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P. 1

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https://www.scribd.com/doc/123329885/hhsssssj

02/01/2013

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CABUGCABUG NATIONAL HIGH SCHOOL President Roxas, Capiz S.Y. 2012-2013 I. Introduction

A mathematical investigation is defined as a collection of worthwhile problem-solving tasks that has multi-dimensional content, is an open-minded, permitting several acceptable solutions and is often embedded in a focus question. In addition, a mathematical investigation involves a number of processes, which includes ---- researching outside sources to gather information, collecting data through such means as surveying, observing or measuring, collaborating with each team member taking specific jobs and using multiple strategies for researching solutions and conclusions.

. There are some topics on our investigation related to math.Factoring are any of the numbers or symbols in mathematics that when multiplied together form a product or a number or symbol that divides another number or symbol.Our investigation is to express the multiples of nine. It is also a quantity by which a given quantity is multiplied or divided in order to indicate a difference in measurement. One of these topics is factoring. in which it aims to show the possible values that could be divisible by nine.

.What happens with the tens and the hundreds of digit. the observation attempted to provide answers to the following questions: Consider the digits in the multiples of nine written in order. Statement of the Problem : The observation of the multiples of nine. . More specifically.II. -How does each unit digits compare with one before it.

) Consider the rearranging the orders of the digits in the multiples of nine.What happens when the digits are needed? .What other possibilities are there? . -What happens if combinations of the digits are added? (For 3168. 3168) as well as small goes.Consider the sums of the digits in the multiples of nine. -Look for a use for what you have observed. . -Try some large numbers (eg. consider as 3+16+8 or 31+68) 3.

847. 27 which is a perfect number.III. Testing/verifying conjecture #1 This Conjecture #1 is applicable to the big numbers that are higher than 9. Conjectures Conjecture #1 A number is a multiple of 9 if the sum of the digit is divisible by nine. . 26.8.6. For example: 26. We added 2.4and 7 to get the sum.847= 2+6+8+4+7=27 27÷9=3 As given iin the example given.

Perfect numbers are numbers that are equal to the sum of their proper factors.3. . Since the quotient is a whole number it is a multiple of 9.2.847” 36 So as shown in the figure above 27is a multiple of 9. And we divided 27 by 9 so we get 3. We know that 27 is a multiple of 9 because when we count.7 and 8. Since they are single digit there is no other numbers or digits that can be added to them. 9 18 27 The sum of the given example “26.6. Now single digits are not applicaple to this conjecture for example 1.5.4..

4.7.36.9 and it is increasing by 1.6.18.45. Testing/verifying conjecture #2 9. While in the ones place it is decreasing by 1 like 9.27.5.4.8.3.72.99 -For the tens digit it started from 0.54.3.1. .2.5.Conjecture #2 The tens digit increases by 1 while the ones digit decrease by 1.1.6.2.8.81.90.63.7.

-For 3168.Conjecture#3 The reverseof the given digit but still have a multiple of 9. When you reverse 2853 to 3582 the result is still a multiple of 9 which is 398. consider as 3+16+8 or 31+68. Testing/Verifying Conjecture#3 Example: -317 x 9 = 2853 is a multiple of 9 which is equal to 317. The sum are still multiple of .

The other possibilities is when you rearrange the digit. Example: 1107= 9 x 123 7011= 9 x 779 1701= 9 x 189 0117= 9 x 13 7101= 9 x 7 . it is still the multiple of 9.

17 has the digits 1 and 7.IV. Justifying Conjectures Conjecture #1 A number is a multiple of 9 if the sum of the digit is divisible by nine. 9 18 ---. 2 is a whole number so 18 is a multiple of 9.The sum of the given example “17” 27 So as shown in the figure above 17 is a multiple of . 18 is divided by 9 and we get the answer 2. Then then count by 9. 17=1+7=18 18÷9=2 As shown.. 1 is added to 7 and we get the sum of 18.

For three digit multiple of 9.2.162.6.4.6.189.4. ones unit digit are all the same number. 8.7.153.3.171.8.9 and it is increasing by 1. it is still the multiple of 9.180.3.198.5.7.5.126.207. Example: 1107= 9 x 123 1701= 9 x 189 7101= 9 x 789 7011= 9 x 779 0117= 9 x 13 1701= 9 x 189 .225 -For the tens digit it started from 0. The other possibilities is when you rearrange the digit. Conjecture#3 The reverseof the given digit but still have a multiple of 9. 108.Conjecture #2 The tens digit increases by 1 while the ones digit decrease by 1.2. While in the ones place it is decreasing by 1 like 9.117.21 6.1.1.135.144.

8. Bibliography Adela C. On how you find out if they are a multiple of that given number. . VI. Conjecture #2 The tens digit increases by 1 while the ones digit decrease by 1.4. Villamayor.6. A textbook for grade six “Math for life”2006. Summary of Conjectures Conjecture #1 A number is a multiple of 9 if the sum of the digit is divisible by nine. Recommendation Investigate further on the multiples of other numbers like 2. Conjecture#3 The reverseof the given digit but still have a multiple of 9. VII.V.

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