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k a May Highlights and 2025 AoPS Online Class Information
jlacosta   0
May 1, 2025
May is an exciting month! National MATHCOUNTS is the second week of May in Washington D.C. and our Founder, Richard Rusczyk will be presenting a seminar, Preparing Strong Math Students for College and Careers, on May 11th.

Are you interested in working towards MATHCOUNTS and don’t know where to start? We have you covered! If you have taken Prealgebra, then you are ready for MATHCOUNTS/AMC 8 Basics. Already aiming for State or National MATHCOUNTS and harder AMC 8 problems? Then our MATHCOUNTS/AMC 8 Advanced course is for you.

Summer camps are starting next month at the Virtual Campus in math and language arts that are 2 - to 4 - weeks in duration. Spaces are still available - don’t miss your chance to have an enriching summer experience. 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 upcoming events:
[list][*]May 9th, 4:30pm PT/7:30pm ET, Casework 2: Overwhelming Evidence — A Text Adventure, a game where participants will work together to navigate the map, solve puzzles, and win! All are welcome.
[*]May 19th, 4:30pm PT/7:30pm ET, What's Next After Beast Academy?, designed for students finishing Beast Academy and ready for Prealgebra 1.
[*]May 20th, 4:00pm PT/7:00pm ET, Mathcamp 2025 Qualifying Quiz Part 1 Math Jam, Problems 1 to 4, join the Canada/USA Mathcamp staff for this exciting Math Jam, where they discuss solutions to Problems 1 to 4 of the 2025 Mathcamp Qualifying Quiz!
[*]May 21st, 4:00pm PT/7:00pm ET, Mathcamp 2025 Qualifying Quiz Part 2 Math Jam, Problems 5 and 6, Canada/USA Mathcamp staff will discuss solutions to Problems 5 and 6 of the 2025 Mathcamp Qualifying Quiz![/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
May 1, 2025
0 replies
k i Peer-to-Peer Programs Forum
jwelsh   157
N Dec 11, 2023 by cw357
Many of our AoPS Community members share their knowledge with their peers in a variety of ways, ranging from creating mock contests to creating real contests to writing handouts to hosting sessions as part of our partnership with schoolhouse.world.

To facilitate students in these efforts, we have created a new Peer-to-Peer Programs forum. With the creation of this forum, we are starting a new process for those of you who want to advertise your efforts. These advertisements and ensuing discussions have been cluttering up some of the forums that were meant for other purposes, so we’re gathering these topics in one place. This also allows students to find new peer-to-peer learning opportunities without having to poke around all the other forums.

To announce your program, or to invite others to work with you on it, here’s what to do:

1) Post a new topic in the Peer-to-Peer Programs forum. This will be the discussion thread for your program.

2) Post a single brief post in this thread that links the discussion thread of your program in the Peer-to-Peer Programs forum.

Please note that we’ll move or delete any future advertisement posts that are outside the Peer-to-Peer Programs forum, as well as any posts in this topic that are not brief announcements of new opportunities. In particular, this topic should not be used to discuss specific programs; those discussions should occur in topics in the Peer-to-Peer Programs forum.

Your post in this thread should have what you're sharing (class, session, tutoring, handout, math or coding game/other program) and a link to the thread in the Peer-to-Peer Programs forum, which should have more information (like where to find what you're sharing).
157 replies
jwelsh
Mar 15, 2021
cw357
Dec 11, 2023
k i C&P posting recs by mods
v_Enhance   0
Jun 12, 2020
The purpose of this post is to lay out a few suggestions about what kind of posts work well for the C&P forum. Except in a few cases these are mostly meant to be "suggestions based on historical trends" rather than firm hard rules; we may eventually replace this with an actual list of firm rules but that requires admin approval :) That said, if you post something in the "discouraged" category, you should not be totally surprised if it gets locked; they are discouraged exactly because past experience shows they tend to go badly.
-----------------------------
1. Program discussion: Allowed
If you have questions about specific camps or programs (e.g. which classes are good at X camp?), these questions fit well here. Many camps/programs have specific sub-forums too but we understand a lot of them are not active.
-----------------------------
2. Results discussion: Allowed
You can make threads about e.g. how you did on contests (including AMC), though on AMC day when there is a lot of discussion. Moderators and administrators may do a lot of thread-merging / forum-wrangling to keep things in one place.
-----------------------------
3. Reposting solutions or questions to past AMC/AIME/USAMO problems: Allowed
This forum contains a post for nearly every problem from AMC8, AMC10, AMC12, AIME, USAJMO, USAMO (and these links give you an index of all these posts). It is always permitted to post a full solution to any problem in its own thread (linked above), regardless of how old the problem is, and even if this solution is similar to one that has already been posted. We encourage this type of posting because it is helpful for the user to explain their solution in full to an audience, and for future users who want to see multiple approaches to a problem or even just the frequency distribution of common approaches. We do ask for some explanation; if you just post "the answer is (B); ez" then you are not adding anything useful.

