Math - 2019-20
K.13 - Patterns
The student will
- identify, describe, extend, create, and transfer repeating
- So that I can use patterns as a way to recognize order and organize my world: sounds, letters, symbols, objects, and motions
- So that I can find patterns in numbers and nature
UNDERSTANDING THE STANDARD
is a fundamental cornerstone of mathematics, particularly algebra. The process of generalization leads to the
foundation of algebraic reasoning.
to create, identify, describe, extend, and transfer repeating patterns are
essential to the primary school experience and lay the foundation for
- creating a given pattern, using objects, sounds, movements, and pictures;
- recording a pattern with pictures or symbols;
- transferring a pattern into a different representation (e.g., the pattern snap, snap, clap changed to a blue, blue, red pattern, or changed to an AAB repeating pattern); and
- analyzing patterns in practical situations (e.g., calendar, seasons, days of the week).
- The part
of the pattern that repeats is called the core.
- At this
level students should have experiences extending patterns when given a
complete repetition of a core (e.g., ABCABCABC) as well as when the final
repetition of the core is incomplete (e.g., ABCABCA... or Red, Blue,
Green, Red, Blue, Green, Red, Blue…).
- Examples of
- AABBAABBAABB; and
- Examples of growing patterns, introduced in grade one, include
- 10, 20, 30, 40, 50…
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
and describe the core (the part of the sequence that repeats) found in
repeating patterns of common objects, sounds, movements, and pictures.
- Extend a
repeating pattern by adding at least two complete repetitions of the core to
- Create a
similarities and differences between patterns.
- Transfer a repeating pattern from one representation to another.
Updated: Aug 22, 2018