Why do this problem?
allows students to investigate the relationship between triangle numbers expressed as a sum and triangle numbers expressed visually. Students may focus on either representation to arrive at a conclusion. The problem can be concrete with students focusing on small numbers or can be extended to give a general
This printable worksheet may be useful: Triangle Numbers .
You could discuss the structure of triangle numbers as a sum (i.e. add $2$, then $3$, then $4$, then $5$, etc.) and then ask students to describe the visual layout of the triangle numbers coloured in the grid. Students can then experiment on paper to try to spot patterns from which a general conjecture might be made.
It can be helpful to consider this problem as a process by which we move from one triangle number to the next. What changes with each step? Is this different for odd and even numbers?
- What can you see in the grid?
- Where would you expect the next pair of triangle numbers to go? Were you correct?
- Can you describe how to move from one triangle number to the next?
- What does moving one square down the multiplication grid do to the number?
- What is the effect of moving across by one column in the grid?
- Can you create a general algebraic expression for the $n$th triangle number?
Providing grids for students to draw on might make the connections clearer.
Ask them to compare consecutive triangle numbers and explore the differences.