Borrower: REC Call #: QA135.5 .

T45 1987

Lending String: PZI,*NJT,GYG,C5U,ICO Location: General Collection

Patron:
ODYSSEY ENABLED
Journal Title: ••• wlU'rSttJdentrnathnotes I
Charge
Volume: Issue: Maxcost: O.OOIFM
MonthlYear: Pages:
Shipping Address:
Article Author: Maletsky, Evan Attn: Carlson Library, ILL Dept., 105#119
Clarion University of Pennsylvania - 105#119
Article Title: Looking for a November 1984 article 840 Wood Street
entitled 'Residue Designs: Using Mathematical Clarion, Pennsylvania 16214
Leftovers' United States

Imprint: Reston, Va. (1906 Association Dr.,

I
Fax: 814-393-1862 or
Reston 22091) : The Council, ©1987-<c2000> Ariel:
email: [email protected]

Z
.. ILL Number: 212441409 ~
EMAIL: [email protected]
I- 1111111111111111111111111111111111111111111111111111111
'a Notice: This material may be protected by Create Date: 20220304
ca copyright law. (Title 17 U.S. Code)
:::i Print Date: 3/412022 11 :07:21 AM

-
..J
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS

~(2)[ffifIT
NOVEMBER 1984

Residue Designs: Using Mathematical Leftovers

Take a look at these circles. Each has been divided into six equal arcs with points numbered 1, 2,
3, 4, 5, 6. Segments have been drawn joining numbered points as shown in the charts. For
instance, in the first circle, point 1 has been joined with point 2, point 2 with point 4, and so on.
Shading alternate regions gives some interesting designs.

1 2 3 4 5 6 1 2 3 4 5 6
2 4 6 1 3 5 3 6 2 5 1 4

These 6 segments form 11 regions. There ap- These 6 segments form 10 regions. There ap-
pear to be two pairs of parallel segments. pears to be only one pair of parallel segments.

Now try your hand at draWing two "designer" circles. Each circle has been divided into ten equal arcs.
Draw segments joining the points as listed in the charts. Then shade alternate regions.
6i.....-__ ~5 6~_--.:5

7 4 7 4

8 3

9 2 9

1 10 1

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
2 4 6 8 10 1 3 5 7 9 3 6 9 1 4 7 10 2 5 8

Count the number of regions inside each circle.

How many pairs of parallel segments do you think are in each circle?
The editors wish to thank Pamela Coffield, Brookstone School, Columbus, GA 31995, for her contributions to this issue.
NCTM: Student Math Notes 69
Remainder Arithmetic
By now, you're probably curious about how we get the numbers in the tables for the drawings. To understand this,
you need to think about the remainders that are left when positive integers are divided by one another. Look at
these divisions.

/
3f7T 3)/~:
3 '1
(J5 /CJ
9

The integers 4,7, and 100 are all alike in that each yields a remainder of 1 when divided by 3. The word congruent is
used to describe numbers that have the same remainder when they are divided by the same divisor. The divisor is
called the modulus, or mod for short. Remainder arithmetic is sometimes called modular arithmetic. 4 -;- 3 gives a
remainder of 1, which can be wrillen 4 sa 1 (mod 3). The symbol es stands for "is congruent to."
Use the same symbolism to represent these sentences:

7 + 3 gives a remainder of 1.
100 + 3 gives a remainder of 1.
20 -;- 11 gives a remainder of 9.
45 + 11 gives a remainder of 1.

Now that you know something about remainder arithmetic, try constructing a multiplication table mod 11. Use the
integers 1,2, 3, ... , 10. This table holds the key to the two drawings you've already done on the first page. The
first five rows of the table are completed for you. Take a look at the integer 9, which is circled and appears at
the intersection of the 5th row and the 4th column
of the table. This means that 5 x 4 = 20 and 20 = Mod 11 Multiplication Table
11 x 1 + 9, so 20 sa 9 (mod 11). Now look at the
integer 1, which is also circled and appears in the 1 2 3 4 5 6 7 8 9 10
cell formed by the intersection of the 5th row and
the 9th column of the table: 5 x 9 = 45 and 45 = 2 4 6 8 10 1 3 5 7 9
11 x 4 + 1, so 45 == 1 (mod 11). Now complete the
remainder of the mod 11 multiplication table. 3 6 9 1 4 7 10 2 5 8

4 8 1 5 9 2 6 10 3 7

5 10 4 ® 3 8 2 7 CD 6

10

70 NCTM: Student Math Notes

Designs from Leftovers
Now that your multiplication table mod 11 is completed, locate the cells containing t's and shade them. Are the
shaded squares symmetric? Spot all the 2's in the table, and shade them in a different color. If you continue the
shading process with different colors, the table will take on a patchwork-quilt design.
Now, look at the first and second rows of your mod 11 multiplication table. Look familiar? Turn back to the front page
and look at the two rows of numbers in the first design you made. This drawing is called an (11,2) residue design
because it is constructed with a modulus of 11 and a constant multiplier of 2. Look also at the first and third rows of
your multiplication table, and you'll see the instructions for drawing the segments for the second circle. This is an
(11,3) residue design. Use the table on page 2 to construct the residue designs (11,4) and (11,5).

