Mathematics 116 Pre-Algebra Supplementary Materials "Patterns and Sequences" Teachers' Guide

Mathematics 116
Pre-Algebra
Supplementary
Materials
“Patterns and
Sequences”
Teachers’ Guide
Prepared by:
1) Peter Balyta.....................Massey Vanier High School
2) George Calder..................Howard S. Billings High School
3) Andre Del Castilho...........Centennial Regional High School
4) Tony Rosciano..................Penfield Academy
5) Colin D’Souza...................Macdonald Cartier High School
Resource Personnel:
Françoise Boulanger........ MEQ
Louise Gauthier
Carolyn Gould..................South Shore School Board
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by the Direction régionale de la Montérégie (MEQ).
Mathematics 116: General Objective 1
Pre-Algebra
The Secondary I programme builds the foundation for algebra in later

years. The development of these pre-algebra skills should focus on:
1. patterns and their generalization

2. arithmetic properties and the understanding of the equal sign
Algebra in many respects can be seen as “generalized arithmetic” and the

difficulties that students experience in algebra are not so much difficulties
in algebra itself as problems in arithmetic that remain uncorrected. In
doing arithmetic operations, students are often not aware of the underlying
structure of the operations and of their properties. This is why attention
has to be given to these pre-algebra objectives. Also, conceptual obstacles
arise less frequently and are easier to overcome when an understanding of
variables and algebraic expressions is built through generalizing activities
with patterns.
“It is important to take time to lay the necessary foundations for algebraic
thinking. Symbol usage should be avoided until it becomes useful ...
Topics shouldn’t be presented too rapidly – time should be spent exploring
and investigating without the addition of mastering symbol manipulation as
a goal.” (Algebra for the 21st Century: p. 7)
“... the first encounter with algebra should be through rich mathematical
settings and applications followed by abstraction that comes from the need
to describe or represent the patterns in the settings.” (Algebra for the 21st
Century: p. 11)
Please note that the Secondary I programme involves developing pre-

algebra skills. It is not an “introduction to algebra” course.
A. Patterns and Sequences
1) Patterns can be found in many areas of mathematics: Pascal’s

Triangle, the 100’s chart, etc.
2) Sequences constitute one example of patterns in mathematics.

There are several different kinds of sequences:
• some are formed as a result of performing some operation

on a preceding term;
e.g. “Determine the rule and the next three terms of the
sequence 1, 2, 5, 10, 17, 26, ...”
.../2
–2–
• some are formed as a result of performing some operation

on several preceding terms;
e.g. “The Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, ...”
• some are formed from another sequence;
e.g. “What rule is used to transform the terms of the first

sequence into the terms of the second?
Sequence #1: 0, 1, 2, ...
Sequence #2: 0, 15, 30, ...
The above are but a few possibilities.
Some patterns are more appropriate in developing pre-algebra

skills because they lead to generalizations using simple
algebraic expressions. This is the type of pattern that we focus
on in Secondary I.
3) Charting a Route in the Classroom
There is always a tendency to rush towards using variables long

before children are ready to do so. It is extremely important
for students to spends lots of time seeing patterns and saying
them, even if these activities seem not to be explicitly algebraic
in nature.
There are 4 stages in working with patterns and sequences:
(i) seeing a pattern: an insight or understanding of the

concept, an “I’ve got it!” discovery;
(ii) saying a pattern either aloud or in your head: an attempt

to articulate how the pattern is formed;
(iii) writing a pattern using words and/or symbols other than

letters;
(iv) using a generalization of a pattern.
Now, let’s explore these 4 stages in a simple example. We

shall look at appropriate questions / instructions that give
students time to grasp the concept. We must remember to
make use of various modes of representation (tactile, visual,
verbal, symbolic, etc.) to help students who have different
learning styles.
.../3
–3–
Example 1
Using toothpicks, reproduce the following 3 shapes:
Questions / Comments for Teachers

Instructions for Students
(a) Make or draw the next 3 This stage helps students to

shapes in the sequence. grasp the pattern mentally:
to see it.
(b) How many toothpicks are

needed to produce the 5th and
6th shapes?
(c) How many toothpicks are

needed to form the 11th
shape?
This saying action focuses on
(d) State how the pattern grows. articulating the pattern.
Is the description given by

