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MTAP REVIEWER. In an
overnight session in Dao, Capiz
early in December 2012, the
MTAP-IC offcers proposed and
deliberated the different topics
and questions (with answers)
that will be included in the
planned reviewer of mathematics
problems for Grade 6 students.
The organization hopes to publish
this tailor-made instructional aid
Since sad reality shows
that Philippine mathematics
education does not fare well as far
as international and even national
standards are concerned, there is
a need for mathematics teachers
to forge a sort of a mathematics
revolution in order to spark a
pedagogical transformation
necessary to regain the lost glory
of mathematics education in the
country.
Sr. Coronel, MTAP
founder and president since
1977, is just one of the many
mathematics experts who graced
the annual affair aptly themed
Revolutionizing Math Education.
The confab was also participated
in by about 250 mathematics pre-
service and in-service educators
from about 60 schools in Western
Visayas.
Also among the plenary
speakers were Dr. Auxencia
Limjap, chairperson of the De
La Salle University Science
Education Department and Dr.
Diana Aure, Metrobank Most
Outstanding Teacher Awardee
from University of the Philippines-
Visayas.
Sr. Coronel held a half-day
workshop on problem solving and
cooperative learning strategies.
Dr. Limjap, on the other hand,
facilitated a six-hour workshop
on Understanding by Design
while Dr. Aure discussed what
makes a mathematics teacher a
winner? respectively.
Ten more presenters
also shared their educational
research fndings through
parallel sessions. They were Dr.
Harold Cartagena, Prof. Sybel
Joy Labis, Prof. Michelle Callao,
next year.
SPONSORS. As of October15,
MTAP-IC, Inc. has received
sponsorships from media leader
and philanthropist Rommel
Ynion, Summerhouse (Midtown
Hotel), Uygongco Foundation,
Inc., Panorama Printing Press
Inc., and the C & E Bookshop
to defray the expenses for the
4th Regional Convention and
the Inter-Tertiary Quiz Bee this
October 19-21, 2011.
NEWS BLI TZ
Teachers org founder:
Math Revolution a must
THE MAIN purpose of mathematics is to enhance students reasoning and sense making abilities,
thus said by the bubbly 80-year-old mathematician Sister Iluminada Coronel, F.M.M., in the recently-
concluded 3rd Regional Convention of the Mathematics Teachers Association of the Philippines-
Iloilo Chapter (MTAP-IC), Inc. held October 28-29, 2011 at Iloilo Grand Hotel, Iloilo City.
Prof. Jessica Arsenal, Japanese
researcher Tetsuhiro Takimoto,
Prof. Josephine Lavilla, Dr.
Wilhelm Cerbo, Prof. Alexander
Balsomo, Dr. Helen Hoflena, and
Prof. Amelia Navejas.
On the frst day of the
convention, the Second MTAP-IC
Regional Inter-Tertiary Quiz Bee
was also held with 59 participants
coming from 22 schools
representing all the provinces
of Region VI. After solving 30
grueling mathematics problems,
Ralp Joshua Sarrosa of University
of the Philippines in the Visayas
(UPV) ended up as champion. In
close second was Keith Lester
Mallorca of West Visayas State
University (WVSU), narrowly
followed by Vincent Gasataya
of Central Philippine University
(CPU). The rest of the top ten
winners were: Arvin Escultero
(4th, CPU), Abraham Porcal
(5th, Western Visayas College of
Science and Technology), Mark
Agustin (6th, WVSU), Michelle
Olivares (7th, UPV), Allen Bibal
(8th, UPV), Jevin Amago (9th,
Colegio San Agustin-Bacolod),
and Ryan Tercero (10th, Filamer
Christian College).
The judges of the said
competition were respected
mathematicians Dr. Diana Aure,
Dr. Sonia Formacion, and Dr.
Pilar Arguelles.
Election of the seven new
offcers of the MTAP-IC Board of
Directors to serve for the years
2012 and 2013 was also held. The
following offcers garnered the
most votes: Dr. Heman Lagon of
Ateneo de Iloilo, Ms. Rosemarie
Galvez of USA, Prof. Balsomo of
WVSU, Dr. Harold Cartagena of
Iloilo Central Commercial High
School, Dr. Alex Facinabao of
USA, Prof. Rhodora Cartagena
of USA, and Engr. Ramon
to page 16
NEWS
For her third year as
head of one of the most active
provincial math organizations
in the country, Dr. Alona
Belarga, the present Director
of Instruction and Quality
Assurance of West Visayas
State University (WVSU) was
re-elected as president while
PhD in Science Education
Major in Math graduate of
WVSU Dr. Herman Lagon, who
is presently teaching in Ateneo
de Iloilo, was elected vice
president of the organization
that has about two thousand
members all over Iloilo in its
most recent three years of
existence.
