Generalizing and Representing a Quadratic Relationship
Haleemah and ET explore the context of cobblestone patterns from the Czech Republic. They make sense of another student, Amir’s, way of seeing the relationship between a Size Number and the number of gray stones in a cobblestone pattern. They apply and then generalize Amir’s method using algebra.
ET and Haleemah make sense of the cobblestone context and think about how another student, Amir, is seeing the stones in a cobblestone pattern of a certain Size Number.
The students apply Amir’s method to a new Size Number and use their calculation to explain how Amir is seeing the stones.
The students apply Amir’s method to find the number of gray stones for another Size Number and connect their calculations to the cobblestone context.
Haleemah and ET generalize Amir’s method that relates an unknown Size Number and the number of gray stones in the cobblestone pattern.
They use their general equation for another Size Number and reflect on their equation by connecting each part to their drawing.
Haleemah and ET explain what each symbol and operation of their general equation means in the cobblestone context.
Mathematics in this Lesson
Common Core Math Standards
Common Core Math Practices