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Level Six > Number and Algebra

Diophantus II

Specific Learning Outcomes: 

solve a problem in a number of ways, including using algebraic expressions

Description of mathematics: 

We’re not actually sure how old this problem is. But it is sure that it is older than the one from a Lady’s Diary (See Algebra, Level 5, A Lady’s Age.) Now that may appear old to you but similar problems can be found in Indian writings. In one book, Lilivati , which was written around 1150 AD, the author, Bhaskara writes problems for his daughter to solve. There is rather an elegant question there about a peacock and a snake that involves Pythagoras’ Theorem.

Surprisingly the Kamasutra, which is probably famous for other things, contains a number of mathematical problems. I’m sure that you’ll read it with a new insight now. But problems in lay areas go back even further. In Diophantus I and II, we look at problems that were supposedly engraved on tombstones. We don’t know exactly when Diophantus actually lived but he was certainly around a couple of centuries or so before Christ.

We don’t know exactly when Diophantus actually lived but he was definitely around somewhere between 150 BC and 364 AD. (How’s that for a margin of error?) We also know that he lived in Alexandria which was the centre of ancient Greek civilization from 350 BC to 640 AD. Diophantus’ main claim to fame came from his thirteen-volume set of books called Arithmetica. Only six of them have survived but they tell us that he was interested in problems that had whole number solutions. Equations of this type are called Diophantine equations today in his honour.

If you want to look into a bit of mathematical history, we suggest that you look at the book A History of Mathematics by Carl Boyer. If you click his name you’ll be able to read a review of the book.

So there are many places in history where we can find mathematical problems in books that were read by non-mathematicians. Victorians seem to have enjoyed a good problem in the equivalent of their Woman’s Weekly. We guess that it was one way of whiling away the time, like doing crossword puzzles. Certainly recreational curiosities with a mathematical bent have had a market. Perhaps the most famous of the older ones of these are H.E. Dudeney’s Amusements in Mathematics, Nelson, 1919, W.W.R. Ball’s Mathematical Recreations and Essays, Macmillan, 1939. The French also got into the act with books by the well-respected mathematician, E. Lucas (the four volumes of his Récréations Mathématiques were published by Gautier-Villars, between 1883 and 1894), and others. Such books are still being written. Maybe the most famous of these are Martin Gardner’s many books (see, for example, Mathematical Puzzles and Diversions, More Mathematical Puzzles and Diversions, and Mathematical Carnival, published by Pelican Books) that came from the pages of the Scientific American.

Having said that, this problem is one of a set of three that involve similar techniques. The other problems in this trilogy at Algebra Level 6, are Lady’s Age and Diophantus I. All can be solved by guess and check or by being systematic in some way. However, the most efficient way to solve each one of them is by algebra. It may be worthwhile to allow your class to work on these problems using non-algebraic techniques first. Then they should be impressed by the power of algebra to solve them very efficiently.

Required Resource Materials: 
Copymaster of the problem (English).
Activity: 

The Problem

Mathematical curiosities and puzzles have fascinated people throughout the ages. These were often expressed in verse or as riddles. This one is supposed to have come from the tomb of an ancient Greek mathematician who lived in Alexandria.

 

God granted him to be a boy for the sixth part of his life, and adding a twelfth part to this, He clothed his cheeks with down; He lit him the light of wedlock after a seventh part, and five years after his marriage he granted him a son. Alas! Late-born wretched child; after attaining the measure of half of his father’s full life, chill Fate took him. After consoling his grief by this science of numbers for four years he ended his life.

How long did Diophantus live?

[Reported to have been inscribed on the tomb of Diophantus (100BC approx)]

Teaching sequence

  1. Talk about historical things. (If you can find some relevant pictures to show the class, so much the better.)
    Who is the most famous person you know who was born over 100 years ago?… over 1000 years ago? … over 2000 years ago?
    Who was the dominant power in Europe 2000 years ago?
    Where was the European centre of learning then?
  2. Recite Diophantus’ gravestone inscription. Make sure they have some idea of what it is about. Discuss it as the language is not easy.
  3. Get the class to work on the problem in groups of two or four.
  4. Circulate around the class and check on progress. If a group has finished using an algebraic approach, then let them try the Extension problem.
  5. Allow time for several groups to report on their answer and the ways that they solved the problem.
  6. At some stage let the class write up two ways of solving the problem in their mathematics book.

Extension to the problem

Can you make up a problem about your own age or about someone else’s? Give it to another member of the class to solve.

Make the inscription into a poem likes those in A Lady’s Age and Diophantus I. If you get any good poems email them to us to put on the web site.

Solution

Your students may do this a number of ways (see A Lady’s Age and Diophantus I). We will concentrate on the algebraic method.

Suppose that Diophantus lived to be d years of age. He was a boy for d/6 years; had to shave after d/12 more years; was married after a further d/7 years; had a son 5 years later; his son died d/2 years later; then Diophantus died 4 years later. So

d = d/6 + d/12 + d/7 + 5 + d/2 + 4 = 75d/84 + 9.

Hence 9d/84 = 9 or d/84 = 1. So d = 84.

Diophantus lived to the very good age of 84 years.

AttachmentSize
Diophantus2.pdf45.63 KB

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