Mathematics · Professor Pi

IMC 2020:全部卡片

整套按顺序列出——孩子看到之前,您可以先通读一遍。

1 KS3-MATH-IMC-0073

What does subtracting a negative number do?

Same as adding

提示Two minus signs together — think of removing a debt.

为什么a − (−b) = a + b. A bracket like (3 − 8 − 4) is worked out first and is negative, and taking away that negative adds its size. Order-of-operations questions with nested minus signs are won by evaluating each bracket fully before touching the sign in front of it.

2 KS3-MATH-IMC-0074

What is the general method for testing divisibility by a composite number such as 24?

Split it into coprime factors

提示Not 6 × 4 — choose a pair that shares nothing.

为什么Because 8 and 3 share no factor, a number divisible by both is divisible by 24; 6 and 4 overlap (both even), so passing both does not guarantee 24. The tests for 8 (last three digits) and 3 (digit sum) then finish the job.

3 KS3-MATH-IMC-0075

How do you find 30% of one amount minus 30% of another amount, quickly?

30% of the difference

提示What do the two amounts have in common?

为什么A percentage distributes over a subtraction: p% of A − p% of B = p% of (A − B). Finding the difference first usually turns two awkward calculations into one easy one.

4 KS3-MATH-IMC-0076

What is 2¹⁰? (type the number only)

1024

提示The tenth doubling starting from 1.

为什么The powers of 2 up to 2¹⁰ — 2, 4, 8, 16, 32, 64, 128, 256, 512, 1024 — are worth knowing by heart. "Which of these powers is largest?" questions often cannot be settled by index tricks alone, and knowing the values lets you evaluate each option in seconds.

5 KS3-MATH-IMC-0077

A fraction whose top and bottom are both built from one repeated large number — what is the fast simplification?

Cancel the repeated number

提示Look for what top and bottom share before doing any arithmetic.

为什么Write each part as a product first: a repeated number can be cancelled from top and bottom the moment both are products of it. A large number repeated in a fraction is an invitation to cancel, never to multiply out.

6 KS3-MATH-IMC-0078

You are counting forward-only routes through a grid of squares. How do you find the number of routes to any square?

Add the counts of the squares that lead into it

提示Build the numbers up one cell at a time from the start.

为什么Label the start with 1, then give every square the sum of the labels on the squares you could have come from. When each square can be entered from the two before it, the labels are the Fibonacci numbers: 1, 1, 2, 3, 5, 8 …

7 KS3-MATH-IMC-0079

A word problem gives two different totals about two kinds of thing. What is the setup?

Two equations in two unknowns

提示Two facts, two letters.

为什么Give each kind a letter and turn each total into a line of algebra. Often the question wants only a combination of the unknowns, and subtracting the equations delivers it without solving fully.

8 KS3-MATH-IMC-0080

The allowed range for the number part in standard form

At least 1 and less than 10

提示From the smallest one-digit number up to, but not reaching, the smallest two-digit one.

为什么Halving 1.2 × 10⁴ gives 0.6 × 10⁴, which is not standard form: move the point to make 6 × 10³. Whenever a calculation leaves a number part outside the allowed range, adjust the power of ten to compensate.

9 KS3-MATH-IMC-0081

Add up all the digits to test for 3 or ____; add and subtract the digits alternately to test for ____; look at only the last three digits to test for 8 or ____.

9; 11; 125

提示Three tests, three divisors: digit sum, alternating sum, tail.

为什么Divisibility tests are the fast way to find a missing digit or rule out an option without doing the multiplication: pick the test for a factor you know the number has.

10 KS3-MATH-IMC-0082

A tangent to a circle is at ____° to the radius drawn to the point where it touches.

90

提示The radius is the shortest route from the centre to the line.

为什么Whenever a circle or semicircle touches a straight edge, draw the radius to the touching point — it makes a right angle, which usually creates a right-angled triangle or a square you can measure.

11 KS3-MATH-IMC-0083

What is √2 to one decimal place? (type the number only)

1.4

提示Its square must be just under 2; test 1.5 first.

为什么1.4² = 1.96 and 1.5² = 2.25, so 1.4 < √2 < 1.5. Comparing lengths like 3 + 2√2 and 5 + √2 without a calculator uses exactly this trap, or the cruder 1 < √2 < 2.

12 KS3-MATH-IMC-0084

A puzzle describes a chain of operations and tells you only the final result. Which strategy?

Work backwards

提示Start from the one thing you know for certain — the end.

为什么Undo each step in reverse order — subtract what was added, double what was halved. Working forwards means guessing a starting value; working backwards from the end is a single calculation.

13 KS3-MATH-IMC-0227

What's the fastest way to find a shaded fraction when the actual size of the shape isn't given?

Pick convenient side lengths for the whole shape

提示You get to choose numbers that make the arithmetic easy — the answer is a ratio, not a measurement.

为什么Because the question only wants a fraction, the actual size of the figure is free to choose — pick a side length that divides nicely (a multiple of 4, say) and every other length and area falls out as a whole number. Subtract whatever unshaded piece is easy to calculate (often a triangle or two) from the total area rather than trying to add up all the shaded pieces directly.

14 KS3-MATH-IMC-0228

How do you find the distance between two points given as coordinates, without measuring?

Apply Pythagoras to the horizontal and vertical gaps between them

提示Turn the coordinate difference into the two shorter sides of a right triangle.

为什么The difference in x-coordinates and the difference in y-coordinates are the two legs of a right-angled triangle whose hypotenuse is the distance you want; square each difference, add, then square-root. Comparing SQUARED distances (skipping the final root) is enough to tell whether several points are the same distance apart, which is how you spot a square or rhombus among plotted points without ever touching a surd.

