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514e7909abcc9a9bd591269b5aa67039 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_13 | Let $\triangle ABC$ be an isosceles triangle with $BC = AC$ and $\angle ACB = 40^{\circ}$ . Construct the circle with diameter $\overline{BC}$ , and let $D$ and $E$ be the other intersection points of the circle with the sides $\overline{AC}$ and $\overline{AB}$ , respectively. Let $F$ be the intersection of the diagonals of the quadrilateral $BCDE$ . What is the degree measure of $\angle BFC ?$
$\textbf{(A) } 90 \qquad\textbf{(B) } 100 \qquad\textbf{(C) } 105 \qquad\textbf{(D) } 110 \qquad\textbf{(E) } 120$ | $\triangle{ABC}$ is isosceles so $\angle{CAB}=70^{\circ}$ . Since $CB$ is a diameter, $\angle{CDB}=\angle{CEB}=90^{\circ}$ . Quadrilateral $ADFE$ is cyclic since $\angle{ADF}+\angle{AEF}=180^{\circ}$ . Therefore $\angle{BFC}=\angle{DFE}=180^{\circ}-\angle{CAB}=\boxed{110}$ | null | 110 |
276bd8eea6352b67e2a1a359f300470f | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_14 | For a set of four distinct lines in a plane, there are exactly $N$ distinct points that lie on two or more of the lines. What is the sum of all possible values of $N$
$\textbf{(A) } 14 \qquad \textbf{(B) } 16 \qquad \textbf{(C) } 18 \qquad \textbf{(D) } 19 \qquad \textbf{(E) } 21$ | It is possible to obtain $0$ $1$ $3$ $4$ $5$ , and $6$ points of intersection, as demonstrated in the following figures: [asy] unitsize(2cm); real d = 2.5; draw((-1,.6)--(1,.6),Arrows); draw((-1,.2)--(1,.2),Arrows); draw((-1,-.2)--(1,-.2),Arrows); draw((-1,-.6)--(1,-.6),Arrows); draw((-1+d,0)--(1+d,0),Arrows); draw((0+d,1)--(0+d,-1),Arrows); draw(dir(45)+(d,0)--dir(45+180)+(d,0),Arrows); draw(dir(135)+(d,0)--dir(135+180)+(d,0),Arrows); dot((0+d,0)); draw((-1+2*d,sqrt(3)/3)--(1+2*d,sqrt(3)/3),Arrows); draw((-1/4-1/2+2*d, sqrt(3)/12-sqrt(3)/2)--(-1/4+1/2+2*d,sqrt(3)/12+sqrt(3)/2),Arrows); draw((1/4+1/2+2*d, sqrt(3)/12-sqrt(3)/2)--(1/4-1/2+2*d,sqrt(3)/12+sqrt(3)/2),Arrows); draw((-1+2*d,-sqrt(3)/6)--(1+2*d,-sqrt(3)/6),Arrows); dot((0+2*d,sqrt(3)/3)); dot((-1/2+2*d,-sqrt(3)/6)); dot((1/2+2*d,-sqrt(3)/6)); draw((-1/3,1-d)--(-1/3,-1-d),Arrows); draw((1/3,1-d)--(1/3,-1-d),Arrows); draw((-1,-1/3-d)--(1,-1/3-d),Arrows); draw((-1,1/3-d)--(1,1/3-d),Arrows); dot((1/3,1/3-d)); dot((-1/3,1/3-d)); dot((1/3,-1/3-d)); dot((-1/3,-1/3-d)); draw((-1+d,sqrt(3)/12-d)--(1+d,sqrt(3)/12-d),Arrows); draw((-1/4-1/2+d, sqrt(3)/12-sqrt(3)/2-d)--(-1/4+1/2+d,sqrt(3)/12+sqrt(3)/2-d),Arrows); draw((1/4+1/2+d, sqrt(3)/12-sqrt(3)/2-d)--(1/4-1/2+d,sqrt(3)/12+sqrt(3)/2-d),Arrows); draw((-1+d,-sqrt(3)/6-d)--(1+d,-sqrt(3)/6-d),Arrows); dot((0+d,sqrt(3)/3-d)); dot((-1/2+d,-sqrt(3)/6-d)); dot((1/2+d,-sqrt(3)/6-d)); dot((-1/4+d,sqrt(3)/12-d)); dot((1/4+d,sqrt(3)/12-d)); draw((-1/4-1/2+2*d, sqrt(3)/12-sqrt(3)/2-d)--(-1/4+1/2+2*d,sqrt(3)/12+sqrt(3)/2-d),Arrows); draw((1/4+1/2+2*d, sqrt(3)/12-sqrt(3)/2-d)--(1/4-1/2+2*d,sqrt(3)/12+sqrt(3)/2-d),Arrows); draw(dir(30)+(2*d,-d)--dir(30+180)+(2*d,-d),Arrows); draw(dir(150)+(2*d,-d)--dir(-30)+(2*d,-d),Arrows); dot((0+2*d,0-d)); dot((0+2*d,sqrt(3)/3-d)); dot((-1/2+2*d,-sqrt(3)/6-d)); dot((1/2+2*d,-sqrt(3)/6-d)); dot((-1/4+2*d,sqrt(3)/12-d)); dot((1/4+2*d,sqrt(3)/12-d)); [/asy]
It is clear that the maximum number of possible intersections is ${4 \choose 2} = 6$ , since each pair of lines can intersect at most once. We now prove that it is impossible to obtain two intersections.
We proceed by contradiction. Assume a configuration of four lines exists such that there exist only two intersection points. Let these intersection points be $A$ and $B$ . Consider two cases:
Case 1 : No line passes through both $A$ and $B$
Then, since an intersection point is obtained by an intersection between at least two lines, two lines pass through each of $A$ and $B$ . Then, since there can be no additional intersections, the 2 lines that pass through $A$ cant intersect the 2 lines that pass through $B$ , and so 2 lines passing through $A$ must be parallel to 2 lines passing through $B$ . Then the two lines passing through $B$ are parallel to each other by transitivity of parallelism, so they coincide, contradiction.
Case 2 : There is a line passing through $A$ and $B$
Then there must be a line $l_a$ passing through $A$ , and a line $l_b$ passing through $B$ . These lines must be parallel. The fourth line $l$ must pass through either $A$ or $B$ . Without loss of generality, suppose $l$ passes through $A$ . Then since $l$ and $l_a$ cannot coincide, they cannot be parallel. Then $l$ and $l_b$ cannot be parallel either, so they intersect, contradiction.
All possibilities have been exhausted, and thus we can conclude that two intersections is impossible. Our answer is given by the sum $0+1+3+4+5+6=\boxed{19}$ | D | 19 |
37b371048310db69b2951fc214c47fb0 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_17 | A child builds towers using identically shaped cubes of different colors. How many different towers with a height $8$ cubes can the child build with $2$ red cubes, $3$ blue cubes, and $4$ green cubes? (One cube will be left out.)
$\textbf{(A) } 24 \qquad\textbf{(B) } 288 \qquad\textbf{(C) } 312 \qquad\textbf{(D) } 1,260 \qquad\textbf{(E) } 40,320$ | Arranging eight cubes is the same as arranging the nine cubes first, and then removing the last cube. In other words, there is a one-to-one correspondence between every arrangement of nine cubes, and every actual valid arrangement. Thus, we initially get $9!$ . However, we have overcounted, because the red cubes can be permuted to have the same overall arrangement, and the same applies with the blue and green cubes. Thus, we have to divide by the $2!$ ways to arrange the red cubes, the $3!$ ways to arrange the blue cubes, and the $4!$ ways to arrange the green cubes. Thus we have $\frac {9!} {2! \cdot 3! \cdot 4!} = \boxed{1,260}$ different possible towers. | D | 1,260 |
37b371048310db69b2951fc214c47fb0 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_17 | A child builds towers using identically shaped cubes of different colors. How many different towers with a height $8$ cubes can the child build with $2$ red cubes, $3$ blue cubes, and $4$ green cubes? (One cube will be left out.)
$\textbf{(A) } 24 \qquad\textbf{(B) } 288 \qquad\textbf{(C) } 312 \qquad\textbf{(D) } 1,260 \qquad\textbf{(E) } 40,320$ | We can divide the problem into three cases, each representing one cube to be excluded:
Case 1 : The red cube is excluded. This gives us the problem of arranging one red cube, three blue cubes, and four green cubes. The number of possible arrangements is $\frac{8!}{4!\cdot3!}=280$ . Note that we do not need to multiply by the number of red cubes because there is no way to distinguish between the first red cube and the second.
Case 2 : The blue cube is excluded. This gives us the problem of arranging two red cubes, two blue cubes, and four green cubes. The number of possible arrangements is $\frac{8!}{2!\cdot2!\cdot4!}=420$
Case 3 : The green cube is excluded. This gives us the problem of arranging two red cubes, three blue cubes, and three green cubes. The number of possible arrangements is $\frac{8!}{2!\cdot3!\cdot3!}=560$
Adding up the individual cases from above gives the answer as $280+420+560=\boxed{1,260}$ | D | 1,260 |
6a9b1f11cfbd899041f7f4ed91698f13 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_18 | For some positive integer $k$ , the repeating base- $k$ representation of the (base-ten) fraction $\frac{7}{51}$ is $0.\overline{23}_k = 0.232323..._k$ . What is $k$
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16 \qquad\textbf{(E) } 17$ | We can expand the fraction $0.\overline{23}_k$ as follows: $0.\overline{23}_k = 2\cdot k^{-1} + 3 \cdot k^{-2} + 2 \cdot k^{-3} + 3 \cdot k^{-4} + \cdots$
Notice that this is equivalent to \[2( k^{-1} + k^{-3} + k^{-5} + ... ) + 3 (k^{-2} + k^{-4} + k^{-6} + \cdots )\]
By summing the geometric series and simplifying, we have $\frac{2k+3}{k^2-1} = \frac{7}{51}$ . Solving this quadratic equation (or simply testing the answer choices) yields the answer $k = \boxed{16}$ | D | 16 |
6a9b1f11cfbd899041f7f4ed91698f13 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_18 | For some positive integer $k$ , the repeating base- $k$ representation of the (base-ten) fraction $\frac{7}{51}$ is $0.\overline{23}_k = 0.232323..._k$ . What is $k$
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16 \qquad\textbf{(E) } 17$ | Let $a = 0.2323\dots_k$ . Therefore, $k^2a=23.2323\dots_k$
From this, we see that $k^2a-a=23_k$ , so $a = \frac{23_k}{k^2-1} = \frac{2k+3}{k^2-1} = \frac{7}{51}$
Now, similar to in Solution 1, we can either test if $2k+3$ is a multiple of 7 with the answer choices, or actually solve the quadratic, so that the answer is $\boxed{16}$ | D | 16 |
6a9b1f11cfbd899041f7f4ed91698f13 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_18 | For some positive integer $k$ , the repeating base- $k$ representation of the (base-ten) fraction $\frac{7}{51}$ is $0.\overline{23}_k = 0.232323..._k$ . What is $k$
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16 \qquad\textbf{(E) } 17$ | Just as in Solution 1, we arrive at the equation $\frac{2k+3}{k^2-1}=\frac{7}{51}$
Therefore now, we can rewrite this as $\frac{2k+3}{(k-1)(k+1)}=\frac{7}{51}=\frac{7}{3\cdot 17}$ . Notice that $2k+3=2(k+1)+1=2(k-1)+5$ . As $17$ is a prime number, we therefore must have that one of $k-1$ and $k+1$ is divisible by $17$ . Now, checking each of the answer choices, this will lead us to the answer $\boxed{16}$ | D | 16 |
6a9b1f11cfbd899041f7f4ed91698f13 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_18 | For some positive integer $k$ , the repeating base- $k$ representation of the (base-ten) fraction $\frac{7}{51}$ is $0.\overline{23}_k = 0.232323..._k$ . What is $k$
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16 \qquad\textbf{(E) } 17$ | Assuming you are familiar with the rules for basic repeating decimals, $0.232323... = \frac{23}{99}$ . Now we want our base, $k$ , to conform to $23\equiv7\pmod k$ and $99\equiv51\pmod k$ , the reason being that we wish to convert the number from base $10$ to base $k$ . Given the first equation, we know that $k$ must equal 9, 16, 23, or generally, $7n+2$ . The only number in this set that is one of the multiple choices is $16$ . When we test this on the second equation, $99\equiv51\pmod k$ , it comes to be true. Therefore, our answer is $\boxed{16}$ | D | 16 |
6a9b1f11cfbd899041f7f4ed91698f13 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_18 | For some positive integer $k$ , the repeating base- $k$ representation of the (base-ten) fraction $\frac{7}{51}$ is $0.\overline{23}_k = 0.232323..._k$ . What is $k$
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16 \qquad\textbf{(E) } 17$ | Note that the LHS equals \[\bigg(\frac{2}{k} + \frac{2}{k^3} + \cdots \bigg) + \bigg(\frac{3}{k^2} + \frac{3}{k^4} + \cdots \bigg) = \frac{\frac{2}{k}}{1 - \frac{1}{k^2}} + \frac{\frac{3}{k^2}}{1 - \frac{1}{k^2}} = \frac{2k+3}{k^2-1},\] from which we see our equation becomes \[\frac{2k+3}{k^2-1} = \frac{7}{51}, \ \ \implies \ \ 51(2k+3) = 7(k^2-1).\]
Note that $17$ therefore divides $k^2 - 1,$ but as $17$ is prime this therefore implies \[k \equiv \pm 1 \pmod{17}.\] (Warning: This would not be necessarily true if $17$ were composite.) Note that $\boxed{16}$ is the only answer choice congruent satisfying this modular congruence, thus completing the problem. $\square$ | D | 16 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | Grouping the first and last terms and two middle terms gives $(x^2+5x+4)(x^2+5x+6)+2019$ , which can be simplified to $(x^2+5x+5)^2-1+2019$ . Noting that squares are nonnegative, and verifying that $x^2+5x+5=0$ for some real $x$ , the answer is $\boxed{2018}$ | B | 2018 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | Let $a=x+\tfrac{5}{2}$ . Then the expression $(x+1)(x+2)(x+3)(x+4)$ becomes $\left(a-\tfrac{3}{2}\right)\left(a-\tfrac{1}{2}\right)\left(a+\tfrac{1}{2}\right)\left(a+\tfrac{3}{2}\right)$
We can now use the difference of two squares to get $\left(a^2-\tfrac{9}{4}\right)\left(a^2-\tfrac{1}{4}\right)$ , and expand this to get $a^4-\tfrac{5}{2}a^2+\tfrac{9}{16}$
Refactor this by completing the square to get $\left(a^2-\tfrac{5}{4}\right)^2-1$ , which has a minimum value of $-1$ . The answer is thus $2019-1=\boxed{2018}$ | B | 2018 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | Similar to Solution 1, grouping the first and last terms and the middle terms, we get $(x^2+5x+4)(x^2+5x+6)+2019$
Letting $y=x^2+5x$ , we get the expression $(y+4)(y+6)+2019$ . Now, we can find the critical points of $(y+4)(y+6)$ to minimize the function:
$\frac{d}{dx}(y^2+10y+24)=0$
$2y+10=0$
$2y=-5$
$y=-5,0$
To minimize the result, we use $y=-5$ . Hence, the minimum is $(-5+4)(-5+6)=-1$ , so $-1+2019 = \boxed{2018}$ | B | 2018 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | The expression is negative when an odd number of the factors are negative. This happens when $-2 < x < -1$ or $-4 < x < -3$ . Plugging in $x = -\frac32$ or $x = -\frac72$ yields $-\frac{15}{16}$ , which is very close to $-1$ . Thus the answer is $-1 + 2019 = \boxed{2018}$ | B | 2018 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | Answer choices $C$ $D$ , and $E$ are impossible, since $(x+1)(x+2)(x+3)(x+4)$ can be negative (as seen when e.g. $x = -\frac{3}{2}$ ). Plug in $x = -\frac{3}{2}$ to see that it becomes $2019 - \frac{15}{16}$ , so round this to $\boxed{2018}$ | B | 2018 |
47346d05abc54a7254df24e44969bbf7 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_19 | What is the least possible value of \[(x+1)(x+2)(x+3)(x+4)+2019\] where $x$ is a real number?
