Students will use mathematics to determine what is required to beat world champion Usain Bolt in a 200-meter race. This video focuses on systems of equations that are visualized by completing a table of values and looking for a point of intersection in a set of line graphs.
In this Cyberchase activity, students watch a video clip in which Hacker creates a cyberfrog with numeric buttons that produce different numbers of hops. The relationship between input and output values is used to teach students how to use algebraic expressions and, subsequently, equations.
In this video segment from Cyberchase, the CyberSquad observes the movement of Hacker’s robotic frog. The frog has been programmed to make a certain number of hops depending on the button that is pushed. The CyberSquad figured out the original input/output pattern but now the frog is larger, and there is a new pattern they must figure out in order to control the frog.
In this video segment adapted from Cyberchase, the CyberSquad observes the movement of Hacker’s robotic frog. The frog has been programmed to make a certain number of hops depending on the button that is pushed. The CyberSquad must figure out the relationship between the numbers on the buttons and the number of hops the frog makes.
How can you describe the pattern made by a growing triangular shape? This interactive exercise focuses on using what you know about pattern recognition and completing a table so you have data you can use to graph the coordinates on a plane to make predictions about the ongoing pattern.
In this interactive lesson, students will try to find the numerical pattern to describe what happens when Dan runs stairs. This interactive lesson focuses on using what you know about pattern recognition and using data to write expressions in order for you to figure out the equation to model the situation given.
In Module 6, Topic B, students plot points and use them to draw lines on the plane (5.G.1). Students begin by investigating patterns relating the x- and y-coordinates of the points on the line and reasoning about the patterns in the ordered pairs, which lays important groundwork for Grade 6 work with proportional reasoning. Topic B continues as students use given rules (e.g., multiply by 2, and then add 3) to generate coordinate pairs, plot points, and investigate relationships. Patterns in the resultant coordinate pairs are analyzed to discover that such rules produce collinear sets of points or lines. Students next generate two number patterns from two given rules, plot the points, and analyze the relationships within the sequences of the ordered pairs and graphs (5.OA.3). Patterns continue to be the focus as students analyze the effect on the steepness of the line when the second coordinate is produced through an addition rule as opposed to a multiplication rule (5.OA.3). They also create rules to generate number patterns, plot the points, connect those points with lines, and look for intersections.
Applications of the coordinate plane in the real world are the focus of Module 6, Topic D. Students use the coordinate plane to show locations, movement, and distance on maps. Line graphs are also used to explore patterns in the coordinate plane and make predictions based on those patterns (5.G.2, 5.OA.3). To close their work with the coordinate plane, students solve real-world problems.
