MATHEMATICAL INVESTIGATION

(MI)

Division of Sultan Kudarat

19 May 2017
by:
MYRNA Bermudo LIBUTAQUE,
PhD
Philippine Science High School Western Visayas

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Warm up activities

Brain Teasers

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 Thinking
• Thinking is the highest mental activity
present in man.
• As you start asking question and seek
answers through investigating, you are
in fact thinking.
• Thinking starts with a problem and
ends in a solution.

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 Imagine you are in Africa…..

• Your survival hinges on the rope staying intact, there

is no one around to help you. 6
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 7
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On a very dark night, 4 people
wanted to cross a bridge but
they only had a torchlight that
could brighten up the path. The
bridge could only take the
weight of not more than 2 people
at any one time and hence they
needed to take turns to cross it.

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The list below shows the time taken for each person
to cross the bridge:
A 1 minute
B 2 minutes
C 5 minutes
D 10 minutes
If the faster person had to keep to the speed of the
slower one, what is the shortest time needed for all
of them to cross the bridge?

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 Common Response

Who’s Crossing? Time Taken

A, B
C, D 2
A
B C, D 1
A, C
B D 5
A 1
B, C D
A, D 10
B, C
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The shortest time

Who’s Crossing? Time Taken

A, B
C, D
2
A
B C, D 1
C, D
B A 10
B
C, D A 2
A, B
C, D 2
Total time taken 17
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 How are the following situations similar?
Different?
1. Show that the sum of three consecutive numbers
is three times the middle term.

2. Some numbers can be expressed as a

sum of consecutive integers. For example,

11  5  6
33  10  11  12

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 How are the following situations similar?
Different?
3. What is the maximum number of
intersection of 10 chords of a circle?

4. AB is a chord in circle P.
Investigate.

A B
PP

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 5. What is the maximum points
of intersection of 11 distinct
lines?

6. Lines are drawn on a plane,

investigate what occurs?
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Find the area of the of the shaded

region.

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 The hexagon on the left has 9 dots on the boundary. We

sayb . 9

i 1 .This hexagon has 1 dot in the interior. We say

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 Problem Solving Activity

An activity involving a clearly defined

goal/result but the solution or line of attack is
not readily apparent. The students make
decisions on the method(s) of solution.

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Problem 1

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1 1 1 3
  
2 6 12 4

Investigate……..

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Problem 2

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AB is a chord in circle P.
Investigate.

A B
PP

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n 2n1

1 1
2 2
3 4
4 8
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Problem 4

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Given that
6  23
2
12  2  3
3
72  2  32

Investigate.

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 Problem 5

What is the Units digit of

2016 2016 1 ?

What is the Units digit of

2017 2017  2017 ?

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 1
2 2
2
2 4
3
2 8
4
2  16
Investigate.
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Mathematics is the science of
patterns.
It studies relationships, things
that change and the mechanism
of change.

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 Situation

LINES
Lines are drawn on a plane.
Investigate what occurs.

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 Observations
• Plane is divided
• Lines may intersect the plane
• Polygons are formed
• Lines are coplanar
• Points on the line are collinear
• Lines intersect
• If lines are distinct they intersect if they are not
distinct all are common.
• Intersecting lines form regions

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 Questions
• What will be the maximum number of regions
formed by n distinct lines?

• What kind of polygons are formed by n

intersecting lines?

• How do we find the maximum points of

intersection of n distinct lines?

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 Data Gathering
n p Patterns found Patterns found
2(1)  2  1
1 0
1+0= 3(2)  2  3
2 1
3 3 2+1 = 4(3)  2  6
4 6 3+3 = 5(4)  2  10
5 10 4+6 = 6(5)  2  15
6 15 5+10 = p  n( n  1)  2
p = (n+p) of
n p
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 Conjecture 1

The maximum number of

intersection ( p), of n
distinct lines is given by
n( n  1)
p
2
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Testing or Verifying the Conjecture
n ( n  1)
p
2

7(7  1)
p  21
2

12(12  1)
p  132
2
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 Proof/Justification/Explanation

• To have the greatest number of

intersection, the nth line must
intersect with (n-1) lines. We have
to divide the product by 2 since two
points determine a line and 2
distinct coplanar lines would
intersect at one and only one point.

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 Mathematical Investigations
It is an exploration of an open-ended
mathematical situation where the student is
free to choose what aspects of the situation he
or she would like to do. Whatever claims or
conjectures and justifications of the same are
made as results of the investigation, and are
conveyed in written or oral form for further
evaluation.

