Strand: Duration: Term:

Subject: Mathematics Grade: 5

Algebra 60 minutes 2
Topic: Pattern Recognition Focus Question: How do I generate
rules from patterns?

Standard:

 Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.

Benchmark:

 Investigate, describe and represent patterns; and develop generalization

Attainment Target:

 Identify and explain basic algebraic concepts

Standards for Mathematical Practices:

() 1. Make sense of problems and perseveres in solving them.

( ) 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills:

Students should know how to:

- Write word and number sentences.
- Identify fractional numbers.
- Use correct number operations.
- Use substitution principles when using value(s) for variables

Specific Objectives:

At the end of the lesson, students should be able to:

- Investigate patterns and create tables of values to show relationship between two variables.

Teaching/Learning Resources:

- Snap blocks/counters, activity sheets

Key Vocabulary:

 algebraic statements, expressions, sentences, order of operations, general rule, pattern

Content Outline:

Patterns are everywhere in the world, they are simply a continuation of a relationship between
a set of numbers, objects, or symbols. A pattern is a series of repeating numbers, shapes, and
symbols.
A pattern rule includes a term representing a starting point and a description of how the pattern
continues. A pattern rule tells how to make the pattern and can be used to extend a pattern.

For example, in the pattern above, the pattern rule is to start with 12 circles and decrease by 4
circles each time.

Engage:
Allow students to work in groups to observe the pattern been illustrated in the pictures below
and answer the following questions, giving justifications.
The ship’s smoke stacks puff each time the horn is blown. What pattern do you see in the
picture? What do you think will happen at the 4th and 5th horn blows?
 (Adapted from Mathwire.com)

Explore

Allow students to build the first three steps in the given pattern using counters or snap blocks.
Have students study the pattern, then extend it using the counters/snap blocks to represent the
next two or more patterns. Allow students to justify their thinking.

Allow students to record their findings in the table below:

Term Number Number of snap blocks/counters

1 5

Explain:

Students will be guided in a discussion through questioning:

1. What pattern did you notice?
2. What is rule for this pattern?

Elaborate/Extend:

Allow students to solve the following questions in pairs:

1. Kyle read 36 pages of a book on Wednesday, 40 pages on Thursday, 44 pages on
Friday, 48 pages on Saturday, and 52 pages on Sunday. If this pattern continues, how
many pages will Kyle read on Monday? Represent this pattern in a table. Write a rule
for this pattern.
Jada is sorting pencils into boxes. She put 1 pencil in the first box, 5 pencils in the second box,
25 pencils in the third box, and 125 pencils in the fourth box. If this pattern continues, how
many pencils Jada in the fifth box? Represent this pattern in a table. Write a rule for this
pattern.

Evaluate:

Students will complete the following activity.

Allow students to work in groups. Distribute the Pattern Staircase Task Cards. Have students
build staircases out of linking cubes/counters using the information on the cards. Tasks cards
can be interchanged to allow each group to respond to all tasks. Students could use blank
copies of the attached recording sheet to record information for the task cards.

Additional Questions
Students could also be given the following as additional questions to apply the strategy of
creating tables and finding a pattern to solve.

1. Susan has 23 apples. She eats three apples every day. How many apples did
Susan have left after seven days? Show how you solved the problem and explain
your strategy.

2. Jason works on an apple farm. He collects one apple on the first day, two on the second
day, four on the third and eight on the fourth. How many is he likely to pick on the 10th
day. How many will he have collected by the 15th day? Justify your answer.

Students could also be given the following question:

1. The table below shows the relationship between the number of a term in a pattern and
the value of that term. The same rule is used to find the value of the term in each row.
Term Number Value of Term

1 3

2 5

3 7

4 9

n ?
Based on the pattern shown in the table, the value of the 3rd term is 7. Which of the following
expressions could represent the value of the nth term.
3n b. n + 2 c. n + 5 d. 2n + 1
Teacher evaluation:

Strengths

Weaknesses

Actions to be taken
 Appendix
Engage Activity Sheet

The ship’s smoke stacks puff each time the horn is blown. What pattern do you see in the
picture? What do you think will happen at the 4th and 5th horn blows?

