SY 2020-2021 | GEC104 Module 4 | Mathematical Patterns 1

MODULE 4. MATHEMATICAL PATTERNS

Subject: GEC104

Module: 3 (9Hrs)

Module Title: Mathematical Patterns

Module Objectives:

1. To identify number patterns and list the next terms of a sequence

2. To use logic patterns in answering abstract reasoning tests

3. To describe tessellations and fractals

Introduction:

When we look around us, we see patterns of designs in nature, in buildings, inside

our houses, and on our TV and computer screens. Patterns are recurring geometric forms or

numbers that are sequenced in such a way that they follow certain rules. The movement of

the solar system follows certain patterns. The arrangements of leaves and the number of petals

in flowers have recurring patterns. These patterns have mathematical rules or explanations.

This module is divided into three lessons discussing the three common mathematical patterns

that we often encounter daily – the number patterns, the logic patterns, and the geometric

patterns.

Lesson 1. Number Patterns

It is a common experience to be confronted with a set of numbers arranged in some

order. These numbers are called sequences. The order and arrangement may be given to

you or you have to discover a rule for it from the given data.

Lesson Objectives: By the end of this lesson you are expected to

1. list the missing terms of a sequence by looking for a pattern

2. generate the next terms in arithmetic and geometric sequences

3. find the nth term of an arithmetic sequence and a geometric sequence

4. recognize examples of Fibonacci sequence in nature

Activity:

In the town of Cuartero, Capiz the milkman comes every other day to sell goat’s milk.
He came on May 21. Your friends will visit you in your home in Cuartero on June 16 and you

plan to bake them chocolate chip cookies which will be perfect with the goat’s milk. Will the

milkman come on June 16? How did you come up with your answer?

Analysis:

Consider that you are given the set of dates

21, 23, 25,...

arranged from left to right in the order of increasing time. Continuing the set we have

21, 23, 25, … , 31, 2, 4, 6, 8, 10, 12, 14, 16, … , 28, 30, …

so the answer to our activity question is YES!

Abstraction:

Any such ordered arrangement of a set of numbers is called a sequence. Each of the

numbers of a sequence is called a term of the sequence. The first term is symbolized by �!,

the second term by �", and so on to �#, the nth term.

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MODULE 4. MATHEMATICAL PATTERNS

Given at least the first three terms of a sequence, one can find the next term in that sequence

by simply discovering a pattern as to how the 3rd term is derived from the 2nd term, and the

2nd term from the 1st term. Either a constant number is added or subtracted or multiplied or

divided to get the next term or some series of operations are performed to get the next term.

Examples. Find the next term in each of the following sequences.

1. 11, 18, 25, 32, …

2. !

,!

!!, !

!&
3. 8, 16, 32, 64, …

4. 5, -5, 5, -5, …

Solutions:

1. Notice that 7 is added to 11 to get 18, the same is added to 18 to get 25, and the

same is added to 25 to get 32. So to get the next term, we add 5 to the last number

32. That is 32+7=39. Thus, the next term is 39.

2. The number 1 is the numerator of all the fractions in the sequence while the

denominators 3,7,11,15 form a sequence. The number 4 is added to 3 to get 7, 4 is

also added to 7 to get 11, and 4 is added to 11 to get 15. Thus, the next denominator

is 15+4=19. Hence, the next term in the sequence is the fraction !

!'.

3. For this example, 2 is multiplied to 8 to get 16, 2 is multiplied to 16 to get 32, and the

same number is multiplied to 32 to get 64. So the next term is 128, which is the result

of multiplying 2 to 64.

4. The next term is obviously 5 since the terms in the sequence are alternately positive

and negative 5.

Examples:

Find the next number(s) in the sequence.

a) 2/5 ; 4/7 ; 6/9 ; 8/11 ____

b) 11, 15, 10, 17, 9, 19, 8, ____, ____

c) 9, 7, 16, 14, 25, 23, 36, ____, ____

d) 341, 452, 563, _____, _____

Now, we discuss the three common types of sequences.

I. Arithmetic Sequence

If a sequence of values follows a pattern of adding a fixed amount (always the same)

from one term to the next, it is referred to as an arithmetic sequence. The fixed amount is

called the common difference, d. To find the common difference, subtract the first term from

the second term.

a1, a1 + d, , a1 + 2d, , a1 + 3d, … a1 +(n-1)d

first term nth term

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Example 1. Consider the sequence 6, 9, 12, 15, … . List the next four terms of the sequence.

