Mathematics is the science of patterns. Part of the math skill students need to learn in mathematics is to see regularities. The usual way of introducing pattern searching activity is by showing a sequence of figures or numbers and then asking the students to find or draw the next one. Here’s a more exciting way of presenting math patterns problems. Bernard Murphy of MEI (Innovators of Mathematics Education) shared this with us. MEI is an independent charity committed to improving mathematics education and is also an independent UK curriculum development body.
The figure below is the third in a sequence of pattern.
How does the first, second, fourth, fifth figure look like?
Here are three of the patterns I produced and the questions you could ask the learners after they produced the sequence of patterns. Note that the task is open-ended. There are other patterns learners can make.
1. How many unit squares will there be in Figure 50?
2. How will you count the number of unit squares in Figure n in this pattern?
3. This is my favorite pattern. How many unit squares will there be in Figure n?
Note that in all the sequences, Figure 3 looks the same. Note also that for each of these sequences, you can have several expressions depending on how you will count the squares. Of course the different algebraic expressions for a particular sequence will simplify to the same expressions.
You can use this activity to teach sequences, linear function, and quadratic function. But this is not just what makes this activity a mathematical one. To be able to see regularity is already a mathematical skill and much more of course if they can generalize them as well in algebraic form.
I am so tempted to just give you the equations but that would mean depriving you of the fun. Anyway, here are two examples on how you can think about counting the squares in Figure n: Counting Hexagons and Counting Smileys. Have fun.
This post shows how we can help students make connections among counting principle, the Pascal’s triangle, and powers of 2. I have tried this lesson in an in-service training program but I’ve yet to test it with students in high school. The lesson uses the strategy Teaching thru Problem Solving.
A piece of knowledge is powerful to the extent to which it is connected to other piece of knowledge. The more connections there are, the more powerful it becomes. Mathematics teaching therefore should always aim to help students make connections among the different concepts of mathematics. You may want to read my article about understanding as making connections.
The Problem: Trace the paths that will spell “MATHEMATICS” starting from the letter M on top moving only downwards, either to the immediate letter to its right or to the immediate letter to its left. How many different paths are there in all?
After a few minutes and the class is seem getting nowhere you may suggest to students to try simpler case first like trying the word MATH. Trying simpler case is a good problem solving strategy and habit students need to learn.
Solution 1
Suppose we spell the word “MATH” only. From M we can move downwards and may either choose the A at the left or the A at the right. Having chosen an A we can either choose the T down left or the T down right. And having chosen one we can either choose the H down right or the H down left. Each time we only have two choices. Thus, the number of ways of tracing the word “MATH” in the above figure is
2·2·2 =23=8
Using the same line of thinking, the total number of paths which spells “MATHEMATICS” is
2·2·2·2·2·2·2·2·2·2=210=1024.
Solution 2
Notice the number of arrows that converges to a particular letter. It tells the number of paths that pass through it. Thus, to count the number of ways of tracing the word “MATH” we only have to add the total number of arrows that point to the H’s. There are
1 + 3 + 3 + 1 = 8.
Count the number of arrows converging to each letter in MATHEMATICS . You will generate the triangular array of numbers below.
The solutions showed two important principles of counting.
The Multiplication Principle. If one task can be done in m ways and then another task can be done in n ways, the pair of tasks, first one and then the other, can be performed in
m • n ways.
The Addition Principle. If one task can be done in m ways and another task in n ways, then one task or the other can be done in
m + n ways.
Anyone who wants to understand permutations, combinations and anything that involves counting should first understand these principles.
The triangular array of numbers generated above is one of the most influential number patterns in the history of mathematics. It is called Pascal’s triangle after the renowned French mathematician Blaise Pascal (1623-1662) who discovered it. The triangle is also called Yang Hui’s triangle in China as the Chinese mathematician Yang Hui discovered it much earlier in 1261. The same triangle was also in the book “Precious Mirror of the Four Elements” by another Chinese mathematician Chu-Shih-Chieh in 1303.
The Pascal triangle yields interesting patterns and relationships. Some of the obvious ones are:
To generate the next row, you will have to add the two numbers above it.
Another striking property of this array of numbers is its symmetry. Note the numbers on both sides of the middle number in each row.
The sum of the numbers in each row can be expressed in powers of two.
