id int64 1 7.14k | link stringlengths 75 84 | no int64 1 14 | problem stringlengths 14 5.33k | solution stringlengths 21 6.43k | answer int64 0 999 |
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2,501 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_16 | 2 | There are $10$ horses, named Horse $1$ , Horse $2$ , . . . , Horse $10$ . They get their names from how many minutes it takes them to run one lap around a circular race track: Horse $k$ runs one lap in exactly $k$ minutes. At time $0$ all the horses are together at the starting point on the track. The horses start runn... | We are trying to find the smallest number that has $5$ one-digit divisors. Therefore we try to find the LCM for smaller digits, such as $1$ $2$ $3$ , or $4$ . We quickly consider $12$ since it is the smallest number that is the LCM of $1$ $2$ $3$ and $4$ . Since $12$ has $5$ single-digit divisors, namely $1$ $2$ $3$ $4... | 3 |
2,502 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_16 | 3 | There are $10$ horses, named Horse $1$ , Horse $2$ , . . . , Horse $10$ . They get their names from how many minutes it takes them to run one lap around a circular race track: Horse $k$ runs one lap in exactly $k$ minutes. At time $0$ all the horses are together at the starting point on the track. The horses start runn... | First, for 5 horses to simultaneously pass the starting line after $T$ seconds, $T$ must be divisible by the amount of seconds it takes each of the 5 horses to pass the starting line, meaning all of the horses must be divisors of $T$ , and therefore meaning $T$ must have at least $5$ $1$ -digit divisors. Since we want ... | 3 |
2,503 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_16 | 4 | There are $10$ horses, named Horse $1$ , Horse $2$ , . . . , Horse $10$ . They get their names from how many minutes it takes them to run one lap around a circular race track: Horse $k$ runs one lap in exactly $k$ minutes. At time $0$ all the horses are together at the starting point on the track. The horses start runn... | By inspection, $(1, 2, 3, 4, 6)$ yields the lowest answer of $12$ and the sum of the digits is $1+2 \Longrightarrow \boxed{3}$ | 3 |
2,504 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_17 | 1 | Distinct points $P$ $Q$ $R$ $S$ lie on the circle $x^{2}+y^{2}=25$ and have integer coordinates. The distances $PQ$ and $RS$ are irrational numbers. What is the greatest possible value of the ratio $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \text... | Because $P$ $Q$ $R$ , and $S$ are lattice points, there are only a few coordinates that actually satisfy the equation. The coordinates are $(\pm 3,\pm 4), (\pm 4, \pm 3), (0,\pm 5),$ and $(\pm 5,0).$ We want to maximize $PQ$ and minimize $RS.$ They also have to be non perfect squares, because they are both irrational. ... | 7 |
2,505 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_17 | 2 | Distinct points $P$ $Q$ $R$ $S$ lie on the circle $x^{2}+y^{2}=25$ and have integer coordinates. The distances $PQ$ and $RS$ are irrational numbers. What is the greatest possible value of the ratio $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \text... | We can look at the option choices. Since we are aiming for the highest possible ratio, let's try using $7$ (though $5 \sqrt{2}$ actually is the highest ratio.) Now, looking at the problem alone, we know that to have the largest ratio possible, we have to let $RS$ be the minimum possible value while at the same time usi... | 7 |
2,506 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_17 | 3 | Distinct points $P$ $Q$ $R$ $S$ lie on the circle $x^{2}+y^{2}=25$ and have integer coordinates. The distances $PQ$ and $RS$ are irrational numbers. What is the greatest possible value of the ratio $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \text... | By inspection, when $R$ is at $(3, 4)$ and $S$ is at $(4, 3),$ it makes $RS$ as small as possible with a distance of $\sqrt{2}$ . The greatest possible length of $PQ$ arises when $P$ is at $(-3, 4)$ and $Q$ is at $(4, -3).$ Using the distance formula, we find that $PQ$ has a length of $7\sqrt{2}.$ The requested fractio... | 7 |
2,507 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_18 | 1 | Amelia has a coin that lands heads with probability $\frac{1}{3}\,$ , and Blaine has a coin that lands on heads with probability $\frac{2}{5}$ . Amelia and Blaine alternately toss their coins until someone gets a head; the first one to get a head wins. All coin tosses are independent. Amelia goes first. The probability... | Let $P$ be the probability Amelia wins. Note that $P = \text{chance she wins on her first turn} + \text{chance she gets to her turn again}\cdot P$ , since if she gets to her turn again, she is back where she started with probability of winning $P$ . The chance she wins on her first turn is $\frac{1}{3}$ . The chance sh... | 4 |
2,508 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_18 | 2 | Amelia has a coin that lands heads with probability $\frac{1}{3}\,$ , and Blaine has a coin that lands on heads with probability $\frac{2}{5}$ . Amelia and Blaine alternately toss their coins until someone gets a head; the first one to get a head wins. All coin tosses are independent. Amelia goes first. The probability... | Let $P$ be the probability Amelia wins. Note that $P = \text{chance she wins on her first turn} + \text{chance she gets to her second turn}\cdot \frac{1}{3} + \text{chance she gets to her third turn}\cdot \frac{1}{3} \cdots$ This can be represented as an infinite geometric series: \[P=\frac{\frac{1}{3}}{1-\frac{2}{3}\c... | 4 |
2,509 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_18 | 3 | Amelia has a coin that lands heads with probability $\frac{1}{3}\,$ , and Blaine has a coin that lands on heads with probability $\frac{2}{5}$ . Amelia and Blaine alternately toss their coins until someone gets a head; the first one to get a head wins. All coin tosses are independent. Amelia goes first. The probability... | We can solve this by using 'casework,' the cases being:
Case 1: Amelia wins on her first turn.
Case 2 Amelia wins on her second turn.
and so on.
The probability of her winning on her first turn is $\dfrac13$ . The probability of all the other cases is determined by the probability that Amelia and Blaine all lose until ... | 59 |
2,510 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_19 | 1 | Alice refuses to sit next to either Bob or Carla. Derek refuses to sit next to Eric. How many ways are there for the five of them to sit in a row of $5$ chairs under these conditions?
$\textbf{(A)}\ 12\qquad\textbf{(B)}\ 16\qquad\textbf{(C)}\ 28\qquad\textbf{(D)}\ 32\qquad\textbf{(E)}\ 40$ | Let Alice be A, Bob be B, Carla be C, Derek be D, and Eric be E.
We can split this problem up into two cases:
$\textbf{Case 1: }$ A sits on an edge seat.
Since B and C can't sit next to A, that must mean either D or E sits next to A. After we pick either D or E, then either B or C must sit next to D/E. Then, we can arr... | 28 |
2,511 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_19 | 2 | Alice refuses to sit next to either Bob or Carla. Derek refuses to sit next to Eric. How many ways are there for the five of them to sit in a row of $5$ chairs under these conditions?
$\textbf{(A)}\ 12\qquad\textbf{(B)}\ 16\qquad\textbf{(C)}\ 28\qquad\textbf{(D)}\ 32\qquad\textbf{(E)}\ 40$ | Label the seats (from left to right) $1$ through $5$ . The number of ways to seat Derek and Eric in the five seats with no restrictions is $5 \cdot 4=20$ . The number of ways to seat Derek and Eric such that they sit next to each other is $8$ (we can treat Derek and Eric as a "block". There are four ways to seat this "... | 28 |
2,512 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_19 | 3 | Alice refuses to sit next to either Bob or Carla. Derek refuses to sit next to Eric. How many ways are there for the five of them to sit in a row of $5$ chairs under these conditions?
$\textbf{(A)}\ 12\qquad\textbf{(B)}\ 16\qquad\textbf{(C)}\ 28\qquad\textbf{(D)}\ 32\qquad\textbf{(E)}\ 40$ | We start with complementary counting. After all, it's much easier to count the cases where some of these restraints are true, than when they aren't.
