4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, 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.
Anchor Standard/Mathematical Practice(s)
MP.2. Reason abstractly and quantitatively. MP.4. Model with mathematics. MP.5. Use appropriate tools strategically. MP.6. Attend to precision MP.7. Look for and make use of structure. MP. 8. Look for and express regularity in repeated reasoning.
Information Technology Standard
Use technology tools and skills to reinforce classroom concepts and activities.
Revised Bloom's Level of thinking
Applying Understanding Remembering
Learning Target/Task Analysis
Patterns involving numbers or symbols either repeat or grow. Students need multiple opportunities creating and extending number and shape patterns. Numerical patterns allow students to reinforce facts and develop fluency with operations.
Patterns and rules are related. A pattern is a sequence that repeats the same process over and over. A rule dictates what that process will look like. Students investigate different patterns to find rules, identify features in the patterns, and justify the reason for those features.
I can...
I can generate a shape pattern. I can generate a number pattern. I can identify the rule in a shape pattern. I can identify the rule in a number pattern.
Essential Vocabulary:
number pattern, shape pattern, rule
Sample Assessments
Create 5 to 10 number and/or shape patterns. Students will write a rule that corresponds with each pattern .
A chicken laid 3 eggs on Wednesday, 6 eggs on Thursday, 12 eggs on Friday, 24 eggs on Saturday, and 48 eggs on Sunday. If this pattern continues, how many eggs will the chicken lay on Monday and on Tuesday? What is the rule demonstrated by this pattern?
Use balance scales to see how many of one object it takes to balance another object. EX—how many blue squares are equal to large green triangles. Use various manipulatives to find what is equally balanced. This could be done using all types of objects, counters, etc.
Use toothpicks and mini marshmallows to explore patterns of shapes. Make one square, note that it takes four toothpicks, connect second square to first and not how many toothpicks have been used. Continue to explore pattern.
Math 24 game
Choice Boards
Input/Output Tables
Enrichment:
Give several number sentences (X is more than 5, Y+5=X, triangle is 2 less than square) and have students write a story adding pictures that represent their story. They must give each symbol a value in the story.
Teacher created graffiti charts with algebra problems (ex--Nx4+2) Have children circulate to different charts to solve for missing #
Journal Entry Students could write explaining what life would be like without numbers.
Shopping Menu Challenge----Give students restaurant menus and tell them they must order lunch for a family of four and tell them they must order 1 appetizer, 4 entrees, and 4 drinks.
Common Core Standard
4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, 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.Anchor Standard/Mathematical Practice(s)
MP.2. Reason abstractly and quantitatively.MP.4. Model with mathematics.
MP.5. Use appropriate tools strategically.
MP.6. Attend to precision
MP.7. Look for and make use of structure.
MP. 8. Look for and express regularity in repeated reasoning.
Information Technology Standard
Use technology tools and skills to reinforce classroom concepts and activities.Revised Bloom's Level of thinking
ApplyingUnderstanding
Remembering
Learning Target/Task Analysis
Patterns involving numbers or symbols either repeat or grow. Students need multiple opportunities creating and extending number and shape patterns. Numerical patterns allow students to reinforce facts and develop fluency with operations.Patterns and rules are related. A pattern is a sequence that repeats the same process over and over. A rule dictates what that process will look like. Students investigate different patterns to find rules, identify features in the patterns, and justify the reason for those features.
I can...
I can generate a shape pattern.I can generate a number pattern.
I can identify the rule in a shape pattern.
I can identify the rule in a number pattern.
Essential Vocabulary:
number pattern, shape pattern, ruleSample Assessments
Create 5 to 10 number and/or shape patterns. Students will write a rule that corresponds with each pattern.
A chicken laid 3 eggs on Wednesday, 6 eggs on Thursday, 12 eggs on Friday, 24 eggs on Saturday, and 48 eggs on Sunday. If this pattern continues, how many eggs will the chicken lay on Monday and on Tuesday? What is the rule demonstrated by this pattern?
Differentiation
Intervention:
http://daretodifferentiate.wikispaces.com/Choice+BoardsPost words with visuals on word wall and in vocabulary notebooks.
Choice Boards
Visual/Kinesthetic learners
Use balance scales to see how many of one object it takes to balance another object. EX—how many blue squares are equal to large green triangles. Use various manipulatives to find what is equally balanced. This could be done using all types of objects, counters, etc.
Use toothpicks and mini marshmallows to explore patterns of shapes. Make one square, note that it takes four toothpicks, connect second square to first and not how many toothpicks have been used. Continue to explore pattern.
Math 24 game
Choice Boards
Input/Output Tables
Enrichment:
Give several number sentences (X is more than 5, Y+5=X, triangle is 2 less than square) and have students write a story adding pictures that represent their story. They must give each symbol a value in the story.Teacher created graffiti charts with algebra problems
(ex--Nx4+2)
Have children circulate to different charts to solve for missing #
Journal Entry
Students could write explaining what life would be like without numbers.
Shopping Menu Challenge----Give students restaurant menus and tell them they must order lunch for a family of four and tell them they must order 1 appetizer, 4 entrees, and 4 drinks.
Instructional Resources
enVisions mathInvestigations
http://www.gamequarium.com/algebra.htm
http://illuminations.nctm.org
http://mathsnet.net/algebra/index.html
Notes and Additional Information