problem_id stringlengths 32 32 | link stringlengths 75 84 | problem stringlengths 14 5.33k | solution stringlengths 15 6.63k | letter stringclasses 5
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38b6550b85e0ad6e3d2e5d4d538f4d1a | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | What is the value of $1234 + 2341 + 3412 + 4123$
$\textbf{(A)}\: 10000\qquad\textbf{(B)} \: 10010\qquad\textbf{(C)} \: 10110\qquad\textbf{(D)} \: 11000\qquad\textbf{(E)} \: 11110$ | We see that the units digit must be $0$ , since $4+3+2+1$ is $0$ . But every digit from there, will be a $1$ since we have that each time afterwards, we must carry the $1$ from the previous sum. The answer choice that satisfies these conditions is $\boxed{11110}$ | E | 11110 |
38b6550b85e0ad6e3d2e5d4d538f4d1a | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | What is the value of $1234 + 2341 + 3412 + 4123$
$\textbf{(A)}\: 10000\qquad\textbf{(B)} \: 10010\qquad\textbf{(C)} \: 10110\qquad\textbf{(D)} \: 11000\qquad\textbf{(E)} \: 11110$ | We can simply add the numbers. $1234 + 2341 + 3412 + 4123 = 11110 \implies \boxed{11110}$ | E | 11110 |
956b2a5e0eee881d65bbc50986453fce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | What is the area of the shaded figure shown below? [asy] size(200); defaultpen(linewidth(0.4)+fontsize(12)); pen s = linewidth(0.8)+fontsize(8); pair O,X,Y; O = origin; X = (6,0); Y = (0,5); fill((1,0)--(3,5)--(5,0)--(3,2)--cycle, palegray+opacity(0.2)); for (int i=1; i<7; ++i) { draw((i,0)--(i,5), gray+dashed); label... | The line of symmetry divides the shaded figure into two congruent triangles, each with base $3$ and height $2.$
Therefore, the area of the shaded figure is \[2\cdot\left(\frac12\cdot3\cdot2\right)=2\cdot3=\boxed{6}.\] ~MRENTHUSIASM ~Wilhelm Z | B | 6 |
956b2a5e0eee881d65bbc50986453fce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | What is the area of the shaded figure shown below? [asy] size(200); defaultpen(linewidth(0.4)+fontsize(12)); pen s = linewidth(0.8)+fontsize(8); pair O,X,Y; O = origin; X = (6,0); Y = (0,5); fill((1,0)--(3,5)--(5,0)--(3,2)--cycle, palegray+opacity(0.2)); for (int i=1; i<7; ++i) { draw((i,0)--(i,5), gray+dashed); label... | To find the area of the shaded figure, we subtract the area of the smaller triangle (base $4$ and height $2$ ) from the area of the larger triangle (base $4$ and height $5$ ): \[\frac12\cdot4\cdot5-\frac12\cdot4\cdot2=10-4=\boxed{6}.\] ~MRENTHUSIASM ~Steven Chen (www.professorchenedu.com) | B | 6 |
956b2a5e0eee881d65bbc50986453fce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | What is the area of the shaded figure shown below? [asy] size(200); defaultpen(linewidth(0.4)+fontsize(12)); pen s = linewidth(0.8)+fontsize(8); pair O,X,Y; O = origin; X = (6,0); Y = (0,5); fill((1,0)--(3,5)--(5,0)--(3,2)--cycle, palegray+opacity(0.2)); for (int i=1; i<7; ++i) { draw((i,0)--(i,5), gray+dashed); label... | The consecutive vertices of the shaded figure are $(1,0),(3,2),(5,0),$ and $(3,5).$ By the Shoelace Theorem , the area is \[\frac12\cdot|(1\cdot2+3\cdot0+5\cdot5+3\cdot0)-(0\cdot3+2\cdot5+0\cdot3+5\cdot1)|=\frac12\cdot12=\boxed{6}.\] ~Taco12 ~I-AM-DA-KING | B | 6 |
956b2a5e0eee881d65bbc50986453fce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | What is the area of the shaded figure shown below? [asy] size(200); defaultpen(linewidth(0.4)+fontsize(12)); pen s = linewidth(0.8)+fontsize(8); pair O,X,Y; O = origin; X = (6,0); Y = (0,5); fill((1,0)--(3,5)--(5,0)--(3,2)--cycle, palegray+opacity(0.2)); for (int i=1; i<7; ++i) { draw((i,0)--(i,5), gray+dashed); label... | We have $4$ lattice points in the interior and $6$ lattice points on the boundary. By Pick's Theorem , the area of the shaded figure is \[4+\frac{6}{2}-1 = 4+3-1 = \boxed{6}.\] ~danprathab | B | 6 |
c01a12e455ee4ff18154037331e010b0 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_3 | The expression $\frac{2021}{2020} - \frac{2020}{2021}$ is equal to the fraction $\frac{p}{q}$ in which $p$ and $q$ are positive integers whose greatest common divisor is ${ }1$ . What is $p?$
$(\textbf{A})\: 1\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 2020\qquad(\textbf{D}) \: 2021\qquad(\textbf{E}) \: 4041$ | We write the given expression as a single fraction: \[\frac{2021}{2020} - \frac{2020}{2021} = \frac{2021\cdot2021-2020\cdot2020}{2020\cdot2021}\] by cross multiplication. Then by factoring the numerator, we get \[\frac{2021\cdot2021-2020\cdot2020}{2020\cdot2021}=\frac{(2021-2020)(2021+2020)}{2020\cdot2021}.\] The quest... | E | 4041 |
c01a12e455ee4ff18154037331e010b0 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_3 | The expression $\frac{2021}{2020} - \frac{2020}{2021}$ is equal to the fraction $\frac{p}{q}$ in which $p$ and $q$ are positive integers whose greatest common divisor is ${ }1$ . What is $p?$
$(\textbf{A})\: 1\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 2020\qquad(\textbf{D}) \: 2021\qquad(\textbf{E}) \: 4041$ | Denote $a = 2020$ . Hence, \begin{align*} \frac{2021}{2020} - \frac{2020}{2021} & = \frac{a + 1}{a} - \frac{a}{a + 1} \\ & = \frac{\left( a + 1 \right)^2 - a^2}{a \left( a + 1 \right)} \\ & = \frac{2 a + 1}{a \left( a + 1 \right)} . \end{align*}
We observe that ${\rm gcd} \left( 2a + 1 , a \right) = 1$ and ${\rm gcd} \... | E | 4041 |
f575fbcfd45acd8a023c680188598826 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_4 | At noon on a certain day, Minneapolis is $N$ degrees warmer than St. Louis. At $4{:}00$ the temperature in Minneapolis has fallen by $5$ degrees while the temperature in St. Louis has risen by $3$ degrees, at which time the temperatures in the two cities differ by $2$ degrees. What is the product of all possible values... | At noon on a certain day, let $M$ and $L$ be the temperatures (in degrees) in Minneapolis and St. Louis, respectively. It follows that $M=L+N.$
At $4{:}00,$ we get \begin{align*} |(M-5)-(L+3)| &= 2 \\ |M-L-8| &= 2 \\ |N-8| &= 2. \end{align*} We have two cases:
Together, the product of all possible values of $N$ is $10\... | C | 60 |
f575fbcfd45acd8a023c680188598826 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_4 | At noon on a certain day, Minneapolis is $N$ degrees warmer than St. Louis. At $4{:}00$ the temperature in Minneapolis has fallen by $5$ degrees while the temperature in St. Louis has risen by $3$ degrees, at which time the temperatures in the two cities differ by $2$ degrees. What is the product of all possible values... | At noon on a certain day, the difference of temperatures in Minneapolis and St. Louis is $N$ degrees.
At $4{:}00,$ the difference of temperatures in Minneapolis and St. Louis is $N-8$ degrees.
