CCSS.Math.Content.5.OA.B.3
The 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.
Common Core State Standards for Mathematics · Operations and Algebraic Thinking
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use two rules to create number patterns and place corresponding terms into ordered pairs. They graph the pairs and explain how the values in one pattern relate to the values in the other.
What Mastery Looks Like
- Students accurately extend both patterns and match terms by position. They write and graph ordered pairs correctly, then explain a relationship that holds across all corresponding terms.
Common Misconceptions
- Students may apply each rule to the starting number repeatedly instead of using the previous term. They may reverse x and y in ordered pairs, use uneven graph scales, or describe a relationship that does not hold for every pair.
How to Assess It
- Give students the rules “start at 1, add 2” and “start at 3, add 6.” Ask them to list five corresponding terms, graph the pairs, and describe the relationship.
Lesson moves
Ways to Teach It
Build two patterns with colored linking cubes, record each stage in a table, then combine corresponding values into ordered pairs.
Ask, “How is each number in the second pattern related to its partner in the first pattern?” Support claims with three pairs.
Play Pattern Match by giving groups rule cards and coordinate cards to sort into matching tables and graphs.
Compare the cost of buying equal numbers of $2 notebooks and $6 folders, then graph the corresponding total costs.
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Printable 5.OA.B.3 Worksheet
A ready-to-print activity worksheet aligned to CCSS.Math.Content.5.OA.B.3, with an answer key for the teacher on its own page. No account needed.
PDF, US Letter, prints cleanly in black and white.
Download the worksheetLearning progression
Where This Standard Sits
See the whole path on the Operations & Algebraic Thinking progression map.
Before This Standard
If students are struggling here, check these first.
- CCSS.Math.Content.5.G.A.1
Students must know axes, origin, and coordinate order to graph pattern pairs correctly on the coordinate plane.
- CCSS.Math.Content.4.OA.C.5
Students must already generate rule-based patterns and notice nonstated features before comparing two patterns and graphing paired terms.
- CCSS.Math.Content.5.G.A.2
Students must already place and read first-quadrant points to graph corresponding pattern terms as ordered pairs.
What This Unlocks
Mastery here sets students up for these next.
- CCSS.Math.Content.6.RP.A.3a
Generating paired values from rules and graphing them supports ratio tables, missing entries, and plotting quantity pairs.
- CCSS.Math.Content.6.EE.C.9
Generating paired patterns and graphing ordered pairs prepares students to connect tables and graphs to equations for related changing quantities.
Keep exploring
Related Standards
- CCSS.Math.Content.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
- CCSS.Math.Content.4.OA.C
Generate and analyze patterns.
- CCSS.Math.Content.6.NS.C.6b
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by ...
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