$\textbf{(A) } 2017 \qquad\textbf{(B) } 2018 \qquad\textbf{(C) } 2019 \qquad\textbf{(D) } 2020 \qquad\textbf{(E) } 2021$ | We can ignore the $2019$ and consider it later, as it is a constant. By difference of squares, we can group this into $\left((x+2.5)^2-0.5^2\right)\left((x+2.5)^2-1.5^2\right)$ . We pull a factor of $4$ into each term to avoid dealing with decimals:
\[\dfrac{\left((2x+5)^2-1\right)\left((2x+5)^2-9\right)}{16}.\]
Now, we let $a=2x+5$ . Our expression becomes:
\[\dfrac{(a-1)(a-9)}{16}=\dfrac{a^2-10a+9}{16}.\]
Taking the derivative, we get $\dfrac{2a-10}{16}=\dfrac{a-5}8.$ This is equal to $0$ when $a=5$ , and plugging in $a=5$ , we get the expression is equal to $-1$ and therefore our answer is $2019-1=\boxed{2018}.$ | B | 2018 |
b5c49468c124edbebb23ce0653fbf37c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_23 | Travis has to babysit the terrible Thompson triplets. Knowing that they love big numbers, Travis devises a counting game for them. First Tadd will say the number $1$ , then Todd must say the next two numbers ( $2$ and $3$ ), then Tucker must say the next three numbers ( $4$ $5$ $6$ ), then Tadd must say the next four numbers ( $7$ $8$ $9$ $10$ ), and the process continues to rotate through the three children in order, each saying one more number than the previous child did, until the number $10,000$ is reached. What is the $2019$ th number said by Tadd?
$\textbf{(A)}\ 5743 \qquad\textbf{(B)}\ 5885 \qquad\textbf{(C)}\ 5979 \qquad\textbf{(D)}\ 6001 \qquad\textbf{(E)}\ 6011$ | Define a round as one complete rotation through each of the three children, and define a turn as the portion when one child says his numbers (similar to how a game is played).
We create a table to keep track of what numbers each child says for each round.
$\begin{tabular}{||c c c c||} \hline Round & Tadd & Todd & Tucker \\ [0.5ex] \hline\hline 1 & 1 & 2-3 & 4-6 \\ \hline 2 & 7-10 & 11-15 & 16-21 \\ \hline 3 & 22-28 & 29-36 & 37-45 \\ \hline 4 & 46-55 & 56-66 & 67-78 \\ [1ex] \hline \end{tabular}$
Tadd says $1$ number in round 1, $4$ numbers in round 2, $7$ numbers in round 3, and in general $3n - 2$ numbers in round n. At the end of round n, the number of numbers Tadd has said so far is $1 + 4 + 7 + \dots + (3n - 2) = \frac{n(3n-1)}{2}$ , by the sum of arithmetic series formula.
We find that $\dfrac{37(110)}{2}=2035$ , so Tadd says his 2035th number at the end of his turn in round 37. That also means that Tadd says his 2019th number in round 37. At the end of Tadd's turn in round 37, the children have, in total, completed $36+36+37=109$ turns. In general, at the end of turn $n$ , the nth triangular number is said, or $\dfrac{n(n+1)}{2}$ . So at the end of turn 109 (or the end of Tadd's turn in round 37), Tadd says the number $\dfrac{109(110)}{2}=5995$ . Recalling that this was the 2035th number said by Tadd, so the 2019th number he said was $5995-16=5979$
Thus, the answer is $\boxed{5979}$ | C | 5979 |
b5c49468c124edbebb23ce0653fbf37c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_23 | Travis has to babysit the terrible Thompson triplets. Knowing that they love big numbers, Travis devises a counting game for them. First Tadd will say the number $1$ , then Todd must say the next two numbers ( $2$ and $3$ ), then Tucker must say the next three numbers ( $4$ $5$ $6$ ), then Tadd must say the next four numbers ( $7$ $8$ $9$ $10$ ), and the process continues to rotate through the three children in order, each saying one more number than the previous child did, until the number $10,000$ is reached. What is the $2019$ th number said by Tadd?
$\textbf{(A)}\ 5743 \qquad\textbf{(B)}\ 5885 \qquad\textbf{(C)}\ 5979 \qquad\textbf{(D)}\ 6001 \qquad\textbf{(E)}\ 6011$ | Firstly, as in Solution 1, we list how many numbers Tadd says, Todd says, and Tucker says in each round.
Tadd: $1, 4, 7, 10, 13 \cdots$
Todd: $2, 5, 8, 11, 14 \cdots$
Tucker: $3, 6, 9, 12, 15 \cdots$
We can find a general formula for the number of numbers each of the kids say after the $n$ th round. For Tadd, we can either use the arithmetic series sum formula (like in Solution 1) or standard summation results to get $\sum_{i=1}^n 3n-2=-2n+3\sum_{i=1}^n n=-2n+\frac{3n(n+1)}{2}=\frac{3n^2-n}{2}$
Now, to find the number of rotations Tadd and his siblings go through before Tadd says his $2019$ th number, we know the inequality $\frac{3n^2-n}{2}<2019$ must be satisfied, and testing numbers gives the maximum integer value of $n$ as $36$
The next main insight, in order to simplify the computation process, is to notice that the $2019$ th number Tadd says is simply the number of numbers Todd and Tucker say plus the $2019$ Tadd says, which will be the answer since Tadd goes first.
Carrying out the calculation thus becomes quite simple:
\[\left(\sum_{i=1}^{36} 3n+\sum_{i=1}^{36} 3n-1\right)+2019=\left(\sum_{i=1}^{36} 6n-1\right)+2019=(5+11+17...+215)+2019=\frac{36(220)}{2}+2019\]
At this point, we can note that the last digit of the answer is $9$ , which gives $\boxed{5979}$ . (Completing the calculation will confirm the answer, if you have time.) | C | 5979 |
b5c49468c124edbebb23ce0653fbf37c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_23 | Travis has to babysit the terrible Thompson triplets. Knowing that they love big numbers, Travis devises a counting game for them. First Tadd will say the number $1$ , then Todd must say the next two numbers ( $2$ and $3$ ), then Tucker must say the next three numbers ( $4$ $5$ $6$ ), then Tadd must say the next four numbers ( $7$ $8$ $9$ $10$ ), and the process continues to rotate through the three children in order, each saying one more number than the previous child did, until the number $10,000$ is reached. What is the $2019$ th number said by Tadd?
$\textbf{(A)}\ 5743 \qquad\textbf{(B)}\ 5885 \qquad\textbf{(C)}\ 5979 \qquad\textbf{(D)}\ 6001 \qquad\textbf{(E)}\ 6011$ | Think of a turn as adding a block or an interval of numbers to each person. Here are the first couple "blocks" that Tadd has (a block will be denoted in interval notation): [ $1$ ], [ $7$ $10$ ], [ $22$ $28$ ], [ $46$ $55$ ]. From simple inspection, we can notice two things.
$1$ ) The start points of each interval is increasing arithmetically by $9$
$2$ ) The length of each "block" is increasing by $3$
Since each block length is increasing by 3, then we want $1$ $4$ $7$ +.. $3n-2$ $2019$ or $n(3n-1)/2 = 2019$ , where $n$ is the amount of blocks we have. In a short amount of time, you will see that $n$ is not an integer from that equation, but thats perfectly okay since we can just find an $n$ that gets it close to 2019, then we can work from there. From inspection, you will see that a good n value that does that exact job is $37$
We can then deduce that the start point of the $37$ th block will be $1+(6+15+24..+321) = 5887$ if we refer to fact $1$ . We can easily find the length of 37th block by $36*3+1 = 109$ if we refer to fact $2$ . Remember that the length increases by $3$ for each block. So we then can deduce that our endpoint for the 37th block is $5887+109-1 = 5995$ . The endpoint of the $37$ th block will be the $2035$ th number said because we can plug $37$ into $n(3n-1)/2$ , which tells us how many numbers Tadd has said where $n$ is the number of blocks Tadd has. From there we know that the $2019$ th number is in $37$ th block, so that means we can take our endpoint and subtract $2035-2019 = 16$ from the endpoint of the $37$ th block, which is $5995$ , so we get $5995-16 = 5979$ or $\boxed{5979}$ .
~~triggod | C | 5979 |
2ac2b5019cc04414ad5d77fa70f8057b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_24 | Let $p$ $q$ , and $r$ be the distinct roots of the polynomial $x^3 - 22x^2 + 80x - 67$ . It is given that there exist real numbers $A$ $B$ , and $C$ such that \[\dfrac{1}{s^3 - 22s^2 + 80s - 67} = \dfrac{A}{s-p} + \dfrac{B}{s-q} + \frac{C}{s-r}\] for all $s\not\in\{p,q,r\}$ . What is $\tfrac1A+\tfrac1B+\tfrac1C$
$\textbf{(A) }243\qquad\textbf{(B) }244\qquad\textbf{(C) }245\qquad\textbf{(D) }246\qquad\textbf{(E) } 247$ | Multiplying both sides by $(s-p)(s-q)(s-r)$ yields \[1 = A(s-q)(s-r) + B(s-p)(s-r) + C(s-p)(s-q)\] As this is a polynomial identity, and it is true for infinitely many $s$ , it must be true for all $s$ (since a polynomial with infinitely many roots must in fact be the constant polynomial $0$ ). This means we can plug in $s = p$ to find that $\frac1A = (p-q)(p-r)$ . Similarly, we can find $\frac1B = (q-p)(q-r)$ and $\frac1C = (r-p)(r-q)$ . Summing them up, we get that \[\frac1A + \frac1B + \frac1C = p^2 + q^2 + r^2 - pq - qr - pr\] We can express $p^2 + q^2 + r^2 = (p+q+r)^2 - 2(pq + qr + pr)$ , and by Vieta's Formulas, we know that this expression is equal to $324$ . Vieta's also gives $pq + qr + pr = 80$ (which we also used to find $p^2+q^2+r^2$ ), so the answer is $324 -80 = \boxed{244}$ | B | 244 |
2ac2b5019cc04414ad5d77fa70f8057b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_24 | Let $p$ $q$ , and $r$ be the distinct roots of the polynomial $x^3 - 22x^2 + 80x - 67$ . It is given that there exist real numbers $A$ $B$ , and $C$ such that \[\dfrac{1}{s^3 - 22s^2 + 80s - 67} = \dfrac{A}{s-p} + \dfrac{B}{s-q} + \frac{C}{s-r}\] for all $s\not\in\{p,q,r\}$ . What is $\tfrac1A+\tfrac1B+\tfrac1C$
$\textbf{(A) }243\qquad\textbf{(B) }244\qquad\textbf{(C) }245\qquad\textbf{(D) }246\qquad\textbf{(E) } 247$ | Solution 1 uses a trick from Calculus that seemingly contradicts the restriction $s\not\in\{p,q,r\}$ . I am going to provide a solution with pure elementary algebra. \[A(s-q)(s-r) + B(s-p)(s-r) + C(s-p)(s-q)=1\] \[s^2(A+B+C)-s(Aq+Ar+Bp+Br+Cp+Cq)+(Aqr+Bpr+Cpq-1)=0\] \[\begin{cases} A+B+C=0 & (1)\\ Aq+Ar+Bp+Br+Cp+Cq=0 & (2)\\ Aqr+Bpr+Cpq=1 & (3) \end{cases}\] From $(1)$ we get $A=-(B+C)$ $B=-(A+C)$ $C=-(A+B)$ , substituting them in $(2)$ , we get $Ap + Bq + Cr=0$ $(4)$
$(4)- (1) \cdot r$ $A(p-r)+B(q-r)=0$ $(5)$
$(3) - (1) \cdot pq$ $Aq(r-p)+Bp(r-q)=1$ $(6)$
$(6) + (5) \cdot p$ $A(r-p)(q-p)=1$
$A = \frac{1}{(r-p)(q-p)}$ , by symmetry, $B = \frac{1}{(r-q)(p-q)}$ $C = \frac{1}{(q-r)(p-r)}$
The rest is similar to solution 1, we get $\boxed{244}$ | B | 244 |
1089d9ee0315d5ff1da9961066260cc8 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_25 | For how many integers $n$ between $1$ and $50$ , inclusive, is \[\frac{(n^2-1)!}{(n!)^n}\] an integer? (Recall that $0! = 1$ .)
$\textbf{(A) } 31 \qquad \textbf{(B) } 32 \qquad \textbf{(C) } 33 \qquad \textbf{(D) } 34 \qquad \textbf{(E) } 35$ | The main insight is that
\[\frac{(n^2)!}{(n!)^{n+1}}\]
is always an integer. This is true because it is precisely the number of ways to split up $n^2$ objects into $n$ unordered groups of size $n$ . Thus,
\[\frac{(n^2-1)!}{(n!)^n}=\frac{(n^2)!}{(n!)^{n+1}}\cdot\frac{n!}{n^2}\]
is an integer if $n^2 \mid n!$ , or in other words, if $\frac{(n-1)!}{n}$ , is an integer. This condition is false precisely when $n=4$ or $n$ is prime, by Wilson's Theorem . There are $15$ primes between $1$ and $50$ , inclusive, so there are $15 + 1 = 16$ terms for which
\[\frac{(n^2-1)!}{(n!)^{n}}\]
is potentially not an integer. It can be easily verified that the above expression is not an integer for $n=4$ as there are more factors of $2$ in the denominator than the numerator. Similarly, it can be verified that the above expression is not an integer for any prime $n=p$ , as there are more factors of p in the denominator than the numerator. Thus all $16$ values of n make the expression not an integer and the answer is $50-16=\boxed{34}$ | D | 34 |
1089d9ee0315d5ff1da9961066260cc8 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_25 | For how many integers $n$ between $1$ and $50$ , inclusive, is \[\frac{(n^2-1)!}{(n!)^n}\] an integer? (Recall that $0! = 1$ .)
$\textbf{(A) } 31 \qquad \textbf{(B) } 32 \qquad \textbf{(C) } 33 \qquad \textbf{(D) } 34 \qquad \textbf{(E) } 35$ | We can use the P-Adic Valuation (more info could be found here: Mathematicial notation ) of n to solve this problem (recall the P-Adic Valuation of 'n' is denoted by $v_p (n)$ and is defined as the greatest power of some prime 'p' that divides n. For example, $v_2 (6)=1$ or $v_7 (245)=2$ .) Using Legendre's formula, we know that :
\[v_p (n!)= \sum_{i=1}^\infty \lfloor \frac {n}{p^i} \rfloor\]
Seeing factorials involved in the problem, this prompts us to use Legendre's Formula where n is a power of a prime.
