MIP1502 748830 68140959

MIP1502
Assignment 3
748830
68140959

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Index:
Contents

QUESTION 1 3

QUESTION 2: 6

QUESTION 3: 7

QUESTION 4: 10

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Question 1
a) Activity 2.3
1. a. Calculate and write down the sum of the following:
• 11 + 12 + 13 + 14 + 15 = 65
• 23 + 24 + 25 + 26 + 27 = 125
• 200 + 300 + 400 + 500 + 600 = 2000
b. What is the fifth multiple of 13: 65
c. What is the fifth multiple of 25: 125
d. What is the fifth multiple of 400: 2000
e. What is the rule that you can abstract from what you found above?
The sum of any consecutive five numbers equals the fifth multiple of the middle
number or equals the product of five and the middle number.
f. Explain why this is the case:
𝑛 + (𝑛 + 1) + (𝑛 + 2) + (𝑛 + 3) + (𝑛 + 4) = 5(𝑛 + 2).
g. Generalise your findings to predict what you will observe in the sum of:
a) five consecutive multiples of 10 like (30 + 40 + 50 + 60 + 70)
=50 x 5 = 250
S5 = 5(n + 2)
b) three consecutive numbers like (7 + 8 + 9)
= 8 x 3 = 21
S3 = 3(n + 1)
c) seven consecutive numbers like (2 + 3 + 4 + 5 + 6 + 7 + 8)
= 5 x 7 = 35
S7 7(n + 3)
2. a. Commutative property:
Do the following: 5 + 3 q =
5 + 3q = 3q + 5
Do the following: 4 t × 6 =
4t x 6 = 6 x 4t

b. Associative property:
Do the following: (4 q+ 5) + (3 q + 7) =
(4q + 5) + (3q + 7) = (4q + 3q) + (5 + 7)
Do the following: (4s×6)×(5×3s)=
(4s × 6) × (5 × 3s)=(4s x 3s) x (6 x 5)

c. Distributive property
Do the following: 3 (3 t + 7) =
3 (3 t + 7) = 9t + 21

d. Additive identity 7 u + 0 = 7 u

e. Multiplicative identity 5 v × 1 = 5v

f. Zero product property

Do the following: 3 x (4 x - 3) =0
3 x (4 x - 3) = 0, means that 3x = 0 or 4x – 3 = 0

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g. Density property
1 1
Do the following: Give a number between 3 5 𝑎𝑛𝑑 3 4
9 129
3 𝑜𝑟
40 40

3. Do the following:
Following the same route as in our example with 24, work out the factors of 30. When it
comes to the algebraic application, allocate letters of the alphabet to the prime factors
of 30.
30 = 1 x 30
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
30 = 2 x 15
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
30 = 30 x 10
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
⬧⬧⬧⬧⬧⬧⬧⬧⬧⬧
30 = 5 x 6
⬧⬧⬧⬧⬧ ⬧⬧⬧⬧⬧ ⬧⬧⬧⬧⬧
⬧⬧⬧⬧⬧ ⬧⬧⬧⬧⬧ ⬧⬧⬧⬧⬧
The algebraic application:
Let 30 = y; 2 = a; 3 = b; and 5 = c
Then y = abc
ay = a2bc
4. Do the following:
Following our example to the left, work through the numerical equation below and then
35
translate it into an algebraic equation, where you solve for the unknown value: + 13 =
5
20
35
5
+ 13 = 20
35
= 20 – 13
5
35 = 7 x 5
Applied in algebra to solve a variable:
𝑥
+ 13 = 20
5
𝑥
5
= 20 − 13
x=7x5
x = 35
5. Do the following:
In 1911, two hat-makers each taught their two sons to make hats.
In 1932, each of these sons taught their two sons to make hats.
In 1953, each of these sons taught their two sons to make hats.
In 1974, each of these two sons taught their two sons to make hats.
In 1995, each of these two sons taught their two sons to make hats.
How many hat-makers were there in this family by the end of 1995?
This situation in algebra:
In 1995
2 × 2 × 2 × 2 × 2 × 2 𝑜𝑟 26 = 64
26 = 𝑥