The other Taga-West
who were also voted for offce
by its board of directors were
Prof. Rosemarie Galvez
(secretary) of University of
San Agustin (USA) and Prof.
Rhodora Cartagena (treasurer)
of USA. Both are currently
enrolled in the PhD in Science
Education (Math) Program of
the WVSU College of Education
Graduate School. Engr. Ramon
Taga-west educators lead MTAP Iloilo org
IN A UNANIMOUS way, the new set of offcers of the Mathematics Teachers Association of
the Philippines Iloilo Chapter (MTAP-IC) for the fscal year 2012 was elected January 29 at
Summerhouse Hall, Iloilo Citymostly working in, enrolled at, or graduates of West Visayas
State University (WVSU).
Jardiniano (auditor) of Western
Institute of Technology (WIT) is
the lone elected offcial who is not
from the state university.
To complete the membership
of the Executive Board are Dr.
Wilhelm Cerbo of WVSU College
of Arts and Science, Dean Alex
Facinabao of USA, Engr. Ninfa
Sotomil of WIT, Mrs. Ma. Aries
Pastolero of Iloilo National High
School Special Science Class
(INHS-SSC), Ms. Catalina Reales
of Maasin Central Elementary
School, Engr. Roberto Neal
Sobrejuanite of John B. Lacson
Foundation Maritime University,
Prof. Alfonso Maquelencia of
USA, Prof. Alexander Balsomo
of WVSU College of Arts and
Science, Mr. Alex Jaruda of INHS,
and Dr. Harold Cartagena of Iloilo
Central Commercial High School.
Cerbo, Facinabao, Sotomil,
Pastolero, Marquelencia,
Balsomo, Jaruda, and Cartagena
are all graduates of WVSU.
To note, the 15 members of
the MTAP-IC board were elected
in the MTAP-IC convention
eight of them last 2010, while the
other 7 in the 2011 convention
October 29, 2011 held in Iloilo
Grand Hotel.
For the past years, MTAP-
IC has organized, among
others, the Regional Math Camp
in Maasin, Iloilo, the Math-
Science Camp for elementary
students in Barotac Viejo, Iloilo,
the Regional Convention in
Math Education at Iloilo Grand
Hotel, the Regional Congress
in Math Investigation (MI) at
WVSU, and the launching of
its frst-ever Newsletter, the
Infnity. It is currently working on
its Reviewer in Math for Grade
Six pupils.
This year, we plan to
continue our Infnity Newsletter,
conduct MI Regional
Congresses for Students and
Teachers, Math Camp for
Students, continue to support
the MTAP DepEd Saturday
classes, hold Math Quiz
for Tertiary, publish a Math
Reviewer, and hopefully launch
our MTAP Journal, among
others, said Belarga./The
Infnity
STILL IN COMMAND. MTAP founder and long-time president Sister Iluminada Coronel,
FMM, shares her insights about mathematics education to the participants of the 3rd
Regional Convention at Iloilo Grand Hotel last October 28, 2011. Her four decades of
experience in teaching mathematics has given her the chutzpah to conclude that we must
wage a math revolution in order to radically enhance students reasoning and making
sense skills./Infnity fle photo
NOVEMBER 2011 - OCTOBER 2012
3
linking Algebra and Geometry
Triangles within a triangle:
A Winning (First Place; Best MI; Best Presenter; Best Poster) Mathematical Investigation presented April 21, 2012 during the 2nd
Mathematical Investigation Congress, Center for Teaching Excellence Building, West Visayas State University, La Paz, Iloilo City
By Christina E. Carsula (Passi Montessori International School), Kim Jay C. Encio (PAREF Westbridge School, Inc.), Nezel J. Francisco (Colegio de San Jose),
Rutchell L. Gania (Passi Montessori International School ), Analie B. Guion (Buntatala National High School), Stephen Raymund T. Jinon (PAREF Westbridge School, Inc.),
Jenever F. Nievares (PAREF Westbridge School, Inc.), and Lowell N. Rublico (PAREF Westbridge School, Inc.)
I. Introduction
Thi s mathemati cal i nvesti gati on i s
a collaborative effort and attempt of the
investigators in relating Geometry and Algebra
in the study of equilateral triangles. By means of
this mathematical investigation, mathematical
curiosity is satisfed, leading to learning and
addition of existing mathematical literature
which proved true of the characteristics of
Mathematics growing and dynamic.
