GET DIRECTORATE

MATHEMATICS LESSON
GRADE 5
DATE: …………………….
TOPIC: NUMERIC PATTERNS

CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lessons learners should know and be able to:
• Investigate and extend patterns for relationships or rules of patterns:
sequences not limited to a constant difference, or ratio
• Describe observed relationships or rules in learner’s own words
• Determine input values, output values and rules for the patterns and relationships using:
o flow diagrams
o tables
• Determine equivalence of different descriptions of the same relationship or rule presented
o in a flow diagram
o in a table
o by a number sentence
RESOURCES: DBE Workbook 1, Sasol-Inzalo book, Textbooks

DAY 1
LESSON DEVELOPMENT:
• Recursive (“horizontal”) patterns in sequences describing the relationship between any two
consecutive numbers in a sequence, and then continuing the sequence, should be
emphasised throughout.
• Investigate and extend patterns for relationships or rules of patterns: sequences not limited
to a constant difference, or ratio
• Describe observed relationships or rules in learner’s own words
INTRODUCTION
REVISION ACTIVITY:
The numbers of a number pattern follow a rule.
Number patterns can be made by adding or subtracting a constant number. (The same
number)
The interval between the numbers is the same.
The interval between the numbers of the pattern below is +3 (Plus 3).
Recursive (“horizontal”) patterns in sequences describing the relationship between any two
consecutive numbers in a sequence, and then continuing the sequence, for example:

The dots on the end show that the number

pattern continues in this same way.
3, 6, 9, 12, 15, 18, 21, …

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NUMERIC PATTERNS
The pattern above is multiples of 3 and is written horizontal in a sequence.
As you add 3 each time the numbers become larger. The pattern is increasing.
This number line shows the pattern of ‘adding 3’.

+3 +3 +3 +3 +3

3 6 9 12 15

The interval between the numbers can also be 3 but the numbers are not multiples of 3:
26, 23, 20, 17, 14, …
As you subtract 3 each time the numbers become smaller.
The pattern is decreasing.
This number line shows the pattern of ‘subtracting 3’.

−3 −3 −3 −3

14 17 20 23 26

As you subtract 3 each time the numbers become smaller. The pattern is decreasing.

Activity 1: Class Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons
1. Write the next 3 numbers in each number pattern.
a. 2, 4, 6, 8, 10, 12, 14, 16, …
b. 3, 6, 9, 12, 15, 18, 21, …
c. 5, 10, 15, 20, 25, 30, 35, …
d. 7, 14, 21, 28, 35, 42, 49, …
e. 9, 18, 27, 36, 45, 54, 63, …

2. Write down the number patterns which starts with a:

a. 5 and 3 is added each time
b. 3 and 9 is added each time
c. 7 and 5 is added each time
d. 27 and 4 is subtracted 4 times
e. 51 and 7 is subtracted 5 times

3. Find the interval in each of these patterns.

a. 6, 8, 10, 12, 14, .....
b. 15, 13, 11, 9, 7, ....
c. 56, 61, 66, 71, 76, .....
d. 6, 13, 20, 27, …..
e. 101, 86, 71, 56, ….

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In the next pattern the numbers are increasing, and the difference between the numbers are
constant.
Plus 2: The fourth number in the pattern is 8
2, 4, 6, 8 , 10, 12, … The intervals are the same (Constant) – two (2)
Add 2 every time

+ + + + +
2 2 2 2 2

2 4 6 8 10

What is the same and what is different in Sequences A to D?

Sequence A: 4, 8, 12, 16, 20, 24, 28, …
Sequence B: 5, 9, 13, 17, 21, 25, 29, …
Sequence C: 6, 10, 14, 18, 22, 26, 30, …
Sequence D: 7, 11, 15, 19, 23, 27, 31, …

Sequences A to D have different numbers, and they all start with different numbers. But they
are all the same in the sense that all of them have the same horizontal pattern:
To get the next number you add 4. So they are family!

Number patterns can also be made by multiplying or dividing by a constant number.

For example:

3, 6, 12, 24, 48, … This pattern is increasing fast.

When numbers in a number pattern are multiplied to get the next number, the numbers will
increase faster than addition and the intervals will get bigger faster.

The fourth number in the pattern is 16

Multiply by 2:
It is double the number in the previous example. The intervals are not
2, 4, 8, 16, … the same. It is increasing. It doubles every time

x x x
2 2 2

2 4 8 16

Activity 2: Class activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons
1. Describe the patterns in your own words.
A. Sequence A: 1, 2, 4, 8, 16, 32, …
B. Sequence B: 512, 256, 128, 64, 32, …
C. Sequence C: 3, 6, 12, 24, 48, 96, …
D. Sequence D: 1, 3, 9, 27, 81, …
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 E. Sequence E: 2, 6, 18, 54, 162, …
F. Sequence F: 1, 4, 9, 16, 25, 36, …
G. Sequence G: 2, 5, 10, 17, 26, 37, …
H. Sequence H: 3, 6, 11, 18, 27, 38, …
2. Continue the pattern for five more numbers.

