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Mathematics 116

Supplementary
Materials

“Patterns and
Sequences”

Student Worksheets

Prepared by:
1) Peter Balyta.....................Massey Vanier High School
2) George Calder..................Howard S. Billings High School
3) Andre Del Castilho...........Centennial Regional High School
4) Tony Rosciano..................Penfield Academy
5) Colin D’Souza...................Macdonald Cartier High School

Resource Personnel:
Françoise Boulanger........ MEQ
Louise Gauthier
Carolyn Gould..................South Shore School Board

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

“Saying” iv) How many triangles will be in the 20th term? v) Does the expression you stated in part (iii) allow you to determine the number of triangles in the 20th term? If not. Saying. Chateauguay Valley (Protestant). PATTERNS and SEQUENCES “Seeing. Writing. District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). “Seeing” ii) How many triangles will be in the 7th term? iii) Express orally how the pattern grows. can you refine your expression so that you can use it to find the number of triangles in the 150th term? vi) Write the rule using words or symbols. . “Writing” Math 116 materials prepared by teachers of the South Shore. Using!” 1) i) Draw the next 3 terms of this sequence.

PATTERNS AND SEQUENCES “Seeing. “Writing” Math 116 materials prepared by teachers of the South Shore. Saying. Using!” 2) i) Draw the next 3 terms of this sequence. “Saying” iv) How many circles will there be in the 30th term? v) Does the expression you developed in part (iii) allow you to determine the number of circles in the 30th term? If not. “Seeing” ii) How many circles will appear in the 8th term? iii) Express orally how the pattern grows. Chateauguay Valley (Protestant). District of Bedford. can you refine your expression so that you can use it to find the number of circles in the 150th term? vi) Write the rule using words or symbols. Writing. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). .

“Saying” iv) How many will there be in the 40th term? v) Does the expression you developed in part (iii) allow you to determine the number of in the 40th term? If not. . Chateauguay Valley (Protestant). “Seeing” ii) How many will appear in the 8th term? iii) Express orally how the pattern grows. Writing. can you refine your expression so that you can use it to find the number of in the 120th term? vi) Write the rule using words or symbols. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Saying. Using!” 3) i) Draw the next 2 terms of this sequence. “Writing” Math 116 materials prepared by teachers of the South Shore. PATTERNS AND SEQUENCES “Seeing. District of Bedford.

“Seeing” ii) How many people will appear in the 9th term? iii) Express orally how the pattern grows. can you refine your expression so that you can use it to find the number of people in the 100th term? vi) Write the rule using words or symbols. . “Saying” iv) How many people will there be in the 25th term? v) Does the expression you developed in part (iii) allow you to determine the number of people in the 25th term? If not. Chateauguay Valley (Protestant). Using!” 4) i) Draw the next 3 terms of this sequence. Saying. “Writing” Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). District of Bedford. Writing. PATTERNS AND SEQUENCES “Seeing.

PATTERNS AND SEQUENCES “Seeing. Using!” 5) i) Draw the next 3 terms of this sequence. Writing. District of Bedford. can you refine your expression so that you can use it to find the number of ‘s in the 50th term? vi) Write the rule using words or symbols. Saying. “Writing” vii) What is the rank of the term which contains 47 ‘s? “Using” Math 116 materials prepared by teachers of the South Shore. . Chateauguay Valley (Protestant). “Saying” iv) How many ‘s will there be in the 20th term? v) Does the expression you developed in part (iii) allow you to determine the number of ‘s in the 20th term? If not. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). “Seeing” ii) How many ‘s will appear in the 7th term? iii) Express orally how the pattern grows.

can you refine your expression so that you can use it to find the number of squares in the 100th term? vi) Write the rule using words or symbols. “Saying” iv) How many squares will there be in the 25th term? v) Does the expression you developed in part (iii) allow you to determine the number of squares in the 25 th term? If not. Saying. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Chateauguay Valley (Protestant). Using!” 6) i) Draw the next 3 terms of this sequence. . “Writing” vii) A certain term contains 56 squares. PATTERNS AND SEQUENCES “Seeing. Writing. “Seeing” ii) How many squares will appear in the 7th term? iii) Express orally how the pattern grows. District of Bedford. What is its rank? “Using” Math 116 materials prepared by teachers of the South Shore.

PATTERNS AND SEQUENCES “Seeing. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Chateauguay Valley (Protestant). Using!” 7) i) Draw the next 3 terms of this sequence. . “Writing” vii) What is the rank of the term which contains 93 squares?“Using” Math 116 materials prepared by teachers of the South Shore. Saying. can you refine your expression so that you can use it to find the number of squares in the 100th term? vi) Write the rule using words or symbols. “Seeing” ii) How many squares will appear in the 8th term? iii) Express orally how the pattern grows. Writing. District of Bedford. “Saying” iv) How many squares will there be in the 40th term? v) Does the expression you developed in part (iii) allow you to determine the number of squares in the 10 th term? If not.

