Patterns and RELATIONs

Patterns

Chapter
Big Idea

Describing patterns in tables of values and graphs can help me solve problems.

Learning Goals

TICKETS

I can show my understanding of the relationships within tables of values. I can use the relationships within tables of values to solve problems. I can use graphs to show and describe patterns and relationships. I can use tables of values to show and describe patterns and relationships. I can use ordered pairs to identify points in the first quadrant of a Cartesian plane. I can plot points in the first quadrant of a Cartesian plane.

Essential Question
How can patterns in tables of values and graphs help me understand the world around me?

Important Words
axis Cartesian (coordinate) plane coordinates graph origin pattern rule point table of values

Table Time

Use your knowledge about number relationships to describe relationships, find missing elements, and find errors in tables of values. Use rules, patterns, relationships, and formulas to create tables of values. Example: Talan is building a bridge for his science project. He has built three bridges using triangles of craft sticks.

Figure 1

Figure 2

Figure 3

Talan can see there is a pattern in the triangles and the craft sticks, and he organizes the information in a table of values.
Figure number 1 2 3 Number of craft sticks 3 5 7

How many craft sticks will he need to build a bridge that is six triangles wide? Taliahs strategy:

I can continue the table of values to f ind the numb er of craf t sticks in a bridge 6 triangles wide. Figure numb er 4 5 6 Number of craf t sticks 9 11 13

Talan wil l need 13 craf t sticks.

CHAPTER 1: Patterns

Table Time (continued)

Unas strategy:

I see a pattern in the columns - the number of trian g l es is going up by 1 and the number of craft sticks is going up by 2. I can count f rom 3 to 6 by counting 3 jumps. I can skip count f rom 7 to the number of craft sticks I need by skip counting by 2 three times: 7, 9, 11, 13. Talan wil l need 13 craft sticks.
Usmans strategy:

I can see a pattern in the rows. The number of craft sticks is the number of triangles multiplied by 2 an d then one more is added to that number. I can use this pattern rule to f ind the number of craft sticks. 6 x 2 = 12 12 + 1 = 13 Talan wil l need 13 craft sticks.

11. Create a table of values to show the pattern in each set of shapes. a.

Figure 1

Figure 2

Figure 3

Figure 4

b.

Figure 1

Figure 2

Figure 3

Figure 4

CHAPTER 1: Patterns

Table Time (continued)

c.

Figure 1

Figure 2

Figure 3

Figure 4

Use the tables of values below to complete the instructions that follow. 12.
Element 1 2 3 4 Number of shapes 12 14 18 16

13.

Figure number 1 2 3 4

Number of squares 13 16 19 12 Cost of boat rental ($) 14 19 14 19

14.

Term 1 2 3 4

Number of objects 13 14 15 16

15.

Number of people 1 2 3 4

a. Draw a picture or build a model to show the pattern in the table of values. b. Write a description of any patterns you see in the table of values. c. Write a pattern rule to describe the relationship in the table of values.
A pattern rule describes a pattern and helps you find a term or element.

CHAPTER 1: Patterns

Table Time (continued)

16. Create a table of values like the one below. Complete the table using the given numbers and each pattern rule.
x 2 4 6 8 y
A table of values displays data in a table to show relationships.

a. Add eight to the number in the left-hand column to find the number in the right-hand column. b. To find the y number, divide each x number by two then add five. c. Subtract one from the first column number to get the second column number. d. The right number is four less than triple the left number. 17. Find the missing element in each table of values. a.
Figure number 1 2 3 4 24 3x + 1 Number of circles 21 22 20 25

b.

Number of people 10

Total cost 15 10 15 20 x2 15 10 15 20

c.

x 2 3 4 5

d.

x 10

10 13 16

20 30

CHAPTER 1: Patterns

Table Time (continued)

18. Find and correct the error in each table of values. a.

x 14 16 17 10 y = (x 2) + 1 3 4 5 6 y=x7 3 6 5 6

b.

x 3 4 5 6

x+6 19 11 11 12 y = 9x 36 45 54 63

c.

x 10 11 12 13

d.

x 4 5 6 8

19. What strategies did you use to find the missing elements in a table of values? the errors? 10. Explain whether building the patterns helped you to describe the patterns.
I can show my understanding of the relationships within tables of values. I can use tables of values to show and describe patterns and relationships.

CHAPTER 1: Patterns

Pattern Problems

Use what you know about patterns in tables of values to solve problems. Example: Valentina is building a tower of cubes and wants to put stickers on each face of each cube that she can see. She wants her tower to be 100 cubes tall, and she needs to know how many stickers to buy. She built a few small towers to look for a pattern.

I need 5 stickers f or the f irst tower because I wont put a sticker on the bottom. I need 9 stickers f or a tower made of 2 cubes and 13 stickers f or a tower made f rom 3 cubes.
How many stickers will Valentina need for a tower that is 100 cubes tall?

I will make a table of values so I can see the pattern more easily. Number of cubes 1 2 3 Number of stickers 5 9 13

The number of stickers is going up by 4, but I dont want to count up by f our 100 times. Ill look f or another pattern. The number of stickers is 1 more than 4 times the number of cubes. 4 x number of cubes + 1 = number of stickers 4 x 100 = 400 400 + 1 = 401 I will need 401 stickers f or my 100-cube - tall lower.

