The document contains solutions to 4 geometry problems:
1) It is proven that if points D, E, F divide sides of triangle ABC proportionally, then ABC is equilateral.
2) It is shown that all but a finite number of natural numbers can be written as the sum of 3 numbers where one divides the next.
3) It is proven that if two polynomials P and Q have a common rational root r, then r must be an integer.
4) It is shown that given any 5 vertices of a regular 9-sided polygon, 4 can be chosen to form a trapezium.
This document contains 6 problems and their solutions from a Regional Mathematical Olympiad competition in 2010. Problem 1 involves proving that the area of one triangle is the geometric mean of the areas of two other triangles in a hexagon with concurrent diagonals. Problem 2 proves that if three quadratic polynomials have a common root, then their coefficients must be equal. Problem 3 counts the number of 4-digit numbers divisible by 4 but not 8 having non-zero digits. Problem 4 finds the smallest positive integers whose reciprocals satisfy certain relationships. Problem 5 proves that the reflection of a point in a line lies on a side of a triangle. Problem 6 determines the number of values of n where an is greater than an+1 for a defined sequence
This document discusses the key concepts from several units in mathematics including integers, groups, finite groups, subgroups, and groups in coding theory. It then provides details on specific topics within these units, including equivalence relations, congruence relations, equivalence class partitions, the division algorithm, greatest common divisors (GCD) using division, and Euclid's lemma. The document aims to provide students with fundamental mathematical principles, methods, and tools to model, solve, and interpret a variety of problems. It also discusses enhancing students' development, problem solving skills, communication, and attitude towards mathematics.
This document discusses solving quadratic equations by different methods such as factorisation, using the quadratic formula, and completing the square. It explains how to determine the number of solutions a quadratic equation has based on the sign of its discriminant, namely:
- If the discriminant is positive, there are two real roots
- If the discriminant is zero, there is one repeated root
- If the discriminant is negative, there are no real roots.
Examples are provided to illustrate calculating the discriminant and determining the number and type of roots.
The document discusses various methods for solving quadratic equations, including factoring, square root method, completing the square, and the quadratic formula. It also covers solving other types of equations that are quadratic in form, such as radical equations, through transformations. The objectives are to solve quadratic, radical, and other equations that are quadratic in form and to find sums and products of roots, the quadratic equation given roots, and solve application problems involving these equation types.
Revised GRE quantitative questions by Rejan Chitrakar. This ebook is sufficient to be able to tackle all types of revised gre questions. All the best for your GRE!!!
MIT Math Syllabus 10-3 Lesson 7: Quadratic equationsLawrence De Vera
This document discusses different methods for solving quadratic equations:
1) Factoring - Setting each factor of the factored quadratic equation equal to zero and solving.
2) Taking square roots - Taking the square root of both sides to isolate the variable.
3) Completing the square - Adding terms to complete the quadratic into a perfect square trinomial form.
4) Quadratic formula - A general formula for solving any quadratic equation using the coefficients.
The discriminant (b^2 - 4ac) determines the nature of the solutions, with positive discriminant yielding two real solutions and negative or zero discriminant yielding non-real or repeated solutions.
The document contains 33 quantitative comparison questions from the revised GRE. Each question provides information about quantities, relations, or geometric figures and asks which quantity is greater. The solutions show that for many questions, the relationship between the quantities cannot be determined from the given information, since different assumptions lead to different answers. The overall high-level summary is:
- The document contains 33 quantitative comparison questions from the GRE with information about quantities, relations, or figures
- Many questions cannot be definitively answered, as different assumptions produce different results
- The solutions demonstrate that the relationship between quantities is indeterminate in these cases
The document discusses direct and inverse variations. It defines a direct variation as a relationship where y=kx, where k is a constant. An inverse variation is defined as a relationship where y=k/x, where k is a constant. Several examples are given of translating phrases describing direct and inverse variations into mathematical equations. The document also explains how to solve word problems involving variations to find the specific variation equation for a given scenario by setting the variables equal to their given values.
This document contains 6 problems and their solutions from a Regional Mathematical Olympiad competition in 2010. Problem 1 involves proving that the area of one triangle is the geometric mean of the areas of two other triangles in a hexagon with concurrent diagonals. Problem 2 proves that if three quadratic polynomials have a common root, then their coefficients must be equal. Problem 3 counts the number of 4-digit numbers divisible by 4 but not 8 having non-zero digits. Problem 4 finds the smallest positive integers whose reciprocals satisfy certain relationships. Problem 5 proves that the reflection of a point in a line lies on a side of a triangle. Problem 6 determines the number of values of n where an is greater than an+1 for a defined sequence
This document discusses the key concepts from several units in mathematics including integers, groups, finite groups, subgroups, and groups in coding theory. It then provides details on specific topics within these units, including equivalence relations, congruence relations, equivalence class partitions, the division algorithm, greatest common divisors (GCD) using division, and Euclid's lemma. The document aims to provide students with fundamental mathematical principles, methods, and tools to model, solve, and interpret a variety of problems. It also discusses enhancing students' development, problem solving skills, communication, and attitude towards mathematics.
This document discusses solving quadratic equations by different methods such as factorisation, using the quadratic formula, and completing the square. It explains how to determine the number of solutions a quadratic equation has based on the sign of its discriminant, namely:
- If the discriminant is positive, there are two real roots
- If the discriminant is zero, there is one repeated root
- If the discriminant is negative, there are no real roots.
Examples are provided to illustrate calculating the discriminant and determining the number and type of roots.
The document discusses various methods for solving quadratic equations, including factoring, square root method, completing the square, and the quadratic formula. It also covers solving other types of equations that are quadratic in form, such as radical equations, through transformations. The objectives are to solve quadratic, radical, and other equations that are quadratic in form and to find sums and products of roots, the quadratic equation given roots, and solve application problems involving these equation types.
