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k a April Highlights and 2025 AoPS Online Class Information
jlacosta   0
Apr 2, 2025
Spring is in full swing and summer is right around the corner, what are your plans? At AoPS Online our schedule has new classes starting now through July, so be sure to keep your skills sharp and be prepared for the Fall school year! Check out the schedule of upcoming classes below.

WOOT early bird pricing is in effect, don’t miss out! If you took MathWOOT Level 2 last year, no worries, it is all new problems this year! Our Worldwide Online Olympiad Training program is for high school level competitors. AoPS designed these courses to help our top students get the deep focus they need to succeed in their specific competition goals. Check out the details at this link for all our WOOT programs in math, computer science, chemistry, and physics.

Looking for summer camps in math and language arts? Be sure to check out the video-based summer camps offered at the Virtual Campus that are 2- to 4-weeks in duration. There are middle and high school competition math camps as well as Math Beasts camps that review key topics coupled with fun explorations covering areas such as graph theory (Math Beasts Camp 6), cryptography (Math Beasts Camp 7-8), and topology (Math Beasts Camp 8-9)!

Be sure to mark your calendars for the following events:
[list][*]April 3rd (Webinar), 4pm PT/7:00pm ET, Learning with AoPS: Perspectives from a Parent, Math Camp Instructor, and University Professor
[*]April 8th (Math Jam), 4:30pm PT/7:30pm ET, 2025 MATHCOUNTS State Discussion
April 9th (Webinar), 4:00pm PT/7:00pm ET, Learn about Video-based Summer Camps at the Virtual Campus
[*]April 10th (Math Jam), 4:30pm PT/7:30pm ET, 2025 MathILy and MathILy-Er Math Jam: Multibackwards Numbers
[*]April 22nd (Webinar), 4:00pm PT/7:00pm ET, Competitive Programming at AoPS (USACO).[/list]
Our full course list for upcoming classes is below:
All classes run 7:30pm-8:45pm ET/4:30pm - 5:45pm PT unless otherwise noted.

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0 replies
jlacosta
Apr 2, 2025
0 replies
k i A Letter to MSM
Arr0w   23
N Sep 19, 2022 by scannose
Greetings.

I have seen many posts talking about commonly asked questions, such as finding the value of $0^0$, $\frac{1}{0}$,$\frac{0}{0}$, $\frac{\infty}{\infty}$, why $0.999...=1$ or even expressions of those terms combined as if that would make them defined. I have made this post to answer these questions once and for all, and I politely ask everyone to link this post to threads that are talking about this issue.
[list]
[*]Firstly, the case of $0^0$. It is usually regarded that $0^0=1$, not because this works numerically but because it is convenient to define it this way. You will see the convenience of defining other undefined things later on in this post.

[*]What about $\frac{\infty}{\infty}$? The issue here is that $\infty$ isn't even rigorously defined in this expression. What exactly do we mean by $\infty$? Unless the example in question is put in context in a formal manner, then we say that $\frac{\infty}{\infty}$ is meaningless.

[*]What about $\frac{1}{0}$? Suppose that $x=\frac{1}{0}$. Then we would have $x\cdot 0=0=1$, absurd. A more rigorous treatment of the idea is that $\lim_{x\to0}\frac{1}{x}$ does not exist in the first place, although you will see why in a calculus course. So the point is that $\frac{1}{0}$ is undefined.

[*]What about if $0.99999...=1$? An article from brilliant has a good explanation. Alternatively, you can just use a geometric series. Notice that
\begin{align*}
\sum_{n=1}^{\infty} \frac{9}{10^n}&=9\sum_{n=1}^{\infty}\frac{1}{10^n}=9\sum_{n=1}^{\infty}\biggr(\frac{1}{10}\biggr)^n=9\biggr(\frac{\frac{1}{10}}{1-\frac{1}{10}}\biggr)=9\biggr(\frac{\frac{1}{10}}{\frac{9}{10}}\biggr)=9\biggr(\frac{1}{9}\biggr)=\boxed{1}
\end{align*}
[*]What about $\frac{0}{0}$? Usually this is considered to be an indeterminate form, but I would also wager that this is also undefined.
[/list]
Hopefully all of these issues and their corollaries are finally put to rest. Cheers.

