GMATH Module 3

MODULE 3: MATHEMATICS AS A STUDY OF PATTERNS
Patterns are everywhere. We predict and forecast using the previous patterns that
we have been observed. It becomes a basis of our decisions. Pattern recognition is also
always an integral part of board examination or psychological tests. This module will help
you develop critical thinking and abstract reasoning.
Our target learning outcomes for this module are the following: a) solve problems
involving patterns; b) express appreciation for mathematics as a human endeavor; and c)
articulate the importance of mathematics in one’s life.
View the following videos to supplement this module:

God’s Fingerprint – The Fibonacci Sequence – Golden Ratio
https://www.youtube.com/watch?v=4VrcO6JaMrM
The Fractal Nature of Reality.
https://www.youtube.com/watch?v=K_1KK5O85n0
Why is 1.618034 So Important
https://www.youtube.com/watch?v=keLN89CWZ-A
Mathematics as a Study of Patterns
Mathematics is the science of patterns and relationships. Patterns provide a sense of

order. It allows one to make an educated guess. A lot of disciplines are based on making
hypotheses and hypotheses are often based on patterns. Assumptions are also based on
recurring patterns. Thus, the understanding of patterns aids in the development of mental
skills needed in the transformation of ideas to information then to knowledge.
As a theoretical discipline, mathematics explores the possible relationships among

abstractions without concern for whether those abstractions have counterparts in the real
world. Investigating the patterns that one finds in numbers, shapes, and expressions would
lead to making mathematical discoveries. Patterns, relationships, and functions constitute
a unifying theme of mathematics. Patterns are an effective way to demonstrate the
relationship between variables. It provides opportunities to model and to analyze situations.
The opportunities to analyze, extend, and create a variety of patterns and to use pattern-
based thinking to understand and represent mathematical and other real-world
phenomena are of a great essence in developing mathematical skills. It gives opportunities
for problem solving, making and verifying generalizations, and building mathematical
understanding and confidence.
The abstractions can be anything from strings of numbers or letters to geometric

figures to measurements to sets of equations. Inquiries such as "Does the interval between
prime numbers form a pattern?" “Is there an expression for the change in the surface area
of any regular solid as its volume approaches zero?”; needs investigatory approaches of
patterns.
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In order to recognize patterns one needs to have an understanding of critical
thinking and logical reasoning, important skills needed by everyone. These are major
components in problem solving and are involved in data analysis.
A central line of investigation of patterns is identifying in each sequence a small set

of basic ideas and rules evident in them. One usually looks at differences between
succeeding items. The difference may be arithmetical in nature but not always. At times
one investigates the movement of shapes, or the relation of the sequences of letters.
Logical and abstract reasoning are great tools in investigating these mathematical
patterns.
Patterns essentially provide a means of recognizing broader aspects that can be

shoved down in order to arrive at a specific answer to a particular problem. The benefit of
understanding patterns opens many doors where there is knowledge that can be applied.
The study of patterns gives an opportunity for one to develop the sense of observation,
hypothesizing, experimenting, discovering and creating. Predicting and estimating and
thought provoking activities of recognizing patterns emphasizes the role and purpose of
mathematics itself.
COMMON PATTERNS
A. Logic Patterns
Logic patterns are related to geometric patterns and number patterns. It helps us
classify objects or figures. One kind of logic pattern deals with characteristics of various
objects. Another kind deals with orders: there is a sequence of objects and a pattern in the
attributes the objects possess. They are commonly part of aptitude tests. The development
of numeracy literacy and geometric literacy follows after one develops a sense of patterns
involving logic or reasoning through association or through relation.
Watch the following videos to learn more tips in dealing with logic patterns:
 IQ and Aptitude Test Questions, Answers and Explanations
https://www.youtube.com/watch?v=Yo_6xhG-Bcc
 Non Verbal Reasoning Test Tips and Tricks for Job Tests & Interviews
https://www.youtube.com/watch?v=CzMbznbN3xk
Example 1. In a polygon, a diagonal (blue line) connects two vertices that are not
already connected by an edge.
How many diagonals can be drawn in a hexagon?
Example 2. Look at the following pattern.
How many circles will be in the next figure in the pattern?

