Evidence of Student Common Core Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Students know: Students understand EE4.OA.5. Use Level IV Students will: Given a number or shape that/are able to: repeating patterns to EE4.OA.5. Create a pattern based on a given rule and their prediction of what comes pattern in the form of a make predictions. next. Strategies for rule, Ex. Given a BCBC rule, create a pattern based on the rule. generating and Generate and record Ex. Given a die with plus two, or plus three, rolls the die and creates a number pattern recording number or number and shape based on the outcome. Generate successive shape patterns from patterns from rules, members of the pattern rules, Level III Students will: and identify apparent Use logical reasoning Use repeating patterns to make predictions. EE4.OA.5. features of the pattern that Strategies for and informal language Ex. Using a number line, predict what the next number will be when you apply the rule were not explicit in the identifying and to explain relationships rule itself, (e.g., given the “add 2.” communicating shape between successive Ex. Using a shape pattern (e.g., squares, circles, triangles) predict what will come next in rule and the and number patterns. terms in a pattern. “Add 3” the series of three shapes. starting number 1, Ex. Given a simple ABCABC pattern, indicate, comes generate terms in the “What next?” Patterns in the number resulting sequence and system can be used with Level II Students will: observe that the terms logical reasoning to EE4.OA.5. Replicate a pattern. appear to alternate make conjectures and Ex. Using wooden beads, copy a pattern. between odd and even solve problems, Ex. Rhythmic or tactile patterns. numbers), Identifying patterns in Level I Students will: Explain informally why the number system EE4.OA.5. Differentiate between a pattern and a non-pattern. the numbers will continue leads to a deeper Ex. A pile of blocks vs. an ABAB pattern of blocks. to alternate in this way. understanding of Ex. Play listening game to determine rhythmic patterns versus non-patterns. numbers, their characteristics, and their properties.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a number or shape pattern in the form of a rule, Generate successive members of the pattern and identify apparent features of the pattern that were not explicit in the rule itself, (e.g., 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. Students know: Strategies for generating and recording number or shape patterns from rules, Strategies for identifying and communicating shape and number patterns. Students understand that/are able to: Generate and record number and shape patterns from rules, Use logical reasoning and informal language to explain relationships between successive terms in a pattern. Patterns in the number system can be used with logical reasoning to make conjectures and solve problems, Identifying patterns in the number system leads to a deeper understanding of numbers, their characteristics, and their properties. EE4.OA.5. Use repeating patterns to make predictions. Level IV Students will: EE4.OA.5. Create a pattern based on a given rule and their prediction of what comes next. Ex. Given a BCBC rule, create a pattern based on the rule. Ex. Given a die with plus two, or plus three, rolls the die and creates a number pattern based on the outcome. Level III Students will: EE4.OA.5. Use repeating patterns to make predictions. Ex. Using a number line, predict what the next number will be when you apply the rule “add 2.” Ex. Using a shape pattern (e.g., squares, circles, triangles) predict what will come next in the series of three shapes. Ex. Given a simple ABCABC pattern, indicate, “What comes next?” Level II Students will: EE4.OA.5. Replicate a pattern. Ex. Using wooden beads, copy a pattern. Ex. Rhythmic or tactile patterns. Level I Students will: EE4.OA.5. Differentiate between a pattern and a non-pattern. Ex. A pile of blocks vs. an ABAB pattern of blocks. Ex. Play listening game to determine rhythmic patterns versus non-patterns.
4th-Math-Pacing-Guide-Version-3.docx