Revised GRE quantitative questions by Rejan Chitrakar. This ebook is sufficient to be able to tackle all types of revised gre questions. All the best for your GRE!!!
MIT Math Syllabus 10-3 Lesson 7: Quadratic equationsLawrence De Vera
This document discusses different methods for solving quadratic equations:
1) Factoring - Setting each factor of the factored quadratic equation equal to zero and solving.
2) Taking square roots - Taking the square root of both sides to isolate the variable.
3) Completing the square - Adding terms to complete the quadratic into a perfect square trinomial form.
4) Quadratic formula - A general formula for solving any quadratic equation using the coefficients.
The discriminant (b^2 - 4ac) determines the nature of the solutions, with positive discriminant yielding two real solutions and negative or zero discriminant yielding non-real or repeated solutions.
The document contains 33 quantitative comparison questions from the revised GRE. Each question provides information about quantities, relations, or geometric figures and asks which quantity is greater. The solutions show that for many questions, the relationship between the quantities cannot be determined from the given information, since different assumptions lead to different answers. The overall high-level summary is:
- The document contains 33 quantitative comparison questions from the GRE with information about quantities, relations, or figures
- Many questions cannot be definitively answered, as different assumptions produce different results
- The solutions demonstrate that the relationship between quantities is indeterminate in these cases
The document discusses direct and inverse variations. It defines a direct variation as a relationship where y=kx, where k is a constant. An inverse variation is defined as a relationship where y=k/x, where k is a constant. Several examples are given of translating phrases describing direct and inverse variations into mathematical equations. The document also explains how to solve word problems involving variations to find the specific variation equation for a given scenario by setting the variables equal to their given values.
This document outlines key concepts about quadratic expressions and equations. It discusses (1) the form of quadratic expressions as ax2 + bx + c and their parabolic graphs; (2) methods for solving quadratic equations, including factorization, completing the square, and the quadratic formula; and (3) determining the nature of roots and solving equations that reduce to quadratics. Examples are provided to illustrate these concepts and methods. The learning outcomes focus on completing the square to graph quadratics and using appropriate techniques to solve quadratic equations.
This document contains 35 math problems from an unsolved past IITJEE paper from 2001. The problems cover a range of math topics including algebra, geometry, trigonometry, and calculus. They involve finding roots of polynomials, properties of arithmetic and geometric progressions, functions, derivatives, and more. The full document would need to be solved to determine the answers to each individual problem.
The quadratic formula can be derived by completing the square on the standard form quadratic equation ax^2 + bx + c = 0. By completing the square, the equation can be written as (x + b/2a)^2 = (b^2 - 4ac)/4a^2, from which the quadratic formula -b ± √(b^2 - 4ac)/2a can be identified.
Hello everyone! I hope this short powerpoint presentation can help you in understanding quadratic formula, especially for those students that are having hard time to cope up in this topic.
This document discusses two types of log and exponential equations: those that do not require calculators and numerical equations that do. Equations that do not require calculators have related bases on both sides and can be simplified using the law of uniqueness of log and exponential functions. These equations are solved by consolidating bases or logs and then dropping the common base. Numerical equations require using calculators to evaluate logarithms and exponents. Examples of solving each type of equation without calculators are provided.
The document discusses different types of equations including:
1) Simple equations with one unknown variable in the form of ax + b = 0.
2) Simultaneous linear equations with two unknown variables in the form of ax + by + c = 0. These can be solved using elimination or cross-multiplication methods.
3) Quadratic equations in the form of ax2 + bx + c = 0. The nature of the roots depends on the discriminant b2 - 4ac.
1. The angles labeled (2a)° and (5a + 5)° are supplementary and add up to 180°. Solving for a gives a = 25. Similarly, the angles labeled (4b +10)° and (2b – 10)° are supplementary and add up to 180°. Solving for b gives b = 30. Therefore, a + b = 25 + 30 = 55.
2. Two parallel lines intersected by a transversal form eight angles. The acute angles are equal and the obtuse angles are equal. The acute angles are supplementary to the obtuse angles. Solving the equation relating the angles gives the answer.
3. The relationship between angles formed when
The document discusses rules and procedures for adding and subtracting rational expressions. It states that fractions can only be directly added or subtracted if they have the same denominator. It provides an example of adding and subtracting fractions with the same denominator and simplifying the results. It also discusses how to convert fractions with different denominators to have a common denominator before adding or subtracting them, using the least common multiple (LCM) of the denominators. It provides an example problem that demonstrates converting fractions to equivalent forms with a specified common denominator.
This document provides key points about quadratic equations:
1) The general form of a quadratic equation is ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
2) A number α is a root if it satisfies the equation when substituted for x. The roots are the same as the zeroes.
3) The discriminant, D = b2 - 4ac, determines the nature of the roots - positive D means two real roots, zero D means equal real roots, and negative D means no real roots.
Mathematics 9 Lesson 1-B: Solving Quadratic Equations using Quadratic FormulaJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Solving Quadratic Equations using the Quadratic Formula. It also discusses the steps in solving quadratic equations using the method of Quadratic Formula.
This document contains 35 physics problems from an unsolved 2001 IITJEE past paper. Each problem is multiple choice with 4 answer options. The problems cover topics in mechanics, electricity and magnetism, optics, thermodynamics, and modern physics.
1. There are two characteristics that dictate an exponential behavior: the base x must be a decimal with an absolute value less than 1, and it must be a negative number.
2. The document provides examples and explanations for why certain exponential expressions with a negative decimal base will always be positive or negative.
3. It evaluates various inequalities involving exponential expressions with a negative decimal base to determine relationships between the expressions.
