CSF7 ch03 final 10/16/00 12:43 PM Page 49

Strand: Number
■ number patterns and relationships
3
Strand: Algebra
■ expressing generality
■ function

Generalising
patterns and rules
Mathematicans, scientists and engineers use rules to explain number patterns
that they discover and use in their experiments and work. Companies use
rules or formulas to set up number patterns that help them calculate costs,
investigate their operations or plan for the future.
The rules are most often written using algebra, the language of mathematics.
Algebra describes number patterns.

Learning outcomes
Strand: Number
Substrand: Number patterns and relationships
■ Generate and investigate number sequences which may involve fractions, decimals and
combinations of operations, using a calculator where appropriate.
Strand: Algebra
Substrand: Expressing generality
■ Develop, interpret and simplify mathematical expressions which describe rules for
relationships and mensuration formulas.
■ Construct and interpret rules for simple relationships between variables and between
successive terms in sequences.
Substrand: Function
■ Use ordered pairs to locate and describe the positions of points on a Cartesian coordinate grid.
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Number patterns
SkillBuilder In a simple number pattern you can make predictions about the next numbers in
NU 4.1 the pattern. A rule is used to find the next number in the pattern.

1
Worked example 1
Work out the rule for predicting the next number in this pattern:
2, 5, 8, 11, 14, _ , _ , _
Skillsheet 3.1 Then use the rule to find the missing numbers.
Solution
The rule for the pattern is ‘add 3 to any number in the pattern to find the next
number’. The missing numbers are 17, 20, 23.

Exercise 3.1 Number patterns

X 1 Copy and complete these patterns by writing the next three terms each time.
Write a rule in words which explains each pattern.
Interactive a 15, 17, 19, _, _, _ b 21, 24, 27, _, _, _ c 2, 4, 8, 16, _, _, _
3.1
d 87, 82, 77, _, _, _ e 3, 15, 75, _, _, _ f 100, 89, 78, _, _, _
g 5, 10, 20, 40, _, _, _ h 4, 14, 24, _, _, _ i 5, 0.5, 0.05, _, _, _
j 1, 2, 3, 5, 8, _, _, _ k 7, 21, 63, 189, _, _, _ l 88, 44, 22, _, _, _
Homework
AL 7.1 m 1, 2, 2, 4, 8, _, _, _ n 3, 4, 7, 11, 18, _, _, _ o 3200, 32, 0.32, _, _, _

Number tables and finding

rules
In the next exercise you will look for patterns and then form rules to describe them.

2
Worked examples 2
1 Pentagon pattern

1 pentagon 2 pentagons 3 pentagons

a Copy this table. Number of pentagons (P) 1 2 3 4 5

Number of lines (L) 5 10

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b Count the straight lines needed to make one (1) pentagon, two (2) pentagons,
three (3) pentagons, …
c Write the results in the table.
d Study the pattern and write the relationship or rule connecting the number
of pentagons and the number of lines that form the pattern. Start with, ‘The
number of lines needed to draw the pentagon pattern is …’
e Use your rule to find the number of lines needed to draw 63 pentagons.
Solution
a, b and c Number of pentagons (P) 1 2 3 4 5
Number of lines (L) 5 10 15 20 25
d Rule: The number of lines needed to draw the pentagon pattern is the
number of pentagons multiplied by 5.
L P5
e For 63 pentagons: P  63
So: number of lines  63  5
 315 lines
2 L-shapes

Arm length 1 Arm length 2 Arm length 3

a Draw, or build with blocks, the next shape in L-Shapes
the pattern — the shape with arm length 4.
Arm length Number of tiles
b Copy and complete the table. (A) (T)
c How does the number of tiles increase as 1
the arm length increases? 2
d Write a rule, in words, that predicts the total 3
number of tiles in any L-shape. 4
5
Solution
7
a 9
50
39
L-Shapes
Arm length Number of tiles
(A) (T)
Arm length 4
1 3
2 5
c As the arm length increases by 1, the number 3 7
of tiles increases by 2. 4 9
d Rule: The number of tiles is always two times 5 11
the arm length plus one tile at the corner. 7 15
9 19
Number of tiles  2  arm length  1
50 101
As a formula: T  2  A  1
19 39

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Exercise 3.2 Number tables

1 Imagine that you have the job of
X cutting a birthday cake by making
Interactive 1, 2, 3, 4, 5 ... cuts straight through
3.2 the middle of the cake.
a Draw five circles to represent
the cake. Make one cut in one,
two cuts in the next, and so on
as shown in the diagrams below.

