HOW MANY

TOOTHPICKS?
RIME

For remote learning

RIME : HOW MANY TOOTHPICKS?

Key premise: In this task, students will

TEACHER
Investigate patterns using matchsticks.
Identify and explain rules for the patterns.

GUIDE:
TASK Task requirements: Students will be required to
Investigate problems using several examples.
OVERVIEW Use diagrams and summarise findings in tables.
Generate rules to explain findings.

Key skills, strategies and understandings: Students

will be able to
Identify algebraic rules for patterns.
Substitute values into algebraic equations.
TEACHER GUIDE: REMOTE LEARNING
CHALLENGES AND STRATEGIES
This task uses algebra to
describe a situation – in this
case, the way a number changes.
Students generate and generalize
several linear number patterns.
In doing so, students use algebra
to describe relationships and
appreciate the concept of a
variable.
An important part of this task is
to develop a problem solving
strategy – breaking down the
problem into small parts and
putting it all together again at
the end.
Asynchronous
Synchronous delivery
delivery
Students Buddy students up to work together Use chat features in Webex for
collaborate and via email or across communication students to work together.
communicate platforms. Use online platforms for students to
with each other collaborate on journaling – e.g.
Google Docs, OneNote.
Student feed Use online tools such as Google Use Google Docs or OneNote
back their Forms – students submit answers to strategy mentioned above – teacher
understanding questions in their own time. will be able to see what students are
to the teacher Use of school LMS systems – doing in real time and provide
submission of ideas. feedback.
Students If using offline hard copy journals,
document their students can take photos and send
work these to the teacher.
Students submit Students submit their completed journal through either email or a
their work for communication platform.
teacher
feedback
TEACHER GUIDE: REMOTE LEARNING
CHALLENGES AND STRATEGIES

For this task, students are encouraged to collaborate by:

 sharing results in pairs or groups of four via virtual communication e.g. Webex
 documenting their work using tables and diagrams and taking photos of their work.
 indicating their understanding by recording reflections.
 submitting their predictions, results tables, any photos and their reflections to the teacher.
TEACHER GUIDE: LINKS
TO THE CURRICULUM
Curriculum Number & Algebra
strand(s)
Key learning outcomes:
Curriculum sub- Linear and non-linear relationships,
 Identify algebraic rules for patterns.
strand(s) Patterns and algebra
 Substitute values into algebraic equations.

What would be some common misconceptions or Level addressed 8

difficulties that teachers need to keep an eye out for?
 Students may find it challenging to translate between
the patterns they notice and an algebraic rule. If so,
have them explain rules in words first and then show
how those words can be simplified using algebraic
notation.
 Students may require support to keep track of their
work in the investigations. If so, discuss how a table
can be used.
Solve linear equations using algebraic
and graphical techniques. Verify
solutions by substitution (VCMNA284)
Simplify algebraic expressions involving
the four operations (VCMNA281)
Extension activity Extend and apply the distributive law to
the expansion of algebraic expressions
(VCMNA279)
TEACHER GUIDE: SOLUTIONS
RECTANGLES WITH BASE = 1
 For each rectangle, the number
of toothpicks can be found by
multiplying the height by 3 and
adding 1.
 Algebraically, the rule can be
written as: T = 3H + 1.
 One way to explain this rule is by
breaking up the rectangles into ‘U’
shapes (each with 3 toothpicks).
There is always 1 toothpick left
over.
RECTANGLES WITH OTHER
BASES
 The total number of toothpicks
for rectangles with bases of 2, 3
and 4 are:
Base Rule
2 T = 5H + 2
3 T = 7H + 3
4 T = 9H + 4
 Breaking each row of toothpicks
into rows, can help to show where
each rule comes from.
 STUDENT SLIDE 1:
HOW MANY
TOOTHPICKS?
The problem:
 Why do things the long way? Mathematicians like to
find shortcuts to problems! In this lesson, investigate
what’s going on with some toothpick patterns and
see if you can work out what’s going on.

Learning intentions
 Know how to find rules to explain patterns.
 Know how to substitute values into the rules.

Success criteria
 Investigate a problem involving toothpick patterns.
 Use diagrams and tables to show findings.
 Explain your findings with rules.

Equipment needed
 Paper
 Pen/pencil
 Handful of toothpicks/matches OR grid paper
STUDENT SLIDE 2: HOW MANY TOOTHPICKS?

CAN YOU FIND A RULE?

STUDENT SLIDE 3: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
16 12
10 6
13 9
6 2
STUDENT SLIDE 4: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
16 12
10 6
13 9
6 2

One possible rule: subtract 4

STUDENT SLIDE 5: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
3 9
5 13
0 3
1 5
STUDENT SLIDE 6: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
3 9
5 13
0 3
1 5

One possible rule: times 2 then add 3

STUDENT SLIDE 7: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
4 13
7 22
3 10
11 34
STUDENT SLIDE 8: HOW MANY TOOTHPICKS?