Sometimes the patters are tricky. In the next pattern of numbers, the next term is calculated by
doubling the previous term and adding one.
1 ; 3 ; 7 ; 15 ...

In the pattern below the numbers are increasing then decreasing alternately.
So every second number will have a pattern:
6 , 8 , 10 , ……
10 , 12 , 14 , ……..

+4 −2 +4 −2 +4
22
6 10 8 12 10 14
Activity 3: Homework
Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons

1. Determine the missing number in the number patterns and describe the pattern.
a. 33, 31, ...., 27, 25, ....
b. 43, 38, .... , 28, 23, ....
c. 5, 15, .... , 135, 405, ....
d. 448, 224, .... , 56, 28, ....
e. 405, 135, 45, .... , ....
f. 5, 9, 14, 20, …
g. 343, 216, 125, 64, ….

2. Write down the number patterns which starts with a:

a. 4 and 3 is added each time
b. 57 and 5 is subtracted each time
c. 2 and is multiplied by 3 each time
d. 243 and is divided by 3 each time

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 DAY 2
LESSON DEVELOPMENT:
• Recursive (“horizontal”) patterns in sequences describing the relationship between any two
consecutive numbers in a sequence, and then continuing the sequence, should be
emphasised throughout.
• Investigate and extend patterns for relationships or rules of patterns: sequences not limited
to a constant difference, or ratio
• Describe observed relationships or rules in learner’s own words
• Determine input values, output values and rules for the patterns and relationships using
tables
Revision:
Remember the following:
1. If the numbers in the pattern are increasing/decreasing and the interval is a constant –
look for the difference the find the pattern.
2. If the numbers in the pattern are increasing/decreasing and the interval is not a constant
– look for the multiplication or division to the find the pattern.
3. If the pattern is not one of the two above, you have to look for another pattern e.g.
You can use combinations of +, −, × and ÷ to make number patterns.

We can now describe the patterns in such sequences in words and in a table.

3, 6, 9, 12, 15, 18, 21, …

The pattern above is multiples of 3 and is written horizontal in a sequence.

As you add 3 each time the numbers become larger. The pattern is increasing.
This number line shows the pattern of ‘adding 3’.

+3 +3 +3 +3 +3

3 6 9 12 15

You will learn that in number sequences such as the one above, there is a horizontal
calculation plan (rule) that is the same for all the output numbers:

This pattern can also be represented in a table:

Pattern 1 2 3 4 5 6 7 8
number
3 6 9 12 15 18 21 24
+3 +3 +3 +3 +3 +3
Output

HorizontalGrade
plan or rule: +3
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NUMERIC PATTERNS
3 is added to the output numbers every time
Now you can answer questions like:
What is the output of pattern number 6? Just look under the 6
What is the output of pattern number 10? I this case you have to count on.

Example 1:
Look at this matchstick pattern.

Pattern number 1 2 3 4

Match diagram

The number of matches needed to make each pattern is

+4 +4 +4 +4 +4
22 44
4 8 12 16 …….. …….

Did you notice that to get the next number in the pattern we add 4 to the number before it.
Often, we use a table to display (show) our discovery.

Pattern number 1 2 3 4

Match diagram

+4 +4 +4
Number of matches 4 8 12 16

Example 2:
Peter looks at his fence patterns.

a. Draw the next panels in the pattern.

b. Complete the table.

Number of
1 2 3 4 5
panels

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 Number of
planks needed

Example 3:

Pattern 1 Pattern 2 Pattern 3

Pattern number 1 2 3 4 5
Number of dots

a. Describe pattern 4 in words.

b. Now draw pattern 4.
c. How many dots are there in pattern 5?
d. Complete this table. Describe and discuss your methods.

Activity 1: Class Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. A tricycle has 3 wheels. Complete the table.

Input
1 2 3 4 5 6 10 20
Number of tricycles
Output
Number of wheels

2. Pete’s taxi charges R22 for a trip AND another R2 per kilometre travelled.
Complete the table.
Distance(km) 1 2 3 4 5 6 7 8 9 10
Cost (R) 24 28
How much will it cost to travel 15 km in Pete’s taxi?

