Student TEACHER EDITION • The Algebra of Patterns

Explorations
in Mathematics

The Algebra
of Patterns
One goal of this activity is to introduce students to the idea
that a function can be thought of as an algebraic description
of a mathematical pattern. Students will explore the domain
and range of a function and graphs of functions with
continuous and discrete domains.
Students begin this activity using tiles to build figures
that represent a growth pattern. The investigation will be
enhanced with the use of a manipulative, but students
can also draw the models. Students identify and describe
a pattern in the sequence. The description takes two forms: a verbal description and an algebraic
expression. Writing the verbal description may be challenging, and the teacher should be prepared
to spend some time on the task, allowing students to develop their own ideas and use their own
language. Multiple approaches and descriptions may be valid. Similarly, when students write algebraic
expressions to describe the pattern, they need not put their answer into simplest form immediately.
Depending on the student and class, some may do this automatically. Honor all solutions, simplified
and otherwise, and seize the opportunity to ask students if the solutions are equivalent.
After individual students have written the algebraic expressions, the class can work together to
match the expressions to the correct verbal model. This allows students to see connections between
algebraic symbols and the physical model. Students then repeat the exercise with different sequences.
Starting values and rates of change are similar to those of the original sequence. Depending on student
background, the teacher can introduce or support the ideas of slope and y-intercept, which can lead
into a discussion of linear functions.

✍ Suggested answers are in red. Instructional notes are in blue

TEACHER and are preceded by the hand icon. These two features do not
appear in the student edition.

NOTES ✍ Classroom materials

• Colored tiles or other manipulatives for modeling
sequence arrangements
✍ Supplemental files
• Student Edition

i of iv Student Explorations in Mathematics, November 2014

 TEACHER EDITION • The Algebra of Patterns

Extended Teacher Notes for

“The Algebra of Patterns”
✍ This page does not appear in the Student Version.
Question 5
Approach 1: The student sees the three tiles across the top horizontal row as a constant, with
growing vertical columns. The first repeated-addition column in the table counts the
pairs of tiles added at each stage. The second repeated addition counts each row of
vertical tiles. Use one or the other, based on student input.

n=1 n=2 n=3 n=4 n=5

Alternate
Repeated Total
n Repeated Expression
Addition Tiles
Addition

1 3+2 3+1+1 3 + 2(1) 5

2 3+2+2 3+2+2 3 + 2(2) 7

3 3+2+2+2 3+3+3 3 + 2(3) 9

4 3 + 2 + 2 + 2+ 2 3+4+4 3 + 2(4) 11

5 3+2+2+2+2+2 3+5+5 3 + 2(5) 13

n 3 + 2(n) 2n + 3

ii of iv Student Explorations in Mathematics, November 2014

 TEACHER EDITION • The Algebra of Patterns

Extended Teacher Notes for

“The Algebra of Patterns” (cont.)
✍ This page does not appear in the Student Version.
Question 5
Approach 2: The single, shaded square is the constant, with longer vertical columns. Again, two
different possible counting approaches are shown. Students would use only one.

n=1 n=2 n=3 n=4 n=5

Alternate
Repeated Total
n Repeated Expression
Addition Tiles
Addition

1 1+2+2 1+2+2 1 + 2(2) 5

2 1+2+2+2 1+3+3 1 + 2(3) 7

3 1+2+2+2+2 1+4+4 1 + 2(4) 9

4 1+2+2+2+2+2 1+5+5 1 + 2(5) 11

5 1+2+2+2+2+2+2 1+6+6 1 + 2(6) 13

n 1 + 2(n + 1) 2n + 3

iii of iv Student Explorations in Mathematics, November 2014

 TEACHER EDITION • The Algebra of Patterns

Extended Teacher Notes for

“The Algebra of Patterns” (cont.)
✍ This page does not appear in the Student Version.
Question 9