This document provides a five-minute review of key concepts from Chapter 2 on linear equations and functions. It includes examples of identifying linear equations, finding intercepts from graphs and tables, graphing linear equations using intercepts and tables, and solving word problems involving linear functions. There are also examples of standardized test questions requiring the application of these concepts.
This document provides an outline for a lesson plan on quadratic equations. The objectives are to define quadratic equations, state their form, solve problems involving them, identify their use in everyday life, and evaluate performance. An introduction defines quadratic equations as ax2+bx+c=0 and explains their solving methods. A warm-up activity involves grouping students and having them determine if equations are quadratic. The main activity groups students to solve quadratic equations using different methods. A conclusion discusses the various uses of quadratic equations and summarizes the solving methods. A feedback survey ends the document.
This document provides information about equations, including definitions, properties, and steps to solve different types of equations. It defines an equation as a statement about the equality of two expressions. Equations can be solved to find all values that satisfy the equation. The key properties of equality, including addition/subtraction and multiplication/division properties, allow equivalent equations to be formed in order to solve equations. The document discusses linear equations, absolute value equations, formulas, and using equations to model real-world situations.
The document discusses linear and quadratic equations in quantitative aptitude. It begins by presenting some basic questions on linear and quadratic equations, defining key terms like equations, variables, and the difference between linear and quadratic equations. It then provides examples of solving linear and quadratic equations, finding roots of quadratic equations, and forming quadratic equations based on given roots. It concludes by providing download links for additional educational materials on topics like permutations, combinations, differentiation, integration and more.
An equation of the form ax^2 + bx + c = 0 is the general form of a quadratic equation, where a, b, and c are real numbers, a is not equal to 0, a is the coefficient of x^2, b is the coefficient of x, and c is the constant. Examples given are x^2 - 3x + 2 = 0 and 6x^2 + x + 1 = 0.
The document discusses various number theory concepts including:
- Types of numbers like natural numbers, whole numbers, integers, rational numbers, irrational numbers, prime numbers, and composite numbers.
- Euclid's division lemma and how it can be used to express integers in certain forms.
- Fundamental theorem of arithmetic and prime factorisation of numbers.
- Properties of rational numbers like their representation as fractions and different types of decimal expansions.
- Proofs that some numbers like square roots of 2 and 5 are irrational using contradiction.
This document defines and explains how to solve quadratic equations. A quadratic equation is an equation that can be written in the standard form ax^2 + bx + c = 0, where a, b, and c are real numbers and a is not equal to 0. There are several methods for solving quadratic equations covered in the document: factoring, taking the square root, completing the square, and using the quadratic formula. The discriminant, b^2 - 4ac, determines the number and type of solutions.
1) The document contains 6 multi-step math problems and their solutions.
2) The problems involve concepts like trigonometry, inequalities, divisibility, and proportions in geometric figures.
3) The solutions use techniques like cyclic quadrilaterals, similarity of triangles, and algebraic manipulation of equations.
The document presents solutions to 6 problems:
1) Finding the maximum area of a quadrilateral inscribed in a circle.
2) Proving that 30 divides the difference of two prime number sets with differences of 8.
3) Showing polynomials with integer coefficients satisfy a recursive relation.
4) Determining the number of points dividing a triangle into equal area triangles.
5) Proving an acute triangle is equilateral given conditions on angle bisectors and altitudes.
6) Characterizing a function on integers satisfying two properties.
This document outlines key concepts about quadratic expressions and equations. It discusses (1) the form of quadratic expressions as ax2 + bx + c and their parabolic graphs; (2) methods for solving quadratic equations, including factorization, completing the square, and the quadratic formula; and (3) determining the nature of roots and solving equations that reduce to quadratics. Examples are provided to illustrate these concepts and methods. The learning outcomes focus on completing the square to graph quadratics and using appropriate techniques to solve quadratic equations.
This document contains 35 math problems from an unsolved past IITJEE paper from 2001. The problems cover a range of math topics including algebra, geometry, trigonometry, and calculus. They involve finding roots of polynomials, properties of arithmetic and geometric progressions, functions, derivatives, and more. The full document would need to be solved to determine the answers to each individual problem.
The quadratic formula can be derived by completing the square on the standard form quadratic equation ax^2 + bx + c = 0. By completing the square, the equation can be written as (x + b/2a)^2 = (b^2 - 4ac)/4a^2, from which the quadratic formula -b ± √(b^2 - 4ac)/2a can be identified.
Hello everyone! I hope this short powerpoint presentation can help you in understanding quadratic formula, especially for those students that are having hard time to cope up in this topic.
This document discusses two types of log and exponential equations: those that do not require calculators and numerical equations that do. Equations that do not require calculators have related bases on both sides and can be simplified using the law of uniqueness of log and exponential functions. These equations are solved by consolidating bases or logs and then dropping the common base. Numerical equations require using calculators to evaluate logarithms and exponents. Examples of solving each type of equation without calculators are provided.
The document discusses different types of equations including:
1) Simple equations with one unknown variable in the form of ax + b = 0.
2) Simultaneous linear equations with two unknown variables in the form of ax + by + c = 0. These can be solved using elimination or cross-multiplication methods.
3) Quadratic equations in the form of ax2 + bx + c = 0. The nature of the roots depends on the discriminant b2 - 4ac.
1. The angles labeled (2a)° and (5a + 5)° are supplementary and add up to 180°. Solving for a gives a = 25. Similarly, the angles labeled (4b +10)° and (2b – 10)° are supplementary and add up to 180°. Solving for b gives b = 30. Therefore, a + b = 25 + 30 = 55.
2. Two parallel lines intersected by a transversal form eight angles. The acute angles are equal and the obtuse angles are equal. The acute angles are supplementary to the obtuse angles. Solving the equation relating the angles gives the answer.