3. The cost of hiring a mega bus to travel from Johannesburg to Polokwane and back is R4 800.
a. If 30 people go on the trip, how much must each passenger pay if they share the cost
equally?
b. If 15 people go on the trip, how much must each passenger pay if they share the cost
equally?
c. Complete the table: Number of passengers 5 10 20 40 80 160.
Cost for each passenger (R)
d. Write a calculation plan to show how to calculate the cost for each passenger for any
number of passengers travelling on the bus.

4.Make your own pattern, like the ones given above.

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a. Let a friend draw the next two figures in the pattern.
b. Complete the table, like in the questions above.

Activity 2: Homework Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. Avril wants to rent a car for one day. He wonders if he should rent from Image Car Rental or
from AfriCars. Both charge a basic amount per day plus a rate per kilometre for the distance
driven, according to the values in the table. Avril now wonders which company is cheaper.

Company Car Per day Per Kilometre

Image 4-door sedan R180 R2
AfriCars 4-door sedan R80 R2,50
a. Help Avril to decide which company is cheaper by completing the table of costs for AfriCars
and for Image Car Rental, for travelling different distances with the hired car.

Distance (Km) 0 50 100 150 200 250 300

Image Cost (R)
AfriCars Cost (R)

b. What is your advice to Avril: should he hire from AfriCars or from Image Car Rental?

2. Xolile fills up his car’s tank with petrol. When full, the tank holds 60 ℓ of petrol. The table below
shows how much petrol is left in the tank as Xolile drives.

Distance driven
0 40 80 120 160
(km)
Petrol in tank (ℓ) 60 56 52 48 44

Based on this information, how many kilometres can Xolile expect to drive until the petrol tank
is completely empty?

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 DAY 3
LESSON DEVELOPMENT:
• Functional (“vertical”) patterns describing the constant relationship between two sets of
numbers, and then applying this pattern to calculate further-lying values (e.g. the 100th
number), should be emphasised throughout.
• Investigate and extend patterns for relationships or rules of patterns: sequences not limited
to a constant difference, or ratio
• Describe observed relationships or rules in learner’s own words
• Determine input values, output values and rules for the patterns and relationships using
tables
You will learn that in number sequences such as the one below, there is a pattern that does not
change although the numbers change: there is a horizontal and a vertical calculation plan
(rule) that is the same for all the input and output numbers:

Vertical plan or rule:

×3 Input 5 6 7 8
All the input numbers ×3 ×3 ×3 ×3
are multiplied by 3

Output 15 18 21 24

We can now describe the +3 +3 +3

patterns in such sequences
in words and in a table.
Horizontal and vertical rules
Horizontal plan or rule: +3
3 is added to all the output numbers

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Let us concentrate on the vertical calculation plans/ rules now.

This machine is used to do the same activity over and over again. It is programmed to do the
same activity each time a number is fed into it.
The machine performs operations on numbers we feed into them and then produce output
numbers.
Example 1:

If 5 is fed in, the machine multiplies it

by 3 (5 × 3 = 15) and 15 is the output.
The machine’s instruction is to,
“multiply by 3”. This is called the rule.

5 ×3 15

Input 5
×3
In table
form: Output 15
Rule Output
Input 5 × 3 = 15
×3 15
5

Example 2:
If 5, 6, 7 and 8, are fed into the
machine it will spits out 12, 18, 21
and 24.
We can place these results in a
table.

5 15
6 ×3 18
7 21
8 24 We can place these results in a
table.

Rule

Input 5 6 7 8
×3 ×3 ×3 ×3
Input Output
Numbers Numbers

Output 15 18 21 24
+3 +3 +3

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Example 3

If 5 is fed in, the machine multiplies it by 5

(5 × 5 = 25) and 25 is the output.
If we feed in 1, 2 and 3,
the machine spits out 5, 10 and 15.
The machine is programmed to “multiply by 5”,
This calculation is called the rule.
We can place these results in an Input-Output table.

In table form:

Input 1 2 3 4 1 5
×5 ×5 ×5 2 10
×5
×5
3 15
4 20
Output 5 10 15 20 5 25
+5 +5 +5

Rule
We can place
these results in Input Output
a table. Numbers Numbers

Activity 1: Class Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.
1. Look at the rule (Calculation plan) inside the machine and complete the table. Explain the
horizontal as well as the vertical calculation plan to complete the table.

a.
Input 1 2 3 4 5 6 7 9

+7 Output 8 9

b.