n =1 n =2 n =3 n =4 n =5

Figure T-3A

n=1 n=2 n=3 n=4 n=5

Figure T-3B

Possible answers: two rows of three tiles each and two columns of n + 1
• 2(n + 1) + 1: The two vertical columns each have one tiles each. We have counted each corner tile twice, so
more tile than the stage number, and one tile is always in we subtract the four tiles counted twice as well as the tile
the middle. we added.
• 3 + 2n: Three tiles on the top horizontal row stay
constant; the rest of the tiles are always two times the
✍ Ask students to explain their choices. Encourage
both student discussion and alternate expressions
stage number. for the same verbal description. Some counting
• 3(n + 1) – n: Think of the figure as a rectangle with some methods will involve regrouping tiles; others use area
tiles missing; the rectangle is three tiles across and n + 1 and perimeter models or adding or removing tiles. A
tiles down, with n tiles missing. variety of approaches is more important than a single
• 2(3) + 2(n + 1) – 4 – 1: Imagine adding a tile to the middle correct answer. Showing that all the expressions are
of the bottom row to make a complete rectangle that has equivalent is an important teaching moment.

iv of iv Student Explorations in Mathematics, November 2014

 Student TEACHER EDITION • The Algebra of Patterns

Explorations
in Mathematics

The Algebra
of Patterns
Mathematicians often use functions to describe
patterns. In this activity, you will build figures that
follow a pattern and describe how the figures
change. By the end of the unit, you will have a
clearer understanding of what a function is and how
to use one to describe a pattern.
In a sequence, the first figure will be referred to as
the stage 1 figure, the second will be stage 2, and so
on. So, being asked for the stage 15 figure means
you would create the fifteenth figure in the pattern.
The variable n represents the stage number.

✍ The first question asks students to create the

fourth figure in a pattern. You may be surprised at
The number of tiles, perimeter, area, and number of lines
are all examples of things that change. One possible
stage 4, with 11 tiles, is shown below.
some of the patterns that students will find. More
than one possible answer exists. Allow students to
defend their answers, and ask the class to agree
or disagree with each. As the activity progresses,
students will be asked to narrow their investigation
to a certain pattern.

1. A student used tiles to build the sequence below. From

one stage to the next, what changes? Following the
pattern, use tiles to build stage 4. How many tiles did
you use?

n=1 n=2 n=3

Figure 1 Answer

✍ Welcome any and all observations, but do not lead

students into any particular characteristics of the
sequence. Some students may suggest that the set
of three figures will keep repeating, so the fourth
Figure 1 figure will be the same as the first figure in the given

1 Student Explorations in Mathematics, November 2014

 TEACHER EDITION • The Algebra of Patterns

set. However, if a student determines that the fourth 4. How many tiles would be in the stage n figure? Write
figure looks like the one given in the answer key, he your description in words. This is called a verbal
or she will have recognized a growing pattern in the description of the sequence.
set of figures. Both results are valid. Let students
know that this activity will focus on growing patterns Possible verbal descriptions:
and how to describe them.
• The three tiles in the top horizontal row stay constant;
2. Use your tiles to build the stage 9 figure of this growing the remaining number of tiles is always two times the
pattern. How many tiles did you use? Explain how you stage number.
know this is the correct number of tiles. • The two vertical columns each have one more tile than the
stage number, and there is always one tile in the middle.
21 tiles
• Think of the figure as a rectangle with some tiles missing:
✍  tudents will produce a variety of explanations for
S
the stage 9 sequence. Some may use tiles to build
The rectangle has dimensions three tiles across and n + 1
tiles down, with n tiles missing.
the stage and may count how many tiles they use.
• Imagine adding a tile to the middle of the bottom row to
Others may create a chart. Still others may see a
make a complete rectangle; that rectangle has two rows
pattern of starting with five tiles and adding two tiles
of three tiles each and two columns of n + 1 tiles each,
at each stage. Those students who find the ninth
and we have counted each corner tile twice, so subtract
figure by referring to the eighth, which refers to the the four tiles counted twice and the tile we added.
seventh, and so on, are using what mathematicians
call a recursive rule. • Other verbal descriptions are possible.

