Mathematics

IMC 2026

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MathematicsIMC 2026
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Mathematics · IMC 2026Professor Pi
Fill the gapAnswer in your head…The nth triangular number is n(n + 1) ÷ ____.
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★ KS3-MATH-IMC-0145Front

Mathematics · IMC 2026Professor Pi

2

HintTwo staircases make a rectangle.

The whyTriangular numbers: 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, 78, 91. The mean of 1 to n is (n + 1) ÷ 2, so those means grow by a half each step.

★ KS3-MATH-IMC-0145Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Why can n² − 1 be tested for divisibility without evaluating it?
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★ KS3-MATH-IMC-0146Front

Mathematics · IMC 2026Professor Pi

It factorises as (n − 1)(n + 1)

HintWhat is 1 the square of?

The why(n − 1)n(n + 1) is a product of three consecutive numbers, so it is always a multiple of 6; for n not divisible by 2 or 3, (n − 1)(n + 1) is a multiple of 8 and of 3, hence of 24 — which is why 17, 19 and 23 work while 21 and 27 do not.

★ KS3-MATH-IMC-0146Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Share an amount in the ratio 1 : ½ : ⅓. What is the first move?
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★ KS3-MATH-IMC-0147Front

Mathematics · IMC 2026Professor Pi

Clear the fractions first

HintA ratio survives one particular operation on every part.

The why1 : ½ : ⅓ is 6 : 3 : 2 (multiply by 6), eleven parts in all. A ratio is unchanged when every part is multiplied by the same number — so fractions and decimals never need to stay in it.

★ KS3-MATH-IMC-0147Back

Mathematics · IMC 2026Professor Pi
Answer in your head…A staircase-shaped figure — every edge horizontal or vertical, no notch cut back into it — how does its perimeter compare with the rectangle that just encloses it?
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★ KS3-MATH-IMC-0148Front

Mathematics · IMC 2026Professor Pi

Equal to the rectangle's

HintSlide every inward edge outwards.

The whyEach horizontal edge projects onto the top or bottom of the enclosing rectangle, each vertical edge onto a side, with nothing double-counted — so a staircase shape has perimeter 2(width + height). Add any sloping edges separately.

★ KS3-MATH-IMC-0148Back

Mathematics · IMC 2026Professor Pi
Fill the gapAnswer in your head…An edge sloping at 45° that spans a across and a up has length ____.
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★ KS3-MATH-IMC-0149Front

Mathematics · IMC 2026Professor Pi

a√2

HintHalf a square, cut corner to corner.

The whySo on a figure whose angles are all multiples of 45°, a sloping edge is √2 times its horizontal (= vertical) span, and two sloping edges that together rise 3 have total length 3√2. Split the perimeter into level, upright and sloping parts.

★ KS3-MATH-IMC-0149Back

Mathematics · IMC 2026Professor Pi
↔ Asked both waysAnswer in your head…The area of an equilateral triangle with side s
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★ KS3-MATH-IMC-0150Front

Mathematics · IMC 2026Professor Pi

(√3 ÷ 4) s²

HintHalf the base times a height found by Pythagoras.

The whyHeight = (√3 ÷ 2) s, so area = ½ × s × (√3 ÷ 2) s. A parallelogram's area is base × perpendicular height — never base × slant side. Ratios of areas built from the same √3 cancel it, leaving a whole-number ratio.

★ KS3-MATH-IMC-0150Back

Mathematics · IMC 2026Professor Pi
Answer in your head…A line from a vertex of a triangle to the midpoint of the opposite side splits the triangle into two pieces. How do their areas compare?
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★ KS3-MATH-IMC-0151Front

Mathematics · IMC 2026Professor Pi

Two equal halves

HintWhat does the line change about the two pieces, and what does it not?

The whyEqual bases plus a shared perpendicular height means equal areas. Two such lines from two vertices split the triangle into four pieces you can pair up.

★ KS3-MATH-IMC-0151Back

Mathematics · IMC 2026Professor Pi
Fill the gapAnswer in your head…(x + y)³ = x³ + y³ + ____(x + y), so x + y and x³ + y³ together determine xy.
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★ KS3-MATH-IMC-0152Front

Mathematics · IMC 2026Professor Pi

3xy

HintExpand the cube and collect the mixed terms.

The whyWith x + y = 5 and x³ + y³ = 95: 125 = 95 + 15xy, so xy = 2 — no need to find x or y. Its square cousin: (x + y)² = x² + y² + 2xy.

★ KS3-MATH-IMC-0152Back

Mathematics · IMC 2026Professor Pi
⌨ Type the answerAnswer in your head…Exactly 97% of a class passed. The class size must be a multiple of…? (type the number only)

★ KS3-MATH-IMC-0153Front

Mathematics · IMC 2026Professor Pi

100

HintWrite the percentage as a fraction in lowest terms and look at the bottom.

The why97/100 × N is a whole number only when 100 divides N, because 97 and 100 are coprime. 90% is different: 9/10 × N only needs N to be a multiple of 10. Reduce the percentage to lowest terms and read the denominator.