We also know that , $v_p (m^n) = n \cdot v_p (m)$ .
Knowing that $a\mid b$ if $v_p (a) \le v_p (b)$ , we have that :
\[n \cdot v_p (n!) \le v_p ((n^2 -1 )!)\] and we must find all n for which this is true.
If we plug in $n=p$ , by Legendre's we get two equations:
\[v_p ((n^2 -1)!) = \sum_{i=1}^\infty \lfloor \frac {n^2 -1}{p^i} \rfloor = (p-1)+0+...+0 = p-1\]
And we also get :
\[v_p ((n!)^n) = n \cdot v_p (n!)= n \cdot \sum_{i=1}^\infty \lfloor \frac {n}{p^i} \rfloor = p \cdot ( 1+0+...0) = p\]
But we are asked to prove that $n \cdot v_p (n!) \le v_p ((n^2 -1 )!) \Longrightarrow p \le p-1$ which is false for all 'n' where n is prime.
Now we try the same for $n=p^2$ , where p is a prime. By Legendre we arrive at:
\[v_p ((p^4 -1)!) = p^3 + p^2 + p -3\]
(as $v_p(p^4!) = p^3 + p^2 + p + 1$ and $p^4$ contains 4 factors of $p$ ) and
\[p^2 \cdot v_p (p^2 !) = p^3 + p^2\]
Then we get:
\[p^2 \cdot v_p (p!) \le v_p ((n^4 -1)!) \Longrightarrow p^3 + p^2 \le p^3 + p^2 + p -3\] Which is true for all primes except for 2, so $2^2 = 4$ doesn't work. It can easily be verified that for all $n=p^i$ where $i$ is an integer greater than 2, satisfies the inequality : \[n \cdot v_p (n!) \le v_p ((n^2 -1 )!).\]
Therefore, there are 16 values that don't work and $50-16 = \boxed{34}$ values that work. | D | 34 |
1089d9ee0315d5ff1da9961066260cc8 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10A_Problems/Problem_25 | For how many integers $n$ between $1$ and $50$ , inclusive, is \[\frac{(n^2-1)!}{(n!)^n}\] an integer? (Recall that $0! = 1$ .)
$\textbf{(A) } 31 \qquad \textbf{(B) } 32 \qquad \textbf{(C) } 33 \qquad \textbf{(D) } 34 \qquad \textbf{(E) } 35$ | Notice all $15$ primes don't work as there are $n$ factors of $n$ in the denominator and $n-1$ factors of $n$ in the numerator. Further experimentation finds that $n=4$ does not work as there are 11 factors of 2 in the numerator and 12 in the denominator. We also find that it seems that all other values of $n$ work. So we get $50-15-1=\boxed{34}$ and that happens to be right. | null | 34 |
310586d0fb516362d45b80497fd5e504 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_2 | Consider the statement, "If $n$ is not prime, then $n-2$ is prime." Which of the following values of $n$ is a counterexample to this statement?
$\textbf{(A) } 11 \qquad \textbf{(B) } 15 \qquad \textbf{(C) } 19 \qquad \textbf{(D) } 21 \qquad \textbf{(E) } 27$ | Since a counterexample must be a value of $n$ which is not prime, $n$ must be composite, so we eliminate $\text{A}$ and $\text{C}$ . Now we subtract $2$ from the remaining answer choices, and we see that the only time $n-2$ is not prime is when $n = \boxed{27}$ | E | 27 |
fa75ee9a18743d0170db7b39e68c7b0e | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_3 | In a high school with $500$ students, $40\%$ of the seniors play a musical instrument, while $30\%$ of the non-seniors do not play a musical instrument. In all, $46.8\%$ of the students do not play a musical instrument. How many non-seniors play a musical instrument?
$\textbf{(A) } 66 \qquad\textbf{(B) } 154 \qquad\textbf{(C) } 186 \qquad\textbf{(D) } 220 \qquad\textbf{(E) } 266$ | $60\%$ of seniors do not play a musical instrument. If we denote $x$ as the number of seniors, then \[\frac{3}{5}x + \frac{3}{10}\cdot(500-x) = \frac{468}{1000}\cdot500\]
\[\frac{3}{5}x + 150 - \frac{3}{10}x = 234\] \[\frac{3}{10}x = 84\] \[x = 84\cdot\frac{10}{3} = 280\]
Thus there are $500-x = 220$ non-seniors. Since 70% of the non-seniors play a musical instrument, $220 \cdot \frac{7}{10} = \boxed{154}$ | B | 154 |
fa75ee9a18743d0170db7b39e68c7b0e | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_3 | In a high school with $500$ students, $40\%$ of the seniors play a musical instrument, while $30\%$ of the non-seniors do not play a musical instrument. In all, $46.8\%$ of the students do not play a musical instrument. How many non-seniors play a musical instrument?
$\textbf{(A) } 66 \qquad\textbf{(B) } 154 \qquad\textbf{(C) } 186 \qquad\textbf{(D) } 220 \qquad\textbf{(E) } 266$ | Let $x$ be the number of seniors, and $y$ be the number of non-seniors. Then \[\frac{3}{5}x + \frac{3}{10}y = \frac{468}{1000}\cdot500 = 234\]
Multiplying both sides by $10$ gives us \[6x + 3y = 2340\]
Also, $x + y = 500$ because there are 500 students in total.
Solving these system of equations give us $x = 280$ $y = 220$
Since $70\%$ of the non-seniors play a musical instrument, the answer is simply $70\%$ of $220$ , which gives us $\boxed{154}$ | B | 154 |
fa75ee9a18743d0170db7b39e68c7b0e | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_3 | In a high school with $500$ students, $40\%$ of the seniors play a musical instrument, while $30\%$ of the non-seniors do not play a musical instrument. In all, $46.8\%$ of the students do not play a musical instrument. How many non-seniors play a musical instrument?
$\textbf{(A) } 66 \qquad\textbf{(B) } 154 \qquad\textbf{(C) } 186 \qquad\textbf{(D) } 220 \qquad\textbf{(E) } 266$ | We can clearly deduce that $70\%$ of the non-seniors do play an instrument, but, since the total percentage of instrument players is $46.8\%$ , the non-senior population is quite low. By intuition, we can therefore see that the answer is around $\text{B}$ or $\text{C}$ . Testing both of these gives us the answer $\boxed{154}$ | B | 154 |
fa75ee9a18743d0170db7b39e68c7b0e | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_3 | In a high school with $500$ students, $40\%$ of the seniors play a musical instrument, while $30\%$ of the non-seniors do not play a musical instrument. In all, $46.8\%$ of the students do not play a musical instrument. How many non-seniors play a musical instrument?
$\textbf{(A) } 66 \qquad\textbf{(B) } 154 \qquad\textbf{(C) } 186 \qquad\textbf{(D) } 220 \qquad\textbf{(E) } 266$ | We know that $40\%$ of the seniors play a musical instrument, and $30\%$ of the non-seniors do not. In addition, we know that the number of people who do not play a musical instrument is \[46.8\% \cdot 500 = 46.8 \cdot 5 = \frac{468}{2} = 234\] We can also conclude that $60\%$ of the seniors do not play an instrument, $70\%$ of the non seniors do play an instrument, and $500-234 = 266$ people do play an instrument.
We can now set up the following equations, where $s$ is the number of seniors and $n$ is the number of non-seniors: \[0.3n + 0.6s = 234\] \[0.7n + 0.4s = 266\] By elimination, we get $1.5n$ to be equal to $330$ . This means that $n = \frac{330}{1.5} = 220$ .
The answer is $70$ percent of $220$ . This is equal to \[0.7*220 = 7*22 = 154\] Therefore, the answer is $\boxed{154}$ | B | 154 |
33aad8b96477233d85b81517be79caf2 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_4 | All lines with equation $ax+by=c$ such that $a,b,c$ form an arithmetic progression pass through a common point. What are the coordinates of that point?
$\textbf{(A) } (-1,2) \qquad\textbf{(B) } (0,1) \qquad\textbf{(C) } (1,-2) \qquad\textbf{(D) } (1,0) \qquad\textbf{(E) } (1,2)$ | If all lines satisfy the condition, then we can just plug in values for $a$ $b$ , and $c$ that form an arithmetic progression. Let's use $a=1$ $b=2$ $c=3$ , and $a=1$ $b=3$ $c=5$ . Then the two lines we get are: \[x+2y=3\] \[x+3y=5\] Use elimination to deduce \[y = 2\] and plug this into one of the previous line equations. We get \[x+4 = 3 \Rightarrow x=-1\] Thus the common point is $\boxed{1,2}$ | A | 1,2 |
33aad8b96477233d85b81517be79caf2 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_4 | All lines with equation $ax+by=c$ such that $a,b,c$ form an arithmetic progression pass through a common point. What are the coordinates of that point?
$\textbf{(A) } (-1,2) \qquad\textbf{(B) } (0,1) \qquad\textbf{(C) } (1,-2) \qquad\textbf{(D) } (1,0) \qquad\textbf{(E) } (1,2)$ | We know that $a$ $b$ , and $c$ form an arithmetic progression, so if the common difference is $d$ , we can say $a,b,c = a, a+d, a+2d.$ Now we have $ax+ (a+d)y = a+2d$ , and expanding gives $ax + ay + dy = a + 2d.$ Factoring gives $a(x+y-1)+d(y-2) = 0$ . Since this must always be true (regardless of the values of $a$ and $d$ ), we must have $x+y-1 = 0$ and $y-2 = 0$ , so $x,y = -1, 2,$ and the common point is $\boxed{1,2}$ | A | 1,2 |
ffa1fec0b6ffc9c0c37a6d91573b3b4b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_6 | There is a positive integer $n$ such that $(n+1)! + (n+2)! = n! \cdot 440$ . What is the sum of the digits of $n$
$\textbf{(A) }3\qquad\textbf{(B) }8\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad\textbf{(E) }12$ | \[\begin{split}& (n+1)n! + (n+2)(n+1)n! = 440 \cdot n! \\ \Rightarrow \ &n![n+1 + (n+2)(n+1)] = 440 \cdot n! \\ \Rightarrow \ &n + 1 + n^2 + 3n + 2 = 440 \\ \Rightarrow \ &n^2 + 4n - 437 = 0\end{split}\]
Solving by the quadratic formula, $n = \frac{-4\pm \sqrt{16+437\cdot4}}{2} = \frac{-4\pm 42}{2} = \frac{38}{2} = 19$ (since clearly $n \geq 0$ ). The answer is therefore $1 + 9 = \boxed{10}$ | C | 10 |
ffa1fec0b6ffc9c0c37a6d91573b3b4b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_6 | There is a positive integer $n$ such that $(n+1)! + (n+2)! = n! \cdot 440$ . What is the sum of the digits of $n$
$\textbf{(A) }3\qquad\textbf{(B) }8\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad\textbf{(E) }12$ | Dividing both sides by $n!$ gives \[(n+1)+(n+2)(n+1)=440 \Rightarrow n^2+4n-437=0 \Rightarrow (n-19)(n+23)=0.\] Since $n$ is non-negative, $n=19$ . The answer is $1 + 9 = \boxed{10}$ | C | 10 |
ffa1fec0b6ffc9c0c37a6d91573b3b4b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_6 | There is a positive integer $n$ such that $(n+1)! + (n+2)! = n! \cdot 440$ . What is the sum of the digits of $n$
$\textbf{(A) }3\qquad\textbf{(B) }8\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad\textbf{(E) }12$ | Dividing both sides by $n!$ as before gives $(n+1)+(n+1)(n+2)=440$ . Now factor out $(n+1)$ , giving $(n+1)(n+3)=440$ . By considering the prime factorization of $440$ , a bit of experimentation gives us $n+1=20$ and $n+3=22$ , so $n=19$ , so the answer is $1 + 9 = \boxed{10}$ | C | 10 |
ffa1fec0b6ffc9c0c37a6d91573b3b4b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_6 | There is a positive integer $n$ such that $(n+1)! + (n+2)! = n! \cdot 440$ . What is the sum of the digits of $n$
$\textbf{(A) }3\qquad\textbf{(B) }8\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad\textbf{(E) }12$ | Since $(n+1)! + (n+2)! = (n+1)n! + (n+2)(n+1)n! = 440 \cdot n!$ , the result can be factored into $(n+1)(n+3)n!=440 \cdot n!$ and divided by $n!$ on both sides to get $(n+1)(n+3)=440$ . From there, it is easier to complete the square with the quadratic $(n+1)(n+3) = n^2 + 4n + 3$ , so $n^2+4n+4=441 \Rightarrow (n+2)^2=441$ . Solving for $n$ results in $n=19,-23$ , and since $n>0$ $n=19$ and the answer is $1 + 9 = \boxed{10}$ | C | 10 |
ffa1fec0b6ffc9c0c37a6d91573b3b4b | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_6 | There is a positive integer $n$ such that $(n+1)! + (n+2)! = n! \cdot 440$ . What is the sum of the digits of $n$
$\textbf{(A) }3\qquad\textbf{(B) }8\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad\textbf{(E) }12$ | Rewrite $(n+1)! + (n+2)! = 440 \cdot n!$ as $(n+1)n! + (n+2)(n+1)n! = 440 \cdot n!.$ Factoring out the $n!$ we get $n!(n + 1 + (n+1)(n+2)) = 440 \cdot n!.$ Expand this to get $n!(n^2 + 4n + 3) = 440 \cdot n!.$ Factor this and divide by $n!$ to get $(n + 1)(n + 3) = 440.$ If we take the prime factorization of $440$ we see that it is $2^3 * 5 * 11.$ Intuitively, we can find that $n + 1 = 20$ and $n + 3 = 22.$ Therefore, $n = 19.$ Since the problem asks for the sum of the didgits of $n$ , we finally calculate $1 + 9 = 10$ and get answer choice $\boxed{10}$ | C | 10 |
4f1b1b10f32b6f6ee34e7f408e6a4e02 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_7 | Each piece of candy in a store costs a whole number of cents. Casper has exactly enough money to buy either $12$ pieces of red candy, $14$ pieces of green candy, $15$ pieces of blue candy, or $n$ pieces of purple candy. A piece of purple candy costs $20$ cents. What is the smallest possible value of $n$
$\textbf{(A) } 18 \qquad \textbf{(B) } 21 \qquad \textbf{(C) } 24\qquad \textbf{(D) } 25 \qquad \textbf{(E) } 28$ | If he has enough money to buy $12$ pieces of red candy, $14$ pieces of green candy, and $15$ pieces of blue candy, then the smallest amount of money he could have is $\text{lcm}{(12,14,15)} = 420$ cents. Since a piece of purple candy costs $20$ cents, the smallest possible value of $n$ is $\frac{420}{20} = \boxed{21}$ | B | 21 |
4f1b1b10f32b6f6ee34e7f408e6a4e02 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_7 | Each piece of candy in a store costs a whole number of cents. Casper has exactly enough money to buy either $12$ pieces of red candy, $14$ pieces of green candy, $15$ pieces of blue candy, or $n$ pieces of purple candy. A piece of purple candy costs $20$ cents. What is the smallest possible value of $n$
$\textbf{(A) } 18 \qquad \textbf{(B) } 21 \qquad \textbf{(C) } 24\qquad \textbf{(D) } 25 \qquad \textbf{(E) } 28$ | We simply need to find a value of $20n$ that is divisible by $12$ $14$ , and $15$ . Observe that $20 \cdot 18$ is divisible by $12$ and $15$ , but not $14$ $20 \cdot 21$ is divisible by $12$ $14$ , and $15$ , meaning that we have exact change (in this case, $420$ cents) to buy each type of candy, so the minimum value of $n$ is $\boxed{21}$ | B | 21 |
4f1b1b10f32b6f6ee34e7f408e6a4e02 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_7 | Each piece of candy in a store costs a whole number of cents. Casper has exactly enough money to buy either $12$ pieces of red candy, $14$ pieces of green candy, $15$ pieces of blue candy, or $n$ pieces of purple candy. A piece of purple candy costs $20$ cents. What is the smallest possible value of $n$
$\textbf{(A) } 18 \qquad \textbf{(B) } 21 \qquad \textbf{(C) } 24\qquad \textbf{(D) } 25 \qquad \textbf{(E) } 28$ | We can notice that the number of purple candy times $20$ has to be divisible by $7$ , because of the $14$ green candies, and $3$ , because of the $12$ red candies. $7\cdot3=21$ , so the answer has to be $\boxed{21}$ | B | 21 |
1fd3154875e7f0d1fbad7645bbc8020a | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_10 | In a given plane, points $A$ and $B$ are $10$ units apart. How many points $C$ are there in the plane such that the perimeter of $\triangle ABC$ is $50$ units and the area of $\triangle ABC$ is $100$ square units?
