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Teacher Guide
Unit 1: Number Patterns
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UNIT
Number Patterns

1
“Pattern searching is at the
heart of many activities,
Mathematics Background

especially in the algebraic What Are the Big Ideas?

reasoning strand. Patterns in • Patterns can be generalized using words and symbols.
number and in operations play • The same pattern can be represented in different ways.
a huge role in helping students
• Patterns exist in numbers and in geometry.
learn about and master basic
facts and continue to be a major • Patterns can be used to represent situations and to solve problems.
factor into the middle and high • An equation is a statement that two expressions have the same value.
school years.”
– John A. Van de Walle How Will the Concepts Develop?
Students will build on previous experience with number patterns
involving one operation to gain experience in patterns with two
operations. They will use recursive patterns that create a new term
based on the value of a previous term.
Number patterns are used to find ways to recognize the divisibility
of a given number by a given factor.
Students use the number sense reviewed and developed to solve
equations by guess and check or inverse operations.

FOCUS STRAND
Patterning and Algebra Why Are These Concepts Important?
Students need to recognize and develop strong patterning skills, whether
SUPPORTING STRAND
these are with numbers or figures. Learning to recognize a pattern and to
Number Sense and Numeration
be able to describe it recursively or to relate the term value (output) to
the term number (input) will strengthen a student’s ability to deal with
algebraic concepts. The patterns are a concrete way for students to
develop an understanding of a variable and its use in equations and
algebraic expressions.
A strong number sense skill is significant for more advanced work with
solving equations and simplifying algebraic expressions. Recognizing
the divisibility of a number is one way of developing this skill.

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Curriculum Overview
The codes refer to the 2005 Revised Curriculum.
Launch:
Crack the Code!
Cluster 1 — Developing Number Patterns

Overall Expectations Specific Expectations Lesson 1:

• Describe and represent • Make tables of values, for growing Input/Output Machines
relationships in growing and patterns given pattern rules, in Lesson 2:
shrinking patterns. (6m55) words, then list the ordered pairs Number Patterns
• Use variables in simple algebraic and plot the points in the first
Lesson 3:
expressions and equations to quadrant. (6m58)
Patterns in Division
describe relationships. (6m56) • Describe pattern rules that generate
patterns by adding or subtracting a
constant, or multiplying or dividing
by a constant, to get the next term,
then distinguish such pattern rules
from pattern rules that describe the
general term by referring to the
term number. (6m60)
• Determine a term, given its term
number, by extending growing
and shrinking patterns that are
generated by adding or subtracting
a constant, or multiplying or
dividing by a constant, to get
the next term. (6m61)

Cluster 2 — Applying Number Patterns

Overall Expectations Specific Expectations Lesson 4:

• Describe and represent • Demonstrate an understanding of Solving Equations
relationships in growing and different ways in which variables Lesson 5:
shrinking patterns. (6m55) are used. (6m63) Exploring Integers
• Use variables in simple algebraic • Solve problems that use two or
Lesson 6:
expressions and equations to three symbols or letters as variables
Strategies Toolkit
describe relationships. (6m56) to represent different unknown
quantities. (6m65)
• Determine the solution to a simple
equation with one variable, through
investigation using a variety of
tools and strategies. (6m66)

Show What You Know

Unit Problem:
Crack the Code!

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Curriculum across the Grades

Grade 5 Grade 6 Grade 7
Students create, identify, Students describe Students use a variety of
and extend patterns in recursive pattern rules. tools to represent linear
number and geometry. They distinguish growing patterns
They represent a number recursive pattern rules different ways.
pattern presented in a from pattern rules that Students use concrete
table of values by describe the general materials to investigate
building a model of term by referring to linear growing patterns
the pattern. the term number. and to make predictions.
Students make a table Students extend Students use algebraic
of values for a recursive recursive patterns to expressions with one
pattern. determine a term, given operation to represent
Students explore its term number. the general term of a
growing and shrinking Students solve problems linear growing pattern.
patterns and make that use two or three They evaluate algebraic
predictions. symbols or letters as expressions and relate
Students use a variety variables to represent this to using the general
of tools and strategies different unknown term to determine the
to solve simple quantities. value of a term.
equations involving Students use a variety of Students compare
addition, subtraction, tools and strategies to recursive pattern rules
multiplication, or solve simple equations with pattern rules that
division and one- with one variable. use the term number
or two-digit numbers. to describe the
general term.

Materials for This Unit

Student will need calculators to extend some patterns. You may wish to
provide students with manipulatives to build models associated with the
number patterns. Lesson 4 Explore requires numbered tetrahedrons and
two different coloured counters. A large thermometer will help introduce
integer concepts in Lesson 5.

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Additional Activities

Code Breaker It’s Getting Smaller!

For Extension (Appropriate for use after Lesson 1) For Extra Practice (Appropriate for use after Lesson 2)
Materials: Code Breaker (Master 1.9) Materials: It’s Getting Smaller! (Master 1.10),
calculators
The work students do: Students work in pairs.
They are given part of a codebook. Students The work students do: Students work alone.
determine the pattern used to change the letter values The student begins with 1 000 000 and makes up
to new ones. Then students decode the message. a pattern rule for a shrinking pattern. The student
writes the first 7 terms of the pattern. Then the
Take It Further: Challenge students to make up
student trades patterns with a classmate. Each writes
their own codebook based on some operations on
the pattern rule for the classmate’s pattern and then
the values of the letters of the alphabet.
writes the next 3 terms.
Take It Further: Have students explore the total
number of terms in their pattern. All the terms must
Logical/Mathematical
be 0 or greater.
Partner Activity

Logical/Mathematical
Individual Activity

Starting Point And the Number Is . . .

For Extra Practice (Appropriate for use after Lesson 3) For Extra Practice (Appropriate for use after Lesson 4)
Materials: Starting Point (Master 1.11) Materials: And the Number Is … (Master 1.12)
The work students do: Students work alone. The The work students do: Students work in pairs.
student writes a pattern rule with two operations. For They take turns writing a simple equation with one
example: multiply by 2, then add 1. The student then unknown number and one operation. Students have
chooses 3 different starting numbers and applies the their partners solve the equations.
pattern rule to each number to write the first 10 terms
Take It Further: Challenge students to write and
for each pattern. Then the student compares the
solve equations with more than one missing number
terms in each pattern and describes any similarities.
and/or more than one operation.
Students extend their patterns to check their ideas.
Take It Further: Students trade patterns with a
classmate and identify the pattern rules.
Logical/Mathematical
Partner Activity
Logical/Mathematical
Individual Activity

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Planning for Unit 1

Planning for Instruction Suggested Unit time: 2 weeks

Lesson Time Materials Program Support

vi The right to reproduce or modify this page is restricted to purchasing schools.

This page may have been modified from its original. Copyright © 2006 Pearson Education Canada Inc.
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Planning for Assessment

Purpose Tools and Process Recording and Reporting

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Crack the Code!

LESSON ORGANIZER 10–15 min

Curriculum Focus: Activate prior learning about

number patterns.
Vocabulary: number patterns, codes

ASSUMED PRIOR KNOWLEDGE

✓ Students can extend a pattern from a pattern rule.
✓ Students can recognize and describe different patterns.

ACTIVATE PRIOR LEARNING

Have students read the Unit Launch. Invite any 5 dots. As the numbers continue to increase, the
students who have used Morse code to share number of dots decreases by 1. Now the dots are
some of their experiences. Ask: replaced with leading dashes.)
• What is a code? Discuss the third question in the Student Book.
(A code is a series of symbols, characters, or signals (I think the number 503 would be written as 5 dots,
used to communicate.) 5 dashes, then 3 dots and 2 dashes: ••••• ----- •••--.)
Discuss the first question in the Student Book. Tell students that, in this unit, they will learn
You may wish to record students’ answers on more about recognizing and describing number
the board or on chart paper. patterns. They will use patterns to explore a
(One reason to code is to communicate with machines. variety of problems.
Another reason to code is to keep the messages secret. They will use patterns to create a binary code
Braille and sign language are special codes that allow to produce a secret message.
blind people to read and deaf people to communicate.)
Discuss the second question in the Student Book.
(The least number, 0, is represented with 5 dashes and
no dots. As the numbers increase by 1, the number of
dashes decreases by 1. The dashes are replaced with
leading dots, until the code represents 5, which is

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LITERATURE CONNECTIONS FOR THE UNIT

Codes, Ciphers and Secret Writing by Martin Gardner.
Dover Publications, 1984.
ISBN 0486247619
This book is about different kinds of coding and ciphers
and their related instruments used throughout history.

