id int64 1 7.14k | link stringlengths 75 84 | no int64 1 14 | problem stringlengths 14 5.33k | solution stringlengths 21 6.43k | answer int64 0 999 |
|---|---|---|---|---|---|
1,901 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_15 | 3 | Isosceles triangle $ABC$ has $AB = AC = 3\sqrt6$ , and a circle with radius $5\sqrt2$ is tangent to line $AB$ at $B$ and to line $AC$ at $C$ . What is the area of the circle that passes through vertices $A$ $B$ , and $C?$
$\textbf{(A) }24\pi\qquad\textbf{(B) }25\pi\qquad\textbf{(C) }26\pi\qquad\textbf{(D) }27\pi\qquad\... | Denote by $O$ the center of the circle that is tangent to line $AB$ at $B$ and to line $AC$ at $C$
Because this circle is tangent to line $AB$ at $B$ , we have $OB \perp AB$ and $OB = 5 \sqrt{2}$
Because this circle is tangent to line $AC$ at $C$ , we have $OC \perp AC$ and $OC = 5 \sqrt{2}$
Because $AB = AC$ $OB = OC$... | 26 |
1,902 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 1 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | The pillar at $B$ has height $9$ and the pillar at $A$ has height $12.$ Since the solar panel is flat, the inclination from pillar $B$ to pillar $A$ is $3.$ Call the center of the hexagon $G.$ Since $\overrightarrow{CG}\parallel\overrightarrow{BA},$ it follows that the solar panel has height $13$ at $G.$ Since the sola... | 17 |
1,903 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 2 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | Let the height of the pillar at $D$ be $x.$ Notice that the difference between the heights of pillar $C$ and pillar $D$ is equal to the difference between the heights of pillar $A$ and pillar $F.$ So, the height at $F$ is $x+2.$ Now, doing the same thing for pillar $E$ we get the height is $x+3.$ Therefore, we can see ... | 17 |
1,904 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 3 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | We can extend $BA$ and $BC$ to $G$ and $H$ , respectively, such that $AG = CH$ and $E$ lies on $\overline{GH}$ [asy] unitsize(1cm); pair A = (-sqrt(3),1); pair B = (0,2); pair C = (sqrt(3),1); pair D = (sqrt(3),-1); pair E = (0,-2); pair F = (-sqrt(3),-1); draw(A--B--C--D--E--F--cycle); label("$A, 12$", A, NW); label("... | 17 |
1,905 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 4 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | Denote by $h_X$ the height of any point $X$
Denote by $M$ the midpoint of $A$ and $C$ .
Hence, \[h_M = \frac{h_A + h_C}{2} = 11.\] Denote by $O$ the center of $ABCDEF$ . Because $ABCDEF$ is a regular hexagon, $O$ is the midpoint of $B$ and $E$ .
