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MATHEMATICS LESSON
GRADE 7

DATE: …………………….
TOPIC: GEOMETRIC AND NUMERIC PATTERNS:

CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:
• create, recognise, describe, extend and make generalisations
• make predictions.
• work with different representations, such as flow diagrams, tables and
graphs.
DBE Workbook 1, Sasol-Inzalo book, Textbooks
RESOURCES:

DAY 1
NUMERIC PATTERNS
INTRODUCTION

REVISION ACTIVITY:
Ensure that you know the correct terminology i.e. DEFINITIONS:
consecutive, terms, number sequence

What comes next?

What may the next three numbers in each of these sequences be?
4; 8; 12; 16; 20; ______________________
4; 8; 16; 32; 64; _______________________ The numbers in a sequence
4; 8; 14; 22; 32; _______________________ are called the terms of the
5; 7; 4; 8; 3; 9; 2; ______________________ sequence. Terms that follow
one another are said to be
A set of numbers in a given order is consecutive.
called a number sequence. In some
cases, each number in a sequence can
be formed from the previous number by
performing the same or a similar action.
In such a case, we can say there is a
pattern in the sequence.

Grade 7 lesson ( draft)

Geometric , numeric patterns
LESSON DEVELOPMENT
Work through the following examples, and note how the development of
the numeric patterns.

1. (a) Write down the next three numbers in each of these sequences:
Sequence A: 4; 7; 10; 13; 16; ____________________
Sequence B: 5; 10; 20; 40; 80; ___________________
Sequence C: 2; 5; 10; 17; 26; ____________________
(b) Write down how you decided what the next numbers would be in each of the
three sequences.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

A sequence can be formed by repeatedly adding

or subtracting the same number. In this case the
difference between one term and the next is constant.

A sequence can be formed by repeatedly multiplying

or dividing by the same number. In this case the ratio
between one term and the next is constant.

A sequence can also be formed in such a way that

neither the difference nor the ratio between one term
and the next is constant.

In sequence A of question 1 there is a constant difference between consecutive

terms, as shown below.
Sequence A: 4 7 10 13 16
Difference: + 3 + 3 + 3 + 3

In sequence B of question 1 there is a constant ratio between consecutive terms, as

shown below.
Sequence B: 5 10 20 40 80
Ratio: × 2 × 2 × 2 × 2

In sequence C of question 1 there is neither a constant difference nor a constant ratio

between consecutive terms. There is, however, a pattern in the differences between
the terms, which makes it possible to extend the sequence. Consecutive odd
numbers,
starting with 3, are added to form the next term.
Sequence C: 2 5 10 17 26
Difference: + 3 + 5 + 7 + 9

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Grade 7 lesson (draft)
Geometric, numeric patterns
CLASSWORK: ACTIVITY: Complete the activities in your
classwork book. First attempt yourself, before finding the
answers in the Memorandum
WE ARE GOING TO PRACTICE THE DIFFERENT SKILLS.
1. Write down the next five terms in each of the sequences below. In each case,
describe the relationship between consecutive terms.
(a) 100; 95; 90; 85; ____________________________

(b) 0,3; 0,5; 0,7; 0,9; ___________________________

(c) 6; 18; 54; 162; _____________________________

(d) 1; 3; 6; 10; 15; _____________________________

(e) 20; 31; 42; 53; _____________________________

The word “recur” means “to
(f) 10; 9,7; 9,4; 9,1; ____________________________ happen again”. The extension
of a number sequence by
(g) 18 000; 1 800; 180; 18; ______________________ repeatedly performing the
1 1 1
same or similar action is
(h) 48; 24; 6; _________________________________ called recursion. The
rule that describes the
(i) 1; 4; 9; 16; ________________________________ relationship between
consecutive terms is called a
(j) 625; 125; 25; 5; ___________________________ recursive rule

CONSOLIDATION
YOU SHOULD REMEMBER FROM TODAY’S WORK THAT:
• To use the correct vocabulary is important.
• A sequence is a set of numbers in a given order.
• In a sequence each number can be formed from the previous number by
performing the same or a similar action. In such a case, we can say there is a
pattern in the sequence.
• The numbers in a sequence are called the terms of the sequence.
• Terms that follow one another are said to be consecutive.
• A sequence can be formed by repeatedly adding or subtracting the same number.
In this case the difference between one term and the next is constant.
• A sequence can be formed by repeatedly multiplying or dividing by the same
number. In this case the ratio between one term and the next is constant.
• A sequence can also be formed in such a way that neither the difference nor the
ratio between one term and the next is constant.

