ALEX Classroom Resource

  

Odd Squad: Codebreaker Digital Game

  Classroom Resource Information  

Title:

 Odd Squad: Codebreaker Digital Game

URL:

 https://aptv.pbslearningmedia.org/resource/kids-lab-games-odd-squad-codebreaker/codebreaker-odd-squad/

Content Source:

 PBS
Type: Interactive/Game

Overview:

This game from Odd Squad will help children with counting and cardinal numbers (identifying and counting patterns in 1s, 2s, 5s, and 10s). 

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 1
9. Reproduce, extend, and create patterns and sequences of numbers using a variety of materials.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Reproduce a pattern.
  • Extend a pattern.
  • Create patterns.
  • Create sequences of numbers.
Teacher Vocabulary:
  • Number patterns
Knowledge:
Students know:
  • how to duplicate simple patterns.
  • how to extend simple patterns.
Skills:
Students are able to:
  • reproduce given patterns.
  • Extend given patterns.
  • Create patterns.
  • Create sequences of numbers.
Understanding:
Students should understand that:
  • looking for, describing, and extending patterns can be used to help them develop skills in all mathematical situations.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.9.1: Duplicate and extend simple patterns by using concrete objects.
M.1.9.2: Identify simple patterns.
M.1.9.3: Mimic simple patterns.
M.1.9.4: Match a simple object.

Prior Knowledge Skills:
  • Define ones and tens.
  • Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
  • Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
  • Count objects up to 10.
  • Notice same/different and some/all.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Understand first and next.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.9 Using vocalization, sign language, augmentative communication, or assistive technology, duplicate, extend, and create simple patterns using concrete objects.
Mathematics
MA2019 (2019)
Grade: 2
5. Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • reproduce a pattern.
  • extend a pattern.
  • create patterns.
  • describe number patterns and sequences.
Teacher Vocabulary:
  • Number patterns
Knowledge:
Students know:
  • how to duplicate simple patterns.
  • how to extend simple patterns.
  • how to create simple patterns.
Skills:
Students are able to:
  • reproduce given patterns.
  • extend given patterns.
  • create patterns.
  • describe patterns.
  • describe numbers patterns.
Understanding:
Students should be engaged in looking for, describing, and extending patterns to help them develop the skills in all mathematical situations.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.5.1: Describe a pattern of colors, shapes, and/or numbers using a variety of materials.
M.2.5.2: Create a pattern of colors, shapes, and/or numbers using a variety of materials.
M.2.5.3: Extend a pattern of colors, shapes, and/or numbers.
M.2.5.4: Mimic a simple pattern of colors, shapes, and/or numbers.
M.2.5.5: Match a simple pattern of colors, shapes, and/or numbers.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing, or objects.
  • Understand first and next.
  • Sort objects on the basis of shape.
  • Recognize and sort familiar objects with the same shape or size.
  • Understand and point to a triangle, a circle, a square and rectangle.
  • Understand the concept of same shape and size.
  • Mimic a pattern presented.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.5 Using vocalization, sign language, augmentative communication, or assistive technology, duplicate, extend, create, and describe simple patterns using concrete objects.
Mathematics
MA2019 (2019)
Grade: 4
5. Generate and analyze a number or shape pattern that follows a given rule.

Unpacked Content
Evidence Of Student Attainment:
Students:
When given a rule or pattern,
  • Generate a number or shape pattern that follows a given rule.
  • Identify a missing number or shape in the pattern.
  • Identify a feature of the pattern.

    • Example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence, and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers continue to alternate in this way.
Teacher Vocabulary:
  • Generate
  • Rule
  • Pattern
  • Sequence
  • Term
  • Continue
  • Identify
  • Explicit
Knowledge:
Students know:
  • Strategies for generating and recording number or shape patterns from a given rule.
  • Strategies for identifying and communicating shape and number patterns.
Skills:
Students are able to:
  • Generate a number or shape pattern that follows a given a rule.
  • Analyze a number or shape pattern that follows a given rule.
Understanding:
Students understand that:
  • A pattern is generated from a given rule.
  • The properties of a rule or pattern can be used to extend a pattern.
  • Some features of a given pattern are not explicit in the pattern's rule.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.5.1: Identify arithmetic patterns, including patterns in the addition table or multiplication table; and explain them using properties of operations.
M.4.5.2: Recognize arithmetic patterns (including geometric patterns or patterns in the addition table or multiplication table).
M.4.5.3: Construct repeating and growing patterns with a variety of representations.
M.4.5.4: Continue an existing pattern.
M.4.5.5: Identify arithmetic patterns.
M.4.5.6: Demonstrate computational fluency, including quick recall, of addition multiplication facts.

Prior Knowledge Skills:
  • Identify a rule when given a pattern.
    Examples: multiplication and division—"Input x 3 = Output".
    addition and subtraction—"Input + 8 = Output".
  • Use repeated addition to solve problems with multiple addends.
  • Count forward in multiples from a given number.
    Examples: 3, 6, 9, 12; 4, 8, 12, 16.
  • Define pair, odd and even.
  • Recall doubles addition facts with sums to 20.
  • Skip count by 2s.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.5 Use repeating patterns to make predictions.
Tags: cardinality, counting, pattern
License Type: Custom Permission Type
See Terms: https://aptv.pbslearningmedia.org/help/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments
  This resource provided by:  
Author: Stephanie Carver
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