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2,001
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_13
| 1
|
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 $\triangle ADC$ as the base, then $\overline{AB}$ must be the altitude. The volume of tetrahedron $ABCD$ is $\dfrac{1}{3} \cdot \dfrac{3 \cdot 4}{2} \cdot 2=\boxed{4}.$
| 4
|
2,002
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_13
| 2
|
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 $\overline{BD},$ respectively: \begin{align*} x^2+y^2+z^2&=2^2, &(1) \\ (x-3)^2+y^2+z^2&=\sqrt{13}^2, &(2) \\ x^2+(y-4)^2+z^2&=\left(2\sqrt5\right)^2. &\hspace{1mm} (3) \end{align*} Subtracting $(1)$ from $(2)$ gives $-6x+9=9,$ from which $x=0.$
Subtracting $(1)$ from $(3)$ gives $-8y+16=16,$ from which $y=0.$
Substituting $(x,y)=(0,0)$ into $(1)$ produces $z^2=4,$ or $|z|=2.$
Let the brackets denote areas. Finally, we find the volume of tetrahedron $ABCD$ using $\triangle ACD$ as the base: \begin{align*} V_{ABCD}&=\frac13\cdot[ACD]\cdot h_B \\ &=\frac13\cdot\left(\frac12\cdot AC \cdot AD\right)\cdot |z| \\ &=\boxed{4} ~MRENTHUSIASM
| 4
|
2,003
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_14
| 1
|
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 $B = -32 - 48 - 8 = \boxed{88}$
| 88
|
2,004
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_14
| 2
|
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 \[B= - \left(\binom {4}{3} \binom {2}{0} \cdot 2^{3} + \binom {4}{2} \binom{2}{1} \cdot 2^{2} \cdot 1 + \binom {4}{1} \binom {2}{2} \cdot 2 \right) = -\left(32+48+8 \right) = \boxed{88}.\] ~ike.chen
| 88
|
2,005
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15
| 1
|
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 choices $A=3, B=2, C=4, D=1$ is considered the same as the choices $A=4, B=1, C=3, D=2.$
$\textbf{(A) }30 \qquad \textbf{(B) }60 \qquad \textbf{(C) }90 \qquad \textbf{(D) }180 \qquad \textbf{(E) }360$
|
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 $\boxed{90}$
| 90
|
2,006
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15
| 2
|
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 choices $A=3, B=2, C=4, D=1$ is considered the same as the choices $A=4, B=1, C=3, D=2.$
$\textbf{(A) }30 \qquad \textbf{(B) }60 \qquad \textbf{(C) }90 \qquad \textbf{(D) }180 \qquad \textbf{(E) }360$
|
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 both the numerator and denominator are positive/negative (increasing and decreasing). We must divide by $2$ at the end, however, since the $2$ curves aren't considered distinct. Calculating, we get \[\frac {1}{2} \cdot \binom {6}{2} \binom {4}{2} \cdot 2 = \boxed{90}.\] ~ike.chen
| 90
|
2,007
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_15
| 3
|
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 choices $A=3, B=2, C=4, D=1$ is considered the same as the choices $A=4, B=1, C=3, D=2.$
$\textbf{(A) }30 \qquad \textbf{(B) }60 \qquad \textbf{(C) }90 \qquad \textbf{(D) }180 \qquad \textbf{(E) }360$
|
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 value, we can flip $B$ and $D$ to obtain a corresponding negative value. This is a bijection (we could flip $B$ and $D$ again to obtain the original choice (injectivity) and we could flip $B$ and $D$ from any negative choice to obtain the corresponding positive choice (surjectivity)), so half of the choices are positive (where the curves intersect) and half are negative (where they don't).
This means that of the $\frac{6\cdot5\cdot4\cdot3}{2} = 180$ total choices (dividing by $2$ because the order of the curves does not matter), half of them, or $\frac{180}{2} = \boxed{90}$ , lead to intersecting curves.
| 90
|
2,008
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16
| 1
|
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?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\textbf{(E)} ~167$
|
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 $142$ looks like the only number close to it, it is answer $\boxed{142}$ ~Lopkiloinm
| 142
|
2,009
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16
| 2
|
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?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\textbf{(E)} ~167$
|
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 $\frac{200(200+1)}{2}-\frac{142(142+1)}{2}$ which is approximately $10000$ as well. Therefore, we can be relatively sure the answer choice is $\boxed{142}.$
| 142
|
2,010
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_16
| 3
|
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?
$\textbf{(A)} ~100.5 \qquad\textbf{(B)} ~134 \qquad\textbf{(C)} ~142 \qquad\textbf{(D)} ~150.5 \qquad\textbf{(E)} ~167$
|
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 $200.$ [asy]draw((0,0)--(200,200)--(200,0)--cycle); draw((142,0)--(142,142)); label("$x$",(142,0)--(142,142),E); label("$x$",(0,0)--(142,0),S); label("$200$",(200,0)--(200,200),E); [/asy]
Let $x$ be the side length such that both sides of the triangle have the same area. The desired answer is then around $x$ because about half of the numbers in the list fall on each side.
Solving for $x$ yields: \begin{align*} \frac{x^2}{2} =& \:\frac{1}{2} \cdot \frac{200^2}{2} \\ x^2 =& \:\frac{1}{2}\cdot 200^2 \\ x =& \:\frac{200}{\sqrt{2}} = \: 100\sqrt{2} \approx 141. \end{align*} We see that $\boxed{142}$ is the closest to $x$ by far, and thus, can be relatively certain this is the answer.
| 142
|
2,011
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 1
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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 right, the Pythagorean theorem implies that \[AD=\sqrt{86^2-66^2}=4\sqrt{190}.\] The answer is $4+190=\boxed{194}$
| 194
|
2,012
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 2
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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 \[AD=CP\cdot\frac{OD}{OP}=h\cdot\frac{x}{11}.\] Let the brackets denote areas. Notice that $[AOD]=[BOC]$ (By the same base and height, we deduce that $[ACD]=[BDC].$ Subtracting $[OCD]$ from both sides gives $[AOD]=[BOC].$ ). Doubling both sides produces \begin{align*} 2[AOD]&=2[BOC] \\ OD\cdot AD&=OB\cdot CP \\ x\left(\frac{hx}{11}\right)&=(x+22)h \\ x^2&=11(x+22). \end{align*} Rearranging and factoring result in $(x-22)(x+11)=0,$ from which $x=22.$
Applying the Pythagorean Theorem to right $\triangle CPB,$ we have \[h=\sqrt{43^2-33^2}=\sqrt{(43+33)(43-33)}=\sqrt{760}=2\sqrt{190}.\] Finally, we get \[AD=h\cdot\frac{x}{11}=4\sqrt{190},\] so the answer is $4+190=\boxed{194}.$
| 194
|
2,013
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 3
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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) $\triangle BPC \sim \triangle BDA$ with ratio $1:2,$ so $AD = 2y$ using the fact that $P$ is the midpoint of $BD$
Thus, $\frac{xy}{11} = 2y,$ or $x = 22.$ And $y = \sqrt{43^2 - 33^2} = 2 \sqrt{190},$ so $AD = 4 \sqrt{190}$ and the answer is $4+190=\boxed{194}.$
| 194
|
2,014
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 4
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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 $\angle DBE \cong \angle PBC \cong \angle DBA \implies \angle DBE \cong \angle DBA$ . Thus, by ASA, we know that $\triangle ABD \cong \triangle EBD$ , thus, $AD = ED$ , meaning $D$ is the midpoint of $AE$ .
Let $M$ be the midpoint of $\overline{DE}$ . Note that $\triangle CME$ is congruent to $\triangle BPC$ , thus $BC = CE$ , meaning $C$ is the midpoint of $\overline{BE}.$
Therefore, $\overline{AC}$ and $\overline{BD}$ are both medians of $\triangle ABE$ . This means that $O$ is the centroid of $\triangle ABE$ ; therefore, because the centroid divides the median in a 2:1 ratio, $\frac{BO}{2} = DO = \frac{BD}{3}$ . Recall that $P$ is the midpoint of $BD$ $DP = \frac{BD}{2}$ . The question tells us that $OP = 11$ $DP-DO=11$ ; we can write this in terms of $DB$ $\frac{DB}{2}-\frac{DB}{3} = \frac{DB}{6} = 11 \implies DB = 66$
We are almost finished. Each side length of $\triangle ABD$ is twice as long as the corresponding side length $\triangle CBP$ or $\triangle CPD$ , since those triangles are similar; this means that $AB = 2 \cdot 43 = 86$ . Now, by Pythagorean theorem on $\triangle ABD$ $AB^{2} - BD^{2} = AD^{2} \implies 86^{2}-66^{2} = AD^{2} \implies AD = \sqrt{3040} \implies AD = 4 \sqrt{190}$
The answer is $4+190 = \boxed{194}$
| 194
|
2,015
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 5
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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 that of $\triangle ADC$ on $CD$ . Since $[APB]=[ADC]$ $AB=2CD$
As a basic property of a trapezoid, $\triangle AOB \sim \triangle COD$ , so $\frac{OB}{OD}=\frac{AB}{CD}=2$ , or $OB=2OD$ . Letting $OD=x$ , then $PB=DP=11+x$ , and $OB=22+x$ . Hence $22+x=2x$ and $x=22$
Since $\triangle AOD \sim \triangle COP$ $\frac{AD}{PC}=\frac{OD}{OP}=2$ . Since $PD=11+22=33$ $PC=\sqrt{43^2-33^2}=\sqrt{760}$
So, $AD=2\sqrt{760}=4\sqrt{190}$ . The correct answer is $\boxed{194}$
| 194
|
2,016
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_17
| 6
|
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 $m\sqrt{n}$ , where $m$ and $n$ are positive integers and $n$ is not divisible by the square of any prime. What is $m+n$
$\textbf{(A) }65 \qquad \textbf{(B) }132 \qquad \textbf{(C) }157 \qquad \textbf{(D) }194\qquad \textbf{(E) }215$
|
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 isosceles $C$ lies on $x = a.$ Thus since $CD$ has equation $y = \frac{b}{a}x$ $D$ is the origin), $C = (a,b).$ Therefore $AC$ has equation $y = \frac{3b}{a}x - 2b$ and intersects $BD$ $x$ -axis) at $O =\left(\frac{2}{3}a, 0\right).$ The midpoint of $BD$ is $P = (a,0),$ so $OP = \frac{a}{3} = 11,$ from which $a = 33.$ Then by Pythagorean theorem on $\triangle DPC$ $\triangle DBC$ is isosceles), we have $b = \sqrt{43^2 - 33^2} = 2\sqrt{190},$ so $2b=4\sqrt{190}.$
Finally, the answer is $4+190=\boxed{194}.$
| 194
|
2,017
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19
| 1
|
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 again, we have $x^2+y^2-6y=0$ , i.e. $x^2+(y-3)^2=3^2$ . This gives us a circle of radius $3$ centered at $(0,3)$
Case 3: $|x-y|=x-y, |x+y|=-x-y$
Doing the same process as before, we have $x^2+y^2+6y=0$ , i.e. $x^2+(y+3)^2=3^2$ . This gives us a circle of radius $3$ centered at $(0,-3)$
Case 4: $|x-y|=y-x, |x+y|=-x-y$
One last time: we have $x^2+y^2+6x=0$ , i.e. $(x+3)^2+y^2=3^2$ . This gives us a circle of radius $3$ centered at $(-3,0)$
After combining all the cases and drawing them on the Cartesian Plane, this is what the diagram looks like:
[asy] size(10cm); Label f; f.p=fontsize(7); xaxis(-8,8,Ticks(f, 1.0)); yaxis(-8,8,Ticks(f, 1.0)); draw(arc((-3,0),3,90,270) -- cycle, gray); draw(arc((0,3),3,0,180) -- cycle, gray); draw(arc((3,0),3,-90,90) -- cycle, gray); draw(arc((0,-3),3,-180,0) -- cycle, gray); draw((-3,3)--(3,3)--(3,-3)--(-3,-3)--cycle, grey); [/asy] Now, the area of the shaded region is just a square with side length $6$ with four semicircles of radius $3$ .
The area is $6\cdot6+4\cdot \frac{9\pi}{2} = 36+18\pi$ . The answer is $36+18$ which is $\boxed{54}$
| 54
|
2,018
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19
| 2
|
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 $(x-3)^2 + y^2 = 3^2$ which is a circle of radius 3 centered at $(3,0)$ . We remark that only the points on the semicircle where $x \ge 3$ work here, since Case 1 assumes $x-y \ge 0$ and $x+y \ge 0$ . Next, we observe that an ordered pair is a solution to the given equation if and only if any of its $90^{\circ}$ rotations about the origin is a solution. This follows as the value of $x^2+y^2-3(|x-y|+|x+y|)$ is invariant to $90^{\circ}$ rotations, since $x^2+y^2$ simply represents the square of the distance to the origin (which is unchanged upon rotation), and $|x-y|+|x+y|$ is the sum of the distances to the lines $y=x$ and $y=-x$ , multiplied by $\sqrt{2}$ (also unchanged upon $90^{\circ}$ rotation).
By the above observation, we can quickly sketch the remainder of the region, and the area is $\boxed{54}$ as above.
| 54
|
2,019
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_19
| 3
|
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 guess that there is a center square with area $6 \cdot 6$ $36$ and $4$ semicircles with radius $3$ . We get $4$ semicircles with area $4.5 \pi$ , and therefore the answer is $36+18$ $\boxed{54}$
| 54
|
2,020
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 1
|
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 $\boxed{32}$ permutations that work.
| 32
|
2,021
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 2
|
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,EndArrow); draw((0.25,0)--(1.75,0),red,EndArrow); draw((0.25,0)--(1.75,-3),red,EndArrow); draw((2.25,3)--(3.75,3),red,EndArrow); draw((2.25,0)--(3.75,0.75),red,EndArrow); draw((2.25,0)--(3.75,-0.75),red,EndArrow); draw((2.25,-3)--(3.75,-2.25),red,EndArrow); draw((2.25,-3)--(3.75,-3.75),red,EndArrow); draw((4.25,3)--(5.75,3),red,EndArrow); draw((4.25,0.75)--(5.75,0.75),red,EndArrow); draw((4.25,-0.75)--(5.75,-0.75),red,EndArrow); draw((4.25,-2.25)--(5.75,-2.25),red,EndArrow); draw((4.25,-3.75)--(5.75,-3.75),red,EndArrow); draw((6.25,3)--(7.75,3),red,EndArrow); draw((6.25,0.75)--(7.75,0.75),red,EndArrow); draw((6.25,-0.75)--(7.75,-0.75),red,EndArrow); draw((6.25,-2.25)--(7.75,-2.25),red,EndArrow); draw((6.25,-3.75)--(7.75,-3.75),red,EndArrow); label("$1$",(0,0)); label("$3$",(2,3)); label("$2$",(4,3)); label("$5$",(6,3)); label("$4$",(8,3)); label("$4$",(2,0)); label("$2$",(4,0.75)); label("$5$",(6,0.75)); label("$3$",(8,0.75)); label("$3$",(4,-0.75)); label("$5$",(6,-0.75)); label("$2$",(8,-0.75)); label("$5$",(2,-3)); label("$2$",(4,-2.25)); label("$4$",(6,-2.25)); label("$3$",(8,-2.25)); label("$3$",(4,-3.75)); label("$4$",(6,-3.75)); label("$2$",(8,-3.75)); draw((12.75,0)--(14.25,4.5),red,EndArrow); draw((12.75,0)--(14.25,1.5),red,EndArrow); draw((12.75,0)--(14.25,-1.5),red,EndArrow); draw((12.75,0)--(14.25,-4.5),red,EndArrow); draw((14.75,4.5)--(16.25,5.25),red,EndArrow); draw((14.75,4.5)--(16.25,3.75),red,EndArrow); draw((14.75,1.5)--(16.25,1.5),red,EndArrow); draw((14.75,-1.5)--(16.25,-0.75),red,EndArrow); draw((14.75,-1.5)--(16.25,-2.25),red,EndArrow); draw((14.75,-4.5)--(16.25,-3.75),red,EndArrow); draw((14.75,-4.5)--(16.25,-5.25),red,EndArrow); draw((16.75,5.25)--(18.25,5.25),red,EndArrow); draw((16.75,3.75)--(18.25,3.75),red,EndArrow); draw((16.75,1.5)--(18.25,1.5),red,EndArrow); draw((16.75,-0.75)--(18.25,-0.75),red,EndArrow); draw((16.75,-2.25)--(18.25,-2.25),red,EndArrow); draw((16.75,-3.75)--(18.25,-3.75),red,EndArrow); draw((16.75,-5.25)--(18.25,-5.25),red,EndArrow); draw((18.75,5.25)--(20.25,5.25),red,EndArrow); draw((18.75,3.75)--(20.25,3.75),red,EndArrow); draw((18.75,1.5)--(20.25,1.5),red,EndArrow); draw((18.75,-0.75)--(20.25,-0.75),red,EndArrow); draw((18.75,-2.25)--(20.25,-2.25),red,EndArrow); draw((18.75,-3.75)--(20.25,-3.75),red,EndArrow); draw((18.75,-5.25)--(20.25,-5.25),red,EndArrow); label("$2$",(12.5,0)); label("$1$",(14.5,4.5)); label("$3$",(14.5,1.5)); label("$4$",(14.5,-1.5)); label("$5$",(14.5,-4.5)); label("$4$",(16.5,5.25)); label("$5$",(16.5,3.75)); label("$1$",(16.5,1.5)); label("$1$",(16.5,-0.75)); label("$3$",(16.5,-2.25)); label("$1$",(16.5,-3.75)); label("$3$",(16.5,-5.25)); label("$3$",(18.5,5.25)); label("$3$",(18.5,3.75)); label("$5$",(18.5,1.5)); label("$5$",(18.5,-0.75)); label("$5$",(18.5,-2.25)); label("$4$",(18.5,-3.75)); label("$4$",(18.5,-5.25)); label("$5$",(20.5,5.25)); label("$4$",(20.5,3.75)); label("$4$",(20.5,1.5)); label("$3$",(20.5,-0.75)); label("$1$",(20.5,-2.25)); label("$3$",(20.5,-3.75)); label("$1$",(20.5,-5.25)); draw((25.25,0)--(26.75,1.5),red,EndArrow); draw((25.25,0)--(26.75,-1.5),red,EndArrow); draw((27.25,1.5)--(28.75,2.25),red,EndArrow); draw((27.25,1.5)--(28.75,0.75),red,EndArrow); draw((27.25,-1.5)--(28.75,-0.75),red,EndArrow); draw((27.25,-1.5)--(28.75,-2.25),red,EndArrow); draw((29.25,2.25)--(30.75,2.25),red,EndArrow); draw((29.25,0.75)--(30.75,0.75),red,EndArrow); draw((29.25,-0.75)--(30.75,-0.75),red,EndArrow); draw((29.25,-2.25)--(30.75,-2.25),red,EndArrow); draw((31.25,2.25)--(32.75,2.25),red,EndArrow); draw((31.25,0.75)--(32.75,0.75),red,EndArrow); draw((31.25,-0.75)--(32.75,-0.75),red,EndArrow); draw((31.25,-2.25)--(32.75,-2.25),red,EndArrow); label("$3$",(25,0)); label("$1$",(27,1.5)); label("$2$",(27,-1.5)); label("$4$",(29,2.25)); label("$5$",(29,0.75)); label("$4$",(29,-0.75)); label("$5$",(29,-2.25)); label("$2$",(31,2.25)); label("$2$",(31,0.75)); label("$1$",(31,-0.75)); label("$1$",(31,-2.25)); label("$5$",(33,2.25)); label("$4$",(33,0.75)); label("$5$",(33,-0.75)); label("$4$",(33,-2.25)); [/asy]
There are $16$ valid sequences that start with $1,2,31,$ or $32.$ By symmetry, there are $16$ valid sequences that start with $5,4,35,$ or $34.$ So, the answer is $16+16=\boxed{32}.$
| 32
|
2,022
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 3
|
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 term must be either $3$ or $4.$ We have four subcases:
$(1) \ \underline{\hspace{3mm}}3\underline{\hspace{3mm}}5\underline{\hspace{3mm}}$
$(2) \ \underline{\hspace{3mm}}5\underline{\hspace{3mm}}3\underline{\hspace{3mm}}$
$(3) \ \underline{\hspace{3mm}}4\underline{\hspace{3mm}}5\underline{\hspace{3mm}}$
$(4) \ \underline{\hspace{3mm}}5\underline{\hspace{3mm}}4\underline{\hspace{3mm}}$
For $(1),$ the first two blanks must be $1$ and $2$ in some order, and the last blank must be $4.$ So, we get $2$ possibilities. Similarly, $(2)$ also has $2$ possibilities.
