Sarah Sargiotto

12/6/13
MAE 4350
Dr. Ploger
Math Journal
Biggest Discovery
From the three math actiitie! " hae learne# in cla!!$ m% &igge!t #i!coer% came
'rom the Sum o' (ounting )um&er!. *hen " 'ir!t !a+ thi! actiit% " #i#n,t thin- too
much into it an# #eci#e# it +oul# &e !im.le. /he 'ir!t time " trie# to !ole it " een
thought " +a! correct$ &ut " +a! o'' &% a long !hot. /he 'ir!t time that " attem.te# to a##
all the num&er! 'rom 1 through 100 " thought that " coul# a## the !um! o' num&er! 1
through 5 an# multi.l% that num&er &% 20. ",m not !ure +hat logic " +a! u!ing +hen "
thought that m% !olution to !ole the .ro&lem +a! correct. A'ter learning the hint o'
.airing num&er! 1 through 10 " chec-e# m% +or- an# reali0e# " +a! +rong. /hi! hint le#
me to #i!coer that " +a! a&le to a## the !malle!t an# large!t num&er in the grou. an#
multi.le the num&er o' .air! in the grou.ing +hich le# me to a## 1 1 100 21013 an#
multi.l% it &% 50 to get the correct an!+er o' 5$050. Figuring out ho+ to !ole thi!
.ro&lem .roi#e# me +ith a huge !en!e o' accom.li!hment an# " ho.e to !hare ho+ to
!ole thi! t%.e o' .ro&lem +ith other!.
Another #i!coer% " 'oun# +a! 'in#ing the !um o' num&er! 1 through 100$ 1
through 10$000$ an# 1 through 100$00. *hen " 'ir!t !tarte# to tr% to !ole the!e .ro&lem!
" reali0e# that each time a 0ero i! a##e# to the large!t num&er in the e4uation 2e56 100$
1$000$ 10$000..3 another 0ero i! a##e# &ehin# each 75,. For e5am.le 2u!ing the !um o' 1
through 10 +hich i! 55 a! a &a!e36 i' %ou +ere !oling the !um o' num&er! 1 through 100
%ou can a## a 0ero &ehin# each 75, in 55 to get the !olution 5$050. /hen 'or 1 through
1$000 %ou a## on another 0ero 'or the an!+er 500$500. For 1 through 10$000 m% en#
num&er +oul# &e 50$005$000. For 1 through 100$000 " en# u. +ith 5$000$050$000. "
chec-e# m% an!+er! u!ing the metho#! an# hint! .reiou!l% mentione# to #i!coer that "
+a! correct.
A #i!coer% " ma#e +hen learning the rule! 'or 'raction! i! that +hen a 'raction
ha! a .rime #enominator the 'raction i! alrea#% in !im.le!t 'orm. /he onl% 'actor! o' a
.rime num&er are it!el' an# 1$ !o$ 'or e5am.le$ 8/11 ha! a 9(F o' 1$ 2$ 4$ 8 2'or 83 an# 1$
11 2'or 113. So the 9(F i! 1 meaning +e cannot 'urther !im.li'%. Another e5am.le to
.roe thi! rule i! 6/:. /he 9(F! 'or 6 are 1$ 2$ 3$ 6 an# 'or : are 1$ : !o the 9(F i! 1.
Al!o$ 'or thi! 'raction +e can a..l% the con!ecutie num&er rule meaning +e cannot
!im.li'% 'urther &ecau!e 6 an# : an# con!ecutie num&er!. /he!e 'raction! are al!o
.ro.er 'raction! meaning that the numerator +ill &e le!! than the #enominator meaning
that the 9(F +ill &e 1.
Lesson Plan
" com.lete# m% le!!on +ith one !tu#ent. "n the .aragra.h +here " +a!
intro#ucing m% !tu#ent " ma#e a grammar mi!ta-e an# calle# the !tu#ent ;them< +oul# "
!houl# hae !ai# 7he, or the 7!tu#ent,.
