Repeating Patterns

Strand: Patterns and Relations (Patterns)
Outcomes: 1, 2

Step 2: Determine Evidence of Student Learning

Guiding Questions

What evidence will I look for to know that learning has occurred?
What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

The following achievement indicators may be used to determine whether students have met this specific outcome.

Describe a given repeating pattern containing two to four elements in its core.
Identify and describe errors in a given repeating pattern.
Identify and describe the missing element(s) in a given repeating pattern.
Create and describe a repeating pattern, using a variety of manipulatives, diagrams, sounds and actions.
Reproduce and extend a given repeating pattern, using manipulatives, diagrams, sounds and actions.
Identify and describe a repeating pattern in the environment, e.g., classroom, outdoors, using everyday language.
Identify repeating events; e.g., days of the week, birthdays, seasons.
Represent a given repeating pattern, using another mode; e.g., actions to sound, colour to shape, ABCABC to bear eagle fish bear eagle fish.
Describe a given repeating pattern, using a letter code; e.g., ABCABC.

Some sample behaviours to look for in relation to these indicators are suggested for many of the instructional activities in Step 3, Section C, Choosing Learning Activities.