Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
4th Grade Students Learning 4th Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of patterns, expressions, equations, and algebraic thinking.
3rd Grade Students Learning 4th Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Solves one and two-step word problems with any operation.
Learning Targets
Generate a pattern that follows a given rule.
Extend a pattern that follows a given rule.
About the Math
Students need to recognize patterns, extend patterns, describe patterns, and create patterns. Repeated patterns have a part or a core that repeats over and over. Examples of repeated patterns can include using shapes and numbers. You can describe a pattern by stating the rule it is following. Number Changing number patterns are examples of number sequences. A sequence is a set of numbers that are arranged in a certain order. Each number in the sequence is called a term. Essential vocabulary for this standard includes rule, term, and pattern. Visit the online dictionaryLinks to an external site. or multilingual dictionaryLinks to an external site. for vocabulary support.
These tasks can be used with small group or whole group instruction.
Create patterns using colored tiles, two-sided counters, or unifix cubes. Provide students the opportunity to notice and wonder after observing the pattern. Students should work with partners or in a small group to identify the rule in the pattern, create the next step in the pattern, and/or find the missing parts of the pattern.
Create 2 patterns that have the same rule.
How can you use a multiplication chart to show the patterns in created by the distributive property?
Do basic fact strategies (i.e. double plus one). Do they work with all addends?
We might think of multiplying by 9 as 1 group less than a number x 10. Does this work with 2-digit numbers? How do you know?
How would you describe the difference between a repeating pattern and a growing pattern?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
3-5
Predict Down The Line, Activity 10.1, Page 291 Grid Pattens, Activity 10.2, Page 292 Extend and Explain, Activity 10.3, Page 293 Predict How Many, Activity 10.4, Page 293 What's Next and Why, Activity 10.6, Page 299 Start and Jump Numbers, Activity10.7, Page 299
Nimble with Numbers
2-3
4-6
58
176-178
Hands-On Standards
3-4
94-95 (Extend Patterns) 96-97 (Identify the Rule) 100-101 (Identify Change)
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.