Part A Observe the pattern in the following geometrical design. Write your observation.

Express the given designs in term of numbers. What if you continue to draw the next shape ? generate the terms. What is your conclusion?

Observations : The pattern start with 1 square , 3 squares ,5 squares. Observing the patterns, I can conclude that the next line will be 7 squares, 9 squares I can write these pattern, in term of the numbers as 1,3,5,7,9., n Each number except first number is obtained by adding 2 to its preceding number. It complied with general term if an Arithmetic Progression which state the number sequences have two consecutive terms differ by a constant. I can write : T1 T2 T3 T4 T5 S1 S2 S3 S4 S5 = = = = = = = = = = 1 3 5 7 9 1 4 9 16 25 = = = = = = = = = = = a 1 3 5 7 9 1 4 9 16 + + + + + + + + + 2 2 2 2 2 a 3 5 7 9

Observations :

The pattern start with 5 squares, 6 squares, 7 squares. From the patterns, I can conclude that the next line will be 8 squares, 9 squares I can write these pattern, in term of the numbers as 5.6.7,8,9., n Each number except first number is obtained by adding 1 to its preceding number. I can write :

T1 T2 T3 T4 T5

= = = = =

5 6 7 8 9

= = = = = = =

5 6 7 8 9 .

+ + + + + +

1 1 1 1 1 1

S1 S2 S3 S4 S5

= = = = =

5 11 18 26 37

= = = = =

a 5 11 18 26 + + + + 6 7 8 9

ACKNOWLEDGEMENT

First of all, I would like to say thank you to my friends, teachers and parents for giving me their full support in making this project successful. Not forgotten to my family for providing everything, such as money, to buy anything that are related to this project work and their advise, which is the most needed for this project. Internet, books, computers and all that act as my source to complete this project. They also supported me and encouraged me to complete this task so that so that I will not procrastinate during doing this project work. Next, I would like to thank my teacher, Pn. Azura Bt. Ahmad. We had some difficulties in doing this task, but she taught us patiently and gave me guidance throughout the journey until we knew what to do. She tried her best to help us until we understand what we supposed to do with the project work. Besides that, my friends who were doing the same project as mine and shared our ideas. They were helpful that when we combined and discussed together, but however, this task was done individually. Last but not least, any party which involved either directly or indirect in completing this project work. Thank you everyone.

OBJECTIVES

We students taking Additional Mathematics are required to carry out a project work while we are in Form 5. This year the Curriculum Development Division Ministry of Education has prepared two tasks for us. We need to choose and complete only ONE task based on our area of interest. This project can be done in groups or individually, but each of us are expected to submit an individually written report. Upon completion of the Additional Mathematics Project Work, we are to gain valuable experiences and able to: Enhance acquisition of mathematical knowledge and skills through problem-solving in ways that increase interest and confidence Prepare ourselves for the demand of our future undertakings and in workplace Realise that mathematics is an important and powerful tool in solving real-life Problems and hence develop positive attitude towards mathematics. Train ourselves not only to be independent learners but also to collaborate, to Cooperate, and to share knowledge in an engaging and healthy environment Use technology especially the ICT appropriately and effectively Train ourselves to appreciate the intrinsic values of mathematics and to become more Creative and innovative Realize the importance and the beauty of mathematics Apply and adapt a variety of problem solving strategies to solve routine and no routine problems Experience classroom environments which are challenging, interesting and meaningful and hence improve their thinking skills. Experience classroom environments where knowledge and skills are applied in meaningful ways in solving real-life problems

Experience classroom environments where expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected Experience classroom environments that stimulate and enhance effective learning. Acquire effective mathematical communication through oral and writing, and to use the language of mathematics to express mathematical ideas correctly and precisely

INTRODUCTION Progression may refer to: Arithmetic progression, sequence of numbers such that the difference of any two successive members of the sequence is a constant Geometric progression, sequence of numbers such that the quotient of any two successive members of the sequence is a constant

In number theory, Dirichlet's theorem, also called the Dirichlet prime number theorem, states that for any two positive coprime integers a and d, there are infinitely many primes of the form a + nd, wheren 0. In other words, there are infinitely many primes which are congruent to a modulod. The numbers of the form a + ndform an arithmetic progression

andDirichlet's theorem states that this sequence contains infinitely many prime numbers. The theorem extends Euclid's theorem that there are infinitely many prime numbers. Stronger forms of Dirichlet's theorem state that, for any arithmetic progression, the sum of the reciprocals of the prime numbers in the progression diverges, and that different arithmetic progressions with the same modulus have approximately the same proportions of primes. Equivalently, the primes are evenly distributed (asymptotically) among each congruence class modulo d. Note that Dirichlet's theorem does not require the prime numbers in an arithmetic sequence to be consecutive. It is also known that there exist arbitrarily long finite arithmetic progressions consisting only of primes, but this is a different result, known as the GreenTao theorem

HISTORY OF ARITHMETIC PROGRESSION Euler stated that every arithmetic progression beginning with 1 contains an infinite number of primes. The theorem in the above form was first conjectured by Legendre in his attempted unsuccessful proofs of quadratic reciprocity and proved by Dirichlet in (Dirichlet 1837) with Dirichlet L-series. The proof is modelled on Eulers earlier work relating the Riemann zeta function to the distribution of primes. The theorem represents the beginning of rigorous analytic number theory.

