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... totient function. Is this true for any other n? We shall show that this question is closely related to a much older problem due to Lehmer [4]: whether or not there exist composite n such that (J) (n) | (n - 1). It will turn out that if there are no such composite n, then Schinzel!s are the only solu ...
... totient function. Is this true for any other n? We shall show that this question is closely related to a much older problem due to Lehmer [4]: whether or not there exist composite n such that (J) (n) | (n - 1). It will turn out that if there are no such composite n, then Schinzel!s are the only solu ...
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... as we’ll be needing these things later–especially the triangle inequality. Even the proof of the triangle inequality I wouldn’t worry so much about, but number 11 from this section, which DOES use the triangle inequality, is worth studying. 5. Section 2.2: The completeness axiom. We all received our ...
... as we’ll be needing these things later–especially the triangle inequality. Even the proof of the triangle inequality I wouldn’t worry so much about, but number 11 from this section, which DOES use the triangle inequality, is worth studying. 5. Section 2.2: The completeness axiom. We all received our ...
topologically equivalent measures in the cantor space
... Let K(p) denote the class of Borel measures which are topologically equivalent to ft. A Borel measure is determined by its values at basic closed-open sets. As there are only countably many of these, there can only be cK°= c many different Borel measures in X. Hence, there are at most c classes K( p ...
... Let K(p) denote the class of Borel measures which are topologically equivalent to ft. A Borel measure is determined by its values at basic closed-open sets. As there are only countably many of these, there can only be cK°= c many different Borel measures in X. Hence, there are at most c classes K( p ...
Activity 1
... In Question 3, students are encouraged to guess the next few terms in each sequence to have an idea of how the sequence moves on. After recognizing the pattern of the sequence, they can work out the algebraic expression. Finally, they should verify their answers by using the algebraic expression to ...
... In Question 3, students are encouraged to guess the next few terms in each sequence to have an idea of how the sequence moves on. After recognizing the pattern of the sequence, they can work out the algebraic expression. Finally, they should verify their answers by using the algebraic expression to ...
FIBONACCI NUMBERS
... Name:_________________________ Alg. 2 Extra Credit (10 points max): Answer the following questions. SHOW ALL WORK for full points! You will be graded on completeness, accuracy and originality. ...
... Name:_________________________ Alg. 2 Extra Credit (10 points max): Answer the following questions. SHOW ALL WORK for full points! You will be graded on completeness, accuracy and originality. ...