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Expressing Patterns Algebraically 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.
Expressing Patterns Algebraically WORKSHEET DESCRIPTION
This worksheet is designed to scaffold the process of forming a formula linking the number of matchsticks in each pattern in a visual sequence to the position in the sequence.
For each question, learners can complete the table and draw the next pattern in the sequence. the example provided gives guidance on how the numerical sequence can be used to form the formula. There is also space or learners to design their own sequence pattern and derive the formula.