PIE:
Let's count the total number of cases where one of these is true:
When Alice is with Bob: $2\cdot4!=48$
When Alice is with Carla: $2\cdot4!=48$
When Derek is with Eri... | 28 |
2,513 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_19 | 4 | Alice refuses to sit next to either Bob or Carla. Derek refuses to sit next to Eric. How many ways are there for the five of them to sit in a row of $5$ chairs under these conditions?
$\textbf{(A)}\ 12\qquad\textbf{(B)}\ 16\qquad\textbf{(C)}\ 28\qquad\textbf{(D)}\ 32\qquad\textbf{(E)}\ 40$ | To find the number of ways, we do casework.
Case 1: Alice sits in the first seat (leftmost)
Since Alice refuses to sit with Bob and Carla, then the seat on her immediate right must be Derek or Eric. The middle seat must be Bob or Carla (because Derek and Eric refuse to sit together). The seat to the right of the middle... | 28 |
2,514 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_20 | 1 | Let $S(n)$ equal the sum of the digits of positive integer $n$ . For example, $S(1507) = 13$ . For a particular positive integer $n$ $S(n) = 1274$ . Which of the following could be the value of $S(n+1)$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 3\qquad\textbf{(C)}\ 12\qquad\textbf{(D)}\ 1239\qquad\textbf{(E)}\ 1265$ | Note that $n \equiv S(n) \pmod{9}$ . This can be seen from the fact that $\sum_{k=0}^{n}10^{k}a_k \equiv \sum_{k=0}^{n}a_k \pmod{9}$ . Thus, if $S(n) = 1274$ , then $n \equiv 5 \pmod{9}$ , and thus $n+1 \equiv S(n+1) \equiv 6 \pmod{9}$ . The only answer choice that satisfies $n+1 \equiv 6 \pmod{9}$ is $\boxed{1239}$ | 239 |
2,515 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_20 | 2 | Let $S(n)$ equal the sum of the digits of positive integer $n$ . For example, $S(1507) = 13$ . For a particular positive integer $n$ $S(n) = 1274$ . Which of the following could be the value of $S(n+1)$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 3\qquad\textbf{(C)}\ 12\qquad\textbf{(D)}\ 1239\qquad\textbf{(E)}\ 1265$ | One divisibility rule that we can use for this problem is that a multiple of $9$ will always have its digits sum to a multiple of $9$ . We can find out that the least number of digits the number $n$ has is $142$ , with $141$ $9$ 's and $1$ $5$ , assuming the rule above. No matter what arrangement or different digits we... | 239 |
2,516 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_20 | 3 | Let $S(n)$ equal the sum of the digits of positive integer $n$ . For example, $S(1507) = 13$ . For a particular positive integer $n$ $S(n) = 1274$ . Which of the following could be the value of $S(n+1)$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 3\qquad\textbf{(C)}\ 12\qquad\textbf{(D)}\ 1239\qquad\textbf{(E)}\ 1265$ | The number $n$ can be viewed as having some unique digits in the front, following by a certain number of nines. We can then evaluate each potential answer choice.
If $A$ is correct, then $n$ must be some number $99999999...9$ , because when we add one to $99999999...9$ we get $10000000...00$ . Thus, if $1$ is the corre... | 239 |
2,517 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_20 | 4 | Let $S(n)$ equal the sum of the digits of positive integer $n$ . For example, $S(1507) = 13$ . For a particular positive integer $n$ $S(n) = 1274$ . Which of the following could be the value of $S(n+1)$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 3\qquad\textbf{(C)}\ 12\qquad\textbf{(D)}\ 1239\qquad\textbf{(E)}\ 1265$ | If adding $1$ to $n$ does not carry any of its digits, then $S(n+1)=S(n)+1$ (ex: $25+1=26$ . Sum of digits $7 \rightarrow 8$ ). But since no answer choice is $1275$ , that means $n$ has some amount of $9$ 's from right to left.
When $n+1$ , some $9$ 's will bump to 0, not affected its $\pmod 9$ . But the first non-9 di... | 239 |
2,518 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_23 | 1 | How many triangles with positive area have all their vertices at points $(i,j)$ in the coordinate plane, where $i$ and $j$ are integers between $1$ and $5$ , inclusive?
$\textbf{(A)}\ 2128 \qquad\textbf{(B)}\ 2148 \qquad\textbf{(C)}\ 2160 \qquad\textbf{(D)}\ 2200 \qquad\textbf{(E)}\ 2300$ | We can solve this by finding all the combinations, then subtracting the ones that are on the same line. There are $25$ points in all, from $(1,1)$ to $(5,5)$ , so $\dbinom{25}3$ is $\frac{25\cdot 24\cdot 23}{3\cdot 2 \cdot 1}$ , which simplifies to $2300$ .
Now we count the ones that are on the same line. We see that a... | 148 |
2,519 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_23 | 2 | How many triangles with positive area have all their vertices at points $(i,j)$ in the coordinate plane, where $i$ and $j$ are integers between $1$ and $5$ , inclusive?
$\textbf{(A)}\ 2128 \qquad\textbf{(B)}\ 2148 \qquad\textbf{(C)}\ 2160 \qquad\textbf{(D)}\ 2200 \qquad\textbf{(E)}\ 2300$ | There are $5 \times 5 = 25$ total points in all. So, there are $\dbinom{25}3 = 2300$ ways to choose the three vertices for the triangle. However, there are some cases where they 3 points chosen results in a straight line.
There are $10 \times 10 = 100$ cases where the 3 points chosen make up a vertical or horizontal li... | 148 |
2,520 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 1 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | $f(x)$ must have four roots, three of which are roots of $g(x)$ . Using the fact that every polynomial has a unique factorization into its roots, and since the leading coefficient of $f(x)$ and $g(x)$ are the same, we know that
\[f(x)=g(x)(x+p)\]
where $-p\in\mathbb{R}$ is the fourth root of $f(x)$ .
(Using $(x+p) = (... | 7 |
2,521 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 2 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | A faster ending to Solution 1 is as follows.
\begin{align*} f(1)&=(1+p)(1^3+a\cdot1^2+1+10)\\ &=(91)(-77)\\ &= (7)(13)(11)(-7) = (1001)(-7) \\ &=\boxed{7007} | 7 |
2,522 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 3 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | Also a faster ending to Solution 1 is as follows.
To find $f(1)$ we just need to find the sum of the coefficients which is $1 + 1 - 8009 + 100 + 900= \boxed{7007}.$ | 7 |
2,523 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 4 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | We notice that the constant term of $f(x)=c$ and the constant term in $g(x)=10$ . Because $f(x)$ can be factored as $g(x) \cdot (x- r)$ (where $r$ is the unshared root of $f(x)$ , we see that using the constant term, $-10 \cdot r = c$ and therefore $r = -\frac{c}{10}$ .
Now we once again write $f(x)$ out in factored fo... | 7 |
2,524 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 5 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | Let $r_1,r_2,$ and $r_3$ be the roots of $g(x)$ . Let $r_4$ be the additional root of $f(x)$ . Then from Vieta's formulas on the quadratic term of $g(x)$ and the cubic term of $f(x)$ , we obtain the following:
\begin{align*} r_1+r_2+r_3&=-a \\ r_1+r_2+r_3+r_4&=-1 \end{align*}
Thus $r_4=a-1$
Now applying Vieta's formul... | 7 |
2,525 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 6 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | Let the roots of $g(x)$ be $r_1$ $r_2$ , and $r_3$ . Let the roots of $f(x)$ be $r_1$ $r_2$ $r_3$ , and $r_4$ . From Vieta's, we have: \begin{align*} r_1+r_2+r_3=-a \\ r_1+r_2+r_3+r_4=-1 \\ r_4=a-1 \end{align*} The fourth root is $a-1$ . Since $r_1$ $r_2$ , and $r_3$ are common roots, we have: \begin{align*} f(x)=g(x)(... | 7 |
2,526 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 7 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | First off, let's get rid of the $x^4$ term by finding $h(x)=f(x)-xg(x)$ . This polynomial consists of the difference of two polynomials with $3$ common factors, so it must also have these factors. The polynomial is $h(x)=(1-a)x^3 + (b-1)x^2 + 90x + c$ , and must be equal to $(1-a)g(x)$ . Equating the coefficients, we g... | 7 |
2,527 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 8 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | Simple polynomial division is a feasible method. Even though we have variables, we can equate terms at the end of the division so that we can cancel terms. Doing the division of $\frac{f(x)}{g(x)}$ eventually brings us the final step $(1-a)x^3 + (b-1)x^2 + 90x + c$ minus $(1-a)x^3 - (a-a^2)x^2 + (1-a)x + 10(1-a)$ after... | 7 |
2,528 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24 | 9 | For certain real numbers $a$ $b$ , and $c$ , the polynomial \[g(x) = x^3 + ax^2 + x + 10\] has three distinct roots, and each root of $g(x)$ is also a root of the polynomial \[f(x) = x^4 + x^3 + bx^2 + 100x + c.\] What is $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}... | We first note that $f(x) = g(x) \cdot q(x) + r(x)$ where $q$ is the quotient function and $r$ is the remainder function.