For $(3),$ there are no restrictions for the numbers $1, 2,$ and $3.$ So, we get $3!=6$ possibilities. Similarly, $(4)$ also has $6$ possibilities.
Together, $\text{Case \#1}$ has $2+2+6+6=16$ possibilities. By symmetry, $\text{Case \#2}$ also has $16$ possibilities.
Finally, the answer is $16+16=\boxed{32}.$
| 32
|
2,023
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 4
|
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 place in where 1 would go in the other case. So now we have another two "sub case":
_1_2_(case 1)
21_ _ _(case 2)
There are 3! ways to arrange the rest for case 1, since there is no restriction.
For case 2, we need to consider how many ways to arrange 3,4,5 in a a>b<c fashion. It should seem pretty obvious that b has to be 3, so there will be 2! way to put 4 and 5.
Now we find our result, times 2 for symmetry, times 2 for placement of 1 and times (3!+2!) for the two different cases for placement of 2. This give us $2*2*(3!+2!)=4*(6+2)=\boxed{32}$
| 32
|
2,024
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 5
|
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 way is that $3$ is the 3rd digit, so it can be either $231$ or $132$ , give us $2$ results.
__ __ 4 __ 5, then the 1st digit must be $2$ or $3$ $2$ gives us $1$ way, and $3$ gives us $2$ ways. (Can't be $1$ because the first digit would increasing). Therefore, $4$ in the middle and $5$ in the last would result in $3$ ways.
Case $2$ $5$ is the fourth digit. __ __ __ 5 __
Then the last digit can be all of the 4 numbers $1$ $2$ $3$ , and $4$ . Let's say if the last digit is $4$ , then the 2nd digit would be the largest for the remaining digits to prevent increasing order or decreasing order. Then the remaining two are interchangeable, give us $2!$ ways. All of the $4$ can work, so case $2$ would result in $2!+2!+2!+2!=8$ ways.
Case $3$ $5$ is in the middle. __ __ 5 __ __
Then there are only two cases:
1. $42513$ , then 4 and 3 are interchangeable, which results in $2!*2!$ . Or it can be $43512$ , then 4 and 2 are interchangeable, but it can not be $23514$ , so there can only be 2 possible ways: $43512$ $21534$
Therefore, case 3 would result in $4+2=6$ ways.
$8+3+2=13$ , so the total ways for case 1 and case 2 with both increasing and decreasing would be $13*2=26.$
Finally, we have $26+6=\boxed{32}.$
| 32
|
2,025
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 6
|
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 arrange a triplet with 2 other digits.
ABCXY, XABCY, XYABC
X and Y can be arranged 2 ways.
XY, YX
This produces 18*3*2=108 permutations of invalid results. We have 5!
ways to arrange 5 numbers so 120-108=12.
Now, we must account for overcounting. For example, when 543 is counted,
it only registers as one invalid permutation but in fact, it is 3 whole
invalid permutations. We then complete this for the rest of the list:
54321 has 543, 432, and 321
54213 has 542 and 421
54123 has 541 and 123
53214 has 532 and 321
53124 has 531 and 124
52134 has 521 and 134
43215 has 432 and 321
43125 has 431 and 125
32145 has 321 and 145
This produces 19 values that we have overcounted but this value itself is also overcounted. We already counted 9 of the terms. This brings the final value of overcounted terms down to 10 for the decreasing triplets. By symmetry, 10 increasing triplets were overcounted.
This gives us $120-108+20=\boxed{32}.$
| 32
|
2,026
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 7
|
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: the three are in the front with two more numbers in the back, the three are in the middle with two on each side, and two in the front and the set of three in the back. Now, count the number of combinations of 5 numbers that each of the set of three can form that have no been previously accounted for. Also, if the set features both 3 increasing and 3 decreasing, then do not count it because we will separately count them.
\[\begin{tabular}[t]{|l|c|c|c|} \hline Three Increasing Numbers&Front&Middle&Back\\\hline 123&2&2&2\\\hline 124&2&2&2\\\hline 125&1&2&2\\\hline 134&2&2&2\\\hline 135&1&2&2\\\hline 145&1&2&2\\\hline 234&2&1&1\\\hline 245&1&1&1\\\hline 345&1&0&1\\\hline \end{tabular}\]
This gives us a total of 41 possibilities. These account for the possibilities with ONLY increasing numbers. Mirror over to the other side to get the set of combinations with either at least 1 set of 3 increasing numbers in a row or only at least 1 set of 3 decreasing numbers, but not both. We can count the ones with both separately. 14532, 12543, 13542, 54123, 53124, 52134. Total of 6.
$41*2+6=82+6=88$ . This is the compliment. There are a total of $5!=120$ $120-88=32$
Thus, the answer is $\boxed{32}$
| 32
|
2,027
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_20
| 8
|
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 $a, b, c, d, e \leftrightarrow e, d, c, b, a$ . We will find the number of sequences with 5 in the second position by using casework on the position of the 4.
Case 1:
4 5 __ __ __: 3 is the maximum value, so it must go into the 4th position, leaving us 2 ways to fill in 1 and 2.
Case 2:
__ 5 __ 4 __: 1, 2, and 3 are all less than 4 or 5, so they can be filled in any manner: 3! = 6.
Overall, we have 8 ways to fill in the sequences. By our two types of symmetry, there are $8 \cdot 2 \cdot 2 = \boxed{32}$
| 32
|
2,028
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_21
| 1
|
Let $ABCDEF$ be an equiangular hexagon. The lines $AB, CD,$ and $EF$ determine a triangle with area $192\sqrt{3}$ , and the lines $BC, DE,$ and $FA$ determine a triangle with area $324\sqrt{3}$ . The perimeter of hexagon $ABCDEF$ can be expressed as $m +n\sqrt{p}$ , where $m, n,$ and $p$ are positive integers and $p$ is not divisible by the square of any prime. What is $m + n + p$
$\textbf{(A)} ~47\qquad\textbf{(B)} ~52\qquad\textbf{(C)} ~55\qquad\textbf{(D)} ~58\qquad\textbf{(E)} ~63$
|
Let $P,Q,R,X,Y,$ and $Z$ be the intersections $\overleftrightarrow{AB}\cap\overleftrightarrow{CD},\overleftrightarrow{CD}\cap\overleftrightarrow{EF},\overleftrightarrow{EF}\cap\overleftrightarrow{AB},\overleftrightarrow{BC}\cap\overleftrightarrow{DE},\overleftrightarrow{DE}\cap\overleftrightarrow{FA},$ and $\overleftrightarrow{FA}\cap\overleftrightarrow{BC},$ respectively.
The sum of the interior angles of any hexagon is $720^\circ.$ Since hexagon $ABCDEF$ is equiangular, each of its interior angles is $720^\circ\div6=120^\circ.$ By angle chasing, we conclude that the interior angles of $\triangle PBC,\triangle QDE,\triangle RFA,\triangle XCD,\triangle YEF,$ and $\triangle ZAB$ are all $60^\circ.$ Therefore, these triangles are all equilateral triangles, from which $\triangle PQR$ and $\triangle XYZ$ are both equilateral triangles.
We are given that \begin{alignat*}{8} [PQR]&=\frac{\sqrt{3}}{4}\cdot PQ^2&&=192\sqrt3, \\ [XYZ]&=\frac{\sqrt{3}}{4}\cdot YZ^2&&=324\sqrt3, \end{alignat*} so we get $PQ=16\sqrt3$ and $YZ=36,$ respectively.
By equilateral triangles and segment addition, we find the perimeter of hexagon $ABCDEF:$ \begin{align*} AB+BC+CD+DE+EF+FA&=AZ+PC+CD+DQ+YF+FA \\ &=(YF+FA+AZ)+(PC+CD+DQ) \\ &=YZ+PQ \\ &=36+16\sqrt{3}. \end{align*} Finally, the answer is $36+16+3=\boxed{55}.$
| 55
|
2,029
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_21
| 2
|
Let $ABCDEF$ be an equiangular hexagon. The lines $AB, CD,$ and $EF$ determine a triangle with area $192\sqrt{3}$ , and the lines $BC, DE,$ and $FA$ determine a triangle with area $324\sqrt{3}$ . The perimeter of hexagon $ABCDEF$ can be expressed as $m +n\sqrt{p}$ , where $m, n,$ and $p$ are positive integers and $p$ is not divisible by the square of any prime. What is $m + n + p$
$\textbf{(A)} ~47\qquad\textbf{(B)} ~52\qquad\textbf{(C)} ~55\qquad\textbf{(D)} ~58\qquad\textbf{(E)} ~63$
|
Let the length $AB=x, BC=y.$ Then, we have \begin{align*} (y+2x)^2\cdot\frac{\sqrt 3}{4}&=324\sqrt3, \\ (x+2y)^2\cdot\frac{\sqrt 3}{4}&=192\sqrt3. \end{align*} We get \begin{align*} y+2x&=36, \\ x+2y&=16\sqrt3. \end{align*} We want $3x+3y,$ and it follows that \[3x+3y=(y+2x)+(x+2y)=36+16\sqrt3.\] Finally, the answer is $36+16+3=\boxed{55}.$
| 55
|
2,030
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 1
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
Suppose the roommate took sheets $a$ through $b$ , or equivalently, page numbers $2a-1$ through $2b$ . Because there are $(2b-2a+2)$ numbers taken, \[\frac{(2a-1+2b)(2b-2a+2)}{2}+19(50-(2b-2a+2))=\frac{50\cdot51}{2} \implies (2a+2b-39)(b-a+1)=\frac{50\cdot13}{2}=25\cdot13.\] The first possible solution that comes to mind is if $2a+2b-39=25, b-a+1=13 \implies a+b=32, b-a=12$ , which indeed works, giving $b=22$ and $a=10$ . The answer is $22-10+1=\boxed{13}$
| 13
|
2,031
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 2
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
Suppose the smallest page number borrowed is $k,$ and $n$ pages are borrowed. It follows that the largest page number borrowed is $k+n-1.$
We have the following preconditions:
Together, we have \begin{align*} \frac{1275-\frac{(2k+n-1)n}{2}}{50-n}&=19 \\ 1275-\frac{(2k+n-1)n}{2}&=19(50-n) \\ 2550-(2k+n-1)n&=38(50-n) \\ 2550-(2k+n-1)n&=1900-38n \\ 650&=(2k+n-39)n. \end{align*} The factors of $650$ are \[1,2,5,10,13,25,26,50,65,130,325,650.\] Since $n$ is even, we only have a few cases to consider: \[\begin{array}{c|c|c} & & \\ [-2.25ex] \boldsymbol{n} & \boldsymbol{2k+n-39} & \boldsymbol{k} \\ [0.5ex] \hline & & \\ [-2ex] 2 & 325 & 181 \\ 10 & 65 & 47 \\ 26 & 25 & 19 \\ 50 & 13 & 1 \\ 130 & 5 & -43 \\ 650 & 1 & -305 \\ \end{array}\] Since $1\leq k \leq 49,$ only $k=47,19,1$ are possible:
Therefore, the only possibility is $k=19.$ We conclude that $n=26$ pages, or $\frac n2=\boxed{13}$ sheets, are borrowed.
| 13
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2,032
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 3
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
Let $n$ be the number of sheets borrowed, with an average page number $k+25.5$ . The remaining $25-n$ sheets have an average page number of $19$ which is less than $25.5$ , the average page number of all $50$ pages, therefore $k>0$ . Since the borrowed sheets start with an odd page number and end with an even page number we have $k \in \mathbb N$ . We notice that $n < 25$ and $k \le (49+50)/2-25.5=24<25$
The weighted increase of average page number from $25.5$ to $k+25.5$ should be equal to the weighted decrease of average page number from $25.5$ to $19$ , where the weights are the page number in each group (borrowed vs. remained), therefore
\[2nk=2(25-n)(25.5-19)=13(25-n) \implies 13 | n \text{ or } 13 | k\]
Since $n, k < 25$ we have either $n=13$ or $k=13$ . If $n=13$ then $k=6$ . If $k=13$ then $2n=25-n$ which is impossible. Therefore the answer should be $n=\boxed{13}$
| 13
|
2,033
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 4
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
Let $(2k-1)-2n$ be pages be borrowed, the sum of the page numbers on those pages is $(2n+2k+1)(n-k)$ while the sum of the rest pages is $1275-(2n+2k+1)(n-k)$ and we know the average of the rest is $\frac{1275-(2n+2k+1)}{50-2n+2k}$ which equals to $19$ ; multiply this out we got $950-38(n-k)=1275-(2n+2k+1)(n-k)$ and we got $(2n+2k-37)(n-k)=325$ . As $325=25\cdot13$ , we can see $n-k=13$ and that is desired $\boxed{13}$
| 13
|
2,034
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 5
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
Let $c$ be the number of consecutive sheets Hiram’s roommate borrows, and let $b$ be the number of sheets preceding the $c$ borrowed sheets (i.e. if the friend borrows sheets $3$ $4$ , and $5$ , then $c=3$ and $b=2$ ).
The sum of the page numbers up till $b$ sheets is $1+2+3+\cdots + 2b=\frac{2b\cdot(2b+1)}{2} = b(2b+1)$ .
The last page number of the borrowed sheets would be $2(b+c)$ . Therefore, the sum of the remaining page numbers of the sheets after the $c$ borrowed sheets would be $2(b+c)+1 + 2(b+c)+2+\cdots+50$
The total number of page numbers after the borrow would be $50-2c$
Thus the average of the page numbers after the borrow would be: \[\frac{b(2b+1)+ 2(b+c)+1 + 2(b+c)+2+\cdots+50}{50-2c} =19.\] By the arithmetic series formula, this turns out to be: \[\frac{b(2b+1)+ \frac{(2(b+c)+1+50)\cdot(50-2c-2b)}{2}}{50-2c} =19\] because in the changed sum, there are $50$ numbers minus $2c$ borrowed numbers and $2b$ numbers from the first $b$ sheets.
This simplifies to \[\frac{b(2b+1)+ (2(b+c)+51)\cdot(25-c-b)}{50-2c} =19 \implies 19(50-2c)= b(2b+1)+ (2b+2c+51)\cdot(25-c-b).\] Noticing that some terms will cancel, we expand, leading to: \[950-38c=2b^2+b+50b-2bc-2b^2+50c-2c^2-2bc+1275-51c-51b\] \[\implies 950-38c=1275-4bc-c-2c^2 \implies 2c^2+4b-37c=325.\] Factoring, we get \[c(2c+4b-37)=325.\] The prime factorization of 325 is $5^2\cdot13$ . Recall that $0\leq c \leq 25$ , so $c$ could be $1$ $5$ $13$ , or $25$
We can rule out $c=25$ since Hiram would have no paper left over, so the average of the page numbers he has would be $0$ . We can now plug in the other answers for $c$ and we if we get a valid answer for $b$
Finally, just to make sure, we test $c=13 \implies 26+4b-37=25 \implies 4b=36 \implies b=9$
$b$ is an integer and $b+c=22$ , so everything checks out. The number of consecutive sheets borrowed by Hiram’s friend is $c=\boxed{13}$
| 13
|
2,035
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_22
| 6
|
Hiram's algebra notes are $50$ pages long and are printed on $25$ sheets of paper; the first sheet contains pages $1$ and $2$ , the second sheet contains pages $3$ and $4$ , and so on. One day he leaves his notes on the table before leaving for lunch, and his roommate decides to borrow some pages from the middle of the notes. When Hiram comes back, he discovers that his roommate has taken a consecutive set of sheets from the notes and that the average (mean) of the page numbers on all remaining sheets is exactly $19$ . How many sheets were borrowed?
$\textbf{(A)} ~10\qquad\textbf{(B)} ~13\qquad\textbf{(C)} ~15\qquad\textbf{(D)} ~17\qquad\textbf{(E)} ~20$
|
The sum of all the page numbers is \[1+2+3+\cdots+50 = 1275.\] If we add the page numbers on each sheet, we get this sequence: \[3, 7, 11, \ldots, 99.\] So we can write the sum of the numbers on the first sheet that the roommate borrowed as $4n+3$ for some nonnegative integer, $n$ . If the roommate borrowed $k$ sheets, he borrowed sheets \[4n+3, 4n+7, \ldots, 4n+4k-1.\] The sum of the numbers in this sequence is \[\frac{k(8n+4k+2)}{2} = 4nk+2k^2+k.\] Since there are $2$ pages per sheet, there are $50-2k$ pages remaining, so the average page number of the remaining sheets is \[\frac{1275 - (4nk+2k^2+k)}{50-2k}.\] Therefore, \[\frac{1275 - (4nk+2k^2+k)}{50-2k} = 19,\] which simplifies to \[2k^2-37k-325 = -4nk.\] Factoring the left-hand side, \[(2k+13)(k-25)=-4nk.\] Since the right-hand side of this equation is divisible by $k$ , the left-hand side must also be divisible by $k$
In order for $(2k+13)(k-25)$ to be divisible by $k$ , either $2k+13$ or $k-25$ must be divisible by $k$ \[\frac{2k+13}{k}=2+\frac{13}{k},\] so $2k+13$ is divisible by $k$ only if $k$ is a factor of $13$ \[\frac{k-25}{k}=1-\frac{25}{k},\] so $k-25$ is divisible by $k$ only if $k$ is a factor of $25$
None of the answer choices are factors of $25$ , but answer choice B is a factor of $13$ . Hence, the answer is $\boxed{13}$
| 13
|
2,036
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_25
| 1
|
How many ways are there to place $3$ indistinguishable red chips, $3$ indistinguishable blue chips, and $3$ indistinguishable green chips in the squares of a $3 \times 3$ grid so that no two chips of the same color are directly adjacent to each other, either vertically or horizontally?
