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Project 2: Number Patterns, p. 1

Name:_______________________________________________

Math 214 Project 2: Number PatternsEach problem is worth 5 points

Do 20 for a total of 100 points, or do all 24 for a possible 110 points!

This page is where your professor will put your points for each question. Each question is worth a total of 5 points.

1. 6. 11. 16. 21.

2. 7. 12. 17. 22.

3. 8. 13. 18. 23.

4. 9. 14. 19. 24.

5. 10. 15. 20. 25.

Project Grade (total of all questions attempted): _______________

The scoop: The more you work, the higher your grade can be! It is not about how smart you are, and not about how good you are at math now -- it is about how much time and effort you are willing to spend each week, outside of class, to think about the problems, so that you can become good at math!

This work gives you the experience of sustained thinking about patterns and problem solving that you want for your own students. And you will become better at math because of your effort!


Tips for doing well on this project:1. If you are confused, asked for help from your professor or your classmates right

away! Caution: when you are giving help, give hints and ideas, not whole answers.

To ask for help from your professor, be as specific as you can about what you tried before you got stuck.

DON’T: “Professor, can you help with #3, I don’t get it!”

DO: Take a picture of your work so far and send it to, or describe what you did. “Professor, on #3, I tried multiplying by 2 and then I tried…but I’m still stuck.”

2. Look up definitions/vocabulary words in the textbook or on the internet. That’s not cheating, it’s research! LOOK UP what the word product means! LOOK UP perfect numbers!

3. To get full credit on a problem, do all problem parts — generally, the final, concluding parts of a problem are worth more than the initial parts (for example, part d may be worth more than parts a to c).

4. Do more than 20 problems – try all of them! That way, if you don’t do so well on a few, you have points on others!

5.Each person must submit their own project, written in their own words. Computer copies of projects from other class members, or identical language in explanations will not be accepted.


Math 214: Project 21. Third grade area activity

In this activity from Mindset Mathematics, by Jo Boaler, Jen Munson and Cathy Williams, third graders are given 24 square tiles:

a.)Draw all the possible rectangles you can make that have an area of 24 (have 24 square tiles inside). The first rectangle, 1 x 24, has been drawn for you.

1 x 24 = 24

b.)What is the commutative property of multiplication? Do a web search (Google it) if you don’t know!

c.) How would the rectangles in part a help children understand the commutative property of multiplication?

d.) If you change this activity to use more tiles, would students have to draw more rectangles if you gave them 36 tiles or if you gave them 37 tiles? Explain you know.


2. For the rectangles belowa.)Write the length, width and area of each rectangle next to it (the first two

have been done for you).b.)Draw the next rectangle

c.) Describe in words how each new width is related to the previous width:

Describe in words how each new length is related to the previous length:

d.)Another pattern is how each width is related to each length. Describe in words how the width and length are always related to each other.

If the width is 21, what will the length be?

If the width is n, what will the length be? (hint: whatever you did to 21, do that same operation to n instead)

e.)Using the variable n, write a formula for the area. Area = 3. Two numbers add together to get ten. What might you get when you

multiply those two numbers? This puzzle has been given to third graders, who work on it in groups for a whole class period (also from Mindset

Width: 1Length: 5Area: 1 x 5 =

Width: 3Length: 7Area: 3 x 7 = 35

Width:

Length:

Area:Width:

Length:

Area:Width: Area:

Length:


Mathematics). Imagine you are a third grader, exploring this topic, instead of thinking there must be one right answer, as grown-ups have been taught!

a.)Make a table of your answers:Two numbers that add to ten Multiply to…

b.)What patterns do you see? What is the greatest product? Smallest product? (Look up the word product on the internet if you have forgotten what it means.)

c.) How do the patterns show the students the commutative property of both

addition and multiplication?

d.) If you were adding two numbers to get 12, what do you think the greatest product would be? The smallest product? (This would be a whole new exploration for third graders, not a quick question like this one!)

e.)Generally, if you have two numbers that add to get another number, what is their greatest product? The smallest product? Describe the pattern in words. Do not use numbers here, just talk about the pattern.


