Calculator Enrichment Activities

Preface
Welcome to the joys of Investigating Mathematics through Patterns.
Hewlett-Packard Calculators is pleased to introduce you to “Investigating

Mathematics through Patterns”, a discovery and investigation based learning resource that
will help your students build new mathematical knowledge through the guided exploration of
patterns in problems which are solidly based on the real world.
We have taken great care to ensure this resource will make learning realistic and fun for the
students. This material again demonstrates Hewlett-Packard’s dedication to the calculator and
its educational base. The HP 30S and “Investigating Mathematics through Patterns” simply
take this dedication to a new level. We know this is just the beginning of the support we hope
to provide to educators and students and hope this will grow to the levels our other product
categories have achieved.
To find out more about this and the many other products and services we have to offer please
visit our web site at www.hp.com/calculators.
Again thank you for your support and use of this resource in your classroom. If you have any
questions or comments on how to improve or change this or any of our products or materials,
please contact us at the address above.
We look forward to hearing from you.

Hewlett-Packard Calculators
i
How to Use This Resource
The activities in this book have been carefully designed to follow an investigative approach to
the teaching of mathematics. Through introductions which relate the activity to the student’s
world, they may help to answer the question “When are we ever gonna use this?”.
By following this approach and by encouraging the students to develop their own conjectures,
compare their results, and communicate their conclusions, these activities address a
multiplicity of the objectives of the Australian curriculum.
The Activities
Teachers may choose to use an activity as an adjunct to concepts being explored, as an

enrichment activity, or as a vehicle to introduce a new topic in a way that is meaningful to the
students.
Teacher Notes
The Teacher Notes at the beginning of each activity provide the following resources:
• a summary of the activity, including an outline of the material covered;

• the expected outcomes;
• any required skills and knowledge;
• any required materials;
• any natural follow-up teaching points;
Student Worksheets
Each activity comprises a worksheet to be photocopied for the student. In almost all cases
this worksheet includes space for the student to record their answers.
ii
Table of Contents
Discovery Activities
As any educator knows, the best understanding of a concept is achieved by a student who is
encouraged to discover the principles and concepts for themselves. The emphasis in all of
these activities is the guided investigation of patterns in various mathematical topics,
grounded in concrete, real-world situations. The student is encouraged to share results, and to
communicate conclusions verbally and in writing.
Activity 1: Planning the Paths

Through a realistic introduction, this guided lesson explores the number of paths
through a network, carefully guiding the student to discover a pattern based on
Pascal’s Triangle.
Suitable for: Year 10 upward, any upper school courses involving

networks
Required knowledge: Addition of positive integers. Familiarity with Pascal’s
Triangle is helpful but not essential.
Activity 2: Infinite Series

The mowing of lawns is used as a geometric base through which the student is
introduced to the concepts of an infinite series, the algebraic calculation of a sum to
infinity and the conversion of recurring decimals to their fractional equivalents.
Suitable for: Year 10 (mid to upper ability), any upper school courses
involving sequences and series.
Required knowledge: Addition of fractions, simple percentages, linear algebra,
familiarity with the concept and notation of recurring
decimals.
Activity 3: Lines and Regions

A fascinating investigation into the patterns formed by intersecting lines. Through
arranging lines in patterns that maximize the number of intersections, the student is
encouraged to discover rules involving quadratic equations and triangular numbers.
Suitable for: Year 9 & upward, courses for mid ability upper school.
Required knowledge: Basic properties of parallel lines, deduction of quadratic
rules from sequences of numbers, use of mathematical
notation for formulae.
Activity 4: Games for Charity

A realistic scenario is used to introduce the student to the basic concepts of expected
outcomes and their application to the expected profit or loss for simple games of
chance. The student is encouraged to apply this knowledge to the design of their own
game.
Suitable for: Year 9 & upward, any course involving probability and
beginning principles of expectations.
Required knowledge: Simple probability (cards, area and random draw with
replacement), profit and loss.
iii
Activity 5: Transforming Data
Through a realistic situation, the student is guide to investigate the effects of change of
scale and origin on the mean and standard deviation of univariate statistical data.
Suitable for: Year 10 & upward, any upper school course involving
change of scale and origin for univariate data.
Required knowledge: Use of a calculator to find the mean and standard
deviation of ungrouped univariate data.
Activity 6: How Large is “Large”?

The student is encouraged to investigate the change in volume of an open top box,
made by cutting squares out of the corners of a piece of paper and folding up the sides.
By investigating the change in volume as the size of the square cut-out increases, the
student discovers the concept of optimization.
Suitable for: Year 10 & upward, any pre-calculus or early calculus

course.
Required knowledge: Volume of a cuboid, algebra (derivation and use of
simple formulae), trial and adjustment solution of
equations.
Activity 7: Moths to a Candle

A simple model for the flight of a moth around a candle involving similar triangles
leads the student to the investigation of limits to infinity and tangential orbits.
Suitable for: Any upper school course involving advanced

trigonometry. A good introduction to, or reinforcement
of the concept of, limits.
Required knowledge: Similar triangles, Sine Rule, some understanding of the
basic concept of a limit as x → ∞ of k x .
iv
Teacher Notes
Activity Summary
Suitable for: Year 10 upward, any upper school courses involving networks
Planning the Paths provides a carefully guided introduction to the skill of finding the number
of paths through a rectangular network. The resulting algorithm is A 1 1 1 1 1
very simple and easily deduced by students. As can be seen right,
the numbers resulting from the algorithm developed in the activity 1 2 3 4 5 6
are directly related to Pascal’s Triangle.
1 3 6 10 15 21
The algorithm used is to add together the values immediately above
and left of the vertex being worked upon. This is easily extended to 1 4 10 20 35 56
networks having missing links or joins. A requirement not to Z
A 1 (no value above = 0)
pass through a vertex is handled by forcing its value to be zero.
1 2 2 2 2 2
Note: The final page can be omitted for low ability students.
1 3 5 7 9 11
Expected outcomes
(no value 5 14 25 Z
The student will deduce the algorithm for finding the number of to left = 0)
paths through a regular rectangular network, assuming no backtracking is allowed.
Required skills and knowledge

Some familiarity with the language of networks might be an advantage, although the teacher
may prefer to use this worksheet as an introduction to the general topic based on a concrete
example. The most common error made by students in this activity is to confuse the length of
a path with the number of paths. This should be watched for and corrected by the teacher.
Required materials
A
None.
Follow-up teaching points Z
The activity ends with an invitation to the students to try to use the nCr button to find a rule
giving the same result. For regular rectangular networks this is simple, as it is also for
networks linked at a corner (see above), for which answer is b2 + 2g C2 × b4 + 2g C2 or b2 + 2g C2 × b4 + 2g C4 .
The teacher may also wish to follow this investigation with other network problems such as
the Shortest Path through a network, many of which have quite simple algorithms that can be
easily understood by students of all levels. These problems are regarded well by students
because of their clear basis in the real world.
Planning the Paths
Janet is a television reporter and wants to cover the route taken by the
Australian Cricket team during a victory parade. Her problem is that the exact
route will only be announced on the day of the parade, although she knows that
they will be starting at A and finishing at B on the map below right. Janet would like to check
out the route in advance to find the best positions for her camera crews.
“Hey!” said Jim, her assistant, “How hard can it be? We have a
map of the streets they’ll be going through. There must be only
a few paths they could take.”
“I don’t know,” said Janet, “I suspect that you might find that
there are more paths than you expect. Why don’t you spend a
bit of time working it out and let me know?”
Jim wondered if there was a simple pattern or rule which he

could use to find out the number of paths.
Your task is to find out for him.

Through this sheet you will be
investigating the number
of paths that can be
taken through a network.
A good start to
We will begin with a very simple network and try to find a solving any problem
pattern for that. From there we will gradually work up to is to simplify it.
more complex networks until we can solve Jim’s problem.
In order to make your task easier we will restrict the directions OK to move this way
in which you are allowed to move and make all the networks
OK to move this way
right angled grids. A B
In the network shown right (and all those that follow) you are
only allowed to move in the direction of the arrows. Thus it is C D E
all right to move from A to B but not backwards from B to A.
F G
The other thing that you need to know before you start is
exactly what is meant by a “path”. For example, if we were to
travel from A to G by following the path A – B – D – E – F – G
then that would only be one path. No matter how long a path is, it still only counts as one
path. In this investigation we will find a way to work out how many paths there are from (for
example) A to G without having to list them all and count them.
1-1
1. Use the diagram on the right to answer the questions that follow.
How many paths are there from:
(a) A to B? ________
A B
(b) A to C? ________
(c) A to D? ________ C D
2. Use the diagram below right to find numbers of paths for the following questions. As
you work out each one, write it next to the letter in the diagram. You may find that
this helps to find a way of working out subsequent letters.
(a) A to B? ________ Careful! Don’t confuse the

number of blocks with the
number of paths.
(b) A to C? ________
(c) A to E? ________
A B C D
(d) A to I? ________
E F G H
(e) A to F? ________
(f) A to G? ________ I J K L
3. In working out how many paths there were from A to G, did you need to take into
account the number of paths from A to K? Why?
4. Now that you know how many paths there are from A to I and from A to F, explain
how this can be used to find the number of paths from A to J.
1-2
5. Continue this process to find the number of paths from A to each of the remaining 4
vertices (D, H, K and L).
D: ___________ H: ___________
K: ___________ L: ___________
Check: Don’t proceed past this point if you are on the wrong track. The answer you
should have obtained for the number of paths from A to K is 6 and the number of
paths from A to L is 10.
If you did not get those two answers then check with your teacher
to find out where you have gone wrong.
6. Explain in words the rule which you have found. Make sure you include a diagram to
illustrate your explanation.
Show your explanation to another student who has reached this point. Discuss any
differences and amend your explanation or diagram accordingly.
1-3
7. On this page are a number of networks of increasing difficulty. For each one the usual
rule applies as to which directions you may move. In each case you are to find the
number of paths from A to Z unless there are other instructions.
(a) (b)
A A
Z Z
(c) (d)
A A
Z Z
(e) (f) Find the number of paths from A to Z

A if you cannot pass through M·
A
Z
A
(g) Find the number of paths through the network from

question (f) which do pass through the point M. The
diagram is shown again on the right.
1-4
A
(h) In the network right, find the number of paths which
pass through either M or N but not both. M
You may need to redraw the grid as part of the N

working. Ask for graph paper if you need it.
Z
8. It’s now time to go back and solve Jim’s original problem

for him. The road map is shown right.
(a) On graph paper, draw a network which is equivalent to

the set of roads leading from A to B.
Remember that it is not necessary to include any roads
falling outside the rectangle with corners at A and B.
(b) Calculate the number of paths from A to B using the rule

which you worked out earlier.
9. When Jim reported his results to Janet she was a bit

discouraged but told him that she had some additional
information which might narrow the number of
possibilities.
She had surveyed the area and had found that there were
road works at point X which would not allow the official
parade through and, more importantly, that there was a
particularly good “photo spot” at point Y at which she
was sure the team would want to stop to sign autographs.
How many paths does this reduce the total to?
1-5
10. Although Janet was pleased with Jim’s work, she was sure that there had to be an
easier way to calculate the results.
She pointed out that the numbers he was coming up with were clearly related to
Pascal’s Triangle (shown below). In Pascal’s Triangle, the value in each cell is
obtained by adding together the two cells above it.
For example… 3 3
Pascal’s Triangle 1 Å Row 0

