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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 running in the same direction, and they keep running around the circular track at their constant speeds. The least time $S > 0$ , in minutes, at which all $10$ horses will again simultaneously be at the starting point is $S=2520$ . Let $T > 0$ be the least time, in minutes, such that at least $5$ of the horses are again at the starting point. What is the sum of the digits of $T?$
$\textbf{(A) }2 \qquad \textbf{(B) }3 \qquad \textbf{(C) }4 \qquad \textbf{(D) }5 \qquad \textbf{(E) }6$
|
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 $1$ $2$ $3$ $4$ , and $6$ , our answer is $1+2 = \boxed{3}$
| 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 running in the same direction, and they keep running around the circular track at their constant speeds. The least time $S > 0$ , in minutes, at which all $10$ horses will again simultaneously be at the starting point is $S=2520$ . Let $T > 0$ be the least time, in minutes, such that at least $5$ of the horses are again at the starting point. What is the sum of the digits of $T?$
$\textbf{(A) }2 \qquad \textbf{(B) }3 \qquad \textbf{(C) }4 \qquad \textbf{(D) }5 \qquad \textbf{(E) }6$
|
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 to minimize $T$ , we will start by guessing the lowest natural number, $1$ $1$ has only $1$ factor, so it does not work, we now repeat the process for the numbers between $2$ and $12$ (This should not take more than a minute) to get that $12$ is the first number to have $5$ or more single-digit divisors ( $1, 2, 3, 4, 6$ ). The sum of the digits of $12$ is $1+2 = \boxed{3}$ , which is our answer.
| 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 running in the same direction, and they keep running around the circular track at their constant speeds. The least time $S > 0$ , in minutes, at which all $10$ horses will again simultaneously be at the starting point is $S=2520$ . Let $T > 0$ be the least time, in minutes, such that at least $5$ of the horses are again at the starting point. What is the sum of the digits of $T?$
$\textbf{(A) }2 \qquad \textbf{(B) }3 \qquad \textbf{(C) }4 \qquad \textbf{(D) }5 \qquad \textbf{(E) }6$
|
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 $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \textbf{(E) } 5\sqrt{2}$
|
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. The greatest value of $PQ$ happens when $P$ and $Q$ are almost directly across from each other and are in different quadrants. For example, the endpoints of the segment could be $(-4,3)$ and $(3,-4)$ because the two points are almost across from each other. Another possible pair could be $(-4,3)$ and $(5,0)$ . To find out which segment is longer, we have to compare the distances from their endpoints to a diameter (which must be the longest possible segment). The closest diameter would be from $(-4,3)$ to $(4,-3)$ . The distance between $(3,-4)$ and $(-4,3)$ is greater than the distance between $(5,0)$ and $(4,-3)$ . Therefore, the segment from $(3,-4)$ to $(-4,3)$ is the longest attainable (the other possible coordinates for $P$ and $Q$ are $(4,3)$ and $(-3, -4)$ $(3, 4)$ and $(-4, -3)$ $(-3, 4)$ and $(4, -3)$ . The least value of $RS$ is when the two endpoints are in the same quadrant and are very close to each other. This can occur when, for example, $R$ is $(3,4)$ and $S$ is $(4,3).$ They are in the same quadrant and no other point on the circle with integer coordinates is closer to the point $(3,4)$ than $(4,3)$ and vice versa. Using the distance formula, we get that $PQ$ is $\sqrt{98}$ and that $RS$ is $\sqrt{2}.$ $\frac{\sqrt{98}}{\sqrt{2}}=\sqrt{49}=\boxed{7}$
| 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 $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \textbf{(E) } 5\sqrt{2}$
|
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 using integer coordinates. Thus, the smallest possible value of $RS$ is $\sqrt{1^{2}+1^{2}} = \sqrt{2}$ . Assuming that $\frac{PQ}{RS} = 7$ , we plug in $RS = \sqrt{2}$ and solve for $PQ$ $PQ=7\sqrt{2}$ . Remember, we don't know if this is possible yet, we are only trying to figure out if it is. But for what values of $x$ and $y$ does $\sqrt{x^{2}+y^{2}}=7\sqrt2$ ? We see that this can easily be made into a $45-45-90$ triangle. But, instead of substituting $y=x$ into the equation and then using a whole lot of algebra, we can save time and use the little trick, that if in a $45-45-90$ triangle, the two $45$ degree sides have side length $s$ , then the hypotenuse is $s\sqrt2$ . Using this, we can see that $s=7$ , and since our equation does in fact yield a sensible solution, we can be assured that our answer is $\boxed{7}$
| 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 $\frac{PQ}{RS}$
$\textbf{(A) } 3 \qquad \textbf{(B) } 5 \qquad \textbf{(C) } 3\sqrt{5} \qquad \textbf{(D) } 7 \qquad \textbf{(E) } 5\sqrt{2}$
|
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 fraction is then $\dfrac{PQ}{RS} = \dfrac{7\sqrt{2}}{\sqrt{2}} = \boxed{7}$
| 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 that Amelia wins is $\frac{p}{q}$ , where $p$ and $q$ are relatively prime positive integers. What is $q-p$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 she makes it to her turn again is a combination of her failing to win the first turn - $\frac{2}{3}$ and Blaine failing to win - $\frac{3}{5}$ . Multiplying gives us $\frac{2}{5}$ . Thus, \[P = \frac{1}{3} + \frac{2}{5}P\] Therefore, $P = \frac{5}{9}$ , so the answer is $9-5=\boxed{4}$
| 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 that Amelia wins is $\frac{p}{q}$ , where $p$ and $q$ are relatively prime positive integers. What is $q-p$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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: \[P=\frac{\frac{1}{3}}{1-\frac{2}{3}\cdot \frac{3}{5}} = \frac{\frac{1}{3}}{1-\frac{2}{5}} = \frac{\frac{1}{3}}{\frac{3}{5}} = \frac{1}{3}\cdot \frac{5}{3} = \frac{5}{9}.\] Therefore, $P = \frac{5}{9}$ , so the answer is $9-5 = \boxed{4}.$
| 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 that Amelia wins is $\frac{p}{q}$ , where $p$ and $q$ are relatively prime positive integers. What is $q-p$
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 Amelia's turn on which she is supposed to win. So, the total probability of Amelia winning is: \[\dfrac{1}{3}+\left(\dfrac{2}{3}\cdot\dfrac{3}{5}\right)\cdot\dfrac{1}{3}+\left(\dfrac{2}{3}\cdot\dfrac{3}{5}\right)^2\cdot\dfrac{1}{3}+\cdots.\] Factoring out $\dfrac13$ we get a geometric series: \[\dfrac{1}{3}\left(1+\dfrac{2}{5}+\left(\dfrac{2}{5}\right)^2+\cdots\right) = \dfrac{1}{3}\cdot\dfrac{1}{3/5} = \boxed{59}.\]
| 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 arrange the two remaining people in two ways. Since there are two different edge seats that A can sit in, there are a total of $2 \cdot 2 \cdot 2 \cdot 2 = 16$
$\textbf{Case 2: }$ A does not sit in an edge seat.
Still, the only two people that can sit next to A are either D or E, and there are two ways to permute them, and this also handles the restriction that D can't sit next to E. Then, there are two ways to arrange B and C, the remaining people. However, there are three initial seats that A can sit in, so there are $3 \cdot 2 \cdot 2 = 12$ seatings in this case.
