Georgia 2.PAR.4

2.PAR.4 is a Georgia mathematics standard. These are the expectations under it.

• 2.PAR.4.1

  Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction.

• 2.PAR.4.2

  Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20.

01

What Students Need to Do

Students find the smallest part of a sequence that repeats or explain how each step changes. They continue the sequence and make a new one that follows a clear rule.

02

What Mastery Looks Like

A student can identify the repeating unit in a sequence such as circle, square, square. They can explain a rule such as “add two blocks” or “remove one dot,” continue it, and make a matching pattern.

03

Common Misconceptions

Students may copy the last item instead of finding the repeating unit or change rule. They may add or remove different amounts at each step without noticing the rule must stay consistent.

04

How to Assess It

Give this exit ticket: Continue red, blue, blue, red, blue, blue, ___, ___; then draw the next two figures in a pattern that loses one square each step.

1. 01

   Give pairs linking cubes to build an AAB pattern, a staircase adding one cube, and towers losing two cubes each step.

2. 02

   Ask students to write the rule for 3, 5, 7, 9 and explain how they know what comes next.

3. 03

   Play Pattern Detective by showing hidden sequence cards one at a time and awarding points for naming the rule before the final card.

4. 04

   Examine repeating floor tiles or brick rows, then sketch the smallest unit that could be copied to recreate the design.

• K.PAR.6

  Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.

• K.PAR.6.1

  Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.

• 1.PAR.3.2

  Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

• 1.PAR.3

  Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.