Patterns in Shaded Strips

Assessment Type Recommended Grade Level MYP Criterion Level

Mathematical Investigation Grade 7 (MYP2) MYP 1

MYP Assessment Criteria MYP Command Terms Used

Criterion B: Investigating patterns write down, show, use, draw, find,
Criterion C: Communicating summarize, describe, state, apply,
suggest, describe, verify, investigate

MYP Global Context

Identities and relationships
MYP Key Concept MYP Related Concept
Relationships Patterns

MYP Branch of Mathematics

Numerical and abstract reasoning and Spatial reasoning
MYP Topics and Skills Prior Knowledge Needed
• Number operations with decimals • Working with squares and rectangles
and/or fractions (drawing and findings areas)
• Ratios (of areas) • Working with decimals and/or fractions
• Area of plane figures • Simplifying fractions to lowest terms
• Find and verify rules for a sequence of • Finding ratio and expressing it in
fractions fraction form

Assessment Description

In this assessment, students work with a simple concept: dividing squares (and later rectangles)
into equally wide horizontal strips and cutting those strips with one of the diagonals. The resulting
cut strips are shaded alternatingly (top strip shaded on the left, 2nd strip on the right, 3rd on the left,
etc.)

Then, after finding the total area of the shaded parts as a fraction of the total area, students are
guided to find the answer to the question: is there a pattern for these areas for squares and
rectangles of different sizes? Students explore squares and rectangles divided into an odd (at
first) and into an even (later) number of horizontal strips.

Materials Needed
Pen, pencil, ruler (required)

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 Assessment Criterion B: Investigating patterns

Achievement Level Descriptor Task Specific Descriptor

(MYP1)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i. apply, with teacher support, mathematical i. write down the area of each square, show that
problem-solving techniques to recognize exactly half the square is shaded (Q1) and use a
simple patterns ruler to draw the line segments, apply the
ii. state predictions consistent with simple process, and find the required areas (Q2)
1-2

patterns ii. summarize their findings, describe what they

iii. (not demonstrated at this level). noticed (Q3) and state their predictions for the 7x7
and 9x9 squares in Table 1 (Q4)
iii. (not demonstrated at this level).

The student is able to: The student is able to:

i. apply mathematical problem-solving i. use a ruler to draw the line segment, apply the
techniques to recognize patterns process, and find the required areas and fraction
ii. suggest how these patterns work (Q5) and repeat the same for their own choice of
iii. (not demonstrated at this level). rectangle, stating the chosen length and width (Q6)
3-4

ii. suggest a mathematical rule, a relationship, or a

pattern that applies to squares and rectangles with
an odd number of horizontal strips (Q7)
iii. (not demonstrated at this level).

The student is able to: The student is able to:

i. apply mathematical problem-solving i. use a ruler to draw the line segments, apply the
techniques to recognize patterns process, and find the required areas and fractions
ii. suggest relationships or general rules (Q8), (Q9) and summarize their findings (Q10)
consistent with findings ii. suggest a relationship or a mathematical formula,
iii. verify whether patterns work for another
to describe the fraction of the total area that is
5-6

example.
shaded for a square with an even number of
horizontal strips (Q11)
iii. verify their relationship or mathematical formula by
applying it and by drawing a 10x10 square,
finding the relevant areas (Q12)

The student is able to: The student is able to:

i. select and apply mathematical problem- i. apply a method of their own to investigate the
solving techniques to recognize correct required relationship for rectangles with an even
patterns number of horizontal strips (Q13)
ii. describe patterns as relationships or ii. summarize their findings and describe the pattern
general rules consistent with correct they found as a relationship or a mathematical
7-8

findings formula (Q13)

iii. verify whether patterns work for other iii. use at least two rectangles of their choice to verify
examples. their relationship or mathematical formula (Q13)

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 Assessment Criterion C: Communicating

Achievement Level Descriptor Task Specific Descriptor

(MYP1)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i. use limited mathematical language i. use a minimal amount of mathematical vocabulary
ii. use limited forms of mathematical or algebraic notation
representation to present information ii. use 1 of the following effectively, but with errors:
1-2

iii. communicate through lines of reasoning that tables, diagrams, calculations, and written
are difficult to understand explanations
iv. (not demonstrated at this level). iii. present arguments that are difficult to understand
iv. (not demonstrated at this level).
The student is able to: The student is able to:
i. use some appropriate mathematical i. use some appropriate mathematical vocabulary or
language algebraic notation
ii. use appropriate forms of mathematical ii. use at least 2 different forms of representation
representation to present information such as diagrams, tables, formulas, explanations,
3-4

