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The first page in this section is a game that my students use on one of the first days we work with patterns. The next 6 pages contain figures for the teacher to cut out and glue on to index cards or cardstock cards. The students work with their table, group, or partner to organize these cards into a pattern.
The first page in this section is a game that my students use on one of the first days we work with patterns. The next 6 pages contain figures for the teacher to cut out and glue on to index cards or cardstock cards. The students work with their table, group, or partner to organize these cards into a pattern.
The first page in this section is a game that my students use on one of the first days we work with patterns. The next 6 pages contain figures for the teacher to cut out and glue on to index cards or cardstock cards. The students work with their table, group, or partner to organize these cards into a pattern.
Prior to this activity, I work on both types of geometric patterns with my
students: repeating patterns and growing patterns.
The first page in this section is a game that my students use on one of the first days we work with patterns. I give out geometric shape tiles for the students to work with in order to create their own patterns. We even use base 10 blocks to create growing patterns! The directions for this game are on the game sheet for each student to easily read. The next 6 pages in this section contain figures for the teacher to cut out and glue on to index cards or cardstock cards. I created these cards and placed them in Ziploc bags. The students then open their bag and take out their cards. Using their prior knowledge regarding patterns, the students work with their table, group, or partner to organize these cards into a pattern. The difficulty levels of these patterns vary. Geometric Patterns Name: ________________ Homeroom: _____ S te ps: 1. Pa rtne r A w ill cre a te a pa tte rn w ith the
sha pe s. 2 . Pa rtne r B m ust co m ple te this pa tte rn by a d d ing thre e m o re sha pe s to the
pa tte rn. 3 . If the pa tte rn is co rre ct, pa rtne r A
a nd B d ra w the pa tte rn o n the ir re co rd
she e t. 4 . N o w the pa rtne r sw itch ro le s: Pa rtne r B
g e ts to cre a te the pa tte rn a nd pa rtne r A m ust finish it. W he n co rre ct, re co rd
the pa tte rn a nd sw itch a g a in! Pattern Record Sheet Draw your pattern: The next 3 pieces: Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Cut out these pieces and glue them to index cards. Challenge the students to arrange their index cards in a pattern. They can share their pattern with their partner/team, OR you can have students pass their pattern to another person to see if they can solve a new pattern. I would have my students write out a sentence for their pattern. You can use the pattern record sheet for this activity, as well. Prior to this activity, my students practice number patterns. We use one step rules and two step rules for number patterns. The activity in this section is Number Pattern Go Fish. I copied these cards onto colored copy paper so that the students could not see through the cards to the typing on the other side (allowing them to cheat the game!). The students work in partners or small groups to cut out all of their cards (a full deck requires both sheets of cards in this section). The rules of this game are typed on the game sheets for the students to read easily. Extension: After the game, I had my students place all of their number patterns with their matching rules and glue them down on mini-posters. These made great items that the pairs of students could turn in to me as an assessment of their learning. Also included: A short 1/2 sheet homework assignment for number patterns and their rules. Number Patterns Name: ________________ Homeroom: _____ Steps: 1. Cut out all of your Go Fish cards. 2. Mix them up and hand 7 cards to each person. 3. You want to match the number pattern to the card that has the rule or expression for your pattern on it. a. Example: for the pattern 2, 3, 4, 5... you would want to ask for the card x + 1 4. As you find matches, record them on your record sheet. 5. You MUST ALSO record your partners matches Number Pattern GO FISH Record Sheet Number Pattern: Rule/Expression: MY MATCHES: MY PARTNERS MATCHES: Number Pattern: Rule/Expression: 34, 36, 38, 40... n + 2 x + 5 5, 10, 15, 20... 7, 14, 28, 56... m x 2 13, 10, 7, 4... n - 3 n - 10 99, 89, 79, 69... 19, 27, 35, 43... n + 8 120, 60, 30, 15... n 2 9, 18, 27, 36... y + 9 w x 3 5, 15, 45, 135... m + 12 10, 22, 34, 46... first + 4 then - 2 Number Pattern Go Fish cards x - 4 5, 9, 7, 11, 9, 13... 90, 86, 82, 78... 100, 200, 300... x + 100 x + 15 m x 8 15, 30, 45, 60... 1, 8, 64... c + 7 2, 9, 16, 23, 30... n + 6 13, 19, 25, 31... s - 6 45, 39, 33, 27... 