Mathematics

IMC 2022

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MathematicsIMC 2022
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Mathematics · IMC 2022Professor Pi
⌨ Type the answerAnswer in your head…How many minutes is 0.2 of an hour? (type the number only)

★ KS3-MATH-IMC-0097Front

Mathematics · IMC 2022Professor Pi

12

HintAn hour has sixty minutes, not a hundred.

The whyMinutes are sixtieths, not hundredths: 0.1 h = 6 min, 0.25 h = 15 min, 0.75 h = 45 min. The trap is reading 0.15 hours as 15 minutes.

★ KS3-MATH-IMC-0097Back

Mathematics · IMC 2022Professor Pi
Answer in your head…Which is larger, 5/8 or 7/11? Compare them exactly, with no calculator and no decimals.
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★ KS3-MATH-IMC-0098Front

Mathematics · IMC 2022Professor Pi

7/11

HintCross-multiply: set 5 × 11 against 7 × 8.

The whyCross-multiplying weighs 5 × 11 = 55 against 7 × 8 = 56, and the larger product sits above the larger fraction, so 7/11 wins. The common-denominator route agrees: 55/88 against 56/88. The quick same-top rule (bigger bottom, smaller fraction) only applies when the numerators already match, which is why it cannot settle this pair.

★ KS3-MATH-IMC-0098Back

Mathematics · IMC 2022Professor Pi
Answer in your head…How is the mirror line related to the segment joining a point to its image?
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★ KS3-MATH-IMC-0099Front

Mathematics · IMC 2022Professor Pi

Perpendicular bisector of it

HintTwo conditions: where it crosses, and at what angle.

The whySo to find the mirror line from a point and its image: the midpoint gives a point on the line, and the perpendicular gradient is −1 ÷ the segment's gradient (a gradient of 2 needs −½). Then y = mx + c through the midpoint.

★ KS3-MATH-IMC-0099Back

Mathematics · IMC 2022Professor Pi
Fill the gapAnswer in your head…Two lines are perpendicular when their gradients multiply to ____.
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★ KS3-MATH-IMC-0100Front

Mathematics · IMC 2022Professor Pi

−1

HintSteep up against gentle down — the product is a fixed negative number.

The whyA gradient of 3 pairs with −⅓; a gradient of 1 pairs with −1. Parallel lines share a gradient instead. Both facts turn 'reflect this point in the line' into arithmetic.

★ KS3-MATH-IMC-0100Back

Mathematics · IMC 2022Professor Pi
Answer in your head…To compare 4ⁿ with 8ᵐ, which base do you rewrite both in?
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★ KS3-MATH-IMC-0101Front

Mathematics · IMC 2022Professor Pi

2

HintThink prime.

The why4ⁿ = 2²ⁿ and 8ᵐ = 2³ᵐ; likewise 9ⁿ = 3²ⁿ. Once everything is in one base, halving means subtracting 1 from the exponent (2¹⁴ ÷ 2 = 2¹³), never halving the exponent.

★ KS3-MATH-IMC-0101Back

Mathematics · IMC 2022Professor Pi
Answer in your head…A string is pulled tight round any bunch of equal touching coins of radius r. What do the curved parts of the string add up to?
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★ KS3-MATH-IMC-0102Front

Mathematics · IMC 2022Professor Pi

One full circle, 2πr

HintThe string only bends where it touches a coin.

The whyWhatever the layout, the string turns through 360° in total, so its arcs together make exactly one circle of radius r; the straight parts equal the gaps between the centres.

★ KS3-MATH-IMC-0102Back

Mathematics · IMC 2022Professor Pi
↔ Asked both waysAnswer in your head…Profit ÷ cost price × 100%
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★ KS3-MATH-IMC-0103Front

Mathematics · IMC 2022Professor Pi

Percentage profit

HintWhich price is the 'original' that the change is measured against?

The whyPercentage change is always measured against the starting value — cost price for profit, the original for an increase. Selling for £72 at a 20% profit means cost × 1.2 = 72, so the cost was £60.