CHAPTER 1: Patterns

Pattern Problems (continued)

11. Wade is trying to guess the number of students in a group. Each group only tells him the number of eyes in their group. He creates the table of values below to compare the number of eyes to the number of students in a group.
Number of eyes 2 4 6 Number of students 1 2 3

a.

Describe any patterns you see in the table of values.

b. Write a pattern rule you could use to find the number of students if you knew the number of eyes in a group. c. The last group told Wade that they had 24 eyes. How many students were in this group? 12. Xander sold lemonade to raise money for his hiking club. He used the table below to keep track of his profit after he paid for the materials he needed.
Glasses of lemonade sold 10 20 30 Profit in dollars 10 15 10

a. Describe any patterns you see in Xanders table of values. b. Write a pattern rule you could use to find the profit for any number of glasses of lemonade. c. This morning, Xander sold 50 glasses of lemonade. What was his profit? d. How much money do you think Xander spent on materials? How do you know?

CHAPTER 1: Patterns

Pattern Problems (continued)

13. Vaughn built a toothpick train as shown below.

a. Copy and complete the table of values below for Vaughns toothpick train.
Number of squares 1 2 3 Number of toothpicks 4

b. Describe any patterns you see in the table of values. c. Write a pattern rule you could use to find the number of toothpicks if you knew the number of squares in the train. d. Vaughn wants to create a toothpick train that is 15 squares long for a display in the classroom. Explain how you can find the number of toothpicks he will need. 14. Youssef is older than his brother. a. Copy and complete the table of values to compare Youssefs age with his brothers age.
Youssefs age 10 11 12 Youssefs brothers age 6

b. Write a pattern rule you could use to find Youssefs brothers age if you knew Youssefs age. c. When Youssef is 25, how old will his brother be?

CHAPTER 1: Patterns

Pattern Problems (continued)

15. Zachery is building tricycles for his family bike shop. a. Use a table of values to find the number of wheels Zachery will need to make 15 tricycles. b. Use another strategy to find the number of wheels Zachery will need to make 15 tricycles. c. Explain how the two strategies you used are similar. 16. Do an experiment with groups of students doing the wave. a. In a table of values like the one below, record the length of time it takes different groups of students to do the wave.
Number of students 2 3 4 Time (seconds)

b. Describe any patterns you see in the table of values you created. c. Explain how you could estimate the length of time it would take your class to do the wave. d. Estimate the length of time it will take your school to do the wave.

17. Describe any advantages of organizing data in a table of values. 18. What types of pattern rules do you find easiest to write? hardest?
I can show my understanding of the relationships within tables of values. I can use the relationships within tables of values to solve problems. I can use tables of values to show and describe patterns and relationships.

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CHAPTER 1: Patterns

Perfect Points

Use a Cartesian (coordinate) plane to plot points and find distances. Use what you know about the Cartesian plane to name points and other parts of the Cartesian plane. Example: Plot the points A (1, 3), B (4, 5) and C (4, 3) on a Cartesian plane. What shape can you make with the points? Which side of the shape is the longest?
6 5 4 3 2

I made a triangle. BC is 2 units long. A C is 3 units long. A B is more than 3 and less than 4 units long. A B is the longest side.

1 0

11. Plot and label the following points on a Cartesian plane. a. (3, 6) b. the origin c. a point eight units up from the x-axis d. (2, 0) e. (1, 7) f. a point four units to the right of the y-axis
The axis is the horizontal or vertical line in a graph. A Cartesian (coordinate) plane is a grid that can be used to show information.

The origin on a graph is at (0, 0), where the axes cross.

g. (0, 5) h. (9, 9)

CHAPTER 1: Patterns

11

Perfect Points (continued)

12. Use the Cartesian plane below to answer the questions that follow. a. Name the points using coordinates.
6 5 4 3 2 1 0

.
B
2 3

The coordinates of a point are the two numbers (x, y) used to tell where a point is.

. .
1

.
4 5 6

b. How far apart are points A and B? c. How far apart are points A and C? d. Explain why you cannot tell exactly how far apart points A and D are. 13. Name the parts of the Cartesian plane indicated by the arrows below.
6 5 4

a.

3 2 1 0

(4, 3)

c. d.

b.

e.

12

CHAPTER 1: Patterns

Perfect Points (continued)

14. Launa says points A and B, A and C, and A and D are all two units apart. Breellen says that points A and B and points A and C are two units apart, but that points A and D are farther apart.
6 5 4 3 2 1 0

. . . .
D B
2 3 4

A point is a mark on a Cartesian plane that shows one piece of information.

a. Explain whether you think Launa or Breellen is correct. b. Describe how you can check how far apart the points are. 15. Write the information in each table of values as a set of coordinates. a.
x 10 11 12 13 y 21 22 23 24 y 4 3 2 1

b.

x 10 11 12 13

y 11 12 13 14 y 5 6 7 8

c.

x 1 2 3 4

d.

x 10 11 12 13

CHAPTER 1: Patterns

13

Perfect Points (continued)

16. Draw points to show the information from each table of values on its own graph. a.
x 1 2 3 4 y 2 4 6 8
y 6 7 8 9

b.

x 1 2 3 4

y 10 19 18 17

c.

x 10 12 14 16

d.

x 10 11 12 13

y 15 16 17 18

14

CHAPTER 1: Patterns

Perfect Points (continued)

17. Create a table of values for each graph. a.

10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10

b.