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HOMEWORK: Complete the activity in your classwork book.
1. Find the missing terms in each of the following sequences. Write the rule for
each of the number patterns below.

(a) 5; 20; 80; 320; _______; _______; _______

(b) 1; 3; 9; 27; _______; _______; _______
(c) 3200; 1600; 800; _______; _______; _______
(d) 15; _______; 60; 120; _______; _______; 960
(e) 41; 4,1; 0,41; 0,041; ________; _________; _________
2. Give the rule to describe the relationship between the numbers in the
sequences below. Use the rule to give the next three numbers in the
sequence:

(a) 3; 7; 11; 15; ____; ____; ____

(b) 120; 115; 110; 105; ____; ____

(c) 2; 4; 8; 16; ____; ____; ____

(d) 1; 2; 4; 7; 11; 17; ____; ____; ____

DAY 2
LESSON DEVELOPMENT
INTRODUCTION
REVISION ACTIVITY:
Ensure that you know the correct terminology
dependent variable, independent variable DEFINITIONS:
Relationships Between Dependent and Independent Variables

1. (a) Mr Twala pays a fee to park his car in a parking lot every day. He has to pay R3
to enter the parking lot and then a further R2 for every hour that he leaves his car
there. Complete the table below to show how much his parking costs him per
day for various numbers of hours.

# hours 1 2 3 4 5 6 7 8 9
Cost of parking in R 5 7 9

(b) How did you complete this table? Describe your method.
(c) Is there another way that you could complete the table? Describe it.
(d) Thembi multiplied the number of hours by 2 and then added 3 to calculate
the cost for any specific number of hours. Complete the flow diagram to show
Thembi’s rule:

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Geometric, numeric patterns
CLASSWORK: Complete the activities in your classwork book. First
attempt yourself, before finding the answers in the Memorandum
WE ARE GOING TO PRACTICE THE DIFFERENT SKILLS.
Answer the following questions.

Term number 1 2 3 4 5 6 7 8 50
Term 15 19 23 27 31
1. (a) Complete the above table.
(b) How did you calculate term number 50?
(c) Lungile reasoned like this:
I added 4 each time to complete the table. I
counted backwards to see what comes before
term 1. I got 11 and then I knew I had to add
one 4 to 11 to get the first term.
Complete the pattern below to show Lungile’s thinking:
Term 1: 11 + 1 × 4 = 11 + 4 = 15 Lungile remembered
Term 2: 11 + 2 × 4 = 11 + 8 = 19 that multiplication is
Term 3: ___________________ done before addition,
Term 4: ___________________ unless otherwise
indicated by brackets.
Term 5: ___________________
Term 6: ___________________
Term 10: __________________
Term 50: __________________

(d) Describe in your own words how term number 50 can be calculated.

CONSOLIDATION: YOU SHOULD REMEMBER FROM TODY’S WORK THAT:

• The rule multiply by 2 and then add 3 describes the relationship between the two
variables in this situation.
• The number of hours is the independent variable.
• The cost of Mr Twala’s parking is the dependent variable because the amount he
has to pay depends on the number of hours that he parks.
• This rule describes how you can calculate the value of the dependent variable if
the corresponding value of the independent variable is known. It differs from a
recursive rule, which describes how you can calculate the value of the dependent
variable that follows on a given value of the dependent variable.
• In the case of a number sequence, the position (number) of the term can be taken
as the independent variable, as shown for the sequence 15; 19; 23; 27; 31; . . . in
this table:
Term number 1 2 3 4 5 6 7 8 50
Term 15 19 23 27 31
The R3 that is added is a constant in this
situation. The number of hours and the cost
are variables.

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Grade 7 lesson (draft)
Geometric, numeric patterns
HOMEWORK: Complete the activities in your classwork book. First
attempt yourself, before finding the answers in the Memorandum
Activity
1(a Tilly reasoned like this: The constant difference between the terms is 4. I must add
four 49 times to the first term to get the 50th term. So, 15 + 49 × 4 = 15 + 196 = 211.
Complete the pattern below to demonstrate Tilly’s thinking:
Term 1: 15
Term 2: 15 + 1 × 4 = 15 + 4 = 19
Term 3: 15 + 2 × 4 = 15 + 8 = 23
Term 4: ___________________
Term 5: ___________________
Term 6: ___________________
Term 10: __________________
Term 50: __________________
(b) Write the rule to calculate term number 50 in your own words.
In the example in question 2, the term number is the independent variable and the term
itself is the dependent variable. So, if we know the rule that links the dependent variable
and the independent variable, we can use it to determine any term for which we know
the term number.
2. Write a rule to calculate the term for any term number in the sequence
15; 19; 23; 27; 31; . . . by using
(a) Lungile’s thinking.
(b) Tilly’s thinking.
We can use n as a symbol for “any term number”.
The rule to calculate the term for any term number
when using Lungile’s thinking will then be: Term = n × 4 + 11
(c) Write down the rule to calculate the term for any term number in terms of n by
using Tilly’s thinking

