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Pattern Recognition in Problem Solving

The document describes a lesson on using the problem solving strategy of looking for patterns. It includes learning outcomes, subject matter, and learning activities such as the teacher presenting on identifying patterns and students practicing solving problems that require recognizing patterns. Students work in groups to solve practice problems involving patterns. They use Polya's four step process of understanding the problem, planning a solution, carrying out the plan, and checking their work. The lesson concludes with an individual assignment applying pattern recognition to find the sum of numbers in a given row of a numeric pattern.
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0% found this document useful (0 votes)
45 views5 pages

Pattern Recognition in Problem Solving

The document describes a lesson on using the problem solving strategy of looking for patterns. It includes learning outcomes, subject matter, and learning activities such as the teacher presenting on identifying patterns and students practicing solving problems that require recognizing patterns. Students work in groups to solve practice problems involving patterns. They use Polya's four step process of understanding the problem, planning a solution, carrying out the plan, and checking their work. The lesson concludes with an individual assignment applying pattern recognition to find the sum of numbers in a given row of a numeric pattern.
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Problem Solving,Mathematical Investigation & Modeling

I. Learning Outcomes:

At the end of this topic, students should be able to;

1. Know when to use “look for a pattern” in solving problems.


2. Solve problems by identifying a pattern.
3. Perform look for a pattern strategy using Polya’s Four Basic Principles of
Problem Solving.

II. Subject Matter

Topic: Strategy: Look for a Pattern


Duration: 30 minutes
Reference: Badger Maths Problem Solving Book 1 For Years 4 - 5
Materials: Laptop
Powerpoint Presentation

III. Learning Activities

Teacher’s Activity Students’ Activity


A. Activity
Share your experience in everyday life.
How do you describe it? Do you
find any repetitions on what you’re Students’ answer may vary.
doing? ( The presenter randomly selects
1-2 student to share their thoughts).

Present a problem using powerpoint


presentation. The students are given 5
minutes to solve the problem and are
given the freedom on how they are going
to come up an answer.

A marine biologist is researching the


structure of a nautilus. The shell’s pattern 21, 34, 55. Each number in the sequence
follows a sequence discovered by the is the sum of the two numbers that have
mathematician Fibonacci. Insert the next come before it.
three numbers. 0 , 1, 1, 2, 3, 5, 8, 13, _, _,
_.

B. Analysis
1. Process the activity. 1. Students will solve the problem in their
2. Ask further questions. own way.
a) How did you solve the 2. Students answer may varied depending
problem. in their way of solving.
b) Ways in solving the problem.
⚫ The presenter present the topic. (
Strategy: Look for a Pattern)

The presenter will discuss the


following;
A problem can be solved by looking
1. How to solve problems using looking into the relationship and the elements of a
for a pattern strategy? list and identifying the pattern.

2. What is a pattern? A pattern by definition is a regular,


systematic repetition and maybe
numerical,visual or behavioral.

3. When does look for a pattern is 1. A list of data is given.


appropriate to use? 2. A sequence of numbers is involved.
3. You are asked to make a prediction or
generalization.
4. Information can be expressed and
viewed in an organize manner, such a
table.

4. Use Polya’s Four Basic Principles of 1. Understand: The numbers are


Problem Solving in performing look [Link] are looking for a number
for a pattern. ( Demonstrate an example) greater than 32.
2. Plan: The strategy is to identify the
What is the next number in the list? 1, pattern.
2, 4, 8, 16, 32, _. 3. Do: Convert the problem into
expression.
An = 2(n-1) ; where An is the nth term and n
is the number of terms.

4. Check: Substitute the givens in the


formula.
C. Application

Activity: Solving

Direction: Solve the following problem


using Polya’s Four Basic Principles of
Problem Solving in performing look for a
pattern.

1) The Ross family are working on a 1. Understand: The number of circuits of


fitness program. On the first day, they the oval increases each day. How many
cycle around the oval three times; on the days must they exercise before they reach
second day, seven times; and on the third their goal? Is there a pattern?
day, eleven times, and so on. How many
days must they exercise before they reach 2. Plan: The strategy is to identify the
their goal of cycling around the oval 31 pattern.
times?

3. Do: Create a table.


Days Circuits
1 3
2 7
3 11
4 15
5 19
6 23
7 27
8 31

The numbers are increasing by four


circuits a [Link], it will take 8
days for the Ross family to reach their
goal of 31 circuits of the oval

4. Check: Check using the formula n+4,


where n is the number of circuits. The 7th
day is equal to 27, 27+4= 31; therefore in
day 8 they have 31 circuits.
D. Abstraction
The students will count 1-3 to know their
The presenter will group the students into group. Then they should actively
three. participate in the said activity.

Direction: The members will be shuffled The group will help with each other to
in each group and solve the following solve the given problem involving pattern.
problem involving look for a pattern. The team that got the correct answer will
have the authority to give
Activity: punishments( sing, dance, act, etc) to the
losing teams.

