Elementary Number Theory and Methods of Proof

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Elementary Number Theory and Methods of Proof

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Chapter 4: Elementary Number Theory and

Methods of Proof

Section 4.7 Two Classical Theorems

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 38 / 50

Synopsis

Objective: Proofs of two famous theorems in mathematics:√

2 isirrational, and there are infinitely many prime numbers. Bothproofs use indirect arguments (i.e. proofs by contradiction) andwere well known more than 2000 yrs ago.

The irrationality of√

2.

The infinitude of the set of prime numbers.

When to use indirect proof.

Open questions in Number Theory.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 39 / 50

The irrationality of√

2

Theorem 4.7.1 Irrationality of√

2.√

2 is irrational.

Proof:

Suppose not. Then√

2 is rational.

Then there exists integers m and n

such that √2 =

m

n.

(We may assume

m, n have no common factors other than 1 or −1

,

else we may divide them by their common factors to get a new pair m1

and n1 that have no common factors.)

Squaring both sides of equation gives

2 =m2

n2.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 40 / 50

The irrationality of√

2

Theorem 4.7.1 Irrationality of√

2.√

2 is irrational.

Proof:

Suppose not. Then√

2 is rational. Then there exists integers m and n

such that √2 =

m

n.

(We may assume

m, n have no common factors other than 1 or −1

,

else we may divide them by their common factors to get a new pair m1

and n1 that have no common factors.)

Squaring both sides of equation gives

2 =m2

n2.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 40 / 50

The irrationality of√

2

Theorem 4.7.1 Irrationality of√

2.√

2 is irrational.

Proof:

Suppose not. Then√

2 is rational. Then there exists integers m and n

such that √2 =

m

n.

(We may assume m, n have no common factors other than 1 or −1,

else we may divide them by their common factors to get a new pair m1

and n1 that have no common factors.)

Squaring both sides of equation gives

2 =m2

n2.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 40 / 50

The irrationality of√

2

Theorem 4.7.1 Irrationality of√

2.√

2 is irrational.

Proof:

Suppose not. Then√

2 is rational. Then there exists integers m and n

such that √2 =

m

n.

(We may assume m, n have no common factors other than 1 or −1,

else we may divide them by their common factors to get a new pair m1

and n1 that have no common factors.)

Squaring both sides of equation gives

2 =m2

n2.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 40 / 50

The irrationality of√

2

Theorem 4.7.1 Irrationality of√

2.√

2 is irrational.

Proof:

Suppose not. Then√

2 is rational. Then there exists integers m and n

such that √2 =

m

n.

(We may assume m, n have no common factors other than 1 or −1,

else we may divide them by their common factors to get a new pair m1

and n1 that have no common factors.)

Squaring both sides of equation gives

2 =m2

n2.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 40 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore

m is even

(by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “

m, n have no common factors other than 1, −1

”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even.

Therefore, right side is even.

Therefore

m is even

(by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore

m is even

(by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again,

n is even

.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again, n is even.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again, n is even.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Equivalently,2n2 = m2.

Note that left side of equation is even. Therefore, right side is even.

Therefore m is even (by Prop. 4.6.4).

Thereforem = 2k for some integer k .

Therefore2n2 = m2 = (2k)2 = 4k2.

Thereforen2 = 2k2.

Consequently n2 is even, and so by Prop. 4.6.4 again, n is even.

Hence both m and n have a common factor of 2.

This contradicts “ m, n have no common factors other than 1, −1”.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 41 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not.

Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore

√2 is a rational number

.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore

√2 is a rational number

.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore

√2 is a rational number

.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore

√2 is a rational number

.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property.

Therefore

√2 is a rational number

.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore√

2 is a rational number.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

Example (Proposition 4.7.2)

1 + 3√

2 is irrational.

Proof: Suppose not. Then 1 + 3√

2 is rational. Then there exists

integers a and b with b 6= 0 such that

1 + 3√

2 =a

b.

Rearranging, we find that3√

2 =a

b− 1 =

a− b

b.

Dividing both sides by 3 gives √2 =

a− b

3b.

Clearly a− b and 3b are integers. Also, 3b 6= 0 by the zero product

property. Therefore√

2 is a rational number.

This is a contradiction to√

2 is irrational. Hence 1 + 3√

2 is irrational.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 42 / 50

The infinitude of the set of prime numbers

Proposition 4.7.3

For any integer a and any prime number p, if p|a then p - (a + 1).

Proof:

Suppose not.

Then there exists an integer a and a prime number p such

that p|a and p|(a + 1).

Since p|a, there exists k ∈ Z such that

a = p · k . (1)

Since p|(a + 1), there exists l ∈ Z such that

a + 1 = p · l . (2)

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 43 / 50

The infinitude of the set of prime numbers

Proposition 4.7.3

For any integer a and any prime number p, if p|a then p - (a + 1).

Proof:

Suppose not. Then there exists an integer a and a prime number p such

that p|a and p|(a + 1).

Since p|a, there exists k ∈ Z such that

a = p · k . (1)

Since p|(a + 1), there exists l ∈ Z such that

a + 1 = p · l . (2)

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 43 / 50

The infinitude of the set of prime numbers

Proposition 4.7.3

For any integer a and any prime number p, if p|a then p - (a + 1).

Proof:

Suppose not. Then there exists an integer a and a prime number p such

that p|a and p|(a + 1).

