A complete and enhanced presentation on mathematical induction and divisibility rules with out any calculation.
Here are some defined formulas and techniques to find the divisibility of numbers.
A complete and enhanced presentation on mathematical induction and divisibility rules with out any calculation.
Here are some defined formulas and techniques to find the divisibility of numbers.
Now we have learnt the basics in logic.
We are going to apply the logical rules in proving mathematical theorems.
1-Direct proof
2-Contrapositive
3-Proof by contradiction
4-Proof by cases
Discrete Mathematics is a branch of mathematics involving discrete elements that uses algebra and arithmetic. It is increasingly being applied in the practical fields of mathematics and computer science. It is a very good tool for improving reasoning and problem-solving capabilities.
Proofs Methods and Strategy
CMSC 56 | Discrete Mathematical Structure for Computer Science
September 10, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
Propositional Logic
CMSC 56 | Discrete Mathematical Structure for Computer Science
August 17, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
Analysis of algorithms is the determination of the amount of time and space resources required to execute it. Usually, the efficiency or running time of an algorithm is stated as a function relating the input length to the number of steps, known as time complexity, or volume of memory, known as space complexity.
Now we have learnt the basics in logic.
We are going to apply the logical rules in proving mathematical theorems.
1-Direct proof
2-Contrapositive
3-Proof by contradiction
4-Proof by cases
Discrete Mathematics is a branch of mathematics involving discrete elements that uses algebra and arithmetic. It is increasingly being applied in the practical fields of mathematics and computer science. It is a very good tool for improving reasoning and problem-solving capabilities.
Proofs Methods and Strategy
CMSC 56 | Discrete Mathematical Structure for Computer Science
September 10, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
Propositional Logic
CMSC 56 | Discrete Mathematical Structure for Computer Science
August 17, 2018
Instructor: Allyn Joy D. Calcaben
College of Arts & Sciences
University of the Philippines Visayas
Analysis of algorithms is the determination of the amount of time and space resources required to execute it. Usually, the efficiency or running time of an algorithm is stated as a function relating the input length to the number of steps, known as time complexity, or volume of memory, known as space complexity.
Proof Techniques
There are some of the most common proof techniques.
1. Direct Proof
2. Proof by Contradiction
3. Proof by Contapositive
4. Proof by Cases
The 1741 Goldbach [1] made his most famous contribution to mathematics with the conjecture that all even numbers can be expressed as the sum of the two primes (currently Conjecture) referred to as “all even numbers greater than 2 can be expressed as the sum-two primes” (DOI:10.13140/RG.2.2.32893.69600/1)
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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3. Proof by Contradiction
A formula or theorem can be proved by two methods:
Methods of Proof
Direct Method Indirect Method
Proof by Contradiction Proof by Contraposition
4. Proof by Contradiction:
In Mathematics Proof by contradiction is a
technique that determines the truth value of a preposition/statement
by showing that assuming the preposition to be false.
A Proof by Contradiction is based on the fact that either a
statement is true or false but not both. Hence the supposition, that
the statement to be proved is false, leads logically to a
contradiction, impossibility or absurdity, then the supposition
must be false.
5. Steps Involved in Contradiction
1. Assume that the statement to be proved is false.
2. Show that our supposition is false.
3. In last step, we conclude that our actual statement is
true because our supposition is false.
6. Theorem:
Prove that There is no greatest integer.
Solution:
Suppose there is a greatest integer N. i.e. n ≤ N
Let M=N+1
Now, M is an integer because it is sum of two integers
Also, M>N
Hence our supposition is false that there is a greatest integer.
Therefore, it has been proved that there is no greatest integer.
7. EXERCISE:
Give a proof by contradiction for the statement:
“If n2 is an even integer then n is also an even integer.”
Proof:
Suppose n2 is even and n is not even, means n is odd.
If n is odd then :
Let n=2k+1
squaring both sides
n2 = (2k+1)2
= 4k2+4k+1
= 2(2k2+2k)+1
let r= 2k2+2k
Then n2= 2r+1 here n2 becomes odd
but we have specify at the beginning that n2 is even.
hence our supposition is false , So the statement is true.
8. Exercise:
Prove that √𝟐+ 𝟑 𝒊𝒔 𝒊𝒓𝒓𝒂𝒕𝒊𝒐𝒏𝒂𝒍.
Solution:
Let √2+ 3 is rational
Then,
√2+ 3 =
𝑎
𝑏
Squaring both sides.
2+3+2 2 3 =
𝑎2
𝑏2
5 + 2( 6 =
𝑎2
𝑏2
2 6 =
𝑎2
𝑏2 - 5
√6 =
𝑎2 − 5𝑏2
2𝑏2
Here √6 become rational but in actual it is not rational, it is a contradiction.
So the Theorem is true that √2+ 3 is a irrational.
