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Primes and Composites: Free Response

5 questions in parts, 54 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Counting a number's distinct factors . Foundational, 10 points. Question 1 of 5.

    The definition of prime and composite is a counting rule and nothing more: it asks how many distinct factors a whole number greater than 11 has, and then reads the classification off that count. So the count is where the work is.

    1. Part A.

      List every factor of 6868, and then list every factor of 6262. For each of the two numbers, say how many distinct factors it has and classify it by the definition.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Decide whether 129129 has a factor other than 11 and 129129. If it does, exhibit one factor pair 129=a×b129 = a \times b in which neither aa nor bb is 11 or 129129, and name the divisibility rule that found it. Then say what your finding establishes about 129129, and why a single pair would be enough to establish it.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      A single factor pair, once one has been found, settles a number's classification on the spot, while a long run of divisions that all leave a remainder settles nothing on its own. Explain what each of the two definitions is asking for, and say what has to be added to a run of failed divisions before it settles anything at all.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Finds every factor of each number, testing candidates in order and writing down the partner of each factor found. . Worth 1 point.

    Reports the count of distinct factors for each number and attaches a classification to each count, rather than handing in a list alone. . Worth 2 points.

    Part B 3 points

    Applies the divisibility rules in order before dividing anything, and names the one that decides the question. . Worth 2 points.

    Records the finding in the form the question asks for, and states the classification it establishes. . Worth 1 point.

    Part C 4 points

    Says what the definition of composite asks for, and why producing one factor pair meets it in full. . Worth 2 points. needs an explanation, not just an answer

    Says what the definition of prime asks for, and identifies what a run of failed divisions is still missing until a reason to stop is supplied. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    List every factor of 7676, say how many there are, and classify it. Then decide whether 141141 has a factor other than 11 and 141141, exhibiting a factor pair if it does and naming the rule that found it.

  2. 2. Two numbers at the bottom of the list . Reasoning, 11 points. Question 2 of 5.

    Two whole numbers get sorted wrongly more often than all the others together: 11 and 22. Neither is a special case to be memorised, and each part below settles one of them from the counting rule itself. The last part then tests a rule that a student has built on top of the result about 22.

    1. Part A.

      Write down every whole number that divides 11 with remainder 00, and count them. Using that count, say what the definition of prime requires, what the definition of composite requires, and how 11 stands against each. Explain why the outcome follows from the count itself rather than from a convention somebody chose.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    2. Part B.

      Let nn be any even whole number greater than 22. Show that nn cannot have exactly two distinct factors. Your argument has to produce a factor of nn and explain why that factor is different from both 11 and nn, and it must cover every such nn at once rather than one example.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      A student reasons: "Every prime except 22 is odd. So being odd is what makes a number prime, and every odd whole number greater than 11 is prime." Identify the flaw in the reasoning, give one specific whole number that shows where the conclusion breaks, and state exactly what being odd does and does not tell you about a number.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Gives the complete list of whole numbers that divide 11, and states how many distinct entries the list has. . Worth 1 point.

    Holds that count against the requirement of each definition separately, and explains why the count alone forces the outcome, with no convention appealed to. . Worth 3 points. needs an explanation, not just an answer

    Part B 4 points

    Produces a factor of nn from the fact that nn is even, naming the rule that supplies it. . Worth 2 points.

    Argues that this factor is distinct from both 11 and nn, reaches a count of at least three, and keeps the argument general instead of checking an example. . Worth 2 points. needs an explanation, not just an answer

    Part C 3 points

    Names the specific flaw in the student's step from the first sentence to the second, rather than only reporting that the conclusion is wrong. . Worth 1 point.

    Supplies one specific number that breaks the conclusion, shows why it breaks it, and states precisely what being odd does rule out. . Worth 2 points. needs an explanation, not just an answer

  3. 3. Setting out a batch in equal rows . Application, 11 points. Question 3 of 5.

    A nursery sets seedlings out in rectangular trays: the same number in every row, no gaps, and none left over. A tray that is one single row, or one that puts a single seedling in each row, is allowed by the arithmetic but useless on a bench, so the grower insists on more than one row and more than one seedling in each row.

    1. Part A.

      A batch holds 319319 seedlings. Decide whether the grower's arrangement is possible for this batch, and if it is, give one arrangement that works, stating the number of rows and the number of seedlings in each row. Show the tests you used along the way.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      A second batch holds 137137 seedlings. Decide whether the grower's arrangement is possible for this batch, and list every divisor you tested. If your search runs as far as the stopping rule, also name the first divisor you were entitled to skip and give the two multiplications that mark the boundary.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Here is a claim: a batch of more than one seedling can be set out as the grower wants exactly when the batch size is composite. An "exactly when" claim carries two directions, that every composite batch size admits such an arrangement, and that any batch size admitting one must be composite. Take each direction on its own, decide whether it holds, and either argue it or produce a batch size that defeats it.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Turns the tray into arithmetic, recognising an arrangement as a factor pair of the batch size with neither member equal to 11. . Worth 2 points.

    Reports the outcome in the grower's terms, with any arrangement offered expressed as rows and seedlings per row, so each number is attached to what it counts. . Worth 1 point.

