Course Outline

MATH1081

Discrete Mathematics

School of Mathematics and Statistics

Faculty of Science

Semester 1, 2017

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Contents
1. Staff ..................................................................................................................................................... 3
2. Administrative matters......................................................................................................................... 3
Contacting the Student Services Office............................................................................................... 3
3. Course information .............................................................................................................................. 4
Course summary ................................................................................................................................. 4
Course aims ........................................................................................................................................ 4
Course learning outcomes (CLO) ........................................................................................................ 4
4. Learning and teaching activities .......................................................................................................... 5
Lecture and Tutorial Schedule ............................................................................................................ 5
Tutorials ............................................................................................................................................... 5
UNSW Moodle ..................................................................................................................................... 6
Assessment overview .......................................................................................................................... 6
Class tests ........................................................................................................................................... 7
Calculator Information ......................................................................................................................... 7
5. Expectations of students ..................................................................................................................... 8
School Policies .................................................................................................................................... 8
6. Academic integrity, referencing and plagiarism .................................................................................. 8
7. Readings and resources ..................................................................................................................... 9
Textbook .............................................................................................................................................. 9
Reference Books ................................................................................................................................. 9
8. Getting help outside tutorials .............................................................................................................. 9
Staff Consultations .............................................................................................................................. 9
Mathematics Drop-in Centre................................................................................................................ 9
Additional support for students ............................................................................................................ 9
Applications for Special Consideration .............................................................................................. 10
Important Notes ................................................................................................................................. 11
University Statement on Plagiarism .................................................................................................. 12
Syllabus ................................................................................................................................................. 13
Problem Sets ......................................................................................................................................... 15

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1. Staff

Position Name Email Room

Course Authority Dr Jonathan Kress [email protected] RC-3073

Lecturers Associate Professor Catherine Greenhill [email protected] RC-7105

Dr Dennis Trenerry [email protected] RC-1039

Lecturer Dr Denis Potapov [email protected] RC-6111

Dr David Angell [email protected] RC-3093

Staff consultation times are provided on Moodle and in the School of Mathematics and Statistics
website for current students, undergraduate, student services, help for students page, at the
beginning of each semester.
Tutor details for all courses will be provided at the start of semester in Moodle.

2. Administrative matters

Contacting the Student Services Office

Please visit the School of Mathematics and Statistics web-site for a wide range of information on
School Policies, Forms and Help for Students by visiting the Student Services page.
For information on Courses, please go to Current Student, Undergraduate and/or Postgraduate
Courses Homepage for information on all course offerings.
The Student Notice Board can be located by going to the Current Students page; Notices are
posted regularly for your information here. Please familiarise yourself with the information found in
these locations. The School web page is found: http://www.maths.unsw.edu.au
If you cannot find the answer to your queries on the web pages you are welcome to contact the
Student Services Office directly. The First Year Advisor in the Student Services Office is Mrs Markie
Lugton. All administrative enquiries concerning first year Mathematics courses should be sent to M
Lugton, either:
By email to [email protected]
By phone: 9385 7011
Or in person to the Red Centre building, level 3, room 3072

Change of tutorials, due to timetable clashes or work commitments, permission to take class tests
outside your scheduled tutorial, advice on course selection and other administrative matters are
handled in the Student Services Office. Constructive comments on course improvement may also be
emailed to the Director of First Year Mathematics, Dr Jonathan Kress. Should we need to contact
you, we will use your official UNSW email address of [email protected] in the first
instance. It is your responsibility to regularly check your university email account. Please state
your student number in all emails to the Student Services Office.

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3. Course information
Units of credit: 6
Pre-requisite(s): The assumed knowledge for this course is equivalent of a combined mark of at
least 100 in the HSC Mathematics and HSC Mathematics Extension 1.
Co-requisite: The formal co-requisite is MATH1131 or MATH1141 or MATH1151.
Teaching times and locations: see the link on the Handbook web page:
Timetable for course MATH1081:
http://www.handbook.unsw.edu.au/undergraduate/courses/2017/MATH1081.html

The subject matter of this course is very different from high school mathematics and success at high
school is no guarantee of success in Discrete Mathematics. In Math1081 emphasis is placed on
reasoned argument and clarity of exposition as well as algebraic and computational skills.

Course summary
MATH1081 will enhance your research, inquiry and analytical thinking abilities as it will provide you
with the mathematical language and mathematical techniques to unravel many seemingly unrelated
problems. The course will engage you in independent and reflective learning through your
independent mastery of a wide range of tutorial problems. The mathematical problem solving skills
that you will develop are generic problem solving skills, based on logical arguments and mathematical
language that can be applied in multidisciplinary work. You will be encouraged to develop your
communication skills through active participation in tutorials, and by writing clear, logical arguments
when solving problems.

Course aims
The aim of MATH1081 is that by the time you finish the course you should understand the concepts
and techniques covered by the syllabus and have developed skills in applying these concepts and
techniques to the solution of appropriate problems. Successful completion of the course will give you
a good foundation for understanding many problems that arise in computer science.

Course learning outcomes (CLO)

At the successful completion of this course you (the student) should be able to:

State definitions as specified in the syllabus.

State and prove appropriate theorems.
Explain how a theorem applies to specific examples.

Apply the concepts and techniques of the syllabus to solve appropriate problems.
Understand and apply appropriate algorithms.
Use mathematics and other terminology appropriately to communicate information and
understanding.

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4. Learning and teaching activities

Lecture and Tutorial Schedule

Tuesday Wednesday Friday

Lecture 1 11-1pm* 10-11am 10-11am

stream Keith Burrows Theatre CLB-7 Keith Burrows Theatre
Greenhill Greenhill Greenhill
NB: * Weeks 1-4, 12 & 13 Weeks 1-4, 11 &12 Weeks 1-4, 11 & 12
asterisk
Trenerry Trenerry Trenerry
indicates
lecture in Weeks 5-11 Weeks 5-10 Weeks 5-10
week 13
Lecture 2 11-1pm* 10-11am 10-11am
stream RC-4082 CLB-2 RC-M032
Potapov Potapov Potapov
NB: * Weeks 1-4, 12 & 13 Weeks 1-4, 11 &12 Weeks 1-4, 11 & 12
asterisk
Angell Angell Angell
indicates
lecture in Weeks 5-11 Weeks 5-10 Weeks 5-10
week 13
Note: Students must enroll in pairs of tutorials as follows:

Group A: Monday 3-4pm and Wednesday 1-2pm

Group B: Tuesday 3-4pm and Friday 11-12pm
Group C: Tuesday 3-4pm and Wednesday at 5-6pm
Group D: Wednesday 9-10am and Thursday 11-12pm

Lectures are given four times per week, commencing in week 1 and running to week 12. Full details
of the timetable are shown in your timetable on myUNSW and the online Handbook.
The material presented is divided into five sections, and each part will be presented in 2 or 3 week
segments as follows:

Section (1) (2) (3) (4) (5)

Weeks 1-2 3-4 5-7 8-11 (Tue)* 11 (Wed)-13 (Tue)*

* Note that due to the public holidays on Friday of week 7 and Tuesday of week 8, there will be a 2
hour lecture on Tuesday of week 13.

Tutorials
Each student enrolled in MATH1081 has been assigned two tutorial time slots as shown in your
timetable. Students are able to change their tutorials via myUNSW until the end of week 1. After that
time, they can only change tutorials by going to the Student Services Office, Red Centre Building
room RC-3072 with evidence of a timetable clash or work commitments. NB: Classroom tutorials
commence in week 2 and run until week 13.

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Each student will have two tutorials per week with the same tutor, with tutorials starting in week 2 and
running until week 13. Attendance at tutorials is compulsory and the roll will be called in tutorials.

UNSW Moodle
The School of Mathematics and Statistics uses the Learning Management System called Moodle. To
log into Moodle, use your zID and zPass at the following URL: http://moodle.telt.unsw.edu.au
Here you will find announcements, general information, notes, lecture slide, classroom tutorial and
homework problems and links to online tutorial and assessments

Assessment overview
The final mark will be made up as follows:
Class tests 20%
Final examination 80%

Duration of the final exam is 2 hours.

Note:
You will be able to view your final exam timetable once Exams Central has finalised the
timetable. Please visit the web page: https://my.unsw.edu.au/student.unsw.edu.au/exams for
details.
It is very important that you understand the Universitys rules for the conduct of Examinations
and the penalties for Academic Misconduct Guide. This information can be accessed
through myUNSW at: https://student.unsw.edu.au/exams NB: In recent years there have
been cases where severe penalties have been imposed for misconduct in relation to tests
and exams in Maths courses.
Assessment criteria: UNSW assesses students under a standards based assessment policy.
For how this policy is applied within the School of Mathematics and Statistics, please visit the
web site: http://www.maths.unsw.edu.au/currentstudents/assessment-policies
If you are unwell / miss your final examination, please refer to the Special Consideration
Policy by visiting the website: https://student.unsw.edu.au/special-consideration
As from S1, 2016 students with a final mark in the range of 45-49 will be permitted to take
the Additional Assessment Exam as a Concessional Additional Assessment (AA). There will
be no notification to the individual student of the right to take the Concessional AA, but the
details of the courses AA exam schedule will be provided on the Schools website Notice
Board, after the Provisional Results are published (normally 1 week after the exam period
ends).
The final mark after completing the Concessional AA will not increase to a mark higher than
50. Refer to the School Notice Board website:
http://www.maths.unsw.edu.au/currentstudents/current-students

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Class tests
There will be one test for each of the first four sections outlined in the syllabus above. The best three
will count for assessment. Tests will be held in a tutorial in the weeks shown below. Tests for
sections (1) and (2) will be held at the beginning of the first tutorial of the week and tests for sections
(3) and (4) will be held at the beginning of the second tutorial:

Section (1) (2) (3) (4)

Week 4 6 9 12

Note:
You MUST TAKE EACH TEST IN THE CLASSROOM TUTORIAL TO WHICH YOU HAVE
BEEN OFFICIAL ALLOCATED.
To each test you must bring your Student ID card, some blank A4 writing paper and a
Stapler (so that you can staple a cover sheet to your answers).
Normal exam conditions apply in tests.
You will not be allowed to use a calculator in class tests.

Your best three scores in the four tests will be counted towards your final assessments
mark.
If you miss a class test due to illness, please DO NOT apply for Special Consideration on-
line. You should provide your tutor with a medical certificate in the following week so that
your absence can be converted to an M grade to signify a Medical Absence. The M grade
is converted to a mark that is the average result from completed tests, and is recorded
towards the end of semester. No more than two Ms will be accepted in any one semester.
Tutors are expected to enter class test marks within a fortnight of the test being taken. Your
mark will be accessible via the Maths & Stats Marks link on the MATH1081 Moodle
homepage.

It is your responsibility to check that these marks are correct and you should keep marked
tests until the end of semester in case an error has been made in recording the marks. If
there is an error, either speak to your tutor or bring your test paper to the Student Services
Office as soon as possible, but no later than Friday in Week 13.

Calculator Information
For end of semester UNSW exams, students must supply their own calculator. Only calculators on the
UNSW list of approved calculators may be used in the end of semester exams. Before the exam
period, calculators must be given a UNSW approved sticker, obtained from the School of
Mathematics and Statistics Office, and other student or Faculty centres. The UNSW list of calculators
approved for use in end of semester exams is available at: https://student.unsw.edu.au/exams

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5. Expectations of students

School Policies
The School of Mathematics and Statistics has adopted a number of policies relating to enrolment,
attendance, assessment, plagiarism, cheating, special consideration etc. These are in addition to the
Policies of The University of New South Wales. Individual courses may also adopt other policies in
addition to or replacing some of the School ones. These will be clearly notified in the Course Initial
Handout and on the Course Home Pages on the Maths Stats web site.
Students in courses run by the School of Mathematics and Statistics should be aware of the School
and Course policies by reading the appropriate pages on the Maths Stats web site starting at:
http://www.maths.unsw.edu.au/currentstudents/assessment-policies

The School of Mathematics and Statistics will assume that all its students have read and understood
the School policies on the above pages and any individual course policies on the Course Initial
Handout and Course Home Page. Lack of knowledge about a policy will not be an excuse for failing
to follow the procedure in it.

6. Academic integrity, referencing and plagiarism

Academic integrity is fundamental to success at university. Academic integrity can be defined as a

commitment to six fundamental values in academic pursuits: honesty, trust, fairness, respect,
1
responsibility and courage. At UNSW, this means that your work must be your own, and others
ideas should be appropriately acknowledged. If you dont follow these rules, plagiarism may be
detected in your work.
Further information about academic integrity and plagiarism can be located at:
The Current Students site https://student.unsw.edu.au/plagiarism, and
The ELISE training site http://subjectguides.library.unsw.edu.au/elise/presenting
The Conduct and Integrity Unit provides further resources to assist you to understand your conduct
obligations as a student: https://student.unsw.edu.au/conduct.

1
International Center for Academic Integrity, The Fundamental Values of Academic Integrity, T.
Fishman (ed), Clemson University, 2013.

8
7. Readings and resources

Textbook
S.S. Epp, Discrete Mathematics with Applications, Fourth Edition, 2011 OR Second (or Third)
Edition, PWS 1995.
J Franklin and A. Daoud, Introduction to Proofs in Mathematics, Prentice Hall, 1988 or Proof in
Mathematics: An Introduction, Quakers Hill Press, 1995.

