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Finding the differences of squares that are aligned differently and that are of different lengths and
widths is my main objective and I hope to do this so that there is a more thorough explanation for my
results. Task 7: I want to do one more task on the rectangle so I can get enough data to compare
results and subsequently after this task, I will compare all these results in a table and try to work out
a formula. The “ a 2 ” term is present on both sides of the minus sign, as is the “10 ae ” term and the
“ ad ” term. Firstly, I investigated the correlation between width ( n ), height ( m ) and the difference
( D ) between the products of the top left number and the bottom right number of the square and the
product of the bottom left and top right numbers. It also seems that there is a pattern, where the
difference equals “the length of the box minus 1” squared multiplied by 10. I will multiply the top
right number by the lower left. Now I will also introduce another variable z to further investigate the
problem. An example of the 2x2 box has been highlighted on each one. I will now use algebra to
prove that this is the case for all 3 x 3 squares. I will know test the formula to see if it is correct.
Because all the rectangles and squares were on a 10 x 10 grid, the formula always contained a 10X 2
term. As it would be impractical (and impossible if the grid extended to more than 10 rows) to do all
possible calculations, 5 should be enough to display any patterns that may lie therein. So we can use
this result that we have previously gathered from experimenting to test if this formula is correct. This
could prove difficulty as presenting it in an interesting way would cause great problems. I have used
algebra where necessary to prove why the formulas or calculations have worked out in the way that
they have. The grid size still plays a part in this too and with a larger grid comes a larger difference.
From a square in a 10x10 grid with simple algebraic and number manipulation I finally ended up
with the formula for finding the differences in any square or rectangle, in any size, in any sized grid,
with any differences between the numbers in that grid. From this table, one can see that as both the
length and width of the box is increased by one each time, the difference increases. Also I have
found that all rectangles of the same size have the same difference regardless of whether the length
or width is the largest. Therefore I chose to change the box from 2 x 2, (four numbers,) to 3 x 3, (nine
numbers,) and used the same process of finding the product of the top left number and bottom right
number and vice versa. Simultaneously, varying values of z will be tested to give different widths of
grids. It have been designed for students working towards the AQA Entry Level Certificate in Maths
who are working at Entry Level 1. If I put these figures into my formula, I would get. Therefore, they
cancel each other out to leave “10 d 2 ”. The formula for the 10 x 10 grid was 10(h-1)?, I predict that
the grid size for a 5 x 5 grid will be 5(h-1). I will test these each twice if I get the same answer I will
not test them further. I will now investigate rectangles taken from a 10x10 master grid. I am going to
investigate what the difference between the opposite products inside a square shaped box is. Task 4:
In task 4, I have decided to change the box size, by expanding it to a 5 x 5 box. The “L” and “W”
values were again representing the length and width of the shape inside the grid and the “M” value
representing the size of the main grid.
Grid sizes to be used for data collection will range from 11 to 15. So, to test this formula, we have
previously established that the difference in a 5 x 4 Rectangle is 120 so we can therefore test this
with our equation for squares. The rule always works like this, only with different products, but
nevertheless you get the same difference. Because each of these brackets represents the side of the
square, when it becomes a rectangle, it is safe to assume that the area will be. This could prove
difficulty as presenting it in an interesting way would cause great problems. The a 2 term is present
on both sides of the minus sign, as is the 11 ad term. Using algebra, I will now prove that an nxn grid
taken from a 6x6 master grid will result in an answer or 6(n-1)2. I realized that for the 3 x 3 box, I
had to multiply the 10 by 4 in order to get 40 and in the 4 x 4 box, I needed to multiply the 10 by a 9
to get 90. I will now investigate rectangles taken from a 10x10 master grid. I have challenged my
thought by using predictions throughout the experiment and tested them. They provide Entry 1
students with practice in assessments in which the whole of the paper is at a level they can complete.
It can be seen that the difference is increasing as you go down the table, I could also see that if all
the differences are divided by ten then they all are squared numbers of 1, 2, 3 and 4. This is the
result for any nxn grid taken from a 6x6 master grid. If you were to multiply 6 by 4, and not 2, then
you would get a difference of 8. After experimenting and finding a formula with the change in h I
wanted to see what change would be brought up if I changed the width of the box, and to see
whether the formula would be the same as that of h. However, we need to use more examples to be
sure this is always what happens, even though I know it will, as all the results were the same with the
10x10 grid AND with the 9x9 grid. Task 4: In task 4, I have decided to change the box size, by
expanding it to a 5 x 5 box. For example, I predict that an nxn grid taken from an mxm master grid
would result in an answer of m(n-1)2. From the results, this suggests that the difference between the
products of ad and bc is always 20, suggesting that a 2 x 3 box also has a pattern within it. Therefore
the following equation should be satisfied with any real value of a, and any real value of p where.
