On Sums of Figurate Numbers by Using Techniques Of
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An Heptagonal Numbers
© April 2021| IJIRT | Volume 7 Issue 11 | ISSN: 2349-6002 An Heptagonal Numbers Dr. S. Usha Assistant Professor in Mathematics, Bon Secours Arts and Science College for Women, Mannargudi, Affiliated by Bharathidasan University, Tiruchirappalli, Tamil Nadu Abstract - Two Results of interest (i)There exists an prime factor that divides n is one. First few square free infinite pairs of heptagonal numbers (푯풎 , 푯풌) such that number are 1,2,3,5,6,7,10,11,13,14,15,17…… their ratio is equal to a non –zero square-free integer and (ii)the general form of the rank of square heptagonal Definition(1.5): ퟑ ퟐ풓+ퟏ number (푯 ) is given by m= [(ퟏퟗ + ퟑ√ퟒퟎ) + 풎 ퟐퟎ Square free integer: ퟐ풓+ퟏ (ퟏퟗ − ퟑ√ퟒퟎ) +2], where r = 0,1,2…….relating to A Square – free Integer is an integer which is divisible heptagonal number are presented. A Few Relations by no perfect Square other than 1. That is, its prime among heptagonal and triangular number are given. factorization has exactly one factors for each prime that appears in it. For example Index Terms - Infinite pairs of heptagonal number, the 10 =2.5 is square free, rank of square heptagonal numbers, square-free integer. But 18=2.3.3 is not because 18 is divisible by 9=32 The smallest positive square free numbers are I. PRELIMINARIES 1,2,3,5,6,7,10,11,13,14,15,17,19,21,22,23……. Definition(1.1): A number is a count or measurement heptagon: Definition(1.6): A heptagon is a seven –sided polygon. -
Induction for Tetrahedral Numbers
Induction for Tetrahedral Numbers Teacher Notes and Answers 7 8 9 10 11 12 TI-84PlusCE™ Investigation Student 50 min Teacher Notes: “Inductive Tetrahedrals” is part two of this three-part series. [Refer to Inductive Whole Numbers for Part One]. Part two follows a similar format to part one but is slightly more challenging from an algebraic perspective. Teachers can use part two in this series as a more independent environment for students focusing on providing feedback rather than instruction. A set of Power Point slides is provided that can be used to enhance the visual aspect of this lesson, the ability to visualise solutions can give problems more meaning. “Cubes and Squares” is part three of this three-part series. This section is designed as an assessment tool, marks have been allocated to each question. The questions are more reflective of the types of questions that students might experience in the short answer section of an examination where calculators may be used to derive answers or to simply verify by-hand solutions. A set of Power Point slides is provided that can be used to introduce students to this task. Introduction The purpose of this activity is to use exploration and observation to establish a rule for the sum of the first n tetrahedral numbers then use proof by mathematical induction to show that the rule is true for all whole numbers. What are the Tetrahedral numbers? The prefix ‘tetra’ refers to the quantity four, so it is not surprising that a tetrahedron consists of four faces, each face is a triangle. -
Tetrahedral Numbers
Tetrahedral Numbers Student Worksheet TI-30XPlus Activity Student 50 min 7 8 9 10 11 12 MathPrint™ Finding Patterns What are the Tetrahedral numbers? The prefix ‘tetra’ refers to the quantity four, so it is not surprising that a tetrahedron consists of four faces, each face is a triangle. This triangular formation can sometimes be found in stacks of objects. The series of diagrams below shows the progression from one layer to the next for a stack of spheres. Row Number 1 2 3 4 5 Items Added Complete Stack Question: 1. Create a table of values for the row number and the corresponding quantity of items in a complete stack. Question: 2. Create a table of values for the row number and the corresponding quantity of items that are added to the stack. Question: 3. The calculator screen shown here illustrates how to determine the fifth tetrahedral number. The same command could be used to determine any of the tetrahedral numbers. Explain how this command is working. Question: 4. Verify that the calculation shown opposite is the same as the one generated in Question 3. Question: 5. Enter the numbers 1, 2 … 10 in List 1 on the calculator. Enter the first 10 tetrahedral numbers in List 2. Once the values have been entered try the following: a) Quadratic regression using List 1 and List 2. Check the validity of the result via substitution. b) Cubic regression using List 1 and List 2. Check the validity of the result via substitution. Texas Instruments 2021. You may copy, communicate and modify this material for non-commercial educational purposes Author: P. -
