Math Task and Video

Specific Expectations
Patterns and Relationships by the end of Grade 8, students will:
1) Represent, through investigation with concrete materials, the general term of a linear pattern, using
one or more algebraic expressions
2) Represent linear patterns graphically (i.e., make a table of values that shows the term number and
the term, and plot the coordinates on a graph), using a variety of tools (e.g., graph paper, calculators,
dynamic statistical software);
3) Determine a term, given its term number, in a linear pattern that is represented by a graph or an
algebraic equation (Sample problem: Given the graph that represents the pattern 1, 3, 5, 7, …, find the
10th term. Given the algebraic equation that represents the pattern, t = 2n – 1, find the 100th term.)

Inquiry-based learning is a form of active learning that starts by posing questions, problems or
scenarios. In this task we present the students with the scenario and ask them to find a way to develop a
mathematical relationship to determine what the student would get paid for the 100 th hour of work. We
do not explain how to do this however we use a series of questions to help guide the student as they
formulate their conceptual understanding and develop individual strategies. It encourages sense
making, discovery and understanding of the process of determining what the equation will be. It
contrasts traditional teaching methods where the teacher would simply present the equation and the
student would simply utilize it without having the conceptual understanding of why the equation is
developed this way.

How does your task promote the four indicated strands of mathematical proficiency?

1.Conceptual Understanding:

Students develop conceptual understanding (understanding of concepts, operations and relations) in

the following ways:

-construct their knowledge using manipulatives, explaining their thinking to themselves and correcting it
along the way

-connecting previous knowledge of patterns to new ideas of linear equations

-understand the why behind the development of the math equation and when it is useful

-know more than the equation and its use, they understand the methods behind its development

-supports retention because ideas can be reconstructed if they forget the equation, they will understand
how to develop it

-they have the ability to represent the idea in various ways: lego, picture, number line, table, graph

-analyze visual representations and then verbalize connections of the concepts

-avoid critical errors in problem solving. For example, they can see how the pattern is growing and could
determine if the answer they came up with for the 100 th term make sense

2.Strategic Competence:

Students develop strategic competence (comprehension of math concepts, operations and relations) in
the follow ways:

-ability to formulate the math problem and understand that an equation needs to be developed

-ability to represent the problem mathematically and solve it

-students go through multiple means of representation of a linear pattern. In the future, they will be
able to look at other linear pattern problems in different ways.

3.Procedural Fluency:

Students develop procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately) in the following ways:

-develop a procedural way to come up with an equation on their own through inquiry. This illustrates a
link between conceptual understanding and procedural fluency.

-students understand when to use the equation and how

-can accurately and efficiently adapt and change the equation to determine what Margo will get paid as
the days progress, and therefore determine how much money she will be making. They can accurately
and efficiently perform computations with whole numbers.

-use equation correctly, accurately and formulate correct answers

-flexibility-understand there are different ways of coming up with the answer-draw, graph, build and
formulate an equation

-students can estimate answer and understand the procedure involved in obtaining the answer because
they devised the equation and understand it

-they understand that using the equation is the most efficient way to determine the 100 th term

4.Adaptive Reasoning:

Students develop Adaptive reasoning (capacity to think logically about the relationships among concepts
and situations) in the following ways:

-Fit together all the knowledge they have gained in this activity and think logically about the relationship
between hours worked and days of the week
-Students need to use new concepts-development of the linear equation and the procedures to do this
and be able to explain and justify their process by relating them to concepts and procedures that they
already understand, such as graphing and patterning.

-Students can further justify their work by utilizing the equation they made to justify different answers
to other problems and situations

- Mental and physical representations like the pictures and Legos they created served as “tools to think
with,” and helped to formulate relationship hypothesis, and problem-solving techniques which aids the
student in learning and transfer of concepts

-Students legitimize their strategy verbally and pictorially in their structures and graph

Struggles/Challenges

What were the main struggles and challenges you dealt with when creating your task?

Main Struggle was thinking of a way to start the activity, and brainstorming about what would be
the best way to create a rich math task, that would allow for full engagement with the activity and
allow for flow in the lesson as one concept builds on the next.

In the beginning we collectively had too many ideas and found it difficult to narrow our choices
down to one starting scenario or question that we would pose to the students, that would fit the
learning expectations and allow for diverse forms of student exploration.

Also thinking in terms of what are the correct questions to frame the activity and when to ask them
required deep refection and thought. We wanted to us the questions as a guide without giving too
much information, so that the activity remained inquiry based.
Task: Inquiry is a way that we will introduce our students to linear equations by using manipulatives.
Students will be given a word problem and be asked to represent it visually with Lego, using different
colors to represent the 4 days. Students will use manipulatives to design a Lego structure that increases
sequentially. Students will then investigate the pattern that is forming as they draw their structure on
paper and use different colors in their pictorial representation. Students will analyze their structures
and look for a recognizable pattern. They will write down their thoughts on the patterns that they have
developed. They will think of ways they could describe the Lego structure’s appearance and will be lead
to the idea of creating a number chart. Then as we discuss the structure and how they could use these
numbers to display a pattern they will decide to create a graph pictorial representation. From the graph
they will develop an equation to depict the linear incremental relationship and use the equation to
determine the 100th term.