It follows that \[|N-8|=2.\] We continue with the casework in Solution 1 to get the answer $\boxed{60}.$ | C | 60 |
b54b8698c94ee1801a97bf098caf3141 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | The least positive integer with exactly $2021$ distinct positive divisors can be written in the form $m \cdot 6^k$ , where $m$ and $k$ are integers and $6$ is not a divisor of $m$ . What is $m+k?$
$(\textbf{A})\: 47\qquad(\textbf{B}) \: 58\qquad(\textbf{C}) \: 59\qquad(\textbf{D}) \: 88\qquad(\textbf{E}) \: 90$ | Let this positive integer be written as $p_1^{e_1}\cdot p_2^{e_2}$ . The number of factors of this number is therefore $(e_1+1) \cdot (e_2+1)$ , and this must equal 2021. The prime factorization of 2021 is $43 \cdot 47$ , so $e_1+1 = 43 \implies e_1=42$ and $e_2+1=47\implies e_2=46$ . To minimize this integer, we set $... | B | 58 |
b54b8698c94ee1801a97bf098caf3141 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | The least positive integer with exactly $2021$ distinct positive divisors can be written in the form $m \cdot 6^k$ , where $m$ and $k$ are integers and $6$ is not a divisor of $m$ . What is $m+k?$
$(\textbf{A})\: 47\qquad(\textbf{B}) \: 58\qquad(\textbf{C}) \: 59\qquad(\textbf{D}) \: 88\qquad(\textbf{E}) \: 90$ | Recall that $6^k$ can be written as $2^k \cdot 3^k$ . Since we want the integer to have $2021$ divisors, we must have it in the form $p_1^{42} \cdot p_2^{46}$ , where $p_1$ and $p_2$ are prime numbers. Therefore, we want $p_1$ to be $3$ and $p_2$ to be $2$ . To make up the remaining $2^4$ , we multiply $2^{42} \cdot 3^... | B | 58 |
b54b8698c94ee1801a97bf098caf3141 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | The least positive integer with exactly $2021$ distinct positive divisors can be written in the form $m \cdot 6^k$ , where $m$ and $k$ are integers and $6$ is not a divisor of $m$ . What is $m+k?$
$(\textbf{A})\: 47\qquad(\textbf{B}) \: 58\qquad(\textbf{C}) \: 59\qquad(\textbf{D}) \: 88\qquad(\textbf{E}) \: 90$ | If a number has prime factorization $p_1^{k_1} p_2^{k_2} \cdots p_m^{k_m}$ , then the number of distinct positive divisors of this number is $\left( k_1 + 1 \right) \left( k_2 + 1 \right) \cdots \left( k_m + 1 \right)$
We have $2021 = 43 \cdot 47$ .
Hence, if a number $N$ has 2021 distinct positive divisors, then $N$ t... | B | 58 |
10d915822e18482f89f720175a2110ce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_7 | Call a fraction $\frac{a}{b}$ , not necessarily in the simplest form, special if $a$ and $b$ are positive integers whose sum is $15$ . How many distinct integers can be written as the sum of two, not necessarily different, special fractions?
$\textbf{(A)}\ 9 \qquad\textbf{(B)}\ 10 \qquad\textbf{(C)}\ 11 \qquad\textbf... | The special fractions are \[\frac{1}{14},\frac{2}{13},\frac{3}{12},\frac{4}{11},\frac{5}{10},\frac{6}{9},\frac{7}{8},\frac{8}{7},\frac{9}{6},\frac{10}{5},\frac{11}{4},\frac{12}{3},\frac{13}{2},\frac{14}{1}.\] We rewrite them in the simplest form: \[\frac{1}{14},\frac{2}{13},\frac{1}{4},\frac{4}{11},\frac{1}{2},\frac{2}... | C | 11 |
10d915822e18482f89f720175a2110ce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_7 | Call a fraction $\frac{a}{b}$ , not necessarily in the simplest form, special if $a$ and $b$ are positive integers whose sum is $15$ . How many distinct integers can be written as the sum of two, not necessarily different, special fractions?
$\textbf{(A)}\ 9 \qquad\textbf{(B)}\ 10 \qquad\textbf{(C)}\ 11 \qquad\textbf... | Let $a=15-b,$ so the special fraction is \[\frac ab = \frac{15-b}{b} = \frac{15}{b}-1.\] We can ignore the $-1$ part and only focus on $\frac{15}{b}.$
The integers are $\frac{15}{1},\frac{15}{3},\frac{15}{5},$ which are $15,5,3,$ respectively. We get $30,20,18,10,8,6$ from this group of numbers.
The halves are $\frac{1... | C | 11 |
10d915822e18482f89f720175a2110ce | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_7 | Call a fraction $\frac{a}{b}$ , not necessarily in the simplest form, special if $a$ and $b$ are positive integers whose sum is $15$ . How many distinct integers can be written as the sum of two, not necessarily different, special fractions?
$\textbf{(A)}\ 9 \qquad\textbf{(B)}\ 10 \qquad\textbf{(C)}\ 11 \qquad\textbf... | We split this up into two cases:
Case 1: integer + integer
The whole numbers we have are $\frac{10}{5}$ (or $2$ ), $\frac{12}{3}$ (or $4$ ), and $\frac{14}{1}$ (or $14$ ). There are $\dbinom{3}{2}=3$ ways to choose different-numbered pairs and $3$ ways to choose the same-numbered pairs. So, $3+3=6$
Case 2: fraction + f... | C | 11 |
c847888bcce9a3dc75ce283fc6601ff3 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_8 | The greatest prime number that is a divisor of $16384$ is $2$ because $16384 = 2^{14}$ . What is the sum of the digits of the greatest prime number that is a divisor of $16383$
$\textbf{(A)} \: 3\qquad\textbf{(B)} \: 7\qquad\textbf{(C)} \: 10\qquad\textbf{(D)} \: 16\qquad\textbf{(E)} \: 22$ | We have \begin{align*} 16383 & = 2^{14} - 1 \\ & = \left( 2^7 + 1 \right) \left( 2^7 - 1 \right) \\ & = 129 \cdot 127 \\ \end{align*}
Since $129$ is composite, $127$ is the largest prime which can divide $16383$ . The sum of $127$ 's digits is $1+2+7=\boxed{10}$ | C | 10 |
6185691a28eb98a434fdc2eef018f26e | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | Forty slips of paper numbered $1$ to $40$ are placed in a hat. Alice and Bob each draw one number from the hat without replacement, keeping their numbers hidden from each other. Alice says, "I can't tell who has the larger number." Then Bob says, "I know who has the larger number." Alice says, "You do? Is your number p... | Let Alice have the number A, Bob B.
When Alice says that she can't tell who has the larger number, it means that $A$ cannot equal $1$ . Therefore, it makes sense that Bob has $2$ because he now knows that Alice has the larger number. $2$ is also prime. The last statement means that $200+A$ is a perfect square. The thre... | null | 27 |
6185691a28eb98a434fdc2eef018f26e | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | Forty slips of paper numbered $1$ to $40$ are placed in a hat. Alice and Bob each draw one number from the hat without replacement, keeping their numbers hidden from each other. Alice says, "I can't tell who has the larger number." Then Bob says, "I know who has the larger number." Alice says, "You do? Is your number p... | Denote by $A$ and $B$ the numbers drawn by Alice and Bob, respectively.
Alice's sentence “I can't tell who has the larger number.” implies $A \in \left\{ 2 , \cdots , 39 \right\}$
Bob's sentence “I know who has the larger number.” implies $B \in \left\{ 1 , 2 , 39, 40 \right\}$
Their subsequent conversation that $B$ is... | A | 27 |
6185691a28eb98a434fdc2eef018f26e | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | Forty slips of paper numbered $1$ to $40$ are placed in a hat. Alice and Bob each draw one number from the hat without replacement, keeping their numbers hidden from each other. Alice says, "I can't tell who has the larger number." Then Bob says, "I know who has the larger number." Alice says, "You do? Is your number p... | We see that $225$ is one such square that works. Bob gets $2$ and Alice gets $25$ which is valid. Thus, $2 + 25 = 27.$ So $\boxed{27}$ is our answer. | A | 27 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | Note that $\triangle APB \cong \triangle BQC.$ Then, it follows that $\overline{PB} \cong \overline{QC}.$ Thus, $QC = PB = PR + RB = 7 + 6 = 13.$ Define $x$ to be the length of side $CR,$ then $RQ = 13-x.$ Because $\overline{BR}$ is the altitude of the triangle, we can use the property that $QR \cdot RC = BR^2.$ Substi... | D | 117 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | As above, note that $\bigtriangleup BPA \cong \bigtriangleup CQB$ , which means that $QC = 13$ . In addition, note that $BR$ is the altitude of a right triangle to its hypotenuse, so $\bigtriangleup BQR \sim \bigtriangleup CBR \sim \bigtriangleup CQB$ . Let the side length of the square be $x$ ; using similarity side ... | D | 117 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | We have that $\triangle CRB \sim \triangle BAP.$ Thus, $\frac{\overline{CB}}{\overline{CR}} = \frac{\overline{PB}}{\overline{AB}}$ . Now, let the side length of the square be $s.$ Then, by the Pythagorean theorem, $CR = \sqrt{x^2-36}.$ Plugging all of this information in, we get \[\frac{s}{\sqrt{s^2-36}} = \frac{13}{s}... | D | 117 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | Denote $a = RC$ . Now tilt your head to the right and view $R, \overrightarrow{RB}$ and $\overrightarrow{RC}$ as the origin, $x$ -axis and $y$ -axis, respectively. In particular, we have points $B(6,0), C(0,a), P(-7,0)$ . Note that side length of the square $ABCD$ is $BC = \sqrt{a^2 + 36}$ . Also equation of line $BC$ ... | D | 117 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | Denote $\angle PBA = \alpha$ .
Because $\angle QRB = \angle QBC = 90^\circ$ $\angle BCQ = \alpha$
Hence, $AB = BP \cos \angle PBA = 13 \cos \alpha$ $BC = \frac{BR}{\sin \angle BCQ} = \frac{6}{\sin \alpha}$
Because $ABCD$ is a square, $AB = BC$ .
