POW #1: Growing Tiles

Problem Statement:
For this problem we were asked to look at a diagram, similar to the one below, and answer the question How do you see the shape growing. Then we were asked how many blocks are in case one hundred. The questions were talking about a set of shapes that started with a single square, then added another shape with same sized squares to the left, right and on top. Then the three more squares were added in the same positions. Hypothetically, this pattern continued innitely. Each shape was labeled with a case number, starting with the singular square being labeled case 1.

Case 1

Case 2

Case 3

Process Description:
I started this problem by looking at what data I had. That included the case number, the total tiles in the rst few cases, and the interval for which the total amount of squares increased. The case number is important because it shows how many squares have been added in each direction since the start. After looking at the data I thought it would be best to create a t-chart of the case numbers, and total numbers used so far. It looked like the following diagram.

POW #1: Growling tiles

Case # 1 2 3 4

Total 1 4 7 10

After looking at the data I discovered you would have to remove the constant on all of the case numbers. The constant is the singular square in the middle that does not replicate or change throughout the course of the entire problem. After this discovery our equation looked something like this; (x-1) where x represents the case number. After this, I added in the factor that the increment the total is increasing is 3. You would have to multiply this times (x-1). The increment is 3 so our equation now looks like 3(x-1). That equation represents the total amount of squares added on since case 1. However, that equation does not represent the constant that we had to take away. So the nal equation (unsimplied) would be 3(x-1)+1. After simplifying the equation it would be y=3x-2 which is also in slope-intercept form. Another part of the problem that we decided to take up was another direction. The original problem has squares extending from 3 of the original squares 4 sides. We decided to take the challenge and discuss what would happen if we extended squares from the fourth side.

POW #1: Growling tiles

After looking at the problem in this new way, we concluded that the new equation would be 4(x-1)+1. The 3 in the previous equation represented the increment that the total squares increased. So for a fourth direction that increased by 1. This premise also would be valid for a 5th direction and so on. The idea of that is pictured below.

Solution:
So overall we solved this problem by creating an equation 3(x-1)+1. This equation solved the problem of nding the total amount of squares. We tested this with several options and got the correct responses. Case 100 will have a total of 298. The way we know this is correct is if you plug in the case number in to the equation you can solve the equation and it will equal 298. 3(x-1)+1 3(100-1)+1 3(99)+1 297+1 298 We also found that if you wanted to nd the number of squares in a single leg, you would just subtract 1 from the case number. (x-1) Finally, we concluded that our equation also can be altered to solve the same problem with different incremental

POW #1: Growling tiles

increase, or additional legs. Once again this can be proved by using a square with four legs, in the third case. The equation matches the diagram we drew. 4(3-1)+1 4(2)+1 8+1 9

Self-Assessment and Reection:

! In reection, I believe that this problem was about process. It taught us how we

can take the ideas from all of our groups mates, or even our entire class and use the correct process to obtain a sufcient nal result. On paper that seems like a common and facile task but in reality this can be very demanding. I also think that it taught us how to look for patterns with both numbers, and shapes. This entire problem was a pattern. The process was nding a pattern, and the solution was solving a pattern. Because of that, this problem exercises our ability to recognize and process patterns, in challenging and simplistic scenarios. I also believe that this is the Habit of a Mathematician we exercised during this problem. This habit is important because there are a lot of problems in math that include patterns, and not just shapes but numbers as well. These types of problems help us develop pattern recognition to be used in the future in all sorts of elds of math, and science. For example, this problem could easily have been translated into numbers, without diagrams. This problem helped us understand the concept of number patterns more then we did previously. Finally the problem exercised the common skills utilized in projects. Collaboration, group dynamics, and public communication were all utilized. We collaborated with others, and developed

POW #1: Growling tiles

a group dynamic that worked for everyone. We shared out in process and our nal solution. I would give my self a 10/10 on this problem. The reason I give myself such a high grade is because I took a leadership role in my group, and I feel I impacted the conversations and share outs during class time. I usually am very harsh on myself and feel bad when I give myself a high grade because I feel that I am over exaggerating my contributions to the problem. However, I sincerely believe that I deserve this grade. I deeply thought about the process and the way that I was solving the problem.

POW #1: Growling tiles