Routine and Non-Routine Problems in Mathematics

Regional Training of Teachers on Critical Content in
Mathematics 8
Prepared by:
Vendy Von P. Salvan
venndvaughn@gmail.com May 20, 2018
Routine and Non-Routine Problems Regional Training of Teachers on Critical Contents in Mathematics 8 Vendy Von P. Salvan 05/20/18 1/59
What is a non-routine problem?
• A non-routine problem is any complex problem
that requires some degree of creativity or
originality to solve.
• Non-routine problems typically do not have an
immediately apparent strategy for solving them.
Oftentimes, these problems can be solved in
multiple ways.
-Melissa from teacherthrive.com
What is a routine problem?
• A problem is routine if it involves using at least
one of the four arithmetic operations and/or
ratio to solve problems that are practical in
nature.
-from teacherthrive.com
1
Using the formula 60ℎ − 11𝑚 ° where ℎ
2
is for the hour and 𝑚 for the minutes, we
have
1 1
60(9) − 11(20) ° = 540 − 220 °
2 2
1
= 320 °
2
= 𝟏𝟔𝟎°
Process in Solving Routine Problems
1. Read the problem.
2. Underline the question.
3. Circle the word or words relating to the
question.
4. Find the necessary facts.
5. Decide which operation to use, noting key
words.
6. Write the number sentence.
Process in Solving Routine Problems
6. Write the number sentence.
7.Estimate the answer.
8.Choose your best method of computation:
pencil and paper, mental computation or
calculator.
9.Solve the number sentence.
10.Check to see if the answer is reasonable.
11.Write the answer in sentence form.
Problem Solving Strategies for Nonroutine
Problem
1. Draw a picture
2. Look for a pattern
3. Act out situations
4. Organize information in chart, table or
graph
5. Make a model
6. Work backward
Problem
7. Simplify the problem
8. Use guess and check
9. Make a diagram
10. Use logical reasoning
11. Carry out experiment
12. Use a formula or equation
13. Locate data in analysis
Problem
14. Account systematically for all possibilities
15. Identify wanted given and needed
information
Tips in Teaching Problem Solving Effectively
1. Time
Students must be given time to digest or
mull over a problem thoroughly: time to
understand the task, time to understand
avenues of solutions, time to think about the
solution.
2. Planning
Instructional activities and time must be
coordinated so that students have the
chance to tackle numerous problems, to
learn a variety of problem solving strategies,
and to analyze and discuss their methods of
attack.
Tips when planning problems
1. Include problems that contain superfluous
or insufficient information.
2. Have problems that involve estimation or
without a well-defined answer.
3. Have problems that require students to
make choices about the degree of
accuracy required.
4. Involve practical application of mathematics to
consumer or business situations.
5. Give problems based on students’ interests or
events in their environment, or can be
personalized by adding the names of children in
your class.
6. Involve logic, reasoning, testing of
conjectures, and reasonableness of
information.
7. Include problems that are multi-step, or
require the use of more than one strategy to
attain a solution.
3. Resources
• Collect potential problems from
newspapers, magazines and so on.
• Write problems yourself.
• Make use of situations that arise
spontaneously.
• Attend to problem solving sessions at
professional meetings
3. Resources
• Share problems with other teachers.
• Have students write problems to share
with each other.
4. Technology
• Allow students to use calculators whenever
possible because calculators can:
1. Extend a child’s ability to solve problems
2. Eliminate tedious computations and decrease
anxiety about inability to do computations correctly.
3. Allow time for considering more problems or
for devoting extended attention to a problem.
4. Technology
• Allow students to use calculators whenever
possible because calculators can:
4. Allow considerations of more complex or of
problems with realistic data.
5. Provide motivation and confidence that a
problem can be solved.
5. Classroom Management
• Allow groupwork so that heterogeneous
students help each other in solving problems.
• Provide also individual work so that students
can work at their own pace.
Patterns and Algebra
Geometry
Factoring Techniques
1. Find the value of 99992 + 19999.
(2013 Singapore Mathematical Olympiad)
99992 + 2 9999 + 1 = (9999 + 1)2