(Adapted from Mathwire.com)

Explore Activity Sheet
 Evaluation Activity
Task Cards

Pattern Staircase A

Step Number Number of snap

blocks/counters

1 1

2 4

3 7

4 10

Pattern Staircase B

Step Number Number of snap

blocks/counters

1 2

2 4

3 6

4 8

Pattern Staircase C

Step Number Number of snap

blocks/counters

1 3

2 4

3 5
4 6
Pattern Staircase C

Step Number Number of snap

blocks/counters

1 2

2 5

3 8

4 11
 Pattern Staircase recording sheet

Name: Date:
Directions: Shade in the grid below to match the pattern staircase model that you created.

Using the pattern in the staircase, fill in the number of snap blocks/counters for steps 9 and 10.

Step Step Step Step Step Step Step Step Step Step
1 2 3 4 5 6 7 8 9 10

Number of
snap
blocks/counters

Using the pattern in the staircase and the numbers recorded in the chart; make a prediction of the
number of snap blocks/counters in step 15.

Is there a pattern in the chart that helps you explain your answer? . If there is, what is it?
 Duration
Strand: Term:
Subject: Mathematics Grade: 5 : 60
Algebra 2
minutes
Topic: Making Predictions and Developing General Focus Question 1: How do I
Statements about Patterns generate rules from patterns?

Standard:

 Employ Algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.

Benchmark:

 Investigate, describe and represent patterns; and develop generalizations

Attainment Target:

 Identify and explain basic algebraic concepts

Standards for Mathematical Practices:

() 1. Make sense of problems and perseveres in solving them.

() 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
() 8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills:

Students should know how to:

- Write word and number sentences
- Identify fractional numbers
- Use correct number operations
- Use substitution principles when using value(s) for variables

Specific Objectives:

At the end of the lesson, students should be able to:

- Investigate patterns and create tables of values to show relationship between
two variables.
- Use tables of values to make predictions and to develop general statements about
patterns.
Teaching/Learning Resources:

- Toothpicks, Cartridge Paper, Glue

Key Vocabulary:

 Algebraic Statements, Expressions, Sentences, General rule

Content Outline:

Algebraic Expressions is mathematical expression that consist of variables, numbers and

operations.

Patterns are everywhere in the world, they are simply a continuation of a relationship between
a set of numbers, objects, or symbols. A pattern is a series of repeating numbers, shapes, and
symbols.

A pattern rule includes a term representing a starting point and a description of how the pattern
continues. A pattern rule tells how to make the pattern and can be used to extend a pattern.

For example, in the pattern above, the pattern rule is to start with 12 circles and decrease by 4
circles each time.
General rule is a rule that allows us to find the value of any term in a sequence or pattern.

Engage:

Allow students to work in groups of no more than three to write number sentences for the
following. Encourage students to use illustrations to support their answer. (Give groups blank
sheets/cartridge on which to write responses)
1. Susan has 23 apples. She eats three apples every day. How many apples did
Susan have left after seven days?

2. Jason works on an apple farm. He collects one apple on the first day, two on the second
day, four on the third and eight on the fourth. How many apples did Jason pick after
four days?

Give selected groups the opportunity to display on the board number sentences with
supporting illustrations.
Explore:

Allow students to sit in pairs and use the resources provided to make models of the 4 th, 5th
and 6th figures, then do the question that follows. (Give each pair cartridge paper, toothpicks
and glue).

Based on the figures, Keisha created the table below. Assist Keisha with completing her table
by filling in the number of sides for the unknown figures.

Figure Number Number of Sides

1 3

2 5

3 7

Questions:
1) What can you say about the numbers in the table?
2) Is there a relationship between the ‘Figure Number’ and ‘Number of Sides’?
Explain your answer.
3) Write a number sentence to support your answer above?
4) Tell the number of sides in the 10th figure?

