NC.4.OA.5
Generate and analyze a number or shape pattern that follows a given rule.
Embedded Files
Step 1: Lesson Standards & Learning Goals
Students must generate or create a number or shape pattern when they are given 1 rule. Students are also expected to analyze a pattern in order to determine or generate the rule that was used to create the pattern.
Students need multiple opportunities creating, extending, and analyzing number and shape patterns because the ability to recognize and explain patterns in mathematics leads students to developing the ability to make generalizations, a foundational concept in algebraic thinking.
In terms of vocabulary, patterns and rules are related. A pattern is a sequence that repeats the same process over and over. A rule dictates the process.
In Grade 4 students are expected to generate, analyze, and describe patterns that are growing patterns. Growing patterns are generated by either following a repeating rule (add 2 to the previous term) or a rule in which the rule changes each time (add 1 more than we did to generate the previous term).
Sample Essential Question
Sample Essential Question
What strategies can be used to find rules for patterns?
How can patterns be used to describe how quantities are related?
How can using visual models and tables help identify the rule?
How can relationships between numbers or objects that repeat in predictable ways be described and generalized?
How can patterns be used to describe how quantities or shapes are related?
How can a relationship between two quantities be shown using a table?
Vocabulary
Vocabulary
Analyze
Changing rule
Extend
Generate
Growing pattern
Pattern
Repeating rule
Rule
Term
Students will be able to...
Students will be able to...
Generate number or shape patterns with one rule.
Analyze patterns in order to determine or generate the rule that was used to create the pattern.
Extend a pattern to show understanding of the rule.
Describe growing patterns and how they are generated.
Apply knowledge of patterns to analyze data in tables and solve word problems.
Students will know...
Students will know...
Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways.
Some patterns consist of shapes or numbers that are arranged in a unit that repeats.
Some numerical sequences have rules that tell how to generate more numbers in a sequence.
Some sequences of geometric objects change in predictable ways that can be described using mathematical rules.
Some real-world quantities have a mathematical relationship; the value of one quantity can be found if you know the value of another quantity.
Step 2: Assessment
Mastery Connect
Mastery Connect
NC.4.OA.5 - CO - Howell - Mar. 8, 2023
NC.4 - Cluster 9 Review - CO - Howell - Mar. 6, 2023
NC.4 Benchmark Review Practice - CO - Howell - Mar. 31, 2023
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Quick Talk or Think - Pair - Share
What do you notice about the image?
Video Clip
Anchor Chart
Image: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/fourthgradeanchorcharts.pdf
Teacher Resources
Teacher Resources
Tools 4 NC Teachers
Cluster 9 Lessons
Math Expressions - (Barnes and Hearne) - Standards Alignment
Motivation Math
Think Up! Math
Khan Academy - 4th Grade Math
Eureka Math/Engage NY Free Resources
Embarc Online (Eureka Math) -
*Does not fully support this standard.
G4 M5 Topic H: Explore a Fraction Pattern
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
Khan Academy Eureka Math Grade 4
*Does not support this standard.
North Carolina Collaborative for Mathematics Learning - Grade 4 Instructional Framework
NCDPI Resources
Thinking Blocks - Word Problem Practice with Bar Diagrams
YouTube Videos
Fact Practice
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