You are also encouraged to post questions about a specific problem in the specific thread for that problem, or about previous user's solutions. It's almost always better to use the existing thread than to start a new one, to keep all the discussion in one place easily searchable for future visitors.
-----------------------------
4. Advice posts: Allowed, but read below first
You can use this forum to ask for advice about how to prepare for math competitions in general. But you should be aware that this question has been asked many many times. Before making a post, you are encouraged to look at the following:
[list]
[*] Stop looking for the right training: A generic post about advice that keeps getting stickied :)
[*] There is an enormous list of links on the Wiki of books / problems / etc for all levels.
[/list]
When you do post, we really encourage you to be as specific as possible in your question. Tell us about your background, what you've tried already, etc.

Actually, the absolute best way to get a helpful response is to take a few examples of problems that you tried to solve but couldn't, and explain what you tried on them / why you couldn't solve them. Here is a great example of a specific question.
-----------------------------
5. Publicity: use P2P forum instead
See https://artofproblemsolving.com/community/c5h2489297_peertopeer_programs_forum.
Some exceptions have been allowed in the past, but these require approval from administrators. (I am not totally sure what the criteria is. I am not an administrator.)
-----------------------------
6. Mock contests: use Mock Contests forum instead
Mock contests should be posted in the dedicated forum instead:
https://artofproblemsolving.com/community/c594864_aops_mock_contests
-----------------------------
7. AMC procedural questions: suggest to contact the AMC HQ instead
If you have a question like "how do I submit a change of venue form for the AIME" or "why is my name not on the qualifiers list even though I have a 300 index", you would be better off calling or emailing the AMC program to ask, they are the ones who can help you :)
-----------------------------
8. Discussion of random math problems: suggest to use MSM/HSM/HSO instead
If you are discussing a specific math problem that isn't from the AMC/AIME/USAMO, it's better to post these in Middle School Math, High School Math, High School Olympiads instead.
-----------------------------
9. Politics: suggest to use Round Table instead
There are important conversations to be had about things like gender diversity in math contests, etc., for sure. However, from experience we think that C&P is historically not a good place to have these conversations, as they go off the rails very quickly. We encourage you to use the Round Table instead, where it is much more clear that all posts need to be serious.
-----------------------------
10. MAA complaints: discouraged
We don't want to pretend that the MAA is perfect or that we agree with everything they do. However, we chose to discourage this sort of behavior because in practice most of the comments we see are not useful and some are frankly offensive.
[list] [*] If you just want to blow off steam, do it on your blog instead.
[*] When you have criticism, it should be reasoned, well-thought and constructive. What we mean by this is, for example, when the AOIME was announced, there was great outrage about potential cheating. Well, do you really think that this is something the organizers didn't think about too? Simply posting that "people will cheat and steal my USAMOO qualification, the MAA are idiots!" is not helpful as it is not bringing any new information to the table.
[*] Even if you do have reasoned, well-thought, constructive criticism, we think it is actually better to email it the MAA instead, rather than post it here. Experience shows that even polite, well-meaning suggestions posted in C&P are often derailed by less mature users who insist on complaining about everything.
[/list]
-----------------------------
11. Memes and joke posts: discouraged
It's fine to make jokes or lighthearted posts every so often. But it should be done with discretion. Ideally, jokes should be done within a longer post that has other content. For example, in my response to one user's question about olympiad combinatorics, I used a silly picture of Sogiita Gunha, but it was done within a context of a much longer post where it was meant to actually make a point.

On the other hand, there are many threads which consist largely of posts whose only content is an attached meme with the word "MAA" in it. When done in excess like this, the jokes reflect poorly on the community, so we explicitly discourage them.
-----------------------------
12. Questions that no one can answer: discouraged
Examples of this: "will MIT ask for AOIME scores?", "what will the AIME 2021 cutoffs be (asked in 2020)", etc. Basically, if you ask a question on this forum, it's better if the question is something that a user can plausibly answer :)
-----------------------------
13. Blind speculation: discouraged
Along these lines, if you do see a question that you don't have an answer to, we discourage "blindly guessing" as it leads to spreading of baseless rumors. For example, if you see some user posting "why are there fewer qualifiers than usual this year?", you should not reply "the MAA must have been worried about online cheating so they took fewer people!!". Was sich überhaupt sagen lässt, lässt sich klar sagen; und wovon man nicht reden kann, darüber muss man schweigen.
-----------------------------
14. Discussion of cheating: strongly discouraged
If you have evidence or reasonable suspicion of cheating, please report this to your Competition Manager or to the AMC HQ; these forums cannot help you.
Otherwise, please avoid public discussion of cheating. That is: no discussion of methods of cheating, no speculation about how cheating affects cutoffs, and so on --- it is not helpful to anyone, and it creates a sour atmosphere. A longer explanation is given in Seriously, please stop discussing how to cheat.
-----------------------------
15. Cutoff jokes: never allowed
Whenever the cutoffs for any major contest are released, it is very obvious when they are official. In the past, this has been achieved by the numbers being posted on the official AMC website (here) or through a post from the AMCDirector account.