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Geometric, numeric patterns
 DAY 3
GEOMETRIC PATTERNS
LESSON DEVELOPMENT
CONSTANT QUANTITIES AND VARIABLE QUANTITIES
INTRODUCTION
Example 1: Study the figures below and answer the questions

Answer the questions below:

1. WHAT DO WE NOTICE? Squares were used to make the pattern.

2. CAN YOU PREDICT HOW MANY SQUARES IN FIGURE 4? 14
3. DESCRIBE VERBALLY. It is an increasing pattern.
4. DESCRIBE IN WORDS. 3 squares are being added to the next figure.
5. REPRESENT IN A TABLE
Terms 1 2 3 4 10
# squares 5 8 11 14 32

HOW DOES THE PATTERN DEVELOP?

i.e. How the pattern changes from one figure to the next. When you look carefully three
squares are added in the ‘middle’ to the next figure so this can be seen as the variable.
In the last layer the two squares, one on each end remains the stay, this can be seen as
the constant.

6. DEVELOP A CALCULATION PLAN.

Terms (n) 1 2 3 4 10
# squares 5 8 11 14 32
Calculations (1 x 3) + 2 (2 x 3) + 2 (3 x 3) + 2 (2 x 3) + 2 (10 x 3) + 2
CLASSWORK: ACTIVITY:
Complete the activities in your classwork book. First attempt
yourself, before finding the answers in the Memorandum
Small yellow, blue and red tiles are combined to form larger square tiles as shown below:

1. Draw tile no. 5 on the grid provided.

(Shade the blue and red tiles in different ways. You don’t have to use colours.)

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Geometric, numeric patterns
2. Complete the table

Tiles Tile no. 1 Tile no. 2 Tile no. 3 Tile no. 4 Tile no. 5 Tile no. 10
# of yellow 3
# of red 2
# of blue 4

3. How many red tiles are there in each bigger tile?

4. How many yellow tiles are there in each bigger tile?
5. Some of the quantities in this situation are variables and some are constants.
Which are variables and which are constants?
6. Was it possible to predict the pattern on tile no. 2 by looking only at tile no. 1?

CONSOLIDATION: YOU SHOULD REMEMBER FROM TODY’S WORK THAT:

• The number of red tiles is constant and the number of blue tiles is constant.
• It is clear that the design is such that there is always a red tile in the top right corner,
and also in the bottom left corner, and that the red tiles are always “bordered” by two
blue tiles each.
• So the number of red and blue tiles is constant in this situation.
• The number of yellow tiles in the arrangements varies. The number of yellow tiles is
a variable in this situation.

HOMEWORK
Complete the activities in your classwork book. First attempt yourself,
before finding the answers in the Memorandum.
Study the following pattern and answer the questions

1. Describe the pattern

2. Explain in your own words how the pattern develops or how the pattern grows from
one figure to the next.
3. Develop a calculation plan.
4. Some of the quantities in this situation are variables and some are constants.
Which are variables and which are constants?

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Geometric, numeric patterns
 DAY 4
LESSON DEVELOPMENT
PATTERNS WITH MATCHES
Question 1
A pattern with matches is shown below:

(a) Explain how the pattern is formed.

(b) Complete the table.
Figure number (n) 1 2 3 4 5 6 7 8
Number of matches 3 5 7

(c) What rule did you use to complete the table?

(d) How many matches are needed to form figure 9?
(e) How many matches are needed to form figure 17? Explain.
(f). If you used the recursive rule to complete the table, it would have taken a long
time to answer question (e) because you had to add the same number many
times. Try to find an easier way to answer question (e). Describe your method.
(g) Complete the pattern below. Hint: It may help to
think of figure no. 1 or
Term 1: 1 + 1 × 2 = 3 term 1 like this:
Term 2: 1 + 2 × 2 = 5 There is 1 match at
Term 3: 1 + 3 × 2 = 7 the beginning and two
Term 4___________ more are added
Term 5:___________ every time. It helps to
Term 10: __________ “see” the two matches
that are added
Term 17: __________
each time.
(h) What stays the same in the pattern in (g) and what varies?
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.

