Chapter 11

Number Theory
Notes
Number theory is one of the oldest branches of mathematics. For many years people
who studied number theory delighted in its “pure” nature because there were few
practical applications of number theory. It is therefore somewhat ironic that number
theory now plays important roles in keeping military and diplomatic messages secret
and in making certain that people are authorized to withdraw money in electronic
i
financial transactions. (These naturally are more complicated than your secret PIN
for an automatic teller machine.) Our attention will be restricted largely to the ideas
from number theory that come up in the elementary school curriculum. Although
number theory ideas can be applied to negative integers as well as positive ones,
we will have in mind only the whole numbers, 0, 1, 2, 3, . . . , in this section. Frac-
tions use number theory ideas, but only in a context where number theory is applied
to whole-number numerators and denominators.

11.1 Factors and Multiples, Primes and Composites

Numbers are related to one another in many ways. In this section, we examine the fun-
damental ways that whole numbers exist when they are expressed multiplicatively.

Recall the discussion of factors in Chapter 3. Since 5 × 6 = 30, and 15 × 2 = 30, each
of the numbers 5, 6, 15 and 2 is a factor of 30. (There are more.) Some numbers have
many more factors. Indeed, 180 has 18 factors in all! Even a small number can have
several factors: 2 × 3 = 6 and 1 × 6 = 6, so the numbers 2, 3, 1, and 6 are factors of 6.
Some numbers have exactly two different factors—for example, 13 has only 1 and 13
as factors. Such numbers play an important role in number theory and are called
prime numbers. The number 29 is another example of a number that has exactly two
factors: 1 and 29, so 29 is a prime number.

It may be surprising to you that there are infinitely many prime numbers, a fact
known to the ancient Greeks. There are, for example, 455,052,512 prime numbers
less than 1010. Indeed, with the advancing capabilities of computers (and knowledge
of number theory) larger and larger primes are occasionally found. In 1978, for ex-
ample, the largest known prime required 6533 digits to write. By 1985 other new
primes had been found, the largest one requiring 65,050 digits to write. (How many
pages would that require?) By 1992, mathematicians had found a prime number re-
quiring 227,832 digits to write. In 1997, they found a prime requiring 895,932 digits,
which would fill 450 pages of a paperback book. As of this writing, the largest

229
230 Chapter 11 Number Theory

Notes
known prime number has 7,816,230 digits—there is good reason for not printing it
here! In fact, if you were able to write 10 digits per second (a feat in and of itself) it
would take you 9 days to write this number.

A prime number is a whole number that has exactly two different whole number
factors. A composite number is a whole number greater than 1 that has more
than two factors.

THINK ABOUT . . .
Does the number 1 fit the description of a prime number? Of a composite
number? What about the number 0?

Discussion 1 Representing Primes and Composites

Suppose you have n tiles or counters as “chairs.” If n = 6, in how many different
ways can you arrange the chairs in complete rows with the same number in each
row? if n = 13? if n = 14? Discuss how the possible arrangements of n chairs in a rec-
tangular array are different for n as a prime versus n as a composite number.

Eratosthenes, a Greek who lived more than 2200 years ago, devised the following
method of identifying primes.

Activity 1 Eratosthenes’s Sieve for Finding Primes

1. Cross out 1 in the array on the following page.
The number 2 is prime. Circle 2 in the array. Cross out all of the larger multiples
of 2 in the array (2 × 2 = 4, 3 × 2 = 6, 4 × 2 = 8 . . . ).
The number 3 is prime. Circle 3 in the array. Cross out all of the larger multiples
of 3 in the array.
The number 5 is prime. Circle 5 in the array. Cross out all of the larger multiples
of 5 in the array.
The number 7 is prime. Circle 7 in the array. Cross out all of the larger multiples
of 7 in the array.
What is circled next? Does this procedure ever end? Explain.
Circle 11 in the array. Cross out all of the larger multiples of 11 in the array.
Circle all of the numbers not yet crossed out. Are the numbers circled all primes?
Section 11.1 Factors and Multiples, Primes and Composites 231

Notes
1 2 3 4 5 6

7 8 9 10 11 12

13 14 15 16 17 18

19 20 21 22 23 24

25 26 27 28 29 30

31 32 33 34 35 36

37 38 39 40 41 42

43 44 45 46 47 48

49 50 51 52 53 54

55 56 57 58 59 60

61 62 63 64 65 66

67 68 69 70 71 72

73 74 75 76 77 78

79 80 81 82 83 84

85 86 87 88 89 90

91 92 93 94 95 96

97 98 99 100 101 102

103 104 105 106 107 108

109 110 111 112 113 114

115 116 117 118 119 120

121 122 123 124 125 126 etc.

2. If this array were extended, which column would 1000 be in? Which column
would 1,000,000 be in?
210 = 1024. Which column would this number be in?
211 = 2048. Which column would this number be in?

Continue on the next page.

232 Chapter 11 Number Theory
Notes
3. Find a column in the array for which the following is true: If two numbers in the
column are multiplied, the product is also in that column. Each of four original
columns in the array (if continued infinitely) has this property. Which four?
What is the name of this property?

THINK ABOUT . . .
If this array were written in four columns rather than six columns, which
column would the number 1000 be in? How did you determine that?

You probably observed that all the numbers in the last column of the array are multi-
ples of 6. You can represent each of these numbers as rectangular arrays with exactly
6 tiles in each row. Rectangular arrays can be used to illustrate some relationships
between numbers. You can easily draw a rectangular array of 18 tiles with 6 in each
row.

This rectangular array can illustrate the following:

3 × 6 = 18.
18 is a multiple of 6.
18 is the product of 6 and 3, which are factors of 18.

THINK ABOUT . . .
Can you draw a rectangular array with 15 tiles that has 6 tiles in each row?
Why or why not?

You should recall the following definitions from earlier work. Pay particular atten-
tion to these vocabulary words. They are often misused.

If mn = p, then m and n are called factors of p, and p is called a multiple of m

(and of n). If mn = p and m is not 0, then m is called a divisor of p. We say that
p is divisible by m. Recall also that p is the product of m and of n.

EXAMPLE 1

12 × 15 = 180, so 12 and the 15 are factors of 180; they are also divisors of 180. 180 is
the product of 12 and 15 or, in number theory lingo, 180 is a multiple of 12 (and of 15).
0 × 5 = 0, so 0 and 5 are factors of 0, and 5 is a divisor of 0 but 0 is not a divisor of 0.

THINK ABOUT . . .
Why is 0 never a divisor? Think back to Chapter 3 in which dividing by 0
was discussed.
Section 11.1 Factors and Multiples, Primes and Composites 233

Activity 2 Vocabulary Practice Notes

1. Use 6, 8, and 48 in sentences that involve “factor,” “divisor,” “product,” and
“multiple.” Use rectangular arrays, equations, and words to describe the relation-
ship between 6, 8, and 48.
2. Use these vocabulary words to describe the variables in mn = p.
3. If m is a factor of n, is n a multiple of m? If p is a multiple of q, is q a factor of p?
4. If m = 2n, what can you say about m?

The following activity will help us think about these relationships in different ways.

Activity 3 Which Lockers Are Open?

In a certain school there are 100 lockers lining a long hallway. All are closed. Sup-
pose 100 students walk down the hall, in file, and the first student opens every locker.
The second student comes behind the first and closes every second locker, beginning
with locker #2. The third student changes the position of every third locker; if it is
open this student closes it; if it is closed, this third student opens it. The fourth stu-
dent changes the position of every fourth locker, and so on, until the 100th student
changes only the position of the 100th locker. After this procession, which lockers
are open? Why are they open? At the end of this processon, how many times did
locker 9 get changed? How many times did locker 10 get changed?

