Mathematics

IMC 2025

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Mathematics · IMC 2025Professor Pi
Fill the gapAnswer in your head…The units digits of the powers of 8 run 8, 4, 2, ____ and then repeat, a cycle of four.
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★ KS3-MATH-IMC-0133Front

Mathematics · IMC 2025Professor Pi

6

HintWhat does 2 × 8 end in?

The whyPowers of 2, 3, 7 and 8 all have units-digit cycles of length 4; 4 and 9 have length 2; 0, 1, 5, 6 never change. The remainder on dividing by 5 (or 10) is read straight from that units digit — 8¹⁰ ends in 4, so it leaves remainder 4 on division by 5.

★ KS3-MATH-IMC-0133Back

Mathematics · IMC 2025Professor Pi
↔ Asked both waysAnswer in your head…The exterior angle of a triangle
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★ KS3-MATH-IMC-0134Front

Mathematics · IMC 2025Professor Pi

The sum of the two opposite interior angles

HintCombine the straight line with the triangle's own total.

The whyIf the base angles are b, the exterior angle at the base is 180 − b and also equals apex + b. Isosceles triangles hand you two equal base angles for free — say so before you write anything else.

★ KS3-MATH-IMC-0134Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Every item costs 1p less than a whole number of pounds. What does the total's shortfall from a whole number of pounds tell you?
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★ KS3-MATH-IMC-0135Front

Mathematics · IMC 2025Professor Pi

The number of items

HintThink of paying whole pounds and getting change.

The whyPrices like 99p and £2.99 are whole pounds minus a penny, so 25 such items cost 25p less than a whole number of pounds. Read the count off the pence, then a second equation on the pounds finds how many of each.

★ KS3-MATH-IMC-0135Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Adding several single-digit recurring decimals — what do you add?
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★ KS3-MATH-IMC-0136Front

Mathematics · IMC 2025Professor Pi

Ninths

Hint0.1 recurring is 1 over what?

The whyA single repeating digit d is d/9: 0.1 recurring = 1/9, 0.6 recurring = 2/3, 0.9 recurring = 1. So a sum of them is a fraction over 9, which may itself be a recurring decimal.

★ KS3-MATH-IMC-0136Back

Mathematics · IMC 2025Professor Pi
Fill the gapAnswer in your head…(a + 1)(b + 1) − ab = a + b + 1, so a product and its 'add one to each' partner give the ____ at once.
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★ KS3-MATH-IMC-0137Front

Mathematics · IMC 2025Professor Pi

sum

HintNot the numbers themselves.

The whyExpand the brackets, then substitute the given product rather than solving for a and b — most 'find the sum' questions never need the numbers themselves.

★ KS3-MATH-IMC-0137Back

Mathematics · IMC 2025Professor Pi
Answer in your head…A point P sits inside a rectangle. What links its distances to the four corners?
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★ KS3-MATH-IMC-0138Front

Mathematics · IMC 2025Professor Pi

Opposite corners: equal sums of squares

HintPythagoras four times, then pair up.

The whyDropping perpendiculars from P to the sides makes four right-angled triangles sharing legs; adding the two 'opposite' Pythagoras equations gives PA² + PC² = PB² + PD². Distances 6, 8 and 10 to three corners in order force the fourth to be √(36 + 100 − 64) = √72.

★ KS3-MATH-IMC-0138Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Two circles of radii r and R touch each other from the outside. What is the distance between their centres?
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★ KS3-MATH-IMC-0139Front

Mathematics · IMC 2025Professor Pi

r + R

HintThe touching point lies on the line of centres.

The whyCentres and touching point are collinear, so the centre distance is r + R when the circles touch from outside and R − r when one sits inside the other.

★ KS3-MATH-IMC-0139Back

Mathematics · IMC 2025Professor Pi
Answer in your head…A class has three times as many girls as boys. What must the class size be?
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★ KS3-MATH-IMC-0140Front

Mathematics · IMC 2025Professor Pi

A multiple of 4

HintHow many equal shares make the whole?

The whyA ratio a : b in whole parts makes the total a multiple of a + b: 3 : 2 → multiple of 5, 5 : 1 → multiple of 6, 7 : 3 → multiple of 10. Matching totals to ratios is then a divisibility check, not an equation.

★ KS3-MATH-IMC-0140Back

Mathematics · IMC 2025Professor Pi
↔ Asked both waysAnswer in your head…Writing a 3 : 5 ratio as actual amounts with one unknown
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★ KS3-MATH-IMC-0141Front

Mathematics · IMC 2025Professor Pi

3n and 5n

HintOne shared multiplier scales both parts.

The whyIntroduce one letter for the common multiplier: 3n red and 5n blue counters; add 4 red and the ratio is 1 : 1, so 3n + 4 = 5n and n = 2.

