| It is expected that students will:
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construct a visual representation of a pattern to clarify relationships and to verify predictions
summarize a relationship using everyday language in spoken or in written form
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Greg used counters to build rectangles that expand in two directions. Then he produced this chart.
| Term | 1 | 2 | 3 | 4 | |
Number of
Counters | 2 | 6 | 12 | 20 | |
Draw or use counters to construct the first four rectangles in Greg's pattern. Record your work on paper. Explain how the numbers in each column on the chart are related. Will 60 be a number that appears if the chart is extended? Explain why or why not.
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create expressions and rules to describe patterns and relationships (e.g., area, perimeter, volume)
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Provide a written description of how to build the fourth model in this series. Include a drawing.
Describe any patterns that can be seen in the models. Chart the number of cubes needed to build the first five models.
Graph the relationship between the number of the model and the number of cubes needed to construct each. Use your graph to predict the number of cubes needed to build the 6th model.
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interpolate number values from a given graph
predict pattern relationships
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Joanne's graph plots the number of guests who can be seated at 1, 3, 5, and 7 tables. Explain how to use her graph to determine the number of people who can be seated if the number of tables is even, but less than 8. How might you determine the number of guests who can be seated at 10 tables?
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Patterns and Relations (Patterns)
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