Each hexagon below is surrounded by 12 SOLUTION:


dots.
a) Find the number of dots for a pattern
with 6 hexagons in the first column.
b) Find the pattern of hexagons with 229
dots.
1st Total
Pattern
column dots

1 12 12

2 12 + 16 28

12 + 16 + 21 49
3

12 + 16 + 21
4 75
+ 26

12 + 16 + 21
5 106
+ 26 + 31

12 + 16 + 21
6 + 26 + 31 + 142
36

12 + 16 + 21
7 + 26 + 31 + 183
a) The 36 + 41

12 + 16 + 21
8 + 26 + 31 + 229
36 + 41 + 46

number of dots for a pattern with 6


hexagons in the first column is 142.

b) If there are 229 dots then the pattern


has 8 hexagons in the first column.

IV. Evaluation

Direction: Solve the following problem using Polya’s Four Basic Principles of
Problem Solving in performing look for a pattern.

1. What are the next seven numbers in the sequence 1,3 ,6 ,10 ,15, _, _, _, _ ,_ , _, _ ?
2. Miriam plants three seeds for every eight seeds that her mother plants. How many
seeds has Miriam planted when her mother has planted 64 seeds?

V. Assignment

What is the sum of numbers in 12th row of the following pattern?


1
3 5
7 9 11
13 15 17 19
21 23 25 27 29

Common questions

Powered by AI

Deduction involves assessing known patterns where each row’s dot increase ties to preceding values, typically through addition of specific increments or identifiers such as triangular or arithmetic sequences. For instance, to determine a 12th row’s sum, establish each row’s initial dot count and increasing pattern, synthesize data into a formula or tabulate until witnessing consistent pattern replication. Apply these principles consistently for accurate extrapolation .

Polya’s 'Checking' involves verifying derived solutions by substituting results back into the original problem conditions, ensuring correctness. For example, after determining sequence progressions, solutions are checked by recalculating using initial patterns and increments to confirm accuracy, such as verifying a cycling goal where checking determines if the projected day’s cycles meet the established pattern criteria .

Identifying patterns is crucial in problem-solving as it allows one to predict subsequent elements and formulate general rules. Key strategies include observing regularities in numbers or shapes, identifying systematic repetitions, and classifying data into recognizable sequences. Polya's Four Basic Principles of Problem Solving—understanding the problem, devising a plan, carrying out the plan, and evaluating the solution—serve as a general guide to structure problem-solving while utilizing the 'look for a pattern' strategy .

Incremental pattern extension involves identifying and applying a consistent rule to extend a sequence. For example, in the sequence provided (1, 3, 6, 10, 15)_ etc.), each number represents triangular numbers, increasing incrementally by adding sequential natural numbers: 1+2=3, 3+3=6, 6+4=10. Extending this logic, the next numbers are 21, 28, and 36. Such methods confirm hypotheses about underlying patterns in sequences .

Polya’s framework guides the resolution of the cycling problem through the steps: understanding (recognizing the consistent pattern of increasing cycles by four), planning (creating a table to organize data), executing (predicting the cycle count on new days), and verifying (using a formula to check findings). In the table, each day’s cycles increase by four, leading to the discovery that 31 cycles occur on the 8th day .

Creating a table helps organize and visualize data to clarify pattern progression, especially when dealing with linear patterns increasing by fixed increments. In problems like determining rounds of cycling, tables aid in methodically identifying pattern changes, allowing the computation of unknown data points by systematically extending the identified increments and ensuring consistency .

This activity engages analytical and synthetic thinking. Analytical cognitive processes help break down the problem by identifying how each hexagon affects the dot count. Synthesizing involves combining these observations to predict dot patterns in larger groups. This enhances mathematical understanding by translating abstract mathematical concepts into concrete patterns, thus improving pattern recognition skills .

Mathematical sequences allow for predictions by extending identified patterns. In the sequence 1, 2, 4, 8, 16, 32, _, each term doubles the previous one. Using the general formula an = 2^(n-1), where n is the term number, helps predict the sequence continuation. Therefore, the next figure will be 64, confirming the consistent application of the doubling pattern .

The Fibonacci sequence frequently appears in biological settings, such as the structure of nautilus shells. It can be identified in a numerical series where each number is the sum of the two preceding ones. For example, in the series 0, 1, 1, 2, 3, 5, 8, 13, identifying the next three numbers (21, 34, 55) involves recognizing the pattern and applying the formula an = an-1 + an-2 .

Numerical sequences provide frameworks for modeling and achieving goals by predicting outcomes. For instance, in a fitness plan where exercise repetitions form an arithmetic sequence, future achievements can be planned and tracked effectively. Similarly, gardening tasks guided by a sequence, like seed planting, enable projection of resource needs and timelines, using each step in prior processes as a dependable component .

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