CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Ed Beardslee DALE SEYMOUR PUBLICATIONSApproximately haif the activities in this book were originally designed by the Dale Seymour Publications staff as ancillay ‘materials for Silver Burdett Mathematics, copyright 1987 by Silver Burdett and Ginn. Development was done with the Understanding that the two companies share joint ownership of the activities, and that each company has the tight to publish the activities in its own format. Dale Seymour Publications gratefully acknowledges the support of Silver Burdett and Ginn in the development and production ofthe initial phase of this project. The following pages are copyright 1987 by Silver Burdett and Ginn: 2, 5, 7,8, 9, 10, 12, 14, 16, 17, 18, 19, 20, 22, 26, 28, 30, 32, $3, 95, 97, 29, 41, 43, 54, 56, 57, 58, 62, 65, 67, 69, 73, 75, 78, 79, 80, 82, 83, 84, 85, 89, 90, 92, 101, 402, 104, 105, 107, 109, 111, 114, 116, 117, 119, 121, 122, 423, 125, 127, 129, 132, 134, 136, 137, 139, 140, 141; 149, 145, 147, 148, 151, 183, 154, 156 Copyright © 1988 by Dale Seymour Publications. All rights reserved. Printed in the United States of America, Published simultaneously in Canada, Limited reproduction permission: The publisher grants permission to individual teachers who have purchased this book to reproduce the activitias as needed for use with their ‘own students, Reproduction for an entire school or school district or for commercial use is prohibited. Cover design by Rachel Gago Dso1815 ISBN 0-86851-440-6 DALE SEYmMouR PUBLICATIONS: P.O. Box 10888, PALO ALTO, CA 84303 efgh-MA-9548210,Introduction CONTENTS Part1: Patterns........ Part 2: Imagery, Part 3: Logic. Answers 53 103 159INTRODUCTION Thinking skills and problem solving are currently given high priority in curriculum development and inservice programs. Although each area of the curriculum defines and approaches thinking skills and problem solving somewhat differently, the basic emphasis on teaching students how to think and how to learn has strong support from most people concerned with the education of youngsters. Too often, thinking skills have been overlooked or considered extra, something above and beyond the basics that must be taught. Teachers need to recognize that thinking skills are basic. The term critical thinking skills is a good one because the word critical has a number of different meanings. It means analytical, and it means evaluative or judgmental, but it also means indispensable, vital, essential. Indeed critical thinking activities should be considered indispensable to the education of every child. This book presents activities to help students develop their thinking and problem-solving skills. Mathematics curriculum specialists have identified from ten to fifteen strategies that can help students solve nonroutine math problems. Often students may need to use more than one such strategy to arrive at the solution for a given problem. Some of these strategies require that students use skills such as thinking visually, recognizing patterns, using logical reasoning, and doing organized counting—all of which are elements of critical thinking in mathematics. There are a number of different ways to categorize thinking skills. No two authors would choose the same list or prioritize the importance of each skill in the same way. This book concentrates on three specific types of thinking skills: patterns, imagery, and logic. If students are to become successful problem solvers, they need to become good ciitical thinkers at the same time. wvHow to Use This Book ‘As a supplement to a regular textbook this book provides materials that can be used in a variety of ways to introduce, reinforce, and elaborate on specific critical thinking skills. Reproducible Pages The pages in this book are designed to be photocopied for distribution to students as individual worksheets or problem cards. Preparing a transparency of any page (using a photocopy machine and transparency acetate) makes it possible to present a lesson to a group or to the entire class by using a overhead projector. Sequence In general, there is no recommended sequence for presenting the topics or the activities within a single topic. Teachers may choose and order the activities in whatever way they believe will best meet their instructional goals. Activities within a topic are generally ordered from simpler to more difficult, as indicated by their one-star, two-star, or three-star rating. Class Discussion Students develop their thinking skills by observing how other people think. For this reason, class discussion of the activities for every topic is invaluable. Teachers are advised to spend class time discussing different ways to formulate problems and brainstorming possible approaches to their solution. Students need help in overcoming the misconception that in math there is always one exact answer and only one way to solve the