PATTERNS

PATTERNS: Relationships can be described and generalizations made for mathematical

situations that have numbers or objects that repeat in predictable ways.

Examples:

Numbers

• Skip counting on the number line generates number patterns.

• The structure of the base ten numeration system produces many numerical patterns.

• There are patterns in the products for multiplication facts with factors of 0, 1, 2, 5, and 9.

• There are patterns when multiplying or dividing whole numbers and decimals by powers of ten.

• The difference between successive terms in some sequences is constant.

• The ratio of successive terms in some sequences is a constant.

• Known elements in a pattern can be used to predict other elements.

Geometry

• Some sequences of geometric objects change in predictable ways.

NCSM Journal

–NCSM Journal • SPRING – SUMMER, 2005

Importance of Patterns

“Pattern is at the heart of mathematics. We need to train the children to look for, and to expect to find, patterns in all math work that they do. This starts from their first experiences in school. Sadly, sometimes work with patterns stops in kindergarten or first grade and does not resume until students near middle school. Teachers need to see how the pattern work that they do in the early grades builds on larger ideas. The more students experience building and looking for patterns, the easier it will be for them to find relationships among numbers.” —*Elementary Mathematics Is Anything but Elementary*, Damon L. Bahr & Lisa Ann de Garcia

Patterns Lesson:

Links Learning: http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/5_Patterns/index.html

Patterns:

Websites-

*K-2 interactives:

NCTM: http://standards.nctm.org/document/eexamples/chap4/4.1/index.htm

NLVM: http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

*3-6 interactives:

UEN: http://www.uen.org/3-6interactives/math.shtml (all listed under: Patterns)

NLVM: http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

NCTM: http://standards.nctm.org/document/eexamples/chap4/4.1/Part2.htm

NCTM: http://standards.nctm.org/document/eexamples/chap4/4.1/Part3.htm

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