A. 40 B. 39 C. 36 D. 27
B. Number Patterns
A number pattern is an ordered list of numbers, called terms, which follow a certain
property or sequence. The sequence of numbers can be formed by performing repeated
arithmetic operations following a certain ruleon the terms of the pattern.
An arithmetic sequence is made by adding a fixed number to the previous term to

obtain the next term. The fixed number added is called the common difference. The
sequence 1, 5, 9, 13, 17, and so on, is an example of an arithmetic sequence. Its first term is
1 and the common difference is 4, which is added repeatedly to a term to get the next
number in the pattern.
Another way to form a number pattern is to multiply a fixed number to the terms of
the sequence. This number pattern is called a geometric sequence and the fixed number
multiplied to the previous term to get the next term is called the common ratio. For
example, the sequence 4, 16, 64, ..., is a geometric sequence in which 4 is the first term and
4 is also the common ratio. The sequence 32, 16, 8, 4, 2, ..., and so on is another example in
which the common ratio is ½.
Other number patterns can be formed using arbitrary rules. There are patterns
where the resulting sequence has numbers in increasing or decreasing order. In this
pattern, the amount that is added to the terms changes every time in a predictable
manner. For example, consider the sequence 4, 5, 7, 10, 14, 19, ... . Starting with the first
term, the numbers 1, 2, 3, 4 and so on are added to the previous term to get the next term.
Another number pattern that also occurs in nature is the well-known Fibonacci
sequence 0, 1, 1, 2, 3, 5, 8, 13, 21, and so on. It is a sequence of numbers which starts with 0
and 1, and every term after the first two is obtained by adding up the two terms before it.
Several interesting number patterns can also be found in Pascal's Triangle (named
after Blaise Pascal, a famous French Mathematician and Philosopher). To build the triangle,
start with 1 at the top and continue placing numbers below it in a triangular pattern. Every
new row of numbers begins and ends with 1, and other numbers in the row is the sum of
the numbers directly above it. The Fibonacci sequence (except the first term 0) can be
obtained from this configuration as shown in the figure, by getting the sum of numbers in
the same colored squares.
To determine missing terms in a sequence, we first have to know how the terms of a
sequence are related. It may be arithmetic or geometric. Sometimes it helps to get
differences (or quotients) between consecutive terms (e.g. 2nd term – 1st term, 3rd term – 2nd
term, etc) to see the rule. At times, one needs to recognize a property or characteristic the
terms of the sequence have. In the case of the sequence 1, 8, 27, 64, …, the terms are
cubes: 13 , 23 , 33 , and 43 . So, the next terms are 53 = 125 and 63 = 216.
Example 3. Find the next number in the pattern 45, 48, 51, 54, 57, ___
Solution:
The sequence is arithmetic, with common difference 3. That is, there is is a repeated
addition of 3 to get the next term. Thus, the sixth term is 60.
Example 4. Find out the missing number in the pattern 67, 74, 81, 88, __, 102
Solution:
Here, the pattern is obtained through repeated addition of 7 (arithmetic with common
difference 7). Therefore, the missing term in the above pattern is 95.
Example 5. What is the next number in the pattern 108, 102, 96, ___
Solution:
Here, the pattern is the repeated subtraction of 6 (arithmetic with common difference -6).
Therefore, the next number in the above pattern is 90 for the subtraction of 6.
Example 6. What is the next number in the pattern 5, 14, 27, 44, 65, ___
Solution:
Taking differences between consecutive terms (called first differences), we see that the
pattern is not an arithmetic sequence since the first differences (shown in row 2 of the
figure that follows) are not all the same. In such a situation it is often helpful to compute the
successive differences of the first differences. The differences of the first differences are
called the second differences. The differences of the second differences are called the
third differences.
Sequence 5 14 27 44 65 _____
First difference 9 13 17 21
Second difference 4 4 4
To predict the next term of a sequence, we often look for a pattern in a row of differences.
For instance, in the following table, the second differences are all equal 4. If the pattern
continues, then a 4 would also be the next second difference, and we can extend the
table to the right as shown.
5 14 27 44 65 _____
9 13 17 21
4 4 4 4