Figure # Number of matches

(j) Can you link the number of matches added each time to the number that you
multiply by in the flow diagram? Explain.
CONSOLIDATION: YOU SHOULD REMEMBER FROM TODY’S WORK THAT:
• The rule can be used to calculate any number of objects in the pattern.
• A rule can be recursive.
The rule that describes
• There are constants and variables in a pattern. the relationship
• The rule can be used in a flow diagram to calculate the between consecutive
number of objects in any figure in a pattern. terms, is called a
recursive rule.

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Geometric, numeric patterns
CLASSWORK: ACTIVITY:
Complete the activities in your classwork book. First attempt
yourself, before finding the answers in the Memorandum
Question 2

Another pattern with matches is shown below.

(a) Explain how the pattern is formed.

(b) Complete the table.
Figure no. 1 2 3 4 5 6 7 8 9
# Matches 4

(c) What rule did you use to complete the table?

(d) How many matches are needed for figure 9 (or term 9)?
(e) How many matches are needed for figure 20 (or term 20)?
(f) What rule did you use to calculate the number of matches in question (e)?
(g) Complete the pattern:
Term 1: 1 + 1 × 3 = 4
Term 2: 1 + 2 × 3 = 7
Term 3: 1 + 3 × 3 =
Term 4: ___________
Term 5: ___________
Term 10: __________
Term 17: __________
(h) What stays the same in the pattern in (g) and what varies?
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.
Figure # Number of matches

3. Compare the way in which the number of matches increases in question 1 to the
way in which it increases in question 2. What is the same and what is different?

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Geometric, numeric patterns
HOMEWORK: Complete the activities in your classwork book. First attempt
yourself, before finding the answers in the Memorandum
Question 3

Ralph built houses with match sticks. It looks like the figures below.

(a) Explain how the pattern is formed.

(b) Complete the table.
Figure no. 1 2 3 4 5 6 7 8 9
# Matches 6 11 16

(c) What rule did you use to complete the table?

(d) How many matches are needed for figure 9 (or term 9)?
(e) How many matches are needed for figure 20 (or term 20)?
(f) What rule did you use to calculate the number of matches in question (e)?
(g) Complete the pattern:
Term 1: 1 x 5 + 1
Term 2: 2 x 5 + 1
Term 3: 3 x 5 + 1
Term 4: ___________
Term 5: ___________
Term 10: __________
Term 17: __________
(h) What stays the same in the pattern in (g) and what varies?
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.
Figure # Number of matches

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Geometric, numeric patterns
 DAY 5
ALPHABETIC PATTERNS:
LESSON DEVELOPMENT
What have we learnt so far:
• So far, we have calculated the rule of a pattern.
• We can determine the number of objects in a picture of any number.
• We can determine difference between a preceding term and the following term
in a number sequence.
• We can create our own pattern.

Consider the figures below formed with red dots.

1. How many dots are used to form figure 5?

2. Draw figure 5.
3. Complete the table.
figure 1 2 3 4 5 6 7 8 9
# dots 7

4. Complete the flow diagram.

5. Which rule did you use to complete the table? Describe your rule.
6. Can you think of another rule to complete the table? Describe your rule.
7. Name the dependent variable and the independent variable in this situation.

CLASSROOM ACTIVITY: Complete the activities in your classwork

book. First attempt yourself, before finding the answers in the Memo.
SQUARES AND CUBES

1. Squares are arranged to form figures as shown below.

(a) Complete the table.

Figure 1 2 3 4 5 6 7 8 9
# squares 2 5 7 9

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Geometric, numeric patterns
(b) Describe the recursive rule that you can use to extend the pattern in words.

(c) Nombuso played around with the differences between consecutive terms.
She noticed that the pattern (+ 3; + 5; + 7; …) was similar to the one that
you get when you calculate the differences between square numbers.
This made her think that she should investigate square numbers to help her
find a rule that could link the figure number and the number of squares.

Complete the following pattern along the lines of Nombuso’s thinking:

Figure 1: (1 x 1) + 1 = 1 + 1 = 2
Figure 2: (2 x 2) + 1 = 4 + 1 = 5
Etc. Figure 50: ………………..
(d) Write a rule to calculate the number of squares for any figure.

(f) Compare the sequence in this activity to the sequence in the previous activity
where dots were arranged to form the letter H. Describe the way in which the
dependent variable (the output number) changed in each of the sequences.

HOMEWORK: Complete the activities in your classwork book. First attempt

yourself, before finding the answers in the Memorandum
1. Identical cubes are arranged to form stacks of cubes in the following way:

(a) Complete the table. Then find the difference between consecutive terms.
Do it a second and a third time and fill in the differences in the spaces provided.
Stack (n) 1 2 3 4 5 6 7 8 9
# cubes 2 9 28

7 19

12

(b) Describe the way in which you completed the table.

