Grade 7 Math Lesson 1.5 Patterns and Relationships in Tables

Daniel Edey2 minutes read

Lesson 1.5 explains patterns and relations in tables by introducing input-output machines, where numbers are substituted into relations to produce outputs. Relations in math involve coefficients and variables, with exercises focusing on calculating outputs based on given inputs and deducing relations from input-output tables.

Insights

  • In Lesson 1.5, students learn about input-output machines, where an input number undergoes a mathematical operation to produce an output, helping understand relations in tables.
  • The lesson emphasizes the importance of substituting numbers into relations to calculate outputs, with examples like X + 4 or 3 times X minus 4, teaching students to analyze patterns in input-output tables to deduce the underlying mathematical operations.

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Recent questions

  • What is the focus of Lesson 1.5?

    Patterns and relations in tables

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Summary

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Understanding Relations and Patterns in Mathematics

  • Lesson 1.5 focuses on patterns and relations in tables, teaching how to substitute numbers into relations and create tables from them.
  • The concept of input-output machines is introduced, where an input undergoes a mathematical operation to produce an output.
  • A relation in mathematics involves coefficients, variables, and constants, with the input being the starting number and the output being the result after applying the relation.
  • Using examples like X + 4, the process involves substituting the input number into the relation to calculate the output.
  • Applying the same process to a relation like 3 times X minus 4, involves substituting the given number for X and calculating the output.
  • Practical exercises include determining outputs for given inputs using relations like 2X plus 8 or 3X minus 2.
  • The final task involves deducing the relation from a given input-output table by analyzing the pattern in the outputs and determining the mathematical operation needed to reach each output.
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