Grade 5 - Patterns and Relations (Patterns)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• develop charts to record and reveal number patterns
• describe how a pattern grows using everyday language orally and in writing
• construct and expand patterns in two and three dimensions, concretely and pictorially
• generate number patterns within a problem-solving context
• predict and justify pattern extensions

To view the prescribed learning outcomes for Patterns and Relations (Patterns) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students work in small groups to stimulate conversations and discussion, and use counters to develop concrete patterns for doubling or tripling a given starting number. Have students design ways to record these patterns. Challenge them to find other examples of patterns.
• Have students use manipulatives such as tangrams, blocks, and grid paper to design a visual pattern of flips, slides, or tessellations to be presented to the class.
• Use the following activity to link math and science. Have students, working in small groups, measure and record temperature changes as ice cubes in water are gently warmed with a heat source. Gather data over a minimum of 15 minutes. As they record temperatures over time (e.g., every two minutes), have students predict what the next temperature will be. At the conclusion of the activity, have students make predictions on what would happen if the experiment were repeated with more or less ice.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• After students have designed a pattern, ask them to describe it in their own words. Observe whether they:
  • are able to describe a rule for their design
  • can create and describe multiple patterns

• Have students graph and present their time and temperature data as a pattern.
• Develop a rubric to assess the quality of the pattern developed by students.
• Have students write about their pattern rule and prediction in their learning logs or activity summary sheets.

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