Elementary School Numbers and Numeration
DOCUMENT RESUME ED 166 042 SE 026 555 TITLE Mathematics for Georgia Schools,' Volume II: Upper Elementary 'Grades. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. e, PUB DATE 78 NOTE 183p.; For related document, see .SE 026 554 EDRB, PRICE MF-$0.33 HC-$10.03 Plus Postage., DESCRIPTORS *Curriculm; Elementary Educatia; *Elementary School Mathematics; Geometry; *Instruction; Meadurement; Number Concepts; Probability; Problem Solving; Set Thory; Statistics; *Teaching. Guides ABSTRACT1 ' This guide is organized around six concepts: sets, numbers and numeration; operations, their properties and number theory; relations and functions; geometry; measurement; and probability and statistics. Objectives and sample activities are presented for.each concept. Separate sections deal with the processes of problem solving and computation. A section on updating curriculum includes discussion of continuing program improvement, evaluation of pupil progress, and utilization of media. (MP) ti #######*#####*########.#*###*######*****######*########*##########**#### * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE IS NATIONAL INSTITUTE OF.. EDUCATION THIS DOCUMENT HA4BEEN REPRO- DuCED EXACTLY AS- RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN- ATING IT POINTS OF VIEWOR 01NIONS STATED DO NOT NECESSARILYEpRE SENT OFFICIAL NATIONAL INSTITUTEOF TO THE EDUCATION4 -
~Umbers the BOO K O F Umbers
TH E BOOK OF ~umbers THE BOO K o F umbers John H. Conway • Richard K. Guy c COPERNICUS AN IMPRINT OF SPRINGER-VERLAG © 1996 Springer-Verlag New York, Inc. Softcover reprint of the hardcover 1st edition 1996 All rights reserved. No part of this publication may be reproduced, stored in a re trieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Published in the United States by Copernicus, an imprint of Springer-Verlag New York, Inc. Copernicus Springer-Verlag New York, Inc. 175 Fifth Avenue New York, NY lOOlO Library of Congress Cataloging in Publication Data Conway, John Horton. The book of numbers / John Horton Conway, Richard K. Guy. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-4612-8488-8 e-ISBN-13: 978-1-4612-4072-3 DOl: 10.l007/978-1-4612-4072-3 1. Number theory-Popular works. I. Guy, Richard K. II. Title. QA241.C6897 1995 512'.7-dc20 95-32588 Manufactured in the United States of America. Printed on acid-free paper. 9 8 765 4 Preface he Book ofNumbers seems an obvious choice for our title, since T its undoubted success can be followed by Deuteronomy,Joshua, and so on; indeed the only risk is that there may be a demand for the earlier books in the series. More seriously, our aim is to bring to the inquisitive reader without particular mathematical background an ex planation of the multitudinous ways in which the word "number" is used. -
The Frobenius Number for Sequences of Binomial Coefficients
The Frobenius number for sequences of binomial coefficients Aureliano M. Robles-Perez´ Universidad de Granada A talk based on a joint work with Jose´ Carlos Rosales (J. Number Theory 186 (2018) 473–492.) INdAM meeting: International meeting on numerical semigroups - Cortona 2018 3-7th September 2018 A. M. Robles-Perez´ (UGR) Frobenius number and binomial sequences IMNS-2018 1 / 29 Frobenius coin problem I Given relatively prime positive integers a1;:::;an, n ≥ 2, find a formula to compute the largest integer that is not representable as a non-negative integer linear combination of a1;:::;an. I F(a1;:::;an) (the Frobenius number of the set fa1;:::;ang) denotes the solution of the previous problem. I F(a1;a2) = a1a2 − a1 − a2: I Frobenius problem is open for n ≥ 3. ∗ Curtis: it is impossible to find a polynomial formula that computes the Frobenius number if n = 3. ∗ Ram´ırez Alfons´ın: the problem is NP-hard for n variables. A. M. Robles-Perez´ (UGR) Frobenius number and binomial sequences IMNS-2018 2 / 29 Particular cases I Arithmetic and almost arithmetic sequences (A. Brauer; M. Lewin; J. B. Roberts; E. S. Selmer), I Fibonacci sequences (J. M. Mar´ın, J. L. Ram´ırez Alfons´ın and M. P. Revuelta), I geometric sequences (D. C. Ong and V. Ponomarenko), I Mersenne, repunit, and Thabit sequences (J. C. Rosales, M. B. Branco, D. Torrao),˜ I squares and cubes sequences (M. Lepilov, J. O’Rourke and I. Swanson; A. Moscariello), I ... A. M. Robles-Perez´ (UGR) Frobenius number and binomial sequences IMNS-2018 3 / 29 Particular cases: motivations (i) I Brauer: n − 2 F(n;n + 1;:::;n + k − 1) = + 1 n − 1: k − 1 I Baker (conjecture): If Tn is the nth triangular (or triangle) number, then 8 3 2 > 6n +18n +12n−8 if n is even; <> 8 F(Tn;Tn+1;Tn+2) = :> 6n3+12n2−6n−20 8 if n is odd. -
