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)!
Prealgebra 1
Sunday, Apr 13 - Aug 10
Tuesday, May 13 - Aug 26
Thursday, May 29 - Sep 11
Sunday, Jun 15 - Oct 12
Monday, Jun 30 - Oct 20
Wednesday, Jul 16 - Oct 29
Introduction to Algebra A
Monday, Apr 7 - Jul 28
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
Wednesday, Apr 16 - Jul 2
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
Thursday, Apr 17 - Jul 3
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
Wednesday, Apr 16 - Jul 30
Tuesday, May 6 - Aug 19
Wednesday, Jun 4 - Sep 17
Sunday, Jun 22 - Oct 19
Friday, Jul 18 - Nov 14
Introduction to Geometry
Wednesday, Apr 23 - Oct 1
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
Intermediate: Grades 8-12
Intermediate Algebra
Monday, Apr 21 - Oct 13
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
Wednesday, Apr 16 - Jul 2
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
Friday, Apr 11 - Jun 27
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.
On the sides of triangle , points are chosen such that when going around the triangle, the points occur in the order . It is given that Prove that the perimeters of the triangles formed by the lines and are equal.
Killer NT that nobody solved (also my hardest NT ever created)
mshtand18
N38 minutes ago
by mshtand1
Source: Ukraine IMO 2025 TST P8
A positive integer number is chosen. Prove that there exists a prime number that divides infinitely many terms of the sequence , where Proposed by Arsenii Nikolaev and Mykhailo Shtandenko
Three circles with radius are tangent to each other and internally tangent to a circle with radius Find
Problem 2:
A circle with radius is centered at the centroid of an equilateral triangle with side length Three other circles with radius are internally tangent to exactly two sides of the equilateral triangle, and to the circle at the centroid of the equilateral triangle. Find
I am currently in the process of making a Mock Mathcounts Sprint and Target Examination. The difficulty is about National difficulty, if not more difficult. PM if you are interested, and I will PM (and post) when my rounds are completed and for more details. PLEASE be patient, as it may take a while for me to finish. :D
But if you are interesting please PM and/or (but at least PM me to officially sign up) if you are interested.
Also note that I may not even finish it.
*Also you may need Word 2007 or higher to view some of the problems
*CHECK MY REVISED SAMPLE PROBLEMS OUT (if you scroll down)
Wow I can't believe I'm at 2000 posts already! I guess this also celebrates my (late) 3 year anniversary on AoPS!
um i guess i share my story (most problems are written by me)
1st grade -- i forgot ok
2nd grade -- i was at public school like the regular kids, there i started loving basketball and i was already working on prealgebra level stuff example problem
If two numbers are in ratio , and their sum is , what is the bigger number?
3rd grade -- started aops i skipped to calculus anyway so here i was still in public school and I started algebra a, but made no progress so my parents asked me if I want to homeschool (lucky they didn't force me), and i said yes example problem
,, find .
4th grade -- Finished intro to programming with python, got 13 on amc 8 (skull), finished all intro courses except intro to number theory. i was shaky on lots of concepts and i had to do a review (by myself with the aops books) sometimes. example problem
The quadratic has two roots and . Find the expanded form of the polynomial with roots and .
5th grade -- finished intermediate programming with python but somehow failed usaco (the score shall be undisclosed), i started learning some basic C++, and finished all intro courses and im doing intermediate algebra and intermediate number theory now :D . I got 21 on amc 8 (improvement but no dhr) and 72 on amc 10a (buh). oh and by the way I'm still playing basketball in my rec league :) example problem
Find the two prime factors of 7 999 999 999
for more example problems go to my two mock amc 8's and keep an eye on my other mock im about to create!
anyway thanks aops for 2000 posts it helped me learn so much
p.s. lots of information i didn't share but this is the general idea (also pls upvote! if i reach 10 upvotes i will create something special here)
Note: Please hide solutions. I would like to not see the solution accidentally.
This is exercise 6.1.5. in the Introduction to Algebra book:
[quote=Exercise 6.1.5. in the Introduction to Algebra Book]Alice changes size several times. The ratio of her original height to her second height is 24:5. The ratio of her second height to her third height is 1:12. The ratio of her original height to her fourth height is 16:1. The tallest of these four heights is 10 feet. What is her shortest height? (Source: MATHCOUNTS)[/quote]
I began by organizing the information. Then I tried to turn it all into one ratio, but I had trouble with 24 and 16. Now that I am writing about that, I don't think that has anything to do with one ratio or three. I don't know how to find, however, the largest height. The larger height is the larger number, right? Or am I wrong? So her original height was larger than her second height, if that was a correct thought process.
My question is: Is the larger number the larger height? Please, just answer that for now. You can solve it, but please hide solutions. With an answer to that, I would be able to solve the rest. Thank you!
