B5 Mathematics · Term 2 Week 7: Patterns and Relationships

Lesson notes

Learning Objectives

Indicator: B5.2.1.1.2 - Describe, orally or in writing, a given pattern, using mathematical language, such as one more, one less, five more, one more than or less than twice, etc.

By the end of the lesson, learners can:

Use mathematical language such as “one more,” “two less,” “three more,” and “one more than twice” to describe how each element in a given pattern differs from the one before it.
Complete a table of values for a given pattern and describe the relationship between the two quantities in words.
Distinguish between patterns that grow by adding a constant amount and patterns that grow by multiplying or by “one more than twice,” and state the rule for each.
Orally explain the rule of a pattern to a partner using precise mathematical vocabulary, and write the same rule in a complete sentence.

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Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relationships (2.1)
Content standard: B5.2.1.1 - Determine the pattern rule to make predictions about subsequent elements.
Indicator: B5.2.1.1.2 - Describe, orally or in writing, a given pattern, using mathematical language, such as one more, one less, five more, one more than or less than twice, etc.
Suggested placement: Term 2, Week 7 (Week 19 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 85
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Lines are drawn to intersect two lines in each diagram and the number of points of intersection are counted to form a sequence. Ask learners to tabulate your results for the next four terms in the sequence and complete the table Find the rule for lines Number of lines 1 2 3 4 5 6 ∙ ∙ Intersections 2 4 Guide learners to describe the relationship as "intersection is one less number of lines"
E.g. 2 Consider a design on the wall is being made using square tiles of size 10cm by 10cm Ask learners to find the number of joints made by the tiles if one, two, three, four, etc. of the squares tiles are used, and use it to complete the following table and describe the relationships. Number of tiles 1 2 3 4 5 Number of joints 0 1