Situation
Suppose we will draw some equilateral
triangle with side n units partitioned evenly
by n 1 points per side and let us connect
two points on any two sides such that the line
connecting these points is parallel to the third
side. Let us note the number of upright and
inverted triangles using the legend/defnition
below:
Upright Triangle triangle pointing up
Inverted Triangle triangle pointing down
II. Statement of the Problem
The investigators would like to determine
the number of upright and inverted triangles
with respect to the n units side of an equilateral
triangle partitioned evenly by n 1 points per
side, such that two points on any two sides
when connected by a line is parallel to the
third side.
Specifically, it sought to answer the
following questions:
1. What relation or function describes the
number of upright triangles, U(n), of an
FEATURE
TEAM WORK. Group leader Kim Jay Encio explains to his colleagues his proposed proof to one of their
conjectures in their Triangles within a triangle mathematical investigation./The Infnity fle photo
equilateral triangle of side n units partitioned
evenly by n 1 points per side, when two
points of any two sides are connected by a
line parallel to the third side?
2. What relation or function describes the
number of inverted triangles, I(n), of an
equilateral triangle of side n units partitioned
evenly by n 1 points per side, when two
points of any two sides are connected by a
line parallel to the third side?
III. Data Gathering and Conjectures
The table on the next page summarizes the
number of upright triangles of all sizes in each
of the following equilateral triangles of side n
units partitioned evenly by n 1 points per
side, provided that the line connecting any two
points is parallel to the third side:
Taking the differences in ns and U(n)s,
we have
It is distinctively clear from the diagram
that equal frst differences in ns resulted to
equal third differences in U(n)s. Therefore,
the relation or function describing the number
of upright triangles of an equilateral triangle of
side n units where each side is partitioned by
n 1 points, provided that the line connecting
any two points is parallel to the third side, must
be a function of the third degree/ cubic function
which takes the form
U(n) = An
3
+ Bn
2
+ Cn +D,
where A, B, C and D . Since there are four
arbitrary constants in the said form (i.e. A, B,
C, and D), in this case we will arbitrarily pick
(1, 1), (2, 4), (3, 10) and (4, 20). Substituting
each of these points to the form
U(n) = An
3
+ Bn
2
+ Cn +D,
we will have,
1 = A (1)
3
+ B (1)
2
+ C (1) +D
Or
1 = A + B + C +D (equation1)
4 = A (2)
3
+ B (2)
2
+ C (2) +D
Or
4 = 8A + 4B + 2C +D (equation 2)
10 = A (3)
3
+ B (3)
2
+ C (3) +D
Or
10 = 27A + 9B + 3C +D (equation 3)
20 = A (4)
3
+ B (4)
2
+ C (4) +D
Or
20 = 64A + 16B + 4C +D (equation 4)
Expr essi ng t he f our equat i ons
in its augmented matrix form, we have
P e r f o r m i n g p e r t i n e n t
el ement ary row operat i ons, we have
Thus D = 0.
Substituting D = 0 to 6C + 11D = 2, we have
6C + 11(0) = 2
6C = 2
C = 1/3
Substituting C = 1/3 and D = 0 to 4B + 6C +
7D = 4, we have
4B + 6 (1/3) + 7(0) = 4
4B + 2 = 4
4B = 2
B = 1/2
Substituting B = 1/2, C = 1/3 and D = 0 to A +
B + C + D = 1, we have
A + 1/2 + 1/3 + 0 = 1
A + 5/6 = 1
A = 1/6
Substituting these values to the form
U(n) = An
3
+ Bn
2
+ Cn +D, we have
U(n) = 1/6 n
3
+ 1/2 n
2
+ 1/3 n
or in complete factored form, we have
U(n) = 1/6 n (n + 1) (n + 2).
Thus, we arrived to our frst conjecture as
follows:
Conjecture 1
The number of upright triangles in
an equilateral triangle of side n units
partitioned evenly by n 1 points per
side, provided that the line connecting
any two points is parallel to the third
side, is defned by
U(n) = 1/6 n (n + 1) (n + 2), .
Testing the formula for some known cases
For n = 1
U(n) = 1/6 n (n + 1) (n + 2)
U(1) = 1/6 (1) (1 + 1) (1 + 2)
U(1) = 1/6 (1) (2) (3)
U(1) = 1
For n = 2
U(n) = 1/6 n (n + 1) (n + 2)
U(2) = 1/6 (2) (2 + 1) (2 + 2)
U(2) = 1/6 (2) (3) (4)
U(2) = 4
For n = 3
U(n) = 1/6 n (n + 1) (n + 2)
U(3) = 1/6 (3) (3 + 1) (3 + 2)
U(3) = 1/6 (3) (4) (5)
U(3) = 10
The results of actual substitution to the
formula match with known existing data for
n = 1, 2, 3. Thus, the formula could possibly
model the number of upright triangles in an
equilateral triangle of side n units partitioned
by n 1 points per side, provided that the
line connecting two points is parallel to the
third side.
