Montana Math MT.5.OA.3
The Standard
Generate two numerical patterns using given rules and complete an input-output table for the data, identify apparent relationships between corresponding terms, form ordered pairs from the values in the input-output table, and graph them on a coordinate plane.
2026 Montana Mathematics Content Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students make two number lists from given start-and-add rules. They match terms by position, describe how each pair relates, and plot the pairs on a coordinate grid.
What Mastery Looks Like
- A student can make a table with pairs such as (0, 1), (2, 5), and (4, 9). They label the axes, plot the points, and explain that the second number is twice the first plus 1.
Common Misconceptions
- Students may match numbers by value instead of position, pairing 2 with 1 instead of 5. They may reverse the coordinates when plotting or confuse a list's add rule with the rule linking the two lists.
How to Assess It
- Exit ticket: Start one list at 0 and add 2, and start another at 1 and add 4. Make four table rows, graph the pairs, and explain how each second number relates to the first.
Lesson moves
Ways to Teach It
Give students counters to build rows of 0, 2, 4, 6 and 1, 5, 9, 13, then pair matching rows.
Ask students to explain in writing why 1, 5, 9, 13 are each one more than twice 0, 2, 4, 6.
Play coordinate bingo by calling pairs from a completed table and having students plot each pair before covering its point.
Track two savings jars, one gaining $2 each week from $0 and one gaining $4 from $1, then plot paired balances.
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