$\textbf{(A)} ~12\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24\qquad\textbf{(D)} ~30\qquad\textbf{(E)} ~36$
|
Call the different colors A,B,C. There are $3!=6$ ways to rearrange these colors to these three letters, so $6$ must be multiplied after the letters are permuted in the grid.
WLOG assume that A is in the center. \[\begin{tabular}{ c c c } ? & ? & ? \\ ? & A & ? \\ ? & ? & ? \end{tabular}\] In this configuration, there are two cases, either all the A's lie on the same diagonal: \[\begin{tabular}{ c c c } ? & ? & A \\ ? & A & ? \\ A & ? & ? \end{tabular}\] or all the other two A's are on adjacent corners: \[\begin{tabular}{ c c c } A & ? & A \\ ? & A & ? \\ ? & ? & ? \end{tabular}\] In the first case there are two ways to order them since there are two diagonals, and in the second case there are four ways to order them since there are four pairs of adjacent corners.
In each case there is only one way to put the three B's and the three C's as shown in the diagrams. \[\begin{tabular}{ c c c } C & B & A \\ B & A & C \\ A & C & B \end{tabular}\] \[\begin{tabular}{ c c c } A & B & A \\ C & A & C \\ B & C & B \end{tabular}\] This means that there are $4+2=6$ ways to arrange A,B, and C in the grid, and there are $6$ ways to rearrange the colors. Therefore, there are $6\cdot6=36$ ways in total, which is $\boxed{36}$
| 36
|
2,037
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_25
| 2
|
How many ways are there to place $3$ indistinguishable red chips, $3$ indistinguishable blue chips, and $3$ indistinguishable green chips in the squares of a $3 \times 3$ grid so that no two chips of the same color are directly adjacent to each other, either vertically or horizontally?
$\textbf{(A)} ~12\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24\qquad\textbf{(D)} ~30\qquad\textbf{(E)} ~36$
|
Without the loss of generality, we fix the top-left square with a red chip. We apply casework to its two adjacent chips:
Case (1): The top-center and center-left chips have different colors. [asy] /* Made by MRENTHUSIASM */ unitsize(7mm); fill((6,2)--(7,2)--(7,3)--(6,3)--cycle, red); fill((7,2)--(8,2)--(8,3)--(7,3)--cycle, blue); fill((6,1)--(7,1)--(7,2)--(6,2)--cycle, green); fill((7,1)--(8,1)--(8,2)--(7,2)--cycle, red); draw((6,0)--(9,0)--(9,3)--(6,3)--cycle, linewidth(1.5)); draw((6,1)--(9,1), linewidth(1.5)); draw((6,2)--(9,2), linewidth(1.5)); draw((7,0)--(7,3), linewidth(1.5)); draw((8,0)--(8,3), linewidth(1.5)); [/asy] There are three subcases for Case (1): [asy] /* Made by MRENTHUSIASM */ unitsize(7mm); fill((0,2)--(1,2)--(1,3)--(0,3)--cycle, red); fill((1,2)--(2,2)--(2,3)--(1,3)--cycle, blue); fill((0,1)--(1,1)--(1,2)--(0,2)--cycle, green); fill((1,1)--(2,1)--(2,2)--(1,2)--cycle, red); fill((2,2)--(3,2)--(3,3)--(2,3)--cycle, red); fill((2,1)--(3,1)--(3,2)--(2,2)--cycle, green); fill((2,0)--(3,0)--(3,1)--(2,1)--cycle, blue); fill((0,0)--(1,0)--(1,1)--(0,1)--cycle, blue); fill((1,0)--(2,0)--(2,1)--(1,1)--cycle, green); fill((6,2)--(7,2)--(7,3)--(6,3)--cycle, red); fill((7,2)--(8,2)--(8,3)--(7,3)--cycle, blue); fill((6,1)--(7,1)--(7,2)--(6,2)--cycle, green); fill((7,1)--(8,1)--(8,2)--(7,2)--cycle, red); fill((8,2)--(9,2)--(9,3)--(8,3)--cycle, green); fill((8,1)--(9,1)--(9,2)--(8,2)--cycle, blue); fill((8,0)--(9,0)--(9,1)--(8,1)--cycle, green); fill((6,0)--(7,0)--(7,1)--(6,1)--cycle, red); fill((7,0)--(8,0)--(8,1)--(7,1)--cycle, blue); fill((12,2)--(13,2)--(13,3)--(12,3)--cycle, red); fill((13,2)--(14,2)--(14,3)--(13,3)--cycle, blue); fill((12,1)--(13,1)--(13,2)--(12,2)--cycle, green); fill((13,1)--(14,1)--(14,2)--(13,2)--cycle, red); fill((14,2)--(15,2)--(15,3)--(14,3)--cycle, green); fill((14,1)--(15,1)--(15,2)--(14,2)--cycle, blue); fill((14,0)--(15,0)--(15,1)--(14,1)--cycle, red); fill((12,0)--(13,0)--(13,1)--(12,1)--cycle, blue); fill((13,0)--(14,0)--(14,1)--(13,1)--cycle, green); draw((0,0)--(3,0)--(3,3)--(0,3)--cycle, linewidth(1.5)); draw((0,1)--(3,1), linewidth(1.5)); draw((0,2)--(3,2), linewidth(1.5)); draw((1,0)--(1,3), linewidth(1.5)); draw((2,0)--(2,3), linewidth(1.5)); draw((6,0)--(9,0)--(9,3)--(6,3)--cycle, linewidth(1.5)); draw((6,1)--(9,1), linewidth(1.5)); draw((6,2)--(9,2), linewidth(1.5)); draw((7,0)--(7,3), linewidth(1.5)); draw((8,0)--(8,3), linewidth(1.5)); draw((12,0)--(15,0)--(15,3)--(12,3)--cycle, linewidth(1.5)); draw((12,1)--(15,1), linewidth(1.5)); draw((12,2)--(15,2), linewidth(1.5)); draw((13,0)--(13,3), linewidth(1.5)); draw((14,0)--(14,3), linewidth(1.5)); [/asy] As there are $3!=6$ permutations of the three colors, each subcase has $6$ ways. So, Case (1) has $3\cdot6=18$ ways in total.
Case (2): The top-center and center-left chips have the same color. [asy] /* Made by MRENTHUSIASM */ unitsize(7mm); fill((6,2)--(7,2)--(7,3)--(6,3)--cycle, red); fill((7,2)--(8,2)--(8,3)--(7,3)--cycle, blue); fill((6,1)--(7,1)--(7,2)--(6,2)--cycle, blue); draw((6,0)--(9,0)--(9,3)--(6,3)--cycle, linewidth(1.5)); draw((6,1)--(9,1), linewidth(1.5)); draw((6,2)--(9,2), linewidth(1.5)); draw((7,0)--(7,3), linewidth(1.5)); draw((8,0)--(8,3), linewidth(1.5)); [/asy] There are three subcases for Case (2): [asy] /* Made by MRENTHUSIASM */ unitsize(7mm); fill((0,2)--(1,2)--(1,3)--(0,3)--cycle, red); fill((1,2)--(2,2)--(2,3)--(1,3)--cycle, blue); fill((0,1)--(1,1)--(1,2)--(0,2)--cycle, blue); fill((1,1)--(2,1)--(2,2)--(1,2)--cycle, green); fill((2,2)--(3,2)--(3,3)--(2,3)--cycle, red); fill((2,1)--(3,1)--(3,2)--(2,2)--cycle, blue); fill((2,0)--(3,0)--(3,1)--(2,1)--cycle, green); fill((0,0)--(1,0)--(1,1)--(0,1)--cycle, green); fill((1,0)--(2,0)--(2,1)--(1,1)--cycle, red); fill((6,2)--(7,2)--(7,3)--(6,3)--cycle, red); fill((7,2)--(8,2)--(8,3)--(7,3)--cycle, blue); fill((6,1)--(7,1)--(7,2)--(6,2)--cycle, blue); fill((7,1)--(8,1)--(8,2)--(7,2)--cycle, green); fill((8,2)--(9,2)--(9,3)--(8,3)--cycle, green); fill((8,1)--(9,1)--(9,2)--(8,2)--cycle, red); fill((8,0)--(9,0)--(9,1)--(8,1)--cycle, green); fill((6,0)--(7,0)--(7,1)--(6,1)--cycle, red); fill((7,0)--(8,0)--(8,1)--(7,1)--cycle, blue); fill((12,2)--(13,2)--(13,3)--(12,3)--cycle, red); fill((13,2)--(14,2)--(14,3)--(13,3)--cycle, blue); fill((12,1)--(13,1)--(13,2)--(12,2)--cycle, blue); fill((13,1)--(14,1)--(14,2)--(13,2)--cycle, green); fill((14,2)--(15,2)--(15,3)--(14,3)--cycle, green); fill((14,1)--(15,1)--(15,2)--(14,2)--cycle, red); fill((14,0)--(15,0)--(15,1)--(14,1)--cycle, blue); fill((12,0)--(13,0)--(13,1)--(12,1)--cycle, green); fill((13,0)--(14,0)--(14,1)--(13,1)--cycle, red); draw((0,0)--(3,0)--(3,3)--(0,3)--cycle, linewidth(1.5)); draw((0,1)--(3,1), linewidth(1.5)); draw((0,2)--(3,2), linewidth(1.5)); draw((1,0)--(1,3), linewidth(1.5)); draw((2,0)--(2,3), linewidth(1.5)); draw((6,0)--(9,0)--(9,3)--(6,3)--cycle, linewidth(1.5)); draw((6,1)--(9,1), linewidth(1.5)); draw((6,2)--(9,2), linewidth(1.5)); draw((7,0)--(7,3), linewidth(1.5)); draw((8,0)--(8,3), linewidth(1.5)); draw((12,0)--(15,0)--(15,3)--(12,3)--cycle, linewidth(1.5)); draw((12,1)--(15,1), linewidth(1.5)); draw((12,2)--(15,2), linewidth(1.5)); draw((13,0)--(13,3), linewidth(1.5)); draw((14,0)--(14,3), linewidth(1.5)); [/asy] As there are $3!=6$ permutations of the three colors, each subcase has $6$ ways. So, Case (2) has $3\cdot6=18$ ways in total.
Answer
Together, the answer is $18+18=\boxed{36}.$
| 36
|
2,038
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_25
| 3
|
How many ways are there to place $3$ indistinguishable red chips, $3$ indistinguishable blue chips, and $3$ indistinguishable green chips in the squares of a $3 \times 3$ grid so that no two chips of the same color are directly adjacent to each other, either vertically or horizontally?
$\textbf{(A)} ~12\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24\qquad\textbf{(D)} ~30\qquad\textbf{(E)} ~36$
|
We consider all possible configurations of the red chips for which rotations matter: [asy] /* Made by MRENTHUSIASM */ unitsize(7mm); fill((0,2)--(1,2)--(1,3)--(0,3)--cycle, red); fill((1,1)--(2,1)--(2,2)--(1,2)--cycle, red); fill((2,0)--(3,0)--(3,1)--(2,1)--cycle, red); fill((6,2)--(7,2)--(7,3)--(6,3)--cycle, red); fill((8,2)--(9,2)--(9,3)--(8,3)--cycle, red); fill((7,1)--(8,1)--(8,2)--(7,2)--cycle, red); fill((12,2)--(13,2)--(13,3)--(12,3)--cycle, red); fill((14,2)--(15,2)--(15,3)--(14,3)--cycle, red); fill((13,0)--(14,0)--(14,1)--(13,1)--cycle, red); fill((18,2)--(19,2)--(19,3)--(18,3)--cycle, red); fill((20,1)--(21,1)--(21,2)--(20,2)--cycle, red); fill((19,0)--(20,0)--(20,1)--(19,1)--cycle, red); fill((24,1)--(25,1)--(25,2)--(24,2)--cycle, red); fill((26,1)--(27,1)--(27,2)--(26,2)--cycle, red); fill((25,2)--(26,2)--(26,3)--(25,3)--cycle, red); draw((0,0)--(3,0)--(3,3)--(0,3)--cycle, linewidth(1.5)); draw((0,1)--(3,1), linewidth(1.5)); draw((0,2)--(3,2), linewidth(1.5)); draw((1,0)--(1,3), linewidth(1.5)); draw((2,0)--(2,3), linewidth(1.5)); draw((6,0)--(9,0)--(9,3)--(6,3)--cycle, linewidth(1.5)); draw((6,1)--(9,1), linewidth(1.5)); draw((6,2)--(9,2), linewidth(1.5)); draw((7,0)--(7,3), linewidth(1.5)); draw((8,0)--(8,3), linewidth(1.5)); draw((12,0)--(15,0)--(15,3)--(12,3)--cycle, linewidth(1.5)); draw((12,1)--(15,1), linewidth(1.5)); draw((12,2)--(15,2), linewidth(1.5)); draw((13,0)--(13,3), linewidth(1.5)); draw((14,0)--(14,3), linewidth(1.5)); draw((18,0)--(21,0)--(21,3)--(18,3)--cycle, linewidth(1.5)); draw((18,1)--(21,1), linewidth(1.5)); draw((18,2)--(21,2), linewidth(1.5)); draw((19,0)--(19,3), linewidth(1.5)); draw((20,0)--(20,3), linewidth(1.5)); draw((24,0)--(27,0)--(27,3)--(24,3)--cycle, linewidth(1.5)); draw((24,1)--(27,1), linewidth(1.5)); draw((24,2)--(27,2), linewidth(1.5)); draw((25,0)--(25,3), linewidth(1.5)); draw((26,0)--(26,3), linewidth(1.5)); label("Rotational",(1.5,4.5)); label("Symmetry",(1.5,3.75)); label("$2$ Configurations",(1.5,-0.75)); label("$4$ Configurations",(7.5,-0.75)); label("$4$ Configurations",(13.5,-0.75)); label("$4$ Configurations",(19.5,-0.75)); label("$4$ Configurations",(25.5,-0.75)); [/asy] As there are $2!=2$ permutations of blue and green for each configuration, the answer is $2\cdot(2+4+4+4+4)=\boxed{36}.$
| 36
|
2,039
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_25
| 4
|
How many ways are there to place $3$ indistinguishable red chips, $3$ indistinguishable blue chips, and $3$ indistinguishable green chips in the squares of a $3 \times 3$ grid so that no two chips of the same color are directly adjacent to each other, either vertically or horizontally?
$\textbf{(A)} ~12\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24\qquad\textbf{(D)} ~30\qquad\textbf{(E)} ~36$
|
$(1) \quad$ $\begin{tabular}{ c c c } R & G & ? \\ B & R & ? \\ ? & ? & ? \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } R & G & B \\ B & R & G \\ R & G & B \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } R & G & R \\ B & R & B \\ G & B & G \end{tabular}$ $\quad 3 \cdot 2 \cdot 2 = 12$
There are $3$ choices for $R$ $2$ choices for $G$ $R$ on the down left corner can be switched with $B$ on the upper right corner.
$(2) \quad$ $\begin{tabular}{ c c c } R & G & ? \\ B & R & ? \\ ? & ? & ? \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } R & G & B \\ B & R & G \\ G & B & R \end{tabular}$ $\quad 3 \cdot 2 = 6$
There are $3$ choices for $R$ $2$ choices for $G$
$(3) \quad$ $\begin{tabular}{ c c c } G & R & ? \\ R & B & ? \\ ? & ? & ? \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } G & R & B \\ R & B & G \\ G & R & B \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } G & R & G \\ R & B & R \\ B & G & B \end{tabular}$ $\quad 3 \cdot 2 \cdot 2 = 12$
Note that $(3)$ is a $180$ ° rotation of $(1)$
$(4) \quad$ $\begin{tabular}{ c c c } G & R & ? \\ R & B & ? \\ ? & ? & ? \end{tabular}$ $\Longrightarrow$ $\begin{tabular}{ c c c } G & R & B \\ R & B & G \\ B & G & R \end{tabular}$ $\quad 3 \cdot 2 = 6$
Note that $(4)$ is a $90$ ° rotation of $(2)$
Therefore, the answer is $2 \cdot (12 + 6) = \boxed{36}$
| 36
|
2,040
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10A_Problems/Problem_25
| 5
|
How many ways are there to place $3$ indistinguishable red chips, $3$ indistinguishable blue chips, and $3$ indistinguishable green chips in the squares of a $3 \times 3$ grid so that no two chips of the same color are directly adjacent to each other, either vertically or horizontally?
$\textbf{(A)} ~12\qquad\textbf{(B)} ~18\qquad\textbf{(C)} ~24\qquad\textbf{(D)} ~30\qquad\textbf{(E)} ~36$
|
Case (1) : We have a permutation of R, B, and G as all of the rows. There are $3!$ ways to rearrange these three colors. After finishing the first row, we move onto the second. Notice how the second row must be a derangement of the first one. By the derangement formula, $\frac{3!}{e} \approx 2$ , so there are two possible permutations of the second row. (Note: You could have also found the number of derangements of PIE). Finally, there are $2$ possible permutations for the last row. Thus, there are $3!\cdot2\cdot2=24$ possibilities.
Case (2) : All of the rows have two chips that are the same color and one that is different. There are obviously $3$ possible configurations for the first row, $2$ for the second, and $2$ for the third. Thus, there are $3\cdot2\cdot2=12$ possibilities.