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Geometric, numeric patterns
(c) David looked carefully at the structure of the stacks and did the following to link
the stack number with the number of cubes in a stack. Complete the pattern.
Stack 1: 1 × 1 × 1 + 1 = 1 + 1 = 2
Stack 2: 2 × 2 × 2 + 1 = 8 + 1 = 9
Stack 3: 3 × 3 × 3 + 1 = 27 + 1 = 28
Stack 4: 4 × 4 × 4 + 1 = 64 + 1 = 65
Stack 5:
Stack 6:
Stack 7:
Stack 8:
Stack 9:
Stack 10:
(d) How many cubes will there be in stack 50?
(e) Write the rule that you used to calculate the number of cubes in stack 50 in words.
(f) Write your rule in (e) in terms of n where n is the symbol for any stack number.

3. In questions 1(a) and 2(a) you calculated the differences between the consecutive
terms.
(a) What did you find when you kept on finding the differences, as suggested in
question 2(a)?
(b) Go back to question 1(a). What do you find when you keep on finding the
differences between consecutive terms, like you did in question 2(a)?

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 MEMORANDUM: DAY 1
INTRODUCTION
What comes next?

What may the next three numbers in each of these sequences be?
4; 8; 12; 16; 20; 24; 28; 32
4; 8; 16; 32; 64; 128; 256; 512
4; 8; 14; 22; 32; 44; 58; 74
5; 7; 4; 8; 3; 9; 2; 10; 1; 11
LESSON DEVELOPMENT
1. (a) Write down the next three numbers in each of these sequences:
Sequence A: 4; 7; 10; 13; 16; 19; 22; 25
Sequence B: 5; 10; 20; 40; 80; 160; 320; 640
Sequence C: 2; 5; 10; 17; 26; 37; 50; 65
(b) Write down how you decided what the next numbers would be in each of the
three sequences.
A: Add 3 to the previous term.
B: Multiply the previous term by 2.
C: Add 2 more to the previous term than you added to the one before that.
CLASSWORK:
2. Write down the next five terms in each of the sequences below. In each case, describe
the relationship between consecutive terms.
(a) 100; 95; 90; 85; 80; 75; 70; 65; 60
Each term is 5 less than the previous term.
(b) 0,3; 0,5; 0,7; 0,9; 1,1; 1,3; 1,5; 1,7; 1,9
Each term is 0,2 more than the previous term.
(c) 6; 18; 54; 162; 486; 1 458; 4 374; 13 122; 39 366
Each term is 3 times the previous term.
(d) 1; 3; 6; 10; 15; 21; 28; 36; 45; 55
The difference between the first two terms is 2. Thereafter, the difference is
1 more than the previous difference in each case. OR: Add 2 to the first term,
then add one more than previously to get the next term in each case.

(e) 20; 31; 42; 53; 64; 75; 86; 97; 108
Each term is 11 more than the previous term.
(f) 10; 9,7; 9,4; 9,1; 8,8; 8,5; 8,2; 7,9; 7,6
Each term is 0,3 less than the previous term.
(g) 18 000; 1 800; 180; 18; 1,8; 0,18; 0,018; 0,0018; 0,00018
Each term is a tenth of the previous term.

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 1 1 1 1 2 1 2 1
(h) ; ; ; ; ; 1 3; 2 3; 5 3
48 24 6 3 3
Each term is two times the previous term.
(i) 1; 4; 9; 16; 25; 36; 49; 64; 81
The differences between consecutive terms are the odd numbers starting at 3.
(j) 625; 125; 25; 5; 1; 0,2; 0,04; 0,008; 0,0016
Each term is a fifth of the previous term.
HOMEWORK:
1. (a) 5; 20; 80; 320; 1 280; 5 120; 20 480: Rule: x 4
(b) 1; 3; 9; 27; 81; 243; 729: Rule: x 3

(c) 3200; 1600; 800; 400; 200; 100: Rule: halving or ÷ 2

(d) 15; 30; 60; 120; 240; 480; 960: Rule: doubling or x 2

(e) 41; 4,1; 0,41; 0,041; 0,0041; 0,00041; 0,000041: Rule: ÷ 10

2.
(a) 3; 7; 11; 15; 19; 23; 27: Rule: + 4

(b) 120; 115; 110; 105; 100; 95: - 5

(c) 2; 4; 8; 16; 32; 64; 128: double the preceding term or x 2

(d) 1; 2; 4; 7; 11; 16; 22; 29; 37: add consecutive numbers to preceding term.

