Moem 345

Mathematical Olympiads
November 18, 2014

for Elementary & Middle Schools
1A Time: 3 minutes
What is the value of N that makes the sentence true? 1 + 2 + 3 + 4 + 5 + 6 = 3 × N
1B Time: 5 minutes 1
Pascal's Triangle is shown here. The first and last 1 1

number in each row is 1. Each of the other numbers is
1 2 1
the sum of the two numbers diagonally above it, as
shown by the arrows. Five rows are shown. If the 1 3 3 1
pattern is continued for two more rows, what is the
Please fold over on line. Write answers on back.

1 4 6 4 1
sum of all seven numbers in that row?
1C Time: 5 minutes
In a class of 27 students, 16 like video games and 20 like cartoons. If 12 students like
both video games and cartoons, how many students do not like either?
1D Time: 5 minutes
Two 9 cm x 13 cm rectangles overlap as shown to
form a 9 cm x 22 cm rectangle. What is the area
of the overlapping rectangular region?
1E Time: 7 minutes
The following three statements are true:
Δ + Δ + ◊ = 18
◊ + ◊ + ⌂ = 22
⌂ + ⌂ + Δ = 17
What is the value of Δ + ◊ + ⌂ ?
Copyright © 2014 by Mathematical Olympiads for Elementary and Middle Schools, Inc. All rights reserved.
November 18, 2014
1A Student Name and Answer
N=
1B Student Name and Answer

Please fold over on line. Write answers in these boxes.
1C Student Name and Answer
1D Student Name and Answer
sq cm
1E Student Name and Answer

Division Mathematical Olympiads Contest
E December 16, 2014

for Elementary & Middle Schools 2
2A Time: 3 minutes
What is the value of 9 + 26 + 83 + 55 + 45 + 17 + 74 + 91?
2B Time: 4 minutes
The number 6 has exactly four unique factors: 1, 2, 3, and 6. How many counting
numbers less than 20 have an odd number of unique factors?

2C Time: 5 minutes
For the first half of the season, Alpha team won of their meets.
For the second half of the season, they won of their meets.
If both halves of the season had the same number of games, what is the fewest
possible number of wins that they have?
2D Time: 7 minutes
Sixteen 1cm by 1cm by 1cm cubes are glued together, face-
to-face, as shown. The object is then entirely painted red.
What is the total area, in sq cm, of all of the red painted
surfaces?
2E Time: 7 minutes
The numbers from 1 through 9 are placed in the grid, 15
exactly one per box without repeats. The numbers shown 64
at the end of each row are the products of the numbers in
that row. The numbers shown at the bottom of each 378
column are the products of the numbers in that column.
What is the sum of the numbers in the four corners of the 3
by 3 grid?
E December 16, 2014


sq cm

January 13, 2015
3A Time: 4 minutes
Compute: 100 + 91 – 82 + 73 – 64 + 55 – 46 + 37 – 28 + 19 – 10.
3B Time: 5 minutes
1 2 3 4
What is of of of of 3000?
!3 !4 !5 !6


3C Time: 5 minutes
In the figure shown, the “H” has been formed by removing two
2 x 4 rectangles from the top middle and bottom middle of a
6 x 10 rectangle. The “H” is to be completely tiled with 1 x 1 tiles,
which come in boxes of 6. What is the fewest number of boxes of
tiles that must be bought to tile the “H”?
3D Time: 7 minutes
The girls on a softball team are sharing a bag of fresh strawberries. If every girl has 5
whole strawberries, there are 3 left over. If, instead, the girls decide to share the
strawberries evenly among themselves and their four coaches, and everyone takes 4
whole strawberries each, there are none left over. How many girls are on the softball
team?
3E Time: 7 minutes
The ten-‐digit number 3872649A0B is divisible by 36. The letters A and B each
represent single digit even numbers. Find the sum A + B.
Copyright © 2014 by MOEMS ® - Mathematical Olympiads for Elementary and Middle Schools, Inc. All rights reserved.
January 13, 2015


February 10, 2015
4A Time: 3 minutes
Pablo has nickels and dimes and no other coins. He has five more dimes than nickels.
Altogether, he has $1.40. How many nickels does Pablo have?
4B Time: 4 minutes
What is the value of (18 × 40) + (12 × 40) + (20 × 28) + (20 × 12)?

