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Credit: Free resources from: https://multiplicitylab.northwestern.edu/ https://youtu.be/l7V25PaEneo Sign up for weekly mailings and these are sent to you each week. Students might also notice that there are patterns in the value of the coins as well. Each arm of the figure is worth 30 cents (3 dimes = 30 cents; 1 nickel and 1 quarter = 30 cents). However, if students decompose the structure in different ways – say by seeing all the quarters as the center – then the patterns in the coin values shift, too. Just noticing and naming these – and any other – patterns is valuable mathematical work. But consider the ways that you might extend this activity. If you teach older students, you might invite them to see this image as the first case in a sequence of growing How could you extend this pattern? What could Case 2 look like? Case 5? Case 10? If students are intrigued by the values of the coins, you could ask, What could the value of Case 2 be? Why? How does the value grow with each new case? https://mailchi.mp/8aaaff8aa44d/image-of-the-week-patterning-with-coins?e=fce3aab6b9 This is made to generate questions, thinking and problem-solving. Used in whole or small group settings. https://multiplicitylab.northwestern.edu/image-of-the-week/