Assessment Task Learning Area: Maths Questions: 1. What will be the next two terms in the sequence 1; 3 ; 7 ; 15 ; 31 ;....

A) B) C) D) 21 ; 33 63 ; 127 53 ; 107 42 ; 59

Solution
1; 3 ; 7 ; 15 ; 31 ;.... = T1+2; T2+4; T3 8; T+ 16; T5 32; T6 64; T7 128 1; + + + + 4 = 1; 3 ; 7 ; 15 ; 31 ; 63;127;255;...

So the answer is (B). Expressing and exploring the relationship recursively is a skill that most learners already possess.

2.

A tiling company uses the pattern alongside to quote for new projects. They use light square tiles on the outside and a dark square tile on the inside.

a) b) c) d) e) f)

If they continue with the pattern, how many dark tiles will there be in the 4 th, 5th and 6th patterns? How many light tiles will there be in the 4th, 5th and 6th patterns? Find a rule that will represent the number of lighter tiles if you have n dark tiles in the pattern. Write down a cost function for the pattern in (c). If each of the lighter tiles cost R12 per tile, and the dark tiles cost R15,50 per tile, what is the largest combination pattern like this one that you can choose for R2 500? Draw a graph that represents the relationship between the dark and light tiles in the patterns. Label your axes appropriately.

Solution 1. a) pattern number number of dark tiles b) pattern number number of light tiles c) 1 8 2 10 3 12 4 14 5 16 6 18 1 1 2 2 3 3 4 4 5 5 6 6

1 dark tile 8 light tiles 2 dark tiles 10 light tiles n dark tiles 2n + 6 light tiles Dark tiles Tn = n and Light tiles: Tn = 2n + 6 Cost = R12l + R15,50d = 12l + 15,50d (but dark tiles = n) = 12(2n + 6) + 15,5n = 24n + 72 + 15,5n = 39,5n + 72 Let the light tiles be l and the dark tiles d Cost R12l (light tiles) and R15,50d (dark tiles) Total cost: Cost = R12l + R15,50d We now establish a relationship between d and l. Dark (d) Light (l) 1 8 2 10 3 12 4 14 5 16 6 18 7 20

d)

e)

The differences between the numbers in l is 2, so we have a rate of 2d. If d = 1, then we get 2d = 2(1) = 2 and we need 8, so we add 6. So: l = 2d + 6
Cost = R12l + R15,50d 2500 =12 l + 15,50 d = 12(2 d + 6)+ 15,5 d = 24 d+ 72+ 15.5 d 2500 = 39,5 d + 72 2500 72 = 39,5 d 2428 d = = 61,5 39,5 **The problem comes in now that we cannot buy half a tile. We now have to choose which one brings us in under R2 500: So if Dark = 61 and Light = 2(61)+6=128, then Cost = 12(128) + 15,5(61) = R2 481,50 < R2 500 and if Dark = 62, then Light = 2(62)+6=130, then Cost = 12(130) + 15,5(62) = R2 521 > R2 500 So the maximum pattern we can choose to come in under budget is one with 61 dark tiles and 128 light tiles.

OR alternatively Based on the patterns we get: Dark (d) 1 2 3 4 Light (l) 8 10 12 14 5 16 6 18 7 20

Number of tiles in the nth pattern:

Tn = n
Number of tiles in the nth pattern:

Tn = 2n + 6

So: Cost = 15,5 (n) + 12 (2n + 6) = 2 500 15,5 ( n ) + 12 ( 2n + 6) = 2500 15, 5n + 24n + 72 = 2500 39 ,5n = 2428 n = 61, 46 (And the rest is as above ** to find if n = 61 or 62) f)

The notation here is of utmost importance. Variables that are used must be properly defined at all times.

1.

Mr Peters has asked his learners to form a sequence using the following rules: Use the number 5 as a first term 3 To find the next terms, halve the previous term and subtract 2 If the second term in this pattern is 7 , the 5th term will be. 6 (A) (B) (C)

79 24 10 3 175 48

(D)

10 3

1.

The function machine below shows the input values (x) and the corresponding output values (y). Which rule represents this situation?

2 3 6 8
A) B) C) D) 2.

?
y = x2 1 y = 2 x 1 y = x +2 y = 2 x2 + 1

5 1 1 1 5

The first 6 numbers in a sequence are given as: 1, 1, 2, 3, 5, 8, . a) b) c) d) Describe in words how this pattern of numbers has been generated. Now use your answer in (a) to complete the following: Tn = ... + ... What will the next three terms in this sequence be? This sequence possesses the following property: The sum of the squares of the first n terms is equal to the product of nth and the (n + 1)st terms. Show that this is true for n = 9.

