Florida B.E.S.T. MA.3.AR.3.3
The Standard
Identify, create and extend numerical patterns.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find the rule that connects numbers in a sequence. They use that rule to continue the sequence and make a new pattern of their own.
What Mastery Looks Like
- Students extend a sequence accurately and explain the rule using words or equations. They create their own sequence that follows a consistent additive or multiplicative rule.
Common Misconceptions
- Students may look only at the last two numbers and guess the next term. They may confuse adding a fixed amount with multiplying by a fixed number or apply the rule inconsistently.
How to Assess It
- Give the sequence 3, 6, 12, 24, __, __. Ask students to fill the blanks, name the rule, and create a new sequence using that rule.
Lesson moves
Ways to Teach It
Give pairs number cards and counters, then have them build and extend patterns such as 2, 4, 8, 16.
Ask students to compare 5, 10, 15, 20 and 5, 10, 20, 40, then explain how the rules differ.
Play Pattern Detective by showing four-term sequences and awarding points for the correct next terms and rule.
Use a savings chart where money increases by $3 weekly or doubles weekly, then compare the resulting patterns.
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Related Standards
- MA.4.AR.3
Recognize numerical patterns, including patterns that follow a given rule.
- MA.3.AR.3
Identify numerical patterns, including multiplicative patterns.
- MA.4.AR.3.2
Generate, describe and extend a numerical pattern that follows a given rule.
- MA.5.AR.3.1
Given a numerical pattern, identify and write a rule that can describe the pattern as an expression.
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