problem. Teachers need to encourage and reward creativity and divergent thinking in these activities. Teaching Suggestions by Topic Part 1: Patterns Mathematics is often defined as the study of patterns. Making students conscious of patterns can help them to see important relationships in mathematics. Number patterns are a nonthreatening way to help students learn about special number properties. Students should be encouraged to create their own patterns—both visual and numerical. Organized counting dovetails nicely with pattern recognition. A student soon learns that multiplication is a shortcut to counting or adding. Breaking a problem into smaller parts may be easier than approaching it as a whole. Students should talk about the advantages and disadvantages of approaching a problem through the organized counting of patterns. For exercises in which students are asked to continue a given pattern, there vmay be more than one solution. Teachers should not be too quick to assume that a student's answer is wrong just because it is different; examining that pattern may show that the student has discovered a periectly good pattern of his or her own, Part 2: Imagery The ability to visualize is extremely helpful in solving problems. In the regular curriculum, students rarely have an opportunity to develop visual-thinking skills. In addition to providing much-needed practice, these lessons may serve as models for teachers who wish to create similar activities for further work in imagery and visual thinking Many of the activities in this section land themselves to elaboration. Students should be encouraged to look for geometric shapes and visual patterns in their environment. They might bring in cligpings from magazines and newspapers to illustrate such concepts as symmetry, congruence, rotation, and similarity. Most students enjoy creating their own designs that allow them to explore geometric relationships. Part 3: Logic For many students, the worksheets on logic will be more difficult than others in this book. Consequently, teachers ave advised to take the additional time needed to explain the conventions of Venn diagrams and to provide model solutions. Students should be shown how to formulate their own questions, for this can enhance their understanding of the principles and structure of logic problems. Logic problems that seem overwhelmingly complex can often be simplified by breaking the problem into smaller problems. Students who do this will discover that taking one small step at a time can lead them to a solution. You may need to give special attention to the terminology of Venn diagrams. Some students may be especially confused by the terms both, and, either, or, and only. For example, in A and B means “within the sections where A and B meet"; either means “in A or in B or in the section where A and b meet"; in A only means "in the portion of A that is not shared by any other shape." Examples are given in the text to clarify these terms. Making Successful Thinkers and Problem Solvers Students will see themselves as good problem solvers if they experience repeated success. Thus, when first introducing new critical thinking activities in any topic, it is better to err in selecting pages that are too easy than to have students struggle and conclude that they are unable to solve nonroutine problems. Through class discussion and work within small groups, students will have the chance to observe the thinking strategies of their peers. Eventually, they will muster the confidence to explore possible solution strategies on their own. At this point, they will be well on their way to becoming proficient critical thinkers in all their mathematics work. viPATTERNS PART 1:NUMBER PATTERNS 7 Find each pattern. Fill in the missing numbers in the row. ‘OOOO @MO@0O@O OOOQOOGO : QOOOOOOOO ‘CO@@O00@000 OOODVOO00 _DOOOOOOOOOSUM PATTERNS Add the numbers two at a time, and write the sums in the circles and squares. Describe each pattern. Description: Description: ,) Ot) )| Of) Description: of) Of.) of.) oN a8 Desoription: Description: Description: CQ O CO CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubeaons PATTERNS. + 3NUMBER PATTERNS * Complete the number patterns. 1 246 , oy, 2. 70, 60, 50, 3. gr seb Soe Fill in the missing numbers. Look for a pattern that relates the number sentences. 4. Oe Oe °e 9x9=_ 5. 244 oe 24x3—_ 6a 47422 47x2 b. 497+2=_ ° 497x2=_ © 499742= 4997 2=_ a. +s ° xs . Describe the pattern. Find the pattem to help you fill in the missing numbers. 7a 78+ B= Ba 12- t= b -78+ 2232 b 128- 111= © 7778+ 2223= ce 1234-1111 d. 77778 + 22223=_ d. 12345-11111 = eee eo f. Describe the pattern: . Describe the pattern: 4. partenns ‘CRITICAL THNKING ACTIVITIES INPATTERNS, MAGERY, LOGIC Dale Seymou PublicationsPATTERNS IN A HUNDREDS CHART Fill in the missing numbers in each chart. What is the pattern of the missing numbers? 