Mathematics
Grade 5: Patterning and Algebra 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
determine, through investigation using a table of values, relationships in
growing and shrinking patterns, and investigate repeating patterns involving
translations; 




•
demonstrate, through investigation, an understanding of the use of variables
in equations. 




Specific Expectations 




Patterns and Relationships





–
create, identify, and extend numeric and geometric patterns, using a variety
of tools (e.g., concrete materials, paper and pencil, calculators,
spreadsheets); 




–
build a model to represent a number pattern presented in a table of values
that shows the term number and the term; 




–
make a table of values for a pattern that is generated by adding or
subtracting a number (i.e., a constant) to get the next term, or by
multiplying or dividing by a constant to get the next term, given either the
sequence (e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g.,
start with 12 and add 5 to each term to get the next term); 




–
make predictions related to growing and shrinking geometric and numeric
patterns (Sample problem: Create growing L’s using tiles. The first L has 3
tiles, the second L has 5 tiles, the third L has 7 tiles, and so on. Predict
the number of tiles you would need to build the 10th L in the pattern.); 




–
extend and create repeating patterns that result from translations, through
investigation using a variety of tools (e.g., pattern blocks, dynamic
geometry software, dot paper). 




Variables, Expressions and Equations





–
demonstrate, through investigation, an understanding of variables as changing
quantities, given equations with letters or other symbols that describe
relationships involving simple rates (e.g., the equations C = 3 x n and 3 x n
= C both represent the relationship between the total cost (C), in dollars,
and the number of sandwiches purchased (n), when each sandwich costs $3); 




–
demonstrate, through investigation, an understanding of variables as unknown quantities
represented by a letter or other symbol (e.g., 12 = 5 + [1]
or 12 = 5 + s can be used to represent the following situation: “I have 12
stamps altogether and 5 of them are from Canada. How many are from other
countries?”); 




–
determine the missing number in equations involving addition, subtraction,
multiplication, or division and one or two digit numbers, using a variety of
tools and strategies (e.g., modelling with concrete materials, using guess
and check with and without the aid of a calculator) (Sample problem: What is
the missing number in the equation 8 = 88 ÷ [1]?) 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.