What’s going on? Find a rule to explain how the ‘IN’ numbers become ‘OUT’

IN OUT
4 13
7 22
3 10
11 34

One possible rule: times 3 then add 1

STUDENT SLIDE 9: HOW MANY TOOTHPICKS?

HOW MANY TOOTHPICKS?

STUDENT SLIDE 10: HOW MANY TOOTHPICKS?

This 4x3 rectangle is made

of 31 toothpicks.
STUDENT SLIDE 11: HOW MANY TOOTHPICKS?

This 4x3 rectangle is made How many toothpicks are there in

of 31 toothpicks. this 7x2 rectangle?
STUDENT SLIDE 12: HOW MANY TOOTHPICKS?

This 4x3 rectangle is made How many toothpicks are there in

of 31 toothpicks. this 7x2 rectangle?

And in this 9x1 rectangle?

STUDENT SLIDE 13: HOW MANY TOOTHPICKS?

Here are some methods for counting the toothpicks in the 7x2 rectangle:
METHOD 1
There are 3 rows of 7
toothpicks, and 8 columns of 2.
So, in total, there are:
3 x 7 + 8 x 2 = 21 + 16
= 37
METHOD 2
There are 7 ‘E’ shapes, each
with 5 toothpicks, and 2 more
toothpicks left over. So, in
total, there are:
7 x 5 + 2 = 35 + 2
= 37
STUDENT SLIDE 14: HOW MANY TOOTHPICKS?

Here are some methods for counting the toothpicks in the 9x1 rectangle:

METHOD 1
There are 5 squares with 4 toothpicks, and 4 sets of 2 parallel toothpicks. So, in total, there
are:
5 x 4 + 4 x 2 = 20 + 8
= 28

METHOD 2
There are 9 ‘C’ shapes, each with 3 toothpicks, and 1 more left over. So, in total, there are:
9 x 3 + 1 = 27 + 1
= 28
 STUDENT SLIDE 15: HOW MANY TOOTHPICKS?

Discuss the methods with a

classmate, so that you
understand them.

Did you use a different

method? Share that too!

These methods may help as

you investigate other
rectangles...
STUDENT SLIDE 16: HOW MANY TOOTHPICKS?

How many toothpicks do you think

would be needed for a 10x7 rectangle?

Discuss your thinking with a classmate.

STUDENT SLIDE 17: HOW MANY TOOTHPICKS?

Looking at some different

rectangles might help us to find
patterns and work out the
toothpicks in a 10x7 rectangle...
STUDENT SLIDE 18: HOW MANY TOOTHPICKS?

Let’s investigate:
1. Create rectangles with a base
length of 1.
Here are some examples...
STUDENT SLIDE 19: HOW MANY TOOTHPICKS?

Let’s investigate:
1. Create rectangles with a base Height (H) Toothpicks (T)
length of 1. 5 16
2. For each rectangle, how many
toothpicks are there?
Complete the table to show
this information.
Add more rows if you like.
STUDENT SLIDE 20: HOW MANY TOOTHPICKS?

3. If someone gives you the height of their rectangle, how can you tell the total number
of toothpicks?
Using the data from your table, complete the rule:

Toothpicks =

Instead of using ‘Toothpicks’ and ‘Height’, re-write your rule using T and H:
STUDENT SLIDE 21: HOW MANY TOOTHPICKS?

3. If someone gives you the height of their rectangle, how can you tell the total number
of toothpicks?
Using the data from your table, complete the rule:

Toothpicks =

Instead of using ‘Toothpicks’ and ‘Height’, re-write your rule using T and H:

4. If the height of the rectangle is 100 (i.e. H=100), what is T?

STUDENT SLIDE 22: HOW MANY TOOTHPICKS?

What happens when the base of the rectangle

is different?
Your challenge: Investigate the number of
toothpicks in other rectangles. They can have
the same or different base lengths to the ones
shown here.

For each base length:

 think about how you will organise your data.
 see if you can identify a rule to describe what’s
going on.
 use your rule to find the number of toothpicks
when H=100.
REFLECTION

 What similarities are there between the rules you’ve created? What differences are
there?
 Choose one of your rules. Explain why the rule works.
 Can you identify how many toothpicks are needed for a 10x7 rectangle?
EXTENSION

 Create a rule that will show how many toothpicks are needed for any rectangle, no
matter the base length.
 Choose another shape made out of toothpicks, e.g. staircases, triangles, hollow
rectangles (i.e. without a centre) or any other shape. Can you predict the number of
matches needed to create different sizes of these shapes?