Since p|a, there exists k ∈ Z such that

a = p · k . (1)

Since p|(a + 1), there exists l ∈ Z such that

a + 1 = p · l . (2)

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 43 / 50

The infinitude of the set of prime numbers

Proposition 4.7.3

For any integer a and any prime number p, if p|a then p - (a + 1).

Proof:

Suppose not. Then there exists an integer a and a prime number p such

that p|a and p|(a + 1).

Since p|a, there exists k ∈ Z such that

a = p · k . (1)

Since p|(a + 1), there exists l ∈ Z such that

a + 1 = p · l . (2)

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 43 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer.

This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

The infinitude of the set of prime numbers

(Proof of Prop. 4.7.3 continues)

Subtracting equation (1) from equation (2), we arrive at

1 = p · l − p · k = p · (l − k).

Clearly l − k is an integer. This shows that p is a divisor of 1.

Since p is prime, p is positive.

Therefore, by Thm. 4.3.1,

p ≤ 1. (If a, b ∈ Z+ and a|b, then a ≤ b.)

This is a contradiction to p being prime is greater than 1.

Therefore the supposition is false.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 44 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not.

Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N :=

p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N :=

p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N :=

p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N := p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N := p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N := p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (

p1p2p3 · · · pn + 1

) =

N

.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N := p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (p1p2p3 · · · pn + 1) = N.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

Theorem 4.7.4 Infinitude of the Primes

The set of prime numbers is infinite.

Proof: Suppose not. Then the set of prime numbers is finite, say there

are only n many prime numbers.

Then we may list all the prime numbers in ascending order,

p1 = 2, p2 = 3, p3 = 5, p4 = 7, . . . , pn.

Consider the integer N := p1p2p3 · · · pn + 1.

Then N > 1, and so by Theorem 4.3.4 (Any integer > 1 is divisible by a

prime), N is divisible by some prime number p, i.e. p|N.

Also, since p is prime, it must be equal to one of p1, p2, · · · pn.

Clearly p|p1p2p3 · · · pn, hence, by P. 4.7.3, p - (p1p2p3 · · · pn + 1) = N.

Hence p|N and p - N, which is a contradiction.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 45 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

When to use indirect proof

When do we use indirect proofs instead?

No definitive answer.

Many theorems can be proved either way, and in such situations,usually indirect proofs are clumsier.

If no clues suggests an indirect proof, try direct proof first.

If it doesn’t work, try finding a counterexample.

If counterexample isn’t found, try look for a proof bycontradiction/contraposition.

If THAT doesn’t work, try to have some coffee or tea, or take a walk,and then try again ...

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 46 / 50

Clues

How to find clues?

Perhaps examine examples for small values of n.

Try to construct counterexample. If that fails, try to see whatproperties denied your counterexamples.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 47 / 50

Clues

How to find clues?

Perhaps examine examples for small values of n.

Try to construct counterexample. If that fails, try to see whatproperties denied your counterexamples.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 47 / 50

Clues

How to find clues?

Perhaps examine examples for small values of n.

Try to construct counterexample. If that fails, try to see whatproperties denied your counterexamples.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 47 / 50

Open questions in Number Theory

A ‘nice’ or efficient formula for obtaining primes?

Mersenne primes, i.e. primes of the form 2p − 1, p is prime.– Are there infinitely many Mersenne primes?

Fermat primes, i.e. primes of the form 22n

+ 1.– Are there infinitely many Fermat primes?

Are there infinitely many primes of the form n2 + 1?

Is there always a prime between integers n2 and (n + 1)2?

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 48 / 50

Open questions in Number Theory

A ‘nice’ or efficient formula for obtaining primes?

Mersenne primes, i.e. primes of the form 2p − 1, p is prime.– Are there infinitely many Mersenne primes?

Fermat primes, i.e. primes of the form 22n

+ 1.– Are there infinitely many Fermat primes?

Are there infinitely many primes of the form n2 + 1?

Is there always a prime between integers n2 and (n + 1)2?

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 48 / 50

Open questions in Number Theory

A ‘nice’ or efficient formula for obtaining primes?

Mersenne primes, i.e. primes of the form 2p − 1, p is prime.– Are there infinitely many Mersenne primes?

Fermat primes, i.e. primes of the form 22n

+ 1.– Are there infinitely many Fermat primes?

Are there infinitely many primes of the form n2 + 1?

Is there always a prime between integers n2 and (n + 1)2?

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 48 / 50

Open questions in Number Theory

A ‘nice’ or efficient formula for obtaining primes?

Mersenne primes, i.e. primes of the form 2p − 1, p is prime.– Are there infinitely many Mersenne primes?

Fermat primes, i.e. primes of the form 22n

+ 1.– Are there infinitely many Fermat primes?

Are there infinitely many primes of the form n2 + 1?

Is there always a prime between integers n2 and (n + 1)2?

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 48 / 50

Open questions in Number Theory

A ‘nice’ or efficient formula for obtaining primes?

Mersenne primes, i.e. primes of the form 2p − 1, p is prime.– Are there infinitely many Mersenne primes?

Fermat primes, i.e. primes of the form 22n

+ 1.– Are there infinitely many Fermat primes?

Are there infinitely many primes of the form n2 + 1?

Is there always a prime between integers n2 and (n + 1)2?

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 48 / 50

More open questions in Number Theory

Are there infinitely many primes of the form N = p1p2p3 · · · pk + 1?(Given that the pj ’s are all the initial primes)

Are there infinitely many twin primes, i.e. satisfying the property thatboth p and p + 2 are both primes?