1 1 Å Row 1
1 2 1 Å Row 2
1 3 3 1 Å Row 3
1 4 6 4 1 Å Row 4
1 5 10 10 5 1 Å Row 5
1 6 15 20 15 6 1 Å Row 6
1 7 21 35 35 21 7 1 Å Row 7
Position # 0 1 2 3 4 5 6 7
Position # 3 in row 7 is 35
Your calculator can find these numbers for you. For example if you type in [ 7 ] [ nCr ] [ 3 ]
your calculator will give you the answer 35.
Janet suggested to Jim that he should check to see if the nCr function could be used in finding
the number of paths through a network. Use the networks below to find a way to apply the
n
Cr function to Jim’s problem. It will help to calculate the next few rows in Pascal’s triangle.
(a) (b)
A A
Explain what you have found:

Z
1-6
Teacher Notes
Activity Summary
Suitable for: Year 10 (mid to upper ability), any upper school courses
In Infinite Series, Jacob has been told to mow the lawn but chooses to start by mowing ½ the
lawn, then ½ of what remains, then….
Let x = the total area mowed.
By examining a physical model of mowing halves of a lawn the student 1 1 1 1
is guided to the idea of a finite sum for an infinite series. The So.. x = + + + +.....
2 4 8 16
reasoning shown in the panel on the right is used to by Jacob to prove
2x = 2 ×
FG
1 1 1 1
+ + + +.....
IJ
to his mother that he will in fact mow the whole lawn, and this is H
2 4 8 16 K
extended to infinite series using other ratios. This concept is then 1 1 1
extended to recurring decimals to show that a number like 0.121212… 2x = 1 + + + +.....
2 4 8
is equivalent to 12 99 . Using similar methods the student will be led to 2x = 1+ x
prove that 0.9 = 1 . x =1
∴ Since 1 = 100%, I will
Expected outcomes mow the whole lawn!
The student will be able to find the sum to infinity of a GP by algebraic means, and will be
able to convert any recurring decimal to its fractional equivalent.

The student will need sufficient algebraic skills to understand and apply the method of proof
used in the box above right. In addition, they will need to be familiar with place value and its
application to decimals such as 0.22222…, and with the notation of recurring decimals.
Required materials
None.
Follow-up teaching points;

The teacher may choose to extend the algebraic method used in order to derive the formulae
for the sum to infinity and the sum to n terms of a GP.
Infinite Series
Poor Jacob! His mother finally cornered him, switched off the television, and
insisted that he mow the lawn “Now!”. Reluctantly, Jacob went out to
the shed and took out the lawn-mower.
Mown
After half an hour Jacob’s mother checked on area
his progress. She found Jacob stretched out
under a tree reading a book.
“What’s going on?”, she exclaimed. “You’ve

only mowed half the lawn!”
“Ah!”, said Jacob, “That’s true. But I was just about to read a book
when I began. So when I’d mowed half the lawn, I stopped and read
chapter 1 of my book. Now I’ll mow half of what’s left to be done, and
read chapter 2 as a reward. Then I’ll mow half of what was left to do
after chapter 2 and read chapter 3. And so on.”
1. The diagram right is shaded to show the amount that Jacob will
have mowed after he finishes reading chapter 2. Shade in the
amount that he will have mowed after reading chapter 3.
2. Complete the table below showing Jacob’s progress.
Fraction of lawn
Chapter mowed after that Total fraction
read chapter of lawn mowed
1 1
1
2 2
1 1 1 3
2 + =
4 2 4 4
1 1
3 + + =
2 4
4
1 1
3. What pattern is visible in the denominators of the fractions , etc?
2 4
2-1
4. Write algebraic rules which will show the fraction mowed after each chapter (m), and the
total mowed (t), from the number of the chapter read (c).
Hint: When looking for a
rule for t, compare the
m=? numerator and denominator.
t=?
5. If the book has 12 chapters, what fraction and what percentage of the lawn will be mowed
when Jacob has finished his book?
6. If the lawn is 30 metres by 30 metres, what area will Jacob mow immediately before
reading the 12th chapter? Give your answer in square metres and in square centimetres.
Jacob’s mother was not very happy with his method. She pointed out that he would never
finish the job. Jacob, being a good math student disagreed and proceeded to prove that he
would finish.
Jacob’s demonstration went as follows…
Let x = the total area mowed.

1 1 1 1
So.. x = + + + +.....
2 4 8 16
FG
2x = 2 ×
1 1 1 1
+ + + +.....
IJ
H 2 4 8 16 K
1 1 1
2x = 1 + + + +.....
2 4 8
2x = 1+ x
x =1
∴ Since 1 = 100%, I will
mow the whole lawn!
7. Jacob’s proof above assumes that the series of additions goes on forever. Is this true in
the real world or only in his math proof? Is it still valid in the sense of being useful?
2-2
1 1
8. Suppose Jacob had chosen to mow of the area remaining instead of . Use a similar
3 2
method to Jacob’s to show that even if he continued for infinite time he would only
complete half the lawn.
Hint: Multiply
by 3 instead of 2
9. Find the values of each of the following series when summed to infinity.
1 1 1 1
(a) + + + +.....
4 16 64 256
1 1 1 1
(b) + + + +.....
5 25 125 625
1 1 1 1
(c) + + + +.....
10 100 1000 10,000
3 3 3 3
(d) + + + +.....
10 100 1000 10,000
10. We can also apply this method to recurring decimals as follows:
Let x = 0 ⋅ 222222.... (ie. 0 ⋅ 2 recurring or 0 ⋅ 2)

2 2 2
then x = + + +.... (by place values)
10 100 1000
2
(a) Show that 0 ⋅ 2 ( or 0 ⋅ 2222....) =
9
(b) Find the value of 0 ⋅ 7 ( or 0 ⋅ 7777....)
2-3
11. Complete the table below:
0 ⋅ 11111.... What is the final line of the table

2 saying about the value of 0 ⋅ 99999....?
0⋅ 2
9
3 1 How do you feel about this result?
0⋅ 3 =
9 3
0⋅ 4
0⋅ 5
0⋅ 6
0⋅ 7
0⋅ 8
0 ⋅ 99999...
12. A similar method to this can be used for any recurring decimal.
Let x = 0 ⋅ 272727.... (ie. 0 ⋅ 27 recurring or 0 ⋅ 27)

2 7 2 7
then x = + + + +.... (by place values)
10 100 1000 10,000
So 100 x = 100 ×
FG 2 + 7 + 2 + 7 +....IJ
H 10 100 1000 10,000 K
2 7
100 x = 20 + 7 + + +....
10 100
100 x = 27 + x
99 x = 27
27 3
x= =
99 11
Hint: Find the
Use this method to find the fractional equivalents to: value of 0.090909
and add 3.
(a) 0 ⋅ 12121212.... (b) 0 ⋅ 18181818....
(c) 0 ⋅ 25252525.... (d) 3 ⋅ 09090909....
(e) 0 ⋅ 123123123123.... Hint: Multiply by 1000.
2-4
Teacher Notes
Activity Summary
Suitable for: Year 9 & upward, courses for mid ability upper school.
Lines and Regions is a fascinating investigation into the patterns formed by intersecting lines.
Based upon a geometrical design to be used as a company logo, the student is guided through
the process of arranging lines in patterns that maximize the number of intersections. Patterns
which appear in the number of intersections, the number of interior regions and the number of
exterior regions are studied with a view to deducing both iterative and non iterative quadratic
rules based upon the set of triangular numbers.
Expected outcomes
Through consideration of the process of arranging lines in patterns which maximize the
number of intersections, the student will appreciate properties of lines, parallel lines and the
division of the plane into bounded and unbounded regions. Examination of data derived from
these patterns will lead to conjectures which are discussed and compared, and which lead to
the deduction of algebraic rules in both iterative and non iterative forms.

The student should be familiar with the concept that lines extent to infinity, and the basic
properties of parallel lines. A familiarity with quadratic equations is advantageous but not
essential, as the pattern in the triangular numbers is relatively simple. Some familiarity with
iterative rules may also be an advantage but this activity would equally serve as an excellent
introduction to this topic of mathematics.
Required materials
None.
Follow-up teaching points

If the student has not encountered triangular numbers then further work with similar patterns
will be rewarding. The need to find the number of lines which will produce at least a given
number of intersections could also be used as a vehicle to introduce the idea of the need for
truncation rather than rounding in solving situations such as these. Another topic which is
richly rewarding is the study of iterative equations in general, particularly the transformation
of iterative equations into non iterative equivalents.
Lines and Regions
Eduardo has developed the design shown on the

left as a possible logo for his new web based
N T E news service.
O
T O D A Y
A
In the process of developing this logo Eduardo
W
Y
S used a multiple reflection of a single smaller
design using only four lines:
Eduardo enjoys investigating mathematical patterns and noticed that there were patterns
developing in his designs, particularly as he added more and more lines to them.
Diagram A Diagram B Diagram C
E2
Lines extend forever
in both directions
E1
E3
Intersections
I1
I
2 I3
In diagram C, the three interior regions (I1, I2 & I3) have been E4
marked, as well as some of the external regions (E1, E2…).
Note: It is assumed in each diagram that the lines continue on forever, thereby dividing the
plane (the page) into separate regions.
1. In each of Eduardo’s diagrams above, the lines have been placed so as

to obtain the maximum number of intersections. This need not be the
case, of course. For example, the diagram right shows three lines and
only one intersection.
In the space below, draw three lines with
Remember - lines
(i) no intersections. extend forever. This
(ii) two intersections. shows 2 intersections
but there are really 3!
3-1
2. Challenge: You have seen in diagram C that the maximum number of intersections for
four lines is ______. In the space below, draw diagrams showing four lines intersecting in
zero, one, two… places. Not all may be possible!
3. Constructing any other diagrams necessary, use diagrams A, B & C on the previous page,
to fill in the table below:
No. of No. of
No. of interior No. of external
Diagram lines regions intersections regions
(n) (In) (Xn) (En) Make sure your
1 diagram for 5 lines
shows the maximum
number of
A 2 intersections.
B 3
C 4 6
D 5
4. In the space below, write about any patterns which you can see in the table above.
Note: If you have not seen it before, Xn lets you easily refer to rows in the table. For
example, you could say “the no. of intersections in one row plus 3 gives the no.
of intersections in the next row” by writing X n +1 = X n + 3 .
Current X and add 3
Next value of X
3-2
5. Use the patterns you found in question 4 to predict the values for 6 lines and 7 lines.
My predictions:
No. of No. of
No. of interior No. of external
lines regions intersections regions
(n) (In) (Xn) (En)
6
On a separate piece of paper, check your answers.

Remember: (i) use a ruler!
(ii) make sure your diagram shows the maximum
number of intersections.
6. Most people find iterative rules when they look for rules giving In and Xn in the table in
question 4. An iterative rule is one where the value in one row comes from a formula
which uses the value from the previous row. Such as X n +1 = X n + 3 , seen earlier.
The problem with this type of rule is that if you want to know the number of intersections
for 100 lines, you have to know the value for 99 lines, which means you need the value
for 98 lines, which means…. well, you get the idea!
If you haven’t already, find rules for In and Xn which are not iterative and let you go
straight from the number of lines n to the number of intersections Xn.
Hint: Both rules are quadratics and may involve consecutive numbers. There are
many different valid rules which are equivalent.
7. Use your rules to find the number of intersections for:

Is it possible to get an
(i) 20 lines. ________________ answer which is not a
whole number? If not,
why not?
(ii) 25 lines. ________________
(iii) 200 lines. ________________
Why not two

8. How many lines would you need to draw to have: solutions to a
quadratic equation?
(i) 1035 intersections. ________________
(ii) at least 10,000 intersections. ________________
3-3
Teacher Notes
Activity Summary
Suitable for: Year 9 & upward, any course involving probability and beginning
principles of expectations.
In Games for Charity, examination of a simple game of chance involving a spinner is used to
guide the student through the exploration of expected outcomes. Expected profit and loss are
considered in view of the fee to play the game, weighed against the expected payment of
prizes based on simple probabilities. When the first proposal ends with an expected loss,
students are guided to consider methods of accomplishing a profit by adjusting the fee and the
prizes.
The final stage of this activity is the construction of a similar game of chance by the student,
with a report required which includes the physical equipment needed, the rules, the fee and
any prizes, and the expected profit per turn.
Expected outcomes
The student will understand the application of simple probabilities and expectations to games
of chance, and be able to calculate the expected profit or loss for games involving simple
probabilities.

