# Intersecting sequences inquiry

# The prompt

**Mathematical inquiry processes: **Notice connections; generate examples and counter-examples; conjecture and generalise. **Conceptual field of inquiry: **Linear sequences; term-to-term and position-to-term rules; algebraic expressions.

On first viewing, the prompt seems closed. Two expressions give linear sequences from which the common terms are combined to make a third sequence. The expression for the nth term of the new sequence is then deduced. However, this inquiry has generated a variety of questions about sequences. It has also led to highly focussed classes who become engrossed in trying to produce a general rule that connects the first two expressions to the third one.

The prompt suggests that for two expressions of the form *an *+ *b* and *cn *+ *d*, the expression for the nth term of the intersecting sequence is (*ac*)*n *+ *d*. This attempt to generalise turns out to be premature, as a counter-example shows. 2*n* + 1 and 4*n* – 3, for example, give an intersecting sequence expressed by 4*n* + 1. More intriguingly, perhaps, are 2*n* + 1 and 6*n* – 1, which give 6*n *– 1. The example of 4*n *– 3 and 6*n* – 1 is also instructive because they lead to 12*n *– 7. Ultimately, students realise that the coefficient of n in the intersecting sequence is the lowest common multiple of the coefficients of n in the original sequences.

The prompt teaches students an important lesson in their search for a 'rule' about the constant: there is not always a neat solution, or at least one that can be arrived at through spotting patterns. Indeed, at times, each new case seems to contradict a generalisation from the previous ones. Students can begin to appreciate that explaining the inner workings of one case is often better than producing more examples.

## Lines of inquiry

Classes have taken this prompt in different directions. At the start, students often aim to reproduce the procedure in the prompt with their own examples, developing fluency in finding an expression for the nth term as they do so. After that, different pathways have developed, including a group of year 8 students who looked at intersecting quadratic sequences using a spreadsheet.

Another pathway involves inquiring into combinations of even and odd numbers as the coefficients and constants of the first two expressions. For example, if the two expressions are *an* + *b* and *cn *+ *d, *then* a *and *b* could be odd and *c* and* d* even (see 'More inquiry pathways' below).

# Online inquiry

During the 2021 UK lockdown, **Andrew Blair**** **used the intersecting sequences prompt to run an online inquiry with his year 7 mixed attainment class. He reports on the course of the inquiry:

We had carried out one online inquiry before (into the number line prompt). Compared to our face-to-face inquiries in the classroom, I had to structure that inquiry far more and, consequently, it was less responsive to students' emerging questions (see the report **here**). Even though I had planned to involve students more through the **regulatory cards** this time, the second inquiry followed a similar course to the first one.

The inquiry started with a tremendous burst of energy as students posed questions about the prompt using sticky notes on a Jamboard (picture above). They noticed the common terms in the three sequences, tried to find a connection between the sequences and started to speculate about one of the algebraic expressions as the "formula of the sequence".

Importantly for the construction of an understanding of position-to-term rules, one student linked the sequences to times tables. I was able to use her idea to describe a linear sequence as a shift of a times tables.

We then used the cards to propose ways forward, but it proved difficult to keep track of the suggestions. In the classroom I might suggest that students with similar ideas or identified weaknesses could work together in mutually supporting groups, but we had not yet developed the levels of independence and initiative to do this successfully online.

In the end, I structured the inquiry through the slides that we had become accustomed to using through Google Classroom. There were two lines of inquiry based on term-to-term rules or position-to-term rules.

March 2021

# Conjectures and proof

## Conjectures about the* *nth term

*nth term*

Students often make the conjecture that the coefficient of *n* for the intersecting sequence is the product of the coefficients in the two position-to-term rules. On finding counter-examples, they change the conjecture to include dividing by the highest common factor of the coefficients. However, conjectures about the constant will take many forms depending on their examples. You can read three conjectures from year 7 students **here**.

## Chinese remainder theorem

In his book *Getting the Buggers to Add Up*,* ***Mike Ollerton**** **writes about an intersecting sequences investigation that starts with students (numbered 1 to *n*) standing in a circle. He contacted* *Inquiry Maths to suggest that the prompt is related to the **Chinese Remainder Theorem**. A procedure can be derived from the theorem to find an expression for the *n*th term of an intersecting sequence. The procedure uses modular arithmetic to produce an equation that can then be adapted to create the *n*th term. These **notes** give two examples.

**Mike Ollerton** writes widely about ideas for teaching mathematics and can be contacted through his **website**.

## Prompts from conjectures

**Shawki Dayekh**, a teacher of mathematics in London (UK), devised these prompts from conjectures that his year 7 mixed attainment class made during the intersecting sequences inquiry in January 2020:

(1) If *an* + *b *is an expression for the nth term of a linear sequence with odd numbers only, *a* is always even and *b* is always odd.

