Learning Goal
Generate two numerical patterns using two given rules
Teacher tools for this standard
Lesson Plan · Guided Notes · Exit Ticket · Re-teach · Homework
Teacher tools for this standard
Lesson Plan · Guided Notes · Exit Ticket · Re-teach · Homework
- Lesson Plan →Objectives, pacing and practice, built from this lesson's brief.
- Guided Notes →One page your students fill in and keep.
- Exit Ticket →Three items at the end of class. No student accounts.
- Re-teach →After an exit ticket: who missed what, and what to do tomorrow.
- Homework →Assign practice; it grades itself.
**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.
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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.
What you'll learn
- Generate two numerical sequences from two given rules and the same starting number, recording at least five terms of each sequence in a two-column table.
- Identify the apparent relationship between corresponding terms in the two sequences (e.g., "each term in Sequence B is always twice the corresponding term in Sequence A").
- Form ordered pairs by pairing corresponding terms from the two sequences, with the first sequence providing the x-coordinate and the second providing the y-coordinate.
- Plot the ordered pairs on a first-quadrant coordinate plane and describe the visual pattern the points create.
- Explain informally why the relationship between corresponding terms holds -- for the standard's example, that Sequence B adds 6 at every step while Sequence A adds 3, so B gains twice as much each step and stays twice as large.
- Explain why a multiplicative rule relationship (such as "always double") produces points that fall along a straight line through the origin.
- Predict later corresponding terms using the discovered relationship, without extending both sequences term by term.
Slides
Step through the lesson, or watch it as a narrated video
Generate two numerical patterns
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