Notice that a constant number, 3, is added to each term to get the next term. The

number 3 is the common difference in this arithmetic sequence. That is,

� = �" − �! = 9 − 6 = 3

= �$ − �" = 12 − 9 = 3

= �( − �$ = 15 − 12 = 3

Hence, we add 3 to the last number of the sequence, and then continue adding until the next

four terms are found. We have

12 + 3 = 15

15 + 3 = 18

18 + 3 = 21

21 + 3 = 24

Therefore, the next four terms of the arithmetic sequence are 15, 18, 21, and 24.

Now, in looking for the nth term in an arithmetic sequence, we consider the following

formula. The nth term �# of an arithmetic sequence with first term �! and common difference

� is given by

�# = �! + (� − 1) �

where � is a positive integer.

Example 2. Find the 20th term of the arithmetic sequence 31, 24, 17, …

We have �! = 31, � = − 7, and � = 20. Thus,

�") = �! + (� − 1) �

= 31 + (20 − 1)(− 7)

= −102

See this video link for more information about arithmetic sequences:

https://www.youtube.com/watch?v=35REVpwbWT8

Try this:
a) Find the next number in the arithmetic sequence: 3, 7, 11, 15, ___

b) Find the missing numbers in the arithmetic sequence: ___, 85, 80, 75, ___

c) Find the 8th term of the arithmetic sequence: 6, 13, 20, 27 …. ____

d) Find the missing terms in the arithmetic sequence: 12, 15, ____, ____, 24

II. Geometric Sequence

If a sequence of values follows a pattern of multiplying a fixed amount from one term

to the next, it is referred to as a geometric sequence. The fixed amount is called the

common ratio, r.

We can name the terms of a geometric sequence using a1, a2, a3, and so on.

Suppose the nth term is defined as an and the previous term as an-1. Then an = r(an-1) and

thus,

� = *!

*!"#

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That is, the common ratio is found by dividing any term by its previous term. This can be used

to find any term in a geometric sequence.

Example 1. Find the next two terms of the geometric sequence 3, 12, 48, ….

We first find the common ratio. Let 3 be �#+! and let 12 be �#. Then

� = *!

*!"#

= !"

$ = 4.

In the same manner, we can choose 12 as �#+! and 48 as �#. We will arrive at the same

common ratio r = 4. Hence, we multiply 4 to the last number of the sequence, and then

continue multiplying until the next two terms are found. We have

48 (4) = 192

192 (4) = 768

Therefore, the next two terms of the geometric sequence are 192 and 768.

The nth term �# of a geometric sequence with first term �! and common ratio � is

given by either formula:

�# = �#+! ∙ � or �# = �! ∙ �#+!

Example 2. Find the sixth term of the geometric sequence -21, 63, -189, …

We find the common ratio �. We have

� = *!

*!"#

= ,$

+"! = −3.

Method 1. Use �# = �#+! ∙ �

�! = −21

�" = −21 (−3) = 63

�$ = 63 (−3) = −189

�( = −189 (−3) = 567

�& = 567 (−3) = −1701

�, = −1701 (−3) = 5103

Method 2. Use �# = �! ∙ �#+!

�, = �! ∙ �,+!

= −21 ∙ (−3)&

= 5103

See this video link for more information about geometric sequences:

https://www.youtube.com/watch?v=k4wJ1v4LbLA

Try this:

a) Find the next number in the geometric sequence: 2, 12, 72, ___

b) Find the missing numbers in the geometric sequence:5, 10, 20, ___, 80, 160

c) Find the 6th term in the geometric sequence: 128,64,32, … ___

d) Find the next 2 terms in the geometric sequence: 2, -6, 18, -54, ___, ___

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MODULE 4. MATHEMATICAL PATTERNS

III. Fibonacci Sequence

The Fibonacci sequence is a set of numbers developed by Leonardo Fibonacci as a

means of solving practical problems. The sequence is formed by starting with 1,1 and adding

the two preceding numbers to get the next number.

1, 1, 2, 3, 5, 8, 13, 21, ….

Notice the pattern in this sequence. After the second number, each number is the sum of the

two numbers that precede it. That is, 2 = 1+1, 3 = 2+1, 5 = 3+2, 8 = 5+3, and so on.