★ KS3-MATH-IMC-0153Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Ordered picks counted each set several times. How do you correct?
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★ KS3-MATH-IMC-0154Front

Mathematics · IMC 2026Professor Pi

Division by the number of orders

HintThree items can be lined up in how many ways?

The whyPicking three things in order gives n × (n − 1) × (n − 2) sequences, and each set of three appears in 3 × 2 × 1 = 6 of them, so divide by 6. Then count the favourable sets systematically and divide.

★ KS3-MATH-IMC-0154Back

Mathematics · IMC 2026Professor Pi
Fill the gapsAnswer in your head…When two numbers are added column by column, each carry is at most ____, and a digit added to itself, with no carry coming in, gives an ____ total.
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★ KS3-MATH-IMC-0155Front

Mathematics · IMC 2026Professor Pi

1; even

HintLargest digit plus largest digit plus a carry — how big can that be?

The why9 + 9 + 1 = 19, so a carry is never more than 1; a column total of 2A or 2A + 1 tells you at once whether a carry came in; a leading digit is never 0. Three facts crack most letter-sum puzzles.

★ KS3-MATH-IMC-0155Back

Mathematics · IMC 2026Professor Pi
↔ Asked both waysAnswer in your head…Solving an equation with a stacked fraction on one side, layer by layer
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★ KS3-MATH-IMC-0156Front

Mathematics · IMC 2026Professor Pi

Peel from the outside inwards

HintWhich layer was built last?

The whyMove the outer constant, take reciprocals, and the next layer appears; three or four repeats reach x. Simplifying (rather than solving) goes the other way, from the innermost fraction out.

★ KS3-MATH-IMC-0156Back

Mathematics · IMC 2026Professor Pi
⌨ Type the answerAnswer in your head…How many minutes make up one full 24-hour day? (type the number only)

★ KS3-MATH-IMC-0311Front

Mathematics · IMC 2026Professor Pi

1440

HintMultiply the minutes in one hour by the hours in one day.

The whyA clock's minute hand completes 60 minutes per hour, and a day holds 24 hours, so 60 × 24 = 1440 minutes make a full day. Reducing any 'minutes later' problem by that number first (taking the remainder) shows how far into the next day's cycle you land — far quicker than counting forward minute by minute.

★ KS3-MATH-IMC-0311Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Three consecutive positive integers multiply together to give a known volume. What operation estimates the middle one?
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★ KS3-MATH-IMC-0312Front

Mathematics · IMC 2026Professor Pi

Its cube root

HintWhat is the inverse of cubing a number?

The whyFor (n − 1) × n × (n + 1) = V, this is close to n³ = V since n dominates the product, so ∛V pinpoints where to start testing consecutive integers — for example ∛990 is close to 10, so trying 9, 10 and 11 finds the answer fast rather than guessing from 1 upward.

★ KS3-MATH-IMC-0312Back

Mathematics · IMC 2026Professor Pi
Fill the gapAnswer in your head…n/(n + 1) equals 1 − ____, a fraction that shrinks as n grows — pushing the value toward 1.
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★ KS3-MATH-IMC-0313Front

Mathematics · IMC 2026Professor Pi

1/(n + 1)

HintRewrite the fraction as 1 minus something small.

The whyTo solve n/(n + 1) > k, rearrange to 1/(n + 1) < 1 − k, then n + 1 > 1/(1 − k) — for example, solving n/(n + 1) > 0.8 needs 1/(n + 1) < 0.2, so n + 1 > 5, meaning n ≥ 5 is the first term past 0.8.

★ KS3-MATH-IMC-0313Back

Mathematics · IMC 2026Professor Pi
Answer in your head…When several numbers must each divide exactly by their assigned partner, which one's partner is forced immediately?
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★ KS3-MATH-IMC-0314Front

Mathematics · IMC 2026Professor Pi

A prime number's partner — it can only be 1

HintWhich of the numbers has just two possible factors?

The whyA prime number's only factors are 1 and itself, so in a puzzle demanding an exact whole-number pairing it must pair with 1 — fixing that link narrows every other choice. After the prime, look for a number with an unusually restrictive property (the only multiple of a particular value in the list) to fix the next link, and keep working outward from the most constrained numbers.

★ KS3-MATH-IMC-0314Back

Mathematics · IMC 2026Professor Pi
↔ Asked both waysAnswer in your head…A triangle's exterior angle
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★ KS3-MATH-IMC-0315Front

Mathematics · IMC 2026Professor Pi

Equals the sum of the two remote interior angles

HintExtend one side past a vertex, then compare with the two non-adjacent corners.

The whyThis follows directly from the angle-sum rule: exterior + its adjacent interior angle = 180°, and the triangle's own angle sum is also 180°, so the exterior angle must equal the other two angles combined. It's the fastest way to angle-chase across two triangles that share a vertex.

★ KS3-MATH-IMC-0315Back

Mathematics · IMC 2026Professor Pi
Answer in your head…To find the height of an isosceles triangle from its side lengths, what do you draw first?
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★ KS3-MATH-IMC-0316Front

Mathematics · IMC 2026Professor Pi

The perpendicular from the apex to the midpoint of the base

HintIt cuts the shape into two congruent right-angled pieces.

