Increasing Patterns

Strand: Patterns and Relations
Outcome: 2

Curriculum Focus

This sample targets the following changes to the curriculum:

The general outcome has changed in its view that algebraic thinking begins in the earliest math work done with pattern beginning in Kindergarten. The 1997 curriculum denoted algebra as grades 10–12 specific and focused heavily on using patterns to describe what was in the students' environment. The new curriculum states, "Learning to work with patterns in the early grades helps students develop algebraic thinking, which is foundational for working with more abstract mathematics in the higher grades" (Alberta Education, 2007, p. 8).
The specific outcomes have changed considerably. Students were expected to compare patterns in Grade 1 in the previous curriculum, but are not formally expected to do so until Grade 3 in the new curriculum. There was no mention of increasing patterns in the 1997 curriculum, nor was there mention of repeated patterns and decreasing patterns until the latest curriculum. The new curriculum is more focused on students using patterns to make predictions and to justify their reasoning when solving routine and non-routine problems.

Increasing Patterns addresses the following outcomes from the Program of Studies:

Strand:

Patterns and Relations

Specific Outcome:

2.	Demonstrate an understanding of increasing patterns by: describing reproducing extending creating numerical (numbers to 100) and non‑numerical patterns using manipulatives, diagrams, sounds and actions.

What is a Planning Guide?

Planning Guides are a tool for teachers to use in designing instruction and assessment that focuses on developing and deepening students' understanding of mathematical concepts. This tool is based on the process outlined in Understanding by Design, by Grant Wiggins and Jay McTighe.

The following steps will help you through the Planning Guide:

See Bibliography for reference information.