An understanding of simple probabilities based on finite, listable sample spaces is required, as
is an understanding of the meanings of revenue, profit and loss.
Required materials
Although no material is strictly required for this activity, the teacher may care to have on hand
some of the common tools used when designing games of chance. These might include packs
of cards, dice, and spinners or material which could be used to construct them.

Because of the intuitive appeal of this approach, the activity takes the path of examining the
expected results of n repetitions of the game, where n is a large number, and then averaging
this to find the expected profit or loss per game. Clearly the use of n cancels out and this can
be shown algebraically as an exercise for the class or the individual.
Another possible area for further investigation is the concept of ‘expected outcomes’.
Experimental research can be used to validate the theoretical probabilities used in this
activity.
Games for Charity
Salome and her class have been split into groups and given the task of designing
a game which can be used at a school function to raise money for charity.
Before they start, the teacher uses a very simple game to demonstrate the
mathematical ideas to the class.
“Our game will consist of one turn on the spinner shown here, and it will
cost the players 50 cents for a spin”, said Ms Cartwright. 8 1
“If they land on an 8, then they win $5.” Ms Cartwright explained, “If 7 2
they land on a 4 or a 5 then we give them 25 cents as a consolation
prize. Otherwise, they just lose their money.” 6 3
There was a thoughtful silence from the 5 4

class for a while, and then Salome said “I
think the main prize is too big. It seems to me
that we’ll end up losing money if we do it that way.”
“Let’s find out for sure.”, said Ms Cartwright.
1. Assuming that all the segments of the circle are the same size, what is the probability of
spinning:
(a) an eight? _____________
(b) a four or a five? _____________
(c) any other number than these? _____________
2. If the wheel were to be spun 1000 times, then:
(a) how much money would be collected

in 50c playing fees? $____________
(b) how many times would you expect

the spinner to land on an eight? ____________ times.
(c) how much money would you expect

to be paid out for the wins in (ii)? $____________
(d) how much money would you expect

to be paid out for the 25 cent wins? $____________
4-1
3. The profit (or loss) for our 1000 spins is calculated from the revenue minus the costs.
Revenue (total of 50¢ fees) = $____________
Costs (total expected payout) = $____________
Therefore, profit/loss = $____________
Average profit/loss per spin = $__________ = __________¢
Salome pointed out smugly that she had been right. The money paid out was
quite a bit larger than the money coming in. “If we don’t adjust the prizes or the
fee to play we’ll end up losing money every time we play.”, she said.
4. Keeping the prizes the same, what is the smallest fee that could be charged,
instead of 50¢, if the game is to make a profit?
5. Keeping the 50¢ fee the same, what is the best prize that could be given instead of the $5
if the game is to at least break even?
6. Ms Cartwright has estimated that the class will be able to play the game for a total of 4
hours. She asked the class to assume a fee to play of 50¢, an average time per spin of 30
seconds, and the usual consolation prize of 25 cents for a 4 or 5.
If Ms Cartwright wants to make at least $100 profit, what is the best prize that can be
offered for the win on an 8? Your answer must be a multiple of 50¢.
4-2
7. Frances suggests an alternative game which uses an ordinary pack of cards (no jokers). In
this game people are charged 50¢ to purchase a card at random. If they choose an Ace
they win $2. A royal card (King, Queen or Jack) wins 25¢. Any other card has no prize.
Find the average profit for the game in cents/card.
8. Helen suggests charging $1 to throw three coins in the air. If they land with three heads or
three tails then the person wins $5. Averaged per throw, will this game make a profit or a
loss, and how much?
1
9. If I spin the counter shown on the right, charging $2 per spin and
paying $5 for a 4, what will be the expected average profit or loss per
spin? 4
3 2
10. Ten counters are placed into a bag. Two of them are white and labelled ‘Win $1’. One
counter is gold and labelled ‘Win $5’. The rest are black and labelled ‘Sorry – not a
winner’. It costs $2 to play by reaching into the bag and drawing out one counter at
random. What is the expected profit earned when the game is played 100 times?
11. Design your own game which could be used to raise money. Explain the rules of your
game thoroughly, including in your report:
(a) the physical equipment needed.
(b) the rules.
(c) the fee and any prizes.
(d) the expected profit per turn.
4-3
Teacher Notes
Activity Summary
Suitable for: Year 10 & upward, any upper school course involving change of
scale and origin for univariate data.
Through a concrete physical situation, Transforming Data guides the student to investigate
the effect on the mean and standard deviation of adding, subtracting, multiplying or dividing
by a constant. The student is encouraged to form hypotheses, write them down, compare
results with others and to test their hypotheses with a variety of values including decimals and
negative. At the end of the investigation the student is required to apply their deductions to
the original problem.
Note: The method used to introduce this concept is the conversion of centimetres to inches.
To facilitate this, the work sheet takes the point of view of a farmer in the United States of
America who is using research performed in Australia. See required skills.
Expected outcomes
The student will deduce the effects of change of scale and origin on the mean and population
standard deviation, and develop an appreciation of the need for such tools when applied to
research data which uses different units of measurement.

Conversion of units of measurement centimetres to inches and vice versa, and feet to inches.
Use of a calculator to find the mean and standard deviation of ungrouped univariate data.
Required materials
A calculator capable of evaluating the mean and population standard deviation of univariate
sets of data. The HP30S is recommended but others may suffice.

If the student has covered the summary statistics of bivariate data then a follow-up could be
the investigation of the effects of change of scale and origin on the covariance, correlation and
line of regression.
Transforming Data
Juan and his family have run a successful farm in California, U.S.A. for many
years. Now, to earn extra money, they have decided to try planting Australian
Jarrah trees on some land which is not being used. Jarrah is a hard wood which
can be made into beautiful furniture.
Juan has researched the growth rate of Jarrah trees so that he can tell how long it
will be before he can expect to harvest the timber. He thinks that it may be his
children who benefit from his work.
The data he found is shown below. It was recorded by a botanist in Western

Australia. Juan’s problem is that the mean and standard deviation are given in
units of centimetres (cm) rather than the feet and inches that Juan and his family
are familiar with. Unfortunately he doesn’t have the original measurements to
work with.
Years Mean Standard

since planted height (cm) deviation (cm)
5 995 135
10 1890 245
15 2660 190
20 3290 155
Juan looked up an old maths textbook and found that the conversion from inches to
centimetres was:
1 inch = 2.54 cm
Skill check – Can you convert as needed?
Convert:
(a) 3 inches to cm. (b) 5 feet 11 inches to cm

Hint: Convert to inches first.
__________________________ __________________________
(c) 300 cm to inches (d) 2.5 metres to feet and inches.

Hint: 1 metre = 100 cm.
__________________________ __________________________
5-1
Juan wondered if he could convert the means and standard deviations from the table on the
previous page from centimetres to inches as easily as he could actual measurements.

Through this sheet you will be investigating the effect of
multiplying
and adding on the mean and standard deviation.
We will begin by working out the mean and standard deviation for a simple set of data. Once
we have this starting point, we will investigate the effects on the mean and standard deviation
of transforming the data by multiplying, dividing, adding and
subtracting. These are the values to
which you will compare
1. Using your calculator, find the mean and standard all the others. Check them
with your teacher to ensure
deviation for data set A below. Round the standard that they are correct!
deviation to 1 decimal place.
A = { 0, 5 ⋅ 6 , 7, 1 ⋅ 6 , -3, 7 ⋅ 9 , 7, 0, 1 ⋅1 , 2 ⋅ 8 }
Mean (A): ___________ Standard Deviation (A): ___________ (to 1 dec. place)
2. Multiply each data value from set A by 2 and record the results as a new set B in the
space below. Calculate the new mean and standard deviation.
B = { ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ }
Mean (B): ___________ Standard Deviation (B): ___________ (to 1 dec. place)
3. Add 7 to each data value from set A (not set B!) and record the results as a new set C
in the space below. Calculate the new mean and standard deviation.
C = { ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ }
Mean (C): ___________ Standard Deviation (C): ___________ (to 1 dec. place)
4. Divide each data value from set A by 10 and record the results as a new set D in the
space below. Calculate the new mean and standard deviation.
D = { ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ }
Note!
Mean (D): ___________ Standard Deviation (D): ___________ (to 2 dec. places)
5-2
5. Subtract 1.5 from each data value from set A and record the results as a new set E in
the space below. Calculate the new mean and standard deviation.
E = { ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ }
Mean (E): ___________ Standard Deviation (E): ___________ (to 1 dec. place)
6. Record your results from questions 1 to 5 in the summary table below. The values for
A are given so that you can check your accuracy.
Data Operation Standard

Set Performed Mean Deviation
original
A
data set:
B Set A × 2
C Set A + 7
D Set A ÷10
E Set A − 1 ⋅ 5
7. Explain, in your own words, the connection between the operation If you are unable to
performed (x and +) and the mean of the new data set produced. find a connection,
see your teacher for
a hint...
ie. When the whole set of data is multiplied by a constant, then the
mean.......
5-3
8. Explain, in your own words, the connection between the operation performed and the
standard deviation of the new data set produced. Check with your teacher or the
students around you to ensure that you are on the right track.
Hopefully you have now developed a model which seems to explain

what happens to the mean and the standard deviation when the data set Remember... the aim
is changed by multiplying or adding (or dividing or subtracting). in this section is to try
to make your model
fail! That way you
To save time, we The next step is to test your model can modify it and so
will check only for make it stronger.
very carefully to ensure that it works in
multiplication and
addition. all conditions.
9. Many models fail because they work only for whole numbers. Check your model by
transforming data set A using a decimal value of your choice (ie 7.4 or 132.76).
First predict the result you should find, then check that you are correct.
Multiply by: ____________
Predicted mean: _____________ Actual: _____________
Predicted standard deviation: _____________ Actual: _____________
Add: ____________
Write your conclusions on the next page.....
5-4
Conclusion – did you need to modify the model in any way?
10. You must also ensure that your model correctly accounts for the
behaviour of negative numbers. Check your model by HINT: Check
this one very
transforming data set A using a negative value of your choice. carefully!
Predict the result you should find, then check that you are
correct.
Multiply by: ____________
Add: ____________
Conclusion – what is your final model?
5-5
Finishing the job.....
The last job which you must complete in this investigation is to return to Juan’s original
problem and apply your new knowledge to it.
Years Mean Standard

since height deviation Complete your investigation of
planted (inches) (inches) his problem by filling in Juan’s
table with all measurements
5
converted to inches.
10
15
20
Juan knows that the trees can be harvested when they reach a height of 18 m. The graph
below shows the mean height as the centre line and a band on either side which has a width of
1 standard deviation. The large majority of trees can be expected to fall within the banding.
Use the graph to estimate the

range of years within which Juan
can expect to harvest his trees. My estimate: ___________________ years
5-6
Developing a deeper understanding...
Why does multiplying affect both the mean and the standard Although the range is not
deviation, while adding only affects the mean? Let’s examine a the same as the standard
set of data using a dot frequency graph. deviation it is a measure
of spread and behaves in
The diagram shows the mean (marked with a pointer) and the a similar fashion.
range.
spread
0 5 10 15 20
mean
The data is moved

Now let’s transform the data by adding 10 to all scores....
as a whole block.
The spread is not
Add 10 to all scores affected by this...
old new
spread spread
0 5 10 15 20
old mean new mean
... but the mean

moves with the data.
Finally, we will transform the data by doubling all scores....
Double all scores

The mean is
also doubled
with the data...
old
spread
new
mean
0
old mean
new spread The data is stretched
by the doubling.
The spread is
affected by this.
5-7
Teacher Notes
Activity Summary
Suitable for: Year 10 & upward, any pre-calculus or early calculus course.
In the activity “How Large is ‘Large’?”, the student investigates the change in volume of an
open top box formed by cutting out squares at the corner of a sheet of cardboard and folding
up the resulting tabs to form sides. By experimenting with a tabular
list of possible values for the size of the square the student is guided 16 cm
to discover that there is a value which gives a maximum volume,

and hence to attempt to discover, refining by trial and adjustment,
what that maximum value is. Boundary values for possible
9 cm
solutions are also addressed by consideration of what values for the
size of the square cut-out make sense physically in the context of the
original problem.
Expected outcomes
The student will appreciate the concept of maximizing or minimizing a dependent quantity by
manipulation of an independent variable, and that not all solutions to a mathematical model of
a physical problem are feasible.