Therefore, our answer is $24+12=\boxed{36}.$
| 36
|
2,041
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_1
| 1
|
How many integer values of $x$ satisfy $|x|<3\pi$
$\textbf{(A)} ~9 \qquad\textbf{(B)} ~10 \qquad\textbf{(C)} ~18 \qquad\textbf{(D)} ~19 \qquad\textbf{(E)} ~20$
|
Since $3\pi\approx9.42$ , we multiply $9$ by $2$ for the integers from $1$ to $9$ and the integers from $-1$ to $-9$ and add $1$ to account for $0$ to get $\boxed{19}$
| 19
|
2,042
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_1
| 2
|
How many integer values of $x$ satisfy $|x|<3\pi$
$\textbf{(A)} ~9 \qquad\textbf{(B)} ~10 \qquad\textbf{(C)} ~18 \qquad\textbf{(D)} ~19 \qquad\textbf{(E)} ~20$
|
$|x|<3\pi$ $\iff$ $-3\pi<x<3\pi$ . Since $\pi$ is approximately $3.14$ $3\pi$ is approximately $9.42$ . We are trying to solve for $-9.42<x<9.42$ , where $x\in\mathbb{Z}$ . Hence, $-9.42<x<9.42$ $\implies$ $-9\leq x\leq9$ , for $x\in\mathbb{Z}$ . The number of integer values of $x$ is $9-(-9)+1=19$ . Therefore, the answer is $\boxed{19}$
| 19
|
2,043
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_1
| 3
|
How many integer values of $x$ satisfy $|x|<3\pi$
$\textbf{(A)} ~9 \qquad\textbf{(B)} ~10 \qquad\textbf{(C)} ~18 \qquad\textbf{(D)} ~19 \qquad\textbf{(E)} ~20$
|
$3\pi \approx 9.4.$ There are two cases here.
When $x>0, |x|>0,$ and $x = |x|.$ So then $x<9.4$
When $x<0, |x|>0,$ and $x = -|x|.$ So then $-x<9.4$ . Dividing by $-1$ and flipping the sign, we get $x>-9.4.$
From case 1 and 2, we know that $-9.4 < x < 9.4$ . Since $x$ is an integer, we must have $x$ between $-9$ and $9$ . There are a total of \[9-(-9) + 1 = \boxed{19}.\] PureSwag
| 19
|
2,044
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_1
| 4
|
How many integer values of $x$ satisfy $|x|<3\pi$
$\textbf{(A)} ~9 \qquad\textbf{(B)} ~10 \qquad\textbf{(C)} ~18 \qquad\textbf{(D)} ~19 \qquad\textbf{(E)} ~20$
|
Looking at the problem, we see that instead of directly saying $x$ , we see that it is $|x|.$ That means all the possible values of $x$ in this case are positive and negative. Rounding $\pi$ to $3$ we get $3(3)=9.$ There are $9$ positive solutions and $9$ negative solutions: $9+9=18.$ But what about zero? Even though zero is neither negative nor positive, but we still need to add it into the solution. Hence, the answer is $9+9+1=18+1=\boxed{19}.$
| 19
|
2,045
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_1
| 5
|
How many integer values of $x$ satisfy $|x|<3\pi$
$\textbf{(A)} ~9 \qquad\textbf{(B)} ~10 \qquad\textbf{(C)} ~18 \qquad\textbf{(D)} ~19 \qquad\textbf{(E)} ~20$
|
There are an odd number of integer solutions $x$ to this inequality since if any non-zero integer $x$ satisfies this inequality, then so does $-x,$ and we must also account for $0,$ which gives us the desired. Then, the answer is either $\textbf{(A)}$ or $\textbf{(D)},$ and since $3 \pi > 3 \cdot 3 > 9,$ the answer is at least $9 \cdot 2 + 1 = 19,$ yielding $\boxed{19}.$
| 19
|
2,046
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_3
| 1
|
In an after-school program for juniors and seniors, there is a debate team with an equal number of students from each class on the team. Among the $28$ students in the program, $25\%$ of the juniors and $10\%$ of the seniors are on the debate team. How many juniors are in the program?
$\textbf{(A)} ~5 \qquad\textbf{(B)} ~6 \qquad\textbf{(C)} ~8 \qquad\textbf{(D)} ~11 \qquad\textbf{(E)} ~20$
|
Say there are $j$ juniors and $s$ seniors in the program. Converting percentages to fractions, $\frac{j}{4}$ and $\frac{s}{10}$ are on the debate team, and since an equal number of juniors and seniors are on the debate team, $\frac{j}{4} = \frac{s}{10}.$
Cross-multiplying and simplifying we get $5j=2s.$ Additionally, since there are $28$ students in the program, $j+s = 28.$ It is now a matter of solving the system of equations \[5j=2s\] \[j+s=28,\] and the solution is $j = 8, s = 20.$ Since we want the number of juniors, the answer is \[\boxed{8}.\]
| 8
|
2,047
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_3
| 2
|
In an after-school program for juniors and seniors, there is a debate team with an equal number of students from each class on the team. Among the $28$ students in the program, $25\%$ of the juniors and $10\%$ of the seniors are on the debate team. How many juniors are in the program?
$\textbf{(A)} ~5 \qquad\textbf{(B)} ~6 \qquad\textbf{(C)} ~8 \qquad\textbf{(D)} ~11 \qquad\textbf{(E)} ~20$
|
We immediately see that $E$ is the only possible amount of seniors, as $10\%$ can only correspond with an answer choice ending with $0$ . Thus the number of seniors is $20$ and the number of juniors is $28-20=8\rightarrow \boxed{8}$ . ~samrocksnature
| 8
|
2,048
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_3
| 3
|
In an after-school program for juniors and seniors, there is a debate team with an equal number of students from each class on the team. Among the $28$ students in the program, $25\%$ of the juniors and $10\%$ of the seniors are on the debate team. How many juniors are in the program?
$\textbf{(A)} ~5 \qquad\textbf{(B)} ~6 \qquad\textbf{(C)} ~8 \qquad\textbf{(D)} ~11 \qquad\textbf{(E)} ~20$
|
Since there are an equal number of juniors and seniors on the debate team, suppose there are $x$ juniors and $x$ seniors. This number represents $25\% =\frac{1}{4}$ of the juniors and $10\%= \frac{1}{10}$ of the seniors, which tells us that there are $4x$ juniors and $10x$ seniors. There are $28$ juniors and seniors in the program altogether, so we get \[10x+4x=28,\] \[14x=28,\] \[x=2.\] Which means there are $4x=8$ juniors on the debate team, $\boxed{8}$
| 8
|
2,049
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_3
| 4
|
In an after-school program for juniors and seniors, there is a debate team with an equal number of students from each class on the team. Among the $28$ students in the program, $25\%$ of the juniors and $10\%$ of the seniors are on the debate team. How many juniors are in the program?
$\textbf{(A)} ~5 \qquad\textbf{(B)} ~6 \qquad\textbf{(C)} ~8 \qquad\textbf{(D)} ~11 \qquad\textbf{(E)} ~20$
|
The amount of juniors must be a multiple of $4$ , since exactly $\frac{1}{4}$ of the students are on the debate team. Thus, we can immediately see that $\boxed{8}$
| 8
|
2,050
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_4
| 1
|
At a math contest, $57$ students are wearing blue shirts, and another $75$ students are wearing yellow shirts. The $132$ students are assigned into $66$ pairs. In exactly $23$ of these pairs, both students are wearing blue shirts. In how many pairs are both students wearing yellow shirts?
$\textbf{(A)} ~23 \qquad\textbf{(B)} ~32 \qquad\textbf{(C)} ~37 \qquad\textbf{(D)} ~41 \qquad\textbf{(E)} ~64$
|
There are $46$ students paired with a blue partner. The other $11$ students wearing blue shirts must each be paired with a partner wearing a shirt of the opposite color. There are $64$ students remaining. Therefore the requested number of pairs is $\tfrac{64}{2}=\boxed{32}$ ~Punxsutawney Phil
| 32
|
2,051
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_5
| 1
|
The ages of Jonie's four cousins are distinct single-digit positive integers. Two of the cousins' ages multiplied together give $24$ , while the other two multiply to $30$ . What is the sum of the ages of Jonie's four cousins?
$\textbf{(A)} ~21 \qquad\textbf{(B)} ~22 \qquad\textbf{(C)} ~23 \qquad\textbf{(D)} ~24 \qquad\textbf{(E)} ~25$
|
First look at the two cousins' ages that multiply to $24$ . Since the ages must be single-digit, the ages must either be $3 \text{ and } 8$ or $4 \text{ and } 6.$
Next, look at the two cousins' ages that multiply to $30$ . Since the ages must be single-digit, the only ages that work are $5 \text{ and } 6.$ Remembering that all the ages must all be distinct, the only solution that works is when the ages are $3, 8$ and $5, 6$
We are required to find the sum of the ages, which is \[3 + 8 + 5 + 6 = \boxed{22}.\]
| 22
|
2,052
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_6
| 1
|
Ms. Blackwell gives an exam to two classes. The mean of the scores of the students in the morning class is $84$ , and the afternoon class's mean score is $70$ . The ratio of the number of students in the morning class to the number of students in the afternoon class is $\frac{3}{4}$ . What is the mean of the scores of all the students?
$\textbf{(A)} ~74 \qquad\textbf{(B)} ~75 \qquad\textbf{(C)} ~76 \qquad\textbf{(D)} ~77 \qquad\textbf{(E)} ~78$
|
Let there be $3x$ students in the morning class and $4x$ students in the afternoon class. The total number of students is $3x + 4x = 7x$ . The average is $\frac{3x\cdot84 + 4x\cdot70}{7x}=76$ . Therefore, the answer is $\boxed{76}$
| 76
|
2,053
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_6
| 2
|
Ms. Blackwell gives an exam to two classes. The mean of the scores of the students in the morning class is $84$ , and the afternoon class's mean score is $70$ . The ratio of the number of students in the morning class to the number of students in the afternoon class is $\frac{3}{4}$ . What is the mean of the scores of all the students?
$\textbf{(A)} ~74 \qquad\textbf{(B)} ~75 \qquad\textbf{(C)} ~76 \qquad\textbf{(D)} ~77 \qquad\textbf{(E)} ~78$
|
Suppose the morning class has $m$ students and the afternoon class has $a$ students. We have the following table: \[\begin{array}{c|c|c|c} & & & \\ [-2.5ex] & \textbf{\# of Students} & \textbf{Mean} & \textbf{Total} \\ \hline & & & \\ [-2.5ex] \textbf{Morning} & m & 84 & 84m \\ \hline & & & \\ [-2.5ex] \textbf{Afternoon} & a & 70 & 70a \end{array}\] We are also given that $\frac ma=\frac34,$ which rearranges as $m=\frac34a.$
The mean of the scores of all the students is \[\frac{84m+70a}{m+a}=\frac{84\left(\frac34a\right)+70a}{\frac34a+a}=\frac{133a}{\frac74a}=133\cdot\frac47=\boxed{76}.\] ~MRENTHUSIASM
| 76
|
2,054
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_6
| 3
|
Ms. Blackwell gives an exam to two classes. The mean of the scores of the students in the morning class is $84$ , and the afternoon class's mean score is $70$ . The ratio of the number of students in the morning class to the number of students in the afternoon class is $\frac{3}{4}$ . What is the mean of the scores of all the students?
$\textbf{(A)} ~74 \qquad\textbf{(B)} ~75 \qquad\textbf{(C)} ~76 \qquad\textbf{(D)} ~77 \qquad\textbf{(E)} ~78$
|
Of the average, $\frac{3}{3+4}=\frac{3}{7}$ of the scores came from the morning class and $\frac{4}{7}$ came from the afternoon class. The average is $\frac{3}{7}\cdot 84+\frac{4}{7}\cdot 70=\boxed{76}.$
| 76
|
2,055
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_6
| 4
|
Ms. Blackwell gives an exam to two classes. The mean of the scores of the students in the morning class is $84$ , and the afternoon class's mean score is $70$ . The ratio of the number of students in the morning class to the number of students in the afternoon class is $\frac{3}{4}$ . What is the mean of the scores of all the students?
$\textbf{(A)} ~74 \qquad\textbf{(B)} ~75 \qquad\textbf{(C)} ~76 \qquad\textbf{(D)} ~77 \qquad\textbf{(E)} ~78$
|
WLOG, assume there are $3$ students in the morning class and $4$ in the afternoon class. Then the average is $\frac{3\cdot 84 + 4\cdot 70}{7}=\boxed{76}.$
| 76
|
2,056
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_7
| 1
|
In a plane, four circles with radii $1,3,5,$ and $7$ are tangent to line $\ell$ at the same point $A,$ but they may be on either side of $\ell$ . Region $S$ consists of all the points that lie inside exactly one of the four circles. What is the maximum possible area of region $S$
$\textbf{(A) }24\pi \qquad \textbf{(B) }32\pi \qquad \textbf{(C) }64\pi \qquad \textbf{(D) }65\pi \qquad \textbf{(E) }84\pi$
|
Suppose that line $\ell$ is horizontal, and each circle lies either north or south to $\ell.$ We construct the circles one by one:
The diagram below shows one possible configuration of the four circles: [asy] /* diagram made by samrocksnature, edited by MRENTHUSIASM */ pair A=(10,0); pair B=(-10,0); draw(A--B); filldraw(circle((0,7),7),yellow); filldraw(circle((0,-5),5),yellow); filldraw(circle((0,-3),3),white); filldraw(circle((0,-1),1),white); dot((0,0)); label("$A$",(0,0),(0,1.5)); label("$\ell$",(10,0),(1.5,0)); [/asy] Together, the answer is $\pi\cdot7^2+\pi\cdot5^2-\pi\cdot3^2=\boxed{65}.$
| 65
|
2,057
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_8
| 1
|
Mr. Zhou places all the integers from $1$ to $225$ into a $15$ by $15$ grid. He places $1$ in the middle square (eighth row and eighth column) and places other numbers one by one clockwise, as shown in part in the diagram below. What is the sum of the greatest number and the least number that appear in the second row from the top? [asy] /* Made by samrocksnature */ add(grid(7,7)); label("$\dots$", (0.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (2.5,0.5)); label("$\dots$", (3.5,0.5)); label("$\dots$", (4.5,0.5)); label("$\dots$", (5.5,0.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (0.5,1.5)); label("$\dots$", (0.5,2.5)); label("$\dots$", (0.5,3.5)); label("$\dots$", (0.5,4.5)); label("$\dots$", (0.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (6.5,1.5)); label("$\dots$", (6.5,2.5)); label("$\dots$", (6.5,3.5)); label("$\dots$", (6.5,4.5)); label("$\dots$", (6.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (1.5,6.5)); label("$\dots$", (2.5,6.5)); label("$\dots$", (3.5,6.5)); label("$\dots$", (4.5,6.5)); label("$\dots$", (5.5,6.5)); label("$\dots$", (6.5,6.5)); label("$17$", (1.5,1.5)); label("$18$", (1.5,2.5)); label("$19$", (1.5,3.5)); label("$20$", (1.5,4.5)); label("$21$", (1.5,5.5)); label("$16$", (2.5,1.5)); label("$5$", (2.5,2.5)); label("$6$", (2.5,3.5)); label("$7$", (2.5,4.5)); label("$22$", (2.5,5.5)); label("$15$", (3.5,1.5)); label("$4$", (3.5,2.5)); label("$1$", (3.5,3.5)); label("$8$", (3.5,4.5)); label("$23$", (3.5,5.5)); label("$14$", (4.5,1.5)); label("$3$", (4.5,2.5)); label("$2$", (4.5,3.5)); label("$9$", (4.5,4.5)); label("$24$", (4.5,5.5)); label("$13$", (5.5,1.5)); label("$12$", (5.5,2.5)); label("$11$", (5.5,3.5)); label("$10$", (5.5,4.5)); label("$25$", (5.5,5.5)); [/asy]
$\textbf{(A)} ~367 \qquad\textbf{(B)} ~368 \qquad\textbf{(C)} ~369 \qquad\textbf{(D)} ~379 \qquad\textbf{(E)} ~380$
|
In the diagram below, the red arrows indicate the progression of numbers. In the second row from the top, the greatest number and the least number are $D$ and $E,$ respectively. Note that the numbers in the yellow cells are consecutive odd perfect squares, as we can prove by induction. [asy] /* Made by MRENTHUSIASM */ size(11.5cm); for (real i=7.5; i<=14.5; ++i) { fill((i+0.5,i+0.5)--(i-0.5,i+0.5)--(i-0.5,i-0.5)--(i+0.5,i-0.5)--cycle,yellow); } fill((2,14)--(1,14)--(1,13)--(2,13)--cycle,green); fill((1,14)--(0,14)--(0,13)--(1,13)--cycle,green); label("$A$",(14.5,14.5)); label("$B$",(13.5,13.5)); label("$C$",(0.5,14.5)); label("$E$",(1.5,13.5)); label("$D$",(0.5,13.5)); add(grid(15,15,linewidth(1.25))); draw((1.5,13.5)--(14.5,13.5)--(14.5,0.5)--(0.5,0.5)--(0.5,14.5)--(14.5,14.5),red+linewidth(1.125),EndArrow); [/asy] By observations, we proceed as follows: \begin{alignat*}{6} A=15^2=225, \ B=13^2=169 \quad &\implies \quad &C &= \hspace{1mm}&&A-14\hspace{1mm} &= 211& \\ \quad &\implies \quad &D &= &&C-1 &= 210& \\ \quad &\implies \quad &E &= &&B-12 &= 157&. \end{alignat*} Therefore, the answer is $D+E=\boxed{367}.$
| 367
|
2,058
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_8
| 2
|
Mr. Zhou places all the integers from $1$ to $225$ into a $15$ by $15$ grid. He places $1$ in the middle square (eighth row and eighth column) and places other numbers one by one clockwise, as shown in part in the diagram below. What is the sum of the greatest number and the least number that appear in the second row from the top? [asy] /* Made by samrocksnature */ add(grid(7,7)); label("$\dots$", (0.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (2.5,0.5)); label("$\dots$", (3.5,0.5)); label("$\dots$", (4.5,0.5)); label("$\dots$", (5.5,0.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (0.5,1.5)); label("$\dots$", (0.5,2.5)); label("$\dots$", (0.5,3.5)); label("$\dots$", (0.5,4.5)); label("$\dots$", (0.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (6.5,1.5)); label("$\dots$", (6.5,2.5)); label("$\dots$", (6.5,3.5)); label("$\dots$", (6.5,4.5)); label("$\dots$", (6.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (1.5,6.5)); label("$\dots$", (2.5,6.5)); label("$\dots$", (3.5,6.5)); label("$\dots$", (4.5,6.5)); label("$\dots$", (5.5,6.5)); label("$\dots$", (6.5,6.5)); label("$17$", (1.5,1.5)); label("$18$", (1.5,2.5)); label("$19$", (1.5,3.5)); label("$20$", (1.5,4.5)); label("$21$", (1.5,5.5)); label("$16$", (2.5,1.5)); label("$5$", (2.5,2.5)); label("$6$", (2.5,3.5)); label("$7$", (2.5,4.5)); label("$22$", (2.5,5.5)); label("$15$", (3.5,1.5)); label("$4$", (3.5,2.5)); label("$1$", (3.5,3.5)); label("$8$", (3.5,4.5)); label("$23$", (3.5,5.5)); label("$14$", (4.5,1.5)); label("$3$", (4.5,2.5)); label("$2$", (4.5,3.5)); label("$9$", (4.5,4.5)); label("$24$", (4.5,5.5)); label("$13$", (5.5,1.5)); label("$12$", (5.5,2.5)); label("$11$", (5.5,3.5)); label("$10$", (5.5,4.5)); label("$25$", (5.5,5.5)); [/asy]
$\textbf{(A)} ~367 \qquad\textbf{(B)} ~368 \qquad\textbf{(C)} ~369 \qquad\textbf{(D)} ~379 \qquad\textbf{(E)} ~380$
|
In the diagram below, the red arrows indicate the progression of numbers. In the second row from the top, the greatest number and the least number are $C$ and $G,$ respectively. [asy] /* Made by MRENTHUSIASM */ size(11.5cm); fill((2,14)--(1,14)--(1,13)--(2,13)--cycle,green); fill((1,14)--(0,14)--(0,13)--(1,13)--cycle,green); label("$A$",(14.5,14.5)); label("$B$",(0.5,14.5)); label("$C$",(0.5,13.5)); label("$D$",(0.5,0.5)); label("$E$",(14.5,0.5)); label("$F$",(14.5,13.5)); label("$G$",(1.5,13.5)); add(grid(15,15,linewidth(1.25))); draw((1.5,13.5)--(14.5,13.5)--(14.5,0.5)--(0.5,0.5)--(0.5,14.5)--(14.5,14.5),red+linewidth(1.125),EndArrow); [/asy] By observations, we proceed as follows: \begin{alignat*}{6} A=15^2=225 \quad &\implies \quad &B &= \hspace{1mm}&&A-14\hspace{1mm} &= 211& \\ \quad &\implies \quad &C &= &&B-1 &= 210& \\ \quad &\implies \quad &D &= &&C-13 &= 197& \\ \quad &\implies \quad &E &= &&D-14 &= 183& \\ \quad &\implies \quad &F &= &&E-13 &= 170& \\ \quad &\implies \quad &G &= &&F-13 &= 157&. \end{alignat*} Therefore, the answer is $C+G=\boxed{367}.$
| 367
|
2,059
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_8
| 3
|
Mr. Zhou places all the integers from $1$ to $225$ into a $15$ by $15$ grid. He places $1$ in the middle square (eighth row and eighth column) and places other numbers one by one clockwise, as shown in part in the diagram below. What is the sum of the greatest number and the least number that appear in the second row from the top? [asy] /* Made by samrocksnature */ add(grid(7,7)); label("$\dots$", (0.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (2.5,0.5)); label("$\dots$", (3.5,0.5)); label("$\dots$", (4.5,0.5)); label("$\dots$", (5.5,0.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (1.5,0.5)); label("$\dots$", (0.5,1.5)); label("$\dots$", (0.5,2.5)); label("$\dots$", (0.5,3.5)); label("$\dots$", (0.5,4.5)); label("$\dots$", (0.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (6.5,0.5)); label("$\dots$", (6.5,1.5)); label("$\dots$", (6.5,2.5)); label("$\dots$", (6.5,3.5)); label("$\dots$", (6.5,4.5)); label("$\dots$", (6.5,5.5)); label("$\dots$", (0.5,6.5)); label("$\dots$", (1.5,6.5)); label("$\dots$", (2.5,6.5)); label("$\dots$", (3.5,6.5)); label("$\dots$", (4.5,6.5)); label("$\dots$", (5.5,6.5)); label("$\dots$", (6.5,6.5)); label("$17$", (1.5,1.5)); label("$18$", (1.5,2.5)); label("$19$", (1.5,3.5)); label("$20$", (1.5,4.5)); label("$21$", (1.5,5.5)); label("$16$", (2.5,1.5)); label("$5$", (2.5,2.5)); label("$6$", (2.5,3.5)); label("$7$", (2.5,4.5)); label("$22$", (2.5,5.5)); label("$15$", (3.5,1.5)); label("$4$", (3.5,2.5)); label("$1$", (3.5,3.5)); label("$8$", (3.5,4.5)); label("$23$", (3.5,5.5)); label("$14$", (4.5,1.5)); label("$3$", (4.5,2.5)); label("$2$", (4.5,3.5)); label("$9$", (4.5,4.5)); label("$24$", (4.5,5.5)); label("$13$", (5.5,1.5)); label("$12$", (5.5,2.5)); label("$11$", (5.5,3.5)); label("$10$", (5.5,4.5)); label("$25$", (5.5,5.5)); [/asy]
$\textbf{(A)} ~367 \qquad\textbf{(B)} ~368 \qquad\textbf{(C)} ~369 \qquad\textbf{(D)} ~379 \qquad\textbf{(E)} ~380$
|
From the full diagram below, the answer is $210+157=\boxed{367} [/asy] This solution is extremely time-consuming and error-prone. Please do not try it in a real competition unless you have no other options.