(e) Describe how you would find the student sufficient? Does
the number of toothpicks it need to be refined?
needed for the 20th shape.
N.B. The first few experiences with patterns can be limited to
these two stages shown above.
This 3rd stage, writing, might
(f) State in your own words a rule be expressed in many ways:
that will allow you to find the (1) “The number of
number of toothpicks in the toothpicks is the
100th shape. number of triangles
times 2 plus 1.”
(2) “___ = q × 2 + 1”
(3) “You double your
number and add one”
requires refinement to
clarify the “number” of
what.
This u s i n g stage, in effect,

(g) How many triangles could be has the student solving an
formed in the sequence if you equation when he uses his
had 151 toothpicks? generalization to solve a
related problem.
N.B. This “using” stage (g) may be delayed until the student is
ready to attain this level.
.../4
–4–
Example 2
N.B. To introduce the notion of “rank” or position in a sequence,

the teacher should indicate that the first shape is called the
first term of the sequence, etc.
Questions / Comments for Teachers
Instructions for Students
(a) Make or draw the next 3 seeing

shapes in the sequence.
(b) How many squares are needed

to produce the 5th and 6th
shapes?
(c) How many squares are needed

to form the 15th shape?
(d) State how the pattern grows. saying - There are many
equivalent ways to express
the pattern. The number of
squares is the same as:
(1) the rank plus one less
than the rank
(2) twice the rank minus one
(3) the square of the rank
minus one less than the
rank
(e) Describe how you would find writing - There are many
the number of squares in the equivalent ways that the
100th shape (term). student might express the
pattern symbolically or in
words.
E.g. (1) n + (n – 1)
(2) 2n – 1
(3) n2 – (n – 1) 2 etc.
(f) If you have 119 squares, what using

is the rank (position) of the
term (shape) in the sequence?
(g) What is the perimeter of each This extension makes a

of the first 3 shapes (terms)? connection between geometry
and pre-algebra.
(h) How would you determine the

perimeter of the 20th shape
(term)?
.../5
–5–
Suggestions for Using the Resource Package
1) This pre-algebra objective should be integrated into the programme

throughout the year rather than used as one block.
2) Extension to the Seeing, Saying, Writing, Using! activities could focus

on such tasks as determining the perimeter of the figure, etc.
3) Activities 10 through 17 incorporate the notion of moving from one

mode of representation to another, a skill that is important to
develop for future use in algebra.
A template is included so that teachers (or pupils) can produce

additional examples.
4) Activities 18 and 19 are considered to be “challenges,” not regular

course material.
5) The module “Pre-Algebra: Strengthening Arithmetic Under-

standing” should be done prior to the module “Patterns and
Sequences.”
PATTERNS and SEQUENCES
“Seeing, Saying, Writing, Using!”
1)
i) Draw the next 3 terms of this sequence. “Seeing”
ii) How many triangles will be in the 7th term? 14
iii) Express orally how the pattern grows. (answers will vary) “Saying”
iv) How many triangles will be in the 20th term? 40
v) Does the expression you stated in part (iii) allow you to

determine the number of triangles in the 20th term?
If not, can you refine your expression so that you can use it to
find the number of triangles in the 150th term?
vi) Write the rule using words or symbols. 2n “Writing”
PATTERNS AND SEQUENCES
2)
ii) How many circles will appear in the 8th term? 10
iv) How many circles will there be in the 30th term?
v) Does the expression you developed in part (iii) allow you to

determine the number of circles in the 30th term? If not, can
you refine your expression so that you can use it to find the
number of circles in the 150th term?
vi) Write the rule using words or symbols. n + 2 “Writing”
3)
ii) How many will appear in the 8th term? 17
iv) How many will there be in the 40th term? 81
determine the number of in the 40th term? If not, can you

refine your expression so that you can use it to find the number
of in the 120th term?
vi) Write the rule using words or symbols. 2n + 1 “Writing”
4)
ii) How many people will appear in the 9th term? 8
iv) How many people will there be in the 25th term? 24

determine the number of people in the 25th term? If not, can
number of people in the 100th term?
vi) Write the rule using words or symbols. n – 1 “Writing”
5)
ii) How many ‘s will appear in the 7th term? 23
iv) How many ‘s will there be in the 20th term? 62

