id int64 1 7.14k | link stringlengths 75 84 | no int64 1 14 | problem stringlengths 14 5.33k | solution stringlengths 21 6.43k | answer int64 0 999 |
|---|---|---|---|---|---|
4,601 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_19 | 4 | In triangle $ABC$ $AB=13$ $BC=14$ , and $CA=15$ . Distinct points $D$ $E$ , and $F$ lie on segments $\overline{BC}$ $\overline{CA}$ , and $\overline{DE}$ , respectively, such that $\overline{AD}\perp\overline{BC}$ $\overline{DE}\perp\overline{AC}$ , and $\overline{AF}\perp\overline{BF}$ . The length of segment $\overli... | First, we find $BD = 5$ $DC = 9$ , and $AD = 12$ via the Pythagorean Theorem or by using similar triangles. Next, because $DE$ is an altitude of triangle $ADC$ $DE = \frac{AD\cdot DC}{AC} = \frac{36}{5}$ . Using that, we can use the Pythagorean Theorem and similar triangles to find $EC = \frac{27}{5}$ and $AE = \frac{4... | 21 |
4,602 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_21 | 1 | Consider the set of 30 parabolas defined as follows: all parabolas have as focus the point (0,0) and the directrix lines have the form $y=ax+b$ with $a$ and $b$ integers such that $a\in \{-2,-1,0,1,2\}$ and $b\in \{-3,-2,-1,1,2,3\}$ . No three of these parabolas have a common point. How many points in the plane are on ... | Being on two parabolas means having the same distance from the common focus and both directrices. In particular, you have to be on an angle bisector of the directrices, and clearly on the same "side" of the directrices as the focus. So it's easy to see there are at most two solutions per pair of parabolae. Convexity an... | 810 |
4,603 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_21 | 2 | Consider the set of 30 parabolas defined as follows: all parabolas have as focus the point (0,0) and the directrix lines have the form $y=ax+b$ with $a$ and $b$ integers such that $a\in \{-2,-1,0,1,2\}$ and $b\in \{-3,-2,-1,1,2,3\}$ . No three of these parabolas have a common point. How many points in the plane are on ... | Through similar reasoning as above in Solution I, determine that two parabolas that have a common focus intersect zero times if there directrixes are parallel and the focus lies on the same side of both directrixes, and intersect twice otherwise. Thereby, as each parabola will intersect $30-3 = 27$ other parabolas twic... | 810 |
4,604 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_22 | 1 | Let $m>1$ and $n>1$ be integers. Suppose that the product of the solutions for $x$ of the equation
\[8(\log_n x)(\log_m x)-7\log_n x-6 \log_m x-2013 = 0\]
is the smallest possible integer. What is $m+n$
$\textbf{(A)}\ 12\qquad\textbf{(B)}\ 20\qquad\textbf{(C)}\ 24\qquad\textbf{(D)}\ 48\qquad\textbf{(E)}\ 272$ | Rearranging logs, the original equation becomes
\[\frac{8}{\log n \log m}(\log x)^2 - \left(\frac{7}{\log n}+\frac{6}{\log m}\right)\log x - 2013 = 0\]
By Vieta's Theorem, the sum of the possible values of $\log x$ is $\frac{\frac{7}{\log n}+\frac{6}{\log m}}{\frac{8}{\log n \log m}} = \frac{7\log m + 6 \log n}{8} = \l... | 12 |
4,605 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_23 | 1 | Bernardo chooses a three-digit positive integer $N$ and writes both its base-5 and base-6 representations on a blackboard. Later LeRoy sees the two numbers Bernardo has written. Treating the two numbers as base-10 integers, he adds them to obtain an integer $S$ . For example, if $N = 749$ , Bernardo writes the numbers ... | First, we can examine the units digits of the number base 5 and base 6 and eliminate some possibilities.
Say that $N \equiv a \pmod{6}$
also that $N \equiv b \pmod{5}$
Substituting these equations into the question and setting the units digits of $2N$ and $S$ equal to each other, it can be seen that $b < 5$ (because ot... | 25 |
4,606 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_23 | 2 | Bernardo chooses a three-digit positive integer $N$ and writes both its base-5 and base-6 representations on a blackboard. Later LeRoy sees the two numbers Bernardo has written. Treating the two numbers as base-10 integers, he adds them to obtain an integer $S$ . For example, if $N = 749$ , Bernardo writes the numbers ... | Notice that there are exactly $1000-100=900=5^2\cdot 6^2$ possible values of $N$ . This means, in $100\le N\le 999$ , every possible combination of $2$ digits will happen exactly once. We know that $N=900,901,902,903,904$ works because $900\equiv\dots00_5\equiv\dots00_6$
We know for sure that the units digit will add p... | 25 |
4,607 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_23 | 3 | Bernardo chooses a three-digit positive integer $N$ and writes both its base-5 and base-6 representations on a blackboard. Later LeRoy sees the two numbers Bernardo has written. Treating the two numbers as base-10 integers, he adds them to obtain an integer $S$ . For example, if $N = 749$ , Bernardo writes the numbers ... | Notice that $N_5$ ranges from $3$ to $5$ digits and $N_6$ ranges from $3$ to $4$ digits.
Then let $a_i$ $b_i$ denotes the digits of $N_5$ $N_6$ , respectively such that \[0\le a_i<5,0\le b_i<6\] Thus we have \[N=5^4a_1+5^3a_2+5^2a_3+5a_4+a_5=6^3b_1+6^2b_2+6b_3+b_4\] \[625a_1+125a_2+25a_3+5a_4+a_5=216b_1+36b_2+6b_3+b_4\... | 25 |
4,608 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_23 | 4 | Bernardo chooses a three-digit positive integer $N$ and writes both its base-5 and base-6 representations on a blackboard. Later LeRoy sees the two numbers Bernardo has written. Treating the two numbers as base-10 integers, he adds them to obtain an integer $S$ . For example, if $N = 749$ , Bernardo writes the numbers ... | Observe that the maximum possible value of the sum of the last two digits of the base $5$ number and the base $6$ number is $44+55=99$ .
Let $N \equiv a \pmod {25}$ and $N \equiv b \pmod {36}$
If $a < \frac{25}{2}$ $2N \equiv 2a \pmod {25}$ and if $a > \frac{25}{2}$ $2N \equiv 2a - 25 \pmod {25}$
Using the same logic ... | 25 |
4,609 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_25 | 1 | Let $G$ be the set of polynomials of the form \[P(z)=z^n+c_{n-1}z^{n-1}+\cdots+c_2z^2+c_1z+50,\] where $c_1,c_2,\cdots, c_{n-1}$ are integers and $P(z)$ has distinct roots of the form $a+ib$ with $a$ and $b$ integers. How many polynomials are in $G$
$\textbf{(A)}\ 288\qquad\textbf{(B)}\ 528\qquad\textbf{(C)}\ 576\qquad... | If we factor into irreducible polynomials (in $\mathbb{Q}[x]$ ), each factor $f_i$ has exponent $1$ in the factorization and degree at most $2$ (since the $a+bi$ with $b\ne0$ come in conjugate pairs with product $a^2+b^2$ ). Clearly we want the product of constant terms of these polynomials to equal $50$ ; for $d\mid 5... | 528 |
4,610 | https://artofproblemsolving.com/wiki/index.php/2013_AMC_12B_Problems/Problem_25 | 3 | Let $G$ be the set of polynomials of the form \[P(z)=z^n+c_{n-1}z^{n-1}+\cdots+c_2z^2+c_1z+50,\] where $c_1,c_2,\cdots, c_{n-1}$ are integers and $P(z)$ has distinct roots of the form $a+ib$ with $a$ and $b$ integers. How many polynomials are in $G$
$\textbf{(A)}\ 288\qquad\textbf{(B)}\ 528\qquad\textbf{(C)}\ 576\qquad... | By Vieta's formula $50$ is the product of all $n$ roots. As the roots are all in the form $a + bi$ , there must exist a conjugate $a-bi$ for each root.
$(a+bi)(a-bi) = a^2 + b^2$
$50 = 2 \cdot 5^2$
If $a \neq b \neq 0$ , the roots can be $a \pm bi$ $-a \pm bi$ $b \pm ai$ $-b \pm ai$ , totaling $4$ pairs of roots.
If $a... | 528 |
4,611 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_1 | 1 | A bug crawls along a number line, starting at $-2$ . It crawls to $-6$ , then turns around and crawls to $5$ . How many units does the bug crawl altogether?