T AKE-AWAY MESSAGE . . . Understanding distinctions between prime and composite num-

bers, and between multiples and factors (or divisors) are essential before continuing into
the remaining sections of this chapter. The Sieve of Eratosthenes provides one way to find
prime numbers, but is not efficient for large numbers. Prime numbers are used in cryptog-
raphy and in businesses such as banking. ♦

Learning Exercises for Section 11.1

1. a. Give three factors of 25. Can you find more? If so, how? If not, why not?
b. Give three multiples of 25. Can you find more? If so, how? If not, why not?
2. a. Write an equation that asserts that 25 is a factor of k. How could a rectangu-
lar array show this?
b. Write an equation that asserts that m is a factor of w.
c. Write an equation that asserts that v is a multiple of t.
3. a. If 216 is a factor of 2376, what equation must have a whole number solution?
b. How does one find out whether 144 is a factor of 3456?
4. Use the notion of rectangular arrays to assert that 21 is not divisible by 5.
234 Chapter 11 Number Theory
Notes
5. Explain why these assertions are not quite correct:
a. “A factor of a number is always less than the number.”
b. “A multiple of a number is always greater than the number.”
6. a. Give two factors of 506.
b. Give two multiples of 506.
7. True or false? If false, correct the statement.
a. 13 is a factor of 39.
b. 12 is a factor of 36.
c. 24 is a factor of 36.
d. 36 is a multiple of 12.
e. 36 is a multiple of 48.
f. 16 is a factor of 512.
g. 2 is a multiple of 1.
8. a. Write an equation that asserts that 15 is a multiple of a whole number k.
b. Write an equation that asserts that a whole number m is a factor of a whole
number x.
9. a. Suppose that k is a factor of m and m is a factor of n. Is k a factor of n?
Is n a multiple of k? Justify your decisions.
b. Suppose that k is a factor of both m and n. Is k a factor of m + n also?
Justify your decision.
c. Suppose k is a factor of m but k is not a factor of n. Is k a factor of m + n
also? Justify your decisions. (You may want to try this with numbers first.
For example, 5 is a factor of 15, but is not a factor of ______.)
10. You know that the even (whole) numbers are the elements of the set of numbers
0, 2, 4, 6, 8, . . . , and that the odd (whole) numbers are the elements of the set of
numbers 1, 3, 5, 7, 9, . . . .
a. Write a description of the even numbers that uses “2” and the word “factor.”
b. Write a description of the even numbers that uses “2” and the word “multi-
ple.”
c. Write a description of odd numbers that uses “2.”
11. Complete the following addition and multiplication tables for even and odd num-
bers. Can you then make any definite assertions about . . .

+ even odd × even odd

even even
odd odd

a. the sum of any number of even numbers?

b. the sum of any number of odd numbers?
c. the product of any number of even numbers?
Section 11.2 Prime Factorization 235

Notes
d. the product of any number of odd numbers?
e. whether it is possible for an odd number to have an even factor?
f. whether it is possible for an even number to have an odd factor?
g. Is the set of even numbers closed under addition?
h. Is the set of odd numbers closed under addition?
i. Is the set of even numbers closed under multiplication?
j. Is the set of odd numbers closed under multiplication?
12. Explain why each of these is a prime number: 2, 3, 29, 97.
13. List all the primes (prime numbers) less than 100. (You can use the Sieve of
Eratosthenes in the activity on the sieve.)
14. Explain why each of these is a composite number: 15, 27, 49, 119.
15. a. Why is 0 neither a prime nor a composite number?
b. Why is 1 neither a prime nor a composite?
c. What is the drawback to the following “definition” of prime numbers: a
whole number with only 1 and itself as factors?
16. Give two factors of each number (there may be more than two):
a. 829 b. 5771 c. 506 d. n (if n > 1)
17. Explain why 2 is the only even prime number. (Can you always find a third
factor for larger even numbers?)
18. Conjecture: Given two whole numbers, the larger one will have more factors
than the smaller one will. Gather more evidence on this conjecture by working
with several (4 or 5) pairs of numbers.
19. a. Just above a number line (at least to 50), mark each factor of 24 with a heavy
dot and mark each multiple of 6 with a square.
b. Just below the same number line, mark each factor of 18 with a triangle and
mark each multiple of 18 with a circle.
c. What are common factors of 18 and 24? What are common multiples of 6
and 18?
20. Explain without much calculation how you know that 2, 3, 5, 7, 11, 13, and 17
are not factors of n = 2 . 3 . 5 . 7 . 11 . 13 . 17 + 1.
21. 6 is called a perfect number because its factors (other than itself) add up to the
number: 1 + 2 + 3 = 6. What is the next perfect number?

11.2 Prime Factorization

How do you know whether a number is prime or composite? The number 6 can be
written as a product of prime numbers: 2 × 3. The number 18 can be written as the
product of three primes: 2 × 3 × 3. Can other composite numbers be written as a
product of primes? These questions and others are explored in the next activity.
236 Chapter 11 Number Theory
Notes
Activity 4 I’m in My Prime
Write the numbers from 2 to 48 using only prime numbers.

13 25 37
2 2 14 26 38
3 3 15 27 39
2
2×2=2 4 16 28 40
5 5 17 29 41
2×3 6 18 30 42
7 7 19 31 43
3
2×2×2=2 8 20 32 44
9 21 33 45
10 22 34 46
11 23 35 47
12 24 36 48

Every whole number except 1 can be written as a prime number or as a product of

prime numbers. (Why is that?)

A number written as a product of prime numbers is in prime factorization

form.

Continuation of Activity 4 I’m in My Prime

a. Compare your table with others.
b. Write down as many patterns as you can find in this table.
c. If the list continued, what would be the prime factorization of 1008?
d. Did you have any prime factorizations different from those of other people?
e. What can you say about numbers that are divisible by 2? By 5? By 10?

All of you should have exactly the same factorizations in Activity 4, except possibly
for the order of the factors (and notational shortcuts like 3 for 3 . 3). This result is
2

true in general.

The fact that every whole number greater than 1 is either a prime or can be
expressed as the product of prime numbers uniquely (except possibly for order)
is called the Unique Factorization Theorem, or sometimes, the Fundamental
Theorem of Arithmetic.
Section 11.2 Prime Factorization 237

The Fundamental Theorem of Arithmetic means that, in some sense, the prime num- Notes
bers can be regarded as the building blocks for all the whole numbers other than 0
and 1. Other whole numbers are primes or can be expressed in exactly one way as the
product of primes. Thus a number theorist often finds it most useful to think of 288
as 2 . 2 . 2 . 2 . 2 . 3 . 3, or 25 × 32.

By asking that the prime factors be given in increasing order and that exponents be
used if a prime factor is repeated, one gets the standard prime factorization. For ex-
ample, 180 = 22 × 32 × 5 and 288 = 25 × 32. This form is not essential, but it makes
quick comparisons of two prime factorizations easier.

Activity 5 Detective Work on Factorizations

1. Why doesn't this correct equation contradict the Unique Factorization Theorem?

28 . 75 . 892 = 27 . 74 . 14 . 892
2. These people are finding the prime factorization of the same number x. No one
is finished. Answer (and explain) the questions below without doing any
computation:
Aña: x = 38 . 74 . 4797134197203
Ben: x = 37 . 74 . an odd number
Carlos: x = 212 . 79 . 36 . an even number
Dee: x = 3 . 3 . 3 . 49 . an odd number

a. Who might agree when they finish?

b. Who definitely will disagree?
c. Might they all be correct, if they work forward from where they are now?

One consequence of unique factorization into primes is that any factor (except 1) of a
number greater than 1 can involve only primes that appear in the number’s prime
factorization. For example, suppose that n = 2100. Then 42 is a factor of 2100 be-
cause 42 × 50 = 2100. If we continue to factor the 42 and 50, eventually we will get
prime factors that must appear in the prime factorization of 2100 because the prime
factorization is unique. Any prime number that does not appear in the prime factori-
zation of 2100 cannot be “hidden” in some factor of the number.

One way to visually organize the work when finding the prime factorization of a
number is to make a factor tree.

Thus: 2100

42 × 50

21 × 2 10 × 5

3 × 7 2 × 5
238 Chapter 11 Number Theory
Notes
Looking at the ends of each branch of the previous factor tree, we have factors
3, 7, 2, 2, 5, 5. Thus 2100 = 22 . 3 . 52 . 7. Note that we could have thought of the
composite numbers in other ways, for example, 42 as 6 × 7, or 2100 as 2 × 1050.

THINK ABOUT . . .
If different factorizations for composite numbers in the factor tree are used,
will the prime factorization be the same?

The general argument for finding the prime factorization of a number follows the
same pattern. Suppose that m is a factor of n. Then there is some whole number k
such that m . k = n. This process starts a factorization of n, and the factorization must
lead eventually to a unique set of prime factors, according to the unique factorization
theorem. This result means that some of the same primes in the prime factorization of
n must be factors of m (and of k) and that no other primes can be involved.

Activity 6 More On Primes

1. If n = 2 × 35 × 112 × 193, what are four prime factors of n? What are ten compos-
ite factors of n?
2. Find the smallest number with factors. . .
a. 2, 6, 8, 22, 30, and 45. b. 50, 126, and 490.

How many factors does a number have? For example, consider the number 72. We
could write 72 as 6 × 12, or 2 × 36, or 3 × 24, or 4 × 18 or 8 × 9, or as 1 × 72. We
could organize these by listing each pair of numbers. In other words, we can find
pairs of “buddy” factors. 1, 2, 3, 4, 6, 8, match with 72, 36, 24, 18, 12, and 9, respec-
tively (i.e., 1 and 72 are buddy factors, 2 and 36 are buddy factors, etc.). So 72 has
12 factors.