MEMORANDUM: DAY 2
LESSON DEVELOPMENT
1. (a) Mr Twala pays a fee to park his car in a parking lot every day. He has to pay R3 to
enter the parking lot and then a further R2 for every hour that he leaves his car
there. Complete the table below to show how much his parking costs him per
day for various numbers of hours.
Figure 1 2 3 4 5 6 7 8 9
# tiles 5 8 11 14 17 20 23 26 29

(b) How did you complete this table? Describe your method.
“I added 2 to the previous term each time” is a likely and good answer.
(c) Is there another way that you could complete the table? Describe it.
Multiply the number of hours by 2 and then add 3.

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(d) Thembi multiplied the number of hours by 2 and
then added 3 to calculate the cost for any specific
number of hours. Complete the flow diagram to show
Thembi’s rule.
Number of hours Cost in rands Cost in rands

CLASSWORK
Term number 1 2 3 4 5 6 7 8 50
Term 15 19 23 27 31 35 39 43 211

1 (a) Complete the above table.

(b) How did you calculate term number 50?
Starting at 43 and adding 4 repeatedly 42 times is the most likely method, though some
learners may do 43 + 42 × 4 = 43 + 168 or even, if they recognise the relationship, 50 × 4 +
11 (this would be very smart).
(c) Lungile reasoned like this:
I added 4 each time to complete the table. I counted backwards to see what comes before
term 1. I got 11 and then I knew I had to add one 4 to 11 to get the first term.
Complete the pattern below to show Lungile’s thinking:
Term 1: 11 + 1 × 4 = 11 + 4 = 15
Term 2: 11 + 2 × 4 = 11 + 8 = 19
Term 3: 11 + 3 × 4 = 11 + 12 = 23
Term 4: 11 + 4 × 4 = 11 + 16 = 27
Term 5: 11 + 5 × 4 = 11 + 20 = 31
Term 6: 11 + 6 × 4 = 11 + 24 = 35
Term 10: 11 + 10 × 4 = 11 + 40 = 51
Term 50: 11 + 50 × 4 = 11 + 200 = 211
(d) Describe in your own words how term number 50 can be calculated.
Add 49 times 4 to 15. OR: Multiply 50 by 4 and add the answer to 11.

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HOMEWORK
e) Tilly reasoned like this: The constant difference between the terms is 4. I must add
four 49 times to the first term to get the 50th term. So, 15 + 49 × 4 = 15 + 196 = 211.
Complete the pattern below to demonstrate Tilly’s thinking:
Term 1: 15
Term 2: 15 + 1 × 4 = 15 + 4 = 19
Term 3: 15 + 2 × 4 = 15 + 8 = 23
Term 4: 15 + 3 × 4 = 15 + 12 = 27
Term 5: 15 + 4 × 4 = 15 + 16 = 31
Term 6: 15 + 5 × 4 = 15 + 20 = 35
Term 10: 15 + 9 × 4 = 15 + 36 = 51
Term 50: 15 + 49 × 4 = 15 + 196 = 211
(f) Write the rule to calculate term number 50 in your own words.
Subtract 1 from the term number, multiply the result by 4, then add 15.
In the example in question 2, the term number is the independent variable and the term
itself is the dependent variable. So, if we know the rule that links the dependent variable
and the independent variable, we can use it to determine any term for which we know
the term number.
3. Write a rule to calculate the term for any term number in the sequence 15; 19; 23; 27;
31; . . . by using
(a) Lungile’s thinking.
Multiply the term number by 4 and add to 11.
(b) Tilly’s thinking.
Multiply one less than the term number by 4 and add to 15.
We can use n as a symbol for “any term number”.
The rule to calculate the term for any term number when using Lungile’s thinking will then
be:
Term = n × 4 + 11
(c) Write down the rule to calculate the term for any term number in terms of n by
using Tilly’s thinking.
Term = (n − 1) × 4 + 15
= 4(n − 1) + 15

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Grade 7 lesson (draft)
Geometric, numeric patterns
 MEMORANDUM: DAY 3
CLASSWORK ACTIVITY
1. Draw tile no. 5 on the grid provided. (Shade the blue and red tiles in different ways.
You don’t have to use colours.)

2. Complete the table.

Tiles 1 2 3 4 5 10
# of yellow 3 10 19 30 43 138
# of red 2 2 2 2 2 2
# of blue 4 4 4 4 4 4

3. How many red tiles are there in each bigger tile? 2

4. How many yellow tiles are there in each bigger tile?
The number grows. Start with 3 and add 7; then add two more each time.
OR: (The tile number plus two) squared minus 6.
5. Some of the quantities in this situation are variables and some are constants.
Which are variables and which are constants?
The number of red tiles and the number of blue tiles are constants, while the
number of yellow tiles and the tile number are variables.
6. Was it possible to predict the pattern on tile no. 2 by looking only at tile no. 1?
No, other patterns could also start with the same first tile.

