Content Area: Math

 

Index: 4.3A Grade 2 CPI 1

 

Standard: 4.3 - Patterns and Algebra

 

Strand: A - Patterns

 

Cumulative Progress Indicator: 1 -  The student will recognize, describe, extend, and create patterns

·        Using concrete materials (manipulatives), pictures, rhythms, & whole numbers

·        Descriptions using words and symbols (e.g., “add two” or “+ 2”)

·        Repeating patterns

·        Whole number patterns that grow or shrink as a result of repeatedly adding or subtracting a fixed number (e.g., skip counting forward or backward)

 

Grade: 2

 

Sample Activities:

 

·        Students make a collage with examples of patterns in nature.

 

·        Students create visual patterns with objects, colors, or shapes using materials such as buttons, macaroni, pattern blocks, links, cubes, attrilinks or attribute blocks, toothpicks, beans, or teddy bear counters. They challenge other students to describe or extend their patterns.

 

·        Students sort objects such as leaves, buttons, animal pictures, and blocks, using categories corresponding to characteristics like number of holes, number of sides, shapes, or thickness.

 

·        One child walks around the outside of a circle and taps successive children in a head-shoulder-shoulder-head pattern. The teacher asks who the next person to be tapped on the head would be if the pattern were to be continued. The children sing and act out the song, Head, shoulders, knees and toes.

 

·        Students describe patterns made from circles, triangles, and squares, and select the next shape in the pattern.

 

·        Students make patterns with letters and extend the sequence.

 

·        As an assessment task, students use letters to translate patterns they have created with objects - for example, RRBRRB for a Unifix pattern of red-red-blue-red-red-blue, or ABBCABBC for a shape pattern of square - circle - circle - triangle - square - circle -circle - triangle.

 

·        Students connect the dots to make a picture by following a number sequence, such as 2, 4, 6, 8, ... .

 

·        Students create one more and one less patterns.

 

·        Students create patterns with the calculator. They enter any number such as 10, and then add 1 for 10+1= = = ... . The calculator will automatically repeat the function and display 11, 12, 13, 14, etc. Some calculators may need to have the pattern entered twice: 10+1=+1= = = ... . Other calculators will need 1++10= = = ... . Students may repeatedly add or subtract any number.

 

·        Students name things that come in pairs (or 4s or 5s): eyes, ears, hands, arms, legs, mittens, shoes, bicycle wheels, etc. They work in pairs to find how many people there are if there are 20 eyes.

 

·        Students count by 2, 5, or 10 using counters or creating color patterns with Unifix or Linker cubes; they repeat this using skip counting on a number line.

 

·        Students use skip counting or calculators to find multiples of numbers and then color them on the hundreds chart. Linking cubes or Unifix cubes can be used to build towers or trains with every other cube or every third cube a certain color to illustrate, recognize, and practice skip counting patterns.

 

·        Students write their first name repeatedly on a 10x10 grid, and then color the first letter of their name to create a pattern. They discuss the patterns formed.

 

·        Students identify the same pattern in a variety of contexts. For example, black-white-black-white is like sit-stand-sit-stand and A-B-A-B and up-down-up-down and straight-curve-straight-curve.

 

·        Students identify patterns on a calendar using pictures or numerals. For example, in November, even dates might be marked with a snowflake, and odd dates with a picture of a turkey. Or, they might mark each date with the day of the week.

 

·        Students create a pattern using various rubber stamp blocks or picture designs.

 

·        Students use or create patterns with geometric figures (circles, triangles, squares, pentagons, hexagons, etc.) and record how many of each shape exist after each repeating cluster.

 

·        Students create a mosaic design (tessellation) made of different shapes using objects such as pattern blocks. They color congruent shapes of a mosaic design with the same color.

 

Kidspiration Activities:

 

·        Making Sets

·        Patterns