We can find the prime factorization of 72 by using a factor tree or by simply factor-
ing 72 as 6 × 12, and then continuing by writing 6 and 12 as a product of prime num-
bers. The prime factorization of 72 is (2 × 3) × (2 × 2 × 3), or 23 × 32.

How can we use the prime factorization of a number to list all the factors of a num-
ber? We could use the knowledge of the prime factorization of 72 = 23 × 32 to list the
factors systematically as follows:

20 . 30; 21 . 30; 22 . 30; 23 . 30 gives us factors 1, 2, 4, and 8.

20 . 31; 21 . 31; 22 . 31; 23 . 31 gives us factors 3, 6, 12, and 24.

20 . 32; 21 . 32; 22 . 32; 23 . 32 gives us factors 9, 18, 36, and 72.

Section 11.2 Prime Factorization 239

THINK ABOUT . . . Notes

What is the same about each row of factors? What is different between the
rows of factors?

Counting is one of the “big ideas” of mathematics that can be found throughout
mathematics. The questions “Do we have them all?” and “Are any repeats?” can
usually only be answered if the counting was systematic. Be sure to note how the
system worked to assure finding all factors.

Activity 7 Use My Rule

Systematically list all the factors of 5000 = 23 . 54. You should have 20 numbers
listed.

Understanding the system will be critical in generalizing a rule that will help you
effectively predict the number of factors a number has.

Discussion 2 How Many Factors?

Return to your table in Activity 4 and write each number with exponents where pos-
sible. How can you determine the number of factors of a composite number by know-
ing the exponents in its prime factorization? Determine a rule that will tell you the
number of factors for any whole number except 0. Hint: for any prime number a,
to the nth power, a can appear in a factor in n + 1 ways where the exponents are
. . . (you finish; hint, see the rows of factors of 72 above). Take note of the difference
between finding all factors and finding the prime factors.

T AKE-AWAY MESSAGE . . . Every whole number greater than 1 can be uniquely factored into
primes (disregarding order). This fact is referred to as the Unique Factorization Theorem
(sometimes as the Fundamental Theorem of Arithmetic). Another way to think about fac-
tors of a number is to list all factors of the number. A “buddy” system for finding all fac-
tors of a number was described, but a better way to ensure you have listed them all is to
systematically list all factors using the prime factorization, and taking every possible selec-
tion from the prime factors. ♦

Learning Exercises for Section 11.2

1. State the unique factorization theorem. What does it assert about 239,417?
2. Find the prime factorization of each of the following, using a factor tree for
each.
a. 102 b. 1827 c. 1584 d. 1540 e. 121 f. 1485
240 Chapter 11 Number Theory
Notes
3. Find the prime factorization of each of these numbers, using a factor tree for at
least two of them.
a. 5850 b. 256 c. 2835 d. 104 e. 17,280
f. Does a complete factor tree for a number show all the factors of the number?
All the prime factors of the number?
4. Name three prime factors of each of the following products.
a. 3 × 73 × 22 b. 27 × 22 c. 294 × 116 × 25
5. What is the difference between prime factor and prime factorization?
6. Is it possible to find nonzero whole numbers m and n such that 11m = 13n?
Explain.
7. Which cannot be true, for whole numbers m and n? Explain why not. For the
ones that can be true, give values for m and n that make the equation true.
a. 29 . 173 . 672 = 27 . 172 . 34 . 67 . m b. 29 . 173 . 672 = 29 . 174 . m
c. 29 . 173 . 672 = 28 . 172 . n d. 29 . 173 . 672 = 29 . 173 . 134.m
e. 4m = 8n f. 6m = 18n
8. Consider m = 29 . 173 . 672. Without elaborate calculation, tell which of the fol-
lowing could NOT be factors of m. Explain how you know.
a. 28 . 7 b. 210 . 172 . 67 c. 28 . 172 . 672 d. 343 e. 1342
9. If 35 is a factor of n, give two other factors of n (besides 1 and n).
10. How many factors does each have?
a. 25 b. 22 . 33 = 108 c. 45,000
d. 27 . 35 . 11 . 132 e. 106 f. 116 g. 126
Explain your reasoning for two of the parts (a)–(g).
11. Consider 194 × 114 × 25. Which of the following products of given numbers are
factors of this number for some whole number n? If so, provide a value of n that
makes it true. If not, tell why not.
a. 194 × 113 × 25 × n b. 194 × 22 × 25 × n
c. 194 × 114 × 64 × n d. 19 × 11 × 2 × n
12. Consider q = 194 × 114 × 25. Which of the following are multiples of this num-
ber? If so, what would you need to multiply this q by to get the number?
a. 194 × 118 × 25 b. 194 × 224 × 25 × 17
c. 194 × 114 × 64 d. (19 × 11 × 2)5
13. a. How many factors does 64 have? List them.
b. How many factors does 48 have? List them.
c. How many factors does 194 × 114 × 25 have?
14. If p, q, and r are different primes, how many factors does each of the following
have?
a. p10 b. pm c. qn d. pm . qn e. pm . qn . rs
Section 11.3 Divisibility Tests to Determine Whether a Number Is Prime 241

Notes
15. Give two numbers that have exactly 60 factors. (The numbers do not have to be
in calculated form.)
16. Give one number that has the number 121 as a factor and that also has exactly 24
factors. Is there just one possibility?

11.3 Divisibility Tests to Determine Whether

a Number Is Prime

The secret military and diplomatic codes mentioned earlier usually involve knowing
whether a large number is a prime, or finding the prime factors of a large number. It
is a challenge to tackle a large number like 431,687 to see whether it is prime.
(431,687 is not a large number for a computer, however. It was newsworthy in 1995
that it was possible to find out whether a number 129 digits long was a prime, using a
network of 600 volunteers with computers. It took them eight months and about
1.5 × 1017 calculations.) Because a large number automatically has two different fac-
tors, 1 and itself, we need find only one other factor to settle the question of whether
or not the number is prime. If it has a third factor, we know that the number is not a
prime. If primeness is the only concern, we do not even have to look for other
factors.

Activity 8 Back to Patterns in the Table

In Section 11.2 of this chapter, you were asked to find patterns in the Activity 4 table.
Did you find patterns that would tell you when a number is divisible by 2? By 3?
By 4? By 5? By 6? See if you can find any now.

Is 495,687,115 a prime? Is 1,298,543,316 a prime? It is likely that you saw immedi-

ately that 5 is a factor of the first number, and that 2 is a factor of the second number,
so you quickly knew that each number had at least 3 factors and hence was not a
prime. There are other divisibility tests beyond those for 2, 5, and 10. Perhaps you
found some in the activity. Divisibility tests are useful in investigating whether a
given number is a prime (and for a teacher who wishes to make up division problems
that come out even—that is, give a remainder of 0). They can be helpful when con-
sidering whether pairs of numbers have factors in common when writing equivalent
fractions and, later, in factoring algebraic expressions.

A divisibility test tells whether a number is a factor or divisor of a given number, but
without having to divide the given number by the possible factor. So they could be
called factor tests but usually are not. Nor are they called multiples tests, even
though, for example, 112 is a multiple of 2 (but not of 5).
242 Chapter 11 Number Theory
Notes
Here are possible statements for the divisibility tests for 2 and for 5.

Divisibility Test for 2: A number is divisible by 2 if, and only if, 2 is a factor of
the ones digit (i.e., the final digit is 0, 2, 4, 6, or 8).

Divisibility Test for 5: A number is divisible by 5 if, and only if, 5 is a factor of
the ones digit (i.e., the final digit is 0 or 5).

THINK ABOUT . . .
The divisibility tests for 2, 5, and 10 ignore most of the digits in a large
number! Why do the tests work?

There are some easy-to-use but difficult-to-explain divisibility tests. They can be
demonstrated using properties of operations and using the two conjectures that you
examined in Section 11.1, Learning Exercise 9: (1) if k is a factor of both m and n,
then k is also a factor of m + n, and (2) if k is a factor of m but k is not a factor of n,
then k is not a factor of m + n.

THINK ABOUT . . .
Test these conjectures by putting in different numbers for each of the conjec-
tures to be sure you understand them. (For example, suppose k is 3, m is 12,
and n is 15. Does the first conjecture hold true? Does k also divide m + n?)

The test for divisibility by 3 is quite different from the test for divisibility by 2. The
last digit of a number does not reveal whether a number is divisible by 3. For exam-
ple, 26 and 36 both end in a digit which represents a number divisible by 3, but 26 is
not divisible by 3, whereas 36 is. Furthermore, we cannot simply say that every third
number in the table in Section 11.2 is divisible by 3 and have an efficient test for a
large number.

