UKMT - JMC - Junior Mathematical Challenge 2016 - Extended

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<h4><strong>[PDF] UKMT - JMC -
Junior Mathematical Challenge 2016 - Extended.pdf | Plain Text</strong></h4>
Junior Mathematical Challenge
Organised by the United Kingdom Mathematics Trust supported by Solutions and
investigationsThese solutions augment the printed solutions that we send to
schools. For convenience, the solutions sent to schools are confined to two sides
of A4 paper and therefore in many cases are rather short. The solutions given here
have been extended. In some cases we give alternative solutions, and we have
included some exercises for further investigation. We welcome comments on these
solutions. Please send them to [email protected]. The Junior Mathematical
Challenge (JMC) is a multiple-choice paper. For each question, you are presented
with five options, of which just one is correct. It follows that often you can find
the correct answers by working backwards from the given alternatives, or by showing
that four of them are not correct. This can be a sensible thing to do in the
context of the JMC. However, this does not provide a full mathematical explanation
that would be acceptable if you were just given the question without any
alternative answers. So for each question we have included a complete solution
which does not use the fact that one of the given alternatives is correct. Thus we
have aimed to give full solutions with all steps explained. We therefore hope that
these solutions can be used as a model for the type of written solution that is
expected when presenting a complete solution to a mathematical problem (for
example, in the Junior Mathematical Olympiad and similar competitions). These
solutions may be used freely within your school or college. You may, without
further permission, post these solutions on a website that is accessible only to
staff and students of the school or college, print out and distribute copies within
the school or college, and use them in the classroom. If you wish to use them in
any other way, please consult us. ©UKMT April 2016 Enquiries about the Junior
Mathematical Challenge should be sent to: JMC, UKMT, School of Mathematics
Satellite, University of Leeds, Leeds LS2 9JT T 0113 343 2339 [email protected]
www.ukmt.org.uk1 B 2 A 3 E 4 C 5 A 6 C 7 A 8 A 9 E 10 D 11 C 12 B 13 C 14 D 15 E 16
B 17 C 18 D 19 B 20 E 21 A 22 E 23 B 24 D 25 DUKMT UKMTUKMT <br><br>Junior
Mathematical Challenge 2016 Solutions and investigations1. Which of the following
is closest to zero? A 6+ 5+ 4 B6+ 5− 4 C6+ 5× 4 D6− 5× 4 E6× 5÷ 4 Solution B We
work out the value of each expression in turn. A6+ 5+ 4= 11 +4= 15 . B 6+ 5− 4= 11
−4= 7. C 6+ 5× 4= 6+ 20 =26 . D 6− 5× 4= 6− 20 =−14 . E 6× 5÷ 4= 6× 1.25 =7.5 . We
see that expression B has the value that is closest to zero. NoteNote that in
evaluating these expressions we use the standard convention that divisions and
multiplications are carried out before additions and subtractions. For example, we
evaluate expression D as 6− (5 × 4) and notas(6 − 5) × 4. Check your calculator.
When you press the keys [6] [−] [5] [ ×] [4] [ =] in this order, the answer should
be −14 . If your calculator gives you the answer 4, or anything else, it is time to
buy a new calculator. For investigation 1.1 Work out the values of the following
expressions. (a) 1× 2+ 3× 4+ 5× 6. (b) 1× (2 + 3) × (4 + 5) × 6. (c) 1× 2− 3× 4+ 5×
6. (d) (− 1 − 2+ (3 + 4) × 5) × (6 − 7+ 8) × 9. © UKMT April 2016 www.ukmt.org.uk 2
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations2. What
number is twenty-one less than sixty thousand? A 59 979 B59 981 C57 900 D40 001 E39
000 Solution A Method 1 The direct method is to do the subtraction sum, as follows.
6 0 0 0 0 − 2 1 5 9 9 7 9 So the answer is 59 979. Method 2Without doing the full
subtraction we can see that the units digit of 60 000 − 21 is 9. In the context of
the JMC you are entitled to assume that one of the given options is correct. As 59
979 is the only option with units digit 9, we deduce that this is the correct
answer. 3. One lap of a standard running track is 400 m. How many laps does each
athlete run in a 5000 mrace? A 4B 5C 8D 10E 121 2 Solution E Since each lap has
length 400 m and each athlete runs 5000 m, the number of laps that each athlete
runs is 5000 400 = 50 4 = 12 1 2 . © UKMT April 2016 www.ukmt.org.uk 3
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations4.In January
1859, an eight-year-old boy dropped a newly-hatched eel into a well in Sweden
(apparently in order to keep the water free of insects). The eel, named Åle,
finally died in August 2014. How many years old was Åle when it died? A 135B 145C
155D 165E 175 Solution C To find Åle’s age we need to work out 2014−1859 . Method 1
We can do the subtraction as follows: 2 0 1 4 − 1 8 5 9 1 5 5 So Åle’s age when it
died was 155. Method 2 Alternatively, we can see that from 1859 to 1900 is 41
years, from 1900 to 2000 is 100 years, and from 2000 to 2014 is 14 years. So Åle’s
age in years is 41+100 +14 , that is, 155. For investigation 4.1 In which year was
Åle’s age 123 years? 4.2 In which year was Åle ten times as old as you are now? 5.
