ALGEBRA TILES

Learning Sequence

Abstract
The following is a suggested teaching and learning sequence for using Algebra Tiles.
These ideas can be used from Year 3 onwards.

Vicky Kennard
[email protected]
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Contents
Introduction and Rationale ..................................................................................................................... 3
Concrete, Representational, Abstract (CRA) Model ............................................................................... 4
Introducing the Algebra Tiles .................................................................................................................. 5
Templates................................................................................................................................................ 6
Zero-Sum Pair........................................................................................................................................ 10
Modelling Integers ................................................................................................................................ 11
Addition and subtraction of integers .................................................................................................... 12
Area model of multiplication ................................................................................................................ 14
Using the area model for division ......................................................................................................... 16
Forming algebraic expressions.............................................................................................................. 18
Adding and subtraction algebraic expressions ..................................................................................... 19
Substitution ........................................................................................................................................... 21
Solving linear equations ........................................................................................................................ 22
Multiplying algebraic expressions by integers ...................................................................................... 28
Multiplying two linear (binomial) expressions to form a quadratic ..................................................... 30
Factorising by an integer factor ............................................................................................................ 32
Factorising quadratic expressions – with coefficient of x2 = 1 ............................................................. 36
Factorising quadratic expressions – with coefficient of x2 > 1 ............................................................. 39
Perfect squares - expansion .................................................................................................................. 42
Perfect squares – factorisation ............................................................................................................. 44
Difference of perfect squares ............................................................................................................... 45
Completing the square.......................................................................................................................... 46
Solving algebraic equations using completing the square.................................................................... 48
Dividing a quadratic by a linear factor .................................................................................................. 50
Extending the model to x and y, 2 variables......................................................................................... 51
References ............................................................................................................................................ 52

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Introduction and Rationale
We use concrete materials and manipulatives in the classroom in the lower primary years but often
move away from them as students get older, giving students the impression that they are ‘babyish’
and that it is more ‘grown-up’ to manage without them. This is a misguided approach and
manipulatives should be used all the way through school.

Students often experience difficulty with Algebra and the notation it employs. Algebra tiles are a
manipulative that can help develop student’s understanding and confidence with algebra, at many
different levels.

The tiles employ the area model of multiplication and this needs to be explored and understood if
the students are to get the maximum understanding and benefit from their use. See the references
at the end of the document for more detail on the area model.

This lesson sequence is not meant to replace a textbook but is an introduction to the use of algebra
tiles. Use your usual textbook and classroom resources for exercises and practice.

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Concrete, Representational, Abstract (CRA) Model

This model is used throughout the lesson sequence.

The CRA model is designed to move students from the:

Concrete – using manipulatives, such as the Algebra Tiles; to the

Representational/Pictorial – drawing a picture/taking a photo of the tiles; to the

Abstract – writing the expression/equation using symbols.

Using manipulatives is an important stage in the development of student understanding. This stage
is often omitted in senior school, where manipulatives are perceived as ‘babyish’. Giving students
the opportunity to ‘play’ with the tiles can help them to see and feel what is happening and can
therefore, help students to develop a deeper understanding of formal algorithms.

The second stage is the representational or pictorial. In this stage students are asked to draw a
diagram or take a picture of what they did. This can be just a pictorial version of the final tile
arrangement or a more complex drawing explaining how they manipulated the tiles.

The abstract phase is where students move towards using numbers and symbols to show their
thinking and understanding. This can be developed from the representational stage. Students can
then develop (or be shown) a formal algorithm for solving the problem.

This is not a linear progression. Some students will move from the concrete to the representational
to the abstract, others will jump around. Having the concrete materials available for those that want
to use them is important. Students should, feel comfortable and confident using them.

There are references at the end of the paper for a deeper explanation of this model and the research
behind it.

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Introducing the Algebra Tiles
There are three different tiles in the Algebra Tile set, each with two colours, representing positive
and negative values.

Although you can buy these tiles (see: https://www.aamt.edu.au/Webshop/Entire-

catalogue/Algebra-Tiles-Australia-a-concrete-visual-area-based-model-book) they are also easy to
make.

There is an interactive, online version at: http://www.drpaulswan.com.au/operating-theatre

The tiles are as follows:

+1 +x

-1 -x +x2 -x2

The smallest tile is a 1 by 1 unit representing the constant +1 or -1

The next tile is 1 by x, representing +x or -x.

The largest tile is x by x, representing +x2 or -x2.

