WRDSB Math LRP - G3 Patterns to Algebra

Grade 3 - Tier 1

⭐ Connecting Patterning to Essential Key Concepts ⭐️

Exploring Patterning offers authentic opportunities to revisit the Essential Key Concepts of Number Sense & Addition/Subtraction:

B1.1 → Read, represent, compose, and decompose whole numbers to 1000

Creating and describing number patterns (e.g., 0+687, 100+587, 200+487, 300+387) allows students to revisit and solidify their fluency with composing and decomposing numbers.

B1.4 → Count to 1000, including by 50s, 100s, and 200s

Determining a pattern rule (e.g., start at 104, add 50 each time) prompts students to revisit their skip counting skills,solidifying them further through tasks like extending number sequences.

B1.5 → Use place value when describing and representing multi-digit numbers

Identifying and extending number patterns using tens and ones (e.g., start at 37, add a tens rod and a hundreds flat each time) allows students to revisit their understanding of place value.

B2.2 → Recall multiplication facts of 2, 5, and 10, and related division facts

Finding missing numbers in a pattern (e.g., 5x1=5, 5x2=10, 5x3=15, __x4=20, 5x__=25, 5x6=__) allows students to revisit and strengthen their multiplication and division fact fluency.

C1.1 identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts
C1.2 create and translate patterns that have repeating elements, movements, or operations using various representations, including shapes, numbers, and tables of values
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns that have repeating elements, movements, or operations
C1.4 create and describe patterns to illustrate relationships among whole numbers up to 1000

⛭ Related Mathematical Processes

Representing, Connecting, Communicating

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.

During this topic, pay attention to the students' ability to recognize sources of stress and cope with challenges.

How do students respond to challenges? (e.g. jump right in, wait for assistance, use a strategy like model the problem...etc.)
Can students describe the self-talk they use to refocus? (“I tell myself to slow down.” “I stop and take a breath.”)
Do students persevere with tasks?

Concrete Learning Resources Tools:

Virtual Learning Resources and Tools:

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