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Mathematical Investigation (MI)

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PS Vs. MI

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 Mathematical Investigation
Is a sustained exploration of an open-ended
mathematical situation where students:
experience methods of planning, organizing, analyzing,
and evaluating data,
are free to choose what aspects of the problem
situation they would like to pursue and what strategies
they would use,
apply appropriate mathematics or discover
mathematical relationships,

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• How many squares can be found in a 3x3
square?

• What explicit rule can be used to find the total

number of squares in an n x n squares?

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 1(2 x 2)  1
4(1x1)  2 2

1(3 x3)  1
1 4(2 x 2)  2 2

9(1x1)  32

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 For nxn squares
1  2  3  n
2 2 2 2

n(n  1)(2n  1)
1  2  3  n 
2 2 2 2

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Situation

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 Polygons No. of Vert (n) No. of Diag (d)

Triangle 3 0
Quadrilateral 4 2
Pentagon 5 5
Hexagon 6 9
Heptagon 7 14
Octagon 8 20
Nonagon 9 27

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• The number of Diagonals, ( d ) formed in a
polygon with n vertices is

n( n  3)
d 
2

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Parts of the graphs of y  x and y   x
are shown. Investigate.
y f(x)=abs(x)

x
-9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9

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Situation
equation 1: y  x
equation 2: y  2 x
equation 3: y  3x
equation 4: y  4 x
Investigate.
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How does one do Mathematical
Investigation?

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 Stages in an Investigation
1. Getting started
• Attaining familiarity with the situation to be
investigated
• Producing instances, maybe starting from the
simplest or whatever is interesting
• Deciding on what is worth pursuing

Skill: Observing = obtaining information through one or more senses.

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 Stages in an Investigation
2. Exploring systematically
• Systematic listing/drawing
• Organizing relationships in tables or graphs

HOTS: Organizing
Comparing – identifying similarities/differences
Classifying – grouping into categories
Ordering – sequencing according to criterion
Representing – changing in form to show how critical elements are
related.

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 Stages in an Investigation
3. Making Conjectures
• Making general statements about patterns or
relationships observed in the cases considered

A conjecture is generalization obtained inductively, which has not

been validated or proven true.

HOTS: Synthesizing – involves putting together the relevant parts or

aspects of a solution, understanding or principle.

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 Conjecture 1

The maximum number of

intersection ( p), of n
distinct lines is given by
n( n  1)
p
2
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 Stages in an Investigation
4. Testing /verifying conjectures
• Checking consistency of conjectures using existing
cases
• Predicting results for untried cases for which data
are available

HOTS: Evaluating – involves assessing the reasonableness of ideas.

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Testing or Verifying the Conjecture
n ( n  1)
p
2

7(7  1)
p  21
2

12(12  1)
p  132
2
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 Stages in an Investigation
5. Explaining/Justifying Conjectures
• Explaining why the conjectures made will work for
new or all cases
• Proving the conjectures (by mathematical induction,
direct/indirect proof, visual proof)

HOTS: Evaluating – involves assessing the reasonableness of ideas.

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 Proof is the “soul of mathematics”
(Scoenfield).

The objectives of mathematicians is to discover and

communicate certain truths. Mathematics is the
language of mathematicians, and proof is a method of
communicating a mathematical truth to anothero
person who also “speaks” the language.

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 Proof/Justification/Explanation

• To have the greatest number of

intersection, the nth line must
intersect with (n-1) lines. We have
to divide the product by 2 since two
points determine a line and 2
distinct coplanar lines would
intersect at one and only one point.

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 Investigation: Sum of Consecutive
integers
Situation:
1+2+3=6; 7+8+9+10=34; 100+102+104=306

• Conjecture 1:

Multiples of 3 can be expressed as

sum of three consecutive integers.
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 By Direct Proof
Let n, n  1, n  2
be the three consecutive numbers
 n  n 1 n  2
=3n  3  3( n  1)
Since 3 is a factor in 3  n  1 ,
it is a multiple of 3.
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Indirect Proof (Proof by Contradiction)
Suppose multiples of 3 cannot be expressed
as the sum of three consecutive integers.