determine the number of ‘s in the 20th term? If not, can
number of ‘s in the 50th term?
vii) What is the rank of the term which contains 47 ‘s? 15th “Using”
6)
ii) How many squares will appear in the 7th term? 20
iv) How many squares will there be in the 25th term? 74

determine the number of squares in the 25 th term? If not, can
number of squares in the 100th term?
(answers will vary)
vi) Write the rule using words or symbols. 3n – 1 “Writing”
vii) A certain term contains 56 squares. What is its rank? 19th “Using”
7)
ii) How many squares will appear in the 8th term? 27
iv) How many squares will there be in the 40th term? 123

determine the number of squares in the 10 th term? If not, can
number of squares in the 100th term?
(answers will vary)
vii) What is the rank of the term which contains 93 squares?“Using”

30
Add Ons
8) Use the space below to draw additional shapes and record their
perimeters.
NOTE: An equilateral triangle has a perimeter of three units. When

an identical triangle is “added” onto the first, the perimeter becomes
four units.
Follow the above method for the remaining four polygons.
1. Triangles
1
1 1 1
1
1 1
2. Squares
Use the patterns you discover to complete this table.
Number of Perimeter of Perimeter of

Polygons Figure #1 Figure #2
1 3 4
2 4 6
3 5 8
4 6 10
5 7 12
... - - - - - -
10 12 22
... - - - - - -
n n + 2 2n + 2
Add Ons
9) Use the space below to draw additional shapes and record their
perimeters.
NOTE: A regular pentagon has a perimeter of five units. When an

identical pentagon is “added” onto the first, the perimeter becomes
eight units.
Follow the above method for the remaining four polygons.
1. Pentagons
1 1 1 1
1
1 1
1 1
1 1
1 1
2. Hexagons
1 1 1 1 1 1
1 1 1 1
1 1 1 1 1 1
Use the patterns you discover to complete this table.
Number of Perimeter of Perimeter of

Polygons Figure #1 Figure #2
1 5 6
2 8 10
3 11 14
4 14 18
5 17 22
... - - - - - -
10 32 42
... - - - - - -
n 3n + 2 4n + 2
10)
Express the pattern using
Word Problem diagrams or pictures.
Sean went fishing with his friend.

In the first hour, he caught no fish.
In the second hour, he caught one
fish. In the third hour, he caught
two fish, and so on. H1
H2
H3
Express the pattern symbolically My Explanation

and/or algebraically.
H – 1 = number of fish caught in The number of fish caught is

a given hour, H always one fish less than the
number of hours past.
11)
The price of a new found diamond

triples every year.
T1 T2 T3

3T = cost of a diamond in any given The price of diamonds triples each

year, T year.
12)
In its first year of operation, Ann’s $ $ $ $ $ $ $ $ $

Clinic made $3000 profit. In its 2nd $ $ $ $ $ $
year, she made $5000 profit and in
its 3rd year she made $7000.
Y1 Y2 Y3

2y + 1 = annual profit generated by Anna is able to calculate her annual

Ann’s Clinic where y represents the profit by multiplying the number of
number of years years elapsed by two and then
adding one.
13)
At Fred’s birthday party, there were

only two guests in the 1st hour. In the
second hour, three more people
showed up. After 3 hours there were
8 guests.
T1 T2 T3

3 (T) – 1, where T represents the Multiply the number of hours

number of hours elapsed by three and then subtract
one in order to obtain the number of
guests at that hour.
14)
Ann mowed the lawn to make

some extra money. She charged $ $ $ $ $ $
$7.50 an hour. How much will she
make after 5 hours? 15 hours?
etc.
T1 T2 T3
$ = 7.50

7.50(T) = Ann’s income after (T) hours You simply multiply the number of
worked hours worked by $7.50 to obtain her
income.
15)
Jasmine is training for a race.

During the first week of her 5.6 km
4 km 4.8 km
training she ran 4 km. She will
increase her distance by 800
metres every week. At which
week of her training will she be
able to run 12 km? W1 W2 W3

0.8(W) + 3.2 = # of km that she will be 0.8W + 3.2 = 12

able to run after (W) weeks 0.8W = 8.8
W = 11
She will be able to run 12 km after

11 weeks.
16)
Eddy had 3 marbles in the first hour

and won 4 more marbles for each hour
after that.
T1 T2 T3

4r – 1 where r represents the Multiply the number of hours that

number of hours have passed by four and then
subtract one to obtain how many he
has at that hour.
17)
Students are given bags of

marbles. The first student is given
a bag with one marble in it. The
2 nd is given a bag with 3 marbles.
The 3 r d is given a bag with 5
marbles. The 4th is given a bag

with 7 marbles, and so on. How
many marbles does the 50 t h
student have in his bag?

