Scope and Sequence:

MATHEMATICAL
INVESTIGATION 3.1 Investigation

3.2 Steps in Mathematical

Investigation
Learning outcomes:

At the end of the chapter, the students

are expected to:

 Differentiate Mathematical
Investigation from Problem Solving
 Demonstrate understanding of the
role of Mathematical Investigation
in Real-life world;
 Demonstrate skills significant to
Mathematical investigation;
 Formulate Mathematical problem
and solve using the steps in
Mathematical Investigation.
Introduction/Overview

Many educators have observed that there are overlaps between

investigation and problem solving(e.g., Evans, 1987; Orton & Frobisher, 1996).
Few would talk about solving Mathematical problem through investigation. Thus
the thought of solving closed mathematical tasks or problems by investigation is a
contradictory notion. In this module, we discuss the difference between Problem
solving and Mathematical Investigation. This chapter will also help students
enhance their mathematical ability in solving problems by discovering the
solutions by themselves (Exploration), using the steps in Mathematical
Investigation. Mathematical investigation gives us opportunity to think outside the
box and see other ways of solving problems using our Imaginations. Through
investigation, we can now work and explore mathematically on real-world
problems.
Exploration is also an ideal vehicle for developing Mathematical
knowledge and since Mathematics is seen by many as the “Science of proof”, we
are now able to reflect, test ideas, argue with others to prove or defend our
solutions just like what mathematicians do.

Essential Questions:

1.How do I know where to begin when solving an open-ended problem?

2. Why formulating conjecture is important in Mathematical Investigation?
3.How does exploration helps students develop their higher order thinking skills
and logical reasoning?

Performance task:

You are a Mathematics Teacher and a Puzzle maker who’s currently

conducting an Action Research a State University of your Province. You have
observed that your classes have difficulty in recognizing patterns in numbers.

You decided to make a logical puzzle that can improve the pattern
recognition skills of your students. The puzzle must have its own rules and you
have to provide a solution or steps in solving it. You have a week to do the task.
Rubrics:

Criteria Excellent (4 pts) Proficient (3 pts) Progressing (2 pts) Beginning (1 pt)

Content The puzzle is The puzzle helps The content of The content of
very effective to the students the puzzle will the puzzle will
improve the recognize cause a little definitely not
student’s patterns better. improvement to help the
pattern the pattern students to
recognition recognition skills improve their
skills. of the students. pattern
recognition
skills.

Solution The solution to The solution to The solution to The solution

(Reasoning and the puzzle is the puzzle is the puzzle is to the puzzle
proof) correct, clearly correct and clear correct but is is not correct.
written and is but hard to difficult to follow
easy to follow. follow. and not clear.

Rules and The students The students can The rules and The rules and
directions can follow the follow the rules directions of the directions of
rules and and directions of puzzle are the puzzle are
directions of the the puzzle with difficult to follow. not clear and
puzzle without low level of therefore can’t
difficulty. difficulty. be followed.

Time Allotment Finish the Finish the puzzle Finish the Finish the
puzzle before on exact day of puzzle a day puzzle 3 days
the deadline. deadline. after deadline. after the
deadline.
Lesson 1
Mathematical Investigation

Investigation involves exploration of open-ended mathematical situation.

When we are having an investigation, we are aware that there is a task but we do
not know what it is and because of that, we are the ones to pose problems, solve
and extend it to the direction we want to pursue. We are free to choose what
aspects of the situation we would like to do and how to do it. The teachers
encourage students to use their higher order thinking skills which are far more
important than the mathematical concepts involved in the task.

Making and testing conjectures (guesses) is an important aspect in

carrying out investigation. It is okay if your guess is right or wrong, the important
thing is to be willing to deduce information from the gathered data, to predict what
will happen in other cases, and to learn more information from what you obtained.
The fear of being wrong hampers exploration and understanding that’s why you
need to overcome it.

Mathematical Investigation, as an open-ended problem differs from

problem solving because of its exploration stage. Problem solving only involve
closed mathematical problem.

The following are example of Mathematical Investigation:

1.) Think of a 3-digit number and write it down.

e.g 7 9 2
Now, reverse the digits and subtract smaller from larger. - 297
Reverse the digits of the results and find its sum. 495
Investigate. + 594
1089

2.) Consider two consecutive numbers and square them. Find the difference of
their squares. Investigate.