4. a.) Goldbach’s conjecture states that every even number greater than two is the sum of two prime numbers. Make your own two examples (different from your group if you are face to face, or from what your other classmates post if you are online) that shows this is true.

Example 1:

Example 2:

b.)There is a conjecture called “Goldbach’s weak conjecture” (yes, really!) that every odd number greater than 5 can be expressed as the sum of three primes. (A prime may be used more than once in the same sum). Find two examples of this.

Step 1: Understand the problem. Show your word by word translation.

Every odd number greater than 5 (make a list of odd numbers larger than 5) →

can be expressed as translates to (circle the correct one) → A. ½ B. = C. D.

the sum of (what does sum mean? Don’t guess! Do a web search!) →

three primes (make a list of primes) →

Step 2: Show your own two examples that show an odd number greater than 5 that is expressed as the sum of three primes .

Example 1:

Example 2:

https://en.wikipedia.org/wiki/Prime_number

https://en.wikipedia.org/wiki/Odd_number

https://en.wikipedia.org/wiki/Prime_number

https://en.wikipedia.org/wiki/Odd_number


5. Perfect NumbersEuclid (born approx. 300 BCE) discovered that the first four perfect numbers are generated by the formula (2¿¿ P−1)(2P−1)¿, where P is prime. a.)The second part of this formula, (2P−1), is a special kind of prime number,

invented by a French monk, called a _____________ prime (sec. 2.1).

b.)Show how you would use this formula (2¿¿P−1)(2P−1)¿ with P = 2. You should get the first perfect number, 6. Caution: in the first part, (2¿¿P−1) ,¿all of the P-1 is in the exponent. In the second part, (2P−1 ), only the P is in the exponent.

c.) Show how you know 6 is perfect by showing what its proper divisors add up to.

d.)Find the second perfect number using the formula (2¿¿P−1)(2P−1)¿and the next prime number after P=2. TIP: when you are done, do a web search for perfect numbers to see if you are right.

e.)Show how you know this new number is perfect by showing what the proper divisors add up to.

f.) Find the third perfect number using the formula (2¿¿P−1)(2P−1)¿ and the next prime number for P (not P=4, 4 is not prime). Show your work, not just your answer. TIP: when you are done, do a web search for perfect numbers to see if you are right.

g.)Use a prime factor tree to find all the prime factors of your new perfect number. This will help you find the proper divisors.

Tree:

The prime factors are:The proper divisors are:


h.)Show how you know this new number is perfect by showing what the proper divisors add up to.

6. In third or fourth grade, children can begin to explore block patterns like the one below. a.)Draw the next L-shape and fill in the correct number of blocks for L3 and L4.

Careful – notice how much higher and how much longer the L gets each time!

L0=1 L1=5 L2=9 L3=_______ L4=___________b.)Use the pattern of successive differences to find the number of blocks in next

L’s.

differencesgo here →

c.) Not for third graders! Complete the table and graph the number of blocks. If your graphing skills are rusty, check the online grapher at https://www.desmos.com/calculator.

d.) Write a formula using y and x, for the area (number of blocks), using the starting number and the difference.

e.)Show that your formula gives you the correct result for x = 3.

1 5 9

4

y

x

L Number, x

Number of blocks (area), y

0 11 52 934


f.) Do you have a line or a curve? Explain how you can tell without looking at the graph.


7. Repeating Patterns. a.) In the pattern LEARNSLEARNSLEARNS…. what will the 105th letter be?

Start with a smaller problem first! What will the 18th letter be? The 20th? Show how you know, using the table:

What type of number is always in the last row (hint: 6, ____, ____, ….)

What letter is always in the last row of the table?

What will the 102nd letter be? Explain how you know.

What will the 105th letter be? Explain how you know.

b.) If you raise 6 to the 47th power, 647, what will the last digit be? Since you cannot go that high on your calculator, try smaller powers of 6. Show several examples, then write your conjecture (prediction) for the last digit of 647.

1: L 7: 2: E 8: 3: A 9: 4: R5: N6: S


8. Working backwards or guess and check!a. Create a problem where the person solving it must work backwards or use

guess and check to solve it. The problem must have at least 4 steps to it. Tip: it is good to know the answer to your problem before you write it! It is fun if there is an interesting story to go with it.

b. Solve a classmate’s problem! Show your work solving, and make sure to check with them that you got it right.