$\textbf{(A)}\ 9\qquad\textbf{(B)}\ 11\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 14\qquad\textbf{(E)}\ 15$ | [asy] draw((-2,1)--(-6,1),red+dashed,EndArrow); draw((-6,2)--(5,2),blue+dashed,EndArrow); dot((-2,0)); dot((-6,0)); dot((5,0)); label("$-2$",(-2,0),dir(270)); label("$-6$",(-6,0),dir(270)); label("$5$",(5,0),dir(270)); label("$4$",(-4,0.9),dir(270)); label("$11$",(-1.5,2.5),dir(90)); [/asy]
Crawling from $-2$ to $-6$ t... | 15 |
4,612 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_2 | 1 | Cagney can frost a cupcake every 20 seconds and Lacey can frost a cupcake every 30 seconds. Working together, how many cupcakes can they frost in 5 minutes?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 15\qquad\textbf{(C)}\ 20\qquad\textbf{(D)}\ 25\qquad\textbf{(E)}\ 30$ | Cagney can frost one in $20$ seconds, and Lacey can frost one in $30$ seconds. Working together, they can frost one in $\frac{20\cdot30}{20+30} = \frac{600}{50} = 12$ seconds. In $300$ seconds ( $5$ minutes), they can frost $\boxed{25}$ cupcakes. | 25 |
4,613 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_2 | 2 | Cagney can frost a cupcake every 20 seconds and Lacey can frost a cupcake every 30 seconds. Working together, how many cupcakes can they frost in 5 minutes?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 15\qquad\textbf{(C)}\ 20\qquad\textbf{(D)}\ 25\qquad\textbf{(E)}\ 30$ | In $300$ seconds ( $5$ minutes), Cagney will frost $\dfrac{300}{20} = 15$ cupcakes, and Lacey will frost $\dfrac{300}{30} = 10$ cupcakes. Therefore, working together they will frost $15 + 10 = \boxed{25}$ cupcakes. | 25 |
4,614 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_2 | 3 | Cagney can frost a cupcake every 20 seconds and Lacey can frost a cupcake every 30 seconds. Working together, how many cupcakes can they frost in 5 minutes?
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 15\qquad\textbf{(C)}\ 20\qquad\textbf{(D)}\ 25\qquad\textbf{(E)}\ 30$ | Since Cagney frosts $3$ cupcakes a minute, and Lacey frosts $2$ cupcakes a minute, they together frost $3+2=5$ cupcakes a minute. Therefore, in $5$ minutes, they frost $5\times5 = 25 \Rightarrow \boxed{25}$ | 25 |
4,615 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_3 | 1 | A box $2$ centimeters high, $3$ centimeters wide, and $5$ centimeters long can hold $40$ grams of clay. A second box with twice the height, three times the width, and the same length as the first box can hold $n$ grams of clay. What is $n$
$\textbf{(A)}\ 120\qquad\textbf{(B)}\ 160\qquad\textbf{(C)}\ 200\qquad\textbf{... | The first box has volume $2\times3\times5=30\text{ cm}^3$ , and the second has volume $(2\times2)\times(3\times3)\times(5)=180\text{ cm}^3$ . The second has a volume that is $6$ times greater, so it holds $6\times40=\boxed{240}$ grams. | 240 |
4,616 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_5 | 1 | A fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of $280$ pieces of fruit. There are twice as many raspberries as blueberries, three times as many grapes as cherries, and four times as many cherries as raspberries. How many cherries are there in the fruit salad?
$... | So let the number of blueberries be $b,$ the number of raspberries be $r,$ the number of grapes be $g,$ and finally the number of cherries be $c.$
Observe that since there are $280$ pieces of fruit, \[b+r+g+c=280.\]
Since there are twice as many raspberries as blueberries, \[2b=r.\]
The fact that there are three times ... | 64 |
4,617 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_6 | 1 | The sums of three whole numbers taken in pairs are 12, 17, and 19. What is the middle number?
$\textbf{(A)}\ 4\qquad\textbf{(B)}\ 5\qquad\textbf{(C)}\ 6\qquad\textbf{(D)}\ 7\qquad\textbf{(E)}\ 8$ | Let the three numbers be equal to $a$ $b$ , and $c$ . We can now write three equations:
$a+b=12$
$b+c=17$
$a+c=19$
Adding these equations together, we get that
$2(a+b+c)=48$ and
$a+b+c=24$
Substituting the original equations into this one, we find
$c+12=24$
$a+17=24$
$b+19=24$
Therefore, our numbers are 12, 7, and 5. T... | 7 |
4,618 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_6 | 2 | The sums of three whole numbers taken in pairs are 12, 17, and 19. What is the middle number?
$\textbf{(A)}\ 4\qquad\textbf{(B)}\ 5\qquad\textbf{(C)}\ 6\qquad\textbf{(D)}\ 7\qquad\textbf{(E)}\ 8$ | Let the three numbers be $a$ $b$ and $c$ and $a<b<c$ . We get the three equations:
$a+b=12$
$a+c=17$
$b+c=19$
To isolate $b$ , We add the first and last equations and then subtract the second one.
$(a+b)+(b+c)-(a+c) = 12+19-17 \Rightarrow 2b=14 \Rightarrow b = 7$
Because $b$ is the middle number, the middle number is $... | 7 |
4,619 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_7 | 1 | Mary divides a circle into 12 sectors. The central angles of these sectors, measured in degrees, are all integers and they form an arithmetic sequence. What is the degree measure of the smallest possible sector angle?
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ 6\qquad\textbf{(C)}\ 8\qquad\textbf{(D)}\ 10\qquad\textbf{(E)}\ 12... | Let $a_1$ be the first term of the arithmetic progression and $a_{12}$ be the last term of the arithmetic progression. From the formula of the sum of an arithmetic progression (or arithmetic series), we have $12*\frac{a_1+a_{12}}{2}=360$ , which leads us to $a_1 + a_{12} = 60$ $a_{12}$ , the largest term of the progres... | 8 |
4,620 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_7 | 2 | Mary divides a circle into 12 sectors. The central angles of these sectors, measured in degrees, are all integers and they form an arithmetic sequence. What is the degree measure of the smallest possible sector angle?
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ 6\qquad\textbf{(C)}\ 8\qquad\textbf{(D)}\ 10\qquad\textbf{(E)}\ 12... | If we let $a$ be the smallest sector angle and $r$ be the difference between consecutive sector angles, then we have the angles $a, a+r, a+2r, \cdots. a+11r$ . Use the formula for the sum of an arithmetic sequence and set it equal to 360, the number of degrees in a circle.
\begin{align*} \frac{a+a+11r}{2}\cdot 12 &= 36... | 8 |
4,621 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_7 | 3 | Mary divides a circle into 12 sectors. The central angles of these sectors, measured in degrees, are all integers and they form an arithmetic sequence. What is the degree measure of the smallest possible sector angle?
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ 6\qquad\textbf{(C)}\ 8\qquad\textbf{(D)}\ 10\qquad\textbf{(E)}\ 12... | Starting with the smallest term, $a - 5x \cdots a, a + x \cdots a + 6x$ where $a$ is the sixth term and $x$ is the difference. The sum becomes $12a + 6x = 360$ since there are $360$ degrees in the central angle of the circle. The only condition left is that the smallest term in greater than zero. Therefore, $a - 5x > 0... | 8 |
4,622 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_10 | 1 | A triangle has area $30$ , one side of length $10$ , and the median to that side of length $9$ . Let $\theta$ be the acute angle formed by that side and the median. What is $\sin{\theta}$
$\textbf{(A)}\ \frac{3}{10}\qquad\textbf{(B)}\ \frac{1}{3}\qquad\textbf{(C)}\ \frac{9}{20}\qquad\textbf{(D)}\ \frac{2}{3}\qquad\te... | $AB$ is the side of length $10$ , and $CD$ is the median of length $9$ . The altitude of $C$ to $AB$ is $6$ because the 0.5(altitude)(base)=Area of the triangle. $\theta$ is $\angle CDE$ . To find $\sin{\theta}$ , just use opposite over hypotenuse with the right triangle $\triangle DCE$ . This is equal to $\frac69=\box... | 23 |
4,623 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_13 | 1 | Paula the painter and her two helpers each paint at constant, but different, rates. They always start at 8:00 AM, and all three always take the same amount of time to eat lunch. On Monday the three of them painted 50% of a house, quitting at 4:00 PM. On Tuesday, when Paula wasn't there, the two helpers painted only 24%... | Let Paula work at a rate of $p$ , the two helpers work at a combined rate of $h$ , and the time it takes to eat lunch be $L$ , where $p$ and $h$ are in house/hours and L is in hours. Then the labor on Monday, Tuesday, and Wednesday can be represented by the three following equations:
\[(8-L)(p+h)=50\]
\[(6.2-L)h=24\]
\... | 48 |
