1. Ask akonga if students know anything about Tivaevae. If so, let them share.

2. If not, show them the pictures and then let them share.

3. Praise and repeat students' knowledge

4. Explain to students what Tivaevae is and the cultural context behind Tivaevae

• Has anyone ever seen or worn ei katu before? Where were you? When was it?

• What do you think the importance of ei katu is? Where do you think ei katu comes from?

Brainstorm on the whiteboard the childrens ideas. Then explain what ei katu is and the cultural significance of it. Was anyones ideas correct?

Introduce the pattern picture

What can you tell me about pattern one? What is the pattern rule?

What can you tell me about pattern 2? Is it similar to pattern 1? Do you think it will keep going the same-why or why not?

Understandings

• Recognise the pattern- pink flower, pink flower, leaf, white flower

• Each item is one position- it increases by 1 position each time

• The pattern length is 4 items long

Misconceptions

• The pink flowers are together not seperate.

• Miscounting the position numbers- as the pattern continues it may become confusing with different numbers at the start of the pattern.

Strategies

• count the pattern on fingers till they reach 10, 16 and 41

• Skip counting in 4s to mark the beginning of each pattern length

• Draw the pattern of a simple version of it till they get to 10, 16 and 41

• Division for older children.

Solving

• 10- 2x4=8 (2 full cycles) count on 2. Pink flower- Pink flower. Answer is the second pink flower

• 16- skip count in 4s 4,8,12,16. 4 full cycles therefore it is the last item in the 4th cycle. Answer ismthe white flower.

• 41- 41/4=10 and 1 remainder because 4x10=40 and 1 left over. 10 full cycles and 1 item. The remaining 1 is the first in the cycle. Answer is the first pink flower.

2. Explain to ākonga that this is Sina's grandmother's mat. Ask ākonga to look very carefully at the Mat and see if they can describe the pattern of boxes that are throughout the Mat.

3. If they can see and explain the pattern, then say to ākonga. Sina would like to make her own Mat from the design of her grandmother's mat. How many black squares would Sina have to place in her Mat if Sina's mat was as going to be as big as a door mat?

4. If ākonga cannot see the pattern or design of boxes in the Mat, then explain to ākonga that each black box is surrounded by eight white boxes. Three whites on each side of the black box.

5. Draw a picture on the board of the black surrounded by the white boxes.

6. Then add another black box under the first black box showing the same amount white boxes surrounding it

7. Explain to ākonga, that Sina's grandmother's mat's design is built upon one black surround by 8 whites. If we keep repeating this design of one black surrounded by 8 white boxes eventually it will become Sina's grandmother's mat.

8. If Sina was to make her own mat the size of a door mat according to her grandmother's design. How many black boxes will Sina have to add to complete her mat?

Ākonga to share their ideas. Establish that we can often see patterns in lego.

What knowledge do you need to create patterrns with lego?

What is the story in the problem?

-       Georgia is building a tower

-       Georgias built a tower form xxx coloured blocks

-       Georgia is making a pattern with lego

What is the problem asking us to do?
- Work out what colour xxx blocks will be

-       Count blocks

(I completed this individually as I am a distance student).