Unit Description
This is the second unit
of the Transitional First Grade mathematics curriculum. In this unit students
will recognize, name, copy, create, record, and extend simple linear
patterns. Throughout the unit students are encouraged to share their
strategies, work cooperatively, use materials, and communicate both orally
and on paper about how they are solving problems.
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Enduring Understandings
·
In any environment there is order and disorder
which influence decision making.
·
Putting one’s own ideas into words and appreciating other’s
perspectives helps develop deeper understandings.
·
The strategy and thinking process is more important than
just the answer.
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Essential Questions
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What is a pattern?
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Where do we find patterns?
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How can a pattern be predicted?
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Students will know…
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Patterns are predictable.
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Patterns exist in the world around us.
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A pattern sequence is made up of repeating units.
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Problem solving involves many strategies.
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There are many materials/tools to help in problem solving.
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Communicating mathematical thinking helps us gain deeper understanding.
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Students will be able
to…
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Recognize, describe, read, copy, create, extend, compare,
and record patterns
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Predict (and confirm) what comes next in a pattern
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Explore the idea of a unit of a pattern
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Create, follow, and interpret patterns using physical
movements
·
Copy, build, extend, and record patterns that grow or
shrink in some predictable way
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