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I now know that a 2 by 2 rectangle will have a difference of 10, and 2 by 3 will have a difference of
20 and a 2 by 4 rectangle will have a difference of 30. The 'Notness' principle - a semiotic model of
meanings. I then investigated whether the diagonal difference will go up by another 20 if I deepened
the rectangle by another square. Algebraic expressions need to be formed and simplified to verify
any patterns found. I will resolve this by putting my investigation into three simple sections. I then
carried on doing difference columns until the number increase was constant. The size in rectangles
can vary, however they have to consist of the values within the 100 square grid. There are specific
strengths and limitations suggested throughout. I am going to investigate the difference between the
products of the number. Subsequently I will test any rules, patterns and theories I find by using
predictions and examples. The rectangles are chosen from a 100 square grid, consisting of the
numbers 1 to 100 in numerical order. The size in rectangles can vary, however they have to consist of
the values within the 100 square grid. The diagonal differences are obviously going up in a sequence.
All 2x3 rectangles on the grid have a difference of 20. The discovery of the formula will help in
finding solutions to the tasks ahead as well as patterns involving Opposite. I have done this through
the use of algebraic methods. Specific strengths and improvements have been suggested throughout.
The first method I will do is to draw diagrams, using excel. It uses a wide variety of experimental
examples to support a discovered pattern. Join our team of reviewers and help other students learn. I
believe I have gone a step further and investigated a wide range of extensions and given an equation
for each, that works. The discovery of the formula will help in finding solutions to the tasks ahead as
well as patterns involving Opposite Corners. I have done this through progressive investigation and
through algebraic methods. To prove this I shall calculate the difference between the products of the
number in the opposite corners of one more 3x2 rectangle. I’ll prove this by using the formula on my
first rectangle. Also includes 'adaptations' of the problems to be used by students to extend learning.
To further develop this a general form for other rectangles within the grid (not just squares) should be
investigated. Squared and Cubed decimals and squared sequences, for example. I am happy with the
amount of work that I have done on this bit of coursework and can’t think of anything I could of
carried out better or improved upon. Designed to help students see how to approach a problem
solving task.
I will test any rules, patterns and theories I find by using predictions and examples. Our customer
service team will review your report and will be in touch. ?0.00 4.80 4 reviews Download Save for
later ?0.00 4.80 4 reviews Download Save for later Last updated 22 February 2018 Share this Share
through email Share through twitter Share through linkedin Share through facebook Share through
pinterest DurhamPotter 4.47 139 reviews Not the right resource. Also includes 'adaptations' of the
problems to be used by students to extend learning. The numbers in the grid will go horizontally from
left to right. I came up with these predictions due to following the pattern. This is because my grid is
now 10X10 and I think that is linked to all the tens in my formula. I have done this by progressive
investigation and the use of algebraic methods. But there is simply not enough time to investigate all
types. The next logical number in the sequence would be 160 as it is a multiple of 10 and a square
number when divided by 10. I predict that all 2x3 rectangles have a difference of 20. I am going to
be investigating the difference between the products of the numbers in the opposite corners of any
rectangles that can be drawn on a 100 square. I know that the difference should be 60 from previous
working outs. I then carried on doing difference columns until the number increase was constant. To
further develop this a general form for other rectangles within the grid (not just squares) should be
investigated. I am happy with the amount of work that I have done on this bit of coursework and
can’t think of anything I could of carried out better or improved upon. I believe I have gone a step
further and investigated a wide range of extensions and given an equation for each, that works.
There are specific strengths and limitations suggested throughout. I will record any ideas and
thoughts I have as I proceed. Section 1: I will introduce my investigation, as I have done here. I then
investigated whether the diagonal difference will go up by another 20 if I deepened the rectangle by
another square. This is correct as from my previous working I know that on a 10 x 10 grid the
difference is 80 (10 x 8 !). I think that I can write down the expression to show this, that does not
require the actual figures for the length. The discovery of the formula will help in finding solutions to
the tasks ahead as well as patterns involving Opposite. This went up by 20 when I deepened the
rectangle by one square. I came up with these predictions due to following the pattern. I predict that
the trend will continue, as a square is just a special form of rectangle, and the difference shall be 10.
To improve this more algebraic expressions to represent the differences need to be included. This is a
reasonably well structured investigation. The diagonal differences are obviously going up in a
sequence. If you take a 2x3 rectangle and place it on a 10x10 number grid the diagonal difference of
the numbers inside is 20.