3.) A set of three counting numbers which obey Pythagoras’s theorem is called
Pythagorean triad. For example;
a =3, b=4 and c=5
𝑎2 + 𝑏 2 = 𝑐 2
32 + 42 = 52
9+ 16 = 25 25 = 25
Investigate.

PRACTICE YOUR SKILL 1:

I. Tell whether the following describes a problem solving or Mathematical

investigation.

1. At a church, each of the 60 members shakes hand once with

each of the other members. What is the total number of handshakes?

2. The problems are open-ended and there is a need to explore.

3. The task is known but you do not know a direct way of doing it.

4. An unfamiliar situation which has to be solved.

5. The total number of triangles determined by drawing all the diagonals from one
vertex of a polygon with n sides.

II. Mathematical Investigation will make you experience how Mathematicians

work. The following are some discoveries of famous Mathematicians which are
essential in schools today.

1. Pythagorean Theorem
2. Pascal’s Triangle

Base from their discoveries, do you think studying Mathematical Investigation is

helpful in real-life world? Why or why not?
Extend your knowledge:

Did you know that through Mathematical Investigation, we found a new trick in
dividing any number by 9 for seconds? Here’s how it works:

Suppose you want to divide 221004 by 9 in your head.

2 2 1 0 04÷9

2 4 5 5 5 9
Ans: 24556

1. The first digit is going to be the same as in the left hand side, so it's 2.

2. The second digit is the first digit plus the second digit: 2 + 2 = 4

3. The third digit is the previous answer plus the third digit: 4 + 1 = 5.

4. The fourth digit is previous answer plus the fourth digit: 5 + 0 = 5.

5. The fifth digit is previous answer plus the fifth digit: 5 + 0 = 5.

6. The last digit is the sum of all the digits: 5 + 4 = 9. For this final digit it's
necessary to work out how many times 9 can be divided by 9 (it's 1). That
gets added to the previous digit which becomes 6.

So, reading off the digits221004/ 9 = 24556

Try it yourself, divide 1,111,111,101 by 9.

 Lesson 2: Steps in Mathematical Investigation

Investigation is a good way to establish cooperative and collaborative

learning strategies in the classroom. Here are the steps in investigation:

 Explore investigation
 Gather and record information from the data
 Look for patterns
 Make conjectures
 Test the conjecture and then refine it and test it again
 Explain or prove results
 Make generalizations
 Extend the problem
 Communicate or share findings

If young children like elementary students are making investigation, it is

not expected that they would complete all these steps. They could be encouraged
to use the first five steps outlined above and then shared their findings with
others.

An example of an open investigate task is:

Example 1:

Think of a 3-digit number and write it down. e.g. 7 9 2

Now, reverse the digits and subtract smaller from larger. - 297
Reverse the digits of the results and find it’s sum. 495
Investigate. + 594
1089

The goal in this task is ill-defined: Investigate, but investigate what? We

have two choices, either to set a specific goal by posing a specific problem to
investigate or to search for a pattern which will also lead us to pose a general
problem “Is there pattern?”.
 An example of how you may approach the investigation task above is set
out below.

Explore the Investigation

Read and analyse the investigation. Discuss what the task is saying and asking you to
do.

541 683 432 811 694

- 145 -386 - 234 -118 -496
396 297 198 693 198
+693 + 792 +891 +396 +891
1089 1089 1089 1089 1089

Gather and record information from the data

After you gather and data, the next thing you need to do whether by yourself or
with others is to brainstorm to see problems that you can formulate from example
number 1. The latter is called problem posing.

Problem posing:

There are lots of considerations which might affect the Problem you’ll be working on.
Here are some questions you have to consider in deciding which problem is worth
pursuing.

 Is it interesting?
 Is the method of solution not immediately known?
 Are the hypotheses overly or not restrictive enough?
 Are you able to think of methods of solution or at least ways of gaining enough
information to make an educated guess or conjectures?
 What are your considerations?

Look for patterns:

Can you see patterns?

Discuss what you have noticed
Make conjectures:

Make conjectures based on the data collected and the patterns seen.

• 1089 is always the final result

• After we subtract the 3-digit number from its reverse, the middle digit of the
result is always 9. The difference is also divisible by 9

Gather more data to test your conjectures:

703 845 912 988 322

- 307 -548 - 219 -889 -223
396 297 693 99 99
+6 93 + 792 +396 + 99 +9 9
1089 1089 1089 198 198

Revise your conjecture:

99 will be the difference and 198 will be the sum if two adjacent integers are the same.