10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10

c.

10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10

d.

10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10

18. Graphs, lists of coordinates, and tables of values are all ways to display information. Explain which representation you prefer. 19. For each of these three ways, suggest one situation in which you would want to represent information in that way.
I can show my understanding of the relationships within tables of values. I can use graphs to show and describe patterns and relationships. I can use tables of values to show and describe patterns and relationships.

CHAPTER 1: Patterns

15

Good Graphs

Use your knowledge of patterns to find and describe patterns in graphs. Create and use graphs to solve problems. Example: Willow loves her grandmas apple pie.
Grandmas Pie 50 45 40 Number of people 35 30 25 20 15 10 5 0 0 1 2 3 4 5 6 7 Number of pies 8 9 10

Describe the relationship between the number of pies that Willows grandma makes and the number of people who can eat pie. The number of people who can eat pie depends on the number of pies Grandma makes. As the number of pies goes up, the number of people who can eat pie goes up. The more people who want pie, the more pies Grandma has to bake. Write a pattern rule to relate the number of pies and the number of people. Multiply the number of pies by 6 to find the number of people who can eat pie. How many people can five pies feed? I can read this inf ormation off the graph. I start at the 5 on the x-axis, go up to the point, and then across to 30 on the y-axis. This means that if Grandma makes 5 pies, there will be enough f or 30 people to each have 1 piece.

16

CHAPTER 1: Patterns

Good Graphs (continued)

11. Brother is older than Sister. The graph below shows how their ages are related.
Brother and Sister 10 9 8 7 Sisters age 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 Brothers age 8 9 10
A graph is a visual way of displaying data using points on a grid.

a. b.

Describe the relationship between Brothers age and Sisters age. Write a pattern rule to relate Brothers age to Sisters age.

c. When Brother is seven, how old will Sister be? d. When Sister is seven, how old will Brother be? 12. Two out of every three students drink milk with their lunch. Yasmeen showed this relationship with a table of values.
Number of students 13 16 19 12 Number of students who drink milk 2 4 6 8

a. Extend the table to continue the pattern for the number of students in your class. b. Make a graph to show the relationship. c. Use the graph to predict how many students in your class will drink milk with their lunch.

CHAPTER 1: Patterns

17

Good Graphs (continued)

13. The graph below shows how the number of clean socks Xyla has is related to the number of dirty socks Xyla has.
Xylas Socks 20 18 16 14 Clean socks 12 10 8 6 4 2 0 0 2 4 6 8 10 12 14 16 18 20 Dirty socks

a. Describe the relationship between the number of clean socks and the number of dirty socks. b. Write a pattern rule to relate the number of clean socks to the number of dirty socks. c. How many socks does Xyla have? How many pairs? d. When 10 socks are dirty, how many will be clean?

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CHAPTER 1: Patterns

Good Graphs (continued)

14. There are 24 hours in one day. a. Make a table of values to show the relationship between the number of days and the number of hours. b. Show this relationship in a graph. c. Write a pattern rule to relate the number of days to the number of hours. d. Use the graph to find the number of hours in one week. e. Compare the total number of hours in one week to the number of hours you spend at school in one week. 15. Zahra drew the pattern below.

Term 1

Term 2

Term 3

a. Draw to extend the pattern by two more terms. b. Copy and complete the table of values to show the relationship between the number of the term and the number of dots in the term.
Term 1 2 3 4 5 Number of dots in the term 1 3

c. Make a graph to show the relationship between the term number and the number of dots. d. Write a pattern rule that relates the term number to the number of dots in the term. e. How many dots will you need to draw to make the tenth term?

CHAPTER 1: Patterns

19

Good Graphs (continued)

16. Use pattern blocks to build the pattern below.

Figure 1

Figure 2

Figure 3

a. Will you need more square or more triangle blocks to build the next two elements? b. Create two tables of values like the ones shown. Use them to record the number of triangle pattern blocks and the number of square pattern blocks in each element. Extend the patterns to complete the tables of values.
Figure number 1 2 3 4 5 Number of triangles 4 Figure number 1 2 3 4 5 Number of squares 1

c. Compare the patterns you see in each of these tables of values. d. Make one graph to show the number of triangles in each figure, and another to show the number of squares in each figure. e. Compare the patterns that you see in each graph. f. Explain how the pattern rules are related to the patterns of the points on the graphs.

17. Choose one question and explain how you used the graph to solve the problem. 18. How is using a graph similar to using a table of values? different?
I can show my understanding of the relationships within tables of values. I can use the relationships within tables of values to solve problems. I can use graphs to show and describe patterns and relationships. I can use tables of values to show and describe patterns and relationships.

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CHAPTER 1: Patterns