Extend:

A car without increasing its speed travels at 60km per hour.

i. Create a table to show the distance the car would travel each hour for 5 hours.
ii. How far would the car travel for 8 hours?
iii. If the car travelled 600km, how many hours was the car driving for?
iv. How far would the car travel in ‘n’ hours?
Evaluate:
Ask students to complete the following table and write one sentence to describe the
relationship between Number of Squares and the related term in the Pattern.

Figure Number of Pattern

Squares

1 1

2 3

11

Teacher evaluation:
Strengths

Weaknesses
Actions to be taken
Subject: Strand: Duration: 60
Grade: 5 Term: 2
Mathematics Algebra minutes
Topic: Focus Question 2:
Order of Operations When How do I write and interpret expressions involving
Evaluating Algebraic Expressions variables?
Standard:

 Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.

Benchmark:

 Use operation symbol to complete number sentences; identify the order of

operations in given algebraic expressions.

Attainment Target:

 Identify and explain basic algebraic concepts.

Standards for Mathematical Practices:

() 1. Make sense of problems and perseveres in solving them.

() 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
() 8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills:

Students should know how to:

- Write algebraic sentences for problems
- Write one or two step problems based on information given in a story; then write the
correct algebraic sentence and solve the problem.
- Express simple sentences and word problems as algebraic expressions.

Specific Objective(s):

At the end of the lesson, students should be able to:

- Investigate the order of operations when evaluating algebraic expressions

Teaching/Learning Resources:

- Selected Shapes, Coloured Paper/Cartridge Paper, Selected objects (such as;

bottle covers etc.), Strips of papers
Key Vocabulary:

 Algebra/Algebraic, Expression, Variable, N-sentence/Statement

Content Outline:

Algebraic Expressions is mathematical expression that consist of variables, numbers and

operations.
A variable is a quantity that can change. Letters or symbols are used to represent these
changing, unknown quantities.

Engage:

Place students in groups and give them the following story problem.
Marsha got $1000 for her lunch money. She bought three (3) juices costing j dollars each and
two (2) patties costing p each.
Ask students to use resources given to make pictorial representation for their answers to the
following questions. (Students could be given different shapes or different colour objects to
represent each variable in the question).
Questions:
1. How much money did Marsha spend on juice?
2. How much money did Marsha spend on patty?
3. How much money did Marsha spend in all?
4. How much money will she have left from the $1000?
Ask students to write these representations as algebraic terms and expressions.

Explore:

1) Ask students to simplify the following expression 3 + 8 x 2 and compare their answer
with the person sitting beside them. If answers are different choose the response they
think is the correct one.
Allow the pair of students to use their calculator to do the question.
Did your answer and the calculator match?
If the answers are not the same, how should you correct your work so that the answers
match?
Allow time for students selected to present their work and explain their responses.
2) Give students the following scenarios to work on in pairs:
Scenario 1
Mark’s team scored a 3 point shot and six 2 point shots.
(a) What was the total score for Mark’s team?
(b) Explain how you calculate the score.
 (c) Write an expression to represent the scenario.
Scenario 2
3) Sara has been saving her money into stacks. Each stack is made up of 5 coins. Sara has
two stacks of $5 coins, three stacks of $10 coins, and one stack of $20 coins.
(a) Use illustration represent each stack of coins. (Counters maybe provided for use)
(b) Write an expression for the amount of money that Sara has.
(c) How much money does Sara have?
If Sara gives away one stack of $10 coins, rewrite the expression to show this without
changing the number of stacks from three to two.

Explain:

Allow selected pairs of students to share and justify their answers for the scenarios.
For each question part allow more than one pair to put their answers on the board before they
explain so that comparisons can be made between the approaches, especially where they may
be different.

Elaborate/Extend:

Give students the following activity.

ACTIVITY:

Each animal above represents a single digit number and the box represents an operation (+, -,
x, ÷).
Replace each animal with an appropriate number and the box with an appropriate operation to
make the equation true for each operation.
Ensure that students have an equation for each operation.

