Georgia 4.PAR.3

4.PAR.3 is a Georgia mathematics standard. These are the expectations under it.

• 4.PAR.3.1

  Generate both number and shape patterns that follow a provided rule.

• 4.PAR.3.2

  Use input-output rules, tables, and charts to represent and describe patterns, find relationships, and solve problems.

• 4.PAR.3.3

  Find factor pairs in the range 1–100 and find multiples of single-digit numbers up to 100.

• 4.PAR.3.4

  Identify composite numbers and prime numbers and explain the relationship with the factor pairs.

01

What Students Need to Do

Students create and extend number and shape patterns using a given rule. They analyze input/output relationships and use factors and multiples to identify prime and composite numbers.

02

What Mastery Looks Like

Students extend a pattern and state the rule that produces it. They complete input/output diagrams, explain relationships, list factors and multiples, and correctly classify numbers as prime or composite.

03

Common Misconceptions

Students may confuse factors with multiples or think 1 is prime. They may apply only part of a two-step rule. In shape patterns, they may focus on appearance instead of how the number of shapes changes.

04

How to Assess It

Exit ticket: Find the outputs for inputs 1, 2, 3, and 4 using “multiply by 3, then add 1.” Describe the output pattern, then classify 3 and 9 as prime or composite.

1. 01

   Build growing patterns with tiles, then write the rule and predict the next three stages.

2. 02

   Explain in writing how the outputs change in a table that uses the rule “multiply by 4, then subtract 1.”

3. 03

   Play Factor, Multiple, or Neither with number cards, then sort each card as prime or composite.

4. 04

   Use a weekly savings plan to make a table, identify the pattern, and predict the total after eight weeks.

• 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.3.1

  Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes,...

• 3.PAR.3.1

  Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.