The x dimension is intentionally not equivalent to a fixed number of single units, in terms of size.
This is so that students do not associate the length of x with any particular value.

You could write the values on the tiles if you felt that the students needed the visual reminder.

Ideally each student should have their own set of tiles. To make a set of tiles:

1. You will need two colours of cardboard, or thin foam (preferably one of these should be with
an adhesive side). We suggest that you use a ‘hot’ and a ‘cool’ colour, such as blue/green or
red/yellow. (Choose colours that are easy for students who are colour-blind to recognise.)
2. If you are using cardboard:
a. Photocopy the template below on to one piece and then stick them together and
laminate
b. Cut out the tiles using the template
3. If you are using foam:
a. Stick the two colours together
b. Using the following dimensions draw and then cut out the tiles:
i. 1-unit tiles – 1.5cm x 1.5cm
ii. x tiles – 1.5cm x 7 cm
iii. x2 tiles – 7cm x 7cm

Creating the tiles with the students is a good lesson in itself – especially if you measure out and cut
them. It is also a good introduction into the concept of the area model.

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Templates

a. the template for making Algebra Tiles

b. the multiplication space
c. the general workspace

Students will need an A3, double-sided, laminated sheet with the two workspaces as shown in the
templates below. The first is for the modelling of multiplication and the second is an open
workspace. Having these laminated means that the students can annotate what they are doing, with
whiteboard markers, as they are working, rather than taking notes separately.

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 x

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Zero-Sum Pair

This concept is key to the understanding of algebra tiles.

The two colours represent positive and negative values.

Show the students two tiles, the same size but different colours:

Ask the students what they see that is the same and what is different.

Inform the students that one represents a positive value and one a negative value of the same
magnitude. When put together they make zero, just as -1 + 1 = 0. This is called the zero-principle and
the two tiles form a zero-sum pair. This is an important concept and the students will need to be
familiar with it as they work with the tiles.

These are all examples of zero-sum

pairs

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Modelling Integers

The first stage to using algebra tiles is to model different integers in the open workspace.

Allow the students ample time to familiarise themselves with the tiles, the meanings of each colour
and the concept of zero-sum pairs.

Ask then to model numbers in multiple ways – using the zero-sum pairs.

They should use the tiles, draw representations of what they have done and then write their ideas
using symbols.

e.g.
(+2) + (-1 + 1) = +2
+2

-3 (-3) + (-1 + 1) + (-1 + 1) = -3

I have used the plus-sign to indicate a positive integer in these examples. It is important that
students become aware that a number with no sign is the ‘lazy mathematicians’ way of writing a
positive number! As we assume that most numbers are positive we do not indicate it.

Here, as I want to clearly distinguish between positive and negative quantities, I have used the
‘+’ symbol. This can be dropped as the students become more familiar and confident with
manipulating the tiles.

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Addition and subtraction of integers

The addition of integers is the first operation to model with students.

It is important to distinguish between the direction of a number and the operation being performed.

For example:
(+2) + (-1) = +1 Should be read as: 2 add, negative 1

(+2) - (-1) = +3 Should be read as: 2 subtract, negative 1

The operation ‘subtract’ can be modelled as the opposite of ‘add’. In terms of Algebra Tiles this
means ‘turn over’.

For the examples above:

(+2) + (-1) = +1

+2 -1
The circled pair of tiles form a zero-sum pair

(+2) - (-1) = +3

+2 -1 +2 - (-1)

Model the numbers Turn the second number over to model the
operation ‘subtract’

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Another example:

(-3) - (-2) = -1

-3 -2 -3 - (-2)

Model the two numbers in the equation The second number is turned-over as the
operation is ‘subtract’.

Then the zero-sum pairs are identified

and removed, to leave the result
(answer).

Give students ample time to practice simple addition and subtraction problems to model and solve.

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Area model of multiplication

The area model of multiplication uses the same process as arrays. Area is found by multiplying two
values. Therefore, by arranging the algebra tiles in a rectangle we can find the product.

To find the product of two numbers arrange the tiles in a rectangle with the given dimensions.

e.g.
2X3=6

X 3

When multiplying by a negative number arrange as if positive then turn-over the tiles for each
negative number.

2 X -3 = -6

If one of the multipliers is negative turn-over the X -3

tiles once – they will all be negative

-2 X -3 = 6

If both multipliers are negative turn-over twice –

they will return to positive X -3

-2

In general, where the signs of the multipliers are different the result is negative, where they are the
same the result is positive. This result should become apparent to students as they use the tiles to
model multiplication.