Adding up all the seatings, we have $16+12 = \boxed{28}$
| 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 "block", and two ways to permute Derek and Eric, for a total of $4\cdot 2=8$ ), so the number of ways such that Derek and Eric don't sit next to each other is $20-8=12$ . Note that once Derek and Eric are seated, we can divide into three cases.
The first case is that they sit at each end. There are two ways to seat Derek and Eric. But this is impossible because then Alice, Bob, and Carla would have to sit in some order in the middle three seats which would lead to Alice sitting next to Bob or Carla, a contradiction. So this case gives us $0$ ways.
Another possible case is if Derek and Eric sit in seats $2$ and $4$ in some order. There are $2$ possible ways to seat Derek and Eric like this. This leaves Alice, Bob, and Carla to sit in any order in the remaining three seats. Since no two of these three seats are consecutive, there are $3!=6$ ways to do this. So the second case gives us $2 \cdot 6=12$ total ways.
The last case is if once Derek and Eric are seated, exactly one pair of consecutive seats are available. There are $12-2-2=8$ ways to seat Derek and Eric like this. Once they are seated like this, Alice cannot sit in one of the two consecutive available seats without sitting next to Bob or Carla. So Alice has to sit in the other remaining chair. Then, there are two ways to seat Bob and Carla in the remaining two seats (which are consecutive). So this case gives us $8 \cdot 2=16$ ways.
So in total there are $12+16=28$ ways. Our answer is $\boxed{28}$ Minor $\LaTeX$ edits by fasterthanlight
| 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 Eric: $2\cdot4!=48$
Then, we count the cases where two of these are true.
Alice is next to Carla, and Alice is also next to Bob.
There are two ways to rearrange Alice, Bob, and Carla so that this is true:
BAC and CAB. $2\cdot3!=12$
Alice is next to Carla, and Derek is also next to Eric. $2\cdot2\cdot3!=24$
Alice is next to Bob, and Derek is also next to Eric. $2\cdot2\cdot3!=24$
Finally, we count the cases where all three of these are true: $2\cdot2\cdot2=8$
We add up the cases where one of these are true: $48\cdot3=144$
Subtract the cases where two of these are true: $144-60=84$
And finally add back the cases where three of these are true: $84+8=92$
Thus, our answer is $5!-92=28$ , or $\boxed{28}$
| 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 seat could be whoever is left over from Derek and Eric, or whoever is left together from Bob and Carla. The last seat only has one person left. There are $4$ ways to permute Bob, Carla, Derek, and Eric, and $2$ ways to pick who goes in the seat to the right of the middle seat, for $4\cdot2=8$ seating arrangements here.
Case 2: Alice sits in the second seat
Derek and Eric must be on both sides of Alice because otherwise, we would have to put Bob or Carla next to Alice which is forbidden. Then Bob and Carla take the remaining two seats. There are $4$ ways to permute and $4$ arrangements here.
Case 3: Alice sits in the middle seat
Once again, Derek and Eric must be on both sides of Alice, and Bob and Carla need to take the two remaining seats. There are also $4$ ways to permute and $4$ arrangements here.
Case 4: Alice sits in the fourth seat
By symmetry, this is the same as case 2. There are $4$ arrangements.
Case 5: Alice sits in the last seat (rightmost)
By symmetry, this is the same as case 1. There are $8$ arrangements.
Adding up the cases, there are $8+4+4+4+8=28$ total seating arrangements $\Longrightarrow \boxed{28}$
| 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 use, the divisibility rule stays the same. To make the problem simpler, we can just use the $141$ $9$ 's and $1$ $5$ . By randomly mixing the digits up, we are likely to get: $9999$ ... $9995999$ ... $9999$ . By adding $1$ to this number, we get: $9999$ ... $9996000$ ... $0000$ .
Knowing that $n+1$ is divisible by $9$ when $6$ , we can subtract $6$ from every available choice, and see if the number is divisible by $9$ afterwards.
After subtracting $6$ from every number, we can conclude that $1233$ (originally $1239$ ) is the only number divisible by $9$ .
So our answer is $\boxed{1239}$
| 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 correct answer, then the equation $9x=1274$ must have an integer solution (i.e. $1274$ must be divisible by $9$ ). But since it does not, $1$ is not the correct answer.
If $B$ is correct, then $n$ must be some number $29999999...9$ , because when we add one to $29999999...9$ , we get $30000000...00$ . Thus, if $3$ is the correct answer, then the equation $2+9x=1274$ must have an integer solution. But since it does not, $3$ is not the correct answer.
Based on what we have done for evaluating the previous two answer choices, we can create an equation we can use to evaluate the final three possibilities. Notice that if $S(n+1)=N$ , then $n$ must be a number whose initial digits sum to $N-1$ , and whose other, terminating digits, are all $9$ . Thus, we can evaluate the three final possibilities by seeing if the equation $(N-1)+9x=1274$ has an integer solution.
The equation does not have an integer solution for $N=12$ , so $C$ is not correct. However, the equation does have an integer solution for $N=1239$ $x=4$ ), so $\boxed{1239}$ is the answer.
| 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 digit (from right to left) will be bumped up by 1. So $S(n) + 1 \pmod {9} \equiv S(n+1) \pmod{9}$ . For example, $34999+1=35000$ , and the sum of digits $7+27 \rightarrow 8+0$
Since $S(n) \equiv 5 \pmod{9}$ , that means $S(n+1) \equiv 6 \pmod{9}$ . The only answer choice that meets this requirement is $\boxed{1239}.$
| 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 any three points chosen from $(1,1)$ and $(1,5)$ would be on the same line, so $\dbinom53$ is $10$ , and there are $5$ rows, $5$ columns, and $2$ long diagonals, so that results in $120$ .
We can also count the ones with $4$ on a diagonal. That is $\dbinom43$ , which is 4, and there are $4$ of those diagonals, so that results in $16$ .
We can count the ones with only $3$ on a diagonal, and there are $4$ diagonals like that, so that results in $4$ .
We can also count the ones with a slope of $\frac12$ $2$ $-\frac12$ , or $-2$ , with $3$ points in each. Note that there are $3$ such lines, for each slope, present in the grid. In total, this results in $12$ .
Finally, we subtract all the ones in a line from $2300$ , so we have $2300-120-16-4-12=\boxed{2148}$
| 148
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2,519
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_23
| 2
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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 line.
There are $2\left(1+\dbinom{4}3+\dbinom{5}3+\dbinom{4}3+1\right)=40$ cases where the 3 points all land on the diagonals of the square.
There are $3 \times 4=12$ ways where the 3 points make the a slope of $\frac{1}{2}$ $-\frac{1}{2}$ $2$ , and $-2$
Hence, there are $100+40+12=152$ cases where the chosen 3 points make a line. The answer would be $2300-152=\boxed{2148}$
| 148
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2,520
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 1
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
$f(x)$ 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 $(x+p) = (x-r))$ instead of $(x-r)$ makes the following computations less messy.)
Substituting $g(x)$ and expanding, we find that
\begin{align*}f(x)&=(x^3+ax^2+x+10)(x+p)\\ &=x^4+(a+p)x^3+(1+ap)x^2+(10+p)x+10r.\end{align*}
Comparing coefficients with $f(x)$ , we see that
\begin{align*} a+p&=1\\ 1+ap=b\\ 10+p&=100\\ 10p&=c.\\ \end{align*}
Let's solve for $a,b,c,$ and $p$ . Since $10+p=100$ $p=90$
Since $a+p=1$ $a=-89$
(Solution 1.1 branches from here and takes a shortcut.)