★ KS3-MATH-IMC-0141Back

Mathematics · IMC 2025Professor Pi
Fill the gapsAnswer in your head…For whole-number n, the expression 2n is always ____, 2n + 1 is always ____, and n(n + 1) is always a multiple of ____.
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★ KS3-MATH-IMC-0142Front

Mathematics · IMC 2025Professor Pi

even; odd; 2

HintWhich multipliers keep the parity and which force it?

The whySo 5n + 3 even forces n odd; then 7n + 2 is odd and 4n + 1 is odd for every n. Parity questions are settled by checking n = 1 and n = 2 — nothing else changes the pattern.

★ KS3-MATH-IMC-0142Back

Mathematics · IMC 2025Professor Pi
Answer in your head…(5⁶ − 5⁴) ÷ (2⁸ − 2⁶): what is the first move?
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★ KS3-MATH-IMC-0143Front

Mathematics · IMC 2025Professor Pi

Factorise each bracket

HintBoth brackets share a common power.

The why5⁴(5² − 1) ÷ 2⁶(2² − 1) = 625 × 24 ÷ (64 × 3) = 625 × 8 ÷ 64 = 625/8. Never expand a power you can factorise.

★ KS3-MATH-IMC-0143Back

Mathematics · IMC 2025Professor Pi
⌨ Type the answerAnswer in your head…The number of ways to choose 2 items from n is n(n − 1) divided by…? (type the number only)

★ KS3-MATH-IMC-0144Front

Mathematics · IMC 2025Professor Pi

2

HintEach pair got counted in both orders.

The whyChoosing 2 from 6 gives 6 × 5 ÷ 2 = 15, from 7 it is 21. Constraints such as 'not next to each other' are handled by listing by the first chosen item and counting what remains legal.

★ KS3-MATH-IMC-0144Back

Mathematics · IMC 2025Professor Pi
↔ Asked both waysAnswer in your head…The value 'closest to zero' among several numbers
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★ KS3-MATH-IMC-0297Front

Mathematics · IMC 2025Professor Pi

The number with the smallest absolute value

HintIgnore the sign and compare sizes.

The whyTwo negative numbers can look far apart yet one sits nearer zero — always strip the sign and compare what remains. The same idea also settles "which is bigger" once every option is negative: the smaller absolute value is the larger number.

★ KS3-MATH-IMC-0297Back

Mathematics · IMC 2025Professor Pi
Answer in your head…What quick way avoids long division when finding a big number's remainder on division by a small divisor?
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★ KS3-MATH-IMC-0298Front

Mathematics · IMC 2025Professor Pi

Split it into place-value chunks that are already multiples of that divisor

HintThink about grouping digits, not checking one at a time.

The whySpot that many multiples of the divisor already sit inside the number's place-value blocks — millions, thousands, hundreds — so only a small remainder needs checking directly, saving a full long division.

★ KS3-MATH-IMC-0298Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Every item in a group contributes the same fixed surplus of one quantity over another. How do you find the number of items from the total surplus?
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★ KS3-MATH-IMC-0299Front

Mathematics · IMC 2025Professor Pi

Divide the total surplus by the surplus per item

HintSet up one equation using the count as the unknown.

The whyWrite (surplus per item) × n = total surplus, then solve for n. This turns a wordy description into a one-line equation before any numbers are plugged in — the same move works for any "each one always contributes X extra" scenario.

★ KS3-MATH-IMC-0299Back

Mathematics · IMC 2025Professor Pi
Fill the gapAnswer in your head…Dividing by a fraction is the same as ____ by its reciprocal — true for nested division chains too.
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★ KS3-MATH-IMC-0300Front

Mathematics · IMC 2025Professor Pi

multiplying

HintWhat's the opposite operation to dividing?

The whySo a ÷ (b ÷ c) becomes a × c ÷ b — useful when a division chain is nested in brackets, because the innermost fraction flips to a multiplication as you unwrap it outward.

★ KS3-MATH-IMC-0300Back

Mathematics · IMC 2025Professor Pi
⌨ Type the answerAnswer in your head…When two people make directly contradictory statements — one says something, the other denies it — exactly how many of them are telling the truth? (type the number only)

★ KS3-MATH-IMC-0301Front

Mathematics · IMC 2025Professor Pi

1

HintOne of the two claims must be false, and the other true.

The whyThis settles the first contradicting pair straight away; anyone else's statement is then checked against what that pair's truth-values force — a chain of only-one-can-be-right deductions, not full case-by-case guessing.

★ KS3-MATH-IMC-0301Back

Mathematics · IMC 2025Professor Pi
↔ Asked both waysAnswer in your head…A division where the first mixed number is exactly double the second
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★ KS3-MATH-IMC-0302Front

Mathematics · IMC 2025Professor Pi

Equals 2 — no fraction arithmetic needed

HintCheck whether one mixed number is simply twice the other first.