The following table summarizes the
number of inverted triangles of all sizes in
each of the following equilateral triangles of
side n units partitioned evenly by n 1 points
per side, provided that the line connecting two
points is parallel to the third side:
Taking the differences in ns and I(n)s, we
have
As what we could notice, equal first
differences in ns did not resulted to equal
[third] differences in I(n)s. But one can notice
alternating 1, 0, 1, 0. In this case, we can still
fnd a relation or function by partitioning the
odd and even-numbered dimensions of an
equilateral triangle partitioned by n 1 points
per side, provided that the line connecting two
points is parallel to the third side.
For an equilateral triangle of side n units,
where n , the table of values is as
follows:
to page 14
NOVEMBER 2011 - OCTOBER 2012
4
I. STATEMENT OF THE PROBLEM
While cooking in the kitchen, I found an
evidence of poor construction materials
cracked tiles. My father would surely worry
about that problem. I, on the other hand,
worried about the mathematical side of the
problem, the heart of this investigation.
Consider a rectangular table covered
with square tiles, which have cracked along a
diagonal of the rectangle. Investigate (Bastow,
Hughes, Kissane& Mortlock, 1984).
Investigating cracks on table
By Ms. Rosemarie G. Galvez
University of San Agustin
II. CONJECTURES
Conjectures were formed through
preliminary skirmishing and systematic
exploration. The construction of the diagrams
should also be done systematically to see the
patterns that will beautifully come out of the
illustrations.
I observed that the diagonal intersects the
segments inside the rectangle. Furthermore,
there are cases when the diagonal contains
the points of intersection of the segments. But,
what conditions should be met for the diagonal
to intersect a particular number of segments
or to contain the points of intersection? With
this question as the focus of this investigation,
I defined the following variables.
Let
r =number of rows
c =number of columns
s =the number of segments in the interior
of rectangle intersected by the diagonal
(Note that whenever the diagonal passes
through an intersection of segments,
then it intersects two segments.)
v=the number of vertices or lattice points
(may be viewed as the intersections of
segments, the corners of tiles, or the
vertices of the small squares) intersected
by the diagonal in the interior of the
rectangle.
The vertices of the rectangular
table intersected by the diagonals are no
longer counted. By counting the number
of intersections in the figures, I came up
with the following tables summarizing my
observations.
Table 1
I set r as constant. So, I just looked at the
relationship of c and s . It is quite obvious that
the relationship is linear.
For s=1 and c = 2,
Hence, the linear equation is s = c - 1
Table2
The slope is
For s=2 and c = 2,
Hence, the linear equation is s = c+0
Table 3
The slope is
For s=2 and c=1,
2=(1)(1)+b
3
b
3
=1
Hence, the linear equation is s=c+1
Table 4
r 4 4 4 4 4
c 1 2 3 4 5
s 3 4 5 6 7
The slope is
For s=3 and c=1,
Hence, the linear equation is s=c+2
Table 5
r 5 5 5 5 5
c 1 2 3 4 5
s 4 5 6 7 8
The slope is
For s=5 and c=2,
Hence, the linear equation is s=c+3
Observe that the linear equations have all
slopes of 1, but the intercepts are increasing.
Again, the linear equations are:
s=c-1 f or r = 1
s=c+0 f or r = 2
s=c+1 f or r = 3
s=c+2 f or r = 4
s=c+3 f or r = 5
We could form relationship for the
s-intercepts, b
i
, and the number of rows, r.
b
i
-1 0 1 2 3
r 1 2 3 4 5
Clearly, b
i
= r 2.
We know that the slope is 1 and
b
i
= r 2. By substitution in the linear
equation s=m
1
c+b
1
, we obtain
s=c+r2
to page 15
GALVEZ. Refecting on refections/The Infnity fle photo
Hence, the first conjecture is:
On rectangular table covered by square
tiles, the diagonal would intersect segments
determined by the tiles. The number segments
intersected by the diagonal in the interior of
the rectangle is determined by s=c+r2,
where r=number of rows and c=number of
columns.
I also investigated the number of lattice
points in the interior of the rectangle,
contained by the diagonal.
r 2 2 3 4 4 5
c 2 4 3 2 4 5
v 1 1 2 1 3 4
Here I observed that the number of
lattice points will be greater than zero if r
is a multiple of c or vice versa. Of course the
number of vertices intersected is greater than
0 also when r = c . It was observed that
v = r 1
I decided to have another illustration, say
for r = 6 . Six has more factors, so patterns here
could be seen. The following is the table for
r=6.
r 6 6 6 6 6 6
c 1 2 3 4 5 6
v 0 1 2 1 0 5
From this table, I observed that the
equation v = r1 does not hold anymore.
