COURSEPACK

Number Theory and Game Theory

SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into
the real world. This will give what a course entails.

Course Number Theory and Game Theory Course Theory

Title Type
Course C1UC503T Class V
Code
Activity Credits Credit Hours Total Number of Assessment
Classes per in
Lecture 3 3
Semester Weightage
Instruction Tutorial 0 0
delivery T T P S C SE
Practical 0 0 h u r el I E
e t a f- E
Self-study 0 0 o o c st
r ri ti u
y a c d
l a y
l
P
r
a
c
ti
c
a
l
Total 3 3
4 0 0 0 50 50
5 % %
Course Course Dr Hira Zaheer
Lead Coordinator
Names Theory Practical
Course
Instructors
NA NA
 COURSE OBJECTIVE

Effectively express the concepts and results of Number Theory. Construct mathematical
proofs of statements and find counterexamples to false statements in Number Theory. Collect
and use numerical data to form conjectures about the integers. Understand the logic and
methods behind the major proofs in Number Theory.
Game theory provides a mathematical framework for understanding the optimal outcome and
what the tradeoffs are to achieve that outcome. We build models using game theory to help
our clients make strategic and tactical decisions within the context of many possible
scenarios and competitive responses.

COURSE OUTCOMES (COs)

At the end of the course, student will be able to:
CO1 Solve problems in elementary number theory and also apply
elementary number theory to game theory.
CO2 Apply generating function concept in counting.
CO3 Understand the concept of decision making to boost competitive
abilities using game theory.
CO4 Apply various techniques to solve game theory problems.
.
BLOOM’S LEVEL OF THE COURSE OUTCOMES
Bloom’s Taxonomy Level (BTL)

Remember (L1) Understand Apply (L3) Analyze (L4) Evaluate (L5) Create (L6)
CO No.
(L2)

CO1 L1
CO2 L2

CO3 L3
CO4 L4

THEORY
Remember Understand Apply Analyse KL Evaluate Create KL
CO No. KL1 KL 2 KL 3 4 KL 2 6
201.1
201.2
201.3
201.4
 201.5

PROGRAM OUTCOMES (POs):

After the completion of the program, students shall be able to:

PO1: Demonstrate the comprehensive knowledge of Physics, chemistry and Mathematics.

PO2: Develop the ability to evaluate theories, methods, principles and applications of
physical sciences
PO3: Identify, formulate and resolve the emerging challenges based on design,
experiment, data interpretation and analysis of results
PO4: Design a system, component, or methods to meet desired needs within realistic
constraints such as environmental, health, safety, manufacturability, and
sustainability.
PO5: Develop the skills in using modern tools for design and analysis of scientific and
societal problems.
PO6: Work in teams on multi-disciplinary projects in research organizations and
industries and present the report in a full scientific approach with professional
ethics.
PO7: Build up communication skills, both written and oral, to specialized and non-
specialized audiences.
PO8: Develop the ability to critically evaluate theories, methods, principles, and
applications of pure and applied science in multidisciplinary domain with the life
long learning approach.

PSO1: Acquire industrial exposure and scientific knowledge through industry

internship and research-based learning.

COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and
Program Outcomes and their expected strength of mapping in three levels (low, medium,
and high).
Note: 1-Low, 2-Medium, 3-High

PO1 PO PO3 PO PO5 PO6 PO7 PO8 PSO1 PSO2

2 4
CO1 3 3 2 - - 1 - 2 1 -
CO2 3 3 2 - - 1 - 2 1 -
CO3 3 3 2 - - 1 - 2 1 -
CO4 3 3 2 - - 1 - 2 1 -
 COURSE ASSESSMENT

The course assessment patterns are the assessment tools used both in formative and summative
examinations.

S. Assessment CIE
No Tools Total SEE
CIE
marks
QUIZ CAT QUIZ2/ CAT2 LAB LAB Course
1 1 AAT EXA -based
M
/AAT Project

1 Theory A1 A2 A3 A4

20 30 20 30 0 0 0 100 100

CIE
QUI CA QUIZ CA LA L Cours Total
Z1 T1 T2 B e- CIE
Assessment 2 AB SEE
based mark
Tools /
Projec s
AAT AA EX
t
T AM
X X X X
Theory 20 30 20 30 0 0 0 100 10
0

* Assignment, Quiz, Class test, SWAYAM/NPTEL/MOOCs and etc.

