Mathematics

IMC 2019

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MathematicsIMC 2019
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Mathematics · IMC 2019Professor Pi
Answer in your head…Two unit cubes are glued together face to face. By how much does their combined surface area fall?
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★ KS3-MATH-IMC-0061Front

Mathematics · IMC 2019Professor Pi

By two faces

HintNothing is added; something is hidden — on both sides.

The whyEvery join hides one face from each cube, so a shape built from k cubes with j face-to-face joins has surface area 6k − 2j. The shape with the most joins has the smallest surface area — count joins, not exposed faces.

★ KS3-MATH-IMC-0061Back

Mathematics · IMC 2019Professor Pi
Answer in your head…What decides the units digit of n³?
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★ KS3-MATH-IMC-0062Front

Mathematics · IMC 2019Professor Pi

The units digit of n

HintCube 12 and 22 and compare the endings.

The whyThe same is true of every power, so a cube ends in 8 only when the number cubed ends in 2, and a square ends in 9 only when its root ends in 3 or 7. Unlike squares, cubes can end in any digit — each of 0 to 9 appears exactly once among the cubes of 0 to 9.

★ KS3-MATH-IMC-0062Back

Mathematics · IMC 2019Professor Pi
↔ Asked both waysAnswer in your head…The sequence 1, 3, 6, 10, 15, 21, …
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★ KS3-MATH-IMC-0063Front

Mathematics · IMC 2019Professor Pi

The triangular numbers

Hint1, then 1 + 2, then 1 + 2 + 3 …

The whyThe nth triangular number is n(n + 1)/2 — the sum of the whole numbers from 1 to n. Their parities repeat in blocks of four — odd, odd, even, even — so the parity of any term can be read off from n alone without adding anything up.

★ KS3-MATH-IMC-0063Back

Mathematics · IMC 2019Professor Pi
Fill the gapsAnswer in your head…When multiplying or dividing, two numbers with the same sign give a ____ answer, two with different signs give a ____ answer, and anything times zero gives zero.
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★ KS3-MATH-IMC-0064Front

Mathematics · IMC 2019Professor Pi

positive; negative

HintSame signs, different signs, and the one number that swallows everything.

The whyThe sign rules apply to × and ÷ only — adding two negatives gives a negative, and subtracting a negative is adding. Order-of-operations questions packed with brackets and minus signs are testing whether you apply each rule to the right operation.

★ KS3-MATH-IMC-0064Back

Mathematics · IMC 2019Professor Pi
⌨ Type the answerAnswer in your head…One billion is ten to the power of what? (type the number only)

★ KS3-MATH-IMC-0065Front

Mathematics · IMC 2019Professor Pi

9

HintA thousand millions: add the zeros.

The whyA billion has nine zeros. Dividing it by a smaller round number is best done by cancelling powers of ten first — 10⁹ ÷ (4 × 10⁴) = 10⁵ ÷ 4 = 25 000 — so the zeros are never miscounted.

★ KS3-MATH-IMC-0065Back

Mathematics · IMC 2019Professor Pi
Fill the gapAnswer in your head…(aᵐ)ⁿ = aᵐⁿ: a power of a power ____ the indices.
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★ KS3-MATH-IMC-0066Front

Mathematics · IMC 2019Professor Pi

multiplies

HintWrite (a²)³ out in full and look at how many a's you get.

The whyCompare 8⁵ with 4⁷ by writing both as powers of 2: 2¹⁵ against 2¹⁴. Keeping everything as a power of the smallest base is the whole technique for index questions with no calculator.

★ KS3-MATH-IMC-0066Back

Mathematics · IMC 2019Professor Pi
Answer in your head…A token moves one square at a time on a chessboard. Which strategy tells you at once which squares it could be on after an odd number of moves?
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★ KS3-MATH-IMC-0067Front

Mathematics · IMC 2019Professor Pi

Watch the square's colour

HintEvery single move flips something that only has two states.

The whyColour the board like a chessboard: every move — a step to a neighbour, or a reflection in a line running between rows or columns — swaps black for white. After an odd number of moves the token is on the opposite colour to where it started; after an even number, the same colour. Parity halves the search before you list anything.

★ KS3-MATH-IMC-0067Back

Mathematics · IMC 2019Professor Pi
Answer in your head…An equation has the unknown x in two terms, one on each side. After collecting them on one side, what is the key move to make x the subject?
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★ KS3-MATH-IMC-0068Front

Mathematics · IMC 2019Professor Pi

Factorise x out

HintBoth terms contain x — what does that let you write?

The whyFrom ab = 2a + b: a(b − 2) = b, so a = b ÷ (b − 2); check that b = 2 is impossible in the original before dividing by the bracket.

★ KS3-MATH-IMC-0068Back

Mathematics · IMC 2019Professor Pi
Fill the gapAnswer in your head…0.7 recurring, written as a fraction, is ____.
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★ KS3-MATH-IMC-0069Front

Mathematics · IMC 2019Professor Pi

7/9

HintNot tenths — the denominator that makes one digit repeat forever.