What is the value of 1 25 + 0.25 ? A 0.29B 0.3C 0.35D 0.50E 0.65 Solution A We
first convert the fraction into a decimal. We multiply both the numerator (the top)
and the denominator (the bottom) by 4. This gives 1 25 = 4 100 . Therefore,
expressed as a decimal, 1 25 is 0 .04 . Hence 1 25 + 0.25 =0.04 +0.25 =0.29 . ©
UKMT April 2016 www.ukmt.org.uk 4 <br><br>Junior Mathematical Challenge 2016
Solutions and investigations6.Gill is now 28 years old and is a teacher of
Mathematics at a school which has 600 pupils. There are 30 more girls than boys at
the school. How many girls are at Gill’s school? A 270B 300C 315D 330E 345 Solution
C Method 1 Suppose there were equal numbers of girls and boys at the school. Then
there would be 300 girls and 300 boys. Each time we add one more girl and take away
one boy, the difference between the number of girls and the number of boys goes up
by 2, while the total number of pupils remains 600. So to have 30 more girls than
boys, we would need to add 15 more girls and take away 15 boys. So a school with
600 pupils and 30 more girls than boys has 315 girls. Method 2 Suppose that the
school has ggirls. Then, as there are 600 pupils altogether, there are 600 − g
boys. Since there are 30 more girls than boys, g− (600 −g) = 30 . This gives g− 600
+g= 30 , that is, 2g − 600 =30 , and hence 2g = 630 . Therefore g= 315 . Hence,
there are 315 girls at Gill’s school. © UKMT April 2016 www.ukmt.org.uk 5
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations7. A
distance of 8 kmis approximately 5 miles. Which of the following is closest to 1.2
km? A 0.75 milesB 1 mileC 1.2 milesD 1.6 miles E 1.9 miles Solution A Method 1Since
8 km is approximately 5 miles, 1 km is approximately 5 8 miles. Hence 1.2 km is
approximately 1.2 × 5 8 miles . We have 1.2 × 5 8 = 1 .2 × 5 8 = 6 8 = 0.75 .
Therefore 1.2 kmis approximately 0.75 miles. Method 2 Since 8 km is approximately 5
miles, 1 mile is approximately 8 5 km , that is, 1.6 km . It follows that 1.2 kmis
significantly less than 1 mile. So 0.75 miles is the correct option. More
precisely, it follows that 1.2 kmis approximately 1 .2 1 .6 miles. Since 1 .2 1 .6
= 12 16 = 3 4 = 0.75 , it follows that 1.2 kmis approximately 0.75 miles. For
investigation 7.1 It is 393 miles from London to Edinburgh by train. Approximately
how many kilometres is this distance? 7.2 The length of the marathon, as run at the
Olympic games, has been standardized at 42.195 km since 1921. This distance is
based on the length of the marathon at the 1908 Olympic Games in London, when the
race started at Windsor Castle and ended at the White City Stadium in London.
(a)What is the distance 42.195 km, to the nearest mile? (b) 1km is exactly
0.6213712 miles. There are 1760 yards in 1 mile. What is the length of the Olympic
marathon in miles and yards, to the nearest yard? [Calculators allowed! ] © UKMT
April 2016 www.ukmt.org.uk 6 <br><br>Junior Mathematical Challenge 2016 Solutions
and investigations8. What is the value of 2+ 4+ 6+ 8+ 10 +12 +14 +16 +18 +20 1 + 2+
3+ 4+ 5+ 6+ 7+ 8+ 9+ 10 ? A 2B 10C 20D 40E 1024 Solution A Each number in the
numerator is a multiple of 2. If we take out this common factor, we obtain 2 + 4+
6+ 8+ 10 +12 +14 +16 +18 +20 =2× (1 + 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10 ). It follows that
2 + 4+ 6+ 8+ 10 +12 +14 +16 +18 +20 1 + 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10 = 2 × (1 + 2+ 3+
4+ 5+ 6+ 7+ 8+ 9+ 10 ) 1 + 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10 = 2. For investigation 8.1
What is the value of 2× 4× 6× 8× 10 ×12 ×14 ×16 ×18 ×20 1 × 2× 3× 4× 5× 6× 7× 8× 9×
10 ? 9.One of the three symbols +,−,× is inserted somewhere between the digits of
2016 to give a new number. For example, 20−16 gives 4. How many of the following
four numbers can be obtained in this way? 36 195 207 320 A 0B 1C 2D 3E 4 Solution E
We see that 20+16 =36 . 201 −6= 195 . 201 +6= 207 . 20 ×16 =320 . So we can obtain
all four of the given numbers. For investigation 9.1 How many other numbers can you
obtain by inserting one of the three symbols + ,− ,× somewhere between the digits
of 2016? © UKMT April 2016 www.ukmt.org.uk 7 <br><br>Junior Mathematical Challenge
2016 Solutions and investigations10. A square is folded exactly in half and then in
half again. Which of the following could not be the resulting shape? A B C D E
Solution D Figure 1 Figure 2 Figure 3 To fold a figure exactly in half we need to
fold it along a line of symmetry.A square has four lines of symmetry, but these are
of just two types. There are two lines of symmetry joining the midpoints of
opposite edges, and two lines of symmetry joining opposite vertices (see figure 1).
