Annette Ricks Leitze and Nancy A.

Kitt

Using Homemade Algebra Tiles to Develop

Algebra and Prealgebra Concepts
lgebra for all really is possible. Unfortunately, too The width of the x tile is equal to the side length of

A many students attempt to learn algebra by using

memorization, and too many teachers use instruc-
tional methods that encourage memorization. Stu-
dents struggle to learn algebra, and teachers strug-
the unit tile.
Commercially made plastic algebra tiles are con-
structed with one side of one color and the other
side of another color. Algebra Lab Gear (Picciotto
gle with how to best teach algebra so that it makes 1990), for example, also contains x-y blocks. The
sense to their students and so that students will homemade tiles are not plastic and consist of only
remember it beyond next week’s test. two colors: one color to show positive values and
We must change our thinking about what it another to show negative values.
means not only to learn mathematics but also to Use an enlarged version of the master shown in
teach it. As teachers, we do not need to be con- figure 1 to run copies on two colors of card stock.
vinced of the importance of the subject, but we may We use the conventional red color for negative num-
need to be convinced that algebra for all is attain- bers and green for positive numbers. Give each stu-
able. How can we structure our classrooms and dent two sheets of card stock—one red and one
lessons to foster an environment that is conducive green—and the take-home assignment of cutting
to meeting the goal of successful algebra learning the tiles; putting them in a resealable plastic bag,
for all students?
One way to teach for understanding is to use con-
crete models to introduce concepts rather than con-
centrate only on the abstract or symbolic (Lawson
1990; NCTM 1991). The method with which we
Teachers have had success uses algebra tiles as concrete
may need to models in classrooms of middle school and sec-
be convinced ondary school students, with college-level introduc-
tory algebra students, and with prison inmates
that algebra studying for General Educational Development
for all is (GED) tests. These students encompass a full range
attainable of intellectual and motivational levels. They come
from both advantaged and disadvantaged homes.
We have seen their successes in learning algebraic
topics with which many of them had previously
been unsuccessful.
x -tile x 2-tile unit-tile
WHAT ARE ALGEBRA TILES?
Fig. 1
The algebra tiles, which students help make, con- Miniature master of algebra tiles
sist of small squares, large squares, and rectangles.
The number 1, the unit tile, is represented by the
small square; the large square represents x2; and
the rectangle represents x. The sizing of these
homemade tiles is similar to that of commercially
Annette Leitze, [email protected], and Nancy Kitt,
made tiles. The side of the x2 tile is equal to the [email protected], teach at Ball State University, Muncie, IN
length of the x tile. The length of the x tile is not an 47306. Both authors are interested in using concrete
integral multiple of the side length of the unit tile. materials to teach secondary mathematics concepts.