The whyA single recurring digit d is d/9; a recurring pair ab is ab/99. Add recurring decimals as fractions — the digit-by-digit method has no right-hand end to start from.

★ KS3-MATH-IMC-0069Back

Mathematics · IMC 2019Professor Pi
Answer in your head…Similar shapes: to turn an area ratio into a length ratio you…?
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★ KS3-MATH-IMC-0070Front

Mathematics · IMC 2019Professor Pi

Take the square root

HintAreas came from lengths by one operation; go back the other way.

The whyAreas of similar shapes are in the ratio of the squares of their sides, so going from areas back to sides means taking a square root: areas 1 : 7 means sides 1 : √7 — not 1 : 3.5.

★ KS3-MATH-IMC-0070Back

Mathematics · IMC 2019Professor Pi
⌨ Type the answerAnswer in your head…1001 = 7 × 11 × ? (type the missing prime only)

★ KS3-MATH-IMC-0071Front

Mathematics · IMC 2019Professor Pi

13

HintThree consecutive odd primes.

The whySo 123 123, 987 987 — any block-repeated six-digit number — is divisible by 7, 11 and 13, because it equals the block × 1001.

★ KS3-MATH-IMC-0071Back

Mathematics · IMC 2019Professor Pi
Answer in your head…Three lengths are given. When can they form a triangle?
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★ KS3-MATH-IMC-0072Front

Mathematics · IMC 2019Professor Pi

Longest side < sum of the other two

HintTry 2, 3 and 10 with real sticks.

The whyThe triangle inequality — and every length must be positive. When side lengths are given as expressions in n, solving "two sides equal" is only half the job: each solution must then be checked against both conditions, and any that fails is discarded.

★ KS3-MATH-IMC-0072Back

Mathematics · IMC 2019Professor Pi
Answer in your head…What division turns 'n tenths' into a decimal?
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★ KS3-MATH-IMC-0213Front

Mathematics · IMC 2019Professor Pi

n ÷ 10

HintOne tenth is one part in ten — so dividing does the job.

The whyThe same idea extends to any named fraction of a whole: 'n hundredths' is n ÷ 100, 'n thousandths' is n ÷ 1000 — each extra zero in the name adds one more division by ten, which is why place-value wording like this is really just a disguised calculation.

★ KS3-MATH-IMC-0213Back

Mathematics · IMC 2019Professor Pi
Answer in your head…If a whole splits into two parts whose percentages are known, how do their sizes compare?
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★ KS3-MATH-IMC-0214Front

Mathematics · IMC 2019Professor Pi

In the same ratio as the percentages

HintYou don't need the total quantity at all to compare them.

The whyTwo parts sized 60% and 40% of a whole are in ratio 60:40 = 3:2, whatever the whole actually is — because both percentages are measured in the same 1% unit, so dividing one by the other cancels the whole out.

★ KS3-MATH-IMC-0214Back

Mathematics · IMC 2019Professor Pi
Answer in your head…When counting arrangements that must satisfy a position rule (like digits in a valid time), what keeps you from missing or double-counting cases?
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★ KS3-MATH-IMC-0215Front

Mathematics · IMC 2019Professor Pi

List every case in one fixed systematic order

HintWork smallest to largest (or first position to last) and never skip ahead.

The whyFaster still: split by which value can legally sit in the most restricted position, count the free choices left for the rest, then multiply — this turns a long list into a short multiplication.

★ KS3-MATH-IMC-0215Back

Mathematics · IMC 2019Professor Pi
Fill the gapAnswer in your head…With no brackets, a chain of only × and ÷ is worked out strictly ____, not by doing all the × first.
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★ KS3-MATH-IMC-0216Front

Mathematics · IMC 2019Professor Pi

left to right

Hint× and ÷ sit on the same rung of the order-of-operations ladder.

The whyThe same left-to-right rule governs a chain of only + and −. It's why 20 ÷ 4 × 5 must be read as (20 ÷ 4) then × 5, giving 25 — whereas grabbing the multiplication first, as 20 ÷ (4 × 5), would give 1. Division never waits its turn behind multiplication: they share a rung, so position on the line decides.

★ KS3-MATH-IMC-0216Back

Mathematics · IMC 2019Professor Pi
Answer in your head…In a map-colouring problem, what single feature guarantees a lower bound on how many colours are needed?
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★ KS3-MATH-IMC-0217Front

Mathematics · IMC 2019Professor Pi

The largest number of regions meeting at one point

HintFind the busiest shared corner — every region touching it needs its own colour.

The whyIf k regions all meet at a single point, no two of them can share a colour, so at least k colours are required. Showing k is also enough still needs a working colouring with exactly k colours to be exhibited.