4C Time: 5 minutes
What number between 200 and 300 is exactly divisible by 3, by 5, and by 7?
4D Time: 7 minutes
The sum of the digits of the number 789 is 24. How many 3-‐digit numbers have the
sum of their digits equal to 24 including 789?
4E Time: 7 minutes
A pyramid of 1cm × 1cm × 1cm cubes is formed. The bottom layer has a 9 × 9
arrangement of these cubes. The second layer has a 7 × 7 arrangement. The third
layer has a 5 × 5 arrangement. The fourth layer has a 3 × 3 arrangement. The top layer
is a single cube. The sides and tops of the pyramid were painted (not the bottom).
How many square centimeters in total were painted?
February 10, 2015

sq cm
March 3, 2015
5A Time: 3 minutes
Add: 102 + 203 + 304 + 405 + 506 + 607 + 708 + 809 + 901.
5B Time: 4 minutes
In each box, the three numbers on 2 4 3 3 2 7 5 5 1 7 2 3
the top row are used to obtain the
number in the bottom row. If the 11 13 26 N
same pattern is used in each box,
what is the value of N?

5C Time: 6 minutes
Tracy has A quarters and B dimes with a total value of $3.45. Tracy has more quarters
than dimes. How many different values of A can Tracy have?
5D Time: 7 minutes
Jimmy is filling up a pool using a large hose and a small hose. The large hose, working
alone, could fill the pool in 3 hours. The small hose, working alone, could fill the pool
in 5 hours. The small hose is turned on and allowed to run for an hour. Then the
large hose is turned on, and both run until the pool is full. How many hours did it take
to fill the pool?
5E Time: 7 minutes
Square ABCD is composed of 36 squares of the same size, as
shown. The area of square ABCD is 180 square centimeters.
What is the area, in square centimeters, of the shaded region?
March 3, 2015

sq cm
November 18, 2014
SOLUTIONS AND ANSWERS 1A
1A METHOD 1: Strategy: Use grouping.

Observe that the six numbers being added are consecutive and can be grouped into
three pairs that will have the same sum. Starting with the two middle numbers:
N=7
3 + 4 = 7; and working outwards: 2 + 5 = 7 and 1 + 6 = 7. This makes three groups of 7.
The sum is equal to 3 × N, therefore N = 7.
METHOD 2: Strategy: Use the commutative property and grouping.

1B
Observe that 3 × N means 3 groups of N or equivalently N groups of 3. Count the
number of groups of 3. One group of 3 is 1 + 2, 3 alone is a second group of 3, 4 + 5 is
three more groups of 3 and 6 is two more groups of 3. A total of 7 groups of 3 so N = 7.
64

= + = + = + =

METHOD 3: Strategy: Use arithmetic and algebra. 1C

Add the numbers on the left side of the equation and then divide both sides of the
equation by 3. Thus 21 = 3 × N, so N = 7.
FOLLOW-UP: The average of a set of consecutive odd integers is 36. If the sum of all the 3
integers in this set is 288, what is the greatest integer in the set? [43]
1B METHOD 1: Strategy: Find a pattern for the sums of the numbers in each row.
The sums of the numbers in each row starting at the top of the triangle are: 1, 2, 4, 8,
1D
and 16. Each subsequent row is double the previous row so the sixth row adds to 32
and the seventh row has a sum of 64.
METHOD 2: Strategy: Continue the diagram and then add. 36

The sixth row is 1 5 10 10 5 1 and the seventh row is 1 6 15 20 15 6 1. The sum of
the numbers in the seventh row is 64. sq cm
METHOD 3: Strategy: Use the diagram to determine the pattern.
Note that from the top to the bottom of the diagram every row has two arrows from 1E
each number, representing the fact that in the row below, each of the numbers in the
row above will be counted twice. Thus the sum in each succeeding row is twice the sum
of the previous row. The sixth and seventh rows add to 32 and 64, respectively. 19
FOLLOW-UP: The sum of the numbers in the thirteenth row is 4,096. If the sum of the
numbers in row P is subtracted from the sum of the numbers in the thirteenth row, the
difference is 3,840. What row does P represent? [9]
Olympiad 1, Continued
1C METHOD 1: Strategy: Create a Venn diagram.
Start the diagram by placing the 12 in the region that displays students
who like both video games and cartoons. Since 16 students like video
games, 16 – 12 = 4 students like only video games. Since 20 students
like cartoons, 20 – 12 = 8 students like only cartoons. Adding the number
of students in these 3 categories accounts for 4 + 12 + 8 = 24 students. Since the class has 27
students, the number of students who do not like either is 27 – 24 = 3.
METHOD 2: Strategy: Make a table to represent each student.