$c=(10)(90)=900$
Then, since $b=1+ap$ $b=-8009$ . Thus,
\[f(x)=x^4+x^3-8009x^2+100x+900.\]
(Solution 1.2 branches from here and takes another shortcut)
Taking $f(1)$ , we find that
\begin{align*} f(1)&=1^4+1^3-8009(1)^2+100(1)+900\\ &=1+1-8009+100+900\\ &=\boxed{7007}
| 7
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2,521
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 2
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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
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2,522
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 3
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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
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2,523
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 4
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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 form:
\[f(x) = g(x)\cdot (x-r) = (x^3+ax^2+x+10)(x+\frac{c}{10})\]
We can expand the expression on the right-hand side to get:
\[f(x) = x^4+(a+\frac{c}{10})x^3+(1+\frac{ac}{10})x^2+(10+\frac{c}{10})x+c\]
Now we have $f(x) = x^4+(a+\frac{c}{10})x^3+(1+\frac{ac}{10})x^2+(10+\frac{c}{10})x+c=x^4+x^3+bx^2+100x+c$
Simply looking at the coefficients for each corresponding term (knowing that they must be equal), we have the equations: \[10+\frac{c}{10}=100 \Rightarrow c=900\] \[a+\frac{c}{10} = 1, c=900 \Rightarrow a + 90 =1 \Rightarrow a= -89\]
and finally,
\[1+\frac{ac}{10} = b = 1+\frac{-89 \cdot 900}{10} = b = -8009\]
We know that $f(1)$ is the sum of its coefficients, hence $1+1+b+100+c$ . We substitute the values we obtained for $b$ and $c$ into this expression to get $f(1) = 1 + 1 + (-8009) + 100 + 900 = \boxed{7007}$
| 7
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2,524
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 5
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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 formulas on the constant term of $g(x)$ , the linear term of $g(x)$ , and the linear term of $f(x)$ , we obtain:
\begin{align*} r_1r_2r_3 & = -10\\ r_1r_2+r_2r_3+r_3r_1 &= 1\\ r_1r_2r_3+r_2r_3r_4+r_3r_4r_1+r_4r_1r_2 & = -100\\ \end{align*}
Substituting for $r_1r_2r_3$ in the bottom equation and factoring the remainder of the expression, we obtain:
\[-10+(r_1r_2+r_2r_3+r_3r_1)r_4=-10+r_4=-100\]
It follows that $r_4=-90$ . But $r_4=a-1$ so $a=-89$
Now we can factor $f(x)$ in terms of $g(x)$ as
\[f(x)=(x-r_4)g(x)=(x+90)g(x)\]
Then $f(1)=91g(1)$ and
\[g(1)=1^3-89\cdot 1^2+1+10=-77\]
Hence $f(1)=91\cdot(-77)=\boxed{7007}$
| 7
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2,525
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 6
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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)(x-(a-1)) \\ f(1)=g(1)(1-(a-1)) \\ f(1)=(a+12)(2-a) \\ f(1)=-(a+12)(a-2) \\ \end{align*} Let $a-2=k$ \begin{align*} f(1)=-k(k+14) \end{align*} Note that $-7007=-1001\cdot(7)=-(7\cdot(11)\cdot(13))\cdot(7)=-91\cdot(77)$ This gives us a pretty good guess of $\boxed{7007}$
| 7
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2,526
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 7
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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 get $3$ equations. We will tackle the situation one equation at a time, starting the $x$ terms. Looking at the coefficients, we get $\dfrac{90}{1-a} = 1$ \[\therefore 90=1-a.\] The solution to the previous is obviously $a=-89$ . We can now find $b$ and $c$ $\dfrac{b-1}{1-a} = a$ \[\therefore b-1=a(1-a)=-89*90=-8010\] and $b=-8009$ . Finally $\dfrac{c}{1-a} = 10$ \[\therefore c=10(1-a)=10*90=900\] Solving the original problem, $f(1)=1 + 1 + b + 100 + c = 102+b+c=102+900-8009=\boxed{7007}$
| 7
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2,527
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 8
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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 we multiply $f(x)$ by $(1-a)$ . Now we equate coefficients of same-degree $x$ terms. This gives us $10(1-a) = c, b-1 = a - a^2, 1-a = 90 \Rightarrow a = -89, c = 900, b = -8009$ . We are interested in finding $f(1)$ , which equals $1^4 + 1^3 -8009\cdot1^2 + 100\cdot1 + 900 = \boxed{7007}$ . ~skyscraper
| 7
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2,528
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_24
| 9
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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 $f(1)$
$\textbf{(A)}\ -9009 \qquad\textbf{(B)}\ -8008 \qquad\textbf{(C)}\ -7007 \qquad\textbf{(D)}\ -6006 \qquad\textbf{(E)}\ -5005$
|
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 as we can obtain $g(1) = a + 12$ , so we rewrite $f(1) = (a + 12) \cdot q(1)$ .
Well, now we need to know how $q$ is expressed in order to obtain $q(1)$ . This motivates us to long divide to obtain the quotient function. After simple long division $q(x) = x + (1 - a)$ . In addition, what is left over, namely $r(x)$ , has a constant piece of $a + 89$ (you'll see in a few sentences why we only care about particularly the constant piece).
Now we can write: $f(1) = (a + 12) \cdot (2 - a)$
Now, as we have already established $r(x) = 0$ for ALL $x$ that means $r(0)$ or the constant piece is $0$ , so $89 + a = 0$ , in which we obtain $a = -89$ . We now plug this back into our equation for $f(1)$ to get $(-89 + 12)(2 - (89)) = -77 \cdot 91 = \boxed{7007}$ . ~triggod
| 7
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2,529
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10A_Problems/Problem_25
| 1
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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.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(E) } 486$
|
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 $6 \div 2 = 3$ permutations to each multiple.
There are now 81*3 = 243 permutations, but we have overcounted*. Some multiples of 11 have $0$ as a digit. Since $0$ cannot be the digit of the hundreds place, we must subtract a permutation for each.
There are 110, 220, 330 ... 990, yielding 9 extra permutations
Also, there are 209, 308, 407...902, yielding 8 more permutations.
Now, just subtract these 17 from the total (243) to get 226. $\boxed{226}$
| 226
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2,530
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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.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(E) } 486$
|
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.
$\textbf{Case 2:}$ Two of the digits are the same, and the third is different.
$\textbf{Case 2a:}$ There are $8$ multiples of $11$ without a zero that have this property: $121$ $242$ $363$ $484$ $616$ $737$ $858$ $979$ .
Each contributes $3$ valid permutations, so there are $8 \cdot 3 = 24$ permutations in this subcase.
$\textbf{Case 2b:}$ There are $9$ multiples of $11$ with a zero that have this property: $110$ $220$ $330$ $440$ $550$ $660$ $770$ $880$ $990$ .
Each one contributes $2$ valid permutations (the first digit can't be zero), so there are $9 \cdot 2 = 18$ permutations in this subcase.
$\textbf{Case 3:}$ All the digits are different.