Reference Books
Any book with Discrete Mathematics and many with Finite Mathematics in their title should help.
Previous texts include K.H. Rosen Discrete Mathematics and its Application and K. Kalmanson, An
Introduction to Discrete Mathematics and its Applications. A more advanced reference is Discrete
Mathematics by K. Ross and C.R.B. Wright.
For interesting applications within Computer Science, try the three part classic D.E.Knuth, The Art
of Computer Programming.

8. Getting help outside tutorials

Staff Consultations
From week 3 there will be a roster which shows for each hour of the week a list of names of members
of staff who are available to help students in the first year mathematics courses, no appointment is
necessary. This roster is displayed on the same Notice Board as timetables, near the School Office
(room 3070, Red Centre), it is also available from the web page:
http://www.maths.unsw.edu.au/currentstudents/consultation-mathematics-staff

Mathematics Drop-in Centre

The Maths drop-in centre provides free help to students with certain first and second year
mathematics courses. First year courses supported are Math1011, Math1031, Math1081, Math1131,
Math1141 and Math1151. The Maths drop-in centre office is located in RC-3064, and opening times
during semester is from 10am 12pm and 1pm to 3pm from Mondays to Fridays. The Maths drop-in
centre schedule will be available on the Schools website:
https://www.maths.unsw.edu.au/currentstudents/Mathematics-Drop-in-Centre by the end of week 1.
Please note that no appointment is necessary, this is a drop in arrangement to obtain one-on-one
help from tutors.

Additional support for students

The Current Students Gateway: https://student.unsw.edu.au/
Academic Skills and Support: https://student.unsw.edu.au/academic-skills
Student Wellbeing, Health and Safety: https://student.unsw.edu.au/wellbeing
Disability Support Services: https://student.unsw.edu.au/disability-services
UNSW IT Service Centre: https://www.it.unsw.edu.au/students/index.html

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Applications for Special Consideration
If you feel that your performance in, or attendance at a final examination has been affected by illness
or circumstances beyond your control, or if you missed the examination because of illness or other
compelling reasons, you may apply for special consideration. Such an application may lead to the
granting of Additional Assessment.

1. Within 3 days of the affected examination, or at least as soon as possible, you must submit a
request for Special Consideration to UNSW Student Central ON-LINE with supporting documentation
attached. Visit website to Apply for Special Consideration:
https://student.unsw.edu.au/special-consideration

2. Please do not expect an immediate response from the School. All applications will be
considered together. See the information below.

3. If you miss a class test due to illness or other problems, then you should provide the
appropriate documentation to your tutor who will record an M. No more than two Ms will be
accepted in any one semester. DO NOT apply on-line for Special Consideration for class tests or for
on-line or computing tests.

4. If your course involves a MAPLE/MATLAB lab test which you missed, you should contact the
lecturer in charge of computing as soon as possible. A resit will be organised for later in the session.

5. You will NOT be granted Additional Assessment in a course if your performance in the
course (judged by attendance, class tests, assignments and examinations) does not meet a
minimal standard. A total mark of greater than 40% on all assessment not affected by a request for
Special Consideration will normally be regarded as the minimal standard for award of Additional
Assessment.

6. It is YOUR RESPONSIBILITY to find out from the School of Mathematics and Statistics,
whether you have been granted Additional Assessment and when and where the additional
assessment examinations will be held. Do NOT wait to receive official results from the university, as
these results are not normally available until after the Mathematics Additional Assessment Exams
have started.

Information about award of Additional Assessment and a provisional list of results will be made
available on the Maths & Stats Marks page later in the semester. A link to the Maths & Stats Marks
page is provided on Moodle.

7. Additional Assessment exam will be on Monday 17th and Tuesday 18th July, 2017. A
link to the Additional Assessment timetable, including locations, will be placed on the Current
Students Notice Board under heading Special Consideration and Additional Assessment
information.
Web link: http://www.maths.unsw.edu.au/currentstudents/current-students

8. If you have two Additional Assessment examinations scheduled for the same time, please
consult the Student Services Office either by email or phone ([email protected] or 9385
7011), so that special arrangements can be made.

9. You will need to produce your UNSW Student Card to gain entry to the Additional
Assessment examination.

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Important Notes
The Additional Assessment exam may be of a different form to the original exam and must be
expected to be at least as difficult.
If you believe your application for Special Consideration has not been processed, you should
immediately consult the Director for First Year Mathematics, Dr Jonathan Kress (Room 3073,
Red Centre).
If you believe that the above arrangements put you at a substantial disadvantage, you should
send full documentation of the circumstances to: Director of First Year Mathematics, School
of Mathematics and Statistics, University of NSW, Sydney NSW 2052, at the earliest possible
time.
If you suffer from a chronic or ongoing illness that has, or is likely to, put you at a serious
disadvantage, then you should contact the Disability Support Services who provide
confidential support and advice. Their web site is: https://student.unsw.edu.au/disability
Disability Support Services (DSS) may determine that your condition requires special
arrangements for assessment tasks. Once the School has been notified of these we will
make every effort to meet the arrangements specified by DSS.
Additionally, if you have suffered misadventure during semester then you should provide full
documentation to the Director of First Year Mathematics as soon as possible. In these
circumstances it may be possible to arrange discontinuation without failure or to make special
examination arrangements.

Professor B. Henry
Head, School of Mathematics and Statistics

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University Statement on Plagiarism
This statement has been adapted from statements by the St James Ethics Centre, the University of
Newcastle, and the University of Melbourne.

Plagiarism is the presentation of the thoughts or work of another as one's own. Examples include:

Direct duplication of the thoughts or work of another, including by copying work, or knowingly
permitting it to be copied. This includes copying material, ideas or concepts from a book,
article, report or other written document (whether published or unpublished), composition,
artwork, design, drawing, circuitry, computer program or software, web site, Internet, other
electronic resource, or another person's assignment without appropriate acknowledgement
Paraphrasing another person's work with very minor changes keeping the meaning, form
and/or progression of ideas of the original;
Piecing together sections of the work of others into a new whole;
Presenting an assessment item as independent work when it has been produced in whole or
part in collusion with other people, for example, another student or a tutor; and,
Claiming credit for a proportion a work contributed to a group assessment item that is greater
than that actually contributed.
Submitting an assessment item that has already been submitted for academic credit
elsewhere may also be considered plagiarism.
The inclusion of the thoughts or work of another with attribution appropriate to the academic
discipline does not amount to plagiarism.

Students are reminded of their Rights and Responsibilities in respect of plagiarism, as set out in the
University Undergraduate and Postgraduate Handbooks, and are encouraged to seek advice from
academic staff whenever necessary to ensure they avoid plagiarism in all its forms.

The Learning Centre website is the central University online resource for staff and student information
on plagiarism and academic honesty. It can be located at: www.lc.unsw.edu.au/plagiarism

The Learning Centre also provides substantial educational written materials, workshops, and tutorials
to aid students, for example, in:
Correct referencing practices;
Paraphrasing, summarising, essay writing, and time management;
Appropriate use of, and attribution for, a range of materials including text, images, formulae
and concepts.

Individual assistance is available on request from The Learning Centre.

Students are also reminded that careful time management is an important part of study and one of the
identified causes of plagiarism is poor time management. Students should allow sufficient time for
research, drafting, and the proper referencing of sources in preparing all assessment items.

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 13
Syllabus
References are to the textbook by Epp, unless marked otherwise. F indicates the textbook by Franklin
and Daoud and R indicates the book Discrete Mathematics with Applications by K.H. Rosen (6th
edition). The UNSW Library has multiple copies of Rosen numbered P510/482A,B,C, etc.
The references shown in the righthand column are not intended to be a definition of what you will be
expected to know. They are just intended as a guide to finding relevant material. Some parts of the
course are not covered in the textbooks and some parts of the textbooks (even in sections mentioned
in the references below) are not included in the course.
In the Reference column below, column A refers to Epp 3rd edition, and Rosen 2nd edition, while
column B to Epp 4th edition and Rosen 6th edition.
Within sections of the course, the topics may not be covered in exactly the order in which they are
listed below.

Topic References A References B

1. Sets, functions and sequences
Sets, subsets, power sets. Equality, cardinality. 5.1, 5.3 1.2, 6.1, 6.3
Set operations: union, intersection, difference, cartesian product. 5.1 6.1
Universal sets, complements. 5.2 6.2
Russells paradox. 5.4 6.4
Functions. Domain, codomain and range. Arrow diagrams. 7.1, 3.5 1.3, 7.1, 4.5
Ceiling and floor functions. Images and inverse images of sets.
Injective (one-to-one), surjective (onto) and bijective functions. 7.3 7.2
Composition of functions 7.4 7.3
Inverse functions. 7.2 7.2
Sequences, sums and products. Notation. 4.1 5.1
Change of variable in a sum. Telescoping sums.

2. Integers, Modular Arithmetic and Relations

Prime numbers and divisibility 3.1, 3.3 4.1, 4.3
Fundamental Theorem of Arithmetic 3.3 4.3
Euclidean Algorithm 3.8 4.8
Modular Arithmetic 3.4 4.4, 8.4
Solving Linear Congruences R2.5 R3.7
General Relations 10.1 8.1
Reflexivity, symmetry and transitivity 10.2 8.2
Equivalence Relations 10.3 8.3
Partially ordered sets and Hasse diagrams 10.5 8.5
14

Topic References A References B

3. Logic and Proofs
Proof versus intuition. Direct proof. F1 F1
Propositions, connectives, compound propositions. 1.1 2.1
Truth tables. Tautology, contingency, logical equivalence. 1.1 2.1
Implication, converse, inverse, biconditional. 1.2 2.2
Rules of inference. 1.3 2.3
Contrapositive, indirect proof, proof by contradiction. 1.2, 3.6, F6,3.7 2.2,4.6,4.7, F6
Quantifiers 2.1 3.1
Proof of universal statements, exhaustion, proof by cases. 2.1, F2, F3 3.1, F2, F3
Proof of existential statements. Constructive and 2.1, 3.1, F4, F6 3.1,4.1,F4,F6
non-constructive proofs. Counterexamples.
Negation of quantified statements. 2.1 3.2
Statements with multiple quantifiers. 2.2, 2.3, F5 3.2,3.3,F5
Common mistakes in reasoning. Converse and inverse fallacies. 2.3, 3.1 3.3,3.4,4.1
Begging the question, tacit assumption, etc.
Mathematical induction 4.2-4.4, F8 5.2-5.4,F8
Note: In addition to the sections of Epp mentioned above,
sections 4.24.5 and 4.7 (3.23.5,3.7 for edition 3) provide
many useful worked examples of constructing proofs in
elementary number theory.

4. Enumeration and Probability

Counting and Probability 6.1 9.1
Multiplication Rule 6.2 9.2
Addition Rule 6.3 9.3
Principle of Inclusion-Exclusion 6.3 9.3
Pigeonhole Principle 7.3 9.4
Permutations and Combinations 6.4, 6.5 9.5,9.6
Binomial and Multinomial Theorem 6.7, R4.6 9.7, R5.4
Discrete Probability R4.4,6.1 R6.1,9.1
Recurrence Relations 8.2, 8.3 5.6,5.7,5.8
Recursively Defined Sets and Functions 8.1 5.9

5. Graphs
Basic terminology. simple graphs, Kn . Directed graphs. 11.1 10.1
Subgraphs, complementary graphs.
Degree, the Handshaking Theorem 11.1 10.1
(Epp Theorem 10.1.1 (11.1.1 in ed. 3))
Bipartite graphs, Km,n . 11.1 10.1
Adjacency and incidence matrices. 11.3 10.3
Isomorphism, isomorphism invariants. 11.4 10.4
Walks, paths and circuits. Euler and Hamilton paths. 11.2 10.2
Connected graphs, connected components.
Planar graphs. Eulers formula. Dual graphs. Necessary R7.7 R9.7
conditions for planarity. Kuratowskis Theorem.
Trees, spanning trees. 11.5, 11.6 10.5,10.7
Weighted graphs. Minimal spanning trees. Kruskal and 11.6 10.6,10.7
Dijkstra algorithms.
 15
PROBLEM SETS

Recommended Problems: It is strongly recommended that you attempt all questions marked by .
You should regard these questions as the minimum that you should attempt if you are to pass this
course. However, the more practice in solving problems you get the better you are likely to do in class
tests and exams, and so you should aim to solve as many of the problems on this sheet as possible.
Ask your tutor about any problems you cannot solve.
Problems marked by a star () are more difficult, and should only be attempted after you are sure
you can do the unstarred problems.

PROBLEM SET 1
Basic Set Theory

1. Are any of the sets A = {1, 1, 2, 3}, B = {3, 1, 2, 2}, C = {1, 2, 1, 2, 4, 2, 3} equal?

2. Show that
A = {x R | cos x = 1}
is a subset of
B = {x R | sin x = 0}.
Is the first a proper subset of the second? Give reasons.

3. a) List all the subsets of the set A = {a, b, c}.

b) List all the elements of A B where A = {a, b, c} and B = {1, 2}.

4. Given the sets X = {24k + 7 | k Z}, Y = {4n + 3 | n Z}, Z = {6m + 1 | m Z}, prove that
X Y and X Z but Y * Z.

5. If S = {0, 1}, find

a) |P (S)|,


b) P P (S)  ,
 

c) P P P (S)  .


