# One One

## Complete the following pattern:

1

1,1

2,1

1,2,1,1

1,1,1,2,2,1

3,1,2,2,1,1

1,3,1,1,2,2,2,1

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Topics: Starter | Sequences

• Transum,
•
• Strange that there have, as yet, been no teacher comments for this starter. Does everyone understand it or is it a less visited starter as the date falls in school holidays for a number of schools?
An effective way to reveal the answer if no one in the class gets it is by asking the students to 'say what they see'. So the first line they may say they see one one (which is recorded as the second line). The second line can be described as two ones (which is recorded as the third line). The third line is one two and one one etc.
Difficult to write... hope you understand!
• Andrew McMahon, Jumeirah Bacc School, Dubai
•
• I made a riddle for my class....
I also told them that it wasn't too mathematical and to think outside the box.
• Glenda Collis, Elgin, Moray
•
• Children found this one really tricky as they wanted to 'add'. It was very clever and great to allow the children to think 'out of the box'.
• MR Hall,
•
• I love this starter so simple when you read it line by line.
• MYP1 ICS, London
•
• ICS London students really enjoyed this starter. As a class we started by reciting out loud the sequence and listening to our voices. The students were reminded to not think about any maths operations when completing this sequence. By reading out loud the sequence, a student picked up on the plurals. This got the class started, and they were able to work out the sequence.
A really enjoyable "starter" but lasted 45 minutes.
• Cassie Menne, Campbelltown
•
• I remember this from when I was at uni ...and I have used it to try to get kids to look at problems differently.

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## Extension

In what row will the number 4 first appear?

In what row will the number of terms equal 20?

What would happen if this pattern started with a different number instead of one?

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