Difference between revisions of "AoPS Wiki:Competition ratings"
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All levels are estimated and refer to ''averages''. The following is a rough standard based on the USA tier system AMC 8 – AMC 10 – AMC 12 – AIME – USAMO/USAJMO, representing Middle School – Junior High – High School – Challenging High School – Olympiad levels. Other contests can be interpolated against this. | All levels are estimated and refer to ''averages''. The following is a rough standard based on the USA tier system AMC 8 – AMC 10 – AMC 12 – AIME – USAMO/USAJMO, representing Middle School – Junior High – High School – Challenging High School – Olympiad levels. Other contests can be interpolated against this. | ||
− | # Problems strictly for beginner, on the easiest elementary school or middle school levels (MOEMS, easy Mathcounts questions, #1-20 on AMC 8s, #1- | + | # Problems strictly for beginner, on the easiest elementary school or middle school levels (MOEMS, easy Mathcounts questions, #1-20 on AMC 8s, #1-10 AMC 10s, and others that involve standard techniques introduced up to the middle school level), most traditional middle/high school word problems |
− | # For motivated beginners, harder questions from the previous categories (#21-25 on AMC 8, Challenging Mathcounts questions, # | + | # For motivated beginners, harder questions from the previous categories (#21-25 on AMC 8, Challenging Mathcounts questions, #11-20 on AMC 10, #5-10 on AMC 12, the easiest AIME questions, etc), traditional middle/high school word problems with extremely complex problem solving |
− | # Beginner/novice problems that require more creative thinking (MathCounts National, #21-25 on AMC 10, #11-20ish on AMC 12, #1-5 on AIMEs, etc.) | + | # Beginner/novice problems that require more creative thinking (MathCounts National, #21-25 on AMC 10, #11-20ish on AMC 12, easier #1-5 on AIMEs, etc.) |
− | # Intermediate-leveled problems, the most difficult questions on AMC 12s (#21-25s), more difficult AIME-styled questions #6- | + | # Intermediate-leveled problems, the most difficult questions on AMC 12s (#21-25s), more difficult AIME-styled questions such as #6-9. |
− | # | + | # More difficult AIME problems (#10-12), simple proof-based problems (JBMO), etc |
− | # High-leveled AIME-styled questions (# | + | # High-leveled AIME-styled questions (#13-15). Introductory-leveled Olympiad-level questions (#1,4s). |
− | # Tougher Olympiad-level questions, #1,4s that require more technical knowledge than new students to Olympiad-type questions have, easier #2,5s, etc. | + | # Tougher Olympiad-level questions, #1,4s that require more technical knowledge than new students to Olympiad-type questions have, easier #2,5s, etc. |
− | # High-level | + | # High-level Olympiad-level questions, eg #2,5s on difficult Olympiad contest and easier #3,6s, etc. |
− | # Expert Olympiad-level questions, eg #3,6s on difficult Olympiad contests. | + | # Expert Olympiad-level questions, eg #3,6s on difficult Olympiad contests. |
# Super Expert problems, problems occasionally even unsuitable for very hard competitions (like the IMO) due to being exceedingly tedious/long/difficult (e.g. very few students are capable of solving, even on a worldwide basis). | # Super Expert problems, problems occasionally even unsuitable for very hard competitions (like the IMO) due to being exceedingly tedious/long/difficult (e.g. very few students are capable of solving, even on a worldwide basis). | ||
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* Problem 1 - Problem 12: '''1''' | * Problem 1 - Problem 12: '''1''' | ||
