# Numerical Patterns & Relationships Worksheet

## Grades K-8 Worksheets

Looking for high-quality Math worksheets aligned to Common Core standards for Grades K-8?

Our premium worksheet bundles contain 10 activities and answer key to challenge your students and help them understand each and every topic within their grade level. Show Answers

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 1. 15, 20, 25, 30, 35, 40,  45 ,  50 , 55,  60 , 65, 70, 75,  80  85,  90  The rule for this numerical sequence is:   Add 5 2. 93, 87 , 81,  75 ,  69 , 63, 57, 51, 45,  39 , 33, 27, 21,  15 ,  9 , 3 The rule for this numerical sequence is:   Subtract 6 3. Generate two numerical sequences starting at zero using the given rules. Then compare and explain the relationship between the two sequences. Add 2 :  0 ,  2 ,  4 ,  6 ,  8  ,  10  Add 8 :  0 ,  8 ,  16 ,  24 ,  32  ,  40  Compare and explain: Since the rule "Add 8" is 4 times bigger than "Add 2," the numbers on the second list are 4 times bigger than the numbers on the first list. 4. Generate two numerical sequences starting at zero using the given rules. Then compare and explain the relationship between the two sequences. Add 3 :  0 ,  3 ,  6 ,  9 ,  12  ,  15  Add 27 :  0 ,  27 ,  54 ,  81 ,  108  ,  135  Compare and explain: Since the rule "Add 27 " is 9 times bigger than "Add 3," the numbers on the second list are 9 times bigger than the numbers on the first list.

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## Related Resources

The various resources listed below are aligned to the same standard, (5OA03) taken from the CCSM (Common Core Standards For Mathematics) as the Algebra Worksheet shown above.

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.