ka April Highlights and 2025 AoPS Online Class Information
jlacosta0
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)!
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Some users don't want to learn, some other simply ignore advises.
But please follow the following guideline:
To make it short: ALWAYS USE YOUR COMMON SENSE IF POSTING!
If you don't have common sense, don't post.
More specifically:
For new threads:
a) Good, meaningful title:
The title has to say what the problem is about in best way possible.
If that title occured already, it's definitely bad. And contest names aren't good either.
That's in fact a requirement for being able to search old problems.
Examples: Bad titles:
- "Hard"/"Medium"/"Easy" (if you find it so cool how hard/easy it is, tell it in the post and use a title that tells us the problem)
- "Number Theory" (hey guy, guess why this forum's named that way¿ and is it the only such problem on earth¿)
- "Fibonacci" (there are millions of Fibonacci problems out there, all posted and named the same...)
- "Chinese TST 2003" (does this say anything about the problem¿) Good titles:
- "On divisors of a³+2b³+4c³-6abc"
- "Number of solutions to x²+y²=6z²"
- "Fibonacci numbers are never squares"
b) Use search function:
Before posting a "new" problem spend at least two, better five, minutes to look if this problem was posted before. If it was, don't repost it. If you have anything important to say on topic, post it in one of the older threads.
If the thread is locked cause of this, use search function.
Update (by Amir Hossein). The best way to search for two keywords in AoPS is to input
[code]+"first keyword" +"second keyword"[/code]
so that any post containing both strings "first word" and "second form".
c) Good problem statement:
Some recent really bad post was:
[quote][/quote]
It contains no question and no answer.
If you do this, too, you are on the best way to get your thread deleted. Write everything clearly, define where your variables come from (and define the "natural" numbers if used). Additionally read your post at least twice before submitting. After you sent it, read it again and use the Edit-Button if necessary to correct errors.
For answers to already existing threads:
d) Of any interest and with content:
Don't post things that are more trivial than completely obvious. For example, if the question is to solve , do not answer with " is a solution" only. Either you post any kind of proof or at least something unexpected (like " is the smallest solution). Someone that does not see that is a solution of the above without your post is completely wrong here, this is an IMO-level forum.
Similar, posting "I have solved this problem" but not posting anything else is not welcome; it even looks that you just want to show off what a genius you are.
e) Well written and checked answers:
Like c) for new threads, check your solutions at least twice for mistakes. And after sending, read it again and use the Edit-Button if necessary to correct errors.
To repeat it: ALWAYS USE YOUR COMMON SENSE IF POSTING!
Everything definitely out of range of common sense will be locked or deleted (exept for new users having less than about 42 posts, they are newbies and need/get some time to learn).
The above rules will be applied from next monday (5. march of 2007).
Feel free to discuss on this here.
Hi everyone,
As we know, the pqr/uvw method is a powerful and useful tool for proving inequalities. However, transforming an expression into or can sometimes be quite complex. That's why I’ve written a program to assist with this process.
I hope you’ll find it helpful!
A rectangle with odd integer side lengths is divided into small rectangles with integer side lengths. Prove that there is at least one among the small rectangles whose distances from the four sides of are either all odd or all even.
Checking a summand property for integers sufficiently large.
DinDean2
N2 hours ago
by DinDean
For any fixed integer , prove that there exists a positive integer , such that for any integer , can be expressed by a sum of positive integers 's as where ,,, and .
Source: USA December TST for IMO 2023, Problem 1 and USA TST for EGMO 2023, Problem 1
There are equally spaced points on a circular track of circumference . The points are labeled in some order, each label used once. Initially, Bunbun the Bunny begins at . She hops along from to , then from to , until she reaches , after which she hops back to . When hopping from to , she always hops along the shorter of the two arcs of ; if is a diameter of , she moves along either semicircle.
Determine the maximal possible sum of the lengths of the arcs which Bunbun traveled, over all possible labellings of the points.
I have noticed thousands upon thousands of inequalities that you have posted to HSO and was wondering where you get the inspiration, imagination, and even the validation that such inequalities are true? Also, what do you find particularly appealing and important about specifically inequalities rather than other branches of mathematics? Thank you :)
There is a board with a number written in each cell. Every two neighbour rows sum up to at least , and every two neighbour columns sum up to at most . Find the sum of all numbers on the board.
