standard_description: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
problem_activity: Warm-up
The purpose of this warm-up is to quickly remind students of different ways to write ratios. They also have an opportunity to multiply the number of each type of shape by 2 to make two copies of the flower, which previews the process introduced in this lesson for making a double batch of a recipe.
Launch
Arrange students in groups of 2. Ensure students understand there are 6 hexagons, 2 trapezoids, and 9 triangles in the picture, and that their job is to write ratios about the numbers of shapes. Give 2 minutes of quiet work time and then invite students to share their sentences with their partner, followed by whole-class discussion.
Student Facing
This flower is made up of yellow hexagons, red trapezoids, and green triangles.
[IMG]
Write sentences to describe the ratios of the shapes that make up this pattern.
How many of each shape would be in two copies of this flower pattern?
Student Response
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Anticipated Misconceptions
Students might get off track by attending to the area each shape covers. Clarify that this task is only concerned with the number of each shape and not the area covered.
Activity Synthesis
Invite a student to share a sentence that describe the ratios of shapes in the picture. Ask if any students described the same relationship a different way. For example, three ways to describe the same ratio are: The ratio of hexagons to trapezoids is
\(6:2\)
. The ratio of trapezoids to hexagons is 2 to 6. There are 3 hexagons for every trapezoid.
Ask a student to describe why two copies of the picture would have 12 hexagons, 4 trapezoids, and 18 triangles. If no student brings it up, be sure to point out that each number in one copy of the picture can be multiplied by 2 to find the number of each shape in two copies.


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