Question 10
Can you find a similar pictorial explanation for why adding counting numbers up and down, i.e., 1, 1 + 2 + 1, 1 + 2 + 3 + 2 + 1, ..., gives square numbers?
We can see this pattern by arranging dots in a square shape.
Step 1 — Checking the first few sums
Let us look at the first few sums.
The first sum is just 1.
Next, we add 1, then 2, then 1.
Now, we add 1, then 2, then 3, then 2, then 1.

Step 2 — Visualizing with a square of dots
Let us take the sum . This sum is 9. We can make a square with 9 dots. It is a square. Imagine a square grid of dots. We can count the dots along diagonal lines. Start from the top-left corner. The first diagonal line has 1 dot. The next diagonal line has 2 dots. The main diagonal line has 3 dots. The next diagonal line has 2 dots. The last diagonal line has 1 dot. So, we have dots. This total number of dots forms a square. The total number of dots is .

Step 3 — Seeing the general pattern
Let us take any number, say . We want to add numbers up to and then down to 1. This sum is . We can make an square of dots. This square has dots in total. If we count the dots along the diagonals, we see the pattern. The first diagonal has 1 dot. The next has 2 dots. This continues until the main diagonal. The main diagonal has dots. Then the number of dots in diagonals goes down. The next diagonal has dots. This continues until the last diagonal. The last diagonal has 1 dot. So, the total number of dots is . This total is always . So, this sum is always a square number.
Answer
More questions in FIO
Can you think of other examples where mathematics helps us in our everyday lives?
How has mathematics helped propel humanity forward? (You might think of examples involving: carrying out scientific experiments; running our economy and democracy; building bridges, houses or other complex structures; making TVs, mobile phones, computers, bicycles, trains, cars, planes, calendars, clocks, etc.)
Can you recognise the pattern in each of the sequences in Table 1?
Rewrite each sequence of Table 1 in your notebook, along with the next three numbers in each sequence! After each sequence, write in your own words what is the rule for forming the numbers in the sequence.
Copy the pictorial representations of the number sequences in Table 2 in your notebook, and draw the next picture for each sequence!
Why are 1, 3, 6, 10, 15, ... called triangular numbers? Why are 1, 4, 9, 16, 25, ... called square numbers or squares? Why are 1, 8, 27, 64, 125, ... called cubes?
You will have noticed that 36 is both a triangular number and a square number! That is, 36 dots can be arranged perfectly both in a triangle and in a square. Make pictures in your notebook illustrating this!
This shows that the same number can be represented differently, and play different roles, depending on the context. Try representing some other numbers pictorially in different ways!
What would you call the following sequence of numbers?
That's right, they are called hexagonal numbers! Draw these in your notebook. What is the next number in the sequence?
Can you think of pictorial ways to visualise the sequence of Powers of 2? Powers of 3?
Can you find a similar pictorial explanation for why adding counting numbers up and down, i.e., 1, 1 + 2 + 1, 1 + 2 + 3 + 2 + 1, ..., gives square numbers?
By imagining a large version of your picture, or drawing it partially, as needed, can you see what will be the value of 1 + 2 + 3 + ... + 99 + 100 + 99 + ... + 3 + 2 + 1?
Which sequence do you get when you start to add the All 1's sequence up? What sequence do you get when you add the All 1's sequence up and down?
Which sequence do you get when you start to add the counting numbers up? Can you give a smaller pictorial explanation?
What happens when you add up pairs of consecutive triangular numbers? That is, take 1 + 3, 3 + 6, 6 + 10, 10 + 15, ... Which sequence do you get? Why? Can you explain it with a picture?
What happens when you start to add up powers of 2 starting with 1, i.e., take 1, 1 + 2, 1 + 2 + 4, 1 + 2 + 4 + 8, ... ? Now add 1 to each of these numbers—what numbers do you get? Why does this happen?
What happens when you multiply the triangular numbers by 6 and add 1? Which sequence do you get? Can you explain it with a picture?
What happens when you start to add up hexagonal numbers, i.e., take 1, 1 + 7, 1 + 7 + 19, 1 + 7 + 19 + 37, ... ? Which sequence do you get? Can you explain it using a picture of a cube?
Find your own patterns or relations in and among the sequences in Table 1. Can you explain why they happen with a picture or otherwise?
Can you recognise the pattern in each of the sequences in Table 3?
Try and redraw each sequence in Table 3 in your notebook. Can you draw the next shape in each sequence? Why or why not? After each sequence, describe in your own words what is the rule or pattern for forming the shapes in the sequence.
Count the number of sides in each shape in the sequence of Regular Polygons. Which number sequence do you get? What about the number of corners in each shape in the sequence of Regular Polygons? Do you get the same number sequence? Can you explain why this happens?
Count the number of lines in each shape in the sequence of Complete Graphs. Which number sequence do you get? Can you explain why?
How many little squares are there in each shape of the sequence of Stacked Squares? Which number sequence does this give? Can you explain why?
How many little triangles are there in each shape of the sequence of Stacked Triangles? Which number sequence does this give? Can you explain why? (Hint: In each shape in the sequence, how many triangles are there in each row?)
To get from one shape to the next shape in the Koch Snowflake sequence, one replaces each line segment '—' by a 'speed bump' _/_ . As one does this more and more times, the changes become tinier and tinier with very very small line segments. How many total line segments are there in each shape of the Koch Snowflake? What is the corresponding number sequence? (The answer is 3, 12, 48, ..., i.e., 3 times Powers of 4; this sequence is not shown in Table 1.)