Texting Trouble (5.OA.3)

Summary

Students will apply their understanding of patterns and rules, ordered pairs, and coordinate graphing to solve real world problems related to the cost of text messaging.

Materials

• Graph paper
• Task sheet
• Manipulatives
• Pencils

Background for Teachers

Teachers need an understanding of the relationship between mathematical patterns created from ordered pairs and how that relationship appears on a coordinate plane.

Student Prior Knowledge

Students will need an understanding of how to organize information in a way that shows the relationship between the terms. They will also need to understanding how to graph terms on a coordinate plane.

Intended Learning Outcomes

Students will be able to apply their understanding of mathematical patterns, ordered pairs, and coordinate graphing to solve real world problems related to cell phone usage. CCSS.MATH.CONTENT.5.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.

Instructional Procedures

Strategies for Diverse Learners

Supports for struggling students include:

• Organizational supports such as a table or chart to record the information
• Modeling for breaking the problem into smaller problems

Extensions

Additional activities include:

• Extension activities found in the lesson plan
• Comparing actual rate plans
• Apply international rates to each scenario

Bibliography

Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. "Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks." Mathematics Teaching in the Middle School 14 (October 2008): 132-138.