Now we work upward. That is, we add 4 to the first difference 21 to produce the next first
difference, 25. We then add this difference to the fifth term, 65, to predict that 90 is the
next term in the sequence. This process can be repeated to predict additional terms of the
sequence.
5 14 27 44 65 90
_____
9 13 17 21 25
4 4 4 4
C. Geometric Patterns
A geometric pattern is a kind of pattern formed from sequences of lines and curves
to form geometric shapes and figures. It is a motif, pattern, or design depicting abstract,
nonrepresentational shapes such as lines, circles, ellipses, triangles, rectangles, and
polygons. We generally associate geometric patterns with wall paper designs and tiling.
They could also be associated with number patterns and used to predict the next
geometric shape that would follow the sequence.
Example 7. Determine what shape, figure, or series of figure would follow the sequence.
Score:
Practice Exercise 3-1:
Direction: Use the Google form provided in the submission bin for this activity in the
Classroom to submit your answers.
A. Identify the next term in the given sequences:
Answer
1. 2, 7, 24, 59, 118, 207, ... __________
2. 1, 14, 51, 124, 245, 426, ... __________
3. 1, 3, 6, 10, 15, 21, 28, 36, 45, ... __________
4. 1, 4, 9, 16, 25… __________
5. 1, 8, 27, 64, 125… __________
6. 0, 6, 24, 60, 120, … __________
7. 2, 10, 30, 68,… __________
8. 3, 14, 29, 48, 71, … __________
9. 2, 5, 10, 17, 26, … __________
10. 2, 7, 22, 67, 202, … __________
11. 6, 5, 2, −3, −10 … __________
12. 2, 2, 0, -4, -10, … __________
13. −4, −3, 0, 5, 12, … __________
14. 2, 4, 4, 8, 6, 12, 8, 16, 10, … __________
15. 4, 16, 36, 64, 100, 144, … __________
16. BAZ, DBY, FCX __________
17. 800, 400, 200, 100, 50, … __________
18. WXCD, UVEF, STGH, QRIJ, … __________
19. 2, 13, 35, 68, 112, … __________
20. 100, 50, 52, 26, 28, __________
B. Choose the CAPITAL letter corresponding to the correct answer.
For numbers 21 – 27: Which figure completes the series?
_____21.
A B C D
Source: https://filipiknow.net/nmat-inductive-reasoning-practice-test/
_____22.
A B C D
Source:https://static1.squarespace.com/static/5ba0ed034611a036e7513ee4/t/5e79da
6176cf4140aa18e4da/1585044066106/Psychometric+Success+Abstract+Reasoning+-
+Practice+Test+1.pdf
_____23.
A B C D
Source: https://filipiknow.net/nmat-inductive-reasoning-practice-test/
_____24.
A B C D
Source:https://static1.squarespace.com/static/5ba0ed034611a036e7513ee4/t/5e79da6
_____25.
A B C D
Source:https://static1.squarespace.com/static/5ba0ed034611a036e7513ee4/t/5e79da6176cf41
40aa18e4da/1585044066106/Psychometric+Success+Abstract+Reasoning+-
_____26.
? A B C D
Source:https://static1.squarespace.com/static/5ba0ed034611a036e7513ee4/t/5e79da6176cf41
40aa18e4da/1585044066106/Psychometric+Success+Abstract+Reasoning+-
_____27.
A B C D
Source:https://static1.squarespace.com/static/5ba0ed034611a036e7513ee4/t/5e79da617
For numbers 28 – 35:Identify the missing shape in the series.
_____28.
?
A B C D
Source: https://www.practiceaptitudetests.com/inductive-reasoning-test.pdf
_____29.
?
A B C D
_____30.
?
A B C D
_____31. Which of the suggested images would belong with the given sequence?
A B C D
For nuber2 32 – 35: Identify the missing shape in the series.

_____32.
?
A B C D
source:https://www.practiceaptitudetests.com/logical-reasoning-test.pdf
_____33.
A.
B.
C.
?
D.
I
_____34.
?
A B C D
_____35.
A B C D
Congratulations Louisian! You did it!

It’s time to answer Activity 3-1.

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MODULE 3: MATHEMATICS AS A STUDY OF PATTERNS

View the following videos to supplement this module:

Mathematics as a Study of Patterns

Mathematics is the science of patterns and relationships. Patterns provide a sense of

As a theoretical discipline, mathematics explores the possible relationships among

The abstractions can be anything from strings of numbers or letters to geometric

A central line of investigation of patterns is identifying in each sequence a small set

Patterns essentially provide a means of recognizing broader aspects that can be

How many diagonals can be drawn in a hexagon?

How many circles will be in the next figure in the pattern?

An arithmetic sequence is made by adding a fixed number to the previous term to

A. Identify the next term in the given sequences:

For numbers 21 – 27: Which figure completes the series?

For numbers 28 – 35:Identify the missing shape in the series.

For nuber2 32 – 35: Identify the missing shape in the series.

Congratulations Louisian! You did it!

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