• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2

# Trimino Maths Coursework

Extracts from this document...

Introduction

Trimino Maths Coursework For this maths investigation, we had to investigate and patterns that we discovered involving the numbers used on a Truman and thereby deduce formulae to help us calculate unknowns. A trimino is similar to a domino yet has three side, as below. To begin with, I investigated the relationship between the highest number appearing on the trimino and the number of possible combinations. The table below shows the highest number o the trimino and the number of possible triminos. ...read more.

Middle

I applied to the results I achieved. My working is shown below: I substituted numbers into my formula to ensure it worked. My results matched those I had expected and therefore the formula I believe holds for all cases. After this, I moved on to try and link the number of combinations possible on a trimino to the previous one, thereby deriving an iterative formula. I again drew up a table of the highest number and the number of possible combinations on the triminios. ...read more.

Conclusion

After this, I moved on to investigate the relationship between the highest umber appearing on the trimino and the sum of all the numbers on all the triminos. The table below shows the highest number on the trimino and the sum of all the combinations and the difference between each one As you can see there is four difference till a constant is achieved. Therefore I changed my previous formula and applied it to my numbers. The new formula is: I then applied it to my numbers. I substituted in numbers to ensure my formula was correct. The numbers worked and I believe that this formula is correct ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Consecutive Numbers section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Consecutive Numbers essays

1. ## GCSE Maths Coursework - Maxi Product

(6 1/15, 6 14/15)=13 --> 6 1/15+6 14/15 --> 6 1/15x6 14/15=42.06 (2dp) (6 2/13, 6 11/13)=13 --> 6 2/13+6 11/13 --> 6 2/13x6 11/13=42.13 (2dp) I have found that 6.5 and 6.5 are the two numbers which added together make 13 and when multiplied together make 42.25 which is

2. ## Investigate the Maxi Product of numbers

=64 I have found that 64 is the highest number so far that can be retrieved from 8 and 8 when the number is 16, in whole numbers. I will now try in decimal numbers if I can get a number higher than 64.

1. ## In this investigation I will explore the relationship between a series of straight, non-parallel, ...

n (n-1) 2 I'll try 2 [where (n) is the number of lines in the diagram] To test this formula I will substitute some known terms into the equation. COP(2) let n = 2 2 (2-1) = 2 = 2 2 = 1 CORRECT! COP (3) let n = 3 3 (3-1)

2. ## Chessboard coursework

(3-1)x(3-1)= 2x2=4 (2-1)x(1-1)= 1x1=1 =14 3x4 3x4=12 (3-1)x(4-1)= 3x2=6 (2-1)x(3-1)= 1x2=2 (1-1)(2-1) =21 The sequence number in this arrangement: Stage 1 Stage 2 Stage 3 Rectangle: 3x2 3x3 3x4 Sequence: 8 14 20 +6 +6 Stage 1 =8 Stage 1= 1x6=6+2 =8 Formula is (x6+2)

1. ## I am to conduct an investigation involving a number grid.

- (x2 + 6x) = 5 45 - 40 = 5 The difference between the two numbers is 5 Box 2 48 49 53 54 [image020.gif] 48 x 54 = 2592 53 x 49 = 2597 2597 - 2597 = 5 The difference between the two numbers is 5 Box

2. ## Fraction Differences

could be written with brackets as n(n + 1) I decided to try and see if this would produce the same results: I began at the first step, replacing n with 1. 1(1 + 1) = 2 Then 2: 2(2 + 1)

1. ## Study the topic of trios and work on from that, to discover patterns and ...

3 1 1 3 2 1 2 3 1 1 3 2 1 1 3 1 2 1 2 1 3 2 2 2 1 2 2 1 2 2 1 2 2 1 2 2 2 3 2 1 1 3 1 2 1 3 1 1 2 2

2. ## The Towers of Hanoi is an ancient mathematical game. The aim of this coursework ...

has to be an integer because the formula wouldn't work as the result would be negative and we cannot have a negative number of moves. Formula B - Finding the formula that shows how many times a certain disc moves From formula A I now have a basis on which to work.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to
{"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0, "url": "http://www.markedbyteachers.com/gcse/maths/trimino-maths-coursework.html", "fetch_time": 1513033822000000000, "content_mime_type": "text/html", "warc_filename": "crawl-data/CC-MAIN-2017-51/segments/1512948514113.3/warc/CC-MAIN-20171211222541-20171212002541-00641.warc.gz", "warc_record_offset": 419134794, "warc_record_length": 18044, "token_count": 1383, "char_count": 4657, "score": 3.765625, "int_score": 4, "crawl": "CC-MAIN-2017-51", "snapshot_type": "longest", "language": "en", "language_score": 0.9341887831687927, "file_path": "/sailhome/yjruan/project/latent-lm/data/processed/finemath-4plus/finemath-4plus/train-00010-of-00064.parquet"}