My topic for the math exploration is the Patterns in the Pascal’s triangle. In arithmetic, Pascal 's triangle is a triangular cluster of the binomial coefficients. It is named after the French mathematician Blaise Pascal. Different mathematicians examined it hundreds of years before him in India, Greece, Iran, China, Germany, and so on. A standout amongst the most intriguing number Patterns is the Pascal 's Triangle. Individuals have a tendency to just see one example in the triangle. To construct the triangle begin with "1" at the top, then keep putting numbers beneath it in a triangular pattern. Each one number is the two numbers above it (aside from the edges, which are always "1").
During my exploration my aim is to discuss about all
…show more content…
The following diagonal has the numbering numbers (1, 2, 3, and so on), known as the counting numbers. The third diagonal has the triangular numbers (1, 3,6,10 and so on). The fourth diagonal has the numbers. As the triangle gets to be greater and greater more polygonal numbers are demonstrated. The Pascal’s triangle show us the polygonal numbers, which makes it easy for us, as we don’t have to use the formula n2-n/2 * (x-2) +n to discover each polygonal number. The diagram below shows us this pattern.
Odds and Evens
If the odd numbers in the Pascal’s triangle are colored with a certain color and the even numbers are colored with another color a new triangle can be seen, the Sierpinski Triangle. A Sierpinski Triangle is a set, with the general state of an equilateral triangle that is subdivided into numerous smaller equilateral triangles. The Pascal’s triangle which becomes the Sierpinski Triangle is show in the diagram below.
Horizontal Sums
By adding up the numbers in each row we get a pattern, we can see this pattern below. The sum of each row shows us the powers of 2. Example 2^0=1, 2^7=128
Prime
…show more content…
Suppose = sum of the nth diagonal and is the nth Fibonacci number, for n >= 0. This property can be proven using the Principle of Mathematical Induction.
Applications of the Pascal’s triangle
Probability
Heads and Tails
The Pascal 's Triangle can reveal to you what number of ways heads and tails can join. This can then reveal to you the likelihood of any mix.
If you flip a coin three times, there is only one possibility that will provide you three heads (HHH), yet there are three that will give two heads and one tail (HHT, HTH, THH), additionally three that provide for one head and two tails (HTT, THT, TTH) and one for all Tails (TTT). Now is you go down to the 3rd row (since you flipped the coin 3 times) of the Pascal’s triangle you will see ‘1331’.
Combination
Example: You have 10 pool balls. In how many different ways could you choose just 5 of them?
To find the combination, go down to the start of row 10, and then along 5 places and the value there is your answer, 252
There is a formula to find any combination which is
#include (-- removed HTML --) main() { int i, j; for(i=1;i<3;++i) { for(j=1;j<=3;++j) printf("\n%d%d",i, j); } } The output will be 11 12 13 21 22 23 For the first three numbers i=1 and 'j' changes three times as defined.
= "six"; break; case 7: ptr[i++] = "seven"; break; case 8: ptr[i++] = "eight"; break; case 9: ptr[i++] = "nine"; break; } } for(k=i-1;k>=0;k--){ printf("%s ",ptr[k]);
Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed
In this week’s lab we had to determine the density of a quarter, penny, and dime. My question was “How does is each coin?” Density is the amount of mass in an object. To find the density of each coin in this lab, we used a triple beam balance to find each coin’s mass and a graduated cylinder to find their volumes. With all this information, I can now form a hypothesis.
For the math trial my group and I decided to take on this project at Mira Costa College. At Mira Costa College, we specifically focused on an object that is seen quite often in schools and in Mira Costa too. The object is a water fountain, which is very common to see and have at any kind of school. The water fountain we focused on was the one located very close to our classroom near the restrooms and vending machines.
The Lottery and One Friday Morning use various literary strategies; however, the literary superiority of The Lottery also more effectively uses symbolism and foreshadowing as a tactic to support the ending. Jackie Robinson believed in his freedoms and rights, which led a nation to change, but in The Lottery and One Friday Morning the characters even though they have strong beliefs about their rights and freedoms their different perspectives lead to irrational misfortunes. Robinson became a symbol of African American equality and hope and his tactics of non-violence was used during the civil rights movement to get the U.S. Supreme Court to end the “separate but equal” doctrine.
Drehle, D. V. (2003). Triangle: The Fire That Changed America (1st ed.) New York, NY. Grove Press David Von Drehle’s Triangle:
All five of the activities were chosen in order to encourage children’s numeracy skills. The activities were based around the development of the four fundamental skills of numeracy learning. These are the ability to name and draw basic shapes and colours, able to count up to ten, begin to understand time and start to recognise patterns and routines. Monday’s activity, the Shape Art Mural, was chosen to allow four year olds to further their development for the milestone of naming and drawing basic shapes and colours. By incorporating both shapes and colours it allows for the activity to be more interesting for the kids.
Go for different starting numbers; keep adding a specific number to form a pattern. • Observe patterns in nature, such as petals in flowers, and in designs. • Practicing patterns with numbers other than 0 would be an added advantage in recognising patterns, as in reality a pattern can start with any number. Reflection of the lesson!
The story of “ The Lottery ” by Shirley Jackson is a very surprising story especially towards the end. It causes great consternation and shock when we learn that the winner of the lottery - Tessie Hutchinson, does not win an award, rather finds herself stoned to death. This somewhat shows the role that superstition played years ago. It was widely prevalent and as we progressed in terms of science and technology, we have come to break apart from such harmful traditions. It is precisely due to these superstitions, often many an innocent life has been taken without just cause.
“The Lottery”: The Symbolism Within A literary symbol is defined as “an object representing another to give it an entirely different meaning that is much deeper and more significant” (“Symbolism”). The short story “The Lottery”, by Shirley Jackson, has many examples of symbolism that can be found in various places throughout the story. Some specific examples of symbolism in “The Lottery” are the black box used to draw names, the names of the people within the story, and the pieces of paper inside the black box. The first piece of symbolism found in “The Lottery” is the black box.
There are many peoples out there tells that “The Devil’s Triangle” has some mysterious secrets and factors. That is why so many incidents happened there. According to Agathe Armand, he expresses some rational facts which is believable and related to those incidents. In my point of view, I believes that what said by “Agathe Armand” might be the truth. A. Weather.
Part B Introduction The importance of Geometry Children need a wealth of practical and creative experiences in solving mathematical problems. Mathematics education is aimed at children being able to make connections between mathematics and daily activities; it is about acquiring basic skills, whilst forming an understanding of mathematical language and applying that language to practical situations. Mathematics also enables students to search for simple connections, patterns, structures and rules whilst describing and investigating strategies. Geometry is important as Booker, Bond, Sparrow and Swan (2010, p. 394) foresee as it allows children the prospect to engage in geometry through enquiring and investigation whilst enhancing mathematical thinking, this thinking encourages students to form connections with other key areas associated with mathematics and builds upon students abilities helping students reflect
PCELL: Let me give you a little bit of background on the project, and particularly why I am here at Tri-C. I don’t know how familiar you are with some changes in developmental and first year undergraduate mathematics. It used to be that everyone took courses that were kind of on a calculus track, even though they were never going to take calculous unless that fit unto their major. So, they took classes like college algebra, finite math and trig, just because we have been teaching them for decades.
Why we use Probability Distribution: Some uses of probability distribution are as follows: Scenario Analysis Probability distributions can be used to create scenario analyses. A scenario analysis uses probability distributions to create several, theoretically distinct possibilities for the outcome of a particular course of action or future event.