Clearly, $r(x) = 0$ because every single root in $g$ is also in $f$ , thus implying $g$ divides $f$ .
So, we wish to find $f(1) = g(1) \cdot q(1)$
Such an expression for $g(1)$ is pretty clean here a... | 7 |
2,529 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_25 | 1 | How many integers between $100$ and $999$ , inclusive, have the property that some permutation of its digits is a multiple of $11$ between $100$ and $999?$ For example, both $121$ and $211$ have this property.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(... | There are 81 multiples of 11 between $100$ and $999$ inclusive. Some have digits repeated twice, making 3 permutations.
Others that have no repeated digits have 6 permutations, but switching the hundreds and units digits also yield a multiple of 11. Switching shows we have overcounted by a factor of 2, so assign $6 \di... | 226 |
2,530 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_25 | 2 | How many integers between $100$ and $999$ , inclusive, have the property that some permutation of its digits is a multiple of $11$ between $100$ and $999?$ For example, both $121$ and $211$ have this property.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(... | We note that we only have to consider multiples of $11$ and see how many valid permutations each has. We can do casework on the number of repeating digits that the multiple of $11$ has:
$\textbf{Case 1:}$ All three digits are the same.
By inspection, we find that there are no multiples of $11$ here.
$\textbf{Case 2:}$... | 226 |
2,531 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_25 | 3 | How many integers between $100$ and $999$ , inclusive, have the property that some permutation of its digits is a multiple of $11$ between $100$ and $999?$ For example, both $121$ and $211$ have this property.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(... | We can first overcount and then subtract.
We know that there are $81$ multiples of $11$
We can then multiply by $6$ for each permutation of these multiples. (Yet some multiples do not have six distinct permutations.)
Now divide by $2$ , because if a number $abc$ with digits $a$ $b$ , and $c$ is a multiple of $11$ , the... | 226 |
2,532 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_25 | 4 | How many integers between $100$ and $999$ , inclusive, have the property that some permutation of its digits is a multiple of $11$ between $100$ and $999?$ For example, both $121$ and $211$ have this property.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(... | Taken from solution three, we notice that there are a total of $81$ multiples of $11$ between $100$ and $999$ , and each of them have at most $6$ permutation (and thus is a permutations of $6$ numbers), giving us a maximum of $486$ valid numbers.
However, if $abc$ can be divided by $11$ , so can $cba$ , which is distin... | 226 |
2,533 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1 | 1 | Mary thought of a positive two-digit number. She multiplied it by $3$ and added $11$ . Then she switched the digits of the result, obtaining a number between $71$ and $75$ , inclusive. What was Mary's number?
$\textbf{(A)}\ 11\qquad\textbf{(B)}\ 12\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | Let her $2$ -digit number be $x$ . Multiplying by $3$ makes it a multiple of $3$ , meaning that the sum of its digits is divisible by $3$ . Adding on $11$ increases the sum of the digits by $1+1 = 2,$ (we can ignore numbers such as $39+11=50$ ) and reversing the digits keeps the sum of the digits the same; this means t... | 12 |
2,534 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1 | 2 | Mary thought of a positive two-digit number. She multiplied it by $3$ and added $11$ . Then she switched the digits of the result, obtaining a number between $71$ and $75$ , inclusive. What was Mary's number?
$\textbf{(A)}\ 11\qquad\textbf{(B)}\ 12\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | Working backwards, we reverse the digits of each number from $71$ $75$ and subtract $11$ from each, so we have \[6, 16, 26, 36, 46\] The only numbers from this list that are divisible by $3$ are $6$ and $36$ . We divide both by $3$ , yielding $2$ and $12$ . Since $2$ is not a two-digit number, the answer is $\boxed{12}... | 12 |
2,535 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1 | 3 | Mary thought of a positive two-digit number. She multiplied it by $3$ and added $11$ . Then she switched the digits of the result, obtaining a number between $71$ and $75$ , inclusive. What was Mary's number?
$\textbf{(A)}\ 11\qquad\textbf{(B)}\ 12\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | You can just plug in the numbers to see which one works. When you get to $12$ , you multiply by $3$ and add $11$ to get $47$ . When you reverse the digits of $47$ , you get $74$ , which is within the given range. Thus, the answer is $\boxed{12}$ | 12 |
2,536 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1 | 4 | Mary thought of a positive two-digit number. She multiplied it by $3$ and added $11$ . Then she switched the digits of the result, obtaining a number between $71$ and $75$ , inclusive. What was Mary's number?
$\textbf{(A)}\ 11\qquad\textbf{(B)}\ 12\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | Let x be the original number. The last digit of $3x+11$ must be $7$ so the last digit of $3x$ must be $6$ . The only answer choice that satisfies this is $\boxed{12}$ | 12 |
2,537 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1 | 5 | Mary thought of a positive two-digit number. She multiplied it by $3$ and added $11$ . Then she switched the digits of the result, obtaining a number between $71$ and $75$ , inclusive. What was Mary's number?
$\textbf{(A)}\ 11\qquad\textbf{(B)}\ 12\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | Subtract $11$ from the numbers $71$ through $75$ . This yields $71-11 = 60$ $72-11 = 61$ $73-11 = 62$ $74-11 = 63$ , and $75-11 = 64$ . Of these, the only ones divisible by $3$ are $60$ and $63$ . Therefore, the only possible values are $71$ and $74$ . Switching the digits of each, we get $17$ and $47$ . Subtracting $1... | 12 |
2,538 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_4 | 1 | Supposed that $x$ and $y$ are nonzero real numbers such that $\frac{3x+y}{x-3y}=-2$ . What is the value of $\frac{x+3y}{3x-y}$
$\textbf{(A)}\ -3\qquad\textbf{(B)}\ -1\qquad\textbf{(C)}\ 1\qquad\textbf{(D)}\ 2\qquad\textbf{(E)}\ 3$ | Rearranging, we find $3x+y=-2x+6y$ , or $5x=5y\implies x=y$ .