4,624 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_13 | 2 | Paula the painter and her two helpers each paint at constant, but different, rates. They always start at 8:00 AM, and all three always take the same amount of time to eat lunch. On Monday the three of them painted 50% of a house, quitting at 4:00 PM. On Tuesday, when Paula wasn't there, the two helpers painted only 24%... | Because Paula worked from \[8:00 \text{A.M.}\] to \[7:12 \text{P.M.}\] , she worked for 11 hours and 12 minutes = 672 minutes. Since there is $100-50-24=26$ % of the house left, we get the equation $26a=672$ . Because $672$ is $22$ mod $26$ , looking at our answer choices, the only answer that is $22$ $\text{mod}$ $26$... | 48 |
4,625 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_16 | 1 | Circle $C_1$ has its center $O$ lying on circle $C_2$ . The two circles meet at $X$ and $Y$ . Point $Z$ in the exterior of $C_1$ lies on circle $C_2$ and $XZ=13$ $OZ=11$ , and $YZ=7$ . What is the radius of circle $C_1$
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ \sqrt{26}\qquad\textbf{(C)}\ 3\sqrt{3}\qquad\textbf{(D)}\ 2\s... | Let $r$ denote the radius of circle $C_1$ . Note that quadrilateral $ZYOX$ is cyclic. By Ptolemy's Theorem, we have $11XY=13r+7r$ and $XY=20r/11$ . Let $t$ be the measure of angle $YOX$ . Since $YO=OX=r$ , the law of cosines on triangle $YOX$ gives us $\cos t =-79/121$ . Again since $ZYOX$ is cyclic, the measure of ang... | 30 |
4,626 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_16 | 2 | Circle $C_1$ has its center $O$ lying on circle $C_2$ . The two circles meet at $X$ and $Y$ . Point $Z$ in the exterior of $C_1$ lies on circle $C_2$ and $XZ=13$ $OZ=11$ , and $YZ=7$ . What is the radius of circle $C_1$
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ \sqrt{26}\qquad\textbf{(C)}\ 3\sqrt{3}\qquad\textbf{(D)}\ 2\s... | Use the diagram above. Notice that $\angle YZO=\angle XZO$ as they subtend arcs of the same length. Let $A$ be the point of intersection of $C_1$ and $XZ$ . We now have $AZ=YZ=7$ and $XA=6$ . Consider the power of point $Z$ with respect to Circle $O,$ we have $13\cdot 7 = (11 + r)(11 - r) = 11^2 - r^2,$ which gives $r=... | 30 |
4,627 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_16 | 3 | Circle $C_1$ has its center $O$ lying on circle $C_2$ . The two circles meet at $X$ and $Y$ . Point $Z$ in the exterior of $C_1$ lies on circle $C_2$ and $XZ=13$ $OZ=11$ , and $YZ=7$ . What is the radius of circle $C_1$
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ \sqrt{26}\qquad\textbf{(C)}\ 3\sqrt{3}\qquad\textbf{(D)}\ 2\s... | Note that $OX$ and $OY$ are the same length, which is also the radius $R$ we want. Using the law of cosines on $\triangle OYZ$ , we have $11^2=R^2+7^2-2\cdot 7 \cdot R \cdot \cos\theta$ , where $\theta$ is the angle formed by $\angle{OYZ}$ . Since $\angle{OYZ}$ and $\angle{OXZ}$ are supplementary, $\angle{OXZ}=\pi-\the... | 30 |
4,628 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_16 | 4 | Circle $C_1$ has its center $O$ lying on circle $C_2$ . The two circles meet at $X$ and $Y$ . Point $Z$ in the exterior of $C_1$ lies on circle $C_2$ and $XZ=13$ $OZ=11$ , and $YZ=7$ . What is the radius of circle $C_1$
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ \sqrt{26}\qquad\textbf{(C)}\ 3\sqrt{3}\qquad\textbf{(D)}\ 2\s... | We first note that $C_2$ is the circumcircle of both $\triangle XOZ$ and $\triangle OYZ$ . Thus the circumradius of both the triangles are equal. We set the radius of $C_1$ as $r$ , and noting that the circumradius of a triangle is $\frac{abc}{4A}$ and that the area of a triangle by Heron's formula is $\sqrt{(S)(S-a)(S... | 30 |
4,629 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_16 | 5 | Circle $C_1$ has its center $O$ lying on circle $C_2$ . The two circles meet at $X$ and $Y$ . Point $Z$ in the exterior of $C_1$ lies on circle $C_2$ and $XZ=13$ $OZ=11$ , and $YZ=7$ . What is the radius of circle $C_1$
$\textbf{(A)}\ 5\qquad\textbf{(B)}\ \sqrt{26}\qquad\textbf{(C)}\ 3\sqrt{3}\qquad\textbf{(D)}\ 2\s... | We first apply Ptolemy's Theorem on cyclic quadrilateral $XZYO$ to get $13r+7r = 11 \cdot XY \Longrightarrow XY=\frac{20r}{11}$ . Since $\angle ZXY = \angle ZOY$ and $\angle XZO = \angle XYO$ . From this, we can see $\triangle ZPY \sim \triangle XPO$ and $\triangle ZPX \sim \triangle YPO$ . That means $ZP:PY = 13:r, \... | 30 |
4,630 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_17 | 1 | Let $S$ be a subset of $\{1,2,3,\dots,30\}$ with the property that no pair of distinct elements in $S$ has a sum divisible by $5$ . What is the largest possible size of $S$
$\textbf{(A)}\ 10\qquad\textbf{(B)}\ 13\qquad\textbf{(C)}\ 15\qquad\textbf{(D)}\ 16\qquad\textbf{(E)}\ 18$ | Of the integers from $1$ to $30$ , there are six each of $0,1,2,3,4\ (\text{mod}\ 5)$ . We can create several rules to follow for the elements in subset $S$ . No element can be $1\ (\text{mod}\ 5)$ if there is an element that is $4\ (\text{mod}\ 5)$ . No element can be $2\ (\text{mod}\ 5)$ if there is an element that i... | 13 |
4,631 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_18 | 1 | Triangle $ABC$ has $AB=27$ $AC=26$ , and $BC=25$ . Let $I$ be the intersection of the internal angle bisectors of $\triangle ABC$ . What is $BI$
$\textbf{(A)}\ 15\qquad\textbf{(B)}\ 5+\sqrt{26}+3\sqrt{3}\qquad\textbf{(C)}\ 3\sqrt{26}\qquad\textbf{(D)}\ \frac{2}{3}\sqrt{546}\qquad\textbf{(E)}\ 9\sqrt{3}$ | Inscribe circle $C$ of radius $r$ inside triangle $ABC$ so that it meets $AB$ at $Q$ $BC$ at $R$ , and $AC$ at $S$ . Note that angle bisectors of triangle $ABC$ are concurrent at the center $O$ (also $I$ ) of circle $C$ . Let $x=QB$ $y=RC$ and $z=AS$ . Note that $BR=x$ $SC=y$ and $AQ=z$ . Hence $x+z=27$ $x+y=25$ , and ... | 15 |
4,632 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_18 | 2 | Triangle $ABC$ has $AB=27$ $AC=26$ , and $BC=25$ . Let $I$ be the intersection of the internal angle bisectors of $\triangle ABC$ . What is $BI$
$\textbf{(A)}\ 15\qquad\textbf{(B)}\ 5+\sqrt{26}+3\sqrt{3}\qquad\textbf{(C)}\ 3\sqrt{26}\qquad\textbf{(D)}\ \frac{2}{3}\sqrt{546}\qquad\textbf{(E)}\ 9\sqrt{3}$ | We can use mass points and Stewart's to solve this problem. Because we are looking at the Incenter we then label $A$ with a mass of $25$ $B$ with $26$ , and $C$ with $27$ . We also label where the angle bisectors intersect the opposite side $A'$ $B'$ , and $C'$ correspondingly. It follows then that point $B'$ has mass ... | 15 |
4,633 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_18 | 3 | Triangle $ABC$ has $AB=27$ $AC=26$ , and $BC=25$ . Let $I$ be the intersection of the internal angle bisectors of $\triangle ABC$ . What is $BI$
$\textbf{(A)}\ 15\qquad\textbf{(B)}\ 5+\sqrt{26}+3\sqrt{3}\qquad\textbf{(C)}\ 3\sqrt{26}\qquad\textbf{(D)}\ \frac{2}{3}\sqrt{546}\qquad\textbf{(E)}\ 9\sqrt{3}$ | We can use POP(Power of a point) to solve this problem. First, notice that the area of $\triangle ABC$ is $\sqrt{39(39 - 27)(39 - 26)(39 - 25)} = 78\sqrt{14}$ . Therefore, using the formula that $sr = A$ , where $s$ is the semi-perimeter and $r$ is the length of the inradius, we find that $r = 2\sqrt{14}$
Draw radii to... | 15 |
4,634 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_19 | 1 | Adam, Benin, Chiang, Deshawn, Esther, and Fiona have internet accounts. Some, but not all, of them are internet friends with each other, and none of them has an internet friend outside this group. Each of them has the same number of internet friends. In how many different ways can this happen?
$\text{(A)}\ 60\qquad\... | Note that if $n$ is the number of friends each person has, then $n$ can be any integer from $1$ to $4$ , inclusive.
One person can have at most 4 friends since they cannot be all friends (stated in the problem).
Also note that the cases of $n=1$ and $n=4$ are the same, since a map showing a solution for $n=1$ can corre... | 170 |
4,635 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_21 | 1 | Let $a$ $b$ , and $c$ be positive integers with $a\ge$ $b\ge$ $c$ such that $a^2-b^2-c^2+ab=2011$ and $a^2+3b^2+3c^2-3ab-2ac-2bc=-1997$
What is $a$
$\textbf{(A)}\ 249\qquad\textbf{(B)}\ 250\qquad\textbf{(C)}\ 251\qquad\textbf{(D)}\ 252\qquad\textbf{(E)}\ 253$ | Add the two equations.
$2a^2 + 2b^2 + 2c^2 - 2ab - 2ac - 2bc = 14$
Now, this can be rearranged and factored.
