Impossible square?
Can you make a square from these triangles?
Problem
You are given a limitless supply of right-angled triangles with hypotenuses of unit length and angles of $60$ and $30$ degrees. Can you make a square from these pieces without any gaps or overlaps? See the video clip for a discussion of this problem.
NOTES AND BACKGROUND
This problem is about possibility or impossibility. Can you or can you not make a square from the triangles? You will need to think carefully about the structure of the problem: What properties do the square and triangle have? How can you relate these? What do squares and the triangles have in common? How are they different?
For a similar challenge, see the problem Impossible Triangles?
For small squares, it is easy to check all possible configurations of pieces to check whether a solution exists. For larger squares the number of combinations of pieces gets larger extremely rapidly, and quickly reaches the point at which a check of all of the combinations is impossible, even on a supercomputer. Even if we have checked a large number of square sizes and found no solution, this does not necessarily mean that we cannot find a solution for a larger square. To find a solution, you often need to mine the depths of your cunning and ingenuity. To show that a solution does not exist you often have to use the concept of proof by contradiction .
Proving that a solution does not exist is often much easier than proving that a solution does exist. Interestingly, if a solution can be found, then it is usually very quick to check that the solution is correct, although finding the solution in the first place might be exceptionally difficult. This behaviour underlies the notion of the mysteriously titled 'P vs NP' problem, the solution of which will earn the solver $1,000,000
Ideas concerning proof are discussed in the fascinating article Proof: A Brief Historical Survey Ideas concerning complexity, P vs NP and other ways to earn a million dollars mathematically are found in the PLUS article Code-breakers, Doughnuts, and Violins .
Getting Started
What two ways can you use to determine the area of any resulting square?
Student Solutions
We received three good solutions to this problem. First of all, Josh from Lyng Hall wrote in
The area of the square you make can either be worked out by:
- base x height
or,
- area of triangle x number of triangles
Dealing with the triangles first, they are right angled with 30 and 60 degrees in the other two corners and unit lenghth hypotenuse. This means, by trigonometry, the other two sides will be $\frac{1}{2}$ and $\frac{\sqrt{3}}{2}$. From this we can deduce the area of the triangle will be: $$\frac{1}{2} \times \frac{\sqrt{3}}{2} \times \frac{1}{2} = \frac{\sqrt{3}}{8}$$ The square must be a multiple of this so its area is: $$n\frac{\sqrt{3}}{8}$$ The edges of the square must be made up of a combination of sides of the triangle so can be written as follows:
- Base: $a\times \frac{1}{2} + b\times \frac{\sqrt{3}}{2} + c\times 1$
- Height: $d\times \frac{1}{2} + e\times \frac{\sqrt{3}}{2}\times \frac{\sqrt{3}}{2} + f\times 1$
Steven from City of Sunderland College sent in a similar excellent solution. You can read his write-up in this attached word document.
Robert also gave a solution, and realised that a very advanced (university-level) proof would require us to justify the following results, for which he gave three good proofs. This section would make good reading for any students considering taking a mathematics degree.
In order to solve this problem I will first state and prove some theorems concerning irrational numbers.
Theorem: $\sqrt{3}$ is irrational :
Proof: Assume $\sqrt{3} = a/b$ where $a$ and $b$ are integers and $a/b$ is a fraction in its simplest terms. Then $$ 3 = a^2/b^2 \Rightarrow 3b^2 = a^2 \Rightarrow 3|a^2 \Rightarrow 3|a \Rightarrow 9|a^2 $$ So let $a^2 = 9m$ for some integer m. $\Rightarrow 3b^2 = 9m \Rightarrow b^2 = 3m \Rightarrow 3|b^2 \Rightarrow 3|b$ Therefore if 3 divides both a and b, the fraction $a/b$ is not in its simplest form, which is a contradiction. Thus $\sqrt{3}$ does not equal $a/b$ (for any integers a or b) and so $\sqrt{3}$ is irrational.
Now I shall state and prove some theorems:
Theorem: An irrational number multiplied by a rational number is irrational.
Proof: Let m be an irrational number and let n be a rational number. Thus $n = a/b$, for integers $a$ and $b$. So let us assume that $mn$ is rational thus: $mn = c/d$ for some integers $c$ and $d$. Therefore, $$ (am)/b = c/d \Rightarrow am = (bc)/d \Rightarrow m = (bc)/(ad) $$ Because $bc$ and $ad$ will both be integers, say $e$ and $f$ respectively, then $(bc)/(ad) = e/f$, which is rational, however $e/f$ also equals $m$ which is known to be irrational, which is a contradiction. Therefore an irrational multiplied by a rational must be irrational.
Theorem: A rational number divided by an irrational number is irrational.
Proof: Let m be irrational and n be rational and let us assume that $n/m = a/b$ where $a$ and $b$ are both integers. Now because $n$ is rational we can denote it by $c/d$ where $c$ and $d$ are both integers. Therefore, $$ c/(dm) = a/b \Rightarrow m = bc/ad $$ and because $ad$ and $bc$ will both be integers say $e$ and $f$ respectively, then: $m = f/e$, which is a contradiction because m is irrational and f/e is rational thus $n/m$ must be irrational.
Theorem: A rational number plus an irrational number is irrational.
Proof: Let m be irrational and n be rational, hence $n$ can be expressed as $a/b$ for integers $a$ and $b$. Let us assume that $m$ plus $n$ is rational thus, $m + n = c/d$, for integers $c$ and $d$ $\Rightarrow m + a/b = c/d \Rightarrow m = (bc - ad)/(bd)$, which will be rational, but we have said that $m$ is irrational so this a contradiction and thus $(m + n)$ must be irrational.
Teachers' Resources
Why do this problem
This question is a nice introduction to the concept of proof by contradiction: something concrete (the area of a square) is calculated in two different ways, and these ways are shown to be inconsistent.Possible approach
This problem could be offered with no advice. Students may
experiment with the ideas of visual proofs before realising that
they will need to look at an algebraic solution.
Once the algebra has led to the solution, it is a useful
exercise to ask students to explain in words why the absurdity
leads to the rejection of the square shape, rather than the
rejection of one of the methods of calculation or the rejection of
some of their assumptions concerning the base triangles or the
concept of area.
If the students believe that the square shape is impossible,
they could be pressed on why they are so sure of their methods of
calculation. Such discussion may lead to an increased appreciation
of the need for axioms in mathematics which are statements
that are agreed by all to be true and from
which all else follows.
Key Questions
What formulas for area will we need to use in this
question?
How can we relate these two formulas?
[once someone claims to have solved the problem] Can you
explain to the class why we cannot make a square?
Possible extensions
For the interested student, the article Proof by Contradiction offers
interesting and stimulating reading on the concept of proof by
contradiction.
Alternatively, students could try to experiment to find other
shapes which cannot be made from the triangles. For example,
- Which rectangles is it possible to make using these triangles?
- How many orientations of triangle are possible in a general completed jigsaw?