Hence, $13 \cos \alpha = \frac{6}{\sin \alpha}$
Therefore, \begin{align*} ... | D | 117 |
a6e77a212e17efcf72b5d6f7fcfce679 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | In square $ABCD$ , points $P$ and $Q$ lie on $\overline{AD}$ and $\overline{AB}$ , respectively. Segments $\overline{BP}$ and $\overline{CQ}$ intersect at right angles at $R$ , with $BR = 6$ and $PR = 7$ . What is the area of the square?
[asy] size(170); defaultpen(linewidth(0.6)+fontsize(10)); real r = 3.5; pair A = o... | Note that if we connect points $P$ and $C$ , we get a triangle with height $RC$ and length $13$ . This triangle has an area of $\frac {1}{2}$ the square. We can now use answer choices to our advantage!
Answer choice A: If $BC$ was $\sqrt {85}$ $RC$ would be $7$ . The triangle would therefore have an area of $\frac {91}... | D | 117 |
4b41e175035cc7878f83d56c81917083 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_16 | Five balls are arranged around a circle. Chris chooses two adjacent balls at random and interchanges them. Then Silva does the same, with her choice of adjacent balls to interchange being independent of Chris's. What is the expected number of balls that occupy their original positions after these two successive transpo... | After the first swap, we do casework on the next swap.
Case 1: Silva swaps the two balls that were just swapped
There is only one way for Silva to do this, and it leaves 5 balls occupying their original position.
Case 2: Silva swaps one ball that has just been swapped with one that hasn't been swapped
There are two way... | D | 2.2 |
4b41e175035cc7878f83d56c81917083 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_16 | Five balls are arranged around a circle. Chris chooses two adjacent balls at random and interchanges them. Then Silva does the same, with her choice of adjacent balls to interchange being independent of Chris's. What is the expected number of balls that occupy their original positions after these two successive transpo... | The "expected value" in the question tips us off to this technique. Consider any ball. The probability it returns to the same position is the probability of being swapped twice plus the probability of never being swapped: \[\frac{2}{5} \cdot \frac{1}{5} + \left(\frac{3}{5}\right)^2 = \frac{11}{25}.\] Multiply by 5 for ... | D | 2.2 |
05b365c0ddba410598dc62aac61007fc | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | Three identical square sheets of paper each with side length $6{ }$ are stacked on top of each other. The middle sheet is rotated clockwise $30^\circ$ about its center and the top sheet is rotated clockwise $60^\circ$ about its center, resulting in the $24$ -sided polygon shown in the figure below. The area of this pol... | First note the useful fact that if $R$ is the circumradius of a dodecagon ( $12$ -gon) the area of the figure is $3R^2.$ If we connect the vertices of the $3$ squares we get a dodecagon. The radius of circumcircle of the dodecagon is simply half the diagonal of the square, which is $3\sqrt{2}.$ Thus the area of the dod... | E | 147 |
05b365c0ddba410598dc62aac61007fc | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | Three identical square sheets of paper each with side length $6{ }$ are stacked on top of each other. The middle sheet is rotated clockwise $30^\circ$ about its center and the top sheet is rotated clockwise $60^\circ$ about its center, resulting in the $24$ -sided polygon shown in the figure below. The area of this pol... | To make things simpler, let's take only the original sheet and the 30 degree rotated sheet. Then the diagram is this;
[asy] size(10cm,0); path p = box((0,0), (1,1)); draw(p, black + linewidth(2.0pt)); draw(rotate(30,(1/2,1/2))*p,black + linewidth(2.0pt)); /*Rotate 60 degrees*/ [/asy]
The area of this diagram is the o... | E | 147 |
05b365c0ddba410598dc62aac61007fc | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | Three identical square sheets of paper each with side length $6{ }$ are stacked on top of each other. The middle sheet is rotated clockwise $30^\circ$ about its center and the top sheet is rotated clockwise $60^\circ$ about its center, resulting in the $24$ -sided polygon shown in the figure below. The area of this pol... | As shown in Image:2021_AMC_12B_(Nov)_Problem_15,_sol.png , all 12 vertices of three squares form a regular dodecagon (12-gon).
Denote by $O$ the center of this dodecagon.
Hence, $\angle AOB = \frac{360^\circ}{12} = 30^\circ$
Because the length of a side of a square is 6, $AO = 3 \sqrt{2}$
Hence, $AB = 2 AO \sin \frac{\... | E | 147 |
05b365c0ddba410598dc62aac61007fc | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | Three identical square sheets of paper each with side length $6{ }$ are stacked on top of each other. The middle sheet is rotated clockwise $30^\circ$ about its center and the top sheet is rotated clockwise $60^\circ$ about its center, resulting in the $24$ -sided polygon shown in the figure below. The area of this pol... | Let $O$ be the center of the polygon, $A$ be the bottom right corner of the first square, $C$ be the next vertex to the left of $A$ , and $M$ be the midpoint between $A$ and $B$ , where $B$ is the bottom left corner of the first square. Note that because there are three $90^{\circ}$ squares separated by $\frac{90^{\cir... | E | 147 |
31b86a0a62b7dc2970dcd1bb4f084550 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | Let $N$ be the positive integer $7777\ldots777$ , a $313$ -digit number where each digit is a $7$ . Let $f(r)$ be the leading digit of the $r{ }$ th root of $N$ . What is \[f(2) + f(3) + f(4) + f(5)+ f(6)?\] $(\textbf{A})\: 8\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 11\qquad(\textbf{D}) \: 22\qquad(\textbf{E}) \: 29... | We can rewrite $N$ as $\frac{7}{9}\cdot 9999\ldots999 = \frac{7}{9}\cdot(10^{313}-1)$ .
When approximating values, as we will shortly do, the minus one will become negligible so we can ignore it.
When we take the power of ten out of the square root, we’ll be multiplying by another power of ten, so the leading digit wi... | A | 8 |
31b86a0a62b7dc2970dcd1bb4f084550 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | Let $N$ be the positive integer $7777\ldots777$ , a $313$ -digit number where each digit is a $7$ . Let $f(r)$ be the leading digit of the $r{ }$ th root of $N$ . What is \[f(2) + f(3) + f(4) + f(5)+ f(6)?\] $(\textbf{A})\: 8\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 11\qquad(\textbf{D}) \: 22\qquad(\textbf{E}) \: 29... | For notation purposes, let $x$ be the number $777 \ldots 777$ with $313$ digits, and let $B(n)$ be the leading digit of $n$ . As an example, $B(x) = 7$ , because $x = 777 \ldots 777$ , and the first digit of that is $7$
Notice that \[B(\sqrt{\frac{n}{100}}) = B(\sqrt{n})\] for all numbers $n \geq 100$ ; this is becaus... | A | 8 |
31b86a0a62b7dc2970dcd1bb4f084550 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | Let $N$ be the positive integer $7777\ldots777$ , a $313$ -digit number where each digit is a $7$ . Let $f(r)$ be the leading digit of the $r{ }$ th root of $N$ . What is \[f(2) + f(3) + f(4) + f(5)+ f(6)?\] $(\textbf{A})\: 8\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 11\qquad(\textbf{D}) \: 22\qquad(\textbf{E}) \: 29... | Since $7777..7$ is a $313$ digit number and $\sqrt {7}$ is around $2.5$ , we have $f(2)$ is $2$ $f(3)$ is the same story, so $f(3)$ is $1$ . It is the same as $f(4)$ as well, so $f(4)$ is also $1$ . However, $313$ is $3$ mod $5$ , so we need to take the 5th root of $777$ , which is between $3$ and $4$ , and therefore, ... | A | 8 |
31b86a0a62b7dc2970dcd1bb4f084550 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | Let $N$ be the positive integer $7777\ldots777$ , a $313$ -digit number where each digit is a $7$ . Let $f(r)$ be the leading digit of the $r{ }$ th root of $N$ . What is \[f(2) + f(3) + f(4) + f(5)+ f(6)?\] $(\textbf{A})\: 8\qquad(\textbf{B}) \: 9\qquad(\textbf{C}) \: 11\qquad(\textbf{D}) \: 22\qquad(\textbf{E}) \: 29... | First, we compute $f \left( 2 \right)$
Because $N > 4 \cdot 10^{312}$ $\sqrt{N} > 2 \cdot 10^{156}$ .
Because $N < 9 \cdot 10^{312}$ $\sqrt{N} < 3 \cdot 10^{156}$
Therefore, $f \left( 2 \right) = 2$
Second, we compute $f \left( 3 \right)$
Because $N > 1 \cdot 10^{312}$ $\sqrt[3]{N} > 1 \cdot 10^{104}$ .
Because $N < 8 ... | A | 8 |
90a48e30c81187552131f5fceac1cce5 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_21 | Regular polygons with $5,6,7,$ and $8$ sides are inscribed in the same circle. No two of the polygons share a vertex, and no three of their sides intersect at a common point. At how many points inside the circle do two of their sides intersect?