462 MATHEMATICS TEACHER

Copyright © 2000 The National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved.
This material may not be copied or distributed electronically or in any other format without written permission from NCTM.
such as a Ziploc bag; and returning with them to The following prealgebra and algebra concepts
school the next day. In fact, students should bring are among those that can be introduced and devel-
the tiles to class every day for use on homework oped using the tiles:
and tests, just as they would bring a calculator, pro-
tractor, or compass. • Adding, subtracting, and multiplying integers
Another material that can be used to make the • Modeling algebraic expressions and combining
tiles is Foamies. This foamlike material, which is like terms
about 1/8-inch thick, is available in many craft • Using the distributive property
stores and can easily be cut with scissors or a paper • Solving linear equations using addition, subtrac- Algebra tiles
cutter. tion, multiplication, or division
Create a set of tiles to use on the overhead pro- • Solving general linear equations involving two or combine an
jector by cutting up colored plastic report covers. more steps algebraic
Alternatively, create a set of demonstration-sized • Multiplying a monomial by a monomial, a bino-
tiles for a magnetic board by cutting very large and a
mial by a monomial, or a binomial by a binomial
pieces from the card stock or the Foamies and plac- geometric
ing small magnets, available at most craft stores, • Factoring quadratic trinomials or the difference
of two squares approach to
on the back of each piece.
• Completing the square algebraic
WHY USE ALGEBRA TILES? We next share the introductory portion of two concepts
Manipulating algebra tiles combines an algebraic lessons: solving linear equations using addition or
and a geometric approach to algebraic concepts subtraction and factoring quadratic trinomials.
using an array-multiplication model similar to that
employed in many elementary school classrooms. SOLVING LINEAR EQUATIONS
Our experience leads us to believe that students USING ADDITION OR SUBTRACTION
benefit from seeing algebra concepts developed Before this lesson, students should be able to add
from such a geometric perspective. and subtract integers and should understand the
Furthermore, we believe that we reach a broader concept of zero pairs of tiles. A zero pair of x tiles is
group of students by sequencing instruction from a negative x tile and a positive x tile, which togeth-
the concrete level, through the pictorial level, and er form a sum of zero. Likewise, a negative and a
finally to the abstract—or symbolic—level. Such positive unit tile or a negative and a positive x2 tile
sequencing gives students several modes, in addi- form a zero pair. Ask students to draw a long verti-
tion to just abstract manipulations, that help them cal line in the middle of a piece of paper. Have them
understand and solve algebraic problems. The alge- model the equation x + 7 = 10 by placing one posi-
bra tiles give a frame of reference to students who tive x tile and seven positive unit tiles on the left
are not abstract thinkers. side of the line and ten positive unit tiles on the
right side. See figure 2. Explain to students that to
LAYING THE FOUNDATION maintain equality of the “sides,” each action must
Before using the algebra tiles, make clear to stu- be performed on both sides.
dents what your expectations are regarding the
appropriate use of the tiles. You should also build in
some exploration time so that students can make
creative designs, satisfy their curiosities about the
tiles, and get the “play out of their systems.” To
send a message that manipulating the tiles is an
important part of the teaching-learning process,
model the problems on the overhead projector or on
the magnetic board. Fig. 2
Algebra-tile model for x + 7 = 10
When most algebraic concepts are introduced,
neither the teacher nor students should do abstract
work but should rely on the tiles to solve problems
and answer questions. Students should just manip- Some teachers prefer to isolate the variable by
ulate the tiles and write the answers to the prob- using the addition property of equality, adding
lems. At the next stage, students should manipu- seven negative unit tiles to each side, removing the
late the tiles and draw a brief sketch. The sketch zero pairs of tiles, drawing a sketch showing the
should not be tedious. Eventually, the sketches will manipulations, and then writing their work sym-
become mental visual representations that enable bolically, that is, x + 7 + –7 = 10 + –7 <=> x = 3. See
students to understand paper-and-pencil manipula- figure 3. Other teachers prefer to isolate the vari-
tions of algebraic symbols. able by using the subtraction property of equality

Vol. 93, No. 6 • September 2000 463

 to remove, that is, subtract, positive tiles from each
side until all seven tiles on the left have been
removed. See figure 4. Your technique should be
consistent with the paper-and-pencil symbolic solu-
tion that you require of students.
Ask students to model the equation x + –8 = 6 by
x + 7 + –7 10 + –7
placing one positive x tile and eight negative unit
(a) tiles on the left side and six positive unit tiles on
the right side. See figure 5. To maintain equality,
all additions or subtractions on one side must also
be made on the other side.
Remind
Some teachers prefer that their students isolate
students x 3 the variable by adding eight positive unit tiles to
that (b) both sides, removing zero pairs of unit tiles, draw-
ing a sketch showing the manipulations made, and
a square is Fig. 3
then writing the symbolic version of their work.
Algebra-tile solution of x + 7 = 10,
a rectangle using the addition property of equality Other teachers have students isolate the variable
by subtracting, that is, by removing eight red tiles
from both sides. Before this approach can be used,
an alternative model for +6 must be found. Four
models for +6 are shown in figure 6; the model
must include at least eight negative unit tiles, as
shown in figures 6c and 6d.
x+7–7 10 – 7
Although both models show +6, students soon
(a) recognize that the model in figure 6c is less work,
that is, more efficient. Students can subtract by
removing eight negative unit tiles from both sides,
drawing a sketch showing the manipulations, and
then writing the symbolic version of their work.
x 3 See figure 7. Students should be encouraged to
(b) discover that this procedure has the same effect as
Fig. 4 adding eight positive tiles to both sides, as shown
Algebra-tile solution of x + 7 = 10, in figure 5.
using the subtraction property of equality
FACTORING QUADRATIC TRINOMIALS
Students should have used the tiles to multiply
monomials and binomials before beginning this les-
son. Use the following activity to review the concept
of factors. Distribute centimeter grid paper, and ask
x + –8 6 students to find all possible rectangles that have
(a) integral dimensions and that enclose twelve square
units, draw the rectangles on their grid paper, and
label dimensions. This activity helps students find
the factors of such a number as 12 by forming rec-
tangles that enclose twelve unit squares; the
x + –8 + 8 6+8 dimensions of the rectangle are the factors of the
(b) number. See figure 8.
After ascertaining that students possess the pre-
requisite knowledge of multiplying binomials and
factoring, give students any trinomial that factors
into the form (x + –)(x + –), for example, x2 + 3x + 2.
x 14 Ask students to find the algebra tiles that represent
x2 + 3x + 2 and to place these pieces on a workmat
(c)
to form a rectangle, as shown in figure 9a or 9b.
Remind the students that a square is a rectangle.
Fig. 5
Algebra-tile solution of x + –8 = 6, Students next need to determine the dimensions
using the addition property of equality of the rectangle. What quantities must be multi-
plied to get ? ? ? ? that is, +1x2, +2x,

