D

Series
Student

Patterns and
Algebra
My name
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First edition printed 2009 in Australia.
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 Series D – Patterns and Algebra
Contents
Topic 1 – PaƩerns and relaƟonships (pp. 1–12) Date completed

• idenƟfying and creaƟng paƩerns _________________ / /

• skip counƟng _________________________________ / /

• compleƟng and describing paƩerns _______________ / /

• number paƩerns in tables _______________________ / /

• growing shape paƩerns _________________________ / /

• matchsƟck paƩerns ____________________________ / /

• funcƟon machines _____________________________ / /

• Harry and TorƟsta – solve _______________________ / /

• rows and columns – apply _______________________ / /

Topic 2 – EquaƟons and equivalence (pp. 13–22)

• introducing equaƟons __________________________ / /

• not equal to symbol____________________________ / /

• balanced equaƟons using + and × _________________ / /

• wriƟng equaƟons for word problems ______________ / /

• lucky dip weigh in – solve _______________________ / /

• symbol sums – solve ___________________________ / /

Series Author:

Nicola Herringer

Copyright ©
Patterns and relationships – identifying and creating patterns

Look around you, can you see a paƩern? A paƩern is an arrangement of

shapes, numbers or colours formed according to a rule. PaƩerns are everywhere,
you can find them in nature, art, music and even in dance! You can make a
paƩern out of anything. PaƩerns can grow or repeat.
Here is a paƩern made out of Here is a paƩern made out of
fruit that repeats: hexagons that grows:

1 Look at this colour paƩern made with cubes. What comes next? Write the leƩers
on the blank cubes then colour them in.
B – Blue
R – Red
G – Green
B R B R B R Y – Yellow

2 Make your own colour paƩern with these cubes using colours from the box above.
You can colour them or just write the leƩer.

In these shape paƩerns, draw the missing shapes. To work out what
3
comes next, look
out for the sequence
of shapes that make
a up the rule.

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Patterns and relationships – identifying and creating patterns
4 Complete the shape paƩerns by drawing 2 missing shapes on each line:

5 Look at the repeaƟng leƩer paƩern and write in the missing leƩers. You will see
that each paƩern is a word repeated.

a B I C ___ C ___ E B I ___ Y ___ L E B ___ C Y C L ___

b C ___ L O ___ R S C O ___ O U R ___ C ___ L ___ U R S

6 Follow the direcƟons to create 2 growing paƩerns:

a Tick 2 squares and put a dot in b Colour 1 square yellow,

2 squares. 2 squares red.
Tick 3 squares and put a dot in Colour 3 squares yellow,
3 squares. 4 squares red.
Tick 4 squares and put a dot in Colour 5 squares yellow,
4 squares. 6 squares red.
Tick __ squares and put Colour __ squares yellow,
a dot in __ squares. __ squares red.

2 D 1 Patterns and Algebra

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Patterns and relationships – skip counting

Skip counƟng is a good skill 1 2 3 4 5 6 7 8 9 10

to have because you can see 11 12 13 14 15 16 17 18 19 20
number paƩerns more easily 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
which makes you beƩer at 41 42 43 44 45 46 47 48 49 50
maths. You can also count 51 52 53 54 55 56 57 58 59 60
things much faster! 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
This is a skip counƟng paƩern 81 82 83 84 85 86 87 88 89 90
of 2 on a hundred grid. 91 92 93 94 95 96 97 98 99 100

1 Colour the skip counƟng paƩern on each hundred grid:

a Show the 5s paƩern. b Show the 10s paƩern.
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

c What do you noƟce?

_________________________________________________________________

2 Complete these skip counƟng paƩerns:

a 60 65 70 85 95
b 17 22 27 37 47
c 100 95 80 70
d 102 92 62

3 Count the stars. How many are there?

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Patterns and relationships – skip counting
4 Colour the skip counƟng paƩern on each hundred grid:
a Show the 3s paƩern. b Show the 4s paƩern.

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

5 Complete the missing numbers in these skip counƟng paƩerns:

a 36 27 24

b 12 20 24 36 40

c 50 46 44 38

d 27 57 77 87

6 How many objects altogether? Use skip counƟng.

a How many flowers?

b How many legs?

