Patterns and functions can be represented in many ways and described using words, tables, graphs, and symbols.
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Similar standards in other grades
Create a repeating or growing pattern, using manipulatives, geometric figures, numbers, or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2,...).
Transfer a pattern from one form to another.
At this level students should have experiences extending patterns when given a complete repetition of a core (e.g., ABACABACABAC) as well as when the final repetition of the core is incomplete (e.g., AABBAABBAA …; Red, Blue, Green, Red, Blue, Green, Red, Blue....).
analyzing patterns in practical situations (e.g., calendar, seasons, days of the week).
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.