Grade 4 - Patterns and Relations (Patterns)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• identify and explain mathematical relationships and patterns through the use of grids, tables, charts, or calculators
• make and justify predictions using numerical and non-numerical patterns

To view the prescribed learning outcomes for Patterns and Relations (Patterns) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Use the 12 x 12 multiplication table to find the patterns for different multiples. Have students work in pairs or groups to colour in the multiples from 2 to 12, with each group having a different multiple. Once complete, discuss the pattern. Ask students questions such as the following: Are any tables similar? What differences do you see? Within one table can you explain why certain numbers are coloured? What do you think the table for 13 or 17 would be like? Why?
• Have students use the geoboard or dot paper to create squares. Ask students to find the different squares in each level of growth.

  

  Level	#of Small Sqs.	Total Squares
  1	1	1
  2	4	5
  3	9	14
  4	16	30

  
  

• Have students work on a bigger geoboard to continue the pattern and record their findings. Pose questions such as: How many squares are there at the seventh level? At the twelfth level? At the twentieth level? How do you know? Is there a rule that applies?

SUGGESTED ASSESSMENT STRATEGIES

Observe

• Ask students to record in their journals their discoveries about various multiplication patterns. Have them make predictions in their journals. Look for clarity in their explanations of why the patterns exist as they do. Note the variety of the patterns identified. Are students' predictions consistent with their discoveries?
• Have students create problems for others to solve. Note the degree of similarity to or variation from the original problems. In subsequent problems, do students use similar charts/tables/graphs to help organize their work?

• Prompt students to reflect on the strategies they used to find patterns. They can use reflection sheets to record their reasoning and explain how they came to the conclusions they did.

• Which students seem unable to generalize a rule based on their investigations of patterns, or to describe their reasoning?
• How can you find out if this is because they lack understanding or because they lack the technical language to talk about their ideas?

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