(2) When* an *+ *b* and *bn* + *a* are expressions for the nth term of linear sequences P and Q respectively, then the second term of sequence P equals the third term of sequence Q if and only if *a* = 2*b*.

## Algebraic proof

**George Marsden** (a year 10 student at St. Andrew's School, Leatherhead, UK) ended his inquiry by proving the following statement: the product of any two terms in the sequence given by the expression for the n^{th} term **6****n**** + 1** is also a term in the same sequence.

This is an impressive observation and proof. **Helen Hindle**, a secondary school mathematics teacher, has subsequently generalised the observation to all cases in creating the prompt **The product of any two terms in a sequence is also a term in the sequence****.**

# Classroom inquiry

## Questioning and noticing

These are the questions and observations of a year 10 class at Haverstock School in Camden (London, UK). The students have noticed a connection between the coefficients of *n* in the position-to-term rules. One pair have speculated that there is no link between the 'statics' (or constants). Another inquiry pathway is opened by the observation about the gaps between 7 and 13 in the sequences. This triggers the questions about whether sequences can be generated with increasingly more gaps and if there is a pattern or connection between the expressions for the *n*th terms of those sequences (see 'A new line of inquiry' below).

## Exploring the sequences in the prompt

**Caitriona Martin**'s year 8 class decided to inquire into the sequences in the prompt. In the illustration above, students have identified the multiples of five (given by 30*n* - 5). They have also started to consider the pattern of square numbers, conjecturing that only the squares of prime numbers appear in the sequence. As 17 is the next prime number after 13, they predict that the next square will be 289.

While the prediction turns out to be true, the reasoning is flawed. The first square of a composite number to appear in the sequence is 625. The list of the numbers whose squares appear in the sequence (5, 7, 11, 13, 17, 19, 23, 25, 29, 31 and so on) shows that the squares of the odd multiples of three are not in the sequence. This is because if a number is a multiple of three, its square will also be a multiple of three. Any term in the sequence generated by 6*n* + 1, however, cannot be a multiple of three. In a second inquiry (shown below), a student focussed on the terms that were in neither of the sequences produced from the expressions 3*n* - 2 and 2*n *+ 1. The result was an 'anti-sequence', as the class called it, that was shown to be linked to the sequence 6*n* + 1.

## "I notice that ..."

On being asked to finish the sentence "I notice that ...", a year 10 foundation GCSE class came up with the board above. Students then selected cards, from which the teacher designed the following inquiry sequence:

The teacher explains.

Students look for more examples.

The class shares its results.

The results are discussed as a class.

At the end of the first lesson, students had selected their own pairs of expressions for nth terms, produced the sequences and started to identify types of pairs that do not have common terms. The second lesson started with the teacher explaining how to find the nth term of a sequence. Students deduced the nth terms of the intersecting sequences they had created in the first lesson and realised that the coefficients of *n *are linked. Some students opted to use the sheet available below in 'Resources'.

In the final lesson, the class used the observations from the first lesson to explore which pairs of *n*th terms have no common terms by considering the role of odd and even numbers.

# A new line of inquiry

In February 2017, 25 maths teachers from the three schools within the **Empower Learning Academy Trust **(London Borough of Havering) participated in an Inquiry Maths workshop. The session saw the emergence of a new approach to the intersecting sequences prompt. In the first phase of the inquiry, participants noticed that "every second term in the blue sequence matches every third term in the green sequence." Another pair wondered if there is a relationship between the first two sequences in the prompt and one that has three terms between 7 and 13. Selecting the **regulatory cards** related to extending relationships and finding connections, participants created the following results in a short period of inquiry:

The three teachers involved in generating the findings then presented them to the rest of the group. They were **Paul Besgrove **(Brittons Academy), **Jacqueline Mcleod** (Bower Park Academy) and **Daniel Allen **(Hall Mead Academy).

# More inquiry pathways

**Matt Carvel** (a secondary school teacher of mathematics) used the intersecting sequences prompt with a year 9 class. In the first lesson, the students posed questions and made comments before exploring the prompt. At the start of the second lesson, Matt guided the class towards a choice of two pathways to follow. Both pathways came out of the exploration phase.

### Pathway 1

The first pathway originated in an observation made by Olivia and Ezme. If you generate two sequences from expressions in the form *an – b* and *bn *+ *a*, then the expression for the *n*th term of the intersecting sequence will be *abn* + (*a* – *b*). They wrote their rule for one case on the board (see illustration, top).

They had found one exception to their rule. When *b* is a factor of* a*, the rule does not work (see illustration, bottom). Students in the class found the rules for similar cases (using co-prime values for* a* and* b*).