Instead, the following equation holds.
v=gcf(r,c)-1
Here are the two conjectures I made
based on the patterns that I observed.
1.) For r x c rectangular table covered with
square tiles, the diagonal intersects
s = c+r2
segments in the interior of the rectangle,
where:
r = number of rows
c =number of columns
s =number of segments intersected
by the diagonal in the interior of
the rectangle
2.) For r x c rectangular table covered
with square tiles, the diagonal intersects
v=gcf(r,c)-1
vertices, where:
v =number of vertices or lattice
points intersected by the
diagonal in the interior of the
rectangle
gcf =greatest common factor.
III. VERIFYING CONJECTURES
A. Using rectangular table
By substitution,
s=c+r2
s=7+72
s=12
The diagonal intersects 12 segments. By
counting in the figure, this is true.
By using a similar diagram, we could
verify conjecture 2. If we substitute in the
formula, we get
v=gcf(r,c)-1
v = gcf (7,7) 1
v = 7 1=6
Verifying by using the figure tells us the
formula is true for this case.
B. Using 8 x 10 rectangular table
By substitution,
s = c + r 2
s = 10 + 8 2
s = 16
Indeed, the figure shows that the
diagonal intersects 16 segments.
Verifying the number of vertices
intersected of the same figure, we have
v = gcf (r,c) 1
v = gcf (8,10) 1
v = 2 1 = 1
Correct again!
C. Using rectangular table
The number of segments intersected is
s = c + r 2
s = 7 + 6 2
s = 11
Wow! I got it right again. Try counting in the
figure.
The number of vertices intersected is
v = gcf (r,c) 1
v = gcf (7,6) 1
v = 1 1 = 0
Obviously, the figure shows that the
diagonal intersects no vertex in the interior of
the rectangle.
I verified the two conjectures by using
three cases. Observe that in the first case, the
dimensions are all odd. The second case has
both dimensions even. The third case, on the
other hand, has one even dimension while
the other is odd. The cases, I believe, are well-
chosen to somehow represent the infinite
possible rectangular tables that could be
constructed.
Nevertheless, the verified conjectures
still need to be proven.
V. JUSTIFICATION
A rectangular figure covered with
square tiles may be represented by a rectangle
drawn on a Cartesian plane with one side
on the x-axis and another side on the y-axis.
With c representing the number of columns
of squares and r representing the number of
rows of squares, the vertices of the rectangle
FEATURE
NOVEMBER 2011 - OCTOBER 2012
5
Oftentimes, teachers worry what con-
cept to teach to their students. They do not
only know that the answer lies within the
students. So, it is just a matter of looking
what the students know and use whatever
concepts they have in their store knowledge.
The kinds of experience teachers provide
clearly play a major role in determining the
extent and quality of students learning.
Students understanding of mathemati-
cal ideas can be built throughout their years
if they actively engage in tasks and experi-
ences designed to deepen and connect their
knowledge. In doing this, the teacher makes
use of the students own concept about the
subject and thus provides the learners with
meaningful learning. Therefore, the teach-
ers proper use of diagnosis is very helpful to
determine what students have and what stu-
dents need to learn. Moreover, looking into
the students minds will help teachers design
materials appropriate for bringing out essen-
tial ideas or concepts from the students.
Students exhibit different talents, abili-
ties, achievements, needs and interests in
mathematics, teaching, therefore, should
give students the opportunities to learn im-
portant mathematics under the guidance of
competent and committed teacher. With the
teachers guidance, students can thus begin
to develop the ability to articulate using his
prior knowledge. Students skills in visualiz-
ing and reasoning about mathematical con-
cepts are likewise developed.
At the beginning of the 21
st
Century,
mathematics for both the elementary school
and high school has been undergoing two
major changes. The frst one is in teaching
where one moves from routine exercises
and memorized algorithms toward creative
solutions to conventional problems. The
second one consists in spreading problem
solving: culture throughout the world. Most
international math competition that Filipino
kids participated in for the past seventeen
years refects both trends. It ranges from the
essay-type to non-routine and open-ended
problems.
On the other hand, it is important for
us to know the difference between an exer-
cise and a problem so that we can have a
better understanding of their functions. Our
defnition of an exercise is you know imme-
diately how to complete the given item just
by looking at it. It is just a question of doing
the work. Whereas a problem, we mean a
more intricate question for which at frst one
has probably no clue on how to approach it.
But by perseverance and inspired effort, one
can transform it into a sequence of exercis-
es. Those are important elements that really
matter in any international competitions. And
in my presentation today, we chose mainly
the latter because they are beautiful, inter-
esting, fun to solve, and they best refect
mathematical ingenuity and elegant argu-
ments.
