ka May Highlights and 2025 AoPS Online Class Information
jlacosta0
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.
Introduction to Algebra A
Sunday, May 11 - Sep 14 (1:00 - 2:30 pm ET/10:00 - 11:30 am PT)
Wednesday, May 14 - Aug 27
Friday, May 30 - Sep 26
Monday, Jun 2 - Sep 22
Sunday, Jun 15 - Oct 12
Thursday, Jun 26 - Oct 9
Tuesday, Jul 15 - Oct 28
Introduction to Counting & Probability
Thursday, May 15 - Jul 31
Sunday, Jun 1 - Aug 24
Thursday, Jun 12 - Aug 28
Wednesday, Jul 9 - Sep 24
Sunday, Jul 27 - Oct 19
Introduction to Number Theory
Friday, May 9 - Aug 1
Wednesday, May 21 - Aug 6
Monday, Jun 9 - Aug 25
Sunday, Jun 15 - Sep 14
Tuesday, Jul 15 - Sep 30
Introduction to Algebra B
Tuesday, May 6 - Aug 19
Wednesday, Jun 4 - Sep 17
Sunday, Jun 22 - Oct 19
Friday, Jul 18 - Nov 14
Introduction to Geometry
Sunday, May 11 - Nov 9
Tuesday, May 20 - Oct 28
Monday, Jun 16 - Dec 8
Friday, Jun 20 - Jan 9
Sunday, Jun 29 - Jan 11
Monday, Jul 14 - Jan 19
Paradoxes and Infinity
Mon, Tue, Wed, & Thurs, Jul 14 - Jul 16 (meets every day of the week!)
Intermediate: Grades 8-12
Intermediate Algebra
Sunday, Jun 1 - Nov 23
Tuesday, Jun 10 - Nov 18
Wednesday, Jun 25 - Dec 10
Sunday, Jul 13 - Jan 18
Thursday, Jul 24 - Jan 22
MATHCOUNTS/AMC 8 Basics
Friday, May 23 - Aug 15
Monday, Jun 2 - Aug 18
Thursday, Jun 12 - Aug 28
Sunday, Jun 22 - Sep 21
Tues & Thurs, Jul 8 - Aug 14 (meets twice a week!)
MATHCOUNTS/AMC 8 Advanced
Sunday, May 11 - Aug 10
Tuesday, May 27 - Aug 12
Wednesday, Jun 11 - Aug 27
Sunday, Jun 22 - Sep 21
Tues & Thurs, Jul 8 - Aug 14 (meets twice a week!)
AMC 10 Problem Series
Friday, May 9 - Aug 1
Sunday, Jun 1 - Aug 24
Thursday, Jun 12 - Aug 28
Tuesday, Jun 17 - Sep 2
Sunday, Jun 22 - Sep 21 (1:00 - 2:30 pm ET/10:00 - 11:30 am PT)
Monday, Jun 23 - Sep 15
Tues & Thurs, Jul 8 - Aug 14 (meets twice a week!)
AMC 10 Final Fives
Sunday, May 11 - Jun 8
Tuesday, May 27 - Jun 17
Monday, Jun 30 - Jul 21
AMC 12 Problem Series
Tuesday, May 27 - Aug 12
Thursday, Jun 12 - Aug 28
Sunday, Jun 22 - Sep 21
Wednesday, Aug 6 - Oct 22
Introduction to Programming with Python
Thursday, May 22 - Aug 7
Sunday, Jun 15 - Sep 14 (1:00 - 2:30 pm ET/10:00 - 11:30 am PT)
Tuesday, Jun 17 - Sep 2
Monday, Jun 30 - Sep 22
I have seen many posts talking about commonly asked questions, such as finding the value of ,,,, why 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 . It is usually regarded that , 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 ? The issue here is that isn't even rigorously defined in this expression. What exactly do we mean by ? Unless the example in question is put in context in a formal manner, then we say that is meaningless.
[*]What about ? Suppose that . Then we would have , absurd. A more rigorous treatment of the idea is that does not exist in the first place, although you will see why in a calculus course. So the point is that is undefined.
[*]What about if ? An article from brilliant has a good explanation. Alternatively, you can just use a geometric series. Notice that
[*]What about ? 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 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 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 , or , 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 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 given by the mapping is undefined for . On the other hand, is undefined because dividing by 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 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 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 for each which means that via this order topology each subset has an infimum and supremum and is therefore compact. While this is nice from an analytic standpoint, extending the reals in this way can allow for interesting arithmetic! In it is perfectly OK to say that, So addition, multiplication, and division are all defined nicely. However, notice that we have some indeterminate forms here which are also undefined, 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 as greenturtle3141 noted below. I encourage to reread what he wrote, it's great stuff! As you may notice, though, dividing by 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 which we call the Riemann Sphere (it actually forms a sphere, pretty cool right?). As a note, means complex infinity, since we are in the complex plane now. Here's the catch: division by is allowed here! In fact, we have where and are left undefined. We also have Furthermore, we actually have some nice properties with multiplication that we didn't have before. In it holds that but and 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 , by defining them as They behave in a similar way to the Riemann Sphere, with division by also being allowed with the same indeterminate forms (in addition to some other ones).
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.
ki Basic Forum Rules and Info (Read before posting)
jellymoop368
NMay 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]
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.
In triangle , let be a point on arc of circle which doesn't contain . and intersect at . Let and be the reflection of about to and , respectively. intersects at , and intersects at . Prove that circumcenter of triangle lies on .
Hey everyone, here we can post questions with way to many extraneous words, that are actually easy.
Try to solve the one above yours.
