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4-A-1-1

Page history last edited by Tashe Harris 6 years, 2 months ago

4.A.1.1 Create an input/output chart or table to represent or extend a numerical pattern.

In a Nutshell

Create an input/output chart or table to represent a given numerical pattern, and apply the rule to continue the pattern.

Student Actions	Teacher Actions
Develop strategies for problem solving by using a variety of tools (i.e. manipulatives, calculators) to create numerical patterns and represent them in an input/output chart or table. Develop the ability to make conjectures, model, and generalize by extending numerical patterns based on the rule observed in input/output charts and tables. Develop a deep and flexible conceptual understanding of patterns by creating, identifying, and extending numerical patterns.	Support productive struggle as students learn to identify and extend numerical patterns by providing opportunities for students to work with number patterns of varying degrees of complexity and in a variety of contexts. Elicit and use evidence of student thinking regarding their understanding of input/output charts and tables.
Key Understandings	Misconceptions
Mathematical expressions can be used to generate and extend numerical patterns. Number patterns can be represented in the form of input/output charts or tables.	The rule for an input/output chart or table can be determined by the first numerical pair, by using only the input numbers, or by using only the output numbers. Patterns can be described using a mathematical rule only when the input values are consecutive. Only addition and subtraction can be used when devising a rule to describe a pattern.