This formula does show what happens with the grids before, so therefore I can say this is a definite
rule. Each bundle contains workbooks that cover the entire specification and all of the outcomes
students are required to achieve at each level. It also seems that there is a pattern, where the
difference equals “the length of the box minus 1” squared multiplied by 10. From this, and further
investigation I will find these patterns and work out equations which can then be proven by
numerical examples. In a grid a rectangle is drawn and then the product of the opposite corners is
found and the difference is calculated. In a larger table the numbers in the bottom corners are larger
thus making a larger difference when multiplied and the difference is found. I will know test the
formula to see if it is correct. This basically means that the “n” value represented my length and
width, but as the length and width in a square is the same, I squared the bracket as it would be the
same. Number Grid Coursework The grid I will using is a 10 x 10 grid, numbers ranging from 1 to
100. However, because the top left hand square is one less than the top right hand corner, you have
to take away the number inside that square away from the higher product.
It also seems that there is a pattern, where the difference equals “the length of the box minus 1”
squared multiplied by 10. I will work out some of the rectangle differences to prove that my algebraic
theory is correct. From the results, this suggests that the difference between the products of ad and
bc is always 20, suggesting that a 2 x 3 box also has a pattern within it. The numbers in the grid do
not have to be integers though, as long as the numbers go up consecutively, as this example shows.
With these boxes, in 5 different random locations on the width z grid, the differences of the two
products will be calculated. However the patterns found in each of these corners of the different
rectangles leads to a rule being able to be produced. One can also see clearly that as a increased so
did the products of the corners of the box. This would mean a 5x5 grid would have differences of
160. If this is multiplied and the difference is found for this square we get the algebraic equation to
find the difference of any shape in any grid. I will now investigate rectangles taken from a 10x10
master grid. The variable a will continue to be used for the top-left number in the box i.e. the
location of the box upon the grid. I used this bit of information to try working out the formula the
same way as before only replacing the 10's with L's to represent the amount of squares the grid
length is. Therefore I chose to change the box from 2 x 2, (four numbers,) to 3 x 3, (nine numbers,)
and used the same process of finding the product of the top left number and bottom right number
and vice versa. In a larger table the numbers in the bottom corners are larger thus making a larger
difference when multiplied and the difference is found. However, just to be sure, I want to check
whether this is true by replacing x with a random number. Using algebra, I will now prove that an
nxn grid taken from a 6x6 master grid will result in an answer or 6(n-1)2. It can be seen that the
difference is increasing as you go down the table, I could also see that if all the differences are
divided by ten then they all are squared numbers of 1, 2, 3 and 4. The variable a will continue to be
used for the top-left number in the box i.e. the location of the box upon the grid. As I have already
predicted, the difference will be 40. If I put this into an algebraic formula, I would therefore get. I
will make several predictions and theories that vary greatly so that they can relate to the patterns and
record my results in a table. The “ a 2 ” term is present on both sides of the minus sign, as is the “10
ae ” term and the “ ad ” term. Do the same thing with the bottom left and the top right numbers in the
square. Instead of finding specifically squares or rectangles in a 10x10grid the grid has also become
a variable factor and so the algebraic rule has been discovered to find the difference between the
corners in any square or rectangle in any sized grid. I have noticed that the number you subtract from
m or n is the same as the difference between the numbers on the grid, so I can predict that these are
the same, If I use p for the difference between the numbers in the grid, I can come up with this
formula. Now I will also introduce another variable z to further investigate the problem. Finding the
differences of squares that are aligned differently and that are of different lengths and widths is my
main objective and I hope to do this so that there is a more thorough explanation for my results. To
improve the usefulness of my formula, I wondered what would happen to the difference of the two
products if I varied the length of the box and the width of the box i.e. made it a 2x3, 2x4, 3x5, 3x2,
4x7, 4x9 etc. Task 5: I wanted to see what change would occur if I changed the grid size. The co-
efficient of n is half the second difference.