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2-A-1-2

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

2.A.1.2 Represent and describe repeating patterns involving shapes in a variety of contexts.

In a Nutshell

In first grade, students discovered how to identify, create, complete, and extend repeating patterns using objects, pictures, and numbers. Second grade students use their knowledge of shapes and their attributes to represent and describe repeating patterns. In third grade, students will begin to use multiplication to create, describe, and extend patterns and solve problems in a variety of contexts.

Student Actions	Teacher Actions
Develop models and make conjectures by working in groups to explore problems based on repeating patterns. Develop a deep and flexible conceptual understanding of number patterns by solving real-world problems, not just practicing a collection of isolated skills. Communicate mathematical ideas to one another through examples, demonstrations, models, drawing, symbols, and logical arguments. Develop mathematical reasoning by justifying their thinking and explaining different ways to represent a pattern using the same shapes.	Pose purposeful questions, keeping the focus on students’ understanding of number patterns, asking “Why? How do you know? Will that always be true? Explain your brain.” Build procedural fluency by modeling descriptions of patterns. Elicit and use evidence of student thinking by monitoring student descriptions for accuracy and mathematical validity. Facilitate mathematical discourse about the generalization of patterns, such as "What is the pattern? Is it growing, shrinking, or repeating? What will come next?"
Key Understandings	Misconceptions
Shapes have many attributes, such as size, shape, number of sides/corners, and color which can be used to describe and represent patterns.	Only repeating patterns are patterns. A pattern only involves two elements.