Verify your Conjecture:

544 655 433 883 933

- 445 -556 - 334 -388 -339
99 99 99 495 594
+ 99 + 99 +99 +594 +495
198 198 198 1089 1089

Organize your gathered data:

Numbers that have resulted in a sum of 198 and a difference of 99 are:

988, 322, 554, 655, 433

Look carefully at these numbers. See if there is anything about them which is the same.
Look at the digits and make a conjecture.

The first and third digits of the numbers differ by 1.

Organize the data and information. Group the numbers with the same difference
between the first and the third digits.
Digits differ by 2
Digits differ by 3
Digits differ by 4
Digits differ by 5
Digits differ by 6
Digits differ by 7
Digits differ by 8
Digits differ by 9
432, 694 Difference 198, sum 1089
683, 845 Difference 297, sum 1089
541. 703 Difference 396, sum 1089
883 Difference 495, sum 1089
933 Difference 594, sum 1089
912, 811 Difference 693, sum 1089

Revise conjectures (Making Generalizations)

The difference between the digits appears to be central to the result of what data
that you have obtained. Examination of the results, particularly the results of the
subtraction actually leads you to the following conjectures:

• The final result is 1089 unless the first and last digits of the number differ by 1
in which case it is 99.

• After the subtraction step, the middle digit of the result is always 9 and the other
two digits are given by multiplying the difference of the first and the third digits, as listed
in the table above, by 9.

For example, for 432 the difference between 4 and 2 is 2. If we multiple 2 x 9 we get 18.
Therefore, after the subtraction the result is 198

Verifying:

The important conjecture to verify at this stage is the second one. This is done by
choosing numbers that have a digit difference of 4, 6 or 9 as there were none of these in
the data gathered.

975: 9 – 5 = 4, 4 x 9 = 36 After subtraction: 396

692: 6 – 2 = 4, 4 x 9 = 36 After subtraction: 396
812: 8 – 2 = 6, 6 x 9 = 54 After subtraction: 594
950: 9–0=9 9 x 9 = 81 After subtraction: 891

Check:

975 692 812 950

- 579 -296 - 218 - 59
396 396 594 891
Conjecture verifies.
Extend the problem:

Consider 2 digit numbers.

97 41 62 83 31
- 79 - 14 -26 -38 -13
18 27 36 45 18
+8 1 +72 +63 +54 +81
99 99 99 99 99

Conjectures:

• The results of the subtraction step are the product of the difference of the digits
and 9.
• The sum is always 99.

Share and communicate your findings to others.

Example 2 :

Consider two consecutive numbers and square them. Find the difference of their
squares. Investigate.

Explore the Investigation:

22 − 12 = 4 − 1 = 3
32 − 22 = 9 − 4 = 5
42 − 32 = 16 − 9 = 7
122 − 112 = 144 − 121 = 23
152 − 142 = 225 − 196 = 29
192 − 182 = 361 − 324 = 37

Record your observation from the data and look for observable patterns.

Had you seen a pattern?

Make conjectures:

The difference of the square of two consecutive numbers is odd prime number.
Gather more data to test your conjectures:

62 − 52 = 36 − 25 = 11
72 − 62 = 49 − 36 = 13
82 − 72 = 64 − 49 = 15
202 − 192 = 400 − 361 = 39
232 − 22 = 529 − 484 = 45
302 − 292 = 900 − 841 = 59

Revise your conjecture:

The difference of the square 2 consecutive numbers is always odd.

The difference of the square 2 consecutive numbers increases by two each time you
add 1 to those numbers.
The difference of the squares of two consecutive numbers will always equal the sum of
those two numbers.

Verify your conjecturesand organize your data

22 − 12 = 4−1 =3 1+2=3
32 − 22 = 9−4 =5 2+3=5
42 − 32 = 16 − 9 = 7 3+4=7
52 − 42 = 25 − 16 = 9 4+5=9
62 − 52 = 36 − 25 = 11 5+6=11

212 − 202 = 441 − 400 = 41 20+21=41

22 − 212 = 484 − 441 = 43 21+22=43
232 − 222 = 529 − 484 = 45 22+23=45
242 − 232 = 576 − 529 = 47 23+24=47

Explain or prove results

The important conjecture that we need to verify at this stage is the conjecture that
the difference of the squares of two consecutive numbers is always odd.
 Let “n” be the first number and (n+1) is the second.
Square the two numbers, we get:

(𝒏 + 𝟏)𝟐 − 𝒏𝟐 Expand
(𝒏𝟐 + 𝟐𝒏 + 𝟏) − 𝒏𝟐
Now we have ∶ 2n + 1

Where, if we substitute any number to “n”, we’ll always get an odd number
answer.
Conjecture verifies.