When a square is folded along a line of symmetry joining the midpoints of edges,
such as l, the resulting shape is a rectangle whose longer sides are twice as long
as the shorter sides (see figure 2). When it is folded along a line of symmetry
joining
opposite vertices, such as m, the resulting shape is an isosceles right-angled
triangle (see figure 3). The rectangle shown in figure 2 has two lines of symmetry,
nand p, joining midpoints of opposite edges. When the rectangle is folded along n,
the resulting shape is a square with half the side length of the original square.
This is the shape of option A. When the rectangle is folded along p, the resulting
shape is a rectangle whose longer sides are four times as long as the shorter
sides. This is the shape of option B. The isosceles right-angled triangle shown in
figure 3 has one line of symmetry, labelled q. When the triangle is folded along
this line the resulting shape is a smaller isosceles right-angled triangle. This is
the shape of both options C and E. We therefore see that the shapes of options A,
B, C and E can be achieved. Since we have covered all the possible ways of folding
the square in half and in half again, it follows that the shape that could not be
achieved is D. For investigation 10.1 Which shapes can be obtained by starting with
a square and folding along a line of symmetry three times in succession? 10.2 Which
shapes can be obtained by starting with a square and folding along a line of
symmetry any finite number of times? © UKMT April 2016 www.ukmt.org.uk 8 m l n p q
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations11. Which of
the following statements is false? A 12 is a multiple of 2B 123 is a multiple of 3C
1234 is a multiple of 4D 12 345is a multiple of 5 E 123 456 is a multiple of 6
Solution C Method 1One method is to do the following divisions, to find out in
which case the answer is not an integer. A 12÷2= 6. B 123÷3= 41 . C 1234÷4=
308 .5 . D 12 345 ÷5= 2469 . E 123 456 ÷6= 20576 . From these calculations we see
that 1234 is not a multiple of 4. So the statement that is false is C. Method 2 We
have the following tests for whether a positive integer is a multiple of n, for
small values of n. n Test for being a multiple of n2 The units digit is even. 3 The
sum of the digits is a multiple of 3. 4 The tens and units digits taken together
make an integer which is a multiple of 4. 5 The units digit is 0 or 5. 6 A multiple
of 2 and a multiple of 3. We apply these tests to the statements given in the
options. A The units digits of 12 is 2, which is even. So 12 is a multiple of 2. B
The sum of the digits of 123 is 1+ 2+ 3= 6. This is a multiple of 3. So 123 is a
multiple of by 3. C The tens and units digits make 34. This is not a multiple of 4.
So 1234 is nota multiple of 4. D The units digit is 5. So 12 345is a multiple of 5.
E 123 456 has units digit 6 and the sum of its digits 21. So it is a multiple of 2
and 3, and hence of 6. Therefore it is statement C that is false. For investigation
11.1 Explain why the tests for being a multiple of n, for n= 2, 3, 4, 5 and 6,
work. © UKMT April 2016 www.ukmt.org.uk 9 <br><br>Junior Mathematical Challenge
2016 Solutions and investigations12.The musical Rent contains a song that starts
“Five hundred and twenty five thousand six hundred minutes”. Which of the following
is closest to this length of time? A a weekB a yearC a decadeD a centuryE a
millennium Solution B The song refers to 525 600minutes. Since there are 60 minutes
in an hour, 525 600minutes is 525600 60 hours, that is, 8760hours. Since there are
24 hours in one day, 8760 hours is 8760 24 days, that is, 365days. It follows that
of the given options a year is closest to the length of time corresponding to the
number of seconds mentioned in the song. Note A calendar year has 365 days in a
normal year, but 366 days in a leap year such as the current year. Astronomers use
several different definitions of a year which differ a little from each other in
length. One common definition is the sidereal year which is the time it takes the
earth to complete one revolution about the sun, relative to the distant stars. The
sidereal year has length 365 .256 363 004 days. Because this is not an exact number
of days, a calendar with the same number of days in each year would not be
synchronised with the position of the earth relative to the sun and so it would get
out of step with the seasons. Different cultures have solved this problem in
different ways. In the most commonly used calendar, introduced by Pope Gregory XIII
in 1582, the rules for the length of a year are: A year is a leap year if its
number is a multiple of 4, except that if the number is a multiple of 100 but not
of 400, then it is not a leap year. A standard year has 365 days. A leap year has
366 days. For example, 2016 is a multiple of 4. Therefore the current year is a
leap year. 2017 is not a multiple of 4, so next year will not be a leap year. 2000
is a multiple of 100 and also of 400. So the year 2000 was a leap year. However,
2100 is divisible by 100 by not by 400. So the year 2100 will not be a leap year.