= 𝟏𝟎, 𝟎𝟎𝟎
2 2 2
2. Factor 𝑥 − 𝑦 − 𝑧 + 2𝑦𝑧 completely.
2 2 2
𝑥 − 𝑦 − 2𝑦𝑧 + 𝑧
2 2
𝑥 − (𝑦 − 𝑧)
𝑥+𝑦−𝑧 𝑥− 𝑦−𝑧
𝑥+𝑦−𝑧 𝑥−𝑦+𝑧
4
3. Factor 𝑥 + 4 completely.
4 2 2
𝑥 + 4𝑥 + 4 − 4𝑥
4 2 2
(𝑥 +4𝑥 + 4) − 4𝑥
2 2 2
(𝑥 + 2) − 2𝑥
2 2
𝑥 + 2 + 2𝑥 𝑥 + 2 − 2𝑥
2 2
𝑥 + 2𝑥 + 2 𝑥 − 2𝑥 + 2
4. Factor 𝑥 3 − 19𝑥 + 30 completely.
3
𝑥 − 19𝑥 − 6𝑥 + 6𝑥 + 30
𝑥 3 − 25𝑥 + 6𝑥 + 30
𝑥(𝑥 2 − 25) + 6(𝑥 + 5)
𝑥 𝑥+5 𝑥−5 +6 𝑥+5
(𝑥 + 5) 𝑥 𝑥 − 5 + 6
(𝑥 + 5)(𝑥 2 −5𝑥 + 6)
(𝑥 + 5)(𝑥 − 3)(𝑥 − 2)
5. Factor 𝑎 + 1 𝑎 + 2 𝑎 + 3 𝑎 + 4 − 120 completely into
factors with integer coefficients. (2018 PMO National Finals, Easy Round)
𝑎 + 1 𝑎 + 2 𝑎 + 3 𝑎 + 4 − 120
𝑎2 + 5𝑎 + 4 𝑎2 + 5𝑎 + 6 − 120
𝑎2 + 5𝑎 + 4 𝑎2 + 5𝑎 + 4 + 2 − 120
2 2 2
(𝑎 + 5𝑎 + 4) +2 𝑎 + 5𝑎 + 4 − 120
𝑎2 + 5𝑎 + 4 + 12 𝑎2 + 5𝑎 + 4 − 10
(𝑎2 + 5𝑎 + 16)(𝑎2 + 5𝑎 − 6)
(𝑎2 + 5𝑎 + 16)(𝑎 + 6)(𝑎 − 1)
Special Products
𝑘
1. If 𝑝 − 𝑞 = 6 and 𝑝𝑞 = , then what is 𝑝2 + 𝑞 2 ?
2
2 2
(𝑝 − 𝑞) = 6
2 2
𝑝 − 2𝑝𝑞 + 𝑞 = 36
2 2
𝑝 + 𝑞 = 36 + 2𝑝𝑞
2 2
𝑘
𝑝 + 𝑞 = 36 + 2
2
𝒑𝟐 + 𝒒𝟐 = 𝒌 + 𝟑𝟔
Special Products
2 3 1
2. If 𝑥 − 7𝑥 + 1 = 0, what is 𝑥 + ?
𝑥3
1 2 1 3
1 1
𝑥 − 7𝑥 + 1 = (0) 𝑥 + 3𝑥 + 3 + 3 = 343
𝑥 𝑥 𝑥 𝑥
1
𝑥−7+ =0 1 1
𝑥 𝑥 3 + 3 = 343 − 3 𝑥 +
1 𝑥 𝑥
𝑥+ =7 = 343 − 3 7
𝑥
1
3 = 343 − 21
𝑥+ = 73 = 322
𝑥
Special Products
3. If the sum of two numbers is 7 and their product is 8, what is
the sum of their cubes? (2017 Grade 8 MMC Elimination Cat. B)
Let x and y be the numbers.
3 3
x+y=7 (𝑥 + 𝑦) = 7
xy = 8 𝑥 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 + 𝑦 3 = 343
𝑥3 + 𝑦3 = ? 𝑥 3 + 𝑦 3 = 343 − (3𝑥 2 𝑦 + 3𝑥𝑦 2 )
= 343 − 3𝑥𝑦 𝑥 + 𝑦
= 343 − 3 8 7
= 343 − 168
= 175
Special Products
4. Find the number of terms in the expansion of
2 2 2
𝑎 + 3𝑏 (𝑎 − 3𝑏) when simplified.
𝑎 + 3𝑏 2 (𝑎 − 3𝑏)2 2
[ 𝑎 + 3𝑏)(𝑎 − 3𝑏 ]4
(𝑎2 − 9𝑏 2 )4
In binomial expansion, the number of terms is 1 more
than the power to which the binomial is raised. Hence,
the number of terms is 5.
Special Products
4 2
5. Find all positive integers (x, y) that satisfy 𝑥 = 𝑦 + 97.
(2015 Grade 10 MMC Elimination)
2
𝑥 = 𝑦 + 974 𝑥 2 + 𝑦 = 97
2
4 2
𝑥 − 𝑦 = 97 𝑥 −𝑦 =1
2
2 2
(𝑥 +𝑦)(𝑥 − 𝑦) = (97)(1) 2𝑥 = 98
𝑥 2 = 49
𝒙=𝟕
72 − 𝑦 = 1
𝒚 = 𝟒𝟖 𝒙, 𝒚 = (𝟕, 𝟒𝟖)
Functions and Relations
1 1 1 2
1. Let 𝑓 𝑥 and 𝑓 be functions such that 2𝑓 𝑥 − 𝑓 =𝑥 +𝑥
𝑥 2 𝑥
for x ≠ 0. Find 𝑓 𝑥 . 1 1 2
2𝑓 𝑥 − =𝑥+ 𝑓
2 𝑥 𝑥
1 1 2
2 2𝑓 𝑥 − 𝑓 = 𝑥+ 2
2 𝑥 𝑥
1 4
4𝑓 𝑥 − 𝑓 = 2𝑥 + (Eq. 1)
𝑥 𝑥
1
If we let 𝑥 = , then
𝑥
1 2
4𝑓 𝑥 − 𝑓 𝑥 = + 4𝑥 (Eq. 2) 𝑥
Functions and Relations
1 1 1 2
1. Let 𝑓 𝑥 and 𝑓 be functions such that 2𝑓 𝑥 − 𝑓 =𝑥 +𝑥
𝑥 2 𝑥
for x ≠ 0. Find 𝑓 𝑥 .
𝐵𝑦 𝑒𝑙𝑖𝑚𝑖𝑛𝑎𝑡𝑖𝑜𝑛 𝑓𝑟𝑜𝑚 𝐸𝑞. 1 𝑎𝑛𝑑 𝐸𝑞. 2,
1 4 1 16
4 4𝑓 𝑥 − 𝑓 = 2𝑥 + 4 16𝑓 𝑥 − 4𝑓 = 8𝑥 +
𝑥 𝑥 𝑥 𝑥
1 2 1 2
4𝑓 − 𝑓 𝑥 = + 4𝑥 −𝑓 𝑥 + 4𝑓 = 4𝑥 +
𝑥 𝑥 𝑥 𝑥
18
15𝑓 𝑥 = 12𝑥 +
𝑥
4𝑥 6
𝑓 𝑥 = +
5 5𝑥
Linear Inequalities
1. Find the solution set of the inequality
2 − 7𝑥 ≤ 2𝑥 + 5 ≤ 3 − 4𝑥.
(2018 Grade 8 MMC Division Finals, Do or Die)
2 − 7𝑥 ≤ 2𝑥 + 5 2𝑥 + 5 ≤ 3 − 4𝑥
−9𝑥 ≤ 3 6𝑥 ≤ −2
1 1
𝑥≥− 𝑥≤−
3 3
𝟏
𝒙=−
𝟑
Linear Inequalities
3𝑥+1
2. Find the range of values of the function 𝑓 𝑥 = if the 𝑥+2
domain is restricted to 𝑥 ≥ 0. Write your answer in interval
notation. (2018 Grade 8 MMC Division Finals)
𝟏
3𝑥 + 1 −2𝑦 + 1 𝑇ℎ𝑒 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒𝑠 𝑎𝑟𝑒 𝑎𝑛𝑑 𝟑.
𝑦= ≥0 𝟐
𝑥+2 𝑦−3 𝟏
𝑥𝑦 + 2𝑦 = 3𝑥 + 1 −1 0 𝟐 1 2 𝟑
𝑥𝑦 − 3𝑥 = −2𝑦 + 1 𝟏
When y = 1,
−2 1 +1
=
1
. [ , 3)
𝑥 𝑦 − 3 = −2𝑦 + 1 1−3 2 𝟐
1
−2𝑦 + 1 Since ≥ 0, all the values between the two
𝑥= 2
1
𝑦−3 critical values and 3 satisfy the inequality.
2
Geometry
1. The ratio of the interior angles of two regular polygons
is 3:2. How many such pairs are there?
Let N and n, respectively, represent the number of the
sides of the 2 polygons.
𝑁 − 2 180° 3 𝑛 − 2 180° 4𝑛
= ∙ 𝑁=
𝑁 2 𝑛 6−𝑛
To find N we need to try for n only the values 3, 4, 5. Thus,