★ KS3-MATH-IMC-0103Back

Mathematics · IMC 2022Professor Pi
↔ Asked both waysAnswer in your head…The fraction of a circle a sector takes, read off its arc rather than its angle
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★ KS3-MATH-IMC-0104Front

Mathematics · IMC 2022Professor Pi

Arc length ÷ circumference

HintThe whole of which the arc is a part.

The whyarc ÷ 2πr = angle ÷ 360 = sector area ÷ πr². Any one of the three fractions gives the other two, so a radius-4 sector with arc 6 has area (6 ÷ 8π) × 16π = 12 with no angle needed.

★ KS3-MATH-IMC-0104Back

Mathematics · IMC 2022Professor Pi
Fill the gapsAnswer in your head…The ____ is the only average that must itself be one of the numbers in the list; the median of five numbers is the ____ in order; and the range measures ____, not a centre.
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★ KS3-MATH-IMC-0105Front

Mathematics · IMC 2022Professor Pi

mode; third; spread

HintWhich one is picked straight out of the list?

The whyThe mean need not be in the list, and the median of an even count need not be either; the mode forces a repeat. Setting mode, median and mean against each other is solved by writing the sorted list as a, b, m, ?, ? and translating each rule.

★ KS3-MATH-IMC-0105Back

Mathematics · IMC 2022Professor Pi
Answer in your head…Shapes are joined edge to edge. Each join of length k changes the total perimeter by how much?
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★ KS3-MATH-IMC-0106Front

Mathematics · IMC 2022Professor Pi

It falls by 2k

HintOne shared edge — how many perimeters was it on before?

The whyJoining hides the shared edge twice over — once from each shape: 20 squares of side 3 in a row have separate perimeters totalling 240, and 19 joins of length 3 take off 19 × 6, leaving 126. Count the joins, not the shapes.

★ KS3-MATH-IMC-0106Back

Mathematics · IMC 2022Professor Pi
⌨ Type the answerAnswer in your head…Each interior angle of a regular hexagon, in degrees, is…? (type the number only)

★ KS3-MATH-IMC-0107Front

Mathematics · IMC 2022Professor Pi

120

HintThree of them tile round a point with nothing left over.

The whyIts side equals the distance from centre to vertex, and dropping a perpendicular from one vertex onto a neighbouring side's line gives a 30-60-90 triangle with sides in the ratio 1 : √3 : 2 — the source of every √3 in hexagon answers.

★ KS3-MATH-IMC-0107Back

Mathematics · IMC 2022Professor Pi
Answer in your head…An equation in two positive whole numbers rearranges to (x − 3)(y − 3) = 12. What is the plan?
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★ KS3-MATH-IMC-0108Front

Mathematics · IMC 2022Professor Pi

List the factor pairs

HintA product of whole numbers has only a few ways to happen.

The whyA product equal to a small whole number has finitely many whole-number factor pairs (including negative ones, which the 'positive' condition then discards). Rearranging xy − 3x − 3y = 3 into (x − 3)(y − 3) = 12 is the standard move for 'how many solutions?'.

★ KS3-MATH-IMC-0108Back

Mathematics · IMC 2022Professor Pi
Answer in your head…When every ingredient in a recipe is scaled by the same factor, what happens to the total weight of the mixture?
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★ KS3-MATH-IMC-0255Front

Mathematics · IMC 2022Professor Pi

It scales by that same factor

HintOne multiplier applied to every ingredient carries straight through to the total mix.

The whyA squash recipe's ingredients add up to 240 ml of concentrate; tripling every ingredient triples the total too, giving 720 ml — no need to scale each ingredient separately and re-add. Converted to litres, that's 0.72 l, not 7.2 l or 72 l, which is the easy slip when moving between millilitres and litres.

★ KS3-MATH-IMC-0255Back

Mathematics · IMC 2022Professor Pi
⌨ Type the answerAnswer in your head…Before dividing two large round numbers that both end in lots of zeros, what should you do to them first?

★ KS3-MATH-IMC-0256Front

Mathematics · IMC 2022Professor Pi

Cancel common trailing zeros

HintIt shrinks both figures to friendlier sizes before you divide.

The why42,000,000 ÷ 6,000: both numbers end in at least three zeros, so cancel three from each first, leaving the much friendlier 42,000 ÷ 6 = 7,000. Dividing the top and bottom of a division by the same power of ten never changes the answer — it just makes the arithmetic easier to see.