Hence, \[h_O = \frac{h_E + h_B}{2} = \frac{h_E + 9}{2}.\] Because $ABCDEF$... | 17 |
1,906 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 5 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | In this solution, we define rise as the change of height (in meters) from the solar panel to the ground. It follows that the rise from $B$ to $A$ is $12-9=3,$ and the rise from $B$ to $C$ is $10-9=1.$ Note that $\vec{BE}=2\vec{BA}+2\vec{BC},$ so the rise from $B$ to $E$ is $2\cdot3+2\cdot1=8.$
Together, the height of t... | 17 |
1,907 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 6 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | WLOG, let the side length of the hexagon be $6$
Establish a 3D coordinate system, in which $A=(0,0,0)$ . Let the coordinates of $B$ and $C$ be $(6,0,0)$ $\left(9,-3\sqrt{3},0\right)$ , respectively. Then, the solar panel passes through $P=(0,0,12), Q=(6,0,9), R=\left(9,-3\sqrt{3},10\right)$
The vector $\vec{PQ}=\langle... | 17 |
1,908 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 7 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | Let the pillars be $AA', BB', \ldots, FF'$ . Since solar panel $A'B'C'D'E'F'$ is a hexagon, the line $B'E'$ hits the midpoint $M$ of $A'C'$ . So, the 3D slope (change in $x$ : change in $y$ : change in $z$ ) of $BE$ is same as $BD$ . If $a$ is side of the hexagonal solar panel, \[B'M' = \frac{1}{2}a, B'E' = a+2\cdot \f... | 17 |
1,909 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 8 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | Set the midpoint of $\overline{AC}$ as $M$ [asy] unitsize(1cm); pair A = (-sqrt(3),1); pair B = (0,2); pair C = (sqrt(3),1); pair D = (sqrt(3),-1); pair E = (0,-2); pair F = (-sqrt(3),-1); pair M =(0,1.35); draw(A--B--C--D--E--F--cycle); label("$A, 12$", A, NW); label("$B, 9$", B, N); label("$C, 10$", C, NE); label("$D... | 17 |
1,910 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_17 | 9 | An architect is building a structure that will place vertical pillars at the vertices of regular hexagon $ABCDEF$ , which is lying horizontally on the ground. The six pillars will hold up a flat solar panel that will not be parallel to the ground. The heights of pillars at $A$ $B$ , and $C$ are $12$ $9$ , and $10$ mete... | Because the three points given are integers, it is likely that the answer is also an integer. This leaves us with $9$ or $17$ . Because both $A$ and $C$ are greater than $9$ and closer to $E$ than $B$ , we can assume that the height increases as the point gets closer to $E$ . Thus, we know the answer is greater than $9... | 17 |
1,911 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 1 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | There are $4$ possibilities for the top-left section. It follows that the top-right and bottom-left sections each have $3$ possibilities, so they have $3^2=9$ combinations. We have two cases:
Together, the answer is $36+48=\boxed{84}.$ | 84 |
1,912 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 2 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | We will do casework on the type of crops in the field.
Case 1: all of a kind.
If all four sections have the same type of crop, there are simply $\underline{4}$ ways to choose crops for the sections.
Case 2: $\boldsymbol{3}$ of a kind, $\boldsymbol{1}$ of another kind.
Since the one of another kind must be adjacent to t... | 84 |
1,913 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 3 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | To lighten notation, we use C, W, S, P to denote corn, wheat, soybeans, and potatoes, respectively.
We use I, II, III, IV to denote four quadrants, respectively.
We determine an arrangement in the following steps.
Step 1: Determine the crop planted in I.
The number of ways is $4$
Step 2: Determine the crops planed in I... | 84 |
1,914 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 4 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | The number of cases with at least one pair of corn and wheat adjacent is $4 \cdot 2 \cdot 4^2 - 4 \cdot 2 \cdot 4 + 0 - 2 = 94$ possible fields (You can easily see this for yourself using PIE.), and WLOG, the same goes for soybean and potatoes. Now, applying PIE on both sets (number of cases with at least one pair of c... | 84 |
1,915 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 5 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | We can create a tree representing an arbitrary box we start with and the possibilities for other boxes around the grid. We can just designate the crop we start with as $1$ , and the other crops as $2$ $3$ , and $4$ , where $1$ cannot be next to $2$ and $3$ cannot be next to $4$ in the grid. [asy] size(400); draw((0, 0... | 84 |
1,916 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_18 | 6 | A farmer's rectangular field is partitioned into $2$ by $2$ grid of $4$ rectangular sections as shown in the figure. In each section the farmer will plant one crop: corn, wheat, soybeans, or potatoes. The farmer does not want to grow corn and wheat in any two sections that share a border, and the farmer does not want t... | The top right box has $4$ choices and the top left box has $3$ choices. Thus, it is reasonable to assume that the answer is a multiple of $12$ . We know that the answer will not be too small or too large, so the answer is $\boxed{84}$ | 84 |
1,917 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_19 | 1 | A disk of radius $1$ rolls all the way around the inside of a square of side length $s>4$ and sweeps out a region of area $A$ . A second disk of radius $1$ rolls all the way around the outside of the same square and sweeps out a region of area $2A$ . The value of $s$ can be written as $a+\frac{b\pi}{c}$ , where $a,b$ ,... | The side length of the inner square traced out by the disk with radius $1$ is $s-4.$ However, there is a piece at each corner (bounded by two line segments and one $90^\circ$ arc) where the disk never sweeps out. The combined area of these four pieces is $(1+1)^2-\pi\cdot1^2=4-\pi.$ As a result, we have \[A=s^2-(s-4)^2... | 10 |
1,918 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 2 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | Similar to Solution 1, use the discriminant to get $b^2\leq 4c$ and $c^2\leq 4b$ . These can be rearranged to $c\geq \frac{1}{4}b^2$ and $b\geq \frac{1}{4}c^2$ . Now, we can roughly graph these two inequalities, letting one of them be the $x$ axis and the other be $y$ .
