Algebraic Thinking Expectation |
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1. Recognizes that patterning results from repeating an operation, using a transformation, or making some other change to an attribute.
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2. Describes a given pattern and explains the pattern rule.
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3. Identifies number patterns using a hundred chart or a calculator.
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4. Predicts, extends, and creates patterns that are concrete, pictorial or numerical.
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5. Combines two attributes in creating a pattern (for example, size and color).
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6. Transfers patterns from one medium to another (for example, pictorial to symbolic).
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7. Identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
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8. Identifies and generates patterns in a list of related number pairs based on real-life situations (for example, T-chart with number of tricycles to number of wheels). | Number of Tricycles | Number of Wheels | | 1 | 3 | | 2 | 6 |
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9. Explains generalizations of patterns and relationships.
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10. Solves a variety of number sentences where the missing number is represented by a geometric shape (for example, 10-[]=6).
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11. Solves a variety of number sentences with equalities and inequalities (using the symbols >, =, <).
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12. Uses concrete objects, paper and pencil, or mental mathematics to solve real-world equations with one unknown (such as, There are 28 students in the room, and 16 brought their lunches. How many are buying lunch?).
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