A Family of Sequences Generating Smith Numbers
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A NEW LARGEST SMITH NUMBER Patrick Costello Department of Mathematics and Statistics, Eastern Kentucky University, Richmond, KY 40475 (Submitted September 2000)
A NEW LARGEST SMITH NUMBER Patrick Costello Department of Mathematics and Statistics, Eastern Kentucky University, Richmond, KY 40475 (Submitted September 2000) 1. INTRODUCTION In 1982, Albert Wilansky, a mathematics professor at Lehigh University wrote a short article in the Two-Year College Mathematics Journal [6]. In that article he identified a new subset of the composite numbers. He defined a Smith number to be a composite number where the sum of the digits in its prime factorization is equal to the digit sum of the number. The set was named in honor of Wi!anskyJs brother-in-law, Dr. Harold Smith, whose telephone number 493-7775 when written as a single number 4,937,775 possessed this interesting characteristic. Adding the digits in the number and the digits of its prime factors 3, 5, 5 and 65,837 resulted in identical sums of42. Wilansky provided two other examples of numbers with this characteristic: 9,985 and 6,036. Since that time, many things have been discovered about Smith numbers including the fact that there are infinitely many Smith numbers [4]. The largest Smith numbers were produced by Samuel Yates. Using a large repunit and large palindromic prime, Yates was able to produce Smith numbers having ten million digits and thirteen million digits. Using the same large repunit and a new large palindromic prime, the author is able to find a Smith number with over thirty-two million digits. 2. NOTATIONS AND BASIC FACTS For any positive integer w, we let S(ri) denote the sum of the digits of n. -
Unit Name: Powers and Multiples of 10
Dear Parents, We will begin our next unit of study in math soon. The information below will serve as an overview of the unit as you work to support your child at home. If you have any questions, please feel free to contact me. I appreciate your on-going support. Sincerely, Your Child’s Teacher Unit Name: Powers and Multiples of 10 Common Core State Standards: 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Essential Vocabulary: place value decimal number powers of 10 expanded form Unit Overview: Students extend their understanding of the base-ten system by looking at the relationship among place values. Students are required to reason about the magnitude of numbers. Students should realize that the tens place is ten times as much as the ones place, and the ones place is 1/10th the size of the tens place. New at Grade 5 is the use of whole number exponents to represent powers of 10. Students should understand why multiplying by a power of 10 shifts the digits of a whole number that many places to the left. -
Basic Math Quick Reference Ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference eBOOK Click on The math facts listed in this eBook are explained with Contents or Examples, Notes, Tips, & Illustrations Index in the in the left Basic Math Quick Reference Handbook. panel ISBN: 978-0-615-27390-7 to locate a topic. Peter J. Mitas Quick Reference Handbooks Facts from the Basic Math Quick Reference Handbook Contents Click a CHAPTER TITLE to jump to a page in the Contents: Whole Numbers Probability and Statistics Fractions Geometry and Measurement Decimal Numbers Positive and Negative Numbers Universal Number Concepts Algebra Ratios, Proportions, and Percents … then click a LINE IN THE CONTENTS to jump to a topic. Whole Numbers 7 Natural Numbers and Whole Numbers ............................ 7 Digits and Numerals ........................................................ 7 Place Value Notation ....................................................... 7 Rounding a Whole Number ............................................. 8 Operations and Operators ............................................... 8 Adding Whole Numbers................................................... 9 Subtracting Whole Numbers .......................................... 10 Multiplying Whole Numbers ........................................... 11 Dividing Whole Numbers ............................................... 12 Divisibility Rules ............................................................ 13 Multiples of a Whole Number ....................................... -
1 General Questions 15 • Fibonacci Rule: Each Proceeding [Next] Term Is the Sum of the Previous Two Terms So That
