that are fairly easy to generalise

and 'see' from the diagrams how the general rule is formed

and, also

the general rules all factorise

and the diagrams can all be re-formed (by cutting and fitting) to make rectangles

so the two forms of general rules (nth terms) can be related

students form a growing sequence for each question and maybe describe it

(what will e.g. the 11th or 23rd shape in the pattern look like?)

they can then find an nth term rule

and hopefully justify this in relation to the diagram

can they make a rectangle out of the squares for each question?

and form an alternative generalisation?

how are the two generalisations the same (equivalent)?

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