HOMEWORK
1. Increasing pattern
2. Draw the fifth and the sixth figures.
3.
Terms (n) 1 2 3 4 5
# Squares 2x2+2 2x3+2 2x4+2 2x5+2 2x6+2

4. There are two squares in the middle of each figure; the two squares represent
the constant. The tails increase by one on each side variables.

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Grade 7 lesson (draft)
Geometric, numeric patterns
 MEMORANDUM DAY 4
LESSON DEVELOPMENT
Question 1.
(a) After the initial triangle, each further triangle uses two more matches.
(b) Complete the table.
Figure number (n) 1 2 3 4 5 6 7 8
Number of matches 3 5 7 9 11 13 15 17

(c Add 2 to get the next term.

(d) 19
(e) 35. Multiply the figure number by 2, then add 1. OR:
Keep on adding 2 OR: Add 16 times 2 to 3.
(f) Multiply the figure number by 2, then add 1.
(g) Complete the pattern below.
Term 1: 1 + 1 × 2 = 3
Term 2: 1 + 2 × 2 = 5
Term 3: 1 + 3 × 2 = 7
Term 4: 1 + 4 × 2 = 9
Term 5: 1 + 5 × 2 = 11
Term 10: 1 + 10 × 2 = 21
Term 17: 1 + 17 × 2 = 35
(h) The 1 in the number expression and the 2 that the term number is multiplied
by stay the same. The term (figure) number and the number of matches vary.
(i). Figure number × 2 + 1 Number of matches
(j) Can you link the number of matches added each time to the number that you
multiply by in the flow diagram? Explain.
You add two matches each time, so that is the number that you multiply the figure
number by in your rule.
CLASSWORK
Question 2
(a) Explain how the pattern is formed.
After the initial square, each further square uses three more matches.
(b)
Figure no. 1 2 3 4 5 6 7 8 9
# Matches 4 7 10 13 16 19 22 25 28
(c) What rule did you
use to complete the table?
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Grade 7 lesson (draft)
Geometric, numeric patterns
Add 3 to the number of matches in the preceding figure (or term).
(d) How many matches are needed for figure 9 (or term 9)? 28
(e) How many matches are needed for figure 20 (or term 20)? 61
(f) What rule did you use to calculate the number of matches in question (e)?
Multiply the term number by 3 and add 1.
(g) Complete the pattern:
Term 1: 1 + 1 × 3 = 4
Term 2: 1 + 2 × 3 = 7
Term 3: 1 + 3 × 3 = 10
Term 4: 1 + 4 × 3 = 13
Term 5: 1 + 5 × 3 = 16
Term 10: 1 + 10 × 3 = 31
Term 17: 1 + 17 × 3 = 52
(h) What stays the same in the pattern in (g) and what varies?
The 1 in each number expression and the 3 that the term is multiplied by stay
the same. The figure number (or term) and the number of matches vary.
(i) Use the flow diagram below to write down the rule that you can use to
calculate the number of matches needed for any figure in the pattern.
Figure number × 3 + 1 Number of matches
3. Compare the way in which the number of matches increases in question 1 to the
way in which it increases in question 2. What is the same and what is different?
In both cases, 1 is the added constant and the figure number is multiplied by a
constant (changed from 2 to 3) to determine the number of matches.
4. Term 1 2 3
# Squares 3 8 15
Calculation 1x1+2x1 2x2+2x2 3x3+2x2

HOMEWORK
Question 3
(a) After the initial pentagon each further pentagon was built by using five matches
(b) Figure no. 1 2 3 4 5 6 7 8 9
# Matches 6 11 16 21 26 31 36 41 46
(c) add 5 matches to the preceding term.
(d) 46 matches
(e) 20 x 5 + 1 = 101
(f) nx5+1
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Grade 7 lesson (draft)
Geometric, numeric patterns
(g) Term 1: 1 x 5 + 1
Term 2: 2 x 5 + 1
Term 3: 3 x 5 + 1
Term 4: 4 x 5 + 1
Term 5: 5 x5 + 1
Term 10: 10 x 5 +1
Term 17: 17 x 5 + 1
(h) The 1 in each number expression and the 5 that the term is multiplied by stay
the same. The figure number (or term) and the number of matches vary.