1, 2, 4, 7, 11, 16... first + 1, then + 2, then + 3, and so on... first x 3 then + 1 2, 6, 7, 21, 22... first - 2 then + 5 4, 2, 7, 5, 10, 8... Number Pattern Go Fish cards Name: ___________________________ HR: __________________ Date: _________________ Number Patterns Homework: Directions: Please find the next three numbers in each pattern. Write the rule on the line next to each question. Remember to loop from number to number in order to find your rule. A) 2, 5, 8, 11, 14, ___, ___, ___ ... Rule: ___________ B) 4, 8, 16, 32, ___, ___, ___ ... Rule: ___________ C) 3, 4, 6, 9, 13, 18, ___, ___, ___ ... Rule: ___________ D) 5, 10, 20, 40, 80, ___, ___, ___ ... Rule: ___________ Name: ___________________________ HR: __________________ Date: _________________ Number Patterns Homework: Directions: Please find the next three numbers in each pattern. Write the rule on the line next to each question. Remember to loop from number to number in order to find your rule. A) 2, 5, 8, 11, 14, ___, ___, ___ ... Rule: ___________ B) 4, 8, 16, 32, ___, ___, ___ ... Rule: ___________ C) 3, 4, 6, 9, 13, 18, ___, ___, ___ ... Rule: ___________ D) 5, 10, 20, 40, 80, ___, ___, ___ ... Rule: ___________ Prior to this activity, my students practice geometric and number patterns. We use one step rules and two step rules for number patterns. The activity in this section allows students to use given pattern rules in order to create the pattern. They are working backwards compared to the usual see the pattern, then find the rule idea that my other activities use in this packet. Students pick a card, then they create the pattern on their record sheet. I had my students doing this game with their partner, and they had to make their patterns without looking at one anothers page. Once they were both done, they showed each other their patterns and checked them for accuracy. Geometric & Number Patterns Rule: + 4 Start with 40 Repeating pattern circle, square, heart... Rule: x 5 Start with 2 Rule: + 4 Start with 6 Growing pattern: start with 2 circles. Add 2 more circles each time. Geometric repeating pattern square, triangle, circle... Rule: + 12 Start with 12 Rule: + 7 Start with 4 Rule: + 9 Start with 1 Repeating pattern using any three letters of the alphabet Rule: x 3 Start with 2 Rule: + 3 Start with 20 Repeating pattern 8, 9, 10, 8... Rule: x 2 Start with 1 Geometric pattern using polygons: pentagon, octagon, and hexagon. Rule: x 4 Start with 2 Repeating pattern using arrows that turn counter-clockwise. Repeating pattern using the numbers 5, 6, and 7 in any order you choose. Rule: + 10 Start with 11 Rule: + 8 Start with 2 Rule: + 5 Start with 13 Name: ___________________________________ HR: ______________________ Date: _____________________________ Directions: Please pick a rule from your groups deck of cards. Write out the rule in the first column by recording it from your card. Then, list the first 8 numbers, letters, or shapes (figures) in your pattern. Once you complete one, do this again until you fill your record sheet. Patterns and their rules classwork: The Rule: The first 8 figures of this pattern: ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Prior to this activity, my students practice geometric and number patterns. We use one step rules and two step rules for number patterns. We have also practiced function machines (input/output tables) prior to this activity. This is my favorite section of this packet! Math centers! The students really love the monster theme, and they love how it all creates a booklet at the end. Find a short description of each center below: Center 1: The teacher must place the function machine cards (included) all around the room. The students will go around the room and answer the questions on the cards. They place the answer to that question next to the matching monster on their centers sheet. Center 2: Students use the shape cards (included) to flip a certain number of shapes over in order to create a pattern of their own. They can do this alone or in partners. Center 3: Students can use this time to work alone or in partners to complete a number pattern and find the rule. Great test practice! Center 4: At the teacher station, the students can work together to create definitions for these math terms. With my advanced students, I just listened as they created definitions and it was amazing how they all continue to add to the definition until it was just right. Center 5: Students use this time to work alone (I always tell them to pretend they are taking a test!) to solve these 10 questions (included). We always check our centers answers at the end of class, or you can have them compare with their group when they are all done working. Geometric Patterns, Number Patterns, & Function Machines Directions: There are various function tables hung up around the room! You need to walk around the room quietly, find the function tables, and answer the questions. Place your answer to the questions in the spot next to the matching picture on this paper.