| 367
|
2,060
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_9
| 1
|
The point $P(a,b)$ in the $xy$ -plane is first rotated counterclockwise by $90^\circ$ around the point $(1,5)$ and then reflected about the line $y = -x$ . The image of $P$ after these two transformations is at $(-6,3)$ . What is $b - a ?$
$\textbf{(A)} ~1 \qquad\textbf{(B)} ~3 \qquad\textbf{(C)} ~5 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~9$
|
The final image of $P$ is $(-6,3)$ . We know the reflection rule for reflecting over $y=-x$ is $(x,y) \rightarrow (-y, -x)$ . So before the reflection and after rotation the point is $(-3,6)$
By definition of rotation, the slope between $(-3,6)$ and $(1,5)$ must be perpendicular to the slope between $(a,b)$ and $(1,5)$ . The first slope is $\frac{5-6}{1-(-3)} = \frac{-1}{4}$ . This means the slope of $P$ and $(1,5)$ is $4$
Rotations also preserve distance to the center of rotation, and since we only "travelled" up and down by the slope once to get from $(3,-6)$ to $(1,5)$ it follows we shall only use the slope once to travel from $(1,5)$ to $P$
Therefore point $P$ is located at $(1+1, 5+4) = (2,9)$ . The answer is $9-2 = 7 = \boxed{7}$
| 7
|
2,061
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_9
| 2
|
The point $P(a,b)$ in the $xy$ -plane is first rotated counterclockwise by $90^\circ$ around the point $(1,5)$ and then reflected about the line $y = -x$ . The image of $P$ after these two transformations is at $(-6,3)$ . What is $b - a ?$
$\textbf{(A)} ~1 \qquad\textbf{(B)} ~3 \qquad\textbf{(C)} ~5 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~9$
|
Let us reconstruct that coordinate plane as the complex plane. Then, the point $P(a, b)$ becomes $a+b\cdot{i}$ .
A $90^\circ$ rotation around the point $(1, 5)$ can be done by translating the point $(1, 5)$ to the origin, rotating around the origin by $90^\circ$ , and then translating the origin back to the point $(1, 5)$ \[a+b\cdot{i} \implies (a-1)+(b-5)\cdot{i} \implies ((a-1)+(b-5)\cdot{i})\cdot{i} = 5-b+(a-1)i \implies 5+1-b+(a-1+5)i = 6-b+(a+4)i.\] By basis reflection rules, the reflection of $(-6, 3)$ about the line $y = -x$ is $(-3, 6)$ .
Hence, we have \[6-b+(a+4)i = -3+6i \implies b=9, a=2,\] from which $b-a = 9-2 = \boxed{7}$
| 7
|
2,062
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_9
| 3
|
The point $P(a,b)$ in the $xy$ -plane is first rotated counterclockwise by $90^\circ$ around the point $(1,5)$ and then reflected about the line $y = -x$ . The image of $P$ after these two transformations is at $(-6,3)$ . What is $b - a ?$
$\textbf{(A)} ~1 \qquad\textbf{(B)} ~3 \qquad\textbf{(C)} ~5 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~9$
|
Using the same method as in Solution 1, we can obtain that the point before the reflection is $(-3,6)$ .
If we let the original point be $(x, y)$ , then we can use that the starting point is $(1,5)$ to obtain two vectors $\langle -4,1 \rangle$ and $\langle x-1, y-5 \rangle$ .
We know that two vectors are perpendicular if their dot product is equal to $0$ , and that both points are the same distance ( $\sqrt {17}$ ) from $(1,5)$
Therefore, we can write two equations using these vectors: $(x-1)^2 + (y-5)^2 = 17$ (from distance and pythagorean theorem) and $-4x+y-1 = 0$ (from dot product)
Solving, we simplify the second equation to $y=4x+1$ , and plug it into the first equation.
We obtain $(x-1)^2 + (4x-4)^2 = 17$ . We can simplify this to the quadratic $17x^2-34x=0$ .
When we factor out $17x$ , we find that $x = 2$ or $x = 0$ . However, $x$ cannot equal $0$ .
Therefore, $x = 2$ , and plugging this into the second equation gives us that $y = 9$ .
Since the point is $(9, 2)$ , we compute $9-2 = \boxed{7}$
| 7
|
2,063
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_9
| 4
|
The point $P(a,b)$ in the $xy$ -plane is first rotated counterclockwise by $90^\circ$ around the point $(1,5)$ and then reflected about the line $y = -x$ . The image of $P$ after these two transformations is at $(-6,3)$ . What is $b - a ?$
$\textbf{(A)} ~1 \qquad\textbf{(B)} ~3 \qquad\textbf{(C)} ~5 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~9$
|
Using the same method as in Solution 1 reflecting $(-6,3)$ about the line $y = -x$ gives us $(-3,6).$
Let the original point be $\langle x,y \rangle.$ From point $(1,5),$ we form the vectors $\langle -4,1 \rangle$ and $\langle x-1, y-5 \rangle$ that extend out from the initial point. If they are perpendicular, we know that their dot product has to equal zero. Therefore, \[\langle -4,1 \rangle \cdot \langle x-1, y-5 \rangle = 0 \implies -4x+y-1= 0.\] Now, we have to do some guess and check from the multiple choices. Let $y - x = A$ where $A$ is one of the answer choices. Then, $A -3x = 1.$ By intuition and logical reasoning we deduce that $A$ must be $1 \pmod 3$ so that brings our potential answers down to $\text{\textbf{(A)}}$ and $\text{\textbf{(C)}}.$ If $A = 1$ from $\text{\textbf{(A)}},$ then $x = 0,$ which we can quickly rule out since we know thar $P$ rotated counterclockwise not clockwise. Hence, $\boxed{7}$ is the answer.
| 7
|
2,064
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_11
| 1
|
Grandma has just finished baking a large rectangular pan of brownies. She is planning to make rectangular pieces of equal size and shape, with straight cuts parallel to the sides of the pan. Each cut must be made entirely across the pan. Grandma wants to make the same number of interior pieces as pieces along the perimeter of the pan. What is the greatest possible number of brownies she can produce?
$\textbf{(A)} ~24 \qquad\textbf{(B)} ~30 \qquad\textbf{(C)} ~48 \qquad\textbf{(D)} ~60 \qquad\textbf{(E)} ~64$
|
Let the side lengths of the rectangular pan be $m$ and $n$ . It follows that $(m-2)(n-2) = \frac{mn}{2}$ , since half of the brownie pieces are in the interior. This gives $2(m-2)(n-2) = mn \iff mn - 4m - 4n + 8 = 0$ . Adding 8 to both sides and applying Simon's Favorite Factoring Trick , we obtain $(m-4)(n-4) = 8$ . Since $m$ and $n$ are both positive, we obtain $(m, n) = (5, 12), (6, 8)$ (up to ordering). By inspection, $5 \cdot 12 = \boxed{60}$ maximizes the number of brownies.
| 60
|
2,065
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_11
| 2
|
Grandma has just finished baking a large rectangular pan of brownies. She is planning to make rectangular pieces of equal size and shape, with straight cuts parallel to the sides of the pan. Each cut must be made entirely across the pan. Grandma wants to make the same number of interior pieces as pieces along the perimeter of the pan. What is the greatest possible number of brownies she can produce?
$\textbf{(A)} ~24 \qquad\textbf{(B)} ~30 \qquad\textbf{(C)} ~48 \qquad\textbf{(D)} ~60 \qquad\textbf{(E)} ~64$
|
Obviously, no side of the rectangular pan can have less than $5$ brownies beside it. We let one side of the pan have $5$ brownies, and let the number of brownies on its adjacent side be $x$ . Therefore, $5x=2\cdot3(x-2)$ , and solving yields $x=12$ and there are $5\cdot12=60$ brownies in the pan. $64$ is the only choice larger than $60$ , but it cannot be the answer since the only way to fit $64$ brownies in a pan without letting a side of it have less than $5$ brownies beside it is by forming a square of $8$ brownies on each side, which does not meet the requirement. Thus the answer is $\boxed{60}$
| 60
|
2,066
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_13
| 1
|
Let $n$ be a positive integer and $d$ be a digit such that the value of the numeral $\underline{32d}$ in base $n$ equals $263$ , and the value of the numeral $\underline{324}$ in base $n$ equals the value of the numeral $\underline{11d1}$ in base six. What is $n + d ?$
$\textbf{(A)} ~10 \qquad\textbf{(B)} ~11 \qquad\textbf{(C)} ~13 \qquad\textbf{(D)} ~15 \qquad\textbf{(E)} ~16$
|
We can start by setting up an equation to convert $\underline{32d}$ base $n$ to base 10. To convert this to base 10, it would be $3{n}^2+2n+d.$ Because it is equal to 263, we can set this equation to 263. Finally, subtract $d$ from both sides to get $3{n}^2+2n = 263-d$
We can also set up equations to convert $\underline{324}$ base $n$ and $\underline{11d1}$ base 6 to base 10. The equation to covert $\underline{324}$ base $n$ to base 10 is $3{n}^2+2n+4.$ The equation to convert $\underline{11d1}$ base 6 to base 10 is ${6}^3+{6}^2+6d+1.$
Simplify ${6}^3+{6}^2+6d+1$ so it becomes $6d+253.$ Setting the above equations equal to each other, we have \[3{n}^2+2n+4 = 6d+253.\] Subtracting 4 from both sides gets $3{n}^2+2n = 6d+249.$
We can then use equations \[3{n}^2+2n = 263-d\] \[3{n}^2+2n = 6d+249\] to solve for $d$ . Set $263-d$ equal to $6d+249$ and solve to find that $d=2$
Plug $d=2$ back into the equation $3{n}^2+2n = 263-d$ . Subtract 261 from both sides to get your final equation of $3{n}^2+2n-261 = 0.$ We solve using the quadratic formula to find that the solutions are $9$ and $-29/3.$ Because the base must be positive, $n=9.$
Adding 2 to 9 gets $\boxed{11}$
| 11
|
2,067
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_13
| 2
|
Let $n$ be a positive integer and $d$ be a digit such that the value of the numeral $\underline{32d}$ in base $n$ equals $263$ , and the value of the numeral $\underline{324}$ in base $n$ equals the value of the numeral $\underline{11d1}$ in base six. What is $n + d ?$
$\textbf{(A)} ~10 \qquad\textbf{(B)} ~11 \qquad\textbf{(C)} ~13 \qquad\textbf{(D)} ~15 \qquad\textbf{(E)} ~16$
|
$32d$ is greater than $263$ when both are interpreted in base 10, so $n$ is less than $10$ . Some trial and error gives $n=9$ $263$ in base 9 is $322$ , so the answer is $9+2=\boxed{11}$
| 11
|
2,068
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_13
| 3
|
Let $n$ be a positive integer and $d$ be a digit such that the value of the numeral $\underline{32d}$ in base $n$ equals $263$ , and the value of the numeral $\underline{324}$ in base $n$ equals the value of the numeral $\underline{11d1}$ in base six. What is $n + d ?$
$\textbf{(A)} ~10 \qquad\textbf{(B)} ~11 \qquad\textbf{(C)} ~13 \qquad\textbf{(D)} ~15 \qquad\textbf{(E)} ~16$
|
We have \[3n^2 + 2n + d = 263\] \[3n^2 + 2n + 4 = 6^3 + 6^2 + 6d + 1\] Subtracting the 2nd from the 1st equation we get \begin{align*} d-4 &= 263 - (216 + 36 + 6d + 1) \\ &= 263 - 253 - 6d \\ &= 10 - 6d \end{align*} Thus we have $d=2.$ Substituting into the first, we have $3n^2 + 2n + 2 = 263 \Rightarrow 3n^2 + 2n - 261 = 0.$ Factoring, we have $(n-9)(3n+29)=0.$ A digit cannot be negative, so we have $n=9.$ Thus, $d+n=2+9=\boxed{11}$
| 11
|
2,069
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_13
| 4
|
Let $n$ be a positive integer and $d$ be a digit such that the value of the numeral $\underline{32d}$ in base $n$ equals $263$ , and the value of the numeral $\underline{324}$ in base $n$ equals the value of the numeral $\underline{11d1}$ in base six. What is $n + d ?$
$\textbf{(A)} ~10 \qquad\textbf{(B)} ~11 \qquad\textbf{(C)} ~13 \qquad\textbf{(D)} ~15 \qquad\textbf{(E)} ~16$
|
Find that $d=2$ using one of the methods above. Then we have that $3n^2 + 2n = 261$ . We know that $n$ is an integer, so we can solve the equation $n(2n+3)=261$ (this is guaranteed to have a solution if we did this correctly). The prime factorization of $261$ is $3^2 \cdot 29$ , so the corresponding factor pairs are $(1, 261)$ $(3,87)$ , and $(9,29)$ . If $n = 9$ , then the equation is true, so $n + d = 9 + 2 = \boxed{11}$
| 11
|
2,070
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_14
| 1
|
Three equally spaced parallel lines intersect a circle, creating three chords of lengths $38,38,$ and $34$ . What is the distance between two adjacent parallel lines?
$\textbf{(A) }5\frac12 \qquad \textbf{(B) }6 \qquad \textbf{(C) }6\frac12 \qquad \textbf{(D) }7 \qquad \textbf{(E) }7\frac12$
|
[asy] size(8cm); pair O = (0, 0), A = (0, 3), B = (0, 9), R = (19, 3), L = (17, 9); draw(O--A--B); draw(O--R); draw(O--L); label("$A$", A, NE); label("$B$", B, N); label("$R$", R, NE); label("$L$", L, NE); label("$O$", O, S); label("$d$", O--A, W); label("$2d$", A--B, W); label("$r$", O--R, S); label("$r$", O--L, NW); dot(O); dot(A); dot(B); dot(R); dot(L); draw(circle((0, 0), sqrt(370))); draw(-R -- (R.x, -R.y)); draw((-R.x, R.y) -- R); draw((-L.x, L.y) -- L); [/asy]
Since two parallel chords have the same length ( $38$ ), they must be equidistant from the center of the circle. Let the perpendicular distance of each chord from the center of the circle be $d$ . Thus, the distance from the center of the circle to the chord of length $34$ is
\[2d + d = 3d\]
and the distance between each of the chords is just $2d$ . Let the radius of the circle be $r$ . Drawing radii to the points where the lines intersect the circle, we create two different right triangles:
By the Pythagorean theorem, we can create the following system of equations:
\[19^2 + d^2 = r^2\]
\[17^2 + (2d + d)^2 = r^2\]
Solving, we find $d = 3$ , so $2d = \boxed{6}$
| 6
|
2,071
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_14
| 2
|
Three equally spaced parallel lines intersect a circle, creating three chords of lengths $38,38,$ and $34$ . What is the distance between two adjacent parallel lines?
