Mathematics · Professor Pi

IMC 2026: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-0145

The nth triangular number is n(n + 1) ÷ ____.

2

提示Two staircases make a rectangle.

为什么Triangular 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.

2 KS3-MATH-IMC-0146

Why can n² − 1 be tested for divisibility without evaluating it?

It factorises as (n − 1)(n + 1)

提示What is 1 the square of?

为什么(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.

3 KS3-MATH-IMC-0147

Share an amount in the ratio 1 : ½ : ⅓. What is the first move?

Clear the fractions first

提示A ratio survives one particular operation on every part.

为什么1 : 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.

4 KS3-MATH-IMC-0148

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?

Equal to the rectangle's

提示Slide every inward edge outwards.

为什么Each 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.

5 KS3-MATH-IMC-0149

An edge sloping at 45° that spans a across and a up has length ____.

a√2

提示Half a square, cut corner to corner.

为什么So 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.

6 KS3-MATH-IMC-0150

The area of an equilateral triangle with side s

(√3 ÷ 4) s²

提示Half the base times a height found by Pythagoras.

为什么Height = (√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.

7 KS3-MATH-IMC-0151

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?

Two equal halves

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

为什么Equal 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.

8 KS3-MATH-IMC-0152

(x + y)³ = x³ + y³ + ____(x + y), so x + y and x³ + y³ together determine xy.

3xy

提示Expand the cube and collect the mixed terms.

为什么With 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.

9 KS3-MATH-IMC-0153

Exactly 97% of a class passed. The class size must be a multiple of…? (type the number only)

100

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

为什么97/100 × 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.

10 KS3-MATH-IMC-0154

Ordered picks counted each set several times. How do you correct?

Division by the number of orders

提示Three items can be lined up in how many ways?

为什么Picking 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.

11 KS3-MATH-IMC-0155

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.

1; even

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

为什么9 + 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.

12 KS3-MATH-IMC-0156

Solving an equation with a stacked fraction on one side, layer by layer

Peel from the outside inwards

提示Which layer was built last?

为什么Move 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.

13 KS3-MATH-IMC-0311

How many minutes make up one full 24-hour day? (type the number only)

1440

提示Multiply the minutes in one hour by the hours in one day.

为什么A 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.

14 KS3-MATH-IMC-0312

Three consecutive positive integers multiply together to give a known volume. What operation estimates the middle one?

Its cube root

提示What is the inverse of cubing a number?

为什么For (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.

15 KS3-MATH-IMC-0313

n/(n + 1) equals 1 − ____, a fraction that shrinks as n grows — pushing the value toward 1.

1/(n + 1)

提示Rewrite the fraction as 1 minus something small.

为什么To 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.

16 KS3-MATH-IMC-0314

When several numbers must each divide exactly by their assigned partner, which one's partner is forced immediately?

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

提示Which of the numbers has just two possible factors?

为什么A 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.

17 KS3-MATH-IMC-0315

A triangle's exterior angle

Equals the sum of the two remote interior angles

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

为什么This 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.

18 KS3-MATH-IMC-0316

To find the height of an isosceles triangle from its side lengths, what do you draw first?

The perpendicular from the apex to the midpoint of the base

提示It cuts the shape into two congruent right-angled pieces.

为什么That 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.

19 KS3-MATH-IMC-0317

Why can you calculate a circle sector's area without ever finding the radius itself?

The formula only needs the radius squared, not the radius

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

为什么If 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.

20 KS3-MATH-IMC-0318

For a new value to become a data set's mode, what must be true about it?

It must match a value already present in the set

提示Which numbers on the list are being repeated?

为什么The 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.

21 KS3-MATH-IMC-0319

Two people travel toward each other at constant, equal speeds the whole time. How does the gap between them change?

It shrinks at a steady, constant rate

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

为什么Because 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.

22 KS3-MATH-IMC-0320

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)

AAS

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

为什么When 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.

23 KS3-MATH-IMC-0321

In an isosceles triangle, which two angles are always equal to each other?

The two base angles, opposite the equal sides

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

为什么Because 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.

24 KS3-MATH-IMC-0322

When counting routes that must visit every point on a network exactly once, how do you avoid double-counting or missing any?

Split the casework around one clearly defined bottleneck choice

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

为什么A 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.

25 KS3-MATH-IMC-0323

Around any closed shape, the total ____ displacement and the total ____ displacement must each sum to zero.

horizontal; vertical

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

为什么Splitting 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.

把学到的留下来

在这个页面上,练习不会被保存。在孩子自己的星空里,每一张卡都有排程——在快要忘记之前重新出现——写这张卡的教授也只有一步之遥。