Substituting, we can convert the second equation into $\frac{x+3x}{3x-x}=\frac{4x}{2x}=\boxed{2}$ | 2 |
2,539 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_4 | 2 | Supposed that $x$ and $y$ are nonzero real numbers such that $\frac{3x+y}{x-3y}=-2$ . What is the value of $\frac{x+3y}{3x-y}$
$\textbf{(A)}\ -3\qquad\textbf{(B)}\ -1\qquad\textbf{(C)}\ 1\qquad\textbf{(D)}\ 2\qquad\textbf{(E)}\ 3$ | Substituting each $x$ and $y$ with $1$ , we see that the given equation holds true, as $\frac{3(1)+1}{1-3(1)} = -2$ . Thus, $\frac{x+3y}{3x-y}=\boxed{2}$ | 2 |
2,540 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_4 | 3 | Supposed that $x$ and $y$ are nonzero real numbers such that $\frac{3x+y}{x-3y}=-2$ . What is the value of $\frac{x+3y}{3x-y}$
$\textbf{(A)}\ -3\qquad\textbf{(B)}\ -1\qquad\textbf{(C)}\ 1\qquad\textbf{(D)}\ 2\qquad\textbf{(E)}\ 3$ | Let $y=ax$ . The first equation converts into $\frac{(3+a)x}{(1-3a)x}=-2$ , which simplifies to $3+a=-2(1-3a)$ . After a bit of algebra we found out $a=1$ , which means that $x=y$ . Substituting $y=x$ into the second equation it becomes $\frac{4x}{2x}=\boxed{2}$ - mathleticguyyy | 2 |
2,541 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_4 | 4 | Supposed that $x$ and $y$ are nonzero real numbers such that $\frac{3x+y}{x-3y}=-2$ . What is the value of $\frac{x+3y}{3x-y}$
$\textbf{(A)}\ -3\qquad\textbf{(B)}\ -1\qquad\textbf{(C)}\ 1\qquad\textbf{(D)}\ 2\qquad\textbf{(E)}\ 3$ | Let $x=1$ . Then $y=1$ . So the desired result is $2$ . Select $\boxed{2}$ | 2 |
2,542 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_5 | 1 | Camilla had twice as many blueberry jelly beans as cherry jelly beans. After eating 10 pieces of each kind, she now has three times as many blueberry jelly beans as cherry jelly beans. How many blueberry jelly beans did she originally have?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 20\qquad\textbf{(C)}\ 30\qquad\textbf{(D)}... | Denote the number of blueberry and cherry jelly beans as $b$ and $c$ respectively. Then $b = 2c$ and $b-10 = 3(c-10)$ . Substituting, we have $2c-10 = 3c-30$ , so $c=20$ $b=\boxed{40}$ | 40 |
2,543 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_5 | 3 | Camilla had twice as many blueberry jelly beans as cherry jelly beans. After eating 10 pieces of each kind, she now has three times as many blueberry jelly beans as cherry jelly beans. How many blueberry jelly beans did she originally have?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 20\qquad\textbf{(C)}\ 30\qquad\textbf{(D)}... | Note that the number of jellybeans minus $2 \cdot 10 = 20$ is a multiple of $4$ and positive. Therefore, the number of jellybeans is a multiple of $4$ and $>20$ . The only answer choice satisfying this is $\boxed{40}$ | 40 |
2,544 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_6 | 1 | What is the largest number of solid $2\text{-in} \times 2\text{-in} \times 1\text{-in}$ blocks that can fit in a $3\text{-in} \times 2\text{-in}\times3\text{-in}$ box?
$\textbf{(A)}\ 3\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 5\qquad\textbf{(D)}\ 6\qquad\textbf{(E)}\ 7$ | We find that the volume of the larger block is $18$ , and the volume of the smaller block is $4$ . Dividing the two, we see that only a maximum of four $2$ by $2$ by $1$ blocks can fit inside the $3$ by $3$ by $2$ block. Drawing it out, we see that such a configuration is indeed possible. Therefore, the answer is $\box... | 4 |
2,545 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_10 | 1 | The lines with equations $ax-2y=c$ and $2x+by=-c$ are perpendicular and intersect at $(1, -5)$ . What is $c$
$\textbf{(A)}\ -13\qquad\textbf{(B)}\ -8\qquad\textbf{(C)}\ 2\qquad\textbf{(D)}\ 8\qquad\textbf{(E)}\ 13$ | Writing each equation in slope-intercept form, we get $y=\frac{a}{2}x-\frac{1}{2}c$ and $y=-\frac{2}{b}x-\frac{c}{b}$ . We observe the slope of each equation is $\frac{a}{2}$ and $-\frac{2}{b}$ , respectively. Because the slope of a line perpendicular to a line with slope $m$ is $-\frac{1}{m}$ , we see that $\frac{a}{2... | 13 |
2,546 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_11 | 1 | At Typico High School, $60\%$ of the students like dancing, and the rest dislike it. Of those who like dancing, $80\%$ say that they like it, and the rest say that they dislike it. Of those who dislike dancing, $90\%$ say that they dislike it, and the rest say that they like it. What fraction of students who say they d... | $60\% \cdot 20\% = 12\%$ of the people that claim that they like dancing actually dislike it, and $40\% \cdot 90\% = 36\%$ of the people that claim that they dislike dancing actually dislike it. Therefore, the answer is $\frac{12\%}{12\%+36\%} = \boxed{25}$ | 25 |
2,547 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_11 | 2 | At Typico High School, $60\%$ of the students like dancing, and the rest dislike it. Of those who like dancing, $80\%$ say that they like it, and the rest say that they dislike it. Of those who dislike dancing, $90\%$ say that they dislike it, and the rest say that they like it. What fraction of students who say they d... | Assume WLOG that there are 100 people. Then 60 of them like dancing, 40 dislike dancing. Of the ones that like dancing, 48 say they like dancing and 12 say they dislike it. Of the ones who dislike dancing, 36 say they dislike dancing and 4 say they like it. We want the ratio of students like it but say they dislike it ... | 25 |
2,548 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_11 | 3 | At Typico High School, $60\%$ of the students like dancing, and the rest dislike it. Of those who like dancing, $80\%$ say that they like it, and the rest say that they dislike it. Of those who dislike dancing, $90\%$ say that they dislike it, and the rest say that they like it. What fraction of students who say they d... | WLOG, assume that there are a total of $100$ students at Typico High School. We make a chart:
\[\begin{tabular}[t]{|c|c|c|c|}\hline & \text{Likes dancing} & \text{Doesn't like dancing} & \text{Total} \\\hline \text{Says they like dancing} & & & \\\hline \text{Says they don't like dancing} & & & \\\hline \text{Total} & ... | 25 |
2,549 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_12 | 1 | Elmer's new car gives $50\%$ percent better fuel efficiency, measured in kilometers per liter, than his old car. However, his new car uses diesel fuel, which is $20\%$ more expensive per liter than the gasoline his old car used. By what percent will Elmer save money if he uses his new car instead of his old car for a l... | Suppose that his old car runs at $x$ km per liter. Then his new car runs at $\frac{3}{2}x$ km per liter, or $x$ km per $\frac{2}{3}$ of a liter. Let the cost of the old car's fuel be $c$ , so the trip in the old car takes $xc$ dollars, while the trip in the new car takes $\frac{2}{3}\cdot\frac{6}{5}xc = \frac{4}{5}xc$ ... | 20 |
2,550 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_12 | 2 | Elmer's new car gives $50\%$ percent better fuel efficiency, measured in kilometers per liter, than his old car. However, his new car uses diesel fuel, which is $20\%$ more expensive per liter than the gasoline his old car used. By what percent will Elmer save money if he uses his new car instead of his old car for a l... | Because they do not give you a given amount of distance, we'll just make that distance $3x$ miles. Then, we find that the new car will use $2*1.2=2.4x$ . The old car will use $3x$ . Thus the answer is $(3-2.4)/3=.6/3=20/100= \boxed{20}$ | 20 |
2,551 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_12 | 3 | Elmer's new car gives $50\%$ percent better fuel efficiency, measured in kilometers per liter, than his old car. However, his new car uses diesel fuel, which is $20\%$ more expensive per liter than the gasoline his old car used. By what percent will Elmer save money if he uses his new car instead of his old car for a l... | You can find that the ratio of fuel used by the old car and the new car for the same amount of distance is $3 : 2$ , and the ratio between the fuel price of these two cars is $5 : 6$ . Therefore, by multiplying these two ratios, we get that the costs of using these two cars is \[15 : 12 = 5 : 4\] So the percentage of m... | 20 |