− | *: '' | + | *: ''The <math>\emph{harmonic mean}</math> of a set of non-zero numbers is the reciprocal of the average of the reciprocals of the numbers. What is the harmonic mean of 1, 2, and 4?'' ([[2018 AMC 8 Problems/Problem 10|Solution]]) |
− | * Problem 13 - Problem 25: '''1.5''' | + | * Problem 13 - Problem 25: '''1.5-2''' |
− | *: '' | + | *: ''How many positive factors does <math>23,232</math> have?'' ([[2018 AMC 8 Problems/Problem 18|Solution]]) |
=== [[Mathcounts]] === | === [[Mathcounts]] === | ||
− | * Countdown: ''' | + | * Countdown: '''1-2.''' |
− | * Sprint: '''1-1.5''' (school), '''1.5 | + | * Sprint: '''1-1.5''' (school/chapter), '''1.5-2''' (State), '''2-2.5''' (National) |
− | * Target: '''1 | + | * Target: '''1-2''' (school/chapter), '''1.5-2.5''' (State), '''2.5-3.5''' (National) |
=== [[AMC 10]] === | === [[AMC 10]] === | ||
− | * Problem 1 - | + | * Problem 1 - 10: '''1-2''' |
*: ''A rectangular box has integer side lengths in the ratio <math>1: 3: 4</math>. Which of the following could be the volume of the box?'' ([[2016 AMC 10A Problems/Problem 5|Solution]]) | *: ''A rectangular box has integer side lengths in the ratio <math>1: 3: 4</math>. Which of the following could be the volume of the box?'' ([[2016 AMC 10A Problems/Problem 5|Solution]]) | ||
− | * Problem | + | * Problem 11 - 20: '''2-3''' |
− | *: '' | + | *: ''For some positive integer <math>k</math>, the repeating base-<math>k</math> representation of the (base-ten) fraction <math>\frac{7}{51}</math> is <math>0.\overline{23}_k = 0.232323..._k</math>. What is <math>k</math>?'' ([[2019 AMC 10A Problems/Problem 18|Solution]]) |
− | * Problem 21 - 25: '''3''' | + | * Problem 21 - 25: '''3.5-4.5''' |
*: ''The vertices of an equilateral triangle lie on the hyperbola <math>xy=1</math>, and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?'' ([[2017 AMC 10B Problems/Problem 24|Solution]]) | *: ''The vertices of an equilateral triangle lie on the hyperbola <math>xy=1</math>, and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle?'' ([[2017 AMC 10B Problems/Problem 24|Solution]]) | ||
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This covers the CEMC Gauss, Pascal, Cayley, and Fermat tests. | This covers the CEMC Gauss, Pascal, Cayley, and Fermat tests. | ||
− | * Part A: ''' | + | * Part A: '''1-1.5''' |
*: ''How many different 3-digit whole numbers can be formed using the digits 4, 7, and 9, assuming that no digit can be repeated in a number?'' (2015 Gauss 7 Problem 10) | *: ''How many different 3-digit whole numbers can be formed using the digits 4, 7, and 9, assuming that no digit can be repeated in a number?'' (2015 Gauss 7 Problem 10) | ||
* Part B: '''1-2''' | * Part B: '''1-2''' | ||
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* Problem 3-4 (early parts): '''2-3''' | * Problem 3-4 (early parts): '''2-3''' | ||
* Problem 3-4 (later parts): '''3-5''' | * Problem 3-4 (later parts): '''3-5''' | ||
+ | |||
+ | ===Problem Solving Books for Introductory Students=== | ||
+ | |||