A square is divided into unit squares. Is it possible to fill each unit square with a number in such a way that, whenever one places the tile so that it fully covers nine unit squares, the tile will cover nine different numbers?
we know that if where , then it has an even tens digit because the remainder will not effect the tens digit if it is less than 10, and if it is in mod 20, then any number times 20 has an even tens digit
note that 3 and 20 are relatively prime, so using euler's extention of FLT, (note that )
so
so we only need to go through m=0,1,2,3,4,5,6, and 7, and show that the remainders are all less than 10, then all the other powers are also proven
thus every remainder for a power of is 1,3,7, or 9
so the tens digit must be even because any number mod 20 where the remainder is less than 10 will have an even tens digit
It can be written in the form:-
It can easily be shown that if it is 1, then it is 1 mod 4, if it is 3 then it is 3 mod 4, if it is 7 it is 3 mod 4 and if it is 9 then it is 1 mod 4.
(We know that
so,
,so on and similarly the others.
Observe that 3^3=27...
Now after this unit's place of 3^n can be 1,3,9,7,....the cycle repeats, observe each leaves a rem of 0 or 2, which when added to 2 makes it even, thus proved.
We are going to look at 3^k mod 20. It repeats 3,9,7,1. Hence result.
Could you please elaborate.
I think Singular is referring to the fact that when each of those numbers is multiplied by 3, their tens digit is a 2. Hence the sum of the tens digits must be even is what he is arguing we can infer from that....not entirely sure if that's a rigorous argument.
we know that if where , then it has an even tens digit because the remainder will not effect the tens digit if it is less than 10, and if it is in mod 20, then any number times 20 has an even tens digit
note that 3 and 20 are relatively prime, so using euler's extention of FLT, (note that )
so
so we only need to go through m=0,1,2,3,4,5,6, and 7, and show that the remainders are all less than 10, then all the other powers are also proven
thus every remainder for a power of is 1,3,7, or 9
so the tens digit must be even because any number mod 20 where the remainder is less than 10 will have an even tens digit
Prove that the ten's digit of any power of 3 is even.
Solution: Suppose that the power of is . We'll do a quick induction on . First check that ,,, and
Suppose, for some , has an even ten's digit, say . So:
1) If the unit's digit of is 1, then ten's digit of
2) If the unit's digit of is 3, then ten's digit of
3) If the unit's digit of is 7, then ten's digit of
4) If the unit's digit of is 9, then ten's digit of
(Where, ). Hence, our Induction is complete and all powers of have an even ten's digit!
Really sorry to bump this trivial problem but I thought this approach was nice. there exists such that so hence ( is the floor function).Note that is the number formed by removing the last digit of and moreover this is even.The result follows
This post has been edited 3 times. Last edited by leibnitz, Mar 19, 2020, 12:11 PM
Whoops, I fell asleep while solving this. Here's the solution:
Notice that the last digit of every number in the form (where is a non-negative integer) goes in the pattern: .
The last digit will be when , the last digit will be when , the last digit will be when and the last digit will be when . We can separate this problem into 4 different cases.
Case 1: The last digit of is - This means that . can be written as where is a non-negative integer. So, . We want the ten's digit to be even, so: This is clearly true as . So we have proved our statement for the first case.
Case 2: The last digit of is - This means that . can be written as and we can proceed to do the same thing as Case 1 to get that which is true.
Case 3: The last digit of is - This means that . can be written as and we can proceed to do the same thing as Case 1 to get that which is also true.
Case 4: The last digit of is - This means that . can be written as and we can proceed to do the same thing as Case 1 to get that which is true as and .
We try induction.
Base case: ,
Trivial.
Now let's assume it works for . Proof for .
The ten's digit of is even, so multiplying it with will also result to an even number. So the rest of the role is played by the units digit. Observe the only possible units digits are . Multiplying them respectively yields . They too add an even number to the tenth position.As two even numbers add up to an even number, the resultant ten's digit is again even. Hence proved.
This post has been edited 1 time. Last edited by SomeonecoolLovesMaths, Sep 16, 2024, 6:25 PM