- observing and describing
- extending
- comparing
- creating patterns using manipulatives, pictures, sounds, and actions.
[C, CN, PS, R, V]
| (a) |
Identify and observe situations relevant to self, family, and community that contain an increasing or decreasing pattern, identify the starting value of the pattern, and describe the rule for the pattern and how the pattern would continue. |
| (b) |
Verify (concretely, visually, orally, pictorially, or physically) whether or not a given sequence of numbers represents an increasing or decreasing pattern. |
| (c) |
Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule. |
| (d) |
Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns. |
| (e) |
Visualize and create oral, concrete, physical, pictorial, or symbolic representations for a given increasing or decreasing pattern rule and explain how the representations are related. |
| (f) |
Create a concrete, physical, pictorial, or symbolic pattern (increasing or decreasing) and describe the pattern rule. |
| (g) |
Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern. |
| (h) |
Research (e.g., through Elders, traditional knowledge keepers, naturalists, and media) and present about the role and significance of increasing and decreasing patterns (e.g., making of a star blanket, beading, music, and patterns found in nature) in First Nations and Métis practices, lifestyles, and worldviews. |
