#### Type:

Full Course, Lesson Plan, Video

#### Description:

This module introduces the concept and process of pattern recognition, the second step in Computational Thinking. Examples of pattern recognition are shown and resources for teaching pattern recognition skills in the classroom are introduced.

#### Subjects:

• Computer Science > Coding
• Computer Science > Computational Thinking
• Computer Science > Computers in Society
• Computer Science > Human Computer Interaction

#### Education Levels:

• Professional Education & Development
• Vocational Training

#### Keywords:

Computational, thinking, decomposition, pattern, recognition, abstraction, generalization, algorithm, design, problem, solving, critical, computer, science, Next Generation Science Standards

English

#### Access Privileges:

Public - Available to anyone

#### Collections:

None
Update Standards?

#### CCSS.Math.Content.2.OA.C.3: Common Core State Standards for Mathematics

Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

#### CCSS.Math.Content.3.OA.D.9: Common Core State Standards for Mathematics

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

#### CCSS.Math.Content.5.OA.B.3: Common Core State Standards for Mathematics

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

#### CCSS.Math.Content.2.NBT.A.2: Common Core State Standards for Mathematics

Count within 1000; skip-count by 5s, 10s, and 100s.

#### CCSS.Math.Content.5.NBT.A.2: Common Core State Standards for Mathematics

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

#### CCSS.Math.Content.K.MD.B.3: Common Core State Standards for Mathematics

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

#### CCSS.Math.Content.5.MD.C.4: Common Core State Standards for Mathematics

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

#### CCSS.Math.Content.2.G.A.1: Common Core State Standards for Mathematics

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

#### CCSS.Math.Content.4.G.A.1: Common Core State Standards for Mathematics

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

#### CCSS.Math.Content.4.G.A.2: Common Core State Standards for Mathematics

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

#### CCSS.Math.Content.4.G.A.3: Common Core State Standards for Mathematics

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

#### CCSS.Math.Content.5.G.B.3: Common Core State Standards for Mathematics

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

#### CCSS.Math.Content.7.G.A.3: Common Core State Standards for Mathematics

Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

#### CCSS.Math.Content.7.SP.B.3: Common Core State Standards for Mathematics

Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.

#### CCSS.Math.Content.7.SP.B.4: Common Core State Standards for Mathematics

Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

#### S2470528: Next Generation Science Standards

Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.

#### S2471283: Next Generation Science Standards

Construct and interpret graphical displays of data to identify linear and nonlinear relationships.

#### S2470786: Next Generation Science Standards

Ask questions that can be investigated based on patterns such as cause and effect relationships.

#### S2470920: Next Generation Science Standards

Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

#### S2470534: Next Generation Science Standards

Patterns in the natural and human designed world can be observed and used as evidence.

#### S2470845: Next Generation Science Standards

Similarities and differences in patterns can be used to sort and classify natural phenomena.

#### S2470967: Next Generation Science Standards

Similarities and differences in patterns can be used to sort and classify designed products.

#### S2471410: Next Generation Science Standards

Patterns can be used to identify cause and effect relationships.

#### S2471495: Next Generation Science Standards

Graphs, charts, and images can be used to identify patterns in data.

#### S2471572: Next Generation Science Standards

Patterns in rates of change and other numerical relationships can provide information about natural systems.

#### S2471678: Next Generation Science Standards

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

#### S2470804: Next Generation Science Standards

Cause and effect relationships are routinely identified, tested, and used to explain change.

#### S2470878: Next Generation Science Standards

A system can be described in terms of its components and their interactions.

#### S2471575: Next Generation Science Standards

Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems.

#### S2471765: Next Generation Science Standards

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

#### S2471766: Next Generation Science Standards

Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

#### S2471809: Next Generation Science Standards

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

#### S2470656: Next Generation Science Standards

Science assumes natural events happen today as they happened in the past.

#### S2470657: Next Generation Science Standards

Many events are repeated.

#### S2470880: Next Generation Science Standards

Science assumes consistent patterns in natural systems.

#### S2471498: Next Generation Science Standards

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
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