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TEACHING GUIDE

Objective
To make generalisation on patterns of a sequence, or between
sequences, or between consecutive terms, or between level of
terms and terms, using numbers, words or algebraic expressions.

Lesson Period
40 minutes

New Terminology
Generalisation

Emphasis
Mathematical process, 5E model (Engage, Explore, Explain, Extend,
Evaluate), enquiry, real life applications, higher order thinking skills

Lesson on Patterns and Number Sequences

Understanding patterns is a gradual process, moving from learning
through experiences and concrete materials with learning theory
and inference. Learning about patterns is very important because it
is the basis of mathematical knowledge such as Algebra, Statistics,
Geometry and so on.

Knowledge and Skills of

Sequences in Primary School

Patterns

and

Number

In primary school, students have learned to identify patterns using

concrete materials, figures and sets of numbers. They studied a
variety of patterns, including repeated, increasing and decreasing
patterns and learn how to extend the pattern. Through the different
observation of the representation of patterns, students can identify
some featured patterns.

Knowledge and Skills of Patterns

Sequences in Secondary School

and

Number

At the secondary level, students should extend their level of

understanding of patterns by generating patterns involving addition,
subtraction, multiplication, division or using one or two digits
number or involving thoughts and inferences. Learning experiences
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TEACHING GUIDE

on patterns need not be limited in the classroom but emphasis must

be given in investigating the patterns in a real life environment.
Similar to the primary school level, learning patterns needs concrete
materials, figures and sets of numbers. Students must be able to
communicate and make justifications on each specific pattern.
These activities will help students to develop a deeper
understanding on patterns and relate the experiences with
mathematical concepts at a higher abstract level.
Lessons on patterns basically start with a number that becomes the
bridge connecting a students knowledge to the Algebra domain.
Students need to be taught to produce a generalisation based on
the specific patterns. These learning experiences will enable
students to connect and make a more significant understanding
between the pattern and the title of the function.

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TEACHING GUIDE

Slide 3 - 4

Cognitive Domain: Analysing/Reasoning

Begin the lesson by asking students to observe and examine
patterns for number sequences A, B, C, D and E.
Next, allow students to explain how the sequences are formed and
to state the conditions.
Students need to state that in order to get the next term, they must
do the following:
Sequence A: Add 2 to the number before.
Sequence B: Add 4 to the number before.
Sequence C: Subtract 10 from the number before.
Sequence D: Power 2 to the number in sequence 1, 2, 3, 4, 5.
Sequence E: Add 5 to the number before.

Slide 5

Cognitive Domain: Analysing/Reasoning

Continue the lesson by trigger the students mind on how to find the
terms for higher level such as the 100th level.
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TEACHING GUIDE

Let the students explore and familiarise themselves with the easier
number sequences first.

Slide 6

Cognitive Domain: Analysing/Reasoning

Ask the students to observe the relationship between the terms for
number sequence A.
Ask students to state how the first until fifth terms is formulated.
Encourage the students to discuss among their friends.

Slide 7 - 8

Cognitive Domain: Analysing/Reasoning

Next, ensure that the students obtain the same expressions.
Ask the students to state the changeable values and unchangeable
value in the expression obtained. Students need to realise that 2 is
the unchangeable value whereas 1, 2, 3, 4, 5 in the first five terms
are changeable values.
Guide students to make the relationship between the changeable
values and the levels of the term. Students need to determine that
the changeable values
1, 2, 3, 4, 5 in the first five terms are equal to the values in the
respective level.
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Then, ask students to make a generalisation for nth level of number

sequence A and find the value for the 100th term. They need to state
the relationship such that changeable values in the expressions
obtained can be substituted with n.

nth term = 2n
100th term =2 100
=200

Slide 9

1.38

Cognitive Domain: Analysing/Reasoning

Ask the students to observe the relationship between the terms for
number sequence B.
Ask students to explain how the first until fifth terms is formulated.
Encourage the students to discuss among their friends.

Slide 10 - 11
1.3

Cognitive
Domain:
Generalisation/Reasoning

Analysing/Making

Ask the students to state the changeable values and unchangeable

value. Students need to realise that 4 is the unchangeable value
whereas 1, 2, 3, 4, 5 in the first five terms are changeable values.
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TEACHING GUIDE

Guide students to make the relationship between the changeable

values and levels of term. Students need to determine that the
changeable values 1, 2, 3, 4, 5 in the first five terms are equal to the
values in the respective level.