Let V represent the students who like video games and let C represent those who like cartoons.
V V V V V V V V V V V V V V V V
C C C C C C C C C C C C C C C C C C C C
The three empty spaces at the end of the table represent the students who like neither.
FOLLOW-UP: A survey of 91 fifth grade students found that 44 students like only dogs and 29
like only cats. If there are twice as many students who like both dogs and cats, as there are
students who like neither, how many students like dogs? [56]
1D Strategy: Consider the rectangles without any overlap.

If the two rectangles did not overlap, the total length would be 13 + 13 = 26 cm. If we slide one of
the rectangles over the other until the total length is 22 cm, there would be 26 – 22 = 4 cm of
overlap. Since the height is still 9 cm, the area of the overlap is 4 × 9 = 36 sq cm.
1E METHOD 1: Strategy: Use the shapes as items placed on a balance scale.

Place 2 Δs and 1 ◊ on one side of the scale and an 18 unit weight on the other side. Then add the
remaining shapes to the first side and the corresponding weights to the other side of the scale.
On one side we have (Δ + Δ + ◊) + (◊ + ◊ + ⌂) + (⌂ + ⌂ + Δ) and on the other side 18 + 22 + 17.
Therefore three of each shape equals 57, so one of each shape equals 57/3 = 19.
METHOD 2: Strategy: Make a table.

Δ 0 1 2 3 4 5 6 7 8 9
◊ 18 16 14 12 10 8 6 4 2 0
⌂ X X X X 2 6 10 14 18 22
Fill in the table with all possible values of Δ and compute the other values based upon the first
and second equations. There is only one set of values that satisfy the third equation. These are
shown in bold and 5 + 8 + 6 = 19.
FOLLOW-UP: Given the equation 2 × Δ – 2 × ◊ + ⌂ = Δ – 2 × ◊ + 2 × ⌂ – 6, if Δ = 15, what
is the value of ⌂? [21]
NOTE: Other FOLLOW-UP problems related to some of the above can be found in our three
contest problem books and in “Creative Problem Solving in School Mathematics.”
Visit www.moems.org for details and to order.
E December 16, 2014

2A METHOD 1: Strategy: Pair numbers that add to 100.

9 + 26 + 83 + 55 + 45 + 17 + 74 + 91 = (9 + 91) + (26 + 74) + (83 + 17) + (55 + 45)
= 4(100) = 400.
400
METHOD 2: Strategy: Add the numbers in the order written.
9 + 26 + 83 + 55 + 45 + 17 + 74 + 91 = 400.
2B
FOLLOW-UP: Find the value of . [20]
2B METHOD 1: Strategy: Consider which numbers have an odd number of factors. 4

The number 6 factors into 6 × 1 or 3 × 2. Therefore 6 has four factors, 1, 2, 3, and 6. The
number 9 factors into 9 × 1 and 3 × 3. The number 9 has only three factors, 1, 3, and 9.
To have an odd number of factors, the number must factor into two factors that are the
same. Therefore it must be a perfect square. Count the number of perfect squares less
than 20. These numbers are: 1, 4, 9, and 16. Therefore there are 4 numbers less than 20 2C
that have an odd number of factors.
METHOD 2: Strategy: List the factors of all non-prime numbers less than 20. Prime
numbers only have 2 factors.
17
1: 1 9: 1, 3, 9 15: 1, 3, 5, 15
4: 1, 2, 4 10: 1, 2, 5, 10 16: 1, 2, 4, 8, 16
6: 1, 2, 3, 6 12: 1, 2, 3, 4, 6, 12 18: 1, 2, 3, 6, 9, 18
8: 1, 2, 4, 8 14: 1, 2, 7, 14 2D
The four bolded results each have an odd number of factors.
FOLLOW-UP: How many positive integers less than 50 have exactly two factors? [15] 66
2C Strategy: Determine the least common denominator for the two fractions. sq cm
The least common denominator for the fractions 2/3 and 3/4 is 12. Therefore the
fewest possible number of games played in each half is 12. Team Alpha won
2E
games in the first half and games in the second half. Thus the fewest number
of games won for the season was 8 + 9 = 17 games. 22
2D METHOD 1: Strategy: Label the cubes.