Fibonacci Number Patterns – for this and the next problems, find a list of Fibonacci numbers on the web and write them out, here, to at least F 19.

F1

F2

F3

F4

F5

9. Even and odd Fibonacci Numbersa.)Which of the Fibonacci numbers are odd? What pattern do you see in the

subscripts of the odd ones?

b.)Will the 30th Fibonacci number be even or odd? Explain how you know, using the pattern of the subscripts that you found. LOOKING UP or writing out up to the 30th Fibonacci number does not count as using the pattern!

c.) Will the 100th Fibonacci number be even or odd? Explain how you can tell, using the pattern of the subscripts you found. LOOKING UP or writing out up to the 100th Fibonacci number does not count as using the pattern!


10. Find the pattern when every other Fibonacci number is added, starting with the first:

F1 = 1 = ___1______ = F2

F1 + F3 = 1 + 2 = ___3______ = F4

F1 + F3 + F5 = 1 + 2 + 5 = _________ = F ?

F1 + F3 + F5 + F7 = 1 + 2 + 5 + 13 = _________ = _____

a. Complete the blanks, above, and then three more rows of the table in the space above, including numbers and subscripts.

b. Look for a pattern in how the answers are related to the numbers being added.TIP:F1 + F3 + F5 = 1 + 2 + 5 = _________ = F ?How are these related to this?NOT how each old answer is related to the new answer.Explain the pattern in words. Caution: it is not enough to say that the result is a Fibonacci number. WHICH Fibonacci number do you get in relation to the numbers you just added?

c. Use the pattern to predict the sum 1 + 2 + 5 + 13 + ... + 1597 =______.

Write the answer, then explain how you know the answer using the pattern, without having to actually add up all the numbers! Hint: which subscript does 1597 have? Which subscript will your answer have? How do you know?Your explanation:


11. Find the pattern when the squares of the Fibonacci numbers are added:a. Complete the table for the first six rows: The squares of Fibonacci Numbers SumPattern (F1)2 = 12 = 1 = 1 = 1 1 = F1 F2 (F1)2 + (F2)2 = 12 + 12 = 1 + 1 = 2 = 1 2 = F2 F3

(F1)2 + (F2)2 + (F3)2 = 12 + 12 + 22 = 1 + 1 + 4 = 6 = 2 ? = ___ ____

= = ____= _ __ =

= = ____= _ _ ___ =

= = ____= __ ____ =

Complete the blanks and the next three rows. Hint: look for two special numbers that multiply to get the sum.

b. Explain the pattern of the answers in words. Hint: relate the two multiplied numbers to the numbers you just added. TIP: Look for a pattern that goes across(F1)2 + (F2)2 = 12 + 12 = 1 + 1 = 2 = 1 2 = F2 F3Look for how these are related to these.NOT how each old answer is related to the new answer.

c. Use the pattern to predict the sum when 12 + 12 + 22 + 32 + 52 + ... + 2332 is added. Your answer should show that you know how to get the answer using the pattern, without having to actually add up all the numbers! Hint: which subscript does 233 have? Which subscript will the two numbers in your answer have? How do you know?Your answer: 12 + 12 + 22 + 32 + 52 + ... + 2332 = _____________Your explanation:


12. Fibonacci and Lucas numbersa.)Given four consecutive Fibonacci numbers (this means four Fibonacci

numbers in a row, for example, 1, 1, 2, 3) if you square the middle two and then subtract the smaller result from the larger result, the result is equal to the ________ of the smallest and largest of all four Fibonacci numbers. Fill in the blank and show several examples that fit this pattern.

Understand the problem:Given four consecutive Fibonacci numbers → 1, 1, 2, 3 square the middle two → 1, 12, 22, 3

___ , ____ write the squaresand then subtract the smaller result from the larger result → 4–1 = 3

look at the smallest and largest in the sequence 1, 1, 2, 3 versus the answer of 3. What can you do to 1 and 3 to get 3? 1 ____ 3 = 3

Another example:Given four consecutive Fibonacci numbers → 2, 3, 5, 8 square the middle two → 2, 32, 52, 8Fill in the answers: and then subtract the smaller result from the larger result. Fill in the answers:

the result is equal to the ________ of the smallest and largest → look at 2 and 8 and see how they relate to your answer and describe in words.

