1

Part 1
 2

TITLE: Getting Its Number Again

INTRODUCTION

Investigating Math is not easy at all. For some students,

Mathematics is so boring and hard. But why are some students enjoying

Math? Because it improves and help their understanding and it also

perform them like a genius.

This Mathematical Investigation is just simple unlike others that

are complicated. Numbers play an important role in our lives. Almost all

the things we do involve numbers and Mathematics. Our life revolves in

numbers since the day we were born. As people develops their mental

ability to see numbers being made up to other numbers, their

understanding of the number system expands.

The ability to investigate a situation is, in itself, an important skill

for students to acquire. Mathematics is a specialization of many of the

most powerful thinking techniques people normally use. Part of its great

power derives from the facts, formulas and techniques. These include

pattern-seeking, investigation and proof.

 3

BACKGROUND OF THE STUDY

This mathematical investigation provides us information about

getting the answer of the difference of addition method and subtraction

method and dividing them by 2 and identifying if the answers are the

same.

STATEMENT OF THE PROBLEM:

The investigation is to seek answer to the following question:

1.) Is the answer of difference of addition method the same to the

difference of subraction method and dividing them by 2?

SIGNIFICANCE OF THE STUDY:

This study facilitates the computation by getting the answer of

difference of addition method to the difference of subtraction method and

dividing them by 2.

METHODOLOGY:

This study was done through experimenting numbers, exploration

and understanding.
 4

SCOPE AND LIMITATION:

This study focuses only on getting the same answer of the

difference of addition method to the difference of subraction method and

dividing them by 2.

PRELIMINARY CONCEPTS:

We need to define the following terms for case in gasping the

development of the formula and the providing for the validity of the

formula.

Addition - the action or process of adding something to something else.

Division - the action of separating something into parts or the process of

being separated.

Subtraction - the process or skill of taking one number or amount away

from another.
 5

RESULT AND DISCUSSION

A.Procedure

1. Think of any number.

123

2. Reverse the number you've think.

321

3. Add the reverse number to its original form.

321 + 123 = 444

4. Subtract the bigger addends to the smaller addends in step 3.

321 - 123 = 198

5.Subtract the sum you've got in step 3 to the difference you've got in

step 4.

444 - 198 = 246

6. Divide the answer by 2. (Observe the answer you will notice that the

result answer is either the original form or the reverse form).

246 / 2 = 123
 6

Part 2
 7

EXPLORATION:

Case#1: 2 - DIGIT NUMBERS

a.) 14 41 b.) 27 72 c.) 86 68

41+ 14 = 55 72 + 27 = 99 68 + 86 = 154

41 - 14 = 27 72 - 27 = 45 86 - 68 = 18

55 - 27 = 28 99 - 45 = 54 154 - 18 = 136

8/2 = 14 54/2 = 27 136/2 = 68

d.) 98 89 e.) 35 53

89 + 98 = 187 53 + 35 = 88

98 - 89 = 9 53 - 35 = 18

187 - 9 = 178 88 - 18 = 70

178/2 = 89 70/2 = 35

Conjecture 1

The result answer is either the original form or the reverse form.
 8

Case#2: 3-DIGIT NUMBERS

a.) 159 951 b.) 864 468. c.) 357 753

951 + 159 = 1110 64 + 468 = 1332 357 + 753 = 1110

951 - 159 = 792 864 - 468 = 396 753 - 357 = 396

1110 - 792 = 318 1332 - 396 = 936 1110 - 396 = 714

318/2 = 159 936/2 = 468 14/2 = 357

d.) 289 982. e.) 523 325

982 + 289 = 1271 325 + 523 = 848

982 - 289 = 693 523 - 325 = 198

1271 - 693 = 578 848 - 198 = 650

578/2 = 289 650/2 = 325

Conjecture 2

The result answer is either the original form or the reverse form.
 9

Case#3: 4 -DIGIT NUMBERS

a.) 4351 1534 b.) 7629 9267 c.) 1487 7841

1534 + 4351 = 5885 9267 + 7629 = 16896 7841 + 1487 = 9328

4351 - 1534 = 2817 9267 - 7629 = 1638 7841 - 1487 = 6354

5885 - 2817 = 3068 6896 - 1638 = 15258 9328 - 6354 = 2974

3068/2 = 1534 15258/2 = 7629 974/2 = 1487

d.) 1356 6531 e.) 9231 1329

6531 + 1356 = 7887 1329 + 9231 = 10560

6531 - 1356 = 5175 9231 - 1329 = 7902

7887 - 5175 = 2712 10560 - 7902 = 2658

2712/2 = 1356 2658/2 = 1329

Conjecture 3

The result answer is either the original form or the reverse form.
 10

Case#4: 5 - DIGIT NUMBERS

a.) 12345 54321 b.) 56294 49265

54321 + 12345 = 66666 49265 + 56294 = 105559

54321 - 12345 = 41976 56294 - 49265 = 7029

66666 - 41976 = 24690 105559 - 7029 = 98530

24690/2 = 12345 8530/2 = 49265

c.) 37529 92573 d.) 92165 56129

92573 + 37529 = 130102 56129 + 92165 = 148294

92573 - 37529 = 55044 2165 - 56129 = 36036

130102 - 55044 = 75058 148294 - 36036 = 112258

75058/2 = 37529 112258/2 = 56129

 11

e.) 72194 49127

49127 + 72194 = 121321

72194 - 49127 = 23067

121321 - 23067 = 98254

98254/2 = 49127

Conjecture 4

The result answer is either the original form or the reverse form
 12

Case#5: ANY NUMBER WITH 0

a.) 60 06 b.) 290 029 c.) 4207 7024

6 + 60 = 66 29 + 290 = 319 7024 + 4207 = 11231

60 - 6 = 54 290 - 29 = 261 7024 - 4207 = 2817

66 - 54 = 12 319 - 261 = 58 11231 - 2817 = 8414

12/2 = 6 58/2 = 29 8414/2 = 4207

d.) 62015 51026 e.) 4052 2504

51026 + 62015 = 113041 2504 + 4052 = 6556

62015 - 51026 = 10989 4052 - 2504 = 1548

113041 - 10989 = 102052 6556 - 1548 = 5008

102052/2 = 51026 5008/2 = 2504

Conjecture 5

The result answer is either the original form or the reverse form.
 13

TESTING CONJECTURES

Co Origi Rever Sum of Difference Differe Divid Is it

nal
nj se the of the nce of e it either
Num
ec ber Numb reverse bigger the by 2. the

tu er number addends to sum origin

re and the the smaller you've al or

# original addends of got revers

number getting the and e

sum of the the numb

reverse and differe er?

original nce

number you've

got

1 14 41 41 + 14 41 - 14 55 -27 28/2 YES

= 55 = 27 = 28 =4

2 159 951 951+159 951 - 159 1110 318/2 YES

= 1110 = 792 -792 =
= 318 159

3 1329 1329 + 9231 - 10560- 2658/ YES

9231 1329 7902 2
9231 = 10560 = 7902 = 2658 =
1329
4 123 54321 54321 + 54321- 66666- 24690 YES
12345 12345 41976 /2
 14

45 = 66666 = 41976 =24690 =1234

5
5 290 029 29 + 290 290- 29 319 58/2 YES
= 319 = 261 -261 =29
= 58

JUSTIFICATION

[( 100a+10b+c ) + (100c+10b+a)] - [(100c+10b+a) - (100a+10b+a)] /2

let (100a+10b+c) be the original number

let (100c+10b+a) be the reverse number

 15

Part 3

CONCLUSION
 16

The investigator therefore conclude that the result in process

that has been investigated is equal to either the original number or the

reverse form of it.

RECOMMENDATION

The investigation or study about proving if the result answer is

either the original or in reverse form that can help the students to

determine if the given number is either the original or the reverse form or

not so it can enhance their mathematical ability. The study is

recommended for students who want to use this to improve and expand

their knowledge or mathematical thinking.

REFERENCES

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

(https://simple.wikipedia.org/wiki/Division_(mathematics)

https://dictionary.cambridge.org › ..

CYRILLE KYSSEL C. CERVAS

 17

98 Longos Proper,San Fabian, Pangasinan

Contact number: 09266024697

Email: cyrillecervas18@gmail.com

OBJECTIVES
Getting the answer of the difference of addition method and subtraction
method and dividing them by 2 and identifying if the answers are the
same.

PERSONAL INFORMATION
Age : 16 years old

Date of Birth : October 05, 2003

Place of Birth : San Fabian, Pangasinan

Citizenship : Filipino

Gender : Female

Civil Status : Single

Height : 5’5

Weight : 62 kg

Language/ Dialect : Filipino, English , Pangasinan

SKILLS
Computer Literate – AUTOCAD

EDUCATIONAL BACKGROUND
Secondary Education

Special Program in Mathematics 2016-2020

Mangaldan National High School
Mangaldan, Pangasinan Philippines

Elementary Education
 18

Mangaldan Integrated School SPED Center 2010-2016

Mangaldan, Pangasinan Philippines

CHARACTERS REFERENCES

ELLA R. YANES

Teacher III, Mathematics

GRECIA C. ABRAZALDO

Teacher III, Mathematics

AGNES P. JUANATAS

Teacher III, Mathematics

I hereby certify that the above information is true and correct to

the best of my knowledge and belief

Cyrille Kyssel C. Cervas

Special Program in Mathematics

X- FibonaccI