$\textbf{(A) }5\frac12 \qquad \textbf{(B) }6 \qquad \textbf{(C) }6\frac12 \qquad \textbf{(D) }7 \qquad \textbf{(E) }7\frac12$
|
[asy] real r=sqrt(370); draw(circle((0, 0), r)); pair A = (-19, 3); pair B = (19, 3); draw(A--B); pair C = (-19, -3); pair D = (19, -3); draw(C--D); pair E = (-17, -9); pair F = (17, -9); draw(E--F); pair O = (0, 0); pair P = (0, -3); pair Q = (0, -9); draw(O--Q); draw(O--C); draw(O--D); draw(O--E); draw(O--F); label("$O$", O, N); label("$C$", C, SW); label("$D$", D, SE); label("$E$", E, SW); label("$F$", F, SE); label("$P$", P, SW); label("$Q$", Q, S); [/asy] If $d$ is the requested distance, and $r$ is the radius of the circle, Stewart's Theorem applied to $\triangle OCD$ with cevian $\overleftrightarrow{OP}$ gives \[19\cdot 38\cdot 19 + \tfrac{1}{2}d\cdot 38\cdot\tfrac{1}{2}d=19r^{2}+19r^{2}.\] This simplifies to $13718+\tfrac{19}{2}d^{2}=38r^{2}$ . Similarly, another round of Stewart's Theorem applied to $\triangle OEF$ with cevian $\overleftrightarrow{OQ}$ gives \[17\cdot 34\cdot 17 + \tfrac{3}{2}d\cdot 34\cdot\tfrac{3}{2}d=17r^{2}+17r^{2}.\] This simplifies to $9826+\tfrac{153}{2}d^{2}=34r^{2}$ . Dividing the top equation by $38$ and the bottom equation by $34$ results in the system of equations \begin{align*} 361+\tfrac{1}{4}d^{2} &= r^{2} \\ 289+\tfrac{9}{4}d^{2} &= r^{2} \\ \end{align*} By transitive, $361+\tfrac{1}{4}d^{2}=289+\tfrac{9}{4}d^{2}$ . Therefore $(\tfrac{9}{4}-\tfrac{1}{4})d^{2}=361-289\rightarrow 2d^{2}=72\rightarrow d^{2}=36\rightarrow d=\boxed{6}.$
| 6
|
2,072
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_15
| 1
|
The real number $x$ satisfies the equation $x+\frac{1}{x} = \sqrt{5}$ . What is the value of $x^{11}-7x^{7}+x^3?$
$\textbf{(A)} ~-1 \qquad\textbf{(B)} ~0 \qquad\textbf{(C)} ~1 \qquad\textbf{(D)} ~2 \qquad\textbf{(E)} ~\sqrt{5}$
|
We square $x+\frac{1}{x}=\sqrt5$ to get $x^2+2+\frac{1}{x^2}=5$ . We subtract 2 on both sides for $x^2+\frac{1}{x^2}=3$ and square again, and see that $x^4+2+\frac{1}{x^4}=9$ so $x^4+\frac{1}{x^4}=7$ . We can factor out $x^7$ from our original expression of $x^{11}-7x^7+x^3$ to get that it is equal to $x^7(x^4-7+\frac{1}{x^4})$ . Therefore because $x^4+\frac{1}{x^4}$ is 7, it is equal to $x^7(0)=\boxed{0}$
| 0
|
2,073
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_15
| 2
|
The real number $x$ satisfies the equation $x+\frac{1}{x} = \sqrt{5}$ . What is the value of $x^{11}-7x^{7}+x^3?$
$\textbf{(A)} ~-1 \qquad\textbf{(B)} ~0 \qquad\textbf{(C)} ~1 \qquad\textbf{(D)} ~2 \qquad\textbf{(E)} ~\sqrt{5}$
|
Multiplying both sides by $x$ and using the quadratic formula, we get $\frac{\sqrt{5} \pm 1}{2}$ . We can assume that it is $\frac{\sqrt{5}+1}{2}$ , and notice that this is also a solution the equation $x^2-x-1=0$ , i.e. we have $x^2=x+1$ . Repeatedly using this on the given (you can also just note Fibonacci numbers), \begin{align*} (x^{11})-7x^7+x^3 &= (x^{10}+x^9)-7x^7+x^3 \\ &=(2x^9+x^8)-7x^7+x^3 \\ &=(3x^8+2x^7)-7x^7+x^3 \\ &=(3x^8-5x^7)+x^3 \\ &=(-2x^7+3x^6)+x^3 \\ &=(x^6-2x^5)+x^3 \\ &=(-x^5+x^4+x^3) \\ &=-x^3(x^2-x-1) = \boxed{0}
| 0
|
2,074
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_15
| 3
|
The real number $x$ satisfies the equation $x+\frac{1}{x} = \sqrt{5}$ . What is the value of $x^{11}-7x^{7}+x^3?$
$\textbf{(A)} ~-1 \qquad\textbf{(B)} ~0 \qquad\textbf{(C)} ~1 \qquad\textbf{(D)} ~2 \qquad\textbf{(E)} ~\sqrt{5}$
|
We can immediately note that the exponents of $x^{11}-7x^7+x^3$ are an arithmetic sequence, so they are symmetric around the middle term. So, $x^{11}-7x^7+x^3 = x^7(x^4-7+\frac{1}{x^4})$ . We can see that since $x+\frac{1}{x} = \sqrt{5}$ $x^2+2+\frac{1}{x^2} = 5$ and therefore $x^2+\frac{1}{x^2} = 3$ . Continuing from here, we get $x^4+2+\frac{1}{x^4} = 9$ , so $x^4-7+\frac{1}{x^4} = 0$ . We don't even need to find what $x^7$ is! This is since $x^7\cdot0$ is evidently $\boxed{0}$ , which is our answer.
| 0
|
2,075
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_15
| 4
|
The real number $x$ satisfies the equation $x+\frac{1}{x} = \sqrt{5}$ . What is the value of $x^{11}-7x^{7}+x^3?$
$\textbf{(A)} ~-1 \qquad\textbf{(B)} ~0 \qquad\textbf{(C)} ~1 \qquad\textbf{(D)} ~2 \qquad\textbf{(E)} ~\sqrt{5}$
|
We begin by multiplying $x+\frac{1}{x} = \sqrt{5}$ by $x$ , resulting in $x^2+1 = \sqrt{5}x$ . Now we see this equation: $x^{11}-7x^{7}+x^3$ . The terms all have $x^3$ in common, so we can factor that out, and what we're looking for becomes $x^3(x^8-7x^4+1)$ . Looking back to our original equation, we have $x^2+1 = \sqrt{5}x$ , which is equal to $x^2 = \sqrt{5}x-1$ . Using this, we can evaluate $x^4$ to be $5x^2-2\sqrt{5}x+1$ , and we see that there is another $x^2$ , so we put substitute it in again, resulting in $3\sqrt{5}x-4$ . Using the same way, we find that $x^8$ is $21\sqrt{5}x-29$ . We put this into $x^3(x^8-7x^4+1)$ , resulting in $x^3(0)$ , so the answer is $\boxed{0}$
| 0
|
2,076
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_15
| 6
|
The real number $x$ satisfies the equation $x+\frac{1}{x} = \sqrt{5}$ . What is the value of $x^{11}-7x^{7}+x^3?$
$\textbf{(A)} ~-1 \qquad\textbf{(B)} ~0 \qquad\textbf{(C)} ~1 \qquad\textbf{(D)} ~2 \qquad\textbf{(E)} ~\sqrt{5}$
|
Multiplying by x and solving, we get that $x = \frac{\sqrt{5} \pm 1}{2}.$ Note that whether or not we take $x = \frac{\sqrt{5} + 1}{2}$ or we take $\frac{\sqrt{5} - 1}{2},$ our answer has to be the same. Thus, we take $x = \frac{\sqrt{5} - 1}{2} \approx 0.62$ . Since this number is small, taking it to high powers like $11$ $7$ , and $3$ will make the number very close to $0$ , so the answer is $\boxed{0}.$ ~AtharvNaphade
| 0
|
2,077
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_16
| 1
|
Call a positive integer an uphill integer if every digit is strictly greater than the previous digit. For example, $1357, 89,$ and $5$ are all uphill integers, but $32, 1240,$ and $466$ are not. How many uphill integers are divisible by $15$
$\textbf{(A)} ~4 \qquad\textbf{(B)} ~5 \qquad\textbf{(C)} ~6 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~8$
|
The divisibility rule of $15$ is that the number must be congruent to $0$ mod $3$ and congruent to $0$ mod $5$ . Being divisible by $5$ means that it must end with a $5$ or a $0$ . We can rule out the case when the number ends with a $0$ immediately because the only integer that is uphill and ends with a $0$ is $0$ which is not positive. So now we know that the number ends with a $5$ . Looking at the answer choices, the answer choices are all pretty small, so we can generate all of the numbers that are uphill and are divisible by $3$ . These numbers are $15, 45, 135, 345, 1245, 12345$ , or $\boxed{6}$ numbers.
| 6
|
2,078
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_16
| 2
|
Call a positive integer an uphill integer if every digit is strictly greater than the previous digit. For example, $1357, 89,$ and $5$ are all uphill integers, but $32, 1240,$ and $466$ are not. How many uphill integers are divisible by $15$
$\textbf{(A)} ~4 \qquad\textbf{(B)} ~5 \qquad\textbf{(C)} ~6 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~8$
|
First, note how the number must end in either $5$ or $0$ in order to satisfying being divisible by $15$ . However, the number can't end in $0$ because it's not strictly greater than the previous digits. Thus, our number must end in $5$ . We do casework on the number of digits.
Case 1: $1$ digit. No numbers work, so $0$ numbers.
Case 2: $2$ digits. We have the numbers $15, 45,$ and $75$ , but $75$ isn't an uphill number, so $2$ numbers
Case 3: $3$ digits. We have the numbers $135, 345$ , so $2$ numbers.
Case 4: $4$ digits. We have the numbers $1235, 1245$ and $2345$ , but only $1245$ satisfies this condition, so $1$ number.
Case 5: $5$ digits. We have only $12345$ , so $1$ number.
Adding these up, we have $2+2+1+1=\boxed{6}$
| 6
|
2,079
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_16
| 3
|
Call a positive integer an uphill integer if every digit is strictly greater than the previous digit. For example, $1357, 89,$ and $5$ are all uphill integers, but $32, 1240,$ and $466$ are not. How many uphill integers are divisible by $15$
$\textbf{(A)} ~4 \qquad\textbf{(B)} ~5 \qquad\textbf{(C)} ~6 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~8$
|
Like solution 2, we can proceed by using casework. A number is divisible by $15$ if is divisible by $3$ and $5.$ In this case, the units digit must be $5,$ otherwise no number can be formed.
Case 1: sum of digits = 6
There is only one number, $15.$
Case 2: sum of digits = 9
There are two numbers: $45$ and $135.$
Case 3: sum of digits = 12
There are two numbers: $345$ and $1245.$
Case 4: sum of digits = 15
There is only one number, $12345.$
We can see that we have exhausted all cases, because in order to have a larger sum of digits, then a number greater than $5$ needs to be used, breaking the conditions of the problem. The answer is $\boxed{6}.$
| 6
|
2,080
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_16
| 4
|
Call a positive integer an uphill integer if every digit is strictly greater than the previous digit. For example, $1357, 89,$ and $5$ are all uphill integers, but $32, 1240,$ and $466$ are not. How many uphill integers are divisible by $15$
$\textbf{(A)} ~4 \qquad\textbf{(B)} ~5 \qquad\textbf{(C)} ~6 \qquad\textbf{(D)} ~7 \qquad\textbf{(E)} ~8$
|
An integer is divisible by $15$ if it is divisible by $3$ and $5$ . Divisibility by $5$ means ending in $0$ or $5$ , but since no digit is less than $0$ , the only uphill integer ending in $0$ could be $0$ , which is not positive. This means the integer must end in $5$
All uphill integers ending in $5$ are formed by picking any subset of the sequence $(1,2,3,4)$ of digits (keeping their order), then appending a $5$ . Divisibility by $3$ means the sum of the digits is a multiple of $3$ , so our choice of digits must add to $0$ modulo $3$
$5 \equiv -1 \pmod{3}$ , so the other digits we pick must add to $1$ modulo $3$ . Since $(1,2,3,4) \equiv (1,-1,0,1) \pmod{3}$ , we can pick either nothing, or one residue $1$ (from $1$ or $4$ ) and one residue $-1$ (from $2$ ), and we can then optionally add a residue $0$ (from $3$ ). This gives $(1+2\cdot1)\cdot2 = \boxed{6}$ possibilities.
| 6
|
2,081
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_20
| 1
|
The figure is constructed from $11$ line segments, each of which has length $2$ . The area of pentagon $ABCDE$ can be written as $\sqrt{m} + \sqrt{n}$ , where $m$ and $n$ are positive integers. What is $m + n ?$ [asy] /* Made by samrocksnature */ pair A=(-2.4638,4.10658); pair B=(-4,2.6567453480756127); pair C=(-3.47132,0.6335248637894945); pair D=(-1.464483379039766,0.6335248637894945); pair E=(-0.956630463955801,2.6567453480756127); pair F=(-2,2); pair G=(-3,2); draw(A--B--C--D--E--A); draw(A--F--A--G); draw(B--F--C); draw(E--G--D); label("A",A,N); label("B",B,W); label("C",C,S); label("D",D,S); label("E",E,dir(0)); dot(A^^B^^C^^D^^E^^F^^G); [/asy]
$\textbf{(A)} ~20 \qquad\textbf{(B)} ~21 \qquad\textbf{(C)} ~22 \qquad\textbf{(D)} ~23 \qquad\textbf{(E)} ~24$
|
[asy] /* Made by samrocksnature, adapted by Tucker, then adjusted by samrocksnature again, then adjusted by erics118 xD*/ pair A=(-2.4638,4.10658); pair B=(-4,2.6567453480756127); pair C=(-3.47132,0.6335248637894945); pair D=(-1.464483379039766,0.6335248637894945); pair E=(-0.956630463955801,2.6567453480756127); pair F=(-1.85,2); pair G=(-3.1,2); draw(A--G--A--F, lightgray); draw(B--F--C, lightgray); draw(E--G--D, lightgray); dot(F^^G, lightgray); draw(A--B--C--D--E--A); draw(A--C--A--D); label("A",A,N); label("B",B,W); label("C",C,S); label("D",D,S); label("E",E,dir(0)); dot(A^^B^^C^^D^^E); [/asy]
Draw diagonals $AC$ and $AD$ to split the pentagon into three parts. We can compute the area for each triangle and sum them up at the end. For triangles $ABC$ and $ADE$ , they each have area $2\cdot\frac{1}{2}\cdot\frac{4\sqrt{3}}{4}=\sqrt{3}$ . For triangle $ACD$ , we can see that $AC=AD=2\sqrt{3}$ and $CD=2$ . Using Pythagorean Theorem, the altitude for this triangle is $\sqrt{11}$ , so the area is $\sqrt{11}$ . Adding each part up, we get $2\sqrt{3}+\sqrt{11}=\sqrt{12}+\sqrt{11} \implies \boxed{23}$
| 23
|
2,082
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 1
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
We can set the point on $CD$ where the fold occurs as point $F$ . Then, we can set $FD$ as $x$ , and $CF$ as $1-x$ because of symmetry due to the fold. It can be recognized that this is a right triangle, and solving for $x$ , we get,
\[x^2 + \left(\frac{1}{3}\right)^2 = (1-x)^2 \rightarrow x^2 + \frac{1}{9} = x^2 - 2x + 1 \rightarrow x=\frac{4}{9}\]
We know this is a 3-4-5 triangle because the side lengths are $\frac{3}{9}, \frac{4}{9}, \frac{5}{9}$ . We also know that $EAC'$ is similar to $C'DF$ because angle $EC'F$ is a right angle. Now, we can use similarity to find out that the perimeter is just the perimeter of $C'DF \times \frac{AC'}{DF}$ . That's just $\frac{4}{3} \times \frac{\frac{2}{3}}{\frac{4}{9}} = \frac{4}{3} \times \frac{3}{2} = 2$ . Therefore, the final answer is $\boxed{2}$
| 2
|
2,083
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 2
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
Let the line we're reflecting over be $\ell$ , and let the points where it hits $AB$ and $CD$ , be $M$ and $N$ , respectively. Notice, to reflect over a line we find the perpendicular passing through the midpoint of the two points (which are the reflected and the original). So, we first find the equation of the line $\ell$ . The segment $CC'$ has slope $\frac{0 - 1}{1 - 2/3} = -3$ , implying line $\ell$ has a slope of $\frac{1}{3}$ . Also, the midpoint of segment $CC'$ is $\left( \frac{5}{6}, \frac{1}{2} \right)$ , so line $\ell$ passes through this point. Then, we get the equation of line $\ell$ is simply $y = \frac{1}{3} x + \frac{2}{9}$ . Then, if the point where $B$ is reflected over line $\ell$ is $B'$ , then we get $BB'$ is the line $y = -3x$ . The intersection of $\ell$ and segment $BB'$ is $\left( - \frac{1}{15}, \frac{1}{5} \right)$ . So, we get $B' = \left(- \frac{2}{15}, \frac{2}{5} \right)$ . Then, line segment $B'C'$ has equation $y = \frac{3}{4} x + \frac{1}{2}$ , so the point $E$ is the $y$ -intercept, or $\left(0, \frac{1}{2} \right)$ . This implies that $AE = \frac{1}{2}, AC' = \frac{2}{3}$ , and by the Pythagorean Theorem, $EC' = \frac{5}{6}$ (or you could notice $\triangle AEC'$ is a $3-4-5$ right triangle). Then, the perimeter is $\frac{1}{2} + \frac{2}{3} + \frac{5}{6} = 2$ , so our answer is $\boxed{2}$ . ~rocketsri
| 2
|
2,084
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 3
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
Assume that E is the midpoint of $\overline{AB}$ . Then, $\overline{AE}=\frac{1}{2}$ and since $C'D=\frac{1}{3}$ $\overline{AC'}=\frac{2}{3}$ . By the Pythagorean Theorem, $\overline{EC'}=\frac{5}{6}$ . It easily follows that our desired perimeter is $\boxed{2}$ ~samrocksnature
| 2
|
2,085
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 4
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
As described in Solution 1, we can find that $DF=\frac{4}{9}$ , and $C'F = \frac{5}{9}.$
Then, we can find we can find the length of $\overline{AE}$ by expressing the length of $\overline{EF}$ in two different ways, in terms of $AE$ . If let $AE = a$ , by the Pythagorean Theorem we have that $EC = \sqrt{a^2 + \left(\frac{2}{3}\right)^2} = \sqrt{a^2 + \frac{4}{9}}.$ Therefore, since we know that $\angle EC'F$ is right, by Pythagoras again we have that $EF = \sqrt{\left(\sqrt{a^2+\frac{4}{9}}\right)^2 + \left(\frac{5}{9}\right)^2} = \sqrt{a^2 + \frac{61}{81}}.$
Another way we can express $EF$ is by using Pythagoras on $\triangle XEF$ , where $X$ is the foot of the perpendicular from $F$ to $\overline{AE}.$ We see that $ADFX$ is a rectangle, so we know that $AD = 1 = FX$ . Secondly, since $FD = \frac{4}{9}, EX = a - \frac{4}{9}$ . Therefore, through the Pythagorean Theorem, we find that $EF = \sqrt{\left(a-\frac{4}{9}\right)^2 + 1^2} = \sqrt{a^2 - \frac{8}{9}a +\frac{97}{81}}.$
Since we have found two expressions for the same length, we have the equation $\sqrt{a^2 + \frac{61}{81}} = \sqrt{a^2 - \frac{8}{9}a +\frac{97}{81}}.$ Solving this, we find that $a=\frac{1}{2}$
Finally, we see that the perimeter of $\triangle AEC'$ is $\frac{1}{2} + \frac{2}{3} + \sqrt{\left(\frac{1}{2}\right)^2 + \frac{4}{9}},$ which we can simplify to be $2$ . Thus, the answer is $\boxed{2}.$ ~laffytaffy
| 2
|
2,086
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 5
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
Draw a perpendicular line from $\overline{AB}$ at $E$ , and let it intersect $\overline{DC}$ at $E'$ . The angle between $\overline{AB}$ and $\overline{EE'}$ is $2\theta$ , where $\theta$ is the angle between the fold and a line perpendicular to $\overline{AD}$ . The slope of the fold is $\frac{1}{3}$ because it is perpendicular to $\overline{CC'}$ $\overline{CC'}$ has a slope of $-3$ using points $C'$ and $C$ , and perpendicular lines have slopes negative inverses of each other). Using tangent double angle formula, the slope of $\overline{EC'}$ is $\frac{3}{4}$ , which implies $\overline{AE}$ $\frac{1}{2}$ . By the Pythagorean Theorem, $\overline{EC'}=\frac{5}{6}$ . It easily follows that our desired perimeter is $\boxed{2}$ ~forrestc
| 2
|
2,087
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_21
| 6
|
A square piece of paper has side length $1$ and vertices $A,B,C,$ and $D$ in that order. As shown in the figure, the paper is folded so that vertex $C$ meets edge $\overline{AD}$ at point $C'$ , and edge $\overline{BC}$ intersects edge $\overline{AB}$ at point $E$ . Suppose that $C'D = \frac{1}{3}$ . What is the perimeter of triangle $\bigtriangleup AEC' ?$
$\textbf{(A)} ~2 \qquad\textbf{(B)} ~1+\frac{2}{3}\sqrt{3} \qquad\textbf{(C)} ~\frac{13}{6} \qquad\textbf{(D)} ~1 + \frac{3}{4}\sqrt{3} \qquad\textbf{(E)} ~\frac{7}{3}$ [asy] /* Made by samrocksnature */ pair A=(0,1); pair CC=(0.666666666666,1); pair D=(1,1); pair F=(1,0.440062); pair C=(1,0); pair B=(0,0); pair G=(0,0.22005); pair H=(-0.13,0.41); pair E=(0,0.5); dot(A^^CC^^D^^C^^B^^E); draw(E--A--D--F); draw(G--B--C--F, dashed); fill(E--CC--F--G--H--E--CC--cycle, gray); draw(E--CC--F--G--H--E--CC); label("A",A,NW); label("B",B,SW); label("C",C,SE); label("D",D,NE); label("E",E,NW); label("C'",CC,N); label("F",F,NE); [/asy]
|
It is easy to prove that the ratio of the sum of the larger leg and hypotenuse to the smaller leg depends monotonically on the angle of a right triangle, which means: \[C' F + DF = CF + DF = CD = AD = 3 C'D \implies C' D : DF : C' F = 3 : 4 : 5.\]
For a similar triangle, the ratio of the perimeter to the larger leg is $\frac {3 + 4 +5}{4} = 3.$
$\triangle AEC' \sim \triangle DC'F \implies$ the perimeter of triangle $\bigtriangleup AEC'$ is $3 AC' = \boxed{2}.$
| 2
|
2,088
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_22
| 1
|
Ang, Ben, and Jasmin each have $5$ blocks, colored red, blue, yellow, white, and green; and there are $5$ empty boxes. Each of the people randomly and independently of the other two people places one of their blocks into each box. The probability that at least one box receives $3$ blocks all of the same color is $\frac{m}{n}$ , where $m$ and $n$ are relatively prime positive integers. What is $m + n ?$
$\textbf{(A)} ~47 \qquad\textbf{(B)} ~94 \qquad\textbf{(C)} ~227 \qquad\textbf{(D)} ~471 \qquad\textbf{(E)} ~542$
|
Let our denominator be $(5!)^3$ , so we consider all possible distributions.