There are 4 cubes with 5 red faces, 10 cubes with 4 red faces, and 2 cubes with 3 red faces. The
total area of all the red faces is 4 × 5 + 10 × 4 + 2 × 3 = 20 + 40 + 6 = 66 sq cm.
METHOD 2: Strategy: Divide the object into similar shaped pieces.
The 4 prongs of three cubes each have 4 × 13 = 52 painted faces. The cubes that join these sets
of three cubes each have 3 painted faces and 2 × 3 = 6. The two cubes joining the two groups of
seven cubes each have 4 faces painted red and 2 × 4 = 8. The total area of all the painted cubes is
52 + 6 + 8 = 66 sq cm.
METHOD 3: Strategy: Subtract the number of unpainted faces from the total number of faces.
Sixteen cubes have a total of 16 × 6 = 96 sq cm. There are 15 places where one cube shares a face
with another cube. Since these faces are common to two cubes, we subtract 2 × 15 = 30 from 96
to get 96 – 30 = 66 sq cm of painted cubes.
2E Strategy: Start with cases that factor uniquely.

The only way to get 14 with three different factors is 14 = 1 × 2 × 7. The only way to get 15 with
three different factors is 15 = 1 × 3 × 5. Therefore the upper left corner must be 1. Since 5 must
be in the top row, it must be in the third column because 5 is a factor of 180 but not of 144. In
column 1, either the 2 or the 7 must be in the third row. The 7 must be in
the lower left corner since 7 is not a factor of 64. Note that 378/7 = 54
so the remaining numbers in the third row are 6 and 9. If 6 were in the
lower right corner the number above it would be 180/(5 × 6) = 6, which is
not possible. The fourth corner is 9 and the number above it will be
180/(5 × 9) = 4. The sum of the numbers in the 4 corners is 1 + 5 + 7 + 9 = 22.
January 13, 2015
3A METHOD 1: Strategy: Regroup and then add.

Regroup as follows: 100 + (91 – 82) + (73 – 64) + (55 – 46) + (37 – 28) + (19 – 10). The
required sum becomes 100 + 5 × 9 = 145.
145
METHOD 2: Strategy: Add and subtract from left to right.
100 + 91 – 82 + 73 – 64 + 55 – 46 + 37 – 28 + 19 – 10 = 145.
FOLLOW-UP: Use the algebraic fact that a 2 − b 2 = ( a + b ) ( a − b ) to compute the 3B
simplified value of 100 – 81 + 64 – 49 + 36 – 25 + 16 – 9 + 4 – 1. [55]
3B METHOD 1: Strategy: Recall that the word “of” in this context means multiplication. 200
Since “of” means multiplication when used with fractions, cancel first and then multiply
1 1 2 13 14 1
the remaining terms: × × × × 3000 = × 3000 = 200 200 .
!3 4 5 6 15
1 1 3
METHOD 2: Strategy: Work backwards and use a table. 3C
1. Find 4/6 of 3000. 500 500 500
8
500 500 500
2. Find 3/5 of 2000. 400 400 400 400 400
3. Find 2/4 of 1200. 300 300 300 300
4. Find 1/3 of 600. 200 200 200
The final answer is 200. 200
1 1 1 1 1 3D
FOLLOW-UP: Compute the integer value of of of of of of 1024 × 128. [4]
!2 !4 !8 !16 !32
3C METHOD 1: Strategy: Divide the shape into smaller more familiar shapes.
Separate the “H” into two 10 × 2 rectangles and one 2 × 2 square. The sum of the areas
13
44 2
is 2(20) + 4 = 44 square units. Since each box contains 6 square units and = 7 , the
!6 6
fewest number of boxes needed to tile the “H” is 8.
3E
METHOD 2: Strategy: Subtract the area of the regions from the rectangle.
Find the area of the 6 × 10 rectangle and subtract from it the areas of the two 2 × 4
rectangles. The total area of the “H” is 6 × 10 – 2(2 × 4) = 60 – 16 = 44 square units. Find
the number of required boxes of tiles using the division in Method 1.
6
FOLLOW-UP: Find the number of units in the perimeter of the “H”. [48]
3D METHOD 1: Strategy: Work backwards and use a table.
The number of strawberries must be a multiple of 4 and also 3 more than a multiple of 5.
# on Team # of strawberries Team + 4 coaches # of strawberries Check
17 17 × 5 + 3 = 88 21 21 × 4 = 84 88 ≠ 84
16 16 × 5 + 3 = 83 20 20 × 4 = 80 83 ≠ 80
15 15 × 5 + 3 = 78 19 19 × 4 = 76 78 ≠ 76
14 14 × 5 + 3 = 73 18 18 × 4 = 72 73 ≠ 72
13 13 × 5 + 3 = 68 17 17 × 4 = 68 68 = 68
The number of girls on the team is 13.
METHOD 2: Strategy: Use algebra.
Let G be the number of girls on the team. Then 5G + 3 = 4(G + 4). Apply the distributive property
to get 5G + 3 = 4G + 16, so G = 13.
FOLLOW-UPS: (1) How many strawberries are there? [68] (2) Find the least integer that
leaves a remainder of 1 upon division by each of 2, 3, 4, and 5. [61]
3E Strategy: Apply the divisibility rules.