$(\textbf{A})\: 52\qquad(\textbf{B}) \: 56\qquad(\textbf{C}) \: 60\qquad(\t... | Imagine we have $2$ regular polygons with $m$ and $n$ sides and $m>n$ inscribed in a circle without sharing a vertex. We see that each side of the polygon with $n$ sides (the polygon with fewer sides) will be intersected twice.
(We can see this because to have a vertex of the $m$ -gon on an arc subtended by a side of t... | E | 68 |
ea6fb3168b5d2b237af1a3e00e3d9a84 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | For each integer $n\geq 2$ , let $S_n$ be the sum of all products $jk$ , where $j$ and $k$ are integers and $1\leq j<k\leq n$ . What is the sum of the 10 least values of $n$ such that $S_n$ is divisible by $3$
$\textbf{(A)}\ 196\qquad\textbf{(B)}\ 197\qquad\textbf{(C)}\ 198\qquad\textbf{(D)}\ 199\qquad\textbf{(E)}\ 200... | To get from $S_n$ to $S_{n+1}$ , we add $1(n+1)+2(n+1)+\cdots +n(n+1)=(1+2+\cdots +n)(n+1)=\frac{n(n+1)^2}{2}$
Now, we can look at the different values of $n$ mod $3$ . For $n\equiv 0\pmod{3}$ and $n\equiv 2\pmod{3}$ , then we have $\frac{n(n+1)^2}{2}\equiv 0\pmod{3}$ . However, for $n\equiv 1\pmod{3}$ , we have \[\fra... | B | 197 |
ea6fb3168b5d2b237af1a3e00e3d9a84 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | For each integer $n\geq 2$ , let $S_n$ be the sum of all products $jk$ , where $j$ and $k$ are integers and $1\leq j<k\leq n$ . What is the sum of the 10 least values of $n$ such that $S_n$ is divisible by $3$
$\textbf{(A)}\ 196\qquad\textbf{(B)}\ 197\qquad\textbf{(C)}\ 198\qquad\textbf{(D)}\ 199\qquad\textbf{(E)}\ 200... | Since we have a wonky function, we start by trying out some small cases and see what happens. If $j$ is $1$ and $k$ is $2$ , then there is one case. We have $2$ mod $3$ for this case. If $N$ is $3$ , we have $1 \cdot 2 + 1 \cdot 3 + 2 \cdot 3$ which is still $2$ mod $3$ . If $N$ is $4$ , we have to add $1 \cdot 4 + 2 \... | B | 197 |
ea6fb3168b5d2b237af1a3e00e3d9a84 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | For each integer $n\geq 2$ , let $S_n$ be the sum of all products $jk$ , where $j$ and $k$ are integers and $1\leq j<k\leq n$ . What is the sum of the 10 least values of $n$ such that $S_n$ is divisible by $3$
$\textbf{(A)}\ 196\qquad\textbf{(B)}\ 197\qquad\textbf{(C)}\ 198\qquad\textbf{(D)}\ 199\qquad\textbf{(E)}\ 200... | Denote $A_{n, <} = \left\{ \left( j , k \right) : 1 \leq j < k \leq n \right\}$ $A_{n, >} = \left\{ \left( j , k \right) : 1 \leq k < j \leq n \right\}$ and $A_{n, =} = \left\{ \left( j , k \right) : 1 \leq j = k \leq n \right\}$
Hence, $\sum_{\left( j , k \right) \in A_{n,<}} jk = \sum_{\left( j , k \right) \in A_{n,>... | B | 197 |
61d89ad63900ed1a23478c361a03edb6 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | A cube is constructed from $4$ white unit cubes and $4$ blue unit cubes. How many different ways are there to construct the $2 \times 2 \times 2$ cube using these smaller cubes? (Two constructions are considered the same if one can be rotated to match the other.)
$\textbf{(A)}\ 7 \qquad\textbf{(B)}\ 8 \qquad\textbf{(C... | This problem is about the relationships between the white unit cubes and the blue unit cubes, which can be solved by Graph Theory . We use a Planar Graph to represent the larger cube. Each vertex of the planar graph represents a unit cube. Each edge of the planar graph represents a shared face between $2$ neighboring u... | A | 7 |
61d89ad63900ed1a23478c361a03edb6 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | A cube is constructed from $4$ white unit cubes and $4$ blue unit cubes. How many different ways are there to construct the $2 \times 2 \times 2$ cube using these smaller cubes? (Two constructions are considered the same if one can be rotated to match the other.)
$\textbf{(A)}\ 7 \qquad\textbf{(B)}\ 8 \qquad\textbf{(C... | Let’s split the cube into two layers; a bottom and top. Note that there must be four of each color, so however many number of one color are in the bottom, there will be four minus that number of the color on the top. We do casework on the color distribution of the bottom layer.
Case 1: 4, 0
In this case, there is only ... | A | 7 |
61d89ad63900ed1a23478c361a03edb6 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | A cube is constructed from $4$ white unit cubes and $4$ blue unit cubes. How many different ways are there to construct the $2 \times 2 \times 2$ cube using these smaller cubes? (Two constructions are considered the same if one can be rotated to match the other.)
$\textbf{(A)}\ 7 \qquad\textbf{(B)}\ 8 \qquad\textbf{(C... | Divide the $2 \times 2 \times 2$ cube into two layers, say, front and back. Any possible construction can be rotated such that the front layer has the same or greater number of white cubes than blue cubes, so we only need to count the number of cases given that is true.
Therefore, our answer is $6+1+0=\boxed{7}$ | A | 7 |
61d89ad63900ed1a23478c361a03edb6 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | A cube is constructed from $4$ white unit cubes and $4$ blue unit cubes. How many different ways are there to construct the $2 \times 2 \times 2$ cube using these smaller cubes? (Two constructions are considered the same if one can be rotated to match the other.)
$\textbf{(A)}\ 7 \qquad\textbf{(B)}\ 8 \qquad\textbf{(C... | Burnside lemma is used to counting number of orbit where the element on the same orbit can be achieved by the defined operator, naming rotation, reflection and etc.
The fact for Burnside lemma are
1. the sum of stablizer on the same orbit equals to the # of operators;
2. the sum of stablizer can be counted as $fix(g)$
... | null | 7 |
61d89ad63900ed1a23478c361a03edb6 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | A cube is constructed from $4$ white unit cubes and $4$ blue unit cubes. How many different ways are there to construct the $2 \times 2 \times 2$ cube using these smaller cubes? (Two constructions are considered the same if one can be rotated to match the other.)
$\textbf{(A)}\ 7 \qquad\textbf{(B)}\ 8 \qquad\textbf{(C... | Since rotations of a single pattern are considered indistinguishable, we can assume that the forward upper right corner of the 2-by-2-by-2 cube is a blue cube (since we can always rotate the big cube to place a blue cube in that spot).
Once we've assigned this cube to be blue, we note that 3 1-by-1-by-1 cubes share a s... | A | 7 |
8fac46204ecbb29ee514a534c810ca5d | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_25 | A rectangle with side lengths $1{ }$ and $3,$ a square with side length $1,$ and a rectangle $R$ are inscribed inside a larger square as shown. The sum of all possible values for the area of $R$ can be written in the form $\tfrac mn$ , where $m$ and $n$ are relatively prime positive integers. What is $m+n?$ [asy] size(... | We use Image:2021_AMC_10B_(Nov)_Problem_25,_sol.png to facilitate our analysis.