Center 1: Function Machines There is a MONSTROUS Amount of Hard Work In Here!
Student Name: _________________________________ Picture Picture My Answer My Answer Larry Nelly Joe Phil James Harry Curly Lovely Directions: Find the missing numbers AND the rule for each number pattern below. Please check your work by using your rule to see if your pattern works correctly. 5, 10, 15, 20, ___ , ___ , ___ 16, 23, 30, 37, ___ , ___ , ___ Rule: ________ Rule: ________ 3, 2, 6, 5, 9, 8, 12, ___ , ___ , ___ 45, 41, 37, 33, ___ , ___ , ___ Rule: First ____, then ____ Rule: ________ 16, 8, 4, ___ 18, 29, 40, 51, ___ , ___ Rule: ________ Rule: ________ 3, 6, 12, 24, ___ , ___ 80, 40, 20, ___ , ___ Rule: ________ Rule: ________ Center 3: Number Patterns Directions: Take one deck of shape cards. Shuffle the cards around, upside-down, in a pile on your desk. You should not be able to see any of the shapes. You will be using these cards to help you create geometric patterns. Follow the directions in the table:
Center 2: Geometric Patterns Amount of cards to flip Use your cards to create a repeating pattern of your own in this space Flip 2 cards Flip 3 cards Flip 4 cards Flip 5 cards Flip 2 cards Flip 1 card, & create a growing pattern Directions: When you are finished working on this center, answer the question below: *In your own words, explain what each of the following terms mean* 1. Variable: _________________________________________________________________________________ _____________________________________________________________________________________________ 2. Function Machine: ______________________________________________________________________ _____________________________________________________________________________________________ 3. Geometric Pattern: ____________________________________________________________________ _____________________________________________________________________________________________ 4. Number Pattern: _______________________________________________________________________ _____________________________________________________________________________________________ 5. Rule: ____________________________________________________________________________________ _____________________________________________________________________________________________ Center 4: Teacher Station Center 5: Test Practice Directions: Use the test questions to complete this center. Answer the 10 test questions on this sheet of paper. When you are done, be sure to go back through the questions and check ALL of your answers. 1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ Use this box to show any work you have: 4 6 8 10 12 14 16 18 X Y What is the rule? 1 5 2 10 3 15 4 ? X Y What is the missing number? Larry Nelly For Monstrous Center #1 1 6 2 7 3 8 4 9 X Y What is the rule? 40 20 50 25 60 ? 70 35 X Y What is the missing number? Joe Phil For Monstrous Center #1 45 9 35 7 25 5 15 3 X Y What is the rule? 55 5 66 ? 77 7 88 8 X Y What is the missing number? James Harry For Monstrous Center #1 24 30 29 35 34 40 39 45 X Y What is the rule? 12 ? 13 6 14 7 15 8 X Y What is the missing number? Curly Lovely For Monstrous Center #1 For Monstrous Center #2 Directions: Read the questions below and choose the answer that best fits the questions. Write your answers on your booklet page for Center #5 1.What is the next number in the sequence? 2, 4, 8, 16, 32, ___ 2. What is the next number in the sequence? 90, 82, 74, 66, 58, ___ 3. What is the next number in the sequence? 33, 22, 11, ___ 4. What is the next number in the sequence? 6, 10, 14, 18, ___ 5. What is the rule for the function machine below? 6. What is the missing number in this function machine? Rule: x + 12 Test Practice X Y 9 10 11 12 36 40 44 48 X Y 13 15 17 19 25 27 29 ? X Y 27 45 90 108 3 ? 10 12 7. What is the missing number in the following function machine? 8. Draw the next figure in the pattern: ? 9. How many blocks will the next figure have in this pattern? ? 10.What is the rule for the pattern? 