3. The relationship between angles formed when
The document discusses rules and procedures for adding and subtracting rational expressions. It states that fractions can only be directly added or subtracted if they have the same denominator. It provides an example of adding and subtracting fractions with the same denominator and simplifying the results. It also discusses how to convert fractions with different denominators to have a common denominator before adding or subtracting them, using the least common multiple (LCM) of the denominators. It provides an example problem that demonstrates converting fractions to equivalent forms with a specified common denominator.
This document provides key points about quadratic equations:
1) The general form of a quadratic equation is ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
2) A number α is a root if it satisfies the equation when substituted for x. The roots are the same as the zeroes.
3) The discriminant, D = b2 - 4ac, determines the nature of the roots - positive D means two real roots, zero D means equal real roots, and negative D means no real roots.
Mathematics 9 Lesson 1-B: Solving Quadratic Equations using Quadratic FormulaJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Solving Quadratic Equations using the Quadratic Formula. It also discusses the steps in solving quadratic equations using the method of Quadratic Formula.
This document contains 35 physics problems from an unsolved 2001 IITJEE past paper. Each problem is multiple choice with 4 answer options. The problems cover topics in mechanics, electricity and magnetism, optics, thermodynamics, and modern physics.
1. There are two characteristics that dictate an exponential behavior: the base x must be a decimal with an absolute value less than 1, and it must be a negative number.
2. The document provides examples and explanations for why certain exponential expressions with a negative decimal base will always be positive or negative.
3. It evaluates various inequalities involving exponential expressions with a negative decimal base to determine relationships between the expressions.
This document provides a five-minute review of key concepts from Chapter 2 on linear equations and functions. It includes examples of identifying linear equations, finding intercepts from graphs and tables, graphing linear equations using intercepts and tables, and solving word problems involving linear functions. There are also examples of standardized test questions requiring the application of these concepts.
This document provides an outline for a lesson plan on quadratic equations. The objectives are to define quadratic equations, state their form, solve problems involving them, identify their use in everyday life, and evaluate performance. An introduction defines quadratic equations as ax2+bx+c=0 and explains their solving methods. A warm-up activity involves grouping students and having them determine if equations are quadratic. The main activity groups students to solve quadratic equations using different methods. A conclusion discusses the various uses of quadratic equations and summarizes the solving methods. A feedback survey ends the document.
This document provides information about equations, including definitions, properties, and steps to solve different types of equations. It defines an equation as a statement about the equality of two expressions. Equations can be solved to find all values that satisfy the equation. The key properties of equality, including addition/subtraction and multiplication/division properties, allow equivalent equations to be formed in order to solve equations. The document discusses linear equations, absolute value equations, formulas, and using equations to model real-world situations.
The document discusses linear and quadratic equations in quantitative aptitude. It begins by presenting some basic questions on linear and quadratic equations, defining key terms like equations, variables, and the difference between linear and quadratic equations. It then provides examples of solving linear and quadratic equations, finding roots of quadratic equations, and forming quadratic equations based on given roots. It concludes by providing download links for additional educational materials on topics like permutations, combinations, differentiation, integration and more.
An equation of the form ax^2 + bx + c = 0 is the general form of a quadratic equation, where a, b, and c are real numbers, a is not equal to 0, a is the coefficient of x^2, b is the coefficient of x, and c is the constant. Examples given are x^2 - 3x + 2 = 0 and 6x^2 + x + 1 = 0.
The document discusses various number theory concepts including:
- Types of numbers like natural numbers, whole numbers, integers, rational numbers, irrational numbers, prime numbers, and composite numbers.
- Euclid's division lemma and how it can be used to express integers in certain forms.
- Fundamental theorem of arithmetic and prime factorisation of numbers.
- Properties of rational numbers like their representation as fractions and different types of decimal expansions.
- Proofs that some numbers like square roots of 2 and 5 are irrational using contradiction.
This document defines and explains how to solve quadratic equations. A quadratic equation is an equation that can be written in the standard form ax^2 + bx + c = 0, where a, b, and c are real numbers and a is not equal to 0. There are several methods for solving quadratic equations covered in the document: factoring, taking the square root, completing the square, and using the quadratic formula. The discriminant, b^2 - 4ac, determines the number and type of solutions.
1) The document contains 6 multi-step math problems and their solutions.
2) The problems involve concepts like trigonometry, inequalities, divisibility, and proportions in geometric figures.
3) The solutions use techniques like cyclic quadrilaterals, similarity of triangles, and algebraic manipulation of equations.
The document presents solutions to 6 problems:
1) Finding the maximum area of a quadrilateral inscribed in a circle.
2) Proving that 30 divides the difference of two prime number sets with differences of 8.
3) Showing polynomials with integer coefficients satisfy a recursive relation.
4) Determining the number of points dividing a triangle into equal area triangles.
5) Proving an acute triangle is equilateral given conditions on angle bisectors and altitudes.
6) Characterizing a function on integers satisfying two properties.
This document provides instructions for a mathematics exam for Class X. It has the following key details:
- The exam has 4 sections (A, B, C, D) with a total of 40 questions. All questions are compulsory.
- Section A has 20 one-mark multiple choice questions. Section B has 6 two-mark questions. Section C has 8 three-mark questions. Section D has 6 four-mark questions.
- There is no overall choice but some questions provide an internal choice between alternatives. Students must attempt only one of the choices for those questions.
- Calculators are not permitted. The instructions provide details about the number and type of questions in each section and remind students
This document is a solution to a physics problem set composed and formatted by E.A. Baltz and M. Strovink. It contains solutions to 6 problems using vector algebra and trigonometry. The document uses concepts like the law of cosines, dot products, cross products, and vector identities to break vectors into components and calculate angles between vectors. It also applies these concepts to problems involving vectors representing locations on a sphere and wind resistance problems for airplanes.
1) The document contains solutions to 4 problems involving sequences, triangles, and number theory.
