On Monday, students went to the tutoring center at the same time, and each one was randomly assigned to one of the tutors on duty. On Tuesday, the same students showed up, the same tutors were on duty, and the students were again randomly assigned to the tutors. What is the probability that exactly students met with the same tutor both Monday and Tuesday?
- A)
- B)
- C)
- D)
- E)
Answer
B
Key insight
Relabelling the tutors by Monday's assignment turns 'met the same tutor twice' into 'fixed point of a uniformly random permutation of the six students'.
Solution
Six students meet six tutors at the same time, so each day's assignment is a one-to-one matching: a permutation. Monday's matching is irrelevant. Rename the tutors so that on Monday tutor saw student ; then Tuesday's matching is a uniformly random permutation of , and student sees the same tutor twice exactly when .
So the question is: what is the probability that a random permutation of elements has exactly fixed points?
Choose the two repeat students in ways. The other four must all move, so they must be permuted with no fixed points, i.e. deranged. Count the derangements of four elements by cycle type:
Two 2-cycles. Pair up the four students: ways.
One 4-cycle. Fix the smallest element and order the other three after it: ways.
There are no other fixed-point-free types, so there are derangements.
Favourable permutations: . Total permutations: . Hence
The answer is .
Why this works
Any "repeat matching" question between two independent random matchings of the same two sets reduces to fixed points of a single random permutation, because composing Tuesday's assignment with the inverse of Monday's is still uniform. That reduction removes one of the two random stages for free. From there, "exactly fixed points" always factors as times the number of derangements of the remaining objects; the small derangement numbers , , , are worth knowing outright.
Alternative approach
Get by inclusion-exclusion instead of by cycle type: of the permutations, subtract those fixing at least one element,
The trap
Choosing the 2 repeat students and then assigning the other 4 freely, C(6,2)*4!/6! = 1/2 at choice (E), which forgets that the other four must all change tutors.
Common mistakes
- Choosing the 2 repeat students and then assigning the other 4 freely, C(6,2)*4!/6! = 1/2 at choice (E), which forgets that the other four must all change tutors.
- Reading the assignment as each student independently picking one of the six tutors; that model gives , which is not among the choices.
- Using or from a misremembered formula; deranging four objects allows both a -cycle and a pair of transpositions.
Techniques
Map the objects to something easier to count · Split into exhaustive cases and handle each · Set up the equation/formula and compute; no special trick needed