Of course, if we know the prime factorization we can tell immediately whether a number
is divisible by 3, but one reason we need divisibility tests is to find the prime factorization
of a number. Thus we know that 2 . 2 . 2 . 3 . 7 = 168, so 168 is divisible by 3 because it
has 3 as a factor. How could you tell that 3 is a factor of 168, except by calculating
168 ÷ 3 or knowing its prime factorization? That is, what is a divisibility test for 3?

Looking at the expanded place-value expression for 168 tells the secret. (Note which
properties are used in the equations below.)

168 = 1 . 100 + 6 . 10 + 8
= 1 . (99 + 1) + 6 . (9 + 1) + 8
= 1 . 99 + 1 . 1 + 6 . 9 + 6 . 1 + 8 (using the distributive property of
multiplication over addition)
= 1 . 99 + 6 . 9 + 1 . 1 + 6 . 1 + 8 (using the commutative property of addition)
= (1 . 99 + 6 . 9) + (1 . 1 + 6 . 1 + 8) (using the associative property of addition)
Section 11.3 Divisibility Tests to Determine Whether a Number Is Prime 243

The numbers 99 and 9 are always divisible by 3, so (1 . 99 + 6 . 9) is divisible by 3 Notes

by the first conjecture which you tested in the Think About. And by the second con-
jecture, 3 would need to divide the rest of the number (1 . 1 + 6 . 1 + 8) if 3 indeed
divides 168.

But 1 . 1 + 6 . 1 + 8, is just 1 + 6 + 8, which is the sum of the digits of 168. So if 3

divides 1 + 6 + 8, then 3 divides 168. Three does divide 1 + 6 + 8 = 15, so 168 must
be divisible by 3. (If we actually did the 168 ÷ 3 calculation to check whether 3 is a
factor, we would find that 168 = 3 . 56, so indeed 3 is a factor of 168.)

THINK ABOUT . . .
Does the following approach work for 3528?
3528 = 3 . 1000 + 5 . 100 + 2 . 10 + 8
= 3 . (999 + 1) + 5 . (99 + 1) + 2 . (9 + 1) + 8
= (3 . 999 + 5 . 99 + 2 . 9) + (3 + 5 + 2 + 8)
You finish checking for divisibility by 3 using the process used for 168. Can
you test for divisibility for 3 for any number, using this process?

However, if the number had been 3527, all would be the same except the 3+5+2+8
would now be 3+5+2+7 = 17. The number 17 is not divisible by 3, and so 3 is not a
factor of 3527. (Check it out using a calculator or long division.)

Divisibility Test for 3: A whole number is divisible by 3 if, and only if, the sum
of the digits of the whole number is divisible by 3.

An interesting and useful fact about dividing a number by 9 is that the remainder for
the division is always the sum of the digits of the number, if the digits continue to be
added until the number is less than 9. For example, 215 ÷ 9 = 23 remainder 8 and
2 + 1 + 5 = 8, the remainder. Another way of writing this is 215 = 9 × 23 + 8.

Why does this work? 215 = 200 + 10 + 5

= 2(99 + 1) + 1(9 + 1) + 5
= (2 × 99) + (2 × 1) + (1 × 9) + (1 × 1) + 5
= [(2 × 9 × 11) + (1 × 9)] + (2 + 1 + 5)
= 9[2 × 11 + 1] + (2 + 1 + 5)
= 9 × 23 + 8 and note that the 8 = 2 + 1 + 5

Activity 9 What About 9?

Use the reasoning for the divisibility test for 3 and the reasoning about the remainder
when dividing by 9 to devise a divisibility test for 9.

Sometimes children are taught a method for checking arithmetic calculations called
Casting Out Nines. Perhaps you know it. This method is easy enough for an upper
elementary student to use, but understanding why it works involves some of the no-
tions we’ve been discussing. Here’s how it works if you wish to check for errors in
addition:
244 Chapter 11 Number Theory
Notes
326
479
+ 84
889

Step 1: For each number, cross out (“cast out”) digits that are 9 or whose sum is 9.
Step 2: Add the remaining digits until you have a number 0–8. This will be your “re-
duced number.”
Step 3: Do the operation indicated on the reduced numbers.
Step 4: Check to see if the sum, difference, or product, as appropriate, of the reduced
numbers matches the reduced number of the sum, difference, or product. If it
doesn’t, check further for an error.

For the above addition problem, here is an illustration of the method:

/2 / Å2 (also, when 326 is divided by 9 the remainder is 2)

47 / Å4+7=11; 1+1= 2 (also, when 479 is divided by 9 the remainder is 2)
+ 84 Å8+4=12; 1+2=3 (also, when 84 is divided by 9 the remainder is 3)
88/ Å8+8=16; 1+6=7 (also when 889 is divided by 9 the remainder is 7)

If the sum is correct, then the sum of 2, 2, and 3 should equal the reduced number of
the original sum. It does! 2 + 2 + 3 = 7.

Why does this work? It is based on the fact that the sum of the digits of a number is
the remainder when dividing by 9. Consider:

326 = 9 × 36 + 2 (note that 3 + 2 + 6 = 11 and that 1 + 1 = 2)

479 = 9 × 53 + 2 (note that 4 + 7 + 9 = 20 and that 2 + 0 = 2)
+ 84 = 9 × 9 + 3 (note that 8 + 4 = 12 and that 1 + 2 = 3)
889 should equal 9(36 + 53 + 9) + (2 + 3 + 3) = 9(98) + 7, and it does.

A similar technique works for checking products.

Activity 10 Casting Out Nines

Try this technique with another sum of three large numbers using a new set of num-
bers. Include a number whose digits sum to 9 and a number with 9 as a digit or two
digits that sum to 9. Did the sum of the reduced numbers equal the reduced number
of the sum? Note that if one digit in the sum is changed (as when an error is made),
the reduced number of the sum is different.

Generate a multiplication problem and use the analogous set of steps for multiplica-
tion. Now, the most important question that begs to be asked is, why does this work?
Hint: What are the reduced numbers? Another important mathematical question
needs to be answered: Are there circumstances when using the method would fail to
catch an error?

As we have seen thus far, divisibility tests can involve looking at the last digit or
summing all the digits. What about a divisibility test for 4? In the Activity 4 table in
Section 11.2, numbers divisible by 4 had 2 × 2 as a factor. Did you notice anything
Section 11.3 Divisibility Tests to Determine Whether a Number Is Prime 245
Notes
about the last two digits of each of these numbers? Consider again the number 3528:
3528 = 3 . 1000 + 5 . 100 + 2 . 10 + 8 = (3 . 1000 + 5 . 100) + (2 . 10 + 8). Notice
that 1000 is divisible by 4 because 1000 = 4 . 250, so 3 . 1000 must be divisible by 4.
Similarly, 5 . 100 is divisible by 4 because 100 = 4 . 25. We are left with 2 . 10 + 8
or 28. If this is divisible by 4, then the entire number 2528 must be divisible by 4.
With similar reasoning, 2527 is not divisible by 4.

Divisibility Test for 4: A number n is divisible by 4 if, and only if, 4 is a factor of
the number formed by the final two digits of n.

Activity 11 Divisible by 8?
Use the reasoning from the divisibility test for 4 to construct a divisibility test for 8.
(Consider the last three digits of the number.)

Return again to the Activity 4 table in Section 11.2 and note which numbers are
divisible by 6. Note that they all have 2 and 3 as factors. Thus, applying the divisibil-
ity rules for 2 and for 3 will show whether a number is divisible by 6.

What about a divisibility test for 12? Again from the table, all of 12, 24, 36, 48 and
60 have 2 . 3 as a factor, but so do 18 and 30, which are not divisible by 12. So just
testing for 2 and 3 will not suffice as a divisibility test for 12. All numbers divisible
by 12, however, must have 4 (two factors that are 2s) and 3 as factors, and applying
these two tests will work as a divisibility test for 12. Thus, divisibility tests that you
know can help you develop new tests. We say that 4 and 3 are relatively prime
because they have no prime factor in common, or equivalently, their only common
factor is 1.

Discussion 3 Are They Relatively Prime?

Are 12 and 6 relatively prime? Are 15 and 6 relatively prime? Are 25 and 6 relatively
prime? Are 7 and 11 relatively prime? Are any two prime numbers relatively prime?

General divisibility tests to test for composite factors m . n: If a number p is

divisible by m and also by n, and if m and n are relatively prime, then the number
p is divisible by the number m . n. This general rule can be used to construct new
divisibility tests similar to what we discussed for 6 and for 12.