2nd EDIT (6/14/22): Since I originally posted this, it has since blown up so I will try to add additional information per the request of users in the thread below.

INDETERMINATE VS UNDEFINED

What makes something indeterminate? As you can see above, there are many things that are indeterminate. While definitions might vary slightly, it is the consensus that the following definition holds: A mathematical expression is be said to be indeterminate if it is not definitively or precisely determined. So how does this make, say, something like $0/0$ indeterminate? In analysis (the theory behind calculus and beyond), limits involving an algebraic combination of functions in an independent variable may often be evaluated by replacing these functions by their limits. However, if the expression obtained after this substitution does not provide sufficient information to determine the original limit, then the expression is called an indeterminate form. For example, we could say that $0/0$ is an indeterminate form.

But we need to more specific, this is still ambiguous. An indeterminate form is a mathematical expression involving at most two of $0$, $1$ or $\infty$, obtained by applying the algebraic limit theorem (a theorem in analysis, look this up for details) in the process of attempting to determine a limit, which fails to restrict that limit to one specific value or infinity, and thus does not determine the limit being calculated. This is why it is called indeterminate. Some examples of indeterminate forms are
\[0/0, \infty/\infty, \infty-\infty, \infty \times 0\]etc etc. So what makes something undefined? In the broader scope, something being undefined refers to an expression which is not assigned an interpretation or a value. A function is said to be undefined for points outside its domain. For example, the function $f:\mathbb{R}^{+}\cup\{0\}\rightarrow\mathbb{R}$ given by the mapping $x\mapsto \sqrt{x}$ is undefined for $x<0$. On the other hand, $1/0$ is undefined because dividing by $0$ is not defined in arithmetic by definition. In other words, something is undefined when it is not defined in some mathematical context.

WHEN THE WATERS GET MUDDIED

So with this notion of indeterminate and undefined, things get convoluted. First of all, just because something is indeterminate does not mean it is not undefined. For example $0/0$ is considered both indeterminate and undefined (but in the context of a limit then it is considered in indeterminate form). Additionally, this notion of something being undefined also means that we can define it in some way. To rephrase, this means that technically, we can make something that is undefined to something that is defined as long as we define it. I'll show you what I mean.

One example of making something undefined into something defined is the extended real number line, which we define as
\[\overline{\mathbb{R}}=\mathbb{R}\cup \{-\infty,+\infty\}.\]So instead of treating infinity as an idea, we define infinity (positively and negatively, mind you) as actual numbers in the reals. The advantage of doing this is for two reasons. The first is because we can turn this thing into a totally ordered set. Specifically, we can let $-\infty\le a\le \infty$ for each $a\in\overline{\mathbb{R}}$ which means that via this order topology each subset has an infimum and supremum and $\overline{\mathbb{R}}$ is therefore compact. While this is nice from an analytic standpoint, extending the reals in this way can allow for interesting arithmetic! In $\overline{\mathbb{R}}$ it is perfectly OK to say that,
\begin{align*}
a + \infty = \infty + a & = \infty, & a & \neq -\infty \\
a - \infty = -\infty + a & = -\infty, & a & \neq \infty \\
a \cdot (\pm\infty) = \pm\infty \cdot a & = \pm\infty, & a & \in (0, +\infty] \\
a \cdot (\pm\infty) = \pm\infty \cdot a & = \mp\infty, & a & \in [-\infty, 0) \\
\frac{a}{\pm\infty} & = 0, & a & \in \mathbb{R} \\
\frac{\pm\infty}{a} & = \pm\infty, & a & \in (0, +\infty) \\
\frac{\pm\infty}{a} & = \mp\infty, & a & \in (-\infty, 0).
\end{align*}So addition, multiplication, and division are all defined nicely. However, notice that we have some indeterminate forms here which are also undefined,
\[\infty-\infty,\frac{\pm\infty}{\pm\infty},\frac{\pm\infty}{0},0\cdot \pm\infty.\]So while we define certain things, we also left others undefined/indeterminate in the process! However, in the context of measure theory it is common to define $\infty \times 0=0$ as greenturtle3141 noted below. I encourage to reread what he wrote, it's great stuff! As you may notice, though, dividing by $0$ is undefined still! Is there a place where it isn't? Kind of. To do this, we can extend the complex numbers! More formally, we can define this extension as
\[\mathbb{C}^*=\mathbb{C}\cup\{\tilde{\infty}\}\]which we call the Riemann Sphere (it actually forms a sphere, pretty cool right?). As a note, $\tilde{\infty}$ means complex infinity, since we are in the complex plane now. Here's the catch: division by $0$ is allowed here! In fact, we have
\[\frac{z}{0}=\tilde{\infty},\frac{z}{\tilde{\infty}}=0.\]where $\tilde{\infty}/\tilde{\infty}$ and $0/0$ are left undefined. We also have
\begin{align*}
z+\tilde{\infty}=\tilde{\infty}, \forall z\ne -\infty\\
z\times \tilde{\infty}=\tilde{\infty}, \forall z\ne 0
\end{align*}Furthermore, we actually have some nice properties with multiplication that we didn't have before. In $\mathbb{C}^*$ it holds that
\[\tilde{\infty}\times \tilde{\infty}=\tilde{\infty}\]but $\tilde{\infty}-\tilde{\infty}$ and $0\times \tilde{\infty}$ are left as undefined (unless there is an explicit need to change that somehow). One could define the projectively extended reals as we did with $\mathbb{C}^*$, by defining them as
\[{\widehat {\mathbb {R} }}=\mathbb {R} \cup \{\infty \}.\]They behave in a similar way to the Riemann Sphere, with division by $0$ also being allowed with the same indeterminate forms (in addition to some other ones).
23 replies
Arr0w
Feb 11, 2022
scannose
Sep 19, 2022
k i Marathon Threads
LauraZed   0
Jul 2, 2019
Due to excessive spam and inappropriate posts, we have locked the Prealgebra and Beginning Algebra threads.