n = 3, N = 4
n = 4, N = 8 3 pairs
n = 5, N = 20
Geometry
2. On rectangle PQRS, points M and N are midpoints of PQ and
QR, respectively. If the area of triangle MNS is 48 𝑐𝑚2 , find the
area of PQRS. (MTAP Question)
P x M x Q Area of PQRS = Area of 3 shaded Δs + 48
y 𝑥𝑦
2𝑥𝑦 2𝑥𝑦
2y 48 𝑐𝑚2 N 2𝑥 ∙ 2𝑦 = + + + 48
2 2 2
y 𝑥𝑦
S R 4𝑥𝑦 = 𝑥𝑦 + 𝑥𝑦 + 2 + 48
2x
8𝑥𝑦 = 5𝑥𝑦 + 96
3𝑥𝑦 = 96 𝟒𝒙𝒚 = 𝟏𝟐𝟖 𝒄𝒎 𝟐
4
4𝑥𝑦 = 96
3
Geometry
3. In ΔABC, ∠𝐴𝐶𝐵 = 36° and the interior angle bisectors
of ∠𝐶𝐴𝐵 and ∠𝐴𝐵𝐶 intersect at P. Find ∠APB.
Let ∠𝐶𝐴𝐵 = 𝑥 and ∠𝐶𝐴𝐵 = y.