2) In problem 1, it is shown that if P and Q are points of intersection of lines drawn from a point M inside a triangle ABC to its circumcircle, then PQ is parallel to one of the sides of ABC.
3) Problem 2 finds all natural numbers n such that n^2 does not divide (n-2)!. The solutions are primes, twice a prime, and 8 and 9.
4) Problem 3 solves a system of equations and finds the only real solution is x=y=z=1/3.
This module introduces ratio, proportion, and the Basic Proportionality Theorem. Students will learn about ratios, proportions, and how to use the fundamental law of proportions to solve problems involving triangles. The module is designed to teach students to apply the definition of proportion of segments to find unknown lengths and illustrate and verify the Basic Proportionality Theorem and its Converse. Examples are provided to demonstrate how to express ratios in simplest form, find missing values in proportions, determine if ratios form proportions, and solve problems involving angles and segments in triangles using ratios and proportions.
This document contains 19 multiple choice questions with solutions. The questions cover a range of math and logic topics such as geometry, percentages, remainders, and inequalities. For each question, the correct multiple choice answers are indicated based on working through the logic presented in the short solutions. This provides a review of different types of multiple choice questions and reasoning through solutions in brief explanations.
Here are the steps to solve these problems using Euclid's division algorithm:
1) Find the HCF of 135 and 225:
225 = 135 * 1 + 90
135 = 90 * 1 + 45
90 = 45 * 2 + 0
Therefore, the HCF of 135 and 225 is 45.
2) Find the HCF of 196 and 38220:
38220 = 196 * 195 + 0
Therefore, the HCF of 196 and 38220 is 196.
3) A sweet seller has 420 kaju barfis and 130 badam barfis. She wants to stack them in equal stacks with the least tray area.
Find the HCF of
The document contains the solutions to 5 problems from the 2017 Canadian Mathematical Olympiad. The first problem involves using an inequality to prove that the sum of fractions involving three non-negative real numbers is greater than 2. The second problem relates the number of divisors of a positive integer to a function and proves if the input is prime, the output is also prime. The third problem counts the number of balanced subsets of numbers and proves the count is odd.
Pythagorean triples are whole number sets that satisfy the Pythagorean theorem, where a2 + b2 = c2. The document discusses properties of Pythagorean triples and how they relate to rational points on the unit circle. It presents theorems showing that every basic Pythagorean triple corresponds to a rational point on the unit circle, and vice versa. Formulas are derived for generating Pythagorean triples from a given rational slope of a line passing through (-1,0) and a point on the unit circle. The document also briefly discusses 60-degree triangles, whose sides satisfy the equation c2 = a2 + b2 - ab, relating to an ellipse rather than a circle.
- The document is the solutions leaflet for the UK Intermediate Mathematical Challenge with 25 math problems and their brief solutions.
- It provides alternative solutions for students to compare with their own work and encourages students to submit additional solutions.
- The UKMT (United Kingdom Mathematics Trust) organizes the challenge to promote mathematical problem solving among students.
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This document provides information about various geometric concepts in Cartesian coordinates (R2). It defines R2 as the set of all ordered pairs (a,b) of real numbers. It discusses representing points in R2 using coordinates, and defines concepts like distance, midpoint, linear equations, circles, parabolas, ellipses, and hyperbolas. It provides examples of finding distances between points, finding midpoints of line segments, graphing linear equations, finding equations of circles, and identifying graphs of parabolas, ellipses and hyperbolas based on their standard equations.
This module introduces ratio, proportion, and the Basic Proportionality Theorem. Students will learn about ratios, proportions, and how to use the fundamental law of proportions to solve problems involving similar triangles. The module is designed to help students apply the definition of proportion to find unknown lengths, illustrate and verify the Basic Proportionality Theorem and its converse, and develop skills for solving geometry problems involving triangles. Exercises cover writing and simplifying ratios, setting up and solving proportions, determining if ratios form proportions, and applying the Basic Proportionality Theorem.
Here are the step-by-step workings:
1) 224-1 can be factorized as (212+1)(212-1)
2) 212-1 can be further factorized as (26+1)(26-1)
3) Therefore, 224-1 = (212+1)(26+1)(26-1)
4) The numbers between 60 and 70 that divide (26+1)(26-1) are 65 and 63.
So the two numbers that exactly divide 224-1 and lie between 60 and 70 are 65 and 63.
The document defines the determinant of a square matrix. For a 1x1 matrix with value k, the determinant is defined to be k. For a 2x2 matrix with values a, b, c, d, the determinant is defined as ad - bc. This definition is motivated geometrically as representing the signed area of the parallelogram formed by the vector points (a,b) and (c,d). It is also motivated algebraically in that a system of equations has a unique solution if and only if the determinant of the coefficient matrix is non-zero. Cramer's rule is presented for solving systems of linear equations.
The document defines and provides examples of quadratic equations. It begins by stating that a quadratic equation is a polynomial equation of the second degree in the general form of ax2 + bx + c = 0, where a, b, and c are constants and a ≠ 0. Roots of a quadratic equation are the values that make the equation equal to 0. There are three main methods for solving quadratic equations: factoring, completing the square, and using the quadratic formula. The discriminant can be used to determine the nature of the roots.
Quadratic equations are polynomial equations of the second degree that can be written in the general form of ax^2 + bx + c = 0, where a, b, and c are constants and a ≠ 0. There are three main ways to solve quadratic equations: using the quadratic formula, factoring, or completing the square. The quadratic formula provides the exact solutions and can be used to solve any quadratic equation. Factoring and completing the square involve rewriting the equation in an equivalent form to reveal the solutions.
This document contains the questions and answers from a science exam. It includes questions on chemistry concepts like moles, percentages and chemical compounds. It also has questions on biology topics such as plant genetics, fermentation and carbon dating. The answers provide explanations and calculations to support the responses.