1 2 3 4 5 6 7 8 10 ul 12 13 14 15 16 7 19 20 21 22 23 24 25 26 a 28 29 30 31 32 33 34 35 37 38 39 40 41 42 43 44 46 47 48 49 50 51 52 53 55 56 57 58 59 60 61 62 64 65 66 67 68 69 70 71 73 74 75 76 77 78 79 80 82 83 84 85 86 87 88 89 a 92 93 94 95 96 97 98 100 1 10 fT 13 14 16 7 20 22 23 25 26 28 29 31 32 34 35 37 38 40 4l 43 44 46 47 49 50 52 55 56 58 59 61 62 64 65 67 68 70 71 73 74 76 77 79 80 82 83 85 86 88 89 a 92 94 95 97 98 100 2 CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Pubeatons PATTERNS. - 5PATTERN STEPS * Draw the sequence of steps from the simplest to the most complex. The first one is done as an example. i: 4, Design a pattern of your own. Mix up the steps. Ask a classmate to put the steps in order. 6 - partenns CRITICAL THINKING ACTIVITIES IN PATTERNS, MAGERY, LOGIC Dale Seymour PubicstonsCALENDAR PATTERNS Calendars are filled with number the missing months and the circled squares. patterns. Here is a 12-month calendar. Fill in the names of JANUARY FEBRUARY S|M/ITIWITIFIS S|M/TIW|TI/FIS M|TIWI|TIF 1}2/\3}4|5 1/2 1 6/7 | 8/9 |10}11|12 3 4 14 |15|16 |171 19 120/21 |22|23 |24 |25|26| |27 |28|29|30/31 28 APRIL, MAY JUNE S|M|TIWITI|F/S S|M|T |W Fis TIWI|TIF 16 o fi AUGUST SEPTEMBER S|M/T|WITIFIS 4 j22 23} 130} OCTOBER DECEMBER ; 24 F Bh nnn DDD AOAD DOO ODDO CRITICAL THINKING ACTIVITIES IN PATTERNS, MAGERY, LOGIC. Dale Seprou Publcaons PATTERNS - 7COMMON PROPERTY PATTERNS * Look at the numbers in each shape. What do the numbers have in common? 46 57 2 681 35 63 90 27 9 «36 a 54 45 a _ 99 18 3 4. 8 . PATTERNS CRITICAL THNKING ACTIVITIES INPATTERNS, IMAGERY, LOGIC Dale Seymour PubleationsPATTERNS IN SHAPES * Continue each pattern. OO OOo . N.S AXA dK? (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Pubeatone patrenns » 9EQUAL DISTANCE PATTERNS * Each number line below is divided into equal parts. Fill in the missing numbers. OO6080860 OCOGOGO® 6bO0000 ‘OOOGO0OO0® ©6@08@00 © ©0000 40 » partenns IVITIESIN PATTERNS, IMAGERY, LOGIC. Dale Seymout PubcatonsNUMBER PATTERNS kK Find each pattern. Fill in the missing numbers. OOOOOOMOOO-O OOOO@MOOOO-O ae eel ele ee dee . TH H_HHeHeHesH H_H__ 1 po Hee HH HH HHH ' eHeHH HHH H_H_H_F_ICALENDAR PATTERNS 7 Here is a 12-month calendar. Most of missing. Fill in the names of the the numbers, days, and months are missing months. Fill in the circled squares. JANUARY FEBRUARY MARCH ‘S|M|T|w|T|F[s| [s[m[tlw[t[F[s| [s[m|t|w[t]F]s 1[2{3[4 1 1 sl6|7 2[3 8 O 15 [| oO l22 29 APRIL MAY JUNE S[M[T[W|T[F/S 1 1 9 7 47 13 [25 [22|23|24|25|26|27|28 JULY Ss 2 31 18 . parreans CRITICAL THINKING ACTIVITIES INPATTERNS, MAGERY, LOGIC Dal Seyrour PublicationsHUNDREDS CHART PATTERNS Fill in the missing numbers in each chart. What is the pattern of the missing numbers? 1 2 3 4 5 7 10 uN 13. 14 15 |16 7 19 20 21 22 23 25 |26 27 28 29 31 32 33 34 35 37 38 39 40 4 43 44 45|46 47 49 50 51 52 53 55|56 57 58 59 61 62 63 64 65 67 68 69 70 71 73 74 75|76 77 79 80 81 82 83 85| 86 87 88 89 a1 92 93 94 95 97 98 99 100 10 xkEVEN AND ODD PATTERNS kk Even and odd numbers can be arranged in dot patterns. ‘These patterns have certain shapes. Even numbers Odd numbers The sum of two odd numbers is always even, Divide the even dot patterns below into two odd-number parts. 000 oo000 Examples: The sum of any two even numbers is always an ___ number. Divide the even dot patterns below into twa even-number parts. 9. From the examples above, what is the sum of two even numbers? 10. What is the sum of an odd and an even number? 20 . partenns CRITICAL THRKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seynour Pueteatons\ q iS SUM PATTERNS ok Add the numbers three at a time, and write the sums in the circles and squares. Describe each pattern. 1 O- § GOD OUO d= OO OD OETO Description: i | 4 KO Description: 2 GD | © @ Description: 2a Qn G- 2" D O G-°G- 2D O O O Description: A Ki d KO) Description: a Description: 2 7. Go back and extend patterns 5 and 6. CCRIMIGAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymoue Pubieatons parrenns » 24DESIGN PATTERNS ak Continue each pattern 22. parreans ‘CRITICAL THNKING ACTWITIES INPATTERNS, MAGERY, LOGIC Osi SeyraurPubcaonsDOT AND NUMBER PATTERNS kk 1. Sketch the next two dot figures in the pattern below. Count the dots in each figure and record your answer. Extend the number pattern. egal 4 le 2. Describe the number pattern. 3. Does this number pattern continue? Try another figure to see. 4. Use your results to fill in the missing numbers in the following pattern. For each step, write the number of dots added to the previous figure. 4 = 143 9 = 143+ __ 16 =143+ + ttt = ++i + 5. Sketch the next three dot triangles in the pattern below. Count the dots in each figure and record your answer. Extend the number pattern. I 3 & 10 6. Use your results to fill in the missing numbers in the following pattern. 