For investigation 12.1 According to the Gregorian calendar, how many leap years are
there in a period of 400 years? 12.2 What is the average length, in days, of a year
in the Gregorian calendar? © UKMT April 2016 www.ukmt.org.uk 10 <br><br>Junior
Mathematical Challenge 2016 Solutions and investigations13.The diagram shows five
circles placed at the corners of a pentagon. The numbers 1, 2, 3, 4, 5 are placed
in the circles shown, one in each, so that the numbers in adjacent circles always
differ by more than 1. What is the sum of the numbers in the two circles adjacent
to the circle which contains the number 5? A 3B 4C 5D 6E 7 Solution C The number 3
cannot be placed next to either 2 or 4. So it will be between 1 and 5. Therefore 5
is next to 3, and not next to 1. Also, 5 cannot be next to 4. Therefore 5 is next
to 2. Therefore the sum of the numbers next to 5 is 3+ 2, that is, 5. [In the JMC
we could stop here. However for a complete answer we need to do Exercise 13.1.] For
investigation 13.1 Show that there is a way to place the numbers 1, 2, 3, 4, 5 in
the circles so that the numbers in adjacent circles always differ by more than 1.
14. In the diagram, AB =AC and D is a point on AC such that B D=BC . Angle B ACis
40°. What is angle AB D? A 15 ° B 20° C 25° D 30° E 35 ° Solution D Since AB =AC ,
the triangle ABC is isosceles. Therefore ∠AC B =∠C B A . Since the angles in a
triangle add up to 180 °, we have ∠ B AC +∠AC B +∠C B A = 180 °. Hence 40 °+ 2∠ AC
B = 180 °. It follows that 2∠ AC B =180 °− 40 °= 140 °. Therefore ∠AC B =70 °.
Since B D =BC , the triangle BC D is isosceles. Therefore ∠B DC =∠DC B . Since ∠DC
B is the same as ∠AC B , it follows that ∠B DC =∠AC B =70 °. By the External Angle
Theorem, ∠ B DC =∠B AD +∠AB D . That is, 70 ° = 40 °+ ∠AB D . It follows that ∠AB D
=30 °. For investigation 14.1 If you are not familiar with the External Angle
Theorem , find out what it says and how it is proved. 14.2 This problem may be
solved without using the External Angle Theorem. Can you see how? [Nonetheless, do
remember the External Angle Theorem - it is very useful.] © UKMT April 2016
www.ukmt.org.uk 11 A B C D 40 ° <br><br>Junior Mathematical Challenge 2016
Solutions and investigations15. How many of these four expressions are perfect
squares? 1 3 + 23 13 + 23 + 33 13 + 23 + 33 + 43 13 + 23 + 33 + 43 + 53 A 0B 1C 2D
3E 4 Solution EWe find the value of each expression to see which of them are
squares. After we have found the value of the one expression, we can find the value
of the next expression by adding the extra term to the sum we have already
calculated. In this way, we obtain 13 + 23 = 1+ 8= 9= 32 . 1 3 + 23 + 33 = 9+ 33 =
9+ 27 =36 =62 . 1 3 + 23 + 33 + 43 = 36 +43 = 36 +64 =100 =10 2 . 1 3 + 23 + 33 +
43 + 53 = 100 +53 = 100 +125 =225 =15 2 . We now see that all four of the
expressions are perfect squares. Note The first cube 13is, of course, also a square
since 13 = 12. We see from the above calculations that the sum of the first two
cubes is square, and so also are the sums of the first three cubes, the first four
cubes and the first five cubes. Just from these five examples we cannot deduce that
the sum of the first ncubes is always a square, but it looks as though it might be
true. You should not be satisfied until you have found either a proof that this is
always true, or a counterexample to show that it is false for at least one positive
integer n. For investigation 15.1 If we include the case 13 = 12, we see that the
sums of the first ncubes, for n = 1,2,3,4 and 5 are 12 , 32 , 62 , 10 2 and 152 .
Can you spot a possible pattern? 15.2 Assuming that the pattern you have spotted in
15.1 is correct, write down a formula for the sum of the first ncubes. 15.3 Try to
either find a proof that the formula that you wrote down in 15.2 is correct, or
give an example of a positive integer nfor which it is not true. You might look in
a book, or ask your teacher, or read the note below. Note From the numerical
evidence, it looks as though the sum of the first ncubes equals the square of the
sum of the first npositive integers. For example, 1 3 + 23 + 33 + 43 + 53 = 15 2 =
(1 + 2+ 3+ 4+ 5)2 . It turns out that this is true for all positive integers n.
