5.OA.3 - About the Math, Learning Targets, and Rigor

Full Standard

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.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Learning Targets (I can)

• Generate 2 numerical patterns with the same starting number for 2 different given rules.
• Explain the relationship between each of the corresponding terms from a pattern.
• Represent the corresponding terms as ordered pairs.
• Graph ordered pairs on a coordinate plane.

About the Math

This standard connects with 5.G.1 and 5.G.2. Essential vocabulary for this standard includes: numerical pattern, corresponding terms, ordered pair, and coordinate plane. Visit the online dictionary Links to an external site. or visual math dictionary Links to an external site. for vocabulary support.

Progression of Standard within Grade 5

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction. 

• Create an input/output chart for 2 different 2-operation rules.
• Calvin is using a copier that makes 9 copies per minute. John’s copy machine makes 12 copies per minute. How many copies will Calvin have after 8 minutes? John finishes copying and has 144 copies, how many minutes did it take him?
• Kay’s pool has a $10 membership fee you pay once a year and then you pay $8 each time you visit the pool. Heather’s pool has no annual fee, but charges $10 each time you visit. Create input/output tables, and determine the “rules” to show the functions for both pools. Graph both functions on the coordinate grid. Both Kay and Heather go to the pool 8 times during the summer, who spent more money? At what number visits would Kay and Heather spend the same amount of money?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Sidewalk Patterns   Links to an external site. (Illustrative Mathematics, pictured))
• Once Upon A time Links to an external site.(Inside Mathematics Lesson) 
• Squirreling it Away Links to an external site. (Inside Mathematics)
• Tri-Triangles Links to an external site.(Inside Mathematics)
• What's your Angle? Links to an external site.(Inside Mathematics)
  Hexagons in a Row Links to an external site. (Inside Mathematics)
• Toothpick Beekeeping Patterns Download Toothpick Beekeeping Patterns
  (Utah Core Academy Lesson)
• Typing Patterns Download Typing Patterns
  (Utah Core Academy Lesson)
• Typing Patterns - Student Sheet Download Typing Patterns - Student Sheet
  (Utah Core Academy Lesson)
• Hershey Running Times Download Hershey Running Times
  (Utah Core Academy Lesson)
• Football Scores Download Football Scores
  (Utah Core Academy Lesson)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	6-8	Predict How Many, Activity 12.12, Page 243 Two of Everything, Activity 12.13, Page 244 Coordinate Slides, Activity 13.15, Page 288 Coordinate Reflections, Activity 13.16, Page 289 Developing The Distance Formula, Activity 13.18, Page 292
	Hands-On Standards	5-6	116-117 "Patterns and Function Table"
	Brain-Compatible Activities for Mathematics	4-5	2-5 "The Myserty of the Mixed-Up Party Lists"
	Problem Driven Math	5-6	23-25 "Sit-Ups Sums" 3, 26-28 "Plant Planet" 8, 53-55 "Animals in the Classroom" 56-57 "Celia's Cookout"
	Math In Practice Teaching Fifth-Grade Math	5	Module 14

CEnters

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• It's Just Plane Subtraction Download It's Just Plane Subtraction
  (HCPSS-adapted print resource)
• It's Plane Addition Download It's Plane Addition
  (HCPSS-adapted print resource)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Graphing Patterns a Links to an external site.
• Graphing Patterns b Links to an external site.
• Graphing Patterns c Links to an external site.
• Generate and Graph Ordered Pairs Links to an external site.
• Generate and Graph Two Sets of Ordered Pairs Links to an external site.

Learning Targets

• Generate 2 numerical patterns with the same starting number for 2 different given rules.
• Explain the relationship between each of the corresponding terms from a pattern.
• Represent the corresponding terms as ordered pairs.
• Graph ordered pairs on a coordinate plane.

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

Rubric for Tasks Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.