Stimulated by the exploration of their environment, children begin to develop concepts related to patterns, functions, and algebra before beginning school. Recognition of patterns and comparisons are important components of children’s mathematical development.
Students in kindergarten through third grade develop the foundation for understanding various types of patterns and functional relationships through the following experiences:
· sorting, comparing, and classifying objects in a collection according to a variety of attributes and properties;
· identifying, analyzing, and extending patterns;
· creating repetitive patterns and communicating about these patterns in their own language;
· analyzing simple patterns and making predictions about them;
· recognizing the same pattern in different representations;
· describing how both repeating and growing patterns are generated; and
· repeating predictable sequences in rhymes and extending simple rhythmic patterns.
The focus of instruction at the primary level is to observe, recognize, create, extend, and describe a variety of patterns. These students will experience and recognize visual, kinesthetic, and auditory patterns and develop the language to describe them orally and in writing as a foundation to using symbols. They will use patterns to explore mathematical and geometric relationships and to solve problems, and their observations and discussions of how things change will eventually lead to the notion of functions and ultimately to algebra.
Virginia Mathematics Standards of Learning
Patterns, Functions & Algebra
K.15 The student will sort and classify objects according to attributes.
K.16 The student will identify, describe, and extend repeating patterns.
Students in kindergarten through third grade develop the foundation for understanding various types of patterns and functional relationships through the following experiences:
· sorting, comparing, and classifying objects in a collection according to a variety of attributes and properties;
· identifying, analyzing, and extending patterns;
· creating repetitive patterns and communicating about these patterns in their own language;
· analyzing simple patterns and making predictions about them;
· recognizing the same pattern in different representations;
· describing how both repeating and growing patterns are generated; and
· repeating predictable sequences in rhymes and extending simple rhythmic patterns.
The focus of instruction at the primary level is to observe, recognize, create, extend, and describe a variety of patterns. These students will experience and recognize visual, kinesthetic, and auditory patterns and develop the language to describe them orally and in writing as a foundation to using symbols. They will use patterns to explore mathematical and geometric relationships and to solve problems, and their observations and discussions of how things change will eventually lead to the notion of functions and ultimately to algebra.
Virginia Mathematics Standards of Learning
Patterns, Functions & Algebra
K.15 The student will sort and classify objects according to attributes.
K.16 The student will identify, describe, and extend repeating patterns.