We will either unlock these threads once we've cleaned them up or start new ones, but for now, do not start new marathon threads for these subjects. Any new marathon threads started while this announcement is up will be immediately deleted.
0 replies
LauraZed
Jul 2, 2019
0 replies
k i Basic Forum Rules and Info (Read before posting)
jellymoop   368
N May 16, 2018 by harry1234
f (Reminder: Do not post Alcumus or class homework questions on this forum. Instructions below.) f
Welcome to the Middle School Math Forum! Please take a moment to familiarize yourself with the rules.

Overview:
[list]
[*] When you're posting a new topic with a math problem, give the topic a detailed title that includes the subject of the problem (not just "easy problem" or "nice problem")
[*] Stay on topic and be courteous.
[*] Hide solutions!
[*] If you see an inappropriate post in this forum, simply report the post and a moderator will deal with it. Don't make your own post telling people they're not following the rules - that usually just makes the issue worse.
[*] When you post a question that you need help solving, post what you've attempted so far and not just the question. We are here to learn from each other, not to do your homework. :P
[*] Avoid making posts just to thank someone - you can use the upvote function instead
[*] Don't make a new reply just to repeat yourself or comment on the quality of others' posts; instead, post when you have a new insight or question. You can also edit your post if it's the most recent and you want to add more information.
[*] Avoid bumping old posts.
[*] Use GameBot to post alcumus questions.
[*] If you need general MATHCOUNTS/math competition advice, check out the threads below.
[*] Don't post other users' real names.
[*] Advertisements are not allowed. You can advertise your forum on your profile with a link, on your blog, and on user-created forums that permit forum advertisements.
[/list]

Here are links to more detailed versions of the rules. These are from the older forums, so you can overlook "Classroom math/Competition math only" instructions.
Posting Guidelines
Update on Basic Forum Rules
What belongs on this forum?
How do I write a thorough solution?
How do I get a problem on the contest page?
How do I study for mathcounts?
Mathcounts FAQ and resources
Mathcounts and how to learn

As always, if you have any questions, you can PM me or any of the other Middle School Moderators. Once again, if you see spam, it would help a lot if you filed a report instead of responding :)

Marathons!
Relays might be a better way to describe it, but these threads definitely go the distance! One person starts off by posting a problem, and the next person comes up with a solution and a new problem for another user to solve. Here's some of the frequently active marathons running in this forum:
[list][*]Algebra
[*]Prealgebra
[*]Proofs
[*]Factoring
[*]Geometry
[*]Counting & Probability
[*]Number Theory[/list]
Some of these haven't received attention in a while, but these are the main ones for their respective subjects. Rather than starting a new marathon, please give the existing ones a shot first.