2,552 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_12 | 4 | Elmer's new car gives $50\%$ percent better fuel efficiency, measured in kilometers per liter, than his old car. However, his new car uses diesel fuel, which is $20\%$ more expensive per liter than the gasoline his old car used. By what percent will Elmer save money if he uses his new car instead of his old car for a l... | Assume WLOG that Elmer's old car's range is $100$ miles. So, Elmer's new car's range is $100 \times 1.5 = 150$ miles. Also, assume that the gas Elmer's old car uses is $$10$ , which means that diesel will cost $$12$ . Now we can deduce that Elmer's old car uses $10 \div 100 = $0.10$ per mile, and Elmer's new car uses $... | 20 |
2,553 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_13 | 1 | There are $20$ students participating in an after-school program offering classes in yoga, bridge, and painting. Each student must take at least one of these three classes, but may take two or all three. There are $10$ students taking yoga, $13$ taking bridge, and $9$ taking painting. There are $9$ students taking at l... | By PIE (Property of Inclusion/Exclusion), we have
$|A_1 \cup A_2 \cup A_3| = \sum |A_i| - \sum |A_i \cap A_j| + |A_1 \cap A_2 \cap A_3|.$ Number of people in at least two sets is $\sum |A_i \cap A_j| - 2|A_1 \cap A_2 \cap A_3| = 9.$ So, $20 = (10 + 13 + 9) - (9 + 2x) + x,$ which gives $x = \boxed{3}.$ | 3 |
2,554 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_13 | 2 | There are $20$ students participating in an after-school program offering classes in yoga, bridge, and painting. Each student must take at least one of these three classes, but may take two or all three. There are $10$ students taking yoga, $13$ taking bridge, and $9$ taking painting. There are $9$ students taking at l... | The total number of classes taken among the 20 students is $10 + 13 + 9 = 32$ . Each student is taking at least one class so let's subtract the $20$ classes ( $1$ per each of the $20$ students) from $32$ classes to get $12$ $12$ classes is the total number of extra classes taken by the students who take $2$ or $3$ clas... | 3 |
2,555 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_13 | 3 | There are $20$ students participating in an after-school program offering classes in yoga, bridge, and painting. Each student must take at least one of these three classes, but may take two or all three. There are $10$ students taking yoga, $13$ taking bridge, and $9$ taking painting. There are $9$ students taking at l... | Total class count is 32. Assume there are $a$ students taking one class, $b$ students taking two classes, ad $c$ students taking three classes. Because there are $20$ students total, $a+b+c = 20$ . Because each student taking two classes is counted twice, and each student taking three classes is counted thrice in the t... | 3 |
2,556 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_13 | 4 | There are $20$ students participating in an after-school program offering classes in yoga, bridge, and painting. Each student must take at least one of these three classes, but may take two or all three. There are $10$ students taking yoga, $13$ taking bridge, and $9$ taking painting. There are $9$ students taking at l... | Let us assign the following variables and put them in our Venn Diagram [1] $a$ which designates the number of people taking exactly Bridge and Yoga. $b$ which designates the number of people taking exactly Bridge and Painting. $c$ which designates the number of people that took all $3$ classes or what we want to find. ... | 3 |
2,557 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_13 | 5 | There are $20$ students participating in an after-school program offering classes in yoga, bridge, and painting. Each student must take at least one of these three classes, but may take two or all three. There are $10$ students taking yoga, $13$ taking bridge, and $9$ taking painting. There are $9$ students taking at l... | We are told that there are $20$ students in all, and $10$ take yoga, $13$ take bridge, and $9$ take painting.
Representing each student as a number from $1$ to $20$ , we can then make a list of which classes they are taking. Students 1-10 take yoga, and students $11$ to $20$ take bridge. However, this means that only $... | 3 |
2,558 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_14 | 1 | An integer $N$ is selected at random in the range $1\leq N \leq 2020$ . What is the probability that the remainder when $N^{16}$ is divided by $5$ is $1$
$\textbf{(A)}\ \frac{1}{5}\qquad\textbf{(B)}\ \frac{2}{5}\qquad\textbf{(C)}\ \frac{3}{5}\qquad\textbf{(D)}\ \frac{4}{5}\qquad\textbf{(E)}\ 1$ | Notice that we can rewrite $N^{16}$ as $(N^{4})^4$ . By Fermat's Little Theorem , we know that $N^{(5-1)} \equiv 1 \pmod {5}$ if $N \not \equiv 0 \pmod {5}$ . Therefore for all $N \not \equiv 0 \pmod {5}$ we have $N^{16} \equiv (N^{4})^4 \equiv 1^4 \equiv 1 \pmod 5$ . Since $1\leq N \leq 2020$ , and $2020$ is divisible... | 45 |
2,559 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_14 | 2 | An integer $N$ is selected at random in the range $1\leq N \leq 2020$ . What is the probability that the remainder when $N^{16}$ is divided by $5$ is $1$
$\textbf{(A)}\ \frac{1}{5}\qquad\textbf{(B)}\ \frac{2}{5}\qquad\textbf{(C)}\ \frac{3}{5}\qquad\textbf{(D)}\ \frac{4}{5}\qquad\textbf{(E)}\ 1$ | Note that the patterns for the units digits repeat, so in a sense we only need to find the patterns for the digits $0-9$ .
The pattern for $0$ is $0$ , no matter what power, so $0$ doesn't work. Likewise, the pattern for $5$ is always $5$ . Doing the same for the rest of the digits, we find that the units digits of $1^... | 45 |
2,560 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_16 | 1 | How many of the base-ten numerals for the positive integers less than or equal to $2017$ contain the digit $0$
$\textbf{(A)}\ 469\qquad\textbf{(B)}\ 471\qquad\textbf{(C)}\ 475\qquad\textbf{(D)}\ 478\qquad\textbf{(E)}\ 481$ | We can use complementary counting. There are $2017$ positive integers in total to consider, and there are $9$ one-digit integers, $9 \cdot 9 = 81$ two digit integers without a zero, $9 \cdot 9 \cdot 9 = 729$ three digit integers without a zero, and $9 \cdot 9 \cdot 9 = 729$ four-digit integers starting with a 1 without... | 469 |
2,561 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_16 | 2 | How many of the base-ten numerals for the positive integers less than or equal to $2017$ contain the digit $0$
$\textbf{(A)}\ 469\qquad\textbf{(B)}\ 471\qquad\textbf{(C)}\ 475\qquad\textbf{(D)}\ 478\qquad\textbf{(E)}\ 481$ | First, we notice there are no one-digit numbers that contain a zero. There are $9$ two-digit integers and $9 \cdot 9 + 9 \cdot 9 + 9 = 171$ three-digit integers containing at least one zero. Next, we consider the four-digit integers beginning with one. There are $3 \cdot 9 \cdot 9 = 243$ of these four-digit integers wi... | 469 |
2,562 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_17 | 1 | Call a positive integer monotonous if it is a one-digit number or its digits, when read from left to right, form either a strictly increasing or a strictly decreasing sequence. For example, $3$ $23578$ , and $987620$ are monotonous, but $88$ $7434$ , and $23557$ are not. How many monotonous positive integers are there?... | Case 1: monotonous numbers with digits in ascending order
There are $\sum_{n=1}^{9} \binom{9}{n}$ ways to choose n digits from the digits 1 to 9. For each of these ways, we can generate exactly one monotonous number by ordering the chosen digits in ascending order. Note that 0 is not included since it will always be a ... | 524 |
2,563 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_17 | 2 | Call a positive integer monotonous if it is a one-digit number or its digits, when read from left to right, form either a strictly increasing or a strictly decreasing sequence. For example, $3$ $23578$ , and $987620$ are monotonous, but $88$ $7434$ , and $23557$ are not. How many monotonous positive integers are there?... | Like Solution 1, divide the problem into an increasing and decreasing case:
$\bullet$ Case 1: Monotonous numbers with digits in ascending order.
Arrange the digits 1 through 9 in increasing order, and exclude 0 because a positive integer cannot begin with 0.