DIAGNOSTIC ASSESSMENT
What to Look For What to Do
✔ Students can extend Extra Support:
a pattern from a Use simple patterns, such as 1, 3, 5, 7, … or 2, 4, 6, 8, …, and have
pattern rule. students describe the rule. Have students use the rule to extend each pattern
by writing the next 3 terms.
✔ Students can
recognize and Students who have difficulty describing number patterns should be encouraged
describe different to examine how adjacent terms change. For example, they can find the differences
patterns. between consecutive terms or the quotients of consecutive terms and look for
patterns in the differences or quotients.

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L E S S O N 1

Input/Output Machines

LESSON ORGANIZER 40–50 min

Curriculum Focus: Explore Input/Output machines with two

operations. (6m58, 6m60, 6m61)
Student Materials Optional 63
쐍 Step-by-Step 1 (Master 1.13)
쐍 Extra Practice 1 (Master 1.20)
Vocabulary: Input/Output machine; pattern rule
Assessment: Master 1.2 Ongoing Observations:
Number Patterns

Key Math Learnings

1. A pattern rule can be illustrated with an Input/Output machine.
2. The input and output can be recorded in a table. This table
can be used to illustrate two types of pattern rules.

BEFORE Get Started DURING Explore

Discuss the Input/Output machine shown at Ongoing Assessment: Observe and Listen
the top of page 6 in the Student Book. Make Ask questions, such as:
a table on the board. Have students find the
• Which operations and numbers did
output for input numbers from 1 to 5. Ask:
you choose?
• How can you find the output when the (I chose add 2, then multiply by 4.)
input is 9? • How do you find the output when the
(I can find the output two ways. First, I can multiply input is 3?
9 by 7 to get 63. Second, when the input numbers (I add 2 to 3 to get 5, then multiply 5 by 4 to get 20.)
are consecutive numbers beginning with 1, the input • What is a pattern rule for the output numbers?
numbers are the term numbers. I can continue the (Start at 12. Multiply by 4 each time.)
pattern in the output numbers to find the value of • What other pattern rule can you find?
the ninth term.) (The output numbers are multiples of 4, starting
Present Explore. Ensure students understand at 12.)
that the output from the first part of the
machine is the input for the second part.

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REACHING ALL LEARNERS

Early Finishers
Have students use their Input/Output machine from Explore.
They predict what happens to the output numbers if they
reverse the order of operations and numbers in the
Input/Output machine. Students find the outputs to check
their prediction.

Common Misconceptions
➤ Students do not know how to identify a pattern rule for
a table of values.
How to Help: Have students practise with patterns that
use multiplication, then addition or subtraction. Students
calculate the differences of consecutive terms in the output
column. These differences should be constant. This constant
is the number each input is multiplied by. Students can then
multiply each input number by this constant and compare the
product with the output. This difference is the number that is
added or subtracted in the second part of the machine.

AFTER Connect In the second example, to discover the numbers

and operations, identify these patterns:
Invite students to record their input/output tables
on the board. Have other students identify the • The input numbers increase by 1.
pattern rules and extend the patterns. • The output numbers increase by 3.

Present the examples in Connect. After you review This shows that the input numbers are
the first example, ask: multiplied by 3. The second part of the rule is
discovered by comparing the results of tripling
• Could the output be 15? How do you know?
the input numbers with the output numbers. Ask:
(No; the input is multiplied by 2, which results in
an even number, then we add 6, and the result is • Could the output be 24? How do you know?
still an even number, so the output is always even.) (No; I counted on by 3s in the output column,
• Which input number has an output of 20? beginning at 13: 16, 19, 22, 25, …. Since I did not
How do you know? get 24, the output in this pattern cannot be 24.)
(7; I continued the table. The input numbers were • What other reason is there that the output
5, 6, 7, and 8 and the corresponding outputs were could not be 24?
16, 18, 20, and 22. So, an input of 7 has an output (Since we multiply by 3 and subtract 2, each output is 1
of 20.) more than a multiple of 3. But 24 is a multiple of 3,
so it cannot be an output number in this pattern.)

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Making Connections
A coded message is used to keep information from everyone
except those to whom it is sent. Rather than just replacing each
letter of the message with a number, the encoder will use one or
two operations on these numbers to make the code harder to
determine. Students could investigate these types of codes and
how they relate to the security of countries and businesses.

Sample Answers
1. a)
Input 1 2 3 4 5
Output 7 13 19 25 31

b)
Input 1 2 3 4 5
Output 12 18 24 30 36

2. a) The Input/Output machines use the same numbers and

operations but they perform them in a different order.
b) The outputs from the machine in part b are 5 greater
than the outputs from the machine in part a.
c) There is only one output number for each input number.
When you multiply a given number by a certain number
there can only be one answer. The same is true for addition.
Therefore, you can only get one output number for each
input number. 8
18
28
38
48

Practice Students who need extra support to complete the

Assessment Focus questions may benefit from
Before students begin Practice, point out
using the Step-by-Step masters (Masters 1.13
questions 3 and 4. They have input numbers
to 1.17).
different from consecutive whole numbers
beginning with 1.

Assessment Focus: Question 5

Students should recognize that, since the output
numbers increase by 4 each time, this suggests
that
4 is one operation and number. Students
could use guess and check with logical
reasoning to find that the second operation
and number is  1. Alternatively, students
might identify the output numbers as 1 more
than a multiple of 4.

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4. The last two output numbers are incorrect because they do

not fit the pattern rule.
42  6  5  7  5  12
54  6  5  9  5  14
5. a)
4,  1
b)
Input 7 9 11
Output 29 37 45

6. a)  5,  3
b) Input 70 90 110
Output 17 21 25

REFLECT: To find the numbers and operations used in an

Input/Output machine, I check that the input numbers are
in order. I subtract each output number from the number
above it to see if the differences are equal. If they are, then
this number is what I multiply each input by. I multiply an
input number by this factor and decide if any number needs
to be added or subtracted to get the output number. I check
these numbers and operations with other inputs and outputs.

Numbers Every Day

Students should test their strategies on a calculator.
225
14  (224  1)
14 or (226  1)
14
10.5  3.2  10.4  0.1  3.2 or 10.6  0.1  3.2

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Have students use a calculator to find the
✔ Students can use an Input/Output differences in consecutive output numbers.
machine and given input numbers Students can use Step-by-Step 1 (Master 1.13) to complete
to generate output numbers. question 4.

Thinking Extra Practice: Students can complete Extra Practice 1

✔ Students can determine the contents (Master 1.20).
of an Input/Output machine, given Extension: Students can complete the Additional Activity
a table of values. Code Breaker (Master 1.9).
Application
✔ Students can identify erroneous data in
a table of input and output numbers.

Recording and Reporting

Master 1.2 Ongoing
Observations: Number Patterns

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L E S S O N 2

Number Patterns

LESSON ORGANIZER 40–50 min

Curriculum Focus: Identify, extend, and create

number patterns. (6m60, 6m61)
Student Materials Optional
쐍 calculators 쐍 Step-by-Step 2 (Master 1.14)
쐍 Extra Practice 1 (Master 1.20)
Vocabulary: recursive pattern
Assessment: Master 1.2 Ongoing Observations:
125, 253, 509
Number Patterns 850, 2551, 7653
290, 288, 286

Key Math Learning

A number pattern may be described recursively. That is, the
pattern rule is applied successively to each term, rather than
to input numbers.

Numbers Every Day

Find “friendly” numbers for easier subtraction. Adjust the ones
and tens digits so they are the same, then readjust the answer.