Evaluate:

Complete the following questions:

1. If 2n + 2(n + 3) = 26, show that n is 5

2. For the expression 3(n - 2) + 28, find its value when,

i. n=3
ii. n=7
iii. n = 16
Teacher evaluation:

Strengths

Weaknesses

Actions to be taken
 Strand: Duration:
Subject: Mathematics Grade: 5 Term: 2
Algebra 60 minutes
Topic: Substitution Focus Question: How do I write and
interpret expressions involving variables?
Standard:

 Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.

Benchmark:

 Substitute a number for a variable in a simple mathematical sentence.

Attainment Target:

 Use operation symbol to complete number sentences; identify the order of

operations in given algebraic expressions.
 Use open sentences to express relationships among quantities, model and explain
the solution of simple equations, using diagrams and concrete materials.

Standards for Mathematical Practices:

() 1. Make sense of problems and perseveres in solving them.

( ) 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
() 5. Use appropriate tools strategically.
() 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills:

Students should know how to:

- Write algebraic sentences for problems
- Express simple sentences and word problems as algebraic expressions
- Write one or two step problems based on information given in a story; then write the
correct algebraic sentence and solve the problem.
Specific Objectives:

At the end of the lesson, students should be able to:

- Use substitution in a formula to solve worded problem.

Teaching/Learning Resources:

- Activity Sheets, Number and Symbol cards

Key Vocabulary:

 Substitution, Algebraic Expression, Order of operation

Content Outline:

In algebra, substitution is the process by which a variable with an expression or equation is

replaced with an assigned or designated value.

Eg. With d = 4, evaluate 3d – 2

Solution: 2d – 2
2(4) – 2 or 2 x (4) – 2
8–2=6

Engage:

Play a game with the class called “Think of a number”.

Carryout the following instructions(encourage students to record their work):
i. Think of a number. Write this number down
ii. Add four
iii. Double the answer
iv. Subtract seven
v. Add five
vi. Subtract two times the number you first though of
vii. Add four
viii. The answer is Ten
Allow students to share their starting points and discuss how it is that all the answers are the
same. Teacher should monitor the number of responses shared.
Taking the number to be “n” allow students to attempt to write an expression for each
statement in the game. Note that some students may not complete the activity or get all the
expressions correct. The aim is to see how far they can go.
Explore:

Provide students in groups the activity sheet (See appendix) from which they are complete.
Ask the students questions to deepen their thinking as it relates to road blocks encountered
within the groups or based on the nature of the group discussions.

Explain:

Allow groups to share based on the work done as referenced above.

Encourage students to provide feedback on what has been shared by other groups.

Elaborate/Extend:

Provide students in groups a menu card and the scenario as seen below:
MENU

Protein Side Order

Steam Fish -$200 Bammy slices -$50

Fry Chicken -$100 Fry Dumpling -$20

Ackee and Saltfish -$120

Scenario
Mrs. Nelson has a cook shop from which she serves lunch. To purchase one of her lunches you
have to select one protein and then one side order.

1. What is the cost for an ackee and saltfish lunch with 4 servings of Fry dumpling?
(show working)

2. Write an expression for the cost of Steam Fish Lunch with “n” number of bammy
slices.

3. Assign a number to “n” in question 2 above and provide the cost for that lunch.

Evaluate:

Provide students with the following task to complete individually:

1. Evaluate the following expressions for which A =5, B = 4 and C = 3.

a) A + 2B
 b) 5C – B

2. Two times a number “n” is subtracted by three times a number “m”.

a) Represent the above information in the form of an algebraic expression.

b) If n = 4 and m = 2, then what is the value of the expression written above in 2. a.

Teacher evaluation:

Strengths

Weaknesses

Actions to be taken
 Appendix ACTIVITY

SHEET

In today’s class the topic of focus in Algebra is “Substitution”

1. In your experience, what do you believe is substitution?

2. Provide at least one example of the word substitution used in a sentence.

3. Using the playing cards provided, arrange a set of cards to represent the
following algebraic expression:

i. Three times a number “B” plus 4.