The student should be familiar with the formula for the volume of a cuboid, and be able to
deduce the formula V = x (l − 2 x )( w − 2 x ) from the physical situation, where V = volume, x =
size of cut-out, l = length of sheet and w = width of sheet. Some experience with the solution
of equations by refining with trial and adjustment methods would be advantageous.
Required materials
A calculator which will allow the entering and evaluation of formulae would be
advantageous. Instructions applicable to the HP30S are given but others may suffice.
The teacher may choose to introduce the problem by giving the student a sheet of paper or
light cardboard with which they can physically make a box in the manner shown. The
materials required are, sheets of paper or light cardboard 16cm by 9cm, scissors, and tape.

This worksheet is primarily designed to lead into the concepts and practice of differentiation
and calculus. Other possible teaching points are to investigate the methods of refining by
various techniques, and to look at the behavior of the formula for volume outside the bounds
imposed by the physical problem. A graphical calculator could also be used to explore
extrema of functions.
How large is “large”?
Alanna’s mother has asked her to help with the organisation of her younger
sister’s birthday party. Alanna has been given the job of preparing ‘baskets’ of
candy which will be given to the guests. She was asked to make them as large as
possible.
Alanna’s mother has some rectangles of coloured cardboard left over from another birthday
party. Each piece is exactly 16 centimetres long by 9 centimetres wide. Alanna decides to cut
squares out of the corners and then to fold up the sides.
16 cm
ie.
9 cm
Cut out the squares

at the corners
Fold up tabs
As can be seen in the picture on

the right, the result is an open-
top box which Alanna can use to
hold the candy for her sister’s
guests.
Alanna wondered if there was a ‘best size’ for the square she was cutting out at the corners.
She wanted the box to hold as much candy as possible.
Your task is to find out for her.

Through this sheet you will be investigating the maximum
volume for a box created as shown above.
6-1
1. It is probably obvious that the smallest possible size for the square cut-out is 0 cm. Is
there a largest possible size? What is it and why is it the largest possible?
2. What is your first estimate for the best size? (Or, do you think that it will not matter?)
3. If Alanna cuts out a square of size 1 cm, what will be the height, length and width of
the box, and the resulting volume?
Height = ________ cm. Width = ________ cm. Length = ________ cm.
Volume of box = ___________ cm3.
4. Fill out the table below. The row for 1 cm has been filled in so that you can check
your answers.
Cutout (x cm) Width (cm) Length (cm) Height (cm) Volume (cm3.)
0
0.5
1 7 14 1 98
1.5
2.5
3.5
4.5
5. From the table above, what is the size that Alanna should use in order to have the
largest possible volume for her box?
Size = ________ cm Volume of box = ___________ cm3.
6-2
Vol (cm3 )
6. On graph paper, plot the points on axes showing Cutout
(horizontally) against Volume (vertically).
• Carefully draw a smooth curve through the points you have
plotted. (Don’t simply join them with straight lines!)
Cutout (cm)
(i) What volume will result from a cutout size of 2.7 cm.? ________ cm3.
(ii) What cutout size is needed to give a volume of 80 cm3.?
________ cm and ________ cm
7. Alanna originally did not expect the volume to vary so much. She was now quite
interested in the problem and suspected that the answer she had obtained from the
table was only approximately correct. She decided to try to find a more accurate result
by investigating the values near her earlier answer.
Using scrap paper to work on, help her to find an answer accurate to one decimal
place.
Size = __________ cm Volume of box = ___________ cm3.
Tired of repeated calculations, Alanna decided to see if her calculator

could find the answer more efficiently...
8. If the size of the cutout is x, then find algebraic expressions in terms of x for:
Length: L=__________________
Width: W=__________________
Height: H=__________________
Volume: V=________________________________________
Check your answers with your partner or teacher before

proceeding.
9. On your HP30S, enter the expression for the volume that you worked out in the
previous question (using the X key). When you have done this, store the equation in
the EQN variable for use in the next stage. To do this, press ?, then / and \.
Now check your expression by evaluating it for X=2.
To do this, press « / o . You will be asked for a value for X. Type 2 and
\.
You should obtain an answer of 120. If not, ask for help.
10. Using the EQN you have stored, find the best size for the cutout, accurate to 3 decimal
places.
6-3
Teacher Notes
Activity Summary
Suitable for: Any upper school course involving advanced trigonometry. A good
introduction to, or reinforcement of the concept of, limits.
In Moths to a Candle, a relatively simple model (see below right) for the flight of a moth
around a candle involving similar triangles leads the student to the investigation of limits to
infinity and tangential orbits. The student is guided to C
<--
----
investigate the change in flight path as the angle and the 55° - Fl
igh
t Pa
55° th
number of adjustments per orbit change, and then B
55°
to consider the implications to these results as the
s
metres
tre
number of adjustments per orbit tends to infinity.
me
<-
--
s
tre
---
2
me
-
Fl
R3
R4
R1
igh
tp
me
ath
tre
Expected outcomes s 55°
L A
Light source R o metres
The student will use their knowledge of trigonometry and similar triangles to make
deductions regarding the path of the moth as various assumptions are adjusted. The student
will make and communicate conjectures regarding the behavior of the resulting equation as
parameters tend to infinity.

Recognition of, and calculations using similar triangles, use of the Sine Rule, and some
understanding of the basic concept of a limit as x → ∞ of k x .
Required materials
None.

F I n
GG sin θ o JJ
In question 9, the formula Rn =R ×
GG F JJ is used to deduce the fact that the
GH sinGH180 − θ − 360p IJK
0 o
JK
180o
moth’s path will be circular for θ = 90o − . This means that as p → ∞ , θ → 90o , implying
p
that to circle the flame, the moth flies at a tangent to the circle. This can be used to stimulate
discussion regarding vectors of velocity and acceleration for circular motion.
Moths to a Candle
One theory about “moth navigation” is that moths fly at a constant angle relative
to the source of the light. Obviously the truth is more complex but this does
offer some interesting ideas. Consider the following mathematical model of a
moth’s flight path.
C
<--
----
55° -Fl
igh
t Pat
55° h
B
s 55°
metres
t re
me
<-
---
s
t re
2
---
me
R
Fli
R3
R4
R1
gh
tp
me
ath
t re
s
55°
L A
Light source R o metres
A particular moth starts its travels Ro metres from a light source L, flying in the horizontal
plane only.
Starting at A, it flies in the direction of the arrow at an angle of 55o to a line AL drawn from
the light source to its current position, ending at B, which is R1 metres from the light source.
From there it flies on an angle of 55o again to C, and so on.
1. Assuming that the moth adjusts its path 12 times during each revolution of 360o, find the
size of ∠ALB .
∠ALB = __________
2. In view of your answer to question 1, what is the mathematical relationship between the
successive triangles in the diagram above?
C
55° B
B
30°
L
30° 55°
L A
7-1
B
3. Using the Sine Rule, find the value of:
R1
(a) R1 in terms of R0.
30° 55°
L A
Ro
(b) R2 in terms of R1.
(c) R2 in terms of R0.

Hint: Use (a) and (b) above.
(d) R3 in terms of R0.
(e) R10 in terms of R0.
4. Produce a formula for the value of Rn (the nth distance from L) in terms of R0.
7-2
5. Using your calculator, explore the behaviour of Rn as the value of n increases. What part
of the formula causes this? What does this represent in terms of the moth’s flight path?
As n → ∞ , the value of Rn …..
6. Our first moth recalculated its flight path 12 times per 360o. If a different species of moth
recalculated its flight path p times per revolution, then what is the formula for Rn?
Note: Assume that it still flies at an angle of 55o to a line drawn to the light source.
7. Generalise your formula to apply to a moth which flies at a constant bearing of θ to the
light source L, adjusting its path p times per revolution.
7-3
8. On a separate sheet of paper, investigate the flight path of the original moth for different
values of θ. Describe its possible paths, with the aid of diagrams, ensuring that you
answer the following questions…
For what values of θ will the moth’s flight path…

(a) spiral into the light source?
(b) move away from the light source?
(c) circle the light source?
9. Investigate how your answers to question 8 change

as the value of p changes. What happens for very
large values of p? Derive a formula, in terms of p,
which gives the value of θ for which the moth will
circle the light source.
7-4
Solutions
Activity 1: Planning the Paths 11. The final line shows that
1. a) 1 b) 1 c) 2 0.99999...= 1 . Most students
2. a) 1 b) 1 c) 1 d) 1 e) 2 f) 3 don’t like this the first time they see
3. No. Can’t go backwards it, but it’s true!
4. Add them together. 4 2 25 1 41
5. D. 1 H. 4 K. 6 L. 10 12. a) b) c) d) 3 e)
33 11 99 11 333
6. To get the number of paths you add the
numbers vertically above and to the left of the
intersection.
7. a) 120 b) 65 c) 110 d) 90 e) 36 f) 29 g) 64 h) 24
8. 143 Activity 3: Lines and Regions
9. 36 1.
10. If h is the number of blocks horizontally (not
roads, blocks) and v is the number vertically then
the number of paths through a simple rectangle is
(h+v)
Cv or (h+v)Ch. In example a) h=7 & v=3 so use
10 2.
C3 or 10C7. When two blocks are joined at the
corner like example b), just do each separately and Zero Three
multiply. Hence b) is 7C3 x 4C2 Five
Four
One
Other arrangements possible·
Two impossible
Activity 2: Infinite Series
1. no response required 3.
2. n In Xn En
1 1 1 1 0 0 2
, , 2 0 1 4
8 16 32 3 1 3 6
7 15 31 4 3 6 8
, ,
8 16 32 5 6 10 10
3. fractions halve each time. 4. There are many patterns possible. Ask the
1 n
2 −1 teacher if yours is valid.
4. m= ,t= 5.
2n 2n n In Xn En
4095 6 10 15 12
5. or 99.98%
4096 7 15 21 14
6. 0.2197 m2 or 2197 cm2 En = 2 n
7. Not true in real world. Still an increasingly n(n − 1)
good approximation, particularly over longer 6. Xn =
2
periods. (n − 1)(n − 2)
8. I n = En −1 =
2
1 1 1
x= + + +.... 7. a) 171 b) 276 c) 19701
3 9 27 8. a) 47 b) 143
1 1
3x = 1 + + +....
3 9
3x = 1 + x
2x = 1
1
x=
2
1 1 1 3 1
9. a) b) c) d) =
3 4 9 9 3
7
10. a) check with your teacher b)
9
i
Activity 4: Games for Charity Activity 7: Moths to a Candle
1 2 5 1. 30o
1. a) b) c) 2. They are similar triangles.
8 8 8
2. a) $500 b) 125 c) $625 d) $62.50 F sin 55 I b) R o F sin 55 I
o
3. a) $500- $687.50 Î loss of 18.75 cents per 3. a) R1 = R0 × GH sin 95 JK o 2 = R1 × GH sin 95 JK

o
spin
4. 69 cents
c) R = R × G
F sin 55 I d) o 2
5. $3.50
6. $1.50 ($1.83 rounded)
2
H sin 95 JK
0 o
7. profit of 29 cents/game (28.8)

