## Growing Patterns

- Lesson

Students explore growing patterns. They analyze, describe, and justify their rules for naming patterns. Since students are likely to see growing patterns differently, this is an opportunity to engage them in communicating about mathematics.

Start this lesson by reading a counting book of your choice. (*Ten Black Dots*
by Donald Crews is especially appropriate, but any book which uses a
"count on by 1" strategy will work.) Then ask students to tell what
happened in the book. Next, tell the students that in this lesson they
will explore patterns that grow according to a rule. Display the
following growing pattern (without the numbers):

Ask, "What will come next in this pattern?" [Students may find this question easier to answer if they copy the pattern onto paper.] Have the students explain how they got the answer. When someone has given the correct answer, write the number of dots in each row. Solicit student responses to add additional rows to this pattern and label them. Ask the students if they know a name for this pattern and the rule they would use to add more rows to the pattern.

Next display the pattern below and tell the students this is called an L pattern. Ask students how each L is changing. After students state the answer, or as a hint, write the number of dots used below each L. Ask several students to state the rule they would use to add more figures to the pattern. Call on students to draw the next three L shapes in the pattern.

Distribute the Growing Pattern activity sheet to students.

Growing Patterns Activity Sheet |

Have them add three more steps in the pattern and write a number pattern to match the figures. Ask students to share their shape and number patterns, explaining how they identified the pattern.

- Chart Paper with Growing Patterns
- Paper
- Crayons
- A Counting Book
- Growing Pattern Activity Sheet

Assessments

Collect students’ Growing Patterns activity sheets.

**Questions for Students**

1. What will come next in this pattern (first growing pattern)? How do you know?

[There will be 5 dots. I used the counting numbers.]

2. What is a name for this pattern?

[Counting on or counting numbers.]

3. What is the rule?

[You have to add one more to each row.]

4. How many dots are in the first figure of the L pattern? How many are in the second figure? The third?

[The first L figure has 1 dot. The second figure has 3 dots. The third figure has 5 dots.]

5. How is each L changing?

[Each L has two more dots.]

6. What is the rule for the L pattern?

[Add one dot at the top and add one dot at the bottom of the next L.]

7. How many dots in the next three L shapes in the pattern?

[The next L figures will contain 9, 11, and 13 dots.]

8. Have you ever seen this pattern before?

[It is the set of odd numbers.]

9. How long could we continue this pattern?

[We could keep going forever.]

10. What will be the next three figures in the triangle growing pattern (from student activity sheet)?

[They will be 5 triangles, 6 triangles, and 7 triangles.]

11. What number pattern did you use to describe the pattern?

[Possible answers include 1, 2, 3, 4, 5, 6, 7 (number of triangles); 3, 5, 7, 9, 11, 13, 15 (number of sides); 3, 4, 5, 6, 7, 8, 9 (number of vertices/corners). Accept all reasonable answers.]

**Teacher Reflection**

- Were students able to analyze and describe growing patterns? If so, what extension activities are appropriate now?
- Were students able to write number patterns to match the growing patterns?
- What other examples of growing patterns could I use in this lesson or for continued practice?
- Did I encourage students to explain and defend their thinking?

### Order, Order

In
this lesson students seriate objects and review the meaning of ordinal
numbers. They describe orderings in words and in pictures. [This lesson
gives you an opportunity to review or teach vocabulary such as *before*, *after*, and *next*.] At the conclusion of the lesson, students make an entry in their portfolios. A Science extension is suggested.

[At this point you may wish to make pretty pasta for the students to use in this unit. Simply place uncooked pasta of various shapes in a plastic bag; add a few drops of food color and a few drops of rubbing alcohol. Shake the bag until the pieces are coated, then spread them out to dry.]

### Sorting Time

### What’s Next?

### Playing With Patterns

### More Patterns

### Multiple Patterns

### Exploring Other Number Patterns

### Looking Back and Moving Forward

### Learning Objectives

- Extend growing patterns
- Describe growing patterns
- Analyze how growing patterns are created

### Common Core State Standards – Mathematics

Grade 4, Algebraic Thinking

- CCSS.Math.Content.4.OA.C.5

Generate a number or shape pattern that follows a given rule. Identify apparent features of 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.