Building square patterns

Building square patterns

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about making a pattern and describing a rule.
          Y   /   N
a) Use 4 rods to make the smallest square you can.
b) i) Now use more rods to make a square the next size up.
  ii)
 		 How many rods did you use for the second square?   __________
 
c) i) Now use more rods to make a square the next size up again.
  ii)
 		 How many rods did you use for the third square?   __________
 
d) i) How many rods would you need for a fourth square?   __________
  ii)
How did you work this out?
 
 
 
 

 

Task administration: 

This task is completed with pencil and paper, and other equipment.

Equipment: Place value blocks – 10s only (at least 12 per student), teacher checklist (optional).

  • This task assesses a student's ability to build up square patterns using rods and predict the number of rods needed for the next pattern.
  • This task can be carried out by reading the instructions to students one at a time and/or giving them the instructions to read.
  • If the student makes oblongs instead of squares show them what the correct shapes should look like.
  • You can either use the checkboxes on the instruction sheet or the separate teacher checklist to monitor the students as they make the squares.

 

Level:
4
Curriculum info: 
Maths, Number and Algebra, Patterns and relationships
Keywords: 
spatial patterns, rules
Description of task: 
Students use place value rods in this practical task to build up square patterns. Students then predict the number needed for the next pattern and explain their rule.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Patterns and relationships, sets 5-6
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
a)  

b) i)

ii)
8
c) i)

ii)
12
d) i)
ii)		 16
Any 1 of the following:

  • Add four each time.
  • The sides will be 4 on the next square.
  • 4 × 4 is 16.

[Accept any other statement that shows an understanding of the pattern.]

Teacher Checklist

Student Name a b i) b ii) c i) c ii) d i) d ii)
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               
               

Figure It Out

 Sticky Moments, Algebra L2-3 p.5