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The area model is useful when looking at large number multiplication and partitioning numbers.

e.g. 27 x 43

x 20 7

40 40 x 20 = 800 40 x 7 =280

3 3 x 20 = 60 3 x 7 = 21

27 x 43 = 800 + 280 + 60 + 21 = 1161

This model will lead into the multiplication of linear and quadratic expressions too. Students should
be able to relate the different areas to the different parts of the expressions being multiplied. It
should help them to see what is meant by ‘multiplying everything by everything’ or the FOIL
method.

There is a reference at the end to a James Tanton video explain the area model.

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Using the area model for division

The area model can also be used for division.

Here, you take the given number of tiles (the dividend) and arrange them in to a rectangle, with one
side set to the given dimension (the divisor). The other dimension will then be answer to the
problem (the quotient).

e.g. for 12 / 4

Take the 12 tiles and arrange in a rectangle with 4 rows. The answer will then be the resulting
number of columns.
12 ÷ 4

÷ ?=3

If the divisor is negative, then either the dividend or quotient must be negative.

If divisor is positive and the dividend is negative, then the quotient must be negative.

These results should become obvious as the students explore division using the tiles.

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For example:

-12 ÷ 4 12 ÷ -4
? = -3 ? = -3
÷ ÷

4 -4

-12 ÷ -4
? = +3
÷

-4

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Forming algebraic expressions

We form algebraic expressions by taking the required number of algebra tiles and turning them to
show the appropriate colour.

e.g. 2x2 + 3x – 4

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Adding and subtraction algebraic expressions

To add expressions first form the expressions then put them together. Remove any zero-sum pairs
that are formed and count the remaining tiles.

e.g. (x2 + 2x – 4) + (x2 - 3x + 1)

Form each expression

Put the two sets of tiles together, arranging the same sized
tiles together (collecting like terms)

Remove any zero-sum pairs formed

The remaining tiles form the resulting expression

2x2 - x - 3

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To subtract one expression from another, first form the two expressions:

(2x2 + 3x – 4) - (x2 + x - 2)

Before you combine the

expressions turn all the elements
of the second expression over.

The reason for turning the second set of

elements over is that subtraction is the
opposite of addition. You are in effect
multiplying all the elements by -1.

Then combine and remove any zero-sum pairs to find the solution

x2 + 2x - 2

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Substitution

We can use the algebra tiles to illustrate the meaning of substitution, in algebra.

Each x-tile can be replaced by the given number of unit tiles.

To replace any x2 tiles, form a square with side-length equal to the given value.

After replacing the x2 and x-tiles, remove any zero-sum pairs to find the total.

e.g. find the value of x2 + x – 3, when x = 2

The original expression Replace the x2 with 4 unit-tiles and the x with two unit-tiles

Giving:

Remove the zero-sum pairs:

The value of x2 + x – 3, when x = 2

(2)2 + (2) – 3 = 4 + 2 - 3 = 3

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Solving linear equations

We can use algebra tiles to solve linear equations. This is a good way to illustrate the balancing
method and for students to get a ‘feel’ for ‘doing the same to both sides of an equation’ and why
we do this.

e.g. Solve 3x + 5 = 17

First model the problem:

3x + 5 = 17

Add tiles to form zero-sum pairs:

-5 -5

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Remove the zero-sum pairs:

3x = 12

Now group the unit-tiles by the number of x-tiles:

/3 /3

Identify the value of one x-tile

x = 4

Each x-tile is equivalent to 4 unit-tiles.

Giving a visual demonstration using concrete materials like algebra tiles can help students develop a
stronger understanding of the formal algorithm.

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It is important that students have an appreciation for what ‘solving’ means in this context. Remind
students that we are trying to discover the numerical value of the unknown quantity x.

Note: algebra tiles can only be used if the solution is an integer value. It is important to give students
other examples where this is not the case so that students do not, mistakenly, believe that solutions
will always be integers. These can be introduced once students are comfortable working in the
abstract mode.

The following are some more examples of solving equations with algebra tiles.

Example 1: 3x – 2 = 7

Model the question As we are trying to find the value of x we need

to remove elements until we have an x-tile on
its own. Here, we first remove the unit-tiles on
the same side as the x-tiles. In this case by
adding two unit-tiles to each side.

This is the result of adding the tiles.

To find the value of one x-tile we need

to group the unit-tiles against the x-tiles.

This shows us that one x -tile is

equivalent to 3 unit-tiles.

