Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Level Four > Number and Algebra

Eights

Specific Learning Outcomes: 

Multiply large numbers by 8

Find and describe patterns in numbers

Description of mathematics: 

The point of this problem is for the students to find and identify a number pattern. So if it is going to help speed things up, then by all means let them use a calculator. However, if you want them to practice multiplication by 8, let them do the calculations by hand. Incidentally if they do, then they may see what is going on more quickly and so be able to generalise the problem.

In a sense this problem is fundamental to mathematics. After all, pretty well all of mathematics is about finding patterns of one sort or another. But finding patterns is only half of the game. Showing that those patterns do or do not continue for ever is the other half. And sometimes that’s the bigger half!

Required Resource Materials: 
Copymaster of the problem (English)
Copymaster of the problem (Māori)
Activity: 

The Problem

We think that you’ll find a pattern in the numbers below.

8 x 8 + 13 =
88 x 8 + 13 =
888 x 8 + 13 =
8888 x 8 + 13 =
88888 x 8 + 13 =

Does the pattern extend indefinitely?

Teaching sequence

  1. Show the students the problem and let them do a couple of calculations.
  2. Send them off into their groups to continue the calculations and look for a pattern.
  3. Help the groups that need it though don’t be too generous with your help. This is a pattern that most groups should be able to see.
  4. Groups that finish early with a good explanation should go on to the Extension.
  5. Get a few groups to report on what they have done. Make sure that everyone understands the pattern. Take care over the explanation.
  6. Give all students time to write up their answers. This should help them to understand what is going on.

Extension to the problem

Have a look for the pattern here

 

1 x 1 =
11 x 11 =
111 x 111 =
1111 x 1111 =
11111 x 11111 =

Does the pattern extend indefinitely?

Solution

The answers are 77, 717, 7117, 71117 and 711117.

 

So the conjecture (guess) is that 8…8 x 8 + 13 = 71…17. But we need to be a little more accurate than that. How many 8s will give us how many 1s? Well one 8 gives us no 1s, two 8s gives us one 1 and so on. So it looks as though if we have six 8s we’ll have five 1s, if we have ten 8s we’ll have nine 1s and f we have n 8s we’ll have n - 1 1s. In other words we’ll get one less 1 than we have 8s. But how can we show this?

Let’s forget about the 13 for a minute. Then 8 x 8 = 64, 88 x 8 = 704, 888 x 8 = 7104, 8888 x 8 = 71104 and so on. Each time we add another 8 we add 64 to the first digit of the previous answer. The result is to change 71…104 with say m – 2 1s (coming from m 8s) into 71…104 with m – 1 1s. So one new 1 is added at each step. Now adding 13 at each stage we change the 04 into 17, to give another 1. So if m 8s give m – 2 1s in the 71…104 they give m – 1 1s in the 71…17. This is what we had guessed.

Solution to the Extension:

Here the answers are 1, 121, 12321, 1234321 and 123454321. This pattern continues up to 12345678987654321 when carry-overs start to occur and mess up the pattern.

 

AttachmentSize
Eights.pdf33.25 KB
EightsMaori.doc24.5 KB

Similar Resources

Using your Head

These are level 3 number and statistics problems and level 4 algebra problems from the Figure It Out series.

Ten Tiles III

Identify numbers divisible by 9

Count large but relatively straightforward sets.

Devise and use problem solving strategies to explore situations mathematically (be systematic, think).

Ten Tiles II

Identify numbers divisible by 5;

Count large but relatively straightforward sets.

Devise and use problem solving strategies to explore situations mathematically (be systematic, think, draw a diagram).

Nine Tiles

Guess and check the solution to a number problem;

Explain the effect of "carry-overs" in addition problems.

How Many Numbers ?

Devise and use problem solving strategies to explore situations mathematically (be systematic, make a list).