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Patterns

& Relations (Grade 7)




Lesson #8
Grade
Duration of Lesson
Textbook

Patterns
Grade 7
60 minutes
7.4 (Mathpower Seven)

Objective
To have students:
- Learn about arithmetic and geometric patterns
- Understand oral and written patterns and their corresponding linear relations
- Describe/explain observed relationships
- Extend patterns
- Find missing numbers in patterns

Aim for Instructor


For students to:
- Explain the rules these patterns follow in their own words
- Given an oral or written pattern students are able to represent this with a linear
relation
- Create a situation that represents a linear relation and vice versa

Prior Knowledge Required:


- Counting
- Order of numbers

Materials:
- SMART Board/white board
- Computer of some sort to show introduction video
- Manipulatives

Time






15 minutes

Lesson

Introduction: Begin by proposing to the students a set of numbers such


as 2, 4, 8. Have students try to guess the sequence by proposing their own
sequence of numbers where the teacher can only answer yes or no.

Discuss with students that in order to receive information about the
pattern they should pose sequences that warrant the answer no.
Address the issue that if they propose sequences that have an answer of
yes they are not learning any new information; they are only
confirming what they think the pattern is.
Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)



[For Teacher] See related video:


https://www.youtube.com/watch?v=vKA4w2O61Xo

Have students create their own set of numbers with a partner and try to
guess each others pattern.
Introduce vocabulary that will be important for the day.
Key Vocabulary
Linear relation: points that lie in a straight line on a graph
Sequence: a set of things in a certain order
Arithmetic pattern: adding/subtracting a regular amount to a
number
Geometric pattern: multiplying/dividing by a regular amount to a
number

Provide examples and non-examples of each with increasing difficulty
(Ex. For linear relation you could have a graph that includes a straight
line and a curved line). Have students individually figure out the rules the
patterns follow. Then ask a student to present their answer and explain
in their own words what the rule is and which type of pattern it falls
under.

Examples:
Arithmetic patterns: 1, 2, 3,
2, 4, 6,
9, 18, 27, ...
Geometric patterns: 1, 2, 4, 8,
1, 1, 1, 1,
2, 1, , ,

Introduce patterns visually through diagrams. Show students:












20 minutes




,


, , ,


















Ask: How many triangles will the next have?
Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)



15 minutes
Students can draw or try to work this out for a few minutes.

Next make a table:


Drawing

# of
triangles

+1 = 1

+3 = 4

+5 = 9

+7 = 16

# of dots

+2 = 3

+3 = 6

+4 = 10

+5 = 15


This table should make the pattern apparent.


Remainder of Independent practice: have students work on all Practice questions and
question #4 from Problems and Applications. May need another work
Class
period to complete this or do as homework.

Closure: Ask students if they have any question or need any clarification.

Meeting Needs of Diverse Learners



Students Who Finish Early: help students who are struggling, try and create a
situation for a linear relation, work with numbers that are larger, teacher could
give students a pattern that is both arithmetic and geometric.
Students Who Appear To Be Struggling: can seek help from the teacher or other
students who understand the concept well, work with smaller numbers, work with
manipulatives and/or pictorial examples.

Assessment:
Formative Assessment: Students will complete the assigned practice questions.
Teacher will review to see if students completed their homework.
Students could reflect on todays class in a journal and maybe try to create another
pattern and table (like the triangle one above) possibly from things they happen to
see at home; Ex. brick work, wallpapers, backsplash patterns, etc.

Conclusion:
Through exploring patterns and their corresponding linear relations students
begin to understand relationships. Getting students to talk about mathematical
concepts in their own words increases mathematical communication


Doig, Gilbert, W-Giorgis