Unit Plan 13 (Grade 4 Math): Patterns & Rules—Features Beyond the Rule
Generate and analyze number and shape patterns using one- and two-step rules; build input–output tables and describe hidden features such as odd/even, multiples, or alternating growth.
Focus: Generate and analyze number/shape patterns; use rules (including two-step rules) and input–output tables; describe features not stated in the rule (e.g., odd/even, multiples, alternating growth).
Grade Level: 4
Subject Area: Mathematics (Operations & Algebraic Thinking • Number & Operations in Base Ten)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
Students explore patterns that follow a rule—from simple “add 3” sequences to two-step rules like “multiply by 2, then add 1.” They record terms, build input–output tables, and explain features they notice that aren’t explicitly stated (e.g., “every term is odd,” “terms are multiples of 4,” “the shape pattern adds one square to each row”). Learners justify claims with models, tables, and clear language.
Essential Questions
- How do I generate a pattern from a given rule and describe what I notice?
- What features of a pattern are not stated in the rule (e.g., parity, multiples, repetition)?
- How do tables, diagrams, and precise words help me explain a pattern?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Generate number and shape patterns from a stated rule and record the next terms accurately.
- Build and read input–output tables for one-step and two-step rules.
- Identify and describe features not explicit in the rule (e.g., odd/even, multiples, increasing by a constant, alternating).
- Translate between rule → terms, terms → rule (informal), and table → description.
- Communicate reasoning with precise vocabulary, diagrams, and labels; check for reasonableness and consistency.
Standards Alignment — CCSS Grade 4 (spiral across the unit)
- 4.OA.5: Generate a number or shape pattern that follows a given rule; identify features of the pattern not explicit in the rule.
- Connections: 4.OA.3 (multi-step problems, light), 4.NBT.4–5 (computation support, light).
- Mathematical Practices (MP.1–MP.8) threaded throughout.
Success Criteria — Student Language
- I can follow a rule to make a correct pattern and fill an input–output table.
- I can name features (like odd/even, multiples, alternating) that the rule didn’t say.
- I can explain how I know using tables, diagrams, and clear words.