adequately etc. but with errors

iii. communicate through lines of reasoning that iii. present arguments that can generally be
are able to be understood, although these understood, however are not always coherent
are not always coherent iv. show working that is somewhat organized using
iv. adequately organize information using a some form of logical structure
logical structure.
The student is able to: The student is able to:
i. usually use appropriate mathematical i. usually use appropriate mathematical vocabulary
language or algebraic notation
ii. usually use appropriate forms of ii. use at least 2 different forms of representation
mathematical representation to present
5-6

such as diagrams, tables, formulas, explanations,

information correctly
iii. communicate through lines of reasoning that etc. correctly
are usually coherent iii. present arguments that are usually coherent
iv. present work that is usually organized iv. show working out that is usually organized using a
using a logical structure. logical structure
The student is able to: The student is able to:
i. consistently use appropriate mathematical i. consistently use appropriate mathematical
language vocabulary or algebraic notation
ii. consistently use appropriate forms of ii. use at least 3 different forms of representation
mathematical representation to present such as diagrams, tables, formulas, explanations,
information correctly etc. correctly
iii. communicate clearly through coherent lines iii. present clear arguments that are consistently
7-8

of reasoning coherent
iv. present work that is consistently organized iv. show working out that is consistently
using a logical structure. organized using a logical structure

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Introduction

Consider a rectangle drawn in a square grid such that its sides fall on the grid lines. This rectangle
is then divided into horizontal strips, such that each strip has a height of 1 unit (grid).

Then, a line segment is drawn from the top left corner of the rectangle to its bottom right corner,
cutting each horizontal strip into a left- and a right-hand side.

We shade the left-hand side of the top strip, then the right-
hand side of the second strip, and keep shading each strip
on alternating sides, as shown in Figure 1.

What is the ratio of the total shaded area to the area of

the rectangle? Is there a pattern? Let’s explore!
Figure 1
Tasks

In order to start this investigation from a simple case, let us initially work with squares whose side
lengths are odd numbers, i.e. the process outlined in the introduction above results in an odd number
of horizontal strips.

The 1x1 and 3x3 alternatingly shaded squares are shown below.
(1) Write down the area of each square. Then, show that for each square, exactly half of the
square is shaded.
Area of the 3x3 square: 9
Area of the 1x1
square: 1 Area of the shaded parts:
0.5 + 1.5 + 2.5 = 4.5
Area of the shaded
part: 1/2 1x1 square 3x3 square
[B: 1-2, i]

A 5x5 square is given below.

(2) Use a ruler to draw the line segment from its top left corner to its bottom right corner and
apply the process described above until you have the required alternating shadings. Then,
find
a. the shaded area of each horizontal strip, and
b. the total shaded area.
Shaded areas on the right-
Shaded areas on the left- hand side:
hand side: 3.5,
0.5, 1.5.
2.5,
4.5.

5x5 square

Total shaded area: 0.5 + 3.5 + 2.5 + 1.5 + 4.5 = 12.5.

[B: 1-2, i]

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 (3) Summarize your findings in Table 1 below. Then, describe what you notice in the table about
each row of values in relation to the values in the row(s) above it.
(Leave the last two columns of the table empty, for now.)

Square size 1x1 3x3 5x5 7x7 9x9

Number of horizontal strips 1 3 5 7 9
Area of the square 1 9 25 49 81
Total shaded area 0.5 4.5 12.5 24.5 40.5
Fraction of total area 1 1 1 1 1
that is shaded 2 2 2 2 2
predictions
Table 1
Description of what you notice:

• The number of horizontal strips is the same as the length (or width) of the square.
• The area of the square is the square of the number of horizontal strip.
• The total shaded area is half of the area of the square.
• The fraction of the total area that is shaded is always 1/2.

[B: 1-2, i]

(4) State your predictions for the areas and the required fractions in the 7x7 and the 9x9 squares
in the last two columns of Table 1 above.
[B: 1-2, ii]

It seems that there is a clear pattern for squares with an odd number of
alternatingly shaded horizontal strips. However, is the same true for rectangles
with an odd number of horizontal strips? Let’s continue exploring!

The 6x3 rectangle is given below.

(5) Use a ruler to draw the line segment from its top left corner to its bottom right corner and
apply the process described above until you have the required alternating shadings. Then,
find
a. the total area of the rectangle,
b. the shaded area of each horizontal strip,
c. the total shaded area, and
d. the fraction of the total area that is shaded.

a) 6 × 3 = 18
b) 1st: 1; 2nd: 3;
3rd: 5
c) 1 + 3 + 5 = 8
d) 8/16 or 1/2

6x3 rectangle
[B: 3-4, i]

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 (6) In the box provided below, state your choice of length and width for a rectangle of your own.
Note:
• Your rectangle must fit in the square grid provided.
• The number of horizontal strips must be an odd number.