$\textbf{(A) }0\qquad\textbf{(B) }2\qquad\textbf{(C) }4\qquad\textbf{(D) }8\qquad\textbf{(E) }\text{infinitely many}$ | Notice that whatever point we pick for $C$ $AB$ will be the base of the triangle. Without loss of generality, let points $A$ and $B$ be $(0,0)$ and $(10,0)$ , since for any other combination of points, we can just rotate the plane to make them $(0,0)$ and $(10,0)$ under a new coordinate system. When we pick point $C$ , we have to make sure that its $y$ -coordinate is $\pm20$ , because that's the only way the area of the triangle can be $100$
Now when the perimeter is minimized, by symmetry, we put $C$ in the middle, at $(5, 20)$ . We can easily see that $AC$ and $BC$ will both be $\sqrt{20^2+5^2} = \sqrt{425}$ . The perimeter of this minimal triangle is $2\sqrt{425} + 10$ , which is larger than $50$ . Since the minimum perimeter is greater than $50$ , there is no triangle that satisfies the condition, giving us $\boxed{0}$ | A | 0 |
1fd3154875e7f0d1fbad7645bbc8020a | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_10 | In a given plane, points $A$ and $B$ are $10$ units apart. How many points $C$ are there in the plane such that the perimeter of $\triangle ABC$ is $50$ units and the area of $\triangle ABC$ is $100$ square units?
$\textbf{(A) }0\qquad\textbf{(B) }2\qquad\textbf{(C) }4\qquad\textbf{(D) }8\qquad\textbf{(E) }\text{infinitely many}$ | Without loss of generality, let $AB$ be a horizontal segment of length $10$ . Now realize that $C$ has to lie on one of the lines parallel to $AB$ and vertically $20$ units away from it. But $10+20+20$ is already 50, and this doesn't form a triangle. Otherwise, without loss of generality, $AC<20$ . Dropping altitude $CD$ , we have a right triangle $ACD$ with hypotenuse $AC<20$ and leg $CD=20$ , which is clearly impossible, again giving the answer as $\boxed{0}$ | A | 0 |
9b0aa81fef2d05d5e25fb9c278a29370 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_11 | Two jars each contain the same number of marbles, and every marble is either blue or green. In Jar $1$ the ratio of blue to green marbles is $9:1$ , and the ratio of blue to green marbles in Jar $2$ is $8:1$ . There are $95$ green marbles in all. How many more blue marbles are in Jar $1$ than in Jar $2$
$\textbf{(A) } 5\qquad\textbf{(B) } 10 \qquad\textbf{(C) }25 \qquad\textbf{(D) } 45 \qquad \textbf{(E) } 50$ | Call the number of marbles in each jar $x$ (because the problem specifies that they each contain the same number). Thus, $\frac{x}{10}$ is the number of green marbles in Jar $1$ , and $\frac{x}{9}$ is the number of green marbles in Jar $2$ . Since $\frac{x}{9}+\frac{x}{10}=\frac{19x}{90}$ , we have $\frac{19x}{90}=95$ , so there are $x=450$ marbles in each jar.
Because $\frac{9x}{10}$ is the number of blue marbles in Jar $1$ , and $\frac{8x}{9}$ is the number of blue marbles in Jar $2$ , there are $\frac{9x}{10}-\frac{8x}{9}=\frac{x}{90} = 5$ more marbles in Jar $1$ than Jar $2$ . This means the answer is $\boxed{5}$ | A | 5 |
9b0aa81fef2d05d5e25fb9c278a29370 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_11 | Two jars each contain the same number of marbles, and every marble is either blue or green. In Jar $1$ the ratio of blue to green marbles is $9:1$ , and the ratio of blue to green marbles in Jar $2$ is $8:1$ . There are $95$ green marbles in all. How many more blue marbles are in Jar $1$ than in Jar $2$
$\textbf{(A) } 5\qquad\textbf{(B) } 10 \qquad\textbf{(C) }25 \qquad\textbf{(D) } 45 \qquad \textbf{(E) } 50$ | Let $b_1$ $g_1$ $b_2$ $g_2$ , represent the amount of blue marbles in jar 1, the amount of green marbles in jar 1, the
the amount of blue marbles in jar 2, and the amount of green marbles in jar 2, respectively. We now have the equations, $\frac{b_1}{g_1} = \frac{9}{1}$ $\frac{b_2}{g_2} = \frac{8}{1}$ $g_1 + g_2 =95$ , and $b_1 + g_1 = b_2 + g_2$ .
Since $b_1 = 9g_1$ and $b_2 = 8g_2$ , we substitute that in to obtain $10g_1 = 9g_2$ .
Coupled with our third equation, we find that $g_1 = 45$ , and that $g_2 = 50$ . We now use this information to find $b_1 = 405$ and $b_2 = 400$
Therefore, $b_1 - b_2 = 5$ so our answer is $\boxed{5}$ .
~Binderclips1 | A | 5 |
9b0aa81fef2d05d5e25fb9c278a29370 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_11 | Two jars each contain the same number of marbles, and every marble is either blue or green. In Jar $1$ the ratio of blue to green marbles is $9:1$ , and the ratio of blue to green marbles in Jar $2$ is $8:1$ . There are $95$ green marbles in all. How many more blue marbles are in Jar $1$ than in Jar $2$
$\textbf{(A) } 5\qquad\textbf{(B) } 10 \qquad\textbf{(C) }25 \qquad\textbf{(D) } 45 \qquad \textbf{(E) } 50$ | Writing out to ratios, we have $9:1$ in jar $1$ and $8:1$ in jar $2$ . Since the jar must have to same amount of marbles, let's make a variable $a$ and $b$ for each of the ratios to be multiplied by. Now we would have $9a + a = 8b + b \rightarrow 10a = 9b$ . We can take the most obvious values of $a$ and $b$ and then scale it from there. We should be able to see that $a$ and $b$ could be $9$ and $10$ respectively. Now remember that there are $95$ green marbles or $x(a + b) = 95$ for some integer $x$ to scale it. Substituting and dividing, we find $x = 5$ . Thus to find the difference of the blue marbles we must do \begin{align*} x(9a - 8b) &= \\ 5(81 - 80) &= \\ 5(1) &= \boxed{5} | B | 5 |
2a3ca6dbc10f60b3bd8ca5605fab682a | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_12 | What is the greatest possible sum of the digits in the base-seven representation of a positive integer less than $2019$
$\textbf{(A) } 11 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 22 \qquad\textbf{(D) } 23 \qquad\textbf{(E) } 27$ | Observe that $2019_{10} = 5613_7$ . To maximize the sum of the digits, we want as many $6$ s as possible (since $6$ is the highest value in base $7$ ), and this will occur with either of the numbers $4666_7$ or $5566_7$ . Thus, the answer is $4+6+6+6 = 5+5+6+6 = \boxed{22}$ | C | 22 |
2a3ca6dbc10f60b3bd8ca5605fab682a | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_12 | What is the greatest possible sum of the digits in the base-seven representation of a positive integer less than $2019$
$\textbf{(A) } 11 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 22 \qquad\textbf{(D) } 23 \qquad\textbf{(E) } 27$ | Note that all base $7$ numbers with $5$ or more digits are in fact greater than $2019$ . Since the first answer that is possible using a $4$ digit number is $23$ , we start with the smallest base $7$ number that whose digits sum to $23$ , namely $5666_7$ . But this is greater than $2019_{10}$ , so we continue by trying $4666_7$ , which is less than 2019. So the answer is $\boxed{22}$ | C | 22 |
2a3ca6dbc10f60b3bd8ca5605fab682a | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_12 | What is the greatest possible sum of the digits in the base-seven representation of a positive integer less than $2019$
$\textbf{(A) } 11 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 22 \qquad\textbf{(D) } 23 \qquad\textbf{(E) } 27$ | Again note that you want to maximize the number of $6$ s to get the maximum sum. Note that $666_7=342_{10}$ , so you have room to add a thousands digit base $7$ . Fix the $666$ in place and try different thousands digits, to get $4666_7$ as the number with the maximum sum of digits. The answer is $\boxed{22}$ | C | 22 |
ad375ed21426a3723d93b422003626e3 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_13 | What is the sum of all real numbers $x$ for which the median of the numbers $4,6,8,17,$ and $x$ is equal to the mean of those five numbers?
$\textbf{(A) } -5 \qquad\textbf{(B) } 0 \qquad\textbf{(C) } 5 \qquad\textbf{(D) } \frac{15}{4} \qquad\textbf{(E) } \frac{35}{4}$ | The mean is $\frac{4+6+8+17+x}{5}=\frac{35+x}{5}$
There are three possibilities for the median: it is either $6$ $8$ , or $x$
Let's start with $6$
$\frac{35+x}{5}=6$ has solution $x=-5$ , and the sequence is $-5, 4, 6, 8, 17$ , which does have median $6$ , so this is a valid solution.
Now let the median be $8$
$\frac{35+x}{5}=8$ gives $x=5$ , so the sequence is $4, 5, 6, 8, 17$ , which has median $6$ , so this is not valid.
Finally we let the median be $x$
$\frac{35+x}{5}=x \implies 35+x=5x \implies x=\frac{35}{4}=8.75$ , and the sequence is $4, 6, 8, 8.75, 17$ , which has median $8$ . This case is therefore again not valid.
Hence the only possible value of $x$ is $\boxed{5}.$ | A | 5 |
086094ef7e251c00393ad054c9dd3a2c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_14 | The base-ten representation for $19!$ is $121,6T5,100,40M,832,H00$ , where $T$ $M$ , and $H$ denote digits that are not given. What is $T+M+H$
$\textbf{(A) }3 \qquad\textbf{(B) }8 \qquad\textbf{(C) }12 \qquad\textbf{(D) }14 \qquad\textbf{(E) } 17$ | We can figure out $H = 0$ by noticing that $19!$ will end with $3$ zeroes, as there are three factors of $5$ in its prime factorization, so there would be 3 powers of 10 meaning it will end in 3 zeros. Next, we use the fact that $19!$ is a multiple of both $11$ and $9$ . Their divisibility rules (see Solution 2) tell us that $T + M \equiv 3 \;(\bmod\; 9)$ and that $T - M \equiv 7 \;(\bmod\; 11)$ . By guess and checking, we see that $T = 4, M = 8$ is a valid solution. Therefore the answer is $4 + 8 + 0 = \boxed{12}$ | C | 12 |
086094ef7e251c00393ad054c9dd3a2c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_14 | The base-ten representation for $19!$ is $121,6T5,100,40M,832,H00$ , where $T$ $M$ , and $H$ denote digits that are not given. What is $T+M+H$
$\textbf{(A) }3 \qquad\textbf{(B) }8 \qquad\textbf{(C) }12 \qquad\textbf{(D) }14 \qquad\textbf{(E) } 17$ | We know that $H = 0$ , because $19!$ ends in three zeroes (see Solution 1). Furthermore, we know that $9$ and $11$ are both factors of $19!$ . We can simply use the divisibility rules for $9$ and $11$ for this problem to find $T$ and $M$ . For $19!$ to be divisible by $9$ , the sum of digits must simply be divisible by $9$ . Summing the digits, we get that $T + M + 33$ must be divisible by $9$ . This leaves either $\text{A}$ or $\text{C}$ as our answer choice. Now we test for divisibility by $11$ . For a number to be divisible by $11$ , the alternating sum must be divisible by $11$ (for example, with the number $2728$ $2-7+2-8 = -11$ , so $2728$ is divisible by $11$ ). Applying the alternating sum test to this problem, we see that $T - M - 7$ must be divisible by 11. By inspection, we can see that this holds if $T=4$ and $M=8$ . The sum is $8 + 4 + 0 = \boxed{12}$ | C | 12 |
086094ef7e251c00393ad054c9dd3a2c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_14 | The base-ten representation for $19!$ is $121,6T5,100,40M,832,H00$ , where $T$ $M$ , and $H$ denote digits that are not given. What is $T+M+H$
$\textbf{(A) }3 \qquad\textbf{(B) }8 \qquad\textbf{(C) }12 \qquad\textbf{(D) }14 \qquad\textbf{(E) } 17$ | Multiplying it out, we get $19! = 121,645,100,408,832,000$ . Evidently, $T = 4$ $M = 8$ , and $H = 0$ . The sum is $8 + 4 + 0 = \boxed{12}$ | C | 12 |
086094ef7e251c00393ad054c9dd3a2c | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_14 | The base-ten representation for $19!$ is $121,6T5,100,40M,832,H00$ , where $T$ $M$ , and $H$ denote digits that are not given. What is $T+M+H$
$\textbf{(A) }3 \qquad\textbf{(B) }8 \qquad\textbf{(C) }12 \qquad\textbf{(D) }14 \qquad\textbf{(E) } 17$ | 7, 11, 13 are < 19 and 1001 = 7 * 11 * 13. Check the alternating sum of block 3: H00 - 832 + 40M - 100 + 6T5 - 121 and it is divisible by 1001. HTM + 5 - 53 = 0 (mod 1001) => HTM = 48.