The whyThat perpendicular bisects the base, creating two right-angled triangles that share the isosceles triangle's equal side as their hypotenuse and half the base as one leg — Pythagoras then finds the height. For sides 13, 13 and 10, the base splits into two lengths of 5, giving a 5-12-13 right triangle and a height of 12.

★ KS3-MATH-IMC-0316Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Why can you calculate a circle sector's area without ever finding the radius itself?
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★ KS3-MATH-IMC-0317Front

Mathematics · IMC 2026Professor Pi

The formula only needs the radius squared, not the radius

HintPythagoras already produces exactly that value in one step, no root needed.

The whyIf the radius is the hypotenuse of a right-angled triangle with two known legs, Pythagoras gives radius² directly as leg₁² + leg₂² — exactly what the area formula needs, so there is no need to take an unnecessary square root. This is especially useful when subtracting two sectors that share a corner point: the squared-radius values often combine into a clean multiple of π.

★ KS3-MATH-IMC-0317Back

Mathematics · IMC 2026Professor Pi
Answer in your head…For a new value to become a data set's mode, what must be true about it?
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★ KS3-MATH-IMC-0318Front

Mathematics · IMC 2026Professor Pi

It must match a value already present in the set

HintWhich numbers on the list are being repeated?

The whyThe mode is whichever value appears most often. A brand-new value starts at frequency 1, so it can only become the mode by matching a value already present — that's necessary, but not automatically enough. In the set 1, 1, 1, 2, 3, an extra 2 only reaches frequency 2, still short of 1's frequency of 3. When every value in the set currently appears equally often, though, one more copy of any of them takes sole lead, so the number of valid choices equals how many distinct values are present. Contrast the mean, which needs one exact algebraic value, and the median, which depends on where the new value slots into sorted order.

★ KS3-MATH-IMC-0318Back

Mathematics · IMC 2026Professor Pi
Answer in your head…Two people travel toward each other at constant, equal speeds the whole time. How does the gap between them change?
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★ KS3-MATH-IMC-0319Front

Mathematics · IMC 2026Professor Pi

It shrinks at a steady, constant rate

HintEqual fixed speeds create a straight-line graph, not a curve.

The whyBecause the combined closing speed never changes, the gap between them is a straight-line (linear) function of time — so two known gap-and-time pairs are enough to work out that speed and then extrapolate to any other time, including right back to the very start.

★ KS3-MATH-IMC-0319Back

Mathematics · IMC 2026Professor Pi
⌨ Type the answerAnswer in your head…Two triangles share a right angle and a vertically-opposite angle, plus one equal side. Which three-letter congruence test proves them identical? (type the abbreviation only)

★ KS3-MATH-IMC-0320Front

Mathematics · IMC 2026Professor Pi

AAS

HintTwo matching angles are already fixed before you even compare a length.

The whyWhen two lines cross, the angles on opposite sides of the crossing point are always equal, so a shared crossing point plus a right angle in each triangle gives two matching angles for free. Add one matching side length (not necessarily between those angles) and that is Angle-Angle-Side — enough to prove the triangles congruent and make their unknown sides equal too.

★ KS3-MATH-IMC-0320Back

Mathematics · IMC 2026Professor Pi
Answer in your head…In an isosceles triangle, which two angles are always equal to each other?
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★ KS3-MATH-IMC-0321Front

Mathematics · IMC 2026Professor Pi

The two base angles, opposite the equal sides

HintLook across from the pair of matching lengths — what's there?

The whyBecause the triangle is symmetric about the line from its apex to the midpoint of the base, the two base angles mirror each other and so must be equal. Spotting this quickly is what lets you angle-chase through a figure built from several nested isosceles triangles, since marking one base angle often reveals several others at once.

★ KS3-MATH-IMC-0321Back

Mathematics · IMC 2026Professor Pi
Answer in your head…When counting routes that must visit every point on a network exactly once, how do you avoid double-counting or missing any?
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★ KS3-MATH-IMC-0322Front

Mathematics · IMC 2026Professor Pi

Split the casework around one clearly defined bottleneck choice

HintPick a single busy junction and count arrivals from each neighbour separately.

The whyA route that must visit every point exactly once is easy to miscount by browsing at random. Anchoring the casework on one well-defined decision — for example, 'which neighbouring point does the route use immediately before reaching a particular busy junction' — guarantees every valid route falls into exactly one case, because that choice exists and is unique for every possible route.

★ KS3-MATH-IMC-0322Back

Mathematics · IMC 2026Professor Pi
Fill the gapsAnswer in your head…Around any closed shape, the total ____ displacement and the total ____ displacement must each sum to zero.
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★ KS3-MATH-IMC-0323Front

Mathematics · IMC 2026Professor Pi

horizontal; vertical

HintTrace the outline all the way round — you end up back where you began.

The whySplitting a closed polygon's perimeter into rightward/leftward and upward/downward pieces means each pair must cancel to zero — otherwise you would not return to your starting point. This turns unknown side lengths in a many-sided figure (even one with several 45°-sloped edges) into a solvable pair of equations.

★ KS3-MATH-IMC-0323Back

IMC 2026

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