BEFORE Get Started see how each term related to the one before it. I
multiplied each term by 2, and got 2, 10, 26, 58,
Discuss the number patterns preceding Explore.
122, …. I noticed that if I then added 3 to each
Students should identify the first pattern as
number, I got the pattern. So, the pattern rule is:
a shrinking pattern. The second pattern is an
Start at 1. Multiply by 2, then add 3 each time.)
alternating pattern. The third pattern is an
• How did you get the rule for the second
alternating growing pattern. Have students
pattern?
extend each pattern for several terms.
(I tried the same strategy as the first pattern. I
Present Explore. Encourage students to try to find noticed that each term, after the first, is 1 more
more than one way to describe each pattern. than a multiple of 3: 3, 9  1, 30  1, 93  1,
282  1, …. I multiply each term by 3, then add 1
to get the next term. So, the pattern rule is: Start at 3.
DURING Explore
Multiply by 3, then add 1 each time.)
Ongoing Assessment: Observe and Listen • What is the rule for the third pattern?
Ask questions, such as: (Start at 300. Subtract 2 each time.)
• What type of pattern is this? How do
• How did you find the pattern rule for the
you know?
first pattern?
(It is a shrinking pattern; the terms get smaller.)
(I subtracted terms and got 4, 8, 16, 32, so I knew
the rule was not multiplying each input number
by the same number. I used guess and check to

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REACHING ALL LEARNERS

Early Finishers
Have students find different rules for the patterns in Practice.
For example, the pattern rule in question 3c can be written
different ways.

Common Misconceptions
➤ Students have difficulty identifying recursive patterns
when the preceding term is multiplied by a constant
before another constant is added.
How to Help: Have students generate simple patterns first.
Begin at 1, multiply each term by 2, then add 1 to generate
1, 3, 7, 15, 31, …. Then have students begin at 1, multiply
each term by 2, then add 2 to generate 1, 4, 10, 22, ….
Continue with similar patterns, multiplying, then adding or
subtracting small numbers each time.

ESL Strategies
Students may have difficulty writing pattern rules. Allow them
to describe the rules orally or visually to you or to another
student during Practice exercises. Help students relate the
correct word to the operation they have said or drawn. Have
students highlight this in a notebook or journal that students
can use during assessments.

Making Connections
Math Link: Finding the distance a thunderstorm is away is just
one example of using a pattern rule for approximations. Patterning
rules can help estimate the amount of tax payable on an item or
convert between metric and imperial units.

AFTER Connect Practice

Review students’ patterns and the strategies In question 4b, some students may consider the
their classmates used to identify the patterns. pattern is not recursive because it is the square
Use the patterns in the text and the ones numbers. The pattern is recursive since each
students created to review recursive patterns. term is created by adding the next odd number
Each term after the first term is created by to the preceding term.
applying the same rule to the preceding term.
The first pattern preceding Explore and the Assessment Focus: Question 5
patterns in Explore are recursive. Students’ answers may vary from the simplest
Show students another way to describe the first pattern: “Start at 4. Add 3 each time;” to more
number pattern. complicated patterns, such as: “Start at 4.
1  1
5  4; 6  2
5  4; 11  3
5  4; Multiply by 8, then subtract 25 each time.”
16  4
5  4; 21  5
5  4 Students might try to “outdo” each other by
To get any term, multiply the term number by 5, using very large numbers.
then subtract 4. For example, the 20th term is
20
5  4  96.

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Sample Answers
1. a) 10, 15, 25, 45, 85,165
b) 10, 48, 238, 1188, 5938, 29 688
c) 10, 10, 10, 10, 10, 10
d) 10, 40, 190, 940, 4690, 23 440
2. All patterns have the same first term. The patterns in parts
a and b and in parts c and d have the same operations,
but the constants involved are reversed.
3. a) Multiply by 3, then subtract 2 each time; 244, 730; 19 684
b) Start at 250. Subtract 20 each time; 150, 130; 70
c) Start at 3. Multiply by 2, then subtract 2 each time;
34, 66; 514
d) Start at 2. Multiply by 2, then add 1 each time;
95, 191; 1535 Yes
5. 4, 7, 13, 25, 49 Multiply by 2, then subtract 1 each time. Yes
Yes
4, 7, 16, 43, 124 Multiply by 3, then subtract 5 each time. Yes
4, 7, 10, 13, 16 Add 3 each time.
4, 7, 28, 175, 1204 Subtract 3, then multiply by 7 each time.
6. a) 54; Start at 5. Multiply by 2, then add 2 each time; 894
b) 243; Start at 300. Multiply by 3, then subtract 2 each
time; 167

REFLECT: To find the pattern rule for the pattern from question 4a,
I subtracted consecutive terms: 9  4  5; 19  9  10; ….
The difference doubles each time, so I think I need to multiply  55
 508
by 2. I checked: 4
2  8; 9
2  18; …. Each time the  88
 108
product is 1 less than it should be. So, I need to add 1 each
time. The pattern rule is: Start at 4. Multiply by 2, then add
1 each time.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Have students generate recursive patterns
✔ Students understand how a recursive first by adding a small number each time. Then proceed to
pattern is formed. multiplying by 2, and adding 1 each time. Gradually increase
the size of the numbers used to generate the patterns, and
Thinking include subtraction with multiplication.
✔ Students can identify the pattern Students can use Step-by-Step 2 (Master 1.14) to complete
rule for a given recursive pattern. question 5.
Application Extra Practice: Students do the Additional Activity It’s Getting
✔ Students can use a pattern rule to Smaller! (Master 1.10).
write a recursive pattern. Students can complete Extra Practice 1 (Master 1.20).
Communication Extension: Have students generate shrinking recursive
✔ Students can explain how they patterns. Ask them to predict when the pattern “breaks down,”
identify recursive pattern rules. then check their predictions.

Recording and Reporting

Master 1.2 Ongoing Observations:
Number Patterns

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L E S S O N 3

Patterns in Division

LESSON ORGANIZER 40–50 min

64, 8200, 4164, 72, 9974

Lesson Focus: Use patterns to explore divisibility rules.
They are all even. Student Materials Optional
쐍 calculators 쐍 Step-by-Step 3 (Master 1.15)
쐍 Extra Practice 2 (Master 1.21)
Vocabulary: multiple, divisibility rules
Assessment: Master 1.2 Ongoing Observations:
Number Patterns

Key Math Learning

Patterns in numbers with a particular factor can be summarized
as divisibility rules.

Curriculum Focus DURING Explore

In this lesson, students use patterns to explore divisibility Ongoing Assessment: Observe and Listen
rules. While this material is not a curriculum outcome,
Ask questions, such as:
this lesson is recommended as a prerequisite for
identifying composite numbers and prime numbers. • How do you know when a number is divisible
by 3?
(When I divide a number by 3, there is no remainder.)
BEFORE Get Started • What do you notice about the sums of
the digits?
The ability to quickly recognize divisibility
(All the sums are multiples of 3.)
with numbers other than 2 and 5 provides
a foundation for future success. • How can you check if a number is divisible
by 3, without dividing?
Write the numbers at the top of page 13 on
(I add the digits of the number. If the sum of the
the board. Allow students to take turns circling
digits is divisible by 3, then the number is divisible
the numbers that are divisible by 2. State a
by 3.)
divisibility rule for 2.
• What do you notice about the multiples of 4?
Present Explore. Ensure students understand
(In all the numbers, the tens and ones digits together
the problem.
are divisible by 4.)

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REACHING ALL LEARNERS

Early Finishers
Have students write or find divisibility rules for 15, 16, 18,
and 20.

Common Misconceptions
➤ Students have difficulty remembering the divisibility rule
for each number.
How to Help: Allow students to use a calculator to find
whether a number is a multiple.

Sample Answers
2. It has 10 as a factor.
3. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 117, 126,
135, 144, 153, 162, 171, 180; For any number divisible by
9, the sum of the digits is divisible by 9.
5. 732, 5028, 102 330; I chose each number by making
sure the ones digit was even and the sum of the digits
was divisible by 3.
6. a) If a number is divisible by 4, then it is also divisible by 2.
Any multiple of 8 is also a multiple of 4.

• How can you check if a number is divisible After discussing the divisibility rule for 6, ask:
by 4? • If a number is divisible by 3 and by 4, which
(If the number has 2 digits, I have to divide. If the other number is it divisible by? (12)
number has more than 2 digits, I divide the number • What is a divisibility rule for 12?
formed by the tens and ones digits by 4. If there is (If the sum of the digits is a multiple of 3, and if
no remainder, I know the number is divisible by 4.) the last 2 digits are divisible by 4, then the number
Listen for the language of mathematics as is divisible by 12.)
students discuss the patterns: “dividing
exactly,” “repeating decimals,” and other terms
Practice
that indicate an understanding of divisibility Students should use the divisibility rules to
and patterns. answer the questions. A calculator can be used
to check the answers.
Watch for students who try to use the same
divisibility rule for 4 as for 3. The sum of the
digits is not helpful for divisibility by 4. Assessment Focus: Question 6
Students should realize that, since 4 is a factor
of 8, any number that is divisible by 8 is also
AFTER Connect divisible by 4. So, the loop for 8 is contained in
Review the divisibility rules for 5, 6, and 8. the loop for 4. Also, since 2 is a factor of 4, the
Divisibility rules for 7 and 9 are covered in Practice. loop for 4 is contained in the loop for 2.

