NSW Education Standards Authority

Mathematics Extension 1 Year 12

Proof Topic Guide

The Mathematics syllabuses are the documents used to inform the scope of content that will
be assessed in the HSC examinations.

Topic Guides provide support for the Mathematics Stage 6 courses. They contain information
organised under the following headings: Terminology; Use of technology; Background
information; General comments; Future study; Considerations and teaching strategies;
Suggested applications and exemplar questions.

Topic Guides illustrate ways to explore syllabus-related content and consequently do not
define the scope of problems or learning experiences that students may encounter through
their study of a topic. The terminology list contains terms that may be used in the teaching and
learning of the topic. The list is not exhaustive and is provided simply to aid discussion.

Please provide any feedback to the Mathematics and Numeracy Curriculum Inspector.

Effective from 2019 Year 11, and Term 4, 2019 Year 12

Publication date April 2018
Updated December 2018 – new NESA template implemented
Contents
Topic focus ........................................................................................................................... 3

Terminology .......................................................................................................................... 3

Use of technology ................................................................................................................ 3

Background information ...................................................................................................... 3

General comments ............................................................................................................... 4

Future study.......................................................................................................................... 4

Subtopics .............................................................................................................................. 4
ME-P1: Introduction to Proof by Mathematical Induction ................................................................... 5

Subtopic focus ................................................................................................................................ 5

Considerations and teaching strategies ........................................................................................ 5

Suggested applications and exemplar questions .......................................................................... 6

Mathematics Extension 1 Year 12 Topic guide: Proof, updated December 2018 Page 2 of 6
Topic focus
The topic Proof involves the communication and justification of an argument for a
mathematical statement in a clear, concise and precise manner.

A knowledge of proof enables a level of reasoning, justification and communication that is

accurate, concise and precise.

The study of proof is important in developing students’ ability to reason, justify, communicate
and critique mathematical arguments and statements necessary for problem-solving and
generalising patterns.

Terminology
assumption identity multiple
basis inductive proof principle of mathematical
conclusion inductive step induction
divisibility initial statement proof by induction
false proofs by induction mathematical induction 

Use of technology
Dynamic graphing software and spreadsheets can be used to look for patterns in sequences
of numbers.

Background information
Many discoveries have arisen through the observation and recognition of patterns in different
situations. This has led to the formation of conjectures to describe the situation. In areas such
as the natural sciences and philosophy inductive reasoning may be used as a method to
‘induce’ general conclusions using particular observations. In mathematics, simply observing a
pattern to determine a relationship is not sufficient to prove the validity of the relationship.
Mathematical induction uses a deductive form of reasoning to prove the validity of proposition
for all natural numbers.

Mathematical induction is often likened to an infinite set of dominos. The dominos are standing
on their edge close enough together so that if the first domino is tipped over it will tip the
second, then the second domino tips the third and so on, leading to all dominos in the set
being tipped over.

The methodology of mathematical induction consists of two key steps to prove that a
proposition 𝑃(𝑛) holds for all natural numbers, 𝑛. These key steps are often referred to as the
initial (or base step) and the inductive step. The initial step involves showing that the
proposition holds true for some particular initial value, such as 𝑛 = 1. The inductive step then
involves illustrating that if 𝑛 = 𝑘 is true for 𝑃(𝑛), then the proposition is true for 𝑛 = 𝑘 + 1. The
inductive hypothesis is a core element of the inductive step and is the assumption used to
prove the proposition is true. In the case above the inductive hypothesis is that the proposition

Mathematics Extension 1 Year 12 Topic guide: Proof, updated December 2018 Page 3 of 6
holds (or exists) for 𝑛 = 𝑘, hence then this is used to prove the case when 𝑛 = 𝑘 + 1.

Linking the process of induction back to the infinite set of dominos, the initial step is that the
first domino falls (ie. 𝑛 = 1), the inductive step is that given the 𝑘th domino falls (ie. 𝑛 = 𝑘, the
inductive hypothesis), then the (𝑘 + 1)th domino falls, and then all of the dominos will fall.

General comments
This topic familiarises student with the principle of mathematical induction and its use to prove
propositions, which is a valuable tool for many advanced aspects of mathematics.

The material in this topic builds on the content from the Number and Algebra Strand and
Measurement and Geometry Strand of the Mathematics K–10 Syllabus, including the Stage
5.3 substrands of Algebraic Techniques, Properties of Geometrical Figures and Circle
Geometry.

Students are required to develop a strong conceptual understanding of mathematical

arguments and the principle of mathematical induction.

The logical sequence of steps in the proof technique needs to be understood and carefully
justified. The use of common initialisms such as RTP (required to prove) is acceptable.

Problems are to be limited to those involving series and divisibility. Mathematical induction
problems involving inequalities and relevant problems in geometry are part of the Mathematics
Extension 2 course.

It is appropriate to introduce and use sigma notation when considering proof; however,
students are not required to work with sigma notation. Sigma notation is formally introduced in
the Mathematics Extension 2 course in the topic MEX-P2: Further Proof by Mathematical
Induction.

It is not possible to prove the principle of mathematical induction as it is an axiom and

therefore cannot itself be proved true.

