Aligned Standard

M.EE.4.OA.5: Use repeating patterns to make predictions.

Grade Level Standard

This is aligned with the following California State Standards:

  • 4.OA.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Linkage Level Descriptions

Initial Precursor

Recognize attributes or characteristics of an object such as color, height, or weight. Form a pair by putting together two objects (e.g., putting together a pencil and an eraser from two sets containing pencils and erasers).

Distal Precursor

Recognize patterns (or cycles) that exist in nature (e.g., seasons occur in a pattern, day and night occur in a pattern) or in everyday life (e.g., music, P.E., and art classes occur in a pattern in school).

Proximal Precursor

Recognize the pattern that either repeats or grows when shown different patterns involving numbers, letters, symbols, pictures, or shapes (e.g., 1, 1, 2, 1, 1, 2, 1, 1, 2, or 2, 4, 6, 8...).

Target

Recognize the core unit in a repeating pattern by determining the smallest section of the pattern that is repeated over and over (e.g., the core unit in the pattern 1, 1, 2, 1, 1, 2, 1, 1, 2... is 1, 1, 2).

Successor

Communicate the next element in a repeating pattern by using the core unit. For example, the next term in the pattern 2, 4, 4, 2, 4, 4, 2, 4, 4... is 2 because the core unit is 2, 4, 4. The patterns should be limited to repeating patterns using numbers, letters, shapes, pictures, etc.