3.

Consider the array of dots in the following diagram:

These numbers are known as the triangular numbers. a) For this sequence of numbers, complete the table below: Picture number Number of dots b)

1 1

2 3

3 6

We know that if we look at any rectangle, that the diagonal divides it into two equal triangles. Look at the rectangles below, and complete the table:

Picture number Number of dots Structure

1 2
1x2

2 6
2x3

3 12
3x4

9
9 x10

c) What is the relationship between the triangular numbers and the rectangular numbers? d) Write down a rule for the rectangular number in the form Tn = ... ... and use this rule to write down a rule for the general triangular number.

Solution 1. The mapping is as follows: (the shaded numbers given) Input Output 1 1 2 3 3 5 4 7 5 9 6 11 7 13 8 15

This would mean than the difference is constant and is a multiple of two. Thus two times .... If the first term is 1, then we have two times 1 minus 1 to get back to 1. Thus 2 1 1 . For term 4 this would be 2 4 1 . So it becomes two times the term number minus 1. We can then in terms of x and y write: y = 2x -1. Answer is (B) 2. a) The next term is obtained by adding the two terms that preceded it. So Term 3 = Term 2 + Term 1. Terms 1 and 2 must be given.

b) c) d)

Tn = Tn1 + Tn 2
5 + 8 = 13 ; 13 + 8 = 21; 21 + 13 = 34. So 13 ; 21 ; 34 The first nine terms are: 1, 1, 2, 3, 5, 8; 13 ; 21 ; 34 So: Sum of the squares of the first nine terms = 1+1+4+9+25+64+169+441+ 1 156=1 870 9th term = 34 and 10th term = 34 + 21 = 55 so that 55 . 34 = 1 870. Picture number Number of dots

3.

a)

1 1 1 2
1x2

2 3 2 6
2x3

3 6 3 12
3x4

4 10 4 20
4x5

5 15 5 30
5x6

6 21 6 42
6x7

9 30 9 90
9 x10

b) Picture number Number of dots Structure

c)

The triangle pattern uses addition, whereas the rectangle pattern uses multiplication The triangles number of dots is half of that of the rectangles number of dots. For example if we look at pattern number 5, the triangle has 15 dots and the rectangle has 30 dots. This shows that the number of dots of the rectangle is double that of the triangle dots. Rectangular number rule: Tn = n (n + 1)
= n2 + n

d)

since the triangle is half of the rectangle we need to divide the rectangle rule by 2 to get: Triangular number rule which is n (n + 1) Tn = 2 2 n +n = 2 Using the language that describes algebraic processes is just as important as working from the words to constructing a mathematical sentence. Learners need to practice this language. Learners, from a young age, describe patterns recursively when they investigate what happens from one number to the next in a sequence. This problem attempts to connect geometric properties of shape with the figurate number. . Peter made up a 7 by 7 table with each row having a certain pattern that it is following. In each row the next term will be two less than the previous term.

1 2 3 4 5 6 7 1 2 3 4 5 6
a) b) c)
-7 0 7 4 19

Complete the table using the rule in each row. In your own words, describe the rule that is being formed down each column. Use this rule to write down the sequence of numbers in the 6th row and 7th row.

Solution 1. a) 1 1 2 3 4 5 6 7 b) Each column increases by -2 units, and each row increases by consecutive odd numbers starting with 3. 1 1 2 3 4 5 6 7 c) 1 1 2 3 4 5 6 -1 2 7 14 23 34 2 -3 0 5 12 21 32 3 -5 -2 3 10 19 30 4 -7 -4 1 8 17 28 5 -9 -6 -1 6 15 26 6 -11 -8 -3 4 13 24 7 -13 -10 -5 2 11 22 -1 2 7 14 23 2 -3 0 5 12 21 3 -5 -2 3 10 19 4 -7 -4 1 8 17 5 -9 -6 -1 6 15 6 -11 -8 -3 4 13 7 -13 -10 -5 2 11 -1 2 7 14 23 2 -3 0 5 12 21 3 -5 -2 3 10 19 4 -7 -4 1 8 17 5 -9 -6 -1 6 15 6 -11 -8 -3 4 13 7 -13 -10 -5 2 11

47

45

43

41

39

37

35

1.