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X = 64 at the end of 1995 there were 64 hat makers in the family. How many hat-makers
in the family altogether?
2 + 4 + 8 + 16 + 32 + 64 = 126
21 + 22 + 23 + 24 + 25 + 26 = 126
𝑎 = 2; 𝑟 = 2

𝑎(𝑟𝑛 −1)
6. 𝑆𝑛 = 𝑟−1
2(26−1)
𝑆6 = 2−1
𝑆6 = 126
By the end of 1995 there will be 126 hat – makers in the family.

b) Activity 2.4
a. False, the content and context of number sentence shows progression from simple
to complex,
b. False, an algebraic expression is a mathematical sentence that contain one side, with
unknown and no equal sing between the terms.
c. – inspection
d. 𝑥 + 13 = 100
𝑥 = 100 − 13
𝑥 = 87
Thando has 87 marbles
e. 𝑥 = 71 + 12
𝑥 = 83
Nthabi has read 83 pages.
f. 𝑅340 = 𝑅75 = 𝑥
𝑥 = 𝑅265
Thili is left with R265 in her purse.
g. 𝑥 + 111 = 200
𝑥 = 200 − 111
𝑥 = 89
Luthando must get 89 marbles to reach his goal.
h. 36 + 𝑥 =
𝑥 = 65 − 36
𝑥 = 29
Mary-Ann has added 29 test papers.
i. 𝑥 + 14 = 63
𝑥 = 63 − 14
𝑥 = 49
There were 49 books on the teacher’s table in the morning.
j. 56 + (56 + 21) = 𝑥
56 + 77 = 𝑥
𝑥 = 133
There are 133 choristers altogether.

