numerical pattern
Reading Passage 1
Exploring Number Patterns
Ms. Carter gave her class a math task. “Make a number pattern,” she said. “Use a rule to change the numbers.”
Leah used the rule: “add 5.” She started with 0. Then she got 5, 10, 15, and 20. “This is an additive pattern,” she said. She made a chart with input and output numbers.
Jordan picked the rule: “multiply by 2.” His numbers were 0, 2, 4, 6, 8, and 10. He called it a multiplicative pattern. He made a chart too.
Leah looked at both charts. “Your numbers grow faster than mine,” she said.
“That’s because I’m multiplying,” Jordan said. “Your pattern adds, but mine jumps more.”
Both patterns followed a rule and showed how numbers can change.
Reading Passage 2
Exploring Number Patterns
Ms. Carter gave her class a challenge. “You’ll each create a pattern using a rule,” she said. “Then share your pattern with a partner and compare how they change.”
Leah chose a rule: “add 5.” She started with 0 and added 5 again and again. Her numbers were 0, 5, 10, 15, and 20. “This is an additive pattern,” she wrote. She made a table showing the input numbers and her output numbers.
Across the room, Jordan used a different rule: “multiply by 2.” His pattern was 0, 2, 4, 6, 8, and 10. He labeled his as a multiplicative pattern and made his own input/output table.
When they compared their patterns, Leah noticed something. “Your numbers start smaller than mine, but they catch up and grow faster.”
Jordan nodded. “That’s because multiplying makes the numbers grow quickly. Yours are steady, mine increase more each time.”
They looked at their tables side by side. The patterns were different, but both followed a rule and helped them understand how numbers could change.
Reading Passage 3
Exploring Number Patterns
Ms. Carter gave her students a math challenge: use a rule to build a number pattern and explain how it works.
Leah decided on an additive pattern using the rule “add 5.” She began with 0 and created a table with input and output numbers: 0, 5, 10, 15, and 20.
Jordan chose a multiplicative pattern with the rule “multiply by 2.” His output values grew faster: 0, 2, 4, 6, 8, and 10.
As they compared their input/output tables, Leah noticed, “At first my numbers are higher, but then yours pass mine.”
Jordan nodded. “That’s the difference between adding and multiplying. Multiplying creates a faster rate of change.”
They both realized that using a rule helped them clearly see how patterns work in math.