6. Determine whether the following are true or false

a) a {a},
b) {a} {a},
c) {a} {a},
d) a {a},
e) {a} = {a, {a}},
f) {a} {a, {a}},
g) {a} {a, {a}},

7. If A, B, C are sets such that A B and B C, prove that A C.

8. Is it true that if P (A) = P (B) for two sets A, B then A = B?

16
Set Operations and Algebra

9. If A = { letters in the word mathematics } and

B = { letters in the words set theory }, list the elements of the sets

a) A B,
b) A B,
c) A B,
d) B A.

10. Define the sets R, S and T by

R = {x Z | x is divisible by 2}
S = {x Z | x is divisible by 3}
T = {x Z | x is divisible by 6}.

a) Is S = T ?
b) Is R T ?
c) Is T R?
d) Is T S?
e) Find R S.

11. In a class of 40 people studying music: 2 play violin, piano and recorder, 7 play at least violin
and piano, 6 play at least piano and recorder, 5 play at least recorder and violin, 17 play at
least violin, 19 play at least piano, and 14 play at least recorder. How many play none of these
instruments?

12. Prove the following statements if they are true and give a counter-example if they are false.

a) For all sets A, B and C, if A C B C and A C B C then A B.

b) For all sets A, B and C, (A B) C = A (B C).

13. Let A and B be general sets. Determine the containment relation (, , =, none) that holds
between

a) P (A B) and P (A) P (B),

b) P (A B) and P (A) P (B).

14. Let A and B be general sets. Determine the containment relation (, , =, none) that holds
between
P (A B) and P (A) P (B)

15. Show that A B = A B c and hence simplify the following using the laws of set algebra.

a) A (A B).
b) (A B) (A B).
c) (A B) (C A) (A B)c .

16. Use the laws of set algebra to simplify

(A B c ) (B (A B)c ).
 17
17. Simplify
[A (A B c )] [(A B) (B Ac )] ,
and hence simplify
[A (A B c )] [(A B) (B Ac )] .

18. Draw a Venn diagram for the general situation for three sets A, B and C. Use it to answer the
following:

a) If B A = C A, what subregions in your diagram must be empty?

b) Prove or produce a counter-example to the following statement:

If B A = C A then B = C.

19. Use the laws of set algebra to prove that

(R P ) Q = R (P Q)

for any sets R, P and Q.

*20. Define the symmetric difference A B of two sets A and B to be

A B = (A B) (B A).

a) Draw a Venn diagram illustrating A B.

b) If A = { even numbers strictly between 0 and 20 },

B = { multiples of 3 strictly between 0 and 20 }, write down the set A B.

c) Explain why A B can also be written as (A B) (A B).
d) Suppose A, B and C are sets such that A C = B C. Prove that A = B.

(Hint: You may use a Venn diagram to assist your argument.)

21. Prove if true or give a counter example if false:

For all sets A, B and C, A (B C) = (A B) (A C).

22. Let
Ak = {n N | k n k2 + 5}
for k = 1, 2, 3, .... Find
4
[
a) Ak ;
k=1
90
\
b) Ak ;
k=10
\
c) Ak
k=1

23. Repeat the previous question if

1
Ak = {x R | 1 < x k}.
k
18
Functions

24. Which of the following are functions?

a) f : R R, f (x) = x2 1.
b) f : Z Z, f (x) = 2x + 1.
c) f : R R, f (x) = x1 .
d) f : Q Q, f (x) = q where x = pq , p, q integers.
e) f : Q Q, f (x) = q where x = pq , p, q integers with q > 0 and no common factor except
1.

25. Recall from lectures that x is the largest integer less than or equal to x, and that x is the
smallest integer greater than or equal to x. Evaluate
a) ,
b) ,
c) ,
d) .

*26. Prove that if n is an integer, then    

1 2
n n n
3 3
equals either 0 or 1.

(Hint: Write n as 3k, 3k + 1 or 3k + 2, where k is an integer.)

27. Determine which of the following functions are one-to-one, which are onto, and which are bijec-
tions.
a) f : Z Z, f (x) = 2x.
b) f : Q Q, f (x) = 2x + 3.
c) f : R Z f (x) = x.
*d) f : R R f (x) = x x.

28. a) Let S be the set { n N | 0 n 11 } and define f : S S by letting f (n) be the

remainder when 5n + 2 is divided by 12. Is f one-to-one? Is f onto?
b) Repeat part (a) with 5n + 2 replaced by 4n + 2.

29. Define f : R R by
f (x) = x2 4x + 6.
a) What is the range of f ?
b) Is f onto? Explain.
c) Is f one-to-one? Explain.

30. Repeat the above question with g : R R defined by

g(x) = x3 x + 1
and h : R R defined by
h(x) = x3 + x + 1
(Hint: You may use differentiation.)
 19
31. Let Z+ be the set of all positive integers and f : Z+ Z+ Z+ be the function defined by
f (m, n) = mn for all (m, n) Z+ Z+ . Determine whether f is one-to-one or onto.

32. Find g f for each of the following pairs of functions

a) f : R R, f (x) = 2x 3 g : R R, g(x) = x2 + 2,
x1
b) f : Z Z, f (x) = 2x + 1 g : {odd integers} Z, g(x) = 2 .

33. Suppose that f : X Y and g : Y Z are functions.

a) Show that if f and g are both onto then g f is also onto.

b) Is it true that if f and g are both one-to-one then g f is also one-to-one?

*34. If f, g : N N are functions defined by f (n) = 2n and

 n
2 if n is even
g(n) = n1
2 if n is odd

show that g f = but f g 6= where is the identity function.

35. For each of the following bijections find the inverse and the domain and range of the inverse.

a) f : R R, f (x) = 5x + 3.
b) * g : Z N 
2|x| 1 if x < 0
g(x) =
2x if x 0

36. Suppose f : R R is defined by f (x) = 2x2 1. Find

a) f (A) if A = {x | 2 x 3},
b) f 1 (B) if B = {y | 1 y 17}.

37. Let f : Z Z Z be the function given by

f (m, n) = m2 n2 .

a) Show that f is not onto.

b) Find f 1 ({8}).

38. Suppose f is a function from X to Y and A, B are subsets of X, and suppose that S, T are
subsets of Y .

a) What containment relation (if any) is there between

i) f (A) f (B) and f (A B),

ii) f (A) f (B) and f (A B)?

b) Show that f 1 (S) f 1 (T ) = f 1 (S T ).

c) Show that f 1 (S) f 1 (T ) = f 1 (S T ).
20
Sequences and Summation

39. Use the formulae

N N
X N X N
k = (N + 1) and k2 = (N + 1)(2N + 1)
2 6
k=1 k=1

to evaluate
22
X
(3k + 4)2 .
k=3

40. a) Make use of changes of summation index to show that

N
X N
X
(k + 1)3 (k 1)3 = (N + 1)3 + N 3 1.
k=1 k=1

b) Hence show that

N
X N
k2 = (N + 1)(2N + 1).
6
k=1

41. Show that

2 1 1
=
k(k + 2) k k+2
and hence, that for N 1
N
X 2 3 1 1
= .
k(k + 2) 2 N +1 N +2
k=1

42. Show that

5k 2 4 3 1
=
k(k 1) (k 2) k2 k1 k
and hence evaluate
n
X 5k 2
.
k(k 1) (k 2)
k=3

43. By writing out the terms, show that for N > 0

N
Y k 2
= .
k+2 (N + 1)(N + 2)
k=1

44. Using the fact that

1 (k 1)(k + 1)
1 =
k2 k2
N  
Y 1
find an expression for 1 in terms of N .
k2
k=2
 21
PROBLEM SET 2
Integers and Modular Arithmetic

1. Find the quotient and (non-negative) remainder when

a) 19 is divided by 7,
b) 111 is divided by 11,
c) 1001 is divided by 13.

2. Are the following true or false?

7 | 161, 7 | 162, 17 | 68, 17 | 1001.

3. Which of the following are prime?

17, 27, 37, 111, 1111, 11111.

4. Find the prime factorization of the following

117, 143, 3468, 75600.

5. Find the gcd and lcm of the following pairs

a) 22 35 53 and 25 33 52 ,
b) 22 3 53 and 32 7,
c) 0 and 3.

6. Evaluate 13 mod 3, 155 mod 19, (97) mod 11.

7. Prove for a, b, c, d Z, k, m Z+ that

a) if a | c and b | d then ab | cd,

b) if ab | bd and b 6= 0, then a | d,
c) if a | b and b | c then a | c,
d) if a c (mod m) and b d (mod m) then a b c d (mod m),
e) if k | m and a b (mod m) then a b (mod k),
 
a b
f) if d = gcd(a, b) then gcd , = 1,
d d
*g) if a b (mod m) then gcd(a, m) = gcd(b, m).

8. a) Find the least positive integer n for which

3n 1 (mod 7).

Hence evaluate 3100 (mod 7).

b) Find the least positive integer n for which

5n 1 (mod 17) or 5n 1 (mod 17).

Hence evaluate 5243 (mod 17).

c) Evaluate 24 (mod 18) and hence evaluate 2300 (mod 18).
22
9. For each of the following, use the Euclidean Algorithm to find d = gcd(a, b) and x, y Z with
d = ax + by

a) gcd(12, 18),
b) gcd(111, 201),
c) gcd(13, 21),
d) gcd(83, 36),
e) gcd(22, 54),
f) gcd(112, 623).

10. Solve, or prove there are no solutions. Give your answer in terms of the original modulus and
also, where possible, in terms of a smaller modulus.

a) 151x 294 44 (mod 7),

b) 45x + 113 1 (mod 20),
c) 25x 7 (mod 11),
d) 2x 3 (mod 1001),
e) 111x 75 (mod 321),
f) 1215x 560 (mod 2755),
g) 182x 481 (mod 533).

*11. Let a, b be integers, not both zero, let S be the set of integers defined by

S = {ax + by | x, y Z},

and let d0 be the smallest positive integer in the set S.

The aim of this question is to use the Division Algorithm and the definition of greatest common
divisor (gcd) to show that d0 = gcd(a, b).

Prove the following

a) If s S, then d0 is a divisor of s. (Hint: Write s = d0 q + r and show r S).

b) d0 is a divisor of both a and b.
c) If d is a divisor of both a and b, then d is a divisor of d0 .
d) d0 = gcd(a, b), and hence there exist integers x, y such that ax + by = gcd(a, b).

12. a) Prove that if a, b and m are integers with the properties gcd(a, b) = 1 and a | m and b | m,
then ab | m. (Hint: use 11(d).)
b) Prove that if a and b are coprime integers and a | bc, then a | c. (Hint: use 11(d).)
 23
Relations

13. List the ordered pairs in the relations R , for i = 1, 2, 3, from A = {2, 3, 4, 5} to B = {2, 4, 6}
i
where

a) (m, n) R1 iff m n = 1,
b) (m, n) R2 iff m | n,
c) (m, n) R3 iff gcd(m, n) = 1.

14. Represent each relation R of Question 13 by:

i

a) an arrow diagram,
b) a matrix MRi .

15. Construct arrow diagrams representing relations on {a, b, c} that have the following properties.

a) Reflexive, but neither transitive nor symmetric.

b) Symmetric, but neither transitive nor reflexive.
c) Transitive, but neither symmetric nor reflexive.
d) Symmetric and transitive, but not reflexive.
e) Transitive and reflexive, but not symmetric.
f) Symmetric and antisymmetric and reflexive.

16. A relation R on A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} is defined by a R b iff a b has either 2 or 3 as a

divisor. Show that R is reflexive and symmetric, but not transitive.

17. Define an equivalence relation on the set S = {0, 1, 2, 3, 4, 5, 6} by x y if and only if

x y (mod 3). Partition S into equivalence classes.

18. Define a relation on the set S = {0, 1, 2, 3, 4, 5, 6, 7, 8} by x y if and only if x2 y 2 (mod 5).

a) Prove that is an equivalence relation on S.

b) Partition S into equivalence classes.

19. a) Let A1 = {0}, A2 = {1, 2}, A3 = {3, 4} be subsets of S = {0, 1, 2, 3, 4}. Define a relation
on the set S by x y if and only if x, y Ai for some i {1, 2, 3}. Show that is an
equivalence relation on S.
b) Let B1 = {0}, B2 = {1, 2}, B3 = {3} be subsets of S = {0, 1, 2, 3, 4}. Explain why the
relation on S defined by x y if and only if x, y Bi for some i {1, 2, 3} is not an
equivalence relation on S.
c) Let C1 = {0, 1}, C2 = {1, 2}, C3 = {3, 4} be subsets of S = {0, 1, 2, 3, 4}. Explain why the
relation on S defined by x y if and only if x, y Ci for some i {1, 2, 3} is not an
equivalence relation on S.
24
20. The following diagram represents a set V = {u, v, x, y, z} of six cities and direct flights between
them.

w x

v y

u z

a) Define a relation on V by a b if and only if it is possible to fly from a to b using an

even number of flights (including 0 flights).
i) Prove that is an equivalence relation on V .
ii) Partition the set V into equivalence classes.
b) Define a relation R on V by aRb if and only if it is possible to fly from a to b using an odd
number of flights. Prove that R is not an equivalence relation.

21. Consider the set S = {0, 1, 2, . . . , 11} of integers modulo 12. Define the relation on S by x y
iff x2 y 2 mod 12. Given that is an equivalence relation, partition S into equivalence classes.