There are several different ways to prove this. The following proof, using a
diagram and no symbols, is in many ways the most attractive. Look at the square in
the following diagram. © UKMT April 2016 www.ukmt.org.uk 12 <br><br>Junior
Mathematical Challenge 2016 Solutions and investigationsThe square is made up of
four congruent polygons, one white, one grey and two hatched.Each of these polygons
is made up of one square of size 1× 1, two squares of size 2× 2, three squares of
size 3× 3, four squares of size 4× 4, and five squares of size 5× 5. Therefore the
area of each polygon is 1 × (1 × 1) + 2× (2 × 2) + 3× (3 × 3) + 4× (4 × 4) + 5× (5
× 5) = 13 + 23 + 33 + 43 + 53 . Since the square is made up four of these polygons,
its area is 4× (1 3 + 23 + 33 + 43 +
53 ). We also see that the height of the grey polygon is 1+ 2+ 3+ 4+ 5. Therefore
the height of the whole square is 2× ( 1+ 2+ 3+ 4+ 5). This is also the width of
the square. Therefore the area of the square is (2 × (1 + 2+ 3+ 4+ 5) ) 2 , which
is equivalent to 4× (1 + 2+ 3+ 4+ 5)2 . Since these two different expressions for
the area of the square are equal, it follows that 13 + 23 + 33 + 43 + 53 = (1 + 2+
3+ 4+ 5)2 . Clearly, this argument can be used to show that for each positive
integer n, the sum of the first n cubes equals the square of the sum of the first
nintegers. The visual proof we have given comes from an article A Geometric Proof
of a Famous Identity , by Solomon Golomb, in the Mathematical Gazette (Volume 49,
No. 368, May 1965, pages 198 - 200). In this article Golomb attributes the diagram
on which the one given here is based to Warren Lushbaugh. You may already know that
the formula for the sum of the first npositive integers is 1 2 n (n + 1). [If not,
find a proof that this is the correct formula.] It follows that the sum of the
first npositive cubes is given by the formula #1 2 n (n + 1)# 2 , or, equivalently,
1 4 n 2 (n + 1)2 . © UKMT April 2016 www.ukmt.org.uk 131 + 2+ 3+ 4+ 5
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations16.Each of
the nine small squares in this grid can be coloured completely black or completely
white. What is the largest number of squares that can be coloured black so that the
design created has rotational symmetry of order 2, but no lines of symmetry? A 4B
5C 6D 7E 8 Solution B We note first that the colour of the centre square does not
affect the symmetries of the design. Since we are looking for the largest number of
squares that can be coloured black, we need only consider colourings in which this
square is black. To have a colouring which has rotational symmetry of order 2, each
pair of opposite squares, that is, the pairs labelled p, q, r and sin the diagram
on the left, must be the same colour. The second diagram above shows that, if all
four of these pairs are black, then the design has four lines of symmetry. The
third and fourth diagrams show that, if one of these pairs is coloured white and
the other three pairs are black, then the design has two lines of symmetry. The
diagram on the right shows, however, that we can create a design with no lines of
symmetry by colouring the appropriate two pairs white and the other two pairs
black. It can be seen that the design in this diagram has rotational symmetry of
order 2. This shows that the largest number of squares that can be coloured black
to make a design with rotational symmetry of order 2, but no lines of symmetry, is
5. For investigation 16.1 Consider now a 4× 4grid with 16 small squares. What is
the largest number of squares that can be coloured black, with the rest coloured
white, so that the design has rotational symmetry of order 2, but no lines of
symmetry? 16.2 Suppose we have an n× ngrid made up of n2 small squares. What is the
largest number of squares that can be coloured black, with the rest coloured white,
so that the design has rotational symmetry of order 2, but no lines of symmetry? ©
UKMT April 2016 www.ukmt.org.uk 14 p p q q r r ss <br><br>Junior Mathematical
Challenge 2016 Solutions and investigations17. In a group of 48 children, the ratio
of boys to girls is 3 : 5. How many boys must join the group to make the ratio of
boys to girls 5 : 3? A 48B 40C 32D 24E 8 Solution CSince the ratio of boys to girls
is 3 : 5 , the proportion of boys in the group is 3 8. Therefore the number of boys
is 3 8 × 48 =18 . It follows that the number of girls in the group is 48−18 =30 .