Divisibility tests can help us find the prime factorizations of larger numbers. Con-
sider n = 12,320; what is its (unique) prime factorization?
246 Chapter 11 Number Theory
Notes
We know that 2 divides the number because it ends in 0. We know 5 divides the
number because it ends in 0. So we know that 2 . 5 = 10 is a factor of 12,320 (and
you may have noticed that immediately). Thus we know that 12,320 = 2 . 5 . 1232.

We also know that 4 divides the number 1232 because the final two digits form the
number 32, which is divisible by 4. A little division then shows 1232 = 4 . 308, so
we now have 12,320 = 2 . 5 . 4 . 308, or 2 . 5 . 2 . 2 . 308.

But 4 is also a factor of 308 (since 8, from 08, is divisible by 4). So 12,320 =
2 . 5 . 2 . 2 . 4 . 77. Because the sum of the digits of 77 is 14, which is not divisible
by 3, we know 77 and n are not divisible by 3. Nor are 2, 4, 5, or 10 factors of 77.
But 77 is 7 . 11, so we finally have
12,320 = 2 . 5 . 2 . 2 . 4 . 7 . 11 = 2 . 2 . 2 . 2 . 2 . 5 . 7 . 11,
which could be written more compactly using exponents as 12,320 = 25 . 5 . 7 . 11.

Activity 12 A New Way of Finding Prime Factorizations

Use the method explained here to find the prime factorizations of 1224; of 4620.

The divisibility tests for the prime numbers 2, 3, 5 are not difficult, and less simple
ones for 7 and 11 exist. However, for some primes it is easier to simply divide by the
prime and notice whether the quotient is a whole number, than to use complicated
and hard-to-remember tests.

Suppose the divisibility test for 2 tells you that 2 is not a factor of some number n;
could 4 nonetheless be a factor of n? One way to consider this is as follows: If 2 is
not a factor of n, 2 cannot appear in the prime factorization of n. But if 2 cannot ap-
pear in the prime factorization, 4 could not be a factor of n, because then that 4 could
give 2 as a factor (twice) in the prime factorization resulting from having 4 as a fac-
tor. (Recall that there can be only one prime factorization of n.) So if 2 is not a factor,
then 4 cannot be a factor either.

THINK ABOUT . . .
Give a similar argument to convince yourself that if 3 is not a factor of n,
then 6 cannot be a factor of n. Give an argument that if p is not a factor of
n, then k . p is not a factor of n.

Discussion 4 True or False?

Discuss whether each of the following is true. Explain your answers, giving counter-
examples for false statements.
a. If 7 is not a factor of n, then 14 is not a factor of n.
b. If 7 is a factor of n, then 14 is a factor of n.
c. If 14 is not a factor of n, then 7 is not a factor of n.
d. If 20 is not a factor of m, then 60 is not a factor of m.
Section 11.3 Divisibility Tests to Determine Whether a Number Is Prime 247

Notes
e. If 20 is a factor of m, then 60 is a factor of m.
f. If 60 is not a factor of m, then 20 is not a factor of m.
g. If a number is a factor of n, then the number is a factor of any multiple of n.
h. If a number is a factor of a multiple of n, then the number is a factor of n.
i. If a number is not a factor of n, then the number is not a factor of any (nonzero)
multiple of n.
j. If a number is not a factor of a multiple of n, then the number is not a factor of n.

What the above means for testing for primeness is this important fact: You need test
only for divisibility by primes when deciding whether or not a number is prime.
If 7, say, is not a factor, then 14 or 21 or 28, etc., will not be factors either. You
would be wasting your time in testing whether 14 or 21 or 28 were factors, once you
found out that 7 was not a factor. In trying to determine whether 187 is a prime then,
you would need to find out whether any one of 2, 3, 5, 7, etc., is a factor—if one is,
you have found a third factor (besides 1 and 187), and so 187 would be composite.
But if a prime such as 2 or 3 or 5 or 7 is not a factor, then you do not need to think
about their multiples being factors.

The following discussion allows us to refine a rule in testing a number for primeness.
The issue is, how many primes do you have to test in deciding whether a number like
661 is a prime? If you find that a prime like 2 or 3 or 5 or 7 is a factor of 661, you are
done, of course. The number 661 would not be a prime.

Discussion 5 Testing for Primes

Check to see whether 661 is divisible by 2, by 3, by 5, by 7, by 11. To test whether or
not 661 is prime, how many more primes do you think you need to test? Do you think
you would need to test for divisibility by 91? Why or why not?

You may have found that you needed to test for divisibility by more primes than 2, 3,
5, 7, or 11 to find the prime factorization of 661. But as a matter of fact, you did not
have to test for any prime factors greater than 23. This fact comes from the follow-
ing: When testing whether or not n is prime, you need test only the primes ≤ n.
This is because if both p > n and q > n, then pq > n. Thus, either p or q must be
≤ n if pq = n.

Hence, in trying to find out whether 661 is a prime, one would at worst have to try
only the primes less than or equal to 661, which is about 26. Primes less than 26
are: 2, 3, 5, 7, 11, 13, 17, 19, and 23. If none of these is a factor, then 661 is a prime.
Even if you have a calculator handy, it is good practice to zero in on the square root
of a number with educated efforts at trial and error. For example, for 661 think 202
is 400 so 20 is too small, and 302 is 900 so 30 is too large. Check 252; 625 is slightly
248 Chapter 11 Number Theory
Notes
less than 661, and 292 will be much larger than 661, so checking for primes less than
25 is sufficient.

THINK ABOUT . . .
What is the largest prime you need to worry about to find out whether 119
is prime? What about 247?

T AKE-AWAY MESSAGE . . . You now have divisibility tests for 2, 3, 4, 5, 6, 8, 9, 10, 12, and
others that have two relatively prime factors such as 15, 18, etc. For primes other than
those listed, dividing by the prime can be used to see if the prime is a factor. Using these
tests can simplify the work of finding out whether or not a number is prime. You need find
only one divisor for n (other than 1 and n) to show that a number is not prime. Moreover,
you need not check for any primes larger than the square root of the n to determine
whether or not a number is prime. ♦

Learning Exercises for Section 11.3

1. Practice the divisibility tests for 2, 3, 4, 5, 6, 8. 9, and 10 on these numbers:

a. 43056 b. 700010154 c. 9460000000023 d. 71005165
2. Give a six-digit number such that
a. 2 and 3 are factors of the number, but 4 and 9 are not.
b. 3 and 5 are factors of the number, but 10 is not.
c. 8 and 9 are factors of the number.
3. What could a be in n = 4187a432, if 3 is a factor of n? If 9 is a factor of n? Give
all the single-digit possibilities for a.
4. Notice that 2 and 4 are factors of 12, but 2 . 4, or 8, is not. So a divisibility test
for 8 that is NOT safe is to use the 2 test and the 4 test. Find counterexamples for
these plausible-looking, but unreliable, divisibility tests.
a. 12 is a factor of n if and only if 2 is a factor of n and 6 is a factor of n.
b. 18 is a factor of n if and only if 3 is a factor of n and 6 is a factor of n.
c. 24 is a factor of n if and only if 4 is a factor of n and 6 is a factor of n.
5. Try these conjectured divisibility tests with 3 or 4 examples each.
a. 10 is a factor of n if and only if 2 is a factor of n and 5 is a factor of n.
b. 12 is a factor of n if and only if 3 is a factor of n and 4 is a factor of n.
c. 18 is a factor of n if and only if 2 is a factor of n and 9 is a factor of n.
d. 24 is a factor of n if and only if 3 is a factor of n and 8 is a factor of n.
Examine Exercises 4 and 5 to see whether you can predict when such test-two-
factors approaches will work, and when they will not.
6. Using Exercise 5, determine whether
a. 24 is a factor of 20000000000000000000000000112.
Section 11.3 Divisibility Tests to Determine Whether a Number Is Prime 249