1 cut 2 cuts 3 cuts 4 cuts

b Copy and complete this results table.

Number of cuts (C) Number of pieces (P)

1 2
2 4
3
4
5
7
9
… 20
… 30
30 …

c In words, write the rule connecting the number of cuts to the number of
pieces.
d Copy and complete the following rule, which is written as a formula:
number of pieces  ?  number of cuts
or: P  __  C
2 T-shapes. The first two T-shapes in the pattern are shown below.

Arm length 1 Arm length 2

a Write the title ‘T-shapes’ and draw the first five T-shapes.

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b Copy and complete this results table.

Arm length (A) Number of tiles (T)
1 4
2
3
4
5

7
9
… 40
50
100

c In words, write the rule connecting the arm length to the number of tiles.
d Copy and complete the following rule, which is written as a formula:
number of tiles  ?  arm length  ?
or: T  __  A  __
3 Diamonds

1 diamond 2 diamonds 3 diamonds 4 diamonds

a Write the title ‘Diamonds’. Then copy this table into your book.

Number of diamonds (D) Number of lines (L)

1 4
2 7
3 10
4 13
5
8
9
11

b Count lines (or build diamonds with matchsticks) to help you complete
the table.
c Look for a pattern in the number of lines (L) in the table for the first five
diamonds.
d Predict the lines required for 8, 9 and 11 diamonds, then check by
drawing or building 11 diamonds.
e Write a rule in words and symbols to predict the number of lines (L)
required to make a given number of diamonds (D).
f Use your rule to predict the number of lines needed to make:
i 47 diamonds ii 116 diamonds.
g How many diamonds could you make with 109 lines?

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4 Flights. The diagram shows the first two flight shapes, made from toothpicks.
a Write the heading ‘Flights’. Then
draw the first five flight shapes.

flight shape 1 flight shape 2

b Copy and complete this results table.

Number of flights (F) Number of toothpicks (T)

1 7
2
3
4
5
7
9
… 147
50
100
c In words, write the rule connecting the number of flights to the number
of toothpicks.
d Copy and complete the following rule which is written as a formula:
number of toothpicks  ?  number of flights  ?
or: T  __  F  __
5 Rockets. The diagram shows the first two rocket stages.
a Draw the first five rockets.

stage 1 rocket stage 2 rocket

b Copy and complete this results table.
Number of stages (S) Number of toothpicks (T)

Worksheet
1
3.1 2
3
4
5
Worksheet
3.2 7
9
… 95
50
100
c In words, write the rule connecting the number of stages to the number
of toothpicks.
d Copy and complete the following rule written as a formula:
Homework number of toothpicks  ?  number of stages  ?
AL 7.2 or: T  __  S  __

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Reasoning & Strategies

Problem solving
Triangles in polygons
1 How many triangles will be made inside a polygon with 16 sides if one
corner is connected to every other corner by only one line? (That is, no lines
can cross.)
You might like to write down your best guess first.

2 How many triangles similar to those in question 1 could be formed in a

shape with 124 sides? You cold try using the strategy that has already been
developed in this chapter (and listed below).
Step 1: Draw some diagrams to help simplify the problem.
Step 2: Count the triangles.
Step 3: Make a table of results.
Step 4: Look for a pattern.
Step 5: Think of a rule.
Step 6: Use the rule to predict and solve the problem.
Step 7: Conclude by writing a report of two or three sentences about your
findings, explaining your rule and describing how you solved the
problem.

Number machine, tables and

rules
Imagine a number machine that allows you to put numbers in and then feeds
out different numbers. The numbers are changed by a rule in the machine.
We want to look at the pattern made by the numbers that are put in and fed out
of the machine.