### Pathway 2

The second pathway came out of Tom’s inquiry into what would happen if *a* and *b* were both even. He reported that two expressions of the form E(*n*) + E would give an intersecting sequence with an *n*th term also in the form E(*n*) + E. The students involved in this pathway reported the following results at the end of the inquiry:

In February 2016, Matt ran the Inquiry Maths session at the Sussex Maths Conference (held at the University of Brighton, UK), using the intersecting sequences prompt to model how inquiry develops in the classroom. In the picture, Matt is handing out the regulatory cards for the 25 participants to decide how their inquiry might develop.

# An alternative representation

The prompt generated these questions and comments from a year 7 mixed ability class who had carried out four mathematical inquiries previous to this one. Students speculate on the missing numbers, notice patterns related to the types of numbers in the sequences, and begin to link the expression for the *n*th term to its corresponding sequence. Indeed, one pair of students is confident enough to suggest changing the expressions, and another moves towards linking the first two expressions with the third.

When these responses were posted on twitter, **Mary Pardoe**** **suggested that visual images could help students see the connection between the two sequences and their intersecting sequence. In the image (below), the sequences generated by 2*n* + 1 and 3*n* - 2 are shown on the left and right respectively. The common terms are highlighted in bold and split into blocks of six squares with the one at the front to illustrate 6*n* + 1. This is a highly attractive representation of the prompt and represents *another potential pathway for the inquiry*. However, as discussed in the** ****y**** - ****x**** = 4 inquiry****,** students new to inquiry rarely suggest an alternative mathematical representation spontaneously. The teacher will need to introduce the different representation explicitly and explain how it can enrich the students' understanding of the underlying structure of the prompt.

# ATM conference 2015

The ATM conference 2015 was held in Daventry (UK) with the theme "Thinking Mathematically".

The Inquiry Maths session at the Association of Teachers of Mathematics conference 2015 attracted 40 participants. We looked at the **intersecting sequences** prompt, coming up with a wide variety of questions and observations:

What other sequences have 7 and 13 in? Is it a coincidence that 7 and 13 are prime?

The sequence generated by

*n*+ 6 also contains 7 and 13.The sequence generated by 1.5

*n*- 2 also contains 7 and 13.Are there other numbers that are in both sequences?

How does the red sequence lead to the red expression?

What is the link between the two expressions and the last one?

The product of the coefficients of

*n*in 3*n*- 2 and 2*n*+ 1 give the 6, but I don’t know how to find the constant.The differences between each term in the first two sequences are -2 -1 0 1 2 and the expression for the n

^{th}term of that sequence is n - 3.If you sum the three expressions 3

*n*- 2, 2*n*+ 1, and*n*- 3, you get 6*n*- 4. The coefficient is correct, but not the constant.Looking at the numbers between 7 and 13, there are none in the red sequence, one in the blue, and two in the green. What would the expression be for the sequence with three numbers between 7 and 13?

If you arrange the expressions for the n

^{th}terms vertically, what expressions would come before and after the ones in the prompt?We notice that for odd and even numbers: 3

*n*- 2 gives O E O E; 2*n*+ 1 gives O O O O; and 6*n*+ 1 gives O O O O.

## Presentations

Three participants presented their work in progress:

**Josh Evans** (a teacher from Steyning Grammar School, UK) showed us how the lowest common multiple could be used to find the coefficient of *n*. 3*n* - 2 and 5*n* + 3 lead to 15*n* - 2 and the lcm(3,5) = 15. Similarly 2*n *+ 1 and 4*n* + 3 give 4*n* + 1 and the lcm(2,4) = 4. He speculated that the constant comes from one of the first two expressions (-2 and +1 in his examples). A counter-example was produced by another participant.

The second contributor showed how any expression with a coefficient for n of 1, 2, 3, or 6 would give a sequence including 7 and 13. This can be achieved by ‘sliding’ the multiplication table until it gives 7 and 13. For example, 2*n* gives 2 4 6 8 10 12 14. You could slide this 5 to the right (2*n* + 5) or 3 to the left (2*n* - 3) and so on.

Finally, **Anna Dickson **(a teacher who now works for the Oxford University Press) showed how she had started to use modular arithmetic to generate expressions for sequences that start with 7. She demonstrated her work using modular “clocks”:

(^{6}/_{1})*n* + 1 where 1 = 1 (mod 6)

(^{6}/_{2})*n* + 4 where 4 = 1 (mod 3)

(^{6}/_{3})*n* + 5 where 5 = 1 (mod 2)

(^{6}/_{4})*n* + 5.5 where 5.5 = 1 (mod 1.5)

This generalises to *mn* + 1 (mod m) where 7 - *m* = 1 (mod m). Therefore, we have a general expression to create a sequence that starts with 7: **mn**** + (7 - ****m****)**.

# Resources

**Position-to-term rules** and **term-to-term rules**. Students sort the pairs that do and do not produce an intersecting sequence.

**Position-to-term rules**and

**term-to-term rules**. Students sort the pairs that do and do not produce an intersecting sequence.