For more information, see:

1 Richard K. Guy, Unsolved Problems in Number Theory.

2 P. Ribenboim, The new book of prime number records, 3rd edition,Springer-Verlag, New York, NY, 1995.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 49 / 50

More open questions in Number Theory

Are there infinitely many primes of the form N = p1p2p3 · · · pk + 1?(Given that the pj ’s are all the initial primes)

Are there infinitely many twin primes, i.e. satisfying the property thatboth p and p + 2 are both primes?

For more information, see:

1 Richard K. Guy, Unsolved Problems in Number Theory.

2 P. Ribenboim, The new book of prime number records, 3rd edition,Springer-Verlag, New York, NY, 1995.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 49 / 50

More open questions in Number Theory

Are there infinitely many primes of the form N = p1p2p3 · · · pk + 1?(Given that the pj ’s are all the initial primes)

Are there infinitely many twin primes, i.e. satisfying the property thatboth p and p + 2 are both primes?

For more information, see:

1 Richard K. Guy, Unsolved Problems in Number Theory.

2 P. Ribenboim, The new book of prime number records, 3rd edition,Springer-Verlag, New York, NY, 1995.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 49 / 50

More open questions in Number Theory

Are there infinitely many primes of the form N = p1p2p3 · · · pk + 1?(Given that the pj ’s are all the initial primes)

Are there infinitely many twin primes, i.e. satisfying the property thatboth p and p + 2 are both primes?

For more information, see:

1 Richard K. Guy, Unsolved Problems in Number Theory.

2 P. Ribenboim, The new book of prime number records, 3rd edition,Springer-Verlag, New York, NY, 1995.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 49 / 50

Check

One way to prove that√

2 is irrational is to

1 assume√

2 = a/b for some integers a and b with

,

2 square both sides and multiply both sides by b2 to get ,

3 show that a and b have a .

One way to prove that there are infinitely many prime numbers is to

1 assume there is a largest prime number p,

2 construct the number ,

3 show that this number has to be divisible by a prime number that is

.

MH1300 Lecture handout 5 (NTU) §4.7 Two Classical Theorems 50 / 50

Question: Are the following logically equivalent?

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 1. If first statement form is true, then second statement form is true.

Suppose ∀x ∈ D,P(x) is true, then we are done.

Else, ∃c ∈ D such that ¬P(c).

Therefore, ∀x ∈ E ,Q(x) is true.

Hence Part 1 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 68 / 69

Question: Are the following logically equivalent?

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 1. If first statement form is true, then second statement form is true.

Suppose ∀x ∈ D,P(x) is true, then we are done.

Else, ∃c ∈ D such that ¬P(c).

Therefore, ∀x ∈ E ,Q(x) is true.

Hence Part 1 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 68 / 69

Question: Are the following logically equivalent?

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 1. If first statement form is true, then second statement form is true.

Suppose ∀x ∈ D,P(x) is true, then we are done.

Else, ∃c ∈ D such that ¬P(c).

Therefore, ∀x ∈ E ,Q(x) is true.

Hence Part 1 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 68 / 69

Question: Are the following logically equivalent?

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 1. If first statement form is true, then second statement form is true.

Suppose ∀x ∈ D,P(x) is true, then we are done.

Else, ∃c ∈ D such that ¬P(c).

Therefore, ∀x ∈ E ,Q(x) is true.

Hence Part 1 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 68 / 69

Question: Are the following logically equivalent?

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 1. If first statement form is true, then second statement form is true.

Suppose ∀x ∈ D,P(x) is true, then we are done.

Else, ∃c ∈ D such that ¬P(c).

Therefore, ∀x ∈ E ,Q(x) is true.

Hence Part 1 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 68 / 69

Question con’t

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 2. If second statement form is true, then first statement form is true.

Since second statement form is true, either ∀x ∈ D,P(x) is true

or ∀x ∈ E ,Q(x) is true.

Hence Part 2 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 69 / 69

Question con’t

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 2. If second statement form is true, then first statement form is true.

Since second statement form is true, either ∀x ∈ D,P(x) is true

or ∀x ∈ E ,Q(x) is true.

Hence Part 2 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 69 / 69

Question con’t

∀x ∈ D, ∀y ∈ E , (P(x)∨Q(y)), and (∀x ∈ D,P(x))∨(∀x ∈ E ,Q(x)).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 2. If second statement form is true, then first statement form is true.

Since second statement form is true, either ∀x ∈ D,P(x) is true

or ∀x ∈ E ,Q(x) is true.

Hence Part 2 is true.

MH1300 Lecture handout 3 (NTU) §3.4 Arguments with Quantified Statements 69 / 69

Chapter 5: Sequences, Mathematical Induction,

and Recursion

Section 5.1 Sequences

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 1 / 66

Synopsis

Objective: A review of sequences and sums.This is mostly a review of past knowledge of that you alreadylearnt from H2 Mathematics at A’levels or equivalent Mathsubject taken at high school.

Sequences.

Examples.

Summation notation, telescoping sum.

Product notation, computing products.

Factorial notation.

Properties of summation and products.

Change of variable.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 2 / 66

Sequences

Definition

A sequence is a function whose domain is either

all the integers between two given integers, or

all the integers greater than or equal to a given integer

.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 3 / 66

Sequences

Definition

A sequence is a function whose domain is either

all the integers between two given integers, or

all the integers greater than or equal to a given integer.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 3 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Sequences

Typically denoted asam, am+1, am+2, . . . , an,

each individual element ak (read as “a sub k”) is called a term.