Denote $\angle AFE = \theta$ . Thus, $\angle FIB = \angle CEF = \angle EKG = \angle KLC = \theta$
Hence, \begin{align*} AB & = AF + FB \\ & = EF \cos \angle EFA + IF \sin \angle FIB \\ & = 3 \cos \theta + \sin \theta , \end{align*} and \beg... | E | 67 |
8fac46204ecbb29ee514a534c810ca5d | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_25 | A rectangle with side lengths $1{ }$ and $3,$ a square with side length $1,$ and a rectangle $R$ are inscribed inside a larger square as shown. The sum of all possible values for the area of $R$ can be written in the form $\tfrac mn$ , where $m$ and $n$ are relatively prime positive integers. What is $m+n?$ [asy] size(... | [asy] size(8cm); label("D",(0,0),SW); label("A",(0,10),NW); label("B",(10,10),NE); label("C",(10,0),SE); label("H",(1,5.7),SE); label("O",(0,6),W); label("I",(0,3),W); draw((0,0)--(10,0)); draw((0,0)--(0,10)); draw((10,0)--(10,10)); draw((0,10)--(10,10)); draw((1,6)--(0,9)); draw((0,9)--(3,10)); draw((3,10)--(4,7)); dr... | E | 67 |
6f3ea48e13a731238b94c9129b49dcf8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | What is the value of \[(2^2-2)-(3^2-3)+(4^2-4)\]
$\textbf{(A) } 1 \qquad\textbf{(B) } 2 \qquad\textbf{(C) } 5 \qquad\textbf{(D) } 8 \qquad\textbf{(E) } 12$ | $(4-2)-(9-3)+(16-4)=2-6+12=8.$ This corresponds to $\boxed{8}.$ | D | 8 |
6f3ea48e13a731238b94c9129b49dcf8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | What is the value of \[(2^2-2)-(3^2-3)+(4^2-4)\]
$\textbf{(A) } 1 \qquad\textbf{(B) } 2 \qquad\textbf{(C) } 5 \qquad\textbf{(D) } 8 \qquad\textbf{(E) } 12$ | We have \begin{align*} \left(2^2-2\right)-\left(3^2-3\right)+\left(4^2-4\right) &= 2(2-1)-3(3-1)+4(4-1) \\ &= 2(1)-3(2)+4(3) \\ &= 2-6+12 \\ &= \boxed{8} ~MRENTHUSIASM | D | 8 |
6f3ea48e13a731238b94c9129b49dcf8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | What is the value of \[(2^2-2)-(3^2-3)+(4^2-4)\]
$\textbf{(A) } 1 \qquad\textbf{(B) } 2 \qquad\textbf{(C) } 5 \qquad\textbf{(D) } 8 \qquad\textbf{(E) } 12$ | We have \begin{align*} (2^2-2)-(3^2-3)+(4^2-4) &= 2^2+4^2-3^2-2+3-4 \\ &=2^2+(4-3)(4+3)-3 \\ &=2^2+7-3=2^2+4 \\ &=4\cdot 2 \\ &=\boxed{8} PureSwag | D | 8 |
6f3ea48e13a731238b94c9129b49dcf8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | What is the value of \[(2^2-2)-(3^2-3)+(4^2-4)\]
$\textbf{(A) } 1 \qquad\textbf{(B) } 2 \qquad\textbf{(C) } 5 \qquad\textbf{(D) } 8 \qquad\textbf{(E) } 12$ | Using the difference of squares, we have \[(2-\sqrt{2})(2+\sqrt{2}) - (3-\sqrt{3})(3+\sqrt{3}) + (4-2)(4+2).\] Knowing that $\sqrt{2} \approx 1.41$ and $\sqrt{3} \approx 1.73,$ we get \[(2-\sqrt{2})(2+\sqrt{2}) - (3-\sqrt{3})(3+\sqrt{3}) + (4-2)(4+2) \approx 0.59\cdot 3.41 -1.26\cdot 4.73 + 2 \cdot 6 =8.0521,\] which i... | D | 8 |
fcae6db6d5f6061f8a72653db6fba503 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | Portia's high school has $3$ times as many students as Lara's high school. The two high schools have a total of $2600$ students. How many students does Portia's high school have?
$\textbf{(A)} ~600 \qquad\textbf{(B)} ~650 \qquad\textbf{(C)} ~1950 \qquad\textbf{(D)} ~2000\qquad\textbf{(E)} ~2050$ | The following system of equations can be formed with $P$ representing the number of students in Portia's high school and $L$ representing the number of students in Lara's high school: \begin{align*} P&=3L, \\ P+L&=2600. \end{align*} Substituting $P=3L$ gives $4L=2600.$ Solving for $L$ gives $L=650.$ Since we need to fi... | C | 1950 |
fcae6db6d5f6061f8a72653db6fba503 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | Portia's high school has $3$ times as many students as Lara's high school. The two high schools have a total of $2600$ students. How many students does Portia's high school have?
$\textbf{(A)} ~600 \qquad\textbf{(B)} ~650 \qquad\textbf{(C)} ~1950 \qquad\textbf{(D)} ~2000\qquad\textbf{(E)} ~2050$ | Suppose Lara's high school has $x$ students, so Portia's high school has $3x$ students. We have $x+3x=2600,$ or $4x=2600.$ The answer is \[3x=2600\cdot\frac 34=650\cdot3=\boxed{1950}.\] | C | 1950 |
fcae6db6d5f6061f8a72653db6fba503 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | Portia's high school has $3$ times as many students as Lara's high school. The two high schools have a total of $2600$ students. How many students does Portia's high school have?
$\textbf{(A)} ~600 \qquad\textbf{(B)} ~650 \qquad\textbf{(C)} ~1950 \qquad\textbf{(D)} ~2000\qquad\textbf{(E)} ~2050$ | Clearly, $2600$ is $4$ times the number of students in Lara's high school. Therefore, Lara's high school has $2600\div4=650$ students, and Portia's high school has $650\cdot3=\boxed{1950}$ students. | C | 1950 |
fcae6db6d5f6061f8a72653db6fba503 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | Portia's high school has $3$ times as many students as Lara's high school. The two high schools have a total of $2600$ students. How many students does Portia's high school have?
$\textbf{(A)} ~600 \qquad\textbf{(B)} ~650 \qquad\textbf{(C)} ~1950 \qquad\textbf{(D)} ~2000\qquad\textbf{(E)} ~2050$ | The number of students in Portia's high school must be a multiple of $3.$ This eliminates $\textbf{(B)},\textbf{(D)},$ and $\textbf{(E)}.$ Since $\textbf{(A)}$ is too small (as it is clear that $600+\frac{600}{3}<2600$ ), we are left with $\boxed{1950}.$ | C | 1950 |
8f2c4ae7ed3a6c03f08bcbb09bac69d6 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | The sum of two natural numbers is $17402$ . One of the two numbers is divisible by $10$ . If the units digit of that number is erased, the other number is obtained. What is the difference of these two numbers?
$\textbf{(A)} ~10272\qquad\textbf{(B)} ~11700\qquad\textbf{(C)} ~13362\qquad\textbf{(D)} ~14238\qquad\textbf{(... | The units digit of a multiple of $10$ will always be $0$ . We add a $0$ whenever we multiply by $10$ . So, removing the units digit is equal to dividing by $10$
Let the smaller number (the one we get after removing the units digit) be $a$ . This means the bigger number would be $10a$
We know the sum is $10a+a = 11a$ so... | D | 14238 |
8f2c4ae7ed3a6c03f08bcbb09bac69d6 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | The sum of two natural numbers is $17402$ . One of the two numbers is divisible by $10$ . If the units digit of that number is erased, the other number is obtained. What is the difference of these two numbers?
$\textbf{(A)} ~10272\qquad\textbf{(B)} ~11700\qquad\textbf{(C)} ~13362\qquad\textbf{(D)} ~14238\qquad\textbf{(... | Since the unit's place of a multiple of $10$ is $0$ , the other integer must end with a $2$ , for both integers sum up to a number ending in a $2$ . Thus, the unit's place of the difference must be $10-2=8$ , and the only answer choice that ends with an $8$ is $\boxed{14238}$ | D | 14238 |
8f2c4ae7ed3a6c03f08bcbb09bac69d6 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | The sum of two natural numbers is $17402$ . One of the two numbers is divisible by $10$ . If the units digit of that number is erased, the other number is obtained. What is the difference of these two numbers?
$\textbf{(A)} ~10272\qquad\textbf{(B)} ~11700\qquad\textbf{(C)} ~13362\qquad\textbf{(D)} ~14238\qquad\textbf{(... | Let the larger number be $\underline{ABCD0}.$ It follows that the smaller number is $\underline{ABCD}.$ Adding vertically, we have \[\begin{array}{cccccc} & A & B & C & D & 0 \\ +\quad & & A & B & C & D \\ \hline & & & & & \\ [-2.5ex] & 1 & 7 & 4 & 0 & 2 \\ \end{array}\] Working from right to left, we... | D | 14238 |
8f2c4ae7ed3a6c03f08bcbb09bac69d6 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | The sum of two natural numbers is $17402$ . One of the two numbers is divisible by $10$ . If the units digit of that number is erased, the other number is obtained. What is the difference of these two numbers?
$\textbf{(A)} ~10272\qquad\textbf{(B)} ~11700\qquad\textbf{(C)} ~13362\qquad\textbf{(D)} ~14238\qquad\textbf{(... | We know that the larger number has a units digit of $0$ since it is divisible by 10. If $D$ is the ten's digit of the larger number, then $D$ is the units digit of the smaller number. Since the sum of the natural numbers has a unit's digit of $2$ $D=2$
The units digit of the larger number is $0$ and the units digit of ... | D | 14238 |
4df7e995252c8f5946ec855b51892801 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | A cart rolls down a hill, travelling $5$ inches the first second and accelerating so that during each successive $1$ -second time interval, it travels $7$ inches more than during the previous $1$ -second interval. The cart takes $30$ seconds to reach the bottom of the hill. How far, in inches, does it travel?
$\textbf{... | Since \[\mathrm{Distance}=\mathrm{Speed}\cdot\mathrm{Time},\] we seek the sum \[5\cdot1+12\cdot1+19\cdot1+26\cdot1+\cdots=5+12+19+26+\cdots,\] in which there are $30$ terms.
The last term is $5+7\cdot(30-1)=208.$ Therefore, the requested sum is \[5+12+19+26+\cdots+208=\frac{5+208}{2}\cdot30=\boxed{3195}.\] ~MRENTHUSIAS... | D | 3195 |
4df7e995252c8f5946ec855b51892801 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | A cart rolls down a hill, travelling $5$ inches the first second and accelerating so that during each successive $1$ -second time interval, it travels $7$ inches more than during the previous $1$ -second interval. The cart takes $30$ seconds to reach the bottom of the hill. How far, in inches, does it travel?
