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Patterns are a way for students to recognize order and are important in all aspects of mathematics. Creating pattern units with the interactive applet can be beneficial for students who are not yet successful in creating their own patterns with physical manipulatives.
Patterns are a way for students to recognize order and are important in all aspects of mathematics. Creating pattern units with the interactive applet can be beneficial for students who are not yet successful in creating their own patterns with physical manipulatives. Using the interactive computer applet, students will create and study pattern units of three, four, and five squares. The "Making and Repeating Grid Patterns" activity sheet encourages students to investigate row, column, and diagonal patterns generated when units of three, four, and five squares are repeated. Throughout the activity, students predict, explore, and analyze similarities and differences between the repeating pattern units. Students also explore factors of ten. (author/sw)
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computer
Internet connection |
| This technology integrated lesson provides an opportunity for the introduction or reinforcement of the following technology skills: |
| Grades K-2 |
| Use interactive online applications to investigate mathematical concept |
online application
structured activity
website |
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| Mathematics Academic Content Standards |
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| Patterns, Functions and Algebra Standard | |
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| Benchmarks (K - 2) |
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| B. | Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns. |
| C. | Create and extend patterns, and describe the rule in words. |
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| Grade Level Indicators (Grade Prekindergarten) |
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| 2. | Identify, copy, extend and create simple patterns or sequences of sound, shapes and motions in the context of daily activities and play. |
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| Grade Level Indicators (Grade Kindergarten) |
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| 2. | Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10. |
| 3. | Describe orally the pattern of a given sequence. |
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| Grade Level Indicators (Grade 1) |
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| 2. | Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:
a. Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b, ...
b. Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO. |
| 3. | Describe orally the basic unit or general plan of a repeating or growing pattern. |
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| Grade Level Indicators (Grade 2) |
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| 1. | Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns. |
| 2. | Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. |
| 3. | Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. |
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| Principles and Standards for School Mathematics |
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| Algebra Standard | |
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| Understand patterns, relations, and functions |
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| Expectations (Pre-K - 2) |
| recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another; |
| analyze how both repeating and growing patterns are generated. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Prekindergarten - Grade 2 |
| TOPICS |
Mathematics --
Algebra;
Patterns, sequences |
| FOUND IN |
| COR |
| KEYWORDS |
applet;
repeating pattern |
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Author: Eric Hart
Publisher: National Council of Teachers of Mathematics
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