Find all the positive integers n such that

PeachBlossom

New member
Joined
Oct 19, 2019
Messages
25
Please help me understand how to solve this types of questions.

Been looking in my math book but they don't show at all how to approach these types of questions.

Thanks in advance, PeachBlossom883B526E-DF5D-4C1B-A1EF-2F479FF5DE74.jpeg
 
Please help me understand how to solve this types of questions.

Been looking in my math book but they don't show at all how to approach these types of questions.

Thanks in advance, PeachBlossomView attachment 14219
Well \(\displaystyle \dbinom{n}{2}=\dfrac{n!}{2!(n-2)!}\) AND \(\displaystyle \dbinom{n}{3}=\dfrac{n!}{3!(n-3)!}\)
Put the two equal & solve.
 
Aha I understand now, I need to use that formula for those types of questions.

I do understand how to count with factorials, but what do I do if there are undefined numbers n! & n. Do I need to make up numbers for n until I get an positive integer?
 
Did something like this when I tried to solve the problem but I'm feeling that something is wrong.

The answer should be n=5
7A4B29F6-4BD2-48C8-8E88-ABC6DAA665C5.jpeg
 
Aha I understand now, I need to use that formula for those types of questions.

I do understand how to count with factorials, but what do I do if there are undefined numbers n! & n. Do I need to make up numbers for n until I get an positive integer?
How do you find unknowns? You use algebra. You have one unknown, n, and one equation. All is good.

[MATH]\dbinom{n}{2} = \dbinom{n}{3} \implies \dfrac{n!}{2! * (n - 2)!} = \dfrac{n!}{3! * (n - 3)!} \implies[/MATH]
[MATH]\dfrac{n!}{2 * (n - 2)!} = \dfrac{n!}{6 * (n - 3)!}.[/MATH]
This does not even make sense unless n > 2.

Now you need to know an IMPORTANT theorem.

[MATH]\dfrac{n!}{(n - k)!} = \prod_{j=0}^{k - 1} (n - j) \text { if } n > k > 0.[/MATH]
That great big pi means to multiply a series of numbers. For example,

[MATH]\prod_{j=1}^3 x_j = x_1 * x_2 * x_3.[/MATH]
So let's put that to work in our problem.

[MATH]\dfrac{n!}{2 * (n - 2)!} = \dfrac{n!}{6 * (n - 3)!} \implies \dfrac{\displaystyle \prod_{j=0}^{2 - 1} (n - j)}{2} = \dfrac{\displaystyle \prod_{j=0}^{3 - 1} (n - j)}{6} \implies[/MATH]
[MATH]\dfrac{\displaystyle \prod_{j=0}^{1} (n - j)}{2} = \dfrac{\displaystyle \prod_{j=0}^{2} (n - j)}{6} =\dfrac{(n - 0) * (n - 1)}{2} = \dfrac{(n - 0) * (n - 1) * (n - 2)}{6} \implies[/MATH]
[MATH]6n(n - 1) = 2n(n - 1)(n - 2) \implies 6 = 2(n - 2) \implies n = 5.[/MATH]
LETS CHECK.

[MATH]\dbinom{5}{2} = \dfrac{5!}{2! * (5 - 2)!} = \dfrac{5 * 4 * \cancel {3!}}{2 * \cancel {3!}} = \dfrac{5 * 4}{2} = 10.[/MATH]
[MATH]\dbinom{5}{3} = \dfrac{5!}{3! * (5 - 3)!} = \dfrac{5 * 4 * 3 * \cancel {2!}}{6 * \cancel {2!}} = \dfrac{5 * 4 * 3}{6} = 10.[/MATH]
 
Thank you so much for such a detailed explanation. Everything makes much more sense. Appreciate it! :)
 
I would use the fact that nCr = nC(n-r). Since n= r + (n-r) = 2 + 3 = 5 we are done. That is n=5
 
Is that an easier method? If it is can I trouble you to show how you would solve and approach this problem? I though that one above is quite complicated.
 
Yes, of course it is easier as I just added to 2 and 3 and called that result n.

For example. The number of ways to choose 7 people from 10 is the same as the number of ways to choose 3 people from 10.
The idea is that every time you pick 7 people from 10 you are not picking (or can think of of as picking!) 3 people from 10.

I like to think that this example is good. If you had 100 people coming for a job interview and you wanted to hire 99 of them how would you do it? I would just tell one person to go home and tell the 99 others that they are hired. That is the number of ways to choose 99 from 100 is equal to the number of ways to choose 1 from 100.

Notice in my 2 examples that 7+3 = 10 which was the number of people that I was choosing from and that 99+1 =100 is the number of people that I was choosing from.

nCr is the number of ways to choose r objects from n objects. So nCr = nC(n-r) and again notice that n (the number we are choosing from) = r + (n-r)

So in nC2 = nC3 we get n = 2+3 = 5
 
Jomo is absolutely right. There is an easier way to do this specific kind of problem. What i suggested was that you can solve equations involving fairly complex functions of a variable by using basic techniques and definitions.

[MATH]\dbinom{n}{k} = \dfrac{n!}{k! * (n - k)!} = \dfrac{n!}{(n - k)! * k!} = \dfrac{n!}{(n - k)! * \{n - (n - k)\}!} = \dbinom{n}{n - k}.[/MATH]
If you know that useful fact, then

[MATH]\dbinom{n}{2} = \dbinom{n}{3} \implies k = 2 \text { and } 3 = n - k \implies k + (n - k) = 2 + 3 \implies n = 5.[/MATH]
There are different styles in doing math. I am lazy and memorize as little as possible, but if you have to take timed tests, memorizing things helps a lot.
 
Last edited:
I am lazy and memorize as little as possible, but if you have to take timed tests, memorizing things helps a lot.
I agree that you should memorize as little as possible but I would never ever say memorizing things helps a lot.

I know 100% that you really did not mean it the way I am reading it but I must comment on that statement.
 
Jomo, I do not say not to memorize. Things that you use a lot are things that it saves a lot of time to memorize. I can (and may in actuality) recite the quadratic formula after three martinis. I do not complete the square every time. In fact, I am dubious whether I could complete the square correctly after three martinis.

Moreover, I have mixed feelings about timed tests. I think there can be no doubt that heavy memorization improves scores on timed tests. I am highly dubious that such heavy memorization does much, if anything, for problem solving or long-term learning.

So I think that memorization of a small body of knowledge is helpful and practically necessary, but it worries me that students may conclude that memorization is an equivalent to understanding. Timed tests facilitate that false conclusion.
 
Top