22. Let a and b be two fixed real numbers. Define a relation on R2 by (x , y ) (x , y ) iff
1 1 2 2
ax1 + by1 = ax2 + by2 . Prove that is an equivalence relation and give a geometric description
of the equivalence class of (1, 1).

23. Answer the following questions for the Poset

({{1}, {2}, {4}, {1, 2}, {1, 4}, {3, 4}, {1, 3, 4}, {2, 3, 4}}, ):

a) Draw a Hasse diagram for the Poset.

b) Find the maximal elements.
c) Find the minimal elements.
d) Is there a greatest element?
e) Is there a least element?
f) Find all upper bounds of {{2}, {4}}.
g) Find the least upper bound of {{2}, {4}}, if it exists.
h) Find all lower bounds of {{1, 3, 4}, {2, 3, 4}}.
i) Find the greatest lower bound of {{1, 3, 4}, {2, 3, 4}} if it exists.

24. Answer the following questions for the Poset ({2, 4, 6, 9, 12, 27, 36, 54, 60, 72}, |):

a) Draw a Hasse diagram for the Poset.

b) Find the maximal elements.
c) Find the minimal elements.
d) Is there a greatest element?
e) Is there a least element?
f) Find the set of upper bounds of {2, 9}.
g) Find the least upper bound of {2, 9}, if it exists.
h) Find the set of lower bounds of {60, 72}.
i) Find the greatest lower bound of {60, 72} if it exists.
 25
25. Give an example of a poset that

a) Has a minimal element but no least element.

b) Has a maximal element but no greatest element.

26. A relation | is defined on A = { 1, 2, 4, 6, 8, 9, 12, 18, 36, 72, 108 } by a | b iff a divides b.

a) Show that (A, |) is a poset.

b) Construct its Hasse diagram.
c) Which members of A are minimal elements? Which are maximal elements? Which are
greatest elements? Which are least elements?

27. Let S = {0, 1, 2, 3} and P (S) denote the power set of S.

Define the relation A  B for A, B P (S) by A  B iff A B.

a) Show that  is a partial order.

b) Construct the Hasse diagram of P (S),  .
c) Which members of P (S) are minimal elements? Which are maximal elements? Which are
greatest elements? Which are least elements?
26
PROBLEM SET 3
Note that the subject matter of this section of the course is mathematical proof itself, and not the
particular results proved in classes or posed in the following problem set. You should be prepared to
prove results from any area of school or first-year university mathematics.

In this problem set, F&D refers to the book by Franklin and Daoud, and the problems have been
printed here with the permission of the author. Note the solutions to some of the F&D questions are
available in the book Introduction to Proofs in Mathematics by J. Franklin and A. Daoud.

Basic Proofs

1 1 2
1. (F&D Chapter 1 Q1) Show that: <
1, 000 1, 002 1, 000, 000

2. (F&D Chapter 1 Q3) Show that: 1, 001 1, 000 < 1

2 1, 000
1, 001 + 1, 000
Hint: multiply 1, 001 1, 000 by
1, 001 + 1, 000

3. (F&D Chapter 1 Q9) Prove that:

7
6
7! > 6!

4. [V] (F&D Chapter 1 Q12) Show that:

p p
2+ 2+ 2 2<2 2

5. (F&D Chapter 1 Q14)

a) Prove that: cos 3 = 4 cos3 3 cos

2
b) Hence show that cos is a root of the equation 4x3 3x 1 = 0
3

6. a) Suppose that n is a positive integer. Use the Binomial theorem and appropriate inequalities
to prove that
1 n
 
0 < 1+ < 3.
n

b) (F&D Chapter 1 Q20) Prove that: 99100 > 10099

   
1 3
7. (F&D Chapter 1 Q21) Show that: = tan1 + tan 1
4 4 5

Generalisation; all statements

8. Prove by exhaustion of cases that for any real number x we have

|x(x 2)| 2x2 + 1 .

9. (F&D Chapter 2 Q3) Prove that the product of any two odd numbers is an odd number.

10. (F&D Chapter 2 Q11) Prove that

n
n! <
p
n+1
(n + 1)! for any whole number n (imitate the
proof in Chapter 1).

11. (F&D Chapter 2 Q12) Prove that the product of three consecutive whole numbers, of which the
middle one is odd, is divisible by 24.
 27
12. (F&D Chapter 2 Q19) Find a generalisation of:
1 1 2
<
1000 1002 (1000)2

and prove it.

13. (F&D Chapter 2 Q21) Prove that for all whole numbers n, (n + 1)(n + 2) . . . (2n 1)(2n) =
2n .1.3.5 . . . (2n 1)

14. (F&D Chapter 5 Q9) Consider the following statement concerning a positive integer x 2.

If x is not divisible by any positive integer n satisfying 2 n x then x is a prime
number.

a) Show that the above statement is true.

b) Is the statement still true if the condition on n is replaced by 2 n < x?

*15. a) Let a and n be integers greater than 1. Prove that an 1 is prime only if a = 2 and n is
prime. Is the converse of this statement true?
b) [V ] Show that 2n + 1 is prime only if n is a power of 2.

*16. Consider the following statement concerning a positive integer n:

For all a, b Z, if n | ab then either n | a or n | b.

a) Prove that if n is prime then the statement is true.
b) Prove that the statement is false when n = 30.
c) Prove that if n is composite then the statement is false.

17. a) Use the result of part (a) of the previous question to prove that if p is prime, a is an integer
and p | a2 , then p | a.
*b) Are there any integers n other than primes for which it is true that for all integers a, if
n | a2 then n | a? If so, describe all such n.

*c) Prove that if p is prime then p is irrational.

18. a) Show that 2 is a multiplicative inverse for 4 (mod 7) and 3 is a multiplicative inverse for
5 (mod 7). Hence determine the value of 5! (mod 7)
*b) [V] Prove that if p is prime then

(p 2)! 1 (mod p).

Hint: What is the multiplicative inverse of p 1 (mod p) when p is prime?

28
Writing proofs

19. In the following questions you are given a theorem, together with the basic ideas needed to
prove it. Write up a detailed proof of the theorem. Your answer must be written in complete
sentences, with correct spelling and grammar. It must include a suitable introduction and
conclusion; reasons for all statements made; correct logical flow; and any necessary algebraic
details.

a) Theorem. If x3 + x2 + x + 2 = 0 mod 5 then x = 1 mod 5.

Basic ideas: if x = 0, 2, 3, 4 mod 5 then x3 + x2 + x + 2 = 2, 1, 1, 1 mod 5.
b) Theorem. Let x, y and m be integers. If m | (4x + y) and m | (7x + 2y) then m | x and
m | y.
Basic ideas: 2(4x + y) (7x + 2y) = x and m | LHS.
c) Theorem. log2 7 is irrational.
Basic ideas: if log2 7 = p/q then 2p = 7q , but then LHS is even and RHS is odd.
d) Theorem. If n is a nonnegative integer then 11 is a factor of 24n+3 + 3 5n .
Basic ideas: if 24n+3 = 11k 3 5n then 24n+7 = 11(16k 3 5n ) 3 5n+1 .

Converse; if and only if

20. Prove the following statement, then write down its converse. Is the converse true or false? Prove
your answer.
For all x Z, if x 1 (mod 7) then x3 1 (mod 7).

21. a) Prove that the following proposition is true.

If x 3 (mod 4) then x3 + 2x 1 0 (mod 4).

b) Write down the contrapositive of the proposition in part (a). Is it true? Explain.
c) Write down the converse of the proposition in part (a). Is it true? Explain.

22. (F&D Chapter 3 Q6) Prove that a whole number is odd if and only if its square is odd.

23. (F&D Chapter 3 Q10) Prove that a triangle is isosceles if and only if two of its angles are equal.
(An isosceles triangle is by definition a triangle with two equal sides.)

24. (F&D Chapter 3 Q13) Show that a number is divisible by 3 if and only if the sum of its digits
is divisible by 3.

25. (F&D Chapter 3 Q18) Prove that a real number is rational if and only if its decimal expansion
is terminating or (eventually) repeating.

*26. For integers x and y, show that 7|x2 + y 2 if and only if 7|x and 7|y.

27. A parallelogram is defined to be a quadrilateral with both pairs of opposite sides parallel. Use
properties of congruent and similar triangles to prove that a quadrilateral is a parallelogram if
and only if two opposite sides are equal and parallel.
 29
Some statements

28. (F&D Chapter 4 Q11) Show that there is a solution of, x100 + 5x 2 = 0 between x = 0 and
x = 1.

29. [V] (F&D Chapter 4 Q4) A perfect number is one which equals the sum of its factors (counting
1 as a factor, but not the number itself). Show that there exists a perfect number.

30. (F&D Chapter 4 Q13) Consider the infinite geometric progression,

 2  3  n
1 1 1 1
+ + + + + ...
2 2 2 2
Prove that there exists an integer N such that the sum of the first N terms of the above series
differs from 1 by less than 106 .

31. (F&D Chapter 4 Q16) A formula for ex is,

x2 x3 xn
1+x+ + + + + ...
2! 3! n!
Show that e3 = 20.1, correct to 1 decimal place, by showing:

a) For any n 4,
 n3
3n 9 3
<
n! 2 4
b) Hence, that there exists N such that,

3N +1 3N +2 1
+ + <
(N + 1)! (N + 2)! 20

c) Hence, that e3 = 20.1 correct to 1 decimal place.

*32. (F&D Chapter 5 Q11) Every one of six points is joined to every other one by either a red or a
blue line. Show that there exist three of the points joined by lines of the same colour.

Multiple quantifiers

*33. [V] (F&D Chapter 5 Q8) Prove that between any two irrational numbers there is a rational
number.

34. Show that the sequence {u } given by

n

un = n 2 for all n N

diverges to infinity, by showing that

M N N N n > N un > M.
35. A function f (x) is called continuous at x = a iff:

> 0 > 0 x (a , a + ) |f (x) f (a)| < .

a) Complete: A function f (x) is not continuous at x = a iff: ......

b) * Show that the function f (x) = x is not continuous at x = 3.
30
36. The definition of lim f (x) = is
x

> 0 M R x > M |f (x) | < . ()

a) Write down the negation of () (that is, lim f (x) 6= ) and simplify it so that the negation
x
symbol does not appear.
2x2 + 1
b) By working directly from the definition prove that lim = 2.
x x2 + 2

Negation; proof by contradiction

37. (F&D Chapter 6 Q16) Prove that each of the following is irrational:
3
a) 4

b) 1 + 3

c) 3 2

38. Prove that log 3 is irrational.

10

39. Prove that log5 15 is irrational.

40. (F&D Chapter 6 Q1) What is the common feature in showing:

a) a not all statement to be true?

b) an all statement to be false?
Give an example in each case.

41. (F&D Chapter 6 Q11) Are the following statements true or false? Prove your answers.

a) Let a, b, c be three integers. If a divides c and b divides c, then either a divides b or b divides
a.
b) If a, b, c, d are real numbers with a < b and c < d, then ac < bd.

42. (F&D Chapter 5 Q5)

a) Prove that if a and b are rational numbers with a 6= b then,

1
a + (b a)
2
is irrational.
b) Hence prove that between any two rational numbers there is an irrational number.

43. (F&D Chapter 7 Q14) A set of real numbers is called bounded if it does not go to infinity.
More precisely, S is bounded if there exist real numbers M, N such that for all
s S, M < s < N .
(For example, the set of real numbers x such that 1 < x3 < 2 is bounded, since for all x S, 1 <
x < 1.5.)

a) Give an example of a set which is not bounded.

b) Prove that if S is bounded and T S, then T is bounded.
c) Prove that any finite set of real numbers is bounded.
d) Prove that if T is not bounded and T S, then S is not bounded.
 31
e) Prove that if S and T are bounded, then S T is bounded.
f) If S and T are bounded, is S T always bounded? Prove your answer.
g) Let S and T be bounded, Let,

U = {u R : u = s + t for some s S, t T }

Show that U is bounded. It might help to calculate some examples first, say,

S = [0, 1], T = [2, 3]

(The set U is sometimes denotes S + T , since it is the set of all sums of something in S
with something in T .)

44. (F&D Chapter 7 Q15) A region in the plane is called convex if the line segment joining any
two points in the region lies wholly inside the region. For example, an ellipse, a parallelogram,
a triangle and a straight line are convex, but on annulus and a star-shaped region are not. In
symbols, R is convex if, for all (x1 , y1 ) and (x2 , y2 ) in R, (x1 + (1 )x2 , y1 + (1 )y2 ) R
for all [0, 1].

a) Prove that if R and S are convex, then R S is convex.

b) If R and S are convex, is R S always convex? Prove your answer.
c) Prove that if R is convex, then the reflection of R in the x-axis is convex.
d) If R is convex, is the set,

2R = {(x, y) : (x, y) = (2x , 2y ) for some (x , y ) R}

always convex? Prove your answer and illustrate with a diagram.

45. (F&D Chapter 6 Q24) Show that there do not exist three consecutive whole numbers such that
the cube of the greatest equals the sum of the cubes of the other two.

Mathematical induction
1 1 1 1 1
46. (F&D Chapter 8 Q2) Show that, 1 + + + + (1)n1 is always positive.
2 3 4 5 n

47. (F&D Chapter 8 Q5)

a) Prove, by mathematical induction, that if n is a whole number then,

n3 + 3n2 + 2n is divisible by 6.

b) Prove the same result without mathematical induction by first factorising n3 + 3n2 + 2n.