$(a^2 - 2ab + b^2) + (a^2 - 2ac + c^2) + (b^2 - 2bc + c^2) = 14$
$(a - b)^2 + (a - c)^2 + (b - c)^2 = 14$
$a$ $b$ , and $c$ are all integers, so the three terms on the left side of the equation must all be perfe... | 253 |
4,636 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_24 | 1 | Let $\{a_k\}_{k=1}^{2011}$ be the sequence of real numbers defined by $a_1=0.201,$ $a_2=(0.2011)^{a_1},$ $a_3=(0.20101)^{a_2},$ $a_4=(0.201011)^{a_3}$ , and in general,
\[a_k=\begin{cases}(0.\underbrace{20101\cdots 0101}_{k+2\text{ digits}})^{a_{k-1}}\qquad\text{if }k\text{ is odd,}\\(0.\underbrace{20101\cdots 01011}_{... | First, we must understand two important functions: $f(x) = b^x$ for $0 < b < 1$ (decreasing exponential function), and $g(x) = x^k$ for $k > 0$ (increasing power function for positive $x$ ). $f(x)$ is used to establish inequalities when we change the exponent and keep the base constant. $g(x)$ is used to establish ineq... | 341 |
4,637 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12A_Problems/Problem_24 | 2 | Let $\{a_k\}_{k=1}^{2011}$ be the sequence of real numbers defined by $a_1=0.201,$ $a_2=(0.2011)^{a_1},$ $a_3=(0.20101)^{a_2},$ $a_4=(0.201011)^{a_3}$ , and in general,
\[a_k=\begin{cases}(0.\underbrace{20101\cdots 0101}_{k+2\text{ digits}})^{a_{k-1}}\qquad\text{if }k\text{ is odd,}\\(0.\underbrace{20101\cdots 01011}_{... | Start by looking at the first few terms and comparing them to each other. We can see that $a_1 < a_2$ , and that $a_1 < a_3 < a_2$ , and that $a_3 < a_4 < a_2$ , and that $a_3 < a_5 < a_4$ ...
From this, we find the pattern that $a_{k-1} < a_{k+1} < a_k$
Examining this relationship, we see that every new number $a_k$ w... | 341 |
4,638 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_1 | 1 | Each third-grade classroom at Pearl Creek Elementary has $18$ students and $2$ pet rabbits. How many more students than rabbits are there in all $4$ of the third-grade classrooms?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 56\qquad\textbf{(C)}\ 64\qquad\textbf{(D)}\ 72\qquad\textbf{(E)}\ 80$ | Multiplying $18$ and $2$ by $4$ we get $72$ students and $8$ rabbits. We then subtract: $72 - 8 = \boxed{64}.$ | 64 |
4,639 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_1 | 2 | Each third-grade classroom at Pearl Creek Elementary has $18$ students and $2$ pet rabbits. How many more students than rabbits are there in all $4$ of the third-grade classrooms?
$\textbf{(A)}\ 48\qquad\textbf{(B)}\ 56\qquad\textbf{(C)}\ 64\qquad\textbf{(D)}\ 72\qquad\textbf{(E)}\ 80$ | In each class, there are $18-2=16$ more students than rabbits. So for all classrooms, the difference between students and rabbits is $16 \times 4 = \boxed{64}$ | 64 |
4,640 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_2 | 1 | A circle of radius 5 is inscribed in a rectangle as shown. The ratio of the length of the rectangle to its width is 2:1. What is the area of the rectangle?
[asy] draw((0,0)--(0,10)--(20,10)--(20,0)--cycle); draw(circle((10,5),5)); [/asy]
$\textbf{(A)}\ 50\qquad\textbf{(B)}\ 100\qquad\textbf{(C)}\ 125\qquad\textbf{(D)}... | If the radius is $5$ , then the width is $10$ , hence the length is $20$ $10\times20= \boxed{200}.$ | 200 |
4,641 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_3 | 1 | For a science project, Sammy observed a chipmunk and squirrel stashing acorns in holes. The chipmunk hid 3 acorns in each of the holes it dug. The squirrel hid 4 acorns in each of the holes it dug. They each hid the same number of acorns, although the squirrel needed 4 fewer holes. How many acorns did the chipmunk hide... | If $x$ is the number of holes that the chipmunk dug, then $3x=4(x-4)$ , so $3x=4x-16$ , and $x=16$ . The number of acorns hidden by the chipmunk is equal to $3x = \boxed{48}$ | 48 |
4,642 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_3 | 2 | For a science project, Sammy observed a chipmunk and squirrel stashing acorns in holes. The chipmunk hid 3 acorns in each of the holes it dug. The squirrel hid 4 acorns in each of the holes it dug. They each hid the same number of acorns, although the squirrel needed 4 fewer holes. How many acorns did the chipmunk hide... | Trying answer choices, we see that $\boxed{48}$ works. ~Extremelysupercooldude | 48 |
4,643 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_4 | 1 | Suppose that the euro is worth 1.3 dollars. If Diana has 500 dollars and Etienne has 400 euros, by what percent is the value of Etienne's money greater that the value of Diana's money?
$\textbf{(A)}\ 2\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 6.5\qquad\textbf{(D)}\ 8\qquad\textbf{(E)}\ 13$ | The ratio $\frac{400 \text{ euros}}{500 \text{ dollars}}$ can be simplified using conversion factors: \[\frac{400 \text{ euros}}{500 \text{ dollars}} \cdot \frac{1.3 \text{ dollars}}{1 \text{ euro}} = \frac{520}{500} = 1.04\] which means the money is greater by $\boxed{4}$ percent. | 4 |
4,644 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_4 | 2 | Suppose that the euro is worth 1.3 dollars. If Diana has 500 dollars and Etienne has 400 euros, by what percent is the value of Etienne's money greater that the value of Diana's money?
$\textbf{(A)}\ 2\qquad\textbf{(B)}\ 4\qquad\textbf{(C)}\ 6.5\qquad\textbf{(D)}\ 8\qquad\textbf{(E)}\ 13$ | If we divide each of Etienne's and Diana's values by $100$ , the problem stays the same. Then, Etienne has $1.3$ times the amount of money Diana has, so Etienne has $5.2$ dollars. Since $\dfrac{5.2}{5} = 1.04$ , Etienne has $\boxed{4}$ percent more money than Diana. ~Extremelysupercooldude | 4 |
4,645 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_5 | 1 | Two integers have a sum of $26$ . when two more integers are added to the first two, the sum is $41$ . Finally, when two more integers are added to the sum of the previous $4$ integers, the sum is $57$ . What is the minimum number of even integers among the $6$ integers?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\text... | Since, $x + y = 26$ $x$ can equal $15$ , and $y$ can equal $11$ , so no even integers are required to make 26. To get to $41$ , we have to add $41 - 26 = 15$ . If $a+b=15$ , at least one of $a$ and $b$ must be even because two odd numbers sum to an even number. Therefore, one even integer is required when transitioning... | 1 |
4,646 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_5 | 2 | Two integers have a sum of $26$ . when two more integers are added to the first two, the sum is $41$ . Finally, when two more integers are added to the sum of the previous $4$ integers, the sum is $57$ . What is the minimum number of even integers among the $6$ integers?
$\textbf{(A)}\ 1\qquad\textbf{(B)}\ 2\qquad\text... | Just worded and formatted a little differently than above.
The first two integers sum up to $26$ . Since $26$ is even, in order to minimize the number of even integers, we make both of the first two odd.
The second two integers sum up to $41-26=15$ . Since $15$ is odd, we must have at least one even integer in these ne... | 1 |
4,647 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_8 | 1 | A dessert chef prepares the dessert for every day of a week starting with Sunday. The dessert each day is either cake, pie, ice cream, or pudding. The same dessert may not be served two days in a row. There must be cake on Friday because of a birthday. How many different dessert menus for the week are possible?
$\textb... | We can count the number of possible foods for each day and then multiply to enumerate the number of combinations.
On Friday, we have one possibility: cake.
On Saturday, we have three possibilities: pie, ice cream, or pudding. This is the end of the week.
On Thursday, we have three possibilities: pie, ice cream, or pudd... | 729 |
4,648 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_8 | 2 | A dessert chef prepares the dessert for every day of a week starting with Sunday. The dessert each day is either cake, pie, ice cream, or pudding. The same dessert may not be served two days in a row. There must be cake on Friday because of a birthday. How many different dessert menus for the week are possible?
$\textb... | We can perform casework as an understandable means of getting the answer. We can organize our counting based on the food that was served on Wednesday, because whether cake is or is not served on Wednesday seems to significantly affect the number of ways the chef can make said foods for that week.
Case 1: Cake is served... | 729 |
4,649 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_8 | 3 | A dessert chef prepares the dessert for every day of a week starting with Sunday. The dessert each day is either cake, pie, ice cream, or pudding. The same dessert may not be served two days in a row. There must be cake on Friday because of a birthday. How many different dessert menus for the week are possible?
$\textb... | Note that the choice of a food item on a given day is symmetric, i.e. the number of ways to create the meal plan with a cake on Friday is the same as the number of ways to create the meal plan with pudding on Friday, and the same reasoning holds for the other desserts. Since every meal plan is counted by the summation ... | 729 |
4,650 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_9 | 1 | It takes Clea 60 seconds to walk down an escalator when it is not moving, and 24 seconds when it is moving. How many seconds would it take Clea to ride the escalator down when she is not walking?
$\textbf{(A)}\ 36\qquad\textbf{(B)}\ 40\qquad\textbf{(C)}\ 42\qquad\textbf{(D)}\ 48\qquad\textbf{(E)}\ 52$ | She walks at a rate of $x$ units per second to travel a distance $y$ . As $vt=d$ , we find $60x=y$ and $24*(x+k)=y$ , where $k$ is the speed of the escalator. Setting the two equations equal to each other, $60x=24x+24k$ , which means that $k=1.5x$ . Now we divide $60$ by $1.5$ because you add the speed of the escalator... | 40 |
4,651 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_9 | 2 | It takes Clea 60 seconds to walk down an escalator when it is not moving, and 24 seconds when it is moving. How many seconds would it take Clea to ride the escalator down when she is not walking?
