Cluster: Generate and analyze patterns

Standard: 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.

Degree of Alignment:
2 Strong
(1 user)

Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Standard: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Degree of Alignment:
2 Strong
(1 user)

Learning Domain: Operations and Algebraic Thinking

Standard: Generate and analyze patterns

Indicator: 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"ť 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.

Degree of Alignment:
Not Rated
(0 users)

Learning Domain: Geometry

Standard: Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Indicator: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Degree of Alignment:
Not Rated
(0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Generate and analyze patterns.

Indicator: Given a pattern, explain a rule that the pattern follows and extend the pattern. 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.

Degree of Alignment:
Not Rated
(0 users)

This POM set is related by use of polygons, but other than that, the problems don't really scaffold as well as some other POM sets. Level A is using pattern blocks to cover a figure (K-1 standard). Level B also uses pattern blocks to create a similar, but larger figure (ie use 1 trapezoid to make a larger trapezoid). Each part of the Level B task increases in size and finally students are asked to see if they can identify a growing pattern (gr 4 OA standard). Level C moves to area of triangles on dot paper, so I'm not sure about the connection here? I don't think I'd use this Level C problem with this set. Levels A and B go together. Level C is a good task, but in my opinion doesn't fit the usual progression of scaffolding that POM sets usually have. Level D is another example of not fitting. Level D has 3 various sized squares overlapping to form a design. Students are asked to identify the relationship of the lines in the 3 squares (gr 4 geometry standard). So although I think these are all worthwhile tasks, I find them to be unrelated and wouldn't use them as a set.