1. The document contains 6 math problems involving geometry, equations, numbers, and logic. Problem 1 asks to show that a line bisects a segment formed by intersecting lines in a triangle. Problem 2 asks to find primes and even numbers satisfying an equation. Problem 3 asks to find the non-real roots of a polynomial equation and their sum. Problem 4 asks to find 7-digit numbers formed using only 5s and 7s that are divisible by 5 and 7. Problem 5 asks to show one triangle has an area at least 9/4 times another related triangle. Problem 6 asks to determine the color of a lottery ticket number using the given colors of other numbers and the pattern of colors differing between numbers that differ in all
This document contains 6 multi-part math problems:
1. Prove properties about a convex quadrilateral where midpoints of sides satisfy certain conditions.
2. Find all pairs of integers satisfying a quadratic equation involving a prime greater than 3.
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Problems and solutions, inmo 2011
1. Problems and Solutions, INMO-2011
1. Let D, E, F be points on the sides BC, CA, AB respectively of a triangle ABC such that
BD = CE = AF and ∠BDF = ∠CED = ∠AFE. Prove that ABC is equilateral.
Solution 1:
θ
ka
C
B x
D Ca−x
x
E
θ
kb
B
A
kcθ
F
x
c−x
b−x
A
Let BD = CE = AF = x; ∠BDF =
∠CED = ∠AFE = θ. Note that ∠AFD =
B + θ, and hence ∠DFE = B. Similarly,
∠EDF = C and ∠FED = A. Thus the tri-
angle EFD is similar to ABC. We may take
FD = ka, DE = kb and EF = kc, for some
positive real constant k. Applying sine rule to
triangle BFD, we obtain
c − x
sin θ
=
ka
sin B
=
2Rka
b
,
where R is the circum-radius of ABC. Thus
we get 2Rk sin θ = b(c − x)/a. Similarly, we
obtain 2Rk sin θ = c(a − x)/b and 2Rk sin θ =
a(b − x)/c. We therefore get
b(c − x)
a
=
c(a − x)
b
=
a(b − x)
c
. (1)
If some two sides are equal, say, a = b, then a(c − x) = c(a − x) giving a = c; we get a = b = c
and ABC is equilateral. Suppose no two sides of ABC are equal. We may assume a is the
least. Since (1) is cyclic in a, b, c, we have to consider two cases: a < b < c and a < c < b.
Case 1. a < b < c.
In this case a < c and hence b(c − x) < a(b − x), from (1). Since b > a and c − x > b − x, we
get b(c − x) > a(b − x), which is a contradiction.
Case 2. a < c < b.
We may write (1) in the form
(c − x)
a/b
=
(a − x)
b/c
=
(b − x)
c/a
. (2)
Now a < c gives a − x < c − x so that
b
c
<
a
b
. This gives b2
< ac. But b > a and b > c, so
that b2
> ac, which again leads to a contradiction
Thus Case 1 and Case 2 cannot occur. We conclude that a = b = c.
Solution 2. We write (1) in the form (2), and start from there. The case of two equal sides
is dealt as in Solution 1. We assume no two sides are equal. Using ratio properties in (2), we
obtain
a − b
(ab − c2)/ca
=
b − c
(bc − a2)/ab
.
This may be written as c(a − b)(bc − a2
) = b(b − c)(ab − c2
). Further simplification gives
ab3
+ bc3
+ ca3
= abc(a + b + c). This may be further written in the form
ab2
(b − c) + bc2
(c − a) + ca2
(a − b) = 0. (3)
If a < b < c, we write (3) in the form
0 = ab2
(b − c) + bc2
(c − b + b − a) + ca2
(a − b) = b(c − b)(c2
− ab) + c(b − a)(bc − a2
).
Since c > b, c2
> ab, b > a and bc > a2
, this is impossible. If a < c < b, we write (3), as in
previous case, in the form
0 = a(b − c)(b2
− ca) + c(c − a)(bc − a2
),
which again is impossible.
One can also use inequalities: we can show that ab3
+ bc3
+ ca3
≥ abc(a + b + c), and equality
holds if and only if a = b = c. Here are some ways of deriving it:
2. (i) We can write the inequality in the form
b2
c
+
c2
a
+
a2
b
≥ a + b + c.
Adding a + b + c both sides, this takes the form
b2
c
+ c +
c2
a
+ a +
a2
b
+ b ≥ 2(a + b + c).
But AM-GM inequality gives
b2
c
+ c ≥ 2b,
c2
a
+ a ≥ 2a,
a2
b
+ b ≥ 2a.
Hence the inequality follows and equality holds if and only if a = b = c.
(ii) Again we write the inequality in the form
b2
c
+
c2
a
+
a2
b
≥ a + b + c.
We use b/c with weight b, c/a with weight c and a/b with weight a, and apply weighted
AM-HM inequality:
b ·
b
c
+ c ·
c
a
+ a ·
a
b
≥
(a + b + c)2
b · c
b + c · a
c + a · b
a
,
which reduces to a + b + c. Again equality holds if and only if a = b = c.
Solution 3. Here is a pure geometric solution given by a student. Consider the triangle
BDF, CED and AFE with BD, CE and AF as bases. The sides DF, ED and FE make
equal angles θ with the bases of respective triangles. If B ≥ C ≥ A, then it is easy to
see that FD ≥ DE ≥ EF. Now using the triangle FDE, we see that B ≥ C ≥ A gives
DE ≥ EF ≥ FD. Combining, you get FD = DE = EF and hence A = B = C = 60◦
.
2. Call a natural number n faithful, if there exist natural numbers a < b < c such that a divides
b, b divides c and n = a + b + c.
(i) Show that all but a finite number of natural numbers are faithful.
(ii) Find the sum of all natural numbers which are not faithful.
