Content Area: Math

 

Index: 4.3A Grade 3 CPI 1

 

Standard: 4.3 - Patterns and Algebra

 

Strand: A - Patterns

 

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

·        Descriptions using words and number sentences/expressions

·        Whole number patterns that grow or shrink as a result of repeatedly adding, subtracting, multiplying by, or dividing by a fixed number (e.g., 5, 8, 11, . . . or 800, 400, 200, . . .)

 

Grade: 3

 

Sample Activities:

 

·        Students model repeating patterns with counters or pennies. For example, they repeatedly add two pennies to their collection and describe the results.

 

·        Students create repeating 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. each time the = key is pressed. (Some calculators may need to have the pattern entered twice: 10 + 1 = + 1 === . . . etc. Others may use a key sequence such as 1++10 ===. . . .) Students may repeatedly add (or subtract) any number.

 

·        Second graders create a pattern with color tiles. They start with one square and then make a larger square that is two squares long on each side; they note that they need four tiles to do this. Then they make a square that is three squares long on each side; they need nine tiles to do this. They make a table of their results and describe the pattern they have found.

 

·        Students investigate a doubling (growing) pattern with Unifix cubes. They begin with one cube and then "win" another cube. Then they have two cubes and "win" two more. They continue this pattern, each time "winning" as many cubes as they already have. Repeating this process, they begin to see how quickly the number of cubes grows. They investigate this further using a calculator.

 

·        Students start with a rectangular sheet of paper that represents a cake. They simulate eating half of the cake by cutting the sheet in half and removing one of the halves. They eat half of what is left and continue this process. They describe the pattern, noting that after they repeat this about ten times, the cake is essentially gone.

 

Sample Assessment Question:

 

·        If this pattern continues, what is the next number? 4, 7, 10, 13, 16, 19, …

o       A. 21

o       B. 22

o       C. 23

o       D. 24

 

The correct answer is B. 

 

Kidspiration Activities:

·        Making Sets

·        Patterns