The answer is $4 + 8 + 0 = \boxed{12}$ . ~ AliciaWu | C | 12 |
7c2e737fe79e65c490605dc842f7929e | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_19 | Let $S$ be the set of all positive integer divisors of $100,000.$ How many numbers are the product of two distinct elements of $S?$
$\textbf{(A) }98\qquad\textbf{(B) }100\qquad\textbf{(C) }117\qquad\textbf{(D) }119\qquad\textbf{(E) }121$ | The prime factorization of $100,000$ is $2^5 \cdot 5^5$ . Thus, we choose two numbers $2^a5^b$ and $2^c5^d$ where $0 \le a,b,c,d \le 5$ and $(a,b) \neq (c,d)$ , whose product is $2^{a+c}5^{b+d}$ , where $0 \le a+c \le 10$ and $0 \le b+d \le 10$
Notice that this is similar to choosing a divisor of $100,000^2 = 2^{10}5^{10}$ , which has $(10+1)(10+1) = 121$ divisors. However, some of the divisors of $2^{10}5^{10}$ cannot be written as a product of two distinct divisors of $2^5 \cdot 5^5$ , namely: $1 = 2^05^0$ $2^{10}5^{10}$ $2^{10}$ , and $5^{10}$ . The last two cannot be written because the maximum factor of $100,000$ containing only $2$ s or $5$ s (and not both) is only $2^5$ or $5^5$ . Since the factors chosen must be distinct, the last two numbers cannot be so written because they would require $2^5 \cdot 2^5$ or $5^5 \cdot 5^5$ . The first two would require $1 \cdot 1$ and $2^{5}5^{5} \cdot 2^{5}5^{5}$ , respectively. This gives $121-4 = 117$ candidate numbers. It is not too hard to show that every number of the form $2^p5^q$ , where $0 \le p, q \le 10$ , and $p,q$ are not both $0$ or $10$ , can be written as a product of two distinct elements in $S$ . Hence the answer is $\boxed{117}$ | C | 117 |
304afbe1618e4ddfe9aeaa03e775ed66 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_20 | As shown in the figure, line segment $\overline{AD}$ is trisected by points $B$ and $C$ so that $AB=BC=CD=2.$ Three semicircles of radius $1,$ $\overarc{AEB},\overarc{BFC},$ and $\overarc{CGD},$ have their diameters on $\overline{AD},$ and are tangent to line $EG$ at $E,F,$ and $G,$ respectively. A circle of radius $2$ has its center on $F.$ The area of the region inside the circle but outside the three semicircles, shaded in the figure, can be expressed in the form \[\frac{a}{b}\cdot\pi-\sqrt{c}+d,\] where $a,b,c,$ and $d$ are positive integers and $a$ and $b$ are relatively prime. What is $a+b+c+d$
[asy] size(6cm); filldraw(circle((0,0),2), grey); filldraw(arc((0,-1),1,0,180) -- cycle, gray(1.0)); filldraw(arc((-2,-1),1,0,180) -- cycle, gray(1.0)); filldraw(arc((2,-1),1,0,180) -- cycle, gray(1.0)); dot((-3,-1)); label("$A$",(-3,-1),S); dot((-2,0)); label("$E$",(-2,0),NW); dot((-1,-1)); label("$B$",(-1,-1),S); dot((0,0)); label("$F$",(0,0),N); dot((1,-1)); label("$C$",(1,-1), S); dot((2,0)); label("$G$", (2,0),NE); dot((3,-1)); label("$D$", (3,-1), S); [/asy]
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16\qquad\textbf{(E) } 17$ | Divide the circle into four parts: the top semicircle by connecting E, F, and G( $A$ ); the bottom sector ( $B$ ), whose arc angle is $120^{\circ}$ because the large circle's radius is $2$ and the short length (the radius of the smaller semicircles) is $1$ , giving a $30^{\circ}-60^{\circ}-90^{\circ}$ triangle; the triangle formed by the radii of $A$ and the chord ( $C$ ); and the four parts which are the corners of a circle inscribed in a square ( $D$ ). Then the area is $A + B - C + D$ (in $B-C$ , we find the area of the bottom shaded region, and in $D$ we find the area of the shaded region above the semicircles but below the diameter).
The area of $A$ is $\frac{1}{2} \pi \cdot 2^2 = 2\pi$
The area of $B$ is $\frac{120^{\circ}}{360^{\circ}} \pi \cdot 2^2 = \frac{4\pi}{3}$
For the area of $C$ , the radius of $2$ , and the distance of $1$ (the smaller semicircles' radius) to $BC$ , creates two $30^{\circ}-60^{\circ}-90^{\circ}$ triangles, so $C$ 's area is $2 \cdot \frac{1}{2} \cdot 1 \cdot \sqrt{3} = \sqrt{3}$
The area of $D$ is $4 \cdot 1-\frac{1}{4}\pi \cdot 2^2=4-\pi$
Hence, finding $A+B-C+D$ , the desired area is $\frac{7\pi}{3}-\sqrt{3}+4$ , so the answer is $7+3+3+4=\boxed{17}$ | E | 17 |
304afbe1618e4ddfe9aeaa03e775ed66 | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_20 | As shown in the figure, line segment $\overline{AD}$ is trisected by points $B$ and $C$ so that $AB=BC=CD=2.$ Three semicircles of radius $1,$ $\overarc{AEB},\overarc{BFC},$ and $\overarc{CGD},$ have their diameters on $\overline{AD},$ and are tangent to line $EG$ at $E,F,$ and $G,$ respectively. A circle of radius $2$ has its center on $F.$ The area of the region inside the circle but outside the three semicircles, shaded in the figure, can be expressed in the form \[\frac{a}{b}\cdot\pi-\sqrt{c}+d,\] where $a,b,c,$ and $d$ are positive integers and $a$ and $b$ are relatively prime. What is $a+b+c+d$
[asy] size(6cm); filldraw(circle((0,0),2), grey); filldraw(arc((0,-1),1,0,180) -- cycle, gray(1.0)); filldraw(arc((-2,-1),1,0,180) -- cycle, gray(1.0)); filldraw(arc((2,-1),1,0,180) -- cycle, gray(1.0)); dot((-3,-1)); label("$A$",(-3,-1),S); dot((-2,0)); label("$E$",(-2,0),NW); dot((-1,-1)); label("$B$",(-1,-1),S); dot((0,0)); label("$F$",(0,0),N); dot((1,-1)); label("$C$",(1,-1), S); dot((2,0)); label("$G$", (2,0),NE); dot((3,-1)); label("$D$", (3,-1), S); [/asy]
$\textbf{(A) } 13 \qquad\textbf{(B) } 14 \qquad\textbf{(C) } 15 \qquad\textbf{(D) } 16\qquad\textbf{(E) } 17$ | First we have to solve the area of the non-shaded area(the semicircles) that are in Circle $F$ .The middle semicircle has area $\frac12\pi$ and the other two have about half of their are inside the circle = $\frac14\pi\ + \frac14\pi\ + \frac12\pi\ = \pi$ . Then we subtract the part of the quartercircle that isn't in Circle $F$ . This is an area equal to that of a triangle minus an minor segment. The height of the triangle is the radius of the semicircles, which is $1$ . The length is the radius of Circle $F$ minus the length from the center of the middle semicircle up to until it is on the edge of the circle. Using the Pythagorean Theorem we can figure out that the length is: \[\sqrt{2^2 - 1^2} = \sqrt{3}.\] This means that the length of the triangle is $2 - \sqrt{3}$ and so the area of the triangle is $\frac{2 - \sqrt{3}}{2}$ . For the area of the segment, it's the area of the sector minus the area of the triangle. The triangle's length is the radius of $F$ $2$ , while its height is the radius of the semicircles: $1$ , so the area is 1. The angle is $30^{\circ}$ as the hypotenuse is the radius of $F$ and the opposite side is the radius of the semicircles, which means the area is $\frac{1}{12}$ of the whole area, which is $4\pi$ so the area of the sector is $\frac{\pi}{3}$ and the area of the segment is $\frac{\pi}{3} - 1$ and so the area of the part of the quartercircles that stick out of Circle $F$ is: \[(\frac{2 - \sqrt{3}}{2})-(\frac{\pi}{3} - 1) = \frac{2 - \sqrt{3}}{2} + 1 - \frac{\pi}{3} = \frac{4 - \sqrt{3}}{2} - \frac{\pi}{3}.\]
Since there are two, one for each side, we have to multiply it by 2, so we have ${4 - \sqrt{3}} - \frac{2\pi}{3}$ , which we subtract from $\pi$ which gets us $\frac{5\pi}{3} - 4 + \sqrt{3}$ which we subtract from $4\pi$ $=$ $\frac{12\pi}{3}$ , which is $\frac{7\pi}{3} + 4 - \sqrt{3}$ so we get $7+3+4+3=\boxed{17}$ | E | 17 |
3f5acd22634c13e3368e843162ff982f | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_24 | Define a sequence recursively by $x_0=5$ and \[x_{n+1}=\frac{x_n^2+5x_n+4}{x_n+6}\] for all nonnegative integers $n.$ Let $m$ be the least positive integer such that
\[x_m\leq 4+\frac{1}{2^{20}}.\]
In which of the following intervals does $m$ lie?
$\textbf{(A) } [9,26] \qquad\textbf{(B) } [27,80] \qquad\textbf{(C) } [81,242]\qquad\textbf{(D) } [243,728] \qquad\textbf{(E) } [729,\infty)$ | We first prove that $x_n > 4$ for all $n \ge 0$ , by induction. Observe that \[x_{n+1} - 4 = \frac{x_n^2 + 5x_n + 4 - 4(x_n+6)}{x_n+6} = \frac{(x_n - 4)(x_n+5)}{x_n+6}.\] so (since $x_n$ is clearly positive for all $n$ , from the initial definition), $x_{n+1} > 4$ if and only if $x_{n} > 4$
We similarly prove that $x_n$ is decreasing: \[x_{n+1} - x_n = \frac{x_n^2 + 5x_n + 4 - x_n(x_n+6)}{x_n+6} = \frac{4-x_n}{x_n+6} < 0.\]
Now we need to estimate the value of $x_{n+1}-4$ , which we can do using the rearranged equation: \[x_{n+1} - 4 = (x_n-4)\cdot\frac{x_n + 5}{x_n+6}.\] Since $x_n$ is decreasing, $\frac{x_n + 5}{x_n+6}$ is also decreasing, so we have \[\frac{9}{10} < \frac{x_n + 5}{x_n+6} \le \frac{10}{11}\] and \[\frac{9}{10}(x_n-4) < x_{n+1} - 4 \le \frac{10}{11}(x_n-4).\]
This becomes \[\left(\frac{9}{10}\right)^n = \left(\frac{9}{10}\right)^n \left(x_0-4\right) < x_{n} - 4 \le \left(\frac{10}{11}\right)^n \left(x_0-4\right) = \left(\frac{10}{11}\right)^n.\] The problem thus reduces to finding the least value of $n$ such that \[\left(\frac{9}{10}\right)^n < x_{n} - 4 \le \frac{1}{2^{20}} \text{ and } \left(\frac{10}{11}\right)^{n-1} > x_{n-1} - 4 > \frac{1}{2^{20}}.\]
Taking logarithms, we get $n \ln \frac{9}{10} < -20 \ln 2$ and $(n-1)\ln \frac{10}{11} > -20 \ln 2$ , i.e.
\[n > \frac{20\ln 2}{\ln\frac{10}{9}} \text{ and } n-1 < \frac{20\ln 2}{\ln\frac{11}{10}} .\]
As approximations, we can use $\ln\frac{10}{9} \approx \frac{1}{9}$ $\ln\frac{11}{10} \approx \frac{1}{10}$ , and $\ln 2\approx 0.7$ . These approximations allow us to estimate \[126 < n < 141,\] which gives $\boxed{81,242}$ | C | 81,242 |
3f5acd22634c13e3368e843162ff982f | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_24 | Define a sequence recursively by $x_0=5$ and \[x_{n+1}=\frac{x_n^2+5x_n+4}{x_n+6}\] for all nonnegative integers $n.$ Let $m$ be the least positive integer such that
\[x_m\leq 4+\frac{1}{2^{20}}.\]
In which of the following intervals does $m$ lie?
$\textbf{(A) } [9,26] \qquad\textbf{(B) } [27,80] \qquad\textbf{(C) } [81,242]\qquad\textbf{(D) } [243,728] \qquad\textbf{(E) } [729,\infty)$ | The condition where $x_m\leq 4+\frac{1}{2^{20}}$ gives the motivation to make a substitution to change the equilibrium from $4$ to $0$ . We can substitute $x_n = y_n + 4$ to achieve that. Now, we need to find the smallest value of $m$ such that $y_m\leq \frac{1}{2^{20}}$ given that $y_0 = 1$
Factoring the recursion $x_{n+1} = \frac{x_n^2 + 5x_n+4}{x_n + 6}$ , we get:
$x_{n+1}=\dfrac{(x_n + 4)(x_n + 1)}{x_n + 6} \Rightarrow y_{n+1}+4=\dfrac{(y_n+8)(y_n+5)}{y_n+10}$
$y_{n+1}+4=\dfrac{y_n^2+13y_n+40}{y_n+10} = \dfrac{y_n^2+9y_n +(4y_n+40)}{y_n+10}$
$y_{n+1}+4=\dfrac{y_n^2+9y_n}{y_n+10} + 4$
$y_{n+1}=\dfrac{y_n^2+9y_n}{y_n+10}$
Using wishful thinking, we can simplify the recursion as follows:
$y_{n+1} = \frac{y_n^2 + 9y_n + y_n - y_n}{y_n + 10}$
$y_{n+1} = \frac{y_n(y_n + 10) - y_n}{y_n + 10}$
$y_{n+1} = y_n - \frac{y_n}{y_n + 10}$
$y_{n+1} = y_n\left(1 - \frac{1}{y_n + 10}\right)$
The recursion looks like a geometric sequence with the ratio changing slightly after each term. Notice from the recursion that the $y_n$ sequence is strictly decreasing, so all the terms after $y_0$ will be less than 1. Also, notice that all the terms in sequence will be positive. Both of these can be proven by induction.
With both of those observations in mind, $\frac{9}{10} < 1 - \frac{1}{y_n + 10} \leq \frac{10}{11}$ . Combining this with the fact that the recursion resembles a geometric sequence, we conclude that $\left(\frac{9}{10}\right)^n < y_n \leq \left(\frac{10}{11}\right)^n.$
$\frac{9}{10}$ is approximately equal to $\frac{10}{11}$ and the ranges that the answer choices give us are generous, so we should use either $\frac{9}{10}$ or $\frac{10}{11}$ to find a rough estimate for $m$
Since $\dfrac{1}{2}=0.5$ , that means $\frac{1}{\sqrt{2}}=2^{-\frac{1}{2}} \approx 0.7$ . Additionally, $\left(\frac{9}{10}\right)^3=0.729$
Therefore, we can estimate that $2^{-\frac{1}{2}} < y_3$
Raising both sides to the 40th power, we get $2^{-20} < (y_3)^{40}$
But $y_3 = (y_0)^3$ , so $2^{-20} < (y_0)^{120}$ and therefore, $2^{-20} < y_{120}$
This tells us that $m$ is somewhere around 120, so our answer is $\boxed{81,242}$ | C | 81,242 |
3f5acd22634c13e3368e843162ff982f | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_24 | Define a sequence recursively by $x_0=5$ and \[x_{n+1}=\frac{x_n^2+5x_n+4}{x_n+6}\] for all nonnegative integers $n.$ Let $m$ be the least positive integer such that
\[x_m\leq 4+\frac{1}{2^{20}}.\]
In which of the following intervals does $m$ lie?
