1.1 and 1.2 practise assignment -...

BC Learning Network - Math 05

Unit 1: Patterns ~ Learning Guide

Important ~ Please read these instructions:

In this learning guide, you will find:

Practise Assignments: Follow the lessons online. At the END of some lessons, you will be asked to complete practise work. You will complete it either in your notebook or here, in this package. DO NOT SIMPLY START WORKING IN THIS PACKAGE. You will be directed to this package at specific times. This work is marked by your home facilitator using the answer keys provided in the lessons.

Unit Assignment: The unit assignment is completed at the END of the unit. It is submitted to the teacher for marking.

Using a pencil, complete the following questions as you work through the related lessons. Show ALL work as is explained in the lessons. STOP when you get to a new practise assignment and complete it AFTER you have completed the online lesson and been directed back to this learning guide.

Assessment:

Unit 1 Assignment is worth 32 marks.

Practise Work in Learning Guide is worth 4 marks.• 2 marks: Some work shown• 3 marks: Work shown, most work obviously marked by home facilitator, some

corrections completed.• 4 marks: Work shown, obviously marked by home facilitator, corrections completed,

thorough.

Unit 1 Assignment: ____ / 32Learning Guide: ____ / 4

Total: ____ / 36


1.1 and 1.2 Practise Assignment

Complete the exercises when directed near the end of lesson 1.2 online. Then ask your home facilitator to mark this work using the answer key at the end of lesson 1.2 online.

1. Find the gap or difference between the numbers.

a) 39 42 b) 17 12

c) 55 48 d) 244 235

2. Find the step or the gap between the numbers in the sequence.Continue the pattern in the gaps. Then extend the sequence.

c) 2 , 4 , 7 , 11 , ____ , ____

d)


e) 3. Find the pattern rule. (You can write the gap between the numbers to help figure out the rule.) a) 25, 45, 65, 85, …

Start at ___. Add ___ each time.

b) 49, 43, 37, 31, 25…

Start at ___. Subtract ___ each time.

c) 3, 4, 6, 9, 13, …

Start at ___. Add ___. Increase the amount you add by

___ each time.

d) 10 , 7 , 11 , 8 , 12 , 9, …

Start at ___. Alternatively _________ __. Then ______ ___.

e) 2, 4, 8, 16, 32, …

Start at 2. ______________ by __ each time.

1.3 Practise Assignment

Complete the exercises. Then ask your home facilitator to mark this work using the answer key at the end of the online lesson.

EXAMPLE: Ed creates an increasing pattern with squares. He records the number of squares for each figure in a t-‐table and he records the number of squares added each time.

Then he records a rule for this number pattern.

Rule: Start at 4 and add 2 each time.

1. Ed makes other increasing patterns with squares. Fill in the circles to show how many squares he adds to each new figure. Then write a rule

for the pattern.

a)

b)

Figure # of Squares

1 4 2 6 3 8

Figure # of Squares

1 3 2 9 3 15

Figure # of Squares

1 2 2 7 3 12

+2 +2

+ +

Rule: Start at 3 and

_________________________________

_________________________________

_________________________________

+ +

Rule: __________________________

_________________________________

_________________________________

_________________________________

c)

d)

2. Extend the number pattern to complete the t-‐table and to find out how many squares would be needed in Figure 5.

a)

b)

Figure # of Squares

1 5 2 12 3 19

Figure # of Squares

1 12 2 24 3 36

Figure # of Squares

1 1 2 9 3 17 4 5

Figure # of Squares

1 8 2 12 3 16 4 5

+ +

Rule: __________________________

_________________________________

_________________________________

_________________________________

+

Rule: __________________________

_________________________________

_________________________________

_________________________________

+ +

+ +

+ +

+ +

+


1.5 and 1.6 Practise Assignment

Complete the exercises. Then ask your home facilitator to mark this work using the answer key found at the end of lesson 1.6 online.

1. Apply the rule to the input numbers to find the output numbers. A) Rule: Add 4 to the input. B) Rule: Subtract 3 from the input.

i + 4 = o i -‐ 3 = o

C) Rule: Multiply the input by 5. D) Divide each input by 4. i x 5 = o i ÷ 4 = o

2. For each table, write an equation that tells you how to make the input numbers from the output numbers. Use i for input and o for output.

A) B)

Rule: _________________________________ Rule: _________________________________

D) B)

Rule: _________________________________ Rule: _________________________________

Input Output 1 2 3

Input Output 5 6 7

Input Output 3 5 8

Input Output 20 32 40

Input Output 2 6 3 7 4 8

Input Output 1 6 2 12 3 18

Input Output 20 17 15 12 33 30

Input Output 50 10 30 6 25 5


BCLN – Sept/2015 Page 1 of 6

Name: _______________________________

Unit 1 Assignment: Patterns

IT IS TIME TO SHOW THE TEACHER WHAT YOU CAN DO!

