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Algebra
Way To 49 27 26 25 24 43
50 28 12 11 10 23 42
51 29 13 3 2 9 22 41
52 30 14 4 0 1 8 21 40 65
53 31 15 5 6 7 20 39 64
54 32 16 17 18 19 38 63
55 33 34 35 36 37 62
2 3 5 8
1 ?
13 ?
? ?
1
2 3 5 8
1 89
13 21 5
34 5
1
f0 = 1 f10 = 89 f20 = 10946
f1 = 1 f11 = 144 f21 = 17711
f2 = 2 f12 = 233 f22 = 28657
f3 = 3 f13 = 377 f23 = 46368
f4 = 5 f14 = 610 f24 = 75025
f5 = 8 f15 = 987 f25 = 121393
f6 = 13 f16 = 1597 f26 = 196418
f7 = 21 f17 = 2584 f27 = 317811
f8 = 34 f18 = 4181 f28 = 514229
f9 = 55 f19 = 6765 f29 = 832040
Another pattern ?
E
C D
+
24 = 3 8
1 1 2 3 5 8 13 21 34 55 89 144 233 377 610 987 ...
+
39 = 3 13
+
699 = 3 233
representation of any 5 consecutive Fibonacci-numbers
in the style of
first
second
third
fourth
fifth
Euclid
PROOF!
+
a a
b b
a b
+ a+b
b a b
b+a+b
a b b a b
a+b+b+a+b
a + (a + b + b + a + b) = (a + b) + (a + b) + (a + b)
a a + 2a + 3b
b =
3a + 3b
=
+ a+b 3 (a + b)
a + 2b
2a + 3b
Progressive symbolization
more ‘Fibonacci-exercises’
* Compare the sum of any six consecutive numbers with the 5th in the row ....
Which relation do you observe? Prove that it’s valid for all groups of six.
* Design your own Fibonacci-exercise
PATTERNS
&
FIGURES
Ian Stewart
figured numbers
Which pattern has the biggest number of dots?
Same question ....
Productive exercises
Introduction to
Arithmetic sum of consecutive numbers
=
triangular number
square number
n2
n (n + 1)
or
n2 + n
triangular number
1
--- n
2
(n + 1)
Air-show
a squadron flied in a ‘W-formation’
W-numbers
0 1 2 3
pattern-number 0 1 2 3 4 5 6
number of dots 1 5 ... ... ... ... ...
Formula?
0 1 2 3
W=4n+1
0 1 2 3
W = [2n] + [2n + 1] = 4n + 1
W = double V 1
= + -
1 5 9 13 17 21 25 29 33 37 41 45 49 53 57
0 2 6 12
Sequence of W-numbers
1 5 9 13 17 21 25 29 33 37 41 45 49 53 57
Is every
odd square
a W-number ?
2n + 1
2n + 1
2n + 1
4n2 + 2n
+
4n2 + 4n + 1 = 4(n2 + n) + 1
oblong number
4 oblong number + 1 = square number
2
4 n n + 1 + 1 = 2n + 1
number-strip
2 3 4 5
1 10
6 7 8 9
0
1 3 6 9 12 15 18 21 24
4 6 9 12 15 18 21 24 27
7 9 12 15 18 21 24 27 30
10 12 15 18 21 24 27 29 31
13 15 18 21 24 27 30 33 36
16 18 21 24 27 30 33 36 39
19 21 24 27 30 33 36 39 42
22 24 27 30 33 36 39 42 45
using dot patterns
White + Blue = Red
+ = =
+ R W B
R R W B
W W B R
B B R W
2 3 4 5
1 10
6 7 8 9
0
2000 + 10 + 5
2 + 1+ 5 =8
3 4 5
R = 3n 6 7 8
W = 1 + 3n 9 10 11
B = 2 + 3n 12 13 14
15 16 17
n = 0,1,2,3, ...
3n 1 + 3n 2 + 3n
start number 2
+5
7
+5
arithmetic 12
equal
sequence +5
steps
17
+5
22
+5
27
2 + 5n
expression
n = number of steps
4 1
Adding 9 4
number-strips 14 7
(‘thingification’) 19 10
24
+ 13
=
29 16
34 19
4 + 5n + 1 + 3n =
4 1 5
+5 +3 +8
9 4 12
+5 +3 +8
14 7 19
19 10 26
24
+ 13
= 33
29 16 40
34 19 47
4 + 5n + 1 + 3n = 5 + 8n
2
11
5 14
=
17
20
5 =
2 10
+3 +15
5 25
+3 +15
8 40
11 55
5 14
= 70
17 85
20 100
5 2 + 3n = 10 + 15n
0 0 0 1
1 2 1 7
4 6 3 19
9 12 6 37
16 20 10 61
0 0 0 1
1 2 1 7
4 6 3 19
9 12 6 37
16 20 10 61
25 30 15 91
36 42 21 127
nn + 1
n2 n2 + n ---------------------- ???
2
0 0 0 1
1 2 1 7
4 6 3 19
9 12 6 37
16 20 10 61
25 30 15 91
36 42 21
? 127
nn + 1
n2 n2 + n ---------------------- ???
2
1, 7, 19, 37, 61, ...
+6 +12 +18 +24 +30
1 7
19
37
Hexagonal numbers
1, 7, 19, 37, 61, ...
+6 +12 +18 +24 +30
‘honey-comb-numbers’
7
19
37
32+1=7 3 6 + 1 = 19 3 12 + 1 = 37
7
19
37
32+1=7 3 6 + 1 = 19 3 12 + 1 = 37
3n(n + 1) + 1
7
19
37
61+1=7 6 3 + 1 = 19 6 6 + 1 = 37
6 1--- n n + 1 + 1 = 3n n + 1 + 1
2
7
19
37
1 + 6 + 6 2 + 6 3 + ... + 6 n =
1 + 6 1--- n n + 1 = 3n n + 1 + 1
2
48 47 46 45 44
49 27 26 25 24 43
50 28 12 11 10 23 42
51 29 13 3 2 9 22 41
52 30 14 4 0 1 8 21 40 65
53 31 15 5 6 7 20 39 64
54 32 16 17 18 19 38 63
55 33 34 35 36 37 62
56 57 58 59 60 61
Three propositions about algebra education
1
During the first two years of secondary education,
teachers should pay a great deal of attention to the
arithmetic side of algebra, i.e. algebra in relation
to (mental) arithmetic, number patterns, number theory
and combinatorial counting problems.
2
It is advisable to use historical contexts.
Babylonian, Egyptian, Greek, Indo and Arabic
mathematics have a great deal to offer in the
area of concrete (and discrete) algebra
3
Once students attain reasonable mastery over
enough tools or techniques, algebra can -
and should - be used to make proofs , for example
of special properties of natural numbers.
Homework (1)
48 47 46 45 44
3(n + 1)2 49 27 26 25 24 43
50 28 12 11 10 23 42
51 29 13 3 2 9 22 41
52 30 14 4 0 1 8 21 40 3n2 + 4n + 1
53 31 15 5 6 7 20 39
54 32 16 17 18 19 38
3n2 + 3n
55 33 34 35 36 37
Welcome to Holland
6 9 12 15
3 18
0 7 10 13 16
4 19
1 8 11 14 17 20
5
2