A number is divisible by 36 when it is divisible by both 4 and 9.
A number is divisible by 4 when the number formed by the last two digits is a multiple of 4.
Since 0B is the number formed by the last 2 digits, B must be 0 or 4 or 8.
A number is divisible by 9 when the sum of all its digits is a multiple of 9.
The sum of the known digits is 3 + 8 + 7 + 2 + 6 + 4 + 9 + 0 = 39. The sum of the remaining two
digits A and B must either be 6 to create a total of 45 or 15 to result in a sum of 54. Any sum
greater than 15 cannot be the result of adding two single digit numbers.
If B = 0, then A = 6 to have A + B = 6. The sum of 15 would not be possible.
If B = 4, then A = 2 to have A + B = 6. The sum of 15 would not be possible.
If B = 8, then A = 7 to have A + B = 15. The sum of 6 would not be possible. This last case violates
the given information that A and B are both even. Therefore the sum A + B = 6.
February 10, 2015
4A METHOD 1: Strategy: Group nickels and dimes together.

Pair up every nickel with a dime. There are five dimes left over, and those are worth
$.50. Therefore the pairs of nickels and dimes make up a total of $1.40 – $.50 = $.90.
6
Each nickel-‐dime pair is worth $.15, so there are 90/15 = 6 pairs of nickels and dimes.
Pablo has 6 nickels.
METHOD 2: Strategy: Use an organized guess and check.

4B
Since the sum of all the coins does not end in a five, there must be an even number of
nickels. If there are 2 nickels and 7 dimes the total amount is $.80. With 4 nickels and 9
dimes, the total is $1.10. With 6 nickels and 11 dimes the total amount is $1.40.
FOLLOW-UP: On a plane are 150 passengers. There are 20 more men than women. How 2000
many women are on the plane? [65]
4B METHOD 1: Strategy: Apply the distributive property.

Recognize that (18 × 40) + (12 × 40) = (18 + 12) × 40 = 30 × 40. Then recognize that 4C
(20 × 28) + (20 × 12) = 20 × (28 + 12) = 20 × 40. Add 30 × 40 + 20 × 40 = (30 + 20) × 40 =
50 × 40 = 2000.
METHOD 2: Strategy: Create a common factor. 210

(18 × 40) + (12 × 40) + (20 × 28) + (20 × 12) =
(18 × 40) + (12 × 40) + (40 × 14) + (40 × 6) = 40(18 + 12 + 14 + 6) = 40(50) = 2000.
FOLLOW-UP: What is the value of (15 × 20) + (47 × 20) + (38 × 20) + (100 × 12) +
(100 × 5) + (100 × 3)? [4000] 4D
4C METHOD 1: Strategy: Use the least common multiple (LCM).

