The conceptual underpinnings of calculus for students in grades K-2 are closely tied to their developing understanding of number sense, measurement, and pattern. Additional activities relating to this standard can be found in the chapters discussing these other standards. The cumulative progress indicators for grade 4 appear below in boldface type. Each indicator is followed by activities which illustrate how it can be addressed in the classroom in kindergarten and grades 1 and 2. Investigate and describe patterns that continue indefinitely.
Students model repeating patterns with counters or pennies.
For example, they repeatedly add two pennies to their collection and describe the results. Students create repeating patterns with the calculator. Second graders create a pattern with color tiles. They make a table of their results and describe the pattern they have found. Repeating this process, they begin to see how quickly the number of cubes grows.