$\textbf{(A) } [9,26] \qquad\textbf{(B) } [27,80] \qquad\textbf{(C) } [81,242]\qquad\textbf{(D) } [243,728] \qquad\textbf{(E) } [729,\infty)$ | Since the choices are rather wide ranges, we can use approximation to make it easier. Notice that \[x_{n+1} - x_n = \frac{4-x_n}{x_n+6}\] And $x_0 =5$ , we know that $x_n$ is a declining sequence, and as it get close to 4 its decline will slow, never falling below 4. So we'll use 4 to approximate $x_n$ in the denominator so that we have a solvable difference equation: \[x_{n+1} - x_n = \frac{4-x_n}{10}\] \[x_{n+1} = \frac{9}{10}x_n + \frac{2}{5}\] Solve it with $x_0 = 5$ , we have \[x_n = 4 + (\frac{9}{10})^n\] Now we wish to find $n$ so that \[(\frac{9}{10})^n \approx \frac{1}{2^{20}}\] \[n \approx \frac{\log{2^{20}}}{\log{10}-\log9} \approx \frac{20*0.3}{0.05} = 120\] Since 120 is safely within the range of [81,242], we have the answer. $\boxed{81,242}$ | C | 81,242 |
3f5acd22634c13e3368e843162ff982f | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_24 | Define a sequence recursively by $x_0=5$ and \[x_{n+1}=\frac{x_n^2+5x_n+4}{x_n+6}\] for all nonnegative integers $n.$ Let $m$ be the least positive integer such that
\[x_m\leq 4+\frac{1}{2^{20}}.\]
In which of the following intervals does $m$ lie?
$\textbf{(A) } [9,26] \qquad\textbf{(B) } [27,80] \qquad\textbf{(C) } [81,242]\qquad\textbf{(D) } [243,728] \qquad\textbf{(E) } [729,\infty)$ | We start by simplifying the recursion: $x_{n+1} = x_n + \frac{4-x_n}{x_n+6}$ .
While $x_n > 4$ $x_n$ is a decreasing sequence. Let $x_n = 4 + f_n$ . Then \[x_{n} - x_{n+1} = \frac{x_n-4}{x_n+6} = \frac{f_n}{10 + f_n} \approx \frac{f_n}{10}.\] Now notice that we want to find $m$ , such that $x_m \leq 4 + \frac{1}{2^{20}}$ , and $x_0 = 4 + \frac{1}{2^0}$ .
We are going to find an approximate number of steps to go from $4 + \frac{1}{2^i}$ to $4 + \frac{1}{2^{i+1}}$ .
If $x_j = 4 + \frac{1}{2^i}$ , then $f_j = \frac{1}{2^i}$ and if $x_k = 4 + \frac{1}{2^{i+1}}$ , then $f_k = \frac{1}{2^{i+1}}$ . Then \[x_j - x_k = \frac{1}{2^{i+1}} \approx \frac{f_j}{10} + \frac{f_{j+1}}{10} + ... + \frac{f_{k-1}}{10}.\] Furthermore, \[\frac{1}{2^i} = f_j > f_{j+1} > f_{j+2} > ... > f_{k-1} > f_k = \frac{1}{2^{i+1}}.\] Therefore, \[(k-j) \cdot \frac{\frac{1}{2^i}}{10} > \frac{f_j}{10} + \frac{f_{j+1}}{10} + ... + \frac{f_{k-1}}{10} > (k-j) \cdot \frac{\frac{1}{2^{i+1}}}{10},\] so $5 < k-j < 10$ . Therefore, to go from $f_0 = \frac{1}{2^0}$ to $f_m = \frac{1}{2^{20}}$ , we will need to do this 20 times, which means $100 < m - 0 < 200$ , which is within the range of [81,242], so we have the answer. $\boxed{81,242}$ | C | 81,242 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | Let $f(n)$ be the number of valid sequences of length $n$ (satisfying the conditions given in the problem).
We know our valid sequence must end in a $0$ . Then, since we cannot have two consecutive $0$ s, it must end in a $10$ . Now, we only have two cases: it ends with $010$ , or it ends with $110$ which is equivalent to $0110$ . Thus, our sequence must be of the forms $0\ldots010$ or $0\ldots0110$ . In the first case, the first $n-2$ digits are equivalent to a valid sequence of length $n-2$ . In the second, the first $n-3$ digits are equivalent to a valid sequence of length $n-3$ . Therefore, it must be the case that $f(n) = f(n-3) + f(n-2)$ , with $n \ge 3$ (because otherwise, the sequence would contain only 0s and this is not allowed due to the given conditions).
It is easy to find $f(3) = 1$ since the only possible valid sequence is $010$ $f(4)=1$ since the only possible valid sequence is $0110$ $f(5)=1$ since the only possible valid sequence is $01010$
The recursive sequence is then as follows:
\[f(3)=1\] \[f(4)=1\] \[f(5) = 1\] \[f(6) = 1 + 1 = 2\] \[f(7) = 1 + 1 = 2\] \[f(8) = 1 + 2 = 3\] \[f(9) = 2 + 2 = 4\] \[f(10) = 2 + 3 = 5\] \[f(11) = 3 + 4 = 7\] \[f(12) = 4 + 5 = 9\] \[f(13) = 5 + 7 = 12\] \[f(14) = 7 + 9 = 16\] \[f(15) = 9 + 12 = 21\] \[f(16) = 12 + 16 = 28\] \[f(17) = 16 + 21 = 37\] \[f(18) = 21 + 28 = 49\] \[f(19) = 28 + 37 = 65\]
So, our answer is $\boxed{65}$ | C | 65 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | After any particular $0$ , the next $0$ in the sequence must appear exactly $2$ or $3$ positions down the line. In this case, we start at position $1$ and end at position $19$ , i.e. we move a total of $18$ positions down the line. Therefore, we must add a series of $2$ s and $3$ s to get $18$ . There are a number of ways to do this:
Case 1 : nine $2$ s - there is only $1$ way to arrange them.
Case 2 : two $3$ s and six $2$ s - there are ${8\choose2} = 28$ ways to arrange them.
Case 3 : four $3$ s and three $2$ s - there are ${7\choose4} = 35$ ways to arrange them.
Case 4 : six $3$ s - there is only $1$ way to arrange them.
Summing the four cases gives $1+28+35+1=\boxed{65}$ | C | 65 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | We can simplify the original problem into a problem where there are $2^{17}$ binary characters with zeros at the beginning and the end. Then, we know that we cannot have a block of 2 zeroes and a block of 3 ones. Thus, our only options are a block of $0$ s, $1$ s, and $11$ s. Now, we use casework:
Case 1 : Alternating 1s and 0s. There is simply 1 way to do this: $0101010101010101010$ .
Now, we note that there cannot be only one block of $11$ in the entire sequence, as there must be zeroes at both ends and if we only include 1 block, of $11$ s this cannot be satisfied. This is true for all odd numbers of $11$ blocks.
Case 2 : There are 2 $11$ blocks. Using the zeroes in the sequence as dividers, we have a sample as $0110110101010101010$ . We know there are 8 places for $11$ s, which will be filled by $1$ s if the $11$ s don't fill them. This is ${8\choose2} = 28$ ways.
Case 3 : Four $11$ blocks arranged. Using the same logic as Case 2, we have ${7\choose4} = 35$ ways to arrange four $11$ blocks.
Case 4 : No single $1$ blocks, only $11$ blocks. There is simply one case for this, which is $0110110110110110110$
Adding these four cases, we have $1+28+35+1=\boxed{65}$ as our final answer. | C | 65 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | Any valid sequence must start with a $0$ . We can then think of constructing a sequence as adding groups of terms to this $0$ , each ending in $0$ . (This is always possible because every valid string ends in $0$ .) For example, we can represent the string $01011010110110$ as: $0-10-110-10-110-110$ .
To not have any consecutive 0s, we must have at least one $1$ before the next $0$ . However, we cannot have three or more $1$ s before the next $0$ because we cannot have three consecutive $1$ s. Consequently, we can only have one or two $1$ s.
So we can have the groups: $10$ and $110$
After the initial $0$ , we have $18$ digits left to fill in the string. Let the number of $10$ blocks be $x$ , and $110$ be $y$ . Then $x$ and $y$ must satisfy $2x+3y=18$ . We recognize this as a Diophantine equation. Taking $\pmod{2}$ yields $y=0 \pmod{2}$ . Since $x$ and $y$ must both be nonnegative, we get the solutions $(9, 0)$ $(6, 2)$ $(3, 4)$ , and $(0, 6)$ . We now handle each of these cases separately.
$(9, 0)$ : Only one arrangement, namely all $10$ s.
$(6, 2)$ : We have 6 groups of $11$ , and $2$ groups of $110$ . This has $\binom{6+2}{2}=28$ cases.
$(3, 4)$ : This means we have 3 groups of $10$ , and 4 groups of $110$ . This has $\binom{3+4}{3}=35$ cases.
$(0, 6)$ : Only one arrangement, namely all $110$
Adding these, we have $1+28+35+1=65 \longrightarrow \boxed{65}$ .
~Math4Life2020 | C | 65 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | Suppose the number of $0$ s is $n$ . We can construct the sequence in two steps:
Step 1: put $n-1$ of $1$ s between the $0$ s;
Step 2: put the rest $19-n-(n-1)=20-2n$ of $1$ s in the $n-1$ spots where there is a $1$ . There are $\binom{n-1}{20-2n}$ ways of doing this.
Now we find the possible values of $n$
First of all $n+(n-1) \leq 19 \Rightarrow n\leq 10$ (otherwise there will be two consecutive $0$ s);
And secondly $20-2n \leq n-1\Rightarrow n\geq 7$ (otherwise there will be three consecutive $1$ s).
Therefore the answer is \[\sum_{n=7}^{10} \binom{n-1}{20-2n} = \binom{6}{6} + \binom{7}{4} + \binom{8}{2} + \binom{9}{0} = \boxed{65}.\] | C | 65 |
55e35597abdd3e492e726722d84536aa | https://artofproblemsolving.com/wiki/index.php/2019_AMC_10B_Problems/Problem_25 | How many sequences of $0$ s and $1$ s of length $19$ are there that begin with a $0$ , end with a $0$ , contain no two consecutive $0$ s, and contain no three consecutive $1$ s?
$\textbf{(A) }55\qquad\textbf{(B) }60\qquad\textbf{(C) }65\qquad\textbf{(D) }70\qquad\textbf{(E) }75$ | For a valid sequence of length $n$ , the sequence must be in the form of $01xx...xx10$ . By removing the $01$ at the start of the sequence and the $10$ at the end of the sequence, there are $n-4$ bits left. The $n-4$ bits left can be in the form of:
So, $f(n) = f(n-4) + 2f(n-5) + f(n-6)$
We will calculate $f(19)$ by Dynamic Programming
$f(3) = 1$
$f(4) = 1$
$f(5) = 1$
$f(6) = 2$
$f(7) = 2$
$f(8) = 3$
$f(9) = f(5) + 2 \cdot f(4) + f(3) = 1 + 2 \cdot 1 + 1 = 4$
$f(10) = f(6) + 2 \cdot f(5) + f(4) = 2 + 2 \cdot 1 + 1 = 5$
$f(11) = f(7) + 2 \cdot f(6) + f(5) = 2 + 2 \cdot 1 + 1 = 7$
$f(12) = f(8) + 2 \cdot f(7) + f(6) = 3 + 2 \cdot 2 + 2 = 9$
$f(13) = f(9) + 2 \cdot f(8) + f(7) = 4 + 2 \cdot 3 + 2 = 12$
$f(14) = f(10) + 2 \cdot f(9) + f(8) = 5 + 2 \cdot 4 + 3 = 16$
$f(15) = f(11) + 2 \cdot f(10) + f(9) = 7 + 2 \cdot 5 + 4 = 21$
$f(16) = f(12) + 2 \cdot f(11) + f(10) = 9 + 2 \cdot 7 + 5 = 28$
$f(17) = f(13) + 2 \cdot f(12) + f(11) = 12 + 2 \cdot 9 + 7 = 37$
$f(18) = f(14) + 2 \cdot f(13) + f(12) = 16 + 2 \cdot 12 + 9 = 49$
$f(19) = f(15) + 2 \cdot f(14) + f(13) = 21 + 2 \cdot 16 + 12 = \boxed{65}$ | C | 65 |
c15d1d5b9913d6bc7ec33028f961fc24 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_3 | A unit of blood expires after $10!=10\cdot 9 \cdot 8 \cdots 1$ seconds. Yasin donates a unit of blood at noon of January 1. On what day does his unit of blood expire?
$\textbf{(A) }\text{January 2}\qquad\textbf{(B) }\text{January 12}\qquad\textbf{(C) }\text{January 22}\qquad\textbf{(D) }\text{February 11}\qquad\textbf{(E) }\text{February 12}$ | There are $60 \cdot 60 \cdot 24 = 86400$ seconds in a day, which means that Yasin's blood expires in $10! \div 86400 = 42$ days. Since there are $31$ days in January (consult a calendar), then $42-31+1$ (Jan 1 doesn't count) is $12$ days into February, so $\boxed{12}$ | E | 12 |
16b29df09fb7c766cd6e1013f180ee2f | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_4 | How many ways can a student schedule $3$ mathematics courses -- algebra, geometry, and number theory -- in a $6$ -period day if no two mathematics courses can be taken in consecutive periods? (What courses the student takes during the other $3$ periods is of no concern here.)
$\textbf{(A) }3\qquad\textbf{(B) }6\qquad\textbf{(C) }12\qquad\textbf{(D) }18\qquad\textbf{(E) }24$ | We must place the classes into the periods such that no two classes are in the same period or in consecutive periods.
Ignoring distinguishability, we can thus list out the ways that three periods can be chosen for the classes when periods cannot be consecutive:
Periods $1, 3, 5$
Periods $1, 3, 6$
Periods $1, 4, 6$
Periods $2, 4, 6$
There are $4$ ways to place $3$ nondistinguishable classes into $6$ periods such that no two classes are in consecutive periods. For each of these ways, there are $3! = 6$ orderings of the classes among themselves.
Therefore, there are $4 \cdot 6 = \boxed{24}$ ways to choose the classes. | E | 24 |
16b29df09fb7c766cd6e1013f180ee2f | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_4 | How many ways can a student schedule $3$ mathematics courses -- algebra, geometry, and number theory -- in a $6$ -period day if no two mathematics courses can be taken in consecutive periods? (What courses the student takes during the other $3$ periods is of no concern here.)
$\textbf{(A) }3\qquad\textbf{(B) }6\qquad\textbf{(C) }12\qquad\textbf{(D) }18\qquad\textbf{(E) }24$ | Counting what we don't want is another slick way to solve this problem. Use PIE (Principle of Inclusion and Exclusion) to count two cases: 1. Two classes consecutive, 2. Three classes consecutive.
Case 1: Consider two consecutive periods as a "block" of which there are 5 places to put in(1,2; 2,3; 3,4; 4,5; 5,6). Then we simply need to place two classes within the block, $3 \cdot 2$ . Finally we have 4 periods remaining to place the final math class. Thus there are $5 \cdot 3 \cdot 2 \cdot 4$ ways to place two consecutive math classes with disregard to the third.
Case 2: Now consider three consecutive periods as a "block" of which there are now 4 places to put in(1,2,3; 2,3,4; 3,4,5; 4,5,6). We now need to arrange the math classes in the block, $3 \cdot 2 \cdot 1$ . Thus there are $4 \cdot 3 \cdot 2 \cdot 1$ ways to place all three consecutive math classes.
By PIE we subtract Case 1 by Case 2 in order to not overcount: $120-24$ . Then we subtract that answer from the total ways to place the classes with no restrictions: $(6 \cdot 5 \cdot 4) - 96= \boxed{24}$ | E | 24 |
16b29df09fb7c766cd6e1013f180ee2f | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_4 | How many ways can a student schedule $3$ mathematics courses -- algebra, geometry, and number theory -- in a $6$ -period day if no two mathematics courses can be taken in consecutive periods? (What courses the student takes during the other $3$ periods is of no concern here.)