15 KS3-MATH-IMC-0229

In a straight line of n objects, how many pairs of NEIGHBOURING objects are there? (type the expression)

n − 1

提示Count the gaps between consecutive objects, not the objects themselves.

为什么Line up n objects; there are exactly n − 1 gaps between consecutive ones, and each gap is one neighbouring pair. This is quicker than listing every possible pair (which would be far more, since most pairs are NOT neighbours), and it works for any row length without drawing it out.

16 KS3-MATH-IMC-0230

When comparing a big calculation against several close-together options, what quick check can settle it before you compute the whole thing?

Check just the units digit of each choice

提示Every option ends in a distinct single figure — work that out, not the whole sum.

为什么If the possible answers all differ only in their final digit, you don't need the whole sum — just add the units digits of each term (using known units-digit patterns for squares, e.g. 3² ends in 9, 9² ends in 1) and read off which final digit matches. This turns a long calculation into a few seconds of mental arithmetic.

17 KS3-MATH-IMC-0231

Several overlapping number ranges are given, and only one contains a specific unknown value. How do you pin the value down?

Find the part covered by exactly one range

提示Most numbers sit inside two or more of the given intervals — you want the section that isn't shared.

为什么Sketch or list the ranges on a line and mark where they overlap; wherever two or more ranges cover the same numbers, those numbers can't be the answer, because the question said it fits in exactly one. Only the section left over — belonging to a single range — pins the value down uniquely.

18 KS3-MATH-IMC-0232

The best-known Pythagorean triple, in ratio form

3 : 4 : 5

提示Right-angled triangles with whole-number sides often use this exact trio.

为什么Any right-angled triangle whose sides are in the ratio 3 : 4 : 5 (or a multiple of it, like 6 : 8 : 10) satisfies Pythagoras' theorem exactly, because 3² + 4² = 5². Spotting this ratio inside a diagram — even when the actual lengths are scaled up — lets you find a missing side by simple proportion instead of squaring and rooting.

19 KS3-MATH-IMC-0233

A fraction in lowest terms gives a terminating decimal only when its denominator's prime factors are limited to ____ and ____.

2; 5

提示Any other prime factor — like 3, 7 or 13 — forces the decimal to recur forever.

为什么Every terminating decimal is really a fraction over some power of 10, and 10 = 2 × 5 — so only 2s and 5s are allowed in the denominator once it is fully cancelled. A denominator like 12 = 2² × 3 fails the test because of that stray 3, and its decimal repeats forever instead of stopping.

20 KS3-MATH-IMC-0234

In an isosceles right-angled triangle with equal legs x and hypotenuse y, how do the two relate?

x² equals half of y²

提示Apply Pythagoras where the two legs meeting at the right angle are the same length.

为什么Pythagoras gives x² + x² = y², so 2x² = y², meaning x² = y² ÷ 2. This lets you jump straight from a hypotenuse to the area of the triangle (½ × x × x) without ever finding x itself — useful whenever a right-angled isosceles triangle is built from smaller identical shapes.

21 KS3-MATH-IMC-0235

Expanding the brackets in (x + a)(x − a) always gives ____.

x² − a²

提示Multiply out fully — the middle terms cancel each other out.

为什么This is the difference-of-two-squares identity: multiplying a sum by a difference of the same two terms always removes the 'middle' terms, leaving just the squares subtracted. It's the reason (x+1)(x−1) is LARGER than (x+2)(x−2) for the same x — a bigger a means a bigger square subtracted, so the expression shrinks as a grows.

22 KS3-MATH-IMC-0236

When two circles touch each other from the outside (not overlapping), what is the distance between their centres?

The sum of their two radii

提示Each centre sits exactly one radius-length back from the shared touching point.

为什么If circle A has radius r₁ and circle B has radius r₂ and they touch externally (each outside the other), the straight line joining their centres passes through the touching point and has length r₁ + r₂ — the touching point splits that line into two radii, one from each centre. This is different from two circles touching internally, where the distance between centres is the DIFFERENCE of the radii.

23 KS3-MATH-IMC-0237

What is the exterior angle of a regular polygon with n sides, in terms of n?

360° ÷ n

提示The exterior angles of any regular polygon share the total all the way around a point.

为什么The exterior angles of ANY convex polygon add up to 360°, and in a REGULAR polygon all n of them are equal, so each one is 360° ÷ n. The interior angle is then 180° minus that value, since an interior angle and its exterior angle sit on a straight line together.

24 KS3-MATH-IMC-0238

How do you simplify an expression like 2ⁿ + 2ⁿ⁺¹, where both terms share the same base and a nearby power?

Factor out the smaller power of 2

提示Pull the lower exponent's term outside a bracket, leaving a simple number behind.

为什么Both terms are multiples of the smaller power: 2ⁿ + 2ⁿ⁺¹ = 2ⁿ × 1 + 2ⁿ × 2 = 2ⁿ(1 + 2) = 3 × 2ⁿ. Spotting the common factor turns an awkward sum of two powers into a single power times a small whole number, which is essential for solving equations where powers of the same base appear on both sides.

25 KS3-MATH-IMC-0239

What is the area of a sector with angle θ (in degrees) cut from a circle of radius r?

(θ/360) × πr²

提示Treat the whole circle as one area and take only the matching slice of it.

为什么A full circle is 360°, so a sector spanning θ° is that fraction of the whole circle's area: (θ/360) × πr². The same fraction idea applies to arc length — a sector's arc is (θ/360) of the full circumference, 2πr.

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