You must never post fake cutoffs, even as a joke. You should also refrain from posting cutoffs that you've heard of via email, etc., because it is better to wait for the obvious official announcement. A longer explanation is given in A Treatise on Cutoff Trolling.
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16. Meanness: never allowed
Being mean is worse than being immature and unproductive. If another user does something which you think is inappropriate, use the Report button to bring the post to moderator attention, or if you really must reply, do so in a way that is tactful and constructive rather than inflammatory.
-----------------------------

Finally, we remind you all to sit back and enjoy the problems. :D

-----------------------------
(EDIT 2024-09-13: AoPS has asked to me to add the following item.)

Advertising paid program or service: never allowed

Per the AoPS Terms of Service (rule 5h), general advertisements are not allowed.

While we do allow advertisements of official contests (at the MAA and MATHCOUNTS level) and those run by college students with at least one successful year, any and all advertisements of a paid service or program is not allowed and will be deleted.
0 replies
v_Enhance
Jun 12, 2020
0 replies
k i Stop looking for the "right" training
v_Enhance   50
N Oct 16, 2017 by blawho12
Source: Contest advice
EDIT 2019-02-01: https://blog.evanchen.cc/2019/01/31/math-contest-platitudes-v3/ is the updated version of this.

EDIT 2021-06-09: see also https://web.evanchen.cc/faq-contest.html.

Original 2013 post
50 replies
v_Enhance
Feb 15, 2013
blawho12
Oct 16, 2017
Equation has no integer solution.
Learner94   34
N 28 minutes ago by Ilikeminecraft
Source: INMO 2013
Let $a,b,c,d \in \mathbb{N}$ such that $a \ge b \ge c \ge d $. Show that the equation $x^4 - ax^3 - bx^2 - cx -d = 0$ has no integer solution.
34 replies
2 viewing
Learner94
Feb 3, 2013
Ilikeminecraft
28 minutes ago
Symmetry in Circumcircle Intersection
Mimii08   0
an hour ago
Hi! Here's another geometry problem I'm thinking about, and I would appreciate any help with a proof. Thanks in advance!

Let AD and BE be the altitudes of an acute triangle ABC, with D on BC and E on AC. The line DE intersects the circumcircle of triangle ABC again at two points M and N. Prove that CM = CN.

Thanks for your time and help!
0 replies
1 viewing
Mimii08
an hour ago
0 replies
Polynomial of Degree n
Brut3Forc3   20
N an hour ago by Ilikeminecraft
Source: 1975 USAMO Problem 3
If $ P(x)$ denotes a polynomial of degree $ n$ such that $ P(k)=\frac{k}{k+1}$ for $ k=0,1,2,\ldots,n$, determine $ P(n+1)$.
20 replies
Brut3Forc3
Mar 15, 2010
Ilikeminecraft
an hour ago
Really fun geometry problem
Sadigly   5
N an hour ago by GingerMan
Source: Azerbaijan Senior MO 2025 P6
In the acute triangle $ABC$ with $AB<AC$, the foot of altitudes from $A,B,C$ to the sides $BC,CA,AB$ are $D,E,F$, respectively. $H$ is the orthocenter. $M$ is the midpoint of segment $BC$. Lines $MH$ and $EF$ intersect at $K$. Let the tangents drawn to circumcircle $(ABC)$ from $B$ and $C$ intersect at $T$. Prove that $T;D;K$ are colinear
5 replies
Sadigly
Yesterday at 4:29 PM
GingerMan
an hour ago
Jane street swag package? USA(J)MO
arfekete   15
N 2 hours ago by llddmmtt1
Hey! People are starting to get their swag packages from Jane Street for qualifying for USA(J)MO, and after some initial discussion on what we got, people are getting different things. Out of curiosity, I was wondering how they decide who gets what.
Please enter the following info:

- USAMO or USAJMO
- Grade
- Score
- Award/Medal/HM
- MOP (yes or no, if yes then color)
- List of items you got in your package

I will reply with my info as an example.
15 replies
arfekete
Wednesday at 4:34 PM
llddmmtt1
2 hours ago
Aime ll 2022 problem 5
Rook567   1
N 3 hours ago by clarkculus
I don’t understand the solution. I got 220 as answer. Why does it insist, for example two primes must add to the third, when you can take 2,19,19 or 2,7,11 which for drawing purposes is equivalent to 1,1,2 and 2,7,9?
1 reply
Rook567
3 hours ago
clarkculus
3 hours ago
MathILy 2025 Decisions Thread
mysterynotfound   41
N 3 hours ago by cappucher
Discuss your decisions here!
also share any relevant details about your decisions if you want
41 replies
mysterynotfound
Apr 21, 2025
cappucher
3 hours ago
9 ARML Location
deduck   37
N 4 hours ago by imbadatmath1233
UNR -> Nevada
St Anselm -> New Hampshire
PSU -> Pennsylvania
WCU -> North Carolina


Put your USERNAME in the list ONLY IF YOU WANT TO!!!! !!!!!