Make generalization:

The result of our exploration is clear that if we square two consecutive numbers
and subtract them, the difference is always an odd number.

The final result is always equal to the sum of the two consecutive numbers.

Each time we add 1 to those numbers we used in previous example, the

difference of their squares will increase by 2.

Test it again:
The difference of the square of two consecutive numbers is 57, can we find the
two numbers?

Let “n” be the first number and (n+1) is the second.

Square the two numbers, we get:

(𝒏 + 𝟏)𝟐 − 𝒏𝟐 = 57
𝒏𝟐 + 𝟐𝒏 + 𝟏 − 𝒏𝟐 =57
2n + 1= 57
2n= 57-1
2n=56
2
n=23, n+1= 24.
The two numbers are 23 and 24.
Extend the problem

Example:

What if we look for the sum of the squares of two consecutive numbers instead of
their difference?
22 + 12 = 4 + 1 = 5
32 + 22 = 9 + 4 = 13
42 + 32 = 16 + 9 = 25
52 + 42 = 25 + 16 = 41
62 + 52 = 36 + 25 = 61

Share and communicate findings

Talk about how you gathered information, the guesses you’ve made, further tests
You carried out and the conclusions you came to.

Example 3 :

It is stated in the Pythagorean Theorem that 𝑎2 + 𝑏 2 = 𝑐 2

Where “a” is the shorter, “b” is the longer side

c and “c” is the longest side.
a

A set of three counting numbers which obey Pythagoras’s theorem is

called Pythagorean triad. For example;

a =3, b=4 and c=5

𝑎2 + 𝑏 2 = 𝑐 2
32 + 42 = 52
9+ 16 = 25, 25 = 25 . Investigate.
 Since we are also asked here to investigate and we still don’t know the problem
we are going to solve, we will use again the approach that we’ve used in the first
example.

The first step is to gather and record data:

Try a = 1, b = 2, what will be the value of c?

𝑎2 + 𝑏 2 = 𝑐 2
12 + 22 = 𝑐 2
1 + 4 = 𝑐2
𝑐2 = 5

There is no counting number whose square is 5. So there is no Pythagorean Triad

starting with a = 1 and b =2

Conjecture:
By taking 3, 4, and 5 and multiplying them by a constant number are you
can make Pythagorean triads.

Example:

Multiply by 4, gives 12, 16 and 20. However, the 12, 16 and 20triangle is the
same shape at the 3, 4, 5 triangle, just four times the size.

To get a different shape, the number ‘a’ must be a prime number. We

know that the next prime number after 3 is 5.

Using the ‘guess and check’ strategy, look for the values of ‘a’ and ‘b’ which give a
counting number value for ‘c’.

Value Value Value Value of Value of Value of c

of a of b of 𝒂𝟐 𝒃𝟐 𝒄𝟐
5 6 25 36 61 7.8102

5 7 25 49 74 8.6023

5 8 25 64 89 9.4340
5 9 25 81 106 10.2956
 5 10 25 100 125 11.1803
5 11 25 121 146 12.0830

5 12 25 144 169 13

In this case, the value of ‘b’ has to be greater than ‘a’.

Start with b = 6 and continue until we recognize the square of c as a square of a
counting number.

Example:
169.

In this case, the Pythagorean Triad is 5, 12 and 25.

Can you find a Pythagorean Triad starting with 7?

Value Value Value Value of Value of Value of c
of a of b of 𝒂𝟐 𝒃𝟐 𝒄𝟐
7 8 49 64 113 10.63

7 9 49 81 130 11.40

7 10 49 100 149 12.20

7 11 49 121 170 13.08

7 12 49 144 193 13.89

7 13 49 169 218 14.76

7 14 49 196 244 15.62

7 15 49 225 274 16.55

7 16 49 256 305 17.46

7 17 49 289 338 18.38

7 18 49 324 373 19.31

7 19 49 361 410 20.24

7 20 49 400 449 21.18
 7 21 49 441 490 22.13

7 22 49 484 533 23.08

7 23 49 529 578 24.04

7 24 49 576 625 25

We found another Pythagorean Triad where ‘a’ = 7 is 7, 24, 25

Observe and look for patterns

Can we see patterns in the Pythagorean Triads found so far?

a b c

3 4 5

5 12 13

7 24 25

For example b + c = 𝑎2 andc = b + 1

Conjecture:

Can we use this pattern to find the Pythagorean Triad beginning with the next prime
number which is 11?