𝑥 + 𝑦 = 180° − 36° = 144°
𝑥+𝑦
Now ∠𝐴𝑃𝐵 = 180° −
2
= 180° − 72°
𝒙 𝒚 = 𝟏𝟎𝟖°
Geometry
4. In the figure below, BAD, BCE, ACF and DEF are straight
lines. It is given that BA = BC, AD = AF, EB = ED. If ∠𝐵𝐸𝐷 = 𝑥°,
find the value of 𝑥. (2013 Singapore Mathematical Olympiad)
Let ∠𝐴𝐵𝐶 = 𝜶 and ∠𝐵𝐴𝐶 = 𝜷.
Since BA = BC, we have ∠𝐵𝐶𝐴 = ∠𝐵𝐴𝐶 = 𝜷; then
∠𝐴𝐹𝐷 = ∠𝐴𝐷𝐹 = ∠𝐸𝐷𝐵 = 𝜶 since AD = AF.
Note that ∠𝐷𝐴𝐹 = 180° − 𝜷.
In ∆𝐴𝐵𝐶, we have 𝜶 + 2𝜷 = 180°; and in ∆𝐴𝐷𝐹, we
have 2𝜶 + 180° − 𝜷 = 180°.
From the two equations, we obtain 𝜶 = 36°.
By considering ∆𝐵𝐷𝐸, we obtain 𝑥 = 180° − 2𝜶 = 𝟏𝟎𝟖°.
Geometry
5. In the diagram below, D and E lie on the side AB, and F lies on
the side AC such that DA = DF = DE, BE = EF and BF = BC. It is
given that ∠ABC = 2 ∠ACB. Find m ∠BFD. (2012 Singapore
Mathematical Olympiad)
Geometry
Since DA = DE = DF, ∠EFA = 90°.
2𝒙° 𝒙° Let ∠EBF = ∠EFB = 𝑥°. Then ∠BCF
= ∠BFC = 90° − 𝑥° and ∠CBF = 2𝑥°,
𝒙° ∠BAC = 90° − 2𝑥°.
𝟗𝟎° − 𝒙° 𝟗𝟎° − 𝟐𝒙°
It is given that 3𝑥 = 2 90 − 𝑥 since ∠ABC = 2 ∠ACB.