Then, n  n  1  n  2=3n  3 
3( n  1) is not a multiple of 3.
But, 3 is a factor in 3  n  1 , hence
it is a multiple of 3, a contradiction.
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• Conjecture 2:

Powers of 2, 2 ,  
k
cannot be
expressed as sum of consecutive
integers

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Indirect Proof (Proof by Contradiction)
k
Suppose 2 can be expressed as sum of
consecutive integers.
 2  x  ( x  1)  ( x  2)  ...  ( x  n ),
k

where x, n are positive integers, n  1.

 n  1
2  k
2 x  n 
2
  n  1 
2 k+1
  2 x  n  2
 2 
  n  1 2 x  n  fazzlijan@2016
If the product  n  1 2 x  n  is a power
of 2, then it must be even.
If n is odd,  2 x  n  is odd hence cannot
be a power of 2, a contradiction.
If n is even,  n  1 is odd hence cannot
be a power of 2, a contradiction.

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Conjecture: n 2  n  11 is a prime-generating polynomial
for all n  Z .

Conjecture: n 2  n  41 is a prime-generating polynomial

for all n  Z .

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 Collatz Conjecture

Conjecture: Uncrackable? A simple problem

 3n  1 that mathematicians may
 2 , if n is odd not be ready to crack.
c= 
n , (August 2016)
if n is even
 2

by Lothar Collatz in 1937

The 3n  1 Conjecture
All numbers lead to 1
Paul Erdos offered 500USD in 2010
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Collatz Conjecture

Conjecture:
 3n  1
 2 , if n is odd
c= 
n , if n is even
 2

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 Proving by Induction
• Procedure for a Proof by Induction


Let Pn be a statement for all n  Z
Prove that P1 is true.
Assume that Pk is true, then prove that
Pk 1 is true. (Pk  Pk 1 )
Then, Pn is true for each positive integer n.
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 Stages in an Investigation
6. Reorganizing
• Simplifying /generalizing the approach
• Seeing the connection among the conjectures

This stage may emerge earlier and several times during the course of the
investigation.

HOTS: Generating – involves using prior knowledge to add information

beyond what is given.
Inferring, Predicting, and Elaborating

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 Conjecture:
n  n  1 2n  1
1) 1  2  3  ...  n 
2 2 2 2

Conjecture :
5n 1  5
2) Pn : 5  5  5  ...  5 
2 3 n

Conjecture:
3) For all n  Z , 4  1 is divisible by 3.
n

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 Stages in an Investigation
7. Elaborating

• Extending the investigation by considering other

aspects of the situation.

HOTS: Analyzing

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 Stages in an Investigation
8. Summarizing
• Involves an account or summary, written or oral, of
what has been obtained in stages 2 – 7, with some
reference on the experiences in stages 1

HOTS: Synthesizing, evaluating

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 Investigating is not just getting
the right answers but asking the
right questions.

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 Format in Writing MI

I. Introduction

II. Statement of the Problem

III. Conjectures

IV. Verifying Conjectures

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Format in Writing MI

V. Justification

VI. Summary

VII. Possible Extension

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 Reasons why investigations are
important:
1. MIs provide a means to develop many of the skills
that are needed in future employment – students
may have to produce information, consider
different outcomes and put together a coherent
report describing the field and the possibilities.
2. MIs give students the opportunity to practice a
range of skills from all areas of the curriculum.

“MI is constructivist teaching at its

finest.”
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 Mathematical Investigation
(MI) Approach in Teaching
Algebra in the Development of
Problem-Solving and Proof-
Writing Skills, and
Mathematical Habits Of Mind

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 Personal Factors

Traditional
- Logical Mathematical
Approach Investigation
Reasoning
Approach
Level (PNLT)

- Math
Achievement
Test Scores
- Scholarship
Status
Problem-Solving Proof Writing Mathematical
Habits of Mind
Skills Skills
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Creative Thinking

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Thank you everyone
!!

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 Happy Teaching!

THANK YOU!

Some part of this note is a courtesy from Prof.AbdKarim@biopolimer,

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 The hexagon on the left has 9 dots on the boundary. We

sayb . 9

i 1 .This hexagon has 1 dot in the interior. We say

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 This mathematical investigation
aimed to find a rule which can be used to
find the Area of any polygon using the
interior and boundary dots.
Specifically, it sought to answer the
following questions:

1. What is the area (A) of the

polygons in terms of the number of
its interior dots?

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 ?
2)What is the area (A) of the polygon
In terms of the number of its boundary
dots (b) ?

3) How do we describe the area (A) of the

polygon in terms of the number of
boundary and interior dots?

