Resource Type

File Type

Zip

Product Rating

Standards

CCSSMP8

CCSSMP6

CCSSMP5

CCSSMP3

CCSSMP2

4 Products in this Bundle

- Identifying Pattern Rules in Growing and Shrinking Number Patterns - Differentiated WorksheetsStudents will use their problem-solving skills to identify rules in growing and shrinking number patterns. Students are asked to investigate each number pattern (each pattern shows three terms). They will d
- Growing & Shrinking Number Patterns - True or False Challenge CardsDevelop your students' abilities to recognize underlying rules in numerical patterns. Each challenge card will display a numerical pattern. Students will need to interpret what they see on the card and the underlying rule. If th
- Continue the number patterns - Christmas EditionDevelop your students' abilities to recognize rules and continue number patterns with these engaging Christmas worksheets. Students will use their problem-solving skills to answer questions involving growing/increasing, and shrinking/decreasing number
- Growing & Shrinking Number Patterns - Challenge SheetsDevelop your students' abilities to recognize underlying rules in numerical patterns. Students find the underlying rule of the number pattern and write this on the first line.They will then view four options and color in the circle with the

- Bundle Description
- StandardsNEW

**Number Patterns Bundle - Investigate Growing & Shrinking Number Patterns**

Develop your students understanding of number patterns with these engaging worksheets and center activities. Students will use their analytical skills to investigate underlying rules in numerical patterns.

Resource instructions and answer keys provided for all worksheets and activities.

**This product includes:**

• Growing & Shrinking Number Patterns - Christmas Edition

• Growing & Shrinking Number Patterns - Challenge Sheets

• Growing & Shrinking Number Patterns - True or False Challenge Cards

• Identifying Pattern Rules in Growing and Shrinking Number Patterns - Worksheets

**If you like this product, you may also be interested in these resources:**

**Operations & Algebraic Thinking**

• Multiplication Games - Memory Cards

• Balance the Equations - True or False Equivalence Challenge Cards

• Balancing Equations - Equivalent Number Sentence Challenge Sheets

• Balance the Equation - Equivalent Number Sentence Jigsaw Activity

**Number & Operations in Base Ten**

• Rounding Numbers - Task Card Activities

• Addition & Subtraction with Regrouping Activities

• Addition & Subtraction with Regrouping Activities - Back to School Edition

**Number & Operations - Fractions**

**• **Comparing Fractions, Decimals & Percents - Comparison Cards & Worksheets

**• **Fraction and Decimal Games - Memory Cards

**Measurement & Data**

• Metric Measurement Conversions - True or False Challenge Cards

Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Total Pages

84 pages

Answer Key

Included

Teaching Duration

Lifelong tool

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