Some students may see that doubling the stage

✍ Mapproaches.
any answers are possible. Encourage different
If a group completes this task quickly,
number and adding three gives the total. Some may challenge the group members to find other methods.
see that adding one to the stage number, doubling Have students display their answers in the classroom.
that, and then adding one more gives the total. These Also display descriptions that students do not
last two patterns are called explicit rules because the generate. You may even want to display an incorrect
total number of tiles is determined by only the stage description as a challenge. Have students discuss
number not by the change from the previous figure. which descriptions they agree and disagree with.
Welcome all descriptions, and ask students if they Answering this question may be a difficult leap for
agree that the descriptions are accurate. some students. Some people define algebra as the
generalization of arithmetic, and students may not be
3. H
 ow many tiles would be in the stage 100 figure? Use ready to generalize from the specific to the abstract.
words to describe how you know. Some can see and do this without formal training.
203 Others need leading questions and guidance. If a
student develops an elegant or intriguing description,
✍  t this point, students should notice that using
A
a recursive rule or trying to build the figure is
have him or her email their solution to [email protected].

cumbersome. If you notice students attempting 5. Choose one of the verbal descriptions generated
to build the figure or use a recursive rule, allow by your class. Use that model to write an algebraic
productive struggle to drive a conversation about expression for the number of tiles in the stage n figure.
finding a more efficient method to count the tiles.
So that each student can arrive at his or her own Possible expressions (among others):
conclusion, consider having students wait to share • 3 + 2n • 3(n + 1) – n
their solutions. Challenge them to find more than
one solution. The sketches on page iv show two • 2(n + 1) + 1 • 2(3) + 2(n + 1) – 4 –1
of the many ways students may see the pattern.
Figure T-3A on page iv shows two growing columns
✍ Edescriptions
ncourage students to choose different verbal
so that each model proposed has
with an extra tile in the middle. Figure T-3B on a corresponding algebraic expression. Have
page iv shows one row of three tiles with two growing them display the functions but not next to the
columns underneath. corresponding verbal descriptions. See pp. ii and iii
for extended teacher notes and some suggestions
of how students can be guided to the algebraic
generalization through sketches and tables.

2 Student Explorations in Mathematics, November 2013

 TEACHER EDITION • The Algebra of Patterns

n=1 n=2 n=3 n=4 n=5 n=6

Figure 2
6. Match each expression displayed in the classroom to Figure 3 below shows the first five stages of a growing
the correct verbal description. sequence.

✍ Aboth
sk students to explain their choices. Encourage
student discussion and alternate expressions
9. a. Describe the number of tiles in the stage n figure
with a verbal and an algebraic expression.
for the same verbal description. Some counting 2n + 3, or any equivalent expression
methods will involve regrouping tiles; others use area
b. Compare and contrast this sequence with the first
and perimeter models or adding or removing tiles. A
sequence of this activity.
variety of approaches is more important than a single
correct answer. Showing that all the expressions are The sequences can be represented by the same algebraic
equivalent is an important teaching moment. expression, even though the physical models are different.

Figure 2 above shows the first six stages of a growing ✍ Trates

his is a rich opportunity to talk with students about
of change, slope, and intercepts. Encourage a
sequence.
class discussion that relates the descriptions they are
 escribe the number of tiles in the stage n figure with
7. D writing to their previous work with linear functions.
both a verbal description and an algebraic expression.
10. Create a sequence of diagrams that can be described
One possible answer: Two vertical rows of n tiles each by the expression 4n + 3. Which stage has 47 tiles?
with two additional tiles in between; 2n + 2
The eleventh figure will have forty-seven tiles.
8. H
 ow is this set of figures similar to the first set you
worked with? How is it different? Mathematicians use functions to describe how patterns
change. Using physical models, verbal descriptions,
The sequences have the same recursive change, adding and mathematical symbols, you have described how the
two tiles every time, but a different starting value. The patterns in this activity change. Two other ways to display
expressions both contain a term of 2n, but they have the information are in tables and graphs. Functions can be
different constants. represented by equations, tables, words, or graphs.

n=1 n=2 n=3 n=4 n=5

Figure 3
3 Student Explorations in Mathematics, November 2014
 TEACHER EDITION • The Algebra of Patterns