I'll start: Click to reveal hidden text
Maya's parents Kim and Richard invented chocolate bars. Each chocolate bar was 1 dollar. They then became billionaires by scamming children. Maya was 8 years old when she found out she can't get sick from eating too many chocolate bars. Richard decided to make a deal with Maya. For every 4 chocolate bars she ate Maya could exchange the wrappers for another candy bar. Maya spent money on the lottery, and somehow won ! If she spends dollars on her parents chocolate bars, she can eat candy bars. Let N & M be positive integers, what is N+M?
(Thanks Random Stranger for the idea and I will be making it so it is extremely specific to your solution.)
We are playing Pokemon Scarlet and Violet and you are fighting a friend. You and your friend don't have any items at all and the pokemon does not have any held items. Your friend challenges you to a battle because he just said nah I'd win.
You two start the battle using only one Pokemon each which neither of you knows the type of the other. Luckily he had used a level 28 Squirtle and you had used a level 25 Pikachu. Surprisingly both of the Pokemon each have one HP. Your Pikachu has a move set of one single move of Thunder with 10/10 PP and has 1 HP because you forgot to go to the Pokemon center. Your Pikachu also has a bad IV stat in speed with 1/15 and the 252 EV speed stat of the Squirtle combined with a perfect IV stat in speed makes it so it guarantees to always out speed your move. To account for that he made his Squirtle have 1 HP on purpose for absolutely no reason.
After he saw what kind of moves you have and since that person was so cocky and confident that they decided to gamble all their moves with each having an equal chance of being used. Their Squirtle has a move set of Protect 10 PP which has 100% chance of being used and has has the success probability multiplied by 1/3 every time it is being used (Meaning the second time it is being used has a 33% chance of succeeding and a third time it will be 11%. This also ignores the rules of how the move is regularly used by making the 4th move 1/27 instead of it being a guaranteed fail and so on.), Tackle which has a 100% chance to hit having 10/35 PP , Water Gun which has a 100% chance of hitting with 10/25 and Rain Dance with 5/5 PP and 100% chance of being used. If the amount of PP reaches 0 it will be unavailable for the rest of the fight meaning that the probability for each other move to be used goes from 25% all the way to 33%.
For everyone who wants to solve the easy part. If the probability that Squirtle will survive turn 1 when simplified is a/b then what is a+b?
Alright so for Squirtle to survive turn one then we try to find out how Squirte will faint at turn one. First of all Pikachu needs to hit Thunder bolt at a 70% chance then get a 25% chance that the Squirtle will use Rain Dance so that the Squirtle will not faint the Pikachu because it didn't attack. Another possible option is for it to choose Water Gun and miss so it would be a 70% * 25% * 5% chance for Pikachu to faint Squirtle. 70% = \frac{7}{10}, 25% = \frac{1}{4}, and 5% = \frac{1}{20} So the complement of what we are trying to find is . The complement of this would be or . The final thing we can do is to make sure it is simplified and add the numerator and the denominator which is and so This should be final answer. (Mathdash rating 800)
For the very hard question, What is the probability that the Squirtle will win this fight? (This is going to be a very long arithmetic series with a lot of cases. The max amount of turns this fight can have is 11 turns.)
Hi, so people can post different math problems that they think are hard, and I will post some (I think middle school math level) problems so that the community can help solve them. :)
Mine was probably on the 2024 MathCounts State Target Round Problem 8, where I wrote my answer as a fraction instead of a percent, which cost me a trip to Nationals that year.
AkshajK ORZ by the way invited me to do MathDash a few months ago and I did try it one day but haven't done it much after (Sorry). Now, I'm getting back into it and finding the format kind of weird. When selecting certain problem type sometimes it lets me pick immediately, other times not. Any fixes?
I've seen this attempted a lot but I want to see if the AoPS community can actually do it. Using ONLY 4 fours and math operations, make as many numbers as you can. Try to go in order. I'll start:
Devin and Cowen are playing a game where they take turns flipping a biased coin. The coin lands on heads with probability 2/3 and tails with probability 1/3. Devin goes first. On each turn, the current player flips the coin repeatedly until the coin lands tails. For each heads flipped, the player gains 1 point and continues flipping. If the coin lands tails, their turn ends, and the other player takes their turn. The first player to reach 3 points wins the game immediately. What is the probability that Devin wins the game? Express your answer as a common fraction in lowest terms.
is an acute angle triangle such that and . Let's denote by the center of the circumscribed circle of the triangle and the intersection of altitudes of this triangle. Line intersects in point and in point . Find the value of the ration .
is an acute angle triangle such that and . Let's denote by the center of the circumscribed circle of the triangle and the intersection of altitudes of this triangle. Line intersects in point and in point . Find the value of the ration .
Is not hard to prove with angle relations that is equlilateral. Now the nine point centre lies on the bisector of . Because if are the middle points of and the nine point centre, the quadrilateral is concyclic ,So are symmetric points about the bisector of , So
To answer Obel1x's first question: (since is an altitude) (since is inscribed in the circle with center ) (since is isoceles since )
This is true in any triangle
For the second question:
Lemma: Let be the perpendicular from to . In any triangle,
Proof: Extend to meet the circumcircle at , then draw . since it's inscribed in a semicircle, so , and since . Now we have , and . Thus, , so is a parallelogram, so .
Now for the question. Let be the perpendicular from to . Then so is a right triangle, so . Thus, since and , so .
Denote the second intersection of the line ( is incenter) with the circumcircle of . Since obtain that the points , , belong to the circle and the quadrilateral is a rhombus, a.s.o.
Kinda classic Claim 1: Proof: Notice that and so is cyclic and so by simple angle chasing we get that Claim 2: Proof: and Claim 3: Proof:
From the claims we get that
Thus the result