Input 1 2 3 4 5 6 7 9

Output 9 18
×9
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2. Write these number patterns as output numbers in a table and explain the vertical plan for
all the patterns.
a. 2, 4, 6, 8, 10, 12, 14, 16
b. 3, 6, 9, 12, 15, 18, 21
c. 6, 12, 18, 24, 30, 36, 42
d. 7, 14, 21, 28, 35, 42, 49

3. Determine the output number when the input number is 50 in each case. Explain the rule
that you used to determine the 50th number in the sequence.
a. 2, 4, 6, 8, 10, 12, 14, 16
b. 3, 6, 9, 12, 15, 18, 21
c. 6, 12, 18, 24, 30, 36, 42
d. 7, 14, 21, 28, 35, 42, 49

LESSON DEVELOPMENT: Classwork

Example 1:

1 1 5
4 2
2 9
×4 8 × 4 +1
3 3 13
12 4
4 17
20 5
5 21

Complete the output for the next two machines

1 1
2 2
× 4 +2 × 4 +3
3 3
4 4
5 5

At this stage we only worked with multiples. Multiply with one number. Let us have a look where
the machine is programmes to work with two operations.

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We are going to engage with the problem of finding rules for families of sequences with the
same constant difference, but not multiples.

What is the same and what is different in Sequences A to D?

Sequence A: 4, 8, 12, 16, 20, 24, 28, …

Sequence B: 5, 9, 13, 17, 21, 25, 29, …
Sequence C: 6, 10, 14, 18, 22, 26, 30, …
Sequence D: 7, 11, 15, 19, 23, 27, 31, …

Sequences A to D have different numbers, and they all start with different numbers.
They are all the same in the sense that all of them have the same horizontal pattern:
To get the next number you add 4. So, they are family!
If they are family, how are their vertical patterns the same and how are they different?

Complete this table. Describe and discuss your methods.

Position 1 2 3 4 5 6 30
(Input)
Output sequence A 4 8 12

Position × 4 (1 x 4) 2x4 3x4

Output sequence 5 9 13

(1 × 4) + 1 (2 × 4) + 1 (3 × 4) + 1
Position × 4 + 1
Output sequence C 6 10

Position × 4 + 2 (1 × 4) + 2 (2 × 4) + 2
Output sequence D

Position × 4 + 3

Activity 2: Class Activity

1. Do the following in your exercise book and check your answers in the memorandum at the
end of the lessons.

a. Draw up a calculation plan for each sequence.

b. Make use of a table.
c. What is the same and what is different in the sequences below?
d. Calculate the 100th number in each sequence.
e. For each sequence: Is 435 a number in the sequence or not?

Sequence A: 5, 10, 15, 20, 25, 30, 35, …

Sequence B: 6, 11, 16, 21, 26, 31, 36, …
1 9
Sequence C: 7, 12, 17, 22, 27, 32, 37, …
2 14
Sequence D: 8, 13, 18, 23, 28, 33, 38, … 3 19
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NUMERIC PATTERNS 4 Page 13 of 42 24
5 29
Sequence E: 9, 14, 19, 24, 29, 34, 39, …

Activity 3: Homework Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. Pete’s taxi charges R22 for a trip AND another R2 per kilometre travelled.

a. Complete the table.

Distance 1 2 3 4 5 6 7 8 9 10
(km)
Cost (R) 24 28

b. How much will it cost to travel 15 km in Pete’s taxi?

2. Mr. Jackson is taking his family camping. He pays R100 for the camping site AND then R40
per night that they stay there. Complete the following table.
Number of 1 2 3 6 7 8 9
nights
Cost (R) 260 300

3. A truck used to transport bags of wheat weighs 4 500 kg.

A bag of wheat weighs 50 kg.
Complete the table to calculate the total mass of the truck with wheat.

Number of bags
20 35 42 65 82 90
of wheat
Total mass (truck
6 600 9 500
+ bags) (kg)

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 DAY 4
LESSON DEVELOPMENT:
• Functional (“vertical”) patterns describing the constant relationship between two sets of
numbers, and then applying this pattern to calculate further-lying values (e.g. the 100th
number), should be emphasised throughout.
• Describe observed relationships or rules in learner’s own words
• Determine input values, output values and rules for the patterns and relationships using flow
diagram.
Example 1: The following pattern is made with matchsticks. Let us use the pattern to complete
the following.

If 1, 2, 3 and 4, are fed into

the machine it will spits out 4,
7, 10 and 13.

1 4
2 × 3 +1 7
We can place these results in a
3 10 table.
4 13

Rule Picture
1 2 3 4
number
Output
Number of
Picture Number 4 7 10 13
of matchsticks
Numbers
mathes

We can place these results in a Flow diagram as well. It will

show us the input, the calculation plan(rule) and the output
Compare this with the machine above

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 1 4

2 7

3 ×3 +1 10

4 13

5
Rule

Output
Input Number of
Picture matches
Numbers

Example 2:
1. Use this example to work through with the learners in the class

Pic 1 Pic 2 Pic 3

a. Complete the table(shaded blocks) to represent the above pattern:

Picture number 1 2 3 4 5

Number of Squares 3 5 7 9

Number of lines 10 16 22 34

b. Write the rule describing the relationship between picture number and the number of
squares in each picture in the flow diagram.
c. Write the rule describing the relationship between picture number and the number of lines
in each picture in the flow diagram.
d. Complete the rest of the flow diagrams.