Since there are $\frac{990-110}{11}+1 = 81$ multiples of $11$ between $100$ and $999$ , there are $81-8-9 = 64$ multiples of $11$ remaining in this case. However, $8$ of them contain a zero, namely $209$ $308$ $407$ $506$ $605$ $704$ $803$ , and $902$ . Each of those multiples of $11$ contributes $2 \cdot 2=4$ valid permutations, but we overcounted by a factor of $2$ ; every permutation of $209$ , for example, is also a permutation of $902$ . Therefore, there are $8 \cdot 4 / 2 = 16$ . Therefore, there are $64-8=56$ remaining multiples of $11$ without a $0$ in this case. Each one contributes $3! = 6$ valid permutations, but once again, we overcounted by a factor of $2$ (note that if a number ABC is a multiple of $11$ , then so is CBA). Therefore, there are $56 \cdot 6 / 2 = 168$ valid permutations in this subcase.
Adding up all the permutations from all the cases, we have $24+18+16+168 = \boxed{226}$
| 226
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2,531
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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.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(E) } 486$
|
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 $11$ , then $cba$ is also a multiple of $11$ so we have counted the same permutations twice.
Basically, each multiple of $11$ has its own $3$ permutations (say $abc$ has $abc$ $acb$ and $bac$ whereas $cba$ has $cba$ $cab$ and $bca$ ). We know that each multiple of $11$ has at least $3$ permutations because it cannot have $3$ repeating digits.
Hence we have $243$ permutations without subtracting for overcounting.
Now note that we overcounted cases in which we have $0$ 's at the start of each number. So, in theory, we could just answer $A$ and then move on.
If we want to solve it, then we continue.
We overcounted cases where the middle digit of the number is $0$ and the last digit is $0$
Note that we assigned each multiple of $11$ three permutations.
The last digit is $0$ gives $9$ possibilities where we overcounted by $1$ permutation for each of $110, 220, ... , 990$
The middle digit is $0$ gives $8$ possibilities where we overcount by $1$ $605, 704, 803, 902$ and $506, 407, 308, 209$
Subtracting $17$ gives $\boxed{226}$
| 226
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2,532
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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.
$\textbf{(A) } 226 \qquad \textbf{(B) } 243 \qquad \textbf{(C) } 270 \qquad \textbf{(D) } 469 \qquad \textbf{(E) } 486$
|
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 distinct if $c \neq a$ . And if $c = a$ then $abc$ and $cba$ have the same permutations. Either way, we have doubled counted.
This reduces the number of permutations to $486/2 = 243$
Furthermore, if $a=b$ or $c=0$ (which turn out to be equivalent conditions! for example $220$ ), not all (inverse) permutations are distinct ( $\mathbf{2}20 = 2\mathbf{2}0$ ) or valid ( $022$ ). (There are 9 of these.)
Similarly, for $a0b$ , not all (inverse) permutations are valid. (There are 8 of these.)
As long as you notice at least one example of one of these 3 cases, you may infer that the answer must be smaller than $243$ . This leaves us with only one possible answer: $\boxed{226}$
| 226
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2,533
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1
| 1
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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 that the resulting number must be $2$ more than a multiple of $3$ . There are two such numbers between $71$ and $75$ $71$ and $74.$ Now that we have narrowed down the choices, we can simply test the answers to see which one will provide a two-digit number when the steps are reversed: \[\] For $71,$ we reverse the digits, resulting in $17.$ Subtracting $11$ , we get $6.$ We can already see that dividing this by $3$ will not be a two-digit number, so $71$ does not meet our requirements. \[\] Therefore, the answer must be the reversed steps applied to $74.$ We have the following: \[\] $74\rightarrow47\rightarrow36\rightarrow12$ \[\] Therefore, our answer is $\boxed{12}$
| 12
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2,534
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https://artofproblemsolving.com/wiki/index.php/2017_AMC_10B_Problems/Problem_1
| 2
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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
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2,535
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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 $11$ from each, we get the numbers $6$ and $36$ . Dividing each by $3$ , we get $2$ and $12$ . The only two-digit number is $12$ , so the answer is $\boxed{12}$
| 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?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 20\qquad\textbf{(C)}\ 30\qquad\textbf{(D)}\ 40\qquad\textbf{(E)}\ 50$
|
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?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 20\qquad\textbf{(C)}\ 30\qquad\textbf{(D)}\ 40\qquad\textbf{(E)}\ 50$
|
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 $\boxed{4}$
| 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 $\frac{a}{2}=-\frac{1}{-\frac{2}{b}}$ because it is given that the two lines are perpendicular. This equation simplifies to $a=b$
Because $(1, -5)$ is a solution of both equations, we deduce $a \times 1-2 \times -5=c$ and $2 \times 1+b \times -5=-c$ . Because we know that $a=b$ , the equations reduce to $a+10=c$ and $2-5a=-c$ . Solving this system of equations, we get $c=\boxed{13}$
| 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 dislike dancing actually like it?
$\textbf{(A)}\ 10\%\qquad\textbf{(B)}\ 12\%\qquad\textbf{(C)}\ 20\%\qquad\textbf{(D)}\ 25\%\qquad\textbf{(E)}\ 33\frac{1}{3}\%$
|
$60\% \cdot 20\% = 12\%$ 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 dislike dancing actually like it?
$\textbf{(A)}\ 10\%\qquad\textbf{(B)}\ 12\%\qquad\textbf{(C)}\ 20\%\qquad\textbf{(D)}\ 25\%\qquad\textbf{(E)}\ 33\frac{1}{3}\%$
|
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 to the total amount of students that say they dislike it. This is $\frac{12}{12+36}=\frac{12}{48}=\frac{1}{4}$ . We choose $\boxed{25}$
| 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 dislike dancing actually like it?
$\textbf{(A)}\ 10\%\qquad\textbf{(B)}\ 12\%\qquad\textbf{(C)}\ 20\%\qquad\textbf{(D)}\ 25\%\qquad\textbf{(E)}\ 33\frac{1}{3}\%$
|
WLOG, assume that there are a total of $100$ students at Typico High School. We make a chart:
\[\begin{tabular}[t]{|c|c|c|c|}\hline & \text{Likes dancing} & \text{Doesn't like dancing} & \text{Total} \\\hline \text{Says they like dancing} & & & \\\hline \text{Says they don't like dancing} & & & \\\hline \text{Total} & & & 100 \\\hline \end{tabular}\]
We know that $60$ of the students like dancing (since $60\%$ of $100$ is $60$ ), so we fill that in:
\[\begin{tabular}[t]{|c|c|c|c|}\hline & \text{Likes dancing} & \text{Doesn't like dancing} & \text{Total} \\\hline \text{Says they like dancing} & & & \\\hline \text{Says they don't like dancing} & & & \\\hline \text{Total} & 60 & & 100 \\\hline \end{tabular}\]
$80\%$ of those $60$ kids say that they like dancing, so that's $48$ kids who like dancing and say that they like dancing. The other $12$ kids like dancing and say that they do not.
\[\begin{tabular}[t]{|c|c|c|c|}\hline & \text{Likes dancing} & \text{Doesn't like dancing} & \text{Total} \\\hline \text{Says they like dancing} & 48 & & \\\hline \text{Says they don't like dancing} & 12 & & \\\hline \text{Total} & 60 & & 100 \\\hline \end{tabular}\]
$40$ students do not like dancing. $90\%$ of those $40$ students say that they do not like it, which is $36$ of them.
\[\begin{tabular}[t]{|c|c|c|c|}\hline & \text{Likes dancing} & \text{Doesn't like dancing} & \text{Total} \\\hline \text{Says they like dancing} & 48 & & \\\hline \text{Says they don't like dancing} & 12 & 36 & \\\hline \text{Total} & 60 & 40 & 100 \\\hline \end{tabular}\]
At this point, one can see that there are $12+36=48$ total students who say that they do not like dancing. $12$ of those actually like it, so that is $\dfrac{12}{48}=\dfrac14=\boxed{25}.$
| 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 long trip?
