Unit Ten: Patterns in Numbers and Geometry
“In Grades 3-5, students should investigate numerical patterns and geometric patterns and express them mathematically in words and symbols. They should analyze the structure of the pattern and how it grows and changes, organize this information systematically, and use their analysis to develop generalizations about the mathematical relationships in the pattern.”
Principals and Standards for School Mathematics, NCTM, 2000
What are the Big Ideas?
- Patterns are a regular occurrence in mathematics, and they can be identified, extended and described.
- Patterns can be described using words, pictures and pattern rules.
- A table displays positional relationships in patterns and is an important early stage in the development of algebraic thinking and reasoning
How Will the Concepts develop?
Students explore different number patterns and demonstrate understanding by writing pattern rules, and completing or extending patterns in tables. Students identify, extend and create geometric patterns that show grown, using Pattern Blocks and Colour Tiles. They create patterns by changing two, and then three attributes or figures. Students make and examine patterns on grids, and use a computer to create patterns.
Why Are These Concepts Important?
Active exploration of patterning helps students to develop effective reasoning skills. As students gain experience in identifying, describing, extending, and creating patterns, they develop a foundation for meaningful mathematics learning in later grades. As students investigate patterns, their work is closely connected with other mathematical strands, such as Number Sense and Numeration, and Geometry and Spatial Sense.
From: Math Makes Sense: Ontario Teacher Guide
Unit 10: Patterns in Numbers and Geometry
Pearson Education Canada
2004