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Example 2: 2x + 3 = 3x - 1

Model the question Remove negative constants by adding

positive unit-tiles to form zero-sum
pairs

As we only want x-values on one side we Removing the zero-sum pairs gives us the
need to remove the smaller x-value by value of the x-tile. In this case x = 4.
adding negative x-tiles to form zero-sum
It is important to show that the x does not
pairs
have to be on the left-hand side.

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Example 3: 3 – x = 9 + 2x

Model the question Always deal with negative values first –

in this case by adding an x-tile to form a
zero-sum pair

Remove the zero-sum pair Add negative unit-tiles to form zero-sum

pairs to isolate the x-tiles

Remove the zero-sum pairs Group the unit-tiles to correspond with

the x-tiles

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 Display the value corresponding to one
x-tile.
In this case x = -2

Students should be aware that x is not

always a positive value.

In the above examples I have tried to show different styles of equations and different ways of
annotating.

Allow the students to discover their own ways of annotating, no one style is correct. It is more
important that students find a way of solving these equations themselves and develop an abstract
representation that works for them. You may wish to show them some traditional
approaches/algorithms, but I would suggest you do this only when the students are comfortable and
confident in solving simple equations.

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Multiplying algebraic expressions by integers

The first stage in multiplying algebraic expressions is to multiply them by an integer.

To do this using the algebra tiles use the multiplying template to arrange the question and then fill-in
the rectangle. It is a good idea to suggest to the students to arrange the tiles so that the x -tiles are
first and then the unit-tiles. This reflects the arrangement in the area model of multiplication.

e.g. 2 x (x + 2)

Start by putting the multiplicands in the

template.

As the template is laminated the students

can annotate what they are doing on the
work-surface.

Fill in the rectangle and count the tiles to

solve the problem.

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You can change the problem to multiply by -2 by turning the tiles over.

e.g.

Or change the question to see how this will affect the result.

But this is the same as 2 x (x + 2)!?!

Or show a product and ask what the multiplicands could have been?

Can you do this another way?

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Multiplying two linear (binomial) expressions to form a quadratic

You do this the same way as above but when you multiply x by x you fill in the space with the x2 tile.

e.g. (x + 2) (x + 3)

You can find the result by counting the individual tiles:

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It is important that students get time to practice this and use the CRA model. Some will move away
from the tiles to drawing pictures and then to symbolic notion earlier than others.

Practice at multiplying directed numbers is important too, as this is a skill that students often
struggle with.

Remember to remove zero-sum pairs

Students may start to notice patterns and should be allowed to explore these; this may lead them to
factorisation.

Students should be encouraged to relate the areas of the rectangle formed by the algebra tiles, to
the area model for multiplication.

X 2x -1

x 2x2 -x

+2 +4x -2

(2x - 1) (x + 2) = 2x2 - x + 4x - 2 = 2x2 + 3x – 2

This is a good way to move to the representation element of the CRA model. Representation does
not only mean that students draw a picture of the tiles. Drawing the area model, as above, is
another way of representing the problem.

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Factorising by an integer factor

Once students are familiar and comfortable with multiplying linear expressions you can move on to
factorising.

Start with factorising by an integer factor only.

Use the same template as for multiplication.

The students must arrange the tiles into a rectangle and then identify the factors.

e.g. If they were given the following tiles:

Here we have 4 x-tiles and 6 unit-tiles. It is important for students to identify the tiles they have
before they start to factorise. They will need to have a starting point. Here there are even numbers
of both types of tile so 2 is a good place to start.

The tiles can then be arranged as follows:

2x 3

4x + 6 = 2(2x + 3)

Give the students the opportunity to experiment with different arrangements. Some will find a
correct one immediately, others will struggle. This exercise requires some spatial awareness.

Often there may be more than one way of arranging the tiles.

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Given 6 x-tiles and 6 unit-tiles:

They can be arranged as:

3x 3

6x + 6 = 2(3x + 3)
Or as:

2x 2

6x + 6 = 3(2x + 2)

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Or as:

x 1

6x + 6 = 6(x + 1)
Showing these different arrangements should lead to a discussion about what is meant by “fully”
factorised. Which of these arrangements is “better” and why?

You can then move on to expressions with negative numbers and/or negative factors.

e.g. If they were given the following tiles:

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The tiles can then be arranged as follows:

2x -3

+2

4x - 6 = 2(2x - 3)

or:

-2x +3

-2

4x + 6 = -2(-2x + 3)
It is important for students to see that these arrangements are equivalent and that both may be
useful.