Mathematics Competitions are well es-
tablished and popular in our country. Proof
of this is the growing number of academic
contests in the region, such as Philippine
Invitational Mathematics Examination of
the MTG, the Math Challenge of the Metro-
bankDepartment of EducationMathemat-
ics Teachers Association of the Philippines,
and the Philippine Mathematics Olympiad.
Math competitions aim to (a) enhance stu-
dents competence and interest in solving
mathematics problems with varying levels of
diffculty and (b) challenge their mathemat-
ics skills and ingenuity. Math tournaments
set a high standard of qualifcation for aspir-
ing competitors. For local competitions, such
as those mentioned above, participants go
through a process of elimination, usually in
two or more stages, which increases in dif-
fculty at every stage. Those who excel in
all the elimination rounds are eligible for na-
tional contests and become contenders for
international events.
To give students an edge in math learn-
What makes an international math competitor?
A Philippine Setting
Dr. Simon L. Chua
President, Mathematics Trainers Guild (MTG), Philippines
ing, especially in high pressure competitions,
they must be provided with extensive train-
ing to develop their mathematical abilities.
Mathematical Abilities
V. A. Krutetskii, a Russian psycholo-
gist, was the frst to defne the parameters
of mathematical abilities. These parameters
were then revised by the famous Russian
mathematician, A. N. Kolmogorov and fnally
by the Mathematical Educational Committee
and the Mathematics Committee of the US
Research Association. Together they identi-
fed the components of mathematical abili-
ties as follow:
1. Ability to perform appropriate
mental calculation and
mathematical operations as well
as effective prediction by using
numbers clues and other signs
2. Ability to practice logical reasoning
3. Ability to shorten the process of
reasoning
4. Ability to record mathematical
generalization, fguration and
logical mode to memory
5. Ability to form spatial concepts
A report from the Special Committee of
World Federation of National Mathematics
Competition states that high school students
who are being considered as participants in
mathematical contests must possess the fol-
lowing abilities:
1. Observative Ability the ability
to recognize quickly the number or
fgure represented by an object and
connects this to a mathematical fgure
and relation. In most international
mathematics competition, this ability
is demonstrated by individuals who
are able to:
(a) fnd out the structural
features and interrelations of
mathematical relations
(b) recognize special fgures and
relations from a geometric
fgure.
2. Associative Ability based on the
mathematical concept of association
as the process of forming connections
between relevant ideas and/or
knowledge.
3. Computational Ability the ability to
(a) memorize the defnitions, formu-
las, and rules of operation; (b) simpli-
fy an operational process; (c) reverse
a computational process and be able
to check it; (d) predict and estimate
values; and (e) recognize recurrence
and induction.
4. Abstractive Summary Ability
This math ability requires students
to summarize a particular problem,
generate an abstract conclusion
through analysis and synthesis, and
then apply the conclusion to the specifc
problem.
5. Ability of logical reasoning This
ability is the core of mathematical
abilities and includes the following:
(a) Understanding and mastery
of the relationship among
formulas, principles,
theorems, and axioms in a
conceptual system.
(b) Mastery of relevant logical
knowledge such as suffcient
condition and necessary
condition, inductive
reasoning, deductive
reasoning, and analogical
reasoning.
(c) Mastery of commonly used
mathematical methods such
as analytical, synthetic,
inductive, and reductive
methods.
(d) Capacity to think in a concise
manner by simplifying the
reasoning process.
6. The ability of writing and
expressing oneself the
ability to express ideas clearly
and accurately such as in the
presentation of solutions to
problems.
With these important inputs, we can
have a better perception of our priority with
regard to our focus in uplifting mathematics
education. As always, I make a special
emphasis that mathematics contents are
worth the time and attention of the students.
Mathematics topics can be considered
important for different reasons, such as their
utility in developing other mathematical ideas,
in linking different areas in mathematics,
or in deepening students appreciation of
mathematics as a discipline and as human
creation. Ideas may also merit curricular
focus because they are useful in representing
and solving problems within or outside
mathematics.
Careful analysis and consideration
allow us to arrive at a conclusion that the
classroom, the lesson, and the teacher
really matter at making a student an
international math competitor. With this
thought in mind, every teacher must realize
that chances of our students to do better in
any mathematics competition largely depend
in his/her hands. This is why foundational
mathematical concepts and contents
should have a prominent place in the
teaching of mathematics. The improvement
of mathematics education for all students
requires effective mathematics teaching in all
classrooms.
In closing, it is a wonderful privilege to
be in the classroom of dedicated mathematics
teachers where enthusiasm, curiosity and
strategies of young children are valued and
built upon, with lasting effects upon their
understanding, their attitudes, their love of
mathematics, and their confdent views of
themselves as learners of mathematics.