L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Using!” Add Ons 8) Use the space below to draw additional shapes and record their perimeters.. When an identical triangle is “added” onto the first. 10 . Follow the above method for the remaining four polygons.. Writing. Number of Perimeter of Perimeter of Polygons Figure #1 Figure #2 1 3 4 2 4 3 4 5 .. District of Bedford. Squares Use the patterns you discover to complete this table. Saying. n Math 116 materials prepared by teachers of the South Shore. the perimeter becomes four units. Triangles 1 1 1 1 1 1 1 2. NOTE: An equilateral triangle has a perimeter of three units. PATTERNS AND SEQUENCES “Seeing. 1.. . Chateauguay Valley (Protestant).

PATTERNS AND SEQUENCES “Seeing. District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Hexagons 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Use the patterns you discover to complete this table. the perimeter becomes eight units. Chateauguay Valley (Protestant).. 10 . n Math 116 materials prepared by teachers of the South Shore. 1. Follow the above method for the remaining four polygons. Saying. Using!” Add Ons 9) Use the space below to draw additional shapes and record their perimeters. Writing. Pentagons 1 1 1 1 1 1 1 1 1 1 1 1 1 2. Number of Perimeter of Perimeter of Polygons Figure #1 Figure #2 1 5 6 2 8 3 4 5 . When an identical pentagon is “added” onto the first. .. NOTE: A regular pentagon has a perimeter of five units...

Express the pattern symbolically My Explanation and/or algebraically. District of Bedford. PATTERNS AND SEQUENCES 10) Express the pattern using Word Problem diagrams or pictures. In the third hour. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). . he caught two fish. he caught no fish. In the second hour. and so on. Chateauguay Valley (Protestant). Math 116 materials prepared by teachers of the South Shore. he caught one fish. In the first hour. Sean went fishing with his friend.

Chateauguay Valley (Protestant). L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). Express the pattern symbolically My Explanation and/or algebraically. District of Bedford. Math 116 materials prepared by teachers of the South Shore. . PATTERNS AND SEQUENCES 11) Express the pattern using Word Problem diagrams or pictures.

Chateauguay Valley (Protestant). L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ Express the pattern symbolically My Explanation and/or algebraically. . Math 116 materials prepared by teachers of the South Shore. PATTERNS AND SEQUENCES 12) Express the pattern using Word Problem diagrams or pictures. District of Bedford.

PATTERNS AND SEQUENCES 13) Express the pattern using Word Problem diagrams or pictures. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). 3( )–1 Math 116 materials prepared by teachers of the South Shore. Chateauguay Valley (Protestant). Express the pattern symbolically My Explanation and/or algebraically. . District of Bedford.

District of Bedford. Express the pattern symbolically My Explanation and/or algebraically. . Ann mowed the lawn to make some extra money. Math 116 materials prepared by teachers of the South Shore. PATTERNS AND SEQUENCES 14) Express the pattern using Word Problem diagrams or pictures.50 an hour. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). How much will she make after 5 hours? 15 hours? etc. Chateauguay Valley (Protestant). She charged $7.

PATTERNS AND SEQUENCES 15) Express the pattern using Word Problem diagrams or pictures. At which week of her training will she be able to run 12 km? Express the pattern symbolically My Explanation and/or algebraically. District of Bedford. Chateauguay Valley (Protestant). Math 116 materials prepared by teachers of the South Shore. She will increase her distance by 800 metres every week. Jasmine is training for a race. . L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). During the first week of her training she ran 4 km.

Express the pattern symbolically My Explanation and/or algebraically. Chateauguay Valley (Protestant). . District of Bedford. PATTERNS AND SEQUENCES 16) Express the pattern using Word Problem diagrams or pictures. 4r – 1 Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).

Chateauguay Valley (Protestant). . And so on. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). How many marbles does the 50 t h student have in his bag? Express the pattern symbolically My Explanation and/or algebraically. PATTERNS AND SEQUENCES 17) Express the pattern using Word Problem diagrams or pictures. The 3 r d is given a bag with 5 marbles. Students are given bags of marbles. Math 116 materials prepared by teachers of the South Shore. The 2 nd is given a bag with 3 marbles. The first student is given a bag with one marble in it. The 4th is given a bag with 7 marbles. District of Bedford.

This is considered to be a beam of length 4. L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ). District of Bedford. Chateauguay Valley (Protestant). Math 116 materials prepared by teachers of the South Shore. PATTERNS AND SEQUENCES “Toothpick” Beams 18) Use toothpicks to reproduce the following beam. Explain how each student “saw” the pattern in order to come up with the generalization (rule) shown. Construct a beam of length 6. . students were asked to state a rule which related the length of a beam to number of toothpicks needed to construct a beam of any length. How could you determine the number of toothpicks needed to construct a beam of any given length? 19) In Ms. Below are some of the rules given by various students: Suzanne: 3×n+n–1 Paul: n + (n × 2) + (n – 1) Anna: 3n + (n – 1) Jon: 2n + n + (n – 1) Julie: 3 + 4(n – 1) Oanh: 4n – 1 Each student had visualized the pattern in a different way. Jones’ class.