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MIP1502 748830
Question 2:
a) Activity 3.1
Grade 4
WHAT SHOULD LEARNERS
DO?
• Investigate GP & NP.
• Extend GP & NP.
• Identify the relationship
between terms in GP & NP.
• Find the rule of GP & NP.
• Describe relationship or
rule of GP & NP in words.
WHAT IS THE RANGE OF
PATTERNS?
• GP in physical form.
• GP in diagram form
• GP & NP with a constant
difference.
• GP & NP with a constant
ratio.
• GP & NP of own creation
LIST EQUIVALENT FORMS
TO DESCRIBE/REPRESENT
INPUT & OUTPUT VALUES
OF PATTERNS
• Verbal description of GP &
NP.
• Flow diagram for GP & NP.
• Number sentence for GP
& NP.
• Table for NP
WHAT DO WE DO WITH
INPUT VALUES AND
OUTPUT VALUES?
• Identify input values and
determine output values.
• Identify output values and
determine input values.
• Determine the
relationship between
input/output values.
• Determine the rule for the
pattern
Grade 5
WHAT SHOULD LEARNERS
DO?
• Investigate GP & NP.
• Extend GP & NP.
• Identify the relationship
between terms in GP & NP.
• Find the rule of GP & NP.
 Identify constant
difference or ratio.
• Describe relationship or
rule of GP & NP in words.
WHAT IS THE RANGE OF
PATTERNS?
• GP in physical form.
• GP in diagram form
• GP & NP with a constant
difference.
• GP & NP with a constant
ratio.
 GP other than with a
constant difference or
constant ratio.
• GP & NP of own creation
LIST EQUIVALENT FORMS
TO DESCRIBE/REPRESENT
INPUT & OUTPUT VALUES
OF PATTERNS
• Verbal description of GP &
NP.
• Flow diagram for GP & NP.
• Table for NP
• Number sentence for GP
& NP.
WHAT DO WE DO WITH
INPUT VALUES AND
OUTPUT VALUES?
• Identify input values and
determine output values.
• Identify output values and
determine input values.
• Determine the
relationship between
input/output values.
• Determine the rule for the
pattern
68140959
Grade 6
WHAT SHOULD LEARNERS
DO?
• Investigate GP & NP.
• Extend GP & NP.
• Identify the relationship
between terms in GP & NP.
• Find the rule of GP & NP.
 Identify constant
difference or ratio.
• Describe relationship or
rule of GP & NP in words.
WHAT IS THE RANGE OF
PATTERNS?
• GP in physical form.
• GP in diagram form
• GP & NP with a constant
difference.
• GP & NP with a constant
ratio.
 GP other than with a
constant difference or
constant ratio.
• GP & NP of own creation
LIST EQUIVALENT FORMS
TO DESCRIBE/REPRESENT
INPUT & OUTPUT VALUES
OF PATTERNS
• Verbal description of GP &
NP.
• Flow diagram for GP & NP.
• Table for NP
• Number sentence for GP
& NP.
WHAT DO WE DO WITH
INPUT VALUES AND
OUTPUT VALUES?
• Identify input values and
determine output values.
• Identify output values and
determine input values.
• Determine the
relationship between
input/output values.
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Question 3:
a) Give the meaning of each of the following: term, pattern, and function.
Term: The individual shapes, pictures or numbers are called the terms of the sequence and
the consecutive terms are called Term 1. Term 2 and so on. The short form (n) stands for the
term number.
Pattern: A pattern is a repeated sequence of shapes, pictures or numbers that are arranged
according to a rule
Function: The mathematical relationship between an input value and an output value. The
output value depends on the input value. We can say that the output value is a function of
the input value.
b) What is the difference between numerical patterns and geometrical patterns?
Numerical Pattern: Geometrical Pattern
• Has a constant difference • Has a common ratio (r).
• We subtract term 1 from term 2 to • We divide term 1 by term 2 to get
get the difference (r).
• We add or subtract the difference • We multiply or divide by (r) term 1
to term 1 to get term 2, or term 4 to get term 2.
to get term 5
4, 7, 10, 13…. Is a numerical
pattern or a number sentence. Above is an ordered repetition of
Each term of the sequence has its geometrical shapes (a sequence of
own position. The sequence forms trapezoids) that form a geometrical
a pattern, because all terms keep pattern. We can make a few
to the rule of this specific pattern, important observations about this
in this case increasing by 3. Term 1 pattern:
is important because it is where • They alternate their orientation
the pattern starts. Each term’s • They are combined to share one
position is important, but also its side
value, as well as the rule of the • The number of trapezoids
pattern. corresponds with the term number.
• The number of sides increases by 3
each time.
• The number sequence emerging it
is 4, 7, 10, 13…

c) Activity 3.1.2
Follow the instructions below to create your own pattern:
a. Draw the first three terms of a simple ascending geometrical pattern with a constant
difference.
b. Describe the pattern in words.
c. Write down the rule of the pattern.
Using the rule, extend the pattern to the fourth and the tenth term.
Describe the pattern in a flow diagram (spider diagram).
Describe the pattern in a table.
Describe your pattern in a graph.
Reflect on the ease of the activity.

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a. The first three terms of my ascending geometrical pattern with a constant difference:
Term 1 Term 2 Term 3 Term 4 Term 10

b. Verbal description of my geometrical pattern:

The pattern starts with one circle and two circles are added each time
c. The rule of my pattern:
𝑇𝑛 = 2𝑛 – 1
d. Using the rule, extend the pattern to Term 4 and Term 10:
𝑇4 = 2(4) − 1 = 7
𝑇10 = 2(10) − 1 = 19
e. Describe the pattern in a flow diagram

N Tn
1 1
2 Rule 3
3
4
2n-1 5
7
10 19

f. Describe the pattern in a table

Input value (x) 1 2 3 4 10
Output value (y) 1 3 5 7 19

g. Describe this pattern in a graphic form on the coordinate plane provided, using the
first four ordered pairs (x, y) of your table as four coordinate points. Connect those
points. Read off your graph what the value of Term 7 will be.