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b, c)
Divisible by 2
le
Divisib by 4
3, 4 4 3
1046 3662
3 3, 4 3 isible by 8
Div
7894
322 1008 460
1900 382
1784
54 224 28
1088
6 9 9
6 6, 9 Neither

7. Test 777, which is divisible by 7: 77  2
7  77  14  63;

63  7  9, so the rule works. Test 121, which is not divisible
by 7: 12  2
1  12  2  10; 10 is not divisible by 7,
so the rule works. The rule appears to work.

REFLECT: I chose 2520. It ends in 0, which is an even number,

so it is divisible by 2, by 5, and by 10. Add the digits. The
sum of the digits is divisible by 9, so the number is divisible
by 3 and by 9. Since the number is even, it is also divisible
by 6. The last 3 digits form a number that is divisible by 8,
so the number is divisible by 4 and by 8. Using the rule from
question 7, 252  2
0  252; 25  2
2  21; since 21
is divisible by 7, the number is divisible by 7.
 7500
 6000
 4200
 273
Numbers Every Day
Encourage students to explain the strategies they used to find
each product.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Students can use Step-by-Step 3
✔ Students understand the divisibility (Master 1.15) to complete question 6.
rules for 2 to 10, excluding 7. Extra Practice: Students can do the Additional Activity
Thinking Starting Point (Master 1.11).
✔ Students can solve problems related Students can complete Extra Practice 2 (Master 1.21).
to divisibility rules. Extension: Challenge students to find a divisibility rule for 11.
Communication Have students try to find as many different divisibility rules for
11 as they can.
✔ Students can explain how they
(Add alternate digits, for example, the 1st, 3rd, 5th, and so on,
identify whether a given number
then the 2nd, 4th, 6th, and so on. Subtract the sums. If the result
is a multiple of a certain number.
is 0 or 11, then the number is divisible by 11.)
Application
✔ Students can apply the divisibility rules
to identify multiples.
Recording and Reporting
Master 1.2 Ongoing Observations:
Number Patterns

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L E S S O N 4

Solving Equations

LESSON ORGANIZER 40–50 min

Curriculum Focus: Find the value of a missing number

in an equation. (6m63, 6m65, 6m66) Yes Yes No
Yes No Yes
Student Materials Optional
쐍 tetrahedrons 쐍 Step-by-Step 4 (Master 1.16)
쐍 2 colours of counters 쐍 Extra Practice 2 (Master 1.21)
쐍 What’s My Number
Game Board (Master 1.6)
Vocabulary: equation, inverse operation
Assessment: Master 1.2 Ongoing Observations:
Number Patterns

Key Math Learnings

1. A simple equation can be solved using a variety of
strategies, including guess and check.
2. The solution to an equation is the number that makes the
two sides of the equation equal.

BEFORE Get Started DURING Explore

Write the statements on page 16 of the Student Ongoing Assessment: Observe and Listen
Book on the board. Invite volunteers to circle As students play the game, listen and watch for
the statements that are equations. different strategies that students use to find the
Present Explore. Read the game instructions as a missing number. Ask questions, such as:
class. Use the following example to illustrate • How do you find the missing number when
what students are expected to do: Find the the operation is addition?
missing number to make this equation true: (I subtract the number added to the missing number
쏔  8  13 from the larger number on the other side of the
Do not solve the equation but have students equal sign.)
think of ways they might find the missing
• How do you find the missing number when
number.
the operation is subtraction?
After you copy Master 1.6, cut the paper to (I use guess and check with logical reasoning, until
separate the game boards. Give each pair of I reach the answer.)
students one game board.
• How do you find the missing number when
the operation is multiplication?
(I divide the number multiplied by the missing
number into the larger number on the other side
of the equal sign.)

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REACHING ALL LEARNERS

Early Finishers
Have students solve the equations on the game board they
did not use in Explore.

Common Misconceptions
➤ Students have difficulty making reasonable guesses for the
missing number(s) when they use guess and check to solve
an equation.
How to Help: Have students try changing the numbers in
an equation to “friendly” numbers or rounding the numbers
on each side of the equation to make an easier problem to
solve first.

• How do you find the missing number when one way to solve an equation, but there is
the operation is division? only one correct answer. When students use
(I multiply the number divided into the missing guess and check, encourage them to estimate
number with the number on the other side of the before guessing.
equal sign.)
Practice
AFTER Connect In questions 2 and 5, make sure students
understand that the square and the triangle
Have volunteers take turns to show how they
represent different numbers.
solved an equation on the game board. Ask:
Encourage students to draw diagrams for
• How did you solve the equations?
questions 4 and 6 as part of their solutions.
(I used guess and check until I got the correct answer.
In questions 3 and 5, students need to complete
I learned from each guess and check to change my
the operations where both numbers are known
guess higher or lower. Sometimes I used the inverse
before finding the missing number(s).
operation. For example, if the equation involved
multiplying, I used division to solve it.) Assessment Focus: Question 5
Review the equations from Connect. Ask Students need to simplify each equation first.
students which other strategies they could Because there is more than one number missing,
use to solve these equations. It is important there will be more than one possible answer.
for students to realize there may be more than

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Sample Answers
2. The pairs of whole numbers that have the product 36 are:
1
36, 2
18, 3
12, 4
9, or the reverse of each of
these pairs. I cannot use 6
6 since the different figures 41 42 142
represent different numbers. 59 53 55

5. a) Any pair of numbers with a difference of 3

b) 1  7, 2  6, 3  5, 6  2, 7  1, 8  0, 0  8
c) 1
48, 2
24, 3
16, 4
12, 6
8, 8
6, 12
4,
16
3, 24
2, 48
1
d) Any pair of numbers with a difference of 2 9 4
12 4
6 4
REFLECT: If the missing number is in an addition equation,
I subtract.
For example, 27  쏔  56; 쏔  56  27, so 쏔  29 11 m

If the missing number is subtracted in an equation, I subtract. 16
쏔  176

For example, 27  쏔  5; 쏔  27  5, so 쏔  22
If the missing number has a number subtracted from it, I add.
For example, 쏔  27  36; 쏔  36  27, so 쏔  63
If the missing number is multiplied, I divide.
For example, 11
쏔  297; 쏔  297  11, so 쏔  27
If the missing number is the divisor, I divide. 7  13  쏔  30
For example, 420  쏔  12; 쏔  420  12, so 쏔  35 10 m

If the missing number is the dividend, I multiply.

For example, 쏔  12  35; 쏔  12
35, so 쏔  420

 3314
 9326
Numbers Every Day
To add mentally, change the question into the sum of
“friendly” numbers.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Allow students to use a calculator with guess
✔ Students understand more than one and check if their numeracy skills are weak. Students can use
method for solving an equation. Step-by-Step 4 (Master 1.16) to complete question 5.

Thinking Extra Practice: Students can do the Additional Activity And

✔ Students can use an equation to solve the Number Is … (Master 1.12).
a problem. Students can complete Extra Practice 2 (Master 1.21).

Application Extension: Have students create a pair of equations that each

have two different missing numbers, but both equations contain
✔ Students can solve simple equations
the same missing numbers. For example: 왕
쏔  24 and
with one variable.
왕  쏔  11
Students trade equations with a classmate and solve their
classmate’s equations.

Recording and Reporting

Master 1.2 Ongoing Observations:
Number Patterns

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W O R L D O F W O R K

Fraud Investigator

Many different careers involve collecting Police look for patterns in how certain types of
information and analysing it for patterns or crimes are committed to help identify criminals.
trends. Discuss other careers that involve using Statisticians look for patterns in the data
patterns on the job. they collect to help predict future events.
Credit card companies keep track of the types The statistician could be a biologist, an
and places of spending by card holders. Any environmentalist, a geologist, or an economist.
changes in these spending habits may signal
possible theft of a credit card.