" #i# !ole the .ro&lem 'ir!t$ &ut ne5t time " +ill let the !tu#ent !ole it on their
o+n 'ir!t. " no+ un#er!tan# that there are reall% a limite# amount o' magic num&er! an#
!olution! that are aaila&le 'or !tu#ent! to com.lete an# that " !tole learning o..ortunitie!
'orm the !tu#ent &% !oling it 'ir!t. " al!o !ee that gae the !tu#ent the magic num&er! 'or
the re!t. A'ter com.leting the le!!on " &eliee that !tu#ent! are ca.a&le o' #i!coering the
magic triangle! &% them!ele!. "t ma% ta-e a little longer 'or them$ &ut the% +ill gain
more -no+le#ge that +a%.
Problem Solving 1: The Number Card Game
1. Pick a number between 40 and 60. What card is it on? Explain your method.
*hen " 'ir!t loo-e# at the .ro&lem " thought " +a! going to hae #i''icultie! +ith not
&eing a&le to u!e tangi&le car#!. " #eci#e# to 'ir!t .ic- m% num&er$ +hich +a! 51. /o
!ole thi! .ro&lem " 'ir!t li!te# the 6 in#e5 num&er! 232$ 16$ 8$ 4$ 2$ an# 13 a! +ell a! a :
th
in#e5 num&er 2643 +hich " got &% multi.l%ing 32 &% 2. " !tarte# to narro+ #o+n the
car#! that m% num&er +oul# &e locate# on &% !tarting +ith 64. Since 64 i! &igger than
m% num&er$ 51$ " cro!!e# it o'' &ecau!e that mean! it cannot &e on that car#. /he ne5t
in#e5 num&er i! 32$ +hich " circle# &ecau!e it i! !maller than 51. M% ne5t in#e5 num&er
+a! 16. *hen 16 i! a##e# to 32 it e4ual! 48 2!maller than 513 !o " circle# it. " continue#
on +ith thi! .roce!! an# en#e# u. cro!!ing o'' in#e5 num&er! 8 an# 4 an# circle# 32$ 16$
2$ an# 1. /hi! +oul# mean that the num&er 51 i! on car#! 32$ 16$ 2$ an# 1. /o chec- m%
+or- " a##e# 32 .lu! 16 .lu! 2 .lu! 1 +hich e4ual! 51.
2. ompare two strate!ies" process o# elimination $ersus index number strate!y.
/here are t+o metho#! that ma% &e u!e# to !ole num&er car# game!6 .roce!! o'
elimination an# the in#e5 num&er !trateg%.
/he .roce!! o' elimination i! i#eal 'or the 3 car# game. /hi! metho# i! +here %ou
eliminate num&er! 'rom each car# a! each car# i! gien a %e! or a no. A! %ou eliminate
car#! an# num&er! %ou remem&er them in %our hea#$ +hich i! 'airl% !im.le +hen onl%
u!ing 3 car#! +ith =u!t : num&er!. For e5am.le$ i' a .er!on .ic-! the num&er 4$ it +oul#
&e on the 'ir!t car#$ !o num&er! 1$ 2$ an# 3 are eliminate#. /he num&er i!n,t on the 2
n#
or
the 3
r#
car# !o num&er! 6$ :$ an# 5 are eliminate#. /hi! leae! num&er 4 a! the onl%
aaila&le num&er le't.
Another metho# that can &e u!e# to !ole a num&er car# game i! the in#e5
num&er !trateg%. /hi! metho# i! &etter !uite# 'or the 5 or 6 car# num&er game &ecau!e
there +ill &e a greater amount o' num&er!. For e5am.le$ out o' num&er! 1 > 31 !omeone
.ic-! num&er 23. /he in#e5 num&er! 'or the 5 car# game are6 1$ 2$ 4$ 8$ an# 16. A! %ou
go through the %e!,! an# no,! %ou #i!coer num&er 23 i! on car#! 1$ 2$ 4$ an# 16. *hen
%ou a## tho!e in#e5 car#! together 21 1 2 1 4 1 163 %ou get 23. So 'or thi! metho#
in!tea# o' memori0ing +hich num&er! hae &een eliminate# an# +hich hae not %ou
!im.l% a## the in#e5 num&er! o' each car# that receie! a %e! an# that +ill gie %ou the
an!+er. "' %ou +ere to u!e the .roce!! o' elimination !trateg% 'or thi! e5am.le it +oul#
&e a lot more time con!uming an# there +oul# &e a &igger chance 'or ma-ing an error.