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3
Worked examples 3
Consider two number machines with different rules.
The number coming out is always written first.
1 Rule: out  3  in  1
a If 2 is put into the machine the out number is 3 times 2 plus 1.
out  3  2  1  6  1  7
b If 3 is put into the machine:
out  3  3  1
 10
c If 4 is put into the machine:
out  3  4  1
 12  1  13
Write a table to record this information.
Solution
Rule: out  3  in  1

in out
a 2 7
b 3 10
c 4 13

2 Rule: out  100  2  in

Are the out numbers in the table below correct for the matching in numbers?

in out
a 5 90
b 6 88
c 7 86

Solution
The rule says ‘Double the in number and take the result away from 100.’
a 100  2  5  100  10
 90
b 100  2  6  100  12
 88
c 100  2  7  100  14
 86
The table is correct.

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Exercise 3.3 Number tables from rules

1 For each of the following tables, write the rule, then copy and complete the
table.
a The rule is out  5  in  3. b The rule is out  2  in  5.
in out in out
2 13 523 12
3  10  3 13
 13
4 14
5 15
6 16
c The rule is out  5  in  3. d The rule is out  100  4  in.
in out in out
2 2
3 3
4 4
5 5
6 6
e The rule is out  10  in  5. f The rule is out  in  in.
in out in out
2 2
3 3
4 4
5 5
6 6
g The rule is out  5  in  1. h The rule is out  in  3  2.
in out in out
2 0
3 1
4 2
5 3
10 4
99 32
1000 62
92
101
3002

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i The rule is B  2  A  5 j The rule is B  A  A  1

A B A B
0 0
1 1
2 2
10 3
45 26
105 101
205 10 001

2 Which one of the rules below was used to make this table?
a out  in  2  3
in out b out  in  3  2
0 2 c out  in  4  2
1 6 d out  in  5  3
e out  in  6  7
3 Which one of the rules below was used to make this table?
a out  in  1  3
in out
b out  in  3  5
0 3 c out  5  in  3
10 23 d out  2  in  3
e out  10  in  in

What’s the rule?

4
Worked example 4
Find the rule for each of these tables.
Write the rule in words, then complete the table.
a b c
in out in out P F
3 7 40 60 4 9
8 12 5 95 10 21
2 6 12 88 2 5
11 99 6
4 100 17
25 1 100
202 2 34

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Solution in out
a The rule seems to be ‘add 4 to the in number’. 3 7
Check: 3  4  7
8 12
8  4  12
2 6
2  4 6
The rule is: out = in  4 11 15
The completed table looks like the 4 8
one on the right. 25 29
202 206

b The rule is ‘take the in number away from 100’. in out

Check: 100  40  60
40 60
100  5  95
5 95
100  12  88
The rule is: out  100  in 12 88
The completed table looks like the 99 1
one on the right. 100 0
1 99
2 98

c The rule is ‘multiply the number P by 2 and

P F
then add 1’.
Check: 2  4  1 9 4 9
2  10  1  21 10 21
2  2  1 5 2 5
The rule is F  2  P  1 6 13
The completed table looks like the one
17 35
on the right
100 201
34 69

Exercise 3.4 Rules from tables X

1 Copy each table, look for the rule, write it as a formula, then complete the table. Interactive
3.3
a b c
in out in out in out
3 13 2 9 10 5
2 12 15 22 20 15
13 23 8 15 33 28
4 7 12
11 31 100
40 100 123
253 291 10 001

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d in out e A B f A B
2 48 10 134 1 5
7 43 24 120 4 14
23 27 72 72 10 32
45 44 3
0 100 20
15 87 100
50 123 1000

g X Y
h X Y
i M N
0 1 1 4 1 5
3 13 3 14 5 45
6 25 5 24 10 95
10 7 100
15 9 125
20 23 99
25 57 75

j M N k in out l A B
2 20 1 995 0 0
3 18 3 985 1 1
4 16 5 975 2 4
0 10 3 9
5 30 4
7 50 5
12 100 11
25

m n o
A B X Y K P
1 2 1 2 7 44
Worksheet
3.3 2 5 2 4 8 59
3 10 5 10 9 76
4 17 7 14 10 95
5 12 20
6 35 17
12 79 4
Homework
AL 7.3 100 123 101

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Using technology
Jailbreak
X
Jailbreak is a mathematical game which involves algebra. The game is played
in pairs. The aim of the game is for both you and your partner to crack the cell Excel

code (find the correct rule) in order to escape jail.