You can also view marathons via the Marathon tag.

Think this list is incomplete or needs changes? Let the mods know and we'll take a look.
368 replies
jellymoop
May 8, 2015
harry1234
May 16, 2018
2025 MATHCOUNTS State Hub
SirAppel   596
N 8 minutes ago by Eddie_tiger
Previous Years' "Hubs": (2022) (2023) (2024)Please Read

Now that it's April and we're allowed to discuss ...
[list=disc]
[*] CA: 43 (45 44 43 43 43 42 42 41 41 41)
[*] NJ: 43 (45 44 44 43 39 42 40 40 39 38) *
[*] NY: 42 (43 42 42 42 41 40)
[*] TX: 42 (43 43 43 42 42 40 40 38 38 38)
[*] MA: 41 (45 43 42 41)
[*] WA: 41 (41 45 42 41 41 41 41 41 41 40) *
[*]VA: 40 (41 40 40 40)
[*] FL: 39 (42 41 40 39 38 37 37)
[*] IN: 39 (41 40 40 39 36 35 35 35 34 34)
[*] NC: 39 (42 42 41 39)
[*] IL: 38 (41 40 39 38 38 38)
[*] OR: 38 (44 39 38 38)
[*] PA: 38 (41 40 40 38 38 37 36 36 34 34) *
[*] MD: 37 (43 39 39 37 37 37)
[*] AZ: 36 (40? 39? 39 36)
[*] CT: 36 (44 38 38 36 35 35 34 34 34 33 33 32 32 32 32)
[*] MI: 36 (39 41 41 36 37 37 36 36 36 36) *
[*] MN: 36 (40 36 36 36 35 35 35 34)
[*] CO: 35 (41 37 37 35 35 35 ?? 31 31 30) *
[*] GA: 35 (38 37 36 35 34 34 34 34 34 33)
[*] OH: 35 (41 37 36 35)
[*] AR: 34 (46 45 35 34 33 31 31 31 29 29)
[*] NV: 34 (41 38 ?? 34)
[*] TN: 34 (38 ?? ?? 34)
[*] WI: 34 (40 37 37 34 35 30 28 29 29 29) *
[*] HI: 32 (35 34 32 32)
[*] NH: 31 (42 35 33 31 30)
[*] DE: 30 (34 33 32 30 30 29 28 27 26? 24)
[*] SC: 30 (33 33 31 30)
[*] IA: 29 (33 30 31 29 29 29 29 29 29 29 29 29) *
[*] NE: 28 (34 30 28 28 27 27 26 26 25 25)
[*] SD: 22 (30 29 24 22 22 22 21 21 20 20)
[/list]
Cutoffs Unknown

* means that CDR is official in that state.

Notes

For those asking about the removal of the tiers, I'd like to quote Jason himself:
[quote=peace09]
learn from my mistakes
[/quote]

Help contribute by sharing your state's cutoffs!
596 replies
SirAppel
Apr 1, 2025
Eddie_tiger
8 minutes ago
AMC 10 Preparation over 6 months
raresillypanther   0
33 minutes ago
Hi, I'm currently in 8th grade and I have about 6 months left to prepare for the AMC 10, and I really want to qualify for AIME and get above a 100. I took the AMC 8 this year and did really bad, with a score of 16, and a 35 on the MATHCOUNTS Chapter test. I have a feeling I would get about a 70 on the AMC 10 now, so I want to be able to improve by 30 points in 6 months. Is that possible? I have summer break coming up so I feel like I could study for about 4 hours a day every single day, and I'm willing to if that's what it takes. Do you have any ideas for what resources I should use? I know about Alcumus and I have some of the AOPS books, but not all of them. If you have any tips, let me know. Thank you so much!
0 replies
raresillypanther
33 minutes ago
0 replies
1234th Post!
PikaPika999   148
N 3 hours ago by iwastedmyusername
I hit my 1234th post! (I think I missed it, I'm kinda late, :oops_sign:)

But here's a puzzle for you all! Try to create the numbers 1 through 25 using the numbers 1, 2, 3, and 4! You are only allowed to use addition, subtraction, multiplication, division, and parenthesis. If you're post #1, try to make 1. If you're post #2, try to make 2. If you're post #3, try to make 3, and so on. If you're a post after 25, then I guess you can try to make numbers greater than 25 but you can use factorials, square roots, and that stuff. Have fun!