Notes
b. 24 is a factor of 20000000000000000000000001012.
c. 18 is a factor of 40000000000000000000000000221.
d. 18 is a factor of 40000000000000000000000000212.
e. 45 is a factor of 11100000000000000000000022200.
7. Using Exercise 5, find a 15-digit number that is a multiple of 36; a 15-digit
number that is not a multiple of 36.
8. The divisibility tests given here depend on the number being expressed in base
ten. The tests are properties of the numeration system rather than of the numbers.
Find examples with numbers written in base five to show that, say, the (base-ten)
divisibility test for two does not work in base five. You will want to find a num-
ber for which two is (or is not) a factor but whose base five representation does
(or does not) satisfy the divisibility test for two that you know for base ten.
9. Explain why finding only one factor of n besides 1 and n is enough to show that
n is composite.
10. Suppose that n = 23 × 52 × 7 × 173. Give the prime factorization of n2 and n3.
(Hint: Do not work too hard.)
11. Determine whether each of these is a prime.
a. 667 b. 289 c. 3501
d. 47 × 61 e. 4319 f. 293
12. The numbers 2 and 3 are consecutive whole numbers, each of which is a prime.
Is there another pair of consecutive whole numbers, each of which is a prime?
If there is, find such a pair; if not, explain why.
13. Test each of these numbers for divisibility by 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, and 18.
a. 540 b. 150 c. 145 d. 369 e. 840
14. Which of these numbers are prime? For those not prime, give the prime
factorization.
a. 29 × 23 b. 5992 c. 127 d. 121
2
e. 31 f. 1247 g. 3816
15. Here is an interesting conjecture that mathematicians are uncertain about even
though it has been studied for more than 100 years: Every even number greater
than 2 can be written as the sum of two primes (Goldbach’s conjecture). Test the
conjecture for the even numbers through 36.
16. Devise a way of checking to see whether or not a number is divisible by 24. Test
your method on 36; on 120.
17. Are every two different primes relatively prime? Explain.
18. Which pairs of numbers are relatively prime?
a. 2, 5 b. 2, 4 c. 2, 6 d. 2, 7 e. 2, 8 f. 2, 9
g. 8, 9 h. 8, 12 i. 3, 8 j. 40, 42 k. 121, 22 l. 39, 169
19. Give an example of two 3-digit nonprime numbers that are relatively prime.
20. If possible, give a composite number that is relatively prime to 22.
250 Chapter 11 Number Theory
Notes
21. a. Find 128 + 494 + 381 and check your answer by casting out nines.
b. Compute 23 × 45 and check your answer by casting out nines.
22. A result in number theory states that the product of any n consecutive positive
integers is divisible by the product of the first n positive integers. For example,
5 × 6 × 7 × 8 = 1680. The theorem asserts that 1680 is divisible by 1 × 2 × 3 × 4,
or 24. Verify that 1680 is divisible by 24, using divisibility rules.
Compute the product of another 4 consecutive positive integers and check to see
if the product is divisible by 24.
Demonstrate this theorem for some example you choose for n = 5.
23. A result in number theory states that if p is a prime number and n is a positive
integer, then np – n is divisible by p. Demonstrate this for 3 cases where you
choose n and p.
24. a. “I am a 3-digit number.
I am not a multiple of 2.
7 is not one of my factors, but 5 is.
I am less than 125.
Who am I?”
b. Make up a “Who am I?” involving number theory vocabulary and ideas.

11.4 Greatest Common Factor, Least Common Multiple

As you would suspect about an old area of mathematics like number theory, there are
entire books on the subject, exploring many different and advanced areas. So the work
with number theory in the elementary school curriculum touches on only a small part
of number theory. Elementary school number theory usually comes up right before
work with fractions. Simplifying fractions and finding common denominators for add-
ing and subtracting fractions use number theory ideas. The same ideas carry over to
algebraic fractions, so even though fraction calculators might be available, the reason-
ing behind the work with regular fractions will continue to be important.

Recall from Chapter 6 that a basic result about fractions is that 1 × ba = ba . The num-

ber 1 can be written as nn , where n is any nonzero number. So, nn . a

b = na
nb . Starting
with ba , this allows one to generate any number of fractions equal to ba simply by
making different choices for n. Read “backwards,” however, na a
nb = b , and the result
shows that one can write a simpler fraction for a given fraction by finding a common
factor of the numerator and denominator, and “canceling it out,” as you might have
said in earlier work.
Section 11.4 Greatest Common Factor, Least Common Multiple 251

84 3⋅28 84 28 Notes
For example, because 3 is a common factor of 84 and 162, 162 = 3⋅54 , so 162 = 54 , an
28
equivalent but simpler fraction. But you should notice that 54 can be simplified fur-
28 14
ther, because 2 is a common factor of 28 and 54: 54 = 27 . Because 14 and 27 have
only 1 as a common factor (they are “relatively prime”), 14 27 is the simplest form
84
for 162 . If you can find the greatest common factor (GCF, also called the greatest
common divisor), of the numerator and denominator (which is 6), then you can get
84 6⋅14
the simplest fraction in one step: 162 = 6⋅27 = 14
27 .

For reasonably small pairs of numbers, you can often “see” the greatest common fac-
tor by inspection. A systematic way would involve listing all the factors of each
number and then picking out the greatest common factor.

Set of factors of 84 = {1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, 84}

Set of factors of 162 = {1, 2, 3, 6, 9, 18, 27, 54, 81, 162}

A Venn diagram is one way of illustrating the common factors, 1, 2, 3, and 6.

4, 7, 12, 1, 2, 9, 18, 27,

14, 21, 28, 3, 6 54, 81,
42, 84 162

Factors of 84 Factors of 162

The region they share provides common factors; 1, 2, 3, and 6, and so 6 is the GCF
of 84 and 162.

Sometimes a more efficient method would be to examine the factors of the smaller
number to see which are also factors of the larger number. Usually you start with the
larger factors because you are looking for the greatest common factor. For 84, you
would try 84, 42, etc., working either from the complete list or hoping not to over-
look a larger common factor than any you find.

Activity 13 GCFs
Find the prime factorizations of 84 and 162. What do they share in common?

Knowing how to find the least common multiple of fraction denominators can make
the adding or subtracting of fractions easier. As you may recall, to find the sum of
9 7
fractions like 16 and 12 , the usual algorithm or method calls for replacing the given
fractions with fractions that have the same denominators but are equal to the original
252 Chapter 11 Number Theory
Notes
fractions (“equivalent fractions with a common denominator” might be the language
used). One can always multiply the numerator and denominator of each fraction by
9⋅12 16⋅7
the other denominator ( 16⋅12 and 16⋅12 , or 108 112
192 and 192 ) but usually those new frac-
tions do not lead to the simplest arithmetic. Finding the least common denominator is
the usual approach, just to keep the numbers smaller. This least common denomina-
tor is just the least common positive multiple of the denominators of the fractions
involved.

As with the greatest common factor, finding the least common multiple can be ap-
proached in several ways. One way, perhaps best when the idea is new, is to list all
the common multiples of each number until a common one (not 0) is found. (0 is lit-
erally the least common multiple of every two whole numbers, but it is not useful in
situations where least common multiples arise, as with fractions.)

Set of multiples of 16 = {0, 16, 32, 48, 64, 80, 96, 112, 128, . . .}

Set of multiples of 12 = {0, 12, 24, 36, 48, 60, 72, 84, 96, 108, . . .}

A Venn diagram can also be used to illustrate the multiples:

16, 32, 64,

80, 112... 0, 48, 12, 24, 36,
96... 60, 72, 84,
108...

Multiples of 16 Multiples of 12

Because 48 is the least common nonzero multiple of 16 and 12, 48 would be the
smallest number that could serve as a common denominator in adding, for example,
9 7 9⋅3 7⋅4
16 + 12 = 16⋅3 + 12⋅4 , or 27 28 55
48 + 48 = 48 .

The sum is not always in simplest form, but if you are calculating by hand, the frac-
tions with the least common multiple (LCM) as denominator offer the simpler arith-
metic with the smaller numbers.

Activity 14 Using LCMs and GCFs

1. What is the GCF of 68 and 102?
68
2. Simplify 102 .

3. What is the LCM of 68 and 102?

5
4. What is 68 + 102
13
?
Section 11.4 Greatest Common Factor, Least Common Multiple 253

There are other methods for finding least common multiples and greatest common Notes
factors. A useful one to use with larger numbers involves their prime factorizations.
Suppose that m = 23 . 52 . 29 . 312 and n = 2 . 52 . 31 . 83, and we need the least
common multiple of m and n. First, we know this new number must be a multiple of
m and of n. Any (nonzero) multiple of m will involve all of 23 . 52 . 29 . 312; simi-
larly, any (nonzero) multiple of n will involve all of 2 . 52 . 31 . 83. Any common
multiple of m and n, then, must involve enough 2s, 5s, 29s, 31s, and 83s to be a mul-
tiple of each of m and n. For the least common multiple, what is the fewest 2-
factors, 5-factors, etc., so that the new number takes into account these dual needs?
With m = 23 . 52 . 29 . 312 and n = 2 . 52 . 31 . 83, for starters the fewest possible 2-
factors is 3, giving 23; the fewest 5-factors is 2, giving 52. Continuing, we get the
least common multiple of m and n = 23 . 52 . 29 . 312 . 83. In finding the least com-
mon multiple this way, think “multiple” first, then “common multiple,” and finally
“least common multiple.”

