#### Math - 2018-19

# 1.14 - Patterns

**The
student will **

**identify, describe, extend, create, and transfer**growing and repeating patterns.

*Adopted: 2016*

### BIG IDEAS

- So that I can recognize patterns and predict what might occur in future
- So that I can connect unrelated things/events through patterns to organize my thinking
- So that I can Recognize the difference between repeating and growing patterns
- So that if I am making my mother a bracelet or necklace I need to be able to tell what bead or shell comes next in the bracelet pattern

### UNDERSTANDING THE STANDARD

- Opportunities
to identify, describe, extend, create, and transfer patterns are essential to
the primary school experience and lay the foundation for thinking
algebraically.
- Patterning should include:
- creating a given pattern, using objects, sounds, movements and pictures;
- recording a pattern with pictures or symbols;
- transferring a pattern into a different form or different representation (e.g., blue–blue–red–green to an AABC repeating pattern); and
- analyzing patterns in practical situations (e.g., calendar, seasons, days of the week).
- In a
repeating pattern the part of the pattern that repeats is the core.
- At this
level students should have experiences extending patterns when given a
complete repetition of a core (e.g., ABACABACABAC) as well as when the final
repetition of the core is incomplete (e.g., AABBAABBAA …; Red, Blue, Green,
Red, Blue, Green, Red, Blue....).
- Examples
of repeating patterns include:
- AABCAABC;
- ABACABAC;
- ABBCABBC;
- AABCAABC; and
- ABACDABACD.
- Growing
patterns involve a progression from step to step which make them more
difficult for students than repeating patterns. Students must determine what comes next and
also begin the process of generalization, which leads to the foundation of
algebraic reasoning. Students need experiences identifying what changes and
what stays the same in a growing pattern. Growing patterns may be represented
in various ways, including dot patterns, staircases, pictures, etc.
- Examples
of growing patterns include:
**5, 10, 15, 20…**- Transferring a pattern is creating the pattern in a different
form or representation.
- Examples of pattern transfers include:
- 1, 2, 3, 4... has the same structure as 10, 11, 12, 13…;
- ABABAB… has the same structure as red, blue, red, blue, red, blue; and
- Snap, clap, jump, clap, snap, clap, jump, clap has the same structure as ABCBABCB.

### ESSENTIALS

**The student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to**

- Identify the
pattern in a given rhythmic, color, geometric figure, or numerical sequence.
- Describe the
pattern in a given rhythmic, color, geometric figure, or numerical sequence in
terms of the core (the part of the sequence that repeats).
- Extend a
repeating or growing pattern, using manipulatives, geometric figures, numbers,
or calculators.
- Create a
repeating or growing pattern, using manipulatives, geometric figures, numbers,
or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2, ¼).
- Transfer a
pattern from one form to another.

### KEY VOCABULARY

*Updated: Aug 22, 2018*