Always two
Find all the triples of numbers a, b, c such that each one of them plus the product of the other two is always 2.
Problem
Three numbers, $a, b$ and $c$, have the property that when we multiply two of them together and then add the third one we always get the answer $2$.
Can you write down three equations that $a, b$ and $c$ satisfy?
Click on the button below to reveal the three equations that Claire wrote down.
$$ab+c=2\\ bc+a=2\\ca+b=2$$
Use two of your equations to show that: $$(b-1)(a-c)=0$$
You could start by subtracting one equation from another.
Alternatively, all of the equations are equal to $2$, so you could put two of the left hand sides equal to each other.
You should be able to find a common factor of $(a-c)$.
If we have $(b-1)(a-c)=0$, then what are the two cases that we must consider?
If you know that $(x-2)(x-3)=0$, then you can conclude that either $x-2=0$ or $x-3=0$. What are the two different cases for $(b-1)(a-c)=0$?
If $(b-1)(a-c)=0$, then we must have either $b=1$ or $a=c$.
Use one of your cases to reduce the original set of three equations to a set of two equations in two unknowns. Solve these to find one or more possible sets of solutions to the original problem. Repeat with the other case! There is more help available with this step in the getting started section.
Extension
Can you find all the possible values of $a, b$ and $c$ in these cases:
1. Three numbers, $a, b$ and $c$, have the property that when we multiply two of them together and then add the third one we always get the answer $6$.
2. Three numbers, $a, b$ and $c$, have the property that when we multiply two of them together and then subtract the third one we always get the answer $2$.
Further extension
Can you solve the general case where if you multiply two of the numbers together and then add the third you always get the value $k$?
Getting Started
When $b=1$, you can substitute this into the original equations to get a set of two equations in $a$ and $c$. With a bit of manipulation you can turn these into a quadratic equation in either $a$ or $c$. Solve this to find some possible values.
When $a=c$ you can rewrite $c$ as $a$ in the original equations, giving you two equations in $a$ and $b$. You can eliminate $b$ to get a cubic equation in $a$. Use the work you have already done in the previous case to find a possible solution for $a$ and use this to factorise the cubic into a product of a linear and quadratic term.
In the video below Claire shows you how you could factorise a cubic.
Student Solutions
Well done to Nishad from Thomas Estley Community College in England, who sent in this full solution to the main problem:
Firstly we get that the equations are:
$ab+c=2$
$ac+b=2$
$bc+a=2$
Now notice that $$(ba+c)-(bc+a)=2-2 \Rightarrow b(a-c)-(a-c)=0 \Rightarrow (b-1)(a-c)=0$$
This gives us 2 cases namely $b=1$ or $a=c$
Case 1: $b=1$
We can substitute this into the original equations that we had
$a+c=2 \Rightarrow c=2-a$
$ac=1$
Hence
$a(2-a)=1 \Rightarrow 0=a^2 -2a +1 = (a-1)^2$
This gives us the solutions $a=1$,$c=1$
Hence 1 set of solutions $(a,b,c)$ is
$(1,1,1)$
Case 2: $a=c$
We can substitute this into the original equations that we had
$ab+a=2 \Rightarrow b=\frac{2}{a}-1$
$a^2+b=2$
Hence
$a^2 + \frac{2}{a}-1 = 2 \Rightarrow a^{3} - 3a +2 = 0$
Since $a=1$ is a root of the equation $(a-1)$ is a factor
$a^3 -3a +2 = (a-1)(a^2+a-2) = (a-1)(a-1)(a+2) = 0$
Using $a=1$ gives us the same set of solutions as before but $a=-2$ gives us a new set, namely
$(-2,-2,-2)$
Nayanika from The Tiffin Girls' School in the UK began the first part of the extension:
Here, it should say $ac+1=6,$ so $c(6-c) +1 = 6c-c^2+1=6,$ therefore $c^2-6c+5=0.$ From here, Clare continued:
$c^2-6c+5=0\Rightarrow (c-1)(c-5)=0$ so $c=1$ or $c=5.$
$a+c=6,$ so $a$ is the other out of $1$ and $5.$
This means $a,b,c$ are $1,1,5$ (in any order).
Case 2 - $a=c$
Now $ab+a=6$ and $a^2+b=6,$ so $b=6-a^2$
Therefore $a(6-a^2)+a=6\Rightarrow 6a-a^3+a=6 \Rightarrow a^3-7a+6=0$
We can see that $a=1$ is a solution (and this is not a surprise because we already know $b$ could be $5$ and $a$ and $c$ could both be $1$), so $a-1$ will be a factor:
$a^3-7a+6=(a-1)(a^2+a-6)=(a-1)(a+3)(a-2)=0$
Therefore $a=c$ could also be $-3$ or $2.$
If $a=c=-3,$ then $ac+b=6$ becomes $9+b=6$ so $b=-3$ as well. This will clearly work for all of the equations.
If $a=c=2,$ then $ac+b=6$ becomes $2+b=6$ so $b=2$ as well.
Therefore $a,b,c$ could be $1,1,5$ or $2,2,2$ or $-3,-3,-3.$
For the second part of the extension, Mattia wrote:
Nishad completed the extension by beginning with the further extension:
$ab+c=k$
$ac+b=k$
$bc+a=k$
Now notice that
$(ba+c)-(bc+a)=k-k \Rightarrow b(a-c)-(a-c)=0 \Rightarrow (b-1)(a-c)=0$ so we get the same equation in the general case
Case 1: $b=1$
We can substitute this into the original equations that we had
$a+c=k \Rightarrow c=k-a$
$ac=k-1$
Hence
$a(k-a)=k-1 \Rightarrow 0=a^2 -ka +k-1 = (a-1)(a-(k-1))$
This gives us the solutions $a=1$, $c=k-1$ (and $a=k-1$,$c=1$)
Hence 1 set of solutions $(a,b,c)$ is
$(1,1,(k-1))$
but due to the symmetry of the problem all 3 permutations of this set are solutions, namely $((k-1),1,1)$, $(1,(k-1),1)$ as well.