Pascal's Triangle
PASCAL’S TRIANGLE Todd Cochrane 1 / 29 Robert’s Dream In his dream, Robert and the Number Devil build a giant pyramid of blocks. Being two-dimensional they agree to call it a triangle of blocks. Then they start marking the blocks with a felt pen, labeling the top block 1, the next two 1,1, and then each block thereafter the sum of the two values above it. Thus, the third row is 1,2,1, the fourth 1,3,3,1 and so on. 2 / 29 Pascal’s Triangle 1 1 1 1 2 1 1 3 3 1 1 4 6 4 1 ; 1 5 10 10 5 1 1 6 15 20 15 6 1 1 7 21 35 35 21 7 1 1 8 28 56 70 56 28 8 1 Rule: Each term in Pascal’s triangle is the sum of the two terms above it. Pascal’s triangle is named after Blaise Pascal, who put together many of its properties in 1653. 3 / 29 Triangle Numbers. Diagonal 3: 1; 3; 6; 10; 15; 21;::: Diagonal 4: 1; 4; 10; 20; 35; 56;::: Tetrahedral Numbers. Diagonal’s of Pascal’s Triangle 1 1 1 1 2 1 1 3 3 1 1 4 6 4 1 ; 1 5 10 10 5 1 1 6 15 20 15 6 1 1 7 21 35 35 21 7 1 1 8 28 56 70 56 28 8 1 Diagonals: Note, the Southwesterly and Southeasterly diagonals are the same. Diagonal 1: 1; 1; 1; 1;::: (yawn) Diagonal 2: 1; 2; 3; 4; 5; : : : ::: Natural Numbers . -
The Personality of the Integers from One to One Gross
ETY CI O O F S The Dozenal Society of America E 0 1 A L X 2 M A 9 3 E The Personality of the Integers N R E 8 4 I Z 7 5 C from One to One Gross A O 6 D Jay Schiffman S Introduction n his fascinating paperback entitled The Lore of integer that lends a special personality to them es- I Large Numbers,1 author Philip J. Davis devotes a pecially when one resorts to duodecimals. Finally, detailed chapter to The Personality of Numbers and my goal is to furnish number theoretic characteris- provides a list entitled Who’s Who Among The Inte- tics related to each of the integers that are perhaps gers from One to One Hundred in the decimal base. omitted from the average list. Our initial task is to The purpose of my paper is to expand his list to the present the reader with a dictionary which is termed first gross and present additional characteristics of A Glossary of Symbols and Terms. These symbols these integers. It is indeed the uniqueness of each and terms will be illustrated in this section. A Glossary of Symbols and Terms 1. n! The factorial of the positive integer n. We de- 6. Ln The nth Lucas Number. n is a Lucas Number fined n!, known as n factorial, recursively as if n satisfied the Lucas Sequence defined recur- follows: 0! = 1 and (n + 1)! = (n + 1)(n!). sively as follows: L1 = 1, L2 = 3, and Ln = Hence 1! = (0 + 1)(0!) = (1)(1) = 1 and Ln−2 + Ln−1 for n ≥ 3. -
Math Ontological Basis of Quas
Math Ontological Basis of Quasi Fine-Tuning in Ghc Cosmologies Mark Thomas To cite this version: Mark Thomas. Math Ontological Basis of Quasi Fine-Tuning in Ghc Cosmologies. 2015. hal- 01232022v5 HAL Id: hal-01232022 https://hal.archives-ouvertes.fr/hal-01232022v5 Preprint submitted on 23 Jul 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Math Ontological Basis of Quasi Fine-Tuning in Ghc Cosmologies 1 M. A. Thomas The subject of fine tuning in physics is a long contentious issue especially now as it has hitched a ride on the Multiverse bandwagon. The maths of quadratic forms are predominately featured and relate the physics parameters G h c, which in turn are weighted during the Planck Era(s) determined by relative Planck time clocking. This simplifies the search to these three values as being the important apparent fine-tuned parameters (quasi fine tuning) for determining the gravitational build structures restricted to SM-4D type Universes. Two gravitational coupling constants (dimensionless) are prescribed within the Ghc complex. Both describe the relative rigidity of gravitational physics in the low energy build of our Universe (General Relativity toward endpoint neutron star, black hole formation). -
Patterns in Figurate Sequences