Your own example:

b.)Another sequence that is constructed in a similar way to the Fibonacci sequence is the Lucas Sequence: 1, 3, 4, 7, 11, 18, 29, 47, 76, 123, ____, _____...... Find the next two numbers in the Lucas sequence.

c.) If you take four consecutive Lucas numbers, square the middle two and then subtract the smaller result from the larger result, do you get the ____ of the smallest and largest, the same way as the Fibonacci sequence? Show several examples, then state your conclusion.

SEVERAL examples means at least three examples!


Conclusion: yes or no?13. Do you like to draw spirals and flowers? Then this problem is for you!

a. Create your own Fibonacci spiral The spiral has been started for you. It was started with a 1 by 1 square (green)Next another 1 by 1 square (yellow)Next a 2 by 2 square (orange)Next a 3 by 3 square (blue)Next a 5 by 5 square (red)Next a _____ by ______ square (purple) ← fill in the blanksThe next square will be _____ by _____ ← fill in the blanks and draw the square

b. Figure out where one more square will go.

Draw it and write the size: _______ by ______

c. Draw the rest of the spiral by drawing an arc from one corner to the next corner of each box.

d. On a new piece of paper, draw a Fibonacci flower with 13 petals, using a 137.5 degree “angle-a-tron” or a protractor. Number the flower petals from 1 to 13 as you go, so I can see your process. Watch this video for how: https://www.youtube.com/watch?v=lOIP_Z_-0Hs (creating the spiral flowers with the angle-a-tron is toward the end, but start at the beginning). This video is a little slower and more detailed of how to draw the petals: https://www.youtube.com/watch?v=HtJHXaVKu8s

1 1

23

5

?

Next square goes here

https://www.youtube.com/watch?v=HtJHXaVKu8s

https://www.youtube.com/watch?v=lOIP_Z_-0Hs


14. The Staircase: How the triangular numbers connect to Gauss’s methodThe triangular numbers can also be drawn like an increasing staircase within a rectangle. The rectangle makes an exact copy of the staircase, upside-down.

T1 = 1 T2 = 3 T3 = 6 T4 = 10 T5 = ?=1+2 =1+2+3 =1+2+3+4 = ___ + ___ + ___ + ___ + ____Rectangle: Rectangle: Rectangle: Rectangle:2 by 3 3 by 4 ___ by ____ _____ by ____

a.)Fill in the blanks and draw T5.

b.)Complete the table:Triangular number

The same as adding the numbers….

Each staircase takes up half of the rectangle.

T2= 3 = 1+2 ½ of a 2x3 rectangle =(2x3)= ½ (6)=3

T3 = 6 =1+2+3 ½ of a 3x4 rectangle =(3x4)=½(12)=6

T4 = 10 =1+2+3+4½ of a ___x ___ rectangle =

T5 = =½ of a ___x ___ rectangle =

T10 =Caution: this is 10, not 6!

=

T100 = This is 100, not 11!

=

Now imitate the pattern you see, above, using n instead of numbers. Hint: each second number, above, is always how much more than the first number?

Tn = ½ of a _______ x _______

c.) The formula for a triangular number Tn ¿ n(n+1)2 is the same as the formula in

the last box. Tn ¿ n(n+1)2

is the same as ½ of a _______ x _______


Fill in the blanks and use colors or circles and arrows to show where you see the same elements.

To help with the next questions, write a list of the first seven square and triangular numbers, here, with subscript notation. Look online or in the textbook.

S1 = 1 S2 = 4 S3 = _____ S4 = _____ S5 = _____ S6 = _____ S7 = _____

T1 = 1 T2 = 3 T3 = _____ T4 = _____ T5 = _____ T6 = _____ T7 = _____

15. Patterns in figurate numbersa.)Subtract the third square number minus the third triangular number, S3 – T3.

What number do you get?

b.) Is your answer in part a) a square number or a triangular number? Which one?

c.) Complete the table, below. In the last rows, add your own examples. Problem solving strategy: create a table and look for a pattern.

