Loading...
Back to:
Continuing Sequences from Patterns WORKSHEET
Suitable for Grades: 5th Grade, Algebra I, IM 1
CCSS: 5.OA.B.3, HSF.IF.A.3
CCSS Description: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n–1) for n ≥ 1.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n–1) for n ≥ 1.
Continuing Sequences from Patterns WORKSHEET DESCRIPTION
This worksheet presents a series of diagrammatic sequences, each with only the first three terms displayed.
Learners will draw the fourth term of each of these sequences as well as answering questions such as “How many sticks will be needed for the 6th term?” and “Can a term be made using 19 white tiles?”.
The first 8 sequences are linear and the last pattern represents a geometric progression.
This time students are asked to consider how this sequence is different from the others.
The patterns are made using sticks, white and grey tiles and dots.
To start linking sequences and algebra see our worksheet “Expressing Patterns Algebraically”.