Indeed, it is still the effective mathematics
teachers that make a difference.
Compilation of International Math Contest
Problems
Problem 1
Refer to the diagram below. The hypotenuse
of the given right triangle is 6 cm. Determine
area of this right triangle without Using
Trigonometry.
Problem 2 Given three squares with sides
equal to 2 units, 3 units, and 6 units, perform
only two cuts and reassemble the resulting
5 pieces into a square whose side is equal
to 7 units.
Note: By a cut we understand a polygonal
line that decomposes a polygon
into two connected pieces.
Problem 3
Can you work out which three of the shapes
at the bottom can be joined together to make
this pyramid shape? None of the pieces can
be rotated or turned over.
Problem 4
Can you work out which of the shapes at
the right can be joined together to make the
larger shape at the left? None of the pieces
can be rotated or turned over, and no shape
can be used more than once.
Problem 5
2013 x 2012 2012 2012 2012 x 2013 2013 2013
Problem 6
The number 142857 is known as a 6-digit
Cyclic Number because the frst 6 multiples
of this number will still be the same 6-digit
number in different sequential order.
The results are:
142857 2 = 285714
142857 3 = 428571
142857 4 = 571428
142857 5 = 714285
142857 6 = 857142
We can illustrate this concept with the
diagram above.
Using the 6-digit number above as an
example, fnd a 16-digit Cyclic Number.
Problem 7
The vertices of a square are connected to
the midpoint of another side, as shown in
the fgure, in the process forming a smaller
square. The area of the smaller square is
what fractional part of the area of the given
square?
Problem 8
Given an equilateral triangle with its inscribed
and circumscribed circles, what is the ratio
of the area of the larger circle to the area of
the smaller circle?
Problem 9
Determine all of the digits represented by X
in the long division and also determine the
remaining four digits of the fve-digit answer
of which 8 is the third digit, as shown in
fgure above./The Infnity
=
+
2 1 1 1
2 1
2 1 1 1 2 1
my ny my ny
y y
n
mx nx mx nx x x
n
+
=
+
2 1
2 1
2 1 2 1
my my
y y
n
mx mx x x
n
=
2 1 2 1
2 1 2 1
y y y y
x x x x
=
Hence, ( ) ,
m m
x y is on the line containing
the segment.
Having shown that M is on the line is not
suffcient to prove that M is on the segment.
This is because there are two points on
this line with the specifed distance from A.
Hence, it is imperative to show that M is on
AM , i.e. by proving that
BM BA
d d < . This
will, fnally, identify a unique point (M) on the
segment with the necessary distance from A.
Part 3. ( ) ,
m m
M h k is a Point AB
This can be shown by establishing that
BM BA
d d < . So, using the distance formula
we have,
| | | |
2 2
2 1 2 1
2 2 BM
mx n m x my n m y
d x y
n n
| | | | + +
= + | |
| |
\ . \ .
2 2
2 1 1 2 1 1
2 2 BM
mx nx mx my ny my
d x y
n n
+ + | | | |
= +
| |
\ . \ .
( ) ( )
2 2
2 1 1 2 2 1 1 2 2 2
1 1
BM
d mx nx mx nx my ny my ny
n n
= + + +
| | | | ( ) | | | | ( )
2 2
1 2 1 2
1
BM
d n m x n m x n m y n m y
n
= +
| | ( ) ( )
2 2 2
1 2 1 2
1
BM
d n m x x y y
n
(
= +
( ) ( )
2 2
1 2 1 2 BM
n m
d x x y y
n
= +
Since 0
n m
n
2N
B. n
2N 1
Notice that regardless whether n is even or
odd, the difference of I(n) and I(n-1) is always
a number of the form (n (n- 1))/2.
For n2N, For n2N - 1,
1 = 1 0 = 0
7 = 1 + 6 3 = 0 + 3
22 = 1 + 6 + 15 13 = 0 + 3 + 10
50 = 1 + 6 + 15 + 28 34 = 0 + 3 + 10 + 21
95 = 1 + 6 + 15 + 28 + 45 70 = 0 + 3 + 10 + 21 +36
Now we are ready to prove our second
conjecture.
Proving Conjecture 2 by Using the Principle
of Mathematical Induction
Conjecture 2
The number of inverted triangles, I(n), in an
equilateral triangle of side n units partitioned
by n 1 points per side, provided that the line
connecting two points is parallel to the third
side, is defned by
This one is a special case. Since this Piecewise
Function is comprised of two different functions
defned on certain, restricted domains, thus
two mathematical inductions are necessary
to prove each case.
