Number grids

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Saad Zahid

Maths coursework

(Number grids)

This is a number grid which we have been asked to, draw a box round four number, find the product of the top left number and the bottom right number in this box, then again do the same with the top right and bottom left numbers and then calculate the difference between the products.

I will also be adding some variables to this number grid and them solving them with formulas.  The variables are going to be:

  1. If I don’t use a square instead we use a rectangle (M x N)
  2. If I change the length of the grid instead of it being 10 we could change it to another number.
  3. If I change the step length, at the moment it is 1 I could change it to 2.

For all these variables I will be working out formulas and at the end of it I will come up with one general formula.

This is the number square we are going to work on at the moment.

12x23=276        

13x22=286

286-276=10

The answer is 10

Now let’s take another four;

81x92=7452

82x91=7462

7462-7452=10

The answer is 10

There looks as though there is a pattern going on here the answer will always be 10.

Now I am going to choose a general position of my square, the top right will be “M”.

Mx(M+11)=M2+11M

(M+1)x(M+10)= M2+11M+10

M2+11M+10 - M2+11M=10

This has proven that any two by two squares on this number grid, I choose and take the products away the answer will always be 10.

Now I am going to investigate when we have a 3 by 3 box in our grid.

                 14x36=504

Join now!

16x34=544

544-504=40

45x67=3015

47x65=3055

3055-3015=40

The answer is 40 each time I have done it.

There looks as though there is a pattern going on here the answer will always be 40.

Now I am going to choose a general position of my square, the top right will be “M”.

Mx(M+22)= M2+22M

(M+2)x(M+20)= M2+22M+40

(M2+22M+40) – (M2+22M)= 40

This has proven that any 3 by 3 square on this number grid, I choose and take the products away the answer will always be 40.

Now I am going to investigate the same thing ...

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