9th grade Algebra (A1.3, A1.

4)
Unit of Study: Number Sense-Estimation
Focus Question: What are strategies to use to model dynamic situations? Besides looking at modeling, we can also use this as a
formative assessment to check our students understanding of the multiplicative structure of numbers for example, primes,
composites, factors, multiples, and square numbers.
Objective/Mathematical Purpose: Through investigation and working in groups, students will be able to solve the Locker Problems.
Students will also learn and use strategies to model (create a visual representation) a word problem in order to solve it.
Students will use ideas about the multiplicative structure of numbers such as primes, composites, factors, multiples, and square
numbers- to solve a problem.
Student will use manipulatives or role playing to simulate a problem, gather data, make conjectures, and look for justification for those
conjectures.
Reasoning mathematically and communicate ideas clearly
Process Purpose: working in groups, respecting and questioning multiple strategies, documenting work

Vocabulary: perfect squares, prime number, composite number, factors, divisors, visual representation
NY State Process Standards:
Common Core Standards:
Mathematical Practices

1.
A.PS.5 Choose an effective approach to solve a problem from
a variety of strategies (numeric, graphic, algebraic) 2.
3.
4.
A.PS.7 Work in collaboration with others to propose, critique,
evaluate, and value alternative approaches to problem5.
6.
solving
7.
8.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

o
A.RP.2 Use mathematical strategies to reach a conclusion
and provide supportive arguments for a conjecture

Wednesday, September 15, 2010 (65/48 min)

Materials:
Two colored counters, post it notes or colored paper to simulate lockers opening and closing.
Do Now: (5 min) Which number doesnt belong? Explain your reasoning.
a) 2, 3, 7, 8, 11, 13
b) 1, 2, 4, 13, 16
c) 21, 35, 70, 84, 48, 14
After students have a chance to write down their explanation, invite a few to share their reasoning.
Answers: a) 8, because all the numbers besides 8 are prime numbers or, 8 is the only number in the
list with more than TWO factors.
b) 13, because its the only number that is not a factor of 16
c) 48, because the other numbers are multiples of 7

Launch (5 min): Locker Problem

There are 20 lockers in a row in Julies classroom. In preparation for the beginning of school, the janitor
cleans the lockers and paints fresh numbers on the locker doors. The lockers are numbered from 1 to 20.
When the Julies 20 advisory students return from summer vacation, they decide to celebrate the
beginning of the school year by working off some energy.

The 1st student runs down the row and opens every locker.

The 2nd student starts with locker #2 and closes every other locker.

The 3rd student starts with locker #3 and changes the state of every third locker.

The 4th student starts with locker #4 and changes the state of every fourth locker.

This continues until all twenty students have taken a turn.

Model Problem (5 min) (you may want to ask only 10 or 12 kids to model, this way, you wont have the
entire problem work out when the modeling is done)
Before you pose the questions and allow students get to work, ask for volunteers and model the situation
in the front of the room. Be sure that situation is clear and allow students to ask questions.

After modeling, tell students that even though they are working in groups (of two or three

students) for this problem they are responsible for taking their own notes and will be responsible
for a write-up assignment based on the problem.
Also, let students know that even though the situation was modeled as a class, they will be
expected to model situations and problems on their own, individually.

Pose the following 4 questions to students and give some individual think time. (5 min)

1. Which lockers are open after the twentieth student is finished? {1, 4, 9, 16; all the square numbers}
2. Which locker or lockers have changed the most?
12, 18 and 20 changed 6 times,
16 changed 5 times,
6, 8, 10, 14 and 15 changed 4 times,
9 changed 3 times,
4 and 9 changed three times,

* Pay attention to how students are

keeping track of the number of
changes since this is not something
obvious from the modeling.
*The amount of changes is equal to
the amount of factors each number
has.