The ratio 5 : 3 is the same as the ratio 50 : 30 . So in a group which has 30
girls, in which the ratio of boys to girls is 5 : 3 , there will be 50 boys. The
number of boys is 18. To make this up to 50, the number of boys that need to join
the group is 50−18 =32 . 18. In the addition sum shown, each letter represents a
different non-zero digit. What digit does Xrepresent? A 1B 3C 5D 7E 9 Solution D
From the units column we see that either E + E = S , or there is a carry, in which
case E+ E = 10 +S . However, from the tens column, we deduce that E + E , S . So
there is a carry from the units column to the tens column. Therefore, from the tens
column we see that 1+ E+ E =10 +E. If we subtract E + 1from both sides of this
equation, we deduce that E = 9. It now follows from the units column that S= 8.
Hence the sum is 8 9 9 + 8 9 9 1 7 9 8 It follows that Xrepresents 7. For
investigation 18.1 Invent some problems about addition sums of a similar kind. ©
UKMT April 2016 www.ukmt.org.uk 15EES EES + SEXA <br><br>Junior Mathematical
Challenge 2016 Solutions and investigations19.Three boxes under my stairs contain
apples or pears or both. Each box contains the same number of pieces of fruit. The
first box contains all twelve of the apples and one-ninth of the pears. How many
pieces of fruit are there in each box? A 14B 16C 18D 20E 36 Solution B Method 1 The
first box contains one-ninth of the pears. Therefore, the other two boxes contain,
between them, eight-ninths of the pears. So, since they contain the same number of
pieces of fruit, but no apples, they each contain four-ninths of the pears. So the
difference between the number of pears in each of the second and third boxes and
the number of pears in the first box is equal to three-ninths of the number of
pears, that is, to one-third of the number of pears. Therefore, as the first box
holds the same number of pieces of fruit as the other two boxes, the 12 apples in
the first box match the extra one-third of the number of pears in the other two
boxes. Since one-third of the pears amount to 12 pears, it follows that altogether
there are 36 pears. Hence the total number of pieces of fruit is 48. Since these
are equally divided between the boxes, each of the three boxes contains 16 pieces
of fruit. Method 2 Since the first box contains one-ninth of the pears, we avoid
fractions by supposing that there are 9ppears. It follows that there are ppears in
the first box and altogether 8ppears in the other boxes. As they contain equal
numbers of piece of fruit, there are 4ppears in each of these boxes. Hence there
are 12+ppieces of fruit in the first box, and 4p in each of the other two boxes.
Since each box contains the same number of pieces of fruit 12+p= 4p, and hence
12=3p, from which it follows that p= 4. We have seen that there are 12 + p pieces
of fruit in the first box. Since p= 4, we deduce that the number of pieces of fruit
in each box is 16. © UKMT April 2016 www.ukmt.org.uk 16 <br><br>Junior Mathematical
Challenge 2016 Solutions and investigations20.A cyclic quadrilateral has all four
vertices on the circum- ference of a circle. Brahmagupta (598–670AD) gave the
following formula for the area, A, of a cyclic quadrilateral whose edges have
lengths a,b, c, d : A = p ( s − a) ( s− b) ( s− c) ( s− d), where sis half of the
perimeter of the quadrilateral. What is the area of the cyclic quadrilateral with
sides of length 4 cm, 5cm , 7cm and 10 cm? A 6 cm2 B 13cm2 C 26cm2 D 30cm2 E 36cm2
Solution E In Brahmagupta’s formula, we have a= 4, b = 5, c = 7and d= 10 . The
total length of the perimeter, in cm, is 4+ 5+ 7+ 10 =26 . Therefore s= 26 ÷2= 13 .
It follows that s− a= 13 −4= 9, s − b= 13 −5= 8, s − c= 13 −7= 6, and s− d= 13 −10
=3. Hence (s − a) ( s− b) ( s− c) ( s− d) = 9× 8× 6× 3 = 9× 144 . Therefore A= √ 9
× 144 = 3× 12 = 36 . Therefore the area of the cyclic quadrilateral is 36 cm2 . For
investigation 20.1 Find a proof of Brahmagupta’s formula for the area of a cyclic
quadrilateral. [Either work out a proof for yourself, or look in a book or on the
web, or ask your teacher.] 20.2 Heron’s formula says that the area of a triangle
with sides of lengths a,b and cis p s (s − a) ( s− b) ( s− c), where sis half of
the perimeter of the triangle. Use Brahmagupta’s formula for the area of a cyclic
quadrilateral to deduce Heron’s formula for the area of a triangle. 20.3 Use
Heron’s formula to find the area of an equilateral triangle with sides of length 1.