The whySpotting that relationship first (comparing whole-number parts and denominators) is faster than converting both to improper fractions and cancelling — the full method still works, but the shortcut skips it entirely when it applies.

★ KS3-MATH-IMC-0302Back

Mathematics · IMC 2025Professor Pi
Answer in your head…A square root contains a big square number minus some smaller nearby terms. What's often the fastest first move?
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★ KS3-MATH-IMC-0303Front

Mathematics · IMC 2025Professor Pi

Factor out a common term to leave a perfect square inside the root

HintLook for what multiplies both parts before you try to simplify directly.

The whyRewriting the expression so a shared factor comes out front often turns a messy subtraction under a root into (factor) × (perfect square), which then square-roots cleanly instead of needing an estimate.

★ KS3-MATH-IMC-0303Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Two products are set equal to each other and share some of the same factors on each side. What's the efficient first step before multiplying anything out?
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★ KS3-MATH-IMC-0304Front

Mathematics · IMC 2025Professor Pi

Cancel the matching factors from both sides first

HintSpot which numbers repeat on each side of the equation.

The whySpotting a shared factor on both sides and dividing it away first turns a big multiplication into a much smaller one — the two remaining products must still be equal, so solve that smaller equation instead.

★ KS3-MATH-IMC-0304Back

Mathematics · IMC 2025Professor Pi
Answer in your head…When two blends made from the same two ingredients are mixed together, how do you find the overall percentage of one ingredient in the result?
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★ KS3-MATH-IMC-0305Front

Mathematics · IMC 2025Professor Pi

Multiply each blend's share of the mix by its own percentage, then add the results

HintThink of it as a weighted average of the two mixtures.

The whyEach blend contributes to the final mix in proportion to how much of it is used, and each blend itself is a percentage split — multiplying those two percentages together and summing across blends gives the true overall percentage, avoiding a false halfway average.

★ KS3-MATH-IMC-0305Back

Mathematics · IMC 2025Professor Pi
Answer in your head…Three equations link three unknowns, each equation missing a different one of them. How can you find the sum of all three unknowns without solving for each one?
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★ KS3-MATH-IMC-0306Front

Mathematics · IMC 2025Professor Pi

Add all three equations, then eliminate to find the one unknown whose coefficient differs

HintCombine every relationship at once rather than solving one at a time.

The whySumming every equation is still the right first move - it collapses three relationships into one - but the coefficients rarely land equal, so what comes out is a multiple of the total plus one leftover unknown. Pin that unknown down first by eliminating between two of the original equations, then substitute it into the summed equation and the total drops out. The saving is real: you find one unknown, never all three.

★ KS3-MATH-IMC-0306Back

Mathematics · IMC 2025Professor Pi
Answer in your head…A shape's total area is unknown, but it's split into regions whose known areas involve the same hidden lengths. How can you find the total area without ever finding those lengths?
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★ KS3-MATH-IMC-0307Front

Mathematics · IMC 2025Professor Pi

Combine the area equations so the hidden lengths cancel, leaving an equation in the total area alone

HintTry adding or multiplying the region relationships together and see what disappears.

The whyThis often produces a quadratic in the total once you substitute back in — solve it, discard any root too small to contain the known regions, and the genuine total remains. No individual side length needs to be found at all.

★ KS3-MATH-IMC-0307Back

Mathematics · IMC 2025Professor Pi
Answer in your head…A per-item shortfall calculation can point to several possible item counts, spaced a fixed amount apart. How do you pick the right one?
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★ KS3-MATH-IMC-0308Front

Mathematics · IMC 2025Professor Pi

Use a rough bound from the total cost to rule out the too-large options

HintCheck which candidate count actually stays under the given maximum.

The whyBecause the shortfall repeats every fixed number of items, several counts satisfy the pence condition alone; only one keeps the overall spend under the actual amount stated, so a quick size check (not more algebra) picks it out.

★ KS3-MATH-IMC-0308Back

Mathematics · IMC 2025Professor Pi
Fill the gapsAnswer in your head…For two touching circles of different radii resting on the same line, the distance between centres is the ____ of a right triangle, and the difference of the radii is one ____.
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★ KS3-MATH-IMC-0309Front

Mathematics · IMC 2025Professor Pi

hypotenuse; leg

HintPicture the two centres, the surface, and a right angle between them.

The whyThe line joining the two centres has length r + R (sum of radii, the hypotenuse); the vertical offset between where each touches the surface equals the difference of the radii (one leg); the horizontal offset is the third leg, found with Pythagoras.

★ KS3-MATH-IMC-0309Back

IMC 2025

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