6.1 Finding Block Patterns Activity

Directions for Classroom Use:

• Hand out one of each task to each group of four. Let students spend first 4 minutes silently finding a way to describe their task in words.
• Students should take turns describing their pattern to their group.
• Have the rest of the group draw the pattern, based on the student’s description.
• The only student talking should be the one explaining.
• After all students have had a turn, let students brainstorm a list of four similarities and four differences between tasks A, B, C, and D.
• Have each group write one similarity and one difference on the board.
• The groups should then try to narrow the list down to one big similarity (each case adds one layer of a consistent number of blocks) and two big differences (adding different numbers of blocks in each case AND starting with different numbers of blocks)
• After identifying the BIG similarities and differences, ask students to predict what Case 50 would look like for their task. They should be able to explain how they used a pattern to figure out the shape and number of blocks for Case 50.
• As before, let students take turns sharing their thought process in describing how they figured out Case 50. After a student has shared, give the group 30 seconds to give them feedback (agreement or constructive comments) before moving on to the next task.

Day 2:

• Ask students to collaborate to show how to reach their answer using algebraic, numerical, verbal, and graphical models. Hint: have them think about inputs and outputs.
• Extension:
• Give students tasks E, F, and G and have them create a poster explaining the pattern in the four methods of representation.