How to play the game
Step 1: Open your spreadsheet application. Copy the headings indicated below
into your spreadsheet.

A B C
1 Jail break
2 In Out Rule(s)
3
4

Step 2: Without letting your partner see what you are doing, enter a number in
cell A3. (Try using decimals when you are confident with how the
game operates.)
Step 3: In cell B3, enter a formula which uses cell A3. You can use up to three
mathematical operations in your formula. For example:

A B C
1 Jail break Remember:
*
2 In Out Rule(s)
/
3 4 2*A31 +
4 -

Step 4: Your partner uses the keyboard and must now try to work out your
formula by listing all the possible rules in column C. The time allowed
for working out the rules is 2 minutes.
Step 5: After the time has expired, check all the possible formulas recorded in
column C against the formula locked in at cell B3. If your partner
matches the formula to that in cell B3, he or she will receive 5 points.
Your partner also receives 1 point for each other correct formula.
Step 6: The winner of the game is the first person to record 50 points.
Be the first player to gain 50 points and you will have mastered cracking coded
cells!

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Finding rules from tables

(the difference method)
In some tables, rules are easy to find. This happens if the ‘in’ numbers when
written in order, form an ascending number pattern counting by ones. Finding
the rule is easy because:
• a common difference appears down the ‘out’ numbers column
• you can extend the ‘in’ pattern backwards to ‘0’ if needed.
Remember: The ‘in’ numbers must be a counting sequence increasing by ones,
with no missing numbers, in order. Then the multiplier will always be the
difference number. If the numbers are not in order, rewrite them in order.

5
Worked examples 5
1 Find the rule in this table.
in out Solution
By extending back up the pattern of out
0 ?


1 numbers we find that when in  0,

1 6 out  5
1
2 7 difference Rule is out  1  in  5
1 is 1
3 8
1
4 9 difference out value
1
5 10 when in = 0
2 Find the rule in this table.
Solution
in out
Rule is out  2  in  ?
3 9


2
4 11 difference
2 is 2
5 13
2
6 15
2
7 17

Extending the table back to the in value of 0, the out value is 3.

Rule is out  2  in  3
in out
0 3


2
out value
1 5 difference when in = 0
2 difference
2 7 is still 2
2
3 9
2
4 11

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3 Find the rule in this table.

in out
2 14
4 24
6 34
8 44
10 54
13 69

Solution
The easy method does not work in this case because the in numbers are not a
sequence of numbers increasing by ones.
You can find the rule by expanding the table to include the missing in values:

in out
0 4


5
1 9
5 difference Rule is out  5  in  4
2 14 is 5
5
3 19
5
4 24 difference out value
5
5 29 when in = 0
5
6 34
5
7 39
5
8 44
5
9 49
5
10 54
5
11 59
5
12 64
5
13 69

Exercise 3.5 Using differences to find rules from tables

1 Find the difference for the numbers down the second column of each of the
tables on pages 65 and 66. Then find the rule that makes each table, and find
the missing numbers in each table.

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a   b   c A B
0 2 0 3 0 …



4 2
1 6 1 5 1 …
4 2
2 10 2 7 2 15


4 ?
3 14 3 9 3 22
4 18 4 … 4 29
5 22 10 … 5 36
8 … 62 … … 50
14 … 13 …
… 66 … 694

d e f
  X Y R D
1 … 0 … 1 …
2 13 1 … 2 …
3 … 4 49 6 48
4 19 5 61 7 56
5 22 6 73 8 64
6 25 7 85 9 72
9 … 8 97 10 80
10 … 14 … 23 …
… 800
… 824

g h i
❄  L S  
8 26 4 31 12 107
9 28 5 32 13 116
10 30 6 33 14 125
11 32 7 … 15 134
12 34 9 36 16 143
3 … 12 … … 359
25 … … 118 103 …
… 80
… 94

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j  T k L M l C W
17 81 10 34 33 56
18 86 11 37 34 58
19 91 12 40 35 60
20 96 13 43 36 62
21 101 14 46 37 64
2 … 22 … 50 …
… 46 51 … … 140
111 …
… 424

m n o
H G Z Q E F
4 18 0 9 0 3
2 10 7 72 2 7
100 402 4 45 4 19
1 6 8 81 6 39
10 42 6 63 8 67
3 14 2 27 11 …
5 … 9 90 14 …
0 … 1 … 100 … Worksheet
3.4
17 … … 234
… 981
Worksheet
3.5

Using technology
Match stick patterns
Your task is to investigate matchstick patterns and find the rules which describe
and predict the pattern.
Triangle patterns
1 Consider the matchstick pattern below. Can you see a pattern relating the
number of matchsticks to the number of triangles produced?

