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Clarifications: Each clarification provides an explanation of the indicator/objective to help teachers better understand the concept. Classroom examples are often included to further illustrate the concept. While classroom examples could be shared with the students, the intended audience for the explanation/clarification is the classroom teacher-not the student. In addition, classroom examples may or may not reflect the assessment limits.

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic A. Patterns and Functions

Indicator 2. Identify, copy, describe, create, and extend nonnumeric patterns

Objective c. Transfer a repeating pattern from one medium to 2 different media using no more than 3 different objects in the core of the pattern such as: red, green, red, green, ... A, B, A, B, ... , , , , ...

Clarification

Patterns are regularities observed both inside and outside mathematics. They can occur in sets of numbers and shapes as well in the physical world. The same pattern can be represented in many different forms.
 

Students should begin building their conceptual knowledge of patterns by identifying the core, the shortest string of elements that repeats, of a repeating pattern using the A, B, C method of reading a pattern.

Pattern
 

For example, this pattern can be read as ABBABB where the letters are assigned to each similar color. The core of the pattern would be ABB. This is an example of only one core. Many different cores can be chosen for the development of this concept.
 

The next logical step in developing knowledge of patterns is to recognize that the same pattern can exist in different forms.
 

Example I:
 

Pattern
 

Which of these pattern cores matches the one above?
 

Pattern (no - ABC)
 

Pattern (yes - ABB)
 

Pattern (no - ABC)
 

Example II:
Here is a pattern shown in three different ways.
 

GirlBoyGirlBoyGirlBoy

 

Pattern
 

ABABAB

Which of these patterns matches the three above?
 

Pattern (no - ABC)
 

Pattern (no - AAABBB)
 

Pattern (no - ABCDD)
 

Pattern (yes - AB)
 

Students will then be asked to create a new pattern in a different form that repeats the same as the original pattern.
 

Materials may include animal pictures, pattern blocks, attribute blocks, real objects, or persons.
 

They will verify that the new pattern repeats the same using the A, B, C method of reading a pattern. Students should be reminded that the core, or the shortest repeating part, must be repeated in its entirety within the pattern. Teachers are encouraged to present patterns with various cores throughout this portion of pattern development.
 
/instruction/clarification/mathematics/grade2/xml/1A2c.xml
Resources for Objective 1.A.2.c:
CLARIFICATIONS | Lesson Seeds |