1 3

2 5
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3 7

25

41

1 10

2 16

22

124

100

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Activity 1: Class Activity
Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.
1. Matches were used to build this pattern. Complete the questions that follows.

a. Show this pattern in the table

Picture number 1 2 3 33 200

Number of Matches 3 6 9 36 69

b. Copy and complete the flow diagram below.

1 3

2 6

3 9

195

100

c. You have 63 matches, how many triangles can you build altogether, starting from the 1st
one with 3 matches.

2. This pattern is built with counters. Complete the questions below.

a. Complete the table.

Picture number 1 2 3 4 10 20

Number of Matches 1 3 5 7 119

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b. Complete the flow diagram below:

1 1

2 3

67

131

100
Activity 2: Homework Activity
Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. Use the pattern below to answer the questions.

a. Complete the table:

Picture number 1 2 3 20 30

Number of Matches 5 9 13 61 405

b. Complete the flow diagram:

1 5

2 9

101

201

120

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c. Complete the flow diagram.

12 21

13 24

-15 27

75

101

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 DAY 5
LESSON DEVELOPMENT:
Determine equivalence of different descriptions of the same relationship or rule presented
• in a flow diagram
• in a table
• by a number sentence
Emphasise that equivalent calculation plans are different methods that give the same answers.
Look at our two machines. They are programmed differently, but the outcome is the same. The
calculation plan (rule) is not the same, but for each input, the output is the same.
Machine 1 Machine 2

1 3
2 5
× 2 +1
3 7
4 9
5 11
1 3
2 5
-1 ×2 +3
3 7
4 9
5 11

Although the rules are different, the outputs are the same for each input.

This example can be illustrated by the following pattern:

Machine 1: Rule: Input x 2 + 1 = Output

Figure 1 Figure 2 Figure 3 Figure 4
Number of matches 3 5 7 9

Calculation plan 1+2 1+2+2 1+2+2+2 1+2+2+2+2

1 + (1 x 2) 1 + (2 x 2) 1 + (3 x 2) 1 + (4 x 2)
Figure number Figure number Figure number Figure number
X2+1 X2+1 X2+1 X2+1
1X2+1=3 2X2+1=5 3X2+1=7 4X2+1=9

1 3

2 5
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 3 ×2 +1 7

4 9

5 11

Machine 2: Rule: Input – 1 x 2 + 3 = Output

Figure 1 Figure 2 Figure 3 Figure 4
Number of matches 3 5 7 9

Calculation plan 3 3+2 3+2+2 3+2+2+2

3 3 + (1 x 2) 3 + (3 x 2) 3 + (4 x 2)
3+ 3+ 3+ 3+
Figure number Figure number Figure number Figure number
Minus 1 x 2 Minus 1 x 2 Minus 1 x 2 Minus 1 x 2
3+0x2=3 3+1x2=5 3+2x2=7 3+3x2=9

1 3

2 5

3 -1 x2 +3 7

4 9

5 11
Emphasise that equivalent calculation plans are different methods that give the same answers.
You can observe the following:
• The pattern is the same
• The input is the same
• The output is the same
• The calculation plans (Rule) are not the same.

Activity 1: Class Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.
1. Answer the following using the pattern in the table
a. Complete the table:

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 Input 1 2 3 4 5 50

Output 4 8 12 16 940

b. What calculation plan did you use to determine the output using the input number
c. Complete the two flow diagrams:

1 4

2 8

X ___ 12

940

3 X __ X __

940
d. Name one thing that is different in these two flow diagrams.
e. Name two things that are the same in these two flow diagrams.
2. Complete the following 2 flow diagrams and write down what you notice.

9 45

12

15 X ___

20

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 150

9 45

12

15 × ___ ÷2

20

150

Activity 2: Homework Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.
For his party, Anand arranges small square tables in a straight line, so that one person sits at
each side of the table. For example, if there are 4 tables, then 10 people can sit at the tables,
as shown:

1. Complete this table to show how the number of people changes

No. of tables 1 2 3 4 5 6 7 15 20 45

No. of people 4 10

2. To calculate the number of people that can sit at the tables, Anand wants to use Flow
diagram.
a. Help Anand by completing the operators.
b. Which flow diagram should Anand use?

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 1 4

3 × ___ + ____

42

1 4

3 + ___ × ____

42

3. Then calculate the number of tables needed if Anand knows there will be 48 people at the
party (including himself). Write a number sentence for your calculation.

