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 Continued...
Through teacher questioning, students should have ample opportunity 
to explain orally, prior to writing descriptions, how elements in various 
patterns change as the patterns are extended. Students should use 
manipulatives to copy and extend patterns. Ask them to describe how 
the concrete representation illustrates the pattern.
Provide students with number patterns such as the following: 
85, 80, 75 … 8, 15, 22…….
37, 26, 17….. 6, 12, 24……
Students should continue the pattern for the next three numbers and 
then describe the pattern rule. 
When describing a pattern, students should state at what number the 
pattern starts and how the number changes for each term. In the first 
pattern above, for example, the pattern rule is: Start at 85 and subtract 
5 each time to find each term which follows.
Students could continue to use manipulatives when predicting 
subsequent elements in a given pattern. They could also construct a
table or T-chart to record or represent a pattern. 
For example, the diagram below shows a series of triangles built using 
toothpicks.
Students should continue the pattern above for the next three triangles.
Number of Triangles Number of Toothpicks
1
3
2
5
3
7
4
5
6
Achievement Indicators:
5PR1.3 Predict subsequent 
elements in a given pattern.
5PR1.4 Represent a given pattern 
visually to verify predictions.
5PR1.2 Describe, orally or in 
writing, a given pattern, using 
mathematical language, such as 
one more, one less, five more.

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