$\textbf{(A) } 20\% \qquad \textbf{(B) } 26\tfrac23\% \qquad \textbf{(C) } 27\tfrac79\% \qquad \textbf{(D) } 33\tfrac13\% \qquad \textbf{(E) } 66\tfrac23\%$
|
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 $\frac{2}{3}\cdot\frac{6}{5}xc = \frac{4}{5}xc$ . He saves $\frac{\frac{1}{5}xc}{xc} = \boxed{20}$
| 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 long trip?
$\textbf{(A) } 20\% \qquad \textbf{(B) } 26\tfrac23\% \qquad \textbf{(C) } 27\tfrac79\% \qquad \textbf{(D) } 33\tfrac13\% \qquad \textbf{(E) } 66\tfrac23\%$
|
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 long trip?
$\textbf{(A) } 20\% \qquad \textbf{(B) } 26\tfrac23\% \qquad \textbf{(C) } 27\tfrac79\% \qquad \textbf{(D) } 33\tfrac13\% \qquad \textbf{(E) } 66\tfrac23\%$
|
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 money saved is $1 - \frac{4}{5} = \boxed{20}$
| 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 long trip?
$\textbf{(A) } 20\% \qquad \textbf{(B) } 26\tfrac23\% \qquad \textbf{(C) } 27\tfrac79\% \qquad \textbf{(D) } 33\tfrac13\% \qquad \textbf{(E) } 66\tfrac23\%$
|
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 $12 \div 150 = $0.08$ per mile. Therefore, Elmer's new car saves $\boxed{20}$ more money than his old car.
| 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 least two classes. How many students are taking all three classes?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 least two classes. How many students are taking all three classes?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 $3$ classes. Since we know that there are $9$ students taking at least $2$ classes, there must be $12 - 9 = \boxed{3}$ students that are taking all $3$ classes.
| 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 least two classes. How many students are taking all three classes?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 total class count, $a+2b+3c = 10+13+9 = 32$ . There are $9$ students taking two or three classes, so $b+c = 9$ . Solving this system of equations gives us $c=\boxed{3}$
| 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 least two classes. How many students are taking all three classes?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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. $d$ which designates the number of people taking exactly Yoga and Painting.
Let's now recall what information we have given: There are exactly $9$ people that are taking at least $2$ classes meaning in other words, $9$ people total are taking strictly $2$ classes or strictly all the available classes meaning that $a+b+c+d=9$
Let's now start filling out the Venn Diagram:
Strictly taking Bridge, no other classes: We know in total, the number is $13$ , however this includes the people taking other classes too meaning we'd need to do some subtraction. From our Venn Diagram we see that we'd need to subtract the following variables to get our wanted outcome here, $a, b, c$ . Giving our answer as $13-(a+b+c)$
However, this equation seems complicated as it has $3$ different variables, so to make this look a lot less complicated we can use our earlier equation: $a+b+c+d=9$ to see that $a+b+c=9-d$ . This means that this can also be written as $13-(9-d)=4+d$
Strictly taking Yoga Only: The total number of people is $10$ , but this would also count people taking other classes too along with it, so we need to subtract this overcount which is visible in the Venn Diagram giving us: $10-(a+c+d)$
Again, we can use substitution to see that $a+c+d=9-b$ . This simplifies our equation to $10-(9-b)=1+b$
Strictly taking Painting Only: We know again, in total this number is $9$ , which also accounts for the people taking other classes too. From our Venn Diagram it is visible that we need to subtract: $b, c, d$ giving $9-(b+c+d)$
Again, through substitution of our first equation we see that $b+c+d=9-a$ meaning we can simplify this equation to $9-(9-a)=a$
If we add these newly made equations of strictly taking one class, we get the total number of people taking exactly one class as these equations each were a subcase for it. We can also find the exact number for this because we are given that there are exactly $20$ students in total, and $9$ students are taking exactly $2$ or $3$ classes, meaning that if we do $20-9$ we get our answer for the number of students taking exactly $1$ class because those taking exactly one class have no overlap with those taking exactly $2$ or exactly $3$ classes as shown in our Venn Diagram and because $1$ $2$ , and $3$ classes are subcases for finding the total number of students as we know that each student is in exactly $1, 2$ , or $3$ classes. This means that exactly $11$ students took strictly $1$ class.
We can add up our equations we found to equal $11$ because those equations were for subcases of having exactly $1$ class giving: $(4+d)+(1+b)+a=11$ $=5+a+b+d=11$
From our equation $a+b+c+d=9$ , we can substitute $9-c$ for $a+b+d$ giving us: $5+9-c=11$
This gives $c=3$ . We assigned $c$ for the number of people taking exactly $3$ classes meaning that when we find $c$ , we find the answer. This means our answer is $\boxed{3}$
| 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 least two classes. How many students are taking all three classes?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\textbf{(C)}\ 3\qquad\textbf{(D)}\ 4\qquad\textbf{(E)}\ 5$
|
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 $10$ students are taking bridge. To make up for it, we go back to the top of the list and start over from student $1$ . Students $1$ $2$ , and $3$ will also take bridge giving the desired count of $13$ total bridge students.
Now, all that is left are the students who take painting. There are $9$ students who take painting, so students $4$ through students $9$ take painting. Note that because $9$ people take at least two classes, students $10$ through $20$ are unable to take more than one class. This means that we must once more start over from the top. Already $6$ painting slots have been filled, so students $1$ $2$ , and $3$ will also take painting. This gives a total of $3$ students (students $1$ $2$ , and $3$ ) who take all three classes. Therefore, our answer is $\boxed{3}$
| 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 by $5$ $\frac{1}{5}$ of the possible $N$ are divisible by $5$ . Therefore, $N^{16} \equiv 1 \pmod {5}$ with probability $1-\frac{1}{5},$ or $\boxed{45}$
| 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 $1^{16}$ $2^{16}$ $3^{16}$ $4^{16}$ $6^{16}$ $7^{16}$ $8^{16}$ and $9^{16}$ all have the remainder of $1$ when divided by $5$ , so $\boxed{45}$
| 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 a zero. Therefore, the answer is $2017 - 9 - 81 - 729 - 729 = \boxed{469}$
| 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 with one zero, ${3 \choose 2} \cdot 9 = 27$ with two zeros, and $1$ with three zeros $(1000)$ . Finally, we consider the numbers $2000$ to $2017$ which all contain at least one zero. Adding all of these together we get $9 + 171 + 243 + 27 + 1 + 18 = \boxed{469}$
| 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?
$\textbf{(A)}\ 1024\qquad\textbf{(B)}\ 1524\qquad\textbf{(C)}\ 1533\qquad\textbf{(D)}\ 1536\qquad\textbf{(E)}\ 2048$
|
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 leading digit and that is not allowed. Also, $\emptyset$ (the empty set) isn't included because it doesn't generate a number. The sum is equivalent to $\sum_{n=0}^{9} \binom{9}{n} -\binom{9}{0} = 2^9 - 1 = 511.$
Case 2: monotonous numbers with digits in descending order
There are $\sum_{n=1}^{10} \binom{10}{n}$ ways to choose n digits from the digits 0 to 9. For each of these ways, we can generate exactly one monotonous number by ordering the chosen digits in descending order. Note that 0 is included since we are allowed to end numbers with zeros. However, $\emptyset$ (the empty set) still isn't included because it doesn't generate a number. The sum is equivalent to $\sum_{n=0}^{10} \binom{10}{n} -\binom{10}{0} = 2^{10} - 1 = 1023.$ We discard the number 0 since it is not positive. Thus there are $1022$ here.
