Repeating Patterns

Strand: Patterns and Relations (Patterns)
Outcome: 1

Step 1: Identify Outcomes to Address

Guiding Questions

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

Strand: Patterns and Relations (Patterns)

Kindergarten

Grade 1

Specific Outcomes

Demonstrate an understanding of repeating patterns (two or three elements) by:

identifying
reproducing
extending
creating

patterns using manipulatives, sounds and actions.

Specific Outcomes

Demonstrate an understanding of repeating patterns (two to four elements) by:

describing
reproducing
extending
creating

patterns using manipulatives, diagrams, sounds and actions.

Big Ideas

Mathematics is about recognizing, describing and working with numerical and nonnumerical patterns. Patterns exist in all strands and it is important that connections are made among
strands. Working with patterns enables students to make connections within and beyond mathematics. These skills contribute to students' interactions with and understanding of their environment.

Patterns may be represented in concrete, visual or symbolic form. Students should develop fluency in moving from one representation to another.

Students must learn to recognize, extend, create and use mathematical patterns. Patterns allow students to make predictions and justify their reasoning when solving routine and nonroutine problems. Learning to work with patterns in the early grades helps develop students' algebraic thinking that is foundational for working with more abstract mathematics in higher grades.