3 =1+2 6 = 1424+ __ 10 = + 7. Describe this pattern, (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Pubicaions partenns - 23DIGIT COMBINATION PATTERNS How many different numbers can you form when you read the number triangle from left to right? kk numbers numbers numbers 2 Example: 1< 2numbers: _!2 13 “3 3 oa 1 2 numbers 2. 302 — Neo ™M Number List: Number List: 9 A aK 5 3m Se va 2 a ac oe numbers aI RG SS Nar ~o Number List: Number List: 5 ad ne aao™ AK 7 U8C 2 AO 8S 5. 90 S8C numbers 6. oe ba 7. 1 Se a Se So "Nav sa Number List: 7. Summarize your results by completing the table. How many digits in each number? eee How many numbers? 2 |4 24. parrems (CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Number List; Dale Seymour PubiatonsPRODUCT PATTERNS ‘Study this multiplication pattern. Note the longest row has two times as many digits as each factor. Check the answer. 444 “x 444 6 1 6 1 aon oo ono o F 197136 See if the pattern shown above gives the correct answers for the problems below. Hint: Write 1x1 as 01. 1. ai 2. 114 3. 4111 4. kk 55 x44 Fook x 4114 55 o1 01014 +01 5. 555 6. 5555 7. 44 8. 444 x 555 x 5555 x 33, x_333 12 12 1212 1212 +12 121241 1212 + 12 9. Try to discover and describe why this pattern works. Hint: Look at each multiplication pattern and observe that the zeros have been omitted. ‘CRITICAL THNKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC Dale SeymouPubieatons PATTERNS: +25COMMON PROPERTY PATTERNS wk Look at the numbers in each shape. What do the numbers have in common? 26 - partenns (CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubleatonsPRODUCT PATTERNS kk Describe a pattern for the numbers COLUMN in row 4, 2. Describe a pattern for the numbers in column 5. 3. Describe a pattern for the numbers in the corer of each "backwards L” section. 4. Describe a pattern for the sum of the numbers in each "backwards L" section. 5. Describe the pattern relationship between any four numbers in a square position. For example: 6. In any row the sum of the number in column and the number in column equals the number in column . Is there more than ‘one solution to this problem? If so, name one: 7. What other patterns can you discover? ‘CAITIGAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Publentons parrenns - 27EVEN AND ODD PATTERNS . | Five in a row makes a BINGO. Mark a BINGO of odd numbers by putting an X on each. Mark a BINGO of even numbers by drawing a ring around each. 28 « partenns CCRITICAL THNKING ACTIVITES INPATTERNS, MMAGERY, LOGIC Dale Seymour PubicaionsSPECIAL NUMBER PATTERNS Use a calculator to help you discover the number patterns below. Fill in the missing numbers, then describe each pattern. ak 1. 1089 x1 2. 1x841= 1089 x2 = 12x84+2= 1089 x3 = 123x8+3= 1089 x 4 = 1234x84+4= 1089 x5 = 12345x8+5= 1089 x6 = 128456 x 8 +6 = 1089 x7 = 1234567 x8 +7 = 1089 x8 = 12345678 x 8 +8 = Description: Description: 3 3367x 33= 4. 1x942= 3367x 66= 12x94+3= 3367x 99= 123x94+4= 3367 x132= 1234x9+5= 3367x165= 12345 x9 +6 = 3367 x198= 123456 x9+7= 3367 x231= 1234567 x9 +8 = Description: Description: 5. In problem 4, does it matter whether you multiply or add first? Which iscorrect? CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Publeatons parrenns - 29NUMBER PATTERNS ka Find each pattern. Fill in the missing numbers in the row. 30. 4 ' PeEOOOOOOo ‘OOOO® PATTERNS, CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubleatonsADDEND PATTERNS Write all the possible sums for each counting number below, using exactly two addends (including zero). Count the number of possible sums. tok Counting Number of Number Possible Sums (2 addends) 2-Addend Sums 0 = 0+0 1 1 O+1 1 2 0+2 = 1+1 i 3 O+3 = 142 2 4 = 044 = 143 2__+ 3 Ga 6 = 7 = 8 9 = 10 = Without writing out the sums, complete the table below. Counting Number |_14 | 15 | 16 i744 20 24 1 50 A100 Number of 2-Addend Sums. qt Describe a rule for even numbers. Describe a rule for odd numbers. CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Puticaons parterns » 31WINNING PATTERNS kk In round 1, player 6 wins the match against player 1. Round 2 begins. Player 6 then plays the winner of the match between players 8 and 3. Study the numbers and find out who wins each match. Then look at the number pattern determined by the winners. Tournament 1 6 6 8 8 a3} |, nla 7 4 Tournament Winner 4 5 || 1. Describe a number pattern that determines the winner. Now do the same for Tournament 2. Tournament 2 4 Z Al 3 ea Tournament Winner Ss 2 2. Describe a number pattern that determines the winner. 