12.07.2015 Views

Katedra matematiky - Katolícka univerzita v Ružomberku

Katedra matematiky - Katolícka univerzita v Ružomberku

Katedra matematiky - Katolícka univerzita v Ružomberku

SHOW MORE
SHOW LESS
  • No tags were found...

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

66 Jan Kopka, Leonard Frobisher, George FeissnerProblem: Investigate the number of different ways a given positive integercan be written the sum of consecutive positive integers.Here is our investigation:Again we can start with the process of experimentation. We can also use ourmini-theory, which was created above. But first several specific questions.Question: Which numbers have no representation as the sum of consecutiveintegers?Answer: Powers of 2.Question: Which numbers have a unique representation?Answer: Those with only one odd factor other than 1, namely primes andproducts of a power of 2 and a prime, such as 56 = 8·7 = 2 3 ·7.Question: Which numbers have exactly two such representations?Answer: Those with exactly two distinct odd factors other than 1, such as9 = 3 2 . The two distinct factors are 3 and 9.Question: Which numbers have exactly three such representations?Answer: Those with exactly three distinct odd factors other than 1, suchas 42 = 2·3·7. The three distinct odd factors are 3,7, and 21.We are now in a position to offer a further conjecture.Conjecture 4: Let n be positive integer. The number of representationsof n as a consecutive sum is the same as the number of odd factors of theinteger n.We are pretty certain that the conjecture is true, but can we prove it?Proof: For every odd factor 2k+1 of n we can construct sum (2) and aftercounteract we always get a sum of consecutive positive integers.For example: Number 30 = 2.3.5 has three odd factors: 3, 5 and 3.5 = 15.Sum of 3 consecutive integers: 30 = 9+10+11Sum of 5 consecutive integers: 30 = 4+5+6+7+8Sum of 15 consecutive integers (or 4 consecutive positive integers):30 = (−5)+(−4)+(−3)+(−2)+(−1)+0+1+2+3+4+5+6+7+8+9=6+7+8+9.The conjecture 4 can now be claimed to be a theorem 5.We end with two remarks of a didactic nature:Remark 1: We can use a geometric approach to introduce younger studentsto this problem with the help of figures such as these:

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!