(i)
X5 +1

MEMORANDUM DAY 5
LESSON DEVELOPMENT
1. How many dots are used to form figure 5? 27
2. Draw figure 5.
3. Complete the table.
figure 1 2 3 4 5 6 7 8 9
# dots 7 12 17 22 27 32 37 42 47

4. Complete the flow diagram.

Figure number × 5 + 2 Number of dots
5. What rule did you use to complete the table? Describe your rule.
Add 5 to the preceding term.
6. Can you think of another rule to complete the table? Describe your rule.
Figure number + (figure number × 2 + 1) × 2 [based on the H-shapes]
= Figure number × 5 + 2
7. Name the dependent variable and the independent variable in this situation.
Independent variable: figure number
Dependent variable: number of dots
CLASSWORK
(a) (a) Complete the table.
Figure 1 2 3 4 5 6 7 8 9
# squares 2 5 7 9 11 13 15 17 19

(b) Describe the recursive rule that you can use to extend the pattern in words.
Add the next odd number, starting from 3.
(c) Complete the following pattern along the lines of Nombuso’s thinking:
Figure 1: 1 × 1 + 1 = 1 + 1 = 2
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Grade 7 lesson (draft)
Geometric, numeric patterns
Figure 2: 2 × 2 + 1 = 4 + 1 = 5
Figure 3: 3 × 3 + 1 = 9 + 1 = 10
Figure 4: 4 × 4 + 1 = 16 + 1 = 17
Figure 5: 5 × 5 + 1 = 25 + 1 = 26
Figure 6: 6 × 6 + 1 = 36 + 1 = 37
Figure 7: 7 × 7 + 1 = 49 + 1 = 50
Figure 8: 8 × 8 + 1 = 64 + 1 = 65
Figure 50: 50 × 50 + 1 = 2 500 + 1 = 2 501
(d) Write a rule to calculate the number of squares for any figure number.
Square the figure number, then add 1.
(e) Write your rule in (d) in terms of n where n is the symbol for any figure number.
Number of squares = n2 + 1
(f) Compare the sequence in this activity to the sequence in the previous activity
where dots were arranged to form the letter H. Describe the way in which the
dependent variable (the output number) changed in each of the sequences.
The letters H just used 5 more red dots each time, while the number of extra
small squares needed was at first just 3, but increased each time you added
the next odd number to the preceding term [+ 3; + 5; + 7; + 9; ...].
The letters H had a constant difference, while the difference between
consecutive terms in the squares of this activity is not constant.

HOMEWORK
(a)

(b) Describe the way in

which you completed the table.
Learners’ own answer, e.g. I noticed a pattern in the “differences” and
followed that pattern; or: I cubed the stack number and added 1.
(c) David looked carefully at the structure of the stacks and did the following to link
the stack number with the number of cubes in a stack. Complete the pattern.
Stack 1: 1 × 1 × 1 + 1 = 1 + 1 = 2
Stack 2: 2 × 2 × 2 + 1 = 8 + 1 = 9
Stack 3: 3 × 3 × 3 + 1 = 27 + 1 = 28
Stack 4: 4 × 4 × 4 + 1 = 64 + 1 = 65
Stack 5: 5 × 5 × 5 + 1 = 125 + 1 = 126
Stack 6: 6 × 6 × 6 + 1 = 216 + 1 = 217
Stack 7: 7 × 7 × 7 + 1 = 343 + 1 = 344
Stack 8: 8 × 8 × 8 + 1 = 512 + 1 = 513
Stack 9: 9 × 9 × 9 + 1 = 729 + 1 = 730
Stack 10: 10 × 10 × 10 + 1 = 1 000 + 1 = 1 001
(d) How many cubes will there be in stack 50?
503 = 50 × 50 × 50 = 125 000
125 000 + 1 = 125 001
(e) Write the rule that you used to calculate the number of cubes in stack 50 in words.
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Grade 7 lesson (draft)
Geometric, numeric patterns
Cube the stack number and add 1.
(f) Write your rule in (e) in terms of n where n is the symbol for any stack number.
Number of cubes = n3 + 1
3. In questions 1(a) and 2(a) you calculated the differences between the consecutive
terms.
(a) What did you find when you kept on finding the differences, as suggested in
question 2(a)?
The difference became constant, 6, in the third round.
(b) Go back to question 1(a). What do you find when you keep on finding the
differences between consecutive terms, like you did in question 2(a)?
The differences were consecutive odd numbers, starting from 3. Thus, the
second round of differences produces a constant, 2.

Page 24 of 24
Grade 7 lesson (draft)
Geometric, numeric patterns