4 th grade Answer is in red below 2 5 8 11 14 Thinking process The student

# 4 th grade answer is in red below 2 5 8 11 14

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4 th grade: Answer is in red below. 2 5 8 11 14 Thinking process: The student would have to carefully read the problem and see that the starting number is 2. Then since the rule is “add 3”, students would have to add 3 from the number 2 and find that the next number on the sequence is 5. Students may use mental math, counting by their fingers or manipulatives to count by 3 each time. Students will repeat the same process for each number until the box is full. 4. Discuss how the chosen standards build student understanding of patterns or functions across the three K–6 grade levels selected in part A1. The chosen standards build understanding in patterns or functions across grade levels specifically kindergarten, second, and fourth grade. Patterns and functions heavily rely on number sense as the concept finding patterns or functions require students to look at the relationship of each number as a whole. As well as looking at the relationship between numbers. In kindergarten, students are introduced to each number and what it means. Knowing the value of each number and how that relates on other numbers. Students in this grade are not only learning how to count but also understand that as you continue to
4 NUMBER SENSE AND FUNCTIONS count, the amount in each number increases. The pattern of numbers that students needs understand in kindergarten is that the numbers will continue to go up by one if you count on and goes down by one if you count backwards. In second grade, students are expected to use their knowledge of number patterns and functions to effectively count to 1000. Students in this grade should know that it is not effective to count by 1’s all the way up to 1000 and that there are ways where you can count up by more than 1 variable each time. That way, students can use their knowledge of number patterns to skip count to 1000 more effectively. Students can either count by 5’s, 10’s or 100’s to get to 1000 quicker than by 1’s. For example, knowing that when you skip count by 10’s, the number pattern is going up by 10 each time. Students should gain the automaticity of knowing that 10 more than 10 is 20 and therefore say “10, 20, 30, 40, etc.” In fourth grade, students take what they know from second grade of skip counting to find the pattern in a set of number given a rule . Skip counting in second grade starts with friendly numbers like 5’s, 10’s, and 100’s. By fourth grade, students should be able to skip count by any number by thoroughly understanding the pattern between numbers. Students in this grade can start at any given number and use the rule to continue to add by the given number from the rule each time. In the example, students should be able to start at the number 2 and use the rule of “add 3” to count on and know that 3 more than 2 is 5.

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• Fall '16
• Educational years, Western Governors University