What this quiz covers
This quiz focuses on Proof By Contradiction, giving you a quick way to practice the rules, question types, and explanations that matter most for Discrete Math.
Consider the statement: "For any integer n, if n2 is even, then n is even." A student attempts to prove this by contradiction, assuming n2 is even but n is odd. If n is odd, then n=2k+1 for some integer k. What contradiction emerges when the student computes n2?
Discrete Math Quiz
Practice Proof By Contradiction in Discrete Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.
This quiz focuses on Proof By Contradiction, giving you a quick way to practice the rules, question types, and explanations that matter most for Discrete Math.
Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.
Consider the statement: "For any integer n, if n2 is even, then n is even." A student attempts to prove this by contradiction, assuming n2 is even but n is odd. If n is odd, then n=2k+1 for some integer k. What contradiction emerges when the student computes n2?
A proof by contradiction aims to show that the equation x2−2x+5=0 has no real solutions. The proof begins by assuming there exists a real number x such that x2−2x+5=0. Which manipulation most directly leads to the desired contradiction?
Consider proving by contradiction that there exist irrational numbers a and b such that ab is rational. The proof assumes the contrary: for all irrational a and b, ab is irrational. Which case analysis correctly establishes the contradiction?
Consider proving by contradiction that there is no largest even integer. A student begins by assuming "there exists a largest even integer M". To complete the proof, which approach correctly leads to a contradiction?
To prove by contradiction that 2+3 is irrational, suppose 2+3=r for some rational number r. After rearranging to 2=r−3 and squaring both sides, which equation results?
A student attempts to prove by contradiction that 3 is irrational. They assume 3=ba where a and b are integers with gcd(a,b)=1. After squaring both sides and rearranging, they obtain 3b2=a2. What is the next crucial step to reach a contradiction?
A student wants to prove by contradiction that if n is an integer and n2 is divisible by 4, then n is even. They assume n is odd and n2 is divisible by 4. Writing n=2k+1 for some integer k, what form does n2 take that reveals the contradiction?
To prove by contradiction that there are infinitely many prime numbers, Euclid's argument assumes there are only finitely many primes p1,p2,…,pk. The proof then considers the number N=p1⋅p2⋅…⋅pk+1. What property of N leads to the contradiction?
In attempting to prove by contradiction that log23 is irrational, a student assumes log23=qp where p and q are integers with q=0 and gcd(p,q)=1. After converting to exponential form, which equation should the student obtain?
A proof by contradiction aims to show that the system of equations {x+y=1x+y=2 has no solution. After assuming a solution (x0,y0) exists, which step most directly establishes the contradiction?
To prove that log102 is irrational, a student uses proof by contradiction. They assume log102=qp where p and q are integers with q>0 and gcd(p,q)=1. Converting to exponential form gives 10p/q=2. After raising both sides to the power q, they obtain 10p=2q. Which statement best explains why this equation leads to a contradiction?
To prove that 3 is irrational, a student begins by assuming 3=ba where a and b are integers with gcd(a,b)=1. After squaring both sides and rearranging, the student obtains 3b2=a2. Which of the following correctly identifies the key contradiction that completes this proof?
A student wants to prove by contradiction that there are infinitely many prime numbers. They assume there are only finitely many primes p1,p2,…,pk and consider the number N=p1⋅p2⋅…⋅pk+1. Which statement most accurately describes what the student must show to complete the contradiction?
A student wants to prove by contradiction that log23 is irrational. They begin by assuming log23=qp where p and q are positive integers with gcd(p,q)=1. After converting to exponential form, they obtain 2p/q=3. Which step correctly leads to the desired contradiction?
A student wants to prove by contradiction that if a and b are rational numbers with b=0, then a+b2 is irrational when a=0 or b=0 (i.e., not both zero). They assume a+b2 is rational and equal to some rational number sr where gcd(r,s)=1. Which manipulation correctly leads to a contradiction?
To prove that 32 is irrational, a student assumes 32=ba where a and b are positive integers with gcd(a,b)=1. After cubing both sides, they get 2=b3a3, so 2b3=a3. Which of the following correctly identifies why this leads to a contradiction?
A student attempts to prove by contradiction that no integer n satisfies n2≡2(mod3). They assume such an n exists and consider the possible remainders when n is divided by 3. Which of the following correctly establishes the contradiction?
Consider the statement: "There is no largest even integer." To prove this by contradiction, a student assumes there exists a largest even integer N. Which of the following arguments correctly derives a contradiction from this assumption?
To prove that the equation x2+y2=3 has no integer solutions, a student uses proof by contradiction. They assume there exist integers x and y such that x2+y2=3 and consider this equation modulo 4. Which of the following correctly completes the contradiction?
Consider the statement: "For all real numbers x, if x3+x+1>0, then x>−1." To prove this by contradiction, what should be assumed, and what type of contradiction should be sought?