The graph of solutions should be above the parab... | 6 |
1,919 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 3 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | We need to solve the following system of inequalities: \[ \left\{ \begin{array}{ll} b^2 - 4 c \leq 0 \\ c^2 - 4 b \leq 0 \end{array} \right.. \] Feasible solutions are in the region formed between two parabolas $b^2 - 4 c = 0$ and $c^2 - 4 b = 0$
Define $f \left( b \right) = \frac{b^2}{4}$ and $g \left( b \right) = 2 \... | 6 |
1,920 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 4 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | A quadratic equation $Ax^2+Bx+C=0$ has one real solution if and only if $\sqrt{B^2-4AC}=0.$ Similarly, it has imaginary solutions if and only if $\sqrt{B^2-4AC}<0.$ We proceed as following:
We want both $x^2+bx+c$ to be $1$ value or imaginary and $x^2+cx+b$ to be $1$ value or imaginary. $x^2+4x+4$ is one such case sinc... | 6 |
1,921 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 5 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | We see that $b^2 \leq 4c$ and $c^2 \leq 4b.$ WLOG, assume that $b \geq c.$ Then we have that $b^2 \leq 4c \leq 4b$ , so $b^2 \leq 4b$ and therefore $b \leq 4$ , also meaning that $c \leq 4.$ This means that we only need to try 16 cases. Now we can get rid of the assumption that $b \geq c$ , because we want ordered pair... | 6 |
1,922 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 6 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | We need both $b^2\leq 4c$ and $c^2\leq 4b$
If $b=c$ then the above become $b^2\leq 4b\iff b\leq 4$ , so we have four solutions $(k,k)$ , where $k=1$ $2$ $3$ $4$
If $b<c$ then we only need $c^2\leq 4b$ since it implies $b^2< 4c$ . Now $c^2\leq 4b\leq 4(c-1) \implies (c-2)^2\leq 0 \implies c=2$ , so $b=1$ . We plug $b=1$... | 6 |
1,923 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_20 | 7 | For how many ordered pairs $(b,c)$ of positive integers does neither $x^2+bx+c=0$ nor $x^2+cx+b=0$ have two distinct real solutions?
$\textbf{(A) } 4 \qquad \textbf{(B) } 6 \qquad \textbf{(C) } 8 \qquad \textbf{(D) } 12 \qquad \textbf{(E) } 16 \qquad$ | Since $b^{2} - 4c \le 0$ and $c^{2} - 4b \le 0$ , adding the two together yields $b^{2} + c^{2} \le 4(c+b)$ . Obviously, this is not true if either $b$ or $c$ get too large, and they are equal when $b = c = 4$ , so the greatest pair is $(4,4)$ and both numbers must be lesser for further pairs. For there to be two disti... | 6 |
1,924 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_21 | 1 | Each of the $20$ balls is tossed independently and at random into one of the $5$ bins. Let $p$ be the probability that some bin ends up with $3$ balls, another with $5$ balls, and the other three with $4$ balls each. Let $q$ be the probability that every bin ends up with $4$ balls. What is $\frac{p}{q}$
$\textbf{(A)}\ ... | For simplicity purposes, we assume that the balls and the bins are both distinguishable.