464 MATHEMATICS TEACHER

 (a) (b)

(c (d)
Fig. 6
Four models for +6

(a)

(a) (b)
Fig. 9
Rectangular formations of algebra tiles for x 2 + 3 x + 2
(b)

x + –8 = + 6
x + –8 = + 6 + –8 + + 8 (x + 2)
x – –8 = +6 – –8
+ –8 x = + 6 + + 8
+ –8x = +14
(c)
(x +1)
Fig. 7
Algebra-tile solution of x + –8 = +6,
using the subtraction property of equality

Fig. 10
Algebra-tile arrangement showing
12 factors of x 2 + 3 x + 2
1
6 Drawing a
2
mental representations of the tiles as they progress sketch helps
4 toward using only symbolic techniques. Drawing a
sketch helps students solve problems when they do students
3
not have tiles, and the explanation helps you deter- solve prob-
mine whether they understand the process. lems when
Fig. 8
Factors of 12 After students have discovered that subtracting
+
6 is equivalent to adding –6, have them form a rec- they do not
tangle with the tile pieces representing x2 – x – 6. have tiles
Students cannot form a rectangle using only these
+1x, +2. Answering these questions gives the pieces. Additional zero pairs of x tiles must be
dimensions (x + 1) and (x + 2). Therefore, the added to the collection, requiring an alternative
expression x2 + 3x + 2 factors into (x + 1)(x + 2). way to model x2 – x – 6. Figure 11 shows three pos-
This factorization can be shown with algebra tiles sibilities. A rectangle cannot be formed using the
by placing x tiles and unit tiles outside the bars on pieces from figures 11a and 11b. Have students
the workmat. See figure 10. arrange the pieces in figure 11c into a rectangle
A complete solution to this problem should on their workmat. They should find the factors of
include not only the factorization (x + 1)(x + 2) but x2 – x – 6 by placing x tiles and unit tiles outside
also the sketch of the final tile arrangement, as the bars on the workmat. Caution students that
shown in figure 10, and an explanation. Require pieces placed outside the bars must multiply to
students to draw the sketch to help them build form a + 1x2, –3x, +2x, and –6, as shown in figure