34, 37, 35, 38, 36, 39, 37... Prior to this activity, my students have worked with number patterns, geometric patterns, and function machines (input/output tables). This Checkpoint Mini-Quiz was a really great way for me to check the understanding my students had of our unit at its mid-point. This is a 2 week unit, so I gave this mini-quiz halfway through. I always find it comforting, as a teacher, to assess my students to be sure that they are understanding the content and skill. This only took a short amount of time, so I was still able to use the class period to continue this unit. The last 2 questions of this mini-quiz set up an idea that is introduced at the end of the unit (finding the Nth figure in a pattern). Checkpoint Mini-Quiz Checkpoint Mini-Quiz Name: ___________________________ Homeroom: _________________ Directions: Complete the patterns below by filling in the next numbers in the pattern AND finding the rule. Dont forget about your VARIABLES! 1. 90, 84, 78, 72, ___ , ___ , ___ Rule: __________ 2. 54, 62, 70, 78, ___ , ___ , ___ Rule: __________ 3. 80, 40, 20, ___ , ___ Rule: __________ Directions: Complete the function machine by finding the RULE and the MISSING NUMBER. 4. RULE: _______ 5. RULE: _______ Directions: Look at the pattern below. Use the pattern to help you answer questions 6 and 7 6. Draw the NEXT figure in the pattern 7. How many triangles will be in the tenth figure in this pattern? Answer: _____________ X Y 1 6 2 7 3 4 9 X Y 6 12 24 18 36 24 48 figure 1 figure 2 figure 3 Prior to this activity, my students have worked with number patterns, geometric patterns, and completing/finding the rule for function machines (input/output tables). The two pages of this section are the cards that are needed in order to play the activity. The students cut out these cards, which are conveniently numbered 1 through 24, and turn them upside down. I have my students play this game in partners or groups of three. I placed the large graph paper inside sheet protectors so that the students can use dry- erase markers to graph. A student flips over a card, and the students in that group will graph the function. Once each student in the group has graphed the function, the students compare their graphs and assess one anothers accuracy. If you want the students to also work on finding the rule of function machines, the students can use the Graphing Functions and Finding Rules sheet to write down the rule for each function machine next to its corresponding number (1 through 24). The last two pages in this section are worksheet assessments that I took for a grade. One worksheet has the students graphing the function machine, finding the rule, and writing the coordinates. The other worksheet as students looking at a graph in order to fill out the function machine, find the rule, and write the coordinates. Graphing Function Machines X Y 11 14 13 16 15 18 17 20 X Y 2 4 4 6 6 8 8 10 X Y 2 4 4 8 6 12 8 16 X Y 10 10 11 11 12 12 13 13 X Y 1 3 3 9 5 15 7 21 X Y 17 11 16 10 15 9 14 8 X Y 9 9 11 11 13 13 15 15 X Y 1 5 2 10 3 15 4 20 X Y 2 6 4 12 6 18 8 24 X Y 2 7 4 9 6 11 8 13 X Y 9 14 8 13 7 12 6 11 X Y 8 6 10 8 12 10 14 12 Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 X Y 16 8 14 7 12 6 10 5 X Y 16 15 12 11 8 7 2 1 X Y 1 4 2 8 3 12 4 16 X Y 10 17 9 16 8 15 7 14 X Y 9 20 8 19 7 18 6 17 X Y 3 15 4 16 5 17 6 18 X Y 12 6 13 7 14 8 15 9 X Y 16 10 14 8 12 6 10 4 X Y 5 8 6 9 7 10 8 11 X Y 3 0 5 2 7 4 9 6 X Y 17 3 16 2 15 1 14 0 X Y 11 18 13 20 15 22 17 24 Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: Graph the Coordinates: #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 Y X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Graphing Functions and Finding Rules Name: ___________________________ Homeroom: _________________ Directions: Look at the function table. Graph the coordinates on your dry erase coordinate plane, then write the rule for the function table on this paper. MAKE SURE TO WRITE THE RULE NEXT TO THE PROPER QUESTION #, which is found on your card. 1. Rule: ____________ 2. Rule: ____________ 3. Rule: ____________ 4. Rule: ____________ 5. Rule: ____________ 6. Rule: ____________ 7. Rule: ____________ 8. Rule: ____________ 9. Rule: ____________ 10. Rule: ____________ 11. Rule: ____________ 12. Rule: ____________ 13. Rule: ____________ 14. Rule: ____________ 15. Rule: ____________ 16. Rule: ____________ 17. Rule: ____________ 18. Rule: ____________ 19. Rule: ____________ 20. Rule: ____________ 21. Rule: ____________ 22. Rule: ____________ 23. Rule: ____________ 24. Rule: ____________ Graphing Functions Name: ___________________________ Homeroom: _________________ Directions: Look at the function table. Write the rule of the table and the coordinates you will need to graph. Graph the coordinates. 