Since the 1-digit numbers 1 to 9 satisfy both case 1 and case 2, we have overcounted by 9. Thus there are $511+1022-9=\boxed{1524}$ monotonous numbers.
| 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?
$\textbf{(A)}\ 1024\qquad\textbf{(B)}\ 1524\qquad\textbf{(C)}\ 1533\qquad\textbf{(D)}\ 1536\qquad\textbf{(E)}\ 2048$
|
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 each of the remaining 9 digits, and there are $2^9 = 512$ ways to do this. However, we cannot exclude every digit at once, so we subtract 1 to get $512-1=511$ monotonous numbers for this case.
$\bullet$ Case 2: Monotonous numbers with digits in descending order.
This time, we arrange all 10 digits in decreasing order and repeat the process to find $2^{10} = 1024$ ways to include or exclude each digit. We cannot exclude every digit at once, and we cannot include only 0, so we subtract 2 to get $1024-2=1022$ monotonous numbers for this case.
At this point, we have counted all of the single-digit monotonous numbers twice, so we must subtract 9 from our total.
Thus our final answer is $511+1022-9 = \boxed{1524}$
| 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?
$\textbf{(A)}\ 1024\qquad\textbf{(B)}\ 1524\qquad\textbf{(C)}\ 1533\qquad\textbf{(D)}\ 1536\qquad\textbf{(E)}\ 2048$
|
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 the set $[1, 9].$ After choosing our numbers, there will be just $1$ way to arrange them so that the overall number is monotonous.
In total, each of the $9$ digits can either be in the monotonous number or not, yielding $2^9 = 512$ total solutions. However, we said earlier that $0$ cannot be by itself so we have to subtract out the case in which we picked none of the numbers $1-9$ . So, this case gives us $511$
Onto the second case, if there are no $0$ s, then the number can either be arranged in ascending order or in descending order. So, for each selection of the digits $1- 9$ , there are $2$ solutions. This gives \[2 \cdot (2^9 - 1) = 2 \cdot 511 = 1022\] possibilities. Note that we subtracted out the $1$ because we cannot choose none of the numbers.
However, realize that if we pick just $1$ digit, then there is only $1$ arrangement. We cannot put a single digit in both ascending and descending order. So, we must subtract out $9$ from there (because there are $9$ possible ways to select one number and for each case, we overcounted by $1$ ).
All in all, that gives $511 + 1022 - 9 = \boxed{1524}$ monotonous numbers.
| 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?
$\textbf{(A)}\ 1024\qquad\textbf{(B)}\ 1524\qquad\textbf{(C)}\ 1533\qquad\textbf{(D)}\ 1536\qquad\textbf{(E)}\ 2048$
|
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 $\binom{9}{n}$ ways to obtain an increasing monotonous number with $n$ digits. So, there are $3\cdot \sum_{n=2}^{9} \binom{9}{n}$ monotonous numbers when $n \ge 2$ . When $n=1$ , there is no reverse but we could add $0$ to the end, so there are $2 \cdot \binom{9}{1}$ monotonous numbers.
The answer is:
$3\cdot \sum_{n=2}^{9} \binom{9}{n} + 2 \cdot \binom{9}{1}$ $=3\cdot \sum_{n=1}^{9} \binom{9}{n} - \binom{9}{1}$ $=3\cdot \left( \sum_{n=0}^{9} \binom{9}{n} - \binom{9}{0} \right) - \binom{9}{1}$ $= 3 \cdot (2^9-1) - 9$ $=\boxed{1524}$
| 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?
$\textbf{(A)}\ 1024\qquad\textbf{(B)}\ 1524\qquad\textbf{(C)}\ 1533\qquad\textbf{(D)}\ 1536\qquad\textbf{(E)}\ 2048$
|
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 of ascending integers. So, $2^9=512$ . However, the empty set ( $\emptyset$ ) is not an integer, so we must subtract 1. Thus, $512-1=511$
Case 2: Descending order
Similarly, any subset of the digits $0$ to $9$ can be rearranged into a descending monotonous number. So, $2^{10}=1024$ . However, $\emptyset$ and $0$ are not positive integers, so we must subtract 2. Thus, $1024-2=1022$
We have covered all the cases. We add $511$ to $1022$ , giving us $1533$ . So now we just innocently go ahead and choose $\textbf{(C) } 1533$ as our answer, right? No! We overcounted the $9$ single-digit integers . The answer is actually $1533-9=\boxed{1524}$
| 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, B, C, D, E, F; A = (0,0); B = (1,0); C = (2,0); D = rotate(60, A)*B; E = B + D; F = rotate(60, A)*C; draw(Circle(A, 0.5)); draw(Circle(B, 0.5)); draw(Circle(C, 0.5)); draw(Circle(D, 0.5)); draw(Circle(E, 0.5)); draw(Circle(F, 0.5)); [/asy]
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 8\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 12\qquad\textbf{(E)}\ 15$
|
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 the total amount is $2+2+3+3+1+1 = \boxed{12}$
| 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, B, C, D, E, F; A = (0,0); B = (1,0); C = (2,0); D = rotate(60, A)*B; E = B + D; F = rotate(60, A)*C; draw(Circle(A, 0.5)); draw(Circle(B, 0.5)); draw(Circle(C, 0.5)); draw(Circle(D, 0.5)); draw(Circle(E, 0.5)); draw(Circle(F, 0.5)); [/asy]
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 8\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 12\qquad\textbf{(E)}\ 15$
|
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. Reflect on a line of symmetry. There are $3$ lines of reflections. Take the line of reflection going through the centers of circles $1$ and $5$ . Then, the colors of circles $2$ and $3$ must be the same, and the colors of circles $4$ and $6$ must be the same. This gives us $4$ fixed points per line of reflection.
3. Rotate by $120^\circ$ counterclockwise or clockwise with respect to the center of the diagram. Take the clockwise case for example. There will be a fixed point in this case if the colors of circles $1$ $4$ , and $6$ will be the same. Similarly, the colors of circles $2$ $3$ , and $5$ will be the same. This is impossible, so this case gives us $0$ fixed points per rotation.
By Burnside's Lemma , the total number of colorings is $(1 \cdot 60+3 \cdot 4+2 \cdot 0)/(1+3+2) = \boxed{12}$
| 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, B, C, D, E, F; A = (0,0); B = (1,0); C = (2,0); D = rotate(60, A)*B; E = B + D; F = rotate(60, A)*C; draw(Circle(A, 0.5)); draw(Circle(B, 0.5)); draw(Circle(C, 0.5)); draw(Circle(D, 0.5)); draw(Circle(E, 0.5)); draw(Circle(F, 0.5)); [/asy]
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 8\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 12\qquad\textbf{(E)}\ 15$
|
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((10,0),1),green); draw(circle((12,0),1)); draw(circle((9,sqrt(3)),1)); draw(circle((11,sqrt(3)),1)); draw(circle((10,2sqrt(3)),1)); [/asy]
Take the first case. Now, we must pick two of the five remaining circles to fill in the red. There are $\dbinom{5}{2}=10$ of these. However, due to reflection we must divide this by two. But, in two of these cases, the reflection is itself, so we must subtract these out before dividing by 2, and add them back afterwards, giving $\frac{10-2}{2}+2=6$ arrangements in this case.