?egar#le!! o' +hich metho# %ou u!e$ i' %our math i! correct %ou +ill come to the
!ame 2correct3 an!+er. "' %ou u!e one metho# an# are not !ure %ou,re at the correct
an!+er 2an# are .re!enting the game to a grou.3 %ou can !tall an# chec- %our +or- u!ing
the other metho#.
Problem Solving 2: agic S!uare
1. %ake a ma!ic s&uare with the multiples o# '. What is the ma!ic number?
(escribe other patterns.
@!ing the multi.le! o' : 2:$ 14$ 21$ 28$ 35$ 42$ 4A$ 56$ an# 633 to ma-e a magic !4uare
" 'ir!t thought it +a! #aunting to hae to 'igure out +hich num&er +oul# &e going in the
mi##le. " then reali0e# " coul# ta-e m% original magic !4uare +ith num&er! 1 > A 2+here
the 5 +a! in the mi##le an# eer%thing +a! !ole#3 an# !im.l% multi.l% each num&er &%
:. B% #oing thi! " en#e# u. +ith 35 a! m% mi##le num&er an# 105 +a! m% magic
num&er.
2. )# you multiply the standard ma!ic s&uare by n* describe the new ma!ic s&uare.
For the .reiou! 4ue!tion " multi.lie# the magic !4uare &% an o## num&er 2:3. "
+ante# to !ee ho+ the magic !4uare +oul# change i' it +a! multi.lie# &% an een num&er
!o " multi.lie# eer%thing &% the num&er 4. " en#e# u. +ith a mi##le num&er &eing 20
an# m% magic num&er &eing 60. Eer% num&er in thi! !4uare i! een$ unli-e the !tan#ar#
!4uare +hich 'ollo+! an# eenCo## .attern 2+ith een num&er! onl% in the corner!3. B%
com.leting thi! .ro&lem " al!o reali0e# i' " ta-e the original !tan#ar# !4uare " can 'in# the
mi##le num&er o' an% other !4uare &% multi.l%ing the mi##le num&er &% the lo+e!t
multi.le o' a ne+ !et o' num&er!. /o 'in# the magic num&er o' an% other !4uare " thin- "
can #o that &% a##ing the mi##le num&er +ith the lo+e!t num&er in the !et along +ith the
highe!t num&er in the !et$ ho+eer$ ",m not !ure that thi! +oul# gie me the correct
an!+er eer% time 2&ut it #i# +or- +ith the num&er! " +a! +or-ing +ith 'or to#a%3.
Problem Solving ": Sum o# Counting Numbers
*hen " 'ir!t !a+ the .ro&lem o' a##ing u. the num&er! 'rom 1 to 100 the !olution
+a! not o&iou!. " thought that " coul# a## the !um! o' num&er! 1 through 5 an#
multi.l% that num&er &% 20. A'ter learning the hint o' .airing num&er! 1 through 10 "
chec-e# m% +or- an# reali0e# " +a! +rong. /he hint al!o le# me to #i!coer that " can
a## the large!t an# !malle!t num&er in the grou. an# multi.le that &% the num&er o' .air!
in the grou.ing +hich then le# me to a## 1 1 100 21013 an# multi.l% it &% 50 to get the
correct an!+er o' 5$050.
1. +ind the sum o# the numbers 1 throu!h 1000.