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L E S S O N 5

Exploring Integers

LESSON ORGANIZER optional

Lesson Focus: Use integers to describe quantities with size

and direction.
Student Materials Optional
쐍 calculators 쐍 Step-by-Step 5 (Master 1.17)
쐍 Extra Practice 3 (Master 1.22)
Vocabulary: integers
Assessment: Master 1.2 Ongoing Observations:
Number Patterns

Key Math Learnings

1. Integers are numbers that can be created from
subtraction patterns.
2. Integers appear in many areas of the real world.

Curriculum Focus Ask questions, such as:

In this lesson, students use integers to describe quantities • What is the pattern rule for the altitudes?
with size and direction. This material is not required by The temperatures? (Start at 1000. Add 300 each
the curriculum until grade 7. time. Start at 6. Subtract 2 each time.)
• How do you find each temperature?
(I subtract 2 from 6 to get 4; then I subtract 2 from 4
to get 2, and so on.)
BEFORE Get Started
Discuss the introductory temperature examples.
AFTER Connect
Present Explore. Encourage students to use their
Have a volunteer draw the completed chart on
patterning skills to complete the activity in Explore.
the board.

Altitude (m) Temperature (°C)

DURING Explore
1000 6
Ongoing Assessment: Observe and Listen
1300 4
Watch for students who want to subtract 1 each
1600 2
time in the temperature column. Since a 150-m
1900 0
altitude increase results in a 1°C temperature
decrease, then for double the change in altitude 2200 2
we should double the change in temperature. 2500 4

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REACHING ALL LEARNERS

Early Finishers
Have students draw number lines, then show each integer in
question 2 on a number line.

Common Misconceptions
123 ➤ Students have difficulty understanding why a scenario that
1
2
3
6 involves a debt or spending money can be represented by
a negative integer.
How to Help: Have students think about opposites. You may
have $10 or you may owe $10. You may earn $25 or you
may spend $25. For each situation, have students draw an
arrow on a number line and label it with a positive or a
negative integer.

ESL Strategies
Students who are unfamiliar with the language in Explore
may need some help understanding words such as “altitude”
and “sea level.” Be sure to pair these students with students
who can help them understand the language.

Numbers Every Day

Invite students to share the strategies they used to find
the numbers.

Ask: Assessment Focus: Question 3

• How did you know what the temperature at Students may create an altitude/temperature
2200 m was? chart as in Explore to estimate the temperature
(I continued the pattern. I kept subtracting 2. I thought at the top of the mountain. Students could
about a thermometer; 2°C below 0°C is 2°C.) determine the number of 150-m changes from
Review the thermometer and number line in 566 m to 2244 m and subtract this number from
Connect. Discuss other places students have used 23°C to represent the drop of 1°C every 150 m.
negative numbers. They could apply the same strategy to the
starting temperature of 9°C.
Practice
Students may write a  sign in front of a
positive number, but it is not necessary.

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Sample Answers
2. a) I earned $125 mowing lawns.
b) I spent $22 of the money I earned.
1
c) It is 900 m below sea level. 50
d) I flew at an altitude of 42 000 m above sea level. 11 000
400
e) I walked 4 steps forward.
3. a) The temperature is about 12°C at the top of the mountain.
I know the temperature decreases 2°C for each increase
of 300 m. I made a chart as I did in Explore.

Altitude (m) Temperature (°C)

566 23
866 21
1166 19
1466 17
1766 15
2066 13
2366 11

b) If the temperature is 9°C at the bottom, then the temperature

at the top is below 0°C because a drop of 12°C will go below
18°C 15°C
0°C. This can be illustrated using a chart similar to that in
24°C 27°C
part a. The temperature at the top of the mountain will be
about 2°C.

REFLECT: A height above sea level is represented by a positive

integer. For example, a plane flies at 10 000 m. A depth below
sea level is represented by a negative integer. For example, a
submarine travels at 50 m.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Have students use a real or model
✔ Students understand an integer thermometer to see the transition from positive numbers
represents a quantity with both to negative numbers in Explore.
size and direction. Students use Step-by-Step 5 (Master 1.17) to complete
question 3.
Application
✔ Students can use patterns to Extra Practice: Students can work with a partner to write
list integers. scenarios similar to those in question 1. One student writes a
✔ Students can represent integers scenario, then the other student writes an integer to illustrate it.
on a number line. Students can complete Extra Practice 3 (Master 1.22).
Extension: Have students make up a problem similar to that
in Explore or question 3. They could use an atlas to find the
height of a mountain. Students trade problems with a
classmate, then solve each other’s problem.

Recording and Reporting

Master 1.2 Ongoing Observations:
Number Patterns

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G A M E

Equation Baseball

LESSON ORGANIZER optional

Student Materials
쐍 number cube, labelled 1 to 6
쐍 Equation Baseball Game Cards (Master 1.7)
쐍 Equation Baseball Game Boards (Master 1.8)
쐍 game pieces

BEFORE Get Started DURING Game

Organize students into groups of 4. As students play the game, circulate and note
Invite volunteers to read through the game which expressions give the most difficulty. Be
directions. To ensure students understand sure to discuss strategies for solving these
how to play the game, have volunteers model expressions after the game has concluded.
a round of the game with you. Allow students to check the solution with a
Distribute game boards and sets of game cards. calculator if any disputes arise.
Ensure students understand that the circled
number tells how many bases you get to move AFTER
if you solve the expression correctly.
Invite students to discuss their experience
playing the game. Have them suggest revisions
or variations.

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L E S S O N 6

Strategies Toolkit

LESSON ORGANIZER 40–50 min

Lesson Focus: Get unstuck. (6m1, 6m7)

왕3
쏔5
Key Math Learning 쑗6
A variety of strategies can be used to get unstuck when solving
a problem.

BEFORE Get Started DURING Explore

Present the problem in Explore. Have students Ongoing Assessment: Observe and Listen
work in pairs to solve the problem. They Ask questions, such as:
should record the strategies they used to
• How did you solve the problem?
solve the problem.
(I used guess and check. Since 2  6 did not work,
I tried other pairs of numbers that sum to 8.)
• What other strategy could you use to solve
the problem?
(In the first equation, one square plus one triangle
equal 8. In the second equation, two triangles equal
one circle. I could use this information to write the
third equation 8  two triangles equal 14.)
• What number does each figure represent?
(왕  3; 쏔  5; 쑗  6)

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REACHING ALL LEARNERS

Early Finishers
Have students try to find another method for solving
the equations.

Common Misconceptions
➤ Students have difficulty seeing the relationships among
the equations.
How to Help: Explain to students that the same equation may
be expressed in a different way. A square plus a triangle  8
is the same as a triangle plus a square  8. Switching the
symbols in addition and multiplication statements may help
students see possible relationships among equations.

Sample Answers
1. The difference between each term and the previous term is
the sum of the previous 2 differences.
41, 67, 108
REFLECT: I had trouble solving Practice question 2. I had trouble
thinking about the problem with symbols, so I thought it
쑗4
through in words. For example, to figure out what number 쑗
왕8 represented, I thought of pairs of numbers with a difference
쏔5
of 4. Then I noticed in the second equation that the number
represented by 왕 is double the number represented by 쑗.

AFTER Connect
Discuss the strategies presented in Connect. Ask
students to share any experiences they have
had with difficult problems and the strategies
they used to get unstuck.

Practice
Encourage students to use the problem-solving
strategies to solve each problem.

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LESSON ORGANIZER 40–50 min

Assessment
Master 1.1 Unit Rubric: Number Patterns
Master 1.4 Unit Summary: Number Patterns

3 –4

7, 11, 15, 19, 23

7, 21, 63, 189, 567
7, 19, 55, 163, 487
7, 15, 31, 63, 127

Encourage students to show work in an 5. a) Recursive; multiply by 10 then add 1.

organized way so that their solutions show b) Recursive; add 10.
how they solved the problems. c) Not recursive
d) Recursive; multiply by 2 then add 9.
Sample Answers 6. a) 2, 9, 16, 23, 30, 37, . . .
1. b) Start at 2. Add 7 each time.
Input Output 7. Divisible by 5: a, b, e, f, since they end in a 0 or a 5.
1 2 Divisible by 8: a, c, e, since the last digit is even and the
last three digits are divisible by 8.
2 7
8. a) The loops should overlap because an even number
3 12 divisible by 9 will also be divisible by 6.
4 17 b)
Divisible by 6 Divisible by 9
5 22
6 27 5598 639
330
7 32 858 12 006
2295
8 37

4. a) 35, 40; start at 5, add 9, decrease the number you 10 217 187
add by 1 each time; 49
b) 370, 345; start at 470, subtract 25 each time; 270 9. b) 6 is divisible by 3.
c) 33, 65; start at 3, add 2, double the number you add
each time; 513
d) 41, 122; start at 1, add 1, triple the number you add
each time; 3281

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Yes; 9
No

129 122
6 4

8 16
17 13
12 6

12 cm

100
140

ASSESSMENT FOR LEARNING

What to Look For

Knowledge and Understanding

✔ Questions 1 and 3: Students create and extend patterns and write pattern rules.
✔ Question 9: Students understand the divisibility rules.