Now, look at the second case. We again must pick two of the five remaining circles, and like in the first case, two of the reflections give the same arrangement. Thus, there are also $6$ arrangements in this case.
In total, we have $6+6=\boxed{12}$
| 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, B, C, D, E, F; A = (0,0); B = (1,0); C = (2,0); D = rotate(60, A)*B; E = B + D; F = rotate(60, A)*C; draw(Circle(A, 0.5)); draw(Circle(B, 0.5)); draw(Circle(C, 0.5)); draw(Circle(D, 0.5)); draw(Circle(E, 0.5)); draw(Circle(F, 0.5)); [/asy]
$\textbf{(A)}\ 6\qquad\textbf{(B)}\ 8\qquad\textbf{(C)}\ 9\qquad\textbf{(D)}\ 12\qquad\textbf{(E)}\ 15$
|
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 colorings that are fixed under each action. Every coloring is fixed under the identity, so we count $\dfrac{6!}{3!2!1!} = 60$ fixed colorings. Note that no colorings are fixed under the rotations, since then the outer three and inner three circle must be the same color, which is impossible in our situation.
Finally, consider the reflection with a line of symmetry going through the top circle. Every fixed coloring is determined by the color of the top circle (either green or blue), and the color of the middle circles (either blue or red). Hence, there are $2\cdot 2 = 4$ colorings fixed under this reflection action. The other two actions are symmetric, so they also have $4$ fixed colorings. Hence, by Burnside's lemma, the number of unique colorings up to reflections and rotations is \[\dfrac{1}{|D_3|} (1\cdot 60 + 2\cdot 0 + 3\cdot 4) = \dfrac{1}{6}\cdot 72 = \boxed{12}.\]
| 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 $1+2+3 +\cdots +10+11+12+ \cdots 43 + 44 = \frac{44 \cdot 45}2 = 22 \cdot 45$ , which has a remainder of 0 mod 9. Solving these modular congruence using the Chinese Remainder Theorem we get the remainder to be $9 \pmod{45}$ . Therefore, the answer is $\boxed{9}$
| 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 divided by $45$ should have a remainder of $4$ when divided by $5$ . Out of options $C$ and $D$ , only $\boxed{9}$
| 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 $N$ \[N = 1(10)^{78} + 2(10)^{77} + \cdots + 9(10)^{70} + 10(10)^{68} + 11(10)^{66} + \cdots + 43(10)^{2} + 44 \equiv\] \[10(1 + 2 + \cdots + 43) + 44 \equiv 10 \left (\frac{43 \cdot 44}2 \right ) + 44 \equiv\] \[10 \left (\frac{-2 \cdot -1}2 \right ) - 1 \equiv \boxed{9}\]
| 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 $123 \ldots 4344$ is not a multiple of $5$ because the units digit isn't $5$ or $0$ . We can just subtract by 9 until we get a number whose units digit is 5 or 0.
We have $123 \ldots 4344$ is divisible by $9$ , so we can subtract by $9$ to get $123 \ldots 4335$ and we know that this is divisible by 5. So our answer is $\boxed{9}$
| 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 $\angle AIB = 120^{\circ}$ , then by the Law of Cosines $AB = 2\sqrt{6}$ . Alternatively, we can use the fact that the circumradius of an equilateral triangle is equal to $\frac {s}{\sqrt{3}}$ . Therefore, the area of the triangle is $\frac{(2\sqrt{6})^2\sqrt{3}}4 = 6\sqrt{3}$ , so the square of the area of the triangle is $\boxed{108}$
| 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 $C=\left(\frac{1}{a},a\right)$ , where $a <-1$ . Because $G$ is the centroid, the average of the $x$ -coordinates of the vertices of the triangle is $-1$ . So we know that $a + 1/a+ 1 = -3$ . Multiplying by $a$ and solving gives us $a=-2-\sqrt{3}$ . So $B=(-2-\sqrt{3},-2+\sqrt{3})$ and $C=(-2+\sqrt{3},-2-\sqrt{3})$ . So $BC=2\sqrt{6}$ , and finding the square of the area gives us $\boxed{108}$
| 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 $\triangle ABC$ is $\sqrt{(1-(-1))^2+(1-(-1))^2} = 2\sqrt{2}$ . Therefore, $AG=BG=CG=2\sqrt{2}$ . It follows that from $\triangle ABG$ , where $AG=BG=2\sqrt{2}$ and $\angle AGB = \dfrac{360^{\circ}}{3} = 120^{\circ}$ $[\triangle ABG]= \dfrac{(2\sqrt{2})^2 \cdot \sin(120)}{2} = 4 \cdot \dfrac{\sqrt{3}}{2} = 2\sqrt{3}$ using the formula for the area of a triangle with sine $\left([\triangle ABC]= \dfrac{1}{2} AB \cdot BC \sin(\angle ABC)\right)$ . Because $\triangle ACG$ and $\triangle BCG$ are congruent to $\triangle ABG$ , they also have an area of $2\sqrt{3}$ . Therefore, $[\triangle ABC] = 3(2\sqrt{3}) = 6\sqrt{3}$ . Squaring that gives us the answer of $\boxed{108}$
| 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 coordinates, we have that $\frac{x_1+x_2+x_3}{3}=1$ and $\frac{\frac{1}{x_1}+\frac{1}{x_2}+\frac{1}{x_3}}{3}=1.$
We also know that the centroid is the orthocenter in an equilateral triangle, so $CG \perp AB.$ Examining slopes, we simplify the equation to $x_1x_2x_3 = -1$ . From the equation $\frac{\frac{1}{x_1}+\frac{1}{x_2}+\frac{1}{x_3}}{3}=1,$ we get that $x_1x_2+x_1x_3+x_2x_3 = -3$ . These equations are starting to resemble Vieta's:
$x_1+x_2+x_3=3$
$x_1x_2+x_1x_3+x_2x_3 = -3$
$x_1x_2x_3=-1$
$x_1,x_2,x_3$ are the roots of the equation $x^3 - 3x^2 - 3x + 1 = 0$ . This factors as $(x+1)(x^2-4x+1)=0 \implies x = -1, 2 \pm \sqrt3,$ for the points $(-1, -1), (2+\sqrt3, 2-\sqrt3), (2-\sqrt3, 2+\sqrt3)$ . The side length is clearly $\sqrt{24}$ , so the square of the area is $\boxed{108}.$
| 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?
$\textbf{(A)}\ 92\qquad\textbf{(B)}\ 94\qquad\textbf{(C)}\ 96\qquad\textbf{(D)}\ 98\qquad\textbf{(E)}\ 100$
|
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 $91 \cdot 6 \leq S \leq 100 \cdot 6$ , so by inspection, $S = 570$ . However, we also have that the mean of the first $5$ test scores must be an integer, so the sum of the first $5$ test scores must be an multiple of $5$ , which implies that the $6$ th test score is $\boxed{100}$
| 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?
