Maryland Math 5.AT.B.3

5.AT.B.3 is a cluster heading. These are the individual standards under it.

• 5.AT.B.3.a

  Generate a number pattern that follows a given rule and identify relationships between the numbers within the pattern.

• 5.AT.B.3.b

  Generate two numerical patterns using two given rules and identify relationships between corresponding terms.

• 5.AT.B.3.c

  Use tables, ordered pairs, and graphs to represent the relationship between quantities.

01

What Students Need to Do

Students build number patterns from given rules. They compare terms in two patterns and describe how the paired numbers relate. They show the pairs in a table and as points on a graph.

02

What Mastery Looks Like

A student can make four terms for rules such as start at 1, add 3 and start at 2, add 6. They can pair the terms, plot (1, 2), (4, 8), (7, 14), and (10, 20), and explain that the second number is always twice the first.

03

Common Misconceptions

Students may use the rule for one pattern to extend both patterns. Some plot the term number instead of pairing the values from the two patterns. Others spot a relationship in one pair but do not check the rest.

04

How to Assess It

Exit ticket: Start at 1 and add 3; start at 2 and add 6. Make four terms for each, put the matching terms in a table, plot the pairs, and describe their relationship.

1. 01

   Build two counter rows starting at 1 and 2; add 3 and 6 counters each round, then pair the totals.

2. 02

   Write two sentences explaining why the second value is twice the first in (1, 2), (4, 8), and (7, 14).

3. 03

   Give pairs of students rule cards, blank tables, and graph paper; race to make four matching pairs and plot them correctly.

4. 04

   Compare $2 and $4 ticket booths: list costs for one to four tickets, then graph the paired costs.

• K.NOS.B.8

  Recognize the number of objects in a set without counting (subitizing) with both unfamiliar patterns within 6 and familiar patterns within 10.