R = R ×G
F sin 55 I e) o 3
H sin 95 JK
8. loss of 25 cents/game 3 0 o
9. profit of 75 cents/game
10. profit of $130
R = R ×G
F sin 55 I o 10
10
H sin 95 JK
0 o
Activity 5: Transforming Data

0. a) 7.62 b) 180.34 c) 118.11 d) 98.43
R = R ×G
F sin 55 I o n
1. 3, 3.5
2. 6, 7.0
4. n
H sin 95 JK
0 o
3. 10, 3.5 sin 55o

5. As n → ∞ , Rn → 0 because the ratio
4. 0.3, 0.35 sin 95o
5. 1.5, 3.5 between successive triangles is < 1. This means
6. Table values are given above the moth will spiral in to the candle flame /.
7. … has the same operation performed on it.
8. Adding and subtracting: no effect. Multiplying F I n
and dividing: same operation performed. GG sin 55 JJ o

9. No modification needed. 6. Rn =R ×
GG F 360 I JJ
0 o
10. Multiplying or dividing by negatives, drop
sign. GH sinGH125 − p JK JK
11. 391, 53, 744, 96, 1047, 75, 1295, 61, 8-11
years. F I n
G JJ
= R ×G
sin θ o
7. Rn
GG F JJ
GH sinGH180 − θ − 360p IJK
0 o
Activity 6: How Large is “Large”?
1. Largest is 4.5 cm. Any larger would be more JK
than the width.
2. Many answers possible 8. a) spiral in for θ < 75o b) spiral out for θ > 75o
3. 1, 7, 14, 98 c) circle for θ = 75o .
4. Volumes are 9. The moth’s path will be circular for
0,60,98,117,120,110,…
180o
90,63,32,0 θ = 90o − . This means that as p → ∞ ,
5. 2, 120 p
6. i) 103.032 ii) 0.7, 3.2 See graph above. θ → 90o . ie. to circle the flame, the moth flies
7. 1.9, 120.536 at a tangent to the circle.
L = 16 − 2 x , W = 9 − 2 x , H = x ,
8.
V = (16 − 2 x ) × (9 − 2 x ) × x
10. Other methods are possible
11. 1.851 cm.
ii
Preface
Welcome to the joys of Investigating Mathematics through Patterns.
Hewlett-Packard Calculators is pleased to introduce you to “Investigating

Mathematics through Patterns”, a discovery and investigation based learning resource that
will help your students build new mathematical knowledge through the guided exploration of
patterns in problems which are solidly based on the real world.
We have taken great care to ensure this resource will make learning realistic and fun for the
students. This material again demonstrates Hewlett-Packard’s dedication to the calculator and
its educational base. The HP 30S and “Investigating Mathematics through Patterns” simply
take this dedication to a new level. We know this is just the beginning of the support we hope
to provide to educators and students and hope this will grow to the levels our other product
categories have achieved.
To find out more about this and the many other products and services we have to offer please
visit our web site at www.hp.com/calculators.
Again thank you for your support and use of this resource in your classroom. If you have any
questions or comments on how to improve or change this or any of our products or materials,
please contact us at the address above.
We look forward to hearing from you.

Hewlett-Packard Calculators
i
How to Use This Resource
The activities in this book have been carefully designed to follow an investigative approach to
the teaching of mathematics. Through introductions which relate the activity to the student’s
world, they may help to answer the question “When are we ever gonna use this?”.
By following this approach and by encouraging the students to develop their own conjectures,
compare their results, and communicate their conclusions, these activities address a
multiplicity of the objectives of the Australian curriculum.
The Activities
Teachers may choose to use an activity as an adjunct to concepts being explored, as an

enrichment activity, or as a vehicle to introduce a new topic in a way that is meaningful to the
students.
Teacher Notes
The Teacher Notes at the beginning of each activity provide the following resources:
• a summary of the activity, including an outline of the material covered;

• the expected outcomes;
• any required skills and knowledge;
• any required materials;
• any natural follow-up teaching points;
Student Worksheets
Each activity comprises a worksheet to be photocopied for the student. In almost all cases
this worksheet includes space for the student to record their answers.
ii
Table of Contents
Discovery Activities
As any educator knows, the best understanding of a concept is achieved by a student who is
encouraged to discover the principles and concepts for themselves. The emphasis in all of
these activities is the guided investigation of patterns in various mathematical topics,
grounded in concrete, real-world situations. The student is encouraged to share results, and to
communicate conclusions verbally and in writing.
Activity 1: SEDs and DEDs

How could you find the units digit of a number that is so large that the calculator will
not display it? Through this activity the student is led to investigate patterns in the
single and double end digits of numbers, resulting in the discovery of recurring
patterns which can be used to answer this question. An ideal way to lay the
groundwork for the concept of modulo numbers in a fashion that is meaningful to the
student.
Suitable for: Year 7 to 10

Required knowledge: Use of the calculator to find powers of integers.
Activity 2: Congruent Triangles

What is the minimum required information to ensure that two people are guaranteed to
draw identical triangles? This is the question which is posed in order to encourage the
student to deduce the rules for congruency in triangles. Through this carefully guided
investigation students are encouraged to share their deductions and to communicate
results with their peers and their teacher.

Required knowledge: An understanding of the basic concept of congruency,
detailed knowledge of the classification and properties of
triangles.
Activity 3: Going Around in Circles

The investigation of patterns in circles produces a fascinating investigation into factors
and geometric shapes. The student is guided to the deduction of an interesting rule
which uses the highest common factor.
Suitable for: Year 7 or 8

Required knowledge: Naming of geometric shapes, familiarity with factors and
highest common factors.
iii
Activity 4: Covering Up the Facts
When teaching the interpretation of different styles of graphs, educators will find this
activity an interesting demonstration of the use of a nomogram. In this lesson the
student will use a formula and a nomogram to calculate the area of a person’s skin, as
a function of their height and weight. See also “A Burning Question”
Suitable for: Year 8 & upward, any non-tertiary bound upper school
courses.
Required knowledge: Use of a calculator to find powers of decimals,
conversion of units of mass and length, including metric
units, solution of equations by trial and adjustment.
Activity 5: A Burning Question

A follow-up activity to “Covering Up the Facts” one, this lesson also uses a
nomogram to investigate the changing mortality risk to burn patients as a function of
age and percentage of skin area burned.
Suitable for: Year 8 & upward, any non-tertiary bound upper school
courses.
Required knowledge: Percentages, ratios, elementary probability.
Activity 6: Farey Fractions

The investigation of interesting sequences of fractions known as ‘Farey sequences’ is
used as a vehicle to give students practice in basic operations on fractions.
Suitable for: Any course involving operations on fractions.

Required knowledge: Addition and subtraction of fractions, ordering of
fractions.
Activity 7: Locker Patterns

This investigation of a seemingly simple pattern leads to the examination of the
factors of perfect squares.
Suitable for: Years 7 to 9

Required knowledge: Factors, recognition of simple patterns.
iv
Teacher Notes
Activity Summary
If we evaluate 712 to obtain 13841287201, then we can see that the Single End Digit (SED) is
1 and the Double End Digit is 01. But how could we find the last two digits of a number that
is so large that the calculator will not display it?
In the activity SEDs and DEDs, the student is led to investigate patterns in the SEDs and
DEDs of numbers, resulting in the discovery of recurring patterns which can be used to
answer this type of question. Each digit from 0 to 9 has a pattern, some more complex than
others.
Expected outcomes
The student will make and test conjectures regarding patterns in powers of integer bases.

The student will need to be able to find integer powers of integer bases.
Required materials
None.

This activity is an ideal way to lay the groundwork for the concept of modulo numbers in a
fashion that is meaningful to the student.
SEDs and DEDs
Using a calculator, we can easily find the value of 177 and obtain an exact
answer of 6975757441. From this we can see that the Single End Digit (SED)
of 177 is 1 and the Double End Digits (DED) are 41.
Try this!
29
But… can you work out what the SED and DED of 17 are?
If you try, you will quickly discover that any normal calculator will display the answer in
standard form as 4 ⋅ 819685721 × 1035 . The problem with this is that the digits displayed are
only the first dozen or so starting from the left. The ones we want are at the other end, and
have been rounded off and dropped!
How can we find them? The answer, of course, is that we need to investigate in order to find
patterns that we can use to predict the missing digits.
1. Let’s start with an easy one. Using your calculator, evaluate each of the powers of five in
the table below.
Power Value SED DED What patterns can
you see in the SEDs
5 5 05 and DEDs?
51
52 25
53 125 25
54
55
56
2. Using the patterns you found in question 1, find the SEDs and DEDs for:
SED DED
(a) 512 _________ ___________
(b) 5126 _________ ___________
3. Does this pattern for 5 also work for 15, 25 & 35? Check with your calculator whether
the SEDs and DEDs patterns for 15, 25 & 35 match those for 5.
Conclusion:
1-1
4. Now try a harder one. Evaluate each of the powers of seven in the table below. What are
the patterns in the SEDs and DEDs for 7?
Power Value SED DED Patterns:

71 7 7 07
72 49
73
74
75
76
77
78
79
5. Using the patterns you found in question 4, find the SEDs and DEDs for:
SED DED
(a) 713 _________ ___________
(b) 7 26 _________ ___________
(c) 7500 _________ ___________
6. Do your patterns for 7 also work for 17? i.e. is the SED for 1710 the same as the SED for
710? What about the DEDs?
7. Find the SEDs for:
(a) 171000 ___________
(b) 27511 ___________
1-2
8. A common way of writing recurring decimals such as 3 ⋅ 1616161.... is as 3 ⋅ 16 . Using
this notation as a model, we write the pattern in the DEDs for 7 as 07,49,43,01 starting at
71 . Find the SED and DED patterns for the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
Note: In each case, check that if the pattern works for (say) 6, then it also works for
numbers such as 16, 26 and 36.
Base Patterns
Warning: The patterns
for 2, 4 and 8 will need
0 SED: __________________________________ care!
DED: __________________________________
1 SED: __________________________________
DED: __________________________________
2 SED: _________________________________________________________
DED: _________________________________________________________
3 SED: _________________________________________________________
DED: _________________________________________________________
4 SED: _________________________________________________________
DED: _________________________________________________________
5 SED: _________________________________________________________
DED: _________________________________________________________
6 SED: _________________________________________________________
DED: _________________________________________________________
7 SED: _________________________________________________________
DED: _________________________________________________________
8 SED: _________________________________________________________
DED: _________________________________________________________
9 SED: _________________________________________________________
DED: _________________________________________________________
1-3
9. Using the patterns you have discovered, find the SED and DED (where possible) for each
of the following.
SED DED
(a) 1011 _________ ___________
(b) 2 26 _________ ___________
(c) 3333 _________ ___________
(d) 18100 _________
(e) 19 55 _________
(f) 2251 _________
(g) 474 474 _________
10. If you look carefully at the SED and DED patterns for 2 and 4 you will see that
they are related, as are the patterns for 2 and 8. How are they related and why?
What other pair would you expect to be related in this way?
1-4
Teacher Notes
Activity Summary
Congruent Triangles forms an excellent introduction to the topic of the conditions for
congruency in triangles. By posing the question of how much information is the minimum
necessary to ensure that two people must draw the same triangle, the student is encouraged to
develop conjectures leading to the conditions of congruency.
The activity encourages the forming of conjectures, comparison and communication of results
in both written and oral form, and an appreciation of the need for generalization.
The approach used often has unexpected and interesting results beyond those expected. For
example, “extra” conditions are often deduced along the lines of “knowing the length of one
side and that they are equilateral”. Class discussion after the activity will quickly narrow the
results to those desired by the teacher if the activity has not done so.
Expected outcomes
The student will deduce and communicate the conditions for congruency in triangles.