1: $(4-3)\cdot(2-1)$
148 replies
PikaPika999
Yesterday at 8:54 PM
iwastedmyusername
3 hours ago
k NO WAY RICHARD RUSCYK REPLIED TO MY MESSAGE
nmlikesmath   0
3 hours ago
CHAT THIS IS UNREAL
TYSM RICHARD THANK YOU SO MUCH
0 replies
nmlikesmath
3 hours ago
0 replies
Website to learn math
hawa   43
N 4 hours ago by anticodon
Hi, I'm kinda curious what website do yall use to learn math, like i dont find any website thats fun to learn math
43 replies
hawa
Apr 9, 2025
anticodon
4 hours ago
A twist on a classic
happypi31415   10
N 4 hours ago by Maxklark
Rank from smallest to largest: $\sqrt[2]{2}$, $\sqrt[3]{3}$, and $\sqrt[5]{5}$.

Click to reveal hidden text
10 replies
happypi31415
Mar 17, 2025
Maxklark
4 hours ago
Show that the expression is divisable by 5
Deomad123   5
N 5 hours ago by Maxklark
This was taken from a junior math competition.
$$5|3^{2009} - 7^{2007}$$
5 replies
Deomad123
Mar 25, 2025
Maxklark
5 hours ago
easy olympiad problem
kjhgyuio   6
N 5 hours ago by Maxklark
Find all positive integer values of \( x \) such that
\[
\sqrt{x - 2011} + \sqrt{2011 - x} + 10
\]is an integer.
6 replies
kjhgyuio
Apr 17, 2025
Maxklark
5 hours ago
Mathpath acceptance rate
fossasor   15
N 5 hours ago by ZMB038
Does someone have an estimate for the acceptance rate for MathPath?
15 replies
fossasor
Dec 21, 2024
ZMB038
5 hours ago
ENTER YOUR CHAPTER INVITATIONAL SCORE
ihatemath123   105
N 5 hours ago by ZMB038
I'll start:
\begin{tabular}{|c|c|c|c|c|}Username&Grade&Sprint&Target&TOTAL \\ \hline
ihatemath123&7&26&6&38 \\


\hline
\end{tabular}
105 replies
ihatemath123
Feb 27, 2021
ZMB038
5 hours ago
Area of Polygon
AIME15   49
N 5 hours ago by ReticulatedPython
The area of polygon $ ABCDEF$, in square units, is

IMAGE

\[ \textbf{(A)}\ 24 \qquad
\textbf{(B)}\ 30 \qquad
\textbf{(C)}\ 46 \qquad
\textbf{(D)}\ 66 \qquad
\textbf{(E)}\ 74
\]
49 replies
AIME15
Jan 12, 2009
ReticulatedPython
5 hours ago
Chat in video classroom
rock-star   0
5 hours ago
asking for a friend who is designing their own video classroom....

think back to when you had online classes with video (like on zoom and stuff):
do you like the chat feature that they have?
what did you use the chat for?
what would you do instead if there wasn't a chat?
what other thoughts do you have about having chat in a video classroom?

0 replies
rock-star
5 hours ago
0 replies
Bogus Proof Marathon
pifinity   7610
N Today at 4:23 PM by iwastedmyusername
Hi!
I'd like to introduce the Bogus Proof Marathon.