Test your conjecture

If a = 11, then b + c = 112 and c = b+1

Look for two consecutive numbers which add up to 121.

60 and 61

The Pythagorean triad is 11, 60 and 61

Let’s check:

112 +602 = 121 + 3600 = 3721

3721 = 612

Test it again:

Can we use this pattern to find the Pythagorean triad for prime number 17?

If a = 17, then b + c = 172 and c= b+1

Look for two consecutive numbers which add up to 289.

144 and 145

The Pythagorean triad is 17, 144 and 145

Let’s check:

172 +1442 = 289 + 20,736 =21,025

21,025= 1452

PRACTICE YOUR SKILL 2:

I. Look for the pattern of the following numbers and find their next term.

1.) 142863, 428631, 286314, 863142,…?

2.) 1, 7, 19, 43, 91,…? .

3.) 1, 3, 7, 13, 21,…?

4.) 1, 2, 2, 3, 4, 6, 9, 14…?

5.) 1, 2, 6, 24, 120, 720,…?

II. Investigation (Group work- 6 members each):

When you throw a die, six (1) is the hardest number to get. Investigate.
Use at least the six steps in investigation.
  Explore Investigation
 Record and Gather data
 Look for the patterns
 Make your own conjectures (guesses) and test them
 Test your conjecture and then refine it and test it again
 Share your findings

Extend your knowledge:

One of the goals of mathematical investigation is to discover new ideas and reveal
truths out of this world. Reimann hypothesis is one of the great problems in
Mathematics and therefore garnishing glory for the person who can solve it, this is one
of the Clay Mathematics Institute’s “Million dollar problems”. Anyone who can provide a
solution would have a pretty profitable lug: One million dollar.

Riemann hypothesis is all about the distribution of the prime numbers, those integers
that can be divided only by themselves and one.

Ex. 3,5,7 and so on.

Sir Michael Atiyah, a famous fields medallist and Abel Prize winner, claims to have
solved the Riemann Hypothesis. He gave a lecture in Germany which he presented an
outline that is often the first announcement of the solution of the Riemann problem but
should not be taken the problem has been solved- far from it. There are many steps that
is needed to be taken first before they pronounce that Atiyah’s solution is correct.
Checking if Atiyah’s solution is correct would take quite a lot of time, maybe months or
even years.

Essential learning:

Mathematical Investigation is an open-ended problem in which you choose the

direction of your inquiry that provide an opportunity to make important mathematical
discoveries and encourage students to use high order thinking skills. One of the most
important aspects in carrying out investigations is the need to make conjectures and to
test them. From the gathered data, you need to collect information that will help you
predict what will happen in other cases, and learn from the extra information obtained.

There are nine steps in investigation, (1) Explore investigation: It is where you
analyze the given situation or problem. (2) Gather and record information from the data:
After analyzing, you can now get a data or information for your investigation. (3) Look
for pattern: Based from data you gathered you can now observe and look for a pattern.
(4) Make conjectures: This conjecture where based from the data and pattern you see
or formulate. (5) Test the conjecture and then refine it and test it again, (6) Explain or
prove results, (7) Make generalizations: It is the summary of what your investigation is.
(8) Extend the problem, (9) Communicate or share findings.

Practice Exercises:

Multiple choice: Choose the letter of the correct answer.

_____1. The steps in mathematical investigation are the following except:

a. Look for patterns c. Extend the problem
b. Explain or prove results d. Guess and Check
_____2. What are the questions you have to consider in deciding which problem is
worth pursuing?
I. Is it interesting?
II. Is the method of solution immediately known?
III. Are the hypotheses overly or restrictive enough?
IV. Are you able to think of methods of solution or at least ways of gaining
enough information to make an educated guess or conjectures?
V. What are your considerations?

a. I, IV, V c. I, II, III

b. II, IV, V d. III, IV, V

_____3. After you gather data, the next thing you need to do whether by yourself or with
others is to brainstorm to see what problems can you formulate is called __________.
a. exercise c. problem
b. challenge d. problem posing

_____4. The skill which is far more important than the concepts in math investigation.

a. Logical reason skills b. Problem solving skills

c. Lower level thinking skills d. Higher Order thinking skills

_____5. It is a Mathematical task which involves closed mathematical problems.

a. Exercise b. Practice

c. Problem solving d. Investigation

II. Identify which steps in investigation are used in the following:

_____1. It is the step where, you make a supposition.

_____2. The step where, you have to analyze what the investigation wants you to do.

_____3. It is when you already found new ideas and discoveries and share it to others.

_____4. When you reach this step, you can tell if the problem is an open-ended or closed
mathematical task.

_____5. This is the step where you have to observe to the data and information you have. It is
connected to the “general problem” in investigation.