The k in ak is called a subscript or index.

The integer m is the subscript of the initial term.

The integer n is the subscript of the final term.

The notationam, am+1, am+2, . . .

denotes an infinite sequence.

An explicit formula or general formula for a sequence is a rule thatshows how the values of ak depend on k .

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 4 / 66

Example 5.1.3

Find an explicit formula for a sequence that has the following initial terms:

1, −1

4,

1

9, − 1

16,

1

25, − 1

36, . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

Denote by ak the general term of the sequence and suppose the first termis a1.

Then1

12, − 1

22,

1

32, − 1

42,

1

52, − 1

62, . . .

l l l l l la1 a2 a3 a4 a5 a6 . . .

Then

ak =

(−1)k+1 1

k2

for all integers k ≥ 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 5 / 66

Example 5.1.3

Find an explicit formula for a sequence that has the following initial terms:

1, −1

4,

1

9, − 1

16,

1

25, − 1

36, . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

Denote by ak the general term of the sequence and suppose the first termis a1.

Then1

12, − 1

22,

1

32, − 1

42,

1

52, − 1

62, . . .

l l l l l la1 a2 a3 a4 a5 a6 . . .

Then

ak =

(−1)k+1 1

k2

for all integers k ≥ 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 5 / 66

Example 5.1.3

Find an explicit formula for a sequence that has the following initial terms:

1, −1

4,

1

9, − 1

16,

1

25, − 1

36, . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

Denote by ak the general term of the sequence and suppose the first termis a1.

Then1

12, − 1

22,

1

32, − 1

42,

1

52, − 1

62, . . .

l l l l l la1 a2 a3 a4 a5 a6 . . .

Then

ak =

(−1)k+1 1

k2

for all integers k ≥ 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 5 / 66

Example 5.1.3

Find an explicit formula for a sequence that has the following initial terms:

1, −1

4,

1

9, − 1

16,

1

25, − 1

36, . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

Denote by ak the general term of the sequence and suppose the first termis a1.

Then1

12, − 1

22,

1

32, − 1

42,

1

52, − 1

62, . . .

l l l l l la1 a2 a3 a4 a5 a6 . . .

Then

ak = (−1)k+1 1

k2for all integers k ≥ 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 5 / 66

Summation notation

Definition

If m and n are integers and m ≤ n, then the symboln∑

k=m

ak , read

summation from k equals m to n of a sub k , is the sum of all terms

am, am+1, am+2, . . . , an.

We writen∑

k=m

ak = am + am+1 + am+2 + · · ·+ an.

k is the index of the summation,

m is the lower limit of the summation,

n is the upper limit of the summation.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 6 / 66

Summation notation

Definition

If m and n are integers and m ≤ n, then the symboln∑

k=m

ak , read

summation from k equals m to n of a sub k , is the sum of all terms

am, am+1, am+2, . . . , an.

We writen∑

k=m

ak = am + am+1 + am+2 + · · ·+ an.

k is the index of the summation,

m is the lower limit of the summation,

n is the upper limit of the summation.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 6 / 66

Summation notation

Definition

If m and n are integers and m ≤ n, then the symboln∑

k=m

ak , read

summation from k equals m to n of a sub k , is the sum of all terms

am, am+1, am+2, . . . , an.

We writen∑

k=m

ak = am + am+1 + am+2 + · · ·+ an.

k is the index of the summation,

m is the lower limit of the summation,

n is the upper limit of the summation.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 6 / 66

Summation notation

Definition

If m and n are integers and m ≤ n, then the symboln∑

k=m

ak , read

summation from k equals m to n of a sub k , is the sum of all terms

am, am+1, am+2, . . . , an.

We writen∑

k=m

ak = am + am+1 + am+2 + · · ·+ an.

k is the index of the summation,

m is the lower limit of the summation,

n is the upper limit of the summation.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 6 / 66

Summation notation

Definition

If m and n are integers and m ≤ n, then the symboln∑

k=m

ak , read

summation from k equals m to n of a sub k , is the sum of all terms

am, am+1, am+2, . . . , an.

We writen∑

k=m

ak = am + am+1 + am+2 + · · ·+ an.

k is the index of the summation,

m is the lower limit of the summation,

n is the upper limit of the summation.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 6 / 66

Example 5.1.7

Express the following using summation notation:

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

The general term is k+1n+k for integers k from 0 to n.

Therefore,

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n=

n∑k=0

k + 1

n + k.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 7 / 66

Example 5.1.7

Express the following using summation notation:

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

The general term is k+1n+k for integers k from 0 to n.

Therefore,

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n=

n∑k=0

k + 1

n + k.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 7 / 66

Example 5.1.7

Express the following using summation notation:

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

The general term is k+1n+k for integers k from 0 to n.

Therefore,

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n=

n∑k=0

k + 1

n + k.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 7 / 66

Example 5.1.7

Express the following using summation notation:

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

The general term is k+1n+k for integers k from 0 to n.

Therefore,

1

n+

2

n + 1+

3

n + 2+ · · ·+ n + 1

2n=

n∑k=0

k + 1

n + k.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 7 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is

1

1 · 2=

1

2

.

For n = 2, the sum is

1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is

1

1 · 2=

1

2

.

For n = 2, the sum is

1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is

1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is

1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is

1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Example 5.1.8

What is the value of the expression

1

1 · 2+

1

2 · 3+

1

3 · 4+ · · ·+ 1

n · (n + 1)

when n = 1? n = 2? n = 3?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For n = 1, the sum is1

1 · 2=

1

2.