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 Investigating is not just getting
the right answers but asking the
right questions.

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III. DATA GATHERING AND CONJECTURES

i0
b4
A 1
i 0
b5
3
A
3

i  0 , b  6 and A  2 i  0, b  7 and A 
5
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 i0
b8
A3

3 5 b
1
2 2 2

b
A  1
2
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 b
A  1
2
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 5
i 1 , b5 and A
i 1 , b  4 and A2 2

7
i 1 , b7 and A
i 1 , b  6 and A3 2

i  1, b  8 , A  4
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 5 7 b
2 2 2

A deppends on b b
A
2
Conjecture 2
The area (A) of any polygon with one dot
in the interior is a function of its boundary
dots (b) that is, b
A
2
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 7
i2 , b4 and A3 i  2 , b  5 and A 
2

i  2 , b  6 and A4 9
i2 , b7 and A
2

i 2 , b8 and A5

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 7 9 b
1
2 2 2

Conjecture 3

The area (A) of any polygon with two dots

in the interior is a function of its boundary
dots (b) that is, b
A 1
2
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 9
i  3 , b  4 and A4 i  3 , b  5 and A
2

11
i3 , b6 and A5 i  3 , b  7 and A
2

i 3 , b8 and A6

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Number of
boundary 4 5 6 7 8 b
dots (b)
Area in Sq units 9 11 b
2
(A) 4 2 5 2 6 2

b
A  f (b)   2
2
Conjecture 4
The area (A) of any polygon with three dots in the
interior i  3 is described by the relation,
b
A 2
2
, where b
is the number of boundary dots.
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 .

Table 5

b b b b b
Area  A  f (b) 2
1
2 2
1
2
2
2
m

Number of interior
dots (i) 0 1 2 3 m 1
m -1 0 1 2
m

b
Let A   m where
2 m  i 1
b
A   i 1
2
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 b
i
b
A   i 1
2

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IV. TESTING/VERIFYING CONJECTURES

b
A  1
2

b  18

b  10
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 Conjecture 2

The area (A) of any polygon with one dot

in the interior in terms of its boundary
dots (b) that is, A  b
2

i  1 b  11
i 1 b  21
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 b i
b
A   i 1
2
Computed b
i b Area A   i 1
2
C 4 4 5 5

D 4 11 8.5 8.5

E 5 4 6 6

F 5 11 9.5 9.5

G 9 4 10 10

H 9 8 12 12
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 V. PROVING CONJECTURES
Proving Conjecture 1
The area (A) of any polygon with no dot in the interior in
terms of its boundary dots (b) that is, b
A  . 1
2
Proof:
Let nbe the number of boundary dots in excess of 3, thus
n b  3 . The objective is to make our domain become elements of N
where N is the set of natural numbers.

b 4 5 6 7 8
b
n 1 2 3 4 5 b3
3 5 n 1
A  f (n)
1 2 2 2 3 2
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 3 n 1 n  n  3
Pn : 1   2   
2 2 4
Proving conjecture 1 by using the Principle of Mathematical Induction we let

 3 n  1 nn  3
S  n  N : 1   2     
 2 2 4 

1) Show that 1 S 11 1  S

2) Assume kS
3 k 1 k k  3
1  2  
2 2 4
3) Show that k  1  S
Prove:
3 k  1 k  1  1 (k  1)(k  1)  3 
1  2   
2 2 2 4
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Proof: 3 k  1 (k  1)  1 k k  3 (k  1)  1
1  2    
2 2 2 = 4 2

= k (k  3) 2(k  2)

4 4
= k 2  3k  2k  4 = k 2  5k  4
4 4
= (k  1)(k  4) = ( k  1)( k  1)  3
4 4

3 k  1 k  1  1 ( k  1)( k  1)  3 
1  2   
2 2 2 4

 k  1 S , S  N
3 n  1 n  n  3
1   2     is true for all natural numbers.
2 2 4
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 Proving the conjectures by
simple geometric construction

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VI. SUMMARY

VII. EXTENSIONS

further investigation may be conducted on

determining the relationship if there is any
between perimeter of any polygon and the
number of interior as well as the number of
boundary dots.

find out if the number of boundary and

interior dots can also be used to find the
area of circles and ellipses as well as their
circumferences.
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A person given a fish
is fed for a day.

A person taught to fish,

is fed for life.
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 Mathematics
is a dynamic and
growing body of
knowledge.

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