A 'Simple' Traversal through a Number Grid -- Patterns, Functions, Algebra Investigation Part I

Here is an activity for Prealgebra and Algebra students. This introductory activity is not meant to be a conundrum for our crack problem-solvers out there, but the extensions below may prove more challenging.



Target Audience: Grades 6-9 (Prealgebra through Algebra 1)

Major Standards/Objectives:
(1) Represent! ing numerical relationships and patterns algebraically
(2) Recognizing, interpreting and developing function notation
(3) Applying remainder concepts

A 2-column number matrix (grid) is shown above and assumed to continue indefinitely. We will be visiting (traversing) the numbers in the grid starting in the upper left corner with 1. Following the arrows we see that the tour proceeds right, then down, followed by left, then down and repeats.

First, some examples of the function notation we will be using to describe this traversal:
T(1) = 1 denotes that the 1st cell visited contains the number 1.
T(4) = 3 denotes that the 4th cell visited contains the number 3.
Similarly, T(6) = 6.

STUDENT/READER ACTIVITY/INVESTIGATION

(a) Determine T(1), T(5), T(! 9), T(13), T(17).
(b) 1, 5, 9, 13, 17, ... all leave a re! mainder of ___ when divided by 4. (Fill in the blank)
Therefore, these numbers can be represented algebraically as 4n + 1, n = 0,1,2,3,...
(c) Based on (a) and (b), it appears that T(4n+1) = _______, where n = 0,1,2,3...
(d) Determine T(2), T(6), T(10), T(14)
(e) 2,6,10,14,... all leave a remainder of ___ when divided by 4. Therefore, these numbers can be represented algebraically as ______, n = _________ (Fill in blanks)
(f) Based on (d) and (e), it appears that T( _____ ) = _____, n = __________.

Note: The instructor may choose to start n from zero or one throughout this activity. I will vary it depending on our needs. It is important for students to see how restrictions (domain of a variable) is critical for an accurate description and that more than one set of restrictions is possible (provided they are equivalent).

Since T(3) = 4 and T(4) = 3, we cannot say that T(n) = n for all n. The numbe! rs 3 and 4 leave remainders of 3 and 0 respectively when divided by 4. We will need a different rule for these kinds of numbers. Let's collect some more data:

(g) By extending the table, determine T(7) and T(8); T(11) and T(12); T(15) and T(16)
(h) Without extending the table, make a conjecture about the values of T(35) and T(36).
(i) Numbers such as 4,8,12,16,... can be represented algebraically as ____, n= 1,2,3,...
(j) Numbers such as 3,7,11,15,... can be represented algebraically as ____, n = 1,2,3,...

Note: Again, the instructor may not like varying the restrictions here. Adjust as needed.

(h) Ok, so you're an expert now. Well, prove it:
T(100) = ______; T(153) = _____; T(999) = ______
Show or explain your method.

EXTENSIONS

Surely, a 3-column number grid or even a 5-column number grid can't be that much more difficult to solve using the same kind ! of traversal (move to the right until you come to the end, go ! down, mo ve left until you come to the end, move down, lather, rinse, repeat...). ENJOY!

Ok, for our experts: Try an n x n grid!

DISCLAIMER: As with all of the investigations I publish, these are essentially original creations and therefore have not been proofread or edited by others. You are the 'others!'. You may not only find errors but alternate and perhaps superior ways to present these ideas.
Also, please adhere to the Guidelines for Attribution in the sidebar.

multiplication table 1-1000