An understanding of the basic concept of congruency, and detailed knowledge of the
classification and properties of triangles.
Required materials
Drawing and measuring instruments, a substantial supply of scrap paper.

As mentioned, unexpected extra conditions are often deduced in addition to the classic
conditions for congruency. Further exploration and discussion of these ‘extras’ can be
rewarding.
Congruent Triangles
Beatrix and Margaret had finished drawing their triangles and stopped to
compare results. “Hang on,” said Beatrix, “I thought we had agreed to draw the
same triangle? Yours looks nothing like mine.”
“Well,” replied Margaret thoughtfully, “I guess only

specifying that two of the sides were 2 cm and 7 cm was not 7 cm
enough information to be sure we ended up with identical

triangles.” 2 cm
2 cm
7 cm
“It’s called congruent in maths, not identical.”, said Beatrix
absently. “Well then, I wonder just how much information you do need to ensure that two
triangles must be congruent? Surely you don’t have to know all three sides and all three
angles?”
“That would certainly be more than enough,” commented Margaret dubiously, “but you
would surely only want the minimum information necessary wouldn’t you? I wonder what
that ‘minimum information’ is?”
Beatrix and Margaret need to know what minimum information is required in order to be
absolutely sure that two people must draw the same triangle.
Your task is to find out for them.

Through this sheet you will be investigating the conditions for
congruency in triangles.
1. It is probably obvious to everyone that knowing all three sides is enough information to
ensure that two triangles are congruent (identical). What about knowing all three angles?
Is this enough to ensure that two people must draw exactly identical triangles? If so,
explain why you think this. If not, give an example to show why it is not enough.
Beatrix pointed out quickly that so far they had only considered two possibilities - three sides
(SSS) and three angles (AAA). “Surely we should also consider combinations of these?”, she
pointed out.
“And,” said Margaret, getting interested in spite of herself, “we should also consider other
possibilities. For example, what about knowing only one side, but also that it was an
equilateral triangle? Surely that would be enough.”
2-1
2. On a separate sheet of paper, write down a list of possible sets of information which you
think might be enough to ensure that two people must draw congruent triangles. When
you have finished, compare your list with two neighbours and add any of their ideas to
yours.
Hint: SAS (an angle between two sides) is not the same as having SSA (two sides and an
angle, but the angle not between them). You should check both, and consider this
in other combinations. Ask your teacher if you are not sure you understand this
hint. Also: remember properties of triangles, such as that the sum of the angles in a
triangle is 180o, and those of isosceles triangles.
A counter example is an
3. Drawing diagrams as needed, carefully investigate example which demon-
each of the possibilities on your list. Keep a list of strates that an idea or
successes and failures, including theory is not true.
counter examples for the failures.
Remember, when testing theories in mathematics

and science, one important method is to try to prove
yourself wrong. If you can’t then your theory may
be true.
4. When you have finished testing, sort your successes

into two groups. The first group should contain only
those which are combinations of sides and angles,
such as the SSS combination. This group will be
fairly small. The second group should contain all
other combinations, such as the ‘one side +
equilateral triangle’ combination. If you see a
sensible reason to do it, you may wish to also split
this second group into sub-groups.
5. Compare your results with your neighbour, if he or she has finished. If there are any
disagreements between your lists then resolve them by discussion and examples (or
counter examples).
6. Working alone or with a partner, write a concise report on your findings. Include in your
report:
(i) a short introduction explaining what you investigated.
(ii) your findings, grouped sensibly, including any diagrams, examples and counter
examples.
(iii) a short conclusion.
2-2
Teacher Notes
Activity Summary
Suitable for: Year 7 or 8
Going Around in Circles examines patterns in circles, producing a fascinating investigation

into factors and geometric shapes. It guides the student to examine patterns in the shapes
formed and the number of points of contact around the circle. The resulting formula uses the
highest common factor of the jump size and the number of points around the circle.
Expected outcomes
The student will form conjectures regarding geometrical and numerical patterns.

Naming of geometric shapes, familiarity with factors and highest common factors.
Required materials
There may be a need for extra copies of the final page of the activity, containing multiple
copies of the 12-point circles required in question 6.

The questions in the activity concentrate primarily on the numerical patterns but there are
many possible discussion points stemming from the geometrical patterns.
Going Around in Circles
The diagram on the right shows a 12-point circle. On it has been marked the
b g
first few moves in a 12,7 pattern.
11
0
1
1. Continue the pattern shown here, stopping when you 10 2

land on zero. Include the arrows.
b g
A pattern of 12,7 means that on a 12-point 9 3
circle you are to make jumps of seven points,
starting at zero, in a clockwise direction.
8 4
2. At how many points does your resulting shape touch the

circle? 7 5
______________ 6
0
b g
3. On the 12-point circle right, draw a 12,4 pattern. 11 1
(a) How many points are there this time? ____ 10 2
(b) What differences do you notice

between the patterns? 9 3
8 4
7 5
6
b g b g
4. Predict in your own mind what you would expect to see for 12,3 and 12,8 patterns.
Use the special 12-point circle paper supplied by your teacher to check your predictions.
b g b g
5. Explain briefly why the 12,0 and 12,12 patterns are uninteresting.
3-1
6. Using the 12-point circle paper, complete any remaining diagrams for the patterns 12,0 b g
b
through to 12,12 .g
Number of Type of pattern
points in pattern. (shape etc.)
b12,0g
b12,1g
b12,2g
b12,3g
b12,4g
b12,5g
b12,6g
b12,7g
b12,8g
b12,9g
b12,10g
b12,11g
b12,12g
7. What patterns can you see in the table?
8. Find a rule which will give the number of points of contact with the circle (p) from the
step size (s) used.
Hint: Think about factors.
p=?
9. Test your rule by predicting the number of points in the patterns below, using the circles
provided below the table:
3-2
Predicted Predicted Actual no. of
Actual shape
no. of points shape points
(i) b9,3g How did
(ii) b9,6g you do?
(iii) b9,2g
(iv) b10,2g
(v) b10,5g
(vi) b24,6g
(vii) b24,9g
0 0 0
8 1 8 1 8 1
7 2 7 2 7 2
6 3 6 3 6 3
5 4 5 4 5 4
0 0 0
9 1 9 1 9 1
8 2 8 2 8 2
7 3 7 3 7 3
6 4 6 4 6 4
5 5 5
23 0 1 23 0 1 23 0 1
22 2 22 2 22 2
21 3 21 3 21 3
20 4 20 4 20 4
19 5 19 5 19 5
18 6 18 6 18 6
17 7 17 7 17 7
16 8 16 8 16 8
15 9 15 9 15 9
14 10 14 10 14 10
13 12 11 13 12 11 13 12 11
3-3
12-Point Circles
0 0 0
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
0 0 0
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
0 0 0
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
0 0 0
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
3-4
Teacher Notes
Activity Summary
Suitable for: Year 8 & upward, any non-tertiary bound upper school courses.
When teaching the interpretation of different styles of graphs, educators will find Covering
Up the Facts an interesting demonstration of the use of a nomogram, a style of graph
consisting of three vertical lines and used when a dependent quantity is derived via a non-
linear formula from two independent variables, in this case skin area from height and weight.
In this lesson the student will use a formula and a nomogram to calculate the area of a
person’s skin, as a function of their height and weight. It is an example of the application of
relatively straight-forward mathematics to an innately practical problem.
See also the following activity: “A Burning Question”
Expected outcomes
The student will appreciate the use of different styles of graphs as an alternative to formulae,
and their applicability to real-world situations.

A basic understanding of percentages is required, as well as the ability to use a calculator to
evaluate decimal powers of decimal bases. An understanding of the process of solving
equations by refinement by trial and adjustment would be advantageous.
Required materials
None.

Activity 5: “A Burning Question” follows this activity with the use of another nomogram to
calculate mortality risk for burn patients as a function of age and percentage of skin area
burned.
There are numerous other applications of mathematics to the skills of medicine and, in
particular, those of nursing are often well within the grasp of high school students. Example
are the experimental determination of the volume of a drop of water, leading to calculations of
drip rates for intravenous administration of liquids, and the calculation of medicinal dosages
for injections by the use of ratio and proportion. Any first year nursing handbook is a source
of endless materials.
Covering Up the Facts
What do you think is the largest organ in your body? Your brain?
In fact, the largest organ and the toughest is the skin! Your skin has to put up with an
incredible amount of daily abuse from the environment.
For some medications, and also in evaluating the extent of injuries to the skin, it is sometimes
necessary to be able to estimate the surface area of a person’s skin. As you can imagine, this
is very difficult to measure directly.
What would you guess the surface area of your body to be

in square metres?
My estimate is: ________________ m2.
There are two common methods of estimating the area of a person’s skin.
Method 1 – Using a formula

Through medical research, a formula was developed which is shown below:
S = 0.007184 × W 0. 425 × H 0. 725
where S is the surface area in square metres (m2)

W is the weight in kilograms (kg)
H is the height in centimetres (cm.)
Use the yx button on your calculator to find the surface area of skin for
a person who is 168 cm tall and who weighs 65 kilograms.
S = 0.007184 * 64.8648 x y 0.425 * 167.64 x y 0.725
You should obtain an answer of 1.7386 m2. If you did not get this
answer, see your teacher
to find out what you did
wrong.
4-1
You should now use the formula to check the estimate you made earlier of your skin area,
using your weight and height in the formula.
The difference
My estimate was: ________________ m2. between the two
values.
The formula value is: ________________ m2.
My error was: ________________ m2.
My percentage error was: ________________ %.
% Error = error x 100

How good was your estimate true value
compared to your friends’?
1. Determine the body surface area for the following people:
(a) James, who is 200cm tall and weighs 105kg S = ________ m2.
(b) Antonia, who is 173 cm tall and weighs 50 kg. S = ________ m2.
(c) Jeremy, who is 143 cm tall and weighs 63 kg. S = ________ m2.
(d) Gillian, who is 185 cm tall and weighs 55 kg. S = ________ m2.
Hint: You may need to