Fibonacci numbers are nature’s numbering system. They appear in leaf

arrangements, petals of flowers, bracts of pine cones, scales of pineapples and patterns of

seashells.

Fibonacci sequence in nature: Flowers

Fibonacci sequence in nature: Spirals

https://www.slideshare.net/.../the-fibonacci-sequence...

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The Golden Ratio, the Golden Rectangle and the Golden Spiral

The ratio of 2 successive Fibonacci numbers approach the number Φ called the Golden

Ratio. Numerically, the Golden ratio is irrational and is noted by the ratio of !-√&

" , is

approximately equal to 1.618. If the 2 consecutive numbers in the Fibonacci sequence are a

and b , then the golden ratio is approximated by:

�+�

�=�

1+1

1=2

5+8

8 = 1.600 21 + 34
34 = 1.6177

1+2

2 = 1.5

8 + 13

13 = 1.6154

34 + 55

55 = 1.6182

2+3

3 = 1.6667

13 + 21

21 = 1.619

Golden Rectangle with the

Golden Spiral

See this video link for more information about Fibonacci sequences:

https://www.youtube.com/watch?v=wTlw7fNcO-0

Each square in the rectangle on the right is

made using Fibonacci numbers (as mentioned

before). Start with a 1x1 square, and another 1x1

square. On top of these draw a 2x2 square. We can

now draw a new square, a 3x3, touching both a 1x1

square (or a unit square) and the latest square of

side 2 units long. and then another touching both

the 2-square and the 3-square (which has sides of

5 units). Continue adding squares around the

picture, each new square having a side which is as

long as the sum of the latest two square's sides. (A

graphing paper would be a good choice.) This set of

squares is called the Fibonacci Rectangles.

The spiral drawn inside the squares, each

being a quarter of a circle, forms the Golden Spiral.

Such spirals are seen in the shape of shells of snails

and sea shells and other spiral forms in nature.

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Application:

1. Janina purchased a laptop priced at Php25000. She put Php4500 as downpayment

and made equal monthly payments. At the end of every month, she was given a

statement of the balance owed. For the first four months, the balances were

Php18000, Php15500, Php13000, and Php10500. If she paid the same amount each

month, what was her balance at the end of 8 months?

2. In one of Grimm’s Fairy Tales, Rumpeplstiltskin has the ability to spin straw into gold.

Suppose on the first day, he spun5 pieces of straw into gold, and each day thereafter

he spun twice as much. How many pieces of straw would he have spun into gold by

the end of a week?

3. Rhea needs to study 175 pages of math textbook for her exam in 10 days. If on the

first day she studied 25 pages and each following day she studied two pages less

than the previous day, how many pages will she have to handle during the day before

the exam?

Assessment:

1. Find the next four terms of each arithmetic sequence.

a. 9, 16, 23,… c. 31, 24, 17, …

b. !

&
(

,… d. −8.6, −3.6, 1.4, …

2. Find the nth term of each arithmetic sequence.

a. �! = 3, � = 7, � = 14

b. �! = −4, � = −9, � = 11

c. �! = 5, � = !

$ , � = 12

3. Find the next three terms of each geometric sequence.

a. 162, 108, 72, … c. 405, 135, 45 …

b. 64, −16, 4, … d. (

"%,

'

,…

4. Find the nth term of each geometric sequence.

a. �! = !

$ , � = 8, � = 3

b. �! = !

,( , � = 9, � = 4

c. �! = 16, � = 7, � = 0.5

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Lesson 2. Logic Patterns

Abstract reasoning involves flexible thinking, creativity, judgment, and logical problem

solving. In abstract reasoning examinations, the questions consist of items which require

examinees to recognize patterns, similarities, or differences between a given sequence of

figures. This measure of reasoning is independent of educational and cultural background.

These questions involve the identification of the underlying logic of a pattern and

determining the solution. They are considered to be an accurate indicator of one’s general

intellectual ability.

Lesson Objectives: By the end of this lesson you are expected to

1. Identify and describe underlying patterns and relationships between given objects and

figures

2. Predict the next figure in a sequence using abstract reasoning

Activity: Look at the sequence of figures below.

Source: https://study.com/.../abstract-reasoning-definition...