$\textbf{(A)}\ 36\qquad\textbf{(B)}\ 40\qquad\textbf{(C)}\ 42\qquad\textbf{(D)}\ 48\qquad\textbf{(E)}\ 52$ | We write two equations using distance = rate * time. Let $r$ be the rate she is walking, and $e$ be the speed the escalator moves. WLOG, let the distance of the escalator be $120$ , as the distance is constant. Thus, our $2$ equations are $120 = 60r$ and $120 = 24(r+e)$ . Solving for $e$ , we get $e = 3$ . Thus, it wil... | 40 |
4,652 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_9 | 3 | It takes Clea 60 seconds to walk down an escalator when it is not moving, and 24 seconds when it is moving. How many seconds would it take Clea to ride the escalator down when she is not walking?
$\textbf{(A)}\ 36\qquad\textbf{(B)}\ 40\qquad\textbf{(C)}\ 42\qquad\textbf{(D)}\ 48\qquad\textbf{(E)}\ 52$ | Clea covers $\dfrac{1}{60}$ of the escalator every second. Say the escalator covers $\dfrac{1}{r}$ of the escalator every second. Since Clea and the escalator cover the entire escalator in $24$ seconds, we can use distance $=$ rate $\cdot$ time to get $24\left(\dfrac{1}{60} + \dfrac{1}{r}\right) = 1$ . Solving gives us... | 40 |
4,653 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_11 | 1 | In the equation below, $A$ and $B$ are consecutive positive integers, and $A$ $B$ , and $A+B$ represent number bases: \[132_A+43_B=69_{A+B}.\] What is $A+B$
$\textbf{(A)}\ 9\qquad\textbf{(B)}\ 11\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 15\qquad\textbf{(E)}\ 17$ | Change the equation to base 10: \[A^2 + 3A +2 + 4B +3= 6A + 6B + 9\] \[A^2 - 3A - 2B - 4=0\]
Either $B = A + 1$ or $B = A - 1$ , so either $A^2 - 5A - 6, B = A + 1$ or $A^2 - 5A - 2, B = A - 1$ . The second case has no integer roots, and the first can be re-expressed as $(A-6)(A+1) = 0, B = A + 1$ . Since A must be pos... | 13 |
4,654 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_11 | 2 | In the equation below, $A$ and $B$ are consecutive positive integers, and $A$ $B$ , and $A+B$ represent number bases: \[132_A+43_B=69_{A+B}.\] What is $A+B$
$\textbf{(A)}\ 9\qquad\textbf{(B)}\ 11\qquad\textbf{(C)}\ 13\qquad\textbf{(D)}\ 15\qquad\textbf{(E)}\ 17$ | We can eliminate answer choice $\textbf{(A)}$ because you can't have a $9$ in base $9$ . Now we know that A and B are consecutive, so we can just test answers. You will only have to test at most $8$ cases. Eventually, after testing a few cases, you will find that $A=6$ and $B=7$ . The solution is $\boxed{13}$ | 13 |
4,655 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_12 | 1 | How many sequences of zeros and ones of length 20 have all the zeros consecutive, or all the ones consecutive, or both?
$\textbf{(A)}\ 190\qquad\textbf{(B)}\ 192\qquad\textbf{(C)}\ 211\qquad\textbf{(D)}\ 380\qquad\textbf{(E)}\ 382$ | There are $\binom{20}{2}$ selections; however, we count these twice, therefore
$2\cdot\binom{20}{2} = \boxed{380}$ . The wording of the question implies D, not E. | 380 |
4,656 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_12 | 2 | How many sequences of zeros and ones of length 20 have all the zeros consecutive, or all the ones consecutive, or both?
$\textbf{(A)}\ 190\qquad\textbf{(B)}\ 192\qquad\textbf{(C)}\ 211\qquad\textbf{(D)}\ 380\qquad\textbf{(E)}\ 382$ | Consider the 20 term sequence of $0$ 's and $1$ 's. Keeping all other terms 1, a sequence of $k>0$ consecutive 0's can be placed in $21-k$ locations. That is, there are 20 strings with 1 zero, 19 strings with 2 consecutive zeros, 18 strings with 3 consecutive zeros, ..., 1 string with 20 consecutive zeros. Hence there... | 382 |
4,657 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_12 | 3 | How many sequences of zeros and ones of length 20 have all the zeros consecutive, or all the ones consecutive, or both?
$\textbf{(A)}\ 190\qquad\textbf{(B)}\ 192\qquad\textbf{(C)}\ 211\qquad\textbf{(D)}\ 380\qquad\textbf{(E)}\ 382$ | First, we think of ways to make all the $1$ 's consecutive. If there are no consecutive $1$ 's, there are $\binom{20}{0}$ ways to order them. If there is one consecutive $1$ , there are $\binom{20}{1}$ ways to order them. If there are two consecutive $1$ 's, then there are $\binom{19}{1}$ ways to order them (We treat t... | 382 |
4,658 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_14 | 1 | Bernardo and Silvia play the following game. An integer between $0$ and $999$ inclusive is selected and given to Bernardo. Whenever Bernardo receives a number, he doubles it and passes the result to Silvia. Whenever Silvia receives a number, she adds $50$ to it and passes the result to Bernardo. The winner is the last ... | The last number that Bernardo says has to be between 950 and 999. Note that $1\rightarrow 2\rightarrow 52\rightarrow 104\rightarrow 154\rightarrow 308\rightarrow 358\rightarrow 716\rightarrow 766$ contains 4 doubling actions. Thus, we have $x \rightarrow 2x \rightarrow 2x+50 \rightarrow 4x+100 \rightarrow 4x+150 \right... | 7 |
4,659 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_14 | 2 | Bernardo and Silvia play the following game. An integer between $0$ and $999$ inclusive is selected and given to Bernardo. Whenever Bernardo receives a number, he doubles it and passes the result to Silvia. Whenever Silvia receives a number, she adds $50$ to it and passes the result to Bernardo. The winner is the last ... | Work backwards. The last number Bernardo produces must be in the range $[950,999]$ . That means that before this, Silvia must produce a number in the range $[475,499]$ . Before this, Bernardo must produce a number in the range $[425,449]$ . Before this, Silvia must produce a number in the range $[213,224]$ . Before thi... | 7 |
4,660 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_14 | 3 | Bernardo and Silvia play the following game. An integer between $0$ and $999$ inclusive is selected and given to Bernardo. Whenever Bernardo receives a number, he doubles it and passes the result to Silvia. Whenever Silvia receives a number, she adds $50$ to it and passes the result to Bernardo. The winner is the last ... | If our first number is $N,$ then the sequence of numbers will be \[2N,~2N+50,~4N+100,~4N+150,~8N+300,~8N+350,~16N+700,~16N+750\] Note that we cannot go any further because doubling gives an extra $1500$ at the end, which is already greater than $1000.$ The smallest $N$ will be given if $16N+750>1000>16N+700 \implies 15... | 7 |
4,661 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_16 | 1 | Amy, Beth, and Jo listen to four different songs and discuss which ones they like. No song is liked by all three. Furthermore, for each of the three pairs of the girls, there is at least one song liked by those two girls but disliked by the third. In how many different ways is this possible?
$\textbf{(A)}\ 108\qquad\te... | Let the ordered triple $(a,b,c)$ denote that $a$ songs are liked by Amy and Beth, $b$ songs by Beth and Jo, and $c$ songs by Jo and Amy. The only possible triples are $(1,1,1), (2,1,1), (1,2,1)(1,1,2)$
To show this, observe these are all valid conditions. Second, note that none of $a,b,c$ can be bigger than 3. Suppose ... | 132 |
4,662 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_16 | 2 | Amy, Beth, and Jo listen to four different songs and discuss which ones they like. No song is liked by all three. Furthermore, for each of the three pairs of the girls, there is at least one song liked by those two girls but disliked by the third. In how many different ways is this possible?
$\textbf{(A)}\ 108\qquad\te... | Let $AB, BJ$ , and $AJ$ denote a song that is liked by Amy and Beth (but not Jo), Beth and Jo (but not Amy), and Amy and Jo (but not Beth), respectively. Similarly, let $A, B, J,$ and $N$ denote a song that is liked by only Amy, only Beth, only Jo, and none of them, respectively. Since we know that there is at least $1... | 132 |
4,663 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_16 | 3 | Amy, Beth, and Jo listen to four different songs and discuss which ones they like. No song is liked by all three. Furthermore, for each of the three pairs of the girls, there is at least one song liked by those two girls but disliked by the third. In how many different ways is this possible?
$\textbf{(A)}\ 108\qquad\te... | There are $\binom{4}{3}$ ways to choose the three songs that are liked by the three pairs of girls.
There are $3!$ ways to determine how the three songs are liked, or which song is liked by which pair of girls.
In total, there are $\binom{4}{3}\cdot3!$ possibilities for the first $3$ songs.
There are $3$ cases for the ... | 132 |
4,664 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_18 | 1 | Let $(a_1,a_2, \dots ,a_{10})$ be a list of the first 10 positive integers such that for each $2 \le i \le 10$ either $a_i+1$ or $a_i-1$ or both appear somewhere before $a_i$ in the list. How many such lists are there?