$\textbf{... | The distance (in inches) traveled within each $1$ -second interval is: \[5,5+1(7),5+2(7), \dots , 5+29(7).\] This is an arithmetic sequence so the total distance travelled, found by summing them up is: \[\text{number of terms} \cdot \text{average of terms} = \text{number of terms} \cdot \dfrac{\text{first term}+\text{l... | D | 3195 |
4df7e995252c8f5946ec855b51892801 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | A cart rolls down a hill, travelling $5$ inches the first second and accelerating so that during each successive $1$ -second time interval, it travels $7$ inches more than during the previous $1$ -second interval. The cart takes $30$ seconds to reach the bottom of the hill. How far, in inches, does it travel?
$\textbf{... | From the $30$ -term sum \[5+12+19+26+\cdots\] in Solution 1, taking modulo $10$ gives \[5+12+19+26+\cdots \equiv 3\cdot(5+2+9+6+3+0+7+4+1+8) = 3\cdot45\equiv5 \pmod{10}.\] The only answer choices congruent to $5$ modulo $10$ are $\textbf{(A)}$ and $\textbf{(D)}.$ By a quick estimation, $\textbf{(A)}$ is too small, leav... | D | 3195 |
4df7e995252c8f5946ec855b51892801 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | A cart rolls down a hill, travelling $5$ inches the first second and accelerating so that during each successive $1$ -second time interval, it travels $7$ inches more than during the previous $1$ -second interval. The cart takes $30$ seconds to reach the bottom of the hill. How far, in inches, does it travel?
$\textbf{... | This problem can be solved by physics method. This method is perhaps the quickest too and shows the beauty of the problem. The average speed increases $7 \ \text{in/s}$ per second. So, the acceleration $a=7 \ \text{in/s\textsuperscript{2}}.$ The average speed of the first second is $5 \ \text{in/s}.$ We can know the in... | D | 3195 |
09f982d83272a8ff7390516849306bb3 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | When a student multiplied the number $66$ by the repeating decimal, \[\underline{1}.\underline{a} \ \underline{b} \ \underline{a} \ \underline{b}\ldots=\underline{1}.\overline{\underline{a} \ \underline{b}},\] where $a$ and $b$ are digits, he did not notice the notation and just multiplied $66$ times $\underline{1}.\un... | We are given that $66\Bigl(\underline{1}.\overline{\underline{a} \ \underline{b}}\Bigr)-0.5=66\Bigl(\underline{1}.\underline{a} \ \underline{b}\Bigr),$ from which \begin{align*} 66\Bigl(\underline{1}.\overline{\underline{a} \ \underline{b}}\Bigr)-66\Bigl(\underline{1}.\underline{a} \ \underline{b}\Bigr)&=0.5 \\ 66\Bigl... | E | 75 |
09f982d83272a8ff7390516849306bb3 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | When a student multiplied the number $66$ by the repeating decimal, \[\underline{1}.\underline{a} \ \underline{b} \ \underline{a} \ \underline{b}\ldots=\underline{1}.\overline{\underline{a} \ \underline{b}},\] where $a$ and $b$ are digits, he did not notice the notation and just multiplied $66$ times $\underline{1}.\un... | It is known that $\underline{0}.\overline{\underline{a} \ \underline{b}}=\frac{\underline{a} \ \underline{b}}{99}$ and $\underline{0}.\underline{a} \ \underline{b}=\frac{\underline{a} \ \underline{b}}{100}.$
Let $x=\underline{a} \ \underline{b}.$ We have \[66\biggl(1+\frac{x}{99}\biggr)-66\biggl(1+\frac{x}{100}\biggr)=... | E | 75 |
09f982d83272a8ff7390516849306bb3 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | When a student multiplied the number $66$ by the repeating decimal, \[\underline{1}.\underline{a} \ \underline{b} \ \underline{a} \ \underline{b}\ldots=\underline{1}.\overline{\underline{a} \ \underline{b}},\] where $a$ and $b$ are digits, he did not notice the notation and just multiplied $66$ times $\underline{1}.\un... | We have \[66 \cdot \left(1 + \frac{10a+b}{100}\right) + \frac{1}{2} = 66 \cdot \left(1+ \frac{10a+b}{99}\right).\] Expanding both sides, we have \[66 + \frac{33(10a+b)}{50} + \frac{1}{2} = 66 + \frac{2(10a+b)}{3}.\] Subtracting $66$ from both sides, we have \[\frac{33(10a+b)}{50} + \frac{1}{2} = \frac{2(10a+b)}{3}.\] M... | E | 75 |
8f9efbcd233cf8820f31e5a1b37fe2ea | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_9 | What is the least possible value of $(xy-1)^2+(x+y)^2$ for real numbers $x$ and $y$
$\textbf{(A)} ~0\qquad\textbf{(B)} ~\frac{1}{4}\qquad\textbf{(C)} ~\frac{1}{2} \qquad\textbf{(D)} ~1 \qquad\textbf{(E)} ~2$ | Expanding, we get that the expression is $x^2+2xy+y^2+x^2y^2-2xy+1$ or $x^2+y^2+x^2y^2+1$ . By the Trivial Inequality (all squares are nonnegative) the minimum value for this is $\boxed{1}$ , which can be achieved at $x=y=0$ | D | 1 |
8f9efbcd233cf8820f31e5a1b37fe2ea | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_9 | What is the least possible value of $(xy-1)^2+(x+y)^2$ for real numbers $x$ and $y$
$\textbf{(A)} ~0\qquad\textbf{(B)} ~\frac{1}{4}\qquad\textbf{(C)} ~\frac{1}{2} \qquad\textbf{(D)} ~1 \qquad\textbf{(E)} ~2$ | We expand the original expression, then factor the result by grouping: \begin{align*} (xy-1)^2+(x+y)^2&=\left(x^2y^2-2xy+1\right)+\left(x^2+2xy+y^2\right) \\ &=x^2y^2+x^2+y^2+1 \\ &=x^2\left(y^2+1\right)+\left(y^2+1\right) \\ &=\left(x^2+1\right)\left(y^2+1\right). \end{align*} Clearly, both factors are positive. By th... | D | 1 |
8f9efbcd233cf8820f31e5a1b37fe2ea | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_9 | What is the least possible value of $(xy-1)^2+(x+y)^2$ for real numbers $x$ and $y$
$\textbf{(A)} ~0\qquad\textbf{(B)} ~\frac{1}{4}\qquad\textbf{(C)} ~\frac{1}{2} \qquad\textbf{(D)} ~1 \qquad\textbf{(E)} ~2$ | Like solution 1, expand and simplify the original equation to $x^2+y^2+x^2y^2+1$ and let $f(x, y) = x^2+y^2+x^2y^2+1$ . To find local extrema, find where $\nabla f(x, y) = \boldsymbol{0}$ . First, find the first partial derivative with respect to x and y and find where they are $0$ \[\frac{\partial f}{\partial x} = 2x ... | D | 1 |
46b4938c8f91b8bb50e4605986c7e479 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_11 | For which of the following integers $b$ is the base- $b$ number $2021_b - 221_b$ not divisible by $3$
$\textbf{(A)} ~3 \qquad\textbf{(B)} ~4\qquad\textbf{(C)} ~6\qquad\textbf{(D)} ~7\qquad\textbf{(E)} ~8$ | We have \begin{align*} 2021_b - 221_b &= (2021_b - 21_b) - (221_b - 21_b) \\ &= 2000_b - 200_b \\ &= 2b^3 - 2b^2 \\ &= 2b^2(b-1), \end{align*} which is divisible by $3$ unless $b\equiv2\pmod{3}.$ The only choice congruent to $2$ modulo $3$ is $\boxed{8}.$ | E | 8 |
46b4938c8f91b8bb50e4605986c7e479 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_11 | For which of the following integers $b$ is the base- $b$ number $2021_b - 221_b$ not divisible by $3$
