Scribd
Upload
34 views

Problem Solving Report 1

Kayla Hatfield completed a problem solving report on finding the number of rectangles in an n x n grid where the sides of the rectangles coincide with the grid lines. She found that there are 100 rectangles in a 4x4 grid and the number for an n x n grid is n(n+1)/2 * n(n+1)/2. Kayla described her process of starting with smaller grids and discovering the pattern to arrive at the general formula. She proposed extensions of the problem and modifications to make it accessible to elementary school students.

Uploaded by

api-534503146
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
34 views

Problem Solving Report 1

Kayla Hatfield completed a problem solving report on finding the number of rectangles in an n x n grid where the sides of the rectangles coincide with the grid lines. She found that there are 100 rectangles in a 4x4 grid and the number for an n x n grid is n(n+1)/2 * n(n+1)/2. Kayla described her process of starting with smaller grids and discovering the pattern to arrive at the general formula. She proposed extensions of the problem and modifications to make it accessible to elementary school students.

Uploaded by

api-534503146
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Kayla Hatfield

MTH 2100-73177
Due: 9/29/20
Problem Solving Report #1

Description of the Problem


This problem presents the question of how many rectangles can be found in a four-by-four grid,
with the requirement that the sides of the rectangle coincide with the lines of the grid.
Additionally, the problem asks how one would then find out how many rectangles would there
be in an n x n grid, with the same condition that the sides of the rectangle coincide with the lines
of the grid.

Solution to the Problem and the General Problem


The solution to the question of how many rectangles can be found in a four-by-four grid is that
100 rectangles can be found within the grid. For a grid that is of n x n size, there would be
[N*(N+1)/2] * [N*(N+1)/2] number of rectangles.

Strategies To Find the Solution, and the Solution to the General Problem
In order to find this solution, I tried many strategies before coming up with the right one. First, I
printed out a 4x4 grid and used colored pencils to shade in each square that could be found. This
proved to be tedious, and, although, I did eventually get the correct answer, it did not assist me in
finding the solution to the general problem. So, I continued my search to discover a formula that
could be used to discover the solution to the general problem. I started off by reducing the size of
the grid down to a 1x1 grid, and counted the number of rectangles in that grid, which was one.
Then, I increased the size of the grid to a 2x2 sized grid, and counted the number of rectangles in
that grid, which was 9 rectangles. I continued on like this until I reached the 4x4 grid that I had
already completed. From there, I wrote down the number of rectangles in each grid and
compared the totals in regards to the size of the grid. Moving forward, I wrote down the different
patterns I discovered until I found one that applied to each grid. From there, I was able to
substitute the numbers for each grid with N, which gave me the solution to the general problem.

Extensions
This problem has many possibilities for extensions within an elementary school classroom. It’s a
great way to get children to start thinking algebraically, as well as helping them fine-tune their
processes in terms of trial and error. Additionally, since this problem is already pushing children
to apply their previous knowledge regarding algebraic reasoning and patterns, I would challenge
the students even further by applying these skills towards a real-life scenario. For example, I
might ask the students ordering items in bulk. I could further challenge the students to come up
Kayla Hatfield
MTH 2100-73177
Due: 9/29/20
with their own problems such as these based, and have them pose their problems to their
classmates to see who can solve each other’s problems.
Kayla Hatfield
MTH 2100-73177
Due: 9/29/20
Possible Modifications
This problem is difficult, even for me—a college student who has always done well in math
classes. In order to modify this problem, I thought about what would have helped me when I was
doing this problem. I found that by writing it out and drawing the squares, I was more easily able
to picture how many rectangles were in each grid. So, I would make sure to provide the students
with a handout using the grids. Additionally, I would make a worksheet that looked similar to the
one I’ve made below. For the students who may need more help than others, I would fill in
certain cubes as a way to assist the students in finding the right answers.
Worksheet Outline:

Grid Size Total # of Equations Similar


Rectangles used to get Equations
Total
1x1 1

2x2 9

3x3 36

4x4 100
Kayla Hatfield
MTH 2100-73177
Due: 9/29/20
Insights and Observations:
When completing this problem, I learned to adapt my strategies quicker than I’m used to. When
counting out each rectangle was taking too long, I learned quickly to instead break it down into
smaller grids and look for patterns, similar to assignments I used to do previously in high school.
Additionally, this problem reminds me of a common core standard I previously referenced in one
of my other classes, common core standard CCSS.MATH.CONTENT.3.OA.D.9 (Identify
arithmetic patterns (including patterns in the addition table or multiplication table), and explain
them using properties of operations.). Although this standard is the more basic form of
discovering the patterns that could be used to solve this problem, I believe it is still relevant. If
one does not have the solid foundation to problems such as these, then these students may
struggle later when more difficult problems build off the same principle arise. All in all, I found
this problem to be thought-provoking and a great question to pose an upper elementary/middle
school math class.

You might also like