Using the State Curriculum: Mathematics, Grade 3Algebra  Geometry  Measurement  Statistics  Probability  Number  Processes 
Clarifications: Each clarification provides an explanation of the indicator/objective to help teachers better understand the concept. Classroom examples are often included to further illustrate the concept. While classroom examples could be shared with the students, the intended audience for the explanation/clarification is the classroom teachernot the student. In addition, classroom examples may or may not reflect the assessment limits. 
Standard 1.0 Knowledge of Algebra, Patterns, and Functions 
Topic A. Patterns and Functions 
Indicator 2. Identify, describe, extend, and create nonnumeric growing or repeating patterns 
Objective a. Represent and analyze growing patterns using symbols, shapes, designs, or pictures 
Clarification 

A nonnumeric pattern is represented with manipulatives, symbols, pictures, or anything in the pattern that is not numbers. A growing pattern involves a progression from one level to the next. Each new level is related to the previous level as defined by the pattern.
Note: In growing patterns "levels" may also be referred to as "steps" or "terms". 
Classroom Example 1 
Creating growing patterns with manipulatives helps students realize what is "added" in each step to get the next step.
Complete the table below for each step. Some have been done for you. 
Classroom Example 2 
Growing patterns may have a position component, as well as a numeric component. In the following example, the number of triangles increases by one from one step to the next step. Each triangle added in the new step is horizontal flip of the previous triangle. If the pattern continues what would be the next step?

Classroom Example 3 
Growing patterns may also expand from the center of the representation rather than from adding on to the end of the previous representation. In this example they may also include alternating colors.
Complete the table below for each step. Some have been done for you. 
Classroom Example 4 
Indicator Connection: What comes next in the pattern below? 1, 5, 9, _______ 
Classroom Example 5 
If the pattern continues, what would come next? How many s are in Step 1? Step 2? Step 3? Step 4? Complete the table below for each step. Some have been done for you. Note: The next term in this pattern is not obtained by adding the same number each time. This type of pattern cannot be linked to numeric patterns obtained by skip counting like the example before. It is important that students see patterns of this type so that they can develop a concept about growing patterns that includes ones whose terms are obtained by adding more than a constant increase. 
/toolkit/vsc/clarification/mathematics/grade3/1A2a.xml 
