 Note: The Information above this point will not be sent to your printer 
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.

 Note: The Information below this point will not be sent to your printer 
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.