1. Rule: ________________ Coordinates: ____________ ____________________ ____________________ 2. Rule: ________________ Coordinates: ____________ ____________________ ____________________ X Y 2 4 4 6 6 8 8 10 X Y 9 6 7 4 5 2 3 0 X X Y Y Graphing Functions Name: ___________________________ Homeroom: _________________ Directions: Look at the function on the graph. Write down the coordinates used in the graph, then try to put them in the correct order in the function machine. Try to find the rule. 1. Rule: ________________ Coordinates: ____________ ____________________ ____________________ 2. Rule: ________________ Coordinates: ____________ ____________________ ____________________ X Y X Y X Y 1 1 2 2 3 3 4 4 5 5 6 7 7 8 6 8 9 9 10 10 X Y 1 1 2 2 3 3 4 4 5 5 6 7 7 8 6 8 9 9 10 10 Prior to this activity, my students have worked with number patterns, geometric patterns, and function machines (input/output tables). Worksheet 1: Whats Next? Students predict the next figure in a pattern and draw it. Then, the students need to describe, in words, what pattern they observe. This is a great way to incorporate writing in math. Worksheet 2: Finding the Nth Figure in a Pattern The students will recognize the relationship between a function machine and a pattern when they learn this concept! Students fill out the function machine to match the given pattern. The students will then find the rule of the function machine/pattern. Lastly, they will predict a future figure in their pattern using the rule they have found for their pattern. This idea brings this unit full-circle because the students realize why function machines relate to patterns. Pattern Prediction Whats Next? Name: ___________________________ Homeroom: _________________ Directions: Use the figures given for each pattern below draw the NEXT figure in the pattern, as well as DESCRIBE the pattern with words. 1. 2. 3. 4. Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Figure 4 Figure 4 Figure 4 Figure 4 Describe the pattern you see: __________________ __________________ __________________ __________________ Describe the pattern you see: __________________ __________________ __________________ __________________ Describe the pattern you see: __________________ __________________ __________________ __________________ Describe the pattern you see: __________________ __________________ __________________ __________________ Finding the Nth Figure in a Pattern 1. 2. 3. 4. X Y 1 2 3 9 4 X Y 1 2 4 3 4 X Y 1 2 4 3 4 X Y 1 2 3 9 4 Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Figure 1 Figure 2 Figure 3 Name: _________________________ Homeroom: ___________________ Directions: Use the figures below to complete the function machine and find the rule for each pattern. Then, answer the question in the box after each pattern by predicting figures for the pattern. How many squares will be in the 5th figure in this pattern? answer: _______ How many circles will be in the 6th figure in this pattern? answer: _______ How many triangles will be in the 4th figure in this pattern? answer: _______ How many squares will be in the 5th figure in this pattern? answer: _______ Rule: _________ Rule: _________ Rule: _________ Rule: _________ Find the study guide and test for this unit included in this section. The study guide is basically a short version of the test. I like to format my study guides in a similar way to the test, so that the students dont feel surprised or confused. I formatted some of the test questions like a standardized test in order to have the students practice test formats. Study Guide and Test Name: ____________________ Date: ___________ Homeroom: _________ Directions: Read the questions below and write or choose the answer that best fits the questions. Patterns and Functions Study Guide 1. What are the next 3 numbers in the sequence? Then tell what the rule is for this pattern.