It follows that 𝑥 = 36 and ∠EFD = 2𝑥.
Therefore, ∠ 𝐵𝐹𝐷 = 3𝑥 = 𝟏𝟎𝟖°.
Statistics and Probability
1. How many ways can 5 boys and 6 girls be
seated in a row of 11 seats if boys and girls are
to occupy alternate seats?
GBGBGBGBGBG
6·5·5·4·4·3·3· 2· 2· 1·1
86,400
2. How many ways can 5 boys and 5 girls be
seated in a row of 10 seats if boys and girls are
to occupy alternate seats?
BGBGBGBGBG 5!·5!·2
GBGBGBGBGB 28,800
3. In how many ways can 5 people line up to
pay their electric bills if two particular persons
refuse to follow each other?
Total no. of no. of arrangements no. of arrangements
arrangements wherein they follow wherein they don’t
without restriction each other follow each other
5! 4!·2 120 - 48
72
4. If a three-digit number is randomly selected, what
is the probability that it is neither a multiple of 3 nor
of 5? (Do or Die, 2017 Grade 8 MMC Division Orals)
P(mult. of 3 or 5) = P(mult. of 3) + P(mult. of 5) – P(mult. of 15)
300 180 60
= 900 + 900 − 900
420
=
900
7
= 15
7 𝟖
P(neither mult. of 3 nor 5) = 1 - 15
=
𝟏𝟓
5. In how many ways can a 4-digit PIN be formed if the
first digit cannot be zero and the last digit cannot be the
same as the first digit? (2018 Grade 8 MMC Division Finals)
9 10 10 9 = 𝟖, 𝟏𝟎𝟎
More Problems
1. If a, b, c are real numbers such that
|a – b| = 1, |b – c| = 1, |c – a| = 2 and abc = 60, find the
𝑎 𝑏 𝑐 1 1 1
value of 𝑏𝑐 + 𝑐𝑎 + 𝑎𝑏 − 𝑎 − 𝑏 − 𝑐 . (Singapore Mathematical Olympiad 2013)
𝑎 𝑏 𝑐 1 1 1 𝑎2 + 𝑏2 + 𝑐 2 − 𝑏𝑐 − 𝑐𝑎 − 𝑎𝑏
+ + − − − =
𝑏𝑐 𝑐𝑎 𝑎𝑏 𝑎 𝑏 𝑐 𝑎𝑏𝑐
𝑎2 −2𝑎𝑏+𝑏2 + 𝑏2 −2𝑏𝑐+𝑐 2 +(𝑐 2 −2𝑐𝑎+𝑎2 )
= 2𝑎𝑏𝑐
(𝑎−𝑏)2 +(𝑏−𝑐)2 +(𝑐−𝑎)2
= 2𝑎𝑏𝑐
12 +12 +22
= 120
𝟏
= 𝟐𝟎
More Problems
2. The manufacturer built a machine which will address 500
envelopes in 8 minutes. He wishes to build another machine so
that when both are operating together they will address 500
envelopes in 2 minutes. Find the number of minutes it would
require the second machine to address 500 envelopes alone.
Let m be the number 500 500
+ 2 = 500
of minutes it would 8 𝑥
require the second 1 1 𝑥 + 8 = 4𝑥
+ 2=1 3𝑥 = 8
machine to address 8 𝑥
500 envelopes alone 1 2
𝟖
4𝑥 + = 1 4𝑥 𝒙 = 𝒎𝒊𝒏
4 𝑥 𝟑
More Problems
3. Carl and Bob can demolish a building in 6 days, Anne and Bob can do it
in 3, Anne and Carl in 5. How many days does it take all of them working
together if Carl gets injured at the end of the first day and can’t come
back?
Let a be the portion of the work that Anne does in one day, similarly b for
Bob and c for Carl. Then, we have
1 1 1
𝑏+𝑐 = ; 𝑎+𝑏 = ; 𝑎+𝑐 =
6 3 5
1 1 1 1 7
Thus, in the first day they complete 𝑎 + 𝑏 + 𝑐 = 2 6 + 3 + 5 = 20,
13
13 20 39
leaving 20
for Anne and Bob to complete. This takes 1 = 20
days, for a
3
𝟓𝟗
total of 𝟐𝟎
days.
More Problems
4. The sum of 18 consecutive positive integers is a perfect
square. What is the smallest possible value of this sum?
Let n, n+1,…,n+17 be the 18 consecutive integers.
Then the sum is
17∙18
18n + (1+2+…+17) = 18n + = 9(2n+17).
2
Since 9 is a perfect square, 2n + 17 must also be a