I was looking through mathcounts problems and I came across this problem and it goes like this:
A cylinder whose height is 3 times its radius is inscribed in a cone whose height
is 6 times its radius. What fraction of the cone’s volume lies inside the cylinder?
Express your answer as a common fraction.
and I wondered if you can turn a problem such as this into a 2d shape and then solve for area ratios than convert it back but I can't find the ratio to convert it back.
If the average of the set is what is the value of ?
Compute the two-digit base number such that
William is ordering bottles. There are eight colors of bottles: White, Red, Blue, Green, Orange, Purple, Yellow, and Charteruse. What is the probability he puts the red bottle first and the white bottle last?
A paper towel roll is a cylinder with another cylinder in the middle cut out. Trying to save money, a CEO of a paper towel company makes the inside radius increase by He is then sued, and forced to lower the price to match the original ratio of paper towel to cost. By what percentage does he lower the cost?
Eleven elves are making christmas presents. Each makes the same number of presents, and the sum of the digits of the total number of presents is Also, after two elves steal all of the presents they made, the remaining number of presents ends in How many presents did the two steal?
Another window has a design which is shown below. The whole window is a square; the
central section is made of plain glass; the outer section is coloured. The curved lines are
arcs of circles of the same radius as the side length of the square and centred on its
corners. What is the ratio of coloured to plain glass in the whole window? Give your
answer in the form 1 : ?, where ? is a decimal correct to 3 sf.
Let and be the quantities on the LHS and RHS, respectively. Since they have equal sum and sum of squares (), their second symmetric sums are equal. Additionally, their products are equal because where . It follows that and are the roots of the same cubic; specifically, equals one of . If or , the result is trivial; if , whence as desired.
This post has been edited 1 time. Last edited by peace09, Aug 10, 2023, 4:57 PM Reason: wording
Note that expanding and using area gives us
Next,
Now by Vieta's these are roots of the same polynomial, from which it's easy to see that the triangle is isosceles.
Let the three elements on the LHS and the elements on the RHS.
First, we can see that
The second equality comes from the fact that : And the last equality comes from a simple expansion. By Vieta, we can deduce that both of the triples are roots of the same polynomial of the third degree. One can check the three cases of equality to prove the desired result.
This post has been edited 1 time. Last edited by Cusofay, Dec 2, 2023, 2:04 PM Reason: .
The sets and are equivalent.
First, notice that Thus, by this and the condition given, Now, notice that Call this common product for some number ( is just the area). We know that so the product of these square root expressions are the same as well. Thus, by Vieta's, the claim is proven.
Now, we have that which gives us that or which gives or and finally, This case is a bit tricker. Notice that, after rearranging, and since we know that the sets and are the same. Then, since these numbers are positive, we have that and so we are done.
Since the geometry condition is kinda useless we can denote , and (in that way the triangle has area ). Now let , and , and also let , and be the roots of a polynomial P(x). Let , and , and also let , and be the roots of a polynomial Q(x). From the condition of the problem we get that . Now . Also . We have that and . We know that and and since we know and , this means now we have that ,,, which by Vieta's means that the two polynomials have equal roots. Now WLOG b = c, WLOG a = b, WLOG a = c whatever is the equality in the roots from LHS and RHS there are always two equal sides of the triangle is isosceles. We are ready.
Our first step is to reduce the number of variables in the problem, specifically to establish a relationship between ,, and ,,. The geometric condition doesn't impose any specific constraints, so we can assume that the area of the triangle is . Using the area formula, we obtain the relationships:
Next, consider the two sides of the equation as two separate polynomials. Let the LHS be , with roots:
The RHS will be , with roots:
Let's examine the relationships between the roots. The first relationship is:
This follows from the conditions given in the problem. Another important relationship is:
This can be seen by writing it out explicitly:
and
This shows that .
Our goal is to show that two of ,, are equal. We now focus on the pairwise relationships in the polynomial. We know:
This is true by the commutative property after removing the square roots. From Newton's sums, we have:
Replacing with and , and using our known equalities, we get:
Given that:
are all true, Vieta's formulas imply that and have the same roots. Setting combinations of roots equal to each other:
Thus, there will always be two equal sides in the triangle, proving that it is isosceles.
Let . Then, we have the equation: Without loss of generality, let . The equation becomes: From the equation, we observe that: and similarly, by symmetry in the numerators and denominators, we also have: and: Thus, the sets of roots for the polynomials formed by these expressions must be identical: Now, considering the symmetry of the expressions, we analyze the three cases: Thus, we conclude that the solution is:
WLOG, let Thus, We can rewrite our equality as: Let the 3 values on the left be and the 3 values on the right be Notice that: Thus, they are the roots to the same polynomial of degree 3. There exist 3 cases, if In the first one, we can factor it to have that Thus, In the 2nd and 3rd, we can cancel the common term, and then or