4 D 1 Patterns and Algebra

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Patterns and relationships – completing and describing patterns

Skip counƟng in the hundred grid starƟng at zero, is a good way to begin looking
at number paƩerns. Now let’s look at number paƩerns that start at numbers
bigger than zero.
This paƩern starts at 2. 2 7 12 17 22

The rule is: Add 5. +5 +5 +5 +5

1 Complete the missing numbers in each paƩern:

a Rule: Add 2 3 5 7

b Rule: Add 4 4 8 12

c Rule: Subtract 5 50 45 40

2 ConƟnue the paƩern from the starƟng number:

a Add 10 11

b Add 5 55

c Subtract 4 40

3 Finish each paƩern and write the rule:

a 5 8 11 Rule:

b 7 14 21 Rule:

c 72 63 54 Rule:

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Patterns and relationships – completing and describing patterns
4 Fill these snail grids with these paƩerns. You can use a calculator.
a Skip count by 15: b Skip count by 9:

15 9

5 Check these paƩerns with a calculator. They all have mistakes in them.
Find the mistakes, circle them and write the correcƟons underneath.

These 3 paƩerns have

a 12 50 88 126 164 204 242 280 something in common.
Can you discover what it is?

b 84 77 70 63 56 50 43 36

c 17 59 101 143 185 229 271 313

6 Roll a set of dice to make a 2 digit number. This is the starƟng number. Write it in
the first space. Then conƟnue the sequence by following the rule.

a Rule: + 10

b Rule: + 3

c Rule: + 4

6 D 1 Patterns and Algebra

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Patterns and relationships – number patterns in tables

When we use number pa erns in tables it can help us to predict what comes
next. Look at the table below. Once we work out how the pa ern works, we
can predict the total number of feet for any amount of students.
This table shows us that when there is 1 child there are 2 feet.
When there are 2 children there are 4 feet and so on.
We can see that the rule for the pa ern is to mul ply the top row by 2 to get
the bo om row each me.

Number of children 1 2 3 4 5 20
×2
Number of feet 2 4 6 8 10 40

To find out how many feet 20 children would have, we don’t need to extend
the table, we can just apply the rule.

1 Try these number paƩern tables.

At a party, one child receives 3 prizes. Complete the table to show how many prizes
different numbers of children receive. Show how many 20 receive.

Number of children 1 2 3 4 5 20

Number of prizes 3

2 Alfred is a type of alien from the Planet Trampolon. The surface of Planet Trampolon
is like walking on a trampoline. That is why Alfred and all his race of aliens need
3 legs – for extra balance. They also have 2 antennae and 4 fingers on each hand.
Complete the number pa ern tables to show the number of
different body parts for different amounts of aliens.

a Number of aliens 1 2 3 4 20

Number of antennae 2

b Number of aliens 1 2 3 4 20
Number of fingers 4
on each hand

c Number of aliens 1 2 3 4 20

Number of legs 3

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Patterns and relationships – growing shape patterns

Let’s look at this growing paƩern:

1 buƩerfly uses 2 buƩerflies use 3 buƩerflies use
2 hexagons. 4 hexagons. 6 hexagons.

How many hexagons would 10 buƩerflies use?

There is a way we can do this without using paƩern blocks.
We just look for a paƩern. The paƩern is that you need to double the amount
of hexagons for each buƩerfly. So for 10 buƩerflies, you would need 20 hexagons.

1 Here are some pictures made from shapes.

a Fill in the blanks for each part of the paƩern and draw what comes next:

1 ant uses 2 ants use 3 ants use _____ ants use

3 circles. _____ circles. _____ circles. _____ circles.

b How many circles would you use for 10 ants? __________

c The first fish is made up of 5 shapes. Fill in the boxes for 2 fish and 3 fish:

Try to make your

own growing
paƩerns from
paƩern blocks.

1 fish uses 2 fish use 3 fish use

5 shapes. _____ shapes. _____ shapes.

d How many shapes would you use for 10 fish? ___________

8 D 1 Patterns and Algebra

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Patterns and relationships – matchstick patterns

Number paƩerns in tables can help us with problems like this. Mia is making
this sequence of shapes with matchsƟcks. How can she find out how many she
needs for 10 shapes?
Shape 1 Shape 2 Shape 3

Shape number 1 2 3 4 5 10
×3
Number of matchsƟcks 3 6 9 12 15 30

To find out how many matchsƟcks are needed for 10 triangles, we don’t need
to extend the table, we can just apply the rule:
Number of matchsƟcks = Shape number × 3

1 Complete the table for each sequence of matchsƟck shapes and find the number
of matchsƟcks needed for the 10th shape.
a Shape 1 Shape 2 Shape 3

Shape number 1 2 3 4 5 10

Number of matchsƟcks 4

b Shape 1 Shape 2 Shape 3

Shape number 1 2 3 4 5 10

Number of matchsƟcks 5

c Draw the fourth shape in the sequence above:

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Patterns and relationships – function machines

This is a funcƟon machine.