A. The number of inverted triangles in an
equilateral triangle of side n units partitioned
by n 1 points per side, provided that the line
connecting two points is parallel to the third
side
n
2N, is defned by
Triangles ..... from page 3
NOVEMBER 2011 - OCTOBER 2012
15
i. Verifcation. Prove true for n = 8,10.
For n = 8
1 + 6 + 15 + 28 = 1/24 (8) (8 + 2) (2(8) 1)
50 = 1/24 (8) (10) (15)
50 = 50
For n = 10
1 + 6 + 15 + 28 + 45 = 1/24 (10) (10 + 2) (2(10) 1)
95 = 1/24 (10) (12) (19)
95 = 95
The conjecture is verifed true for n = 8, 10.
ii. Assumption. Since the conjecture was
verifed true for n = 8, 10, assume true for n
= k. That is,
iii. Proof of Induction. Prove for the next even
integer n = k + 2.
iv. Conclusion. Since the proposition was
verifed true for n = 8, 10 and was proved
true for n = k + 2, thus the proposition is valid
n
2N.
B. The number of inverted triangles, I(n), in an
equilateral triangle of side n units partitioned
by n 1 points per side, provided that the line
connecting two points is parallel to the third
side is defned by
i. Verifcation. Verify the proposition to be true
for n = 7, 9.
For n = 7
0 + 3 + 10 + 21 = 1/24 (7 1) (7 + 1) (2(7) + 3)
34 = 1/24 (6) (8) (17)
34 = 34
For n = 9
0 + 3 + 10 + 21 + 36 = 1/24 (9 1) (9 + 1) (2(9) + 3)
70 = 1/24 (8) (10) (21)
70 = 70
The conjecture is verifed true for n = 7, 9.
ii. Assumption. Since the conjecture was
verifed true for n = 7, 9, assume true for n =
k. That is,
iii. Proof of Induction. Prove for the next odd
integer n = k + 2.
iv. Conclusion. Since the proposition was
verifed true for n = 7, 9 and was proved true
for the next odd integer n = k + 2, thus the
proposition is valid n 2N 1.
V. Summary
This study focused on determining the
number of upright and inverted triangles with
respect to the n units side of an equilateral
triangle partitioned evenly by n 1 points per
side, provided that the line connecting two
points is parallel to the third side.
Conjecture 1
The number of upright triangles in an
equilateral triangle of side n units partitioned
evenly by n 1 points per side, provided that
any two points connected from two sides is
parallel to the third side, is defned by
U(n) = 1/6 n (n + 1) (n + 2), N n .
In attempt to describe the number of
inverted triangles, I(n), based on the table,
the researchers took the differences in ns
and I(n)s. Equal frst differences in ns did not
result to equal [third] differences in I(n)s but
alternating 1s and 0s are noticed.
I n t hi s case, t he researchers
partitioned the odd and even-numbered
measures of sides n of an equilateral triangle
partitioned by n 1 points, provided that any
two points connected from two sides is parallel
to the third side. By doing so, and taking
differences in ns and I(n)s of each table, it is
noted that equal frst differences in ns equaled
the third differences of each table. Thus, the
relation or function describing the number
of inverted triangles, I(n), in an equilateral
triangle of side n units must be a function of the
third degree/ cubic unction. Using the same
procedures as to conjecture 1, we arrived at
our second conjecture as follows:
Conjecture 2
The number of inverted triangles, I(n),
in an equilateral triangle of side n units
partitioned by n 1 points per side, provided
that any two points connected from two sides
is parallel to the third side, is defned by
The formulas are tested against known
existing cases and results match with the data.
The principle of Mathematical Induction was
used to prove the conjectures true and valid
under their respective domains. The formulas
are also used to predict the number of upright
and inverted triangles an equilateral triangle of
side n units partitioned by n 1 points per side.
VI. Possible Extensions
In light of the aforementioned results of
this study, the following recommendations
are advanced:
1. Furt her i nvest i gat i ons may be
conducted on determining the relationship,
if there exists any, between the number of
points in an equilateral triangle of side n
partitioned evenly by n 1 points on each
side and the total number of triangles.
2. It is highly recommended to conduct
similar investigations to find a function
rule, if there exists any, relating the side
n of an equilateral triangle partitioned by
n 1 points per side given that all of these
points are connected, to the total number of
intersections at the interior of the equilateral
triangle.
3. It is proposed to carry out a similar
study to other kinds of triangles (scalene,
isosceles, right, obtuse, etc.).
4. Using the same conditions in this study,
it is suggested to conduct investigations
to find formulas, if there exists any, to
determine the number of quadrilaterals,
pentagons, n gons at the interior of the
triangle./The Infnity