$\textbf{(A)} ~3 \qquad\textbf{(B)} ~4\qquad\textbf{(C)} ~6\qquad\textbf{(D)} ~7\qquad\textbf{(E)} ~8$ | Vertically subtracting $2021_b - 221_b,$ we see that the ones place becomes $0,$ and so does the $b^1$ place. Then, we perform a carry (make sure the carry is in base $b$ ). Let $b-2 = A.$ Then, we have our final number as \[1A00_b.\] Now, when expanding, we see that this number is simply $b^3 - (b - 2)^2.$
Now, notice... | E | 8 |
46b4938c8f91b8bb50e4605986c7e479 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_11 | For which of the following integers $b$ is the base- $b$ number $2021_b - 221_b$ not divisible by $3$
$\textbf{(A)} ~3 \qquad\textbf{(B)} ~4\qquad\textbf{(C)} ~6\qquad\textbf{(D)} ~7\qquad\textbf{(E)} ~8$ | By the definition of bases, we have \[2021_b - 221_b = \left(2b^3+2b+1\right) - \left(2b^2+2b+1\right).\] For values $b_1$ and $b_2$ such that $b_1\equiv b_2\pmod{3},$ we get \[\left(2b_1^3+2b_1+1\right) - \left(2b_1^2+2b_1+1\right) \equiv \left(2b_2^3+2b_2+1\right) - \left(2b_2^2+2b_2+1\right) \pmod{3}.\] Note that an... | E | 8 |
6f45f81a6fea686b8179800df852e4dd | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_12 | Two right circular cones with vertices facing down as shown in the figure below contain the same amount of liquid. The radii of the tops of the liquid surfaces are $3$ cm and $6$ cm. Into each cone is dropped a spherical marble of radius $1$ cm, which sinks to the bottom and is completely submerged without spilling any... | The heights of the cones are not given, so suppose the heights are very large (i.e. tending towards infinity) in order to approximate the cones as cylinders with base radii $3$ and $6$ and infinitely large height. Then the base area of the wide cylinder is $4$ times that of the narrow cylinder. Since we are dropping a ... | E | 4 |
ffcb1af09cba9e9bebcafd465a78a1ee | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_13 | What is the volume of tetrahedron $ABCD$ with edge lengths $AB = 2$ $AC = 3$ $AD = 4$ $BC = \sqrt{13}$ $BD = 2\sqrt{5}$ , and $CD = 5$
$\textbf{(A)} ~3 \qquad\textbf{(B)} ~2\sqrt{3} \qquad\textbf{(C)} ~4\qquad\textbf{(D)} ~3\sqrt{3}\qquad\textbf{(E)} ~6$ | Drawing the tetrahedron out and testing side lengths, we realize that the $\triangle ACD, \triangle ABC,$ and $\triangle ABD$ are right triangles by the Converse of the Pythagorean Theorem. It is now easy to calculate the volume of the tetrahedron using the formula for the volume of a pyramid. If we take $\triangle ADC... | C | 4 |
ffcb1af09cba9e9bebcafd465a78a1ee | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_13 | What is the volume of tetrahedron $ABCD$ with edge lengths $AB = 2$ $AC = 3$ $AD = 4$ $BC = \sqrt{13}$ $BD = 2\sqrt{5}$ , and $CD = 5$
$\textbf{(A)} ~3 \qquad\textbf{(B)} ~2\sqrt{3} \qquad\textbf{(C)} ~4\qquad\textbf{(D)} ~3\sqrt{3}\qquad\textbf{(E)} ~6$ | We will place tetrahedron $ABCD$ in the $xyz$ -plane. By the Converse of the Pythagorean Theorem, we know that $\triangle ACD$ is a right triangle. Without the loss of generality, let $A=(0,0,0), C=(3,0,0), D=(0,4,0),$ and $B=(x,y,z).$
We apply the Distance Formula to $\overline{BA},\overline{BC},$ and $\overline{BD},$... | C | 4 |
3d2419b00c582f984e8c960eff7065fb | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_14 | All the roots of the polynomial $z^6-10z^5+Az^4+Bz^3+Cz^2+Dz+16$ are positive integers, possibly repeated. What is the value of $B$
$\textbf{(A) }{-}88 \qquad \textbf{(B) }{-}80 \qquad \textbf{(C) }{-}64 \qquad \textbf{(D) }{-}41\qquad \textbf{(E) }{-}40$ | By Vieta's formulas, the sum of the six roots is $10$ and the product of the six roots is $16$ . By inspection, we see the roots are $1, 1, 2, 2, 2,$ and $2$ , so the function is $(z-1)^2(z-2)^4=(z^2-2z+1)(z^4-8z^3+24z^2-32z+16)$ . Therefore, calculating just the $z^3$ terms, we get $B = -32 - 48 - 8 = \boxed{88}$ | A | 88 |
3d2419b00c582f984e8c960eff7065fb | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_14 | All the roots of the polynomial $z^6-10z^5+Az^4+Bz^3+Cz^2+Dz+16$ are positive integers, possibly repeated. What is the value of $B$
$\textbf{(A) }{-}88 \qquad \textbf{(B) }{-}80 \qquad \textbf{(C) }{-}64 \qquad \textbf{(D) }{-}41\qquad \textbf{(E) }{-}40$ | Using the same method as Solution 1, we find that the roots are $2, 2, 2, 2, 1,$ and $1$ . Note that $B$ is the negation of the 3rd symmetric sum of the roots. Using casework on the number of 1's in each of the $\binom {6}{3} = 20$ products $r_a \cdot r_b \cdot r_c,$ we obtain \[B= - \left(\binom {4}{3} \binom {2}{0} \... | A | 88 |
bba59d30fd76667bf71c9a33bb8984e8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15 | Values for $A,B,C,$ and $D$ are to be selected from $\{1, 2, 3, 4, 5, 6\}$ without replacement (i.e. no two letters have the same value). How many ways are there to make such choices so that the two curves $y=Ax^2+B$ and $y=Cx^2+D$ intersect? (The order in which the curves are listed does not matter; for example, the c... | Visualizing the two curves, we realize they are both parabolas with the same axis of symmetry. Now assume that the first equation is above the second, since order doesn't matter. Then $C>A$ and $B>D$ . Therefore the number of ways to choose the four integers is $\tbinom{6}{2}\tbinom{4}{2}=90$ , and the answer is $\boxe... | C | 90 |
bba59d30fd76667bf71c9a33bb8984e8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15 | Values for $A,B,C,$ and $D$ are to be selected from $\{1, 2, 3, 4, 5, 6\}$ without replacement (i.e. no two letters have the same value). How many ways are there to make such choices so that the two curves $y=Ax^2+B$ and $y=Cx^2+D$ intersect? (The order in which the curves are listed does not matter; for example, the c... | Setting $y = Ax^2+B = Cx^2+D$ , we find that $Ax^2-Cx^2 = x^2(A-C) = D-B$ , so $x^2 = \frac {D-B}{A-C} \ge 0$ by the trivial inequality. This implies that $D-B$ and $A-C$ must both be positive or negative. If two distinct values are chosen for $(A, C)$ and $(B, D)$ respectively, there are $2$ ways to order them so that... | C | 90 |
bba59d30fd76667bf71c9a33bb8984e8 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15 | Values for $A,B,C,$ and $D$ are to be selected from $\{1, 2, 3, 4, 5, 6\}$ without replacement (i.e. no two letters have the same value). How many ways are there to make such choices so that the two curves $y=Ax^2+B$ and $y=Cx^2+D$ intersect? (The order in which the curves are listed does not matter; for example, the c... | Like in Solution 2 , we find $\frac {D-B}{A-C} \ge 0$ . Notice that, since $D \ne B$ , this expression can never equal $0$ , and since $A \ne C$ , there won't be a divide-by- $0$ . This means that every choice results in either a positive or a negative value.
