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Session5 Part A Part B Part C Homework
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Session 5 Materials:

Session 5:

Problem H1


The number abcabc (where each letter represents one particular digit) is divisible by 7, 11, and 13 for all one-digit values of a, b, and c. Why is that?

Stop!  Do the above problem before you proceed.  Use the tip text to help you solve the problem if you get stuck.
Think about dividing abcabc by abc. Is the number you obtained divisible by 7, 11, and 13?   Close Tip


Problem H2


Use what you know about divisibility tests to find remainders for the following:










Problem H3


It is said that the mathematician Karl Gauss figured out how to find the sum of the first 100 counting numbers when he was in the second grade.

Then he added the 101s to get

100 • 101 = 10,100.

But that number is twice the sum, so the actual sum is 10,1002, or 5,050.

Examine Gauss's process:


Are the missing totals 101? Why?


How many 101s are there in all? How do you know? Why did Gauss divide by 2?


Problem H4


Use Gauss's method to find the sum of the first n counting numbers.


Problem H5


"Triangular numbers" describe the number of dots needed to make triangles like the ones below. The first triangular number is 1, the second is 3, and so on.

Use the results of Problem H4 to write a rule for the number of dots in the nth triangular number. Note 6

Stop!  Do the above problem before you proceed.  Use the tip text to help you solve the problem if you get stuck.
Think about how many dots the first triangle has and how many you need to add to make each new triangle.    Close Tip

Take it Further

Problem H6


Each * stands for any missing digit (i.e., they are not all the same digit). Decode these long-division problems:

Begin by looking for any additional digits that you can fill in, in order to have fewer unknowns. For example, the two asterisks below 5 have to be 5 as well, because there is no remainder.

We know that a two-digit number multiplied by a three-digit number produces a five-digit number. So think about the highest values you could have for those two numbers.

Also think about what numbers might work in the left-hand digit of the quotient and the right-hand digit of the divisor to produce a two-digit result that ends in 0.    Close Tip

Next > Session 6: Number Theory

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