32 . parterns CCRITICAL THNKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC Ole Seymour PubeatonsCALENDAR PATTERNS kK Here is a 12-month calendar. Most of missing months. Fill in the circled the numbers, days, and months are squares. missing. Fill in the names of the JANUARY MARCH 22) [22 MAY. [30| i26| 25| (CRITICAL THNKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubieatons partenns - 33,LETTER COMBINATION PATTERNS kk Read each letter triangle from left to right. Use a different path to spell the same words. Circling the paths may help you find how many there are. UN ©. a N 7 UN Example: DCN A _ paths “ oi ~ NN oN N JE NL re} E fe} ff Deen patlis) ee Te paths ONE c “E UE N 2 ANS 0. o E 3. TOON paths 4. TONG paths SN oO ve “E ee ZEN on NESS 2 JED & TI oNGes paths NwENg —_ =s 6. Make a letter puzzle of your first name. How many paths can you take to spell it? 7. Summarize your results by completing the table. Number of letters in each word 2 3 4 5 6 7 8 Number of paths 2|A4 34. paTtenns (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour PubteaonsPATTERNS AND RULES Find each pattern. Then complete the table and rule. kk 5|6|/7)8|9|10|1 Rule: byufayayedada aaa fiat) fr5) gre) aes ee |e : 13 |20|15| 7 | 12/50 |100 tletaladedada Rule: olie| | |_| |_ * | 5 |47| 9 | 11) 25 | 31 |100 Rule: plofeyatedjeqe wol3ajis| |_| |__ “|| 5 |45| 8 | 11 | 13 |100 Rule: vlotajaejededa 45|25|75| | |__|__ : a le2e || 3) ano 6g ute rflaluyedededa 315|7|9|_|_|__|———_ (CRITICAL THNKING ACTIVITIES INPATTERNS, IMAGERY, LOGIC. Dale Seymour Pubcaions parrenns » 35)COUNTING SQUARES PATTERNS How many squares are in each figure? You can combine small squares to make larger squares. Write your answers in the chart below. xa 2x2 3x3 4x4 5x5 kk 6x6 1 Number of Squares With: Size of T a 3- 16- 25 36-__| Total Number Square |Square |Square |Square |Square |Square |Square | of Squares Unit | Unit} Unit | Unit | Unit Unit 1x4 1 1 2x2 4 1 5 3x3 9 4 1 14 4x4 iiss ieee sees tee te ee ee 5x5 SS —— |- 6x6 SSeS ee SS 2. Describe the patterns you found 3. Explain how you could use this pattern to count the squares in a 10 x 10 figure. 36 « parteans ‘CRITICAL THIVKING ACTWITIES INPATTERNS, IMAGERY, LOGIC Dale Saymau PublicationsCOMMON PROPERTY PATTERNS hk Look at the number in each shape What do the numbers have in common? 48 16 63 80 72 8 90 45 32 88 441 333 1 2 15 26 84 62 37 95 73 51 3 4 (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale SoymourPubicatons partenns - 37PAPER STRIP PATTERNS 1. a. Cuta strip of paper, then draw a dotted line in the middle. b. Tape the ends together after making one twist. cc. Cut the loop along the dotted line. d. What do you get? One large loop, one small loop, or two loops? 2. Now cut a strip of paper and draw two dotted lines on it. Follow the directions above for making a twisted loop. Remember to twist your paper once before you tape the ends together. Then cut along both dotted lines. Describe your results. 3. Make another twisted loop with three dotted lines. Cut along all three lines. Describe your results. 4, Cut another strip of paper and draw four dotted lines on it. Twist the strip and tape the ends together. Cut along alll four lines. Describe your results. 5. Make a loop with five dotted lines. Cut along all five lines and describe your results. 6. Predict the pattern and complete the chart below. Make and cut loops to verify your predictions. Number of Cuts 1/2 };3 [45 ]6 718 Number of Large Loops _|_1 1/2/23 13 44 Number of Small Loops oO i 9 1 38 - partenns (CRITICAL THINKING ACTIVITIES IN PATTERNS, MAGERY, LOGIG Osi Seyrour PubicatonsDESIGN PATTERNS kh Continue each pattern. ‘CRITICAL THINKING ACTIVITIES INPATTERNS, IMAGERY, LOGIC Dale SeymourPubicatons partenns - 39NUMBER PATTERNS kkk Mathematics is often defined as the study of pattern. Some number patterns are started below. Look for a pattem. When you find one, extend it. Fill in the blanks with your numbers, then describe the patterns in words. 1. 1976, 1980, 1984, Description: 2 91, 82,73, Description: 3 1,10, 100, __, Description: 4. 37, 41, 45, 49, Description: 5. 121, 232, 343, Description: 6. 117, 126, 135, 144, 153, Description: 7. 12, 24, 36, 48, 510, , Description: 8 1, 4, 9, 16, Description: 9 1, 8, 27, Description: Us beh Ch Whi = Description: ‘CRITICAL THINKING ACTIVITIES INPATTERNS, MAGERY, LOGIC Dale Seymour PubtcaonsBINGO PATTERNS Kk Five in a row make a BINGO. Mark a BINGO of numbers whose digits total 7. Draw a line through them Mark a BINGO of numbers whose digits differ by 2. Put an X on each Mark a BINGO of square numbers by drawing a ring around each CCRITICAL THINKING ACTIVITIES IN PATTERNS, MMAGERY, LOGIC. Dale Seymour Pubcaons parrerns » 44ERROR PATTERNS nk Help the teacher by finding the error pattern in each student's work below. Each problem in a set has the same error pattern. Do the remaining problems the way each student would have done them. Then write a description of the pattern. 1 36 47 36 82 14 39 419 #29 #45 +59 438 +47 As bb n 131 Description: 2 42 521 265 592 365 -19 -173 -182 278 83 37 452 123 326 Description: 3. 