I'm going to UNR if anyone wants to meetup!!! :D

Current List:
Iowa
UNR
PSU
St Anselm
WCU
37 replies
deduck
May 6, 2025
imbadatmath1233
4 hours ago
Can I make the IMO team next year?
aopslover08   15
N 4 hours ago by Alex-131
Hi everyone,

I am a current 11th grader living in Orange, Texas. I recently started doing competition math and I think I am pretty good at it. Recently I did a mock AMC8 and achieved a score of 21/25, which falls in the top 1% DHR. I also talked to my math teacher and she says I am an above average student.

Given my natural talent and the fact that I am willing to work ~3.5 hours a week studying competition math, do you think I will be able to make IMO next year? I am aware of the difficulty of this task but my mom says that I can achieve whatever I put my mind to, as long as I work hard.

Here is my plan for the next few months:

month 1-2: finish studying pre-algebra and learn geometry
month 3-4: learn pre-calculus
month 5-6: start doing IMO shortlist problems
month 7+: keep doing ISL/IMO problems.

Is this a feasible task? I am a girl btw.
15 replies
aopslover08
5 hours ago
Alex-131
4 hours ago
The answer of 2022 AIME II #5 is incorrect
minz32   5
N 4 hours ago by Rook567
Source: 2022 AIME II problem 5
The answer posted on the AOPS page for the 2022 AIME II problem 5 has some flaw in it and the final answer is incorrect.

The answer is trying to use the symmetric property for the a, b, c. However the numbers are not exactly cyclically symmetric in the problem.

For example, the solution works well with a = 20, it derives 4 different pairs of b and c for p2 is in (3, 5, 11, 17) as stated. However, for a = 19, only 3 p2 in the set works, since if the p2 = 17, we will have c = 0, which is not a possible vertex label. So only three pairs of b and c work for a= 19, which are (19, 17, 14), (19, 17, 12), (19, 17, 6).

Same for a = 18.

However, for a = 17, one more possibility joined. c can be bigger than a. So the total triple satisfying the problem is back to 4.

There are two more cases that the total number of working pairs of b, c is 3, when a = 5, and a = 4.

So the final answer for this problem is not 072. It should be 068.



5 replies
minz32
Nov 20, 2022
Rook567
4 hours ago
Past USAMO Medals
sdpandit   0
5 hours ago
Does anyone know where to find lists of USAMO medalists from past years? I can find the 2025 list on their website, but they don't seem to keep lists from previous years and I can't find it anywhere else. Thanks!
0 replies
sdpandit
5 hours ago
0 replies
Deciding between Ross and HCSSiM
akliu   28
N 5 hours ago by Vivaandax
Hey! I got accepted into Ross Indiana, and I think I'll probably also get accepted into HCSSiM. I've been looking between the two camps, and I'm trying to decide which one to go to -- both seem like really fun options.

Instead of trying to explain my personal preferences and thought processes, I thought it might be a good idea to ask the community for their personal opinions on these camps. What are some things that you like or dislike about both camps? (Whether it be through personal experience or by word-of-mouth, but please specify if it's just something you've heard)

This will probably help me be more informed on making a final decision, so I'd appreciate any advice. Thanks in advance!
28 replies
akliu
Apr 18, 2025
Vivaandax
5 hours ago
Mathcounts state
happymoose666   40
N 5 hours ago by ZMB038
Hi everyone,
I just have a question. I live in PA and I sadly didn't make it to nationals this year. Is PA a competitive state? I'm new into mathcounts and not sure
40 replies
happymoose666
Mar 24, 2025
ZMB038
5 hours ago
How to PHO Qual
itsjeyanth   1
N Yesterday at 4:06 PM by BelowAverageAsian
Hi guys, I wanted to try out physics, this year I got a 14 on the f=ma and missed the usahpo cutoff by 1 point. But I am pretty bad at physics so I wanted to do a class to get better, I was wondering like what books or classes I should take, do you guys think physwoot would be a good fit? Would I struggle too much?
1 reply
itsjeyanth
Yesterday at 3:29 PM
BelowAverageAsian
Yesterday at 4:06 PM
IMO 2010 Problem 1
canada   119
N Wednesday at 1:20 AM by lpieleanu
Find all function $f:\mathbb{R}\rightarrow\mathbb{R}$ such that for all $x,y\in\mathbb{R}$ the following equality holds \[
f(\left\lfloor x\right\rfloor y)=f(x)\left\lfloor f(y)\right\rfloor \] where $\left\lfloor a\right\rfloor $ is greatest integer not greater than $a.$

