Creating Even Problems with Restrictions: x!

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In summary, the conversation discusses a problem given to design a math question for x!, with restrictions of omitting odd numbers when x is even and omitting even numbers when x is divisible by 3. The conversation includes various suggestions and clarifications on how to approach the problem. Ultimately, it is concluded that the solution involves finding the product of odd-integer multiples of 3 up to x.
  • #1
Elihu5991
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I have been given a problem to make a problem for x!. The only restriction is, "But omit odd numbers given x is even"

Another is for x! is, "Omit even numbers, x is divisible by 3".

Is it even possible? I've thought of several manners, but I don't think I'm correct.

Thanks in advance, everyone.
 
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  • #2
What do you mean "make a problem"? Are you supposed to design a math question?
If I don't know your intended result I cannot help you. How would you know if you are "correct"?

note, if n is a positive integer, then xn=2n-1 is an odd number.
Does that help?
 
  • #3
Elihu5991 said:
I have been given a problem to make a problem for x!.

What do you mean "make a problem"? Is that a typo?

I think what you are asking for is a formula for, say,
[tex]1 \cdot 3 \cdot 5 \cdot 7 \cdot 9[/tex]
Okay, start with 9!
How do you construct the product above from 9 factorial?
 
  • #4
those are sometimes denoted (x)!. If x is even it is x(x- 2)(x- 4)...(4)(2). If x is odd, it is x(x- 2)(x- 4)...(3)(1).

Note that is x is even, say x= 2n, then we have (2n)(2n-2)(2n- 4)... (4)(2)= (2)(n)(2)(n-1)(2)(n- 2)...(2)(2)(2)(1)= n(n-1)(n-2)...(2)(1) times a power of 2.
 
  • #5
Thankyou so much everyone! This problem was a while back. I have had problems accessing this forum, that's why I haven't replied in a long time.

If I can remember what was the problem (I don't normally forget things), as it may have been a typo, then I can reiterate the issue. I still want it solved, but till then, thanks.
 
  • #6
Another is for x! is, "Omit even numbers, x is divisible by 3".

omit even means only odd numbers: 1,3,5,7,9,11,13,15,17
but only divisible by three means that 1,5,7,11,13,17... are not allowed; which leaves: 3, 9, 15, ... which is 3(1,3,5,...) ...

i.e. it is another way of asking for the product of odd-integer multiples of three.
So-

If x is an odd-integer multiple of 3, then the product of odd-integer multiples of 3 up to x is given by:[tex] 3\prod_{n=1}^{x/3}(2n-1) = 3\left ( \frac{x}{3} \right )![/tex]... isn't it?

This sort of word problem is an exercise in curly thinking.
 
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FAQ: Creating Even Problems with Restrictions: x!

What is the purpose of creating even problems with restrictions?

The purpose of creating even problems with restrictions is to challenge students to think critically and problem solve in a structured way. By adding restrictions, it forces students to think outside the box and come up with creative solutions.

What types of restrictions can be added to even problems?

There are various types of restrictions that can be added to even problems, such as time constraints, limited resources, specific materials, or limitations on certain methods or strategies.

How do restrictions benefit students in problem solving?

Restrictions can benefit students in problem solving by promoting critical thinking skills, encouraging creativity, and developing perseverance. It also prepares them for real-world scenarios where limitations and constraints are common.

Are there any drawbacks to using restrictions in even problems?

While restrictions can be beneficial, they may also be frustrating for some students and may hinder their ability to find a solution. It is important for teachers to carefully consider the level of difficulty and appropriateness of restrictions for their students.

How can teachers effectively incorporate restrictions into their lesson plans?

Teachers can effectively incorporate restrictions into their lesson plans by providing clear instructions and expectations, setting appropriate difficulty levels, and offering support and guidance as students work through the problem. It is also important to debrief and discuss the experience afterwards to reflect on the process and outcomes.

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