© UKMT April 2016 www.ukmt.org.uk 174 5 7 10 <br><br>Junior Mathematical Challenge
2016 Solutions and investigations21.The diagram shows a pentagon drawn on a square
grid. All vertices of the pentagon and triangle are grid points. What fraction of
the area of the pentagon is shaded? A 2 7 B 1 3 C 2 5 D 1 4 E 2 9 Solution A We
assume that the small squares making up the grid have a side length of 1 unit. The
pentagon consists of a 6× 6square, with half of a 3× 3square removed. Hence the
area of the pentagon, in square units, is 6× 6− 1 2 ( 3 × 3) = 36 −9 2 = 63 2 . The
area of a triangle is half the base multiplied by the height. The shaded triangle
has a base of length 3 units and height 6 units. Therefore, its area, in square
units, is 1 2 ( 3 × 6) = 9. It follows that the fraction of the area of the
pentagon that is shaded is 9 63 2 = 9 × 2 63 = 2 7 . © UKMT April 2016
www.ukmt.org.uk 18 <br><br>Junior Mathematical Challenge 2016 Solutions and
investigations22.Four copies of the triangle shown are joined together, without
gaps or overlaps, to make a parallelogram. What is the largest possible perimeter
of the parallelogram? A 46 cm B 52cm C 58cm D 62cm E 76cm Solution E The four
triangles between them have 12 edges. When they are fitted together there must be
at least 3 places where two of the triangles meet along an edge. At each of these
places 2 of the 12 edges form interior edges of the parallelogram. So the perimeter
of the parallelogram will be made up of at most 12 −3×2= 6 of the edges of the
triangles. So, if we can arrange the triangles so that the perimeter is made up of
all four edges of length 13 cm , and two edges of length 12 cm , this would give us
the largest possible perimeter. The diagram shows that such
an arrangement is possible. So the length of the longest possible perimeter is 4×
13 cm +2× 12 cm =76 cm . For investigation 22.1 What is the smallest possible
perimeter of a parallelogram that can be made by joining four copies of the given
triangle without gaps or overlaps? 22.2 What is the largest possible perimeter of a
parallelogram that can be made by joining six copies of the given triangle without
gaps or overlaps? 22.3 What is the smallest possible perimeter of a parallelogram
that can be made by joining six copies of the given triangle without gaps or
overlaps? 22.4 Is it possible to make a parallelogram by joining an odd number of
copies of the given triangle without gaps or overlaps? © UKMT April 2016
www.ukmt.org.uk 1912 cm13 cm 5 cm 12 cm 12 cm 13 cm 13 cm 13 cm 13 cm
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations23.The
diagram shows the first few squares of a ‘spiral’ sequence of squares. All but the
first three squares have been numbered. After the first six squares, the sequence
is con- tinued by placing the next square alongside three existing squares – the
largest existing square and two others. The three smallest squares have sides of
length 1. What is the side length of the 12th square? A 153B 123C 83D 53E 13
Solution B We see from the diagram in the question that the side length of the 4th
square is 3, and the side length of the 5th square is 4. Also, the side length of
the 6th square is the sum of the side lengths of the 4th and 5th squares. So the
6th square has side length 3+ 4= 7. Similarly the side length of the 7th square is
the sum of the side lengths of the 5th and 6th squares. So the 7th square has side
length 4+ 7= 11 . The sequence of side lengths continues in this way. After the
first three numbers, each number in this sequence is the sum of the previous two
numbers. Therefore the first 12 numbers in the sequence are 1, 1, 1, 3, 4, 7,
11 ,18 ,29 ,47 ,76 ,123 . We therefore see that the side length of the 12th square
is 123. © UKMT April 2016 www.ukmt.org.uk 204th 5th 6th 7th 8th <br><br>Junior
Mathematical Challenge 2016 Solutions and investigations24.Part of a wall is to be
decorated with a row of four square tiles. Three different colours of tiles are
available and there are at least two tiles of each colour available. Tiles of all
three colours must be used. In how many ways can the row of four tiles be chosen? A
12B 18C 24D 36E 48 Solution D We will suppose that the colours of the tiles that
are available are red, blue and green. We need to count the number of different
ways in which we can choose to places the tiles, so that we use at least one tile
of each of the three colours. To do this we will need two tiles of one colour and
one tile of each of the other two colours. The method we use is to split our choice
of how to arrange the tiles into a sequence of independent choices, and to count
the number of different ways in which we can make these choices. The first choice
is to decide the colour of the two tiles with the same colour. There are 3 ways to
choose this colour. Once we have made this choices, we have no further choice of
colours as we must have one tile of each of the two other colours. We now need to
count the number of different ways to place the four tiles in a row after we have
chosen their colours. Suppose, for the sake of argument, that we have decided to
have two red tiles and hence one blue tile and one green tile. We can decide how to
place these tiles by first choosing the place for the blue tile, and then the place
for the green tile. Then there will be no further choice, as we will need to put
the two red tiles in the two remaining places. There are 4 choices for the position
of the blue tile. Then, whichever position we choose for the blue tile, there will
remain 3 choices of position for the green tile. We thus see that placing the tiles
involves three independent choices and that the number of possibilities for these
choices are 3, 4 and 3 respectively. Each of the 3 choices of colour shared by two
of the tiles may be combined with any of the 4 choices of position for the tile of
the second colour. So there are 3× 4ways to combine these choices. Each of these 3×
4ways of making the first two choices may be combined with any of the 3 choices of
position for the tile of the third colour. Therefore the total number of different
ways of combining these choices is 3×4×3= 36 . Hence there are 36 different ways in
which the row of four tiles can be chosen. © UKMT April 2016 www.ukmt.org.uk 21
<br><br>Junior Mathematical Challenge 2016 Solutions and investigations25.Beatrix
places dominoes on a 5× 5board, either horizontally or vertically, so that each
domino covers two small squares. She stops when she cannot place another domino, as
in the example shown in the diagram. When Beatrix stops, what is the largest
possible number of squares that may be still uncovered? A 4B 5C 6D 7E 8 Solution D
The board has 25 squares. Each domino covers two squares. So, however many dominoes
are placed on the board, the total number of squares that are covered will be even.