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 DAY 6
LESSON DEVELOPMENT:
Revision of day 1 to day 5
1. Investigate and extend patterns for relationships or rules of patterns: sequences not limited
to a constant difference, or ratio.
2. Describe observed relationships or rules in learner’s own words
3. Determine input values, output values and rules for the patterns and relationships using:
a. flow diagrams
b. tables
4. Determine equivalence of different descriptions of the same relationship or rule presented
a. in a flow diagram
b. in a table
c. by a number sentence
Activity 1: Class Activity
Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. Investigate and extend patterns and write the next two numbers in the number pattern.
a. 2; 4; 6; 8; …
b. 1; 4; 7;10; …
c. 5;10;15; 20;…
d. 18; 16; 14; 12; …
e. 3 ;6 ;12; 24;…
f. 10; 30; 90; 270; …
g. 2; 6; 10; 14; …
h. 1; 2; 3; 5; 8; …
i. 800; 400; 200; 100; …
j. 1; 4; 9; 16; …
k. 3; 6; 11; 18; …
l. 3; 8; 15; 24; …
m. 7; 9; 11;13; …
2. The number patterns were grouped in groups A to D. Give a reason why that number
patterns were grouped together.
Activity 2: Class Activity
Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

1. Determine the missing input values or output values in the following tables and write the rule
to determine the output number using the input number.
(Use the functional (“vertical”) patterns describing the constant relationship between two
sets of numbers.)
a.
Input 1 2 3 4 10 20
Output 4 8 12

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 b.
Input 1 2 3 4 8 12 20
Output 6 12 18
c.
Input 1 2 3 8 30
Output 6 13 20

2. Determine the missing input values ,output values or rules in the following flow diagrams.

2 x3 +4

1 15

2 20

6 40

17

x7 -4 52

80

Activity 3: Class Activity

Do the following in your exercise book and check your answers in the memorandum at the end
of the lessons.

Complete the two flow diagrams so the input and output values are the same for both
diagrams.

1 25

3 × ____

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8

400

1 25

3 × ___ ÷ ____

400

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 MEMORANDUM :
1.
DAY 1 Activity 1:
a. 18, 20, 22
b. 24, 27, 30
c. 40, 45, 50
d. 56, 63, 70
e. 72, 81, 90
2.
a. 5, 8, 11, 14
b. 3, 12, 21, 30
c. 7, 12, 17, 22
d. 27, 23, 19, 15, 11
e. 51, 44, 37, 30, 23
3.
a. +2
b. −2
c. +5
d. +7
e. −15

MEMORANDUM : DAY 1 Activity 2:

1A
(a) Start with 1 and then double each number to get the next number.
(b) ..., 64, 128, 256, 512, 1 024
B
(a) Start with 512 and then halve each number to get the next number.
(b) ..., 16, 8, 4, 2, 1
C
(a) Start with 3 and then double each number to get the next number.
(b) ..., 192, 384, 768, 1 536, 3 072
D
(a) Start with 1 and then multiply each number by 3 to get the next number.
(b) ..., 243, 729, 2 187, 6 561, 19 683
E
(a) Start with 2 and then multiply each number by 3 to get the next number.
(b) ..., 486, 1 458, 4 374, 13 122, 39 366
F
(a) Square numbers, i.e. numbers multiplied by itself: 1×1, 2×2, 3×3, …
(b) ..., 49, 64, 81, 100, 121
G
(a) Start with 2, then +3, +5, +7, … or: The numbers are 1 more than in Sequence F.
(b) ..., 50, 65, 82, 101, 122
H
(a) Start with 3, then +3, +5, +7, … or: The numbers are 1 more than in Sequence G.
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(b) ..., 51, 66, 83, 102, 123

MEMORANDUM : DAY 1 Activity 3:

1.
a. 33, 31, 29, 27, 25, 23
b. 43, 38, 33 , 28, 23, 18
c. 5, 15, 45 , 135, 405, 1 215
d. 448, 224, 112 , 56, 28, 14
e. 405, 135, 45, 15 , 5
f. 5, 9, 14, 20, 26
g. 343, 216, 125, 64, 27

2.
a. 4, 7, 10, 13
b. 57, 52, 47, 42,
c. 2, 6, 18, 54
d. 243, 81, 27, 9, 3, 1

MEMORANDUM : DAY 2 Activity 1:

1.
Number of tricycles 1 2 3 4 5 6 10 20
Number of wheels 3 6 9 12 15 18 30 60
2.
Distance (km) 1 2 3 4 5 6 7 8 9 10
Cost (R) 24 26 28 30 32 34 36 38 40 42
3.
a. R160
b. R320
c.
Number of passengers 5 10 20 40 80 160
Cost (R) 960 480 240 120 60 30
d. Cost ÷ number of people
4.Each learner creates his/her own pattern and discuss it with a friend.