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Factorising quadratic expressions – with coefficient of x2 = 1

Once students are confident in factorising by an integer factor you can move on to factorising
quadratic expressions. Start with expressions where the coefficient of x2 is 1.

Students should now be familiar with the concept of arranging tiles into a rectangle to factorise.
Finding the correct arrangement will be challenging for some students. They should be encouraged
to move the tiles around until they find a rectangle.

e.g. x2 + 5x + 6

x +3

+2

(x + 3) (x + 2)

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When you introduce negative tiles, you may need to add zero-sum pairs in order to form a rectangle.

e.g. x2 + x – 6, when you try and form a rectangle with these tiles you will find that it is not
possible

Discuss with the students how you can fill

in the rest of the area.

Show how you can add zero-sum pairs,

without changing the “actual” number of
tiles.

Here you can see that by adding 2 lots of x

and -x, we have been able to fill-in the
rectangle.

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 This gives us the factors (x + 3)

and (x – 2)

(It is important to remind the students that the dimensions of the x-tile are 1 by x. the x dimension
is not a multiple of 1.)

Encourage students to relate the areas formed to the product when you multiply out the brackets.

(x + 3) (x – 2) = x2 – 2x + 3x – 6 = x2 + x – 6

Ask students which parts, the x2, the x or the constant

gives them a clue as to how to arrange into a rectangle.

Allow the students to practice and to develop their

own strategies. -6
Encourage them to move from the concrete to
representational and abstract modes.

Not all students will need to spend time on the representational mode, some will be able to move
straight to abstract. Representational includes taking photographs of what they are doing to make
story-boards, as I have here.

Allow the students time to discuss their strategies in groups, explaining how they came to their
ideas.

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Factorising quadratic expressions – with coefficient of x2 > 1

Students often struggle when trying to factorise a quadratic expression when the x2-coefficient is
greater than one. Allowing students time to ‘play’ with the algebra tiles to form rectangles can help
them to form a mental picture of how to do this. The algorithms used can be quite cumbersome and
using the algebra tiles will help students to understand why/how an algorithm works.

In the following examples I will explain an approach students can take. It is important that students
are given the opportunity to work on the problems first without guidance.

Example 1

Given: 2x2, 5x and 2 units, arrange in a rectangle to find the factors.

Here I started with the 2x2

Then arranged the x around them

Then fitted the units in the gaps

Starting with the x2 and forming

them into a rectangle is a good
starting point.

Example 2

Given: 6x2, 7x and 2 units, arrange in a rectangle to find the factors.

You will not always get the

correct arrangement first time!

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 Arrange the x tiles around the x2 tiles

Then fit in the unit tiles

Use the laminated sheet to annotate

what you do.

Again, encourage students to relate

the various sections to the product of
the brackets.

Example 3

Now introduce negative coefficients.

Given: 6x2, 3x and -3 units, arrange in a rectangle to find the factors

After trying a few arrangements, it should

become obvious that it is not possible to
form a rectangle with the given tiles.
Students should, by now, realise that they
need to add zero-sum pairs.

First make an arrangement that is Here 3 zero-sum pairs of x-tiles Finally, the finished rectangle has
almost rectangular. have been added been annotated.

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Example 4

Given: 2x2, -10x and 12 units, arrange in a rectangle to find the factors

Sometimes it is easier to form a

rectangle with the unit-tiles first to
give a hint to the factors. This
method matches the commonly
used algorithm.

Remind students that a negative

Finally, annotate to show the factors
multiplied by a negative is positive

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Perfect squares - expansion

I would suggest giving the students an expansion to do using the algebra tiles and then discussing it
afterwards.

Example 1: Expand the following expression (x +2)(x + 2)

x +2

+2

(x + 2) (x + 2) = x2 + 4x + 4

Ask the students to identify what is the difference between this and the other expansions they have
modelled until now. They should be able to see that this arrangement is a square. You can then
discuss why this is and how else you could write the original expression i.e. (x + 2)2.

Allow students to practice these expansions and see if they can deduce the identity for themselves.

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Example 2: Expand the following expression (x - 3)(x - 3)

x -3

-3

(x - 3) (x - 3) = x2 - 6x + 9

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Perfect squares – factorisation

Students should be able to recognise that when they can arrange given tiles into a square the factors
will be the same.

e.g. given 4x2, -8x and 4-units, arrange in a rectangle to find the factors.