COURSE

CONTENT

Unit-I:
12 Hours
Divisibility; Euclidean algorithm; primes and their properties; The Fundamental
Theorem of Arithmetic, The Prime Number Theorem (statement only). congruences;
Fermat’s theorem, Euler’s theorem and Wilson’s theorem; solutions of congruences;
Chinese remainder theorem; Euler’s phi-function.
Unit-II:
10 Hours
Generating Function Models, calculating coefficient of generating functions,
Partitions, Exponential Generating Functions. Recurrence Relations: Recurrence
Relation Models, Divide and conquer Relations, Solution of Linear, Recurrence
Relations, Solution of Inhomogeneous Recurrence Relations, Solutions with
Generating Functions.
Unit-III: 6 Hours
Introduction, overview, uses of game theory, some applications and examples, and
formal definitions of: the normal form, payoffs, strategies, pure strategy Nash
equilibrium, characteristic of game theory, Two- person zero-sum game, Pure and
Mixed strategies, Saddle point and its existence.
Unit-IV: 6 Hours
Fundamental Theorem of Rectangular games, Concept of Dominance, Dominance and
Graphical method of solving Rectangular games, Solving rectangular game by
Simplex method, reduction of m x n game and solution of 2x2, 2 x s, and r x 2 cases by
graphical method.
Unit-V: 6 Hours
n n n
Solutions of ax + by = c, x + y =z ; properties of Pythagorean triples; sums of two,
four and five squares; assorted examples of Diophantine equations.
LESSON PLAN FOR THEORY COURSES (THEORY AND TUTORIAL CLASSES)

L-No Topic for Delivery Skill Competency

1. Divisibility; L2 Divisibility rules

2. Euclidean algorithm; primes and their L2 Euclidean algorithm
properties;
3. The Fundamental Theorem of Arithmetic, L2 The Fundamental
Theorem of
Arithmetic
4. The Prime Number Theorem (statement only). L4 Prime Number
congruences; Theorem
5. Fermat’s theorem, L1 Fermat’s theorem
6. Euler’s theorem and Wilson’s theorem; L3 Euler’s theorem
7. solutions of congruences; L3 Euler’s theorem
8. Chinese remainder theorem; L3 Chinese remainder
theorem
9. Euler’s phi-function. L3 Euler’s phi-function.
10. Generating Function Models, L3 Function Models
11. calculating coefficient of generating functions, L3 generating functions
12. Partitions, Exponential Generating Functions L3 generating functions
13. Recurrence Relations: Recurrence Relation L2 Recurrence Relation
Models,
14. Divide and conquer Relations L2 Recurrence Relation
15. Solution of Linear, Recurrence Relations, L2 Recurrence Relation
16. Solution of Inhomogeneous Recurrence L2 Recurrence Relation
Relations,
17. Solutions with Generating Functions. L2 Generating Functions.
18. Revision of unit L2 Recurrence Relation
19. Introduction, overview, uses of game theory, L2 Concept of game
theory
20. some applications and examples, L3 Concept of game
theory
21. Formal definitions of: the normal form, L2 Concept of game
payoffs, strategies, pure strategy Nash theory
equilibrium,
22. Formal definitions continued.. L2 Concept of game
theory
23. characteristic of game theory, L3 Concept of game
theory
24. Two- person zero-sum game, L3 Concept of game
theory
25. Pure and Mixed strategies, L2 Concept of game
 theory
26. Saddle point and its existence. L2 Concept of game
theory
27. Revision of unit L2 Concept of game
theory
28. Fundamental Theorem of Rectangular games, L2 Fundamental
Theorem of
Rectangular games
29. Concept of Dominance, L3 Dominance
30. Dominance method of solving Rectangular L3 Dominance
games,
31. Graphical method of solving Rectangular L2 Methods of solving
games games
32. Solving rectangular game by Simplex method, L2 Methods of solving
games
33. reduction of m x n game L2 Methods of solving
games
34. solution of 2x2, 2 x s, and r x 2 case by L2 Methods of solving
graphical method games
35. solution of 2 x s, and r x 2 cases by graphical L2 Methods of solving
method games
36. Revision of unit L2 Methods of solving
games
37. Solutions of ax + by = c, property of L2 Pythagorean triples
Pythagorean triples;
38. Solutions of, x n + y n=z n L2 Pythagorean triples
39. properties of Pythagorean triples; L2 Pythagorean triples
40. Diophantine equations L2 Diophantine
equations
41. Sums of two, four and five squares;. L2 Diophantine
equations
42. Assorted examples of Diophantine equations L2 Diophantine
equations
43. More examples of Diophantine equations L2 Diophantine
equations
44. Revision of unit L2 Diophantine
equations
45. Revision of course L2 Number theory and
Game Theory

