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Solutions to the first exam of Discrete Mathematics. The exam consists of two questions, one about permutations and the other about dividing people into groups. The solutions are explained step by step, and the grade distribution is also provided. useful for students who want to practice permutations and combinations problems.
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The first question was worth 16 points. Each part of each succeeding question was worth 12 points, for a total of 100. (I didn’t count the last optional hard question.) I tried to be reasonably generous with part credit. Here’s the grade distribution, with approximate letter grade equivalents (you can’t take those literally).
range 90-99 80-89 70-79 60-69 50-59 40-49 30-39 20- number 1 1 3 5 3 8 4 5 grade? A A A- B C+ C C-/D D/F
That’s an interesting historical number: it’s the year the pilgrims landed in Plymouth on the Mayflower. I gave partial credit for knowing how to calculate the number of permutations when some letters are repeated. I was surprised at how many students didn’t see the need to worry about double counting the strings in which both blocks appeared. I’d hoped my hint would point you in that direction.
(a) How many ways are there to divide the 18 people into three groups of 6? Solution I can choose the first group of 6 in 18!/6!12! ways, then the second group in 12!/6!6! ways. The last 6 people make the last group. Multiplying these independent choices gives me 18!/6!6!6! ways to choose the groups in order. Now in the problem statement the tables aren’t mentioned. They are clearly indistin- guishable. There is no way to assign a particular group to a particular table. That means choosing the same three groups in any other order would lead to the same division, so I need to divide by 3!. The answer is
18! 6!6!6!3!
(if I did the arithmetic right). On the exam you didn’t have a calculator, so I didn’t expect you to do the arithmetic at all. I was a little concerned about whether I really needed to do that last division by 3! so I checked my answer by thinking about how I would divide three people into three groups of one person each. Clearly there’s only one way!
Very few students divided by that last 3!. I gave partial credit for the answer
This is similar to the poker hands homework problem, easier since we’re “dealing out the whole deck” but harder since the order in which the groups occur doesn’t matter. (b) If half the 18 people are women and half men, how many ways are there to divide them so that each table has the same number of women and men? Solution Using the same logic, I can divide up the women and men each in 9!/3!3!3!3! ways. I need to multiply those together and then multiply by 3! to take into account the different ways to pair triples of women with triples of men. The answer is
9! 3!3!3!3!
× 3! = 235, 200 ways.
That’s just about one percent of the previous answer. Here’s another way that comes to the same conclusion. After you choose the three groups of men in 9!/(3!)^4 ways you choose the groups of women in 9!/(3!)^3. You don’t divide by the extra 3! since it matters which groups of women join which groups of men. (c) How many ways are there to seat six people at a round table if all that matters is who each person’s neighbors are? Solution If the six people were in a line there would be 6! permutations. Arranging that line in a circle I can no longer tell where the line started, so there are only 5! circular arrangements. But each of those arrangements can go around the table either clockwise or counterclockwise without changing who sits next to whom, so I have to divide by two. The answer is 5!/2 = 60 ways.
Is discrete mathematics fun
(a) Count the number of possible ways to answer all the questions on that test. Solution Each question has four possible answers so there are 4^20 possible tests. Many students thought there were just three possible answers. If you read the sample question in the box carefully you can see four:
106 109 1012 1015 1018 none of these
Solution
n − 1 2
n 2
(n − 1)(n − 2) n(n − 1)
n − 2 n
n
Sho Inaba counts the ways Em can’t park much more elegantly. First he observes that there must be at least one filled space between each of the f free spaces. That uses up f − 1 filled spaces, so there are n − 2 f + 1 more to insert somewhere. There are f + 1 possible places to put them – before the first free space, between two, or after the last one. Then he sees that this is just the apples/bananas/cherries problem in disguise, so there are (^) ( (n − 2 f + 1) + f f
n − f + 1 f
ways she can’t park. That’s all he needs to finish the problem, pretty much the way I did from that point.