$\textbf{(A)}\ 120\qquad\textbf{(B)}\ 512\qquad\textbf{(C)}\ 1024\qquad\textbf{(D)}\ 181,440\qquad\te... | This problem is worded awkwardly. More simply, it asks: “How many ways can you order numbers 1-10 so that each number is one above or below some previous term?”
Then, the method becomes clear. For some initial number, WLOG examine the numbers greater than it. They always must appear in ascending order later in the list... | 512 |
4,665 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_18 | 2 | Let $(a_1,a_2, \dots ,a_{10})$ be a list of the first 10 positive integers such that for each $2 \le i \le 10$ either $a_i+1$ or $a_i-1$ or both appear somewhere before $a_i$ in the list. How many such lists are there?
$\textbf{(A)}\ 120\qquad\textbf{(B)}\ 512\qquad\textbf{(C)}\ 1024\qquad\textbf{(D)}\ 181,440\qquad\te... | For a list ${a_1, a_2, \dots, a_k}$ with $k$ terms, $2$ valid lists with $k+1$ terms can be created by $2$ ways:
1. Add $a_{k+1}$ to the end of the list, making a new list ${a_1, a_2, \dots, a_k, a_{k+1} }$
2. Increase the value of all existing terms by one, making a new list ${a_2, a_3, \dots, a_{k+1}}$ . Then add $a_... | 512 |
4,666 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_20 | 1 | A trapezoid has side lengths 3, 5, 7, and 11. The sum of all the possible areas of the trapezoid can be written in the form of $r_1\sqrt{n_1}+r_2\sqrt{n_2}+r_3$ , where $r_1$ $r_2$ , and $r_3$ are rational numbers and $n_1$ and $n_2$ are positive integers not divisible by the square of any prime. What is the greatest i... | Name the trapezoid $ABCD$ , where $AB$ is parallel to $CD$ $AB<CD$ , and $AD<BC$ . Draw a line through $B$ parallel to $AD$ , crossing the side $CD$ at $E$ . Then $BE=AD$ $EC=DC-DE=DC-AB$ . One needs to guarantee that $BE+EC>BC$ , so there are only three possible trapezoids:
\[AB=3, BC=7, CD=11, DA=5, CE=8\] \[AB=5, BC... | 63 |
4,667 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_20 | 2 | A trapezoid has side lengths 3, 5, 7, and 11. The sum of all the possible areas of the trapezoid can be written in the form of $r_1\sqrt{n_1}+r_2\sqrt{n_2}+r_3$ , where $r_1$ $r_2$ , and $r_3$ are rational numbers and $n_1$ and $n_2$ are positive integers not divisible by the square of any prime. What is the greatest i... | Let the area of the trapezoid be $S$ , the area of the triangle be $S_1$ , the area of the parallelogram be $S_2$
By Heron's Formula $S_1 = \sqrt{\frac{b+c+d-a}{2} \cdot \frac{c+d-a-b}{2} \cdot \frac{a+b+d-c}{2} \cdot \frac{b+c-a-d}{2}}$
$S_2 = \frac{S_1 \cdot 2}{c-a} \cdot a = \frac{2aS_1}{c-a}$
$S = S_1 + S_2 = S_1(1... | 63 |
4,668 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_22 | 1 | A bug travels from A to B along the segments in the hexagonal lattice pictured below. The segments marked with an arrow can be traveled only in the direction of the arrow, and the bug never travels the same segment more than once. How many different paths are there?
[asy] size(10cm); draw((0.0,0.0)--(1.0,1.732050807568... | [asy] size(10cm); draw((0.0,0.0)--(1.0,1.7320508075688772)--(3.0,1.7320508075688772)--(4.0,3.4641016151377544)--(6.0,3.4641016151377544)--(7.0,5.196152422706632)--(9.0,5.196152422706632)--(10.0,6.928203230275509)--(12.0,6.928203230275509)); draw((0.0,0.0)--(1.0,1.7320508075688772)--(3.0,1.7320508075688772)--(4.0,3.4641... | 400 |
4,669 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_22 | 2 | A bug travels from A to B along the segments in the hexagonal lattice pictured below. The segments marked with an arrow can be traveled only in the direction of the arrow, and the bug never travels the same segment more than once. How many different paths are there?
[asy] size(10cm); draw((0.0,0.0)--(1.0,1.732050807568... | [asy] size(6cm); draw((0.0,0.0)--(1.0,1.7320508075688772)--(3.0,1.7320508075688772)--(4.0,3.4641016151377544)--(6.0,3.4641016151377544)--(7.0,5.196152422706632)--(9.0,5.196152422706632)); draw((0.0,0.0)--(1.0,-1.7320508075688772)--(3.0,-1.7320508075688772)--(4.0,-3.4641016151377544)--(6.0,-3.4641016151377544)--(7.0,-5.... | 400 |
4,670 | https://artofproblemsolving.com/wiki/index.php/2012_AMC_12B_Problems/Problem_22 | 3 | A bug travels from A to B along the segments in the hexagonal lattice pictured below. The segments marked with an arrow can be traveled only in the direction of the arrow, and the bug never travels the same segment more than once. How many different paths are there?
[asy] size(10cm); draw((0.0,0.0)--(1.0,1.732050807568... | We use casework.
The main thing to notice is that, if the bug does not go backwards, then every vertical set of arrows can be used, as the bug could travel straight downwards and then use any arrow to continue right.
Note: The motivation is quite weird so follow my numbers as they start from the left (point A) and go ... | 400 |
4,671 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_1 | 1 | A cell phone plan costs $20$ dollars each month, plus $5$ cents per text message sent, plus $10$ cents for each minute used over $30$ hours. In January Michelle sent $100$ text messages and talked for $30.5$ hours. How much did she have to pay?
$\textbf{(A)}\ 24.00 \qquad \textbf{(B)}\ 24.50 \qquad \textbf{(C)}\ 25.50 ... | The base price of Michelle's cell phone plan is $20$ dollars.
If she sent $100$ text messages and it costs $5$ cents per text, then she must have spent $500$ cents for texting, or $5$ dollars. She talked for $30.5$ hours, but $30.5-30$ will give us the amount of time exceeded past 30 hours. $30.5-30=.5$ hours $=30$ mi... | 28 |
4,672 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_3 | 1 | A small bottle of shampoo can hold $35$ milliliters of shampoo, whereas a large bottle can hold $500$ milliliters of shampoo. Jasmine wants to buy the minimum number of small bottles necessary to completely fill a large bottle. How many bottles must she buy?
$\textbf{(A)}\ 11 \qquad \textbf{(B)}\ 12 \qquad \textbf{(C)}... | To find how many small bottles we need, we can simply divide $500$ by $35$ . This simplifies to $\frac{100}{7}=14 \frac{2}{7}.$ Since the answer must be an integer greater than $14$ , we have to round up to $15$ bottles, or $\boxed{15}$ | 15 |
4,673 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_5 | 1 | Last summer $30\%$ of the birds living on Town Lake were geese, $25\%$ were swans, $10\%$ were herons, and $35\%$ were ducks. What percent of the birds that were not swans were geese?
