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3-A-1-1

Page history last edited by Tashe Harris 6 years, 1 month ago

3.A.1.1 Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. 


In a Nutshell

In third grade, it is important for students to recognize numeric patterns. They must process how the numbers relate to one another and think of a rule that fits the sequence. They have experience with patterns involving addition and subtraction, but they extend that knowledge with multiplication.

Student Actions

Teacher Actions

  • Develop a deep and flexible conceptual understanding by creating patterns using manipulatives, such as cubes or counters, based on a given rule.

  • Communicate mathematically with peers to justify the rule of a given pattern.

  •  Demonstrate procedural fluency by applying a logical procedure when problem-solving. Example: 6, 13, 20, 27… What would be the next two numbers in the pattern? First students should look to see if the numbers are getting larger or smaller. Since the numbers in this pattern are getting larger, they know that they are either adding or multiplying by a certain number. They can then guess and check amongst the entire pattern.
  • Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: What strategies help us determine the rule? What do we notice about the pattern? How can we prove the rule to the pattern?

  • Use mathematical representations to model a variety of strategies to solve problems.

  • Facilitate student discussions as they apply a variety of approaches to solve challenging problems.

 

 

Key Understandings

Misconceptions

  • Mathematical patterns exist in patterns.

  • How the rule for the pattern must fit the entire pattern sequence.

  • How the rule can be applied in order to extend the pattern.

  • Patterns can be translated from one representation to another.
  • The structure of the pattern helps determine how it grows or changes.

 

  • Number patterns only grow larger.

  • The operation for the pattern is not significant. For example: 54, 51, 48, 45… Students may think the rule is “3” instead of “subtract 3”.

  • The first number of the pattern correlates to the rule. For example, The class sets up chairs in the cafeteria. The first row has 5 seats. Each row after adds 3 additional chairs. How many chairs are in the fourth row? Students may want to count by 5’s instead of draw a picture or write it out: 5, 8, 11, 14.


OKMath Framework Introduction

3rd Grade Introduction

3rd Grade Math Standards

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