Recall that there are $5^{20}$ ways to distribute $20$ balls into $5$ bins. We have \[p=\frac{5\cdot4\cdot\binom{20}{3,5,4,4,4}}{5^{20}} \text{ and } q=\frac{\binom{20}{4,4,4,4,4}}{5^{20}}.\] Therefore, the answer is \[\frac pq=\fr... | 16 |
1,925 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_21 | 2 | Each of the $20$ balls is tossed independently and at random into one of the $5$ bins. Let $p$ be the probability that some bin ends up with $3$ balls, another with $5$ balls, and the other three with $4$ balls each. Let $q$ be the probability that every bin ends up with $4$ balls. What is $\frac{p}{q}$
$\textbf{(A)}\ ... | For simplicity purposes, we assume that the balls and the bins are both distinguishable.
Let $q=\frac{x}{a},$ where $a$ is the total number of combinations and $x$ is the number of cases where every bin ends up with $4$ balls.
We can take $1$ ball from one bin and place it in another bin so that some bin ends up with $... | 16 |
1,926 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_21 | 3 | Each of the $20$ balls is tossed independently and at random into one of the $5$ bins. Let $p$ be the probability that some bin ends up with $3$ balls, another with $5$ balls, and the other three with $4$ balls each. Let $q$ be the probability that every bin ends up with $4$ balls. What is $\frac{p}{q}$
$\textbf{(A)}\ ... | Since both of the cases will have $3$ bins with $4$ balls in them, we can leave those out. There are $2 \cdot \binom {5}{2} = 20$ ways to choose where to place the $3$ and the $5$ . After that, there are $\binom {8}{3} = 56$ ways to put the $3$ and $5$ balls being put into the bins. For the $4,4,4,4,4$ case, after we c... | 16 |
1,927 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_21 | 4 | Each of the $20$ balls is tossed independently and at random into one of the $5$ bins. Let $p$ be the probability that some bin ends up with $3$ balls, another with $5$ balls, and the other three with $4$ balls each. Let $q$ be the probability that every bin ends up with $4$ balls. What is $\frac{p}{q}$
$\textbf{(A)}\ ... | Construct the set $A$ consisting of all possible $3{-}5{-}4{-}4{-}4$ bin configurations, and construct set $B$ consisting of all possible $4{-}4{-}4{-}4{-}4$ configurations. If we let $N$ be the total number of configurations possible, it's clear we want to solve for $\frac{p}{q} = \frac{\frac{|A|}{N}}{\frac{|B|}{N}} =... | 16 |
1,928 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_23 | 2 | For each positive integer $n$ , let $f_1(n)$ be twice the number of positive integer divisors of $n$ , and for $j \ge 2$ , let $f_j(n) = f_1(f_{j-1}(n))$ . For how many values of $n \le 50$ is $f_{50}(n) = 12?$
$\textbf{(A) }7\qquad\textbf{(B) }8\qquad\textbf{(C) }9\qquad\textbf{(D) }10\qquad\textbf{(E) }11$ | First, take note that the maximum possible value of $f_1(n)$ for $1 \le n \le k$ increases as $k$ increases (it is a step function), i.e. it is increasing. Likewise, as $k$ decreases, the maximum possible value of $f_1(n)$ decreases as well. Also, let $f_1(n) = 2d(n)$ where $d(n)$ is the number of divisors of n.
