options: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
problem_activity: Narrative
The purpose of this activity is for students to generate two patterns from rules and then graph them on the coordinate grid. Students first identify a point on the coordinate grid with one of the pairs of numbers from the patterns and then plot the rest of the points. Students may notice that the points on the graph are regularly spaced. They are invited to share this and other observations in the synthesis.
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “First, I _____ because . . .” and “I noticed _____ so I . . . .”
Advances: Speaking, Writing, Conversing, Representing
Action and Expression: Develop Expression and Communication.
Synthesis: Develop fluency with connecting rules, tables, and a coordinate grid to the same pattern. Provide access to blank or partially completed tables.
Supports accessibility for: Conceptual Processing, Attention
Launch
Groups of 2
“You and your partner will each start some problems about patterns and the coordinate grid independently. After a couple minutes, work with your partner to complete the problems.”
Activity
2 minutes: independent time
5 minutes: partner work time
Student Facing
Partner A
Rule 1: Start at 0. Keep adding 8.
Rule 2: Start at 0. Keep adding 2.
Use the rules to complete the table.
|        | A | B | C | D | E | F |
|--------|---|---|---|---|---|---|
| rule 1 |   |   |   |   |   |   |
| rule 2 |   |   |   |   |   |   |
Which table column represents the point on the coordinate grid? Label the point with the appropriate letter.
[IMG]
Plot and label the rest of the points.
Partner B
Rule 1: Start at 0. Keep adding 10.
Rule 2: Start at 0. Keep adding 40.
Use the rules to complete the table.
|        | A | B | C | D | E | F |
|--------|---|---|---|---|---|---|
| rule 1 |   |   |   |   |   |   |
| rule 2 |   |   |   |   |   |   |
Which table column represents the point on the coordinate grid? Label the point with the appropriate letter.
[IMG]
Plot and label the rest of the points.
Student Response
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Activity Synthesis
“How did you decide where to place the points on the grid?” (I used the top row to decide how far over to go on the horizontal axis and the second rule to decide how far up to go on the vertical axis.)
Invite students to share completed graphs for parts A and B.
“How are the two graphs the same?” (There is a point at the bottom left,
\((0,0)\)
, on each. The points are regularly spaced and go up and to the right. They all lie at the intersection of gridlines.)
“How are the two graphs different?” (The numbers on the axes are different. The ones for partner B get bigger really quickly.)


correct_option_index: 6