Combinatorially Thinking?
by djmathman, Aug 1, 2013, 3:52 AM
Last April, I went to a mathematics "convention" (or meeting, whatever) held by the NJ Section of the MAA. I was the only kid there (er, the only one actually paying attention/not accompanied by parents that were paying attention/having parents that probably wouldn't pay attention). (By the way, do any AoPSers actually attend these things? Or MAA MathFest for that matter?) There were a couple of interesting lectures, including some about doodling (not by Vi Hart, surprisingly) and about the Netflix
prize. At one point, though, I got to go to a workshop entitled "Combinatorially Thinking." And as all of you know, combinatorics is obviously my strength and not geometry, right?
So our essential assignment was to prove algebraic statements involving Fibonacci numbers, factorials, and binomial coefficients (as well as Stirling numbers of the first and second kinds, Lucas numbers, and other things, but we didn't have time to get to those) WITHOUT ALGEBRA.
I haven't touched this since April, so I decided to go back to it and see if I was any better at this stuff.
Here's a warm-up problem to get a sense as to the methods we were required to use.
Solution
This is a standard recursion problem, right? Well, things got a bit hairier after that.
Solution
Solution
Solution
And these were all the easy ones.... Unfortunately, I have not been able to get any more of the problems. Here are some of the other ones in the packet (that I have not solved yet), if anybody is interested.
I guess I should end with a problem that was NOT from this worksheet, but rather from Combinatorical Arguments at AMSP. Our teacher presented this problem during his lecture, and essentially nobody saw it coming. I was able to grab the main idea of his solution, but there were several key parts that were missing (which was essentially the theme of the course, I guess). I decided to try to piece together this problem using the teacher's (incredibly sketchy) solution sketch as a guide. As per the theme of this blog post, it involves proving algebraic identities using combinatorics.
The solution to this somewhat-contrived problem might seem out of the blue to you, but don't worry, it does to me too.
Solution
Hmm, I've spent at least ninety minutes working on this blog entry. I'm tired.
EDIT: Also, I guess this is a good
post.
![$\$[/dollar]1,000,000$](http://latex.artofproblemsolving.com/d/b/9/db96a95bccdd62c68b3a9491f78029c80f9e63f3.png)
So our essential assignment was to prove algebraic statements involving Fibonacci numbers, factorials, and binomial coefficients (as well as Stirling numbers of the first and second kinds, Lucas numbers, and other things, but we didn't have time to get to those) WITHOUT ALGEBRA.
I haven't touched this since April, so I decided to go back to it and see if I was any better at this stuff.
Here's a warm-up problem to get a sense as to the methods we were required to use.
Quote:
Let
be the
th Fibonacci number, with the alternate definition
and
for all
. Consider the number of ways to tile a
board with
squares and
dominoes. Prove that this number is
.









Solution
We shall prove this recursively. Let
be the number of ways to tile a
board with the given dominoes. If the last piece is a
domino, then there are
ways to fill the remaining
squares in the board. Otherwise, the last piece must be a
domino, and there are
ways to fill the remainder of the board with this piece at the front. Therefore
. But note that
since there is one way to tile a
board (which is to not tile it at all!) and
. Therefore
for all
. 














This is a standard recursion problem, right? Well, things got a bit hairier after that.
Quote:
Prove that for all
, ![\[f_0+f_2+f_4+\cdots f_{2n}=f_{2n+1}.\]](//latex.artofproblemsolving.com/7/f/7/7f7f92ab0d0ee5c31605af96a077e15569db84cb.png)

![\[f_0+f_2+f_4+\cdots f_{2n}=f_{2n+1}.\]](http://latex.artofproblemsolving.com/7/f/7/7f7f92ab0d0ee5c31605af96a077e15569db84cb.png)
Solution
Consider the number of ways to tile a
board with
squares and
dominoes. We know that the number of ways to do this is
. Now we need to find another way to express this quantity, and to do this we consider the location of the last square in the sequence. If this
square is indeed last, then there are
ways to tile the rest of the board. Otherwise, a
domino must lie at the end. If a square comes immediately after this domino, then there are
squares left to tile, and they can be tiled in
ways. If not, however, then a
domino must go here as well. Continue this pattern back until all but the first square is tiled with dominoes. Then, a
square must fill this spot, and there are
ways to tile the remaining "leftover" board. We have exhausted all possible cases, and adding all them up gives us
, as desired. 