Since ... | 10 |
1,929 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_23 | 3 | For each positive integer $n$ , let $f_1(n)$ be twice the number of positive integer divisors of $n$ , and for $j \ge 2$ , let $f_j(n) = f_1(f_{j-1}(n))$ . For how many values of $n \le 50$ is $f_{50}(n) = 12?$
$\textbf{(A) }7\qquad\textbf{(B) }8\qquad\textbf{(C) }9\qquad\textbf{(D) }10\qquad\textbf{(E) }11$ | $\textbf{Observation 1}$ $f_1 \left( 12 \right) = 12$
Hence, if $n$ has the property that $f_j \left( n \right) = 12$ for some $j$ , then $f_k \left( n \right) = 12$ for all $k > j$
$\textbf{Observation 2}$ $f_1 \left( 8 \right) = 8$
Hence, if $n$ has the property that $f_j \left( n \right) = 8$ for some $j$ , then $f_... | 10 |
1,930 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_24 | 1 | Each of the $12$ edges of a cube is labeled $0$ or $1$ . Two labelings are considered different even if one can be obtained from the other by a sequence of one or more rotations and/or reflections. For how many such labelings is the sum of the labels on the edges of each of the $6$ faces of the cube equal to $2$
$\text... | For simplicity, we will name this cube $ABCDEFGH$ by vertices, as shown below. [asy] /* Made by MRENTHUSIASM */ size(150); pair A, B, C, D, E, F, G, H; A = (0,1); B = (1,1); C = (1,0); D = (0,0); E = (0.3,1.3); F = (1.3,1.3); G = (1.3,0.3); H = (0.3,0.3); draw(A--B--C--D--cycle^^A--E^^B--F^^C--G^^E--F--G); draw(H--D^... | 20 |
1,931 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_24 | 2 | Each of the $12$ edges of a cube is labeled $0$ or $1$ . Two labelings are considered different even if one can be obtained from the other by a sequence of one or more rotations and/or reflections. For how many such labelings is the sum of the labels on the edges of each of the $6$ faces of the cube equal to $2$
$\text... | Since we want the sum of the edges of each face to be $2$ , we need there to be two $1$ s and two $0$ s on each face. Through experimentation, we find that either $2, 4,$ or all of them have $1$ s adjacent to $1$ s and $0$ s adjacent to $0$ on each face. WLOG, let the first face (counterclockwise) be $0,0,1,1$ . In thi... | 20 |
1,932 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_24 | 3 | Each of the $12$ edges of a cube is labeled $0$ or $1$ . Two labelings are considered different even if one can be obtained from the other by a sequence of one or more rotations and/or reflections. For how many such labelings is the sum of the labels on the edges of each of the $6$ faces of the cube equal to $2$
$\text... | We see that if the $3$ edges connecting to $A$ has two $0$ 's, and one $1$ , it would have the same solutions as if it had two $1$ 's, and one $0$ . The solutions would just be inverted. As case 2.1 and case 2.2.2 are inverses, and case 2.2.1 has case 1 as an inverse, there would not be any additional solutions.
Simila... | 20 |
1,933 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10A_Problems/Problem_24 | 4 | Each of the $12$ edges of a cube is labeled $0$ or $1$ . Two labelings are considered different even if one can be obtained from the other by a sequence of one or more rotations and/or reflections. For how many such labelings is the sum of the labels on the edges of each of the $6$ faces of the cube equal to $2$
$\text... | The problem states the sum of the labels on the edges of each of the $6$ faces of the cube equal to $2$ . That is, the sum of the labels on the $4$ edges of a face is equal to $2$ . The labels can only be $0$ or $1$ , meaning $2$ edges are labeled $1$ , the other $2$ are labeled $0$
This problem can be approached by Gr... | 20 |
1,934 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | 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 $1, 2, 3,$ and $4$ each appear in the ones, tens, hundreds, and thousands digit exactly once. Since $1+2+3+4=10$ , we find that the sum is equal to \[10\cdot(1+10+100+1000)=\boxed{11110}.\] Note that it is equally valid to manually add all four numbers together to get the answer. | 110 |
1,935 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | 2 | 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 have \[1234 + 2341 + 3412 + 4123 = 1111 \left( 1 + 2 + 3 + 4 \right) = \boxed{11110}.\] ~Steven Chen (www.professorchenedu.com) | 110 |
1,936 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | 3 | 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 $\boxed{11110}$ | 110 |
1,937 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_1 | 4 | 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. $1234 + 2341 + 3412 + 4123 = 11110 \implies \boxed{11110}$ | 110 |
1,938 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | 1 | 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 | 6 |
1,939 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | 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) | 6 |
1,940 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_2 | 4 | 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 | 6 |
1,941 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_3 | 1 | 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... | 41 |
1,942 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_3 | 2 | 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} \... | 41 |
1,943 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_4 | 1 | 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\... | 60 |
1,944 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_4 | 2 | 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 $\boxed{60}.$ | 60 |
1,945 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | 1 | 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 $... | 58 |
1,946 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | 2 | 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^... | 58 |
1,947 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_6 | 3 | 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... | 58 |
1,948 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_7 | 2 | 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... | 11 |
1,949 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_7 | 3 | 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... | 11 |
1,950 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_8 | 1 | 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 $1+2+7=\boxed{10}$ | 10 |
1,951 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | 1 | 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... | 27 |