2s – 1 where s represents the The students are placed in order so

rank of the student that the student’s place number
multiplied by 2 followed by a
subtraction of one will determine
the number of marbles he/she has.
“Toothpick” Beams
18) Use toothpicks to reproduce the following beam.
This is considered to be a beam of length 4.
Construct a beam of length 6.
How could you determine the number of toothpicks needed to

construct a beam of any given length? 4n – 1
19) In Ms. Jones’ class, students were asked to state a rule which related
the length of a beam to the number of toothpicks needed to construct
a beam of any length.
Below are some of the rules given by various students:
Suzanne: 3×n+n–1
Paul: n + (n × 2) + (n – 1)
Anna: 3n + (n – 1)
Jon: 2n + n + (n – 1)
Julie: 3 + 4(n – 1)
Oanh: 4n – 1
Each student had visualized the pattern in a different way. Explain

how each student “saw” the pattern in order to come up with the
generalization (rule) shown.

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Mathematics 116

The Secondary I programme builds the foundation for algebra in later

1. patterns and their generalization

Algebra in many respects can be seen as “generalized arithmetic” and the

Please note that the Secondary I programme involves developing pre-

A. Patterns and Sequences

1) Patterns can be found in many areas of mathematics: Pascal’s

2) Sequences constitute one example of patterns in mathematics.

• some are formed as a result of performing some operation

• some are formed as a result of performing some operation

e.g. “The Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, ...”

• some are formed from another sequence;

e.g. “What rule is used to transform the terms of the first

The above are but a few possibilities.

Some patterns are more appropriate in developing pre-algebra

3) Charting a Route in the Classroom

There is always a tendency to rush towards using variables long

There are 4 stages in working with patterns and sequences:

(i) seeing a pattern: an insight or understanding of the

(ii) saying a pattern either aloud or in your head: an attempt

(iii) writing a pattern using words and/or symbols other than

(iv) using a generalization of a pattern.

Now, let’s explore these 4 stages in a simple example. We

Using toothpicks, reproduce the following 3 shapes:

Questions / Comments for Teachers

(a) Make or draw the next 3 This stage helps students to

(b) How many toothpicks are

(c) How many toothpicks are

Is the description given by

This u s i n g stage, in effect,

N.B. To introduce the notion of “rank” or position in a sequence,

(a) Make or draw the next 3 seeing

(b) How many squares are needed

(c) How many squares are needed

(f) If you have 119 squares, what using

(g) What is the perimeter of each This extension makes a

(h) How would you determine the

Suggestions for Using the Resource Package

1) This pre-algebra objective should be integrated into the programme

2) Extension to the Seeing, Saying, Writing, Using! activities could focus

3) Activities 10 through 17 incorporate the notion of moving from one

A template is included so that teachers (or pupils) can produce

4) Activities 18 and 19 are considered to be “challenges,” not regular

5) The module “Pre-Algebra: Strengthening Arithmetic Under-

i) Draw the next 3 terms of this sequence. “Seeing”

ii) How many triangles will be in the 7th term? 14

iv) How many triangles will be in the 20th term? 40

v) Does the expression you stated in part (iii) allow you to

vi) Write the rule using words or symbols. 2n “Writing”

i) Draw the next 3 terms of this sequence. “Seeing”

ii) How many circles will appear in the 8th term? 10

iv) How many circles will there be in the 30th term?

v) Does the expression you developed in part (iii) allow you to

vi) Write the rule using words or symbols. n + 2 “Writing”

i) Draw the next 2 terms of this sequence. “Seeing”

ii) How many will appear in the 8th term? 17

iv) How many will there be in the 40th term? 81

v) Does the expression you developed in part (iii) allow you to

determine the number of in the 40th term? If not, can you

of in the 120th term?

vi) Write the rule using words or symbols. 2n + 1 “Writing”

i) Draw the next 3 terms of this sequence. “Seeing”