General 1 Questions 1. WHY DO I HAVE TO LEARN MATHEMATICS? The “why” question is perhaps the one encountered most frequently. It is not a matter of if but when this question comes up. And after high school, it will come up again in different formulations. (Why should I become a mathemat- ics major? Why should the public fund research in mathematics? Why did I ever need to study mathematics?) Thus, it is important to be prepared for this question. Giving a good answer is certainly difficult, as much depends on individual circumstances. First, you should try to find an answer for yourself. What was it that convinced you to study and teach mathematics? Why do you think that mathematics is useful and important? Have you been fascinated by the elegance of mathematical reasoning and the beauty of mathematical results? Tell your students. A heartfelt answer would be most credible. Try to avoid easy answers like “Because there is a test next week” or “Because I say so,” even if you think that the question arises from a general unwill- ingness to learn. It is certainly true that everybody needs to know a certain amount of elementary mathematics to master his or her life. You could point out that there are many everyday situations where mathematics plays a role. Certainly one needs mathematics whenever one deals with money—for example, when one goes shopping, manages a savings account, or makes a monthly budget. Nevertheless, we encounter the “why” question more frequently in situ- ations where the everyday context is less apparent. -
Math 3345-Real Analysis — Lecture 02 9/2/05 1. Are There Really
Math 3345-Real Analysis — Lecture 02 9/2/05 1. Are there really irrational numbers? We got an indication last time that repeating decimals must be rational. I’ll look at another example, and then we’ll expand that into a quick proof. Consider the number x = 845.7256. The first four digits don’t repeat, but after that the sequence of three digits 256 repeats. If we multiply x by 103 = 1000, we get (1) 1000x = 845,725.6256 That’s part of the trick. Now we subtract (2) 1000x − x = 999x = 845,725.6256 − 845.7256 = 844,879.9000 Therefore, we can write x as 844,879.9 8,448,799 (3) x = = , 999 9990 which is a fraction of integers. The repeating decimal x must be a rational number. Theorem 1. A repeating decimal must be rational. (1) Let x be a repeating decimal. (We want to show that x being rational follows from this assumption.) (2) After some point, we must have n digits repeating forever. (This is what it means to be repeating.) (3) y =10nx − x is a terminating decimal. (When you subtract, the repeating decimals cancel out.) y (4) x = 10n−1 is a fraction of a terminating decimal and an integer. (Basic computation.) (5) x must be a fraction of integers. (You can make any terminating decimal into an integer by multi- plying by a power of 10.) (6) x is rational. (Rationals are fractions of integers.) 1.1. So are all integer fractions repeating decimals? As an example, divide 11 into 235 using long division. -
Modern Computer Arithmetic (Version 0.5. 1)
Modern Computer Arithmetic Richard P. Brent and Paul Zimmermann Version 0.5.1 arXiv:1004.4710v1 [cs.DS] 27 Apr 2010 Copyright c 2003-2010 Richard P. Brent and Paul Zimmermann This electronic version is distributed under the terms and conditions of the Creative Commons license “Attribution-Noncommercial-No Derivative Works 3.0”. You are free to copy, distribute and transmit this book under the following conditions: Attribution. You must attribute the work in the manner specified • by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommercial. You may not use this work for commercial purposes. • No Derivative Works. You may not alter, transform, or build upon • this work. For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to the web page below. Any of the above conditions can be waived if you get permission from the copyright holder. Nothing in this license impairs or restricts the author’s moral rights. For more information about the license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ Contents Contents iii Preface ix Acknowledgements xi Notation xiii 1 Integer Arithmetic 1 1.1 RepresentationandNotations . 1 1.2 AdditionandSubtraction . .. 2 1.3 Multiplication . 3 1.3.1 Naive Multiplication . 4 1.3.2 Karatsuba’s Algorithm . 5 1.3.3 Toom-Cook Multiplication . 7 1.3.4 UseoftheFastFourierTransform(FFT) . 8 1.3.5 Unbalanced Multiplication . 9 1.3.6 Squaring.......................... 12 1.3.7 Multiplication by a Constant . -
Unit 2: Exponents and Equations
