Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

173
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
PATTERNS IN MATHEMATICS
Authorized Resource
General Outcome: Use Patterns to Describe the World and to Solve Problems
Paper and Pencil
• 
Ask students: If you keep dividing the square as shown below, how 
many sections will there be in the fifth picture?
Explain the pattern using mathematical language.
(5PR1.2, 5PR1.3)
• Ask students: If you keep building the T shape using square tiles, 
how many tiles will there be in the sixth picture?
What pattern rule will you use to determine the number of tiles
needed?
(5PR1.3)
Journal
• Ask students to respond to the following:
A certain pattern has the number five in it. What could the
pattern be?
(5PR1.3)
Math Focus 5
Lesson 1: Modelling Patterns
TR: pp. 12-15
SB: pp. 4-6
Curious Math: 
Adding Squares
TR: pp. 16-17
SB: p. 7
Performance
• Give students this diagram.
House #1 has two shapes, House #2 has 4 shapes, and House # 3
has 6 shapes. Ask: How many shapes does House #4 have? 
House #8? 
After predicting, students could draw a picture of each of the eight 
houses to verify their answer. 
1
2 3 

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174
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
PATTERNS IN MATHEMATICS
Suggestions for Teaching and Learning
Students will be expected to:
Patterns and Relations (Patterns)
Achievement Indicators:
5PR1 Continued...
5PR1.4 (Continued) Represent 
a given pattern visually to verify 
predictions.
Recording the pattern in a chart should help them describe the pattern. 
They should find the pattern rule 
for the number of toothpicks: Start 
at three and add two for each element. They could also determine the 
pattern rule for the number of triangles: Start at one and add one each 
time.
In Grade 5, students are not expected to explore the relationship 
between the two columns. That is, they are not expected to express the 
result in column two as result of a mathematical computation using the 
number in column one.
Ask students to predict the number of toothpicks needed to construct 
10 triangles using the same pattern and explain their prediction.
Making a prediction involves using existing information to discover 
a pattern and to project what values are to follow. Enabling students 
to validate their predictions of elements further in the pattern often 
requires completing a table of values or using visual representations. 
Students should be asked to explain their predictions to clarify their 
understanding of the pattern, and then verify that their answer is 
correct.
Teachers could create a pattern block train by alternating one red 
trapezoid with one yellow hexagon. Students should predict which 
block will be in the 15th place and then extend the train to verify the 
prediction.
5PR1.3 (Continued) Predict 
subsequent elements in a given 
pattern.
5PR1.2 (Continued) Describe, 
orally or in writing, a given 
pattern, using mathematical 
language, such as one more, one 
less, five more.

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