Grade Six SCO: C1
GCO C: Students will explore, recognize, represent, and apply patterns
and relationships, both informally and formally.
KSCO: By the end of grade 6, students will have achieved the outcomes
for entry-grade 3 and will also be expected to i) describe, extend, and
create a wide variety of patterns and relationships to model and solve
problems involving real-world situations and mathematical concepts.
SCO: By the end of grade 6, students will be expected to solve problems
using patterns.
Students should by the end of grade 6, be able to
use their knowledge of patterns to aid them with problem solving. Basically,
they need to continue using patterns to help them solve mathematical problems.
They should be able to extend patterns by increments, find factorials and be
able to predict values based on patterns. For example
asking students to predict what the next answer might be, where the first
few answers have previously shown a pattern.
Related SCOs:
| Prior learning |
Concurrent learning |
Subsequent learning. |
-
4-C3: use patterns to solve
computation problems
-
5-C2: recognize and explain the patterns in dividing by 10, 100, and/or in
multiplying by 0.1, 0.01, and 0.001.
-
5-C3: solve problems using
patterns
|
-
6-C2: use patterns to explore
division by 0.1,0.01, and 0.001.
-
6-C5: recognize and explain how the change in one term of a ratio
affects the other term.
|
-
6-A4 demonstrate an understanding of equivalent ratios
-
6-A5 demonstrate an understanding of the concept of percent as a ratio.
|
Related Resources
This article outlines that algebra is
often thought of as math for middle and high school students but the idea of
patterns has always been taught in elementary schools so the NCTM (2000)
replaced this existing notion with an algebra K-12 standard. This standard has
expanded the algebra definition to include patterns and functions. The article
states that by teaching young children to recognize and extend patterns in the
earlier grades they will be more confident and have a better understanding when
they commence actual algebraic work, such as solving problems verbally and
symbolically in the middle school grades. This is a great article because it
provides three class explorations that depict how the students learn algebra as
they move through the grades. Specifically, the second class exploration relates
to SCO: 6-C1. This exploration deals with solving problems involving different
shaped patterns.
Bay-Williams, J. M. (2001) What is Algebra in
Elementary School? Teaching Children Mathematic, 8, 4, 196-200.
URL
by Amanda Best adapted from Christine Cameron
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