Analysis: We see an obvious pattern on the above sequence, which makes it easier to

predict what image comes next. We may notice that after the orange arrow, the arrow pointing

to the left, the sequence starts over again with the square. Thus, the next image should be a

diamond.

Abstraction:

Abstract reasoning refers to the ability to analyze information, detect patterns and

relationships, and solve problems on a complex, intangible level. In abstract reasoning

examinations, one is asked to select the next image that best matches the pattern of the

previous images. The task is to observe and analyze to identify a pattern to be able to select

the next image. This is must be performed in a limited time period. Thus, this type of

examination requires you to analyze information quickly and accurately in a short time.

Employers, universities, and, other institutions commonly use abstract reasoning

tests in their application processes. These tests assess your ability to understand complex

concepts and assimilate new information. As a measure of reasoning, abstract reasoning

tests are independent of educational and cultural backgrounds and can indicate intellectual

potential. Abstract reasoning questions provide the best indication of your ability to learn new

things, deal with complex data or concepts, develop strategies, and solve problems. This

type of test is not something that can be studied for, and therefore it provides companies and

institutions with a true picture of an individual’s abstract thinking ability. It is believed that
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MODULE 4. MATHEMATICAL PATTERNS

abstract reasoning skills cannot significantly improve within a very short time. However, there

is nothing that cannot be improved through practice. One can learn and practice strategies,

get familiar with a several typical, logical rules that define sequences of figures.

Tips to Answer Abstract Reasoning Tests

To be able to quickly identify the pattern, you need to compare each factor between

images and information. Factors here include the size, location, color or shades, angles,

movement and you compare it with other factors to identify certain rules between them.

Reference: https://www.huffpost.com/.../tips-to-overcome-abstract...

An Abstract Reasoning Test Example

Example. Each number contains a grid of symbols, where one of the symbols is missing.

Choose which one of the given options best fits the missing symbol in the grid.

1.

2.

3.

Source: https://www.assessment-training.com/abstract-reasoning

The answer is A.

There is one of the three stripes

missing in each figure per column.

Thus, we are looking for the figure in

which the stripe is missing that is

present in the other two figures of

that column.

The answer is D.

In each row, there are 6 figures in

total and of these six figures, there is

one very bold and two reasonably

bold. The displacement of the

figures is irrelevant here.

The answer is C.

In the rows, the figure moves each

column to the right one step

counterclockwise. It also makes a

turn of 45 degrees

counterclockwise. Furthermore,

there is one gray figure in each

row/column.

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MODULE 4. MATHEMATICAL PATTERNS

Application:

A. Draw the next figure in the patterns

1.

2.

3.

4.

5.

Source: https://www.cimt.org.uk/projects/mepres/book7/bk7_13.pdf

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MODULE 4. MATHEMATICAL PATTERNS

B. Select a suitable option that would complete the figure matrix.

1. 2.

3. 4.

(Image source: Aptitude-test)

Assessment: Answer quiz on MSUGensan VLE.

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MODULE 4. MATHEMATICAL PATTERNS

https://www.tessalationbook.com/tessellation.html
Lesson 3. Geometric Patterns

Lesson Objectives:

1. To describe tessellations and fractals

2. To recognize tessellations and fractals in nature, arts, and everyday life

3. To construct a tessellation from simple shapes using transformations

4. To determine transformations used in tessellations

Activity: Watch this video on tessellations:

https://www.youtube.com/watch?v=7GiKeeWSf4s

Analysis: How can one object, from a really simple regular polygon to a complex irregular

shape, take up and cover a whole plane?

From the video, transformations in an object are done to cover up a whole plane. There are

three main transformations: translation, rotation, and reflection. These methods of

transformation are the ones used to create a tessellation.

Abstraction:

A. Tessellation

A tessellation is created when a shape or a combination of shapes are repeated over

and over again covering a plane without any gaps or overlaps using transformations. Another

word for a tessellation is a tiling. One shape

Tessellations were first used by the Sumerians at about 4000 BC to build wall

decorations in pattern of clay tiles. They then became popular decorations in classical

antiquity. Some of the most famous tessellations are the Moorish wall tiles of Islamic

architecture. In 1519, Johannes Kepler became the first person to complete a study of

tessellations after he explored the hexagonal structure of honeycombs and snowflakes.

Almost 300 years later, Russian crystallographer Yvgraf Fyodorov began the study of

tessellations in mathematics.