$\textbf{(A) }3\qquad\textbf{(B) }6\qquad\textbf{(C) }12\qquad\textbf{(D) }18\qquad\textbf{(E) }24$ | We can tackle this problem with a stars-and-bars-ish approach. First, letting math class be 1 and non-math-class be 0, place 0s in between 3 1s: \[10101\] Now we need to place 1 additional 0. There are 4 places to put it: \[\underline{\hspace{0.3cm}}1\underline{\hspace{0.3cm}}01\underline{\hspace{0.3cm}}01\underline{\hspace{0.3cm}}\] It can be placed in any 1 of the underscores.
Since there are $3!=6$ ways to order the math classes, the answer is $6\cdot 4=\boxed{24}$ | E | 24 |
16b29df09fb7c766cd6e1013f180ee2f | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_4 | How many ways can a student schedule $3$ mathematics courses -- algebra, geometry, and number theory -- in a $6$ -period day if no two mathematics courses can be taken in consecutive periods? (What courses the student takes during the other $3$ periods is of no concern here.)
$\textbf{(A) }3\qquad\textbf{(B) }6\qquad\textbf{(C) }12\qquad\textbf{(D) }18\qquad\textbf{(E) }24$ | Let $M$ represent a math class and $N$ represent a non-math class. We have _N_N_N_, where the spaces represent the possible spots the $M’s$ could go in. There are $4\choose 3$ ways to choose the spots for the math classes and $3!=6$ ways to order the classes. Hence, the answer is $4 \cdot 6 = \boxed{24}$ .
~azc1027 | E | 24 |
7c29c92b6d1a8e728a842c9722218ffa | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_5 | Alice, Bob, and Charlie were on a hike and were wondering how far away the nearest town was. When Alice said, "We are at least $6$ miles away," Bob replied, "We are at most $5$ miles away." Charlie then remarked, "Actually the nearest town is at most $4$ miles away." It turned out that none of the three statements were true. Let $d$ be the distance in miles to the nearest town. Which of the following intervals is the set of all possible values of $d$
$\textbf{(A) } (0,4) \qquad \textbf{(B) } (4,5) \qquad \textbf{(C) } (4,6) \qquad \textbf{(D) } (5,6) \qquad \textbf{(E) } (5,\infty)$ | For each of the false statements, we identify its corresponding true statement. Note that:
We construct the following table: \[\begin{array}{c||c|c} & & \\ [-2.5ex] \textbf{Hiker} & \textbf{False Statement} & \textbf{True Statement} \\ [0.5ex] \hline & & \\ [-2ex] \textbf{Alice} & [6,\infty) & [0,6) \\ & & \\ [-2.25ex] \textbf{Bob} & [0,5] & (5,\infty) \\ & & \\ [-2.25ex] \textbf{Charlie} & [0,4] & (4,\infty) \end{array}\] Taking the intersection of the true statements, we have \[[0,6)\cap(5,\infty)\cap(4,\infty)=(5,6)\cap(4,\infty)=\boxed{5,6}.\] ~MRENTHUSIASM | D | 5,6 |
7c29c92b6d1a8e728a842c9722218ffa | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_5 | Alice, Bob, and Charlie were on a hike and were wondering how far away the nearest town was. When Alice said, "We are at least $6$ miles away," Bob replied, "We are at most $5$ miles away." Charlie then remarked, "Actually the nearest town is at most $4$ miles away." It turned out that none of the three statements were true. Let $d$ be the distance in miles to the nearest town. Which of the following intervals is the set of all possible values of $d$
$\textbf{(A) } (0,4) \qquad \textbf{(B) } (4,5) \qquad \textbf{(C) } (4,6) \qquad \textbf{(D) } (5,6) \qquad \textbf{(E) } (5,\infty)$ | Think of the distances as if they are on a number line. Alice claims that $d > 6$ , Bob says $d < 5$ , while Charlie thinks $d < 4$ . This means that all possible numbers less than $5$ and greater than $6$ are included. However, since the three statements are actually false, the distance to the nearest town is one of the numbers not covered. Therefore, the answer is $\boxed{5,6}$ | D | 5,6 |
d9279d8be8745aecfea9083cd6cf46d1 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_6 | Sangho uploaded a video to a website where viewers can vote that they like or dislike a video. Each video begins with a score of $0$ , and the score increases by $1$ for each like vote and decreases by $1$ for each dislike vote. At one point Sangho saw that his video had a score of $90$ , and that $65\%$ of the votes cast on his video were like votes. How many votes had been cast on Sangho's video at that point?
$\textbf{(A) } 200 \qquad \textbf{(B) } 300 \qquad \textbf{(C) } 400 \qquad \textbf{(D) } 500 \qquad \textbf{(E) } 600$ | If $65\%$ of the votes were likes, then $35\%$ of the votes were dislikes. $65\%-35\%=30\%$ , so $90$ votes is $30\%$ of the total number of votes. Doing quick arithmetic shows that the answer is $\boxed{300}$ | B | 300 |
d9279d8be8745aecfea9083cd6cf46d1 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_6 | Sangho uploaded a video to a website where viewers can vote that they like or dislike a video. Each video begins with a score of $0$ , and the score increases by $1$ for each like vote and decreases by $1$ for each dislike vote. At one point Sangho saw that his video had a score of $90$ , and that $65\%$ of the votes cast on his video were like votes. How many votes had been cast on Sangho's video at that point?
$\textbf{(A) } 200 \qquad \textbf{(B) } 300 \qquad \textbf{(C) } 400 \qquad \textbf{(D) } 500 \qquad \textbf{(E) } 600$ | Let's consider that Sangho has received 100 votes. This means he has received 65 upvotes and 35 downvotes. Part of these upvotes and downvotes cancel out, so Sangho is now left with a total of 30 upvotes, or a score increase of 30. In order for his score to be 90, Sangho must receive three sets of 100 votes. Therefore, the answer is $\boxed{300}$ | B | 300 |
d9279d8be8745aecfea9083cd6cf46d1 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_6 | Sangho uploaded a video to a website where viewers can vote that they like or dislike a video. Each video begins with a score of $0$ , and the score increases by $1$ for each like vote and decreases by $1$ for each dislike vote. At one point Sangho saw that his video had a score of $90$ , and that $65\%$ of the votes cast on his video were like votes. How many votes had been cast on Sangho's video at that point?
$\textbf{(A) } 200 \qquad \textbf{(B) } 300 \qquad \textbf{(C) } 400 \qquad \textbf{(D) } 500 \qquad \textbf{(E) } 600$ | Let $x$ be the amount of votes cast, $35\%$ of $x$ would be dislikes and $65\%$ of $x$ would be likes. Since a like earns the video 1 point and a dislike takes 1 point away from the video, the amount of points Sangho's video will have in terms of $x$ is $65\%-35\%=30\%$ of $x$ , or $\frac{3}{10}$ of $x$ . Because Songho's video had a score of 90 points, $\frac{3x}{10} = 90$ . After we solve for $x$ , we get $x = \boxed{300}$ | B | 300 |
d9279d8be8745aecfea9083cd6cf46d1 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_6 | Sangho uploaded a video to a website where viewers can vote that they like or dislike a video. Each video begins with a score of $0$ , and the score increases by $1$ for each like vote and decreases by $1$ for each dislike vote. At one point Sangho saw that his video had a score of $90$ , and that $65\%$ of the votes cast on his video were like votes. How many votes had been cast on Sangho's video at that point?
$\textbf{(A) } 200 \qquad \textbf{(B) } 300 \qquad \textbf{(C) } 400 \qquad \textbf{(D) } 500 \qquad \textbf{(E) } 600$ | Let x be the amount of like votes and y be the amount of dislike votes. Then $x-y=90$ . Since $65\%$ of the total votes are like votes, $0.65(x+y)=x$ . then $.65y = .35x$ or $13/7$ y = $x$ . Plugging that in to the original equation, $6/7 y$ $90$ and $y =105$ Then $x=195$ and the total number of votes is $105+195 = 300$ . The answer is $\boxed{300}$ | B | 300 |
d9279d8be8745aecfea9083cd6cf46d1 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_6 | Sangho uploaded a video to a website where viewers can vote that they like or dislike a video. Each video begins with a score of $0$ , and the score increases by $1$ for each like vote and decreases by $1$ for each dislike vote. At one point Sangho saw that his video had a score of $90$ , and that $65\%$ of the votes cast on his video were like votes. How many votes had been cast on Sangho's video at that point?
$\textbf{(A) } 200 \qquad \textbf{(B) } 300 \qquad \textbf{(C) } 400 \qquad \textbf{(D) } 500 \qquad \textbf{(E) } 600$ | Obviously, $90/(65\%-35\%) = 90/30\% = 300$ . The answer is $\boxed{300}$ | B | 300 |
715943f27c31282a0478b96cbbe56c7d | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_7 | For how many (not necessarily positive) integer values of $n$ is the value of $4000\cdot \left(\tfrac{2}{5}\right)^n$ an integer?
$\textbf{(A) }3 \qquad \textbf{(B) }4 \qquad \textbf{(C) }6 \qquad \textbf{(D) }8 \qquad \textbf{(E) }9 \qquad$ | Note that \[4000\cdot \left(\frac{2}{5}\right)^n=\left(2^5\cdot5^3\right)\cdot \left(\frac{2}{5}\right)^n=2^{5+n}\cdot5^{3-n}.\] Since this expression is an integer, we need:
Taking the intersection gives $-5\leq n\leq3.$ So, there are $3-(-5)+1=\boxed{9}$ integer values of $n.$ | E | 9 |
715943f27c31282a0478b96cbbe56c7d | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_7 | For how many (not necessarily positive) integer values of $n$ is the value of $4000\cdot \left(\tfrac{2}{5}\right)^n$ an integer?
$\textbf{(A) }3 \qquad \textbf{(B) }4 \qquad \textbf{(C) }6 \qquad \textbf{(D) }8 \qquad \textbf{(E) }9 \qquad$ | Note that $4000\cdot \left(\frac{2}{5}\right)^n$ will be an integer if the denominator is a factor of $4000$ . We also know that the denominator will always be a power of $5$ for positive values and a power of $2$ for all negative values. So we can proceed to divide $4000$ by $5^n$ for each increasing positive value of $n$ until we get a non-factor of $4000$ and also divide $4000$ by $2^{-n}$ for each decreasing negative value of $n$ . For positive values we get $n= 1, 2, 3$ and for negative values we get $n= -1, -2, -3, -4, -5$ . Also keep in mind that the expression will be an integer for $n=0$ , which gives us a total of $\boxed{9}$ for $n.$ | E | 9 |
715943f27c31282a0478b96cbbe56c7d | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_7 | For how many (not necessarily positive) integer values of $n$ is the value of $4000\cdot \left(\tfrac{2}{5}\right)^n$ an integer?
$\textbf{(A) }3 \qquad \textbf{(B) }4 \qquad \textbf{(C) }6 \qquad \textbf{(D) }8 \qquad \textbf{(E) }9 \qquad$ | The values for $n$ are $-5, -4, -3, -2, -1, 0, 1, 2,$ and $3.$
The corresponding values for $4000\cdot \left(\frac{2}{5}\right)^n$ are $390625, 156250, 62500, 25000, 10000, 4000, 1600, 640,$ and $256,$ respectively.
In total, there are $\boxed{9}$ values for $n.$ | E | 9 |
eec61ad51914fe18ca6a3bcb6bd59c0b | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_8 | Joe has a collection of $23$ coins, consisting of $5$ -cent coins, $10$ -cent coins, and $25$ -cent coins. He has $3$ more $10$ -cent coins than $5$ -cent coins, and the total value of his collection is $320$ cents. How many more $25$ -cent coins does Joe have than $5$ -cent coins?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | Let $x$ be the number of $5$ -cent coins that Joe has. Therefore, he must have $(x+3) \ 10$ -cent coins and $(23-(x+3)-x) \ 25$ -cent coins. Since the total value of his collection is $320$ cents, we can write \begin{align*} 5x + 10(x+3) + 25(23-(x+3)-x) &= 320 \\ 5x + 10x + 30 + 500 - 50x &= 320 \\ 35x &= 210 \\ x &= 6. \end{align*} Joe has six $5$ -cent coins, nine $10$ -cent coins, and eight $25$ -cent coins. Thus, our answer is $8-6 = \boxed{2}.$ | C | 2 |
eec61ad51914fe18ca6a3bcb6bd59c0b | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_8 | Joe has a collection of $23$ coins, consisting of $5$ -cent coins, $10$ -cent coins, and $25$ -cent coins. He has $3$ more $10$ -cent coins than $5$ -cent coins, and the total value of his collection is $320$ cents. How many more $25$ -cent coins does Joe have than $5$ -cent coins?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | Let the number of $5$ -cent coins be $x,$ the number of $10$ -cent coins be $x+3,$ and the number of $25$ -cent coins be $y.$
Set up the following two equations with the information given in the problem: \[5x+10(x+3)+25y=320 \Rightarrow 15x+25y+30=320 \Rightarrow 15x+25y=290\] \[x+x+3+y=23 \Rightarrow 2x+3+y=23 \Rightarrow 2x+y=20\]
From there, multiply the second equation by $25$ to get \[50x+25y=500.\]
Subtract the first equation from the multiplied second equation to get $35x=210,$ or $x=6.$
Substitute $6$ in for $x$ into one of the equations to get $y=8.$
Finally, the answer is $8-6=\boxed{2}.$ | C | 2 |
eec61ad51914fe18ca6a3bcb6bd59c0b | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_8 | Joe has a collection of $23$ coins, consisting of $5$ -cent coins, $10$ -cent coins, and $25$ -cent coins. He has $3$ more $10$ -cent coins than $5$ -cent coins, and the total value of his collection is $320$ cents. How many more $25$ -cent coins does Joe have than $5$ -cent coins?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | Let $n,d,$ and $q$ be the numbers of $5$ -cent coins, $10$ -cent coins, and $25$ -cent coins in Joe's collection, respectively. We are given that \begin{align*} n+d+q&=23, &(1) \\ 5n+10d+25q&=320, &(2) \\ d&=n+3. &(3) \end{align*} Substituting $(3)$ into each of $(1)$ and $(2)$ and then simplifying, we have \begin{align*} 2n+q&=20, \hspace{17.5mm} &(1\star) \\ 3n+5q&=58. &(2\star) \end{align*} Subtracting $(2\star)$ from $5\cdot(1\star)$ gives $7n=42,$ from which $n=6.$ Substituting this into either $(1\star)$ or $(2\star)$ produces $q=8.$
Finally, the answer is $q-n=\boxed{2}.$ | C | 2 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | Let $x$ be the area of $ADE$ . Note that $x$ is comprised of the $7$ small isosceles triangles and a triangle similar to $ADE$ with side length ratio $3:4$ (so an area ratio of $9:16$ ). Thus, we have \[x=7+\dfrac{9}{16}x.\] This gives $x=16$ , so the area of $DBCE=40-x=\boxed{24}$ | E | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | Let the base length of the small triangle be $x$ . Then, there is a triangle $ADE$ encompassing the 7 small triangles and sharing the top angle with a base length of $4x$ . Because the area is proportional to the square of the side, let the base $BC$ be $\sqrt{40}x$ . The ratio of the area of triangle $ADE$ to triangle $ABC$ is $\left(\frac{4x}{\sqrt{40}x}\right)^2 = \frac{16}{40}$ . The problem says the area of triangle $ABC$ is $40$ , so the area of triangle $ADE$ is $16$ . So the area of trapezoid $DBCE$ is $40 - 16 = \boxed{24}$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | Notice $\big[DBCE\big]=\big[ABC\big]-\big[ADE\big]$ .