Proposed by Pierre Bornsztein, France
119 replies
canada
Jul 7, 2010
lpieleanu
Wednesday at 1:20 AM
IMO 2010 Problem 1
G H J
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canada
134 posts
#1 • 26 Y
Y by MSTang, Davi-8191, anantmudgal09, bel.jad5, Ramanujan_math, Gerninza, itslumi, TheMathCruncher_007, samrocksnature, centslordm, HWenslawski, megarnie, Amoonguss, ImSh95, David-Vieta, Mogmog8, Adventure10, Mango247, seansean01347, aidan0626, cubres, PikaPika999, and 4 other users
Find all function $f:\mathbb{R}\rightarrow\mathbb{R}$ such that for all $x,y\in\mathbb{R}$ the following equality holds \[
f(\left\lfloor x\right\rfloor y)=f(x)\left\lfloor f(y)\right\rfloor \] where $\left\lfloor a\right\rfloor $ is greatest integer not greater than $a.$

Proposed by Pierre Bornsztein, France
This post has been edited 1 time. Last edited by djmathman, Apr 27, 2015, 2:58 PM
Reason: formatting
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socrates
2105 posts
#2 • 54 Y
Y by mad, plwseven, Pythagorasauras, AdithyaBhaskar, droid347, Sx763_, JasperL, Wizard_32, Illuzion, Severus, MathbugAOPS, Promi, Pluto1708, A_Math_Lover, Minusonetwelfth, ayan_mathematics_king, green_leaf, Bassiskicking, OlympusHero, itslumi, Smathematician, Aurn0b, kirillnaval, Muaaz.SY, samrocksnature, centslordm, mijail, Sush0, megarnie, Amoonguss, myh2910, skyguy88, David-Vieta, Zaro23, Stuffybear, Adventure10, Mango247, Sedro, aidan0626, dxd29070501, AlexCenteno2007, cosdealfa, poirasss, EpicBird08, cubres, benren30, PikaPika999, and 7 other users
Put $x=y=0$. Then $f(0)=0$ or $\lfloor f(0) \rfloor=1$.

$\bullet$ If $\lfloor f(0) \rfloor=1$, putting $y=0$ we get $f(x)=f(0)$, that is f is constant.
Substituing in the original equation we find $f(x)=0, \ \forall x \in \mathbb{R}$ or $f(x)=a, \ \forall x \in \mathbb{R}$, where $a \in [1,2)$.

$\bullet$ If $f(0)=0$, putting $x=y=1$ we get $f(1)=0$ or $\lfloor f(1) \rfloor=1$.

For $f(1)=0$, we set $x=1$ to find $f(y)=0 \ \forall y$, which is a solution.


For $\lfloor f(1) \rfloor=1$, setting $y=1$ yields $f(\lfloor x \rfloor)=f(x), \ (*)$.

Putting $x=2, y=\frac{1}{2}$ to the original we get $f(1)=f(2)\lfloor f(\frac{1}{2}) \rfloor$.
However, from $(*)$ we have $f(\frac{1}{2})=f(0)=0$, so $f(1)=0$ which contradicts the fact $\lfloor f(1) \rfloor=1$.

So, $f(x)=0, \ \forall x$ or $f(x)=a, \ \forall x, \ a \in [1,2)$.

Hope I'm right.

:)
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wangsacl
182 posts
#3 • 9 Y
Y by Pythagorasauras, Illuzion, samrocksnature, centslordm, Amoonguss, Adventure10, cubres, and 2 other users
Let $P(x,y)$ be the assertation of $f([x]y)=f(x)[f(y)]$
$P(0,0): f(0)=f(0)[f(0)]$
There are 2 cases:
1. $[f(0)]=1$. Then,
$P(x,0): f(0)=f(x)$
Making $f(x)=c$ for some constant $c$. Substituting back to $P(x,y)$, we get:
$c=c[c]$
or $[c]=1$.
Then, $1\leq c<2$.
2. $f(0)=0$.
$P(1,1): f(1)=f(1)[f(1)]$
Again, there are 2 subcases:
a. $f(1)=0$.
$P(1,y): f(y)=0$.
After checking back to the f.q., we get $f(x)=0$ is also a solution.
b. $[f(1)]=1$.
$P(x,1): f(x)=f([x])$.
Consider:
$P(2010,\frac1{2010}): f(1)=f(2010)[f(\frac{1}{2010})]=f(2010)[f(0)]=0$.
Contradiction, because $1=[f(1)]=[0]=0$.

Then the function which satisfies $P(x,y)$ is:
$f(x)=0\forall x\in\mathbb{R}$
$f(x)=c\forall x\in\mathbb{R}, 1\leq c<2$.