For n = 2, the sum is1

1 · 2+

1

2 · 3=

1

2+

1

6=

2

3.

For n = 3, the sum is1

1 · 2+

1

2 · 3+

1

3 · 4=

1

2+

1

6+

1

12=

3

4.

Caution

Although the sum seems to suggest that n must be at least 3 (since thefirst 3 terms are given), but there is no such suggestion implied.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 8 / 66

Telescoping sum

Example 5.1.10. Use the identity

1

k− 1

k + 1=

(k + 1)− k

k(k + 1)=

1

k(k + 1)

to find a simple expression for∑n

k=11

k(k+1) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:n∑

k=1

1

k(k + 1)

=n∑

k=1

(1

k− 1

k + 1

)

=

(1

1− 1

2

/

)+

(1

2

/

− 1

3

/

)+

(1

3

/

− 1

4

/

)+ · · ·+

(1

n − 1

/

− 1

n

/

)+

(1

n

/

− 1

n + 1

)= 1− 1

n + 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 9 / 66

Telescoping sum

Example 5.1.10. Use the identity

1

k− 1

k + 1=

(k + 1)− k

k(k + 1)=

1

k(k + 1)

to find a simple expression for∑n

k=11

k(k+1) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:n∑

k=1

1

k(k + 1)

=n∑

k=1

(1

k− 1

k + 1

)

=

(1

1− 1

2

/

)+

(1

2

/

− 1

3

/

)+

(1

3

/

− 1

4

/

)+ · · ·+

(1

n − 1

/

− 1

n

/

)+

(1

n

/

− 1

n + 1

)= 1− 1

n + 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 9 / 66

Telescoping sum

Example 5.1.10. Use the identity

1

k− 1

k + 1=

(k + 1)− k

k(k + 1)=

1

k(k + 1)

to find a simple expression for∑n

k=11

k(k+1) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:n∑

k=1

1

k(k + 1)

=n∑

k=1

(1

k− 1

k + 1

)=

(1

1− 1

2

/

)+

(1

2

/

− 1

3

/

)+

(1

3

/

− 1

4

/

)+ · · ·+

(1

n − 1

/

− 1

n

/

)+

(1

n

/

− 1

n + 1

)

= 1− 1

n + 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 9 / 66

Telescoping sum

Example 5.1.10. Use the identity

1

k− 1

k + 1=

(k + 1)− k

k(k + 1)=

1

k(k + 1)

to find a simple expression for∑n

k=11

k(k+1) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:n∑

k=1

1

k(k + 1)

=n∑

k=1

(1

k− 1

k + 1

)=

(1

1− 1

2

/)+

(1

2

/− 1

3

/)+

(1

3

/− 1

4

/)+ · · ·+

(1

n − 1

/− 1

n

/)+

(1

n

/− 1

n + 1

)

= 1− 1

n + 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 9 / 66

Telescoping sum

Example 5.1.10. Use the identity

1

k− 1

k + 1=

(k + 1)− k

k(k + 1)=

1

k(k + 1)

to find a simple expression for∑n

k=11

k(k+1) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:n∑

k=1

1

k(k + 1)

=n∑

k=1

(1

k− 1

k + 1

)=

(1

1− 1

2

/)+

(1

2

/− 1

3

/)+

(1

3

/− 1

4

/)+ · · ·+

(1

n − 1

/− 1

n

/)+

(1

n

/− 1

n + 1

)= 1− 1

n + 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 9 / 66

Product notation

Definition

For integers m and n with m ≤ n, the symboln∏

k=m

ak , read the

product from k equals m to n of a sub k , is the product of all theterms

am, am+1, am+2, . . . , an.

We writen∏

k=m

ak = am · am+1 · am+2 · · · an.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 10 / 66

Product notation

Definition

For integers m and n with m ≤ n, the symboln∏

k=m

ak , read the

product from k equals m to n of a sub k , is the product of all theterms

am, am+1, am+2, . . . , an.

We writen∏

k=m

ak = am · am+1 · am+2 · · · an.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 10 / 66

Factorial notation

Definition

For each positive integer n, the quantity n factorial denoted n!, is definedto be the product of all the integers from 1 to n:

n! := n · (n − 1) · (n − 2) · · · 3 · 2 · 1.

Zero factorial, denoted by 0!, is defined to be 1:

0! := 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 11 / 66

Factorial notation

Definition

For each positive integer n, the quantity n factorial denoted n!, is definedto be the product of all the integers from 1 to n:

n! := n · (n − 1) · (n − 2) · · · 3 · 2 · 1.

Zero factorial, denoted by 0!, is defined to be 1:

0! := 1.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 11 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=

4

1· 5

6· 6

13

=

20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=

4

1· 5

6· 6

13

=

20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=

4

1· 5

6· 6

13

=

20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=

20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Example.

a. Compute∏6

k=4k

(k−2)2−3 .

b. Simplify 3!·3!7! .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:a.

6∏k=4

k

(k − 2)2 − 3=

4

22 − 3· 5

32 − 3· 6

42 − 3

=4

1· 5

6· 6

13

=20

13.

b.3! · 3!

7!=

3! · 3!

7 · 6 · 5 · 4 · 3!=

3!

7 · 6 · 5 · 4=

1

140.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 12 / 66

Properties of summation and products

Theorem 5.1.1

If am, am+1, am+2, . . . , and bm, bm+1, bm+2, . . . , are sequences of realnumbers and c is any real number, then the following equations hold forany integer n ≥ m:

1

n∑k=m

ak +n∑

k=m

bk =n∑

k=m

(ak + bk).