To prove this I shall calculate the difference between the products of the number in the opposite
corners of one more 3x2 rectangle. I think that I can write down the expression to show this, that
does not require the actual figures for the length. The rectangles are chosen from a 100 square grid,
consisting of the numbers 1 to 100 in numerical order. There are specific strengths and limitations
suggested throughout. However I will once again only use algebra as numbers are too time
consuming. The discovery of the formula will help in finding solutions to the tasks ahead as well as
patterns involving Opposite Corners. I know that the difference should be 60 from previous working
outs. All 2x3 rectangles on the grid have a difference of 20. There are specific strengths and
limitations suggested throughout. This went up by 20 when I deepened the rectangle by one square.
The numbers in the grid will go horizontally from left to right. I then investigated whether the
diagonal difference will go up by another 20 if I deepened the rectangle by another square. The
discovery of the formula will help in finding solutions to the tasks ahead as well as patterns
involving Opposite. To improve this the minor errors need to be revised and more emphasis placed on
the algebraic analysis of the patterns. I have found the rule to work out the difference for any
rectangle of any size on any grid. Join our team of reviewers and help other students learn. To
improve this more algebraic expressions to represent the differences need to be included. I’ll prove
this by using the formula on my first rectangle. This is a non-restrictive measurement if it is required
to be. I predict that once again all answers will be the same. I then put the four expressions into a
formula and simplified it. Join our team of reviewers and help other students learn. If I draw a graph
I may then be able to work out other number grid answers and a pattern might present itself from the
graph. This tells me that the L must be connected to the difference. But How. I am happy with the
amount of work that I have done on this bit of coursework and can’t think of anything I could of
carried out better or improved upon. I will then keep on going until I eventually find the rule for any
sized square on a 10 x 10 grid. This is because in a 2X3 box this number will always be 2 more than
the one on the top left. So I have found out a formula to answer any square in the grid. Here the
numbers are arranged in y columns. (An example of a square used in opposite corners). The 'Notness'
principle - a semiotic model of meanings.
But there is simply not enough time to investigate all types. Join our team of reviewers and help
other students learn. The diagonal differences are obviously going up in a sequence. I have done this
by progressive investigation and the use of algebraic methods. I have found the rule to work out the
difference for any rectangle of any size on any grid. I will be taking two of the same size rectangles,
with different values to see if the products are exactly the same regardless of the numbers contained.
This is correct as from my previous working I know that on a 10 x 10 grid the difference is 30 (10 x 3
!). Here the numbers are arranged in y columns. (An example of a square used in opposite corners). I
will assume the starting number is always one, for this case. Join our team of reviewers and help
other students learn. I am going to be investigating the difference between the products of the
numbers in the opposite corners of any rectangles that can be drawn on a 100 square. See other
similar resources ?0.00 4.80 4 reviews Download Save for later Not quite what you were looking for.
There are some small mathematical errors in the formula. In this coursework, to find a formula from a
set of numbers with different square sizes in opposite corners is the aim. Maths Investigative task on
perimeter of a rectangle and volume of shapes. As I have done lots of number and algebra work
finding the formula for individual squares I am simply going to find the general rule straight away
for any rectangle on any grid. I am going to be investigating the difference between the products of
the numbers in the opposite corners of any rectangles that can be drawn on a 100 square. This is a
non-restrictive measurement if it is required to be. I have done this through the use of algebraic
methods. Section 3: I will conclude what I have investigated and found out. To further develop this a
general form for other rectangles within the grid (not just squares) should be investigated. Also, the
highest less the lowest corners when the longest side is on top increases by a factor of 1 while the
Highest less the lowest corners when the shortest side is on top increases by a factor of 10. I will aim
to investigate the differences for rectangles that are aligned differently, of different lengths and
widths. I now know that a 2 by 2 rectangle will have a difference of 10, and 2 by 3 will have a
difference of 20 and a 2 by 4 rectangle will have a difference of 30. Checking them again would just
be a waste of time. I am happy with the amount of work that I have done on this bit of coursework
and can’t think of anything I could of carried out better or improved upon. The discovery of the
formula will help in finding solutions to the tasks ahead as well as patterns involving Opposite. The
'Notness' principle - a semiotic model of meanings. I think that I can write down the expression to
show this, that does not require the actual figures for the length. I then investigated whether the
diagonal difference will go up by another 20 if I deepened the rectangle by another square.