@above: we almost have the same solution.. hope we're right..
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m.candales
186 posts
#4 • 6 Y
Y by samrocksnature, Adventure10, Mango247, cubres, and 2 other users
Solution to Problem 1:
$f([x]y)=f(x)[f(y)]$ (1)

Substituting $y=0$ we have $f(0) = f(x) [f(0)]$.
If $[f0)] \ne 0$ then $f(x) = \frac{f(0)}{[f(0)]}$. Then $f(x)$ is constant. Let $f(x)=c$. Then substituting that in (1) we have $c=c[c] \Rightarrow c(1-[c])=0 \Rightarrow c=0$, or $[c]=1$. Therefore $f(x)=c$ where $c=0$ or $c \in [1,2)$

If $[f(0)] = 0$ then $f(0)=0$.
Now substituting $x=1$ we have $f(y)=f(1)[f(y)]$.
If $f(1) \ne 0$ then $[f(y)] = \frac{f(y)}{f(1)}$ and substituting this in (1) we have $f([x]y)=\frac{f(x)f(y)}{f(1)}$.
Then $f([x]y)=f(x[y])$.
Substituting $x=1/2, y=2$ we get $f(0)=f(1)$. Then $f(1)=0$, which is a contradiction
Therefore $f(1)=0$. and then $f(y)=0$ for all $R$

Then the only solutions are $f(x)=0$ or $f(x)=c$ where $c \in [1,2)$
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Jorge Miranda
157 posts
#5 • 6 Y
Y by samrocksnature, Adventure10, Mango247, cubres, and 2 other users
Easy, but nice
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MellowMelon
5850 posts
#6 • 8 Y
Y by samrocksnature, ZETA_in_olympiad, Adventure10, Mango247, cubres, and 3 other users
The answers are $f(x) = c$ for all $x$ and constant $c$, where $c \in \{0\} \cup [1,2)$.

Put in $x = 0$ to get $f(0) = f(0) \lfloor f(y) \rfloor$. This implies either (a) $\lfloor f(y) \rfloor = 1$ for all $y$, or (b) $f(0) = 0$.

If (a) is true, then the original equation reduces to $f(\lfloor x \rfloor y) = f(x)$. Set $y = 0$ and we get $f(0) = f(x)$, or rather that $f$ is constant. We know $\lfloor f(0) \rfloor = 1$, and we can verify for any $a \in [1,2)$, $f(x) = a$ for all $x$ is a solution.

Otherwise we have (b), $f(0) = 0$. Let $0 < x < 1$. Then $\lfloor x \rfloor = 0$ and the equation becomes $f(x) \lfloor f(y) \rfloor = 0$. Either (c) $\lfloor f(y) \rfloor = 0$ for all $y$, or (d) $f(x) = 0$ for all $0 < x < 1$.

If (c) is true, then the original equation becomes $f(\lfloor x \rfloor y) = 0$, and $x = 1$ gives $f(y) = 0$ for all $y$.

If (d) is true, then let $0 < y < 1$ in the original equation. We get $f( \lfloor x \rfloor y) = 0$. For any real $a$ with $\lfloor a \rfloor \neq 0$, take $x = 2a$ and $y = \frac{a}{\lfloor 2a \rfloor}$, and note that $0 < y < 1$. Then $f( \lfloor x \rfloor y) = f(a) = 0$, and so $f$ is constant at $0$.

EDIT: Alternate finish since the end is a bit sloppy. Use $x = 2, y = 1/2$ to get $f(1) = 0$, then plug in $x = 1$ to the original equation.
This post has been edited 1 time. Last edited by MellowMelon, Jul 7, 2010, 10:45 PM
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Justanotherone
10 posts
#7 • 6 Y
Y by samrocksnature, Dhruv777, Adventure10, cubres, and 2 other users
good problem..hope all the indian members could solve it
This post has been edited 3 times. Last edited by Justanotherone, Jul 8, 2010, 7:22 AM
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ralexamigos
5 posts
#8 • 4 Y
Y by samrocksnature, Adventure10, Mango247, cubres
Ohhhh i'm sure that the most of the bolivian team didn't do this problem, i think just Arran did it ^_^