BIBLIOGRAPHY
Text Book(s):
1. Niven, I., Zuckerman, H. S. and Montegomery, H. L. (2003) An Int. to the Theory of
2. Balakrishnan, V. K. (1994) Schaum’s Outline of Theory and Problems of
Combinatorics Including Concepts of Graph Theory, Schaum’s Outline.
3. Balakrishnan,V. K. (1996) Introductory Discrete Mathematics, Dover Publications.
 4. Vijay Krishna, Game Theory, Academic Press.
5. Prajit Dutta, Strategies and Games, MIT Press, (Website 1) http://www.ece.stevens-
tech.edu/~ccomanic/ee800c.html

Refences Book(s):
1. Numbers (6th edition) John Wiley and sons, Inc., New York.
2. Burton, D. M. (2002) Elementary Number Theory (4th edition) Universal Book Stall,
New Delhi.
3. Allan MacKenzie, Game Theory for Wireless Engineers, Synthesis lectures on
Communications, 2006.
4. Martin Osborne, An Introduction to Game Theory, Oxford University Press, 2003
5. Suggested digital plateform:NPTEL/SWAYAM/MOOCs
6. Course Books published in Hindi may be prescribed by the Universities.

 Journals/Magazines/Govt. Reports/Gazette/Industry Trends :

https://www.degruyter.com/document/doi/10.1515/9783110761115/html
 https://www.sciencedirect.com/book/9781898563143/game-theory
 SWAYAM/NPTEL/MOOCs Certification :
https://onlinecourses.nptel.ac.in/noc23_ma72/preview
 https://onlinecourses.nptel.ac.in/noc23_mg82/preview

PROBLEM-BASED LEARNING

Exercises in Problem-based Learning (Assignments) (Min 45 Problems*)

S Proble K
No m L
1 Define Division Rule
2 Find the number of positive integers 3000 and divisible by 3, 5 or 7.
3 Explain the theory of dominance for rectangular games.
4 Explain the following terms:
(i) Two person zero-sum game
(ii) Principles of dominance
(iii) Pure strategy in game theory
5
Show that 41 divides

6 How is the concept of dominance used in simplifying the solution of a

rectangular game?
7
8 Player A is paid Rs, 8 if two coins turn heads at the same time and Rs 10 if two
coins turn tails at the same time. Player B is paid Rs 3 when the two coins do not
match. Given the choice of being A or B, which one would you choose and what
 would be your strategy?
9
10

11. What do you understand by zero-sum and nonzero-sum games?

12 Discuss various methods of finding solutions to a given game
13 State and prove minimax theorem for two-person zero-sum games
14 Explain the following: a) Minimax and maximin principles b) Pure and mixed
strategies c) Two-person zeros-sum game.
15 What are the limitations of Game theory?
16

17

18 What are pure and mixed strategies and how do they differ?

COURSE-BASED PROJECT (Psychomotor skills):

S. No. Suggested Projects BTL

1 Game Theory: Designing interesting games and/or finding winning L6
strategies for known games. Describe the game in terms of graphs, what are
you trying to achieve or avoid?
i. What games that you know can be studied in terms of graphs? Is
Tic-Tac-Toe an example of this? What is the graph? What are
you trying to avoid? You can also study Tic-Tac-Toe
generalizations.
ii. Find out how the Game of Dim is played and study it from the
graph theory point of view.
2 Number Theory: Understand divisibility criteria. Develop divisibility L5
criteria for "nontraditional" primes, like 7 or 13. Can you explain why these
are not usually mentioned in the regular literature?
3 Power in games: Are there student elections at your school? Do you vote L6
on certain school decisions? How much power do you have in an election
where each department has one vote but some departments are larger than
others? What kind of majority is needed?
Consider the following two-player game-frame where each player is given
a set of cards and each card has a number on it. The players are Antonia
(Player 1) and Bob (Player 2). Antonia’s cards have the following numbers
(one number on each card): 2, 4 and 6, whereas Bob’s cards are marked 0, 1
and 2 (thus different numbers from the previous exercise). Antonia chooses
one of her own cards and Bob chooses one of his own cards: this is done
without knowing the other player’s choice. The outcome depends on the
sum of the points of the chosen cards. If the sum of the points on the two
chosen cards is greater than or equal to 5, Antonia gets $10 minus that sum;
otherwise (that is, if the sum is less than 5) she gets nothing; furthermore, if
the sum of points is an odd number, Bob gets as many dollars as that sum;
if the sum of points turns out to be an even number and is less than or equal
to 6, Bob gets $2; otherwise he gets nothing. (The money comes from a
third party.)
(a) Represent the game-frame described above by means of a table. As in
the previous exercise, assign the rows to Antonia and the columns to Bob.
(b) Using the game-frame of part (a) obtain a reduced-form game by adding
the information that each player is selfish and greedy. This means that each
player only cares about how much money he/she gets and prefers more
money to less.