In this marathon, simply post a bogus proof that is middle-school level and the next person will find the error. You don't have to post the real solution :P

Use classic Marathon format:
[hide=P#]a1b2c3[/hide]
[hide=S#]a1b2c3[/hide]


Example posts:

P(x)
-----
S(x)
P(x+1)
-----
Let's go!! Just don't make it too hard!
7610 replies
pifinity
Mar 12, 2018
iwastedmyusername
Today at 4:23 PM
bracelets
pythagorazz   7
N Today at 4:06 PM by H1u2g4o4
Kat designs circular bead bracelets for kids. Each bracelet has 5 beads, all of which are either yellow or green. If beads of the same color are identical, how many distinct bracelets could Kat make?
7 replies
pythagorazz
Apr 14, 2025
H1u2g4o4
Today at 4:06 PM
Math Problem I cant figure out how to do without bashing
equalsmc2   2
N Apr 15, 2025 by EthanNg6
Hi,
I cant figure out how to do these 2 problems without bashing. Do you guys have any ideas for an elegant solution? Thank you!
Prob 1.
An RSM sports field has a square shape. Poles with letters M, A, T, H are located at the corners of the square (see the diagram). During warm up, a student starts at any pole, runs to another pole along a side of the square or across the field along diagonal MT (only in the direction from M to T), then runs to another pole along a side of the square or along diagonal MT, and so on. The student cannot repeat a run along the same side/diagonal of the square in the same direction. For instance, she cannot run from M to A twice, but she can run from M to A and at some point from A to M. How many different ways are there to complete the warm up that includes all nine possible runs (see the diagram)? One possible way is M-A-T-H-M-H-T-A-M-T (picture attached)

Prob 2.
In the expression 5@5@5@5@5 you replace each of the four @ symbols with either +, or, or x, or . You can insert one or more pairs of parentheses to control the order of operations. Find the second least whole number that CANNOT be the value of the resulting expression. For example, each of the numbers 25=5+5+5+5+5 and 605+(5+5)×5+5 can be the value of the resulting expression.

Prob 3. (This isnt bashing I don't understand how to do it though)
Suppose BC = 3AB in rectangle ABCD. Points E and F are on side BC such that BE = EF = FC. Compute the sum of the degree measures of the four angles EAB, EAF, EAC, EAD.

P.S. These are from an RSM olympiad. The answers are
2 replies
equalsmc2
Apr 6, 2025
EthanNg6
Apr 15, 2025
Math Problem I cant figure out how to do without bashing
G H J
G H BBookmark kLocked kLocked NReply
The post below has been deleted. Click to close.
This post has been deleted. Click here to see post.
equalsmc2
1 post
#1 • 1 Y
Y by PikaPika999
Hi,
I cant figure out how to do these 2 problems without bashing. Do you guys have any ideas for an elegant solution? Thank you!
Prob 1.
An RSM sports field has a square shape. Poles with letters M, A, T, H are located at the corners of the square (see the diagram). During warm up, a student starts at any pole, runs to another pole along a side of the square or across the field along diagonal MT (only in the direction from M to T), then runs to another pole along a side of the square or along diagonal MT, and so on. The student cannot repeat a run along the same side/diagonal of the square in the same direction. For instance, she cannot run from M to A twice, but she can run from M to A and at some point from A to M. How many different ways are there to complete the warm up that includes all nine possible runs (see the diagram)? One possible way is M-A-T-H-M-H-T-A-M-T (picture attached)

Prob 2.
In the expression 5@5@5@5@5 you replace each of the four @ symbols with either +, or, or x, or . You can insert one or more pairs of parentheses to control the order of operations. Find the second least whole number that CANNOT be the value of the resulting expression. For example, each of the numbers 25=5+5+5+5+5 and 605+(5+5)×5+5 can be the value of the resulting expression.

Prob 3. (This isnt bashing I don't understand how to do it though)
Suppose BC = 3AB in rectangle ABCD. Points E and F are on side BC such that BE = EF = FC. Compute the sum of the degree measures of the four angles EAB, EAF, EAC, EAD.

P.S. These are from an RSM olympiad. The answers are
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This post has been edited 1 time. Last edited by equalsmc2, Apr 6, 2025, 12:33 AM
Reason: wrong answer
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Lankou
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Problem 3
$\angle EAB=45^{\circ}$ since it is a right isosceles triangle
Therefore $\angle EAD=45^{\circ}$
Using the law of cosines:
$\angle EAF=\arccos \frac{3}{\sqrt{10}}$
$\angle EAF=\arccos \frac{2}{\sqrt{5}}$

Total$=135^{\circ}$
I am sure there is a more elegant way than using the law of cosines but I couldn't find it
This post has been edited 1 time. Last edited by Lankou, Apr 8, 2025, 6:00 PM
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EthanNg6
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this sounds like RSM
competition
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