the bolivian team was not tried tried :(
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mavropnevma
15142 posts
#9 • 13 Y
Y by FlakeLCR, samrocksnature, DofL, ZETA_in_olympiad, Adventure10, AlexCenteno2007, cubres, and 6 other users
Clearly $f(\left\lfloor x\right\rfloor y) = f(\left\lfloor \lfloor x \rfloor \right\rfloor y) = f(\lfloor x \rfloor)\left\lfloor f(y)\right\rfloor$, so $(f(x) - f(\lfloor x \rfloor))\left\lfloor f(y)\right\rfloor = 0$ for all $x,y\in\mathbb{R}$. If $\left\lfloor f(y)\right\rfloor = 0$ for all $y \in \mathbb{R}$, then by taking $x=1$ we get $f(y)=f(1)\left\lfloor f(y)\right\rfloor = 0$, so $f$ is identically null (which checks). If, contrariwise, $\left\lfloor f(y_0)\right\rfloor \neq 0$ for some $y_0 \in \mathbb{R}$, it follows $f(x) = f(\lfloor x \rfloor)$ for all $x \in \mathbb{R}$.
Now it immediately follows $f(x) = f(\lfloor x \rfloor  \cdot 1) = f(x)\lfloor f(1) \rfloor$, hence $f(x)(1 - \lfloor f(1) \rfloor) = 0$. For $x=y_0$ this implies $\lfloor f(1) \rfloor = 1$.
Assume $\lfloor f(0) \rfloor=0$; then $1 \leq f(1) = f\left ( 2\cdot \dfrac {1} {2} \right ) = f(2)\left \lfloor f \left ( \dfrac {1} {2} \right ) \right \rfloor = f(2)\left \lfloor f \left ( \left \lfloor \dfrac {1} {2} \right \rfloor \right ) \right \rfloor = f(2)\left \lfloor f(0) \right \rfloor = 0$, absurd. Therefore $\lfloor f(0) \rfloor \neq 0$, and now $y=0$ in the given functional equation yields $f(0) = f(x)\lfloor f(0) \rfloor$ for all $x \in \mathbb{R}$, therefore $f(x) = c \neq 0$ constant, with $\lfloor c \rfloor = \lfloor f(1) \rfloor = 1$, i.e. $c \in [1,2)$ (which obviously checks).
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rustam
348 posts
#10 • 4 Y
Y by samrocksnature, Adventure10, cubres, and 1 other user
That is a nice problem for number 1 of day 1.
If i could solve it in 40 minutes, I hope everyone from Uzbekistan team managed to solve it =p
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abacadaea
2176 posts
#11 • 6 Y
Y by samrocksnature, Adventure10, Mango247, cubres, and 2 other users
hopefully correct
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SnowEverywhere
801 posts
#12 • 6 Y
Y by samrocksnature, Adventure10, Mango247, AlexCenteno2007, cubres, and 1 other user
Yay, I solved an IMO problem. Is it just me or does it seem as though this year's #1 and #4 are much easier than normal?

Solution

We claim that either $f(x)=k$ such that $k \in [1,2)$ or $f(x)=0$.

We can assume that $f(1) \neq 0$. Because otherwise, by the equality, we have that $f(y)=f(1) \lfloor f(y) \rfloor =0$ and the claim is satsfied. Let $f(1)=k \neq 0$ where $k \in [1,2)$.

Now we will establish several results about $f(x)$.

$(1)$ Let $x=y=1$. Then since $f(1) \neq 0$, it follows that $f(1) \lfloor f(1) \rfloor \quad \Rightarrow \quad \lfloor f(1) \rfloor = 1$.

$(2)$ Let $x=1$. Then $f(y)=f(1) \lfloor f(y) \rfloor = k \lfloor f(y) \rfloor$.

$(3)$ Let $y=1$. Then by (1), $f(\lfloor x \rfloor)=f(x) \lfloor f(1) \rfloor =f(x)$.

Now we will divide into two cases.

Case 1: $f(0) \neq 0$.

Let $x=0$. Then it follows that $f(0)=f(0) \lfloor f(y) \rfloor \quad \Rightarrow \quad \lfloor f(y) \rfloor =1$. Combining this with (2) yields that $f(x)=k \lfloor f(x) \rfloor =k$ where $k \in [1,2)$ and the claim is satisfied.

Case 2: $f(0)=0$.

Let $y$ be such that $y \in [0,1)$. Then it follows that $f(\lfloor x \rfloor y)=f(x) \lfloor f(y) \rfloor$. Now note that by (3), we have that $f(y)=f(\lfloor y \rfloor)=f(0)=0$. Hence $f(\lfloor x \rfloor y)=f(x) \lfloor 0 \rfloor=0$.

Now we will prove that for each real number $a$, we have $x$ and $y$ such that $y \in [0,1)$ and $a= \lfloor x \rfloor y$. If $a>0$, then let $x=a+1$ and $0 \le y=a/\lfloor a+1 \rfloor < 1$. It is clear that from here, we have that $a= \lfloor x \rfloor y$. If $a<0$, then let $x=a-1$ and $0 \le y = a/\lfloor a-1 \rfloor <1$. Hence $a= \lfloor x \rfloor y$ This yields that for all real $a$, it follows that $f(a)=0$ and the claim is satisfied.

Now we will show that both of the claimed functions satisfy the equation for all real $x$ and $y$.

$(1)$ $f(x)=k$ where $k \in [1,2) \quad \Rightarrow \quad f(\lfloor x \rfloor y)=k=f(x) \lfloor f(y) \rfloor$

$(2)$ $f(x)=0 \quad \Rightarrow \quad  f(\lfloor x \rfloor y)=0=f(x) \lfloor f(y) \rfloor$

Therefore the claim has been proven.
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Sylphaen
151 posts
#13 • 4 Y
Y by samrocksnature, Adventure10, Mango247, cubres
My Solution :
For : $x=0 $ we get :

$f(0)=f(0)\left \lfloor f(y) \right \rfloor $
So either $ f(0)=0 $ or $\left \lfloor f(y) \right \rfloor=1$ for all y

$\left \lfloor f(y) \right \rfloor=1$ for all y is indeed a solution .