Even though the mystery of the construction of residue designs has now been unraveled, other investigations
remain. Draw (5,4), (7,6), and (11,10) designs in the circles below. What is special about them?

4
2
7

5 2 8 3

(5,4) (7,6) (11,10)

Did you get "stripes" from parallel segments in all three designs? Look at the modulus and multiplier for each of
these. They differ by 1, and that translates into a striped design.

6 5
Draw an (11,4) design in the circle given on the left. Compare it to the
4 (11,3) design you did on the first page. They are identical because the
7
multipliers 4 and 3 are reciprocals in mod 11. That means that the
product of 4 and 3 should give a remainder of 1 when divided by 11.
Let's check. 4 x 3 = 12, and 12 = 11 x 1 + 1, so 12 es 1 (mod 11). Give
3 the modulus and multiplier of a residue design that would be identical to
the (7,2) design on the first page. _
The congruence relationships resulting from modular arithmetic occur
frequently in daily life. The statement that Thanksgiving comes on a
Thursday determines the day modulo 7; the hands on a clock give the
hour mod 12; and the odometer on a car gives the total distance
traveled mod 100000. Constructing modular multiplication tables and
10 1
their companion residue designs gives an exciting visual experience
(11,4) with these remainders-the leftovers of mathematics.

NCTM: Student Math Notes 71

More Explorations in Modular Arithmetic

Bet you can't. ..

• Draw a (65,2) residue design in the circle on the right.
This cardioid shape is worth your effort.
• Tackle drawing a (65,3) residue design.
• Make a complete set of all different mod 19 residue
designs.
• Figure out why (21 ,3), (21 ,6), (21,7), (21,9), (21,12),
(21,14), (21,15), and (21,18) designs are all impossi-
ble to draw.

Bet you didn't know that ..•

• Moduli is the plural of modulus.
• Kart Friedrich Gauss (1777-1855) introduced the theory
of congruences in Disquisitiones Arithmeticae, one of his
books about number theory.
• A microcomputer can be programmed to print out a modular multiplication table for use in drawing your own residue
designs. The program below can be used for any prime modulus. The printout to the right of it shows the result when a
modulus of 11 is used as input in line 20.

Hints and Help

• You can find more information about residue designs in Phil Locke's article, "Residue Designs," in the March
1972 Mathematics Teacher. Your teacher or school library may have a copy.
• Note that all moduli used in the residue designs shown here are prime. Composite moduli, such as 21, can only
be used with relatively prime numbers. Thus, designs such as (21 ,3) are impossible to draw, since they produce
zero entries in the table.
10 REM MULTIPLICATION TABLE MODULUS 11
20 REM FOR ANY MODULUS
30 INPUT "MODULUS ";N 1 2 3 4 5 6 7 8 9 10
40 FORL~lTON-l 2 4 6 8 10 1 3 5 7 9
50 PRINT 3 6 9 1 4 7 10 2 5 8
60 FOR I ~ 1 TO N - 1 4 8 1 5 9 2 6 10 3 7
70 LETA~I.L 5 10 4 9 3 8 2 7 1 6
80 LETM ~ A- INT (A / N) • N 6 1 7 2 8 3 9 4 10 5
90 IF M < 10 THEN PRINT" 7 3 10 6 2 9 5 1 8 4
100 PRINT M;" 8 5 2 10 7 4 1 9 6 3
110 NEXT I 9 7 5 3 1 10 8 6 4 2
120 NEXT L 10 9 8 7 6 5 4 3 2 1
130 END

NCTM STUDENT MATH NOTES is published as part of the NEWS BULLETIN by the National Council of Teachers of Mathematics, 1906 Association Drive. Beeton. VA 22091. The
five issues a year appear in September, November, January, March, and May. Pages may be reproduced lor classroom use without permission.

Editor: Evan Maletsky, Department of Mathematics and Computer Science, Montclair State College. Upper Montclair, NJ 07043
Editorial Panel: Pamela Coffield, Brookstone School, 440 Bradley Park Drive. Columbus, GA 31995
Margaret Kenney, Mathematics Institute. Boston College, Chestnut Hill, MA 02167 (Board liaison)
Stephen Krullk, Department of Secondary Education, Temple University, Philadelphia. PA 19122
Lee E. Yunker, West Chicago Community High School, West Chicago. IL 60185

Printed in U.S.A.

