AK Grade-Level Clusters AK-DLM Instructional Examples Essential Elements between corresponding EE5.OA.3. Identify and extend numerical patterns. terms. Form ordered pairs Ex. Identify the following pattern as counting by twos and extend the consisting of corresponding pattern: 2, 4, 6, , , . terms from the two Ex. Identify the following pattern as counting by tens and extend the patterns, and graph the pattern: 23, 33, 43, , . ordered pairs on a Students will: coordinate plane. For EE5.OA.3. Extend a picture pattern. example, given the rule “Add 3” and the starting EE5.OA.3. Repeat a pattern. Ex. Given red, red, blue, red, red, number 0, and given the Ex. Square, circle, triangle, square, , identify the missing color. rule “Add 6” and the shape. , triangle. Identify the missing starting number 0, generate terms in the Students will: resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Ex. Teacher claps twice, student claps twice. Ex. Activate a switch or indicate which choice shown repeats the pattern shown.
AK Grade-Level Clusters AK-DLM Essential Elements between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Instructional Examples EE5.OA.3. Identify and extend numerical patterns. Ex. Identify the following pattern as counting by twos and extend the pattern: 2, 4, 6, , , . Ex. Identify the following pattern as counting by tens and extend the pattern: 23, 33, 43, , . Students will: EE5.OA.3. Extend a picture pattern. “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and Ex. Given red, red, blue, red, red, Ex. Square, circle, triangle, square, shape. Students will: EE5.OA.3. Repeat a pattern. , identify the missing color. , triangle. Identify the missing observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Ex. Teacher claps twice, student claps twice. Ex. Activate a switch or indicate which choice shown repeats the pattern shown.
7_AK-DLM_EE_Math_Grade5_draft_Jul2014.docx