Thinking
✔ Questions 6, 8, and 12: Students apply patterning strategies to problem-solving situations.

Application
✔ Questions 2 and 4: Students recognize relationships and use them to summarize and
generalize patterns.
✔ Questions 10 and 11: Students solve simple equations with one variable.

Recording and Reporting

Master 1.1 Unit Rubric: Number Patterns
Master 1.4 Unit Summary: Number Patterns

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Crack the Code!

LESSON ORGANIZER 40–50 min

Student Grouping: 2
Assessment:
Master 1.3 Performance Assessment Rubric: Crack the Code!
Master 1.4 Unit Summary: Number Patterns

Sample Response Part 3

Part 1 A sample secret message to encode: PATTERN
Place-value chart for base 2 P is the 16th letter of the alphabet. In binary code:
1(16)  0(8)  0(4)  0(2)  0(1)  10000
Base 10 Base 2 A is the 1st letter of the alphabet. In binary code: 1
16s 8s 4s 2s 1s
Number Number
T is the 20th letter of the alphabet. In binary code:
1 1 1
1(16)  0(8)  1(4)  0(2)  0(1)  10100
2 1 0 10
E is the 5th letter of the alphabet. From the chart, 5 is 101
3 1 1 11
in base 2.
4 1 0 0 100
R is the 18th letter of the alphabet. In binary code:
5 1 0 1 101
1(16)  0(8)  0(4)  1(2)  0(1)  10010
6 1 1 0 110
N is the 14th letter of the alphabet. In binary code:
7 1 1 1 111
1(8)  1(4)  1(2)  0(1)  1110
8 1 0 0 0 1000 The message would be:
9 1 0 0 1 1001 10000, 1, 10100, 10100, 101, 10010, 1110
10 1 0 1 0 1010

Part 2
10011 1(16)  0(8)  0(4)  1(2)  1(1)
 16  2  1 = 19 S
1101  1(8)  1(4)  0(2)  1(1)  8  4  1  13 M
1001  1(8)  0(4)  0(2)  1(1)  8  1  9 I
1100  1(8)  1(4)  0(2)  0(1)  8  4  12 L
101 1(4)  0(2)  1(1)  4  1  5 E
The message is SMILE.

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Reflect on the Unit

I have used patterns from Input/Output machines. In these
patterns, the output is related to the input. These patterns could
be described using the Input/Output machine as the pattern rule,
or the input and the output could each be described by a recursive
pattern rule. I used patterns to find divisibility rules for the numbers
from 2 to 9. I also used patterns to solve simple equations with one
variable and more complex equations with 2 or more variables.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Make the problem accessible.
✔ Students understand how to extend Some students may have difficulty working with the base 2
the pattern in the base 2 chart. number system. They may benefit from scaffolding the steps.
Ask questions, such as:
Thinking
✔ Students can create and solve a • What digits can be used in a base 2 number?
message using the binary code. • What patterns do you see in the base 2 numbers?

Application Some students may need to continue the base 2 chart beyond
the number 10 and write the appropriate letter beside each
✔ Students can use the pattern of place
number. Other students may only need a list of the alphabet
values to decode the message.
and the base 10 number associated with each letter for
easier decoding.

Recording and Reporting

Master 1.3 Performance Assessment Rubric: Crack the Code!
Master 1.4 Unit Summary: Number Patterns

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Evaluating Student Learning: Preparing to Report:

Unit 1 Number Patterns
This unit provides an opportunity to report on the Patterning and Algebra strand. Master 1.4 Unit Summary:
Number Patterns provides a comprehensive format for recording and summarizing evidence collected.
Here is an example of a completed summary chart for this Unit:
Most Consistent Level of Achievement*
Strand: Knowledge and Thinking Communication Application Overall
Patterning and Algebra Understanding
Ongoing observations 3 2 4 3 3
Work samples or 3 3 3 3 3
portfolios; conferences
Show What You know 3 3 3 3 3
Unit Test 3 2 4 3 3
Unit Problem: 3 3 3 3 3
Crack the Code!
Achievement Level for reporting 3

Recording How to Report

Ongoing observations Use Master 1.2 Ongoing Observations: Number Patterns to determine the most consistent
level achieved in each category. Enter it in the chart. Choose to summarize by achievement
category, or simply to enter an overall level.
Observations from late in the unit should be mostly heavily weighted.
Portfolios or collections of Use Master 1.1 Unit Rubric: Number Patterns to guide evaluation of collections of work and
information gathered in conferences. Teachers may choose to focus particular attention on the
work samples; conferences Assessment Focus questions.
or interviews Work from later in the unit may be more heavily weighted.
Show What you Know Teachers may choose to assign some or all of these questions. Master 1.1 Unit Rubric:
Number Patterns may be helpful in determining levels of achievement.
Unit Test Master 1.1 Unit Rubric: Number Patterns may be helpful in determining levels of achievement.

Unit performance task Use Master 1.3 Performance Assessment Rubric: Crack the Code!. The Unit Problem offers a
snapshot of students’ achievement. In particular, it shows their ability to synthesize and apply
what they have learned.
Student Self-Assessment Note students’ perception of their own progress. This may take the form of an oral or written
comment, or self-rating.
Comments Analyse the pattern of achievement to identify strengths and needs. In some cases, specific
actions may be planned to support the learner.

Learning Skills Ongoing Records

PM 4: Learning Skills Check List PM 10: Summary Class Records: Strands
Use to record and report throughout a reporting period, rather PM 11: Summary Class Records: Achievement Categories
than for each unit and/or strand. PM 12: Summary Record: Individual
Use to record and report evaluations of student achievement over
clusters, a reporting period, or a school year.
These can also be used in place of the Unit Summary.

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Master 1.1 Unit Rubric: Number Patterns

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding
• shows understanding of demonstrates limited demonstrates some demonstrates demonstrates thorough
concepts by demonstrating understanding in understanding in considerable understanding in
and explaining: demonstrations and demonstrations and understanding in demonstrations and
– mathematical explanations of: explanations of: demonstrations and explanations of:
relationships among and – mathematical – mathematical explanations of: – mathematical
between patterns relationships among relationships among – mathematical relationships among
– patterning rules (and and between and between relationships among and between
choice of a pattern rule) patterns patterns and between patterns
– multiples and factors; – patterning rules – patterning rules patterns – patterning rules
prime and composite – multiples and – multiples and – patterning rules – multiples and
numbers (to 100) factors; prime and factors; prime and – multiples and factors; prime and
composite numbers composite numbers factors; prime and composite numbers
(to 100) (to 100) composite numbers (to 100)
(to 100)
Thinking
• plans and effectively uses patterning uses patterning uses patterning uses patterning
carries out patterning strategies to pose and strategies to pose and strategies to pose strategies to pose
strategies to pose and solve problems with solve problems with and solve problems and solve problems
solve problems limited effectiveness some effectiveness with considerable with a high degree
effectiveness of effectiveness

Communication
• explains reasoning and limited effectiveness; some effectiveness; considerable a high degree of
procedures clearly, using unable to explain explains reasoning and effectiveness; explains effectiveness; explains
appropriate terminology reasoning and procedures with some reasoning and reasoning and
and symbols procedures clearly; clarity and use of procedures clearly, procedures clearly and
rarely uses appropriate appropriate terms and using appropriate precisely, using the
terms and symbols symbols terms and symbols most appropriate terms
and symbols

Application
• applies number patterning applies patterning applies patterning applies patterning applies patterning
skills and concepts skills with limited skills with some skills with considerable skills with a high
appropriately to: effectiveness; makes effectiveness; effectiveness; degree of
– identify, extend, and major errors or somewhat accurate generally accurate effectiveness; accurate
create patterns omissions in: with several minor with few minor errors and precise with very
(2 variables) – identifying, errors or omissions in: or omissions in: few or no errors in:
– analyse pattern rules extending, and – identifying, – identifying, – identifying,
– find the value of a creating patterns extending, and extending, and extending, and
missing term or factor (2 variables) creating patterns creating patterns creating patterns
and make connections to – analysing pattern (2 variables) (2 variables) (2 variables)
real-world applications rules – analysing pattern – analysing pattern – analysing pattern
of integers – finding the value rules rules rules
of a missing term – finding the value – finding the value – finding the value
or factor of a missing term of a missing term of a missing term
or factor or factor or factor
makes limited makes somewhat makes considerably makes highly effective
connections to real- effective connections effective connections connections to real-
world applications to real-world to real-world world applications
of integers applications of integers applications of integers of integers

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Master 1.2 Ongoing Observations: Number Patterns

The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all
that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning.