Then, ask students to make a generalisation for nth level of number

sequence B and find the value for the 100th term. They need to state
the relationship such that changeable values in the expressions
obtained can be substituted with letter n.
nth term = 4n
100th term =4 100
=400

Slide 12

Cognitive Domain: Analysing/Reasoning

Ask students to observe the relationship between number
sequences C, D and E.
Ask students to discuss and state how the first until fifth terms is
formulated. Encourage the students to discuss among their friends.
Then, ask students to make a generalisation for nth levels of term for
number sequences C, D and E, and find the value for the 100th term.
Students need to make the relationship such that changeable values
in the terms obtained can be substituted with the letter n.
Conclusions and reflections: Discuss the general steps required in
making a generalisation for certain pattern or number sequence.
Encourage a two-way discussion with the students participating
actively. Encourage them to drive conclusions, reflections on their
answers and communicate their ideas.

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Sequence number C: nth term = 70 10n
Sequence number D: nth term = n2
Sequence number E: nth term = 5n 4

Slide 13

Cognitive
Domain:
Generalisation

Making

Justification/Making

Students are to present the number sequences that they have

developed themselves and to explain how they determine the
values in the sequence involved.

Slide 14 - 17

Cognitive Domain: Analysing/Reasoning

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TEACHING GUIDE

Usage of daily situations and examples provide a meaningful way of

learning mathematics. Show slide examples. Ask students to state
examples of patterns found around them and the importance of
generalisation for a certain pattern.
Guide students to understand that generalisation for a certain
pattern are important in resolving everyday issues involving
patterns. Ask students to give examples and share their opinions
regarding these patterns.
Ask students to examine the diagrams given and then find the
relationship between patterns in each level.
Encourage the students to discuss with their friends.
Ask the students to explain their strategies and solutions. If the
students use different strategies and solutions, discuss the
strategies involved. Discuss the solutions using the following slide if
required.

Slide 18

Cognitive Domain: Analysing/Reasoning

Make sure the students obtain the expressions as shown.
Let the students identify the changeable values and unchangeable
value. Then, let them make the relationship between unchangeable
values with the levels of the term.
Note:
If students can only state number 1 for level 1, number 3 for level 2,
and so on, guide them to make the relationship between the
numbers and levels of the term so that they can obtain the
expressions as above.

Slide 19

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Cognitive
Domain:
Making
Generalisation/Reasoning

TEACHING GUIDE

Justification/Making

Then, ask the students to make a generalisation for the nth term and
then find the number of rectangles required to build the pattern for
the 5th level. Students need to make the relationship such that
changeable values in the expressions obtained can be substituted
with the letter n.
nth term = 1 + 2n 2
= 2n 1
Number of rectangles for the 5th term = 9

Slide 20 - 21

Cognitive Domain: Analysing/Reasoning

Discuss the examples as shown in the slides.
Make sure the students acquire the expressions as shown.
Let the students identify the changeable values and unchangeable
value, and also make the relationship between unchangeable values
with the levels of the term.
Note:
If students can only state number 0 for level 1, number 1 for level 2,
and so on, guide them to make the relationship between the
numbers and the levels of the term so that they can obtain the
expressions as shown.

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TEACHING GUIDE

Slide 22

Cognitive
Domain:
Making
Generalisation/Reasoning

Justification/Making

Ask the students to make a generalisation for the nth term and find
the number of circles needed to form the pattern for the 15th level.
Students need to make the relationship such that the changeable
values in the expressions can be substituted with the letter n.
nth term = (n 1) (n 1)
= (n 1)2
Number of circles in 15th term = (15 1)2
= 196

Slide 23

Cognitive Domain: Analysing/Reasoning

Let students discuss in groups and then explain the steps required
to overcome the problem.
Answer:
Number of circles for the 24th level = (24 1) (24 1)
= 529
Number of rectangles for the xth level = 1 + (x 1) 2

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TEACHING GUIDE

PATTERNS AND NUMBER

SEQUENCES
1 x 1 2 =529
1 2x 2 =529
2x =530
530
2
=256

x=

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