We use PIE (Principle of Inclusion and Exclusion) to count the successful ones.
When we have at $1$ box with all $3$ balls the same color in that box, there are $_{5} C _{1} \cdot _{5} P _{1} \cdot (4!)^3$ ways for the distributions to occur ( $_{5} C _{1}$ for selecting one of the five boxes for a uniform color, $_{5} P _{1}$ for choosing the color for that box, $4!$ for each of the three people to place their remaining items).
However, we overcounted those distributions where two boxes had uniform color, and there are $_{5} C _{2} \cdot _{5} P _{2} \cdot (3!)^3$ ways for the distributions to occur ( $_{5} C _{2}$ for selecting two of the five boxes for a uniform color, $_{5} P _{2}$ for choosing the color for those boxes, $3!$ for each of the three people to place their remaining items).
Again, we need to re-add back in the distributions with three boxes of uniform color... and so on so forth.
Our success by PIE is \[_{5} C _{1} \cdot _{5} P _{1} \cdot (4!)^3 - _{5} C _{2} \cdot _{5} P _{2} \cdot (3!)^3 + _{5} C _{3} \cdot _{5} P _{3} \cdot (2!)^3 - _{5} C _{4} \cdot _{5} P _{4} \cdot (1!)^3 + _{5} C _{5} \cdot _{5} P _{5} \cdot (0!)^3 = 120 \cdot 2556.\] \[\frac{120 \cdot 2556}{120^3}=\frac{71}{400},\] yielding an answer of $\boxed{471}$
| 471
|
2,089
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_22
| 2
|
Ang, Ben, and Jasmin each have $5$ blocks, colored red, blue, yellow, white, and green; and there are $5$ empty boxes. Each of the people randomly and independently of the other two people places one of their blocks into each box. The probability that at least one box receives $3$ blocks all of the same color is $\frac{m}{n}$ , where $m$ and $n$ are relatively prime positive integers. What is $m + n ?$
$\textbf{(A)} ~47 \qquad\textbf{(B)} ~94 \qquad\textbf{(C)} ~227 \qquad\textbf{(D)} ~471 \qquad\textbf{(E)} ~542$
|
As In Solution 1, the probability is \[\frac{\binom{5}{1}\cdot 5\cdot (4!)^3 - \binom{5}{2}\cdot 5\cdot 4\cdot (3!)^3 + \binom{5}{3}\cdot 5\cdot 4\cdot 3\cdot (2!)^3 - \binom{5}{4}\cdot 5\cdot 4\cdot 3\cdot 2\cdot (1!)^3 + \binom{5}{5}\cdot 5\cdot 4\cdot 3\cdot 2\cdot 1}{(5!)^3}\] \[= \frac{5\cdot 5\cdot (4!)^3 - 10\cdot 5\cdot 4\cdot (3!)^3 + 10\cdot 5\cdot 4\cdot 3\cdot (2!)^3 - 5\cdot 5! + 5!}{(5!)^3}.\] Dividing by $5!$ , we get \[\frac{5\cdot (4!)^2 - 10\cdot (3!)^2 + 10\cdot (2!)^2 - 5 + 1}{(5!)^2}.\] Dividing by $4$ , we get \[\frac{5\cdot 6\cdot 24 - 10\cdot 9 + 10 - 1}{30\cdot 120}.\] Dividing by $9$ , we get \[\frac{5\cdot 2\cdot 8 - 10 + 1}{10\cdot 40} = \frac{71}{400} \implies \boxed{471}\]
| 471
|
2,090
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_22
| 3
|
Ang, Ben, and Jasmin each have $5$ blocks, colored red, blue, yellow, white, and green; and there are $5$ empty boxes. Each of the people randomly and independently of the other two people places one of their blocks into each box. The probability that at least one box receives $3$ blocks all of the same color is $\frac{m}{n}$ , where $m$ and $n$ are relatively prime positive integers. What is $m + n ?$
$\textbf{(A)} ~47 \qquad\textbf{(B)} ~94 \qquad\textbf{(C)} ~227 \qquad\textbf{(D)} ~471 \qquad\textbf{(E)} ~542$
|
Use complementary counting.
Denote $T_n$ as the total number of ways to put $n$ colors to $n$ boxes by 3 people out of which $f_n$ ways are such that no box has uniform color. Notice $T_n = (n!)^3$ . From this setup we see the question is asking for $1-\frac{f_5}{(5!)^3}$ . To find $f_5$ we want to exclude the cases of a) one box of the same color, b) 2 boxes of the same color, c) 3 boxes of same color, d) 4 boxes of the same color, and e) 5 boxes of the same color. Cases d) and e) coincide. From this, we have
\[f_5=T_5 -{\binom{5}{1}\binom{5}{1}\cdot f_4 - \binom{5}{2}\binom{5}{2}\cdot 2!\cdot f_3 - \binom{5}{3}\binom{5}{3}\cdot 3!\cdot f_2 - 5!}\]
In case b), there are $\binom{5}{2}$ ways to choose 2 boxes that have the same color, $\binom{5}{2}$ ways to choose the two colors, 2! ways to permute the 2 chosen colors, and $f_3$ ways so that the remaining 3 boxes don’t have the same color. The same goes for cases a) and c). In case e), the total number of ways to permute 5 colors is $5!$ . Now, we just need to calculate $f_2$ $f_3$ and $f_4$
We have $f_2=T_2-2 = (2!)^3 - 2 = 6$ , since we subtract the number of cases where the boxes contain uniform colors, which is 2.
In the same way, $f_3=T_3-\Big[3!+ \binom{3}{1}\binom{3}{1}\cdot f_2 \Big] = 156$ - again, we must subtract the number of ways at least 1 box has uniform color. There are $3!$ ways if 3 boxes each contains uniform color. Two boxes each contains uniform color is the same as previous. If one box has the same color, there are $\binom{3}{1}$ ways to pick a box, and $\binom{3}{1}$ ways to pick a color for that box, 1! ways to permute the chosen color, and $f_2$ ways for the remaining 2 boxes to have non-uniform colors. Similarly, $f_4=(4!)^3-\Big[ 4!+ \binom{4}{2}\binom{4}{2}\cdot 2! \cdot f_2+ \binom{4}{1}\binom{4}{1}\cdot f_3\Big] = 10,872$
Thus, $f_5 = f_5=(5!)^3-\Big[\binom{5}{1}\binom{5}{1}\cdot f_4+ \binom{5}{2}\binom{5}{2}\cdot 2!\cdot f_3+\binom{5}{3}\binom{5}{3}\cdot 3!\cdot f_2 + 5!\Big] = (5!)^3 - 306,720$
Thus, the probability is $\frac{306,720}{(5!)^3} = 71/400$ and the answer is $\boxed{471}$
| 471
|
2,091
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_22
| 4
|
Ang, Ben, and Jasmin each have $5$ blocks, colored red, blue, yellow, white, and green; and there are $5$ empty boxes. Each of the people randomly and independently of the other two people places one of their blocks into each box. The probability that at least one box receives $3$ blocks all of the same color is $\frac{m}{n}$ , where $m$ and $n$ are relatively prime positive integers. What is $m + n ?$
$\textbf{(A)} ~47 \qquad\textbf{(B)} ~94 \qquad\textbf{(C)} ~227 \qquad\textbf{(D)} ~471 \qquad\textbf{(E)} ~542$
|
WLOG fix which block Ang places into each box. (This can also be thought of as labeling each box by the color of Ang's block.) There are then $(5!)^2$ total possibilities.
As in Solution 1 , we use PIE. With $1$ box of uniform color, there are ${}_{5} C _{1} \cdot (4!)^2$ possibilities ( ${}_{5} C _{1}$ for selecting one of the five boxes (whose color is fixed by Ang), $4!$ for each of Ben and Jasmin to place their remaining items). We overcounted cases with $2$ boxes, of which there are ${}_{5} C _{2} \cdot (3!)^2$ possibilities, and so on.
The probability is thus \[\frac{{}_{5} C _{1} \cdot (4!)^2 - {}_{5} C _{2} \cdot (3!)^2 + {}_{5} C _{3} \cdot (2!)^2 - {}_{5} C _{4} \cdot (1!)^2 + {}_{5} C _{5} \cdot (0!)^2}{(5!)^2}\] \[= \frac{5 \cdot (4!)^2 - 10 \cdot (3!)^2 + 10 \cdot (2!)^2 - 5 + 1}{(5!)^2}\] at which point we can proceed as in #Alternate simplification to simplify to $\frac{71}{400} \implies \boxed{471}$
| 471
|
2,092
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_22
| 5
|
Ang, Ben, and Jasmin each have $5$ blocks, colored red, blue, yellow, white, and green; and there are $5$ empty boxes. Each of the people randomly and independently of the other two people places one of their blocks into each box. The probability that at least one box receives $3$ blocks all of the same color is $\frac{m}{n}$ , where $m$ and $n$ are relatively prime positive integers. What is $m + n ?$
$\textbf{(A)} ~47 \qquad\textbf{(B)} ~94 \qquad\textbf{(C)} ~227 \qquad\textbf{(D)} ~471 \qquad\textbf{(E)} ~542$
|
$!n$ denotes the number of derangements of $n$ elements, i.e. the number of permutations where no element appears in its original position. Recall the recursive formula $!0 = 1, !1 = 0, !n = (n-1)(!(n-1)+{!}(n-2))$
We will consider the number of candidate boxes (ones that currently remain uniform-color) after each person places their blocks.
After Ang, all $5$ boxes are candidates, and each has a fixed color its blocks must be to remain uniform-color.
Ben has $5!$ total ways to place blocks. There are $\tbinom{5}{k}\cdot{!}k$ ways to disqualify $k$ candidates, $0 \le k \le 5$ . (There are $\tbinom{5}{k}$ ways to choose the candidates to disqualify, and $!k$ ways to arrange the disqualified candidates' same-color blocks.)
Jasmin has $5!$ total ways to place blocks. Currently, $k$ boxes are no longer candidates. Consider the number of ways for Jasmin to place blocks such that no box remains a candidate, where $n$ is the number of boxes and $k$ is the number of non-candidates, and call it $D(n,k)$ (not to be confused with partial derangements). We wish to find $5!-D(5,k)$ for each $k$ $0 \le k \le 5$
Notice that $D(n,0) = {!}n$ , since all boxes are candidates and no block can be placed in the same-colored box. Also notice the recursive formula $D(n,k) = D(n-1,k-1)+D(n,k-1)$ , since the first non-candidate box can either contain its same-color block (in which case it can be ignored), or a different-color block (in which case it can be treated as a candidate).
We can make a table ( $n$ horizontal, $k$ vertical): \[\begin{array}{r|rrrrrr} D(n,k) & 0 & 1 & 2 & 3 & 4 & 5 \\ \hline 0 & 1 & 0 & 1 & 2 & 9 & 44 \\ 1 & & 1 & 1 & 3 & 11 & 53 \\ 2 & & & 2 & 4 & 14 & 64 \\ 3 & & & & 6 & 18 & 78 \\ 4 & & & & & 24 & 96 \\ 5 & & & & & & 120 \\ \end{array}\] (Note that $D(n,n) = n!$ since there are no candidates to begin with, which checks out with the diagonal.)
The desired values of $D(5,k)$ are in the rightmost column.
The probability that at least one box is of uniform color is thus \begin{align*} & \frac{\sum_{k=0}^{5}{\left(\binom{5}{k}\cdot{!}k\right)(5!-D(5,k))}}{(5!)^2} \\ ={}& \frac{(1\cdot1)(120-44)+(5\cdot0)(120-53)+(10\cdot1)(120-64)+(10\cdot2)(120-78)+(5\cdot9)(120-96)+(1\cdot44)(120-120)}{(5!)^2} \\ ={}& \frac{76+0+560+840+1080+0}{(5!)^2} \\ ={}& \frac{19+140+210+270}{(5!)(5\cdot3\cdot2)} \\ ={}& \frac{639}{(5!)(5\cdot3\cdot2)} \\ ={}& \frac{71}{(5\cdot4\cdot2)(5\cdot2)} \\ ={}& \frac{71}{400} \implies \boxed{471}
| 471
|
2,093
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_23
| 1
|
A square with side length $8$ is colored white except for $4$ black isosceles right triangular regions with legs of length $2$ in each corner of the square and a black diamond with side length $2\sqrt{2}$ in the center of the square, as shown in the diagram. A circular coin with diameter $1$ is dropped onto the square and lands in a random location where the coin is completely contained within the square. The probability that the coin will cover part of the black region of the square can be written as $\frac{1}{196}\left(a+b\sqrt{2}+\pi\right)$ , where $a$ and $b$ are positive integers. What is $a+b$ [asy] /* Made by samrocksnature */ draw((0,0)--(8,0)--(8,8)--(0,8)--(0,0)); fill((2,0)--(0,2)--(0,0)--cycle, black); fill((6,0)--(8,0)--(8,2)--cycle, black); fill((8,6)--(8,8)--(6,8)--cycle, black); fill((0,6)--(2,8)--(0,8)--cycle, black); fill((4,6)--(2,4)--(4,2)--(6,4)--cycle, black); filldraw(circle((2.6,3.31),0.5),gray); [/asy]
$\textbf{(A)} ~64 \qquad\textbf{(B)} ~66 \qquad\textbf{(C)} ~68 \qquad\textbf{(D)} ~70 \qquad\textbf{(E)} ~72$
|
To find the probability, we look at the $\frac{\text{success region}}{\text{total possible region}}$ . For the coin to be completely contained within the square, we must have the distance from the center of the coin to a side of the square to be at least $\frac{1}{2}$ , as it's the radius of the coin. This implies the $\text{total possible region}$ is a square with side length $8 - \frac{1}{2} - \frac{1}{2} = 7$ , with an area of $49$ . Now, we consider cases where needs to land to partially cover a black region.