/o !ho+ ho+ to !ole the !um! o' the num&er! 1 through 1000 " +oul# &egin +ith
!ho+ing the !tu#ent ho+ to !ole the !um o' the num&er! 1 through 10 u!ing .airing an#
then multi.l%ing the !um o' each .air &% the num&er! o' .air!. 25 5 11 D 553. Be'ore
haing the !tu#ent tr% to !ole a##ing the !um! o' num&er! 1 through 1000 " +oul# +ant
them to tr% to !ole 1 through 100 &% them!ele!. " +oul# tr% to !teer them in the
#irection o' !eeing +hat " 'ir!t !a+ at thi! !tage +hich i! that %ou can a## the large!t an#
!malle!t num&er 2100 113 an# get 101. /hen 'igure out ho+ man% .air! are in num&er! 1
through 100 250 .air!3. /hen$ the !tu#ent +oul# multi.l% 50 &% 101 +hich i! 5050. "
+oul# !to. the !tu#ent an# hae them !ole the !um! o' 1 through A. *hen " !ole# the
!um o' num&er! 1 through A " 'ir!t multi.lie# 10 &% 4.5$ &ut " +oul# +ant them to come
to the conclu!ion that the% can multi.le the me#ian o' the num&er grou. &% the large!t
num&er 25 5 A D453. " +oul# then .rom.t the !tu#ent to !ole the !um o' the num&er! 1
through 1000 u!ing at lea!t t+o o' the metho#! the% learne# to chec- their +or-.
2. +ind the sum o# numbers 1 throu!h 10*000* 1 throu!h 100*000
A! !oon a! " rea# thi! .ro&lem " came to the reali0ation that each time a 0ero i!
a##e# to the large!t num&er in the e4uation 2e56 100$ 1$000$ 10$000..3 another 0ero i!
a##e# &ehin# each 75,. For e5am.le 2u!ing the !um o' 1 through 10 +hich i! 55 a! a
&a!e36 i' %ou +ere !oling the !um o' num&er! 1 through 100 %ou can a## a 0ero &ehin#
each 75, in 55 to get the !olution 5$050. /hen 'or 1 through 1$000 %ou a## on another
0ero 'or the an!+er 500$500. For 1 through 10$000 m% en# num&er +oul# &e 50$005$000.
For 1 through 100$000 " en# u. +ith 5$000$050$000. " chec-e# m% an!+er! u!ing the
metho#! an# hint! .reiou!l% mentione# to #i!coer that " +a! correct.
Problem $: %bbott and Costella
*hile +atching the i#eo cli. " +a! una&le to catch ho+ Eou came to hi! #ii!ion
an!+er. " #i#$ ho+eer$ 4uic-l% .ic- u. on hi! a##ition an# multi.lication an!+er!. "
hae !een !tu#ent! in cla!! ma-e mi!ta-e! in multi.lication #ue to not haing the
nece!!ar% &ac-groun# -no+le#ge in .lace alue!. For Eou,! a##ition he a##e# the 3
'rom all o' the 713,! +hich e4uale# 21 an# a##e# the : 71,! to the 21 to get 28. Fe a##e#
u. each in#ii#ual num&er +hen he !houl# hae a##e# u. the 3!$ carr% the 2$ an# a## the
2 to the : 71,! 'or the num&er A1.
For multi.l%ing 13 5 : he multi.lie# the 3 5 : to get 21$ the : 5 1 to get :$ an#
a##e# 21 1 : to get to 28. *hile thi! ma% ma-e !en!e to !omeone +ho #oe! not hae the
.ro.er math &ac-groun# to un#er!tan# the .ro&lem$ Bu# coul# hae hel.e# Eou !ole the
.ro&lem &% e5.laining that the 71, i! in the ten! .lace !o +hen he multi.le! it &% : he i!
reall% multi.l%ing : 5 10.
Problem &: The agic Triangle
*hen " 'ir!t !a+ that +e +ere #oing the magic triangle a! out in cla!! .ro&lem
!oling to.ic " &ecame e5cite# &ecau!e it,! +hat ",m #oing m% le!!on .lan on. "n m%
le!!on .lan ",m 'ocu!ing !olel% on a##ition o' 3 num&er!$ !o it +a! intere!ting to !ee all
o' the #i''erent thing! that can &e #one +ith the magic triangle!.
/he 'ir!t time " !a+ the magic triangle 2#uring re!earch 'or m% le!!on .lan3 " li-e#
it &ecau!e it,! le!! intimi#ating 'or %ounger gra#e! +hen com.are# +ith the magic
!4uare. /he 'ir!t magic triangle " !ole# " +a! gien the magic num&er an# came to m%
!olution &% .lacing the large!t num&er! in the corner! an# arranging the !maller num&er!
in the !.ace! &et+een. "n cla!! to#a% it +a! a little tric-ier to com.lete the triangle
&ecau!e " +a! not gien a magic num&er an# ha# to #i!coer one m%!el'. " thought &ac-
to the magic !4uare an# een an# o## num&er!. " .ut een num&er! in the corner! an#
arrange# the o##! 'or a magic num&er o' 11.
