We are starting units on increasing and decreasing patterns. Recognizing and analyzing patterns is an important part of mathematical thinking. Patterning concepts lead to work with algebra in higher grades. Patterns can be found all around us. Encourage your child to look for patterns around the home, and talk about them.
Grade 2: Your child will (over the course of the year)-
- Describe, extend, compare and draw repeating patterns.
- Create new patterns.
- Talk about a pattern rule.
- Use at least two attributes to make a pattern
Activities to try at home:
- Make patterns with 2-3 items in your home! Anything goes! Ask questions such as: How did you make the pattern core? How did you decide what comes next? What was challenging about making and extending the pattern? How is this pattern different from this one?
- Show your child a double attribute pattern, where the attributes are shape and color (for example, an ABAB pattern such as, star, sun, star, sun.) Have the color follow an AABB pattern, such as red, red, blue. blue. Repeat the core 3 times and ask: What is the pattern core? (red sun, red star, blue sun, blue star). What are the attributes of the pattern? (Color and shape).
- Have children write their name on a 5x5 grid, over and over until the grid is full. As a second attribute, they can color the squares in different colors (no more than 5 colors). They can compare with your name, to identify patterns that are the same and different.
Grade 3: Your child will (over the course of the year) -
Activities to try at home:
Grade 4 : Your child will (over the course of the year) -
Activities to try at home:
Grade 2: Your child will (over the course of the year)-
- Describe, extend, compare and draw repeating patterns.
- Create new patterns.
- Talk about a pattern rule.
- Use at least two attributes to make a pattern
Activities to try at home:
- Make patterns with 2-3 items in your home! Anything goes! Ask questions such as: How did you make the pattern core? How did you decide what comes next? What was challenging about making and extending the pattern? How is this pattern different from this one?
- Show your child a double attribute pattern, where the attributes are shape and color (for example, an ABAB pattern such as, star, sun, star, sun.) Have the color follow an AABB pattern, such as red, red, blue. blue. Repeat the core 3 times and ask: What is the pattern core? (red sun, red star, blue sun, blue star). What are the attributes of the pattern? (Color and shape).
- Have children write their name on a 5x5 grid, over and over until the grid is full. As a second attribute, they can color the squares in different colors (no more than 5 colors). They can compare with your name, to identify patterns that are the same and different.
Grade 3: Your child will (over the course of the year) -
- identify, extend, create and compare increasing patterns,
- identify, extend, create and compare decreasing patterns,
- find pattern rules,
- display number patterns on hundred charts,
- use patterns to solve problems.
Activities to try at home:
- Look for patterns in your families activities as marked on the calendar at home. What activities do you do daily? Twice a week? Every week?
- Use small objects like buttons or coins to make patterns that grow or shrink. Encourage your child to describe and EXTEND the patterns. What comes next? How do you know?
- Count collections of nickles and dimes by 5s and 10s. Count pennies by 2s.
- Find examples of geometric patterns in floor tiles or on game boards.
Grade 4 : Your child will (over the course of the year) -
- Investigate and describe patterns in tables and charts.
- Extend number patterns.
- Use concrete materials to display patterns.
- Use patterns to solve problems.
- Write and solve equations.
Activities to try at home:
- (all of the above)
- "Expand the List Word Game" Think of words to describe a pet. Each player repeats the words said by the previous players in the correct order, and adds a new word at the end of the descriptive list. First player starts by saying, for example, "My cat is an adorable cat." The next player must repeat this, but add a new descriptive word. For example, "My cat is an adorable, black cat." A player is out of the game when he/she cannot repeat the list or fails to provide a new word.