We can often see tessellations in nature, in walls, floor tilings, carpets, wallpapers,

fabrics, and pavements.

Tessellations in nature:

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MODULE 4. MATHEMATICAL PATTERNS

Google images

Manmade tessellations:

There are stages on the degree of regularity of the shapes used in making a tessellation.

Tessellations can be made

a. involving a repeated use of one regular polygon

b. involving repeated use of a unit of shape made up of two or more different

regular polygons

c. involving triangles or quadrilaterals

d. of irregular shapes obtained by transformation of other ‘more regular’

tessellating shapes

e. involving other irregular shapes.

A regular tessellation is a tessellation made up of congruent regular polygons or polygons

whose sides are all the same length. Congruent means that the polygons that you put

together are all the same size and shape.

Only three regular polygons tessellate in the Euclidean plane: triangles, squares or

hexagons. No other regular polygons will tessellate in this way. Here are examples of

a tessellation of triangles

a tessellation of squares

a tessellation of hexagons

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You may also use a variety of regular polygons to make semi-regular tessellations. A

semiregular tessellation has two properties which are:

1. It is formed by regular polygons.

2. The arrangement of polygons at every vertex point is identical.

Here are the eight semi-regular tessellations:

Moreover, one can explore and investigate that any triangle and any quadrilateral can be

used as a repeating unit with which to tessellate. Here are some examples of
tessellating triangles

tessellating rectangles

tessellating a rhombus

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MODULE 4. MATHEMATICAL PATTERNS

https://studylib.net/.../the-mathematics-of-tessellation

https://studylib.net/.../the-mathematics-of-tessellation

tessellating a trapezium and a kite

One can also produce some irregular shapes to tessellate by transforming other shapes

which are known to tessellate such as regular polygons. Squares, rectangles, equilateral

triangles and hexagons are suitable shapes from which to start. One method is by translating

(or sliding) the midpoint of any side of the starting shape making some curved lines. Another

method is by rotating the midpoint of any side of the starting shape. By doing so, a new,

irregular shape can be made which will also tessellate. Examples are shown below.

Translating a section of a square:

Rotating sections of a square:

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MODULE 4. MATHEMATICAL PATTERNS

https://mcescher.com/

https://studylib.net/.../the-mathematics-of-tessellation

https://www.slideshare.net/mmmfortes/fractals-6885473

Most of the works of Mauritis Cornelis Escher (1898-1972), a world famous graphic artist,

can be attributed to the idea of transformation of shapes to create new, irregular, tessellating

shapes.

Finally, tessellation may include some other irregular shapes. See examples below.

B. Fractals

A fractal is a rough or fragmented geometric shape that can be split into parts, each of which

is approximately a reduced size copy of the whole. We commonly recognize objects that

demonstrate symmetry under three familiar transformations of reflection, rotation, and

translation. Fractals are amazingly complicated patterns often produced by three very simple

processes – reflection, rotation, and translation.

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Fractals demonstrate a fourth type of symmetry. They possess self-similarity. A shape is selfsimilar when
it looks essentially the same from a distance as it does closer up. Self-similar

objects appear the same under magnification. They are composed of smaller copies of

themselves. This characteristic is often referred to as scaling symmetry or scale invariance.

However, not all self-similarity, is of a fractal nature. Objects like spirals and nested dolls that

are self-similar around a single point are not fractals.

https://www.slideshare.net/mmmfortes/fractals-6885473

Fractals in nature

Natural objects exhibit scaling symmetry but only over a limited range of scales. They

tend to be somehow self-similar, appearing more or less the same at different scales of

measurement. They have a distribution of elements that is similar under magnification.

https://www.slideshare.net/mmmfortes/fractals-6885473

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Fractals from mathematical constructions

Koch Curve

Sierpinski’s Triangle

Most amazing thing about fractals is the variety of their applications. Besides theory, they

were used to compress data in the Encarta Encyclopedia and to create realistic landscapes

in several movies like Star Trek. We can find fractals in almost every part of the universe,

from bacteria cultures, to galaxies, to our bodies. Some of the wide known applications are

in astrophysics, data compression, fractal art, study of music, computer graphics, weather

forecasting, and human anatomy.

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Application:

What transformations can you see in this graphic art(tessellation) by M.C. Escher?

All figures in this exercise are by Neil McIntosh

Assessment: Answer quiz on MSUGensan VLE.