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Fill in the numbers that are missing in each numerical sequence. Identify the rule that was followed to create the sequence. (For example, "add 1.") 
1. ..12, 16, 20, 24 , 28, 32, 36 , 40 , 44, 48, 52, 56, 60 , 64 .. The rule for this numerical sequence is: Add 4

2. ..47, 44 , 41, 38, 35 , 32 , 29, 26, 23 , 20, 17, 14 , 11, 8, 5 .. The rule for this numerical sequence is: Subtract 3

3. ..20, 30 , 40, 50, 60 , 70 , 80, 90 , 100, 110, 120 , 130 .. The rule for this numerical sequence is: Add 10

4. ..285, 270, 255, 240, 225 , 210, 195, 180 , 165, 150, 135, 120 , 105 .. The rule for this numerical sequence is: Subtract 15 
Use the starting number and the rule to create each numerical sequence: 
5. Start with 8 and use the rule "Add 2." .. 8 , 10 , 12 , 14 , 16 .. 
6. Start with 80 and use the rule "Subtract 4." .. 80 , 76 , 72 , 68 , 64 .. 
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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.