NUMBER & ALGEBRA - Forming Groups 

KS1 - Patterns & Algebra
Aligned to the NSW Syllabus for The Australian curriculum   (https://educationstandards.nsw.edu.au/wps/portal/nesa/home)
- outcomes and content listed below
Pattern Mania
Pattern Mania - primarygames
Matching Pairs
Matching Pairs - primarygames
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Patterns - iknowit.com
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abcya shape patterns
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Treasure Diving counting by 10's - education.com (free to join)
 Moon Rock Patterns
Moon Rock Patterns - abcya
M​emory Pairs
M​emory Pairs - dkm
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Floyds Pattern Quiz -education.com free to join
PictureImage by catalyststuff on Freepik
Space Dog - turacogames counting by 5's
 Superhero Patterns
Superhero Patterns - toytheater
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Shape Pattern - education.com free to join
Splashlearn Sites
Skip count by 2's - free to join
6 interactive games
Skip count by 5's - free to join
7 interactive games
Skip count by 10's - free to join
8 interactive games
Skip count by 100's - free to join
3 interactive games
IXL - Foundation Maths
IXL - Year 1 Maths 
IXL - Year 2 Maths
 - hundreds of excellent maths skills activities to support learning
Patterns - foundation IXL
​Patterns - Yr1 IXL
​Patterns - Yr2 IXL
Syllabus Outcomes and Content
​MAO-WM-01 Develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
ES1 - new syllabus
MAE-FG-01 Recognises, describes and continues repeating patterns
MAE-FG-02 Forms equal groups by sharing and counting collections of objects

FORMING GROUPS - content
​Copy, continue and create patterns
  • Copy and continue repeating patterns using sounds and/or actions
  • Copy, continue and create repeating patterns using shapes, objects, images or pictures (Reasons about patterns)
Investigate and form equal groups by sharing
  • Distribute a group of familiar objects into smaller groups and recognise whether the number in each group is equal or not
  • Group and share concrete materials by distributing objects one by one or using another method
Record grouping and sharing
  • Label the number of objects in a group
  • Record grouping and sharing using drawings, words and numerals, and explain their thinking (Reasons about relations)
source: Mathematics K–10 - Course overview | NSW Curriculum | NSW Education Standards Authority
S1 - new syllabus
MA1-FG-01 Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems

FORMING GROUPS A - content
Count in multiples using rhythmic and skip counting
  • Count by twos, threes, fives and tens using rhythmic counting and skip counting
Use skip counting patterns
  • Identify and describe patterns when skip counting forwards or backwards by twos, fives and tens
  • Determine a missing number in a number pattern with a constant difference
  • Describe how the missing number in a number pattern was determined (Reasons about relations)
Model and use equal groups of objects to represent multiplication
  • Model and describe collections of objects as groups of
  • Determine and distinguish between the number of groups and the number in each group when describing collections of objects (Reasons about relations)
  • Find the total number of objects using skip counting of equal groups of a known size
Recognise and represent division
  • Use concrete materials to model a half of a collection and show the relation between the half and the whole
  • Model sharing division by distributing a collection of objects equally into a given number of groups to determine how many in each group
  • Model grouping division by determining the number of groups of a given size that can be formed
  • Describe the part left over when a collection cannot be distributed equally using the given group size
FORMING GROUPS B - content
Represent and explain multiplication as the combining of equal groups
  • Use objects, diagrams, images or actions to model multiplication as accumulating equal groups
  • Solve multiplication problems using repeated addition
  • Form arrays of equal rows and equal columns
  • Determine and distinguish between the number of rows/columns and the number in each row/column when describing collections of objects
  • Model the commutative property of multiplication, using an array (Reasons about relations)
  • Model division by deconstructing an array equally into a given number of rows or columns
Model doubling and halving with fractions
  • Model doubling and halving groups and the relation between the processes
  • Re-create the whole given half
  • Use concrete materials to model a half, a quarter or an eighth of a collection, and explain their thinking
Represent multiplication and division problems
  • Solve multiplication and division problems using objects, diagrams, images and actions
  • Record answers to multiplication and division problems (including those with remainders) using drawings, words and numerals
source: Mathematics K–10 - Course overview | NSW Curriculum | NSW Education Standards Authority
Forming Groups Activities with QR codes
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updated Feb 2026