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Question 4:
a) Describe, using examples, how a teacher can use number lines and grids to represent
number patterns.
Showing a maths pattern using a number line, we can link the numbers with counting.
Creating that a pattern that will skip counting. Then representation of the pattern on a
number line in a way that it keeps on repeating. For instance, 1, 2, 3, 4, 5, 6, 7, 8, 9... The
above number line shows a pattern with equal distance on a number line that is useful to
students to skip counting. The pattern here is adding 1, 1, 1, 1, 1, 1, 1, 1 starting from 1.
Similarly, you can create a pattern of a number line with unequal distancing for example 2,
5, 10, 17, 26.... and so on. The pattern here is adding 3, 5, 7, 9 starting from 2. The only key is
to be able to identify the pattern in any given numbers. Students apply the knowledge of a
number line to discover patterns in number sequences and other mathematical order of
operations. All the above examples are changing patterns. Repeating patterns take a form of
like 1, 2, 3, 1, 2, 3.

A number grid is crucial to learners as it helps them to get a clear understanding of numbers
and how they work. Also, is a tool which assists learners to be able to count and solve
mathematical problems which they can't solve by themselves. Number grids can be used to
explore number patterns. For example, children can start at zero and count by 2s. If they
colour each box as they go, they will have coloured all the even numbers. If they start at one
and count by 2s they will colour all the odd numbers. If they count by 5s, starting at zero,
they will colour numbers with 0 or 5 in the ones place. They can be used as a counting tool
as shown below.

b) Activity 3.2
(1) Week 4: Day 2 Lesson
Evaluate the use of matches to build patterns, keeping in mind the cognitive stage that
Grade 6 learners have reasonably reached and the progression from teaching concepts in
concrete, semi-concrete and semi-abstract ways. Write down your thoughts on this
concept of concreate:
concrete is defined as the minimum strength the concrete must possess after 28 days of
construction with proper quality control. Grade of concrete is denoted by prefixing M to the
desired strength in MPa

concept of semi-concrete:
The math concept/skill is next modelled at the representational (semi-concrete) level, which
involves drawing pictures that represent the concrete objects previously used

concept of semi-abstract:
pertaining to or designating a style of painting or sculpture in which the subject remains
recognizable although the forms are highly stylized in a manner derived from abstract art

these terms concrete, semi-concrete, and semi-abstract are helping to matching in build
patterns

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2) Week 4: Day 3 Lesson

Look at the sentence immediately after the first table: Do not worry about the x and the y
at this stage. We want you to worry about the reason why these labels are there. Write
down how you will explain the x and y to learners:
I will firstly work with input and output values and explain to my learners what it is, and after
they understand what it is, I can explain to the learners that the x is the input value, and the
y will represent the output value.

(3) The relationship between geometrical and number sentences

Explain how the relationship between the two types of patterns was made in the lessons.
Suggest any improvement that you would implement to make the relationship clearer
Numeric sequences we only add and subtract to get the next answer.
Geometric sequences we multiply and divide to get the next answer. A specific rule was
established to complete a specific geometrical structure.

4) Representational forms List the equivalent representational forms for representing

pattern as they were used in the two lessons.
(a) Flow diagram form (lesson 1)
(b) Table form representation (lesson 2)

(5) Problem-solving
Critically evaluate the problem-solving examples in the last part of the second lesson
Farmer Joe packs a dozen eggs into a box in a minute.
Minutes 3 5 10 15 20
Eggs packed into the boxes 36 60 120 180 240
Mr Brick the Builder pays his labourers R105 a day. Use a table to work out how much he will
have to pay: 2 labourers, 5 labourers 10 labourers 15 labourer's 17 labourers for a day
Labourers 2 5 10 15 17
Pay per day 210 525 1050 1575 1785

Bibliography:
(n.d.). Retrieved from https://www.assignmentexpert.com/homework-
answers/mathematics/algebra/question-124743

expert, a. (2020, July 15). assignment expert. Retrieved from assignment expert:
https://www.assignmentexpert.com/homework-answers/mathematics/algebra/question-
124825

TL, M. 5. (2021). MIP1502. Pretoria: UNISA.

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