Standards with the same topic and subject but for other grades
The part of the pattern that repeats is called the core.
Describe how a given growing pattern is changing.
The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers.
Describe the core (the part of the sequence that repeats) of a given repeating pattern.
Opportunities to create, identify, describe, extend, and transfer patterns are essential to the primary school experience and lay the foundation for thinking algebraically.
Extend a repeating pattern by adding at least two repetitions to the pattern.
Growing patterns involve a progression from step to step which make them more difficult for students than repeating patterns. Students must determine what comes next and also begin the process of generalization, which leads to the foundation of algebraic reasoning. Students need experiences identifying what changes and what stays the same in a growing pattern. Growing patterns may be represented in various ways, including dot patterns, staircases, pictures, etc.
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.
Identify the core in a repeating pattern.
Examples of patterns using objects or figures include: [Graphic cannot be reproduced].