Let the base of the small triangles of area 1 be $x$ , then the base length of $\Delta ADE=4x$ . Notice, $\left(\frac{DE}{BC}\right)^2=\frac{1}{40}\implies \frac{x}{BC}=\frac{1}{\sqrt{40}}$ , then $4x=\frac{4BC}{\sqrt{40}}\implies \big[ADE\big]=\left(\frac{4}{\sqrt{40}}\right)^2\cdot \big[ABC\big]=\frac{2}{5}\big[ABC\big]$ Thus, $\big[DBCE\big]=\big[ABC\big]-\big[ADE\big]=\big[ABC\big]\left(1-\frac{2}{5}\right)=\frac{3}{5}\cdot 40=\boxed{24}.$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | The area of $ADE$ is 16 times the area of the small triangle, as they are similar and their side ratio is $4:1$ . Therefore the area of the trapezoid is $40-16=\boxed{24}$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | You can see that we can create a "stack" of 5 triangles congruent to the 7 small triangles shown here, arranged in a row above those 7, whose total area would be 5. Similarly, we can create another row of 3, and finally 1 more at the top, as follows. We know this cumulative area will be $7+5+3+1=16$ , so to find the area of such trapezoid $BCED$ , we just take $40-16=\boxed{24}$ , like so. | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | The combined area of the small triangles is $7$ , and from the fact that each small triangle has an area of $1$ , we can deduce that the larger triangle above has an area of $9$ (as the sides of the triangles are in a proportion of $\frac{1}{3}$ , so will their areas have a proportion that is the square of the proportion of their sides, or $\frac {1}{9}$ ). Thus, the combined area of the top triangle and the trapezoid immediately below is $7 + 9 = 16$ . The area of trapezoid $BCED$ is thus the area of triangle $ABC-16 =\boxed{24}$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | You can assume for the base of one of the smaller triangles to be $\frac{1}{a}$ and the height to be $2a$ , giving an area of 1. The larger triangle above the 7 smaller ones then has base $\frac{3}{a}$ and height $6a$ , giving it an area of $9$ . Then the area of triangle $ADE$ is $16$ and $40-16=\boxed{24}$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | You can construct another trapezoid directly above the one shown, with it's bottom length as the top length of the original. Its area would then be 9/16 of the original. Repeating this process infinitely gives us the sequence $7\cdot\left(1+\left(\frac{9}{16}\right)+\left(\frac{9}{16}\right)^2+\left(\frac{9}{16}\right)^3\dots\right)$ . Using the infinite geometric series sum formula gives us $7\cdot\left(\frac{1}{1-\frac{9}{16}}\right)=7\cdot\frac{16}{7}=16$ . The triangle's area would thus be $40-16=\boxed{24}$ | null | 24 |
4ad14908eac6d5080d7018bcc5a98d67 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_9 | All of the triangles in the diagram below are similar to isosceles triangle $ABC$ , in which $AB=AC$ . Each of the $7$ smallest triangles has area $1,$ and $\triangle ABC$ has area $40$ . What is the area of trapezoid $DBCE$
[asy] unitsize(5); dot((0,0)); dot((60,0)); dot((50,10)); dot((10,10)); dot((30,30)); draw((0,0)--(60,0)--(50,10)--(30,30)--(10,10)--(0,0)); draw((10,10)--(50,10)); label("$B$",(0,0),SW); label("$C$",(60,0),SE); label("$E$",(50,10),E); label("$D$",(10,10),W); label("$A$",(30,30),N); draw((10,10)--(15,15)--(20,10)--(25,15)--(30,10)--(35,15)--(40,10)--(45,15)--(50,10)); draw((15,15)--(45,15)); [/asy]
$\textbf{(A) } 16 \qquad \textbf{(B) } 18 \qquad \textbf{(C) } 20 \qquad \textbf{(D) } 22 \qquad \textbf{(E) } 24$ | Note that the area of an isosceles triangle is equivalent to the square of its height. Using this information, the height of the smallest isosceles triangle is $1$ , and thus its base is $2.$
Let $h$ be the height of the top triangle. We can set up a height-to-base similarity ratio, using the top triangle and $\triangle{ADE}$ . The top triangle has a base of $3\cdot{2}=6$ , and $DE=4\cdot{2}=8.$ The height of $\triangle{ADE}$ is $h+1$ , therefore our ratio is $\frac{h}{6}=\frac{h+1}{8}$ , which yields $h=3$ as our answer.
To find the area of the trapezoid, we can take the area of $\triangle{ABC}$ and subtract the area of $\triangle{ADE},$ whose base is $8$ and height $3+1=4$ . It follows that the area of $\triangle{ADE}=16$ , and subtracting this from $40$ gives us $40-16=\boxed{24}$ | D | 24 |
b8a30400f9626e499d9b59058fb667c4 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_11 | When $7$ fair standard $6$ -sided dice are thrown, the probability that the sum of the numbers on the top faces is $10$ can be written as \[\frac{n}{6^{7}},\] where $n$ is a positive integer. What is $n$
$\textbf{(A) }42\qquad \textbf{(B) }49\qquad \textbf{(C) }56\qquad \textbf{(D) }63\qquad \textbf{(E) }84\qquad$ | Add possibilities. There are $3$ ways to sum to $10$ , listed below.
\[4,1,1,1,1,1,1: 7\] \[3,2,1,1,1,1,1: 42\] \[2,2,2,1,1,1,1: 35.\]
Add up the possibilities: $35+42+7=\boxed{84}$ | E | 84 |
b8a30400f9626e499d9b59058fb667c4 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_11 | When $7$ fair standard $6$ -sided dice are thrown, the probability that the sum of the numbers on the top faces is $10$ can be written as \[\frac{n}{6^{7}},\] where $n$ is a positive integer. What is $n$
$\textbf{(A) }42\qquad \textbf{(B) }49\qquad \textbf{(C) }56\qquad \textbf{(D) }63\qquad \textbf{(E) }84\qquad$ | We can use generating functions, where $(x+x^2+...+x^6)$ is the function for each die. We want to find the coefficient of $x^{10}$ in $(x+x^2+...+x^6)^7$ , which is the coefficient of $x^3$ in $\left(\frac{1-x^7}{1-x}\right)^7$ . This evaluates to $\dbinom{-7}{3} \cdot (-1)^3=\boxed{84}$ | E | 84 |
b8a30400f9626e499d9b59058fb667c4 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_11 | When $7$ fair standard $6$ -sided dice are thrown, the probability that the sum of the numbers on the top faces is $10$ can be written as \[\frac{n}{6^{7}},\] where $n$ is a positive integer. What is $n$
$\textbf{(A) }42\qquad \textbf{(B) }49\qquad \textbf{(C) }56\qquad \textbf{(D) }63\qquad \textbf{(E) }84\qquad$ | If we let each number take its minimum value of 1, we will get 7 as the minimum sum. So we can do $10$ $7$ $3$ to find the number of balls we need to distribute to get three more added to the minimum to get 10, so the problem is asking how many ways can you put $3$ balls into $7$ boxes. From there we get $\binom{7+3-1}{7-1}=\binom{9}{6}=\boxed{84}$ | null | 84 |
b8a30400f9626e499d9b59058fb667c4 | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_11 | When $7$ fair standard $6$ -sided dice are thrown, the probability that the sum of the numbers on the top faces is $10$ can be written as \[\frac{n}{6^{7}},\] where $n$ is a positive integer. What is $n$
$\textbf{(A) }42\qquad \textbf{(B) }49\qquad \textbf{(C) }56\qquad \textbf{(D) }63\qquad \textbf{(E) }84\qquad$ | We can use number separation for this problem. If we set each of the dice value to $D\{a, b, c, d, e, f, g, h\}$ , we can say $D = 10$ and each of $D$ 's elements are larger than $0$ . Using the positive number separation formula, which is $\dbinom{n-1}{r-1}$ , we can make the following equations. \begin{align*} D &= 10 \\ a+b+c+d+e+f+g &= 10 \\ \dbinom{10-1}{7-1} &= \\ \dbinom{9}{6} &= \\ \dbinom{9}{3} &= \\ \dfrac{9 \cdot 8 \cdot 7}{3 \cdot 2 \cdot 1} &= \\ 12 \cdot 7 &= \boxed{84} | B | 84 |
e35c2904bec5050a955781697503e0bd | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_12 | How many ordered pairs of real numbers $(x,y)$ satisfy the following system of equations? \begin{align*} x+3y&=3 \\ \big||x|-|y|\big|&=1 \end{align*} $\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4 \qquad \textbf{(E) } 8$ | We can solve this by graphing the equations. The second equation looks challenging to graph, but start by graphing it in the first quadrant only (which is easy since the inner absolute value signs can be ignored), then simply reflect that graph into the other quadrants.
The graph looks something like this: [asy] draw((-3,0)--(3,0), Arrows); draw((0,-3)--(0,3), Arrows); draw((2,3)--(0,1)--(-2,3), blue); draw((-3,2)--(-1,0)--(-3,-2), blue); draw((-2,-3)--(0,-1)--(2,-3), blue); draw((3,-2)--(1,0)--(3,2), blue); draw((-3,2)--(3,0), red); dot((-3,2)); dot((3/2,1/2)); dot((0,1)); [/asy] Now, it becomes clear that there are $\boxed{3}$ intersection points. | C | 3 |
e35c2904bec5050a955781697503e0bd | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_12 | How many ordered pairs of real numbers $(x,y)$ satisfy the following system of equations? \begin{align*} x+3y&=3 \\ \big||x|-|y|\big|&=1 \end{align*} $\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4 \qquad \textbf{(E) } 8$ | $x+3y=3$ can be rewritten to $x=3-3y$ . Substituting $3-3y$ for $x$ in the second equation will give $||3-3y|-y|=1$ . Splitting this question into casework for the ranges of $y$ will give us the total number of solutions.
$\textbf{Case 1:}$ $y>1$ $3-3y$ will be negative so $|3-3y| = 3y-3.$ $|3y-3-y| = |2y-3| = 1$
$2y-3$ is positive so $2y-3 = 1$ and $y = 2$ and $x = 3-3(2) = -3$
$2y-3$ is negative so $|2y-3| = 3-2y = 1$ $2y = 2$ and so there are no solutions ( $y$ can't equal to $1$
$\textbf{Case 2:}$ $y = 1$ :
It is fairly clear that $x = 0.$
$\textbf{Case 3:}$ $y<1$ $3-3y$ will be positive so $|3-3y-y| = |3-4y| = 1$
$3-4y$ will be negative so $4y-3 = 1$ $\rightarrow$ $4y = 4$ . We already have this solution from Case 2 as $y = 1$
$3-4y$ will be positive so $3-4y = 1$ $\rightarrow$ $4y = 2$ $y = \frac{1}{2}$ and $x = \frac{3}{2}$ .
Thus, the solutions are: $(-3,2), (0,1), \left(\frac{3}{2},\frac{1}{2} \right)$ , and the answer is $\boxed{3}$ | C | 3 |
e35c2904bec5050a955781697503e0bd | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_12 | How many ordered pairs of real numbers $(x,y)$ satisfy the following system of equations? \begin{align*} x+3y&=3 \\ \big||x|-|y|\big|&=1 \end{align*} $\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4 \qquad \textbf{(E) } 8$ | Note that $||x| - |y||$ can take on one of four values: $x + y$ $x - y$ $-x + y$ $-x -y$ . So we have 4 cases:
Case 1: ||x| - |y|| = x+y \[x+3y=3\] \[x+y=1\]
Subtracting:
$2y=2 \Rightarrow y=1$ and $x=0$
$\text{Result: } (0,1)$
Case 2: ||x| - |y|| = x-y \[x+3y=3\] \[x-y=1\]
Subtacting:
$4y=2 \Rightarrow y=\dfrac{1}{2}$ an $x=\dfrac{3}{2}$
$\text{Result: } \left(\dfrac{3}{2},\dfrac{1}{2}\right)$
Case 3: ||x| - |y|| = -x+y \[x+3y=3\] \[-x+y=1\]
Adding:
$4y=4 \Rightarrow y=1$ and $x=0$
$\text{Result: } (0,1)$ . Since this is the same solution as we got in Case 1, we can not count this (otherwise, we would have overcounted).
Case 4: ||x| - |y|| = -x-y \[x+3y=3\] \[-x-y=1\]
Adding:
$2y=4 \Rightarrow y=2$ and $x=-3$
$\text{Result: } (-3,2)$
Answer
We solved each case by elimination (either adding the two equations or subtracting), to obtain three solutions: $(0, 1)$ $(-3,2)$ $\left(\dfrac{3}{2}, \dfrac{1}{2}\right)$
Our answer is $\boxed{3}$ | C | 3 |
e35c2904bec5050a955781697503e0bd | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_12 | How many ordered pairs of real numbers $(x,y)$ satisfy the following system of equations? \begin{align*} x+3y&=3 \\ \big||x|-|y|\big|&=1 \end{align*} $\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4 \qquad \textbf{(E) } 8$ | Just as in solution $2$ , we derive the equation $||3-3y|-|y||=1$ . If we remove the absolute values, the equation collapses into four different possible values. $3-2y$ $3-4y$ $2y-3$ , and $4y-3$ , each equal to either $1$ or $-1$ . Remember that if $P-Q=a$ , then $Q-P=-a$ . Because we have already taken $1$ and $-1$ into account, we can eliminate one of the conjugates of each pair, namely $3-2y$ and $2y-3$ , and $3-4y$ and $4y-3$ . Find the values of $y$ when $3-2y=1$ $3-2y=-1$ $3-4y=1$ and $3-4y=-1$ . We see that $3-2y=1$ and $3-4y=-1$ give us the same value for $y$ , so the answer is $\boxed{3}$ | C | 3 |
e35c2904bec5050a955781697503e0bd | https://artofproblemsolving.com/wiki/index.php/2018_AMC_10A_Problems/Problem_12 | How many ordered pairs of real numbers $(x,y)$ satisfy the following system of equations? \begin{align*} x+3y&=3 \\ \big||x|-|y|\big|&=1 \end{align*} $\textbf{(A) } 1 \qquad \textbf{(B) } 2 \qquad \textbf{(C) } 3 \qquad \textbf{(D) } 4 \qquad \textbf{(E) } 8$ | Just as in solution $2$ , we derive the equation $x=3-3y$ . Squaring both sides in the second equation gives $x^2+y^2-2|xy|=1$ . Putting $x=3-3y$ and doing a little calculation gives $10y^2-18y+9-2|3y-3y^2|=1$ . From here we know that $3y-3y^2$ is either positive or negative.
When positive, we get $2y^2-3y+1=0$ and then, $y=1/2$ or $y=1$ .
When negative, we get $y^2-3y+2=0$ and then, $y=2$ or $y=1$ . Clearly, there are $3$ different pairs of values and that gives us $\boxed{3}$ | C | 3 |
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