To get a monotonous number, we can either include or exclude ... | 524 |
2,564 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_17 | 3 | Call a positive integer monotonous if it is a one-digit number or its digits, when read from left to right, form either a strictly increasing or a strictly decreasing sequence. For example, $3$ $23578$ , and $987620$ are monotonous, but $88$ $7434$ , and $23557$ are not. How many monotonous positive integers are there?... | Unlike the first two solutions, we can do our casework based off of whether or not the number contains a $0$
If it does, then we know the $0$ must be the last digit in the number (and hence, the number has to be decreasing). Because $0$ is not positive, $0$ is not monotonous. So, we need to pick at least $1$ number in ... | 524 |
2,565 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_17 | 4 | Call a positive integer monotonous if it is a one-digit number or its digits, when read from left to right, form either a strictly increasing or a strictly decreasing sequence. For example, $3$ $23578$ , and $987620$ are monotonous, but $88$ $7434$ , and $23557$ are not. How many monotonous positive integers are there?... | Let $n$ be the number of digits of a monotonous number. Notice for an increasing monotonous number with $n \ge 2$ , we can obtain 2 more monotonous numbers that are decreasing by reversing its digits and adding a $0$ to the end of the reversed digits. Whenever $n$ digits are chosen, the order is fixed. There are $\bino... | 524 |
2,566 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_17 | 5 | Call a positive integer monotonous if it is a one-digit number or its digits, when read from left to right, form either a strictly increasing or a strictly decreasing sequence. For example, $3$ $23578$ , and $987620$ are monotonous, but $88$ $7434$ , and $23557$ are not. How many monotonous positive integers are there?... | We have 2 cases.
Case 1: Ascending order
We can set up a 1-1 Correspondence. For any subset of all the digits $1$ to $9$ $0$ cannot be a digit for ascending order), we can always rearrange them into an ascending monotonous number. Therefore, the number of subsets of the integers $1$ to $9$ is equivalent to the number o... | 524 |
2,567 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_18 | 1 | In the figure below, $3$ of the $6$ disks are to be painted blue, $2$ are to be painted red, and $1$ is to be painted green. Two paintings that can be obtained from one another by a rotation or a reflection of the entire figure are considered the same. How many different paintings are possible?
[asy] size(110); pair A,... | First we figure out the number of ways to put the $3$ blue disks. Denote the spots to put the disks as $1-6$ from left to right, top to bottom. The cases to put the blue disks are $(1,2,3),(1,2,4),(1,2,5),(1,2,6),(2,3,5),(1,4,6)$ . For each of those cases we can easily figure out the number of ways for each case, so th... | 12 |
2,568 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_18 | 2 | In the figure below, $3$ of the $6$ disks are to be painted blue, $2$ are to be painted red, and $1$ is to be painted green. Two paintings that can be obtained from one another by a rotation or a reflection of the entire figure are considered the same. How many different paintings are possible?
[asy] size(110); pair A,... | Denote the $6$ discs as in the first solution. Ignoring reflections or rotations, there are $\binom{6}{3} \cdot \binom{3}{2} = 60$ colorings. Now we need to count the number of fixed points under possible transformations:
1. The identity transformation. Since this doesn't change anything, there are $60$ fixed points.
2... | 12 |
2,569 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_18 | 3 | In the figure below, $3$ of the $6$ disks are to be painted blue, $2$ are to be painted red, and $1$ is to be painted green. Two paintings that can be obtained from one another by a rotation or a reflection of the entire figure are considered the same. How many different paintings are possible?
[asy] size(110); pair A,... | Note that the green disk has two possibilities; in a corner or on the side. WLOG, we can arrange these as
[asy] filldraw(circle((0,0),1),green); draw(circle((2,0),1)); draw(circle((4,0),1)); draw(circle((1,sqrt(3)),1)); draw(circle((3,sqrt(3)),1)); draw(circle((2,2sqrt(3)),1)); draw(circle((8,0),1)); filldraw(circle((... | 12 |
2,570 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_18 | 4 | In the figure below, $3$ of the $6$ disks are to be painted blue, $2$ are to be painted red, and $1$ is to be painted green. Two paintings that can be obtained from one another by a rotation or a reflection of the entire figure are considered the same. How many different paintings are possible?
[asy] size(110); pair A,... | We note that the group $G$ acting on the possible colorings is $D_3 = \{e, r, r^2, s, sr, sr^2\}$ , where $r$ is a $120^\circ$ rotation and $s$ is a reflection. In particular, the possible actions are the identity, the $120^\circ$ and $240^\circ$ rotations, and the three reflections.
We will calculate the number of col... | 12 |
2,571 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_23 | 1 | Let $N=123456789101112\dots4344$ be the $79$ -digit number that is formed by writing the integers from $1$ to $44$ in order, one after the other. What is the remainder when $N$ is divided by $45$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 18\qquad\textbf{(E)}\ 44$ | We only need to find the remainders of N when divided by 5 and 9 to determine the answer.
By inspection, $N \equiv 4 \text{ (mod 5)}$ .
The remainder when $N$ is divided by $9$ is $1+2+3+4+ \cdots +1+0+1+1 +1+2 +\cdots + 4+3+4+4$ , but since $10 \equiv 1 \text{ (mod 9)}$ , we can also write this as $1+2+3 +\cdots +10+1... | 9 |
2,572 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_23 | 2 | Let $N=123456789101112\dots4344$ be the $79$ -digit number that is formed by writing the integers from $1$ to $44$ in order, one after the other. What is the remainder when $N$ is divided by $45$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 18\qquad\textbf{(E)}\ 44$ | Once we find our 2 modular congruences, we can narrow our options down to ${C}$ and ${D}$ because the remainder when $N$ is divided by $45$ should be a multiple of 9 by our modular congruence that states $N$ has a remainder of $0$ when divided by $9$ . Also, our other modular congruence states that the remainder when d... | 9 |
2,573 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_23 | 3 | Let $N=123456789101112\dots4344$ be the $79$ -digit number that is formed by writing the integers from $1$ to $44$ in order, one after the other. What is the remainder when $N$ is divided by $45$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 18\qquad\textbf{(E)}\ 44$ | Realize that $10 \equiv 10 \cdot 10 \equiv 10^{k} \pmod{45}$ for all positive integers $k$
Apply this on the expanded form of $N$ \[N = 1(10)^{78} + 2(10)^{77} + \cdots + 9(10)^{70} + 10(10)^{68} + 11(10)^{66} + \cdots + 43(10)^{2} + 44 \equiv\] \[10(1 + 2 + \cdots + 43) + 44 \equiv 10 \left (\frac{43 \cdot 44}2 \right... | 9 |
2,574 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_23 | 4 | Let $N=123456789101112\dots4344$ be the $79$ -digit number that is formed by writing the integers from $1$ to $44$ in order, one after the other. What is the remainder when $N$ is divided by $45$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 18\qquad\textbf{(E)}\ 44$ | We know that $45 = 5 \cdot 9$ , so we can apply our restrictions to that. We know that the units digit must be $5$ or $0$ , and the digits must add up to a multiple of $9$ $1+2+3+4+\cdots + 44 = \frac{44 \cdot 45}{2}$ . We can quickly see this is a multiple of $9$ because $\frac{44}{2} \cdot 45 = 22 \cdot 45$ . We know... | 9 |
2,575 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_24 | 1 | The vertices of an equilateral triangle lie on the hyperbola $xy=1$ , and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 60\qquad\textbf{(C)}\ 108\qquad\textbf{(D)}\ 120\qquad\textbf{(E)}\ 169$ | WLOG, let the centroid of $\triangle ABC$ be $I = (-1,-1)$ . The centroid of an equilateral triangle is the same as the circumcenter. It follows that the circumcircle must intersect the graph exactly three times. Therefore, $A = (1,1)$ , so $AI = BI = CI = 2\sqrt{2}$ , so since $\triangle AIB$ is isosceles and $\angle ... | 108 |
2,576 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_24 | 2 | The vertices of an equilateral triangle lie on the hyperbola $xy=1$ , and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 60\qquad\textbf{(C)}\ 108\qquad\textbf{(D)}\ 120\qquad\textbf{(E)}\ 169$ | Without loss of generality, let the centroid of $\triangle ABC$ be $G = (-1,-1)$ . Then, one of the vertices must be the other curve of the hyperbola. Without loss of generality, let $A = (1,1)$ . Then, point $B$ must be the reflection of $C$ across the line $y=x$ , so let $B = \left(a,\frac{1}{a}\right)$ and $C=\left(... | 108 |
2,577 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_24 | 3 | The vertices of an equilateral triangle lie on the hyperbola $xy=1$ , and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 60\qquad\textbf{(C)}\ 108\qquad\textbf{(D)}\ 120\qquad\textbf{(E)}\ 169$ | Without loss of generality, let the centroid of $\triangle ABC$ be $G = (1, 1)$ and let point $A$ be $(-1, -1)$ . It is known that the centroid is equidistant from the three vertices of $\triangle ABC$ . Because we have the coordinates of both $A$ and $G$ , we know that the distance from $G$ to any vertice of $\triangl... | 108 |
2,578 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_24 | 4 | The vertices of an equilateral triangle lie on the hyperbola $xy=1$ , and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 60\qquad\textbf{(C)}\ 108\qquad\textbf{(D)}\ 120\qquad\textbf{(E)}\ 169$ | Without loss of generality, let the centroid of $\triangle ABC$ be $G = (1, 1)$ . Assuming we don't know one vertex is $(-1, -1)$ we let the vertices be $A\left(x_1, \frac{1}{x_1}\right), B\left(x_2, \frac{1}{x_2}\right), C\left(x_3, \frac{1}{x_3}\right).$
Since the centroid coordinates are the average of the vertex co... | 108 |
2,579 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_25 | 1 | Last year Isabella took $7$ math tests and received $7$ different scores, each an integer between $91$ and $100$ , inclusive. After each test she noticed that the average of her test scores was an integer. Her score on the seventh test was $95$ . What was her score on the sixth test?