HOME FACILITATOR: You may help with the reading if needed but the math needs to be completed independently so that teacher can understand how the well the student grasps each concept. Complete the feedback that follows the assessment. Then, submit this assignment to the teacher.

STUDENT DIRECTIONS: Using a pencil, complete the following questions. Show ALL work as is explained in the lessons. Do your best – think of this like a test and complete your answers independently.

Lesson 1.1 and 1.2:

Can you describe and extend patterns and explain how each number differs from the one before it, determine the pattern rule to make predictions about subsequent elements, and determine and explain why a given number is or is not the next element in a pattern?

1. Give the next three terms of each pattern. ( /3)

a) Start at 4. Add 2 each time.

4, _____, ______, ______

b) Start at 6. Add 1. Increase the number you add by 2 each time.

6, _____, _____, _____

c) Start at 7. Alternately add 3, then subtract 2.

7, _____, _____, _____

2. Use the first three numbers to find the pattern rule. Write the next threeterms in each pattern. Write each pattern rule. ( /6)

a) 77, 65, 53, ____, ____, ____

Pattern Rule: Start at _______ and __________________________________

_______________________________________________________________________



b) 2, 3, 5, 8, 12, ____, ____, ____


______________________________________________________________________

c) 8, 10, 9, 11, 10, 12, ____, ____, ____


_______________________________________________________________________

3. Read the rule, circle the error, and complete the pattern correctly. ( /2)

a) Rule: Start at 3 and add 4.

3, 7, 10, 15 Correct: 3, ___, ____, ____

b) Rule: Start at 20. Alternately add 4 and subtract 3.

20, 24, 21, 25, 22, 28 Correct: 20, 24, 21, ____, ____, ____

Lesson 1.3: Can you create a t-‐table for growing patterns and identify rules for number patterns using t-‐tables? 4. Complete the t-‐table for the pattern. Then give the pattern rule. ( /2)

Figure Number of Dots 1

2

3

4

Pattern Rule: Start at _____. Add _____ each time.



5. Complete the t-‐table for the pattern. Then give the pattern rule. ( /2)

Figure Number of Dots 1

2

3 Lesson 1.4: Can you represent number relationships using equations with letter variables? Can you express a problem as an equation where the unknown is represented by a letter? 6. Jenny used three eggs to bake cookies. Seven eggs are left in the carton. How many eggs were in the carton to start with?

( /2) a) Write an equation using a letter variable: ____________________

b) Solve:

7. Bob has nine pets. Three are cats. The rest are fish. How many fish does Bob have?

( /2) a) Write an equation using a letter variable: ____________________

b) Solve:

Pattern Rule: Start at _____. Add _____ each time.



8. Tony has four boxes of pears. Each box holds the same number of pears. He has 12 pears in total. How many pears are in each box?

( /2)

a) Write an equation using a letter variable: ____________________

b) Solve:

Lesson 1.5 and 1.6: Can you determine and use rules for t-‐tables and write them using mathematical expressions? 9. For each Input/Output machine, choose 3 numbers to input and then find the output numbers.

(0.5 marks each row: /3) a) Input x 9 = Output

Input Output

b) Input + 15 = Output

Input Output



10. Each table shows the input and output from an Input/Output machine. Write a mathematical equation (such as input + 3 = output, input x 4 = output) that shows what happens to the input to make the output number and fill in the missing numbers. ( /4) a)

Input Output 3 30 7 70 10 100 4 ____ ____ 80

Equation: Input __ ____ = Output

b) Input Output

600 575 550 525 500 475 450 ____ ____ 375

Expression: Input __ ____ = Output



Putting It All Together -‐ Problem Solving with Tables: 11. The snow is 17 cm deep at 4 pm. 4 cm of snow falls each hour. How deep is the snow by 9 pm?

Time How Deep

4 pm

5 pm

6 pm

7 pm

8 pm 12. Zoe has $55 in August. She spends $5 each month after that. How much money does she have left at the end of November?

Month Money

August $55

September

October

November Home Facilitator Observations: How well was your son/daughter/child able to meet the learning outcomes? Do you have any areas of concern regarding progress in this unit? Any successes or other observations re: math progress? __________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

Total Mark: /32 Percent: ______ % Grade: ______

Teacher Comments:

( /2)

( /2)

1.1 and 1.2 practise assignment -...

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