Content Standard: G. Patterns, Relations, Functions
Students will understand that mathematics is the science of patterns, relationships, and functions.
Common Assessment(s) Lad Task, Band Aid Aliens

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Recognize,describe, extend, copy, and create a wide variety of patterns.	Recognize and describe patterns according to: numbers colors shapes			.	.	.
2. Explore the use of variables and open sentences to describe relationships	Exploration involving: number sentence missing addend open number sentence continuing patterns predicting patterns variables relationships between objects and numbers or number sentences			Fact Families Students will practice building fact families using Unifix cubes. They will then write the family that they built and explain how they built the fact families and explain the relationships of the numbers. Variables with objects Students will build patterns and remove sections. They will then describe what is missing and why it should be placed in that position. Resource: Houghton Mifflin, 1995, Math Masters,Activity Worksheet 21, p.25	Student will be given 3 numbers that make a fact family and they will write the family members. The student will be given a pattern and will tell or write what is missing from the pattern and why they know it should be that part. Lad Task Patterns Lad Task Bugs	number sentence open sentence pattern turn around repeat
3. Represent and describe both geometric and numeric relationships.	Ability to: make patterns and objects write or tell a number sentence that describes patterns or objects identify members of Fact Families			Pattern Blocks The student will practice building patterns using pattern blocks and will describe the changes in the pattern and when it will start repeating. Example: circle, square, square, triangle, circle, etc. That is an ABBCABBC pattern. Attribute Blocks The student will build a pattern or shape with 2 or more variables. The student will then explain the variables and which should come next. Example: large red thick circle, large thick blue triangle, small blue thin triangle, small red circle. What are the possibilities of the next shape, color, size, thickness Cuisenaire Rods Students will be given experiences with Cuisenaire Rods and observing the relationships in the value of lengths and colors Numerical Relationships Students will practice solving problems to predict how many stars there will be after the fifth pattern if the first part has 3 stars, the second part has 6 stars, the third part has 9 stars. Students will practice making charts, drawings, and tables. Resource: Fact Families Students will practice building fact families using Unifix cubes. They will then write the family that they built and explain how they built the fact families and explain the relationships of the numbers. Addison-Wesley Grade 2 practice book, p. 90 Make A Table	Students will build the first three letters (min. 2-3 in. high) of their name twice using Cuisenaire Rods. They will trace and explain the value of each letter for each example. Student will answer an example similar to this one: Suzy has been collecting stickers. She collected 4 on the first day, 4 on the second day, 4 on the third day. How many stickers will she have collected on the seventh day? Show your work and explain your thinking. Potato Harvest This link brings you to MAP Tasks (Maine Assessment Portfolio Tasks includes the task, teacher notes and scoring rubric.). Click on select a Discipline. Then select Mathematics Grade PK-2.	number families attributes table equals pattern predict circle triangle square rhombus rectangle hexagon trapezoid thick thin large small