Now if $f(0)=0$ : Letting $y=1$ and $x=n \in \mathbb N^* $ we get :
$f(n)=f(n)\left \lfloor f(1) \right \rfloor$
if $f(n)=0$ for all n then for $x=n$ we must have $f(yn)=0$ for all y so $f(y)=0 $which is indeed a solution .

If $f(0)=0$ and $ \left \lfloor f(1) \right \rfloor=1 $ and for $x=n $ :
$f(ny)=f(n)\left \lfloor f(y) \right \rfloor $
for $x=n+p$ where $n\in \mathbb Z $ and $p \in \left( 0,1 \right )$:
$f(ny)=f(n+p)\left \lfloor f(y) \right \rfloor $

so either : $f(n)=f(n+p)$ for $p  \in \left( 0,1 \right )$ or $\left \lfloor f(y) \right \rfloor=0$ for all y but $\left \lfloor f(1) \right \rfloor=1$ so :
$f(n)=f(n+p) for p  \in \left( 0,1 \right )$

Let n be an integer $n<0 $
we have :
$f(n+1)=f(\left \lfloor n \right \rfloor\frac{n+1}{n})=f(n)\left \lfloor f(1+\frac{1}{n}) \right \rfloor=f(n).\left \lfloor f(0) \right \rfloor=0$
So $ f(x) = 0 $ for all $x\leq-2$
Now let n be an integer $n>1$ :
We have :
$f(n+1)=f(\left \lfloor n \right \rfloor\frac{n+1}{n})=f(n)\left \lfloor f(1+\frac{1}{n}) \right \rfloor=f(n).\left \lfloor f(1) \right \rfloor=f(n)=c$
so $f(x)=c $for all $x\geq2$
for$ x=-2$ and $y=-1 $ we get $c=0$
Using the fact that $ f(n)=f(n+p) $ for$ p\in (0,1)$ we will have :
$f(x)=0 $for $x\in(-\infty,-1)\cup [0,1)\cup (2,+\infty)$
$f(x)=f(-1) $for $x\in [-1,0) $
$f(x)=f(1) $for$ x \in [1,2) $

but we have :
$f(1)=f( 2 .\frac{1}{2})=f(2).\left \lfloor f(\frac{1}{2} )\right \rfloor =0 $
whish gives a contradiction .
So the solutions are :
$f(x)=0$
$f(x)=c , c \in [1,2[ $
Hope it's correct :) !
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stsamster
18 posts
#14 • 4 Y
Y by samrocksnature, Adventure10, Mango247, cubres
$ f(\left\lfloor x\right\rfloor y)=f(x)\left\lfloor f(y)\right\rfloor $-
Q


case 1 : there is $a$ s.t. $\left\lfloor a\right\rfloor$ is not zero and $f(a)=0$.

$ f(\left\lfloor a\right\rfloor y)=f(a)\left\lfloor f(y)\right\rfloor $.
so $ f(\left\lfloor a\right\rfloor y)=0 $. put $y=\frac{z}{\left\lfloor a\right\rfloor}$. so we get $f(z)=0$ for all $z$.


case 2 : take the negation of case 1. so if $f(x)=0$ then $x$ belongs to $[0,1)$.

case 2.1 : $f(0)$ is not equal to $0$.
put $x=0$ to equation Q. so we get $\left\lfloor f(y)\right\rfloor=1$. thus equation Q gives $ f(\left\lfloor x\right\rfloor y)=f(x) $. put $x=1$. then $f(y)=f(1)$ for each $y$.
thus $f(x)=b$ for each $x$ where $b$ is a number in $[1,2)$.

case 2.2 : $f(0)=0$.

case 2.2.1 : there is $b$ in $[1,0)$ s.t. $f(b)$ is not zero.
so $f(\left\lfloor b\right\rfloor y)=f(b)\left\lfloor f(y)\right\rfloor$. thus $\left\lfloor f(y)\right\rfloor=0$. by Q we get $f(\left\lfloor x\right\rfloor y)=0$. putting $x=1$ gives $f(y)=0$ for each $y$.

case 2.2.2 : negation of case 2.2.1.
put $y=0.5$ to Q. then since $f(0.5)=0$ we get $f(\frac{\left\lfloor x\right\rfloor}{2})=0$. putting $x=2$ will give a contradiction since $f(1)$ is not zero.


thus the solutions are $f(x)=0$ for each $x$, $f(x)=c$ for each $x$ where $c$ is a constsnt in $[1,2)$.
we can easily verify them.
$Q.E.D$
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Dr N0
131 posts
#15 • 4 Y
Y by samrocksnature, Adventure10, Mango247, cubres
I will try to do it differently, maybe it's wrong I dont know.
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