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Published by Mizhabelle Tirol
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NINETUPLES

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

Researcher: Mizraim Tirol Ruan Cyrrene Vallejera Ma. Krizza Vergara Mrs. Roselyn Palorma
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which includes ---. There are some topics on our investigation related to math. a mathematical investigation involves a number of processes. II. . permitting several acceptable solutions and is often embedded in a focus question.researching outside sources to gather information.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. Introduction : A mathematical investigation is defined as a collection of worthwhile problem-solving tasks that has multi-dimensional content. is an open-minded. observing or measuring. In addition.NINETUPLES I. Our investigation is to express the multiples of nine. Statement of the Problem : The observation of the multiples of nine. the observation attempted to provide answers to the following questions: Consider the digits in the multiples of nine written in order. in which it aims to show the possible values that could be divisible by nine. One of these topics is factoring. It is also a quantity by which a given quantity is multiplied or divided in order to indicate a difference in measurement. More specifically. collecting data through such means as surveying. -How does each unit digits compare with one before it. collaborating with each team member taking specific jobs and using multiple strategies for researching solutions and conclusions.

4and 7 to get the sum.847= 2+6+8+4+7=27 27÷9=3 As given iin the example given.. 26. Testing/verifying conjecture #1 This Conjecture #1 is applicable to the big numbers that are higher than 9.What happens with the tens and the hundreds of digit. Perfect numbers are numbers that are equal to the sum of their proper factors. Consider the sums of the digits in the multiples of nine.What happens when the digits are needed? . And we . We added 2. For example: 26. -Look for a use for what you have observed.8. 3168) as well as small goes.What other possibilities are there? III. -What happens if combinations of the digits are added? (For 3168.6. Conjectures Conjecture #1 A number is a multiple of 9 if the sum of the digit is divisible by nine. 27 which is a perfect number. -Try some large numbers (eg.847.) Consider the rearranging the orders of the digits in the multiples of nine. consider as 3+16+8 or 31+68) 3. .

3.5.6. Since they are single digit there is no other numbers or digits that can be added to them.4.7.3.18.3. Now single digits are not applicaple to this conjecture for example 1.2.27.90.divided 27 by 9 so we get 3.6. The sum are still multiple of 9.36.81. -For 3168. When you reverse 2853 to 3582 the result is still a multiple of 9 which is 398. The sum of the given example “26.72. Testing/verifying conjecture #2 9. While in the ones place it is decreasing by 1 like 9.7 and 8.1. Testing/Verifying Conjecture#3 Example: -317 x 9 = 2853 is a multiple of 9 which is equal to 317.847” Conjecture #2 The tens digit increases by 1 while the ones digit decrease by 1. 9 18 27 36 So as shown in the figure above 27is a multiple of 9.2.5.4.8.4.6. Conjecture#3 The reverseof the given digit but still have a multiple of 9.45.2.63.99 -For the tens digit it started from 0.54. Since the quotient is a whole number it is a multiple of 9. .9 and it is increasing by 1.. We know that 27 is a multiple of 9 because when we count.5.8.7. consider as 3+16+8 or 31+68.1.

Example: 1107= 9 x 123 7011= 9 x 779 1701= 9 x 189 0117= 9 x 13 7101= 9 x 789 IV.7. The sum of the given example “17” 108.216.135. For three digit multiple of 9. 2 is a whole number so 18 is a multiple of 9. Conjecture #2 The tens digit increases by 1 while the ones digit decrease by 1. Justifying Conjectures A number is a multiple of 9 if the sum of the digit is divisible by nine.153. 18 is divided by 9 and we get the answer 2. it is still the multiple of 9.189.1.171.3.117.4. it is still the multiple of 9.5.The other possibilities is when you rearrange the digit.1.2.8. ones unit digit are all the same number.126. Conjecture #1 17=1+7=18 18÷9=2 As shown. . 1 is added to 7 and we get the sum of 18.162.2.207. Then then count by 9.4. 9 18 27 So as shown in the figure above 17 is a multiple of 9.144.7.198.180. 17 has the digits 1 and 7. The other possibilities is when you rearrange the digit.6. While in the ones place it is decreasing by 1 like 9. Conjecture#3 The reverseof the given digit but still have a multiple of 9.225 -For the tens digit it started from 0.6.3.9 and it is increasing by 1.8.5..

6. The reverseof the given digit but still have a multiple of 9.4.8. Villamayor. On how you find out if they are a multiple of that given number. VII. Bibliography Adela C. A textbook for grade six “Math for life”2006. The tens digit increases by 1 while the ones digit decrease by 1. Conjecture #1 Conjecture #2 Conjecture#3 VI. Recommendation Investigate further on the multiples of other numbers like 2. . Summary of Conjectures A number is a multiple of 9 if the sum of the digit is divisible by nine.Example: 1107= 9 x 123 7011= 9 x 779 1701= 9 x 189 0117= 9 x 13 7101= 9 x 789 V.

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