Additional Materials

Materials Required

Estimated Time Needed

(Times are approximate and will depend on the needs of the students.)

Please log in to download related resources.
Generalizing Patterns: Table Tiles
  • Introduction: Mathematical Goals
    • This lesson unit is intended to help you assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with:

      1. Choosing an appropriate, systematic way to collect and organize data.
      2. Examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile.
      3. Generalizing using numerical, geometrical, or algebraic structure.
      4. Describing and explaining findings clearly and effectively.
  • Formative Assessment Task : Table Tiles
    • Students are presented a scenario in which they must calculate how many tiles of different types Maria will need to create square tabletops. Students develop a pattern at various size tables and explore alternative algebraic and geometrical approaches using linear and quadratic relationships.

  • Common Core State Standards
    • Common Core State Standards for Mathematical Practices Common Core State Standards for Content

      This lesson involves a range of mathematical practices from the standards, with emphasis on:

      1. Look for and make use of structure.
      2. Look for and make use of repeated reasoning.

      This lesson involves mathematical content in the standards from across the grades, with emphasis on the following Domain.Cluster:

      • F-BF: Build a function that models a relationship between two quantities.
  • Lesson Structure
    • The unit is structured in the following way:

      • Before the lesson, students attempt the task individually. You then review their work and formulate questions for students to answer in order for them to improve their work.
      • During the lesson,
        • At the start of the lesson, students work individually to answer your questions.
        • Next, they work collaboratively, in small groups, to produce a better collective solution than those they produced individually.
        • Throughout their work, they justify and explain their decisions to peers.
        • In the same small groups, students critique examples of other students' work.
        • In a whole-class discussion, students explain and compare the alternative approaches they have seen and used.
      • After the lesson, students work alone again to improve their individual solutions.
Please log in to write a Journal Entry.
Please log in to write a Journal Entry.

EduCore Log-in