5.OA **MEGA BUNDLE** Operations and Algebraic Thinking
Kathleen and Mande'
10k Followers
Grade Levels
4th - 6th
Subjects
Resource Type
Standards
CCSS4.OA.C.5
CCSS5.OA.B.3
Formats Included
- Zip
Pages
50+
Kathleen and Mande'
10k Followers
Products in this Bundle (15)
showing 1-5 of 15 products
Description
Teaching operation and algebraic thinking? Grab this MEGA bundle with everything you need to teach all of your 5.OA standards. Each standard below can be purchased as an individual bundle (click link) at a 15% savings. When you purchase this MEGA bundle you save even more....20%!
What's included? These 15 awesome resources:
5.OA.1 Resources: Order of Operations
- 20 Practice Sheets
- Assessment
- Task Cards
- Poster Set
- Matching Cards
5.OA.2 Resources: Numerical Expressions
- 12 Practice Sheets
- Assessment
- Task Cards
- Poster Set
- Matching Cards
5.OA.3 Resources: Numerical Patterns & Grids
- 16 Practice Sheets
- Assessment
- Task Cards
- Poster Set
- Matching Cards
Enjoy! Teaching Together,
Kathleen & Mande'
Total Pages
50+
Answer Key
Included
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS4.OA.C.5
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
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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