For every choice of $(A,B,C,D)$ that results in a positive v... | C | 90 |
e39e52fb7d100aa594cd7ee235129b29 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16 | In the following list of numbers, the integer $n$ appears $n$ times in the list for $1 \leq n \leq 200$ \[1, 2, 2, 3, 3, 3, 4, 4, 4, 4, \ldots, 200, 200, \ldots , 200\] What is the median of the numbers in this list?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\t... | The $x$ th number of this sequence is $\left\lceil\frac{-1\pm\sqrt{1+8x}}{2}\right\rceil$ via the quadratic formula. We can see that if we halve $x$ we end up getting $\left\lceil\frac{-1\pm\sqrt{1+4x}}{2}\right\rceil$ . This is approximately the number divided by $\sqrt{2}$ $\frac{200}{\sqrt{2}} = 141.4$ and since $14... | C | 142 |
e39e52fb7d100aa594cd7ee235129b29 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16 | In the following list of numbers, the integer $n$ appears $n$ times in the list for $1 \leq n \leq 200$ \[1, 2, 2, 3, 3, 3, 4, 4, 4, 4, \ldots, 200, 200, \ldots , 200\] What is the median of the numbers in this list?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\t... | We can look at answer choice $\textbf{(C)}$ , which is $142$ first. That means that the number of numbers from $1$ to $142$ is roughly the number of numbers from $143$ to $200$
The number of numbers from $1$ to $142$ is $\frac{142(142+1)}{2}$ which is approximately $10000.$ The number of numbers from $143$ to $200$ is ... | C | 142 |
e39e52fb7d100aa594cd7ee235129b29 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16 | In the following list of numbers, the integer $n$ appears $n$ times in the list for $1 \leq n \leq 200$ \[1, 2, 2, 3, 3, 3, 4, 4, 4, 4, \ldots, 200, 200, \ldots , 200\] What is the median of the numbers in this list?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\t... | We can arrange the numbers in the following pattern: \[ \begin{array}{cccccc} \ &\ &\ &\ &\ 200 & \\ \ &\ &\ &\ 199 & \ 200 & \\ \ &\ &\ \iddots& \ \vdots& \ \vdots& \\ \ &\ 2& \ \cdots& \ 199& \ 200& \\ 1 & \ 2 & \ \cdots& \ 199& \ 200& \end{array} \]
We can see this as a isosceles right triangle, with legs of length ... | C | 142 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Angle chasing* reveals that $\triangle BPC\sim\triangle BDA$ , therefore \[2=\frac{BD}{BP}=\frac{AB}{BC}=\frac{AB}{43},\] or $AB=86$
Additional angle chasing shows that $\triangle ABO\sim\triangle CDO$ , therefore \[2=\frac{AB}{CD}=\frac{BO}{OD}=\frac{BP+11}{BP-11},\] or $BP=33$ and $BD=66$
Since $\triangle ADB$ is rig... | D | 194 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Since $\triangle BCD$ is isosceles with base $\overline{BD},$ it follows that median $\overline{CP}$ is also an altitude. Let $OD=x$ and $CP=h,$ so $PB=x+11.$
Since $\angle AOD=\angle COP$ by vertical angles, we conclude that $\triangle AOD\sim\triangle COP$ by AA, from which $\frac{AD}{CP}=\frac{OD}{OP},$ or \[AD=CP\c... | D | 194 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Let $CP = y$ $CP$ a is perpendicular bisector of $DB.$ Then, let $DO = x,$ thus $DP = PB = 11+x.$
(1) $\triangle CPO \sim \triangle ADO,$ so we get $\frac{AD}{x} = \frac{y}{11},$ or $AD = \frac{xy}{11}.$
(2) Applying Pythagorean Theorem on $\triangle CDP$ gives $(11+x)^2 + y^2 = 43^2.$
(3) $\triangle BPC \sim \triangle... | D | 194 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Observe that $\triangle BPC$ is congruent to $\triangle DPC$ ; both are similar to $\triangle BDA$ . Let's extend $\overline{AD}$ and $\overline{BC}$ past points $D$ and $C$ respectively, such that they intersect at a point $E$ . Observe that $\angle BDE$ is $90$ degrees, and that $\angle DBE \cong \angle PBC \cong \an... | D | 194 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Since $P$ is the midpoint of isosceles triangle $BCD$ , it would be pretty easy to see that $CP\perp BD$ . Since $AD\perp BD$ as well, $AD\parallel CP$ . Connecting $AP$ , it’s obvious that $[ADC]=[ADP]$ . Since $DP=BP$ $[APB]=[ADC]$
Since $P$ is the midpoint of $BD$ , the height of $\triangle APB$ on side $AB$ is half... | D | 194 |
4e2ddae52b64e4c35028c9275c6b89c9 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17 | Trapezoid $ABCD$ has $\overline{AB}\parallel\overline{CD},BC=CD=43$ , and $\overline{AD}\perp\overline{BD}$ . Let $O$ be the intersection of the diagonals $\overline{AC}$ and $\overline{BD}$ , and let $P$ be the midpoint of $\overline{BD}$ . Given that $OP=11$ , the length of $AD$ can be written in the form $m\sqrt{n}$... | Let $D$ be the origin of the cartesian coordinate plane, $B$ lie on the positive $x$ -axis, and $A$ lie on the negative $y$ -axis. Then let the coordinates of $B = (2a,0), A = (0, -2b).$ Then the slope of $AB$ is $\frac{b}{a}.$ Since $AB \parallel CD$ the slope of $CD$ is the same. Note that as $\triangle DCB$ is isosc... | D | 194 |
b12a7d87dde75e2dbc226447d9fa57d7 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19 | The area of the region bounded by the graph of \[x^2+y^2 = 3|x-y| + 3|x+y|\] is $m+n\pi$ , where $m$ and $n$ are integers. What is $m + n$
$\textbf{(A)} ~18\qquad\textbf{(B)} ~27\qquad\textbf{(C)} ~36\qquad\textbf{(D)} ~45\qquad\textbf{(E)} ~54$ | In order to attack this problem, we can use casework on the sign of $|x-y|$ and $|x+y|$
Case 1: $|x-y|=x-y, |x+y|=x+y$
Substituting and simplifying, we have $x^2-6x+y^2=0$ , i.e. $(x-3)^2+y^2=3^2$ , which gives us a circle of radius $3$ centered at $(3,0)$
Case 2: $|x-y|=y-x, |x+y|=x+y$
Substituting and simplifying aga... | E | 54 |
b12a7d87dde75e2dbc226447d9fa57d7 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19 | The area of the region bounded by the graph of \[x^2+y^2 = 3|x-y| + 3|x+y|\] is $m+n\pi$ , where $m$ and $n$ are integers. What is $m + n$
$\textbf{(A)} ~18\qquad\textbf{(B)} ~27\qquad\textbf{(C)} ~36\qquad\textbf{(D)} ~45\qquad\textbf{(E)} ~54$ | A somewhat faster variant of solution 1 is to use a bit of symmetry in order to show that the remaining three cases are identical to Case 1 in the above solution, up to rotations by $90^{\circ}$ about the origin. This allows us to quickly sketch the region after solving Case 1.
Upon simplifying Case 1, we obtain $(x-3)... | E | 54 |
b12a7d87dde75e2dbc226447d9fa57d7 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19 | The area of the region bounded by the graph of \[x^2+y^2 = 3|x-y| + 3|x+y|\] is $m+n\pi$ , where $m$ and $n$ are integers. What is $m + n$
$\textbf{(A)} ~18\qquad\textbf{(B)} ~27\qquad\textbf{(C)} ~36\qquad\textbf{(D)} ~45\qquad\textbf{(E)} ~54$ | Assume $y$ $0$ . We get that $x$ $6$ . That means that this figure must contain the points $(0,6), (6,0), (0, -6), (-6, 0)$ . Now, assume that $x$ $y$ . We get that $x$ $3 \sqrt 3$ . We get the points $(3,3), (3,-3), (-3, 3), (-3, -3)$
Since this contains $x^2 + y^2$ , assume that there are circles. Therefore, we can g... | E | 54 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | We write out the $5!=120$ cases, then filter out the valid ones:
$13254,14253,14352,15243,15342,21435,21534,23154,24153,24351,25143,25341,\linebreak 31425,31524,32415,32514,34152,34251,35142,35241,41325,41523,42315,42513,\linebreak 43512,45132,45231,51324,51423,52314,52413,53412.$
We count these out and get $\boxed{32... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | By symmetry with respect to $3,$ note that $(x_1,x_2,x_3,x_4,x_5)$ is a valid sequence if and only if $(6-x_1,6-x_2,6-x_3,6-x_4,6-x_5)$ is a valid sequence. We enumerate the valid sequences that start with $1,2,31,$ or $32,$ as shown below:
[asy] /* Made by MRENTHUSIASM */ size(16cm); draw((0.25,0)--(1.75,3),red,EndAr... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | Reading the terms from left to right, we have two cases for the consecutive digits, where $+$ means increase and $-$ means decrease:
$\textbf{Case \#1: }\boldsymbol{+,-,+,-}$
$\textbf{Case \#2: }\boldsymbol{-,+,-,+}$
For $\text{Case \#1},$ note that for the second and fourth terms, one term must be $5,$ and the other t... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | Like Solution 3, we have two cases. Due to symmetry, we just need to count one of the cases. For the purpose of this solution, we will be doing $-,+,-,+$ . Instead of starting with 5, we start with 1.
There are two ways to place it:
_1_ _ _
_ _ _1_
Now we place 2, it can either be next to 1 and on the outside, or is pl... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | We only need to find the # of rearrangements when 5 is the 4th digit and 5th digit. Find the total, and multiply by 2. Then we can get the answer by adding the case when 5 is the third digit.
Case $1$ 5 is the 5th digit. __ __ __ __ 5
Then $4$ can only be either 1st digit or the 3rd digit.
4 __ __ __ 5, then the only w... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | First, we list the triples that are invalid:
543, 542, 541, 532, 531, 521, 432, 431, 321
By symmetry, there are the same amount of increasing triplets as there are decreasing ones. This yields 18 invalid 3 digit permutations in total.
Suppose the triplet is ABC and the other 2 digits are X and Y. We then have 3 ways to... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | It is easier to consider the complement of the desired cases, so try to find the cases that DO have three integers in increasing order. First, write down the sets of three numbers that feature the numbers in increasing order. They are 123, 124, 125, 134, 135, 145, 234, 245, 345. Each of these can be in three positions:... | D | 32 |
983a1250302ccf5244e7b36d6e52fb5e | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20 | In how many ways can the sequence $1,2,3,4,5$ be rearranged so that no three consecutive terms are increasing and no three consecutive terms are decreasing?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24 \qquad\textbf{(D)} ~32 \qquad\textbf{(E)} ~44$ | First, note that there is a symmetry from $+,-,+,-$ to $-,+,-,+$ as follows: $a, b, c, d, e \leftrightarrow 6-a, 6-b, 6-c, 6-d, 6-e$ . Now, consider the placement of 5 in the $+,-,+,-$ case. Clearly, 5 is the maximum value, so it must be placed in the 2nd position or the 4th position, but we also have symmetry $a, b, c... | D | 32 |
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