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Names: Audrey Weiss, Robin Jones, and Ennis Manns

 

Grade Level: First Grade                                          Content Area: Mathematics

 

PA standard(s) addressed: 2.8.3.

·         Recognize, describe, extend, create and replicate a variety of patterns including attribute, activity, number and geometric patterns.

 

NCTM standard(s) addressed:

·         Understand patterns relations and functions

  1. sort, classify, and order objects by size, number, and other properties;
  2. recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another
  3. analyze how both repeating and growing patterns are generated

 

Problem Name: Patterns

 

Problem / Directions:

The class went on a camping trip. Today they will be making belts. Below is the belt that the teacher made. Look at the pattern on the belt. What shapes would come next to finish the pattern?

 

 

Now, can you make a different pattern on your belt?

 

 

My Belt

 

 

 

 

On this piece of paper, write about both patterns on the belts.

           (Type at the top of a blank piece of paper)

 

 

 

Problem Name: Patterns

 

Grade Level: First Grade                                Content Area: Mathematics

 

Problem Solution:

 

 

 

 

 

Each child’s pattern will vary.

 

 

Children’s explanation of the pattern will be on another sheet of paper.

 

 

Problem Name: Patterns

 

Grade Level: First Grade                                Content Area: Mathematics

 

Specific Rubric:

 

5: Advanced Understanding

·        Correct answer showing correct patterns.

·        Described and a written explanation which supports the patterns extended and created.

 

4: Satisfactory Understanding

·        Extending the pattern correctly and partially creating their own pattern with no explanation.

·        Some of the patterns are shown and some of the explanation given.

 

3: Almost Understanding

·        Extended the pattern correctly. Did not create their own pattern. Can explain the extended pattern.

 

2: Partial Understanding

·        Extended the pattern correctly. Did not create their own pattern. Did not explain the extended pattern.

 

1: Minimal Understanding

·        Incorrect answer in which the student attempts the task incorrectly or gives an incorrect or incomplete answer with an incorrect explanation of the pattern.

 

0: Incorrect Response

·        Nothing is correct.

·        No answer is treated as an incorrect answer.

 

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