Length Width

Then, use the square grid provided to

a. draw your rectangle and the line segment from its top left corner to its bottom right corner,
b. apply the process described above until you have the required alternating shadings, and
c. find
i. the total area of the rectangle,
ii. the shaded area of each horizontal strip,
iii. the total shaded area, and
iv. the fraction of the total area that is shaded.

Show your calculations here:

[B: 3-4, i]

(7) Based on your findings above, suggest a mathematical rule, a relationship, or a pattern that
you think applies to all squares and rectangles with an odd number of horizontal strips.

For squares and rectangles alike, if the number of horizontal strips is odd, then the total shaded are
is half of the total area of the square (or rectangle).

[B: 3-4, ii]

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Next, after exploring squares and rectangles divided into in an odd number of horizontal strips, let
us turn our attention to square and rectangles divided into an even number of horizontal strips. Is
there also a pattern for the fraction of the total area that is shaded? Let’s continue exploring!

The 2x2, 4x4, and 6x6 squares are shown below.

(8) For each square, draw the line segment from its top left corner to its bottom right corner and
apply the process described above until you have the required alternating shadings. Then,
find
a. the total area of the square,
b. the shaded area of each horizontal strip,
c. the total shaded area, and
d. the fraction of the total area that is shaded (in the lowest terms).
Check student’s work for accuracy.
Results summarized in Q10.

2x2 square 4x4 square 6x6 square

[B: 5-6, i]

Question (9) below is optional, in case you need to explore more

squares with an even number of strips to help you see the pattern.

The 8x8 square is given below.

(9) Use a ruler to draw the line segment from its top left corner to its bottom right corner and
apply the process described above until you have the required alternating shadings. Then,
find
a. the total area of the square,
b. the shaded area of each horizontal strip,
c. the total shaded area, and
d. the fraction of the total area that is shaded (in the lowest terms).

Check student’s work

for accuracy. Results
summarized in Q10.

8x8 square
[B: 5-6, i]

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 (10) Summarize your findings in Table 2 below.

Square size 2x2 4x4 6x6 8x8

Number of horizontal strips 2 4 6 8
Area of the square 4 16 36 64
Total shaded area 1 6 15 28
Fraction of total area 1 3 5 7
that is shaded
(in lowest terms) 4 8 12 16
Table 2
[B: 5-6, i]

(11) Based on your findings above, suggest a relationship or a mathematical formula to describe
the fraction of the total area that is shaded for a square with an even number of horizontal
strips.

When the fraction is written in the simplest form, the numerator is always 1 less than the number of
horizontal strips. The denominator of the fraction (when written in the simplest form) is twice of one
more than the numerator.

In other words, if the square is divided into 𝑛 number of strips (where 𝑛 is an even number), the
fraction of the total area that is shaded is

𝑛−1
2𝑛

[B: 5-6, ii]

(12) Use the 10x10 square below to verify your relationship or mathematical formula
a. by applying it to suggest the fraction of the total area that is shaded, and
b. by drawing the alternatingly shaded horizontal strips and finding the relevant areas.

a) Using the
relationship found,
the fraction is 9/20

b) The areas are:

1st: 0.5
2nd: 8.5
3rd: 2.5
4th: 6.5
5th: 4.5
6th: 4.5
7th: 6.5
8th: 2.5
9th: 8.5
10th: 0.5
Total: 45/100 =
9/20 10x10 square
[B: 5-6, iii]

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It seems that there is also a clear pattern for squares with an even number of alternatingly shaded
horizontal strips. However, is the same true for rectangles with an even number of horizontal strips?
Let’s continue exploring!

(13) Apply a method of your own to investigate the relationship between the total area and the
fraction of the total area that is shaded for a rectangle with an even number of horizontal
strips.
[B: 7-8, i]

Summarize your findings in a table and use your summary to describe the pattern you find
as a relationship or a mathematical formula.
[B: 7-8, ii]

Use at least two rectangles of your choice (ones that haven’t been used before) to verify
your relationship or mathematical formula.
[B: 7-8, iii]
Make sure to:
• Use appropriate mathematical vocabulary that has been discussed throughout the unit
and to use appropriate algebraic notation when writing formulas.
[C: 1-8, i]

• Show this investigation in a clear, coherent, and organized manner, that includes
multiple forms of representation such as diagrams, tables, calculations, algebraic
formulas, and supporting explanations.
[C: 1-8, ii-iv]

*Before starting your work for this part of the investigation,

you are advised to do a draft on scrap paper first.

Use the space below and on the next page for your final work to be submitted.

Check student’s work.

!"#
The area of the fraction that is shaded is $!
of the total area.

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Use the space below for your final work to be submitted.

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