307 8006 9305 602 5004 7003 68 3769 61387 299 Description: 4 37 48 52 69 56 76 x6 x 5 eee x3 x4 x8 1342 2040 ©3514 1827 Description: 42 . partenns CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymow PueatonsLOGIC PATTERNS kkk 1. Write at least one number, if possible, in each of the seven sections. even multiples numbers of 3 odd numbers 2. Describe set A. 3, Describe set B. 4, Describe set C. 5. Describe the intersection of B and C. 6 Describe the intersection of A and C. 7. Describe the intersection of A and B and C. (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Publeatone parterns » 43»* > a PATTERN SEARCH 1. Which digit does not appear twice in any column, row, or diagonal? [a] ©[=|alo|s[ofa[~[=|~]o 2. What two-digit number appears in every row?. 3. In the entire number grid, the largest: a. two-digit odd number is in row b. three-digit even number is in row =[sfe[«[=|o/e/e|m]o) x o[sfo[~lo alalo|=lels[e[o|~le]= slalsfolate|s]olele]z slelels|stola|e[=la|o alel=lalol=|s[=lelel2 sl=[ofolelelalolels|o =leflele[s[o[a]o[=]< c. four-digit odd number is in row e-ToONmIOo> ololelelal=|=|ylo d. five-digit even number is in row e. six-digit odd number is in row f.seven-digit even number is in row g. eight-digit odd number is in row h. nine-digit even number is. in row 4, Find a two-digit square number in every row. Row RowB:____ RowC:___- RowD:____ RowE:__ RowF:___ RowG:___ RowH:___—s RowI:__ RowJ: __ 5. Find a two-digit multiple of 7 in these rows. RowA:____ RowB:___ RowC:___- RowD: ___ RowE:__ Row Row G: Row H: Row |: 6. What is the product of all the digits in each row?. Why is it the same for each row?, 7. Apalindromic number is one that reads the same forwards and backwards, such as 565. What is the largest palindromic number you can find in the number grid above, using numbers that lie on a diagonal? 8. Describe some interesting number patterns that you discovered in the number grid. 44. partenns ‘CRITICAL THINKING ACTIVITIES INPATTERNS, MAGERY, LOGIC Dale Seyrou PticaonsNUMBER CHAIN PATTERNS tokok Use a colored pencil or pen to draw the number chains in the grids below. A diagonal number chain ‘An edge number chain ‘A combined number chain connects squares that connects squares that connects squares that share only a vertex share an edge. share an edge or vertex. (comer). NI 4A LY. xX A f i ie ot 1. Find a diagonal chain of odd 2. Find a diagonal chain of even numbers that travels from one numbers that travels from one side of the square to the other. side of the square to the other. JKLMNOPORS JKLMNOPORS a[s[3[o[s[s[e[s]2[s]7 a{s[s]o[s[4[e[sl2[s|7 8{ol2|s{7[el1|s[elel4| s{olels|7[el1[slele]« c[sfs[t{sle[e[alol2i7 c[s[e[t|sle[e[alolal7] p{elolslsl7|ala[s|i3 o [el ofels|7|4lelsii [3] e[2[sle|7[o|a|1|s|a[o e[2|s|6[7[olali[slalo] F[eli{a|9|s|7/olelale F[ali}s/9[s|7]ole/4[2 c[slal7lifsl2|sle[alo! c[s[4[7|t{sl2[s[6[elo n[2[a[elol7(6|+]a[els| x [2lalelol7[6lilslals '[ol7l2[slefolels [ala '[s[7f2[slefolals[sle s[aitistelztstel2|ols s[listel7[slelelols 3. Find a diagonal chain of odd 4, Find a diagonal chain of even numbers that travels from the top numbers that travels from the top of the square to the bottom. of the square to the bottom. JKLMNOPOQRS JKLMNOPQAS a[s]3[o[e|4[e[9]2]5]7] a[s[s[o[s[4[e[o]2[s|7 sfolasi7ielialete|« a[ola|s|7{eli[slelel« c[s[e[t[sfele|«lole|7 c[s[slt]s[ela/s|ol2|7 o[eloletel7la/s]i[3 pfefolelalri«]e|sti{s e[2[s/e|7[o|alifal«lo e[2[5/6[7[o/8|+/3/4[o] F[eli[sle[s[7|olelale F{ali[slo[s|7|olelal2 c[sl4]7{tlsa}2tstelelo c[al4)7[t[s]2/s]e6lo) u[2lalslol7 [6 1[s[els x [2falelol7fe[1|slels 1 {a 7[2[s[e[olel+ lala '[[7[2[s[elolels [ala + (4h ]s[e]7[s[e[2fo[s| s[4{itsfel7]s[al2fojs 5. Using a combined number chain, what is the longest palindromic number you can locate in the square? 6. Using a combined number chain, what is the largest six-digit number you can locate in the square? ‘CRITICAL THNKING ACTIVES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Pusleatone parrenns - 45SPECIAL NUMBER PATTERNS tok 1. An intorosting arithmatic pattern is shown below. It was developed by an Italian mathematician named Niccolo Tartaglia, who lived about 400 years ago. Check that all the statements are true, then extend the pattern. 142=3 44+54+6=748 9410411412=13414415 164+17+18+19+20= + + Describe the pattern in one or more sentences: 2. Here is another of Niccolo Tartaglia's patterns. Extend the pattern Hint: Remember that 12 means 1 x 1, 22means 2x 2, and so on. 42 = (2x1-1)2 =1 B= (Q2x2-1)2 = 24344 52 = (2x3-1)2 = 344454647 = (Qx4-1)2 = @=(_x_- ++ 112 x a = +. +, +. + +. + + + + + Describe the pattern in one or more sentences: 46 . parterns. CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubleatonsHUNDREDS CHART PATTERN RESOURCE 15 | 16 18 19 | 20 21 22 24 25 |26 27 28 31 32 34 35 | 36 37 38 39| 40 41 42 44 45 |46 47 48 49|50 51 52 54 55 | 56 57 58 59| 60 él 62 64 65 | 66 67 68 69|70 71 72 74 77 79| 80 81 82 84 85 | 86 87 88 89 |90 a1 92 94 95[96 97 98 99 [100 (CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubcatons partenns - 47NUMBER CHART PATTERN RESOURCE 48 . partenns (CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubieatonsADDITION TABLE PATTERN RESOURCE wl olrn][ al aj alow] rw] 2 3 4 5 6 7 8 9 - s CRITICAL THINKING ACTIVES IN PATTERNS, IMAGERY, LOGIC. Dale Seyrou Puicaons parterns - 49MULTIPLICATION TABLE PATTERN RESOURCE 1 2,2 3) 3 4|4 5] 5 6 | 6 7|7 8] 8 9] 9 50 partenns CORTICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubleatonsPASCAL'S TRIANGLE PATTERN RESOURCE 1 [6 [15[ 20/15] 6/1 1] 721135) 35/ 211 7/1 1 | 8 [28] 56] 70) 56! 