STUDENT ACHIEVEMENT: Number Patterns

Student Knowledge and Thinking Communication Application
Understanding
• Demonstrates and • Uses patterning • Explains reasoning • Accurately uses
explains pattern strategies to pose and procedures patterning skills to:
rules, relationships, and solve problems clearly, using – identify, extend, and
multiples, and factors; appropriate terms create patterns
prime and composite – find the value of a
numbers missing term/factor
– multiply and divide

Level 1 – very limited; Level 2 – somewhat or limited; Level 3 – satisfactory; Level 4 – thorough

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Master 1.3 Performance Assessment Rubric:

Crack the Code!

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding
• shows understanding demonstrates limited demonstrates some demonstrates demonstrates thorough
of number patterns in understanding in understanding in considerable understanding in
explanations of procedures explanations of explanations of understanding in explanations of
and results procedures and results procedures and results explanations of procedures and results
procedures and results

Thinking
• plans and effectively uses patterning uses patterning uses patterning uses patterning
carries out patterning strategies to decode strategies to decode strategies to decode strategies to decode
strategies to decode and and create messages and create messages and create messages and create messages
create messages using using binary code with using binary code with using binary code with using binary code with
binary code limited effectiveness some effectiveness considerable a high degree of
effectiveness effectiveness

Communication
• expresses and organizes limited effectiveness; some effectiveness; considerable a high degree of
procedures, results, and unable to express and expresses and effectiveness; effectiveness;
reasoning clearly organize procedures, organizes procedures, expresses and expresses and
results, and reasoning results, and reasoning organizes procedures, organizes procedures,
clearly with some clarity results, and reasoning results, and reasoning
clearly clearly

Application
• applies number patterning limited effectiveness; some effectiveness; considerable high degree of
skills and concepts makes major errors somewhat accurate in effectiveness; effectiveness; accurate
appropriately to complete or omissions in completing a place- generally accurate in and precise in
a place-value chart for completing a place- value chart for base 2, completing a place- completing a place-
base 2 value chart for base 2 with several minor value chart for base 2, value chart for base 2,
errors or omissions with few minor errors with very few or
or omissions no errors

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Master 1.4 Unit Summary: Number Patterns

Review assessment records to determine the most consistent achievement levels for the assessments conducted.
Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying
levels for each achievement category.

Most Consistent Level of Achievement*

Strand: Knowledge and Thinking Communication Application Overall
Patterning and Algebra Understanding
Ongoing Observations

Work samples or
portfolios; conferences
Show What You Know

Unit Test

Unit Problem:
Crack the Code!
Achievement Level for Reporting

*Use Ontario Achievement Levels 1, 2, 3, 4.

Self-Assessment:

Comments: (Strengths, Needs, Next Steps)

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Master 1.5 To Parents and Adults at Home …

Your child's class is starting a mathematics unit on number patterns. Understanding

and producing patterns are important skills that help develop your child's number
sense and algebraic reasoning skills.

Patterns occur in nature, art, and many everyday activities. Patterns can be
described using numbers, words, models, and formulas.

In this unit, your child will:

• Write a pattern rule for a number pattern.
• Identify, extend, and create patterns.
• Use patterns to pose and solve problems.
• Use patterns to explore divisibility rules.
• Find the value of a missing term or factor.
• Use patterns to explore integers.

Patterns occur in many forms. Help your child see the patterns that occur in his or her
everyday life — in pictures, numbers, or sequences of performing steps.

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Master 1.6 What’s My Number? Game Boards

1 2 3 4

1 8 × F = 112 216 = 48 + F F – 89 = 24 9 × F = 279

2 F + 76 = 145 245 = F × 7 F – 23 = 98 318 = 279 + F

3 514 + F = 629 136 = 230 – F 648 = 9 × F F ÷ 7 = 81

4 F – 108 = 47 96 + F = 147 5 × F = 240 229 = 38 + F

1 2 3 4

1 717 = 402 + F 223 = 87 + F F ÷ 9 = 83 9 × F = 297

2 F + 314 = 541 6 × F = 306 F – 32 = 81 318 = 59 + F

3 496 = 8 × F 173 = 221 – F 118 + F = 294 F – 91 = 33

4 F – 213 = 46 74 + F = 147 5 × F = 255 480 = F × 12

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Master 1.7 Equation Baseball Game Cards

c d e f
F÷7=3 8 × F = 56 4802 + F = 7803 6 × 8 = 24 + F
c d e f
F – 13 = 22 7 × F = 84 17 + 17 = 20 + F F × 9 = 30 – 3
c d e f
19 + F = 51 67 + 43 = F 20 × 21 = F 255 + 345 = F × 9
c d e f
22 – F = 3 F × 9 = 108 F ÷ 8 = 70 26 + 24 = 500 ÷ F
c d e f
57 + F = 78 15 × F = 150 16 × 3 = 8 × F 639 ÷ F = 71
c d e f
F – 26 = 43 83 – 44 = F 700 ÷ F = 140 28 + 53 = F × 9
c d e f
9 × F = 54 1 + 21 + F = 67 7×9=F×3 28 ÷ F = 12 ÷ 3
c d e f
180 ÷ 10 = F 444 ÷ 4 = F 15 × 2 = F ÷ 2 450 – 120 = F – 90
c c d e
F + 43 = 79 77 + 90 = F 328 ÷ 8 = F F× = 60
c c d e
F ÷ 10 = 35 10 × 12 = F F – 225 = 500 F÷ =5
c d d e
23 + F = 40 15 × 99 = F 7 × 4 × 25 = F F× = 108
c d d e
46 – F = 16 14 × 7 = F 4 × 50 = 2 × F F÷ =7
c d d e
49 ÷ F = 7 13 + 60 + 17 = F 50 × 50 = F 22 – 22 = 361 × F

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Master 1.8 Equation Baseball Game Board

Score Cards
Names Scores

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Master 1.9 Additional Activity 1:

Code Breaker

Here is part of a codebook.

Actual A B C D E
New Letter O T Y D I

Work with a partner.

¾How is the code created?

¾Explain why D remained D.

¾Complete the code table for the rest of the alphabet.

¾Decode the following message:

AII EGK ROFIV

Take It Further:
Create your own codebook.
Use it to create a coded message.
Trade messages with another pair of students.
Try to crack your classmates’ code.

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Master 1.10 Additional Activity 2:

It’s Getting Smaller!

Work on your own.

¾Begin with 1 000 000.

¾Make up a pattern rule for a shrinking pattern.

¾Write the first 7 terms of your pattern.

¾Trade patterns with a classmate.

¾Write the pattern rule for your classmate’s pattern and write the next 3 terms.

Take It Further:
What is the total number of terms in your pattern?
All the terms must be 0 or greater.

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Master 1.11 Additional Activity 3:

Starting Point

Work on your own.

¾Write a pattern rule with two operations.

For example: Multiply by 2, then add 1.

¾Choose 3 different starting numbers.

Apply the pattern rule to each number.
Write the first 10 terms for each pattern.

¾Compare the terms in each pattern.

Describe any similarities among the patterns.
How often do numbers divisible by 2 appear?

¾Look for numbers divisible by 3, 5, 9, or other numbers.

Describe any patterns where these numbers appear.

¾Extend your patterns to check your ideas.