+ | Remark: There are many other problem books for Introductory Students that are not published by AoPS. Typically the rating on the left side is equivalent to the difficulty of the easiest review problems and the difficulty on the right side is the difficulty of the hardest challenge problems. The difficulty may vary greatly between sections of a book. | ||
+ | |||
+ | ===[[Prealgebra by AoPS]]=== | ||
+ | '''1-2''' | ||
+ | ===[[Introduction to Algebra by AoPS]]=== | ||
+ | '''1-3.5''' | ||
+ | ===[[Introduction to Counting and Probability by AoPS]]=== | ||
+ | '''1-3.5''' | ||
+ | ===[[Introduction to Number Theory by AoPS]]=== | ||
+ | '''1-3''' | ||
+ | ===[[Introduction to Geometry by AoPS]]=== | ||
+ | '''1-4''' | ||
==Intermediate Competitions== | ==Intermediate Competitions== | ||
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=== [[AMC 12]] === | === [[AMC 12]] === | ||
− | * Problem 1-10: '''2''' | + | * Problem 1-10: '''1.5-2''' |
− | *: '' | + | *: ''What is the value of <cmath>\log_37\cdot\log_59\cdot\log_711\cdot\log_913\cdots\log_{21}25\cdot\log_{23}27?</cmath>'' ([[2018 AMC 12B Problems/Problem 7|Solution]]) |
− | * Problem 11-20: '''3''' | + | * Problem 11-20: '''2.5-3.5''' |
*: ''An object in the plane moves from one lattice point to another. At each step, the object may move one unit to the right, one unit to the left, one unit up, or one unit down. If the object starts at the origin and takes a ten-step path, how many different points could be the final point?'' ([[2006 AMC 12B Problems/Problem 18|Solution]]) | *: ''An object in the plane moves from one lattice point to another. At each step, the object may move one unit to the right, one unit to the left, one unit up, or one unit down. If the object starts at the origin and takes a ten-step path, how many different points could be the final point?'' ([[2006 AMC 12B Problems/Problem 18|Solution]]) | ||
− | * Problem 21-25: '''4''' | + | * Problem 21-25: '''4.5-6''' |
− | *: '' | + | *: ''Semicircle <math>\Gamma</math> has diameter <math>\overline{AB}</math> of length <math>14</math>. Circle <math>\omega</math> lies tangent to <math>\overline{AB}</math> at a point <math>P</math> and intersects <math>\Gamma</math> at points <math>Q</math> and <math>R</math>. If <math>QR=3\sqrt{3}</math> and <math>\angle QPR=60^{\circ},</math> then the area of <math>\triangle PQR</math> equals <math>\tfrac{a\sqrt{b}}{c},</math> where <math>a</math> and <math>c</math> are relatively prime positive integers, and <math>b</math> is a positive integer not divisible by the square of any prime. What is <math>a+b+c</math>?'' ([[2021 AMC 12A Problems/Problem 24|Solution]]) |
=== [[AIME]] === | === [[AIME]] === | ||
− | * Problem 1 - 5: '''3''' | + | * Problem 1 - 5: '''3-3.5''' |
− | *: | + | *: ''Consider the integer <cmath>N = 9 + 99 + 999 + 9999 + \cdots + \underbrace{99\ldots 99}_\text{321 digits}.</cmath>Find the sum of the digits of <math>N</math>.'' ([[2019 AIME I Problems/Problem 1|Solution]]) |
− | * Problem 6 - | + | * Problem 6 - 9: '''4-4.5''' |
− | *: '' | + | *: ''How many positive integers <math>N</math> less than <math>1000</math> are there such that the equation <math>x^{\lfloor x\rfloor} = N</math> has a solution for <math>x</math>?'' ([[2009 AIME I Problems/Problem 6|Solution]]) |
− | * Problem 10 - 12: ''' | + | * Problem 10 - 12: '''5-5.5''' |