With this reasoning, the LCM of 72 and 108 is the LCM of 23 × 32 and 22 × 33. All
common multiples of 23 × 32 and 22 × 33 must have at least three 2s and three 3s.
Thus the least one is 23 × 33; 8 × 27 = 216 is the LCM.

THINK ABOUT . . .
Why must all common multiples of 23 × 32 and 22 × 33 have at least three
2s and three 3s? Name some common multiples that satisfy this condition.
Why must all common factors of 23 × 32 and 22 × 33 have at most three 2s
and two 3s? Name some common factors that satisfy this condition.

EXAMPLE 2

Let n = 72 and m = 63. Now, n = 23 × 32 and m = 32 × 7. We could also say

n = 23 × 32 × 70 and m = 20 × 32 × 71 because 70 = 1 and 7 = 71. Common multiples
of n and m must have at least three 2s, two 3s, and one 7. One common multiple
would be 23 × 34 × 71, another would be 25 × 72 × 34 × 52 × 132. There are an infi-
nite number of common multiples of 72 and 63. The least one is the number which
has each of three 2s, two 3s, one 7, and no more. That is 23 × 32 × 7, or 504.

Activity 15 GCF Analysis

Do an analysis similar to the one for finding the LCM of m = 23 . 52 . 29 . 312 and
n = 2 . 52 . 31 . 83 to find the greatest common factor of m and n. That is, what num-
bers are common factors of both m and n? You know that, for example, 2 is a com-
mon factor. So is 5. So is 52. Are there other common factors? What is the greatest
common factor?

This analysis shows how prime factorizations can be used to find both LCMs and
GCFs of two (or more) whole numbers. Consider another example, again using 72
and 63.
254 Chapter 11 Number Theory
Notes
EXAMPLE 3

Use 72 = 23 × 32 × 70 and 63 = 20 × 32 × 71 again. Now some common factors

2
would be 3, or 3 . There are a finite number of common factors. To find the greatest
common factor, consider the 2, the 3, and the 7, and the least power for which each
appears: 20, 32 and 70 to allow the number to be a factor of both 72 and 84. So the
GCF is 20 × 32 × 70, but 20 and 70 are both just 1. Thus the GCF is 20 × 32 × 70, or
just 32, so 9 is the GCF.

THINK ABOUT . . .
What is the GCF of 72 and 108? Of 260 and 650?

Thus, using prime factorizations of numbers leads to easy ways of finding both the
LCM and the GCF.

Activity 16 Once Again . . . Using LCMs and GCFs

1. What is the GCF of 260 and 650; of 260 and 186; of 186 and 650?
2. Simplify 260 260 186
650 , 186 , and 650

3. What is the LCM of 260 and 650? Of 260, 650, and 130?
5
4. What is 650 + 260
13
?

The same method of finding LCM and GCF can be applied when renaming algebraic
fractions. Given the factorizations of algebraic expressions, you can calculate the
LCM and GCF.

Activity 17 GCF and LCM in Algebra

1. Find the GCF and LCM of x2y and y2x.
2. Find the GCF and the LCM of (x – 2)(x + 2) and (x – 2)2.
3. Make up an algebraic problem of your own for others to solve.

The following problem involves many ideas from all four sections of this chapter. It
is a puzzle credited to Brahmagupta (born 598 A.D.).

Activity 18 An Ancient Puzzle

♦ An old woman goes to market and a horse steps on her basket and breaks all her eggs.
The rider offered to pay her for the damages and asks her how many eggs she had bought.
She does not remember the exact number, but when she had taken them out two at a time,
Section 11.4 Greatest Common Factor, Least Common Multiple 255

Notes
there was one egg left. The same happened when she picked out three, four, five, and six
at a time, but when she took seven at a time they came out even. What is the smallest
number of eggs she could have had? ♦
(Hints: What are common multiples of 2, 3, 4, 5, and 6? Would any of those numbers
plus 1 satisfy all the conditions?)

T AKE-AWAY MESSAGE . . . In this section we returned to factors and multiples to examine

ways of finding the greatest common factor (GCF) and the least common multiple (LCM)
of two or more whole numbers or of two or more algebraic expressions. One way of find-
ing the GCF was by listing common factors and taking the greatest. One way to find the
LCM was to list common multiples and taking the least. Another was to use the prime fac-
torizations of the numbers. The LCM of two (or more) numbers would be expressed by
the product of each of the prime factors to the greatest power in which they exist in the
original numbers. The GCF would be expressed by the product of each of the common
prime factors to the least power in which they exist in the original numbers. ♦

Learning Exercises for Section 11.4

1. List four factors of each of the following numbers:

a. 23 b. 27 × 49 c. 12 d. 15
e. 108 f. 125 g. 72
2. List four nonzero multiples of each of the following. You may leave them in
factored form.
a. 8 b. 27 × 49 c. 22 × 3 d. 15
e. 108 f. 125 g. 72
3. As you know, the Earth takes 365 “earth” days, that is, 1 year, to make one revo-
lution around our sun. It takes Saturn about 30 earth years to make one revolu-
tion around the sun. Jupiter takes 12 earth years to do so, and Mars about 2
earth years. If Earth, Saturn, Jupiter, and Mars are aligned when they begin, in
approximately how many years does it take all four planets to be aligned again?
4. You have probably noticed that when you buy hot dogs and hot dog buns, the
packages do not contain the same quantities. Make up a story problem that gives
quantities of hot dogs in a package and quantities of hot dog buns in a package
and asks, “How many packages of each do you buy so that there are the same
number of hot dogs as hot dog buns?” Would the solution involve LCM or GCF?
Why?
5. For each of the following groups of numbers, find the least common (nonzero)
multiple. You may leave your answers in factored form or write them out.
a. 72 and 108 b. 144 and 150 c. 72 and 90
d. 72 and 144 e. 144 and 567 f. 90 and 567
g. 108 and 90 h. 150 and 350 i. 150, 35, and 270
256 Chapter 11 Number Theory
Notes
6. For each of the following groups of numbers, find the greatest common factor.
You may leave your answers in factored form or write them out.
a. 72 and 108 b. 144 and 150 c. 72 and 90
d. 72 and 144 e. 144 and 567 f. 90 and 567
g. 108 and 90 h. 150 and 350 i. 150, 350, and 270
7. Give three (nonzero) multiples of each of the following (leave them in factored
form).

a. 23 . 3 b. 23 . 73 c. 32 . 73 . 115 . 192
8. In each part, find the least common (nonzero) multiple of the numbers given.
Then find the greatest common factor for each part.
a. m = 52 . 73, n = 5 . 132
b. m = 374 . 475 . 676, n = 376 . 475 . 71
c. m = 72 . 26, n = 22 . 11 . 17
d. m = 10125, n = 26730
e. m = 23 . 72, n = 2 . 53 . 7, p = 32 . 5 . 7
f. m = 6x2y5z12, n = 10xy6z4
9. 0 is a common multiple of 16 and 12. Why is the least common multiple defined
as the smallest nonzero value?
10. Jogger A can run laps at the rate of 90 seconds per lap. Jogger B can run laps on
the same track at the rate of 2 minutes per lap. If they start at the same place and
time, and run in the same direction, how long (in time) will it be before they are
at the starting place again, at the same time?
11. You cut a yellow cake into 6 pieces, and a chocolate cake of the same size into 8
pieces. Then you find out that you were supposed to cut both cakes into the same
(unspecified) number of pieces! As a number theory student, what do you do?
12. A machine has two meshing gears. One gear has 12 teeth and another gear has 30
teeth. After how many rotations are both gears back to their original position?
13. Paper plates are sold in packages of 25. Paper bowls are sold in packages of 40.
Plastic spoons are sold in packages of 20. How many packages of each do you
need to buy to have the same number of plates, bowls, and spoons?
14. A paint manufacturer produces base in 25-gallon drums and color in 10-gallon
drums. A company wants to order stock for a dark blue paint mixture for which
one gallon of color requires one gallon of base. How many of each should they
order so that the mix comes out without any unused base or color left unmixed?
15. As in Exercise 14, a paint manufacturer produces base in 25-gallon drums and
color in 10-gallon drums. A company wants to order stock for a dark blue paint
mixture for which one gallon of color requires four gallons of base. How many
of each should they order so that the mix comes out without any unused base or
color left unmixed?
16. The principal says that the sixth graders are raising money for a field trip by
selling caps with the school logo. He said that last week they raised $414 and
the week before they raised $543. You were going to ask what price they were
Section 11.4 Greatest Common Factor, Least Common Multiple 257

