!
0–2/5 🔄 = Watch the video again!
📄 Sample Worksheet Preview
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📚 Other Lessons in This Unit
🚀 Learning Path (Recommended Order)
| Step | Lesson | What You Learn |
|---|---|---|
| 1 | 🔢 Year 2 Number Patterns: Create, Describe & Find Missing Numbers 🌟You are here🌟 | Students look for patterns in the environment, such as windows, wheels, or train carriages, and record what they notice in a table or diagram. |
| 2 | 🔍 Year 2 Number Patterns: Find the Rule & Missing Numbers 🌟Coming Soon🌟 | Students identify the constant amount being added or subtracted and use it to complete pattern sequences. This helps them solve missing-number problems and check whether a pattern is increasing or decreasing by the same amount each step |