34, 30, 26, 22, ____, ____, ____
Rule: ____________ 2. Complete the function table and tell the rule: Rule: _________ 3. Using the rule, complete the function table: Rule: x - 8 = y 4. Draw the next figure in this pattern: ______ ? 5. Complete the function machine for the pattern below in order to predict figure four: 6. Complete the function machine. Find the rule and graph the function. Rule: ________ X Y 1 6 2 7 3 4 9 X Y 12 15 18 21 X Y 1 2 3 4 X Y 2 1 3 2 4 5 4 1 2 3 4 5 6 7 8 9 X 1 2 3 4 5 6 0 Y Name: ____________________ Date: ___________ Homeroom: _________ Directions: Read the questions below and write or choose the answer that best fits the questions. If the choices are A, B, C, or D, please circle your choice. Patterns and Functions TEST 1. What is the next number in the sequence? 45, 40, 35, 30, ____ 2. Look at the pattern below. 56, 49, 42, 35, 28... Which expression could be used to represent any number if N stands for the previous term? A. N + 7 B. N + 6 C. N - 6 D. N - 7 3. How can this pattern be described in words? 45, 46, 44, 45, 43, 44, 42...
A. First add one, then subtract two B. First add two, then subtract one C. First multiply by one, then subtract two D. First add one, then subtract three 4. Look at the pattern below: 96, 48, 24, 12, 6...
What is the rule? ____________ 5. Draw the next figure in the pattern below: ______ 6. Draw the next figure in the pattern below: ________ 7. Complete the function machine for the pattern below. You will need to predict what you will see in figure four. 8. Look at the pattern in #7. Draw what the fifth figure will look like below: X Y 1 2 3 4 Figure 1 Figure 2 Figure 3 9. Complete the function machine and write the rule using variables: Rule: _________ 10. Use the rule in order to complete the function machine:
Rule: x + 7 = y 11. Complete the pattern: ________ ? 12. Complete the pattern: ________ ? 13. What are the next 3 numbers in the sequence? 45, 52, 59, 66, ____ , ____ , ____ 14. What is the rule of the function machine below? (Remember to use your variables) Rule: ________ 15. Look at the pattern below. What shape will be the 10th figure in this pattern? 16. Complete the function machine using the rule given:
Rule: x * 5 = y 17. What is the rule of this function machine? Rule: _________ X Y 1 5 2 10 3 15 4 X Y 2 5 8 11 X Y 2 4 3 9 4 16 5 25 X Y 3 5 7 9 X Y 2 11 4 13 6 15 8 17 18. Find the rule of the function machine below. Then graph the function. Rule: _________ 19. Find the rule of the function machine below. Then graph the function. Rule: _________ 20. Using the graph to the right, fill out the function table and tell the rule. Rule: ________ X Y 2 4 4 6 6 8 8 10 X Y 1 1 3 3 5 5 7 7 X Y 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 0 Y X Created by Bridget Pearsall Copyright 2012 Electronic distribution limited to one per classroom Copies limited to those needed for one classroom www.littlelovelyleaders.blogspot.com Clip art and backgrounds created by KPM Doodles Fonts by Lettering Delights Pattern shapes created in Pages Patterns & Functions Packet