Mathematics 116

Supplementary
Materials

“Patterns and
Sequences”

Student Worksheets

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).
 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?

iii) Express orally how the pattern grows. “Saying”

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

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. “Writing”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

2)

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

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

iii) Express orally how the pattern grows. “Saying”

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. “Writing”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

3)

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

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

iii) Express orally how the pattern grows. “Saying”

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

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

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. “Writing”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

4)

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

ii) How many people will appear in the 9th term?

iii) Express orally how the pattern grows. “Saying”

iv) How many people will there be in the 25th term?

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

determine the number of people in the 25th term? If not, can
you refine your expression so that you can use it to find the
number of people in the 100th term?

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

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

5)

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

ii) How many ‘s will appear in the 7th term?

iii) Express orally how the pattern grows. “Saying”

iv) How many ‘s will there be in the 20th term?

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

determine the number of ‘s in the 20th term? If not, can
you refine your expression so that you can use it to find the
number of ‘s in the 50th term?

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

vii) What is the rank of the term which contains 47 ‘s? “Using”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

6)

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

ii) How many squares will appear in the 7th term?

iii) Express orally how the pattern grows. “Saying”

iv) How many squares will there be in the 25th term?

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

determine the number of squares in the 25 th term? If not, can
you refine your expression so that you can use it to find the
number of squares in the 100th term?

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

vii) A certain term contains 56 squares. What is its rank? “Using”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”

7)

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

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

iii) Express orally how the pattern grows. “Saying”

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

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

determine the number of squares in the 10 th term? If not, can
you refine your expression so that you can use it to find the
number of squares in the 100th term?

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

vii) What is the rank of the term which contains 93 squares?“Using”

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”
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
3
4
5
...
10
...
n

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).
 PATTERNS AND SEQUENCES
“Seeing, Saying, Writing, Using!”
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
3
4
5
...
10
...
n

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).
 PATTERNS AND SEQUENCES
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.

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
11)
Express the pattern using
Word Problem diagrams or pictures.

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
12)
Express the pattern using
Word Problem diagrams or pictures.

$ $ $ $ $ $ $ $ $
$ $ $ $ $ $

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
13)
Express the pattern using
Word Problem diagrams or pictures.

Express the pattern symbolically My Explanation

and/or algebraically.

3( )–1

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).
 PATTERNS AND SEQUENCES
14)
Express the pattern using
Word Problem diagrams or pictures.

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.

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
15)
Express the pattern using
Word Problem diagrams or pictures.

Jasmine is training for a race.

During the first week of her
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?

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
16)
Express the pattern using
Word Problem diagrams or pictures.

Express the pattern symbolically My Explanation

and/or algebraically.

4r – 1

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).
 PATTERNS AND SEQUENCES
17)
Express the pattern using
Word Problem diagrams or pictures.

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?

Express the pattern symbolically My Explanation

and/or algebraically.

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).
 PATTERNS AND SEQUENCES
“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?

19) In Ms. Jones’ class, students were asked to state a rule which related
the length of a beam to 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.

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).