$\textbf{(A)}\ 92\qquad\textbf{(B)}\ 94\qquad\textbf{(C)}\ 96\qquad\textbf{(D)}\ 98\qquad\textbf{(E)}\ 100$
|
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 $679, 672, 665,$ and $658$ respectively. Now in order to get the sum of the first 6 tests, we subtract $95$ from each sum producing $584, 577, 570,$ and $563$ . Notice only $570$ is divisible by $6$ so, therefore, the sum of the first $6$ tests is $570$ . We need to find her score on the $6th$ test so we have to find which number will give us a number divisible by $5$ when subtracted from $570.$ Since $95$ is the $7th$ test score and all test scores are distinct that only leaves $\boxed{100}$
| 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?
$\textbf{(A)}\ 92\qquad\textbf{(B)}\ 94\qquad\textbf{(C)}\ 96\qquad\textbf{(D)}\ 98\qquad\textbf{(E)}\ 100$
|
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 must be $0 \pmod 5$ because $30\equiv 0\pmod5$ . The only possible test scores are $95$ and $100$ , and $95$ is already used, so the answer is $\boxed{100}$
| 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?
$\textbf{(A)}\ 92\qquad\textbf{(B)}\ 94\qquad\textbf{(C)}\ 96\qquad\textbf{(D)}\ 98\qquad\textbf{(E)}\ 100$
|
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.
\[\begin{tabular}{|c|c|c|c|c|c|c|c|c|c|c|} \hline & 91 & 92 & 93 & 94 & 95 & 96 & 97 & 98 & 99 & 100 \\ \hline mod 7 & \textbf{0} & \textbf{1} & 2 & \textbf{3} & \underline{\textbf{4}} & \textbf{5} & \textbf{6} & 0 & 1 & \textbf{2} \\ \hline mod 6 & \textbf{1} & \textbf{2} & 3 & \textbf{4} & 5 & \textbf{0} & \textbf{1} & 2 & 3 & \underline{\textbf{4}} \\ \hline mod 5 & \textbf{1} & \textbf{2} & 3 & \underline{\textbf{4}} & 0 & \textbf{1} & \textbf{2} & 3 & 4 & 0 \\ \hline mod 4 & \underline{\textbf{3}} & \textbf{0} & 1 & 2 & 3 & \textbf{0} & \textbf{1} & 2 & 3 & 0 \\ \hline mod 3 & 1 & \textbf{2} & 0 & 1 & 2 & \textbf{0} & \underline{\textbf{1}} & 2 & 0 & 1 \\ \hline mod 2 & 1 & \underline{\textbf{0}} & 1 & 0 & 1 & \textbf{0} & 1 & 0 & 1 & 0 \\ \hline \end{tabular}\]
In the $4^{th}$ test, the test score could be 91 or 97.
As you can see, the test score of the $6^{th}$ test is $\boxed{100}$
| 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?
$\textbf{(A)}\ 92\qquad\textbf{(B)}\ 94\qquad\textbf{(C)}\ 96\qquad\textbf{(D)}\ 98\qquad\textbf{(E)}\ 100$
|
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 $x+95=[637,644,...700] \implies x=[542,549,...605]$ . Next, we also see that $\frac{x}{6}=[91,92,...100]$ which becomes $x=[546,552,...600]$ . The only point of intersection of $[542,549,...605]$ and $[546,552,...600]$ is $570$ so $x=570$ . Now we can also see that $\frac{x-a_6}{5}=[91,92,...100]$ , so $x-a_6=[455,460,...500]$ , and since $x=570$ $570-a_6=[455,460,...500] \implies a_6=570-[455,460,...500]$ $a_6$ has to be in the range of $91$ and $100$ , so the only values in the set $[455,460,...500]$ that work are $470$ and $475$ which result in $a_6 = 100 \text{ or } 95$ respectively. But since her test scores are all distinct, and $95$ is already used for $a_7$ , our answer is $\boxed{100}$
| 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 crossing the bridge three times. How many coins did Fox have at the beginning?
$\textbf{(A)}\ 20 \qquad\textbf{(B)}\ 30\qquad\textbf{(C)}\ 35\qquad\textbf{(D)}\ 40\qquad\textbf{(E)}\ 45$
|
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 crossing the bridge three times. How many coins did Fox have at the beginning?
$\textbf{(A)}\ 20 \qquad\textbf{(B)}\ 30\qquad\textbf{(C)}\ 35\qquad\textbf{(D)}\ 40\qquad\textbf{(E)}\ 45$
|
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 60 and 70. By subtracting from the sum of the number from 1 through 70, we learn that when we subtract $70, 69, 68, 67, 66, 65,$ and $64, N = 63.$ Adding those two digits, we get the answer $\boxed{9}.$ - CorgiARMY
| 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); defaultpen(fontsize(9pt)); path rectangle(pair X, pair Y){ return X--(X.x,Y.y)--Y--(Y.x,X.y)--cycle; } filldraw(rectangle((0,0),(7,5)),gray(0.5)); filldraw(rectangle((1,1),(6,4)),gray(0.75)); filldraw(rectangle((2,2),(5,3)),white); label("$1$",(0.5,2.5)); draw((0.3,2.5)--(0,2.5),EndArrow(TeXHead)); draw((0.7,2.5)--(1,2.5),EndArrow(TeXHead)); label("$1$",(1.5,2.5)); draw((1.3,2.5)--(1,2.5),EndArrow(TeXHead)); draw((1.7,2.5)--(2,2.5),EndArrow(TeXHead)); label("$1$",(4.5,2.5)); draw((4.5,2.7)--(4.5,3),EndArrow(TeXHead)); draw((4.5,2.3)--(4.5,2),EndArrow(TeXHead)); label("$1$",(4.1,1.5)); draw((4.1,1.7)--(4.1,2),EndArrow(TeXHead)); draw((4.1,1.3)--(4.1,1),EndArrow(TeXHead)); label("$1$",(3.7,0.5)); draw((3.7,0.7)--(3.7,1),EndArrow(TeXHead)); draw((3.7,0.3)--(3.7,0),EndArrow(TeXHead)); [/asy]
$\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 4 \qquad \textbf{(D) } 6 \qquad \textbf{(E) }8$
|
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 $5x + 20$ . The area of the largest shaded region is the largest rectangle minus the second largest rectangle, which is $(5x+20) - (3x+6) = 2x + 14$
The problem states that $x, 2x+6, 2x+14$ is an arithmetic progression, meaning that the terms in the sequence increase by the same amount each term.
Therefore, $(2x+6) - (x) = (2x+14) - (2x+6)\implies x+6 = 8\implies x =2\implies \boxed{2}$
| 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 two seats to the right, Ceci had moved one seat to the left, and Dee and Edie had switched seats, leaving an end seat for Ada. In which seat had Ada been sitting before she got up?
$\textbf{(A) }1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4\qquad \textbf{(E) } 5$
|
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 seat 3, which would mean that seat 5 would now be occupied and the positioning would not work. So, Edie and Dee are in seats 4 and 5. This means that Bea was originally in seat 1. Ceci must have been in seat 3 to keep seat 1 open, which leaves seat 2.
Thus, Ada was in seat $\boxed{2}$
| 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 two seats to the right, Ceci had moved one seat to the left, and Dee and Edie had switched seats, leaving an end seat for Ada. In which seat had Ada been sitting before she got up?
$\textbf{(A) }1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4\qquad \textbf{(E) } 5$
|
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 two seats to the right, Ceci had moved one seat to the left, and Dee and Edie had switched seats, leaving an end seat for Ada. In which seat had Ada been sitting before she got up?
$\textbf{(A) }1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4\qquad \textbf{(E) } 5$
|
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, between $0$ and $672$ , the number of multiples of $2$ is $\boxed{337}$
| 337
|
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