Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

MATHEMATICS 5 CURRICULUM GUIDE 2015
166
MULTIPLICATION

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Patterns in Mathematics
 
Suggested Time: 3 Weeks
September October November December
May
June
January February March
April
Patt
er
ns 
in M
ath
emat
ics
 

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MATHEMATICS 5 CURRICULUM GUIDE 2015
168
PATTERNS IN MATHEMATICS
Unit Overview
Focus and Context
Outcomes 
Framework
Recognizing patterns and making generalizations are necessary skills 
in mathematics. Patterns are used repeatedly as a means of developing 
concepts and as a tool for solving problems. Students will represent 
patterns numerically, pictorially, and symbolically. They will describe 
pattern rules, use relationships in patterns to predict missing elements 
and write equations to solve problems. 
Students will also be more formally introduced to an algebraic approach 
in which they first describe the problem using an unknown or variable 
in an equation and then solve the equation by reasoning. Students 
are 
not expected 
to manipulate equations in order to isolate variables, 
solve for 
x
, etc. It will be important to connect concrete, pictorial and 
symbolic representations as students develop an understanding of 
equations and continue to build on their understanding of equality as a 
relationship and not an operation. 
GCO
Use patterns to describe the world and solve problems.
SCO 5PR1
Determine the pattern rule to make predictions about subsequent 
elements.
GCO
Represent algebraic expressions in multiple ways.
SCO 5PR2
Solve problems involving single-variable, one-step equations with 
whole number coefficients and whole number solutions.

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