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Cryptography: 
An Application 
of Vectors 
Matrices 
Diana Cheng 
Towson University
HSN.VM.C 
Perform operations on matrices & use matrices in applications. 
 6 Use matrices to represent & manipulate data, e.g., to represent 
payoffs or incidence relationships in a network. 
 7 Multiply matrices by scalars to produce new matrices, e.g., as 
when all of the payoffs in a game are doubled. 
 8 Add, subtract, & multiply matrices of appropriate dimensions. 
 9 Understand that, unlike multiplication of numbers, matrix 
multiplication for square matrices is not a commutative operation, 
but still satisfies the associative & distributive properties. 
 10 Understand that the zero & identity matrices play a role in 
matrix addition & multiplication similar to the role of 0 & 1 in the 
real numbers. The determinant of a square matrix is nonzero if & 
only if the matrix has a multiplicative inverse. 
 11 Multiply a vector (regarded as a matrix with one column) by a 
matrix of suitable dimensions to produce another vector. Work with 
matrices as transformations of vectors.
The goal of cryptography… 
 Is to hide a message’s meaning, & not 
necessarily hide the existence of a 
message. 
 If a first message is hidden inside a second 
message, the second message can be 
made public, yet a person seeing the 
second message may not be able to 
understand the meaning of the first 
message.
Try to crack this cipher: 
 Try to crack this cipher: 
 7 0 21 4 0 13 8 2 4 3 0 24
Encryption / Decryption
Uses of cryptography 
Warfare 
 
 

Julius Caesar’s cipher 
 Used for military purposes & its use is 
documented in his Gallic Wars. 
 For the first letter in the plaintext, the first letter 
in the ciphertext is the letter a fixed number n 
letters higher in the alphabet; repeat this 
process for each letter of the plaintext. 
 E.g., plaintext ABCD could be shifted three 
(n=3) letters, to become ciphertext, CDEF.
Shift Cipher: 
Matrix Addition by a constant 
How many keys would 
you need to try, if you 
knew that a message 
was encoded using our 
coding scheme and the 
shift cipher?
Stretch Cipher 
(Scalar Multiplication)
Combination Cipher 
(Matrix Addition & Scalar 
Multiplication)
Polyalphabetic cipher… 
Was developed since the monoalphabetic 
substitution ciphers were not sufficiently 
keeping messages hidden anymore. 
 Blaise de Vigenère, (French diplomat born in 
1523) created the idea of switching between 
cipher alphabets. Within 1 message, multiple 
cipher alphabets are used. 
 Vigenère’s cipher is equivalent to the Caesar 
shifts of 1 through 26 (Hamilton & Yankosky, 
2004; Singh, 1999).
Matrix Addition with a Key 
Matrix
Vigenere Cipher: Matrix Addition with a Keyword
WEATHERISNICE
Practice using Vigenere 
Cipher 
Discussion Question: Using the Vigenere cipher, in how many ways could 
you encrypt the word “THE” using keyword “SUPER”?
Matrix multiplication 
“Operations with Matrices” 
 How would the students who produced 
the work on question 1 respond to 
question 2? How can you help them with 
matrix multiplication? 
From: 
Tobey, C. & Arline, C. (2014). Uncovering Student Thinking 
about Mathematics in the Common Core: High School. 
Corwin: Thousand Oaks, CA.
Matrix Multiplication (non-scalar) 
 Activity Adapted from “Produce Intrigue 
with Crypto!” article 
 [A] x [B] = [C] 
 To solve for [B], what do you need to 
know? 
 Encode two plaintext messages & decode 
two plaintext messages!
Discussion Questions 
 What are the benefits and shortcomings 
of each of these methods of encryption? 
 What is the role of the choice of the 
coding scheme? 
 How can we improve our encryption 
methods?
SmP? 
 Make sense of problems & persevere in 
solving them 
 Reason abstractly and quantitatively 
 Construct viable arguments and critique 
the reasoning of others 
 Model with mathematics 
 Use appropriate tools strategically 
 Attend to precision 
 Look for and make use of structure 
 Look for and express regularity in 
repeated reasoning
References 
• Avila, C. & Ortiz, E. (2012). Produce intrigue with Crypto! 
Mathematics Teaching in the Middle School, 18(4), 212-220. 
• Chua, B. (2008). Harry Potter and the coding of secrets. 
Mathematics Teaching in the Middle School, 14(2), 114-121. 
• FBI website – 
• http://www.fbi.gov/news/stories/2009/december/code_122409 
• Garfunkel, S., Gobold, L., & Pollak, H. (1998). Mathematics: 
Modeling our world, Course 1 (Annotated Teacher's Edition ed.). 
Lexington, MA: Consortium for Mathematics and Its Applications. 
• Hamilton, M., & Yankosky, B. (2004). The Vigenere cipher with the 
TI-83. Mathematics and Computer Education, 38(1), 19-31. 
• NCTM (2006). Rock Around the Clock. Navigating through Number 
and Operations in Grades 9-12. Reston, VA. 
• Nykamp, D. Introduction to matrices. From Math Insight. 
• http://mathinsight.org/matrix_introduction 
• Singh, S. (1999). The code book. New York: First Anchor Books.