28] 8 | 1 1 | 9 [36] 84 | 126[126/ 84] 36] 9 | 1 1 [10 | 45 [120[210[252|210[120/ 45 | 10 | 1 1 [11 [55 [165[330]462|462]330[165| 55 | 11] 1 1 [12 [ 66 [220[495[792]924]792[495|220| 66 | 12 | 1 1 [43 [78 [286 [715] 1267 | 1716] 1716] 1287 | 715]286] 78 | 13 | 1 1 114 | 91 [364] 1001 { 2002] 3003] 3432 [3003] 2002 10011364] 91 | 14] 1 14115 [105 1455] 1365 [3003] s00s [6435 [6435 | 5005 | 3003 | 1365455 |105| 15 | 1 1 [16 [120)560) 1820 | 4368 [8008 | 11440 | zero | 11«40| 8008 | 4368 | 1820 [560/120] 16 1 “ N oe NN ‘CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Publeatons partenns » 51PART 2: IMAGERYDOT DESIGNS Copy each design.ORDER BY SIZE * 1. Order the shapes from 2. Order the shapes from smallest (1) to largest (8). largest (1) to smallest (8). 0 Oe * Ok pean Oe, ® Ox ~ AA CRITICAL THINKING ACTWITIES IN PATTERNS, IMAGERY, LOGIC Dale SeyrourPuicatons mmaczry » 55PERCEPTION PUZZLE * Cut apart the puzzle pieces. Put them together to make the picture. 56 - macery (CRITICAL THNKING ACTIVITIES INPATTERNS, IMAGERY, LOGIC ale SeyrauxPubcatonsCOMPARING SHAPES * 1. Find two pairs of designs that are alike. Write the letters for Ty * “+ + + 2. Which design is just like A? Draw a ring around the letter. A B c D E 3, Match the pieces that are the same shape. Write the correct letter in each piece. 4, Match the pieces that are the same shape. Write the correct letter in each piece. Cal [ © CORITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubcaons maceny - 57SYMMETRY SYMBOLS * Which M's are symmetrical? Draw a ring around the letter of each one that is. Use the first M as an example. For each figure, draw the vertical line that divides it into two symmetrical parts. <2 on & = & Draw the other half of each figure. Make it the same on the right side as on the left side. [> 1 1 1 1 1 AN 9 10, 58 - macery (CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC Osle Seymour PubeatonsMATCH AND PATCH * Match each numbered shape below with an identical lettered shape. Write the correct number in each lettered shape. (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Symou: Putieatons waceny - 59CUT-UPS * Which line (or lines) cuts each figure into two identical pieces? Check your answers by cutting each figure along the line and placing one piece on top of the other. c D BoC Dee e N B ANT A 1 ae ce D B c B A dD A E cs 4 60 - macery CCFITICAL THAKING ACTIVITIES IN PATTERNS, MAGERY, LOGIC. Dale Seymou PublicationsPUZZLE SHAPES * 1. Locate the identical shape. Write the letter in each shape. 2. Locate the identical shape. Write the letter in each shape. 3. Locate the identical shape. Write the letter in each shape. (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubeatons macery - 61MATCH THE PATCH Hace each group a ane at left with a group at right. wa ‘oup that atl a match. Write the number for squai mn the center. The firs ‘CO ‘00 0000000 ©O OO ececeee elelele)eke)®) ‘CO ‘CO O000000 00 OO OO00000 ‘OB ‘OB gooo0o0o00 DO oO8F ooBnooFo ooooegos ‘oo ‘OO poBoooe DO O88F goooeseo ‘AA “AA AAAAAA AA AA AAAAAA AAAAAA "AA “AA AAAAAA AA AA AAAAAACUBE PATTERNS Each pattern below is folded into a cube. Draw a ring around the letter of the cube (or cubes) that correctly shows each pattern. ah : a S = 7 steal | 3 |} 27 2 |5 6 6 *h ay A =/ 3 21413 o a aay |)[s Pir Ye alsia| 3 || 4 |? + [3 | |e *{ cy = é a ish Bley 4 [3] 3 |iMIRROR IMAGES 7 Each picture below shows a sign reflected in the rearview mirror of a car. Draw the picture that the mirror reflects. The first one is done for you. 1. 2. ajtAe AOA YOAMAAHY oe L = FOR SALE AN1I0@AD . _ a 5 6 MAAAD AOL AMBULANCE eee i QO a 8. UOY AUAHT cAlVOM 64 - maccry CRITICAL THINKING ACTIVITIES IN PATTEPNS, IMAGERY, LOGIC. Dale Seymour PuseatonsPARTS OF A WHOLE * Each drawing is in the same position in one picture in the row. Find the picture. Ring the correct letter. || oo Fr) STwWs A B c D a noe 4| oF & CRITICAL THNKING ACTIVITIES IN PATTERKS, BAAGERY, LOGIC. Dale Seymour Pubicatons macery » 65CUBE PATTERNS _ Draw a ring around the letter of the correct pattern for each cube. 6 | I 4 A 5 6 2 2 (Slats 2/4([3] [s[3 le] [1 [é[5 | 5 4 3 A B c D a 3 2 6 4 Xo 6 4 5 3 a (5)4l6l4 Clels)] 24 Elen 2 5 3 2 A B c D * A B E E G4 D E B A ian CIDIF} |D|c{A} |B] Dic F A E F A B c D : B A F E ~/ E D E B C/DIF] |[BJE|/C]| |BIJA|c} [Di c}jA E A F D F A B c D 66 - maccry ‘CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour PubicationsDESIGNS ON DOTS Copy each design on the blank grid below. BR my Yx YS CORITICAL TANKING ACTIVITES IN PATTERNS, MMAGERY, LOGIC Dale Seymour Pubicatons kk IMAGERY - 67ORDER BY SIZE 1. Order the shapes from smallest (1) to largest (8). 