perfect square. The smallest value of n for which this
occurs is n = 4, so
9(2(4) + 17) = 9(25) = 225.
More Problems
5. Mark and Mary left home together and drove to their mother’s house
which was 84 km away. Mary drove at 60 kph and Mark drove 20 kph
2
faster than Mary. After traveling 7 of the journey, Mark stopped and waited
for Mary. How long did Mark wait? (2017 Grade 8 MMC Elimination Cat. B)
2
Distance covered by Mark = (84km) = 24 km
7
24𝑘𝑚 3
Time (Mark) = = ℎ
80 𝑘𝑝ℎ 10
24𝑘𝑚 2
Time (Mary) = = ℎ
60 𝑘𝑝ℎ 5
2 3 1
ℎ− ℎ = ℎ or 6 min
5 10 10
More Problems
6. In a contest, 2 contestants, one girl and one boy, are to be
chosen to represent the country. There are 20 regional finalists,
one girl and one boy from 10 different regions. Find the
probability that the 2 representatives come from different regions.
1 1
P(same region) = 10 ∙ ∙
10 10
1
=
10
1
P(diff. region) = 1 -
10
𝟗
=
𝟏𝟎
More Problems
7. Daryl thinks of three numbers. If they are added in pairs
the results are 38, 44, and 52. What is the largest of the
three numbers?
Let x, y, and z be the three numbers. You must
have the systems of linear equations below.
𝑥+𝑦 = 38 Sum of the three numbers –
𝑦 + 𝑧 = 44 smallest sum of the two
𝑥 + 𝑧 = 52 numbers = largest number
2(𝑥 + 𝑦 + 𝑧) = 134 67 − 38 = 𝟐𝟗
𝒙 + 𝒚 + 𝒛 = 𝟔𝟕
More Problems
4 4 2 2
8. Find 𝑥 − 𝑦, given that 𝑥 = 𝑦 + 24, 𝑥 + 𝑦 = 6, and
𝑥 + 𝑦 = 3. (Canadian Open Mathematics Challenge)
24 𝑥4 − 𝑦4
= 2
6 ∙ 3 (𝑥 + 𝑦 2 )(𝑥 + 𝑦)
4 (𝑥−𝑦)(𝑥+𝑦)(𝑥 2 +𝑦 2 )
=
3 (𝑥+𝑦)(𝑥 2 +𝑦 2 )
4
=𝑥−𝑦
3
More Problems
𝑥
9. The sum of 2 and its reciprocal is 𝑏. What is the sum
of 4𝑥 and its reciprocal in terms of 𝑏?
(2018 Grade 8 MMC Division Finals)
𝑥 1 2 2
2 +𝑥 1
=𝑏 2 +=𝑏
2𝑥
2𝑥
2𝑥
1 2
𝑥 1 2𝑥 1 2 + 2 + 2𝑥 = 𝑏
4 + =2 + 2
4𝑥 22𝑥
2𝑥
1 𝟐
2 + 2𝑥 = 𝒃 − 𝟐
2
More Problems
10. Find the value of 45 − 2000 + 45 + 2000
Let a = 45 − 2000 and b = 45 + 2000.
𝑎2 + 𝑏 2 = 90
𝑎𝑏 = 452 − 2000 = 25 = 5
(𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏 2
𝑎+𝑏 = 90 + 2(5) = 100 = 𝟏𝟎
More Problems
11. Find the least positive integer 𝑛 such that 28 + 211 + 2𝑛
is a perfect square. (2013 Singapore Mathematical Olympiad)
8 11 𝑛 8 3 𝑛−8
2 +2 +2 =2 1+2 +2
8 𝑛−8
=2 9+2
For this expression to be a perfect square, 9 + 2𝑛−8
has to be a perfect square. It follows that
9 + 2𝑛−8 = 25
2𝑛−8 = 16
𝑛−8 4
2 =2
𝑛 = 𝟏𝟐
More Problems
12. Let 𝑎 and 𝑏 be two positive integers that satisfy
𝑎 1 1 1 1 1
= + + + ⋯+ + .
𝑏 10 𝑥 12 12 𝑥 14 14 𝑥 16 2014 𝑥 2016 2016 𝑥 2018
Find the smallest possible value of 𝑎 + 𝑏.
1 1 1 1 1
+ + ⋯+ +
4 5𝑥6 6𝑥7 1007 𝑥 1008 1008 𝑥 1009
1 1 1 1 1 1 1 1 1
= − + − +⋯+ − + −
4 5 6 6 7 1007 1008 1008 1009
1 1 1
= −
4 5 1009
=
1 1
−
1
=
𝟐𝟓𝟏 𝑎 + 𝑏 = 251 + 5045 = 𝟓𝟐𝟗𝟔
4 5 1009 𝟓𝟎𝟒𝟓

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99992 + 2 9999 + 1 = (9999 + 1)2

To find N we need to try for n only the values 3, 4, 5. Thus,

Let ∠𝐶𝐴𝐵 = 𝑥 and ∠𝐶𝐴𝐵 = y.

It is given that 3𝑥 = 2 90 − 𝑥 since ∠ABC = 2 ∠ACB.

Let a = 45 − 2000 and b = 45 + 2000.

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