Students should see that the arrangement is a square and so the factors are the same.

(Is a square a rectangle?)

Are there other factors I could have used?

Encourage the students to identify any patterns they see.

Here the x2-tiles and the unit tiles form squares with the x-tiles filling in the gaps. Identifying these
patterns will lead to finding the difference of perfect squares and completing the square.

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 Difference of perfect squares

To find the factors of the difference of perfect squares first build the squares and then add in the
‘missing’ parts to complete the rectangle (square).

Example 1: 4x2 – 1

Model the question Add zero-sum pairs to fill -in the gaps Annotate to show the factors

Example 2: x2 – 9

Another way of approaching this is to start with the factors and see what shapes are made.

e.g. Given (x + 2) (x – 2)

Model the question Fill in the tiles Remove the zero-sum pairs to
see what is left

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Completing the square

Completing the square can be modelled visually using algebra tiles. This is a good way for students to
comprehend what is happening.

Example 1: x2 + 4x + 6

Lay out the required tiles Form into a square, leaving any extra tiles to
the side

Annotate to show the factors and the remaining tiles

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 Example 2: x2 - 2x + 8

Layout the required tiles Form into a square, leaving any extra tiles to
the side.

Annotate to show the factors and the remaining

tiles.

Example 3: x2 + 4x + 2

Lay out the required tiles and form into a If you ‘add-in’ the missing tiles to complete the
square. Here there are tiles missing. square you also must add two negative-tiles to
form zero-sum pairs.

Annotate to show the factors and the tiles

added, to form the zero-sum pairs, and hence
balance the equation.

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Solving algebraic equations using completing the square

Using the principles in the previous section you can then move on to solving equations using
completing the square.

e.g. Given x2 + 4x + 2 = 3

Model the problem using the Use zero-sum pairs to set the
algebra tiles equation equal to zero

Annotate and remove zero-sum Arrange into a square and identify

pairs what is missing (or extra)

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 This annotation may look a little complicated.

In the previous picture we identified that 4 positive-tiles were missing to form the
complete square and that we had one negative tile extra.

To balance the 4 positive-tiles that must be added we also add 4 negative-tiles (i.e. 4
zero-sum pairs). This gives us 5 negative-tiles in total.

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Dividing a quadratic by a linear factor

Once students are confident with factorisation you can investigate division by a given factor, as this
is essentially the same idea.

e.g. Solve (2x2 + 2x – 4) / (x – 1)

Set out the tiles to match the Arrange the dividend against the divisor,
problem forming as close to a rectangle as possible.
There will be ‘missing’ parts of the rectangle.

Add zero-sum pairs, as needed, to

complete the rectangle and annotate.

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Extending the model to x and y, 2 variables

We have said, until now, that the dimensions of the tiles are x by x, x by 1 and 1 by 1.

We can extend the model to two variables by saying the dimensions are x by x, x by y and y by y.

Example: Expand the following expression (x – 2y) (x - y)

x - 2y

-y

(x – 2y) (x - y) = x2 - 3xy + 2y

All the previous examples can then be used to explore algebra with two variables.

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References

Algebra Tiles:

Working with algebra tiles by Don Balka and Laurie Boswell

Algebra Tiles Australia: A concrete, visual area-based model by Lorraine Day

Algebra Tiles Workbook, Learning resources at:

https://dccmiddle.asd20.org/Teachers/Susan_Turner/Documents/algebra%20tiles%20workbook.pdf

https://www.drpaulswan.com.au/operating-theatre

https://www.aamt.edu.au/Webshop/Entire-catalogue/Algebra-Tiles-Australia-a-concrete-visual-
area-based-model-book)

http://www.greatmathsteachingideas.com/2015/04/04/algebra-tiles-from-counting-to-completing-
the-square/

CRA Model:
Bruner, J. S., & Kenney, H. J. (1965). Representation and mathematics learning. Monographs of the
Society for Research in Child Development, 30(1), 50-59.

http://www.fldoe.org/academics/standards/subject-areas/math-science/mathematics/cra-
model.stml

https://www.youtube.com/watch?v=0Oa3dZCPeRM

https://www.youtube.com/watch?v=weCPBlJVSrI

Area model:

James Tanton video: https://www.youtube.com/watch?v=Sfi4QUlQ4co

Completing the square using Algebra Tiles:

https://www.youtube.com/watch?v=bpJyJlCnR3

https://www.youtube.com/watch?v=ebtjNIpFSgg

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