Near The Center Square
We can have the center of the coin land within $\frac{1}{2}$ outside of the center square, or inside of the center square. So, we have a region with $\frac{1}{2}$ emanating from every point on the exterior of the square, forming four quarter circles and four rectangles. The four quarter circles combine to make a full circle of radius $\frac{1}{2}$ , so the area is $\frac{\pi}{4}$ . The area of a rectangle is $2 \sqrt 2 \cdot \frac{1}{2} = \sqrt 2$ , so $4$ of them combine to an area of $4 \sqrt 2$ . The area of the black square is simply $\left(2\sqrt 2\right)^2 = 8$ . So, for this case, we have a combined total of $8 + 4\sqrt 2 + \frac{\pi}{4}$ . Onto the second (and last) case.
Near A Triangle
We can also have the coin land within $\frac{1}{2}$ outside of one of the triangles. By symmetry, we can just find the successful region for one of them, then multiply by $4$ . Consider the above diagram. We can draw an altitude from the bottom corner of the square to hit the hypotenuse of the green triangle. The length of this when passing through the black region is $\sqrt 2$ , and when passing through the white region (while being contained in the green triangle) is $\frac{1}{2}$ . However, we have to subtract off when it doesn't pass through the red square. Then, it's the hypotenuse of a small isosceles right triangle with side lengths of $\dfrac{1}{2}$ which is $\dfrac{\sqrt{2}}{2}.$ So, the altitude of the green triangle is $\sqrt 2 + \frac{1}{2} - \frac{\sqrt 2}{2} = \frac{\sqrt 2 + 1}{2}$ . Then, recall, the area of an isosceles right triangle is $h^2$ , where $h$ is the altitude from the right angle. So, squaring this, we get $\frac{3 + 2\sqrt 2}{4}$ . Now, we have to multiply this by $4$ to account for all of the black triangles, to get $3 + 2\sqrt 2$ as the final area for this case.
Finishing
Then, to have the coin touching a black region, we add up the area of our successful regions, or $8 + 4\sqrt 2 + \frac{\pi}{4} + 3 + 2\sqrt 2 = 11 + 6\sqrt 2 + \frac{\pi}{4} = \frac{44 + 24\sqrt 2 + \pi}{4}$ . The total region is $49$ , so our probability is $\frac{\frac{44 + 24\sqrt 2 + \pi}{4}}{49} = \frac{44 + 24\sqrt 2 + \pi}{196}$ , which implies $a+b = 44+24 = 68$ . This corresponds to answer choice $\boxed{68}$
| 68
|
2,094
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_25
| 1
|
Let $S$ be the set of lattice points in the coordinate plane, both of whose coordinates are integers between $1$ and $30,$ inclusive. Exactly $300$ points in $S$ lie on or below a line with equation $y=mx.$ The possible values of $m$ lie in an interval of length $\frac ab,$ where $a$ and $b$ are relatively prime positive integers. What is $a+b?$
$\textbf{(A)} ~31 \qquad \textbf{(B)} ~47 \qquad \textbf{(C)} ~62\qquad \textbf{(D)} ~72 \qquad \textbf{(E)} ~85$
|
I know that I want about $\frac{2}{3}$ of the box of integer coordinates above my line. There are a total of 30 integer coordinates in the desired range for each axis which gives a total of 900 lattice points. I estimate that the slope, m, is $\frac{2}{3}$ . Now, although there is probably an easier solution, I would try to count the number of points above the line to see if there are 600 points above the line. The line $y=\frac{2}{3}x$ separates the area inside the box so that $\frac{2}{3}$ of the are is above the line.
I find that the number of coordinates with $x=1$ above the line is 30, and the number of coordinates with $x=2$ above the line is 29. Every time the line $y=\frac{2}{3}x$ hits a y-value with an integer coordinate, the number of points above the line decreases by one. I wrote out the sum of 30 terms in hopes of finding a pattern. I graphed the first couple positive integer x-coordinates, and found that the sum of the integers above the line is $30+29+28+28+27+26+26 \ldots+ 10$ . The even integer repeats itself every third term in the sum. I found that the average of each of the terms is 20, and there are 30 of them which means that exactly 600 above the line as desired. This give a lower bound because if the slope decreases a little bit, then the points that the line goes through will be above the line.
To find the upper bound, notice that each point with an integer-valued x-coordinate is either $\frac{1}{3}$ or $\frac{2}{3}$ above the line. Since the slope through a point is the y-coordinate divided by the x-coordinate, a shift in the slope will increase the y-value of the higher x-coordinates. We turn our attention to $x=28, 29, 30$ which the line $y=\frac{2}{3}x$ intersects at $y= \frac{56}{3}, \frac{58}{3}, 20$ . The point (30,20) is already counted below the line, and we can clearly see that if we slowly increase the slope of the line, we will hit the point (28,19) since (28, $\frac{56}{3}$ ) is closer to the lattice point. The slope of the line which goes through both the origin and (28,19) is $y=\frac{19}{28}x$ . This gives an upper bound of $m=\frac{19}{28}$
Taking the upper bound of m and subtracting the lower bound yields $\frac{19}{28}-\frac{2}{3}=\frac{1}{84}$ . This is answer $1+84=$ $\boxed{85}$
| 85
|
2,095
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_25
| 2
|
Let $S$ be the set of lattice points in the coordinate plane, both of whose coordinates are integers between $1$ and $30,$ inclusive. Exactly $300$ points in $S$ lie on or below a line with equation $y=mx.$ The possible values of $m$ lie in an interval of length $\frac ab,$ where $a$ and $b$ are relatively prime positive integers. What is $a+b?$
$\textbf{(A)} ~31 \qquad \textbf{(B)} ~47 \qquad \textbf{(C)} ~62\qquad \textbf{(D)} ~72 \qquad \textbf{(E)} ~85$
|
As the procedure shown in the Solution 1, the lower bound of $m$ is $\frac{2}{3}.$ Here I give a more logic way to show how to find the upper bound of $m.$ Denote $N=\sum_{x=1}^{30}(\lfloor mx \rfloor)$ as the number of lattice points in $S$
$N = \lfloor m \rfloor+\lfloor 2m \rfloor+\lfloor 3m \rfloor+\cdots+\lfloor 30m \rfloor = 300 .$
Let $m = \frac{2}{3}+k$ . for $\forall x_{i}\le 30, x\in N^{*}, \lfloor mx_{i} \rfloor = \lfloor \frac{2}{3}x+xk \rfloor.$
Our target is finding the minimum value of $k$ which can increase one unit of $\lfloor mx_{i} \rfloor .$
Notice that:
When $x_{i} = 3n, \lfloor mx_{i} \rfloor = \lfloor 2n+(3n)k \rfloor$ We don't have to discuss this case.
When $x_{i} = 3n+1, \lfloor mx_{i} \rfloor = \lfloor 2n+\frac{2}{3}+(3n+1)k \rfloor, k_{min1}=\frac{1}{3(3n+1)}.$
When $x_{i} = 3n+2, \lfloor mx_{i} \rfloor = \lfloor 2n+1+\frac{1}{3}+(3n+2)k \rfloor, k_{min2}=\frac{2}{3(3n+2)}.$
Here $n\in N^{*}, n \le 9.$
Denote $k_{min}=min\left \{k_{min1},k_{min2} \right \}.$
Obviously $k_{min1}$ and $k_{min2}$ are decreasing. Let's considering the situation when $n=9.$
$k_{min}=min\left\{\frac{1}{84},\frac{2}{87}\right\}=\frac{1}{84}.$
This means that the answer is just $\frac{1}{84}$ , so $a+b=85$ . Choose $\boxed{85}.$
| 85
|
2,096
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_25
| 3
|
Let $S$ be the set of lattice points in the coordinate plane, both of whose coordinates are integers between $1$ and $30,$ inclusive. Exactly $300$ points in $S$ lie on or below a line with equation $y=mx.$ The possible values of $m$ lie in an interval of length $\frac ab,$ where $a$ and $b$ are relatively prime positive integers. What is $a+b?$
$\textbf{(A)} ~31 \qquad \textbf{(B)} ~47 \qquad \textbf{(C)} ~62\qquad \textbf{(D)} ~72 \qquad \textbf{(E)} ~85$
|
It's easier to calculate the number of lattice points inside a rectangle with vertices $(0,0)$ $(p,0)$ $(p,q)$ $(0,q)$ . Those lattice points are divided by the diagonal $y = \frac{p}{q} \cdot x$ into $2$ halves. In this problem the number of lattice points on or below the diagonal and $x \ge 1$ is
$(p+1)(q+1)$ is the total number of lattice points inside the rectangle. Subtract the number of lattice points on the diagonal, divided by 2 is the number of lattice points below the diagonal, add the number of lattice points on the diagonal, and subtract the lattice points on the $x$ axis, then we get the total number of lattice points on or below the diagonal and $x \ge 1$
There are $900$ lattice points in total. $300$ is $\frac{1}{3}$ of $900$ . The $x$ coordinate of the top-right vertex of the rectangle is $30$ $\frac{1}{2} \cdot 30 \cdot 20 = 300$ . I guess the $y$ coordinate of the top-right vertex of the rectangle is $20$ . Now I am going to verify that. The slope of the diagonal is $\frac{20}{30} = \frac{2}{3}$ , there are $11$ lattice points on the diagonal. Substitute $(p,q)=(30, 20)$ $d=11$ to the above formula:
Because there are $11$ lattice points on line $y = \frac{2}{3}x$ , if $m < \frac{2}{3}$ , then the number of lattice points on or below the line is less than $300$ . So $m = \frac{2}{3}$ is the lower bound.
Now I am going to calculate the upper bound. From $\frac{b}{a} < \frac{b+1}{a+1}$
$\frac{2}{3} = \frac{18}{27} < \frac{19}{28}$
$\frac{2}{3} = \frac{20}{30} < \frac{21}{31} < \frac{19}{28}$
[asy] /* Created by Brendanb4321, modified by isabelchen */ import graph; size(18cm); defaultpen(fontsize(9pt)); xaxis(0,31,Ticks(1.0)); yaxis(0,22,Ticks(1.0)); draw((0,0)--(30,20)); draw((0,0)--(30,30*19/28), dotted); draw((0,0)--(31,31*21/31), dotted); for (int i = 1; i<=31; ++i) { for (int j = 1; j<=2/3*i+1; ++j) { dot((i,j)); } } dot((28,19), red); dot((31,21), blue); label("$m=2/3$", (33,20)); label("$m=21/31$", (33,21)); label("$m=19/28$", (33,22)); [/asy]
If $m = \frac{21}{31}$ , I will calculate by using the rectangle with blue vertex $(p,q) = (31, 21)$ , then subtract lattice points on line $x = 31$ , which is $21$ . There are 2 lattice points on the diagonal, $d=2$
If $m = \frac{19}{28}$ , I will calculate by using the rectangle with red vertex $(p,q) = (28, 19)$ , then add lattice points on line $x = 29$ and $x = 30$ , which is $19 + 20 = 39$ . There are 2 lattice points on the diagonal, $d=2$
When $m$ increases, more lattice points falls below the line $y = mx$ . Any value larger than $\frac{19}{28}$ has more than $301$ lattice points on or below $y = \frac{19}{28} x$ . So the upper bound is $\frac{19}{28}$
$\frac{19}{28}-\frac{2}{3}=\frac{1}{84}$ $\boxed{85}$
| 85
|
2,097
|
https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_25
| 4
|
Let $S$ be the set of lattice points in the coordinate plane, both of whose coordinates are integers between $1$ and $30,$ inclusive. Exactly $300$ points in $S$ lie on or below a line with equation $y=mx.$ The possible values of $m$ lie in an interval of length $\frac ab,$ where $a$ and $b$ are relatively prime positive integers. What is $a+b?$
$\textbf{(A)} ~31 \qquad \textbf{(B)} ~47 \qquad \textbf{(C)} ~62\qquad \textbf{(D)} ~72 \qquad \textbf{(E)} ~85$
|
The lower bound of $m$ is $\frac23 = \frac{20}{30}$ . Inside the rectangle with vertices $(0,0)$ $(30,0)$ $(30,20)$ $(0, 20)$ and diagonal $y = \frac23 x$ , there are $(30-1)(20-1) = 551$ lattice points inside, not including the edges. There are $9$ lattice points on diagonal $y = \frac23 x$ inside the rectangle, $551 + 9 = 560$ . Half of the $560$ lattice points are below diagonal $y = \frac23 x$ $560 \cdot \frac12 = 280$ . There are $20$ lattice points on edge $x = 30$ $280 + 20 = 300$ . Once $m < \frac23$ , the $9$ lattice points on diagonal $y = \frac23 x$ will be above the new diagonal, making the number of lattice points on and below the diagonal less than $300$
Now we are going to calculate the upper bound by the following formula:
[asy] /* Created by isabelchen */ import graph; size(8cm); defaultpen(fontsize(9pt)); xaxis(0,8); yaxis(0,6); draw((0,0)--(7,5)); draw((7,0)--(7,5)); draw((0,5)--(7,5)); dot((0,0)); dot((1,0)); dot((2,0)); dot((3,0)); dot((4,0)); dot((5,0)); dot((6,0)); dot((7,0)); dot((8,0)); dot((0,1)); dot((1,1)); dot((2,1)); dot((3,1)); dot((4,1)); dot((5,1)); dot((6,1)); dot((7,1)); dot((8,1)); dot((0,2)); dot((1,2)); dot((2,2)); dot((3,2)); dot((4,2)); dot((5,2)); dot((6,2)); dot((7,2)); dot((8,2)); dot((0,3)); dot((1,3)); dot((2,3)); dot((3,3)); dot((4,3)); dot((5,3)); dot((6,3)); dot((7,3)); dot((8,3)); dot((0,4)); dot((1,4)); dot((2,4)); dot((3,4)); dot((4,4)); dot((5,4)); dot((6,4)); dot((7,4)); dot((8,4)); dot((0,5)); dot((1,5)); dot((2,5)); dot((3,5)); dot((4,5)); dot((5,5)); dot((6,5)); dot((7,5)); dot((8,5)); dot((0,6)); dot((1,6)); dot((2,6)); dot((3,6)); dot((4,6)); dot((5,6)); dot((6,6)); dot((7,6)); dot((8,6)); label("$(0,0)$", (0,0), SW); label("$(a, b)$", (7,5), NE); dot((7,0)); label("$a$", (7,0), S); dot((0,5)); label("$b$", (0,5), W); [/asy]
$\frac{2}{3} = \frac{20}{30} < \frac{21}{31} < \frac{19}{28}$
When $a = 31$ $b = 21$ $\frac{(31-1)(21-1)}{2} = 300$
When $a = 28$ $b = 19$ $\frac{(28-1)(19-1)}{2} = 243$ . Below the line $y = \frac{19}{28} x$ , there are $19$ lattice points on line $x = 28$ $19$ lattice points on line $x = 29$ $20$ lattice points on line $x = 30$ $243 + 19 + 19 + 20 = 301$
More lattice points fall below the line $y = mx$ as $m$ increases. There are more than $301$ lattice points on and below the line for any $m$ greater than $\frac{19}{28}$ . Therefore, the upper bound is $\frac{19}{28}$
$\frac{19}{28}-\frac{2}{3}=\frac{1}{84}$ , so $1+84=\boxed{85}$
| 85
|
2,098
|
https://artofproblemsolving.com/wiki/index.php/2020_AMC_10A_Problems/Problem_2
| 1
|
The numbers $3, 5, 7, a,$ and $b$ have an average (arithmetic mean) of $15$ . What is the average of $a$ and $b$
$\textbf{(A) } 0 \qquad\textbf{(B) } 15 \qquad\textbf{(C) } 30 \qquad\textbf{(D) } 45 \qquad\textbf{(E) } 60$
|
The arithmetic mean of the numbers $3, 5, 7, a,$ and $b$ is equal to $\frac{3+5+7+a+b}{5}=\frac{15+a+b}{5}=15$ . Solving for $a+b$ , we get $a+b=60$ . Dividing by $2$ to find the average of the two numbers $a$ and $b$ gives $\frac{60}{2}=\boxed{30}$
| 30
|
2,099
|
https://artofproblemsolving.com/wiki/index.php/2020_AMC_10A_Problems/Problem_3
| 1
|
Assuming $a\neq3$ $b\neq4$ , and $c\neq5$ , what is the value in simplest form of the following expression? \[\frac{a-3}{5-c} \cdot \frac{b-4}{3-a} \cdot \frac{c-5}{4-b}\]
$\textbf{(A) } {-}1 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } \frac{abc}{60} \qquad \textbf{(D) } \frac{1}{abc} - \frac{1}{60} \qquad \textbf{(E) } \frac{1}{60} - \frac{1}{abc}$
|
If $x\neq y,$ then $\frac{x-y}{y-x}=-1.$ We use this fact to simplify the original expression: \[\frac{\color{red}\overset{-1}{\cancel{a-3}}}{\color{blue}\underset{1}{\cancel{5-c}}} \cdot \frac{\color{green}\overset{-1}{\cancel{b-4}}}{\color{red}\underset{1}{\cancel{3-a}}} \cdot \frac{\color{blue}\overset{-1}{\cancel{c-5}}}{\color{green}\underset{1}{\cancel{4-b}}}=(-1)(-1)(-1)=\boxed{1}.\] ~CoolJupiter ~MRENTHUSIASM
| 1
|
2,100
|
https://artofproblemsolving.com/wiki/index.php/2020_AMC_10A_Problems/Problem_3
| 2
|
Assuming $a\neq3$ $b\neq4$ , and $c\neq5$ , what is the value in simplest form of the following expression? \[\frac{a-3}{5-c} \cdot \frac{b-4}{3-a} \cdot \frac{c-5}{4-b}\]
$\textbf{(A) } {-}1 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } \frac{abc}{60} \qquad \textbf{(D) } \frac{1}{abc} - \frac{1}{60} \qquad \textbf{(E) } \frac{1}{60} - \frac{1}{abc}$
|
At $(a,b,c)=(4,5,6),$ the answer choices become
$\textbf{(A) } {-}1 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } {-}\frac{1}{120} \qquad \textbf{(E) } \frac{1}{120}$
and the original expression becomes \[\frac{-1}{1}\cdot\frac{-1}{1}\cdot\frac{-1}{1}=\boxed{1}.\] ~MRENTHUSIASM
| 1
|
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