Student Actions

Teacher Actions

• Develop the Ability to make conjectures, model, and generalize by using repeated reasoning to understand algarithms and create generalizations when creating and discussing patterns.  

• Develop the ability to make conjectures, model, and generalize by modeling problem situations with objects and using representations such as graphs, tables, and equations to draw conclusions.

• Develop a positive mathematical disposition by representing and analyzing patterns and functions, using words, tables, and graphs.

• Develop a deep and flexible conceptual understanding by interpreting and summarizing information from charts and graphs, providing appropriate detail, e.g., describing patterns.

• Develop strategies for problem-solving by expressing mathematical relationships and patterns of change using invented and standard algorithms and equations.

• Develop the ability to communicate mathematically by constructing arguments using concrete representations such as manipulatives, pictures, and drawings. They explain calculations based on models and properties of operations and rules that generate patterns.

• Pose purposeful questions to assess and advance students’ reasoning in justifying the patterns of change.

• Use and connect mathematical representations to translate student thinking into numeric expressions.

• Implement tasks that promote reasoning and problem solving which allow varied entry points and include questioning that can lead to making algebraic predictions and generalizations.

• Facilitate meaningful mathematical discourse by allowing opportunities for students to share their predictions and defend their generalizations.

Key Understandings

Misconceptions 

• Use a table to describe patterns of change.

• Use rules with one or two operations to predict and generalize about various mathematical situations.

• Use rules with one or two operations to describe patterns of change.

• Solve problems from left to right no matter what the operations are.

• Variables can only represent one particular number.

• Examining one set of input-output values is enough to describe a pattern or determine a rule.

• The only way to describe a pattern is by using the change between outputs.

• The only way to describe a pattern is by using the change from an input to its corresponding output.

• Patterns of change cannot be described when input values are not consecutive.

• Rules describing patterns of change involve only addition and subtraction.

  Knowledge Connections

Prior Knowledge

Leads to 

• Create, describe, or extend patterns with +, -, or x (3.A.1.1)

• Create or extend an input/output chart or table (4.A.1.1).

• Describe the single operation rule for a pattern (3.A.1.2, 4.A.1.2).

• Represent the relationship between two positive quantities up to two operations with rules, graphs, and tables (6.A.1.2). 

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 5.A.1.1 Define a Rule
• 5.A.1.1 Prediction