III. Do the following.

1. Make ten pieces of the pizza below using only 4 cuts/slices. Each piece must have a piece of
hotdog.

2. The number 15 can be expressed as a sum of three consecutive counting numbers, 4+5+6.
Nine can be expressed as 2+3+4, which is also a sum of consecutive counting numbers.

The Problem:

Can the counting numbers from 1-50, be expressed as the sum of two or more consecutive
counting numbers? If not, then which ones can?

Analyze, look for patterns, and come up with some conjectures (guesses). Write your findings.
Go online : Go to the link below and watch the video of the new method for dividing.
Study and apply it. Decide if this method is accurate and applicable. Discuss and prove
your answer.

Chapter challenge:

I. Choose the letter of the correct answer

I. Multiple Choice. Write the letter of the correct answer.

_____1. Why Mathematics is always problematic to some mathematics teachers?

I. Because many students think that Mathematics is very difficult subject to study.
II. Students thinks that the only purpose of it is to learn a skill that leads to a
grade in the report card.
III. They lose their interest in learning this subject.
a. I only b. I & II c. III only d. I, II, & III
_____2. What is the ideal vehicle of teachers in developing mathematical knowledge?
a. Investigation c. Research
b. Modelling d. Using manipulatives
_____3. Mathematical investigation gives us opportunity to think outside the box and
see other ways of solving problems using _______________.
a. Fantasy c. Theorems
b. Imaginations d. Axioms
_____4. It is an important aspect in carrying out investigation.
a. Gather information c. Make conjectures
b. Look for patterns d. Make generalizations
_____5. What are the good ways to establish in the classroom during investigation?
a. Cooperative learning strategy and Inductive reasoning skill
b. Collaborative learning strategy and Inductive reasoning skill
c. Cooperative and collaborative learning strategies
d. Critical thinking and inductive reasoning skills
II. True/False. Write T if the statement is true and F if the statement is false.
_____1. Investigation involves exploration of open-ended mathematical situation.
_____2. When we are having an investigation, we are aware that there is a task but we
do not know what it is.
_____3. Conjectures are also known as our “guesses”.
_____4. Challenging problem solving is a good way to establish cooperative and
collaborative learning strategies in the classroom.
_____5. Working backwards is one of the steps in investigation.
_____6. Test the conjecture and then refine it and test it again is also a step in
investigation.
_____7. There are nine steps in investigation, if young children like elementary students
are making investigation, it is not expected that they would complete all these steps.
_____8. A set of three counting numbers which obey Pythagoras’s theorem is called
Pythagorean triad.
_____9. Searching for a pattern is often a sensible thing to do at the beginning of an
investigation.
_____10. Sometimes, you cannot prove a conjecture because it is false. You need to
prove or disprove the conjectures using counterexamples.

III. The following table below was obtained from an investigation:

X 1 2 3 4 5
Y 1 6 12 20 ?

A. Answer the following (2 pts each)

1. What will be the value of y if x is 7?

2. What will be the value of y if x is 100?
3. What is the value of x if y = 72?
4. What is the value of x if y = 930?
1
5. What will be the value of y if x =
2
B. Do the task below (5 pts)
1. Establish a formula based from the table above.
Answer key(for odd numbers)

PRACTICE YOUR SKILLS 1:

I.

1. Problem solving
3. Problem solving
5. Mathematical Investigation

II.
1. Mathematical investigation is helpful in real-life world.

PRACTICE YOUR SKILLS 2:

I.
1.) 631428
3.) 31
5.) 5,040

PRACTICE EXERCISES:

I. Multiple choice

1.) d
3.) d
5.) c
II.
1.) Making conjectures
3.) Share or communicate findings
5.) Look for patterns

III.
1.
CHAPTER CHALLENGE:

I.
1.) d
3.) b
5.) c

II.
1. T
3. T
5. F
7. T
9. T

III. A

1.) 56

3.) 8
1
5.)
3

III. B

1.) y = x + 𝑥 2