2, 3, 5, 7, 11, 13, 17, and 19 changed twice

And the first locker only changed once.
3. Suppose there were 200 lockers. Which lockers are open after the 200th student is finished?
*note that some students may use proportional thinking to answer this question (i.e. they may think
that since 200 is ten times more than 20, the number of open lockers will be 4 x 10 , which is 40) In
that case, try asking the student to show you exactly which 40 lockers will stay open at the end. As
students have a chance to work on his/her proof, they will figure out proportional thinking really
doesnt work in this case.
{all the square numbers between 1 and 200; Pushing their thinking: Why is it that only the
lockers with a square number stay open?}

4. In the case of 200 lockers, which lockers changed the most? {the numbers between 1 and 200 with
the most factors this can be an acceptable answer as long as your student is able to make a
connection between the number of changes of the locker and the number of factors of the
locker number; but if you really want to, you can ask them to find this number Can they find
a way to figure out this number without trying out all the numbers? How can they be sure that
there is only one number with the most number of factors in this situation? this can turn
into another cool investigation}

Other questions to think about and pose to students as needed to help with the 200 locker case:
a) Work through the problem for the first 50 students. What patterns do you see?
b) Give the number of several lockers that were touched by exactly two students.{the locker
numbers that have two factors or the prime number lockers}
c) Give the number of several lockers that were touched by exactly three students. {the locker
numbers that have three factors and they should also be square number lockers}
d) Give the number of several lockers that were touched by exactly four students. {6, 8, 10, 14, 15,
51, 77, 143etc, they all have four factors.}
e) Which was the first locker touched by both students 6 and student 8? {48; its the least
common multiple of 6 and 8}
f)

Which of the students touched both locker 24 and locker 36? {1, 2, 3, 4, 6, 12; common
factors of 24 and 36}

g) Which students touched both locker 100 and locker 120? {1, 2, 4, 5 and 10; common factors
of 100 and 120}

h) Which was the first locker touched by both students 100 and student 120? {if there were
more lockers, the answer will be locker 600; its the common multiple of 100 and 120}
i)

Which lockers are opened at the end? Why were they open? {1, 4, 9, 16, 25, 36, 49, 64, 81,
100, 121, 144, 169, 196; since all square numbers have an odd number of factors, with
the pattern of open-close-open-close, an odd number of changes will result in an open
locker.}

Mini group share (5 min)

As students are working, individually, look around the room for examples of different ways to

visually represent the situation. (since there only 5 minutes, you may want to ask students to
answer only questions 1 and 2 on their own)
Using the ELMO have the students share the representation methods you chose to point out.

Group Work (15 - 20 minutes)

Students continue to work on the problem and answer the rest of the questions in groups of two or
three. Pay attention to how students model the situation and organize their work. Some students
may need some kind of a chart/table to monitor the opening and closing patterns; others may use
the counters and notice the geometric pattern below:

1 opened, 2 closed, 1 opened, 4 closed, 1 opened, 6 closed,

Some students may even recognize the numbers 1, 4, 9, 16, and jump ahead to square
numbers without thinking much about the relationship between square numbers and the action of
opening and closing lockers.
Remind students to keep track of their thinking process as they work through the problem.
Class Share/Discussion (10 min) [Even with the longer block, students may not be able to have
enough time to think through all the problems in that case the focus of the share can be on
(1) the various models/presentations students used to organize and make sense of the situation
(2) patterns and/or observations students made during their investigation; the answers of the
questions can be discussed after students get a to explore the problem a bit more on day 2]
Ask students for any observation or patterns they noticed and use what they say to began a

conversation amongst the students. Document what students say, writing their names next to their
contributions.
Go over the question as a way to continue the discussion and pull out the math embedded in the
problem. {see answers to questions above}

Wrap-up: (5 7 min) to be done in students notebooks

1) What did you do today?
2) Where did you end in your work today?
3) What do you plan to do to start the problem the next class period?