Quote:
Prove that for
, ![\[f_{n-1}^2+f_n^2=f_{2n}.\]](//latex.artofproblemsolving.com/7/4/1/741b5b3a6646974a42f35d30b3c21598b08524e9.png)

![\[f_{n-1}^2+f_n^2=f_{2n}.\]](http://latex.artofproblemsolving.com/7/4/1/741b5b3a6646974a42f35d30b3c21598b08524e9.png)
Solution
Split the
board into two
boards along its middle. In a regular
tiling, either two things will happen: the board will be "disconnected" or they will be "connected". If they are disconnected, then each of them can be tiled separately. Each of them can be tiled in
ways, for a total of
ways. Otherwise, the boards are "connected", and essentially what I mean by this is that a
domino will pass through the point where the
board is broken in two. In this case, this
domino creates two
boards, one on each side, which can also be tiled independently. This gives
ways to tile the board in this case. Therefore
, as desired. 












Quote:
Prove that for any
, ![\[\dbinom n0+\dbinom{n-1}1+\dbinom{n-2}2+\cdots=f_n.\]](//latex.artofproblemsolving.com/e/8/2/e822786946a80dde5c74ce6c9a01fd5e40dce9db.png)

![\[\dbinom n0+\dbinom{n-1}1+\dbinom{n-2}2+\cdots=f_n.\]](http://latex.artofproblemsolving.com/e/8/2/e822786946a80dde5c74ce6c9a01fd5e40dce9db.png)
Solution
As usual, consider a tiling of a
board with
squares and
dominoes. Consider in each of the individual tilings the number of
dominoes that exist in the tiling. If there are zero dominoes in the tiling, then there are
ways to "place" them, and the remaining squares can be filled with
squares.
Now, I claim that there exists a bijection mapping the number of ways to place
dominoes in a
board to the number of ways to place
squares in a
board. The reasoning for this is simple: I can take each of the
squares that are placed and simply append another square to the right of it. That way, I will have
dominoes taking up a total of
squares. Now that the bijection is established, it is easy to see that the number of ways to place
dominoes in a
board is simply
. Each of these placements establishes a unique tiling, as I can as before simply fill in the remaining untiled squares with
tiles as necessary.
Therefore, the number of possible tilings with one
domino is
, the number of possible tilings with two dominoes is
, and so on. Summing over all possible values for the number of dominoes in the tiling, we cover all possible tilings and get the requested identity
![\[\dbinom n0+\dbinom{n-1}1+\dbinom{n-2}2+\cdots=f_n.\qquad\blacksquare\]](//latex.artofproblemsolving.com/e/1/d/e1d744ba73fff79cc9c588f43bc1c81e489dedc3.png)






Now, I claim that there exists a bijection mapping the number of ways to place













Therefore, the number of possible tilings with one



![\[\dbinom n0+\dbinom{n-1}1+\dbinom{n-2}2+\cdots=f_n.\qquad\blacksquare\]](http://latex.artofproblemsolving.com/e/1/d/e1d744ba73fff79cc9c588f43bc1c81e489dedc3.png)
And these were all the easy ones.... Unfortunately, I have not been able to get any more of the problems. Here are some of the other ones in the packet (that I have not solved yet), if anybody is interested.
Quote:
For
, ![\[\sum_{k=0}^nf_k^2=f_nf_{n+1}.\]](//latex.artofproblemsolving.com/5/8/8/58804c716fe7f5b5ae5b67cd4e2e83af9f2a8fb9.png)

![\[\sum_{k=0}^nf_k^2=f_nf_{n+1}.\]](http://latex.artofproblemsolving.com/5/8/8/58804c716fe7f5b5ae5b67cd4e2e83af9f2a8fb9.png)
Quote:
For
, ![\[f_{2n}=\sum_{k\geq 0}\dbinom nk f_k\qquad\text{and}\qquad2^nf_n=\sum_{k\geq 0}\dbinom nk f_{3k}.\]](//latex.artofproblemsolving.com/a/c/e/aced00d22514bc1605b0df684eae91f0c171e32a.png)

![\[f_{2n}=\sum_{k\geq 0}\dbinom nk f_k\qquad\text{and}\qquad2^nf_n=\sum_{k\geq 0}\dbinom nk f_{3k}.\]](http://latex.artofproblemsolving.com/a/c/e/aced00d22514bc1605b0df684eae91f0c171e32a.png)
Quote:
For
, ![\[\sum_{i\geq 0}\sum_{j\geq 0}\dbinom{n-i}j\dbinom{n-j}i=f_{2n+1}.\]](//latex.artofproblemsolving.com/d/a/8/da8632bbb30d1f7ebe9c7f26c60c72fdbd925c82.png)