48. (F&D Chapter 8 Q7)

a) Calculate,
1 2 3 n
+ + + +
2! 3! 4! (n + 1)!
for a few small values of n.
b) Make a conjecture about a formula for this expression.
c) Prove your conjecture by mathematical induction.
32
49. (F&D Chapter 8 Q8) The following is a famous fallacy that uses the method of mathematical
induction. Explain what is wrong with it.
Theorem
Everything is the same colour.
Proof
Let P (n) be the statement, In every set of n things, all the things have the same colour.
We will show that P (n) is true for all n = 1, 2, 3, . . . , so that every set consists of things of the
same colour.
Now, P (1) is true, since in every set with only one thing in it, everything is obviously of the
same colour.
Now, suppose P (n) is true.
Consider any set of n + 1 things.
Take an element of the set, a. The n things other than a form a set of n things, so they are all
the same colour (since P (n) is true).
Now take a set of n things out of the n + 1 which does include a.
These are also all the same colour, so a is the same colour as the rest.
Therefore P (n + 1) is true.
 2
n(n+1)
50. Show that 13 + 23 + + n3 = 2 whenever n Z+ .

51. Show that 12 + 32 + + (2n + 1)2 = 31 (n + 1) (2n + 1) (2n + 3) whenever n N.

52. Show that for all n N, 64  72n + 16n 1.

53. Prove that for all n Z+ , 21 | 4n+1 + 52n1 .

*54. Prove by induction that, for n Z+ ,

2
1+ 2+ 3 + +
n n n.
3
55. Prove by induction that if the sequence (un ) is defined by

u0 = 0
u = 1
1
un = un1 + un2 for all n 2

then !n !n !
1 1+ 5 1 5
un =
5 2 2
for all n 0.

56. Prove, using induction, that if the sequence {un } is defined by:

u1 = 12
u = 30
2
un = 5un1 6un2 for n 3,

then un = 3 2n + 2 3n , for all n 1.

2 2
57. a) Prove by induction that for n N, the nth derivative of ex is a polynomial times ex . Can
you say anything about these polynomials?
(Note: By convention, the 0 th derivative of f (x) is just f (x).)
 33
b) Guess and prove a similar result concerning the derivatives of the function e1/x .

58. [V] Prove that there exists N N such that for all n N with n N we have 3n < n!.

Logic and truth tables

59. Which of the following are propositions?

a) The moon is made of green cheese.

b) Read this carefully.
c) Two is a prime number.
d) Will the game be over soon?
e) Next year interest rates will rise.
f) Next year interest rates will fall.
g) x2 4 = 0

60. Using letters for the component propositions, translate the following compound statements into
symbolic notation:

a) If prices go up, then housing will be plentiful and expensive; but if housing is not expensive,
then it will still be plentiful.
b) Either going to bed or going swimming is a sufficient condition for changing clothes; how-
ever, changing clothes does not mean going swimming.
c) Either it will rain or it will snow but not both.
d) If Janet wins or if she loses, she will be tired.
e) Either Janet will win or, if she loses, she will be tired.

61. Write a statement that represents the negation of each of the following:

a) If the food is good, then the service is excellent.

b) Either the food is good or the service is excellent.
c) Either the food is good and the service is excellent, or else the price is high.
d) Neither the food is good nor the service excellent.
e) If the price is high, then the food is good and the service is excellent.
34
62. Construct a truth table for each of the following propositions.


a) (p q) (p q) ;
b) p (p q);
c) p (p q);



d) p (q r) (p q) (p r) .

Which of the above propositions are tautologies? Are any contradictions?

63. Show, by using truth tables, that the following pairs of propositions are logically equivalent.

a) (p q), p q;
b) p q, p q;
c) p (q r), q ( r p);
d) p (p q), p.

64. Use standard logical equivalences to simplify each of the following logical expressions.

a) (p q) (p q)
b) [p (q p)] (p q)
c) (p q) ( p q) (q r)
d) (p q) ( p q)

65. Use standard logical equivalences to show that (p q) (q r) is logically equivalent to

each of the following propositions

a) q (p r);
b) (q p) (q r);
c) (q p) ( q r).

Valid and invalid arguments

66. Suppose that

If I do not do my homework, I will not pass.

If I study hard, I will pass.
I passed.

Did I do my homework or not? Did I study hard or not? Explain.

67. Watson, I have uncovered the following facts:

If Mrs Smith is lying then Moriarty has not escaped.

Either Moriarty is dead or he is really Jones.
If Moriarty is really Jones then he has escaped.
I am convinced Mrs Smith is lying.

Good Lord Holmes,replied Dr Watson, what can you make of all this?
Elementary my dear Watson, Moriarty is dead!

Is Holmes correct? Justify your answer.

 35
68. Let e denote Einstein is right, b denote Bohr is right q denote Quantum mechanics is right,
w denote The world is crazy and consider the sentences:

(1) Either Einstein or Bohr is right, but they are not both right.
(2) Einstein is right only if quantum mechanics is wrong, and the world is crazy if quantum
mechanics is right.

a) Write the two sentences (1) and (2) as symbolic expressions involving e, b, q and w.
b) Suppose the world is not crazy. From the truth of (1) and (2) is it valid to deduce that
Einstein is right? Explain.

69. Consider the following two statements:

(1) If either Peta or Queenie has passed then either Roger and Peta have both passed, or
Roger and Queenie have both passed.

and

(2) If either Peta has passed or Queenie has failed then Roger has passed.

a) Write the two statements (1) and (2) in symbolic form by letting p stand for Peta has
passed, q stand for Queenie has passed and r stand for Roger has passed.
b) Suppose that the statement (1) is false. Deduce that Roger has failed.
c) Suppose that the statement (1) is false and that the statement (2) is true. Decide whether
or not Peta has passed.
36
PROBLEM SET 4
Enumeration and Probability

1. How many strings of six non-zero decimal digits

a) begin with two odd digits?

b) consist of one even digit, followed by two odd digits, followed by three digits less than 7?
c) have no digit occurring more than once?
d) contain exactly three nines?
e) contain fewer than three nines?
f) contain exactly three nines, with no other digit repeated?
g) have their last digit equal to twice their first digit?
 
2. 321
a) Express in terms of factorials P (21, 8), C(21, 8), , C(2n, n).
123
 
7
b) Calculate explicitly P (7, 4), , P (6, 3), C(4, 2), C(201, 199).
4

3. How many seven-letter words can be made from the English alphabet which contain

a) exactly one vowel,

b) exactly two vowels,
c) exactly three vowels,
d) at least three vowels?

4. Repeat the previous question if repeated letters are not permitted.

5. a) A set of eight Scrabbler tiles can be arranged to form the word SATURDAY. How many
three-letter words can be formed with these tiles if no tile is to be used more than once?
b) How many ten-letter words can be formed from the letters of PARRAMATTA? How many
nine-letter words? How many eight-letter words?
c) How many four-letter words come before UNSW if all four-letter words are listed in
alphabetical order?

6. How many eight-letter words constructed from the English alphabet have

a) exactly two Ls?

b) at least two Ls?

7. Consider the following.

Problem: How many eight-card hands chosen from a standard pack have at least one suit
missing?

Solution: Throw out one entire suit (4 possibilities), then select 8 of the remaining 39 cards.
The number of hands is 4C(39, 8).

a) What is wrong with the given solution?

b) Solve the problem correctly.
 37
8. a) Find the number of positive integers less than or equal to 200 which are divisible neither
by 6 nor by 7.
b) Find the number of positive integers less than or equal to 200 which are divisible neither
by 6, nor by 7, nor by 8.

9. What is the probability that a hand of eight cards dealt from a shuffled pack contains:

a) exactly three cards of the same value and the remaining cards all from the remaining suit
(for example, 4, 4, 4 and five clubs not including the 4);
b) exactly three cards in at least one of the suits;
c) exactly three cards in exactly one of the suits. (Hint. First find the number of ways in
which five cards can be chosen from three specified suits, with none of the three represented
by three cards.)

10. For any positive integer n we define (n) to be the number of positive integers which are less
than or equal to n and relatively prime to n. Given that p, q, r are primes, all different, use the
inclusion/exclusion principle to find (pq), (p2 q) and (pqr).

11. A hand of thirteen cards is dealt from a shuffled pack. Giving reasons for your answers, determine
which of the following statements are definitely true and which are possibly false.

a) The hand has at least four cards in the same suit.

b) The hand has exactly four cards in some suit.
c) The hand has at least five cards in some suit.
d) The hand has exactly one suit containing four or more cards.

12. a) Prove that if nine rooks (castles) are placed on a chessboard in any position whatever, then
at least two of the rooks attack each other.
b) Prove that if fifteen bishops are placed on a chessboard then two of them attack each other.

13. Let A be the set { 1, 2, 3, 4, 5, 6, 7, 8 }. Prove that if 5 integers are selected at random from A,
then at least one pair of these integers has sum 9.

14. In a square with sides of length 3cm, 10 points are chosen at random. Prove
that there must be
at least two of these points whose distance apart is less than or equal to 2 cm.

15. If 31 cards are chosen from a pack, prove that there must be at least 3 of the same value, and
there must be at least 8 in the same suit.

16. a) To each integer n we assign an ordered pair p(n) whose members are the remainders when
n is divided by 3 and 4 respectively. For example, p(5) and p(17) are both equal to (2, 1). If
ten thousand integers are chosen at random, how many can you say for certain must have
the same value for p?
*b) Repeat part (a) with the divisors 3 and 4 replaced by 4 and 6.

17. Let S and T be finite sets with |S| > |T |, and let f be a function from S to T . Show that f is
not one-to-one.

18. Prove that there were two people in Australia yesterday who met exactly the same number of
other people in Australia yesterday.
38
19. Twenty hotel management students all guess the answers on the final examination, so it can be
taken that all orders of students on the list of results are equally likely. The top student is given
a mark of 100, the next 95, and so on, down to 5 for the last student and no two students get
the same mark. Find the probability that Polly gets an HD, both Manuel and Sybil get a CR
or better, and Basil fails.

20. A die is rolled 21 times. Find the probability of obtaining a 1, two 2s, . . . and six 6s.

21. For this problem assume that the 365 dates of the year are equally likely as birthdays.

a) Find the probability that two people chosen at random have the same birthday.
b) Find the probability that in a group of n people, at least two have the same birthday.
c) How large does n have to be for the probability in (b) to be greater than 21 ?
d) Criticise the assumption made at the beginning of this question.

22. Twenty cars to be bought by a company must be selected from up to four specific models. In
how many ways may the purchase be made if
a) no restrictions apply?
b) at least two of each model must be purchased?
c) at most three different models must be purchased?

23. How many outcomes are possible from the roll of four dice
a) if the dice are distinguishable (for example, they are of different colours)?
b) if the dice are not distinguishable?

24. a) Find the coefficient of w2 x5 y 7 z 9 in (w + x + y + z)23 .

b) When (w + x + y + z)23 is expanded and terms collected, how many different terms will
there be?

25. How many solutions are there to the equation

x1 + x2 + x3 + x4 + x5 + x6 = 40
if x1 , x2 , x3 , x4 , x5 , x6 are non-negative integers,
a) with no further assumptions?
b) with each xj 3?
c) with each xj 10?
*d) with each xj 8?
e) if each xj is even?
f) if at least one xj is odd?
*g) if every xj is odd?
*h) with x1 9, 5 x2 14 and 10 x3 19?

*26. By counting in two ways the number of non-negative integer solutions of the inequality
x1 + x2 + + xr n, prove that
n + r n + r 1 n + r 2  r  r 1
= + + + + .
r r1 r1 r1 r1
Interpret this result in Pascals triangle.
 39
Recurrence Relations

27. Write down the first four terms of the sequences defined recursively by

a) an = 23 an1 , a0 = 16;
b) an = 3an1 2an2 , a0 = 2, a1 = 5;
c) an = 2(an1 + an2 + + a1 + a0 ), a0 = 1.

28. Write down a recurrence and initial conditions to describe each of the following sequences.

a) {2, 4, 8, 16, ...}

b) {1, 3, 5, 7, ....}
c) {3, 6, 12, 24, ...}
d) {1, 3, 6, 10, 15, 21, 28, ...}
e) {2, 2, 2, 2, 2, ...}
f) {1, 2, 3, 5, 8, 13, 21, 34, ...}

29. Let a be the number of ways to climb n steps, if the person climbing the stairs can only take
n
two steps or three steps at a time.

a) Write down a recurrence relation with initial conditions for an .

b) Find a4 and a8 .

30. Let a denote the number of bit strings of length n where no two consecutive zeros are allowed.
n

a) Find a1 , a2 , a3 .
b) Show that an satisfies the recurrence an = an1 + an2 for n 3.

31. A bank lends me $50,000 at 18% per year interest, compounded monthly, and I pay

back $900
per month. (So at the end of each month the amount I owe is increased by 1812 % and then
reduced by $900.)

If $un is the amount still owing after n months, write down a recurrence relation for un .

32. a) Find the general solution of the first order recurrence an = 5an1 .
b) Find the solution of the first order recurrence an +4an1 = 0 subject to the initial condition
a1 = 12.

33. Find the general solution of the following recurrence relations, each holding for n 2.

a) an + an1 6an2 = 0.
b) an = 3an1 2an2 .
c) an = 6an1 9an2 .
d) an 2an1 4an2 = 0.

