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Mathematics
 Standard 8.Understands and applies basic and advanced properties of functions and algebra
  Level II [Grade 3-5]
   Benchmark 1
Recognizes a wide variety of patterns (e.g., basic linear patterns such as [2, 4, 6, 8 . . .] ; simple repeating and growing patterns) and the rules that explain them
    Knowledge/skill statement 6
Recognizes the rules that explain simple patterns
K(CE,183,189;PE,33;S1E,62;T1E)
    
Related assessment item(s):
     Describes rule for decreasing pattern (T1)
Identify the relationship that exists between each ordered pair (T2)
Determine the rule used to create the relationship given (T1)
Determine the rule used to create the relationship given (T1)


    
Performance expectation(s):
    Constructs or explains a rule that can generate the terms of the pattern or sequence (P)

Extends alinear pattern by its rule (S1)

    
Common Core Reference:
    3.OA.9; 4.OA.5; 5.OA.3
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

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.

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

    
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
K = Knowledge
S = Skill
P = Performance

1st letter/number of each code in parentheses:
*   McREL Report
2   Project 2061: Benchmarks for Science Literacy
AC   ACT, College Readiness Standards
AD   American Diploma Project
B1   International Baccalaureate: Math, Primary
B2   International Baccalaureate: Math, Middle
B3   International Baccalaureate: Math, High
C   CBE: Standards for Excellence
C3   CBE: Standards for Excellence, end of grade 3
C5   CBE: Standards for Excellence, end of grade 5
CB   College Board: College Board Standards for College Success: Mathematics and Statistics
CO   CDE: Building Blocks to Colorado’s Content Standards
D   Department of Defense: Prekindergarten Mathematics
HS   Head Start: Child Outcomes Framework
M   NCTM: Principles & Standards for School Mathematics
MA   MDE (Massachusetts): Early Childhood Standards
N4   NAEP: Released items for grade 4 (2003)
N8   NAEP: Released items for grade 8 (2003)
P   NAEP: Mathematics Assessment Framework
PS   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
S1   New Standards: Elementary School
S2   New Standards: Middle School
S3   New Standards: High School
T   TEA: Texas Prekindergarten Curriculum Guidelines
T1   TIMSS: Population 1 assessed grade 4 (released 1998)
T2   TIMSS: Population 2 assessed grade 8 (released 1998)
T3   TIMSS: Final Year assessed grade 12 (released 1998)
U   Understanding University Success: A Report from Standards for Success
UK   United Kingdom: Desirable Outcomes for Children’s Learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document