$\textbf{(A)}\ 92\qquad\textbf{(B)}... | Let the sum of the scores of Isabella's first $6$ tests be $S$ . Since the mean of her first $7$ scores is an integer, then $S + 95 \equiv 0 \text{ (mod 7)}$ , or $S \equiv3 \text{ (mod 7)}$ . Also, $S \equiv 0 \text{ (mod 6)}$ , so by the CRT $S \equiv 24 \text{ (mod 42)}$ . We also know that $91 \cdot 6 \leq S \leq 1... | 100 |
2,580 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_25 | 2 | Last year Isabella took $7$ math tests and received $7$ different scores, each an integer between $91$ and $100$ , inclusive. After each test she noticed that the average of her test scores was an integer. Her score on the seventh test was $95$ . What was her score on the sixth test?
$\textbf{(A)}\ 92\qquad\textbf{(B)}... | First, we find the largest sum of scores which is $100+99+98+97+96+95+94$ which equals $7(97)$ . Then we find the smallest sum of scores which is $91+92+93+94+95+96+97$ which is $7(94)$ . So the possible sums for the 7 test scores so that they provide an integer average are $7(97), 7(96), 7(95)$ and $7(94)$ which are $... | 100 |
2,581 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_25 | 3 | Last year Isabella took $7$ math tests and received $7$ different scores, each an integer between $91$ and $100$ , inclusive. After each test she noticed that the average of her test scores was an integer. Her score on the seventh test was $95$ . What was her score on the sixth test?
$\textbf{(A)}\ 92\qquad\textbf{(B)}... | Since all of the scores are from $91 - 100$ , we can subtract 90 from all of the scores. Since the last score was a 95, the sum of the scores from the first six tests must be $3 \pmod 7$ and $0 \pmod 6$ . Trying out a few cases, the only solution possible is 30 (this is from adding numbers 1-10). The sixth test score m... | 100 |
2,582 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_25 | 4 | Last year Isabella took $7$ math tests and received $7$ different scores, each an integer between $91$ and $100$ , inclusive. After each test she noticed that the average of her test scores was an integer. Her score on the seventh test was $95$ . What was her score on the sixth test?
$\textbf{(A)}\ 92\qquad\textbf{(B)}... | We work backwards to solve this problem. In the $n^{th}$ test, $\sum_{i=1}^{n} i$ (mod n) = 0. In the following table, the tests already taken are in bold, the latest test is underlined. We work from the row of (mod 7), (mod 6), and (mod 5) to determine the test order by trial and error.
\[\begin{tabular}{|c|c|c|c|c|c|... | 100 |
2,583 | https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_25 | 5 | Last year Isabella took $7$ math tests and received $7$ different scores, each an integer between $91$ and $100$ , inclusive. After each test she noticed that the average of her test scores was an integer. Her score on the seventh test was $95$ . What was her score on the sixth test?
$\textbf{(A)}\ 92\qquad\textbf{(B)}... | Let's denote $x$ as $a_1+a_2+a_3+a_4+a_5+a_6$ , where $a_n$ is her $n$ th test score. We start by saying $\frac{x+95}{7} = [91,92,...100]$ . This results from the fact that her test averages are integers and her test scores are in the range of $91$ to $100$ . So $x+95=[637,644,...700] \implies x=[542,549,...605]$ . Nex... | 100 |
2,584 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_1 | 1 | What is the value of $\dfrac{11!-10!}{9!}$
$\textbf{(A)}\ 99\qquad\textbf{(B)}\ 100\qquad\textbf{(C)}\ 110\qquad\textbf{(D)}\ 121\qquad\textbf{(E)}\ 132$ | We can use subtraction of fractions to get \[\frac{11!-10!}{9!} = \frac{11!}{9!} - \frac{10!}{9!} = 110 -10 = \boxed{100}.\] | 100 |
2,585 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_1 | 2 | What is the value of $\dfrac{11!-10!}{9!}$
$\textbf{(A)}\ 99\qquad\textbf{(B)}\ 100\qquad\textbf{(C)}\ 110\qquad\textbf{(D)}\ 121\qquad\textbf{(E)}\ 132$ | Factoring out $9!$ gives $\frac{11!-10!}{9!} = \frac{9!(11 \cdot 10 - 10)}{9!} = 110-10=\boxed{100}$ | 100 |
2,586 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_1 | 3 | What is the value of $\dfrac{11!-10!}{9!}$
$\textbf{(A)}\ 99\qquad\textbf{(B)}\ 100\qquad\textbf{(C)}\ 110\qquad\textbf{(D)}\ 121\qquad\textbf{(E)}\ 132$ | We are given the equation $\frac{11!-10!}{9!}$
This is equivalent to $\frac{11(10!) - 1(10!)}{9!}$ Simplifying, we get $\frac{(11-1)(10!)}{9!}$ , which equals $10 \cdot 10$
Therefore, the answer is $10^2$ $\boxed{100}$ | 100 |
2,587 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_2 | 1 | For what value of $x$ does $10^{x}\cdot 100^{2x}=1000^{5}$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$ | We can rewrite $10^{x}\cdot 100^{2x}=1000^{5}$ as $10^{5x}=10^{15}$ \[\begin{split} 10^x\cdot100^{2x} & =10^x\cdot(10^2)^{2x} \\ 10^x\cdot10^{4x} & =(10^3)^5 \\ 10^{5x} & =10^{15} \end{split}\] Since the bases are equal, we can set the exponents equal, giving us $5x=15$ . Solving the equation gives us $x = \boxed{3}.$ | 3 |
2,588 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_2 | 2 | For what value of $x$ does $10^{x}\cdot 100^{2x}=1000^{5}$
$\textbf{(A)}\ 1 \qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$ | We can rewrite this expression as $\log(10^x \cdot 100^{2x})=\log(1000^5)$ , which can be simplified to $\log(10^{x}\cdot10^{4x})=5\log(1000)$ , and that can be further simplified to $\log(10^{5x})=5\log(10^3)$ . This leads to $5x=15$ . Solving this linear equation yields $x = \boxed{3}.$ | 3 |
2,589 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_7 | 1 | The mean, median, and mode of the $7$ data values $60, 100, x, 40, 50, 200, 90$ are all equal to $x$ . What is the value of $x$
$\textbf{(A)}\ 50 \qquad\textbf{(B)}\ 60 \qquad\textbf{(C)}\ 75 \qquad\textbf{(D)}\ 90 \qquad\textbf{(E)}\ 100$ | Since $x$ is the mean, \begin{align*} x&=\frac{60+100+x+40+50+200+90}{7}\\ &=\frac{540+x}{7}. \end{align*}
Therefore, $7x=540+x$ , so $x=\boxed{90}.$ | 90 |
2,590 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_7 | 2 | The mean, median, and mode of the $7$ data values $60, 100, x, 40, 50, 200, 90$ are all equal to $x$ . What is the value of $x$
$\textbf{(A)}\ 50 \qquad\textbf{(B)}\ 60 \qquad\textbf{(C)}\ 75 \qquad\textbf{(D)}\ 90 \qquad\textbf{(E)}\ 100$ | Note that $x$ must be the median so it must equal either $60$ or $90$ . You can see that the mean is also $x$ , and by intuition $x$ should be the greater one. $x=\boxed{90}.$ ~bjc | 90 |