So the number of uncovered squares will be odd. In particular, it is not possible
to have 8 uncovered squares. The diagram shows that it is possible for Beatrice to
place 9 dominoes on the board in such a way that she cannot place another domino.
This leaves 7 uncovered squares. As this is the largest odd number given as one of
the options, we conclude that D is the correct option. Note This is an adequate
answer in the context of the JMC. However, for a complete answer we need to give a
proof that we cannot place dominoes on the board so that there are more than 7
uncovered squares, and arranged in such a way so that it is not possible to add an
additional domino. We do this using the method of proof by contradiction So we
suppose that we have placed dominoes on the board so that there are more than 7
uncovered squares and it is not possible to place an additional domino on the
board. Our aim is to show that this leads to a contradiction. We have already noted
that there must be an odd number of uncovered squares. So there are at least 9
uncovered squares. For the purpose of this argument it is convenient to refer to an
uncovered square as a hole . We also colour the squares of the board alternately
black and white, as on a chessboard. We refer to holes on white squares as white
holes, and those on black squares as black holes. Each domino covers one white and
one black square. Therefore, the dominoes cover equal numbers of white squares and
black squares. The board has 13 white squares and 12 black squares. It follows that
the number of white holes is one more than the number of black holes. So there are
at least five white holes and at least four black holes. Note that no two of these
holes can have a side in common, as the presence of two adjacent holes would enable
us to place an additional domino on the board. (Holes that have a side in common
are said to be adjacent.) © UKMT April 2016 www.ukmt.org.uk 22 <br><br>Junior
Mathematical Challenge 2016 Solutions and investigationsWe first show that the
centre square is a hole.In the diagram on the right the 5× 5board has been divided
into four 2 × 3rectangles, and the centre square by itself. There are at least 9
holes. Therefore, if the centre square is not a hole, there must be at least three
holes in at least one of the 2× 3rectangles. In fact, we show that we cannot have
as many as three holes in any of these rectangles. In the diagrams below, we use
Oto indicate a square that is a hole. As no two holes can be adjacent, if there are
three holes within a 2× 3 rectangle, they must either all be white holes, as in the
rectangle at top left of the diagram on the right, or all black holes, as in the
rectangle in the bottom right. In the first case, it would not be possible to place
a domino on the square labelled X; in the second case, it would not be possible to
place a domino on the square labelled Y. So, in either case, there would be
adjacent holes. Hence this is impossible. We therefore deduce that the central
square must be a hole. It follows that the four black squares adjacent to the
central square cannot be holes. However, as we have already seen, there must be at
least four black holes somewhere on the board. Also, in addition to the hole in the
centre square, there are at least four other white holes somewhere on the board. We
have already noted that the two black squares adjacent to a corner square cannot
both be holes. It follows that in each of the four 2×3rectangles exactly one of the
black squares adjacent to each corner square is a hole. Since the white squares
adjacent to this black hole cannot be a hole, there cannot be two white holes in
any of the 2× 3rectangles. It follows that there is also exactly one white hole in
each of these rectangles. Consider the 2× 3rectangle in the bottom right corner of
the diagram on the right. In this diagram _ is used to indicate a square that must
be occupied by a domino. The square labelled X cannot be a hole, as it would then
not be possible to have a white hole in the rectangle. Because the diagram is
symmetric about the diagonal from top left to bottom right, the black square
labelled Yalso cannot be a hole. So there cannot be any black holes. This is the
contradiction we have been aiming at. We therefore conclude that we cannot place
dominoes on the board so as to have more than 7 uncovered squares, and so that it
is impossible to place an additional domino on the board. This completes the proof.
© UKMT April 2016 www.ukmt.org.uk 23 X Y O O O O O O XY O _ _ _ _ <br><br>
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<div class="boxed boxed--lg boxed--border">

<div class="boxed boxed--border">

<div class="col-md-12 text-center advert-wrapper bottom-advert">

<footer class="text-center-xs space--xs">

<div class="col-md-12 text-center">

<div class="alert text-center cookiealert" role="alert">

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