K.13 The student will identify, describe, extend, create, and transfer repeating patterns. Understanding the Standard Essential Knowledge and Skills The student will use problem solving, mathematical Patterning is a fundamental cornerstone of mathematics, particularly algebra. The process of communication, mathematical reasoning, connections, and generalization leads to the foundation of algebraic reasoning. representations to Opportunities to create, identify, describe, extend, and transfer repeating patterns are essential to the Identify and describe the core (the part of the sequence that primary school experience and lay the foundation for thinking algebraically. repeats) found in repeating patterns of common objects, Patterning should include: sounds, movements, and pictures. creating a given pattern, using objects, sounds, movements, and pictures; Extend a repeating pattern by adding at least two complete recording a pattern with pictures or symbols; repetitions of the core to the pattern. 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 Create a repeating pattern. analyzing patterns in practical situations (e.g., calendar, seasons, days of the week). Compare similarities and differences between patterns. The part of the pattern that repeats is called the core. Transfer a repeating pattern from one representation to At this level students should have experiences extending patterns when given a complete repetition another. 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 repeating patterns: ABABABAB; ABCABC; ABBAABBA; AABBAABBAABB; and AABAAB. Examples of growing patterns, introduced in grade one, include: 10, 20, 30, 40, 50…
K.13 The student will identify, describe, extend, create, and transfer repeating patterns. Understanding the Standard Essential Knowledge and Skills Patterning is a fundamental cornerstone of mathematics, particularly algebra. The process of generalization leads to the foundation of algebraic reasoning. Opportunities to create, identify, describe, extend, and transfer repeating 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 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 repeating patterns: ABABABAB; ABCABC; ABBAABBA; AABBAABBAABB; and AABAAB. 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 Identify 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 the pattern. Create a repeating pattern. Compare similarities and differences between patterns. Transfer a repeating pattern from one representation to another.