Recording my results in a table, I noticed that each T total increased by five (see figure 3 for working out each T total.) Therefore, it must be related to the 5 times table, multiplying by five. This was my first step in creating a formula, multiplying the T number (otherwise known as N in the formula) by 5 though, at the time I thought I was just using trial and error. However, by multiplying the T number by five, it did not give the T number total (see figure 4) therefore …show more content…
Having a shape of five numbers also relates to why multiple by 5. Knowing this it then gave me an idea on how to extend the investigation on for children. By changing the shape, could children work out the formula based on the knowledge found from this investigation? Can they work out the formula by just looking at the shape?
Therefore, changing shape from a T-shape to a square, it changes the amount of numbers but also the relationship between surrounding numbers and N number.
Another way in which to extend the problem is a smaller grid. Rather than having 7 numbers across and having 5, it once again changes the dynamics as the relationship between the numbers are