C1.1 Identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts, and specify which growing patterns are linear.
Activity 1: How Can You Justify Your Answer?
Prepare the same cards for all students. The first set of cards is made up of pictures (non-numeric patterns) and the second set is made up of number patterns. For each card, the student will have to answer yes or no, and then justify their answer using the properties/vocabulary of patterns.
Questions
- Is there a pattern with a recursive relation or a functional relation? Justify your answer.
- Is it a repeating pattern? Justify your answer.
- Is it a growing pattern? Justify your answer.
- Is it a shrinking pattern? Justify your answer.
- Is it a linear pattern? Justify your answer.
Pattern 1: Non-numeric
a)
b)
c)
d)
Pattern 2: Numeric
- 30, (30 - 5), (30 - 2 x 5), (30 - 3 x 5)…
- 1, 4, 9, 16…
- 3, 6, 9, 12…
- 1 000, 100, 10, 1…
Activity 2 : Combinations (Linear Growing Pattern)
Number paper strips and write a number pattern on each. Give one paper strip to each student in the class. Allow students a few minutes to analyze their pattern. Project, on the interactive board, pairs of random numbers using a simulator; for example, (1, 10), (9, 14). The student must find the other with whom he or she forms the pair. Once together, students take turns explaining to their partner :
- whether the pattern is growing or shrinking;
- whether the pattern is linear or non-linear.
Encourage the student to ask questions to their partner.
After a few minutes, project another set of pairs on the board. Follow the same procedure for about 20 minutes.