Virginia SOL 2.PFA.1

2.PFA.1 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 2.PFA.1.a

  Identify and describe repeating and increasing patterns.

• 2.PFA.1.b

  Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, pictures, and numbers.

• 2.PFA.1.c

  Create a repeating or increasing pattern using various representations (e.g., objects, pictures, numbers).

• 2.PFA.1.d

  Transfer a given repeating or increasing pattern from one form to another (e.g., objects, pictures, numbers) and explain the connection between the two patterns...

01

What Students Need to Do

Students find the smallest repeating unit or state how much an increasing pattern grows each step. They use that rule to continue and make patterns. They also show the same pattern with objects, drawings, and numbers, then explain how the forms match.

02

What Mastery Looks Like

A student can label the smallest repeating unit or name an additive rule, such as add 3. The student extends the pattern, creates another example that follows the rule, and shows it in a second form. Each object or picture matches the correct number or position.

03

Common Misconceptions

For repeating patterns, students may name the whole row instead of the smallest repeating unit, or continue by guessing from the last item. For increasing patterns, they may confuse adding 2 with doubling or focus only on how the figures look. When changing forms, they may preserve colors but not quantities, creating a different rule.

04

How to Assess It

Exit ticket: show ▲●● ▲●● ___ ___ ___ and 2, 5, 8, ___, ___. Students complete both, circle the repeating unit, state the additive rule, and draw 2, 5, 8 as cube towers.

1. 01

   Give pairs red, blue, and yellow cubes; have them build one repeating pattern and one growing tower pattern, then swap and extend.

2. 02

   Display 3, 6, 9, 12 and ask, “What changes each time, and how could a cube model show the same rule?”

3. 03

   Play Pattern Relay: teams draw a rule card, build or sketch four terms, then another team names the rule and adds two terms.

4. 04

   Photograph classroom patterns, such as tile colors or stacked chair counts, and have students represent one pattern with numbers and pictures.

• 4.PFA.1

  The student will identify, describe, extend, and create increasing and decreasing patterns (limited to addition, subtraction, and multiplication of whole number...

• 1.PFA.1

  The student will identify, describe, extend, create, and transfer repeating patterns and increasing patterns using various representations.

• 5.PFA.1

  The student will identify, describe, extend, and create increasing and decreasing patterns with whole numbers, fractions, and decimals, including those in conte...

• 3.PFA.1

  The student will identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including tho...