Unit 1 Investigation

Name: Due date: September 20th, 2013 Subject & Grade: Gr 9 Maths Extended Unit Question: How can basic rules create a foundation for algebra? AOI: Human ingenuity Approaches To Learning Skills Used: Problem-solving and thinking skills

Task: Find a rule for squaring numbers ending in a 5. To help you get started in answering the above question, investigate the following: 1. Complete the table: Sequence 1 2 3 4 5 6 Term 052 152 252 352 452 552 Result 25 225 625 1225 2025 3025

When squaring a number ending in 5, what do you notice about the ending digits in the results? State your observation clearly. Why do you think this is so? I noticed that the ending digits in all the results were 25. I think this is happening because the ending digit in all the terms is 5 and when you square 5 its 25. So thats why 25 is the ending digits in the results.

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2. Investigate the relationship between the sequence column, the first digit in the term column, and the result column. What do you notice? I have noticed that when you multiply the sequence with the first digit of the term the result is the starting digits of the result. I have also noticed that the sequence is 1 digit higher than the starting digits of the term.

3. Write about what you have observed from your investigation in steps 1 and 2. Describe clearly any patterns that you observe. Use your observations and the data to describe a rule for finding the solution for squaring any number ending in a 5. From investigation steps 1 I have found that the reason each result ends with the digits 25 is because the ending digit for the term is 5 and if your square 5 you get the number 25. For step 2 I discovered that firstly the sequence was always 1 higher than the starting digits of the term. Lastly I found that if you multiply your sequence with the first digit of the term the result is the starting digits of the results. The rule for this equation is that first square 5 (25). Then take your first digit if its a 2 digit number and if its a 3 digit number take the first 2 digits and the same goes for a 4 digit number. Then you take those starting digit(s) and add 1 to it after that is done multiply that number with the original starting digit(s)(the one which 1 hasnt been added to) and you have the starting digit(s) of the result, then all you have to do is place the new first digits in front of 25 (5 squared) and then you have the completed result. (Example) 1352 5*5= 25 13+1 = 14 14*13= 182 1352= 18225

4. Once you have found the rule, use it to show how you can find the square of 95, 105, 115, and 125. 952 5*5= 25 9+1= 10 10*9= 90 952= 9025

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1052 5*5= 25 10+1= 11 11*10= 110 1052= 11025 1152 5*5= 25 11+1= 12 12*11= 132 1152= 13225 1252 5*5= 25 12+1= 13 13*12= 156 1252= 15625 5. Could your rule also be used with numbers ending in another digit between 1 and 9 (not including 5)? Why or why not? Show examples. 1232 3*3= 9 12+1= 13 13*12= 156 1232= 1569 (wrong answer) Right answer= 15129 172 7*7= 49 1+1= 2 2*1= 2 172= 249 (wrong answer) Right answer= 289 2392 9*9= 81 23+1= 24 24*23= 552 2392= 55281 (wrong answer) Right answer= 57121 After trying 3 examples I have found out that my rule can not be used for any other digit between 1 and 9 (excluding 5) because the sequence for 5 is 1 more than the first digit of the term and for every number the sequence is different. Northbridge International School - Cambodia

Details & Conditions:

1. 2. 3. 4.

This is individual work and not to be done as a group or with another student. All work must be completed in class during the period given. You are given the entire period to complete the task. You are able to use your calculator, your textbook and your notes, however you must show all your working.

You will be assessed on the following MYP criteria: Criterion B: Criterion C: Marking Rubric Criterion B Level 1-2 Criterion Descriptor The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns. The student selects and applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or general rules. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws conclusions consistent with findings, and provides justification. Task-specific clarifications I needed some help with what problem solving techniques to use. I wrote about patterns in my results from parts 1 but had difficulty finding patterns in part 2. I wrote about patterns in my results from parts 1 2 but had difficulty finding patterns in part 3. I tried to connect the answers I found in parts 1 2 with the expression I found in part 3. I chose problem solving techniques which sometimes worked well for me. I wrote about the correct patterns in my results in parts 1 3 and have applied them properly in part 4. I wrote about the relationship between the answers I found in parts 1 3 and about the significance of my results in part 5. I chose problem solving techniques which worked well for me. I wrote about the correct patterns in my results in parts 1 3 and have applied them properly in part 4. I wrote correctly about the relationship between the answers I found in parts 1 4 and about the significance of my results in part 5. I was able to justify in part 5 why the rule did or did not work with other numbers. Criterion C Level Criterion Descriptor Task-specific clarifications

3-4

5-6

7-8

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1-2

The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.

I used few correct words and symbols in my work. I tried to present my ideas and my findings in different ways but with limited success I tried to make my ideas and my thinking clear by: showing my working and describing where my ideas come from but I had difficulty in doing this I used some correct words and symbols in my work. I tried to present my ideas and my findings in different ways with some success I made my ideas and my thinking clear by: showing my working and describing where my ideas come from but was not always successful I used correct words and symbols in my work. I successfully presented my ideas and my findings in different ways. I made my ideas and my thinking clear by: showing my working and describing where my ideas come from.

3-4

The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success. The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation.

5-6

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