★ KS3-MATH-IMC-0256Back

Mathematics · IMC 2022Professor Pi
Answer in your head…A job proceeds at a fixed daily rate. How do you work out the total number of days it will take to finish?
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★ KS3-MATH-IMC-0257Front

Mathematics · IMC 2022Professor Pi

Divide the total amount by the daily rate

HintFind how many single days it takes to cover the whole job.

The whySaving £15 a week toward a total of £700 needs 700 ÷ 15 ≈ 46.7 weeks — just under a year's 52 weeks, so the honest description is 'just under a year', not 'a year'. The same division — total amount divided by the rate — turns any steady-progress problem into a single number of time units, measured against a sensible benchmark like a week, a month or a year.

★ KS3-MATH-IMC-0257Back

Mathematics · IMC 2022Professor Pi
Fill the gapAnswer in your head…Adding the same number to both terms of a subtraction leaves the ____ unchanged.
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★ KS3-MATH-IMC-0258Front

Mathematics · IMC 2022Professor Pi

difference

HintThe gap you get when you subtract one number from another stays fixed.

The why73 − 48 equals 75 − 50, because both numbers went up by 2; it also equals 70 − 45, because both went down by 3. This 'compensation' trick swaps an awkward subtraction for a friendlier one with the same answer, and it's the quickest way to spot which of several expressions secretly matches a given difference without calculating any of them fully.

★ KS3-MATH-IMC-0258Back

Mathematics · IMC 2022Professor Pi
↔ Asked both waysAnswer in your head…The first move before taking a fraction of a mixed number such as 2¾
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★ KS3-MATH-IMC-0259Front

Mathematics · IMC 2022Professor Pi

Convert it to an improper fraction first

HintRewrite the mixed number as a single value over one denominator before doing anything else.

The whyTo find ⅔ of 3½, convert 3½ to the improper fraction 7/2 first, then multiply: ⅔ × 7/2 = 14/6 = 2⅓. The usual slip is to apply the fraction to the whole-number part only and carry the ½ through untouched, giving 2½. Splitting the mixed number is only safe if you take ⅔ of BOTH parts and add them: 2 + ⅓ = 2⅓. A percentage behaves the same way — 20% of 3¾ is 1/5 × 15/4 = 3/4.

★ KS3-MATH-IMC-0259Back

Mathematics · IMC 2022Professor Pi
Answer in your head…To find the input to a chain of operations, given only the output, what do you do to each step?
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★ KS3-MATH-IMC-0260Front

Mathematics · IMC 2022Professor Pi

Reverse it with the opposite operation

HintUndo the machine backwards from the answer, one step at a time.

The whyA machine does ×2, then −6, then ×2, then −6, in that order. To work backwards from an output, undo the LAST step first: add 6, halve, add 6, halve. Reversing only the operations but keeping the original order — instead of also reversing the order — sends you to the wrong number.

★ KS3-MATH-IMC-0260Back

Mathematics · IMC 2022Professor Pi
⌨ Type the answerAnswer in your head…When you take one percentage of another percentage of a number, what do you do to the two percentages themselves?

★ KS3-MATH-IMC-0261Front

Mathematics · IMC 2022Professor Pi

Multiply them

HintTwo chained percentages collapse into one product of decimals.

The why25% of 60% of a number is the same as working out 0.25 × 0.6 = 0.15, i.e. 15% of the number directly. Chaining doesn't mean adding the percentages (25 + 60 = 85% would be wrong) or finding each 'of' separately and subtracting — it means multiplying the two decimal forms together.

★ KS3-MATH-IMC-0261Back

Mathematics · IMC 2022Professor Pi
Answer in your head…How should you translate 'one-fifth of a number equals the number plus twelve' into algebra before solving?
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★ KS3-MATH-IMC-0262Front

Mathematics · IMC 2022Professor Pi

Write x/5 = x + 12 as an equation

HintTurn the sentence into symbols first, then rearrange to solve for the number.

The whySetting up x/5 = x + 12 and multiplying both sides by 5 gives x = 5x + 60, so −4x = 60 and x = −15. A negative answer isn't a mistake here — some word-to-algebra puzzles are only satisfied by a negative number, and trusting the algebra over an instinct that the answer 'should' be positive is exactly what solves them.