Georgia Standards of Excellence Curriculum Frameworks Mathematics 8th Grade Unit 2: Exponents and Equations Georgia Department of Education Georgia Standards of Excellence Framework GSE Grade 8 • Exponents and Equations Unit 2 Exponents and Equations TABLE OF CONTENTS OVERVIEW ........................................................................................................................3 STANDARDS ADDRESSED IN THIS UNIT ...................................................................4 STANDARDS FOR MATHEMATICAL PRACTICE .......................................................4 STANDARDS FOR MATHEMATICAL CONTENT ........................................................4 BIG IDEAS ..........................................................................................................................5 ESSENTIAL QUESTIONS .................................................................................................6 FLUENCY ...........................................................................................................................6 SELECTED TERMS AND SYMBOLS ..............................................................................7 EVIDENCE OF LEARNING ..............................................................................................8 FORMATIVE ASSESSMENT LESSONS (FAL) ..............................................................9 SPOTLIGHT TASKS ..........................................................................................................9 3-ACT TASKS.................................................................................................................. -
Number Theory Theory and Questions for Topic Based Enrichment Activities/Teaching
Number Theory Theory and questions for topic based enrichment activities/teaching Contents Prerequisites ................................................................................................................................................................................................................ 1 Questions ..................................................................................................................................................................................................................... 2 Investigative ............................................................................................................................................................................................................. 2 General Questions ................................................................................................................................................................................................... 2 Senior Maths Challenge Questions .......................................................................................................................................................................... 3 British Maths Olympiad Questions .......................................................................................................................................................................... 8 Key Theory .................................................................................................................................................................................................................. -
From Vortex Mathematics to Smith Numbers: Demystifying Number Structures and Establishing Sieves Using Digital Root
SCITECH Volume 15, Issue 3 RESEARCH ORGANISATION Published online: November 21, 2019| Journal of Progressive Research in Mathematics www.scitecresearch.com/journals From Vortex Mathematics to Smith Numbers: Demystifying Number Structures and Establishing Sieves Using Digital Root Iman C Chahine1 and Ahmad Morowah2 1College of Education, University of Massachusetts Lowell, MA 01854, USA 2Retired Mathematics Teacher, Beirut, Lebanon Corresponding author email: [email protected] Abstract: Proficiency in number structures depends on a continuous development and blending of intricate combinations of different types of numbers and its related characteristics. The purpose of this paper is to unpack the mechanisms and underlying notions that elucidate the potential process of number construction and its inherent structures. By employing the concept of digital root, we show how juxtaposed assumptions can play in delineating generalized models of number structures bridging the abstract, the numerical, and the physical worlds. While there are numerous proposed ways of constructing Smith numbers, developing a generalized algorithm could help provide a unified approach to generating number structures with inherent commonalities. In this paper, we devise a sieve for all Smith numbers as well as other related numbers. The sieve works on the principle of digital roots of both Sd(N), the sum of the digits of a number N and that of Sp(N), the sum of the digits of the extended prime divisors of N. Starting with Sp(N) = Sp(p.q.r…), where p,q,r,…, are the prime divisors whose product yields N and whose digital root (n) equals to that of Sd(N) thus Sd(N) = n + 9x; x є N. -
Statements, Control Structures and Scope(Part-3) Visibility Scope And
