m5 Patterns Assessment

Math Live – Patterns: Assessment Task
Grade: 4 Strand: Patterns and Relations (Patterns) Outcome: 1, 2, 3, 4
SPECIFIC LEARNER OUTCOMES - Patterns and Relations (Patterns)
P1 Identify and describe patterns found in tables and charts.
Translate among different representations of a pattern, such as a table,

P2
a chart or concrete materials.
P3 Represent, describe and extend patterns and relationships, using charts and
tables, to solve problems.
P4 Identify and explain mathematical relationships, using charts and diagrams,

to solve problems.
PROCESSES
Communication (C), Connections (CN), Mental Mathematics and Estimation (ME), Problem Solving (PS),
Reasoning (R), Technology (T), Visualization (V)
C, CN, PS, R, V
EVIDENCE the student has achieved the outcomes
Each student will:

• model a pattern from a problem-solving context using manipulatives and drawings.
• complete a chart to reveal a pattern.
• describe in words/symbols the rule used to generate a pattern.
• predict and justify the solution to a problem by extending a pattern rule.
TEACHER NOTE
• In this assessment task, students will be asked to demonstrate their understanding of
patterns within a problem-solving context. They will use wooden trapezoid blocks to
represent tables placed side by side in a cafeteria. Students will first complete a chart to
represent the number of chairs that can be placed around a one, two, or three-table
arrangement. Students then draw extensions of the pattern and find the relationship
between the number of tables and the number of chairs that can be placed around the
table arrangements. Finally, students explain the rule that generates the pattern and
predict the number of chairs that can be placed around 10 tables without drawing.
• Students should have easy access to wooden isosceles trapezoid blocks or cut-out copies
of the master.
Page 1 of 17
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
• There are several rules that students may use to generate this pattern:
Number of Tables 1 2 3
Number of Chairs 5 8 11
Rule #1: Add 3 each time you add a table

5 + 3 + 3 + 3…
5 + [(Number of tables – 1) x 3] = Number of chairs
Rule #2: (Number of tables x 3) + 2 = Number of chairs
Rule #3: (Number of tables x 5) – (2 x Number of sides touching) = Number of chairs
Rule #4: (Number of tables x 5) – [2 x (Number of tables – 1)] = Number of chairs
Page 2 of 17
Math Live
The school bought tables in the form of trapezoids for the cafeteria.
Two chairs are placed on the long side of the table and one chair is placed on
each of the short sides.
As shown below, the cafeteria staff placed the tables end to end to save
space.
1 table 2 tables 3 tables
1. Use the trapezoid shapes provided to build models of arrangements

made with 4, 5 and 6 tables. Draw a picture of each model below and
record the number of chairs surrounding each arrangement.
4 tables
5 tables
6 tables
2. Show how many chairs can be placed around 1 to 6 tables by

completing the chart below.
Number of tables
Number of chairs
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Math Live
3. Describe a pattern rule that can be used to describe the relationship
between the number of tables and the number of chairs.
4. Use your pattern rule to find out how many chairs will fit around 10
tables. Show all your thinking.
Page 4 of 17
Math Live
Blackline Master – Trapezoid Shapes
Page 5 of 17
Math Live
Math Live – Patterns: Scoring Guide
Models a pattern Completes a Describes a rule Solves a problem

Level from a problem- chart to reveal a used to generate by extending a
solving context pattern a pattern pattern rule
using drawings
Criteria Question #1 Question #2 Question #3 Question #4

Wow! Provides a logical Applies an
and insightful insightful and
description efficient pattern
strongly rule (i.e. beyond
supported by just adding by 3)
Accurately evidence supported by
Correctly completes the evidence of how
represents the chart including the pattern was
pattern formed by labeling the used to arrive at a
the tables and number of tables solution
chairs in an as well as the
Yes accurate drawing resulting number Provides a Applies a pattern
of chairs description rule supported by
supported by evidence of how
evidence pattern was used
to arrive at a
solution
Yes, but… Completes the Provides a Applies a pattern
Represents the chart with the description which rule but shows
pattern formed by pattern formed by is partially only partial
the tables and the chairs without supported by evidence of how
chairs with minor labeling the evidence the pattern was
errors in the number of tables used to arrive at a
drawing solution
No, but… Draws a Inaccurately Provides a Applies an

representation completes the description which inappropriate
which fails to chart or only is inaccurate pattern rule
represent the partially records and/or and/or shows little
pattern formed by the pattern unsupported evidence of how
the tables and formed by the a solution was
chairs chairs generated
No score No score No score No score

awarded due to awarded due to awarded due to awarded due to
insufficient insufficient insufficient insufficient
evidence of evidence of evidence of evidence of
Insufficient / student learning student learning student learning student learning
Blank based on the based on the based on the based on the
requirements of requirements of requirements of requirements of
the assessment the assessment the assessment the assessment
task task task task
Page 6 of 17
Math Live
Wow!
The school has bought tables in the form of trapezoids for the cafeteria.
The cafeteria staff placed the tables end to end to save space as shown
below.


Page 7 of 17
Math Live
Wow!

Page 8 of 17
Math Live
Yes
below.


Page 9 of 17
Math Live
Yes

Math Live Page 10 of 17

Yes

Page 11 of 17
Math Live
Yes


Yes


Yes, but
below.



Yes, but

Page 15 of 17
Math Live
No, but
below.



No, but



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Math Live – Patterns: Assessment Task

Grade: 4 Strand: Patterns and Relations (Patterns) Outcome: 1, 2, 3, 4

SPECIFIC LEARNER OUTCOMES - Patterns and Relations (Patterns)

P1 Identify and describe patterns found in tables and charts.

Translate among different representations of a pattern, such as a table,

P4 Identify and explain mathematical relationships, using charts and diagrams,

EVIDENCE the student has achieved the outcomes

Each student will:

Rule #1: Add 3 each time you add a table

Rule #2: (Number of tables x 3) + 2 = Number of chairs

Rule #3: (Number of tables x 5) – (2 x Number of sides touching) = Number of chairs

Rule #4: (Number of tables x 5) – [2 x (Number of tables – 1)] = Number of chairs

1. Use the trapezoid shapes provided to build models of arrangements

2. Show how many chairs can be placed around 1 to 6 tables by

Models a pattern Completes a Describes a rule Solves a problem

Criteria Question #1 Question #2 Question #3 Question #4

No, but… Draws a Inaccurately Provides a Applies an

No score No score No score No score

5. Use the trapezoid shapes provided to build models of arrangements

6. Show how many chairs can be placed around 1 to 6 tables by

7. Describe a pattern rule that can be used to describe the relationship

1. Use the trapezoid shapes provided to build models of arrangements

2. Show how many chairs can be placed around 1 to 6 tables by

3. Describe a pattern rule that can be used to describe the relationship

Math Live Page 10 of 17

5. Describe a pattern rule that can be used to describe the relationship

7. Describe a pattern rule that can be used to describe the relationship

Math Live Page 12 of 17

9. Describe a pattern rule that can be used to describe the relationship

Math Live Page 13 of 17

Math Live – Patterns: Assessment Task

1. Use the trapezoid shapes provided to build models of arrangements

2. Show how many chairs can be placed around 1 to 6 tables by

Math Live Page 14 of 17

3. Describe a pattern rule that can be used to describe the relationship

1. Use the trapezoid shapes provided to build models of arrangements

2. Show how many chairs can be placed around 1 to 6 tables by

Math Live Page 16 of 17

3. Describe a pattern rule that can be used to describe the relationship

Math Live Page 17 of 17

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