Subscript

Notation

Numbers Result Type of figurate number you get, with subscript

S3 – T3S4 – T4S5 – T5

d.)How is the subscript in the answer always related to the subscripts you started with? Is it the same? Different by a certain amount?

e.)Use your observations to complete the following: Sn – Tn= ______ Use a subscript in your answer, and the variable, n.


16. Pentagonal numbersa.)The formula for Pentagonal numbers is Pn=

n (3n−1 )2

. Use the formula to find P5, the fifth Pentagonal number. Show your work.

b.)Pentagonal numbers can be drawn to look like pentagons, or like houses! Write the next pentagonal number and draw the corresponding picture. Make sure your picture matches what you found in part a!

P1 = 1 P2 =5 P3 = 12 P4 = 22 P5 = _______c.) Show that the P2, P3 , P4 and P5 can be split into two shapes, a triangular

number and a square number. Hint: the square is the bottom of the house and the triangle is the roof! Circle each part! The first one has been done for you.

P2 =5 P3 = 12 P4 = 22 P5

d.)Complete the table below.Pentagonal number

The same as adding the triangular and square numbers….

P2= 5 T1 + S2P3 = 12P4 = 22P5 =

e.)Write the general formula, with the correct subscripts, using the variable, n.Pn = T? + S?


17. Infinite fractionsa.)Cut the bottom off a piece of paper so that you have a long rectangular strip.

Fold it in half, lengthwise. Open it back up and write the fraction 12 on one of the two halves you have created, and shade that half with a pencil or highlighter.

Now fold the paper back in half, and fold that in half again. Open it back up. Write the fraction 14 on a piece next to the 12, and shade with a pencil or highlighter.

Continue folding and writing in this way until you have 1/32. If you can’t fold, approximately judge the amount. Include this paper in with your project, glued or stapled to this page, or copy a picture of it.

b.)Based on your folding, what whole number does the answer to 12+14+…+ 1

32 get closer and closer to, but never reach?

c.) Add 12+14 , by first getting a common denominator.

Add 12+14+ 18 by first getting a common denominator.

Add 12+14+ 18+ 1? (add in the next fraction after 1/8).

Add 12+14+ 18+ 1? + 1? (add in the next fraction after the above).

d.)What pattern do you see in the fractions you are adding in part c?

e.)What pattern do you see in your answers in part c?

½

½ ¼


f.) Does this pattern agree with what you found in part b? Explain.


18. Coloring Multiples in Pascal’s Trianglea. Color all the multiples of 2:

What divisibility rule do you use to color in multiples of 2?

What kind of shape (a triangle, rectangle, square?) is made by your colored-in numbers?

b. Color all the multiples of 3 (tip: use divisibility rules):What divisibility rule do you use to color in multiples of 3?

What kind of shape is made by your colored-in numbers?

c. Color all the multiples of 5 (tip: use divisibility rules):

What divisibility rule do you use to color in multiples of 5?


What kind of shape is made by your colored-in numbers, in the middle of the Pascal’s triangle?

There is the start of a shape in the bottom row. What do you think this shape will be? Why?

d. Color all the multiples of 15 Fill in the blanks: Multiples of 15 are the numbers that are

multiples of ____ and

multiples of _____

so these are numbers that end in:

and the digits add up to:

Is the same kind of shape still made by the multiples of 15 that you found with the multiples of 5, 3 and 2?


19. Binomial Multiplication Patterns in Pascal’s Triangle

a.)What is (x+1)0? (Hint: anything to the 0 power is ___)

b.)What is (x+1)1?

c.) What is (x+1)2? Caution: it is not x2+12, but is gotten by multiplying (x + 1)(x + 1).

d.)Where can the coefficients and constants of each answer be found in Pascal’s triangle? The coefficient is the number in front of x, and the constant is the added on number. For x + 1, the coefficient in front of the x is a 1, so we have 1x + 1.

Where do you see 1 1 in the triangle?

Where do you see the coefficients and constants for your answer to part c?

e.)What is (x+1)3? Hint: multiply the result of part c by (x+1), then combine like terms.