3 matches 5 matches 7 matches

1 triangle 2 triangles 3 triangles

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2 Set up a spreadsheet similar to the one below to help you with your
investigation.
A B C
1 Number of triangles Number of matches Formula
2 1 3
3 2 5
4 3 7
5 4
6 5
7 6

3 Investigate a spreadsheet formula that will let you complete column B and
hence generalise a formula for the number of matches used for each number
of triangles.
Square patterns
1 Consider the number of matches required to make this pattern of squares.

4 matches 7 matches 10 matches

1 square 2 squares 3 squares

2 Set up a spreadsheet with headings ‘Number of squares’ and ‘Number of

matches’.
3 Investigate a spreadsheet formula to find the pattern and hence generalise a
formula for the number of matches used for each number of squares.
4 Try working out the rules for the two patterns below.
a

7 matches 10 matches 13 matches

2 squares 3 squares 4 squares

4 matches 12 matches 24 matches

1 square 4 squares 9 squares

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Investigating number rules

and graphs

6
Worked example 6
Use the skills you have learnt so far to investigate the pattern below and find
the rule which describes and predicts the pattern. Make a table of results first.
Then you can plot the results as a graph.
(Recall the L-shapes pattern from question 2 in Worked Example 2.)

Arm length 1 Arm length 2 Arm length 3

Solution
The table summarising the pattern is:

Arm length Number of Tiles

(A) (T)
1 3
2 5
3 7
4 9
5 11
6 13

These results can be graphed using two axes. Draw the axes and label the
horizontal axis as A (arm length) and the vertical axis as T (number of tiles).
vertical axis

T
14
12
Number of tiles

10
8
6 horizontal axis
4
2
A
0
1 2 3 4 5 6
Arm length

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Exercise 3.6 Investigating number rules and graphs

1 Bridges. Here are the first three bridges:
X
Investigation
3.4

1-lane bridge 2-lane bridge

3-lane bridge

a Copy and complete the results table Lanes on bridge Number of tiles
on the right. Try to predict the (L) (T)
missing values without drawing more 1 5
than five bridges. 2 6
b In words, write the rule connecting
3 …
the number of lanes to the number
4 …
of tiles.
5 …
7 …
9 …
… 16
50 …
100 …

c Copy and complete the following rule which is written as a formula:

number of tiles  ?  lanes on bridge  ?
or: T  __  L  __
d Plot a graph of the rule. (Horizontal axis is L, and vertical axis is T.)
Use a scale of 1 to 12 on the horizontal axis, and 1 to 16 on the vertical axis
2 Paddocks. Each new paddock pattern is made by adding fence sections.

1 paddock 2 paddocks

3 paddocks 4 paddocks

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a Make a results table to help you predict the next three paddocks. Use P
for the number of paddocks and F for the number of fence sections.
b In words, write the rule linking the number of paddocks with the number
of fence sections needed to make them.
c Copy and complete the following rule which is written as a formula:
number of fence sections  ?  number of paddocks  ?
or: F  __  P  __
d Predict the number of fence sections required to make 100 paddocks.
e Plot a graph of the rule, with P on the horizontal axis (scale 1 to 7) and F
on the vertical axis (scale 1 to 40).
3 Terrace houses. A pattern of terrace house shapes is shown below.

