options: Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand properties of multiplication and the relationship between multiplication and division.

Use properties of operations to generate equivalent expressions.

Work with equal groups of objects to gain foundations for multiplication.

Interpret the structure of expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

Understand and apply properties of operations and the relationship between addition and subtraction.

Perform arithmetic operations on polynomials.

Understand the connections between proportional relationships, lines, and linear equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write and interpret numerical expressions.

Rewrite rational expressions.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Analyze and solve linear equations and pairs of simultaneous linear equations.

Solve equations and inequalities in one variable.

Work with addition and subtraction equations.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Analyze patterns and relationships.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this activity is for students to practice generating two different patterns from two different rules and observe and quantify relationships between corresponding terms. Both sets of rules generate patterns that have the same relationships between corresponding terms. Each of Priya’s terms is 3 times greater than each of Jada’s corresponding terms and each of Jada’s terms is
\(\frac{1}{3}\)
of Priya’s corresponding terms.
When students find and explain patterns related rules and relationships, they look for and express regularity in repeated reasoning (MP8).
Launch
Groups of 2
“You and your partner will each complete some problems about patterns independently. After you’re done, discuss your work with your partner.”
Activity
5 minutes: independent work time
3 minutes: partner discussion
“Look back at your work and make any revisions based on what you learned from discussing with your partner.”
1–2 minutes: independent work time
Monitor for students who:
revise their thinking based on partner discussion
use multiplication expressions to represent the relationships between the patterns
Student Facing
Partner A
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 2.
[IMG]
Priya’s rule: Start at 0. Keep adding 6.
[IMG]
If the patterns continue:
What number will be in Priya’s pattern when Jada’s pattern has 34? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 120? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya's pattern and the numbers in Jada's pattern?
Partner B
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 3.
[IMG]
Priya’s rule: Start at 0. Keep adding 9.
[IMG]
If the patterns continue,
What number will be in Priya’s pattern when Jada’s pattern has 54? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 198? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya’s pattern and the numbers in Jada’s pattern?
Student Response
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Activity Synthesis
Ask previously identified students to share their thinking.
Display completed patterns from both sets of rules.
“How are the patterns from the pairs of rules the same? How are they different?” (Some of the numbers are in all four patterns. Some numbers aren’t in any pattern like 5 and 11. In both sets of rules, Priya’s numbers are 3 times greater than Jada’s numbers and Jada’s numbers are
\(\frac{1}{3}\)
Priya’s numbers.)
“How would you describe the relationship between Priya's pattern and Jada's pattern?” (Priya's numbers are all 3 times as much as Jada's corresponding numbers.)
“What can I multiply the numbers in Priya’s pattern by to get the corresponding numbers in Jada’s pattern?” (
\(\frac{1}{3}\)
, each number in Jada's pattern is
\(\frac{1}{3}\)
the corresponding number in Priya's pattern.)


correct_option_index: 32