Description
The learner complete input/output tables by identifying the underlying pattern. Suitable for lesson starter, guided practice, independent practice or as an assessment. Use with smartboard, projector, computer, pad or as a printable. Objective - identify the pattern to complete the input/output table. NCCS Math Standard 4.OA.5. Contains practice page and answer sheet.
See commoncoremath.net for more common sense helpers.
See commoncoremath.net for more common sense helpers.
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FREE
Highlights
Digital downloads
Grades
3rd - 7th
Subjects
Standards
CCSS4.OA.C.5
Tags
Pages
2
Answer Key
Included
Teaching Duration
30 minutes
Description
The learner complete input/output tables by identifying the underlying pattern. Suitable for lesson starter, guided practice, independent practice or as an assessment. Use with smartboard, projector, computer, pad or as a printable. Objective - identify the pattern to complete the input/output table. NCCS Math Standard 4.OA.5. Contains practice page and answer sheet.
See commoncoremath.net for more common sense helpers.
See commoncoremath.net for more common sense helpers.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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I used this resource for spiral review with my students who needed the extra help! This resource was very helpful!
Thank you for the feedback. I am very happy you found the resource useful.
Great resource!
Thank you for giving it a try. I am glad it worked out, and I appreciate the feedback.
Thanks for sharing. I used tbis with my ESL class the first day that we did function tables to help students find patterns.
Thank you for your feedback. I am particularly happy to hear the worksheet was helpful with your ESL class.
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.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.
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