Check your answer using Pascal’s triangle. Show how you know you are correct.

f.) Make a conjecture as to what (x+1)4 will equal, using Pascal’s triangle. You do not have to multiply it all out to check, but it should be your best guess at the algebraic answer.


20. Solve and create a fraction addition problem! Solve one from a classmate!

a. Show a third grader how to add 23+56 using two egg cartons:

Show 2/3 here Show 5/6 hereFor each fraction, clearly show the egg carton split up into the correct number of equal parts, and circle the correct number of them.

Use the pictures to explain, so that your explanation would be clear to a third grader (not a lot of arithmetic/calculations).

Explain why the result comes out to more than one whole.

b. Find a picture of a bunch of objects, or take a picture of a bunch of objects. For example, an arrangement of pennies, a pack of coke, a box of crayons. (No eggs or hexagons!) Create a fraction addition problem with two unlike denominators using the objects. The denominators can’t be the same as the number of objects. For example, if you take a picture of 15 pennies, the problem can be adding 1/5 + 1/3, but it can’t be adding 15ths. If you find a carton of 24 crayons, you can ask about adding ½ + 2/3, but not adding 24ths. Write the problem and the solution, here:

c. Solve a classmate’s fraction problem.


21. Babylonian Fractions To write fractions in Babylonian, you must convert our fractions into 60ths. For example, to write ½ as a Babylonian fraction, you must write the Babylonian for 30, since ½ = 30/60. However, some Babylonian fractions had to be written using 60ths and 3600ths!

a.)The Babylonian fraction for 18 would have been written as 760+303600 !

Show how you know that it is true that 18=760

+ 303600 by adding the two

fractions (be sure to get a common denominator) and reducing to show that you get 18 .

b.) 29 can’t be written as an exact fraction over 60. Explain why not.

c.) 29 would have been written as the sum of 1360 and what other fraction over

3,600? That is, 29=1360

+ ?3600 . Find the missing number and show how you

know that you are correct.

d.) 49 would have been written as the sum of what two fractions? That is, 49= ?60

+ ?3600 . Find both missing numbers, then show how you know that you

are correct. Note: neither fraction can have a numerator larger than 59, since that’s as high as you can go in base 60.


22. Multiplying Fractions: Partial Products and Areaa.)Multiply 4 12×3 using partial products and the distributive property. It may be

easier to write as: 3 ×(4+ 12)

Show all your work using fractions, not decimals.

b.) Show how you can find 4 12 3 using area. Caution: this grid is not quite the right size. DRAW the correct rectangle on the grid. Use the ruler to help you.

c.) Label each partial product on the rectangle, above. That means, show where you can find all three parts of your answer from part a.


c.) Multiply 4 12×312 using partial products and the distributive property:

(4+ 12)×(3+ 1

2)

Show all your work using fractions, not decimals.

d.)Show how you can find 4 12 312 using area. Caution: this grid is not quite the

right size. DRAW the correct rectangle on the grid. Use the ruler to help you.

e.)Label each partial product on the rectangle, above. That means, show where you can find all four parts of your answer from part c.


23. Conjecture: “When you add any consecutive numbers together, the sum will always be a multiple of however many numbers you added up.”

a.)Show your work understanding the problem by writing the meaning next to each part

consecutive numbers (Caution: the above does not say “consecutive even” or “consecutive odd,” just “consecutive.”)

Remember you can do a web search (Google it!) to see what consecutive numbers are!

the sum

will always be

a multiple of

however many numbers you added up

b.)Show at least four examples, being sure to choose all kinds of different amounts of consecutive integers.

c.) Based on your examples, does it look like the conjecture is true, or only true sometimes? Explain.


24. In Pascal’s triangle, some of the rows start with a prime number after the number 1. a.)For example, the row

1 5 10 10 5 1starts with the prime number 5 after the number 1.

How are the numbers in the middle of this row related to the number 5?

b.)The next row that starts with a prime is the row 1 7 21 35 35 21 7 1

How are the numbers in the middle of this row related to the number 7?

c.) Find two more rows that start with a prime. Write out the rows:

Is the pattern still the same? Explain.

d.)Find two rows that do not start with a prime.

Is the pattern still the same? Explain.

e.)State your conclusion about this pattern:

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