Place the cards in the space provided.

ii. If the “B” card is to be substituted for the “2” card, what would the new expression
be?

4. Using the playing cards or any other method, determine the value of 2A – J, if A = 6 and
J = 7.
 NUMBER AND SYMBOL CARDS

Instructions: Provide each group with a cut out set of the see cards

0 1 2 3 4
5 6 7 8 9
0 1 1 1 1
A B C J n
+ - ÷ × =
 Duration: 60
Subject: Mathematics Grade: 5 Strand: Algebra Term: 2
minutes
Topic: Algebra Sentences Focus Question: How do I write and interpret
expressions involving variables?

Standard:

 Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret model and solve problems involving unknown quantities.

Benchmark:

 Use operation symbols to complete number sentences and identify the order
of operations in given algebraic expressions.

Attainment Target:

 Use operation symbols to complete number sentences.

Standards for Mathematical Practices:

() 1. Make sense of problems and perseveres in solving them.

() 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
( ) 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills:

Students should be able to:

- Write algebraic sentence for problems.
- Write one or two step problems based on information given a story; then write the
correct algebraic sentence and solve the problem.
- Express simple sentences and word problems as algebraic expressions.

Specific Objectives:

By the end of the lesson, students will be able to:

- Use the symbols <, >, =, ≠ in number sentences.

Teaching/Learning Resources:

- scale balance, cards with number symbols

Key Vocabulary:

 Algebraic terms, Expression, Variable, N-Sentences/Statement

Content Outline:

Algebra is a strand in mathematics that in cooperates integers and variables to represent

scenarios into algebraic statements in the form of expressions and equations.
A variable is a symbol which is used to represent an unknown quantity.

Engage:

Students will be placed in groups of no more than 4 students. Each group will be given a set of
printed signs. Each sign has one of the symbols < ,>, =,≠≠

Students will use the beam balance present at their groups table to Complete the activity
below:
Objects such as a sharpener, a lunch bag, a pencil or a purse will be placed on either
side of the beam balance and students will describe the relationship between both sides
of the beam balance according to the tipping of the balance, using their signed cards.

They will Interpret the implications from the scale balance:

(a) when objects are placed on either side with one object being heavier.
(b) when objects are on either sides but the scale is balance.

Explore:

In their groups students will be given three blank cards each. They will be asked to write their
first name on one card, their age on another card and their shoe size on the third card. They
will not use conjunctions when creating simple statements using their words and use their
signed cards to compare the simple statements they create.

Example:

Jim, 6 years old, size 4 shoe

Mary, 8 years old, size 6 shoe
Mary 8 years old > Jim 6 years old
Or Jim size 4 shoe < Mary size 6 shoe
 Each group will write down all the simple sentences they were able to create from the cards
made by the members of each group.

Students will be given scenarios on printed cards they will use the printed signs to compare
the positions of the persons.

Example
Kerry is ½ of the square of 6 and Tom is the third multiple of 6.
Students will use the symbols < > = in number sentences.
Example 18 = 18 etc
Teacher will present students with six similar scenarios They will decide which of the symbols
best suits each scenario

Explain:

Each group will share their findings and how they decided which symbol to use during the
exploratory part of the lesson. Their ideas will be reinforced by the teacher and corrections and
clarifications made where necessary.

Elaborate/Extend:

Students will be given the following scenario:

“Jim is 20 years old now. In 12 years’ time he will be twice as old as Paulette, how old is
Paulette now?

Guiding questions:
1. Can you write an math sentence for this scenario you can use a different letter of the
alphabet to represent Jim and Paulette
2. Solve your equation to answer the question, How old is Paulette now?
Students will remain in their groups and be asked to arrive at an answer. They will share their
answers with the class during the group’s presentation and say how they arrived at their
answer. Students will solve their equations to produce a correct response of 16 years old.

Evaluate:

Teacher will present students with items similar to those given in the engagement as well as in
the elaboration to concertize the concepts. (See appendix).
Teacher evaluation:

Strengths

Weaknesses

Actions to be taken