34. Find the solution of the following recurrence relations (defined for n 2) subject to the given
initial conditions

a) an + 2an1 15an2 = 0, a0 = 7, a1 = 3.
b) an = 5an1 6an2 , a0 = 5, a1 = 13.
40
c) an + 4an1 + 4an2 = 0, a0 = 2, a1 = 4.
d) an 4an1 6an2 = 0, a0 = 2, a1 = 4.

35. Find the general solution of the following recurrence relations (defined for n 2).

a) an + an1 6an2 = 4n
b) an = 3an1 2an2 + 2n
c) an = 6an1 9an2 + 8n + 4
d) an = 6an1 9an2 + 3n

36. Find the solution of the recurrence

an 3an1 4an2 = 5(1)n for n 2, given that a0 = 1, a1 = 8.

37. Suppose we wish to tile a 2 n rectangular board with smaller tiles of size 1 2 and 2 2.

Let an be the number of ways in which this can be done.

a) Show that, for n > 2, an = an1 + 2an2 and find a1 , a2 .

b) Solve the recurrence to find a closed formula for an .

*38. An n-digit quaternary sequence is a string of n digits chosen from the numbers 0, 1, 2, 3.

Let an be the number ndigit of quaternary sequences with an even number of 0s.

a) Show that, for n 1,

an = 3an1 + 4n1 an1 = 2an1 + 4n1

and
a0 = 1, a1 = 3.

b) Find a closed formula for an .

39. Define a set S of words on the alphabet {x, y, z} by

(B) x, y S

(R) If w S then wx, wy, wzx, wzy S.

Let an be the number of words of length n in S.

a) Find the first few values of an .

b) Find a recurrence relation for an .
c) Solve the recurrence to find a closed formula for an .

40. We call a word on the alphabet {x, y, z} z-abundant if the letter z appears at least once in any
two successive letters. (So, for example, the empty word is z-abundant and so is xzzxzy but
xzyxzy is not.)

Let an be the number of z-abundant words of length n.

a) Show that a1 = 3 and that a2 = 5.

 41
b) Explain carefully why, for n 2,

an = an1 + 2an2 .

(Hint: Consider the possible ways in which a z-abundant word can begin.)
c) Find an explicit formula for an .

*41. a) Show that the set {1, 2, 3, ...., n} can be partitioned into two non-empty sets in precisely
2n1 1 ways.
b) Let sn be the number of ways in which the set {1, 2, 3, ..., n} can be partitioned into three
non-empty sets.

Show that s1 = 0, s2 = 0, s3 = 1 and write down the six such partitions for n = 4.
c) Show that, for n 2, the sequence sn defined above satisfies sn = 3sn1 + 2n2 1 and
find a closed formula for sn .
42
PROBLEM SET 5
Graphs

1. Draw the graph G = (V, E, f ) with vertex set V = {v1 , v2 , v3 , v4 , v5 , v6 } and edge set
E = {e1 ,e2 , e3 , e4 , e5 , e6 , e
7 } and edgeendpoint or incidence function
f : E {x, y} | x, y V

e f (e)
e1 {v3 , v4 }
e2 {v1 }
e3 {v1 , v5 }
e4 {v2 , v5 }
e5 {v2 }
e6 {v5 , v2 }
e7 {v4 , v2 }

2. For the graph

e14
v4
v9
e15 e16
v1 v2
e3 v3
e1
e2
e4 e6 e13

v5 e5 v6 e9 v8
e7 e11
e12
e8
v7 e10

Find

a) the edgeendpoint function (in a table),

b) the vertex degrees (in a table),
c) total vertex degree and total number of edges,
d) all loops,
e) all parallel edges,
f) edges incident on v3 ,
g) vertices adjacent to v8 ,
h) all isolated vertices.
 43
3. Determine with reasons which of the following graphs are simple.

G1 G2 G3 G4 G5

4. How many edges does a graph have if it has vertices of degree 4, 3, 3, 2, 2? Draw a simple graph
with these vertex degrees. (Is it the only example?)

5. Determine whether or not there is a graph or simple graph for each of the following sequences
of vertex degrees. Draw examples of those that exist. (Try to minimise the number of loops or
parallel edges in nonsimple examples.)

i) 4, 4, 3, 2, 2, 1. ii) 4, 4, 3, 3, 2, 1. iii) 5, 5, 3, 2, 2, 1.

iv) 5, 4, 3, 2, 2. v) 6, 5, 4, 4, 2, 2, 1. vi) 6, 5, 4, 3, 2, 1, 1.

6. Draw the graphs

i) K6 . ii) K2,3 .

7. Find the total number of vertices and edges for the special simple graphs

a) Kn
b) Km,n
c) Cn , (cyclic graph with n vertices)
d) Qn (n-cube graph)

8. How many subgraphs are there of the graph G :

a b

c d
G

9. Recall that two vertices in the complement G are neighbours iff they are not neighbours in G.
Find the following

i) Kn ii) Km,n iii) Cn for n = 5, 6

10. If a simple graph G has n vertices and m edges how many edges does G have?
44
Bipartite Graphs

11. Determine, with reasons, which of the following graphs is bipartite.

B
a) b)
A C
A C
B
E
D F
G
E
D G
H
F

c) A B C d)
A B
E
C D F G
I
D E F H J K

e) B C f) C

B D
A D

H E A G
E
G F F

C
g)

B D E
K
H
F G

A I J

12. For what values of n are the following graphs bipartite?

i) Kn ii) Cn iii) Qn
 45
Adjacency Matrices

13. Represent the following graphs by adjacency matrices

a) e1
A e1 B A e2 B
e5
e3 e5
e2 e4 C e3 e6 E
e4
e7
e6
e7
D E C D
(Order vertices alphabetically)

b) K4

c) K2,3 .

14. Draw the graph with adjacency matrices

1 2 0 1
0 1 2 2 0 2 1
i) 1 1 0 ii) 0 2 0 3

2 0 0
1 1 3 2

Isomorphism

15. Determine, with reasons, whether or not the following pairs of graphs are isomorphic.

y
a)
a b x z
c

d e t u
G1 G2

a
b) c
u
b
x y

d t
e z
f v
G1 G2

c)

a b c e f h x y t u v s

d G1 g z G2 w
46
d) r
c s
q
b d t
p u
a e

i f x v
h g w

G1 G2

e) b
y z
c d
a e
x t u

f g v w

G1 G2

f)
b v

a c u w
g t
f d z x

e y
G1 G2

16. A simple graph G is selfcomplementary if it is isomorphic to its complement G (see Q. 9).

a) Show if G is selfcomplementary then G has 4k or 4k + 1 vertices for some integer k. Is

the converse true?
*b) Find all selfcomplementary graphs with four or five vertices.
** c) (Challenge) Find a selfcomplementary graph with 8 vertices.

*17. Find all nonisomorphic simple graphs with

a) 2 vertices,
b) 3 vertices,
c) 4 vertices.
 47
Connectivity

18. Find the connected components (draw separately) of the graph

A B
D E C

G
H I F
J

K
L M N

Adjacency Matrix and Paths

19. What is the number of walks of length n between any two adjacent vertices of K4 for
n = 2, 3, 4, 5?

20. a) Find the adjacency matrix M of the graph G

e3
C
e2
e1 B e4
A e5
e6
D

(ordering the vertices as A, B, C, D).

b) Find M 2 , M 3 .
c) How many walks of length 2 and 3 are there between B and C? Write them down.
d) Let N = I4 + M + M 2 + M 3 .
i) The (3, 4) entry of N is 20. What does this mean in terms of walks?
ii) No entries of N are zero. What does this mean?
48
Euler and Hamilton Paths and Circuits.

21. Determine, with reasons, whether or not there is

) an Euler path, which is not a circuit,

) an Euler circuit,
) a Hamilton path, which is not a circuit,
) a Hamilton circuit,

in the following graphs. Give an example, if one exists, in each case.

a) b)
B D B
F
C C D
A E A H
G E F

H I G
A
e1
d)
B
B C
c) F
C D e2 D
A
G
E E F

e) f) C
B D

A D
B C A E

E F G F

22. For what values of n does K , C , Q have an Euler circuit?

n n n

23. For what values of n does Kn , Cn , Qn have an Euler path which is not a circuit?

24. For what values of m, n does K

m,n have

a) an Euler circuit,
b) an Euler path which is not a circuit,
c) a Hamilton circuit.
 49
*25. Show each Qn has a Hamilton circuit.

[Hint: Construct one recursively, constructing Hamiltonian paths between adjacent vertices of
Qn . Construct such a path for Qn+1 from one such path for Qn ].

*26. The Knights Tour Puzzle asks if it is possible to find a sequence of 64 knights moves so that
a knight on a chessboard visits all the different squares and ends up on the starting point.

a) Formulate the problem in terms of graphs.

b) Can the puzzle be solved?
c) Can you find an explicit solution?
d) What happens on a 3 3 chessboard?

Planar Graphs

27. Show that the following graphs are planar by redrawing them as planar maps.

a) b) c)
B
b
A
b
Bb

A B
A b b
C b b

b b b b b b b b

D E D C C D E F

B A B
e) f)

d) B A C
A C A B

D F D F
E E C C
50
28. For each of

b b

b
b b b

*b
b

*
b b

* b
b * b
b b

* b
b
* b
b

b b b b b
b

a) Find the degree of each of the regions indicated by an asterisk in each map.
b) What is the sum of the degrees of the regions in each map?
c) Give the dual of each of the planar maps, drawing it on a separate diagram.
d) Verify Eulers formula in the maps.

29. A connected planar graph has 11 vertices; 5 have degree 1, 5 have degree 4, and 1 has degree 5.

a) How many edges are there?

b) How many regions are there?
c) Give an example of such a graph, drawing it as a planar map.

30. a) Show if G is a connected planar simple graph with v vertices and e edges with v 3 then
e 3v 6.
b) Further show if G has no circuits of length 3 then e 2v 4.

31. Apply the last question to show the following graphs are nonplanar.

a) b)

32. Use the results of Q30 to decide which Qn are planar.

 51
33. Use Kuratowskis Theorem to show that the following graphs are not planar.

a) b)
A B C

B C

D E
A D

G E
F G H F

c) d)
B
A B A
C

C D E G
D

F E
F G

*e) B

G
A F H C

J I
E D

34. Show the converses of Q30 a) and b) are false by considering the following examples. (Hint:
Kuratowskis Theorem.)

a) C b)

D G F E

F B
H D
E
A A B C
52
Trees

35. A tree T has 8 vertices, at least two of which have degree 3.

a) How many edges are there?
b) What are the possible vertex degrees for T in nonincreasing order?
c) What are the possible forms for T up to isomorphism?

*36. Prove that a tree has at least one vertex of degree 1.

*37. Use Q36 to prove by induction that a tree with n vertices has n 1 edges.

38. a) Use Kruskals algorithm to find a minimal spanning tree for the following weighted simple
graph.
A b
B C b b

3 2
3 3 1
2 2 3
1 D b b
E 3
1 1
3 2
b
4 b
2 b

F G H
b) Use Dijkstras algorithm to construct a tree giving shortest paths from A to each of the
other vertices in the weighted graph in part (a).

39. a) Use Kruskals algorithm to find a minimal spanning tree for the following weighted graph.
Then find a second minimal spanning tree for the graph. How many other minimal spanning
trees are there?
A 1 B

4 1 1 5

D
C 4 5 E
2 3
2
4 5

F 2 G 3 H
b) Use Dijkstras algorithm to construct a tree giving shortest paths from A to each of the
other vertices in the weighted graph in part (a).

40. Use Dijkstras algorithm to find a shortest path from the vertex v0 to the vertex v1 in the
following weighted graph.
A b
C E J b b b

2 4 10 3
3
4 4
v0 b
2 3 2 6 b v1
6
5
1 4 7 8
b b b b

B D F H
 53
ANSWERS TO SELECTED PROBLEMS
Important Note
Here are some answers (not solutions) and some hints to the problems. These are NOT intended as
complete solutions and rarely are any reasons given. To obtain full marks in test and examination
questions FULL reasoning must be given, and your work should be clearly and logically set out.

Problem Set 1.
1. A = B.

2. Yes.

5. a) 4; b) 16; c) 65536.

6. a) T; b) F ; c) T ; d) F ; e) F; f) T ; g) T

8. Yes.

10. a) No; b) No; c) Yes; d) Yes; e) T.

11. 6.

12. a) True; b) False.

13. a) P (A) P (B) P (A B); b) The sets are equal.

14. There is no containment relation.

15. a) A B; b) A; c) U.

16. B.

17. A B; A B.

20. b) {2, 3, 4, 8, 9, 10, 14, 15, 16}.

22. a) {1, 2, . . . , 21}; b) {90, . . . , 105}; c) .

89
23. a) (0, 4]; b) ( 90 , 10]; c) {1}.

24. a) No; b) Yes; c) No; d) No; e) Yes.

25. a) 3; b) 4; c) 4; d) 3.

27. a) 1 1, not onto; b) bijection; c) onto, not 1 1; d) not 1 1 and not onto.

28. a) One-to-one and onto; b) Neither one-to-one nor onto.

29. a) f (x) 2; b) No; c) No, eg. f (0) = f (4) = 6.

31. f is not 1 1 but is onto.

32. a) 4x2 12x + 11; b) g f (x) = x.
54
33. b) Yes.

x3
35. a) f 1 (x) = 5 .

