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Gr.5 Unit: Analyze Patterns and Relationships

Lesson Plan B.3: Analyzing Patterns

Essential Questions:

What is a pattern?

How does one describe a pattern?

How does one express a pattern to show a relationship?

How can patterns be used to make predictions?

Lesson Plans and Seeds

Lesson Plan B.3: Analyzing Patterns

Lesson Seed B.3: Analyzing Relationships

Download Seeds, Plans, and Resources (zip)

Unit Overview

Content Emphasis By Clusters in Grade 5

Progressions from Common Core State Standards in Mathematics

Send Feedback to MSDE’s Mathematics Team

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Unit/Cluster:Analyze Patterns and Relationships

Lesson Topic: Generating and analyzing numeric patterns; forming and graphing ordered pairs

Essential Questions:

How can numeric patterns be represented?
How are numeric patterns recognized, extended, and generalized with both words and symbols?
How are tables used to illustrate mathematical relationships?
How can you identify relationships between pairs of numbers in a table?
How can graphs be used to organize information?
What real-life problems can be modeled using tables and graphs?

Enduring Understandings

Relationships in numeric patterns can be generalized and represented using verbal models, tables, equations, and graphs.

Focus Standard(s)

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.

It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

Coherence of Standards
Across-Grade Coherence: Content Knowledge from Earlier Grades

3.OA.D.9:	Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
4.OA.C.5:	Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Within-Grade Coherence: Content from Other Standards in the Same Grade that Provide Reinforcement
NOTE: Even though the focus standard for this lesson (5.OA.B.3) does not specifically reinforce any Major Standard in Grade 5, it should be instructed together with other Additional Standards, such as:

5.G.A.1:

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

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.

RIGOR

Procedural Skill
In each activity of this lesson students practice their prior skill finding patterns that involve procedural skill. As they generate the pattern, they must do the same procedure over and over.

Conceptual Understanding
The observations the students make between the patterns they generate and how they describe them helps them to build conceptual understanding of the relationships between the corresponding terms. The students are asked to analyze their work as they generate these patterns and use them to answer a question.

Modeling/Application
The students are using modeling throughout the lesson as they graph and make tables of their patterns.

Student Outcomes Students will understand numerical patterns, generate two numerical patterns when using two given rules, analyze and identify relationships between the patterns, form ordered pairs using corresponding terms from the two patterns, and graph ordered pairs on a coordinate plane.

Method for Determining Student Readiness for the Lesson

Give each student one copy of Warm-up, and have students answer the questions as you work though the warm up.

Answers:

The pattern keeps doing the same thing over and over.
Part A - Answer: Jayden: 0, 2, 4, 6, 8, 10
Bret: 0, 4, 8, 12, 16, 20

Part B-
Jayden’s pattern adds two (miles) each time.
Bret’s pattern adds four (miles) each time.
Every hour, Bret rides twice as far as Jayden rides; in an hour, Jayden rides half as far as Bret does.

Learning Experience

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Last Updated 3/9/2020 12:26 PM

Lesson Plan B.3: Analyzing Patterns

Lesson Plans and Seeds

Lesson Plan: 5.OA.B.3 Analyzing Patterns