In mathematics, an arithmetic progression (AP) or arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant. For instance, the sequence 5, 7, 9, 11, 13, 15 is an arithmetic progression with common difference of 2. If the initial term of an arithmetic progression is and the common difference of successive members is d, then ) is given by:

the nth term of the sequence (

and in general

A finite portion of an arithmetic progression is called a finite arithmetic progression and sometimes just called an arithmetic progression. The sum of a finite arithmetic progression is called an arithmetic series. The behavior of the arithmetic progression depends on the common difference d. If the common difference is:

Positive, the members (terms) will grow towards positive infinity. Negative, the members (terms) will grow towards negative infinity.

Formula :

Tn= a + (n - 1) d

GEOMETRIC PROGRESSION In mathematics, a geometric progression, also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed, non-zero number called the common ratio. For example, the sequence 2, 6, 18, 54, ... is a geometric progression with common ratio 3. Similarly 10, 5, 2.5, 1.25, ... is a geometric sequence with common ratio 1/2. The sum of the terms of a geometric progression, or of an initial segment of a geometric progression, is known as a geometric series. Thus, the general form of a geometric sequence is

and that of a geometric series is

wherer 0 is the common ratio and a is a scale factor, equal to the sequence's start value. Formula :

Tn = ar n-1

Observations : The pattern start with 4 squares, 9 squares, 16 squares. Observing the patterns, I can conclude that the next line will be 25 squares, 36 squares In term of the numbers, I can write as 4, 9 , 16 , 25 , 36 , , n Each number except first number is obtained by adding 1 to its preceding number. I can write : 4 = 22 , 9 = 32 , 16 = 42 , 25 = 52 , 36 = 62 , The number of squares can also be expressed as 5 + 7 + 9 + 11 So, the next number = 72 = 49 Similarly, in the next design, the number of squares = 72 = 49 and this number can be expressed as 5 + 7 + 9 + 11 + 13

T1 T2 T3 T4 T5

= = = = =

22 = a 32 42 52 62 72

Observations : The pattern start with 1 square, 4 squares, 9 squares, 16 squares. Observing the patterns, I can conclude that the next line will be 25 squares, 36 squares I can write these pattern, in term of the numbers as 1 , 4 , 9 , 16 , 25 , 36 , , n Each number except first number is obtained by adding 1 to its preceding number. I can write : 1 = 12 , 4 = 22 , 9 = 32 , 16 = 42 , 25 = 52 , 36 = 62 , The number of squares can also be expressed as 1 + 3 + 5 + 7 + 9 + 11 So, the next number = 72 = 49 Similarly, in the next design, the number of squares = 72 = 49 and this number can be expressed as 1 + 3 + 5 + 7 + 9 + 11
T1 T2 T3 T4 T5

= = = = =

22 32 42 52 62 72

Explain. What is your conclusion? Observations : In the term of numbers, I can write these pattern as 1, 3, 5, 7, 9, 11, 13, 15 and also the other way round as 15, 13, 11, 9, 7, 5, 3, 1 Since each number in the sequence is differ by 2, so it is an arithmetic progression.

Part B
You are a house designer. You want to have some mathematical designs for interior decoration in a particular house. You will investigate and analyse various designs that can be explain by applying the concept of progression. Unify your design through shapes. Look for architectural details that can be reflected or contrasted in the elements that you add to the room. Consider how numbers and proportion work within your design. Vignettes with odd numbers of items are typically more visually interesting. When one item seems lost in too large a space, try a cluster of three items. Remember that your design is three dimensional and ensure that there is visual interest from floor to ceiling. Shape is the great way to accomplish this. Create at least three Mathematical designs. Varying size also will add interest to your dcor.

Example

Observations : The shaded are is one half of the whole area of squared paper taken. Area of the whole squared paper is 10 11 cm2 .

Area of the shaded portion = This verifies that for n = 10 .

Start with these two models:

Observations : I can write these pattern, in term of the numbers as 1 , 4 , 9 , 16 , 25 , 36 , , n These sequence can be written as : 1 = 12 , 4 = 22 , 9 = 32 , 16 = 42 , 25 = 52 , 36 = 62 , Each number can also be expressed as 1 + 3 + 5 + 7 + 9 + 11 This sequence is not either an arithmetic progression or geometric progression.

Observations :
Number of lines in a circle, in term of the numbers as 1 , 2 , 4 , 8 , Number of sections in a circles, in term of the numbers as 2 , 4 , 8 , So, the next number = 16 T1 T2 T3 T4 T5

= = = = =

1 2 4 8 16

Observations: M is the midpoint of the first square while M is the midpoint of reeked square and so on. Let A=14. Therefore, the area for the first square is 196. It is counted by squaring the numbers. Area of Second Square which is the reeked square is 98, whilst the third square is 49 and the fourth square is 24.5. The sequence of number is 196, 98, 49, 24.5... The ration between the numbers is 98/196 = 49/98 = 1/2 T1 T2 T3 T4 T5 = = = = =

Observations: In the term of numbers, the length of the pattern could be wrote as 2, 3,4,5,6,7.. Each number except first number is obtained by adding 1 to its
preceding number. Since each number in the sequence is differ by 1, so it is an arithmetic progression.

CONTENTS

Page
1. 2. 3. 4. 5.

Acknowledgement Objectives Introduction Part A Part B