Take It Further:
Trade patterns with a classmate.
Identify your classmate’s pattern rules.

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Master 1.12 Additional Activity 4:

And the Number Is …

Work with a partner.

¾Take turns to write a simple equation with one missing number

and one operation.

¾Have your partner solve the equation.

Take It Further:
Write and solve equations with more than one missing number
and/or more than one operation.

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Master 1.13 Step-by-Step 1

Lesson 1, Question 5

The table shows the input and output from a machine

Input Output
with two operations.
1 5
Step 1 What is the pattern rule for the output numbers? 2 9
3 13
______________________________________
4 17
______________________________________
5 21
6 25

Step 2 List the first six multiples of 4.

____________________________________________________________
Compare the multiples of 4 with the
output numbers. What do you notice?
____________________________________________________________

Step 3 What do you do to each input number

to get each output number?
____________________________________________________________

Step 4 Use your rule from Step 3. Input Output

Find the output for each input number: 7
28
9
10

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Master 1.14 Step-by-Step 2

Lesson 2, Question 5

The first two terms of a recursive pattern are 4 and 7.

Step 1 How can you get 7 from 4? Find the missing number.
4 + ____ = 7
Use this number and operation to write the next 3 terms:
4, 7, ____, ____, ____
Write the pattern rule for this pattern.
____________________________________________________________

Step 2 How can you get 7 from 4 using multiplication followed by subtraction?
Find the missing numbers: 4 × ____ – ____ = 7
Use these numbers and operations to write the next 3 terms:
4, 7, ____, ____, ____
Write the pattern rule for this pattern.
____________________________________________________________

Step 3 Can you get 7 from 4 using addition followed by multiplication?

If so, find the missing numbers: (4 + ____) × ____
If possible, write the next 3 terms and write the pattern rule for this pattern.
4, 7, ____, ____, ____
____________________________________________________________

Step 4 Try different numbers and operations.

Write any other recursive patterns you find that begin with 4, 7, ….
____________________________________________________________

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Master 1.15 Step-by-Step 3

Lesson 3, Question 6

Step 1 Which of these numbers is divisible by 2? By 4? By 8?

1046 322 460 1784 28
54 1088 224 382 3662
If a number is divisible by 4, it is also divisible by _____.
If a number is divisible by 8, it is also divisible by _____ and by _____.

Step 2 Draw a Venn diagram with 3 loops.

Label the loops “Divisible by 2,” “Divisible by 4,” and “Divisible by 8.”
How did you draw the loops? Why did you draw them that way?

____________________________________________________________
____________________________________________________________

Step 3 Sort the numbers from Step 1 into the Venn diagram in Step 2.
How did you know where to place each number?
____________________________________________________________

Step 4 Write 3 different 4-digit numbers: _____, _____, _____

Place each number in the Venn diagram in Step 2.

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Master 1.16 Step-by-Step 4

Lesson 4, Question 5

Step 1 To solve the equation F – = 7 – 4:

Find the difference: 7 – 4 = _____
Find another pair of numbers whose difference
is equal to the difference above: 7 – 4 = ____ – ____

Step 2 To solve the equation 5 + 3 = F + :

Find the sum: 5 + 3 = _____
Find another pair of numbers whose sum
is equal to the sum above: 5 + 3 = ____ + ____

Step 3 To solve the equation 16 × 3 = F × :

Find the product: 16 × 3 = _____
Find another pair of numbers whose product
is equal to the product above: 16 × 3 = ____ × ____

Step 4 To solve the equation 8 – 6 = F – :

Find the difference: 8 – 6 = _____
Find another pair of numbers whose difference
is equal to the difference above: 8 – 6 = ____ – ____

Step 5 For each equation in Steps 1 to 4, explain how you chose the numbers.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Master 1.17 Step-by-Step 5

Lesson 5, Question 3

For every 150 m above sea level, the temperature decreases about
1°C. The Brienzer-Rothorn Railway takes passengers from an
altitude of 566 m to an altitude of 2244 m on the Rothorn mountain.

Step 1 Suppose the temperature at the bottom of the mountain is 23°C.

Complete the table. Predict the temperature at the top of the mountain.
__________________________
Altitude (m) Temperature (°C)
__________________________
566 23
__________________________
716
__________________________
866

Step 2 Now suppose the temperature when you get on the train at the bottom of
the mountain is 9°C. Will the temperature at the top of the mountain be
above or below 0°C? Explain how you know.
___________________________________________________________
___________________________________________________________

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Master 1.18 Unit Test: Unit 1 Number Patterns

Part A
1. Complete the table for this Input/Output machine.

Input Output
2
3
4
5
6

2. Write the first 5 terms for this pattern rule: Start at 2. Multiply by 3, then
subtract 1 each time: _____, _____, _____, _____, _____

3. How can you tell if 1245 is divisible by 3 and by 5?

________________________________________________________________
________________________________________________________________

4. Use an integer to represent each situation.

a) Regean spent $14 on her new shirt. _________
b) Katherine won $50 in the art contest. _________

Part B
5. Draw an Input/Output machine that would give Input Output
the numbers in the table. 1 1
2 5
3 9
4 13
5 17

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Master 1.18b Unit Test continued

6. Write the next two terms in this pattern: 4, 5, 7, 11, 19, _____, _____
Then write the pattern rule.
________________________________________________________________

7. Which of these numbers is divisible by 4? By 9? How do you know?

140 612 150 7590 1089
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

8. Find each missing number.

a) 14 + 17 = _____ + 8 b) 32 × 4 = _____ × 16
c) 24 ÷ 6 = 28 ÷ _____ d) 12 – _____ = 21 – 14

9. Which of these patterns are recursive?

Explain how you know.
a) 2, 5, 8, 11, 14, … b) 1, 6, 4, 9, 7, 12, 10, …
c) 1, 3, 9, 27, … d) 4, 12, 6, 18, 9, 27, …
________________________________________________________________
________________________________________________________________

Part C
10. The first two terms of a recursive pattern are 3 and 7. What might the pattern be?
Give two different answers. Write the pattern rule for each pattern.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Master 1.18c Unit Test continued

11. Draw a Venn diagram with 2 loops labelled “Divisible by 10” and “Divisible by 6.”
How did you know how to draw the loops?
Sort these numbers.
2325 570 3135 186
6750 882 5110 10 830

________________________________________________________________
________________________________________________________________

12. The perimeter of an isosceles triangle is 19 cm.

The length of the unequal side is 5 cm.
What is the length of each of the other two sides?
________________________________________________________________
________________________________________________________________

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Master 1.19 Unit Test Sample Answers

Unit Test – Master 1.18 9. a and c are recursive because the next term
is produced by a set of operations on the
previous term.
Part A
1. Input Output Part C
10. 3, 7, 11, 15, 19, 23, …; Start at 3.
2 0 Add 4 each time.
3 3 3, 7, 15, 31, 63, 127, …; Start at 3.
Multiply by 2, then add 1 each time.
4 6
5 9 11.

6 12

2. 2, 5, 14, 41, 122

3. 1245 is divisible by 3 because the sum of the

digits is divisible by 3.
It is divisible by 5 because the ones digit is 5.

4. a) –14 I overlapped the loops because numbers such

b) +50 as 30 and its multiples are evenly divisible by 6
and by 10.
Part B
5. 12. 7 cm

6. 35, 67; Start at 4. Multiply by 2, then subtract 3

each time.

7. Divisible by 4: 140, 612; The number formed

by the last 2 digits is divisible by 4.
Divisible by 9: 612, 1089; The sum of the digits
is divisible by 9.

8. a) 23 b) 8 c) 7 d) 5

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Extra Practice Masters 1.20–1.23

Go to the CD-ROM to access editable versions of these Extra Practice Masters.

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Program Authors
Peggy Morrow
Ralph Connelly
Jason Johnston
Bryn Keyes
Don Jones
Michael Davis
Steve Thomas
Jeananne Thomas
Nora Alexander
Linda Edwards
Ray Appel
Cynthia Pratt Nicolson
Carole Saundry
Ken Harper
Jennifer Paziuk
Maggie Martin Connell
Sharon Jeroski
Trevor Brown

Copyright © 2006 Pearson Education Canada Inc.

All Rights Reserved. This publication is protected by copyright,

and permission should be obtained from the publisher prior to
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transmission in any form or by any means, electronic, mechanical,
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