SUBJECT-COMPUTER CLASS-12 CHAPTER 6 – Statements, Control Structures And Scope(Part-3) Visibility Scope and Lifetime of Variables: There are two basic types of scope: local scope and global scope. A variable declared outside all functions is located into the global scope. Access to such variables can be done from anywhere in the program.These variables are located in the global pool of memory, so their lifetime coincides with the lifetime of the program. A variable declared inside a block (part of code enclosed in curly brackets) belongs to the local scope. Such a variable is not visible (and therefore not available) outside the block, in which it is declared. The most common case of local declaration is a variable declared within a function and the lifetime of such a variable is equal to the lifetime of the function. Some Java Programs 1- Perfect Number A perfect number is a positive integer that is equal to the sum of its proper positive divisors excluding the number itself. import java.util.Scanner; public class Perfect { public static void main(String[] args) { int n, sum = 0; Scanner s = new Scanner(System.in); System.out.print("Enter any integer you want to check:"); n = s.nextInt(); for(int i = 1; i < n; i++) { if(n % i == 0) { sum = sum + i; } } if(sum == n) { System.out.println("Given number is Perfect"); } else { System.out.println("Given number is not Perfect"); } } } Output: Enter any integer you want to check:6 Given number is Perfect 2- MAGIC NUMBER A number is said to be a Magic number if the sum of its digits are calculated till a single digit is obtained by recursively adding the sum of its digits. -
The Power of 10
DIVISION OF AGRICULTURE RESEARCH & EXTENSION University of Arkansas System Strategy 16 United States Department of Agriculture, University of Arkansas, and County Governments Cooperating Live “The Power of 10” We must not, in trying to think about how much we can make a big difference, ignore the small daily differences which we can make which, over time, add up to big differences that we often cannot forsee.” – Marion Wright Edelman The number “10” is powerful and fits a “small steps approach” to behavior change. It is easy to multiply, divide and remember; small enough not to discourage people from taking action; and large enough to make an impact over time. “10” also shows up repeatedly in expert recommendations to improve health and increase wealth. Whether it’s shedding 10 pounds, exercising in 10-minute increments, saving 10 percent of gross income or reducing debt by $10 a day, “10” and derivatives of 10 (e.g., 1 and 100) are strong motivators if the magnitude of their impact is fully appreciated. Sondra Anice Barnes once made the following comment about taking action to change: “It’s so hard when I have to, and so easy when I want to.” Use “The Power of 10” to increase your “want to factor” (e.g., desire to make a change). The more you know about weight loss and financial planning, the more motivated you will be to make health and wealth changes because you’ll better appreciate the difference that small steps can make. Below are some health-related examples of “The Power of 10”: The Power of 10 – Health Examples Power of 10 Health Improvement Practice Examples and Description Set an initial weight loss goal of 10 percent of As an example, an appropriate initial weight loss goal body weight, to be achieved over a six‐month would be 18 pounds for someone who currently weighs period (i.e., gradual weight loss of 1 to 180 pounds and is overweight or obese. -
Pelham Math Vocabulary 3-5
Pelham Math Vocabulary 3-5 Acute angle Composite number Equation Acute triangle Compose Equilateral triangle Add (adding, addition) Composite figure Equivalent decimals Addend Cone Equivalent fractions algebra Congruent Estimate Analyze Congruent angles Evaluate Angle Congruent figures Even number Area Congruent sides Expanded forms/expanded Array Convert notation Associative property of Coordinate Exponent addition Coordinate graph or grid Expression Associative property of Coordinate plane Face multiplication Cube Fact family Attribute Cubed Factor Average Cubic unit Factor pair Axis Cup Fahrenheit (F) Bar diagram Customary system Fair share Bar graph Cylinder Favorable outcomes Base - in a power, the Data Fluid ounce number used as a factor Decagon Foot (ft) Base - any side of a Decimal Formula parallelogram Decimal point Fraction Base - one of the two Decimal equivalent Frequency parallel congruent faces in a Decompose Frequency table prism Degree Function Benchmark Degrees celsius Gallon Calendar Degrees fahrenheit Gram Capacity Denominator Graph Centimeter (cm) Difference Greatest common factor Circle Digit Half hour Circle graph Distributive property of Half inch Clock multiplication Height Combination Divide Hexagon Common denominator Dividend Hour Common factor Divisible Horizontal axis Common multiple Division sentence Hundreds Commutative property of Divisor Hundredth addition Edge Identity Property of Commutative property of Elapsed time Addition multiplication Endpoint Identity Property of Compare Equal groups Multiplication