2 c ·n∑

k=m

ak =n∑

k=m

(c · ak) (generalized distribution law.)

3

(n∏

k=m

ak

(n∏

k=m

bk

)=

n∏k=m

(ak · bk).

Proof: Simple application of mathematical induction in Section 5.2 andproperties of addition and multiplication. Left as exercise.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 13 / 66

Properties of summation and products

Theorem 5.1.1

If am, am+1, am+2, . . . , and bm, bm+1, bm+2, . . . , are sequences of realnumbers and c is any real number, then the following equations hold forany integer n ≥ m:

1

n∑k=m

ak +n∑

k=m

bk =n∑

k=m

(ak + bk).

2 c ·n∑

k=m

ak =n∑

k=m

(c · ak) (generalized distribution law.)

3

(n∏

k=m

ak

(n∏

k=m

bk

)=

n∏k=m

(ak · bk).

Proof: Simple application of mathematical induction in Section 5.2 andproperties of addition and multiplication. Left as exercise.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 13 / 66

Properties of summation and products

Theorem 5.1.1

If am, am+1, am+2, . . . , and bm, bm+1, bm+2, . . . , are sequences of realnumbers and c is any real number, then the following equations hold forany integer n ≥ m:

1

n∑k=m

ak +n∑

k=m

bk =n∑

k=m

(ak + bk).

2 c ·n∑

k=m

ak =n∑

k=m

(c · ak) (generalized distribution law.)

3

(n∏

k=m

ak

(n∏

k=m

bk

)=

n∏k=m

(ak · bk).

Proof: Simple application of mathematical induction in Section 5.2 andproperties of addition and multiplication. Left as exercise.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 13 / 66

Properties of summation and products

Theorem 5.1.1

If am, am+1, am+2, . . . , and bm, bm+1, bm+2, . . . , are sequences of realnumbers and c is any real number, then the following equations hold forany integer n ≥ m:

1

n∑k=m

ak +n∑

k=m

bk =n∑

k=m

(ak + bk).

2 c ·n∑

k=m

ak =n∑

k=m

(c · ak) (generalized distribution law.)

3

(n∏

k=m

ak

(n∏

k=m

bk

)=

n∏k=m

(ak · bk).

Proof: Simple application of mathematical induction in Section 5.2 andproperties of addition and multiplication. Left as exercise.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 13 / 66

Properties of summation and products

Theorem 5.1.1

If am, am+1, am+2, . . . , and bm, bm+1, bm+2, . . . , are sequences of realnumbers and c is any real number, then the following equations hold forany integer n ≥ m:

1

n∑k=m

ak +n∑

k=m

bk =n∑

k=m

(ak + bk).

2 c ·n∑

k=m

ak =n∑

k=m

(c · ak) (generalized distribution law.)

3

(n∏

k=m

ak

(n∏

k=m

bk

)=

n∏k=m

(ak · bk).

Proof: Simple application of mathematical induction in Section 5.2 andproperties of addition and multiplication. Left as exercise.

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 13 / 66

Ex. 5.1.60

Express the following as a single summation.

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1).

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1)

=n∑

k=1

(6k2 + 8) +n∑

k=1

(10k2 − 5)

=n∑

k=1

(16k2 + 3)

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 14 / 66

Ex. 5.1.60

Express the following as a single summation.

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1).

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1)

=n∑

k=1

(6k2 + 8) +n∑

k=1

(10k2 − 5)

=n∑

k=1

(16k2 + 3)

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 14 / 66

Ex. 5.1.60

Express the following as a single summation.

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1).

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1)

=n∑

k=1

(6k2 + 8) +n∑

k=1

(10k2 − 5)

=n∑

k=1

(16k2 + 3)

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 14 / 66

Ex. 5.1.60

Express the following as a single summation.

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1).

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Solution:

2 ·n∑

k=1

(3k2 + 4) + 5 ·n∑

k=1

(2k2 − 1)

=n∑

k=1

(6k2 + 8) +n∑

k=1

(10k2 − 5)

=n∑

k=1

(16k2 + 3)

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 14 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:

When making the change of variable j = k − 1,

the lower limit, k = 1, is now j =

k − 1 = 1− 1 = 0

.

the upper limit, k = n + 1, is now

j = k − 1 = (n + 1)− 1 = n

.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j =

k − 1 = 1− 1 = 0

.

the upper limit, k = n + 1, is now

j = k − 1 = (n + 1)− 1 = n

.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j =

k − 1 = 1− 1 = 0

.

the upper limit, k = n + 1, is now

j = k − 1 = (n + 1)− 1 = n

.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now

j = k − 1 = (n + 1)− 1 = n

.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now

j = k − 1 = (n + 1)− 1 = n

.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by

j + 1

.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by j + 1.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by j + 1.

the general term, kn+k , is now

(j+1)n+(j+1) = j+1

n+j+1

.

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by j + 1.

the general term, kn+k , is now (j+1)

n+(j+1) = j+1n+j+1 .

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by j + 1.

the general term, kn+k , is now (j+1)

n+(j+1) = j+1n+j+1 .