The pattern below shows blocks being arranged to form an L shape.

P a t t e r n P1 a t t e r n 2 P a t t e r n 3

a)

Complete the table below: Input (pattern number) 1 2 3 4 5 7 12 Output (number of blocks)

b) c) Solution 1. a)

Write down a rule that represents the number of blocks in the 100th pattern. Write down a general rule for the number of blocks per pattern.

Input (pattern number) 1 2 3 4 5 7 12 b) c)

Output (number of blocks) 1 3 5 7 9 13 23

No of blocks = 2(100) 1 No of blocks = 2(pattern number) 1

1.

Thulani created the following table of input and output values. Input 1 2 3 4 5 6 Output 5 8 11 14 17 20

Which one of the following rules is true for all the values in Thulanis table? A) B) C) D) Solution 1. As the terms increase by a constant number 3, the rule will be that the general term will have a multiple of three as part of its structure. So 3 times .... Also then if the first term is 3 times 1, then we must add 2 to get to 5, so that the rule becomes 3 times the input + 2. (D).

Input = 3 output + 2 Output = 5 Input 2 Output = 5 Input Output = 3 Input + 2

Learners do not need to use words to describe the pattern. They may do so using a variable. As long as the variable in well defined. Questions: 1. Andreas mows his lawn every 6 days, washes his car every 9 th day and also visits his brother every 15th day. Today he will be doing all three of these. How long will it be before he has another day like today?

1.

We are searching for the lowest common multiple of the three numbers. Mowing the lawn: 6,12,18,24,30,36,42,48,54,60,66,72,78,84,90,96,102 Washing the car: 9,18,27,36,45,54,63,72,81,90 Visiting his brother: 15,30,45,60,75,90 He will have a similar day in ninety days time. (Roughly three months from now)

This is a very challenging question, as it does not suggest a mathematical tool or path. It is up to the learner to choose an appropriate tool

1.

Mr Peters has asked his learners to form a sequence using the following rules: Use the number 5 as a first term To find the next terms, double the previous term and subtract 2 If the second term in this pattern is 8, the 5th term will be. (A) (B) (C) (D) 90 24 46 50

Solution 1. T1 = 5 T2 = 8 T3 = 2(8)-2 =14 T4 = 2(14) 2 = 26 T5 = 2(26)-2 = 50 So the correct choice is (D).

The relationship is given as a recursive relationship, and learners need to work with these. They often see number pattern as a recursive relationship before they see general number. 1. Consider the array of dots in the following diagram:

These numbers are known as the triangular numbers. a) For this sequence of numbers, complete the table below: Picture number Number of dots b) c)

1 1

2 3

3 6

Show clearly how you got to T9 in this sequence. The general rule for the triangular number sequence 1 ; 3; 6; ... is Tn =
n ( n + 1) . If 2

the sequence started at 3 and continued as normal, show how you will adjust this rule to accommodate this change? d) Use the rule Tn =
n ( n + 1) to prove that two consecutive triangular numbers always 2

add up to a square number. Solution: 1. a)

Picture number Number of dots b) T 2 = T 1 + 2; T3 = T2 + 3; T4 = T3 + 4; T5 = T4 + 5; T6 = T5 + 6; T7 = T6 + 7; so T9 = T8 + 9 or in general the recursive pattern is Tn +1 = Tn + (n + 1) . This will be a horizontal translation of 1 unit to the left for the sequence. It thus becomes: Picture number Number of dots d)
Tn =

c)

1 3

2 6
1 )n 2 + ( 2

3 10
).

2 For two consecutive numbers that are triangular: n ( n + 1) and ( n + 1) ( n + 2 ) . Tn = Tn+1 = 2 2 So: n ( n + 1) (n + 1 ) n+ 2 ) ( Tn +Tn +1= + 2 2 n + 1) ( n + n+ 2 ) ( = 2 n + 1) ( 2n+ 2 ) ( = 2 2 ( n +1 ) ( n + 1 ) = 2 2 = ( n+ 1)

( n + 1) ( n+ 1+ 1= n+ ) (

This is clearly a square number. Learners learn about sequences by looking at them recursively that is what happens to the previous term to obtain the next term. The translation is one unit to the left for the sequence, so that term 1 is now 3. Thus we need to change the n in the sequence to n + 1 to accommodate this translation. Another way to look at this is realise that n is still one and that what we change in the generalised number must have an output of 3.