72 NCTM: Student Math Notes

Teacher Notes

Page 69. This activity page can be used by itself or as an Page 72. The skill and patience required for drawing the
introduction to pages 70- 72. Careful drawing and counting (65,2) residue design will be well rewarded by the final
are required in completing the two residue designs. Be sure cardioid figure. The worksheet on page 76 can be used in
to note the line symmetry in each figure. drawing the nine different mod 19 residue designs.
Page 71. The worksheet on page 75 can be used in Several readers submitted more efficient variations of
conjunction with this page. Five different residue designs the original microcomputer program for printing modular
are possible in mod 11. The (11,2) and (11,6) designs are multiplication tables. The one on page 72 was submitted by
alike, as are (11,3) and (11,4), (11,5) and (11,9), and (11,7) Karen Ann Johnson, Milwaukee, Wisconsin.
and (11,8). The (11,10) design produces parallel lines.

NCTM: Student Math Notes 73

Answers
Page 69. • The residue designs mod 19 are based on the mod 19
6 multiplication table. The design (19,1) is a degenerate
case. These pairs of residual designs are identical:
(19,2) and (19,10)
(19,3) and (19,13)
(19,4) and (19,5)
8 3 8 3
(19,6) and (19,16)
(19,7) and (19,11)
(19,8) and (19,12)
(19,9) and (19,17)
(19,14) and (19,15)
Parallel segments are formed in (19,18).
26 regions 25 regions
3 pairs of parallel lines no parallel segments
MODULUS 19
I 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18
Page 70. 2 4 6 8 10 12 14 16 18 1 3 5 7 9 II 13 15 17
7 = l(mod 3) 6 1 7 2 8 3 9 4 10 5 3 6 9 12 15 18 2 5 8 [I 14 [7 1 4 7 10 [3 16
4 8 12 16 1 5 9 13 17 2 6 10 14 18 3 7 II 15
100 = l(mod 3) 7 3 10 6 2 9 5 1 8 4 5 10 15 I 6 11 16 2 7 12 17 3 8 13 18 4 9 14
20 ~ 9(mod 11) 8 5 2 10 7 4 1 9 6 3 6 12 18 5 II 17 4 10 16 3 9 15 2 8 14 1 7 13
7 14 2 9 16 4 II 18 6 13 1 8 15 3 10 17 5 .12
45 = l(mod 11) 9 7 5 3 1 10 8 6 4 2
m Q R 7 h , ,1 , 8
9
16
18
5 13
8 17
2
7
10 18
16 6
7 15
15
4
5 14
12
4 13
1 9
3
17
12
6
2
14
II
3
I
II
10
10 1 11 2 12 3 13 4 14 5 15 6 16 7 17 8 18 9
Page 71. II 3 14 6 17 9 I 12 4 15 7 18 10 2 13 5 16 8
12 5 17 10 3 15 8 1 13 6 18 II 4 16 9 2 14 7
13 7 I 14 8 2 15 9 3 16 10 4 17 II 5 18 12 6
6 14 9 4 18 13 8 3 17 12 7 2 16 11 I 15 10 5
6
15 II 7 3 18 14 10 6 2 17 13 9 5 I 16 12 8 4
16 13 10 7 4 1 17 14 11 8 5 2 [8 15 12 9 6 3
17 15 13 II 9 7 5 3 I 18 16 14 12 10 8 6 4 2
18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 I
8 3 8 3

• At least one 0 appears in the mod 21 table for multiples

of 3, 6, 7, 9, 12, 14, 15, and 18. Hence, these residue
10 designs are impossible. Residue designs are possible only
if the modulus and multiplier are relatively prime.
(11,4) (11,5)

The residue designs (5,4), (7,6), and (11,10) all give sets
of parallel lines. (7,2) and (7,4) have the same residue Supplementary Worksheets
designs. The two worksheets on pages 75 and 76 can be used to
Page 72. ("Bet you can't ..• ") help students draw mod 11 and mod 19 residue designs.
• Modulus 65

REFERENCES AND RELATED READINGS

Locke, Phil. "Residue Designs." Mathematics Teacher (March

1972): 260-63.
Peck, Lyman. Secret Codes, Remainder Arithmetic, and Matrices.
Washington, D,C.: National Council of Teachers of Mathemat-
(65,2) (65,3) ics, 1971.

74 NCTM: Student Math Notes

Residue Designs: Mod 11
Use a mod 11 multiplication table to draw these five residue designs.

6 5

8 3 8 3

(11,4) (11,5)

8 3

6 (11,10) 6_- __ ,

8 3 8 3

(11,6) (11,7)

NCTM: Student Math Notes 75

Residue Designs: Mod 19
Nine different mod 19 residue designs are possible. The one for (19,2) is shown. See if you can find all the others.

10 9 10 9 10 9
11 8 11 8

7 12

14 5 14 5 14

3 16 3

2 17 2
17
18 18 18

10 9 10 9 10 9
11 8 11 8 11 8

12 7 12 7 12 7

6 13 6 6

14 5 5 14 5

4 4

16 16 3 16 3

2 17 2 17 2
17
18 18 18

10 9 10 9 10 9
11 8 8 11 8

12 7 12 7 12 7

6 6

14 5 14 5 14 5

4 15

3 16 3 16 3

17 2 17 2 17 2
18 18 18

76 NCTM: Student Math Notes