★ KS3-MATH-IMC-0217Back

Mathematics · IMC 2019Professor Pi
Answer in your head…You're told the mean of a growing list after 3 numbers, then after 4, then after 5. What's the first step to isolate a newly added number?
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★ KS3-MATH-IMC-0218Front

Mathematics · IMC 2019Professor Pi

Turn each mean back into a total by multiplying by the count

HintUndo the averaging before you subtract anything.

The whyOnce every running mean becomes a running total (mean × count), a newly added number is just this total minus the previous total — because 'total = mean × count' always reverses 'mean = total ÷ count'.

★ KS3-MATH-IMC-0218Back

Mathematics · IMC 2019Professor Pi
Answer in your head…In a logic puzzle where each of several speakers states a claim about how many of the group tell the truth, what's the reliable solving method?
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★ KS3-MATH-IMC-0219Front

Mathematics · IMC 2019Professor Pi

Test each possible total for self-consistency

HintGuess a count, then check whether that guess makes exactly that many claims true.

The whyA guessed total only works if the number of true statements it produces equals the guess itself — check every candidate this way instead of reasoning about individual speakers one at a time.

★ KS3-MATH-IMC-0219Back

Mathematics · IMC 2019Professor Pi
Fill the gapAnswer in your head…An equilateral triangle with side length s has height ____, found by dropping a perpendicular that creates two 30-60-90 triangles.
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★ KS3-MATH-IMC-0220Front

Mathematics · IMC 2019Professor Pi

s√3 / 2

HintHalve the base, then use the 30-60-90 ratio or Pythagoras on the two new right triangles.

The whyThe altitude bisects the base and the apex angle, giving a right triangle with base s/2 and hypotenuse s; from sin 60° = height ÷ s, height = s × sin60° = (s√3)/2 — a ratio worth knowing cold for no-calculator problems.

★ KS3-MATH-IMC-0220Back

Mathematics · IMC 2019Professor Pi
Answer in your head…Two numbers satisfy a ratio equation x/y = a/b alongside a separate equation for x + y. What's the first algebraic move?
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★ KS3-MATH-IMC-0221Front

Mathematics · IMC 2019Professor Pi

Cross-multiply the ratio into bx = ay

HintClear the fraction before you combine it with the other equation.

The whyOnce the ratio is rewritten as a fraction-free linear equation, solve the pair exactly as any simultaneous equations — express one variable in terms of the other and substitute into the sum equation.

★ KS3-MATH-IMC-0221Back

Mathematics · IMC 2019Professor Pi
Answer in your head…To rank two sums of several different unit fractions without adding them exactly, what's a fast bounding trick?
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★ KS3-MATH-IMC-0222Front

Mathematics · IMC 2019Professor Pi

Replace every term with its largest or its smallest

HintYou only need to know which sum is bigger, not the exact value of either.

The whyReplacing each term by the biggest gives an upper bound (count × biggest term); by the smallest gives a lower bound. Comparing bounds often settles which sum wins without a single fraction being added — vital with no calculator allowed.

★ KS3-MATH-IMC-0222Back

Mathematics · IMC 2019Professor Pi
Answer in your head…If tan θ = a/b for a right-angled triangle, how do you find sin θ or cos θ without a calculator?
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★ KS3-MATH-IMC-0223Front

Mathematics · IMC 2019Professor Pi

Draw legs a and b, then use Pythagoras for the hypotenuse

HintTan already hands you two sides; the third comes from the theorem you already know.

The whyWith opposite = a and adjacent = b, the hypotenuse is √(a² + b²), so sin θ = a ÷ √(a²+b²) and cos θ = b ÷ √(a²+b²) follow at once — and scaling a and b by the same factor never changes the resulting sine or cosine.

★ KS3-MATH-IMC-0223Back

Mathematics · IMC 2019Professor Pi
Answer in your head…Two numbers leave known remainders when divided by the same unknown integer N. How do you narrow down the possible values of N?
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★ KS3-MATH-IMC-0224Front

Mathematics · IMC 2019Professor Pi

Take each remainder off its own number, then factor the difference of those two multiples of N.

HintEliminate the unknown quotient by subtracting one division statement from the other.

The whyIf a = Nj + r1 and b = Nk + r2, then b − a = N(k − j) + (r2 − r1), so N divides that quantity once the remainder gap is removed. List its factors — N must be one of them, and also bigger than every remainder given.

★ KS3-MATH-IMC-0224Back

Mathematics · IMC 2019Professor Pi
⌨ Type the answerAnswer in your head…What angle does a tangent to a circle make with the radius drawn to the point of contact? (type the number of degrees only)

★ KS3-MATH-IMC-0225Front

Mathematics · IMC 2019Professor Pi

90

HintThe radius meets the tangent exactly where they touch.

The whyThis right angle is why dropping a perpendicular from a circle's centre is the standard way to test whether a line is tangent, and why right-angled triangles appear naturally wherever a radius meets a tangent line.

★ KS3-MATH-IMC-0225Back

IMC 2019

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