Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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 MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
PATTERNS IN MATHEMATICS
Suggestions for Teaching and Learning
Students will be expected to:
Patterns and Relations (Variables and Equations)
Using children’s literature provides wonderful opportuntities for 
contextualizing mathematics. In 
Spaghetti and Meatballs for All!
by 
Marilyn Burns, Mr. and Mrs. Comfort are having a family reunion. As 
guests arrive, the seating configurations undergo a number of changes.
This book provides opportunity to consider patterns and develop 
pattern rules regarding the numbers of seats created by consecutively 
joining tables in varying configurations.
Students could model seating arrangements with paper squares and 
counters and analyze the various configurations suggested by the 
relatives to determine how many tables would be required in each in 
order to accommodate all of the dinner guests. They can then decide 
which would be the most efficient use of space and resources. A pattern 
rule can be developed for each configuration and then validated by 
physically rearranging desks, modelling using square tiles for tables and 
counters for chairs, or drawing on paper.
Number of Tables
Number of Places
1
4
2
6
3
8
This table has a pattern rule for finding subsequent numbers of places 
available as tables are added. The rule would start with four places and 
add two places (
n
+ 2) every time another table is put in place. In this 
expression, 
n 
is any number of places at the table.
Increasing recipe amounts as more guests arrive provides another avenue 
for finding patterns.
Students may expand on the theme of table and chair arrangement 
to design suggested configurations for their classroom for different 
activities and situations. Tying the suggestions back to a pattern rule 
makes this an authentic extension to the patterning outcomes.
Tables are often used to enable students to determine the pattern rule. 
Tables are used to record the numeric components of patterns, such as 
the number of blocks used for each step. By using a table, students can 
see the relationship between the terms as well as between the position of 
the term and its value.
5PR1.8 Describe the relationship 
in a given table or chart, using a 
mathematical expression.