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Change of variable – Example 4.1.16a

Transform the following summation by making the specified change ofvariable.

summation:n+1∑k=1

(k

n + k

)change of variable: j = k − 1.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Solution:When making the change of variable j = k − 1,

the lower limit, k = 1, is now j = k − 1 = 1− 1 = 0.

the upper limit, k = n + 1, is now j = k − 1 = (n + 1)− 1 = n.

since j = k − 1, the variable k is replaced by j + 1.

the general term, kn+k , is now (j+1)

n+(j+1) = j+1n+j+1 .

Therefore,n+1∑k=1

(k

n + k

)=

n∑j=0

(j + 1

n + j + 1

).

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 15 / 66

Check

The expanded form ofn∑

k=m

ak is .

The value of a1 + a2 + a3 + · · ·+ an when n = 2 is “ ”.

If n is a positive integer, then n! = .

n∑k=m

ak + cn∑

k=m

bk =

(n∏

k=m

ak

)(n∏

k=m

bk

)=

MH1300 Lecture handout 6 (NTU) §5.1 Sequences 16 / 66

Chapter 5: Sequences, Mathematical Induction,

and Recursion

Sections 5.2, 5.3 Mathematical Induction I & II

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 17 / 66

Synopsis

Objective: A review of Mathematical Induction.This is mostly a review of past knowledge of that you alreadylearnt from H2 Mathematics at A’levels or equivalent Mathsubject taken at high school.

Principle of Mathematical Induction.

Sum of the first n integers.

Sum of geometric sequence.

Application.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 18 / 66

Principle of Mathematical Induction

Principle of Mathematical Induction

Let a be a fixed integer and let P(n) be a property that is defined forintegers n ≥ a.

Suppose the following two statements are true:

P(a) is true.

For all integers k ≥ a, if P(k) is true then P(k + 1) is true.

Then the statement

for all integers n ≥ a,P(n)

is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 19 / 66

Principle of Mathematical Induction

Principle of Mathematical Induction

Let a be a fixed integer and let P(n) be a property that is defined forintegers n ≥ a.

Suppose the following two statements are true:

P(a) is true.

For all integers k ≥ a, if P(k) is true then P(k + 1) is true.

Then the statement

for all integers n ≥ a,P(n)

is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 19 / 66

Principle of Mathematical Induction

Principle of Mathematical Induction

Let a be a fixed integer and let P(n) be a property that is defined forintegers n ≥ a.

Suppose the following two statements are true:

P(a) is true.

For all integers k ≥ a, if P(k) is true then P(k + 1) is true.

Then the statement

for all integers n ≥ a,P(n)

is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 19 / 66

Principle of Mathematical Induction

Method of Proof by Mathematical Induction

Consider a statement of the form“For all integers n ≥ a, a property P(n) is true”.

To prove such a statement, perform the following two steps:

Step 1. (basis step): Show that the property is true for n = a.

Step 2. (inductive step): Show that for all integers k ≥ a, if the property istrue for n = k then it is true for n = k + 1. To perform this step,

suppose that the property is true for n = k, where k is anyparticular but arbitrarily chosen integer with k ≥ a.[This supposition is called the inductive hypothesis]

Then show that the property is true for n = k + 1.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 20 / 66

Principle of Mathematical Induction

Method of Proof by Mathematical Induction

Consider a statement of the form“For all integers n ≥ a, a property P(n) is true”.

To prove such a statement, perform the following two steps:

Step 1. (basis step): Show that the property is true for n = a.

Step 2. (inductive step): Show that for all integers k ≥ a, if the property istrue for n = k then it is true for n = k + 1. To perform this step,

suppose that the property is true for n = k, where k is anyparticular but arbitrarily chosen integer with k ≥ a.[This supposition is called the inductive hypothesis]

Then show that the property is true for n = k + 1.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 20 / 66

Principle of Mathematical Induction

Method of Proof by Mathematical Induction

Consider a statement of the form“For all integers n ≥ a, a property P(n) is true”.

To prove such a statement, perform the following two steps:

Step 1. (basis step): Show that the property is true for n = a.

Step 2. (inductive step): Show that for all integers k ≥ a, if the property istrue for n = k then it is true for n = k + 1. To perform this step,

suppose that the property is true for n = k, where k is anyparticular but arbitrarily chosen integer with k ≥ a.[This supposition is called the inductive hypothesis]

Then show that the property is true for n = k + 1.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 20 / 66

Principle of Mathematical Induction

Method of Proof by Mathematical Induction

Consider a statement of the form“For all integers n ≥ a, a property P(n) is true”.

To prove such a statement, perform the following two steps:

Step 1. (basis step): Show that the property is true for n = a.

Step 2. (inductive step): Show that for all integers k ≥ a, if the property istrue for n = k then it is true for n = k + 1. To perform this step,

suppose that the property is true for n = k , where k is anyparticular but arbitrarily chosen integer with k ≥ a.[This supposition is called the inductive hypothesis]

Then show that the property is true for n = k + 1.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 20 / 66

Principle of Mathematical Induction

Method of Proof by Mathematical Induction

Consider a statement of the form“For all integers n ≥ a, a property P(n) is true”.

To prove such a statement, perform the following two steps:

Step 1. (basis step): Show that the property is true for n = a.

Step 2. (inductive step): Show that for all integers k ≥ a, if the property istrue for n = k then it is true for n = k + 1. To perform this step,

suppose that the property is true for n = k , where k is anyparticular but arbitrarily chosen integer with k ≥ a.[This supposition is called the inductive hypothesis]

Then show that the property is true for n = k + 1.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 20 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For

n ≥ 1

, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2

.

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For

n ≥ 1

, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2

.

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2

.