Figure 4

11. Consider the sequence consisting of the squares of the on the differences between number sets. Some
counting numbers (see fig. 4 above). Complete table 1 students may say that the domain is “all numbers,”
below, where the input, n, is the stage number and the not distinguishing integers from nonintegers, or even
output is the number of tiles in the nth drawing. positive from negative.
The domain of a function is a list of all input values (the 13. Plot the points from table 1 onto a set of coordinate
first column of table 1). The range is a list of all of the axes (see fig. 5). Use the domain for the horizontal axis
output values. and the range for the vertical axis. Should the points
12. What kind of numbers make up the domain of the be connected?
function in question 11? What about the range?
Some students will say not to connect the points because
The domain is the set of all positive integers (natural input values (stage numbers) between integers do not
numbers). The range is the set of perfect squares, where make sense. Others may say to connect the points
we use the term perfect square to represent the square of because the input is the length of the side of the square,
an integer. which can be any positive number.
✍ Point out to students that the table represents
only some of the function values, which is why
✍ Possible answers show a difference between a
discrete function and a continuous function. If we
the domain and range include more values. This think of each input value as a stage number, only
section is heavy on vocabulary; individual teachers integral values greater than zero make sense (there is
should decide on the right focus for their students. no stage 3.5). Because values between data points
In addition to the commonly addressed concepts of are not included, the points are not connected and
domain and range, an opportunity exists to focus the resulting function is a set of discrete points. When

Table 1
n tiles
1 1

2 4

3 9

4 16

5 25

6 36

7 49
Figure 5

4 Student Explorations in Mathematics, November 2014

 TEACHER EDITION • The Algebra of Patterns

all values between the data points are included in the

domain, the points are connected and the function
is continuous. The exploration of ideas is more
important than agreeing on an answer. Encourage this
conversation, extending the focus to number sets.
Note that if you assume a continuous function, inputs
and outputs can be irrational.

14. We will assume the given function is continuous, so

we do connect the data points. Extend the graph to
include negative inputs. What are the domain and
range of the new function you have drawn?
The domain is the set of all real numbers. The range is the
set of all real numbers greater than or equal to zero.

✍ The teacher can determine how much notation

students are ready to use. The notation for the
domain and range is x   and y   and y ≥ 0.

Can you . . .
• create a sequence of diagrams that can be modeled by
the expression 5n – 2?
• create a sequence of diagrams that can be modeled by
Figures 13–14 Answer
the expression n 2 + 4?
• create a sequence of diagrams that can be modeled by
the expression (n + 2)2? Sources

• create a sequence of diagrams that can be modeled by The Math Learning Center. 2005–2013. Bridges in
the expression n + 3 ? Mathematics Curriculum. 2nd ed. Salem, Oregon: The
Math Learning Center. http://www.mathlearningcenter.org/
Murdock, Jerald, Ellen Kamischke, and Eric Kamischke.
Did you know . . . 2001. Discovering Advanced Algebra: An Investigative
• that three common types of functions are linear, Approach, vol.1. Peabody, MA: Key Curriculum Press.
quadratic, and exponential? Find out how each of these http://books.google.com/books/about/Discovering_
functions is defined. Advanced_Algebra.html?id=_JGqGgAACAAJ

Student Explorations in Mathematics is published electronically by the National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA
20191-1502. The five issues per year appear in September, November, January, March, and May. Pages may be reproduced for classroom use without
permission.
Editorial Panel Chair: Darshan Jain, Adlai E. Stevenson High School, Lincolnshire, Illinois; [email protected]
Co-Editor: Larry Linnen, University of Colorado–Denver; [email protected]
Editorial Panel: Kathy Erickson, Monument Mountain Regional High School, Great Barrington, Massachusetts; [email protected]
Mark Evans, Christ Cathedral Academy, Garden Grove, California; [email protected]
Derek Fialkiewicz, Brian and Terri Cram Middle School, Las Vegas, Nevada; [email protected]
Cindy L. Hasselbring, Maryland State Dept. of Education; [email protected]
Jerel L. Welker, Lincoln Public Schools, Lincoln, Nebraska; [email protected]
Barbara Wood, George Mason University, Fairfax, Virginia; [email protected]
Field Editor: Albert Goetz, Adjunct Faculty, George Mason University, Fairfax, Virginia; [email protected]
Board Liaison: Latrenda Knighten, Polk Elementary School, Baton Rouge, Louisiana; [email protected]
Editorial Manager: Beth Skipper, NCTM; [email protected]
Production Editor: Luanne Flom, NCTM
Production Specialist: Rebecca Totten, NCTM