If a number is divisible by 3, 5, and 7, it is divisible by their least common multiple. The 10
LCM of 3, 5, and 7 is their product, since the three numbers have no common factors
other than 1. Since 3 × 5 × 7 = 105, which is not between 200 and 300, we must
multiply this result by 2. This gives us 105 × 2 = 210 which is divisible by 3, 5, and 7 and
is also between 200 and 300. The number is 210.
4E
METHOD 2: Strategy: Consider the multiples of 7 between 200 and 300.
We first consider multiples of 7 to lessen the number of possibilities. The multiples of 7
in the given interval are 203, 210, 217, …, 294. Since the number must be divisible by 5
as well it must end in either a 5 or a 0. A number that is divisible by 3 has the sum of its 181
digits divisible by 3. The number 210 satisfies all three conditions so 210 is the answer.
sq cm
4D Strategy: Count in an organized fashion.
If the first digit is 6, the other two digits must add to 18. There is only one such 3-‐digit number
whose digit sum is 24. That number is 699.
If the first digit is 7, the other two digits must add to 17. There are two such numbers: 789 and
798.
If the first digit is 8, the remaining two digits must add to 16. We can use 7 and 9 or 8 and 8.
There are three such numbers: 879, 897, and 888.
If the first digit is 9, the other two digits add to 15. There are four such numbers: 969, 996, 987,
and 978.
The total number of counting numbers for which the digit sum is 24 is 1 + 2 + 3 + 4 = 10.
4E METHOD 1: Strategy: Count the painted areas for corner and edge cubes separately.
The top cube has 5 painted faces, a total of 5 sq cm on that layer.
For each layer below the top, there are two kinds of cubes: corner cubes
that have 3 painted faces and edge cubes which have only 2 painted
faces. Each layer will have 4 corner cubes so there are 4 × 4 = 16 corner
cubes for a total of 16 × 3 = 48 sq cm.
On a layer with n cubes on a side, there will be n – 2 edge cubes on each of four sides. Therefore
in the 3 × 3 layer there are 4 × (3 – 2) = 4 edge cubes for a total of 4 × 2 = 8 sq cm. In the 5 × 5
layer there is a total of 4 × (5 – 2) = 12 edge cubes with an area of 12 × 2 = 24 sq cm. The
remaining two layers have areas of 4 × (7 – 2) × 2 = 40 sq cm and 4 × (9 – 2) × 2 = 56 sq cm. The
total painted area is 5 + 48 + 8 + 24 + 40 + 56 = 181 sq cm.
METHOD 2: Strategy: Look at the picture from different angles.

Looking down from the top, the exposed area is just the area of a 9 × 9
rectangle or 81 sq cm. Look at the shape from the side and the exposed
area is 1 + 3 + 5 + 7 + 9 = 25 sq cm. Since there are 4 sides the total area
that would be painted is 81 + 4 × 25 = 181 sq cm.
FOLLOW-UP: Continue the pyramid by adding rows beneath the 9 by 9 row. Follow the same
pattern for 5 more rows. Find the volume of the new pyramid. [1330 cu cm]
March 3, 2015
5A METHOD 1: Strategy: Re-write the problem.

Decompose the addends using base ten.
100 + 200 + 300 + 400 + 500 + 600 + 700 + 800 + 900 = 4500
4545
2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 1 = 45
Now add 4500 + 45 to get 4545.
METHOD 2: Strategy: Form pairs of equal values.

5B
Note that the sum of 102 + 809 = 911 and 203 + 708 = 911. There are four such pairs of
911. Therefore the sum of the eight addends is 4 × 911 = 3644. Now add the last
addend to get 3644 + 901 = 4545.
FOLLOW-UP: Combine: 908 – 807 + 706 – 605 + 504 – 403 + 302 – 201. [404]
17
5B Strategy: Find the pattern.
The first number times the second number plus the third number equals the number in
the bottom row. Therefore, 7 × 2 + 3 = 14 + 3 = 17. 5C
5C Strategy: Make a table.

The value of the number of quarters has to be a multiple of $.25. The number of 2
quarters has to be odd since the total ends in a 5. Since the number of quarters is
greater than the number of dimes, start the table with 13 quarters.

A (Number of quarters) 13 11 9
B (Number of dimes) 2 7 12 5D
Total amount $3.45 $3.45 $3.45
2 1/2

Since the number of quarters (9) is not more than the number of dimes (12) in the last
column, there are only 2 possible values for A.
FOLLOW-UP: Kesha has some nickels and dimes. She has a total of 19 coins with more
nickels than dimes. What is the greatest amount of money Kesha can have? [$1.40]
5E
100
sq cm
5D METHOD 1: Strategy: Draw a diagram.
Draw a rectangle and divide it into thirds and fifths. Shade in 1/5 or 3/15
of the rectangle in dark grey. This is the amount that the small hose will fill
in the first hour when running alone. In the next hour, the small hose will
again fill 1/5 of the pool (light grey) while the large hose fills 1/3 or 5/15
of the pool (diagonal lines) in that same hour. The white region still needs to be filled while the
small hose and the large hose are both turned on. The white portion is 4/15 of the pool. The light
grey and the diagonal lines regions represent the amount of the pool filled by both devices in 1
hour and is 8/15 of the pool. Therefore to fill 4/15 of the pool it will take 1/2 hour. The total time
to fill the pool is 1 + 1 1/2 hours or 2 1/2 hours all together.
METHOD 2: Strategy: Apply some algebra.

