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PORTFOLIO RESPONSE SHEET: Patterns and FunctionsCourse Code and Title: Number Sense and Functions AOA2Course Module: Patterns and FunctionsPerformance Task #: 2Complete this portfolio response sheet to satisfy the performance assessment task for this course module. Be sure to upload it to Taskstream for submission.Note: As you begin to insert your responses to the prompts found in this document, please be sure to save it frequently, (and note the location of the file) so as to not lose any of your work.Part 1 of 3: Analyze The StandardsRespond to the following fourwriting prompts that focus on developing instruction in patterns and functions from the corresponding state standards:1. Select threestandards from your state that apply to patterns and functions for grades K-6. The threeselected standards must represent threedifferent grade levels.Third Grade: CCSS.MATH.CONTENT.3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.Fourth Grade: CCSS.MATH.CONTENT.4.OA.C.5Generate a number or shape pattern that follows a given rule. Identify apparent featuresof 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.Fifth Grade: CCSS.MATH.CONTENT.5.OA.B.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the
terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.2. Discuss how the chosen standards build student understanding of patterns and functions across the threeK–6 grade levels selected previously.