MEMORANDUM : DAY 2 Activity 2:

a.
Distance (Km) 0 50 100 150 200 250 300
Image Cost (R) 180 280 380 480 580 680 780
AfriCars Cost (R) 80 205 330 455 580 705 830
b. It depends on the distance he wants to travel. For less than 200 km AfriCars is cheaper.
For 200 km they cost the same. For more than 200 km Image Car Rental is cheaper.

2.600 km

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 MEMORANDUM : DAY 3 Activity 1:

a.
Vertical: +7 Input 1 2 3 4 5 6 7 9
Horizontal: +1
Output 8 9 10 11 12 13 14 16

b.
Vertical: x9
Input 1 2 3 4 5 6 7 9
Horizontal: +9

Output 9 18 27 36 45 54 63 81

2.

a. Input 1 2 3 4 5 6 7 50
Input x 2
Output 2 4 6 8 10 12 14 100

b.
Input x 3 Input 1 2 3 4 5 6 7 50

Output 3 6 9 12 15 18 21 150

c. Input 1 2 3 4 5 6 7 50
Input x 6
Output 6 12 18 24 30 36 42 300

d. Input 1 2 3 4 5 6 7 50
Input x 7
Output 7 14 21 28 35 42 49 350

MEMORANDUM : DAY 3 Activity 2:

a.
Vertical: x 5 Input 1 2 3 4 5 6 7 100
Horizontal: + 5
435: Yes Output 5 10 15 20 25 30 35 500

b.
Vertical: x 5 + 1 Input 1 2 3 4 5 6 7 100
Horizontal: + 5
435: No Output 6 11 16 21 26 31 36 501
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 c.
Vertical: x 5 + 2 Input 1 2 3 4 5 6 7 100
Horizontal: + 5
435: No Output 7 12 17 22 27 32 37 502

d.
Vertical: x 5 + 3 Input 1 2 3 4 5 6 7 100
Horizontal: + 5
435: No Output 8 13 18 23 28 33 38 503

e.
Vertical: x 5 + 4 Input 1 2 3 4 5 6 7 100
Horizontal: + 5
435: No Output 9 14 19 24 29 34 39 504

Sequence A: difference of 5 starts at 5

Sequence B: difference of 5 starts at 6
Sequence C: difference of 5 starts at 7
Sequence D: difference of 5 starts at 8
Sequence E: difference of 5 starts at 9

1a.
Distance (km) 1 2 3 4 5 6 7 8 9 10
Cost (R) 24 26 28 30 32 34 36 38 40 42
b. 52
2.
Number of nights 1 2 3 4 5 6 7 8 9
Cost (R) 140 180 220 260 300 340 380 420 460

3.
Number of
20 35 42 65 82 90 100
bags of wheat
Total mass
(truck + bags) 5 500 6 250 6 600 7 750 8 600 9 000 9 500
(kg)

MEMORANDUM : DAY 4 Example 2:

Picture number 1 2 3 4 5

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 Number of Squares 3 5 7 9 11

Number of lines 10 16 22 28 34

1 3

2 5

3 ×2 +1 7

12 25

41 83

1 10

2 16

3 ×6 +4 22

20 124

100 604

MEMORANDUM : DAY 4 Activity 1:

1a.
Picture number 1 2 3 12 23 33 200

Number of Matches 3 6 9 36 69 99 600

1b.

1 3

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 2 6

3 ×3 9

65 195

100 300

c. 6 3 + 6 + 9 + 12 + 15 + 18 = 63

2a.

Picture number 1 2 3 4 10 20 60

Number of Matches 1 3 5 7 19 39 119

2b.
1 1

2 3

34 ×2 -1 67

66 131

100 199

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 MEMORANDUM : DAY 4 Activity 2:
1a.
Picture number 1 2 3 20 30

Number of Matches 5 9 13 61 405

b.
1 5

2 9

25 ×4 +1 101

50 201

120 481

c.

12 21

13 24

14 ×3 -15 27

30 75

101 288

MEMORANDUM : DAY 5 Activity 1:

1.

