Patterns
Standards:
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Vocabulary: pattern, pattern rule, term, core
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Vocabulary: pattern, pattern rule, term, core
Notes on the Standard:
4.OA.5
4.OA.5
- Patterns and rules are related.
- A pattern is a sequence that repeats the same process over and over.
- A pattern rule dictates what that process will look like.
- Rules can be written in a sentence or in an algebraic equation.
- Students investigate different patterns to find rules, identify features in the patterns, and justify the reason for those features.
- This standard calls for students to describe features of an arithmetic number pattern or shape pattern by identifying the rule, and features that are not explicit in the rule. A t-chart is a tool to help students see number patterns.
- The Standards do not require students to infer or guess the underlying rule for a pattern, but rather ask them to generate a pattern from a given rule and identify features of the given pattern.