Private: Learning Math: Number and Operations
Number Theory Homework
Prime numbers have exactly two factors. Now find some numbers that have exactly three factors. What do these numbers have in common? That is, how would you categorize these numbers?
Look for numbers with three factors, not three prime factors. The number itself and 1 are always factors, so there must be exactly one other factor. When we factor a number, we typically get two distinct factors. How could we get only one new factor?
There is a way to find the number of factors of a positive integer without writing out all the factors, and it requires finding the prime factorization first. This problem will help you discover that rule.
Go through the table, and list all the factors for each number. Then in the table enter the total number of factors (including the number itself and 1). Look for patterns, and try to write a general rule for the number of factors for any integer.
A number is called a perfect number if the sum of all of its factors is equal to twice the value of the number. What are the two smallest perfect numbers?
An abundant number is one in which the sum of its factors is greater than twice the number. A deficient number is one in which the sum of its factors is less than twice the number. Which numbers less than 25 are abundant and which are deficient?
You have seen that every prime number greater than 3 is one less or one more than a multiple of 6. It is also true that every prime number greater than 2 is one more or one less than a multiple of 4. How would you prove this fact?
The number must be a square; otherwise, it would have an even number of factors. Try some square numbers:
1: 1 (one factor)
4: 1, 2, 4 (three factors)
9: 1, 3, 9 (three factors)
16: 1, 2, 4, 8, 16 (five factors)
25: 1, 5, 25 (three factors)
36: 1, 2, 3, 4, 6, 9, 12, 18, 36 (nine factors)
49: 1, 7, 49 (three factors)
The first four numbers with this property are 4, 9, 25, and 49. The next three after that are 121, 169, and 289. In general, the way to categorize these numbers is that they are squares of the prime numbers.
Here is the completed table:
So, for 72 = 23 • 32, the exponents are 3 and 2. One more than each exponent gives the numbers 4 and 3. The number of factors is 4 • 3, or 12.
For this problem and the next, we need the following list of numbers and the sum of their factors:
The first two perfect numbers are 6 and 28, since their factors add to exactly twice the value of the number.
Refer to the table for Problem H3.
Abundant numbers less than 25 are 12, 18, 20, and 24. All others (besides 6, which is perfect) are deficient.
You could use a sieve-like table similar to the one used in this session:
You can see that the first and the third columns get crossed out immediately. Thus, the prime numbers will be located in the second or fourth columns.
Alternatively, you could argue that every number is either zero, one, two, or three more than a multiple of 4. If a number is zero or two more, then it can’t be prime (unless it’s 2), for such numbers are divisible by 2. This leaves “one more” and “three more” as the only choices. Three more than a multiple of 4 is the same as one less than the next multiple of 4. So again, the prime numbers will be located in the columns that are one more or one less than a multiple of 4.
Session 1 What Is a Number System?
Understand the nature of the real number system, the elements and operations that make up the system, and some of the rules that govern the operations. Examine a finite number system that follows some (but not all) of the same rules, and then compare this system to the real number system. Use a number line to classify the numbers we use, and examine how the numbers and operations relate to one another.
Session 2 Number Sets, Infinity, and Zero
Continue examining the number line and the relationships among sets of numbers that make up the real number system. Explore which operations and properties hold true for each of the sets. Consider the magnitude of these infinite sets and discover that infinity comes in more than one size. Examine place value and the significance of zero in a place value system.
Session 3 Place Value
Look at place value systems based on numbers other than 10. Examine the base two numbers and learn uses for base two numbers in computers. Explore exponents and relate them to logarithms. Examine the use of scientific notation to represent numbers with very large or very small magnitude. Interpret whole numbers, common fractions, and decimals in base four.
Session 4 Meanings and Models for Operations
Examine the operations of addition, subtraction, multiplication, and division and their relationships to whole numbers. Work with area models for multiplication and division. Explore the use of two-color chips to model operations with positive and negative numbers.
Session 5 Divisibility Tests and Factors
Explore number theory topics. Analyze Alpha math problems and discuss how they help with the conceptual understanding of operations. Examine various divisibility tests to see how and why they work. Begin examining factors and multiples.
Session 6 Number Theory
Examine visual methods for finding least common multiples and greatest common factors, including Venn diagram models and area models. Explore prime numbers. Learn to locate prime numbers on a number grid and to determine whether very large numbers are prime.
Session 7 Fractions and Decimals
Extend your understanding of fractions and decimals. Examine terminating and non-terminating decimals. Explore ways to predict the number of decimal places in a terminating decimal and the period of a non-terminating decimal. Examine which fractions terminate and which repeat as decimals, and why all rational numbers must fall into one of these categories. Explore methods to convert decimals to fractions and vice versa. Use benchmarks and intuitive methods to order fractions.
Session 8 Rational Numbers and Proportional Reasoning
Begin examining rational numbers. Explore a model for computations with fractions. Analyze proportional reasoning and the difference between absolute and relative thinking. Explore ways to represent proportional relationships and the resulting operations with ratios. Examine how ratios can represent either part-part or part-whole comparisons, depending on how you define the unit, and explore how this affects their behavior in computations.
Session 9 Fractions, Percents, and Ratios
Continue exploring rational numbers, working with an area model for multiplication and division with fractions, and examining operations with decimals. Explore percents and the relationships among representations using fractions, decimals, and percents. Examine benchmarks for understanding percents, especially percents less than 10 and greater than 100. Consider ways to use an elastic model, an area model, and other models to discuss percents. Explore some ratios that occur in nature.
Session 10 Classroom Case Studies, K-2
Watch this program in the 10th session for K-2 teachers. Explore how the concepts developed in this course can be applied through case studies of K-2 teachers (former course participants) who have adapted their new knowledge to their classrooms.
Session 11 Classroom Case Studies, 3-5
Watch this program in the 10th session for grade 3-5 teachers. Explore how the concepts developed in this course can be applied through case studies of grade 3-5 teachers (former course participants) who have adapted their new knowledge to their classrooms.