Students create and solve pairs of decimal subtraction problems (Activity 2) by drawing two cards and writing eight subtraction problems, then check answers and explain two solutions to a parent. In Activity 3, students choose two numbers from given lists to make equations with a specified difference and fill in missing addend/subtrahend values, explicitly identifying number pairs that have a given difference. The activities require students to compute and compare corresponding differences between numbers.

Students create and complete paired conversion tables (for example Yards | Feet and Meters | Kilometers) where one column lists a sequence of input values and the other lists the corresponding converted values (e.g., yards 1,2,5,7,10 paired with feet 3,6,15,21,30). Activity 6 has students enter 1, 10, 100, 1000, 0.1, 0.01 into an online conversion calculator and observe how the corresponding metric values change by powers of ten, explicitly asking them to "look for patterns." Several pages ask students to write equivalent measures (e.g., 35 meters = 35,000 millimeters and = 0.035 kilometers), producing matched numeric sequences and prompting them to notice multiplicative relationships between corresponding terms.

Students are asked to list multiples of denominators in several places (for example, the Susan example lists multiples of 8 and 10 and the LCM practice boxes ask for multiples of 3 and 9, 5 and 12, and 8, 9, 12). The interactive LCM tool asks students to enter two numbers and then displays their least common multiple and an example using those numbers. Several activity pages explicitly direct students to generate sequences of multiples to find a common denominator.

Students generate output values for given rules by completing multiple input/output tables (e.g., "Multiply by 2/3", "Multiply by 2 1/3", "Multiply by 1 1/2", "Multiply by 1/4"), producing numerical sequences from the given inputs. Students also determine an unknown rule from a filled IN/OUT table (Problem 4), which requires comparing corresponding terms to infer the relationship between inputs and outputs.

Activity 2 asks students to complete input/output tables for given rules, create ordered pairs from those tables, and plot each ordered pair on a coordinate plane. The Patterns on a Coordinate Plane pages have two given rules (saving $2/week and $4/week), direct students to graph both patterns on the same grid, and include questions asking for the relationship between the two data sets. The answer key shows both lines plotted with labeled points and states "The second set is double the first set."

Students plot ordered pairs on a coordinate grid in multiple activities (Activity 1, Activity 2 'Mystery Picture', and Activity 3 'Create Your Own Mystery Picture'). Students create lists of ordered pairs (including START/STOP sequences), mark points, connect points with straight lines, and use the lists to reproduce or make new pictures. Activity 3 explicitly asks students to list ordered pairs from colored points and provide those lists to others to replicate the picture.

Students are asked to plot given ordered pairs on a coordinate plane in multiple activities (e.g., plotting (4,3),(9,0),(12,10),(5,13),(4,8),(10,3),(8,11),(0,6) and plotting (2,7),(4,6),(8,9) or the sequence (2,6),(4,7),(6,8),(8,9)). Students are asked to determine the next ordered pair if the pattern continues and to find y when x = 12 and x when y = 12, which requires identifying the relationship between the x- and y-coordinates. The Parent Plan skills list explicitly names the target skill: generating two numerical patterns, identifying relationships between corresponding terms, forming ordered pairs, and graphing them.

Students are asked to include ordered pairs as part of their ABC book and to sketch an illustration representing an "ordered pair" on the "ABC Ideas" sheets. The skills list explicitly states that students will use a pair of perpendicular number lines to define a coordinate system, locate a point using an ordered pair, and understand how the x- and y-coordinates indicate movement from the origin. The student instructions also tell students to include specific geometry information covering coordinate planes and ordered pairs on their pages.

Students complete multiple input/output tables with explicit rules (e.g., "Multiply by 3/4", "Divide by 4", "Multiply by 1 1/2", "Divide by 1 1/3"), filling IN and OUT columns to produce sequences of outputs for given inputs. The activity asks students to apply each rule to a list of input numbers and simplify or convert answers, which results in numerical patterns generated from each given rule.

Students plot and label given ordered pairs on a coordinate plane (Activity 2 lists points such as (2, 6), (3, 0), (5, 9), etc.) and are asked to create a coordinate plane and explain how they plotted the points. Students plot data from a table as ordered pairs and connect them to make a line graph (the 'Corn Growth over Time' activity asks students to plot time vs. height and answer questions from the graph). The Parent Plan explicitly states that students will represent real-world problems by graphing points in the first quadrant and interpret coordinate values.