36. a) [1, 17]; b) [3, 1] [1, 3].

37. b) (m, n) = (3, 1).

38. a) i) The sets are equal. ii) f (A B) f (A) f (B).

39. 40430.

9 4
42. 2 n1 n1 .

N +1
44. 2N .

Problem Set 2.

1. a) 2, 5; b) 11, 10; c) 77, 0.

2. T, F, T, F.

3. T, F, T, F, F, F.

4. 32 13, 11 13, 22 3 172 , 24 33 52 7.

5. a) 22 33 52 , 25 35 53 ; b) 3, 22 32 53 7; c) 3, not defined.

6. 1, 3, 2.

8. a) n = 6, 4; b) 58 1, 6; c) 2, 10.

9. a) 6 = 1 12 + 1 18; b) 3 = 29 11 16 201; c) 1 = 8 13 + 5 21;

d) 1 = 13 83 + 30 36; e) 2 = 5 22 2 54; f) 7 = 39 112 7 623.

10. a) x 4 (mod 7); b) no solution; c) x 6 (mod 11);

d) x 502 (mod 1001); e)x 99, 206, 313 (mod 321) or x 99(mod 107)

f) x 200, 751, 1302, 1853, 2404 (mod 2755) or x 200(mod 551)

g)x 29, 70, 111, 152, 193, 234, 275, 316, 357, 398, 439, 480, 521 (mod 533) or

x 29 (mod 41)

13. c) R3 = {(3, 2), (3, 4), (5, 2), (5, 4), (5, 6)}.
 55
14. R3

a)
2
2
3
4
4
6
5

0 0 0
1 1 0
b) MR3 =
0

0 0
1 1 1

17. {{0, 3, 6}, {1, 4}, {2, 5}}

18. b) {{0, 5}, {1, 4, 6}, {2, 3, 7, 8}}

21. S = {0, 6} {1, 5, 7, 11} {2, 4, 8, 10} {3, 9}.

24. b) 54, 60, 72 c) 2, 9 d) no e) no

f) {36, 54, 72} g) none h) {2, 4, 6, 12} i) 12

Problem Set 3.

15. a) Converse is false. It is known that 2p 1 is prime for the primes

p = 2, 3, 5, 7, 13, 17, 19, 31, 61, 89, 107, 127 and more than 20 other (larger) values of p. These
are called Mersenne primes.

20. Converse is false.

21. b) True.
c) True.

59. a, c, e and f

60. a) p =prices go up,

q =housing will be plentiful;
r =housing will be expensive
[p q r] [ r q]

e) p =Janet wins; q =Janet loses; r = Janet will be tired

p (q r).

61. a) The food is good but the service is poor.

b) The food is poor and so is the service.

62. a) Contradiction.
56
b) Contingency.
c) Tautology.
d) Tautology

64. a) q
b) p
c) p q r
d) p q.

66. I did my homework, but there is no way of deciding whether or not I studied.

67. Holmes is correct.

68. We cannot deduce whether Einstein is right or wrong.

69. c) Peta must have failed.

Problem Set 4.

1. a) 52 94 ; b) 4 52 63 ; c) P (9, 6) = 9 8 7 6 5 4; d) C(6, 3) 83 ;
6 5 4
e) 8 + 6 8 + C(6, 2)8 ; f) C(6, 3)P (8, 3); g) 4 94 .

2. a) 21!/13!, 21!/8! 13!, 321!/123! 198!, (2n)!/(n!)2 ; b) 840, 35, 120, 6, 20100.

3. a) 7 5 216 ; b) C(7, 2) 52 215 ; c) C(7, 3) 53 214 ;

d) 26 21 7 5 216 C(7, 2) 52 215 .
7 7

4. a) C(7, 1)P (5, 1)P (21, 6); b) C(7, 2)P (5, 2)P (21, 5); c) C(7, 3)P (5, 3)P (21, 4);
d) C(7, 3)P (5, 3)P (21, 4) + C(7, 4)P (5, 4)P (21, 3) + C(7, 5)P (5, 5)P (21, 2).

5. a) 228; b) 37800; 37800; 22260; c) 20 263 + 13 262 + 18 26 + 22 = 360798.

6. a) C(8, 2) 256 ; b) 268 258 8 257 .

7. b) 4C(39, 8) 6C(26, 8) + 4C(13, 8).

8. a) 143; b) 128.

9. a) 13C(4, 3)C(12, 5)/C(52, 8);

b) (4C(13, 3)C(39, 5) 6C(13, 3)2 C(26, 2))/C(52, 8);
c) 4C(13, 3) (C(39, 5) 3C(13, 3)C(26, 2))/C(52, 8).

10. (pq) = (p 1)(q 1), (p2 q) = p(p 1)(q 1), (pqr) = (p 1)(q 1)(r 1);

16. a) 834; b) 834 again (NOT 417).

19. 4 7 6 9 16!/20!.

20. 21!/(1! 2! 3! 4! 5! 6! 621 ).

1
21. a) 365 ; b) 1 P (365, n)/365n ; c) n 23.
 57
22. a) C(23, 3); b) C(15, 3); c) C(23, 3) C(19, 3).

23. a) 64 ; b) C(9, 5).

24. a) 23!/2! 5! 7! 9!; b) C(26, 3).

25. a) C(45, 5); b) C(27, 5);

c) C(45, 5) C(6, 1)C(34, 5) + C(6, 2)C(23, 5) C(6, 3)C(12, 5)

d) C(13, 5); e) C(25, 5); f) C(45, 5) C(25, 5);

g) C(22, 5); h) C(30, 5) 3C(20, 5) + 3C(10, 5).

28. (There are other correct answers.)

a) an = 2an1 , a0 = 2; b) an = an1 + 2, a0 = 1; c) an = 2an1 , a0 = 3;

d) an = an1 +n, a1 = 1; e) an = an1 , a0 = 2; f) an = an1 +an2 , a0 = 1, a1 = 2.

29. a) an = an2 + an3 for n 4, a1 = 0, a2 = 1, a3 = 1; b) 1, 4.

30. 2, 3, 5.

18


31. un = 1 + 1200 un1 900, for n 1, u0 = 50000.

32. a) an = A(5n ); b) an = 3(4)n .

33. a) an = A(2n ) +
B(3)
n; b) an = A + B(2n );
c) an = A(3n ) + Bn(3n );
d) an = A(1 + 5) + B(1 5)n .
n

34. a) an = 4(3n )+ 3(5)n ; b) an = 2n+1 + 3n+1 ; c) an = 2(2)n 4n(2)n ;

d) an = (2 + 10)n + (2 10)n .

35. a) an = A(2n ) + B(3)n + 78 4n ; b) an = A + B(2n ) + n(2n+1 );

c) an = A(3n ) + Bn(3n ) + 2n + 7; d) an = A(3n ) + Bn(3n ) + 12 n2 3n .

36. an = 2(4n ) + (1)n+1 + n(1)n .

1
2n+1 + (1)n .


37. a) a1 = 1, a2 = 3; b) an = 3

38. b) an = 2n1 + 12 4n
n

39. a) 0, 2, 4, 12, 32, 88; b) an = 2an1 + 2an2 ; c) 1 (1 + 3)n (1 3) .
3

1
2n+2 + (1)n+1


40. c) an = 3

1
3n1 + 1 2n


41. c) 2

Problem Set 5.

2. c) Total Vertex degree = 32, total number of edges = 16.

d) Loops are e10 , e14 .
e) Sets of parallel edges are {e7 , e8 }, {e9 , e12 }, {e15 , e16 }.
58
f) Edges incident to v3 are e4 , e6 , e9 , e12 , e13 , e14 , e15 , e16 .
g) Vertices adjacent to v8 are v2 , v3 , v7 .
h) v9 is the only isolated vertex.

3. G1 , G3 , G4 are nonsimple. The rest are simple.

4. Number of edges = 7.

It is the only simple graph with these degrees. (The two degree 2 vertices cannot be adjacent.)

5. a) simple examples

b) There is no graph with these vertex degrees.

c) d) e) f) There is no simple graph with these vertex degrees.

 59
7. |V (G)|, |E(G)| are respectively
 
n
a) n,
2
b) m + n, mn
c) n, n
d) 2n , n2n1

8. 35 (= 15 + 12 + 6 + 1 + 1)

9. a) K n
= En , ie, the graph with n vertices and no edges.
Km Kn (disjoint union)
b) K m,n =

n(n 1)
10. m
2
11. Y =Bipartite, N =Not Bipartite.

a) Y b) N c) Y d) N e) Y f) N g) N .

12. a) n=2 b) n 3 and even c) all n 0.

0 1 0 1 1 1 1 1 2 0
1 0 1 0 1 1 0 0 1 0

13. a) 0
1 0 1 1
1
0 0 1 0

1 0 1 0 0 2 1 1 0 0
1 1 1 0 0 0 0 0 0 0

0 0 1 1 1
0 1 1 1 0
1 0 1 1 1
0 1 1
b) 1
c) 1 0 0 0

1 1 0 1
1 1 0 0 0
1 1 1 0
1 1 0 0 0

B
14. a)
A
C

15. a) Isomorphic eg. f : V (G1 ) V (G2 )

f: a b c d e
t u y x z

b) Isomorphic eg. f : V (G1 ) V (G2 )

f: a b c d e f
v z y t u x
60
c) Not isomorphic.
d) Not isomorphic.
e) Isomorphic eg. f : V (G1 ) V (G2 )

f: a b c d e f g
y t u v w x z

f) Not isomorphic.

16. b) Up to isomorphism there is/are

) Only 1 selfcomplementary graph on 4 vertices

) 2 selfcomplementary graphs on 5 vertices

and

17. a) n = 2 : 2 possible
b) n = 3 : 4 possible
c) n = 4 : 11 possible

18. There are 4 components with vertex sets {A, B, H, L}, {C, F }, {D, G, I, M }, {E, J, K, N }.

19. a) 2 b) 7 c) 20 d) 61.

0 1 0 0
1 0 1 1
20. a) M = 0

1 1 2
0 1 2 0

1 0 1 1 0 3 3 2
0 3 3 2 3 5 10 9
b) M 2 = M3 =

,
1 3 6 3 3 10 15 15
1 2 3 5 2 9 15 8
c) 3 and 10 respectively.

Walks of length 2 B to C are

BDe4 C
BDe5 C
BCe3 C
 61
Walks of length 3 B to C are
BABC
BDBC
BCBC
BCe4 De4 C
BCe4 De5 C
BCe5 De4 C
BCe5 De5 C
BDe4 Ce3 C
BDe5 Ce3 C
BCe3 Ce3 C
d) i) This means there are 20 walks of length 3 from C to D.
ii) This means G is connected.

21. a) ) N
) Y eg. ABCDEF CGEICHA
) N
) N
b) ) N
) N
) Y
) N
c) ) Y eg CBAECDEGe1 BF Ge2 BD.
) N
) Y eg DCEABF G
) N
d) ) Y eg BAEBCADCF DEF
) N
) Y eg ABCDF E
) Y eg ABCDF EA.
e) ) Y eg BAEBCDF C
) N
) Y eg EABCDF
) N
f) ) Y eg GBAEDBCGF CEG
) N
) Y eg ABDECGF
) N .

22. a) n 1 and odd

b) All n 3
c) All n 0 and even.

23. a) n = 2
b) Never
c) n = 1.
62
24. a) m, n both even
b) m = 2 and n odd or n = 2 and m odd
c) m = n 2.

28. i) a) 2 b) 8
ii) a) 1 b) 8
iii) a) 4 b) 12
iv) a) 3 b) 12
v) a) 6 b) 6
vi) a) 9 b) 12

29. a) 15 b) 6

32. Only for n = 0, 1, 2, 3.

36. a) 7 b) 3, 3, 3, 1, 1, 1, 1, 1 and 3, 3, 2, 2, 1, 1, 1, 1 c) There are six possible answers.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2008
TEST 1 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note: To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Prove that {10k + 7 | k Z} is a proper subset of {5m 8 | m Z}.

2. (3 marks)
Let f be a function from A to B and g a function from B to C. Show that if the composite
function g f is onetoone (injective), then f is onetoone (injective).

3. (4 marks)
Prove that if k > 1 then
1 1 4k
= 2 .
(k 1)2 (k + 1)2 (k 1)2
Hence simplify
n
X k
.
(k2 1)2
k=2
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2008
TEST 1 VERSION 1B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note: To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Let
A1 = { a } , A2 = A1 { A1 } and A3 = A2 { A2 } .
(i) List the elements of A3 .
(ii) Are the following statements true or false? Give clear reasons.
(i) { { a } } A3 ; (ii) { { a } } A3 .

2. (3 marks)
Let f be a function from A to B and g a function from B to C. Show that if the composite
function g f is onetoone (injective), then f is onetoone (injective).

3. (4 marks)
Prove that if k > 1 then
1 6 7 8k 6
+ = .
k1 k k+1 k(k2 1)
Hence simplify
n
X 4k 3
.
k(k2 1)
k=2
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2009
TEST 1 VERSION 1B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note: To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Let
A1 = { a, b, c } , A2 = P (A1 ) and A3 = P (A2 ) .
(i) How many elements are there in A3 ?
(ii) Are the following statements true or false? Give clear reasons.
(i) A2 A3 ; (ii) A2 A3 .

2. (3 marks)
A function f : R R is defined by

f (x) = 2x3 + 3x2 4 .