/o teach the magic triangle to a !tu#ent " +oul# 'ir!t reie+ the a##ition o' 3
num&er! 2 1 1 6 1 23. /hen " +oul# !ho+ a &lan- magic triangle an# +oul# .roi#e
!tu#ent! +ith a magic num&er in the center. " +oul# a!- the !tu#ent! i' the% coul# come
u. +ith three #i''erent num&er! that +oul# e4ual the magic num&er. ",# then e5.lain that
a magic triangle ha! 3 !i#e! an# each !i#e nee#! to a## u./e4ual the num&er in the
mi##le. Gnce " 'elt a! though the !tu#ent gra!.e# the conce.t " +oul# .roi#e them +ith
a com.letel% &lan- triangle an# challenge them to create their o+n !olution.
'ournal (: Prime and Com)osite Numbers
Prime an# com.o!ite num&er! are$ un'ortunatel%$ conce.t! that " #i# not gra!. in
elementar% or mi##le !chool. /hrough thi! le!!on in cla!! " #i!coere# that 'or num&er!
1 > 10$ 2$ 3$ 5$ an# : are .rime num&er! meaning that the% can onl% &e multi.lie# &%
them!ele! an# 1. )um&er! 4$ 6$ 8$ A$ an# 20 are com.o!ite num&er! &ecau!e the% can
&% multi.lie# &% at lea!t one other num&er &e!i#e! them!ele! an# 1. Something
intere!ting that " notice# 'or num&er! 1 through 10 i! that all o' the .rime num&er! are
o##$ e5.ect 'or the een 2 an# the com.o!ite num&er! are een$ e5ce.t 'or the o## A.
'ournal *: Sim)li#ying +ractions
Sim.li'%ing 'raction! i! another conce.t that " #i# not gra!. until high !chool. "
actuall% hae no recollection o' &eing taught ho+ to in elementar% !chool. Hno+ing ho+
!ome o' the #i''erent rule! an# notCrule! +or- +ill ma-e e5.laining thi! conce.t to
!tu#ent! a lot ea!ier.
*hen the numerator an# the #enominator are &oth een$ the rule !a%! that the
'raction can &e !im.li'ie#. For e5am.le6 8/10 can &e !im.li'ie# to 4/5. /he 9(F o' 4/5
i! 1$ !o it i! no+ !im.li'ie#. *hen the numerator an# the #enominator are &oth o## the
'raction ma% or ma% not &e in !im.le!t 'orm$ !o there i! not an o## num&er rule. For
e5am.le$ :/A i! in !im.le!t 'orm &ecau!e the 9(F i! 1. Fo+eer$ 3/A ha! a 9(F o' 3 an#
A i! a com.o!ite. So$ +e can 'urther !im.li'% the 'raction to 1/3. /here i! not .rime
numerator rule &ecau!e !ometime! the 'raction i! !im.li'ie# an# !ometime! it i! not. For
e5am.le$ I i! alrea#% in !im.le!t 'orm. But the 'raction 11/22 can &e !im.li'ie# to J.
*e -no+ thi! &ecau!e the 9(F i! 11. *hen %ou !im.li'% a 'raction +ith a .rime
numerator the numerator +ill &ecome 1. "' the #enominator i! .rime the rule !a%! that
the 'raction i! in !im.le!t 'orm an# the onl% 'actor! o' an% .rime num&er! are it!el' an# 1.