$\textbf{(A)}\ 20 \qquad \textbf{(B)}\ 30 \qquad \textbf{(C)}\ 40 \qquad \textbf{(D)}\ 50 \qquad \textbf{(E)}\ 60$ | To simplify the problem, WLOG, let us say that there were a total of $100$ birds. The number of birds that are not swans is $75$ . The number of geese is $30$ . Therefore the percentage is just $\frac{30}{75} \times 100 = 40 \Rightarrow \boxed{40}$ | 40 |
4,674 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_6 | 1 | The players on a basketball team made some three-point shots, some two-point shots, and some one-point free throws. They scored as many points with two-point shots as with three-point shots. Their number of successful free throws was one more than their number of successful two-point shots. The team's total score was $... | For the points made from two-point shots and from three-point shots to be equal, the numbers of made shots are in a $3:2$ ratio. Therefore, assume they made $3x$ and $2x$ two- and three- point shots, respectively, and thus $3x+1$ free throws. The total number of points is \[2 \times (3x) + 3 \times (2x) + 1 \times (3x+... | 13 |
4,675 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_6 | 2 | The players on a basketball team made some three-point shots, some two-point shots, and some one-point free throws. They scored as many points with two-point shots as with three-point shots. Their number of successful free throws was one more than their number of successful two-point shots. The team's total score was $... | Let $x$ be the number of free throws. Then the number of points scored by two-pointers is $2(x-1)$ and the same goes for three-pointers because they scored the same number of points with twos and threes. Thus, our equation is $x+4(x-1) = 61 \Rightarrow x=13$ , giving us $\boxed{13}$ for an answer. | 13 |
4,676 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_6 | 3 | The players on a basketball team made some three-point shots, some two-point shots, and some one-point free throws. They scored as many points with two-point shots as with three-point shots. Their number of successful free throws was one more than their number of successful two-point shots. The team's total score was $... | We let $a$ be the number of $2$ -point shots, $b$ be the number of $3$ -point shots, and $x$ be the number of free throws. We are looking for $x.$ We know that $2a=3b$ , and that $x=a+1$ . Also, $2a+3b+1x=61$ . We can see
\begin{align*} a&=x-1 \\ 2a &= 2x-2 \\ 3a &= 2x-2. \\ \end{align*}
Plugging this into $2a+3b+1x=61... | 13 |
4,677 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_7 | 1 | A majority of the $30$ students in Ms. Demeanor's class bought pencils at the school bookstore. Each of these students bought the same number of pencils, and this number was greater than $1$ . The cost of a pencil in cents was greater than the number of pencils each student bought, and the total cost of all the pencils... | The total cost of the pencils can be found by $(\text{students}\cdot\text{pencils purchased by each}\cdot\text{price of each pencil})$
Since $1771$ is the product of three sets of values, we can begin with prime factorization, since it gives some insight into the values: $7, 11, 23$ . Since neither $(C)$ nor $(E)$ are ... | 11 |
4,678 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_7 | 2 | A majority of the $30$ students in Ms. Demeanor's class bought pencils at the school bookstore. Each of these students bought the same number of pencils, and this number was greater than $1$ . The cost of a pencil in cents was greater than the number of pencils each student bought, and the total cost of all the pencils... | We know the total cost of the pencils can be found by $(\text{students}\cdot\text{pencils purchased by each}\cdot\text{price of each pencil})$
Using prime factorization like in the solution above, we see that there is only one combination of three whole numbers whose product is equal to $1771$ $7, 11, 23$ (without usin... | 11 |
4,679 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_8 | 1 | In the eight term sequence $A$ $B$ $C$ $D$ $E$ $F$ $G$ $H$ , the value of $C$ is $5$ and the sum of any three consecutive terms is $30$ . What is $A+H$
$\textbf{(A)}\ 17 \qquad \textbf{(B)}\ 18 \qquad \textbf{(C)}\ 25 \qquad \textbf{(D)}\ 26 \qquad \textbf{(E)}\ 43$ | Let $A=x$ . Then from $A+B+C=30$ , we find that $B=25-x$ . From $B+C+D=30$ , we then get that $D=x$ . Continuing this pattern, we find $E=25-x$ $F=5$ $G=x$ , and finally $H=25-x$ . So $A+H=x+25-x=25 \rightarrow \boxed{25}$ | 25 |
4,680 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_8 | 2 | In the eight term sequence $A$ $B$ $C$ $D$ $E$ $F$ $G$ $H$ , the value of $C$ is $5$ and the sum of any three consecutive terms is $30$ . What is $A+H$
$\textbf{(A)}\ 17 \qquad \textbf{(B)}\ 18 \qquad \textbf{(C)}\ 25 \qquad \textbf{(D)}\ 26 \qquad \textbf{(E)}\ 43$ | Given that the sum of 3 consecutive terms is 30, we have $(A+B+C)+(C+D+E)+(F+G+H)=90$ and $(B+C+D)+(E+F+G)=60$
It follows that $A+B+C+D+E+F+G+H=85$ because $C=5$
Subtracting, we have that $A+H=25\rightarrow \boxed{25}$ | 25 |
4,681 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_8 | 3 | In the eight term sequence $A$ $B$ $C$ $D$ $E$ $F$ $G$ $H$ , the value of $C$ is $5$ and the sum of any three consecutive terms is $30$ . What is $A+H$
$\textbf{(A)}\ 17 \qquad \textbf{(B)}\ 18 \qquad \textbf{(C)}\ 25 \qquad \textbf{(D)}\ 26 \qquad \textbf{(E)}\ 43$ | From the given information, we can deduce the following equations:
$A+B=25, B+D=25, D+E=25, D+E+F=30, E+F+G =30$ , and $F+G+H=30$
We can then cleverly manipulate the equations above by adding and subtracting them to be left with the answer.
$(A+B)-(B+D)=25-25 \implies (A-D)=0$
$(A-D)+(D+E)=0+25 \implies (A+E)=25$
$(A+E... | 25 |
4,682 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_8 | 4 | In the eight term sequence $A$ $B$ $C$ $D$ $E$ $F$ $G$ $H$ , the value of $C$ is $5$ and the sum of any three consecutive terms is $30$ . What is $A+H$
$\textbf{(A)}\ 17 \qquad \textbf{(B)}\ 18 \qquad \textbf{(C)}\ 25 \qquad \textbf{(D)}\ 26 \qquad \textbf{(E)}\ 43$ | Since all of the answer choices are constants, it shouldn't matter what we pick $A$ and $B$ to be, so let $A = 20$ and $B = 5$ . Then $D = 30 - B -C = 20$ $E = 30 - D - C = 5$ $F = 30 - D - E =5$ , and so on until we get $H = 5$ . Thus $A + H = \boxed{25}$ | 25 |
4,683 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_8 | 5 | In the eight term sequence $A$ $B$ $C$ $D$ $E$ $F$ $G$ $H$ , the value of $C$ is $5$ and the sum of any three consecutive terms is $30$ . What is $A+H$
$\textbf{(A)}\ 17 \qquad \textbf{(B)}\ 18 \qquad \textbf{(C)}\ 25 \qquad \textbf{(D)}\ 26 \qquad \textbf{(E)}\ 43$ | Assume the sequence is \[15,10,5,15,10,5,15,10\]
Thus, $15+10=\boxed{25}$ | 25 |
4,684 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_9 | 1 | At a twins and triplets convention, there were $9$ sets of twins and $6$ sets of triplets, all from different families. Each twin shook hands with all the twins except his/her siblings and with half the triplets. Each triplet shook hands with all the triplets except his/her siblings and with half the twins. How many ha... | There are $18$ total twins and $18$ total triplets. Each of the twins shakes hands with the $16$ twins not in their family and $9$ of the triplets, a total of $25$ people. Each of the triplets shakes hands with the $15$ triplets not in their family and $9$ of the twins, for a total of $24$ people. Dividing by two to ac... | 441 |
4,685 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_13 | 1 | Triangle $ABC$ has side-lengths $AB = 12, BC = 24,$ and $AC = 18.$ The line through the incenter of $\triangle ABC$ parallel to $\overline{BC}$ intersects $\overline{AB}$ at $M$ and $\overline{AC}$ at $N.$ What is the perimeter of $\triangle AMN?$
$\textbf{(A)}\ 27 \qquad \textbf{(B)}\ 30 \qquad \textbf{(C)}\ 33 \qqua... | Let $O$ be the incenter of $\triangle{ABC}$ . Because $\overline{MO} \parallel \overline{BC}$ and $\overline{BO}$ is the angle bisector of $\angle{ABC}$ , we have
\[\angle{MBO} = \angle{CBO} = \angle{MOB} = \frac{1}{2}\angle{MBC}\]
It then follows due to alternate interior angles and base angles of isosceles triangles ... | 30 |
4,686 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_13 | 2 | Triangle $ABC$ has side-lengths $AB = 12, BC = 24,$ and $AC = 18.$ The line through the incenter of $\triangle ABC$ parallel to $\overline{BC}$ intersects $\overline{AB}$ at $M$ and $\overline{AC}$ at $N.$ What is the perimeter of $\triangle AMN?$
$\textbf{(A)}\ 27 \qquad \textbf{(B)}\ 30 \qquad \textbf{(C)}\ 33 \qqua... | Let $O$ be the incenter. $AO$ is the angle bisector of $\angle MAN$ . Let the angle bisector of $\angle BAC$ meets $BC$ at $P$ and the angle bisector of $\angle ABC$ meets $AC$ at $Q$ . By applying both angle bisector theorem and Menelaus' theorem,
$\frac{AO}{OP} \times \frac{BP}{BC} \times \frac{CQ}{QA} = 1$
$\frac{AO... | 30 |
4,687 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_13 | 3 | Triangle $ABC$ has side-lengths $AB = 12, BC = 24,$ and $AC = 18.$ The line through the incenter of $\triangle ABC$ parallel to $\overline{BC}$ intersects $\overline{AB}$ at $M$ and $\overline{AC}$ at $N.$ What is the perimeter of $\triangle AMN?$
$\textbf{(A)}\ 27 \qquad \textbf{(B)}\ 30 \qquad \textbf{(C)}\ 33 \qqua... | Like in other solutions, let $O$ be the incenter of $\triangle ABC$ . Let $AO$ intersect $BC$ at $D$ . By the angle bisector theorem, $\frac{BD}{DC} = \frac{AB}{AC} = \frac{12}{18} = \frac{2}{3}$ . Since $BD+DC = 24$ , we have $\frac{BD}{24-BD} = \frac{2}{3}$ , so $3BD = 48 - 2BD$ , so $BD = \frac{48}{5} = 9.6$ . By th... | 30 |
4,688 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_13 | 4 | Triangle $ABC$ has side-lengths $AB = 12, BC = 24,$ and $AC = 18.$ The line through the incenter of $\triangle ABC$ parallel to $\overline{BC}$ intersects $\overline{AB}$ at $M$ and $\overline{AC}$ at $N.$ What is the perimeter of $\triangle AMN?$
$\textbf{(A)}\ 27 \qquad \textbf{(B)}\ 30 \qquad \textbf{(C)}\ 33 \qqua... | We know that the ratio of the perimeter of $\triangle AMN$ and $\triangle ABC$ is the ratio of their heights, and finding the two heights is pretty easy. Note that the height from $A$ to $BC$ is $\frac{9\sqrt{15}}{4}$ from Herons and then $A=\frac{bh}{2}$ and also that the height from $A$ to $MN$ is simply the height f... | 30 |
4,689 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_16 | 1 | Each vertex of convex pentagon $ABCDE$ is to be assigned a color. There are $6$ colors to choose from, and the ends of each diagonal must have different colors. How many different colorings are possible?