    Part B 3 points

    Clears the small candidates with the divisibility rules before dividing anything. . Worth 1 point.

    Lists the divisors actually tested, and names the first one skipped if the search reached the stopping rule. . Worth 1 point.

    Gives the multiplications that mark the boundary if the search reached the stopping rule, and reads the verdict back as a statement about the tray. . Worth 1 point.

    Part C 5 points

    Settles the direction that starts from the definition of composite, with an argument or with a defeating case, and accounts for both members of any factor pair it uses. . Worth 3 points. needs an explanation, not just an answer

    Settles the direction that starts from a tray already laid out, with an argument or with a defeating case, and says what such a tray forces about the batch size. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A batch holds 407407 seedlings and a later batch holds 139139. For each, decide whether the grower's arrangement is possible. Give an arrangement wherever one exists; wherever none does, name the first divisor you were entitled to skip and the multiplication that entitled you.

  4. 4. How far the testing has to go . Reasoning, 12 points. Question 4 of 5.

    Trial division would be a hopeless method if every candidate below a number had to be tried. The stopping rule is what makes it practical, and it is worth knowing not only where it says to stop but why stopping there costs nothing.

    1. Part A.

      You are testing 173173 by trial division, taking the candidate divisors 2,3,5,7,11,13,17,2, 3, 5, 7, 11, 13, 17, \ldots in order. List every candidate you are obliged to test, name the first one you may skip, and give the two multiplications that mark the boundary. Then compare the length of your list with the number of whole numbers from 22 up to 172172.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Justify the stopping rule. Explain why a number with a factor other than 11 and itself can never keep every one of those factors above the boundary, and therefore why a run of failed divisions up to the boundary is a finished search rather than an abandoned one. Argue from the way factors come in pairs.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      A student is testing 529529. After 2,3,5,7,11,13,172, 3, 5, 7, 11, 13, 17 and 1919 have each been tried and each left a remainder, the student looks at the next candidate, 2323, checks it against the stopping rule, judges that the rule permits a stop there, and declares 529529 prime without dividing by 2323. Check the student's use of the rule against the rule as stated, say precisely which comparison the rule makes, and give the verdict for 529529 that follows.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Locates the boundary by multiplying candidates by themselves and comparing with the number, rather than guessing where to stop. . Worth 1 point.

    Lists the obliged candidates and names the first one that may be skipped. . Worth 2 points.

    Reads the saving back, comparing how many candidates the rule leaves with how many a full search would need. . Worth 1 point.

    Part B 4 points

    Establishes that factors come in pairs whose product is the number, and reasons about the pair rather than about a single factor. . Worth 3 points. needs an explanation, not just an answer

    Concludes that the untested candidates beyond the stop cannot be hiding a factor, because any such factor's partner has already been tried. . Worth 1 point. needs an explanation, not just an answer

    Part C 4 points

    Checks the student's use of the rule against the rule as stated, step by step, and restates the rule with the comparison it actually makes. . Worth 2 points.

    Carries out the test the student skipped, and reports the verdict that follows together with the evidence that settles it. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    You are testing 311311 by trial division. List every candidate divisor you are obliged to test, name the first you may skip, and give the two multiplications that mark the boundary. Then say what the stopping rule permits at a candidate dd for which d×dd \times d comes out exactly equal to the number being tested, and why that case is the one to watch.

  5. 5. Straining a list down to the primes . Foundational, 10 points. Question 5 of 5.

    The sieve works on a whole list at once instead of one number at a time. Write the whole numbers from 22 up to your limit, then repeat a single move: take the smallest number not yet crossed out, circle it, and cross out every larger multiple of it. When the crossing out is over, circle everything still standing. This question runs the sieve to 6060, a limit far enough out that the number of crossing-out passes is itself something to be worked out.

    1. Part A.

      Run the sieve on the whole numbers from 22 to 6060. Report every number left circled at the end, in increasing order, and say how many there are.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Name the numbers that had to be used as crossing-out passes for the limit 6060, and give the test that says the passes are finished. Then say whether any further pass would be needed if the same list were extended to a limit of 130130, and give the multiplication that decides it.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    3. Part C.

      A student runs the sieve to 6060, crosses out the multiples of 22, then of 33, then of 55, and stops there, announcing that everything still standing is prime. Decide from the stopping rule whether the student has stopped too early. If the student's list keeps anything that does not belong there, name every such number, and argue that there can be no others.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Runs the passes in order, taking the smallest uncrossed number each time and crossing out only its larger multiples. . Worth 2 points.

    Reports the circled numbers in increasing order and states how many there are, so the finished list is handed in as the answer rather than a sketch of the process. . Worth 1 point.

    Part B 3 points

    Names the passes that the limit requires and gives the comparison that decides where the passes stop. . Worth 2 points.

    Applies the same comparison at the larger limit and says what it decides about a further pass, giving the multiplication that decides it. . Worth 1 point.

    Part C 4 points

    Applies the stopping-rule comparison at this limit and says what it settles about the student's stop. . Worth 2 points. needs an explanation, not just an answer

    Accounts for anything the student's list keeps that does not belong there, and argues that nothing else can be in that position. . Worth 2 points. needs an explanation, not just an answer