Mathematics Mathematical Thinkingusually ages 6–7

Generalising Patterns

Recognise and use repeated reasoning to generalise: spot calculation patterns, describe rules for sequences, and predict results using known mathematical facts

How to tell they’ve got it

Tick these off as you see them — no test required.

Use a known doubles fact to derive a near-doubles answer (e.g. 6 + 7 = 6 + 6 + 1 = 13)
Notice that subtracting 10 from any two-digit number always reduces the tens digit by 1
Describe a rule for a pattern and use it to extend or predict (e.g. 'each time we add 5, the ones digit alternates between 0 and 5')

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Try this together

When your child is practising times tables or number patterns, do they spot a shortcut — like "if 6 × 7 = 42, then 6 × 8 must be 48" — and use known facts to work out ones they haven't memorised yet?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Finding efficient methodsages 5–6Age 6-7 generalising from repeated reasoning builds on age 5-6 noticing repeated patterns

10 More or 10 Lessages 6–7Mentally finding 10 more/less uses generalised repeated reasoning about place value

Addition and subtraction within 20ages 6–7Deriving facts within 20 from known facts (near doubles, make ten) exercises generalising from patterns

Generalising Patternsthis skill · ages 6–7

Unlocks

Extending Table Patternsages 7–8Age 7-8 repeated reasoning builds on age 6-7

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M3N07medium confidenceYear 3 · Number

follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

AC9M2N04medium confidenceYear 2 · Number

add and subtract one- and two-digit numbers, representing problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies

AC9M1A01medium confidenceYear 1 · Algebra

recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens

NSW syllabus codes & stages only

MA2-AR-01medium confidenceMathematics K-10 · Stage 2

MAO-WM-01low confidenceMathematics K-10 · Early Stage 1, Stage 1, Stage 2, Stage 3

Victorian Curriculum 2.0 codes & levels only

VC2M1A02high confidenceMathematics · Level 1 · Algebra strand

VC2M2N04medium confidenceMathematics · Level 2 · Number strand

VC2M3N09medium confidenceMathematics · Level 3 · Number strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Connecting maths to real lifeages 6–7 Connecting Representationsages 6–7 Explaining Mathematical Reasoningages 6–7 Guided Multi-Step Problem Solvingages 6–7

All Mathematical Thinking skills →