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2 .

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2 .

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2 .

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that

1·(1+1)2 = 1·2

2 = 1

.

Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2 .

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that 1·(1+1)2 = 1·2

2 = 1.

Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Sum of the first n integers

Theorem 5.2.2 Sum of the first n integers

For all n ≥ 1,

1 + 2 + · · ·+ n =n(n + 1)

2.

Proof (by mathematical induction):

For n ≥ 1, let the property P(n) be the equation

1 + 2 + 3 + · · ·+ n = n(n+1)2 .

Basis step: Want to show:

1 =1 · (1 + 1)

2.

Simplifying the right side, we see that 1·(1+1)2 = 1·2

2 = 1. Therefore P(1) istrue.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 21 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =

(k + 1)(k + 2)

2

. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=

k(k + 1)

2+ (k + 1)

(by the inductive hypothesis)

=

(k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =

(k + 1)(k + 2)

2

. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=

k(k + 1)

2+ (k + 1)

(by the inductive hypothesis)

=

(k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=

k(k + 1)

2+ (k + 1)

(by the inductive hypothesis)

=

(k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=

k(k + 1)

2+ (k + 1)

(by the inductive hypothesis)

=

(k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=k(k + 1)

2+ (k + 1) (by the inductive hypothesis)

=

(k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=k(k + 1)

2+ (k + 1) (by the inductive hypothesis)

= (k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=k(k + 1)

2+ (k + 1) (by the inductive hypothesis)

= (k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=k(k + 1)

2+ (k + 1) (by the inductive hypothesis)

= (k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Inductive step: Let k ∈ Z with k ≥ 1 and suppose that P(k) is true, i.e.,

1 + 2 + · · ·+ k =k(k + 1)

2.

Want to show: P(k + 1) is true, i.e.,

1 + 2 + · · ·+ (k + 1) =(k + 1)(k + 2)

2. (1)

Note that the left side of equation (1) is

1 + 2 + · · ·+ (k + 1)

= (1 + 2 + · · ·+ k) + (k + 1)

=k(k + 1)

2+ (k + 1) (by the inductive hypothesis)

= (k + 1)

(k

2+ 1

)=

(k + 1)(k + 2)

2,

which is the right side of equation (1).

Therefore P(k + 1) is true.

Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 22 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥

0

, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =

x0+1 − 1

x − 1

.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥

0

, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =

x0+1 − 1

x − 1

.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥ 0, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =

x0+1 − 1

x − 1

.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥ 0, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =

x0+1 − 1

x − 1

.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥ 0, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =x0+1 − 1

x − 1.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥ 0, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =x0+1 − 1

x − 1.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Sum of geometric sequence

Theorem 5.2.3 Sum of a geometric sequence

For any real number x except 1, and any integer n ≥ 0,

n∑i=0

x i =xn+1 − 1

x − 1.

Proof (by mathematical induction):

For n ≥ 0, let the property P(n) be the equation∑n

i=0 xi = xn+1−1

x−1 .

Basis step: Want to show:

x0 =x0+1 − 1

x − 1.

Simplifying, the left side equals x0 = 1, and the right side equals x−1x−1 = 1.

Therefore, both sides of the equation agree, and so P(0) is true.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 23 / 66

Inductive step: Let k ∈ Z with k ≥ 0 and suppose that P(k) is true, i.e.,k∑

i=0

x i =xk+1 − 1

x − 1.

Want to show: P(k + 1) is true, i.e.,k+1∑i=0

x i =

xk+2 − 1

x − 1

. (2)

Note that the left side of equation (2) is

k+1∑i=0

x i =

xk+1 +k∑

i=0

x i

=

xk+1 +xk+1 − 1

x − 1(by the inductive hypothesis)

=

xk+1 · (x − 1) + xk+1 − 1

x − 1=

xk+2 − 1

x − 1,

which is the right side of equation (2).Therefore P(k + 1) is true.Therefore Theorem is true by mathematical induction.

MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 24 / 66

Inductive step: Let k ∈ Z with k ≥ 0 and suppose that P(k) is true, i.e.,k∑

i=0

x i =xk+1 − 1

x − 1.

Want to show: P(k + 1) is true, i.e.,k+1∑i=0

x i =

xk+2 − 1

x − 1

. (2)

Note that the left side of equation (2) is

k+1∑i=0

x i =

xk+1 +k∑

i=0

x i

=

xk+1 +xk+1 − 1

x − 1(by the inductive hypothesis)

=

xk+1 · (x − 1) + xk+1 − 1

x − 1=

xk+2 − 1

x − 1,

which is the right side of equation (2).Therefore P(k + 1) is true.Therefore Theorem is true by mathematical induction.MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 24 / 66

Inductive step: Let k ∈ Z with k ≥ 0 and suppose that P(k) is true, i.e.,k∑

i=0

x i =xk+1 − 1

x − 1.

Want to show: P(k + 1) is true, i.e.,k+1∑i=0

x i =xk+2 − 1

x − 1. (2)

Note that the left side of equation (2) is

k+1∑i=0

x i = xk+1 +k∑

i=0

x i

= xk+1 +xk+1 − 1

x − 1(by the inductive hypothesis)

=xk+1 · (x − 1) + xk+1 − 1

x − 1=

xk+2 − 1

x − 1,

which is the right side of equation (2).Therefore P(k + 1) is true.Therefore Theorem is true by mathematical induction.MH1300 Lecture handout 6 (NTU) §5.2, 5.3 Mathematical Induction I & II 24 / 66