Mathematics
Grade 4: Patterning and Algebra 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
describe, extend, and create a variety of numeric and geometric patterns,
make predictions related to the patterns, and investigate repeating patterns
involving reflections; 




•
demonstrate an understanding of equality between pairs of expressions, using
addition, subtraction, and multiplication. 




Specific Expectations 




Patterns and Relationships





–
extend, describe, and create repeating, growing, and shrinking number
patterns (e.g., “I created the pattern 1, 3, 4, 6, 7, 9, …. I started at 1,
then added 2, then added 1, then added 2, then added 1, and I kept repeating
this.”); 




–
connect each term in a growing or shrinking pattern with its term number
(e.g., in the sequence 1, 4, 7, 10, …, the first term is 1, the second term
is 4, the third term is 7, and so on), and record the patterns in a table of
values that shows the term number and the term; 




–
create a number pattern involving addition, subtraction, or multiplication,
given a pattern rule expressed in words (e.g., the pattern rule “start at 1
and multiply each term by 2 to get the next term” generates the sequence 1,
2, 4, 8, 16, 32, 64, …); 




–
make predictions related to repeating geometric and numeric patterns (Sample
problem: Create a pattern block train by alternating one green triangle with one red trapezoid.
Predict which block will be in the 30th place.); 




–
extend and create repeating patterns that result from reflections, through
investigation using a variety of tools (e.g., pattern blocks, dynamic
geometry software, dot paper). 




Expressions and Equality





–
determine, through investigation, the inverse relationship between
multiplication and division (e.g., since 4 x 5 = 20, then 20 ÷ 5 = 4; since
35 ÷ 5 = 7, then 7 x 5 = 35); 




–
determine the missing number in equations involving multiplication of one
and twodigit numbers, using a variety of tools and strategies (e.g.,
modelling with concrete materials, using guess and check with and without the
aid of a calculator) (Sample problem: What is the missing number in the
equation [1]
x 4 = 24?); 




–
identify, through investigation (e.g., by using sets of objects in arrays, by
drawing area models), and use the distributive property of multiplication
over addition to facilitate computation with whole numbers (e.g., “I know
that 9 x 52 equals 9 x 50 + 9 x 2. This is easier to calculate in my head
because I get 450 + 18 = 468.”). 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.