2,591 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_8 | 1 | Trickster Rabbit agrees with Foolish Fox to double Fox's money every time Fox crosses the bridge by Rabbit's house, as long as Fox pays $40$ coins in toll to Rabbit after each crossing. The payment is made after the doubling, Fox is excited about his good fortune until he discovers that all his money is gone after cros... | If you started backwards you would get: \[0\Rightarrow (+40)=40 , \Rightarrow \left(\frac{1}{2}\right)=20 , \Rightarrow (+40)=60 , \Rightarrow \left(\frac{1}{2}\right)=30 , \Rightarrow (+40)=70 , \Rightarrow \left(\frac{1}{2}\right)=\boxed{35}\] | 35 |
2,592 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_8 | 2 | Trickster Rabbit agrees with Foolish Fox to double Fox's money every time Fox crosses the bridge by Rabbit's house, as long as Fox pays $40$ coins in toll to Rabbit after each crossing. The payment is made after the doubling, Fox is excited about his good fortune until he discovers that all his money is gone after cros... | If you have $x$ as the amount of money Foolish Fox started with we have $2(2(2x-40)-40)-40=0.$ Solving this we get $\boxed{35}$ | 35 |
2,593 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_9 | 1 | A triangular array of $2016$ coins has $1$ coin in the first row, $2$ coins in the second row, $3$ coins in the third row, and so on up to $N$ coins in the $N$ th row. What is the sum of the digits of $N$
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 7\qquad\textbf{(C)}\ 8\qquad\textbf{(D)}\ 9\qquad\textbf{(E)}\ 10$ | We are trying to find the value of $N$ such that \[1+2+3\cdots+(N-1)+N=\frac{N(N+1)}{2}=2016.\] Noticing that $\frac{63\cdot 64}{2}=2016,$ we have $N=63,$ so our answer is $\boxed{9}.$ | 9 |
2,594 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_9 | 2 | A triangular array of $2016$ coins has $1$ coin in the first row, $2$ coins in the second row, $3$ coins in the third row, and so on up to $N$ coins in the $N$ th row. What is the sum of the digits of $N$
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 7\qquad\textbf{(C)}\ 8\qquad\textbf{(D)}\ 9\qquad\textbf{(E)}\ 10$ | Knowing that each row number can stand for the number of coins there are in the row, we can just add until we get $2016$ .
Notice that $1 + 2 + 3 \cdots + 10 = 55.$ Knowing this, we can say that $11 + 12 \cdots + 20 = 155$ and $21 + \cdots +30 =255$ and so on. This is a quick way to get to the point that N is between 6... | 9 |
2,595 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_10 | 1 | A rug is made with three different colors as shown. The areas of the three differently colored regions form an arithmetic progression. The inner rectangle is one foot wide, and each of the two shaded regions is $1$ foot wide on all four sides. What is the length in feet of the inner rectangle?
[asy] size(6cm); defaultp... | Let the length of the inner rectangle be $x$
Then the area of that rectangle is $x\cdot1 = x$
The second largest rectangle has dimensions of $x+2$ and $3$ , making its area $3x+6$ . The area of the second shaded area, therefore, is $3x+6-x = 2x+6$
The largest rectangle has dimensions of $x+4$ and $5$ , making its area ... | 2 |
2,596 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_13 | 1 | Five friends sat in a movie theater in a row containing $5$ seats, numbered $1$ to $5$ from left to right. (The directions "left" and "right" are from the point of view of the people as they sit in the seats.) During the movie Ada went to the lobby to get some popcorn. When she returned, she found that Bea had moved tw... | Assume that Edie and Dee were originally in seats 3 and 4. If this were so, there is no possible position for which Bea can move 2 seats to the right. The same applies for seats 2 and 3. This means that either Edie or Dee was originally in an edge seat. If Edie and Dee were in seats 1 and 2, then Bea must have been in ... | 2 |
2,597 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_13 | 2 | Five friends sat in a movie theater in a row containing $5$ seats, numbered $1$ to $5$ from left to right. (The directions "left" and "right" are from the point of view of the people as they sit in the seats.) During the movie Ada went to the lobby to get some popcorn. When she returned, she found that Bea had moved tw... | Note that the person (out of A,B,C) that moves the most, moves the amount equal to the sum of what the other 2 move. They essentially make a cycle. D & E are seat fillers and can be ignored. A,B,C take up either seats 1,2,3 or 2,4,5. In each case you find A was originally in seat $\boxed{2}$ | 2 |
2,598 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_13 | 3 | Five friends sat in a movie theater in a row containing $5$ seats, numbered $1$ to $5$ from left to right. (The directions "left" and "right" are from the point of view of the people as they sit in the seats.) During the movie Ada went to the lobby to get some popcorn. When she returned, she found that Bea had moved tw... | Note that the net displacements in the right direction sum up to $0$ . The sum of the net displacements of Bea, Ceci, Dee, Edie is $2-1 = 1$ , so Ada moved exactly $1$ place to the left. Since Ada ended on an end seat, she must have started on seat $\boxed{2}$ | 2 |
2,599 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_14 | 1 | How many ways are there to write $2016$ as the sum of twos and threes, ignoring order? (For example, $1008\cdot 2 + 0\cdot 3$ and $402\cdot 2 + 404\cdot 3$ are two such ways.)
$\textbf{(A)}\ 236\qquad\textbf{(B)}\ 336\qquad\textbf{(C)}\ 337\qquad\textbf{(D)}\ 403\qquad\textbf{(E)}\ 672$ | The amount of twos in our sum ranges from $0$ to $1008$ , with differences of $3$ because $2 \cdot 3 = \operatorname{lcm}(2, 3)$
The possible amount of twos is $\frac{1008 - 0}{3} + 1 \Rightarrow \boxed{337}$ | 337 |
2,600 | https://artofproblemsolving.com/wiki/index.php/2016_AMC_10A_Problems/Problem_14 | 2 | How many ways are there to write $2016$ as the sum of twos and threes, ignoring order? (For example, $1008\cdot 2 + 0\cdot 3$ and $402\cdot 2 + 404\cdot 3$ are two such ways.)
$\textbf{(A)}\ 236\qquad\textbf{(B)}\ 336\qquad\textbf{(C)}\ 337\qquad\textbf{(D)}\ 403\qquad\textbf{(E)}\ 672$ | You can also see that you can rewrite the word problem into an equation $2x + 3y$ $2016$ . Therefore the question is just how many multiples of $3$ subtracted from 2016 will be an even number. We can see that $x = 1008$ $y = 0$ all the way to $x = 0$ , and $y = 672$ works, with $y$ being incremented by $2$ 's.Therefore... | 337 |
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