★ KS3-MATH-IMC-0262Back

Mathematics · IMC 2022Professor Pi
↔ Asked both waysAnswer in your head…The link between area ratio and length ratio in similar shapes
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★ KS3-MATH-IMC-0263Front

Mathematics · IMC 2022Professor Pi

Area ratio equals the length ratio squared

HintIf every side scales ×3, the covered surface scales by 3×3, not by 3.

The whyTwo similar triangles have corresponding sides in the ratio 2 : 5. Their areas come out in the ratio 4 : 25 (that's 2² : 5²), not 2 : 5. This squared relationship is why doubling a shape's linear size roughly quadruples the material needed to cover it, and why similar 3D solids scale volume by the cube of the length ratio instead.

★ KS3-MATH-IMC-0263Back

Mathematics · IMC 2022Professor Pi
Fill the gapAnswer in your head…If a product of several factors equals ____, then at least one of those factors must itself be zero.
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★ KS3-MATH-IMC-0264Front

Mathematics · IMC 2022Professor Pi

zero

HintNothing else can make a multiplication vanish to nothing.

The whySolving (x − 3)(x + 5)x = 0 gives three answers without expanding a thing: x = 3, x = −5 or x = 0, because a product can only come out as nothing if one of its pieces does. This is the fast way to finish an equation once you've forced one side down to a product of factors — for example, y(y − 4)(y + 4) = 0 hands you all three solutions of y³ = 16y immediately, without multiplying anything out.

★ KS3-MATH-IMC-0264Back

Mathematics · IMC 2022Professor Pi
Answer in your head…To check whether a claim about a numeric pattern 'must always be true', what should you do rather than just trying one example?
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★ KS3-MATH-IMC-0265Front

Mathematics · IMC 2022Professor Pi

Represent the unknown with a letter and reason generally

HintGive the starting value a symbol and follow it through algebraically, instead of picking a single case.

The whyTesting 'the sum of three consecutive integers is always a multiple of 3' with 4, 5, 6 gives 15 — a multiple of 3, which looks convincing but only proves that one case. Writing the three numbers as n − 1, n and n + 1 and adding gives 3n, obviously a multiple of 3 whatever whole number n is — now it holds for every case at once, not just the one you tried.

★ KS3-MATH-IMC-0265Back

Mathematics · IMC 2022Professor Pi
Answer in your head…Two lengths meet at a right angle, and a third length joins their far ends. Which theorem connects all three?
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★ KS3-MATH-IMC-0266Front

Mathematics · IMC 2022Professor Pi

Pythagoras' theorem

HintThe right angle between the two shorter lengths is the clue — square and compare them to the joining one.

The whyTwo touching semicircles can hide a right angle between two of their radii; if the larger semicircle has radius 5 and two equal legs of length r meet it at that right angle, then r² + r² = 5², so r² = 12.5. The smaller semicircle's area, ½πr², is then ½π(12.5) = 6.25π — found without ever solving for r itself, since only r² was needed.

★ KS3-MATH-IMC-0266Back

Mathematics · IMC 2022Professor Pi
Answer in your head…A rectangle is cut by one line each way into four smaller rectangles. How do the perimeters of two diagonally opposite pieces relate to the whole rectangle's perimeter?
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★ KS3-MATH-IMC-0267Front

Mathematics · IMC 2022Professor Pi

Together they equal the whole rectangle's perimeter

HintPair one corner with its diagonal partner and add their two side-totals — the cuts cancel out.

The whySplitting a 10 cm by 7 cm rectangle this way, however the two cuts fall, the top-left piece's perimeter plus the bottom-right piece's perimeter always comes to 2 × (10 + 7) = 34 cm. The cut lengths appear once as an addition and once as a subtraction across the diagonal pair, so they always cancel, leaving exactly the original rectangle's perimeter.

★ KS3-MATH-IMC-0267Back

IMC 2022

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Where IMC 2022 sits on the KS3 map

24 points on the KS3 Mathematics map, across Y7 · Y8 · Y9 · Y10 · Y11. The faint stars are the rest of the subject — this deck is the lit part.

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