Standards with the same topic and subject but for other grades
Mathematical relationships exist in patterns. There are an infinite number of patterns.
Describe numerical and geometric patterns formed by using concrete materials and calculators.
Identify, create, describe, and extend patterns using concrete materials, number lines, tables, or pictures.
Students in grades three and four had experiences working with input/output tables to determine the rule or a missing value. Generalizing patterns to identify rules and applying rules builds the foundation for functional thinking. Sample input/output tables that require determination of the rule or missing terms can be found below: [Graphic cannot be reproduced].
The student will describe the relationship found in a number pattern and express the relationship.
The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers, and tables.
In numeric patterns, students must determine the difference, called the common difference, between each succeeding number in order to determine what is added to each previous number to obtain the next number. Students do not need to use the term common difference at this level.
Transfer a repeating pattern from one representation to another.
Compare similarities and differences between patterns.
Patterns and functions can be represented in many ways and described using words, tables, and symbols.