$\textbf{(A)}\ 2520 \qquad \textbf{(B)}\ 2880 \qquad \textbf{(C)}\ 3120 \qquad \textbf{(D)}\ 3250 \qquad \textbf{(E)... | This solution essentially explains other ways of thinking about the cases stated in Solution 2.
Case 1:
${6\choose5} \cdot 5!$
5 colors need to be chosen from the group of 6. Those 5 colors have 5! distinct arrangements on the pentagon's vertices.
Case 2:
${6\choose4} \cdot4\cdot5\cdot3!$
4 colors need to be chosen fro... | 120 |
4,690 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_18 | 1 | Suppose that $\left|x+y\right|+\left|x-y\right|=2$ . What is the maximum possible value of $x^2-6x+y^2$
$\textbf{(A)}\ 5 \qquad \textbf{(B)}\ 6 \qquad \textbf{(C)}\ 7 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 9$ | Plugging in some values, we see that the graph of the equation $|x+y|+|x-y| = 2$ is a square bounded by $x= \pm 1$ and $y = \pm 1$
Notice that $x^2 - 6x + y^2 = (x-3)^2 + y^2 - 9$ means the square of the distance from a point $(x,y)$ to point $(3,0)$ minus 9. To maximize that value, we need to choose the point in the ... | 8 |
4,691 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_18 | 2 | Suppose that $\left|x+y\right|+\left|x-y\right|=2$ . What is the maximum possible value of $x^2-6x+y^2$
$\textbf{(A)}\ 5 \qquad \textbf{(B)}\ 6 \qquad \textbf{(C)}\ 7 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 9$ | Since the equation $|x+y|+|x-y| = 2$ is dealing with absolute values, the following could be deduced: $(x+y)+(x-y)=2$ $(x+y)-(x-y)=2$ $-(x+y)+(x-y)=2$ , and $-(x+y)-(x-y)=2$ . Simplifying would give $x=1$ $y=1$ $y=-1$ , and $x=-1$ . In $x^2-6x+y^2$ , we care most about $-6x,$ since both $x^2$ and $y^2$ are non-negative... | 8 |
4,692 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_19 | 1 | At a competition with $N$ players, the number of players given elite status is equal to $2^{1+\lfloor \log_{2} (N-1) \rfloor}-N$ . Suppose that $19$ players are given elite status. What is the sum of the two smallest possible values of $N$
$\textbf{(A)}\ 38 \qquad \textbf{(B)}\ 90 \qquad \textbf{(C)}\ 154 \qquad \textb... | We start with $2^{1+\lfloor\log_{2}(N-1)\rfloor}-N = 19$ . After rearranging, we get $\lfloor\log_{2}(N-1)\rfloor = \log_{2} \left(\frac{N+19}{2}\right)$
Since $\lfloor\log_{2}(N-1)\rfloor$ is a positive integer, $\frac{N+19}{2}$ must be in the form of $2^{m}$ for some positive integer $m$ . From this fact, we get $N=2... | 154 |
4,693 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_19 | 2 | At a competition with $N$ players, the number of players given elite status is equal to $2^{1+\lfloor \log_{2} (N-1) \rfloor}-N$ . Suppose that $19$ players are given elite status. What is the sum of the two smallest possible values of $N$
$\textbf{(A)}\ 38 \qquad \textbf{(B)}\ 90 \qquad \textbf{(C)}\ 154 \qquad \textb... | We examine the value that $2^{1+\lfloor\log_{2}(N-1)\rfloor}$ takes over various intervals. The $\lfloor\log_{2}(N-1)\rfloor$ means it changes on each multiple of 2, like so:
2 --> 1
3 - 4 --> 2
5 - 8 --> 3
9 - 16 --> 4
From this, we see that $2^{1+\lfloor\log_{2}(N-1)\rfloor} - N$ is the difference between the next po... | 154 |
4,694 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_19 | 4 | At a competition with $N$ players, the number of players given elite status is equal to $2^{1+\lfloor \log_{2} (N-1) \rfloor}-N$ . Suppose that $19$ players are given elite status. What is the sum of the two smallest possible values of $N$
$\textbf{(A)}\ 38 \qquad \textbf{(B)}\ 90 \qquad \textbf{(C)}\ 154 \qquad \textb... | In order to fix the exponent and get rid of the logarithm term, let $N = 2^m + k + 1$ , with $0 \leq k < 2^m$ . Doing so, we see that $\lfloor \log_2{N - 1} \rfloor = m$ , which turns our given relation into \[2^m = 20 + k,\] for which the solutions of the form $(m, k)$ $(5, 12)$ and $(6, 44)$ , follow trivially. Addin... | 154 |
4,695 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_20 | 1 | Let $f(x)=ax^2+bx+c$ , where $a$ $b$ , and $c$ are integers. Suppose that $f(1)=0$ $50<f(7)<60$ $70<f(8)<80$ $5000k<f(100)<5000(k+1)$ for some integer $k$ . What is $k$
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | From $f(1) = 0$ , we know that $a+b+c = 0$
From the first inequality, we get $50 < 49a+7b+c < 60$ . Subtracting $a+b+c = 0$ from this gives us $50 < 48a+6b < 60$ , and thus $\frac{25}{3} < 8a+b < 10$ . Since $8a+b$ must be an integer, it follows that $8a+b = 9$
Similarly, from the second inequality, we get $70 < 64a+8b... | 3 |
4,696 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_20 | 2 | Let $f(x)=ax^2+bx+c$ , where $a$ $b$ , and $c$ are integers. Suppose that $f(1)=0$ $50<f(7)<60$ $70<f(8)<80$ $5000k<f(100)<5000(k+1)$ for some integer $k$ . What is $k$
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | $f(x)$ is some non-monic quadratic with a root at $x=1$ . Knowing this, we'll forget their silly $a$ $b$ , and $c$ and instead write it as $f(x)=p(x-1)(x-r)$
$f(7)=6p(7-r)$ , so $f(7)$ is a multiple of 6. They say $f(7)$ is between 50 and 60, exclusive. Notice that the only multiple of 6 in that range is 54. Thus, $f(7... | 3 |
4,697 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_20 | 3 | Let $f(x)=ax^2+bx+c$ , where $a$ $b$ , and $c$ are integers. Suppose that $f(1)=0$ $50<f(7)<60$ $70<f(8)<80$ $5000k<f(100)<5000(k+1)$ for some integer $k$ . What is $k$
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | So we know that $a,b,c$ are integers so we can use this to our advantage
$\quad$
Using $f(1)=0$ , we get the equation $a+b+c=0$ and $f(7)=49a+7b+c=5X$ where $X$ is a decimal digit placeholder. (Ex. $X=2$ provides the value $52$
$\quad$
Solving for $b$ using the system of equations, we get $48a+6b=5X$ $\implies$ $b=-8a+... | 3 |
4,698 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_21 | 1 | Let $f_{1}(x)=\sqrt{1-x}$ , and for integers $n \geq 2$ , let $f_{n}(x)=f_{n-1}(\sqrt{n^2 - x})$ . If $N$ is the largest value of $n$ for which the domain of $f_{n}$ is nonempty, the domain of $f_{N}$ is $[c]$ . What is $N+c$
$\textbf{(A)}\ -226 \qquad \textbf{(B)}\ -144 \qquad \textbf{(C)}\ -20 \qquad \textbf{(D)}\ 20... | The domain of $f_{1}(x)=\sqrt{1-x}$ is defined when $x\leq1$ \[f_{2}(x)=f_{1}\left(\sqrt{4-x}\right)=\sqrt{1-\sqrt{4-x}}\]
Applying the domain of $f_{1}(x)$ and the fact that square roots must be positive, we get $0\leq\sqrt{4-x}\leq1$ . Simplifying, the domain of $f_{2}(x)$ becomes $3\leq x\leq4$
Repeat this process f... | 226 |
4,699 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_22 | 1 | Let $R$ be a unit square region and $n \geq 4$ an integer. A point $X$ in the interior of $R$ is called n-ray partitional if there are $n$ rays emanating from $X$ that divide $R$ into $n$ triangles of equal area. How many points are $100$ -ray partitional but not $60$ -ray partitional?
$\textbf{(A)}\ 1500 \qquad \textb... | There must be four rays emanating from $X$ that intersect the four corners of the square region. Depending on the location of $X$ , the number of rays distributed among these four triangular sectors will vary. We start by finding the corner-most point that is $100$ -ray partitional (let this point be the bottom-left-mo... | 320 |
4,700 | https://artofproblemsolving.com/wiki/index.php/2011_AMC_12A_Problems/Problem_22 | 2 | Let $R$ be a unit square region and $n \geq 4$ an integer. A point $X$ in the interior of $R$ is called n-ray partitional if there are $n$ rays emanating from $X$ that divide $R$ into $n$ triangles of equal area. How many points are $100$ -ray partitional but not $60$ -ray partitional?
$\textbf{(A)}\ 1500 \qquad \textb... | Position the square region $R$ so that the bottom-left corner of the square is at the origin. Then define $s$ to be the sidelength of $R$ and $X$ to be the point $(rs, qs)$ , where $0<r,q<1$
There must be four rays emanating from $X$ that intersect the four corners of $R$ . The areas of the four triangles formed by the... | 320 |
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