Description
This bundle includes all of the lesson plans from Go Math, Grade 5, Chapter 9: Algebra, Patterns, and Graphing. The lessons are differentiated and include common core standards, depth of knowledge questioning, differentiated group work, and an assessment/share. There is a set of task cards that goes with lesson 1, to get your students excited about the unit. There is also a set of goals for the unit written in student-friendly language that you can assign to your kids. Enjoy!
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Highlights
Grades
5th
Standards
CCSS5.OA.A.1
CCSS5.OA.A.2
CCSS5.OA.B.3
Tags
Pages
9
Teaching Duration
2 Weeks
Description
This bundle includes all of the lesson plans from Go Math, Grade 5, Chapter 9: Algebra, Patterns, and Graphing. The lessons are differentiated and include common core standards, depth of knowledge questioning, differentiated group work, and an assessment/share. There is a set of task cards that goes with lesson 1, to get your students excited about the unit. There is also a set of goals for the unit written in student-friendly language that you can assign to your kids. Enjoy!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
CCSS5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
CCSS5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
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