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Patrones

5th Grade

Alabama Course of Study Standards: 2

Generate two numerical patterns using two given rules and complete an input/output table for the data.
  1. Use data from an input/output table to identify apparent relationships between corresponding terms.
  2. Form ordered pairs from values in an input/output table.
  3. Graph ordered pairs from an input/output table on a coordinate plane.

Arkansas Academic Standards: 5.OA.B.3

  • Generate two numerical patterns, each using a given rule
  • Identify apparent relationships between corresponding terms by completing a function table or input/output table
  • Using the terms created, form and graph ordered pairs in the first quadrant of the coordinate plane
Note: Terms of the numerical patterns will be limited to whole number coordinates.

Arizona - K-12 Academic Standards: 5.OA.B.3

Generate two numerical patterns using two given rules (e.g., generate terms in the resulting sequences). Identify and explain the 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 (e.g., given the rule "add 3" and the starting number 0, and given the rule "add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence).

Common Core State Standards: Math.5.OA.3 or 5.OA.B.3

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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Georgia Standards of Excellence (GSE): 5.PAR.6.1

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms by completing a table.

North Carolina - Standard Course of Study: 5.OA.3

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.
  • Graph the ordered pairs on a coordinate plane.

New York State Next Generation Learning Standards: 5.OA.3

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.
e.g., Given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Tennessee Academic Standards: 5.OA.B.3

Generate two numerical patterns using two given rules. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences.
  1. Identify relationships between corresponding terms in two numerical patterns. For example, observe that the terms in one sequence are twice the corresponding terms in the other sequence.
  2. Form ordered pairs consisting of corresponding terms from two numerical patterns and graph the ordered pairs on a coordinate plane.

Wisconsin Academic Standards: 5.OA.B.3

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.
For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Alabama Course of Study Standards: 20

Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

Arkansas Academic Standards: 5.G.A.2

  • Represent real world and mathematical problems by graphing points in the first quadrant and on the non-negative x- and y-axes of the coordinate plane
  • Interpret coordinate values of points in the context of the situation

Common Core State Standards: Math.5.G.2 or 5.G.A.2

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Tennessee Academic Standards: 5.G.A.2

Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.
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