MODULE 2: MATHEMATICS AS A STUDY OF PATTERNS

Patterns are everywhere. We predict and forecast using the previous patterns that we
have been observed. It becomes the 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 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 developing 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
make 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 analyzes 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 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 forms 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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 To recognize patterns, one needs to understand critical thinking and logical
reasoning, essential skills everyone needs. These are major components in problem-solving
and are involved in data analysis.
A central line of investigation of patterns is identifying a small set of basic ideas and
rules evident in each sequence. One usually looks at the 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 to arrive at a specific answer to a particular problem. The benefit of
understanding patterns opens many doors where there is the knowledge that can be
applied. The study of patterns allows one to develop the sense of observation, hypothesizing,
experimenting, discovering, and creating. Predicting and estimating and thought-provoking
activities of recognizing patterns emphasize the role and purpose of mathematics itself.

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 the 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 and geometric literacy follows after one develops a sense of patterns involving
logic or reasoning through association or 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

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 Example 1. A diagonal connects two vertices that are not already connected by an
edge in a polygon.

How many diagonals can be drawn in a hexagon?

Explanation:
Connect non-adjacent vertices of each polygon.

We can see the triangle has no diagonals because each vertex has only adjacent
vertices. Therefore, the number of diagonals in a polygon triangle is 0. The rectangle has two
diagonals, while the pentagon has five diagonals. Hence, the hexagon has nine diagonals.
The figure is shown below:

Example 2. Look at the following pattern.

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

Explanation:
From the pattern, the next figure would be

Hence, there are 40 circles.

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 A. 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 rule on 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 that 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 are 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.

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 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 a common difference of 3. That is, there 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), 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 difference are called the third differences.

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 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

B. 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 wallpaper designs and tiling. They
could also be associated with number patterns and used to predict the next geometric
shape that would follow the sequence.

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 Example 7. Determine what shape, figure, or series of figure would follow the sequence

Answer:
From the sequence, the next pattern is

Example 8. Determine what shape, figure, or series of figure would follow the sequence

_______ _________ _______

Answer:
From the sequence, the next pattern is

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 Learning Reinforcement 2

Directions: Write your solutions and answers on a clean sheet of

paper, or you may print this page and answer there. Submit the
image of your HANDWRITTEN SOLUTIONS as a single pdf file in the
submission bin for this activity in the Classroom. You may use
image scanning apps on your phone (CamScanner or Tap
Scanner) to save several images into one pdf file, or place your
images in a document and save them as a pdf file.

A. Write the missing term/s in the given series of numbers.

1. Find the next three terms in:  14,  10,  6,  2, ? , ? , ? .
2. Find the 35th term in the arithmetic sequence 3, 9, 15, 21, ? .
3. Find the next two terms in the sequence: 5, 2, 8, 3, 11, 4, 14, 5, 17, 6, ? , ? .
4. Find the next number: 2, 3, 4, 6, 6, 9, 8, ? .
5. What should become in place of x in the following series: 2, 2, 4, 12, 48, 240, x ?
6. Identify the next number in the following series 2, 8, 26, 62, 122, 212, ? .
7. What is the next number in the pattern 4, 12, 36, 108, ? .
B. Multiple choice: Write the letter of the correct answer on the space provided before
each number.

8. Which of the following completes the sequence?

A B C D

9. Which figure comes next in the series?

A B C D

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 10. Which figure comes next in the sequence?

A B C D

11. Which shape completes the sequence?

A B C D

12. Which of the following shapes is the missing section?

A B C D

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