2. Challenge: (a) Charles is 143cm tall and has a skin use ‘guess, check and
improve’ techniques.
surface area of 1.5 m2 . How much does
Charles weigh, to the nearest 0.5 kg?
W = ___________ kg.
(b) Jeanette has a skin area of 1.2 m2 and
weighs 50kg. How tall is she, to the
nearest centimetre?
W = ___________ kg.
3. If a person who is 120cm tall increases in weight from 50 to 55 kg, by what

percentage will their skin surface area increase?
Original area: __________ m2 New area: __________ m2
Percentage increase: ________ %
4-2
Method 2 – Using a Nomogram
Although the formula gives the most accurate results, a calculator may not be available or it
may not be convenient to use one. A special graph called a nomogram was developed for use
when two quantities (height & weight) are used to find a third (skin area).
A nomogram designed for the calculation of skin area is shown below. It has been set up to
allow both metric and non-metric values. Use it to answer the questions which follow.
Height Body Surface Area Weight
2
(cm) (inches) (m ) (kg) (lb)
From Geigy Scientific Tables; 1990, 8th ed., Vol 5, p. 105, Novartis
Use the nomogram to answer the questions on the following page:
4-3
4. Find the body surface area of the following people:
(a) Angela, who is 162cm tall and weighs 55kg S = ________ m2.
(b) Beata, who is 165 cm tall and weighs 41 kg. S = ________ m2.
(c) Frances, who is 137 cm tall and weighs 53 kg. S = ________ m2.
(d) Gillian, who is 180 cm tall and weighs 58 kg. S = ________ m2.
5. (a) In question 2 earlier you were set the challenge of finding the weight of
Charles, who was 143cm tall and had a skin surface area of 1.5 m2. Use the
nomogram to check your earlier answer.
Note: There are slight discrepancies between the formula and the nomogram
for some values.
(b) You were also asked to find the height of Jeanette, who had a skin area of 1.2
m2 and weighed 50kg. Use the nomogram to check your earlier answer.
6. Find the weight (in the units indicated) of people with the following heights and body
surface areas:
(a) 150 cm and 1.70 m2 Weight: ___________ kg
(b) 120 cm and 1.25 m2 Weight: ___________ kg
(c) 170 cm and 1.90 m2 Weight: ___________ kg
(d) 144 cm and 1.35 m2 Weight: ___________ kg
7. (For experts!) For a person who is 165cm tall, use graph paper to draw a graph
showing how his body surface area will change as his weight increases from 50kg to
120kg.
4-4
Teacher Notes
Activity Summary
Suitable for: Year 8 & upward, any non-tertiary bound upper school courses.
Note: This activity follows on from activity 4: “Covering Up the Facts”.

Activity 4 must be completed first. In addition, some questions in this
activity refer to the Skin Area nomogram in Activity 4.
A Burning Questions uses a nomogram to investigate the effects on mortality risk of the twin
factors of age and percentage of skin area burned. Extensive use is made of percentages and
the student is also required to produce a graph of mortality risk vs. age when percentage of
burns is held constant. It is an example of the application of relatively straight-forward
mathematics to an innately practical problem.
Note: This activity refers to burn patients and mortality risks. As such, it may
be disturbing to some students.
Expected outcomes
The student will appreciate the use of different styles of graphs as an alternative to formulae,
and their applicability to real-world situations.

Understanding of percentage and ratio.
Required materials
None.

There are numerous other applications of mathematics to the skills of medicine and, in
particular, those of nursing are often well within the grasp of high school students. Example
are the experimental determination of the volume of a drop of water, leading to calculations of
drip rates for intravenous administration of liquids, and the calculation of medicinal dosages
for injections by the use of ratio and proportion. Any first year nursing handbook is a source
of endless materials.
A Burning Question
Note: You will need the Body Surface Area nomogram from the activity
“Covering Up the Facts” to complete questions in this activity.
Most forms of skin injuries can be treated fairly easily by modern medicines. Unfortunately,
while new advances are being made all the time, burn injuries are still slow to heal and very
painful to the victim.
When they are first admitted to hospital (or perhaps during the ambulance trip) a fast
judgement of how much skin is damaged can be very helpful in determining treatment. This
quick estimate can be made using the “Rule of Nines”.
Using this rule, the human body is divided up into 11 blocks of 9% each, plus a 12th section
containing the missing 1%. A diagram is of this is shown below
5-1
Hint: The face is
Use the “Rule of Nines” diagram to estimate the extent of burns for the
half of the head.
following patients.
1. Mrs Davis, whose face, arms and the front of her body above the waist were burned in
a car accident.
_____________ %
2. Ben, whose right arm, face and the right half of his chest (front and back) were burned
by removing the radiator cap of his car too quickly.
_____________ %
3. Carlotta, who is a volunteer fire-fighter and was caught by a fire. She lay face down
to protect herself and is burned on the whole of the rear of her body, as well as over
the whole surface of her arms.
_____________ %
4. If Carlotta, from the question above, is 191cm tall and weighs 87 kg then use the Skin
Area nomogram from the previous activity to determine her total body surface area.
Using this and your answer to the previous question, calculate the burned area in m2.
Body S.Area: _____________ m2
Percentage burned: _____________ %
Area burned: _____________ m2
5. Gregor is 195cm tall, weights 76kg and is scalded (burned by water) from the bottom
of his ribs downwards (front only). Calculate the burned area of skin in m2.
Body S.Area: _____________ m2
Area burned: _____________ m2
6. Jenny is one of the victims of an aircraft accident and is burned on the entire rear of
her body and on the whole of her arms and legs. If she is 160cm tall and weighs 56kg
then estimate the area burned in m2.
Body S.Area: _____________ m2
Area burned: _____________ m2
5-2
7. (Challenge!) Alberto has burns of 1.02 m2 on his body, which the paramedic has
estimated at 60% of his total body surface area. If Fred weighs 70kg then how tall is
he?
Height:_____________ cm
8. Jemima is burned on 55% of her body surface area. She is 150cm tall and weighs
56kg. Use the nomogram to find her body surface area in m2 and use this to calculate
the area burned in m2.
Area burned: _____________ m2.
9. Bruce is 185cm tall, weighs 65kg and has been burned by lightning on his entire right
side and the whole of his back. Calculate the area of burned skin in m2.
Body S.Area: _____________ m2
Area burned: _____________ m2
10. Lee has burns of 0.37m2, which is estimated by a nurse to be 27% of her body surface
area. If she is 140cm tall, what does she weigh?
Weight: _____________ kg
5-3
The greater the percentage of skin which is destroyed, the greater is the risk that the patient
will die of their injuries. This chance is known as the “mortality risk” and can be estimated
using a nomogram by knowing the patient’s age and the amount of skin burned.
A nomogram which can be used to estimate mortality risk is given on the next page. Use it to
answer the questions which follow.
11. A mortality risk of 0.75 means that the patient has a 75% chance of dying. What is the
chance that the patient will live?
________________%
12. Estimate the mortality risk of Stephanie, who is 25 years old and has burns to 70% of
her body. What is the chance of her surviving?
________________%
13. If Mrs Davis (from question #1) is 37 years old, estimate her mortality risk.
________________%
14. Which patient has the higher mortality risk? A 40 year old with burns to 40% of his
body or a 6 year old with the same burns? Why do you think this is so?
15. At age 45, what percentage of a person’s skin could be burned before their mortality
risk rose to more than 50%?
________________%
16. Frank’s mother has been told that he has only a 30% chance of survival. If Frank is 10
years old, what percentage of his skin is burned?
________________%
17. For a set amount of burns, is it possible to have the same mortality risk at two different
ages? Give an example.
18. Using the nomogram, estimate the mortality risks at ages 5, 10, 15, 20,….. for a
person with burns to 50% of their skin.
• Use these estimates to produce a line graph showing how mortality risk changes
with age for a patient with 50% burns.
• Why do you think that the mortality risk starts high, lowers and then rises again?
5-4
Nomogram showing Mortality Risk
as a function of Age (years) and
Percentage of Body Surface Burned.
(adapted from “A Severity Grading Chart for the Burned Patient”, by Larry D. Roi, Head, Biostatistics Dept., Michigan Cancer Foundation)
5-5
Teacher Notes
Activity Summary
Suitable for: Any course involving operations on fractions.
John Farey (1766 – 1826) was a geologist who occasionally dabbled in mathematics and
discovered an interesting sequence of fractions which was named the Farey Sequence after
him. The Farey Sequence of order 7 is created by forming all the possible fractions of size at
most one from the integers 1 to 7 and arranging them into increasing order of magnitude,
adding zero as the starting element.
1 1 1 1 2 1 2 3 1 4 3 2 5 3 4 5 6
ie. 0, , , , , , , , , , , , , , , , , , 1
7 6 5 4 7 3 5 7 2 7 5 3 7 4 5 6 7
This sequence has a number of interesting properties, amongst which are:
• the difference between any two consecutive fractions always has a numerator of 1.
• the sequence is palindromic by addition: adding any two fractions which are the
same distance from respective ends of the sequence always gives a total of 1.
Later mathematicians who investigated Farey’s sequence subsequently proved this result for
all integers n, and deduced a number of results which were later to prove usefully applicable
to Pick's Area Theorem.
Expected outcomes
The student will gain practice in the skills of addition, subtraction and ordering of fractions.
The student is also encouraged to form mathematical conjectures, and to extend their
mathematical knowledge by communicating hypotheses and considering the work of others.

It is assumed that the student is able to order, add, and subtract proper fractions.
Required materials
None.

More information on John Farey and on other mathematicians can be found at many web
sites. In particular see http://www.cut-the-knot.com/ctk/Farey.html
Farey Fractions
Although the idea may seem a little bizarre to you, mathematicians often
spend valuable TV time just playing around with numbers! Sometimes 1
they discover some interesting things. John Farey (1766 – 1826) was one
of those who found a small but interesting fact about fractions. 1
He began by writing down all the possible fractions, no larger than 1, that 1 2
could be made using the numbers 1 to 4 only. This set of fractions are
shown right.
2 2
1 2 3
Next, he went through the list and removed any fractions which cancelled
down to one that appeared in a simpler form earlier in the list. For 3 3 3
example, he crossed out 2 because it cancels down to 1 , which
appears earlier in the list.
4 2 1 2 3 4
1. Cross out any other fractions which cancel down to ones that
4 4 4 4
appear earlier in the list.
Hint: There should be six left.
2. In the space below, start with zero and write the list of fractions in ascending order.
Hint: If in doubt about whether one fraction is larger than another, you might try
converting them both to a decimal. For example, on your HP30S enter 2 by pressing
2 V 3 and then pressing $ [_] \ to convert to decimal. 3
0, _____, _____, _____, _____, _____, _____
3. Choose any pair of consecutive fractions from your list (ones that are next to each
other) and find their difference. Repeat this for another two pairs of consecutive
fractions, recording your results below.
Pair #1 Pair #2 Pair #3
____ - ____ = ____
6-1
4. Compare your results to those of the person next you. Hint: Look at the numerators.
See if you can spot the pattern which John Farey saw. Don’t expect too much: it’s a
Explain the pattern in words below: very simple pattern.
This is known as a palindomic

pattern. A palindrome reads the
same backwards as forwards. For
example:
“Able was I, ere I saw Elba”
5. Look at your list of fractions again, and add the first and last. Now add the second and
the second last. Keep going in to the centre. What do you notice?
John Farey wondered if these patterns worked only for the fractions in his first list, or whether
it might work for any such list. This type of question is characteristic of mathematicians.
6. This special sequence of ascending fractions was named the Farey sequence after John
Farey. The one you worked out using the numbers 1 to 4 is called the Farey sequence
of order 4. Write down the Farey sequence of order 7. Don’t forget zero.
7. Test Farey’s conjectures (theories) using the Farey sequence of order 7. Test at least
three fractions from it when subtracting. Choose a different set of three from your
neighbour so that you can compare results. Check also that the palindromic pattern
works for your new set of fractions.
Results:
6-2
So far you have only shown that this is true for fractions using the
numbers 1 to 4 and 1 to 7. John Farey wondered if he could prove that
this would happen for any list of fractions like this, no matter how large it
was. This was not at all easy but after a great deal of work by many
people it was successfully proven. In the process, a number of
mathematical tools and methods were developed that were very useful in
other areas.
This fascination with patterns in numbers and geometry has been a

characteristic of mathematicians throughout history.
You may be looking at this result and thinking to yourself that John Farey
must have been a bit strange to have thought that this was interesting.
a 2 + b2 = c2 On the other hand, one of the first

mathematicians to play with interesting
c a patterns was Pythagoras……
We all know that he didn’t discover

b anything useful don’t we?
6-3
Teacher Notes
Activity Summary
Suitable for: Years 7 to 9
In Locker Patterns, the investigation of a seemingly simple numerical pattern resulting from a
physical situation, leads to the examination of the factors of perfect squares.
Expected outcomes
The student will examine patterns in numbers, making conjectures regarding the governing
rules and the mathematical reasons for them.

