5.4.D

Math5th Grade

The Standard

recognize the difference between additive and multiplicative numerical patterns given in a table or graph

Texas Essential Knowledge and Skills for Mathematics

Teacher's field guide

What This Standard Means

What Students Need to Do

Students examine consecutive values in a table or points on a graph. They decide whether the pattern uses a constant added amount or a constant multiplication factor.

What Mastery Looks Like

Students correctly classify a pattern and name the repeated operation. They use consecutive table values or graph points as evidence. They can continue the pattern accurately.

Common Misconceptions

Students may call any increasing pattern additive. They may compare each input with its output instead of comparing consecutive values. They may also mistake doubling for adding two.

How to Assess It

Exit ticket: Classify 3, 7, 11, 15 and 3, 6, 12, 24. Write the operation that proves each choice.

Lesson moves

Ways to Teach It

  1. Give pairs tiles to build 2, 4, 8, 16 and counters to build 2, 4, 6, 8, then compare changes.

  2. Ask students to explain why 5, 10, 20, 40 is not an add-five pattern, using two consecutive pairs as evidence.

  3. Play Pattern Sort with cards showing tables and graphs, and have teams place each under additive or multiplicative headings.

  4. Compare a savings plan adding $5 weekly with a video view count doubling daily, then create tables for both situations.

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