1-house 2-house 3-house 4-house

terrace terrace terrace terrace

a Make a table and find the rule. Use the number of houses (H) in the terrace
as the in number and the number of matchsticks (M) as the out number.
b Predict the number of matchsticks used to make a terrace of 21 houses.
c Copy and complete the following rule which is written as a formula:
M  ………………………………
d Rule a neat set of axes in your book. Show M on the horizontal axis
(scale 1 to 4) and H on the vertical axis (scale 1 to 20). Carefully plot the
points from the table you completed in part a.
4 Arranging desks

a At the school fete, students set up a coffee shop using square desks and
chairs. By arranging them as shown in the diagram above, they can change
the seating arrangements for different groups of people. Copy and complete
the table of values below, showing the next three terms of the pattern.
Number of desks (D) 1 2 3 4 5 6
Number of chairs (C) 4 6 8

b Extend your table of values up to 10 desks. How many chairs can be

placed around ten desks?
c Write a formula to describe the number of chairs that can be placed
around various numbers of desks.
d Plot a neat and carefully ruled graph of the points shown in your completed
table. Show D on the horizontal axis (scale 1 to 10) and C on the vertical
axis (scale 1 to 22).

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5 Restaurant tables

a A restaurant owner uses rectangular tables similar to those in the diagram

above. Find the rule to describe the relationship connecting the number
of places at the table (P) to the number of tables (T).
b What would happen if the same rectangular tables were used, but,
instead, they were arranged so that the long sides were together? Find the
rule connecting the number of places (P) to the number of tables (T), and
write it as a formula.
6 Arranging classroom tables
Classrooms often have tables which are shaped like trapeziums.

a Trace six copies of the table shape above and cut them out. (Be
accurate!) Some teachers like tables this shape because of the many
different ways the tables can be arranged. Here are some examples.

b Draw in your notebook at least three other possible arrangements for the
tables.

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c One teacher liked an ordered classroom, and set up the tables in straight
lines, like this:

Draw up a table of results showing the link between the number of tables
in a row (T) and the number of chairs needed (C).
d From the table in part c, write the rule in words and then as a formula.
e Use your rule from part d to find the maximum number of students that
could be seated at:
i 10 tables ii 15 tables iii 19 tables
f Would there be empty spaces for more seats at the row of tables which fits:
i 24 students? ii 25 students? iii 26 students?
7 Extending numbers patterns.
Write the next five terms for each number pattern below. Write a
mathematical rule to describe the pattern. Use your rule to predict the 80th
number for each sequence. (The first one has been done for you).
a 3, 6, 9, 12, __, __, __, __, __
Make a table first. The numbers in the top row are the in numbers and
show the position of the out number in the pattern.
in 1 2 3 4 5 6 7 8 9
out 3 6 9 12 15 18 21 24 27
Worksheet
The rule is out  3  in. 3.6
The 80th number in the sequence will be out  3  80  240.
b 0, 2, 4, 6, __, __, __, __, __ c 6, 11, 16, 21, __, __, __, __, __
d 8, 14, 20, 26,__, __, __, __, __ e 7, 10, 13, __, __, __, __, __ Homework
f 3, 5, 7, 9, __, __, __, __, __ g 5, 7, 9, 11, __, __, __, __, __, AL 7.4

Reasoning & Strategies

Problem solving
Investigate at least two of the problems on the next page. Write a report of your
investigations. Your report should include:
• a drawing or diagrams
• a mathematical rule
• a results tables
• a clear conclusion, written in words.

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1 Square numbers 2 Making clowns

Investigate the pattern made by Investigate the following pattern of
arranging counters in squares of the materials used to make toy
increasing size. What is the rule clowns. Each clown needs 0.5 m of
linking the number of counters along fabric and eight buttons.
the side of the square (in) and the a What is the rule linking the
total number of counters in the square number of clowns (in) and the
(out)? number of buttons (out)?
b What is the rule linking the
number of clowns (in) and the
number of metres of fabric (out)?
c Use your rule to predict the
amount of fabric and the number
of buttons a Year 7 textiles
teacher must order for a class of
25 students if they each make
one clown.

