Standard #: MAFS.5.OA.2.3 (Archived Standard)


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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.


General Information

Subject Area: Mathematics
Grade: 5
Domain-Subdomain: Operations and Algebraic Thinking
Cluster: Analyze patterns and relationships. (Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    N/A

    Assessment Limits :
    Expressions may contain whole numbers or fractions with a denominator of 10 or less. Ordered pairs many only be located within Quadrant I of the coordinate plane. Operations in rules limited to: addition, subtraction, multiplication, and division. Patterns that require division may not lead to fractional terms. Items may not contain rules that exceed two procedural operations. Items must provide the rule. Expressions may not include nested parentheses.
    Calculator :

    No

    Context :

    Allowable



Sample Test Items (2)

Test Item # Question Difficulty Type
Sample Item 1

Michael and John are creating patterns.

  • Michael uses the rule "multiply by 2" and starts at 5.
  • John uses the rule "add 8" and starts at 16.

What is the first number in Michael's pattern that also appears in John's pattern?

N/A EE: Equation Editor
Sample Item 2

Kaiya and Deangelo each create a number pattern.

  • Kaiya's pattern uses the rule "Add 2" and has a first term of 6.
  • Deangelo's pattern uses the rule "Add 4" and has a first term of 5.
Complete the statement that describes the relationship between the two number patterns. For each blank, fill in the circle before the word or phrase that is correct.

The two patterns      A. have terms in common because

      B. do not have

 

Kaiya's pattern has    A. only odd numbers and

      B. only even

      C. both odd and even 

 

Deangelo's pattern has A. only odd numbers.

B. only even

C. both odd and even

 

N/A ETC: Editing Task Choice


Related Courses

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5012070: Grade Five Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
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5012065: Grade 4 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
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Related Resources

Educational Software / Tool

Name Description
Free Graph Paper A variety of graph paper types for printing, including Cartesian, polar, engineering, isometric, logarithmic, hexagonal, probability, and Smith chart.

Formative Assessments

Name Description
Choo Choo Trains Company

Students are asked to fill in missing values in a table of numerical patterns and describe relationships between corresponding terms.

Comic Books

Students are asked to complete one of two number patterns, write ordered pairs composed of corresponding terms, graph the ordered pairs, and identify a relationship between corresponding terms of the patterns.

Generating Two Patterns

Students are given two rules and are asked to generate patterns.

Exploring Related Patterns

Students are asked to complete one of two number patterns, write ordered pairs composed of corresponding terms, graph the ordered pairs, and identify a relationship between corresponding terms of the patterns.

Lesson Plan

Name Description
Cool School

In this lesson, students will take an imaginary trip to my lake house. They will solve a variety of real life word problems. Once at the lake they will experience many activities where they will need number sense. For the assessment, students will record and analyze data in order to determine who the best angler was at "Cool School."

Perspectives Video: Teaching Idea

Name Description
The Mathematics of Juggling: Patterns, Rules, and Siteswap Notation

Sometimes it is difficult to juggle math concepts. See how patterns can help.

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