Expenses
What is the largest number which, when divided into these five numbers in turn, leaves the same remainder each time?
Problem
7020
3951 8725
2587 1905
What is the largest number which, when divided into each of $1905$, $2587$, $3951$, $7020$ and $8725$, leaves the same remainder each time?
If you're not sure where to start you might find it helpful to take a look at Shifting times tables.
If you're still not sure where to start, you could take a look at Getting started.
Getting Started
If you're not sure where to start with this problem, you could consider a simpler problem of the same style and see if you can find a helpful way of visualising the numbers.
A similar problem to think about is:
What is the largest number which, when divided into each of $75$, $19$ and $43$, leaves the same remainder each time?
How could this image help?
Student Solutions
Well done to Oliver from Olchfa School, and others, for good problem-solving and reasoning.
$1905, 2587, 3951, 7020$ and $8725$ all have a remainder of $200$ when divided by $341$. Here's how we know that :
Whatever the largest divisor is going to be (call it $m$) all these numbers can be written in algebra as $am + r$ where $r$ is the remainder and '$a$' is the number of times $m$ goes into that number.
Now because all the numbers will have the same remainder, $r$, when divided by $m$, the difference between any two of those five numbers must be a multiple of $m$. In particular the difference from one number to the next one up must be a multiple of $m$.
So that means that I only need to find the largest number that divides exactly into $682, 1364, 3069$ and $1705$ (the differences).
The prime factors of each of those differences are :
$682$ is $2 . 11 . 31$
$1364$ is $2 . 2 . 11 . 31$
$3069$ is $3 . 3 . 11 . 31$
$1705$ is $5 . 11 . 31$
So the largest divisor of all four numbers will be $341$ ( $11 . 31$ ) and when this is tested on the original five numbers the remainder is $200$ each time.
That's it. But I was wondering if I needed all four differences, or could I have done less calculations, and the answer is that I did need all four differences, because otherwise if any of the original five were not used in the calculations that number could have been anything and plenty of numbers wouldn't work with the solution produced using only some of the original numbers. Hope that's clear!
I also wondered whether I'd done enough calculation - was four differences enough ?
When I have five original numbers there are $10$ differences possible : first with the second, third, fourth and fifth numbers (that's $4$), then second with the third, fourth and fifth (that's $3$ more), third with fourth and fifth, and fourth with fifth (that's $10$ in all)
I think that the answer is yes, four differences is always enough.
I imagined it like this :
Suppose there were just three original numbers, $a$, $b$ and $c$, in that order of size. I'll use the differences $a$ to $b$ and $b$ to $c$, but I wont need $a$ to $c$. That's because whatever the biggest divisor is for a to $b$, and also for $b$ to $c$, it will work for $a$ to $c$ as well.
Lots to think through here - nice solution.
Teachers' Resources
Why do this problem?
This problem has two main steps. Students may already be familiar with factorisation methods for finding divisors. However, using factorisation in this problem is slightly different because the numbers do not have a common factor other than 1. Instead, they have a common remainder when divided by an unknown number. This provides an opportunity for students to look for a step that will allow them to apply something familiar in a new case, which extends their use of factorisation.
Possible approach
Share the problem with students and give them some time to make sense of what it is asking. Students may not know what to do straight away, and it may be helpful to acknowledge that this is a challenging problem and that it's perfectly fine to feel stuck, but that there are approaches that they might find helpful. After some thinking and discussion time, you could offer some of the support that is in the question and in the Getting started page.
Key questions
You could ask these questions for the numbers in the problem itself or the simpler problem in the Getting started page:
How could you visualise or represent the numbers? Can you do this in a way that relates to the problem?
What can you say about the differences between the numbers? (This could be a very big hint so hold back on asking it until students have had some time with the problem and the suggested support.)
Possible support
Students might find it helpful to look at Shifting times tables once they have had a chance to think about what this problem is asking.
Possible extension
You could build on students' understanding of this problem using Clock arithmetic and More adventures with modular arithmetic.