Numbers go in, have the rule applied, and come out again.

4 IN ×2 OUT 8

1 What number will come out of these funcƟon machines?

a 10 IN ×5 OUT b 5 IN +8 OUT

2 Write the rule on these funcƟon machines:

a 3 IN OUT 9 b 4 IN OUT 16

3 What number will come out of these double funcƟon machines?

a 8 IN ×2 +5 OUT b 4 IN × 4 +16 OUT

4 Write the number that went into these funcƟon machines:

a IN ×3 OUT 27 b IN –8 OUT 12

10 D 1 Patterns and Algebra

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Harry and Tortista solve

Geƫng
ready Read the problem below and use your knowledge of number
paƩerns to solve the problem.

What Harry and TorƟsta constantly argued over who was the faster
to do
runner out of the pair. To seƩle the dispute once and for all, they
decided to race each other. Harry was so confident that he could
beat TorƟsta, he gave TorƟsta a head start of 3 km.
If Harry runs 1 km every 3 minutes and TorƟsta runs 1 km every
4 minutes, who will win the 12 km race?
Complete the table for Harry and TorƟsta to find out:

Harry TorƟsta

km mins km mins

0 0 3 0

1 3 4 4

2 5

3 6

4 7

5 8

6 9

7 10

8 11

9 12

10

11

12

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 Rows and columns apply

Geƫng
ready This is a game for 2 players. You will need 3 dice, this page and
12 counters each in 2 different colours.

What
to do Player 1 rolls all 3 dice, adds them together and puts this value
in the first rule. For example, if they roll a 3, 5 and 2, they should
add these and get 10. They put 10 into the first rule and get 10 +
5 = 15. Player 1 places one of their counters on 15. Then Player 2
repeats these steps.
Keep taking turns using a different rule each me. If the answer is
already taken, you lose a turn.
The winner is the first person to get rid of all their counters.

Rule 1 Rule 2 Rule 3

² + 5 2 × ¤ © – 2

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 1 2 3 4
5 6 7 8 9 10 11 12 13 14
15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31 32 33 34
35 36 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28

What to
do next Change the object of the game. For example, the winner might be
the person who has their counters on the most even numbers.

12 D 1 Patterns and Algebra

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Equations and equivalence – introducing equations

Look at these balanced scales.

In each box on the leŌ there are 4 dots and on the other side is the number 8.
This makes sense because it shows the
equaƟon 4 + 4 = 8. An equaƟon is a sum 8
with an equals symbol. One side must equal
or balance the other just like these scales.

1 Balance each set of scales by wriƟng a number in the box. Then write the
matching equaƟon:

a + =

b + =

2 Again, balance each set of scales but this Ɵme add the missing dots to the empty box:

8
a + =

10
b + =

3 This Ɵme, create your own equaƟon and show it on the balanced scales:

a + =

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Equations and equivalence – introducing equations
4 Balance each set of scales by wri ng the missing number in the box.

a b
15 15 40 30

c d
25 50 30 100

5 These scales are not balanced. This shows that the equa on is not equal. One side
is greater than the other. Write a number in the box to make these true. The first
one has been done for you.
There are lots of
different numbers that
a could make these true.
6 4
20

b c
40 50
20 20

d e
35 35
17 17

14 D 2 Patterns and Algebra

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Equations and equivalence – not equal to symbol

When two sides of an equa on are not balanced,

it means that they are not equal. To show that + ≠
12 9 20
an equa on is not equal, we use the not equals
symbol like this:

1 Balance each set of scales by wriƟng a number in the box. Then write the
matching equaƟon.
a b
12 + 12
25 + 25

12 + 12 ≠ + ≠

c d
16 + 18
18 + 18

+ ≠ + ≠

e f
50 40 +
15 + 100

+ ≠ + ≠

g h
50 + 40
100 11 +

+ ≠ + ≠

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Equations and equivalence – not equal to symbol
2 Prac se using the equals to ( = ) or not equals to ( ≠ ) symbol in these problems.
Roll 2 dice and write the number in each box. Then, make the equa on true
by either wri ng = or ≠ in the circle.

a + 12 b + 6

c + 8 d + 12

e + 10 f + 7

3 Complete the equa ons below only using the numbers in the cards. Look carefully
to see whether it is = or ≠ .

16 20 4 10 7 3

a + = b + ≠

c + = d + ≠

4 Roll a die and write the number in any star that balances the equa on. Your aim is
to balance as many equa ons as you can out of 6 rolls of the die. For numbers that
do not balance the equa ons, use an ≠ symbol.

a 6 +
, 10 b 5 +
, 9

c 9 +
, 12 d 11 +
, 15

e 3 +
, 6 f 4 +
, 8

g How did you go? ___________________________________________________

16 D 2 Patterns and Algebra

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Equations and equivalence – balanced equations
using + and ×
There are 2 different equa ons we could write for one set of balanced scales.

4 + 4 + 4 = 12
4 4 4 12

3 × 4 = 12

1 Work out the values of the symbols in each problem.

10 10 20 + = 20
a
2 × = 20

16 16 32 + = 32
b
2 × = 32

2 This Ɵme work out which number should go in the symbol.

15 + + = 15
a
× 5 = 15

21 + + = 21
b
× 7 = 21

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Equations and equivalence – balanced equations
using + and ×
How many dots are inside each box? On one side there are 12 dots and on the
other side, there are 2 boxes. Because the equa on is balanced, there must be
6 in each box.
There are 2 different equa ons we could
write for one set of balanced scales.
6 + 6 = 12

2 × 6 = 12

3 How many dots are inside each box?

+ + = 9

3 × = 9

4 How many dots are inside each box?

+ + = 15

3 × = 15

5 If there are 16 dots in these 4 cylinders, how many dots are there in 6 cylinders?
Show your working.

4 × = 16

× =

18 D 2 Patterns and Algebra

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Equations and equivalence – writing equations for
word problems
We can use symbols to stand for the unknown number in word problems.
Read this word problem.
Jess and Jo went birdwatching. Jess saw 3 birds and Jo saw 7 birds. How many
did they see altogether?
The equaƟon for this problem is: 3 + 7 = ,
Now read this problem:
, = 10

Jess and Jo went birdwatching. If they saw 10 birds altogether and Jo saw 7 birds,
how many did Jess see?

The equaƟon for this problem is: 7 + , = 10

, = 3

1 Warm up with these. Find the value of the symbols in each equaƟon.

a 3 × J= 9 b 9 × )= 36

J= )=

c 50 – Ã= 25 d 6 × y= 42

Ã= y=
2 Choose an equaƟon from above and write a word problem. Use a symbol
to stand for
the unknown
number.

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Equations and equivalence – writing equations for
word problems
3 Write an equaƟon for these word problems. Write an equaƟon using a V for the
unknown number.
a Mia did 6 push ups every day for 7 days. How many push ups did she do altogether?

V=
b Josh saved $5 of his pocket money over 8 weeks. How much did Josh save at the
end of 8 weeks?

V=
c There are 28 children in the class. 14 children have brown hair.
How many children do not have brown hair?

Look at key

V= words for a
hint about
the operaƟon.

d Max has $15 more than I do. If I have $50, how much does
Max have?

V=

4 If the star is worth the same, what is it worth in this equaƟon?

+ + = 36 =

20 D 2 Patterns and Algebra

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Lucky dip weigh in solve

What
to do Work your way through these problems.
Work out what each lucky dip bag weighs:

200 g 250 g ________ g

280 g 320 g ________ g

600 g 480 g ________ g

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 Symbol sums solve

What
to do Work out the value of each symbol. If the symbol is repeated it is
the same number.

«+« = 10 « =

y–« = 30
y =

y–J = «
J =

«+« = 14 « =

J–y = « J =

y – 23 = « y =

«+«+« = 21 « =

«+y = J J =

y + 2 = « y =

«×« = 36 « =

y – 6 = « J =

J׫ = y y =

22 D 2 Patterns and Algebra

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