Knowledge of factors, recognition of simple patterns, particularly the square numbers.
Required materials
None.

The teacher may choose to follow this activity with further work with factors, factor pairs,
factor trees, and prime numbers.
Locker Patterns
Isaac Newton Senior High School has just been renovated and contains exactly
1000 brand new lockers available for the students. The lockers are numbered 1
to 1000.
Mr Jackson, the new mathematics teacher, decided to try an

experiment with his maths class.
He lined up the students in his class at the beginning of the

corridor of lockers. Each student is to walk down the
corridor one after the other.
The first student is to open all the locker doors. He then goes
to the end of the line to wait for his next turn.
The second student follows and closes all the locker doors which have even numbers.
The third student then follows and changes the state of every third locker door. ie. any
locker with a number which is a multiple of three. Mr Jackson explained that by changing the
state, she is to open any door that is closed and close any door that is open.
The fourth student now changes the state of all the locker doors that are numbered with a
multiple of four during his trip down the thousand locker doors. This continues until ten
students have made their trip down the corridor of lockers.
After the first ten students have made their trip, Mr Jackson posed the following question: “If
we keep on doing this until this trip has been made by 1000 students, which locker doors will
be open?”

Through this sheet you will be investigating patterns
in numbers and factors.
7-1
1. If you have a theory already on what the answer might be, record it below.
2. You may well be looking at “1000 lockers” and thinking that there is
no way you can solve this problem. If so, the best thing to do is to A good start to
start with a smaller number. In this case, we will try just 17 solving any problem
is to simplify it.
lockers.
In the table below, O = Open and C = Closed. The state of the 17 lockers are shown for
the first two students and for part of the third. Complete the table.
Locker No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Student 1 O O O O O O O O O O O O O O O O O
Student 2 O C O C O C O C O C O C O C O C O
Student 3 O C C
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
3. List the numbers of the lockers which are open at the end of the If you can’t see a
pattern, check that you
17th student’s run. Can you now see a pattern in the
have the right numbers.
ones that are open? If so, record it.
Open:
Pattern:
7-2
4. If you now know the pattern then what is the answer to Mr Jackson’s original question?
How many of the 1000 lockers will be open when the 1000th student has passed through?
5. The question you should now try to answer is: “Why does it happen?”
Hint: It has something to do with the number of factors that the

different numbers have. In one column, try writing down all the
factors, in order, for a couple of the locker numbers which were
closed. Now, in a second column, do the same for some of the
lockers that were open. Look at how many factors there are in
each. You should try to explain in a logical fashion why this
causes the pattern to occur, in terms of opening and closing.
7-3
Solutions
Activity 1: SEDs and DEDs Activity 2: Congruent Triangles

1. SED always 5, DED always 25 except for 51. 1. Three angles is not enough.
2. a) 5, 25 b) 5, 25 Triangles may be congruent but
3. Yes, the pattern works for them also. may only be similar.
4. SED pattern 7, 9, 3, 1 and repeat. DED pattern is
07, 49, 43, 01 and repeat. Subsequent questions have many possible answers.
5. a) 7, 07 b) 9, 49 c) 1, 01 Consult your teacher if you are unsure of your results.
6. SEDs are the same, DEDs are not.
7. a) 1 b) 3 c) 3
8. SED & DED patterns:
0Æ SEDs: all 0 Activity 3: Going Around in Circles
DEDs: all 00 1. Check with your teacher if unsure
1Æ SEDs: all 1 2. 12
DEDs: all 01 3. a) 3 b) No contact with some points. No crossed
2Æ SEDs: 2, 4, 8, 6 lines.
4. (12,3) is a square with 4 points of contact. (12,8)
02, 04,08,16,32,64,28,56,12,24,48,... is a triangle like (12,4) but with arrows the
DEDs:
...96,92,84,68,36,72,44,88,76,52 opposite direction.
5. They are a single point at zero.
Note: the 02 does not repeat.
6. Number of points column: 1, 12, 6, 4, 3, 12, 2,
3Æ SEDs: 3,9,7,1 12, 3, 4, 6, 12, 1
03,09,27,81,43,29,87,61,83,49... 7. Symmetrical. Other patterns also valid.
DEDs: 12
...47,41,23,69,07,21,63,89,67,01 8. No. points p = , where H.C.F.
H . C. F .(12 , s)
4Æ SEDs: 4,6 means Highest Common Factor.
DEDs: 04,16,64,56,24,96,84,36,44,76 9. Actual points column: 3, 3, 9, 5, 2, 4, 8
5Æ SEDs: all 5
DEDs: 05, 25
6Æ SEDs: all 6
DEDs: 06, 36,16,96,76,56 Activity 4: Covering Up the Facts
7Æ SEDs: 7,9,3,1 1. a) 2.42 b) 1.59 c) 1.53 d) 1.74
2. a) 60.5 b) 117
DEDs: 07,49,43,01 3. 1.2185, 1.2689, 4.1%
8Æ SEDs: 8,4,2,6 4. a) 1.62 b) 1.49 c) 1.38 d) 1.80
08,64,12,96,68,44,52,16,28,24,... 5. Answers may be slightly different on the
DEDs: nomogram
...92,36,88,04,32,56,48,84,72,76 6. a) 75 b) 54 c) 75 d) 44 (your answers may vary
9Æ SEDs: 9,1 slightly)
DEDs: 09,81,29,61,49,41,69,21,89,01
9. a) 0, 00 b) 4, 64 c) 3, 23 d) 6 e) 9 f) 8 g) 6
10. Because 22 = 4, every second entry in the patterns
for 2 is an entry in the pattern for 4.
02,04,08,16,32,64,28,56,12,24...
i.e.
04, 16, 64, 56, 24...
Similarly, because 23 = 8, every third entry in the
pattern for 2 is an entry in the pattern for 8.
Another pair of numbers which behave similarly
is 3 and 9.
i
Activity 5: A Burning Question Activity 7: Locker Patterns
1. 40.5% 1. Many possible answers
2. 22.5% 2. Compare with your neighbor.
3. 58.5% 3. Open: 1, 4, 9, 16. All others closed.
4. 2.21, 58.5%, 1.29 4. 31 lockers are open. ( 1000 rounded down)
5. 2.14, 28%, 0.599 5. All the perfect squares have an odd number of
6. 1.61, 76.5%, 1.23 factors. Each factor means a student changes
7. 154.5 state of that locker. Every two changes of state
8. 0.84 mean an open then a close, so this means that the
9. 1.93, 50%, 0.965 perfect squares all have one change of state ‘left
10. 60 over’ and remain open.
11. 25%
12. 47%
13. 15%
14. The 40 yr old. The six yr old is still growing.
15. 51%
16. 82%
17. Many possible. eg. Age 5 and 28
Activity 6: Farey Fractions

1. See next answer for list.
1 1 1 2 3
2. 0, , , , , , 1
4 3 2 3 4
3. varying answers
4. The numerator is always one. There are others.
5. Pairs always add to 1.
1 1 1 1 2 1 2 3
0, , , , , , , , ,...
7 6 5 4 7 3 5 7
6.
1 4 3 2 5 3 4 5 6
... , , , , , , , , , 1
2 7 5 3 7 4 5 6 7
7. Patterns from 4 & 5 should still work.
ii

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Preface

Welcome to the joys of Investigating Mathematics through Patterns.

Hewlett-Packard Calculators is pleased to introduce you to “Investigating

We look forward to hearing from you.

Teachers may choose to use an activity as an adjunct to concepts being explored, as an

• a summary of the activity, including an outline of the material covered;

Activity 1: Planning the Paths

Suitable for: Year 10 upward, any upper school courses involving

Activity 2: Infinite Series

Activity 3: Lines and Regions

Activity 4: Games for Charity

Activity 6: How Large is “Large”?

Suitable for: Year 10 & upward, any pre-calculus or early calculus

Activity 7: Moths to a Candle

Suitable for: Any upper school course involving advanced

paths through a regular rectangular network, assuming no backtracking is allowed.

Required skills and knowledge

Follow-up teaching points Z

Jim wondered if there was a simple pattern or rule which he

Your task is to find out for him.

right angled grids. A B

(a) A to B? ________ Careful! Don’t confuse the

(e) (f) Find the number of paths from A to Z

(g) Find the number of paths through the network from

You may need to redraw the grid as part of the N

8. It’s now time to go back and solve Jim’s original problem

(a) On graph paper, draw a network which is equivalent to

(b) Calculate the number of paths from A to B using the rule

9. When Jim reported his results to Janet she was a bit

How many paths does this reduce the total to?

Pascal’s Triangle 1 Å Row 0

Explain what you have found:

Required skills and knowledge

Follow-up teaching points;

“What’s going on?”, she exclaimed. “You’ve

2. Complete the table below showing Jacob’s progress.

Jacob’s demonstration went as follows…

Let x = the total area mowed.

10. We can also apply this method to recurring decimals as follows:

Let x = 0 ⋅ 222222.... (ie. 0 ⋅ 2 recurring or 0 ⋅ 2)

0 ⋅ 11111.... What is the final line of the table

Let x = 0 ⋅ 272727.... (ie. 0 ⋅ 27 recurring or 0 ⋅ 27)

(c) 0 ⋅ 25252525.... (d) 3 ⋅ 09090909....

(e) 0 ⋅ 123123123123.... Hint: Multiply by 1000.

Required skills and knowledge

Follow-up teaching points

Eduardo has developed the design shown on the

marked, as well as some of the external regions (E1, E2…).

1. In each of Eduardo’s diagrams above, the lines have been placed so as

On a separate piece of paper, check your answers.

7. Use your rules to find the number of intersections for:

(iii) 200 lines. ________________

Why not two

(ii) at least 10,000 intersections. ________________

Required skills and knowledge

Follow-up teaching points

There was a thoughtful silence from the 5 4

“Let’s find out for sure.”, said Ms Cartwright.

(a) an eight? _____________

(b) a four or a five? _____________

(c) any other number than these? _____________

2. If the wheel were to be spun 1000 times, then:

(a) how much money would be collected

Average profit/loss per spin = $ = ¢

Predicted mean: _ Actual: _

Predicted standard deviation: _ Actual: _

Predicted mean: _ Actual: _

Predicted standard deviation: _ Actual: _

Predicted mean: _ Actual: _

Predicted standard deviation: _ Actual: _

Predicted mean: _ Actual: _

Predicted standard deviation: _ Actual: _

Height = cm. Width = cm. Length = cm.

Size = cm Volume of box = ___ cm3.

cm and cm

Size = cm Volume of box = _ cm3.