Problem 37 worked answer
The Safe Zone
Designed for Grade 9 · Grade 10 · Uses HS DISC math · About 11–28 minutes
At a glance
The first values are , , and . More importantly, any current value in produces a next value in , which is contained in . Since starts inside, every later value stays inside. The smaller interval fails because the allowed input produces .
Key idea
Calculating several examples can suggest a safe zone, but it cannot check infinitely many steps. The proof has two parts: verify that the starting value is inside, and prove the if-then statement that every value inside produces another value inside. Those two finite checks control the whole recurrence.
Worked solution, part by part
1. Calculate three values
All three values lie in , so the examples support the conjecture but do not yet prove it.
2. Test every current value in the interval
Assume . Squaring preserves these nonnegative bounds:
Dividing by 4 and then adding 1 gives
Therefore,
Every number in is also in , so the rule cannot send a current value out of the proposed safe zone.
3. Control all later values
The starting value is in . Part 2 says that whenever one value is in , the next value is also in . Apply that statement repeatedly: is inside, then is inside, and so on. Therefore every is in .
4. Test the smaller interval
The input is allowed by , but
Since , this one allowed input is sent outside. Thus is not invariant under the rule.
Proof and completeness
The proof for covers every possible current value by starting with an arbitrary satisfying the interval bounds. The counterexample for needs only one allowed input, because a single failure disproves the claim that every input stays inside.
Check
The general bound predicts , and all three computed non-starting values satisfy it. The endpoint test for the smaller interval gives , consistent with the exact fraction .
Technical fit and rating
Discrete mathematics and logic
How the rating works →Worksheet arc · Guided Practice · 3 of 5 on Complete arc
Edge of Escape
Open the proof branch by developing invariant intervals and distinguishing examples from a universal argument.