System of congruences with no solution

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Discussion Overview

The discussion revolves around the system of congruences given by x ≡ 5 (mod 6) and x ≡ 7 (mod 15), with participants exploring the implications of these equations and the reasoning behind the assertion that the system has no solution. The focus includes conceptual understanding of modular arithmetic and the relationships between different moduli.

Discussion Character

  • Conceptual clarification
  • Mathematical reasoning

Main Points Raised

  • One participant seeks clarification on the meaning of "taking classes mod 6" and how the second equation leads to 2x ≡ 2 (mod 6).
  • Another participant suggests working mod 3 to understand the relationships, noting that x ≡ 5 (mod 6) implies x ≡ 2 (mod 3) and x ≡ 7 (mod 15) implies x ≡ 1 (mod 3).
  • A participant expresses confusion about the transition from x ≡ 5 (mod 6) to x ≡ 2 (mod 3), prompting further explanation.
  • Another participant provides a detailed explanation using the definition of congruences, illustrating how x can be expressed in terms of multiples of 6 and 3.
  • A later reply indicates that the explanation provided resolves the initial confusion regarding the congruences.

Areas of Agreement / Disagreement

Participants generally agree on the relationships between the congruences and the reasoning involved, but there is an initial lack of understanding that is addressed through discussion. The overall question of whether the system has a solution remains a point of exploration rather than resolution.

Contextual Notes

The discussion highlights the dependence on definitions and the need for clarity in understanding modular arithmetic, particularly when transitioning between different moduli.

vincentvance
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Hello,

I am trying to prove that the system

x ≡ 5 (mod 6)
x ≡ 7 (mod 15)

has no solution. This example is done in my textbook and they say one should first assume that there is a solution x, and that when taking classes mod 6 the second equation implies that 2x ≡ 2 (mod 6). After this the example continues and I can follow the remaining steps, but this particular part I don't understand. What does it mean to "take classes mod 6" and why does the second equation imply that 2x ≡ 2 (mod 6)?

Any help is greatly appreciated.
 
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vincentvance said:
Hello,

I am trying to prove that the system

x ≡ 5 (mod 6)
x ≡ 7 (mod 15)

has no solution. This example is done in my textbook and they say one should first assume that there is a solution x, and that when taking classes mod 6 the second equation implies that 2x ≡ 2 (mod 6). After this the example continues and I can follow the remaining steps, but this particular part I don't understand. What does it mean to "take classes mod 6" and why does the second equation imply that 2x ≡ 2 (mod 6)?

Any help is greatly appreciated.
You might find it easiest to understand this by working mod 3, using the fact that 6 and 15 are both multiples of 3. In fact, if $x \equiv 5\pmod6$ then $x\equiv2\pmod3$. But if $x\equiv7\pmod{15}$ then $x\equiv1\pmod3.$
 
Opalg said:
You might find it easiest to understand this by working mod 3, using the fact that 6 and 15 are both multiples of 3. In fact, if $x \equiv 5\pmod6$ then $x\equiv2\pmod3$. But if $x\equiv7\pmod{15}$ then $x\equiv1\pmod3.$

I feel like such an idiot, but I don't understand why for example if x ≡ 5 (mod 6) then x ≡ 2 (mod 3).
 
vincentvance said:
I don't understand why for example if x ≡ 5 (mod 6) then x ≡ 2 (mod 3).
Think of it from the basic definition. If x ≡ 5 (mod 6), it means that $x$ is a multiple of 6, plus 5. Say $x = 6k+5$, for some integer $k$. You can write that as $x = 3(2k+1) + 2$. In other words, $x$ is a multiple of 3, plus 2. That is the same as saying x ≡ 2 (mod 3).
 
Opalg said:
Think of it from the basic definition. If x ≡ 5 (mod 6), it means that $x$ is a multiple of 6, plus 5. Say $x = 6k+5$, for some integer $k$. You can write that as $x = 3(2k+1) + 2$. In other words, $x$ is a multiple of 3, plus 2. That is the same as saying x ≡ 2 (mod 3).

Ah. Of course, now it makes sense. Thank you so much!
 

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