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Cryptography an application of vectors and matrices

  • 1. Cryptography: An Application of Vectors Matrices Diana Cheng Towson University
  • 2. HSN.VM.C Perform operations on matrices & use matrices in applications.  6 Use matrices to represent & manipulate data, e.g., to represent payoffs or incidence relationships in a network.  7 Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.  8 Add, subtract, & multiply matrices of appropriate dimensions.  9 Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative & distributive properties.  10 Understand that the zero & identity matrices play a role in matrix addition & multiplication similar to the role of 0 & 1 in the real numbers. The determinant of a square matrix is nonzero if & only if the matrix has a multiplicative inverse.  11 Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
  • 3. The goal of cryptography…  Is to hide a message’s meaning, & not necessarily hide the existence of a message.  If a first message is hidden inside a second message, the second message can be made public, yet a person seeing the second message may not be able to understand the meaning of the first message.
  • 4. Try to crack this cipher:  Try to crack this cipher:  7 0 21 4 0 13 8 2 4 3 0 24
  • 6. Uses of cryptography Warfare   
  • 7. Julius Caesar’s cipher  Used for military purposes & its use is documented in his Gallic Wars.  For the first letter in the plaintext, the first letter in the ciphertext is the letter a fixed number n letters higher in the alphabet; repeat this process for each letter of the plaintext.  E.g., plaintext ABCD could be shifted three (n=3) letters, to become ciphertext, CDEF.
  • 8. Shift Cipher: Matrix Addition by a constant How many keys would you need to try, if you knew that a message was encoded using our coding scheme and the shift cipher?
  • 9. Stretch Cipher (Scalar Multiplication)
  • 10. Combination Cipher (Matrix Addition & Scalar Multiplication)
  • 11. Polyalphabetic cipher… Was developed since the monoalphabetic substitution ciphers were not sufficiently keeping messages hidden anymore.  Blaise de Vigenère, (French diplomat born in 1523) created the idea of switching between cipher alphabets. Within 1 message, multiple cipher alphabets are used.  Vigenère’s cipher is equivalent to the Caesar shifts of 1 through 26 (Hamilton & Yankosky, 2004; Singh, 1999).
  • 12. Matrix Addition with a Key Matrix
  • 13. Vigenere Cipher: Matrix Addition with a Keyword
  • 15. Practice using Vigenere Cipher Discussion Question: Using the Vigenere cipher, in how many ways could you encrypt the word “THE” using keyword “SUPER”?
  • 16. Matrix multiplication “Operations with Matrices”  How would the students who produced the work on question 1 respond to question 2? How can you help them with matrix multiplication? From: Tobey, C. & Arline, C. (2014). Uncovering Student Thinking about Mathematics in the Common Core: High School. Corwin: Thousand Oaks, CA.
  • 17. Matrix Multiplication (non-scalar)  Activity Adapted from “Produce Intrigue with Crypto!” article  [A] x [B] = [C]  To solve for [B], what do you need to know?  Encode two plaintext messages & decode two plaintext messages!
  • 18. Discussion Questions  What are the benefits and shortcomings of each of these methods of encryption?  What is the role of the choice of the coding scheme?  How can we improve our encryption methods?
  • 19. SmP?  Make sense of problems & persevere in solving them  Reason abstractly and quantitatively  Construct viable arguments and critique the reasoning of others  Model with mathematics  Use appropriate tools strategically  Attend to precision  Look for and make use of structure  Look for and express regularity in repeated reasoning
  • 20. References • Avila, C. & Ortiz, E. (2012). Produce intrigue with Crypto! Mathematics Teaching in the Middle School, 18(4), 212-220. • Chua, B. (2008). Harry Potter and the coding of secrets. Mathematics Teaching in the Middle School, 14(2), 114-121. • FBI website – • http://www.fbi.gov/news/stories/2009/december/code_122409 • Garfunkel, S., Gobold, L., & Pollak, H. (1998). Mathematics: Modeling our world, Course 1 (Annotated Teacher's Edition ed.). Lexington, MA: Consortium for Mathematics and Its Applications. • Hamilton, M., & Yankosky, B. (2004). The Vigenere cipher with the TI-83. Mathematics and Computer Education, 38(1), 19-31. • NCTM (2006). Rock Around the Clock. Navigating through Number and Operations in Grades 9-12. Reston, VA. • Nykamp, D. Introduction to matrices. From Math Insight. • http://mathinsight.org/matrix_introduction • Singh, S. (1999). The code book. New York: First Anchor Books.