Patterns in Figurate Sequences Concepts • Numerical patterns • Figurate numbers: triangular, square, pentagonal, hexagonal, heptagonal, octagonal, etc. • Closed form representation of a number sequence • Function notation and graphing • Discrete and continuous data Materials • Chips, two-color counters, or other manipulatives for modeling patterns • Student activity sheet “Patterns in Figurate Sequences” • TI-73 EXPLORER or TI-83 Plus/SE Introduction Mathematics has been described as the “science of patterns.” Patterns are everywhere and may appear as geometric patterns or numeric patterns or both. Figurate numbers are examples of patterns that are both geometric and numeric since they relate geometric shapes of polygons to numerical patterns. In this activity you will analyze, extend, and describe patterns involving figurate numbers and make connections between numeric and geometric representations of patterns. PTE: Algebra Page 1 © 2003 Teachers Teaching With Technology Patterns in Figurate Sequences Student Activity Sheet 1. Using chips or other manipulatives, analyze the following pattern and extend the pattern pictorially for two more terms. • • • • • • • • • • 2. Write the sequence of numbers that describes the quantity of dots above. 3. Describe this pattern in another way. 4. Extend and describe the following pattern with pictures, words, and numbers. • • • • • • • • • • • • • • 5. Analyze Table 1. Fill in each of the rows of the table. Table 1: Figurate Numbers Figurate 1st 2nd 3rd 4th 5th 6th 7th 8th nth Number Triangular 1 3 6 10 15 21 28 36 n(n+1)/2 Square 1 4 9 16 25 36 49 64 Pentagonal 1 5 12 22 35 51 70 Hexagonal 1 6 15 28 45 66 Heptagonal 1 7 18 34 55 Octagonal 1 8 21 40 Nonagonal 1 9 24 Decagonal 1 10 Undecagonal 1 .. -
Identifying Figurate Number Patterns
Identifying Figurate Lesson 7-9 Number Patterns DATE TIME SRB 1 Draw the next three rectangular numbers. 58-61 2 a. Complete the list of the first 10 rectangular numbers. 2, 6, 12, 20, 30, 42 56,EM4_MJ2_G4_U07_L09_001A.ai 72, 90, 110 b. How did you get your answers? Sample answer: I kept multiplying the next 2 counting numbers. I knew 42 = 6 ⁎ 7, so to find the next rectangular number, I multiplied 7 ⁎ 8 = 56. 3 a. Continue the following pattern: 2 = 2 2 + 4 = 6 2 + 4 + 6 = 12 2 + 4 + 6 + 8 = 20 2 + 4 + 6 + 8 + 10 = 30 2 + 4 + 6 + 8 + 10 + 12 = 42 b. Describe the pattern. Sample answer: Each rectangular number is the sum of the even numbers in order, starting with 2. c. What pattern do you notice about the number of addends and the rectangular number? The number of addends is the same as the “number” of the rectangular number. For example, 30 is the fifth rectangular number, and it has 5 addends. d. Describe a similar pattern with square numbers. Sample answer: Each square number is the sum of the odd numbers in order, starting with 1. 1 = 1, 1 + 3 = 4, 1 + 3 + 5 = 9, 1 + 3 + 5 + 7 = 16, and so on. 252 4.OA.5, 4.NBT.6, SMP7, SMP8 Identifying Figurate Lesson 7-9 DATE TIME Number Patterns (continued) Try This 4 Triangular numbers are numbers that are the sum of consecutive counting numbers. For example, the triangular number 3 is the sum of 1 + 2, and the triangular number 6 is the sum of 1 + 2 + 3. -
Painting a Pyramid.Pdf
Delving deeper christopher M. Kribs-Zaleta Painting the Pyramid ne hallmark of a mathematician is the can measure or count about a cube: numbers of ver- instinct to extend and generalize. This article tices, edges, and faces, surface area, and volume. In Otakes a common high school problem relating particular, the unit cubes at the vertices of the large algebra, geometry, and patterns and extends it. The cube are those that have paint on 3 faces (for n > 1). extension seems simple enough at first glance but The remaining unit cubes along the edges of the large proves to have a number of interesting complications. cube are those that have paint on 2 faces, and the cor- Painting the Cube (NCTM 1989; Reys 1988) is a responding formula 12(n – 2) that emerges from the popular and mathematically rich problem used in mid- data is formed by measuring the length of one edge, dle and high school mathematics courses (as well as discounting the two corner cubes, and then multiply- some courses for preservice teachers). In that problem, ing by the number of edges. The remaining unit a large cube is assembled from small unit cubes, and cubes on the faces of the large cube are those with the exposed faces of the large cube are then painted one painted face, and they are counted by measuring (see fig. 1). The problem asks how many of the unit the area of a face, discounting the edges and corners, cubes will have paint on 0, 1, 2, . faces, as a func- and multiplying by the number of faces.