1,952 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | 2 | 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... | 27 |
1,953 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_10 | 3 | 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. | 27 |
1,954 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 1 | 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... | 117 |
1,955 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 2 | 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 ... | 117 |
1,956 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 3 | 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}... | 117 |
1,957 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 4 | 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 $BC$ ... | 117 |
1,958 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 5 | 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*} ... | 117 |
1,959 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_15 | 6 | 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}... | 117 |
1,960 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | 1 | 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... | 147 |
1,961 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | 2 | 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... | 147 |
1,962 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | 3 | 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{\... | 147 |
1,963 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_18 | 4 | 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... | 147 |
1,964 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | 1 | 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... | 8 |
1,965 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | 2 | 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... | 8 |
1,966 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | 3 | 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, ... | 8 |
1,967 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_19 | 4 | 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 ... | 8 |
1,968 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_21 | 1 | 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... | 68 |
1,969 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | 1 | 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... | 197 |
1,970 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | 2 | 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 \... | 197 |
1,971 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_22 | 3 | 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,>... | 197 |
1,972 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | 1 | 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... | 7 |
1,973 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | 2 | 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 ... | 7 |
1,974 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | 3 | 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 $6+1+0=\boxed{7}$ | 7 |
1,975 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | 4 | 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 $fix(g)$
... | 7 |
1,976 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_24 | 5 | 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... | 7 |
1,977 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_25 | 1 | 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... | 67 |
1,978 | https://artofproblemsolving.com/wiki/index.php/2021_Fall_AMC_10B_Problems/Problem_25 | 2 | 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... | 67 |
1,979 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | 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 $\boxed{8}.$ | 8 |
1,980 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | 2 | 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 | 8 |
1,981 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | 3 | 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 | 8 |
1,982 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_1 | 4 | 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... | 8 |
1,983 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | 1 | 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... | 950 |
1,984 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | 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 \[3x=2600\cdot\frac 34=650\cdot3=\boxed{1950}.\] | 950 |
1,985 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | 3 | 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. | 950 |
1,986 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_2 | 4 | 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 $\boxed{1950}.$ | 950 |
1,987 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | 1 | 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... | 238 |
1,988 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | 2 | 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 $\boxed{14238}$ | 238 |
1,989 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | 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... | 238 |
1,990 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_3 | 4 | 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 ... | 238 |
1,991 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | 1 | 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... | 195 |
1,992 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | 3 | 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... | 195 |
1,993 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_4 | 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... | 195 |
1,994 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | 1 | 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... | 75 |
1,995 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | 2 | 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)=... | 75 |
1,996 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_8 | 3 | 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... | 75 |
1,997 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_9 | 3 | 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 ... | 1 |
1,998 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_11 | 1 | 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 $\boxed{8}.$ | 8 |
1,999 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_11 | 2 | 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... | 8 |
2,000 | https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_12 | 1 | 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 ... | 4 |
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