Solution 1: Suppose n ∈ N is faithful. Let k ∈ N and consider kn. Since n = a + b + c, with
a > b > c, c b and b a, we see that kn = ka + kb + kc which shows that kn is faithful.
Let p > 5 be a prime. Then p is odd and p = (p − 3) + 2 + 1 shows that p is faithful. If
n ∈ N contains a prime factor p > 5, then the above observation shows that n is faithful. This
shows that a number which is not faithful must be of the form 2α
3β
5γ
. We also observe that
24
= 16 = 12 + 3 + 1, 32
= 9 = 6 + 2 + 1 and 52
= 25 = 22 + 2 + 1, so that 24
, 32
and 52
are
faithful. Hence n ∈ N is also faithful if it contains a factor of the form 2α
where α ≥ 4; a factor
of the form 3β
where β ≥ 2; or a factor of the form 5γ
where γ ≥ 2. Thus the numbers which
are not faithful are of the form 2α
3β
5γ
, where α ≤ 3, β ≤ 1 and γ ≤ 1. We may enumerate all
such numbers:
1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20, 24, 30, 40, 60, 120.
Among these 120 = 112+7+1, 60 = 48+8+4, 40 = 36+3+1, 30 = 18+9+3, 20 = 12+6+2,
15 = 12 + 2 + 1, and 10 = 6 + 3 + 1. It is easy to check that the other numbers cannot be
written in the required form. Hence the only numbers which are not faithful are
1, 2, 3, 4, 5, 6, 8, 12, 24.
Their sum is 65.
Solution 2: If n = a + b + c with a < b < c is faithful, we see that a ≥ 1, b ≥ 2 and c ≥ 4.
Hence n ≥ 7. Thus 1, 2, 3, 4, 5, 6 are not faithful. As observed earlier, kn is faithful whenever
2
3. n is. We also notice that for odd n ≥ 7, we can write n = 1 + 2 + (n − 3) so that all odd n ≥ 7
are faithful. Consider 2n, 4n, 8n, where n ≥ 7 is odd. By observation, they are all faithful.
Let us list a few of them:
2n : 14, 18, 22, 26, 30, 34, 38, 42, 46, 50, 54, 58, 62, . . .
4n : 28, 36, 44, 52, 60, 68, . . .
8n : 56, 72, . . .,
We observe that 16 = 12 + 3 + 1 and hence it is faithful. Thus all multiples of 16 are also
faithful. Thus we see that 16, 32, 48, 64, . . . are faithful. Any even number which is not a
multiple of 16 must be either an odd multiple of 2, or that of 4, or that of 8. Hence, the only
numbers not covered by this process are 8, 10, 12, 20, 24, 40. Of these, we see that
10 = 1 + 3 + 6, 20 = 2 × 10, 40 = 4 × 10,
so that 10,20,40 are faithful. Thus the only numbers which are not faithful are
1, 2, 3, 4, 5, 6, 8, 12, 24.
Their sum is 65.
3. Consider two polynomials P(x) = anxn
+ an−1xn−1
+ · · · + a1x + a0 and Q(x) = bnxn
+
bn−1xn−1
+ · · · + b1x + b0 with integer coefficients such that an − bn is a prime, an−1 = bn−1
and anb0 − a0bn = 0. Suppose there exists a rational number r such that P(r) = Q(r) = 0.
Prove that r is an integer.
Solution: Let r = u/v where gcd(u, v) = 1. Then we get
anun
+ an−1un−1
v + · · · + a1uvn−1
+ a0vn
= 0,
bnun
+ bn−1un−1
v + · · · + b1uvn−1
+ b0vn
= 0.
Subtraction gives
(an − bn)un
+ (an−2 − bn−2)un−2
v2
+ · · · + (a1 − b1)uvn−1
+ (a0 − b0)vn
= 0,
since an−1 = bn−1. This shows that v divides (an − bn)un
and hence it divides an − bn. Since
an − bn is a prime, either v = 1 or v = an − bn. Suppose the latter holds. The relation takes
the form
un
+ (an−2 − bn−2)un−2
v + · · · + (a1 − b1)uvn−2
+ (a0 − b0)vn−1
= 0.
(Here we have divided through-out by v.) If n > 1, this forces v u, which is impossible since
gcd(v, u) = 1 (v > 1 since it is equal to the prime an −bn). If n = 1, then we get two equations:
a1u + a0v = 0,
b1u + b0v = 0.
This forces a1b0−a0b1 = 0 contradicting anb0−a0bn = 0. (Note: The condition anb0−a0bn = 0
is extraneous. The condition an−1 = bn−1 forces that for n = 1, we have a0 = b0. Thus we
obtain, after subtraction
(a1 − b1)u = 0.
This implies that u = 0 and hence r = 0 is an integer.)
4. Suppose five of the nine vertices of a regular nine-sided polygon are arbitrarily chosen. Show
that one can select four among these five such that they are the vertices of a trapezium.
Solution 1: Suppose four distinct points P, Q, R, S(in that order on the circle) among these
five are such that PQ = RS. Then PQRS is an isosceles trapezium, with PS QR. We use
this in our argument.
• If four of the five points chosen are adjacent, then we are through as observed earlier. (In
this case four points A, B, C, D are such that AB = BC = CD.) See Fig 1.
3
4. D
C
B
A
H
G
F
E
C
B
A
Fig 2.Fig 1.
A
B
D
E
F
G
H
Fig 3.
• Suppose only three of the vertices are adjacent, say A, B, C(see Fig 2.) Then the remaining
two must be among E, F, G, H. If these two are adjacent vertices, we can pair them with
A, B or B, C to get equal arcs. If they are not adjacent, then they must be either E, G
or F, H or E, H. In the first two cases, we can pair them with A, C to get equal arcs. In
the last case, we observe that HA = CE and AHEC is an isosceles trapezium.