3 Garden paths 4 Tree planting

Teresa wants to build a path through A farmer decides to plant trees along
her garden. She finds that she needs the fenceline of her property to
11 large paving stones and 26 protect the cattle from winter winds.
medium paving stones for each Trees cost $6.50 each and are planted
square metre of pathway. 2.5 m apart.
a What is the rule linking the a Find the cost of buying enough
number of square metres of trees for:
pathway (S) and the number of i a 10 m section of fenceline
large paving stones (L)? ii a 20 m section of fenceline
b What is the rule linking the iii a 30 m section of fenceline.
number of square metres of b Make a table linking the number
pathway (S) and the number of of 10 metre sections of fence line
medium paving stones (M)? (F) and the cost in dollars (D) of
c If the pathway is 17 metres long, buying the trees. What is the rule
help Teresa calculate her order for predicting the cost of the
from the garden centre. trees?
c How much will it cost to plant
trees along:
i a 130 m section of fenceline?
ii a 200 m section of fenceline?
iii a 360 m section of fenceline?
iv a 165 m section of fenceline?

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Chapter 3 Review
1 Copy and complete each of these patterns and write a rule which explains Ex 3.1
the pattern each time.
a 15, 19, 23, __, __, __
b 31, 28, 25,__, __, __
c 96, 89, 82, __, __, __
d 24, 35, 46, __, __, __
e 2, 12, 72, __, __, __
f 3, 7, 15, 31, __, __, __
g 8, 0.8, 0.08, __, __, __
h 1, 5, 45, 445, __, __, __
2 Copy and complete each of the following in and out tables. Ex 3.3
a The rule is out  in  5 b The rule is out  200  5  in

in out in out
1 1
3 5
5 10
7 12
20 20

c The rule is B  3A  2 d The rule is B  5A  10

A B A B
5 1
6 2
7 3
10 78
30 89

3 Which rule from the five choices given below were used to make each table? Ex 3.4
a b
in out in out
0 4 1 1
1 8 3 5

i out  in  1  4 i out  in  2  1
ii out  in  1  7 ii out  in  1  2
iii out  in  2  6 iii out  in  1  2
iv out  in  4  2 iv out  in  2  1
v out  in  4  4 v out  in  2  2

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Ex 3.4 4 Here are the first few stages of a dots and triangles pattern.

a Draw the next stage of the pattern. Number of Number of

b Copy and complete the results table dots (in) triangles (out)
on the right.
2
c Write in words the rule that describes
4
the pattern.
6
d Write the rule as a formula:
8
number of triangles  ?  dots  ?
10
or: out  __  in  __
12
14
50
100

Ex 3.4 5 Copy each table. Find its rule, write it in words and then as a formula. Then
complete the table.
a b c
in out in out  
1 8 1 24 1 1
2 9 2 23 2 4
3 10 3 22 3 7
8 7 6
12 9 9
17 17 10
24 25 100

d e f
D R a b x y
1 3 0 2 0 11
2 11 1 3 1 20
3 19 2 6 … 29
4 27 3 11 3 …
9 … 8 … … 47
11 … 21 … 16 …
30 … 50 … 8 …
41 …

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6 Here are the first four stages of a triangle pattern made of matchsticks. Ex 3.6

a Copy and complete the results table below. Try to predict the missing
values without drawing more than five triangles.

Number of triangles (in) Number of sticks (out)

1
2
3
4
5
7
9
10
50
100

b In words, write the rule connecting the number of triangles to the number
of matchsticks.
c Write the rule as a formula:
number of sticks  ?  number of triangles  ?
or: out  __  in  __
d Make a graph of the results for 1 to 7 triangles.
7 When talking about patterns, rules and algebra, some of the key words are:
generalise formula algebra
pattern numeral predict
order rule table
add sequence number
difference prediction expression
a Write the list of words given above in alphabetical order. (Many of them
will be used in the crossword on the next page.)
b Copy and complete the crossword on the next page, using the words in
the list above to help you. (You can photocopy the blank crossword if
you wish.)

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1 2 3

5 6

9 10

11 12

13

14

15

16

Clues: Across Clues: Down

1 Take away or find the … 2 A mathematical rule
6 A mathematical formula 3 Used to draw straight lines
7 Hexahedron (from chapter 2) 4 To forecast the next outcome
8 Put in a sequence 5 Used to count with
9 Generalised arithmetic 10 Opposite of ‘take away’
11 Forecasting the future 11 Following a set formula
13 Collected in a survey 12 The name of a digit in a number
14 Arrangement of rows and columns
15 A set of numbers in order
16 Sixth word in the alphabetical list
from question 7a

76 NELSON MATHS 7 FOR THE CSF II