Let t be the number of hours the small hose is running.
Then t – 1 is the number of hours the large hose is running.
In t hours the small hose fills (1/5) × t of the pool.
In t – 1 hours, the large hose will fill (1/3) × (t – 1).
Together (1/5) × t + (1/3) × (t – 1) = 1 full pool. If we multiply by 15 we get 3t + 5(t – 1) = 15 so
8t – 5 = 15, 8t = 20, and t = 20/8 = 2.5 hours.
5E METHOD 1: Strategy: Subtract the area of the non-shaded regions from the total area.
Since the area of the square is 180 square centimeters and there are 36 squares, the area of each
square is 180/36 = 5 square centimeters. Count the number of unshaded squares and triangles.
There are 8 squares and 16 triangles. Since two triangles can form one square, the total unshaded
area is 8 × 5 + 8 × 5 = 80 square centimeters. Thus the shaded area is 180 – 80 = 100 sq cm.
[Note: Due to symmetry you can work with 1/4 of the region and then multiply by 4.]
METHOD 2: Strategy: Count the shaded areas.
Find the area of each square as in Method 1. Then count the number of squares and triangles in
the shaded region. There are 12 squares and 16 triangles. Since two triangles can be used to form
a square, the total area is 12 × 5 + 8 × 5 = 60 + 40 = 100 square centimeters.
FOLLOW-UP: An elementary school has a rectangular courtyard with a 3-foot wide path
going around it. The length of the courtyard is 20 feet and the width is 10 feet. The school
wants to tile the entire path. Each tile is 3-feet by 1-foot. How many tiles will they need? [72]
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Mathematical Olympiads

November 18, 2014

Pascal's Triangle is shown here. The first and last 1 1

Please fold over on line. Write answers on back.

1B Student Name and Answer

1C Student Name and Answer

1D Student Name and Answer

1E Student Name and Answer

E December 16, 2014

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E December 16, 2014

2B Student Name and Answer

2C Student Name and Answer

2D Student Name and Answer

2E Student Name and Answer

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3B Student Name and Answer

3C Student Name and Answer

3D Student Name and Answer

3E Student Name and Answer

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4B Student Name and Answer

4C Student Name and Answer

4D Student Name and Answer

4E Student Name and Answer

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5B Student Name and Answer

5C Student Name and Answer

5D Student Name and Answer

5E Student Name and Answer

1A METHOD 1: Strategy: Use grouping.

METHOD 2: Strategy: Use the commutative property and grouping.

METHOD 3: Strategy: Use arithmetic and algebra. 1C

METHOD 2: Strategy: Continue the diagram and then add. 36

METHOD 2: Strategy: Make a table to represent each student.

1D Strategy: Consider the rectangles without any overlap.

1E METHOD 1: Strategy: Use the shapes as items placed on a balance scale.

METHOD 2: Strategy: Make a table.

E December 16, 2014

2A METHOD 1: Strategy: Pair numbers that add to 100.

2B METHOD 1: Strategy: Consider which numbers have an odd number of factors. 4

2D METHOD 1: Strategy: Label the cubes.

2E Strategy: Start with cases that factor uniquely.

3A METHOD 1: Strategy: Regroup and then add.

3E Strategy: Apply the divisibility rules.

4A METHOD 1: Strategy: Group nickels and dimes together.

METHOD 2: Strategy: Use an organized guess and check.

4B METHOD 1: Strategy: Apply the distributive property.

METHOD 2: Strategy: Create a common factor. 210

4C METHOD 1: Strategy: Use the least common multiple (LCM).

METHOD 2: Strategy: Look at the picture from different angles.

5A METHOD 1: Strategy: Re-write the problem.

METHOD 2: Strategy: Form pairs of equal values.

5C Strategy: Make a table.

METHOD 2: Strategy: Apply some algebra.

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