• Suppose only two among the five are adjacent, say A, B. Then the remaining three are
among D, E, F, G, H. (See Fig 3.) If any two of these are adjacent, we can combine them
with A, B to get equal arcs. If no two among these three vertices are adjacent, then they
must be D, F, H. In this case HA = BD and AHDB is an isosceles trapezium.
Finally, if we choose 5 among the 9 vertices of a regular nine-sided polygon, then some
two must be adjacent. Thus any choice of 5 among 9 must fall in to one of the above
three possibilities.
Solution 2: Here is another solution used by many students. Suppose you join the vertices
of the nine-sided regular polygon. You get 9
2 = 36 line segments. All these fall in to 9 sets
of parallel lines. Now using any 5 points, you get 5
2 = 10 line segments. By pigeon-hole
principle, two of these must be parallel. But, these parallel lines determine a trapezium.
5. Let ABCD be a quadrilateral inscribed in a circle Γ. Let E, F, G, H be the midpoints of the
arcs AB, BC, CD, DA of the circle Γ. Suppose AC · BD = EG · FH. Prove that AC, BD,
EG, FH are concurrent.
Solution:
A
H
D
C
F
B
E
G
Let R be the radius of the circle Γ. Observe that
∠EDF =
1
2
∠D. Hence EF = 2R sin
D
2
. Sim-
ilarly, HG = 2R sin
B
2
. But ∠B = 180◦
− ∠D.
Thus HG = 2R cos
D
2
. We hence get
EF ·GH = 4R2
sin
D
2
cos
D
2
= 2R2
sin D = R·AC.
Similarly, we obtain EH · FG = R · BD.
Therefore
R(AC + BD) = EF · GH + EH · FG = EG · FH,
by Ptolemy’s theorem. By the given hypothesis, this gives R(AC + BD) = AC · BD. Thus
AC · BD = R(AC + BD) ≥ 2R
√
AC · BD,
using AM-GM inequality. This implies that AC · BD ≥ 4R2
. But AC and BD are the
chords of Γ, so that AC ≤ 2R and BD ≤ 2R. We obtain AC · BD ≤ 4R2
. It follows that
AC · BD = 4R2
, implying that AC = BD = 2R. Thus AC and BD are two diameters of Γ.
Using EG · FH = AC · BD, we conclude that EG and FH are also two diameters of Γ. Hence
AC, BD, EG and FH all pass through the centre of Γ.
4
5. 6. Find all functions f : R → R such that
f(x + y)f(x − y) = f(x) + f(y)
2
− 4x2
f(y), (1)
for all x, y ∈ R, where R denotes the set of all real numbers.
Solution 1.: Put x = y = 0; we get f(0)2
= 4f(0)2
and hence f(0) = 0.
Put x = y: we get 4f(x)2
− 4x2
f(x) = 0 for all x. Hence for each x, either f(x) = 0 or
f(x) = x2
.
Suppose f(x) ≡ 0. Then we can find x0 = 0 such that f(x0) = 0. Then f(x0) = x2
0 = 0.
Assume that there exists some y0 = 0 such that f(y0) = 0. Then
f(x0 + y0)f(x0 − y0) = f(x0)2
.
Now f(x0 + y0)f(x0 − y0) = 0 or f(x0 + y0)f(x0 − y0) = (x0 + y0)2
(x0 − y0)2
. If f(x0 +
y0)f(x0 − y0) = 0, then f(x0) = 0, a contradiction. Hence it must be the latter so that
(x2
0 − y2
0)2
= x4
0.
This reduces to y2
0 y2
0 − 2x2
0) = 0. Since y0 = 0, we get y0 = ±
√
2x0.
Suppose y0 =
√
2x0. Put x =
√
2x0 and y = x0 in (1); we get
f (
√
2 + 1)x0 f (
√
2 − 1)x0 = f(
√
2x0) + f(x0)
2
− 4 2x2
0 f(x0).
But f(
√
2x0) = f(y0) = 0. Thus we get
f (
√
2 + 1)x0 f (
√
2 − 1)x0 = f(x0)2
− 8x2
0f(x0)
= x4
0 − 8x4
0 = −7x4
0.
Now if LHS is equal to 0, we get x0 = 0, a contradiction. Otherwise LHS is equal to (
√
2 +
1)2
(
√
2−1)2
x4
0 which reduces to x4
0. We obtain x4
0 = −7x4
0 and this forces again x0 = 0. Hence
there is no y = 0 such that f(y) = 0. We conclude that f(x) = x2
for all x.
Thus there are two solutions: f(x) = 0 for all x or f(x) = x2
, for all x. It is easy to verify
that both these satisfy the functional equation.
Solution 2: As earlier, we get f(0) = 0. Putting x = 0, we will also get
f(y) f(y) − f(−y) = 0.
As earlier, we may conclude that either f(y) = 0 or f(y) = f(−y) for each y ∈ R. Replacing
y by −y, we may also conclude that f(−y) f(−y) − f(y) = 0. If f(y) = 0 and f(−y) = 0 for
some y, then we must have f(−y) = f(y) = 0, a contradiction. Hence either f(y) = f(−y) = 0
or f(y) = f(−y) for each y. This forces f is an even function.
Taking y = 1 in (1), we get
f(x + 1)f(x − 1) = (f(x) + f(1))2
− 4x2
f(1).
Replacing y by x and x by 1, you also get
f(1 + x)f(1 − x) = (f(1) + f(x))2
− 4f(x).
Comparing these two using the even nature of f, we get f(x) = cx2
, where c = f(1). Putting
x = y = 1 in (1), you get 4c2
− 4c = 0. Hence c = 0 or 1. We get f(x) = 0 for all x or
f(x) = x2
for all x.
5