• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3

# How I can get started. I could start by by drawing different T-shapes and using 12 different grid-sizes. I could explore as many aspects of the task as possible, explaining why and how, and develop the task into new areas.

Extracts from this document...

Introduction

Ryan Chimene 11V

Mathematics Coursework (T-Shapes).

What does the task tell me?

This task tells me that I could investigate a number of different number grids and discover a lot of surprising information by so doing. It also tells me about the t-number and T-total and how I can create or identify one.

This task is asking me to predict and check for facts and to work on different size grids. I have also been asked to write down questions which might occur to me and probably help me to find out more about the task. I have to link words, tables, diagrams, graphs, calculations and algebra.

Middle

Which connection is possible?

The connection between the graphs and the tables of my results. I had to find-out the type of pattern which would show-up if I used the data I placed in my tables.

Is there a result to help me?

Yes, the tables which I constructed by collecting a number of t-numbers and then working out their T-totals. For each different number-grid I used, I had to start a new table in order to identify the different patterns found in the t-numbers and T-totals.

Is there a pattern?

I have done a table for each of my 12 grid-sizes, which show the t-numbers and T-totals that I recorded.

Conclusion

Conclusion*

This task has made me realise that there are so many patterns to be discovered in mathematics and they are all leading to a clear reasoning which just shows up once you have taken the steps needed to reach that point.

Using algebra also has an effect in helping me understand more about the work and also has it's pattern charactristics, which are complicated but still make sense once you focus on the formulae; Algebra makes the answers get squeezed up into a shorter explanation . For example, instead of writing 62+50+38+26+14+3+2+1= 196 you could just express it as T= 8t - 300, when t = 62. This coursework just gets my full reasoning, accuracy and draws upon the evidence I have presented.

This student written piece of work is one of many that can be found in our GCSE T-Total section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE T-Total essays

1. ## Investigation in to How many tiles and borders is needed for each pattern

For the nth term the formula is 4n+6 2. Anther formula I found was to work out the number of tiles for the nth term. For the nth term the formula is 2n +4n+2 3.Anther formula I found was to work out the total tiles for each pattern For the nth term the formula is 2n +8n+8 Test The Formula: 1.

2. ## To prove that out of town shopping is becoming increasingly popular with shoppers, and ...

survey were centred around one shop only there would be not be a wide proportion of results. E.g. if the survey were centred around a baby clothes shop then teenagers and older people would not be fairly represented. Here are the questions that will be asked: 1)

1. ## T-Shapes Coursework

25 60 105 160 225 Mean of Tail Boxes 25 30 35 40 45 Sum of Tail Tail Length 25 30 35 40 45 Fig 4.2 From Fig 4.2, it is possible to see a very useful pattern: 1) The Sum of the Tail divided by the Tail Length equals

2. ## T-shapes. In this project we have found out many ways in which to ...

We should try the opposite of minus which is plus 5tn + 63=t-total 5 * 2 + 63 = 73 Check to see if the formula has worked T-number = 2 T-total = 2+11+19+20+21 =73 The reverse in the minus sign has worked.

1. ## T-Total. I will take steps to find formulae for changing the position of the ...

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

2. ## T-Shapes Coursework

Remember that these are the T-shapes going vertically. Tt = n + (n-9) + (n-18) + (n-17) + (n-19) If we multiply out the brackets, we get: Tt = 5n - (9+18+17+19) Or Tt = 5n - 63 Remember: 'n' is the T-Number in this equation.

1. ## T totals. In this investigation I aim to find out relationships between grid sizes ...

Finding relationships on grids with sizes other than 9x9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

2. ## In this investigation Im going to find out relationships between the grid sizes and ...

+ 32 - 19 + 32 - 18 + 32 - 17 = 97 n as 33; t = 33 + 33 - 9 + 33 - 19 + 33 - 18 + 33 - 17 = 102 n as 34; t = 34 + 34 - 9 + 34

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to