Notes
selling for but realized you could figure out the price from what he had just told
you. What was the likely selling price of the caps?
17. The principal says the seventh graders raised money for a field trip to Washing-
ton, D.C., by washing cars for a fixed price the past three weekends. He said that
last weekend they raised $198 and two weekends ago they raised $252. Three
weekends ago they raised $385. What was the price of the car wash?
18. You want to explore the concept of scale factor with your students in an activity
in which they will create a small-scale earth and sun to show their relative sizes.
The sun is approximately 1,400,000 km in diameter and the earth is approxi-
mately 12,800 km in diameter. Because you want them to initially use only
whole numbers, find the GCF to know what the scale factor should be.
19. You want to explore the concept of scale factor with your students. You will
work with your students to draw a scale drawing of your classroom. Your class-
room has dimensions 216 inches by 282 inches. If you want them to use the
smallest whole numbers possible, what should be the scale factor?
20. Find several values of m and n such that 27m = 9n.
21. Write the simplest form for each fraction, using the greatest common factor:
135 36 84
a. b. c.
150 48 100
3 5 2 3
180 2 ⋅3 x y
d. e. f.
160 4 3 3
2 ⋅3 x y
22. Use the phrase “relatively prime” to describe your final answers to parts a, b, c,
and d in Exercise 21.
23. Use the least common multiple in calculating these sums and differences:
7 11 13 5 14 7 1
a. + b. – c. + –
24 18 8 4 15 10 4
2 4 5
x 2x 6.3 × 10 7.2 × 10
d. + e. +
2 2 2 3
y x y 2 × 10 3 × 10
24. For 12 and 16, the greatest common factor is 4 and the least common multiple is
48. Compare 12 × 16 and 4 × 48. Try other pairs of numbers to see whether their
greatest common factor and least common multiple are related the same way.
25. If your calculator allows you to enter and simplify fractions, use it to find sim-
pler, and eventually the simplest, fractions for the following. (If you do not have
a calculator, try them with paper and pencil.)
a. 1280 b. 8530 c. 2720
1440 47,250 10,000

26. Notice that the number 3 is a common factor of 84 and 72 and 3 is also a factor
of 84 – 72 = 12.
a. Conjecture: If x is a common factor of m and n, then x is also a factor of ___.
b. Test the conjecture by considering at least four examples of m and n.
258 Chapter 11 Number Theory

147 210 111

Notes c. Find simpler names for 150, 216, and 126, with help from part (a).
81 48 112
d. Determine whether this conjecture is relevant to 86, or 55, or 127. Explain.

27. Practice: Write the following fractions in simplest form.

15 28 150 12 150
a. 35 b. 54 c. 350 d. 144 e. 567
15 64 21 2223
f. 40
g. 512 h. 49 i. 4536

28. Practice: Use the least common multiple of the denominators to calculate these
sums and differences. For extra practice, also write the answer in simplified
form.
39 35 25 81 36 41
a. 144 + 108 b. 72 + 567 c. 108 + 72
15 110 169 169 126 98
d. 39 + 169 e. 500 + 650 f. 504
+ 770

29. As a third-grade teacher, you are designing a measurement lesson. You decide to
start with a measuring lesson using nonstandard units. You create a measuring
tool (a new “ruler”) that will allow your students to measure classroom items and
have the measure in whole units. The desks in your classroom are 27 inches wide
and 36 inches long. What is the largest unit you can create that will allow this
desk to be measured in whole units?
30. Go to the National Library of Virtual Manipulatives on the internet by accessing
http://nlvm.usu.edu/en/nav/index.html, then clicking on Virtual Library at the
top of the page, then click on Numbers and Operations, and scroll down to
Factor Tree and open it. Click on One tree at the bottom of the page. Practice
finding factors of numbers (chosen by the program). Then click on Two trees. At
least five times, find the factors of two numbers provided by the program, then
drag the factors into the appropriate area of the Venn diagram provided. Use this
information to find the GCF and the LCM of the two numbers.

11.5 Issues for Learning: Understanding the Unique

Factorization Theorem

Whole numbers can be represented in a variety of ways. Different forms of a number

can provide different information about the number. For example, suppose one is
asked: What are the factors of 1334? Obviously 2 is a factor, and if 1334 is divided
by 2, one finds that 1334 = 2 × 667, so both 2 and 667 are factors. Are there more?
Suppose one also knows that 23 is a divisor of 667. Can all the factors be listed now?

Suppose, again, that a number is represented as 52 × 31 × 43. Now what are the
factors? Is 11 a factor? How about 3?
Section 11.5 Issues for Learning: Understanding the Unique Factorization Theorem 259

Answers to these questions can tell a great deal about your understanding of prime Notes
numbers as building blocks of whole numbers. Once a number is represented as a
product of prime numbers, it is quite easy to find factors and multiples of the num-
ber. You can, from this information, find all the prime factors, and in fact, all the fac-
tors of the number. This method is possible because the prime factorization of any
number is unique. As you know, this is sometimes called the Fundamental Theorem
of Arithmetic and other times referred to as the Unique Factorization Theorem. The
theorem seems simple enough to understand, but research shows that many students
(even at college level) have difficulty applying this theorem.
ii,iii
Consider this example from one research study.
Patty was asked whether 33 × 52 × 7 is divisible by 7 or 5. Patty said yes, because
these factors were clearly visible. When asked whether 11 was a factor, she multi-
plied the given factors and obtained 4725. She said she would divide 4725 by 11 to
find out whether or not 11 is a factor. But by the prime factorization theorem, 11
cannot be a factor because it is prime and does not appear in the prime factorization.
The researchers concluded that Patty did not really understand or believe that the
prime factorization was unique because she thought that there might be another fac-
torization with 11 as a factor.

Why did Patty have this problem? Perhaps she saw different factorizations with
composite factors and generalized that the prime factorization is just one possible
factorization and in another, 11 might be a factor. For example, 33 × 52 × 7 could be
written as 3 × 52 × 7 × 9 or as 32 × 5 × 7 × 15. But in these cases, the factorizations
are not prime factorizations.

T AKE-AWAY MESSAGE . . . Research has shown that understanding the unique factorization
theorem is more complex than it might first seem. ♦

Learning Exercises for Section 11.5

Here are some other questions that were asked of students in this study. Each of them
deals with prime factorization. Try them yourself, and discuss what kinds of difficul-
ties students might have if they do not understand that a prime factorization of a
number is unique.
1. k = 16,199 = 97 × 167 where 97 and 167 are both primes. Decide whether k can
be divided by 5; by 11, by 17.
2. a = 153 = 32 × 17. Is 51 a factor of a? How do you know?
3. a = 153 = 32 × 17 and b = 32 × 19. Which number do you think has more factors,
a or b? Why?
260 Chapter 11 Number Theory
Notes

11.6 Check Yourself

This chapter focused on number theory, one of the oldest fields of mathematics and
used today in cryptography.

Many of the ideas in this chapter center on the important result appropriately called the
fundamental theorem of arithmetic—that the prime factorization of a number is unique.
Factoring numbers, finding and using greatest common factors and least common mul-
tiples, and using divisibility rules, all relate to the unique factorization theorem.

You should be able to work problems like those assigned and to meet the following
objectives.

1. Use the terms even, odd, factor, multiple, prime, and composite correctly, and
recognize statements using these terms as true or false, with reasons for your
decisions.
2. Provide a reason for why the number 1 is considered to be neither prime nor
composite.
3. Use a sieve method, such as the Sieve of Eratosthenes, to find prime numbers
less than a given number n.
4. State the unique factorization theorem, also called the fundamental theorem of
arithmetic.
5. Use this theorem to determine whether or not a number is a factor of another
number when both numbers are in factored form.
6. State and use divisibility rules for 2, 3, 4, 5, 6, 9, 10, 12, 15, 18.
7. Find the prime factorization of a number, perhaps using a factor tree.
8. Explain why the square root test provides a way to know which prime numbers
(at most) need to be tested when determining whether or not a number is prime.
9. Determine whether a number (of a reasonable size) is prime or composite.
10. Determine the number of factors of a number from its prime factorization form.
11. Find common factors of sets of numbers; find common multiples of sets of numbers.
12. Find the greatest common factor and least common multiple of sets of numbers.
13. Discuss common errors made in using the unique factorization theorem.

REFERENCES FOR CHAPTER 11

i
Clay Mathematics Institute: http://www.claymath.org/posters/primes/ April 12, 2005.
ii
Zazkis, R., & Campbell, S. (1996). Prime decomposition: Understanding uniqueness. Journal of Mathemati-
cal Behavior, 15, 207–218.
iii
Zazkis, R., & Liljedahl, P. (2004). Understanding primes: the role of representation. Journal for Research in
Mathematics Education, 35, 164–186.