The triangle question really forces one to be very organized in order to find all 28 triangles. This is a great problem to have students work together on.
The square problem allows one to analyze a pattern. When discussing this problem have students make up a list of the number of individual squares, of squares made up of four smaller squares, of squares made up of nine smaller squares, etc. The students should see a pattern occurring. This will allow you to move into examining patterns and finding rules.
Jeannie,
ReplyDeleteThese problems are always so tough to figure out. Do you have any suggestions for solving these problems and to help organize student answers?
Molly,
ReplyDeleteFirst, I have the students number the individual triangles or squares. Then we make a list of combined figures. For example, all triangles formed by combining two of the original ones. Then all triangles formed by combining three of the original ones, etc. I do encourage my students to constantly look for patterns. The square problems has a pattern.