Patterns
5th Grade
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Alabama Course of Study Standards:
2
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Generate two numerical patterns using two given rules and complete an input/output table for the data.- Use data from an input/output table to identify apparent relationships between corresponding terms.
- Form ordered pairs from values in an input/output table.
- Graph ordered pairs from an input/output table on a coordinate plane.
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Arkansas Academic Standards:
5.OA.B.3
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- 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.
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Arizona - K-12 Academic Standards:
5.OA.B.3
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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
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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):
MGSE5.OA.3
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Generate two numerical patterns 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 on a coordinate plane. |
North Carolina - Standard Course of Study:
5.OA.3
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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.
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New York State Next Generation Learning Standards:
5.OA.3
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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
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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.- 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.
- Form ordered pairs consisting of corresponding terms from two numerical patterns and graph the ordered pairs on a coordinate plane.
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Wisconsin Academic Standards:
5.OA.B.3
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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
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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
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- 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
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Common Core State Standards:
Math.5.G.2 or 5.G.A.2
Georgia Standards of Excellence (GSE):
MGSE5.G.2
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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
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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. |
Pennsylvania Core Standards:
CC.2.2.5.A.4
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Analyze patterns and relationships using two rules. |
Pennsylvania Core Standards:
M05.B-O.2.1.1
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Generate two numerical patterns using two given rules. |
Pennsylvania Core Standards:
M05.B-O.2.1.2
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Identify apparent relationships between corresponding terms of two patterns with the same starting numbers that follow different rules. |
Pennsylvania Core Standards:
CC.2.3.5.A.1
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Graph points in the first quadrant on thecoordinate plane and interpret these points when solving real world and mathematical problems. |
Pennsylvania Core Standards:
M05.C-G.1.1.2
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Represent real-world and mathematical problems by plotting points in quadrant I of the coordinate plane and interpret coordinate values of points in the context of the situation. |
Florida - Benchmarks for Excellent Student Thinking:
MA.5.AR.3.1
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Given a numerical pattern, identify and write a rule that can describe the pattern as an expression. |
Florida - Benchmarks for Excellent Student Thinking:
MA.5.AR.3.2
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Given a rule for a numerical pattern, use a two-column table to record the inputs and outputs. |
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5th Grade Math - Patterns Lesson