Working With the Definition of Linear Patterns

Working with the Definition of Linear Patterns

My definition

A Non- traditional pattern is a pattern but it does not repeat regularly in any order. Some fabrics and wallpapers are like this.

Formal Definition

”Non-traditional patterns are simply patterns that do not follow a repetitive format.”

From Teaching Algebra to Middle School Students, Module 4-A, Key Information):

Kid friendly definition

Linear pattern– It is a form of displaying data collected. Look for what they repeated to get the new number.  This is the pattern. You must figure out the amount that the first number has changed. If 1 is 10 than 2 is 20. The variable is what you did to get the sum or product. In this case, the variable is ×10. # of cd’s × v = Total cost.

X                            y

# of   cd’s	Total   cost
1	10
2	20
3	30

Formal Definition

Linear Pattern-When a pattern in a number sequence in added or subtracted by the same number every time.

Read more: http://wiki.answers.com/Q/What_is_the_definition_of_a_linear_pattern#ixzz1liFp2Ght

Comparison- I state a pattern is something that repeats, which could be a number. They state the number sequence is always change by the same number, which is a form of repetition. You are always adding, subtraction or multiplying by the same number. I refer to the number that you always multiply as a variable. I feel their definition is simpler to the point, but mine has visuals.

So it goes without saying that I feel the best way for to help students learn the formal definition is to provide them with visuals and/ or have them experience working with a pattern for a purpose.  Using examples of patterns that are familiar to the students already would help in the understanding. While exploring online examples of linear patterns I came across a simple example about chairs around a square table, and how many chairs would you need if you had 25 tables. It was labeled for 3-5 grades, but I think for an introduction activity used to try to get the students to understand the definition, it was great. It could also be tweaked to make it a harder problem by using round or rectangle tables. What I liked best is the students could actually act out the problem by using the desk and chairs in the classroom. To draw in the girl’s interest I saw an example on making knot bracelets or beaded necklaces.