Assign HW (5 min)
Which number doesnt belong? Use complete sentences to explain your reasoning.
a) 2, 3, 9, 16, 18
b) 25, 34, 40, 95, 110
c) 6, 14, 17, 26, 42

Possible extension to problem from Mark Driscolls book

Lucky Locker$
The principal of the school with 200 lockers has won the lottery! Now she wants to give away some of her
money. She asks the students to help her. The first students will go to each locker and place $1 in it. The
second will go to every other locker (starting with locker #2) and place$2 in it. The next student puts $3 in
every third locker starting with locker #3. This process continues until it is impossible to put any money in
any locker.
1. How is this like the locker problem? How is it different?
2. How can you model this new situation?
3. What new questions come to mind? What conjectures or answers do you have?

Locker Problem

There are 20 lockers in a row in Julies classroom. In preparation for the beginning of
school, the janitor cleans the lockers and paints fresh numbers on the locker doors.
The lockers are numbered from 1 to 20. When the Julies 20 advisory students return from
summer vacation, they decide to celebrate the beginning of the school year by working
off some energy.

The 1st student runs down the row and opens every locker.
The 2nd student starts with locker #2 and closes every other locker.
The 3rd student starts with locker #3 and changes the state of every third locker.
The 4th student starts with locker #4 and changes the state of every fourth locker.
This continues until all twenty students have taken a turn.

Locker Problem

There are 20 lockers in a row in Julies classroom. In preparation for the beginning of
school, the janitor cleans the lockers and paints fresh numbers on the locker doors.
The lockers are numbered from 1 to 20. When the Julies 20 advisory students return from
summer vacation, they decide to celebrate the beginning of the school year by working
off some energy.

The 1st student runs down the row and opens every locker.
The 2nd student starts with locker #2 and closes every other locker.
The 3rd student starts with locker #3 and changes the state of every third locker.
The 4th student starts with locker #4 and changes the state of every fourth locker.
This continues until all twenty students have taken a turn.

Locker Problem

There are 20 lockers in a row in Julies classroom. In preparation for the beginning of
school, the janitor cleans the lockers and paints fresh numbers on the locker doors.
The lockers are numbered from 1 to 20. When the Julies 20 advisory students return from
summer vacation, they decide to celebrate the beginning of the school year by working
off some energy.

The 1st student runs down the row and opens every locker.
The 2nd student starts with locker #2 and closes every other locker.
The 3rd student starts with locker #3 and changes the state of every third locker.
The 4th student starts with locker #4 and changes the state of every fourth locker.
This continues until all twenty students have taken a turn.

The Locker Problem

1. Which lockers are open after the twentieth student is finished?
2. Which locker or lockers have changed the most?
3. Which locker changed the least?
4. Which lockers did student four touch?
5. Which students touched locker 15?
6. Suppose there were 50 lockers. Which lockers are open after the 50th student is
finished? In this which lockers changed the most?

The Locker Problem

1. Which lockers are open after the twentieth student is finished?
2. Which locker or lockers have changed the most?

3. Which locker changed the least?

4. Which lockers did student four touch?
5. Which students touched locker 15?
6. Suppose there were 50 lockers. Which lockers are open after the 50th student is
finished? In this which lockers changed the most?

The Locker Problem

1. Which lockers are open after the twentieth student is finished?
2. Which locker or lockers have changed the most?
3. Which locker changed the least?
4. Which lockers did student four touch?
5. Which students touched locker 15?
6. Suppose there were 50 lockers. Which lockers are open after the 50th student is
finished? In this which lockers changed the most?

The Locker Problem Continued

a) Work through the problem for the first 50 students. What patterns do you see?
b) Give the number of several lockers that were touched by exactly two students
c) Give the number of several lockers that were touched by exactly three students.
d) Give the number of several lockers that were touched by exactly four students.
e) Which was the first locker touched by both students 6 and student 8? Which of the students
touched both locker 24 and locker 36?
f)

Which students touched both locker 100 and locker 120?

g) Which was the first locker touched by both students 100 and student 120?
h) Which lockers are opened at the end? Why were they open?

