Mathematical relationships exist in patterns. There are an infinite number of patterns.
Lessons for this standard
Resources cannot be aligned to this standard, browse sub-standards to find lessons.
Similar standards in other grades
Transfer a pattern from one form to another.
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, …).
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.
Transfer a repeating pattern from one representation to another.