9. EXERCISE:Prove that √2is irrational.
Solution:
let √2 is rational number. Where a, b ε Z
b ≠ 0
(also a, b are in lowest form)
√2 =
𝑎
𝑏
Squaring both sides…
2 =
𝑎2
𝑏2
2b2 = a2 _________ (1)
here a2 is even
if a2 is even then a is also even
let a = 2m __________(2)
Put a= 2m in eq. (1)
2b2 = 4m2
b2= 2m2 __________________(3)
here b2 is even
if b2 is even it means b is also even
b = 2r _________(4)
dividing (2) by (4)
𝑎
𝑏
=
2𝑚
2𝑟
Here we can see that
2𝑚
2𝑟
is not in lowest form.But
𝑎
𝑏
was in lowest form. It is a
contradiction . Hence 2𝑖𝑠 𝑖𝑟𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙.
10. Exercise:
Prove by contradiction method, the statement: If n and m are odd
integers, then n + m is an even integer.
Solution:
• In first step we suppose that n and m are odd and n + m is not
even (odd i.e. by taking contradiction).
• Now
n = 2p + 1(General form of odd) for some integer p
m = 2q + 1 for some integer q
• Adding above two equation we get,
n + m = (2p + 1) + (2q + 1)
= 2p + 2q + 2 (General Odd’s Form)
= 2· (p + q + 1) Taking two common.
This is a contradiction to our supposition, because when we
multiply 2 with odd, we get even number…..
e.g. 2(7)=14
11. EXERCISE:
Prove that if n is an integer and n3 + 5 is odd, then n is even using
contradiction method.
Solution:
• We assume that the our statement to be proved is false,
• Suppose that n3 + 5 is odd and n is not even (odd).
• Since n is odd and the product of two odd numbers is odd,
•It means that n2 is odd and
and n3 = n2 .n is also odd
•Further, since the difference of two odd number is even,
which is given
5 = (n3 + 5) – n3
Which is even.
This is a contradiction, therefore our supposition is false,
So our statement is true.
12. THEOREM:
The sum of any rational number and any irrational number is irrational.
We suppose that there is a rational number r and an irrational number s
such that r + s is rational.
as r is a rational
So r =
𝑎
𝑏
r + s =
𝑐
𝑑
_____________(2)
put r =
𝑎
𝑏
in equation .. 2
𝑎
𝑏
+ s =
𝑐
𝑑
s =
𝑐
𝑑
-
𝑎
𝑏
s =
𝑏𝑐 −𝑎𝑑
𝑏𝑑
Here s is become rational but we have assumed that s is irrational. It is a
contradiction. So the theorem has been proved.
13. Exercise:
Prove by contradiction that 6 − 7 is irrational
Proof:
•Since a, b are integers
•And is the quotient of two integers.
• , then is irrational , which shows that our supposition is false, so
given statement is true.
2
2
2
14. Proof By CONTRAPOSITIVE
What is CONTRAPOSITIVE?
The contra-positive of the conditional statement p → q is
~ q → ~ p.
A conditional and its contra-positive are equivalent.
Symbolically p → q ≡ ~q → ~p
For example a contra-positive of a conditional statement is,
• If today is Friday, then 2 + 3 = 5.
The contra-positive of the above statement will be,
•If 2 + 3 ≠ 5, then today is not Friday.
We can see that these above two statement are logically equivalent to each
others.
15. STEPS INVOLVED PROOF BY CONTRAPOSITION
1. Express the statement in the form if p then q.
2. Rewrite this statement in the contra-positive form,
if not q then not p
3. Prove the contra-positive by a direct proof.
16. EXERCISE:
Prove that for all integers n, if n2 is even then n is even.
SOLUTON:
•First we write then the contra-positive of the given
statement,
“if n is not even (odd) then n2 is not even (odd)”
•Now prove the contra-positive directly.
•Suppose n is odd, which means
n=2k+1 [General form of Odd]
•Now take the square root of n,
n2 =(2k+1)2
n2 = 4k2 +4k+1
= 2·(2k 2 + 2k) + 1
• = 2·r + 1 [where r = 2k2 + 2k € Z]
Hence n2 is odd and both statements are true. Thus the
contra-positive statement is true and so the given
statement is true.
17. EXERCISE:
Prove that if 3n + 2 is odd, then n is odd.
SOLUTON:
The contra-positive of the given conditional statement is,
“ if n is even then 3n + 2 is even”
Lets us assume that n is even which means,
n=2k [By the definition of even]
Also 3n+2 is also even, so
3n+2= 3(2k)+2 [using the value of n]
= 6k + 2
= 2(3k+1)
= 2.r where r = (3k + 1) € Z
Hence 3n + 2 is even. We conclude that the given statement is true
since its contra-positive is true.
18. EXERCISE:
Prove that if n is an integer and n3 + 5 is odd, then n is even.
Solution:
•First we write the contra-positive of the statement,
“n is odd and n3 + 5 is even.”
Suppose n is an odd integer. Since, a product of two odd
integers is odd, therefore
n2 = n.n is also odd.
then n3 = n2.n is also odd.
Further since the sum of two odd number is even,
For example,
9+3=12 (Which is even)
So,
n3 +5 will also be even.
Thus we have prove that if n is odd then n3 + 5 is even.
So our statement will also be true.