Having students write an equation that describes a pattern involving toothpicks, pattern blocks, or colour tiles is nothing new. However, students (teachers?) often focus on patterns in the table of values rather than properties of the pattern itself. Visualizing the pattern can help students write the equation. For some, this approach may be new.

For example, consider the following pattern:

In each figure, students may see a rectangle with two squares attached, one above and one below. That rectangle has a width of *n* and a length of *n* + 2. The expression is *n*(*n* + 2) + 2.

Some students may see the pattern in a different way. But what about the students who don’t see *anything*? For them, some scaffolding is necessary. Note the scaffolding in the pattern below.

Students may see one red square, two green rectangles, and two blue tiles in each figure. That is, they see *n*^2 + 2*n* + 2. The use of colour is intended to be helpful. Of course, some students may ignore this hint. I’m cool with that. They may see a large square with one tile attached, or (*n*Â + 1)^2Â + 1.

Again, look for the scaffolding in the pattern below.

Students may see a rectangle with a number of tiles being removed, as suggested by the dotted lines. That rectangle has a width of *n* + 1 and a length of *n* + 2. The number of tiles being removed is equal to the figure number. Alternatively, students may visualize Â 2(*n*Â + 1) + *n*^2.

Did you notice that each of the expressions above are equivalent? They must be. Each of the three patterns begin with 5, 10, and 17 tiles. Each pattern/expression tells the same story, but in a different way.

My goal was to design three parallel tasks. Have students choose one of the three representationsâ€¦ just don’t tell them they’re the same.

My three-part lesson plan:

Marc and IÂ created two more sets of patterns. All three:

For more, please see Fawn Nguyen’s Pattern Posters.