Scholars identify and continue the numerical pattern for the number of wheels on a train. Using the established pattern and its inverse, they determine whether a number of wheels is possible. Pupils finish by developing an algebraic linear expression for the pattern. 

Concepts

input/output tables, numerical expressions, algebraic expressions, patterns, number patterns, linear equations, trains

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Additional Tags

math

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Instructional Ideas

• For those that need more concrete examples, bring in boxes to represent the train cars and include the number of wheels on them
• Provide opportunities to work with changing patterns into algebraic expressions

Classroom Considerations

• The class should be familiar with working with patterns

Pros

• The rubric contains alternative solutions
• Includes sample work with teacher prompts

Cons

• None

Common Core

7.EE.B.3 7.EE.B.4.a MP4 MP8