The Locker Problem Continued

a) Work through the problem for the first 50 students. What patterns do you see?
b) Give the number of several lockers that were touched by exactly two students
c) Give the number of several lockers that were touched by exactly three students.
d) Give the number of several lockers that were touched by exactly four students.
e) Which was the first locker touched by both students 6 and student 8? Which of the students
touched both locker 24 and locker 36?
f)

Which students touched both locker 100 and locker 120?

g) Which was the first locker touched by both students 100 and student 120?
h) Which lockers are opened at the end? Why were they open?

The Locker Problem Continue

a) Work through the problem for the first 50 students. What patterns do you see?
b) Give the number of several lockers that were touched by exactly two students
c) Give the number of several lockers that were touched by exactly three students.
d) Give the number of several lockers that were touched by exactly four students.
e) Which was the first locker touched by both students 6 and student 8? Which of the students
touched both locker 24 and locker 36?
f)

Which students touched both locker 100 and locker 120?

g) Which was the first locker touched by both students 100 and student 120?
h) Which lockers are opened at the end? Why were they open?

Locker Problem Write-Up

The purpose of this write-up is to address all the math topics and vocabulary that came up while you were
working on the Locker Problem. While writing, be sure to use some or all of the following: factors,
multiples, prime, composite, relatively prime, square numbers
Essay Should Include:
Restate the problem in your own words. (Explain as if the reader has never heard of this problem.)
What is going on in the problem? What was the question you had to answer?
What was your way of keeping track of the information? Was this the first strategy you did or did
you try some other method first?
Which locker numbers stayed open and which changed the most? Also, include any patterns you
noticed.
If you were given a random locker number, how could you tell if the locker would be open or
closed? Explain.
If you were given a random locker number, how can you tell how many times the state of the
locker has been changed? Explain.
Where is the math in the locker problem?
Conclusion- What did you like about the problem? What was challenging? Include any questions
you have about the problem.
Locker Problem Write-Up
The purpose of this write-up is to address all the math topics and vocabulary that came up while you were
working on the Locker Problem. While writing, be sure to use some or all of the following: factors,
multiples, prime, composite, relatively prime, square numbers
Essay Should Include:
Restate the problem in your own words. (Explain as if the reader has never heard of this problem.)
What is going on in the problem? What was the question you had to answer?
What was your way of keeping track of the information? Was this the first strategy you did or did
you try some other method first?
Which locker numbers stayed open and which changed the most? Also, include any patterns you
noticed.
If you were given a random locker number, how could you tell if the locker would be open or
closed? Explain.
If you were given a random locker number, how can you tell how many times the state of the
locker has been changed? Explain.
Where is the math in the locker problem?

Conclusion- What did you like about the problem? What was challenging? Include any questions
you have about the problem.

Locker Problem Writing Assignment

1. Explain the problem in your own words as if your reader has never heard
of it. This should include what was going on in the problem and the main
questions that were asked.
2. Show and explain how you kept track of what was going on in the
problem. (A sample of the grid or locker drawings you used, with an
explanation)
3. A summary of the major finding of the problem, using key vocabulary that
came up during the investigations (factors, multiples, prime, composite,
relatively prime, square numbers).
You must give detailed answers to the following questions:
a. Will locker 49 be open or closed after all students have finished?
Explain how you know!
b. Which locker was touched the most, locker 42 or locker 44. Explain
how you know!
c. If there were 100 lockers in the classroom, which lockers will student
15 touch? Explain your answer!

Locker Problem Writing Assignment

1. Explain the problem in your own words as if your reader has never heard
of it. This should include what was going on in the problem and the main
questions that were asked.
2. Show and explain how you kept track of what was going on in the
problem. (A sample of the grid or locker drawings you used, with an
explanation)
3. A summary of the major finding of the problem, using key vocabulary that
came up during the investigations (factors, multiples, prime, composite,
relatively prime, square numbers).
You must give detailed answers to the following questions:
a. Will locker 49 be open or closed after all students have finished?
Explain how you know!

b. Which locker was touched the most, locker 42 or locker 44. Explain
how you know!
c. If there were 100 lockers in the classroom, which lockers will student

15 touch? Explain your answer!