Case 2: $a=c$
We can substitute this into the original equations that we had
$ab+a=k \Rightarrow b=\frac{k}{a}-1$
$a^2+b=k$
Hence
$a^2 + \frac{k}{a}-1 = k \Rightarrow a^3 - (k+1)a +k = 0$
Since $a=1$ is a root of the equation $(a-1)$ is a factor
$a^3 -(k+1)a +k = (a-1)(a^2+a-k) = (a-1)(a-\phi)(a+(\phi+1)) = 0$ for some $\phi,$ where
$\phi (\phi +1) =k \Rightarrow \phi^2+\phi-k$
$\phi = \frac{-1+\sqrt{4k+1}}{2}$
$-(\phi +1) = \frac{-1-\sqrt{4k+1}}{2}$
Now we have new 2 new sets of solutions
When $a=\frac{-1+\sqrt{4k+1}}{2}$ gives us the set of solutions $$\left(
\frac{-1+\sqrt{4k+1}}{2},\frac{-1+\sqrt{4k+1}}{2},\frac{-1+\sqrt{4k+1}}{2}
\right)$$
When $a=\frac{-1 -\sqrt{4k+1}}{2}$ gives us the set of solutions
$$\left(
\frac{-1-\sqrt{4k+1}}{2},\frac{-1-\sqrt{4k+1}}{2},\frac{-1-\sqrt{4k+1}}{2}
\right)$$
Remark: To find $b$ we could substitute the value of $a$ into
$b=\frac{k}{a} - 1$
For the case where $a=\frac{-1+\sqrt{4k+1}}{2}$:
$$\begin{split}b&= \frac{2k}{-1+\sqrt{4k+1}} -1\\
&=\frac{2k+1-\sqrt{4k+1}}{-1+\sqrt{4k+1}}\\&=\frac{2k+1-\sqrt{4k+1}}{-1+\sqrt{4k+1}} \times
\frac{1+\sqrt{4k+1}}{1+\sqrt{4k+1}}\\ &=
\frac{2k+1-\sqrt{4k+1}+(2k+1)\sqrt{4k+1} -4k-1}{4k+1-1}\\&=\frac{-2k-\sqrt{4k+1}+(2k+1)\sqrt{4k+1}}{4k}\\& =\frac{-2k+2k\sqrt{4k+1}}{4k}\\& = \frac{-1+\sqrt{4k+1}}{2} \\&= a\end{split}$$
Which is why in fact $a=b=c$ (A very similar rationalizing of the denominator works for the case where $a=\frac{-1-\sqrt{4k+1}}{2}$)
Extension 1:
After having done the further extension for the general case we can substitute in $k=6$ to get the sets $(5,1,1)$ (and its permutations), $(2,2,2)$, $(-3,-3,-3)$
Extension 2:
$ab-c=2$
$ac-b=2$
$bc-a=2$
Now notice that
$(ba-c)-(bc-a)=2-2 \Rightarrow b(a-c)+(a-c)=0 \Rightarrow (b+1)(a-c)=0$
This gives us 2 cases namely $b=-1$ or $a=c$
Case 1: $b=-1$
We can substitute this into the original equations that we had
$-a-c=2 \Rightarrow c=-2-a$
$ac=1$
Hence
$a(-2-a)=1 \Rightarrow 0=a^2 +2a +1 = (a+1)^2$
This gives us the solutions $a=-1$, $c=-1$
Hence 1 set of solutions $(a,b,c)$ is
$(-1,-1,-1)$
Case 2: $a=c$
We can substitute this into the original equations that we had
$ab-a=2 \Rightarrow b=\frac{2}{a}+1$
$a^2-b=2$
Hence
$a^2 - \frac{2}{a}-1 = 2 \Rightarrow a^{3} - 3a -2 = 0$
Since $a=-1$ is a root of the equation $(a+1)$ is a factor
$a^3 -3a -2 = (a+1)(a^2-a-2) = (a+1)(a+1)(a+2) = 0$
Using $a=-1$ gives us the same set of solutions as before but $a=2$ gives
us a new set, namely $(2,2,2)$
Teachers' Resources
Why use this problem?
The problem gives practice in writing equations from verbal information and in algebraic manipulation. Learners will experience the value of recognising and making use of the symmetries in the algebraic expressions that occur.
As a non-standard problem, it is designed for learners to think for themselves, but it does not require any mathematical knowledge beyond knowing how to solve two linear simultaneous equations in two unknowns.
Possible approach
Encourage learners to work in pairs or small groups to discuss how they might tackle the problem, then to work out the solutions individually, and finally to check together if their answers agree.This is reassuring for people who are inclined to panic at the unfamiliar, and gives practice in communication of mathematical ideas.
Learners may find one or both of the solutions by trial and error, but the challenge is to then prove that there are no other solutions.
Key questions
Are you using the symmetry of the expressions?
If you subtract one equation from another in pairs, what do you notice?
What can you deduce if the product of two linear factors in an equation is zero?
Possible support
In order to gain some experience of thinking for themselves, and not simply following set procedures to solve a system of equations, the class could initially try the problem Symmetricality which is another non-standard problem involving simultaneous equations.
As practice in solving more standard sets of simultaneous equations with unit coefficients in more than 2 unknowns learners could try Simultaneous Equations Sudoko
Possible Extension
Try Leonardo's Problem where you have to first create the equations, and then solve them.