For e5am.le$ 8/11 ha! a 9(F o' 1$ 2$ 4$ 8 2'or 83 an# 1$ 11 2'or 113. So the 9(F i! 1
meaning +e cannot 'urther !im.li'%. Another e5am.le to .roe thi! rule i! 6/:. /he
9(F! 'or 6 are 1$ 2$ 3$ 6 an# 'or : are 1$ : !o the 9(F i! 1. Al!o$ 'or thi! 'raction +e can
a..l% the con!ecutie num&er rule meaning +e cannot !im.li'% 'urther &ecau!e 6 an# :
an# con!ecutie num&er!. /he!e 'raction! are al!o .ro.er 'raction! meaning that the
numerator +ill &e le!! than the #enominator meaning that the 9(F +ill &e 1.
'ournal ,: -e)eating Decimals
/he .roce!! or metho# o' re.eating an# terminating #ecimal! i! !omething that
+a! not .reiou!l% o&iou! to me. A'ter +atching the 'ir!t .ro&lem !ole# on the &oar#
it ma#e a little more !en!e to me. For the !econ# .ro&lem$ 1/45$ " 'ir!t #i# the .rime
'actori0ation +hich came to 3 5 3 5 5 or 3 to the !econ# .o+er time! 5. Since 3 neatl%
re.eat! an# 5 terminate! " -ne+ that thi! #ecimal +oul# re.eat. " then #ii#e# 1 into 45
+hich game me 0.0222 re.eating.
" +a! a&le to !ucce!!'ull% !ole thi! t%.e o' .ro&lem a'ter learning that the .rime
'actori0ation i! +hat +ill a''ect +hether a #ecimal +ill re.eat or terminate. /he num&er!
that terminate are 2 an# 5$ the num&er! that re.eat neatl% are 3 an# 11$ an# num&er! that
re.eat me!!il% are :$ 13$ an# all other num&er!.
%dditional Discovery
An a##itional #i!coer% that " ha# 2relating to .ro&lem 83 +a! that +hen a
#ecimal terminate! there i! a +a% to tell ho+ man% .lace! there +ill &e. Kou #o thi! &%
loo-ing at the .rime 'actori0ation !entence an# the e5.onent +ill &e the !ame num&er o'
#ecimal .lace!. For e5am.le$ the 'raction L ha! a .rime 'actori0ation o' 2 to the !econ#
.o+er. /he #ecimal 'orm o' thi! 'raction i! 0.25. /he num&er o' #ecimal .lace!$ 2$ i! the
!ame a! the e5.onent in the .rime 'actori0ation. *hen " came to thi! reali0ation " +a!n,t
com.letel% !ure i' " +a! correct$ !o " ma#e u. another !lightl% larger 'raction$ 1/64. /he
.rime 'actori0ation o' thi! 'raction i! 2 to the !i5th .o+er an# the #ecimal re.re!entation
i! 0.015625. Sure enough$ the #ecimal ha! 6 .lace! +hich i! the !ame a! the e5.onent.
" thought that thi! #i!coer% +a! reall% intere!ting an# " .lan on learning more
a&out it. " thin- that it i! a great tool 'or !tu#ent! to u!e +hen chec-ing their an!+er!. "'
a !tu#ent i! +riting 'raction! a! #ecimal! an# i! un!ure o' an an!+er$ the% can 'igure out
the .rime 'actori0ation o' the #enominator$ loo- at the e5.onent$ an# com.are it to the
num&er o' #ecimal .lace! in their an!+er.
Discoveries #rom Test 1
Gn te!t 1 " ma#e a 'e+ #i!coerie! a! +e +ere reie+ing.
For num&er 4$ a!-ing ho+ man% time! the num&er 15 occur! on a multi.lication
ta&le$ " reali0e# that the an!+er +a! t+ice an# the commutatie .ro.ert% illu!trate! +h%.
Kou are a&le to multi.l% 5 5 3 or 3 5 5 an# the .ro#uct +ill !till &e the !ame$ +hich i!
+hat the commutatie .ro.ert% i!.
%))endi.
Journal 16
(ear ,arah*
-his is !ood work* and #ull credit #or this assi!nment.
.et/s look #orward* considerin! ways to build on this !ood work #or your #inal 0ournal.
+or example* you correctly describe two strate!ies" process o# elimination $ersus index
number strate!y.
)n the next $ersion o# your 0ournal* also show that the two strate!ies always !i$e the
same correct answer.
We will discuss this issue in class next week.
,incerely*
(on Plo!er