![\[\sum_{i\geq 0}\sum_{j\geq 0}\dbinom{n-i}j\dbinom{n-j}i=f_{2n+1}.\]](http://latex.artofproblemsolving.com/d/a/8/da8632bbb30d1f7ebe9c7f26c60c72fdbd925c82.png)
I guess I should end with a problem that was NOT from this worksheet, but rather from Combinatorical Arguments at AMSP. Our teacher presented this problem during his lecture, and essentially nobody saw it coming. I was able to grab the main idea of his solution, but there were several key parts that were missing (which was essentially the theme of the course, I guess). I decided to try to piece together this problem using the teacher's (incredibly sketchy) solution sketch as a guide. As per the theme of this blog post, it involves proving algebraic identities using combinatorics.
The solution to this somewhat-contrived problem might seem out of the blue to you, but don't worry, it does to me too.
USA TST 2010.8 wrote:
Let
be positive integers with
, and let
be the set of all
-term sequences of positive integers
such that
. Show that






\[\begin{align*}&\sum_S 1^{a_1} 2^{a_2} \cdots n^{a_n}\\& = {n \choose n} n^m - {n \choose n-1} (n-1)^m + \cdots + (-1)^{n-2} {n \choose 2} 2^m + (-1)^{n-1} {n \choose 1}.\end{align*}\]
Solution
Define a new sequence
such that
for all
. Then the LHS of the desired equality is equal to
![\[\sum_S1^{b_1+1} 2^{b_2+1} \cdots n^{b_n+1}=n!\sum_S1^{b_1}2^{b_2}\cdots n^{b_n}.\]](//latex.artofproblemsolving.com/c/4/3/c430571442aae1cc6dd78ec295b9b31331f18072.png)
I now claim that both sides of this equality are equivalent to the number of ways to color the squares of a
board with
colors such that each color is used at least once. The right hand side of the equality, while complicated, is actually PIE in disguise.
is the number of ways to color the board with at most
colors (since you assign one of
possibilities to each of the
squares),
is the number of ways to color the board with at most
colors (since there are
ways to choose the
colors to pick, and
possible colors to assign to each of the
squarea),
is the number of ways to color the board with at most
colors, and so on. Alternating adding and subtracting these expressions gives the required PIE calculation, and also unsurprisingly gives us the expression on the right.
The left hand side, while prettier to look at, is a bit more difficult to comprehend. However, it revolves around the following concept: when "reading" the coloring from left to right, for each of the
colors there must exist a square for which that color is "introduced", i.e. there must exist a square for which that color appears first. This is where the sequences
and
come in. Consider analyzing the number of possible colors in the following way:
denotes the number of squares for which only one color is used,
denotes the number of squares for which only two colors can be used (i.e. the second color is introduced at the end of the set of
squares),
denotes the number of squares for which only three colors can be used, and so on. It is clear that this agrees with the concept described earlier, but there is a missing caveat: the
th color must be used on the first square in the sequence of
squares. This way, we will guarantee the fulfillment of the condition that every color is to be used at least once. This eliminates the first square from any dispute in terms of its color, and leaves us with
squares to worry about. Now, note that there is one possible color for the squares collected under
, two possible colors for the squares collected under
, and so on, until there are
possible colors for the final
squares. This gives us
possible colorings. However, there are
ways to rearrange the colors to use (for example, we could have the sequence red-blue or the sequence blue-red for
). Therefore, for each unique sequence
, there are
possible colorings related to that sequence. Summing over all possible sequences gives us the total number of ways to color the board with our restrictions. But this is simply the left hand side of our equality as well!
Therefore the two sides are equal, as desired.



![\[\sum_S1^{b_1+1} 2^{b_2+1} \cdots n^{b_n+1}=n!\sum_S1^{b_1}2^{b_2}\cdots n^{b_n}.\]](http://latex.artofproblemsolving.com/c/4/3/c430571442aae1cc6dd78ec295b9b31331f18072.png)
I now claim that both sides of this equality are equivalent to the number of ways to color the squares of a














The left hand side, while prettier to look at, is a bit more difficult to comprehend. However, it revolves around the following concept: when "reading" the coloring from left to right, for each of the



















Therefore the two sides are equal, as desired.

Hmm, I've spent at least ninety minutes working on this blog entry. I'm tired.
EDIT: Also, I guess this is a good

This post has been edited 4 times. Last edited by djmathman, Sep 5, 2013, 1:27 AM