2. Order th large se &2 fe shapes from st (1) to smallest (8).PICTURE PUZZLE kk Can you tell what picture these puzzle pieces make? Cut out the pieces and fit them together to make the picture. Wet r | ele oe 7 (CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY,LOGIC. Dale Seymour Pubeaons tuacerY - 69COMPARING DESIGNS kk These designs are similar but not always identical. Draw a ring around the correct letter or letters. 1. Which one differs? A B cl D E 2. Which one differs? 3. Find two alike. MAA A la 4. Find two alike. e 5. Which figure is different? Two figures are still the same if they have been rotated. Ee 2 70 « maceny (CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour PubictionsPUZZLE SHAPES kk Identity each puzzle piece below. Write the letter in the shape. Ee 8 8. Qa CCAITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubeatons macery » 71COMPARING DESIGNS kk One figure is different in each series of patterns below. Draw a ring around the letter of the figure that differs. Fi 72 - maceay (CRITICAL THIIKING ACTIVITES IN PATTERNS, MAGERY, LOGIC Dale Seymour PubicatonsMIRROR IMAGES kk Complete each figure. Make it symmetrical. 8. Which X's have two lines of symmetry? Draw a ring around the letter of each one, Use the first X as an example. 4 I CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubcaons imagery » 73 A?CUBE PATTERNS * Each pattern below is folded into a cube. Draw a ring around the letter of the cube (or cubes) that correctly shows each pattern 1. é LG 2 <= 2 Bfp{c air Ss E |C F A B Cc D "fA a = 2 a Blelel) a JN} c lj a lt] eB Ie E A B Cc D ‘fe BY) SE - zi epi} a IG} p Alle [DN]

fy! 86 - acca (CRITICAL THINKING ACTIVITIES IN PATTERNS, MAGERY, LOGIC Dale Seymeur PubleatonsCREATIVE BISECTING kh ‘Two shapes are congruent if they have exactly the same size and shape. Divide each of the large squares below into two congruent shapes. The grid lines are provided to assist you. The first four squares are done as examples. Example 1 Example 2 Example 3 Example 4 ta] A | (CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seyrou Putcasons aceny » 87PUZZLE SHAPES Ka Identify each puzzle piece below. Write the letter in the shape. 5. 6 coo a5 88 - maccrv (CRITICAL THINKING ACTIVITIES IN PATTERNS, MAGERY, LOGIC Dale Seymour Pulcaons oO 2 £3 . OS oo oO eyGRIDS AND SYMMETRY Kk Copy each figure on the grid eee ere ee ee ee eee e U L. Draw all lines of symmetry on each figure. (Some figures have more than two: others have none.) 5. 6 Ja we ‘CRITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale Seynou Publeatons macery - 89 zCRAZY SHAPES Kk 1. Find the design that is exactly like A. Draw a ring around the correct letter. C c rk C cd A 8 cl D E 2, Find two congruent shapes. Draw a ring around each correct letter. 3. Write the correct letter in each congruent shape. 90 - macery (CRITICAL THINKING ACTIVITES IN PATTERNS, IMAGERY, LOGIC. Dale Seymou PubleatonsCOMPARING DESIGNS Ka These designs are similar but not always identical. Draw a ring around the correct letter or letters. 1. Which one differs? A B c D ce 2. Which one differs? 3. Two of these figures are alike even though they are rotated. Which two are the same? [OO |e! e[ofoje(o} OlelOje/o} Ose) OleOle) |@[Ol@{O/O} m {Ole\o| @|Ol@/O\O} wo [Ojeclele | iQ) iO) A ° 4. Find two alike. The figures are rotated. AND ANA (CRITICAL THINKING ACTWVITIS IN PATTERNS, IMAGERY, LOGIC. Dale Seymour Pubicaons uaczry » 91FINE LINES kak Trace the shape as it appears in each box in the row. ELELES § BEO& LQOOO 1 GEL 92 - maceny (CRITICAL THINKING ACTWITIES INPATTEANS, IMAGERY, LOGIC Dale Seymour PuseasoneMIRROR DRAWINGS kk Draw each picture as it would look reflected in the rearview mirror of acar. The first one is done as an example. " a £ ‘CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour Pubicaions maczry . 93READING BACKWARDS kek Each of the sayings below is backwards or upside down. Decode the saying and write it on the line, 1. Agno worp Heel ort eatsm sonsedA 2, -hovor g e'gowld yustagitos 2'ousT 3. smmmesty L wrotegnionl aC 4. sgyy Lot orte* ore jor ay a 2Ano tnorg Wot estore oft 6. AGTE Heer are crecpery edrray™ 7. .2hroos hinewoslt a your ef otirtotq AL 8, Mors bite ayy Aone ede re one paeper™ 94 . maceay (CRITICAL THINKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC Dale Seymour PubleasonsDIRECTIONAL TURNS nh Which direction will each cog turn? Write your answers as ew for clockwise, or ecw for counterclockwise. The direction of movement is given for one cog in each problem below. D E ow Cc D ic D CORITICAL THNKING ACTIVITIES IN PATTERNS, IMAGERY, LOGIC. Dale SoymourPubleatons mmaczry + 95FOLDED SHAPES 7. Fold point A to point B. Draw a ring around the letter of the picture that shows the result. a B \ A B c D A 2. CL) 4 A B c D ] A B D 96 « maceny (CRITICAL T4INKING ACTIVITIES IN PATTERNS, MIAGERY, LOGIC Dale Seymour Publeatons