Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
PATTERNS IN MATHEMATICS
Suggestions for Teaching and Learning
Students will be expected to:
Patterns and Relations (Patterns)
5PR1 Determine the pattern 
rule to make predictions about 
subsequent elements.
[C, CN, PS, R, V]
In Grade 4, students identified, described and extended patterns. They 
concretely reproduced patterns displayed in a table or chart and used 
tables and charts to record observed patterns. Students also expressed 
a given problem as an equation and solved one-step equations with 
symbols representing unknown values.
In Grade 5, students will continue to work with patterns. The focus, 
however, will be on making and verifying predictions of missing 
elements in various patterns. Students will use concrete materials and 
tables to determine pattern rules which will enable them to predict 
missing elements in a pattern.
Given a number, geometric, pictorial, or situational pattern, students 
should be able to explain the pattern in spoken and written language. 
Very often, students will need to extend the pattern to fully understand 
it.
Achievement Indicator:
5PR1.1 Extend a given pattern 
with and without concrete 
materials, and explain how each 
element differs from the preceding 
one.
Skip counting is one way to introduce patterns. Provide students with a 
hundred chart to help them practice the strategy of skip counting (e.g., 
counting by 6) to find patterns.
The hundreds chart is a tool for exploring number relationships which 
is the focus of pattern work. 
Smart Exchange 
is an online source with an 
interactive 100s grid which may be helpful in exploring skip counting.

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