Future study
Students need to ensure that they can clearly, precisely and efficiently communicate and
justify mathematical arguments and statements and use Mathematical induction to prove
problems related to series and divisibility.

For students studying Mathematics Extension 2, this topic leads directly into the subtopic
MEX-P2: Further Proof by Mathematical Induction.

Subtopics
 ME-P1: Introduction to Proof by Mathematical Induction

Mathematics Extension 1 Year 12 Topic guide: Proof, updated December 2018 Page 4 of 6
ME-P1: Introduction to Proof by Mathematical Induction

Subtopic focus
The principal focus of this subtopic is to explore and to develop the use of the technique of
proof by mathematical induction to prove results. Students are introduced to mathematical
induction for a limited range of applications so that they have time to develop confidence in its
use.

Students develop the use of formal mathematical language and argument to prove the validity
of given situations using inductive reasoning. The logical sequence of steps in the proof
technique needs to be understood and carefully justified, thus encouraging clear and concise
communication which is useful both in further study of mathematics and in life.

Considerations and teaching strategies

 Review of the following may be needed to meet the needs of students:
 The concepts of divisibility and multiples. For example if 𝑘 is a divisible by 5, then 𝑘 = 5𝑥
where 𝑥 is an integer.
 The principle of mathematical induction may be stated as follows:
Suppose the following can be proved about a statement or proposition, 𝑃(𝑛), about
positive integers:
(a) the statement is true when 𝑛 = 1, and
(b) the statement is true for 𝑛 = 𝑘 + 1 whenever it is true for 𝑛 = 𝑘.
Then the statement is true for all positive integers 𝑛.
 Cases in which the starting point is not 𝑛 = 1 are part of the Mathematics Extension 2
Stage 6 Syllabus.
 Sigma notation is introduced formally in the Mathematics Extension 2 subtopic MEX-P2:
Further Proof by Mathematical Induction, but could be introduced informally as part of this
topic. Students would not be penalised for answering an examination question using
sigma notation.
 In mathematical induction both steps must be verified before the proof is valid. This can be
illustrated by ‘proofs’ of false results.
˗ For example, the ‘proof by induction’ that all successive integers are equal to each
other:
Let 𝑃(𝑛) be the statement 𝑛 = 𝑛 + 1. Then, 𝑃(𝑘 + 1) follows logically from 𝑃(𝑘), but
𝑃(1) is not true.
 A proof could be set out as follows:
1
Prove that 1 + 4 + 9 + ⋯ + 𝑛2 = 6 𝑛(𝑛 + 1)(2𝑛 + 1) for all positive integers 𝑛.
1
RTP: 1 + 4 + 9 + ⋯ + 𝑛2 = 6 𝑛(𝑛 + 1)(2𝑛 + 1)

Test 𝑛 = 1: LHS = 1
1 1
RHS = 6
× 1 × (1 + 1) × (2 + 1) = 6 × 1 × 2 × 3 = 1

∴ true for 𝑛 = 1.

Mathematics Extension 1 Year 12 Topic guide: Proof, updated December 2018 Page 5 of 6
 Let 𝑛 = 𝑘 be a value for which the result is true
1
1 + 4 + 9 + ⋯ + 𝑘 2 = 6 𝑘(𝑘 + 1)(2𝑘 + 1) is a true statement (*)

Prove that the result is true for 𝑛 = 𝑘 + 1

1
RTP: 1 + 4 + 9 + ⋯ + (𝑘 + 1)2 = 6 (𝑘 + 1)(𝑘 + 2)(2𝑘 + 3)

LHS = 1 + 4 + 9 + ⋯ + (𝑘 + 1)2
= 1 + 4 + 9 + ⋯ + 𝑘 2 + (𝑘 + 1)2
1
= 6 𝑘(𝑘 + 1)(2𝑘 + 1) + (𝑘 + 1)2 using (*)
1
= 6 (𝑘 + 1)[𝑘(2𝑘 + 1) + 6(𝑘 + 1)]
1
= 6 (𝑘 + 1)(2𝑘 2 + 𝑘 + 6𝑘 + 6)
1
= (𝑘 + 1)(2𝑘 2 + 7𝑘 + 6)
6
1
= 6 (𝑘 + 1)(𝑘 + 2)(2𝑘 + 3)

= RHS
∴ by the principle of mathematical induction the result is true for all positive integers 𝑛.

Suggested applications and exemplar questions

 Use mathematical induction to prove that, for integers 𝑛 ≥ 1,
𝑛
1 × 3 + 2 × 4 + 3 × 5 + ⋯ 𝑛(𝑛 − 2) = (𝑛 + 1)(2𝑛 + 7)
6
 Prove that 32𝑛+4 − 22𝑛 is a multiple of 5.
 Prove by mathematical induction that 𝑛3 + 2𝑛 is divisible by 3 for all positive integers 𝑛.
 Show that the inductive step can be proven for the false proposition that
1
1 + 2 + 3 + ⋯ + 𝑛 = (𝑛 − 1)(𝑛 + 2) for integers 𝑛 ≥ 1,
2
but the initial case does not hold true.

Mathematics Extension 1 Year 12 Topic guide: Proof, updated December 2018 Page 6 of 6