Find the range of f . Is f onetoone (injective)? Is f onto (surjective)? Is f a bijection? Give

reasons for all your answers.

3. (4 marks)
Prove that if k > 1 then
5 3 2 9k + 6
= .
k1 k k+2 (k 1)k(k + 2)

Hence simplify
n
X 3k + 2
.
(k 1)k(k + 2)
k=2
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2009
TEST 1 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note: To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Let A = { n, s, w }.
(i) Write in full the set P(A).
(ii) How many elements are there in the set P(A P(A))?

2. (3 marks)
Let f be a function from A to B and let g be a function from B to C.
(i) State what it means to say that f is a onetoone function, and what it means to say that
g is a onetoone function.
(ii) Prove that if both f and g are onetoone functions, then the composite function g f is
also onetoone.

3. (4 marks)
Use the laws of set algebra to simplify

(A B c ) (Ac B c )c .

Show your working and give a reason for each step.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2010
TEST 1 VERSION 2B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note: To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
If A = { a }, B = { b, c } and C = { d, e, f, g, h, i, j }, find
(i) P (A B);
(ii) |P (B C)|.

2. (3 marks)
Let f and g be functions from R to R defined by

f (x) = x2 and g(x) = ex .

(i) Write down formulae for the composite functions f g and g f .
(ii) Is f g a one-to-one function? Is g f a one-to-one function? Give reasons for your answers.

3. (4 marks)
Use the formula
tan A tan B
tan(A B) =
1 + tan A tan B
to prove that
tan k tan(k 1)
tan k tan(k 1) = 1 .
tan 1
Hence simplify
n
X
tan k tan(k 1) .
k=1
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2008
TEST 2 VERSION 2A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Solve the following congruences, or explain why they have no solution:
(i) 28x 3 (mod 66);
(ii) 29x 3 (mod 67).

2. (3 marks)
Consider the divisibility relation on the set

S = { 2, 6, 7, 14, 15, 30, 70, 105, 210 } .

It is given that this relation is a partial order on S (do not prove it!).
(i) Draw the Hasse diagram for this partial order.
(ii) Find all maximal elements and all minimal elements of S.
(iii) Does S have a greatest element? Does S have a least element? If so, write them down; if
not, explain why not.

3. (4 marks)
A relation is defined on Z+ by

xy if and only if y = 3k x for some integer k

(note that k may be positive, negative or zero). Prove that is an equivalence relation.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2008
TEST 2 VERSION 2A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Solve the congruence 20x 16 (mod 92). Give your answer as
(i) a congruence to the smallest possible modulus;
(ii) a congruence modulo 92.

2. (3 marks)
Let a, b and c be integers. Prove that if a2 | b and b3 | c then a4 b5 | c3 . Be sure to set out your
answer clearly and logically.

3. (4 marks)
A relation is defined on the set of all real numbers by

xy if and only if sin x = sin y .

You may assume that is an equivalence relation.

(i) Find the equivalence class of 0.
(ii) For any a R, find the equivalence class of a.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2009
TEST 2 VERSION 2A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Solve the congruence 45x 15 (mod 78). Give your answer as
(i) a congruence to the smallest possible modulus;
(ii) a congruence modulo 78.

2. (3 marks)
Let a and m be integers. Prove that if a | m and a + 1 | m then a(a + 1) | m. Be sure to set out
your answer clearly and logically.

3. (4 marks)
A relation  is defined on the set of all positive integers by

xy if and only if y = 3k x for some nonnegative integer k.

Prove that  is a partial order.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2009
TEST 2 VERSION 2B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Solve the following congruences, or explain why they have no solution:
(i) 79x 5 (mod 98);
(ii) 78x 5 (mod 99).

2. (3 marks)
Let x, y and m be integers. Prove that if m | 4x + y and m | 7x + 2y then m | x and m | y.

3. (4 marks)
Let F be the set of all functions f : R R. A relation  is defined on F by

f g if and only if f (x) g(x) for all x R .

Prove that  is a partial order.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2010
TEST 2 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Solve the following congruences, or explain why they have no solution:
(i) 25x 3 (mod 109);
(ii) 25x 3 (mod 110).

2. (3 marks)
(i) Find the prime factorisation of 6500, and of 1120.
(ii) Hence write down, in factorised form, gcd(6500, 1120) and lcm(6500, 1120).

3. (4 marks)
We write R+ for the set of positive real numbers. A relation is defined on R+ by

xy if and only if x y is an integer .

Prove that is an equivalence relation.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2008
TEST 3 VERSION 3A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw. In a question asking for proofs, your answers must be fully and clearly explained,
carefully set out and neatly written, and logically correct.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
(i) Construct truth tables for the two propositional calculus formulae

p (q p) and (p q) q .

(ii) Giving reasons for your answer, determine whether the first formula logically implies the
second, or the second logically implies the first, or both, or neither.

2. (3 marks)
Prove that log6 11 is irrational.

3. (4 marks)
Show that
q(n) = 11n2 + 32n
is a prime number for two integer values of n, and is composite for all other integer values of
n.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2008
TEST 3 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw. In a question asking for proofs, your answers must be fully and clearly explained,
carefully set out and neatly written, and logically correct.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
(i) Construct truth tables for the two propositional calculus formulae

(p (q)) r and q ((p) r) .

(ii) Giving reasons for your answer, determine whether the first formula logically implies the
second, or the second logically implies the first, or both, or neither.

2. (3 marks)
You are given a theorem, together with the basic ideas needed to prove it. Write up a detailed
proof of the theorem. Your answer must be written in complete sentences, with correct spelling
and grammar. It must include a suitable introduction and conclusion; reasons for all statements
made; correct logical flow and any necessary algebraic details.

Theorem. If m and n are positive integers then m! n! < (m + n)!.

Basic ideas: m! = 1 2 m, and 1 < m + 1, 2 < m + 2, . . . , n < m + n.

3. (4 marks)
Prove that if a is any positive real number then the equation

ax = cos x

has exactly one solution x such that 0 x 1.

 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2009
TEST 3 VERSION 2A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw. In a question asking for proofs, your answers must be fully and clearly explained,
carefully set out and neatly written, and logically correct.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Use standard logical equivalences to show that

p ((q (p)))

is a tautology. Show all your working and give a reason for every step. You may assume that
u v is logically equivalent to (u) v.

2. (3 marks)
You are given a theorem, together with the basic ideas needed to prove it. Write up a detailed
proof of the theorem. Your answer must be written in complete sentences, with correct spelling
and grammar. It must include a suitable introduction and conclusion; reasons for all statements
made; correct logical flow and any necessary algebraic details.

Theorem. If n is a positive integer then

(1 2) + (2 5) + (3 8) + + n(3n 1) = n2 (n + 1) .

Basic ideas: n2 (n + 1) + (n + 1)(3n + 2) = (n + 1)2 (n + 2).

3. (4 marks)
Prove that if x is a real number and 2x2 3 = 0 then x is irrational.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2009
TEST 3 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw. In a question asking for proofs, your answers must be fully and clearly explained,
carefully set out and neatly written, and logically correct.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
(i) Express the following argument in symbolic form using logical connectives. Be careful to
define any notation you introduce.
If I earn some money then I will go for a holiday this summer.
I will either go for a holiday or work this summer.
Therefore, if I dont go for a holiday this summer then I will not have
earned any money and will be working.
(ii) Show that the above argument is logically valid.

2. (3 marks)
You are given a theorem, together with the basic ideas needed to prove it. Write up a detailed
proof of the theorem. Your answer must be written in complete sentences, with correct spelling
and grammar. It must include a suitable introduction and conclusion; reasons for all statements
made; correct logical flow and any necessary algebraic details.

Theorem. Between any two different rational numbers there is another rational number.
x+y
Basic ideas: if x and y are rational then so is .
2
3. (4 marks)
Prove that if n is a positive integer then 42n + 10n 1 is a multiple of 25.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2010
TEST 3 VERSION 2B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test you must give reasons for the steps you take and the
conclusions you draw. In a question asking for proofs, your answers must be fully and clearly explained,
carefully set out and neatly written, and logically correct.

QUESTIONS (Time allowed: 20 minutes)

1. (3 marks)
Use standard logical equivalences to show that

(p q) (q (p r))

is logically equivalent to p (q r) . Show all your working and give a reason for every step.
You may assume that u v is logically equivalent to (u) v.

2. (3 marks)
Prove that if n is a positive integer then

(n + 1)(n + 2) (2n) = 2n 1 3 5 (2n 1) .

3. (4 marks)

Prove that if n is any positive integer than 4n 2 is irrational.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2008
TEST 4 VERSION 3B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test your solutions must be fully and clearly explained. Answers
should be left in terms of powers, factorials and P and C notation where appropriate.

QUESTIONS (Time allowed: 20 minutes)

1. (2 marks)
How many eightletter words can be formed from the English alphabet
(i) if no letter may be used twice?
(ii) if one letter is to be used exactly twice and each other letter is to be used at most once?
(DISCRETE is an example of such a word.)

2. (2 marks)
An ordinary sixsided die is rolled ten times. Find the probability that five different faces come
up twice each.

3. (3 marks)
Find a particular solution of the recurrence relation

an 8an1 + 15an2 = 21 2n .

4. (3 marks)
How many hands of 13 cards can be chosen from a standard pack which have exactly five cards
in some suit?
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2008
TEST 4 VERSION 1B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test your solutions must be fully and clearly explained. Answers
should be left in terms of powers, factorials and P and C notation where appropriate.

QUESTIONS (Time allowed: 20 minutes)

1. (1 mark )
Find the number of seven-letter words which can be constructed from the English alphabet and
which contain at least six consonants.

2. (2 marks)
Find the probability that a hand of eight cards dealt from a standard 52-card pack contains
exactly three kings.

3. (3 marks)
(i) How many solutions has the equation

x1 + x2 + x3 + x4 + x5 = 16

in which x1 , x2 , x3 , x4 , x5 are non-negative integers? Explain your reasoning.

(ii) How many of these solutions satisfy the conditions x1 1, x2 2, x3 3, x4 2 and
x5 1? Explain.

4. (4 marks)
Find the general solution of the recurrence relation

an 16an2 = 9 2n .
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2009
TEST 4 VERSION 1A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test your solutions must be fully and clearly explained. Answers
should be left in terms of powers, factorials and P and C notation where appropriate.

QUESTIONS (Time allowed: 20 minutes)

1. (2 marks)
How many solutions has the equation

x1 + x2 + x3 + x4 + x5 = 66 ,
(i) if x1 , x2 , x3 , x4 , x5 are nonnegative integers?
(ii) if x1 , x2 , x3 , x4 , x5 are even numbers?

2. (2 marks)
In a survey, viewers are given a list of 20 TV programmes. They are asked to label their three
favourites 1, 2 and 3, and to put a tick against those they have heard of (if any) from the
remaining 17. In how many ways can the form be filled out? (Assume that everyone has three
favourite programmes to nominate.)

3. (3 marks)
Find the solution of the recurrence relation

an 10an1 + 21an2 = 0

subject to the initial conditions a0 = 1 and a1 = 1.

4. (3 marks)
There are 50 houses along one side of Discrete St. A survey shows that 26 of these houses have
MATH1081 students living in them (what a coincidence). Prove that there are two MATH1081
students who live exactly five houses apart in Discrete St.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S2 2009
TEST 4 VERSION 2B
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test your solutions must be fully and clearly explained. Answers
should be left in terms of powers, factorials and P and C notation where appropriate.

QUESTIONS (Time allowed: 20 minutes)

1. (2 marks)
How many tenletter words can be constructed from the English alphabet which have no repeated
letters and contain at least eight consonants?

2. (2 marks)
How many thirteencard hands can be selected from a standard pack which contain exactly four
spades or exactly four diamonds?

3. (3 marks)
Find the general solution of the recurrence relation

an + 3an1 10an2 = 2n .

4. (3 marks)
A course has seven elective topics, and students must complete exactly three of them in order
to pass the course. Show that if 200 students passed the course, at least six of them must have
completed the same electives as each other.
 UNIVERSITY OF NEW SOUTH WALES
SCHOOL OF MATHEMATICS AND STATISTICS
MATH1081 DISCRETE MATHEMATICS S1 2010
TEST 4 VERSION 2A
This sheet must be filled in and stapled to the front of your answers

Students Family Name Initials Student Number

Tutorial Code Tutors Name Mark

Note: The use of a calculator is NOT permitted in this test

Note. To obtain full marks for this test your solutions must be fully and clearly explained. Answers
should be left in terms of powers, factorials and P and C notation where appropriate.

QUESTIONS (Time allowed: 20 minutes)

1. (2 marks)
Students in a certain subject have 6 class hours per week. The timetable schedules 4 possible
timeslots each day (Monday to Friday). In how many ways can a student timetable classes for
this subject
(i) if any choice of 6 class hours is allowed?
(ii) if the student must choose two hours on one day and one hour on every other day?

2. (2 marks)
How many solutions has the equation

x1 + x2 + x3 + x4 + x5 = 55 ,

if x1 , x2 , x3 , x4 , x5 are nonnegative integers

(i) with no further restrictions?
(ii) and every xk is an odd number?

3. (3 marks)
Find the solution of the recurrence relation

an 7an1 + 10an2 = 0

which satisfies the initial conditions a0 = 5 and a1 = 1.

4. (3 marks)
How many elevenletter words (constructed from the English alphabet) contain the subword
FRED?