Vol. 93, No. 6 • September 2000 465

 the tiles needed are always zero pairs of
x tiles.
When students have had experience
manipulating the tiles, the teacher
should encourage them to model and fac-
(a) (b) (c)
tor quadratic expressions from textbook
problems. These problems should be
selected carefully so that the assignment
includes only problems with integral fac-
tors and so that students have enough
tiles to complete the operation. Problems
involving more interesting factorizations
(x – 3) (x + 2) can come later, after conceptual under-
standing has been built using the tiles.
Manipulating algebra tiles and draw-
ing sketches can be time-consuming.
(x + 2) (x – 3) After students become proficient with the
concepts involved in using the tiles, it
may be easier for them to draw a differ-
ent type of sketch, called the box method,
which works very well for factoring tri-
(d) (e) nomials, factoring the difference of two
squares, and factoring by grouping.
Fig. 11 Consider the problem of factoring x2 +
Tile arrangements leading to the correct factorization of x 2 – x – 6
4x – 12. Have students write the terms x2
and –12 in the boxes, as shown in figure
12a. The x2 placed in the upper-left box
represents the product of the factors 1x
11d. An alternative placement of tiles is shown in and 1x, which are placed outside the x2 box. Next,
figure 11e. Remind students that a complete solu- students must consider the factors of –12. Remind
tion includes the factorization, a sketch of the final students that regardless of the factors of –12 that
tile arrangement, and an explanation. Use similar they choose, products formed in the upper-right and
procedures in factoring trinomials in which the x2- lower-left boxes must sum to +4x. Some students
coefficient is not 1. will probably choose such incorrect factors as those
After some experimentation, students should dis- shown in figures 12b and 12c. They should then
cover several steps needed to successfully factor complete the multiplication by filling in products in
with the tiles. First, they should place all x2 pieces the upper-right and lower-left boxes, as shown in
together, usually in the figures 12e and 12f. Each of these two solution
upper-left corner of the attempts presents a difficulty: the sum of ±3x and
workmat. Second, all ±4x, or the sum of ±12x and ±1x, can never be the
1x ± 3 1x ± 3 unit tiles should be desired +4x.
1x x 2 1x x 2 ± 3x placed together, usually A third, and correct, factorization is shown in
in the lower-right corner figures 12d and 12g. Note that the sum of ±6x and
±4 –12 ± 4 ± 4x –12
of the workmat. Third, ±2x is +4x only if the addends are +6x and –2x,
(b) (e) students should place which in turn implies that the correct factors of the
1x 1x ±12 1x ±12 the x tiles in the upper- –12 shown in the lower-right box are –2 and +6.
1x x ±12x right corner and lower- Therefore, the factorization of x2 + 4x – 12 is
2 2 2
1x x 1x x
left corner. This tile (1x – 2)(1x + 6).
–12 ± 1 –12 ± 1 ± 1x –12 placement is driven by
(a) (c) (f) the traditional manner
1x ± 6 1x ± 6 of writing polynomials FINAL THOUGHTS
in decreasing order of Teaching is a challenge, and most teachers would
1x x 2
1x x ± 6x
2

the variable. Fourth, agree that we would have it no other way. No teach-
±2 –12 ± 2 ± 2x –12 when forming the rect- ing manipulatives, tools, or techniques will totally
(d) (g)
angle, students must eliminate that challenge. The challenge partly con-
group like-colored tiles. sists of the perpetual need to look for ways to
Fig. 12 Fifth, when zero pairs improve our instruction, improve students’ learn-
2
Using the box method to factor x + 4 x – 12
of tiles are needed to ing, and reach all students—even the ones who
complete the rectangle, (Continued on page 520)

466 MATHEMATICS TEACHER

 Using Homemade Algebra Tiles
(Continued from page 466)
seem to fall between the cracks of the educational
system. We agree with Patterson’s (1997, p. 240)
claim that “hands-on activities that begin where
previous mathematics courses left off afford us the
opportunity to bridge the gap to algebraic think-
ing.” We believe that using algebra tiles and the
box method bridges this gap and brings algebra for
all closer to reality.

BIBLIOGRAPHY
Davis, Suzanne, and Denisse R. Thompson. “To
Encourage ‘Algebra for All,’ Start an Algebra Net-
work.” Mathematics Teacher 91 (April 1998):
282–86.
Lawson, Dene R. “The Problem, The Issues That
Speak to Change.” In Algebra for Everyone, edited by
Edgar L. Edwards, Jr., pp. 1–6. Reston, Va.: Nation-
al Council of Teachers of Mathematics, 1990.
National Council of Teachers of Mathematics (NCTM).
Curriculum and Evaluation Standards for School
Mathematics. Reston, Va.: NCTM, 1989.
———. Professional Standards for Teaching Mathe-
matics. Reston, Va.: NCTM, 1991.
Patterson, Anne C. “Building Algebraic Expressions:
A Physical Model.” Mathematics Teaching in the
Middle School 2 (February 1997): 238–42.
Picciotto, Henri. The Algebra Lab High School. Sunny-
vale, Calif.: Creative Publications, 1990.
———. The Algebra Lab Middle School. Sunnyvale,
Calif.: Creative Publications, 1990. ¿

520 MATHEMATICS TEACHER