Input 1 2 3 4 5 50 235

Output 4 8 12 16 20 200 940

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 1 4

2 8

3 X4 12

4 16

235 940

1 4

2 8

3 X2 X2 12

4 16

235 940

2.
9 45

12 60

15 X5 75

20 100

30 150

9 45

12 60

15 × 10 ÷2 75

20 100

30 150

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 MEMORANDUM : DAY 5 Activity 2:

1.
No. of tables 1 2 3 4 5 6 7 15 20 45

No. of people 4 6 8 10 12 14 16 32 42 92

2.
1 4

2 6

3 ×2 +2 8

4 10

20 42

1 4

2 6

3 +1 ×2 8

4 10

20 42

3. 48 ÷ 2 – 1 = 23

MEMORANDUM : DAY 6 Activity 1:

1.
a. 2; 4; 6; 8; 10; 12
b. 1; 4; 7;10; 13; 16
c. 5;10;15; 20; 25; 30
d. 18; 16; 14; 12; 10; 8
e. 3 ;6 ;12; 24; 36; 72
f. 10; 30; 90; 270; 810; 2 430
g. 2; 6; 10; 14; 18 ; 22
h. 1; 2; 3; 5; 8; 13; 21
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 i. 800; 400; 200; 100; 50; 25
j. 1; 4; 9; 16; 25; 36
k. 3; 6; 11; 18; 27; 38
l. 3; 8; 15; 24; 36; 49
m. 7; 9; 11;13; 15; 17
2.
Group A:
All patterns are increasing or decreasing with a constant: Plus, or minus
Group B:
Not a constant difference: Multiplication or division
Group C:
Not a constant difference: Addition with consecutive odd numbers / squares
Group D:
Adding up die consecutive numbers in the pattern

MEMORANDUM : DAY 6 Activity 2:

1a.
Input 1 2 3 4 10 20
Output 4 8 12 16 40 80
Input x 4
b.
Input 1 2 3 4 8 12 20
Output 6 12 18 24 48 72 120
Input x 6
c.
Input 1 2 3 8 30
Output 6 13 20 55 209
Input x 7 - 1

2.

1 7

2 x3 +4 10

6 22

1 15

2 X5 + 10 20

6 40
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 3 17

8 x7 -4 52

12 80

MEMORANDUM : DAY 6 Activity 3:

1 25

2 50

3 × 25 75

8 200

16 400

1 25

2 50

3 × 100 ÷4 75

8 200

16 400

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 ASSESSMENT: TEST 20 MARKS

1. Tutu’s taxi cost R30 for a trip plus R4 per kilometre that it drives. Complete the
table.
Distance in km 1 2 3 10 (2)
Cost 34 70 90 430 (2)
[4]
2. Complete the numbers in the sequences:

2.1 24 ; 26 ; ____ ; ____ ; 32 (1)

2.2 ____ ; ____ ; 8 ; 11 ; 14 ; 17 (1)
2.3 144 ; 132 ; 120 ; ____ ; ____ (1)
3.4 1 ; 5 ; ____ ; ____ ; 23 ; 31 (1)
2.5 100 ; 81 ; 64 ; ____ ; ____ ; 25 (1)
[5]
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3. Complete the diagram:

2 13

28
______ +3

12

[3]
4. Complete the table.

Input 1 2 18 Flow diagram Horizontal Rule

Output 9 12 156 Input ×3 Output

_____________

[4]
5. Explain the pattern in the following sequences:
5.1 48 ; 24 ; 12 ; 6 (1)
5.2 19 ; 24 ; 29 ; 34 (1)
5.3 1 ; 7 ; 9 ; 1 ; 7 ; 9 ; 1 ; 7 ; 9 (1)
5.4 54 ; 48 ; 42 ; 34 (1)
[4]

ASSESSMENT: TEST 20 MARKS MEMORANDUM

1. Tutu’s taxi cost R30 for a trip plus R4 per kilometre that it drives. Complete the table.

Distance in km 1 2 3 10 15✓ 100 (2)

✓
Cost 34 38✓ 42 70 90 430 (2)
✓
[4]

2.1 24 ; 26 ; 28 ; 30 ; 32 ✓ (1)
2.2 2 ; 5 ; 8 ; 11 ; 14 17 ✓ (1)
2.3 144 ; 132 ; 120 ; 108 ; 96 ✓ (1)
3.4 1 ; 5 ; 10 ; 16 ; 23 ; 31 ✓ (1)
2.5 100 ; 81 ; 64 ; 49 ; 36 ; 25 ✓ (1)
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 [5]
3. Complete the diagram:

2 13

5✓ X5 ✓ +3 28

12 63 ✓

[3]
4. Complete the table:

Flow diagram Horizontal

Input 1 2 18 50 ✓
Rule

✓
Output 9 12 60 ✓ 156 Input ×3 Output +3 ✓
+2

[4]
5.1 Divide by 2 ✓ (1)
5.2 Plus 5 ✓ (1)
5.3 The pattern 1 ; 7 ; 9 repeats ✓ (1)
5.4 Minus 6 ✓ (1)
[4]

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