To begin:

Students are given Lego and each student is given a total of 60 pieces in a mix of 4 colours.

Students are given a scenario:

Margo started working part-time and makes 3 dollars an hour. She receives 4 dollars to cover her gas
expenses each time she comes into work. She also receives extra pay because of the COVID-19
pandemic which is 2 dollars more a day than the day before. On her first day, Margo received 2 dollars
of this extra pay. Margo always work 3 hours a day.

Use Lego block to display Margo’s pay for her first four days of work. Use different colours for each
day.

Questions to ask students – commentary will be added to the solution:

Ask students if they notice a pattern developing.

Do you notice that each day the structure you make gets larger? Why is this?

How could we represent the change in structure on paper?

Can we display this in a picture? (yes block picture, lines with segmented markings, pie graph of days or
groups of legos etc..)

How will we represent the different days of the week in your picture? (maybe different colors,
different lines, different structures)

How will the structure look on the 5th day? Did we need to build another structure? Show your work
using pictures, numbers, or words.

(Extrapolate off of the 4th day structure, once they figure out the pattern)

At this point, students can determine what Day 5 th will look like by using more Lego, continuing the
chart, or using the pattern they see forming.

The next step is asking for students to find a term that would be difficult or inconvenient with just
pictorial representation.

Think about how the structures are getting larger. Describe the pattern you are seeing. How can we
represent this pattern with numbers?

What does the structure for the 5th day represent for Margo?

Using the information, we have, we can represent this pattern using a graph.

Pick a variable for the days: ____

Pick a variable for dollars Margo gets paid: ___

What will the structure for the 100th day look like? How can we make this prediction?

They will be more motivated to find an efficient solution, encouraging a productive disposition.

Students might decide to create a table that will help them determine the relationship of the variables
so that they can use the equation to answer this question.

Ask them if everyone's structures look different would their equations then be different?

Since the number of squares is the same do the algebraic representations look different. This might lead
into a conversation about equivalent algebraic expressions and simplification.

They do not have enough Lego to continue to try to build this structure so they will have to find another
way.

Also, drawing the structures all the way to the 100 th will take too much time.

Even continuing the chart would be inconvenient, but students who have not figured out an equation
can still use this method.

Is there a way we could determine how much this student would get paid on his 100 th hour of work?

How can we make this prediction? Describe the pattern you are seeing and develop the equation.

What does the structure for the 100th day represent for Margo?
We want students to connect the concept, represented by manipulatives, to the original question. The
100th structure represents how much Margo will be paid on her 100th day of work, assuming her pay
rate stays the same and that she will always be paid for gas.

How do you think companies calculate employees’ pay?

Is this a reasonable and sustainable way to pay your employees? Why or why not?
What students see:

Margo started working part-time and makes 3 dollars an hour. She receives 4 dollars to cover her gas
expenses each time she comes into work. She also receives extra pay because of the COVID-19
pandemic which is 2 dollars more a day than the day before. On her first day, Margo received 2 dollars
of this extra pay in addition to her regular wage and gas coverage. Margo always work 3 hours a day.

Use Lego blocks to display Margo’s pay for her first four days of work. Use different colours for each
day.

1. Observe and record.

a. Do you notice that each day the structure you make gets larger? Why is this?
b. Show your structures and the change in your structures on paper.
Think: Can we display this in a picture? How will we represent the different days of the
week as a picture?
2. How will the structure look on the 5 th day? Did we need to build another structure? Show your
work using pictures, numbers, or words.

3. Think about how the structures are getting larger. Enter the number related to the design into
the table.

Design Number Total amount of Legos

4. What is happening to the numbers of Legos as the days increase? Do you think there is a
pattern forming? Can we represent this pattern with numbers? Show your work.

5. Look back at the original scenario. What does the structure for the 5 th day represent for Margo?

6. We can represent Margo’s pay using a graph.

__________________________________________________________
 a. Label your title and axes
b. What should be the variables we graph?
c. Pick a variable for the x axis: ____
d. Pick a variable for the y axis: ___
e. Plot your points on the graph. Connect the points. What do you notice about the points
and their positions?

6. How can we display the x and y relationship mathematically?

7. How many Lego will the structure for the 100 th day have? How can we make this prediction?
8. Extend your thinking.
a. Is this a reasonable and sustainable way to pay your employees? Why or why not?
b. How do you think companies calculate employees’ pay?
c. Can you think of a different way the employer could pay their employees during the
COVID-19 pandemic? Justify why you think this perhaps a better idea?
9. Finished early?

Using this equation 4x –1=y work backwards to through the above task, all the way back to the
initial structure. What would be a scenario that would match this equation?