− | *: Let <math> | + | *: Let <math>R</math> be the set of all possible remainders when a number of the form <math>2^n</math>, <math>n</math> a nonnegative integer, is divided by <math>1000</math>.Let <math>S</math> be the sum of all elements in <math>R</math>. Find the remainder when <math>S</math> is divided by <math>1000</math> ([[2011 AIME I Problems/Problem 11|Solution]]) |
− | * Problem | + | * Problem 13 - 15: '''6-6.5''' |
− | *: ''Let | + | *: ''Let <cmath>P(x) = 24x^{24} + \sum_{j = 1}^{23}(24 - j)(x^{24 - j} + x^{24 + j}).</cmath> Let <math>z_{1},z_{2},\ldots,z_{r}</math> be the distinct zeros of <math>P(x),</math> and let <math>z_{k}^{2} = a_{k} + b_{k}i</math> for <math>k = 1,2,\ldots,r,</math> where <math>i = \sqrt { - 1},</math> and <math>a_{k}</math> and <math>b_{k}</math> are real numbers. Let <cmath>\sum_{k = 1}^{r}|b_{k}| = m + n\sqrt {p},</cmath> where <math>m,</math> <math>n,</math> and <math>p</math> are integers and <math>p</math> is not divisible by the square of any prime. Find <math>m + n + p.</math>.'' ([[2003 AIME II Problems/Problem 15|Solution]]) |
− | |||
− | <cmath>P(x) = 24x^{24} + \sum_{j = 1}^{23}(24 - j)(x^{24 - j} + x^{24 + j}).</cmath> | ||
− | Let <math>z_{1},z_{2},\ldots,z_{r}</math> be the distinct zeros of <math>P(x),</math> and let <math>z_{k}^{2} = a_{k} + b_{k}i</math> for <math>k = 1,2,\ldots,r,</math> where <math>i = \sqrt { - 1},</math> and <math>a_{k}</math> and <math>b_{k}</math> are real numbers. Let | ||
− | |||
− | <cmath>\sum_{k = 1}^{r}|b_{k}| = m + n\sqrt {p},</cmath> | ||
− | where <math>m,</math> <math>n,</math> and <math>p</math> are integers and <math>p</math> is not divisible by the square of any prime. Find <math>m + n + p.</math>.'' ([[2003 AIME II Problems/Problem 15|Solution]]) | ||
=== [[ARML]] === | === [[ARML]] === | ||
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* Individuals, Problem 1: '''2''' | * Individuals, Problem 1: '''2''' | ||
− | * Individuals, Problems 3, 5, 7, and 9 | + | * Individuals, Problems 2, 3, 4, 5, 7, and 9: '''3''' |
− | |||
− | |||
* Individuals, Problems 6 and 8: '''4''' | * Individuals, Problems 6 and 8: '''4''' | ||
− | * Individuals, Problem 10: ''' | + | * Individuals, Problem 10: '''5.5''' |
* Team/power, Problem 1-5: '''3.5''' | * Team/power, Problem 1-5: '''3.5''' | ||
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* Individual Round, Problem 6-8: '''4''' | * Individual Round, Problem 6-8: '''4''' | ||
* Individual Round, Problem 10: '''4.5''' | * Individual Round, Problem 10: '''4.5''' | ||
− | * Team Round: '''5''' | + | * Team Round: '''4-5''' |
* Guts: '''3.5-5.25''' | * Guts: '''3.5-5.25''' | ||
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===[[Purple Comet! Math Meet|Purple Comet]]=== | ===[[Purple Comet! Math Meet|Purple Comet]]=== | ||
− | * Problems 1-10 (MS): ''' | + | * Problems 1-10 (MS): '''1.5-3''' |
− | * Problems 11-20 (MS): '''3-5''' | + | * Problems 11-20 (MS): '''3-4.5''' |
− | * Problems 1-10 (HS): ''' | + | * Problems 1-10 (HS): '''1.5-3.5''' |
− | * Problems 11-20 (HS): '''4 | + | * Problems 11-20 (HS): '''3.5-4.75''' |
− | * Problems 21-30 (HS): '''5-6''' | + | * Problems 21-30 (HS): '''4.5-6''' |
+ | * Problems 18-20 (MS): '''4-4.75''' | ||
+ | |||
+ | ===[[Lexington Math Tournament|LMT]]=== | ||
+ | |||
+ | * Easy Problems: '''1-2''' | ||
+ | *: ''Let trapezoid <math>ABCD</math> be such that <math>AB||CD</math>. Additionally, <math>AC = AD = 5</math>, <math>CD = 6</math>, and <math>AB = 3</math>. Find <math>BC</math>. '' | ||
+ | * Medium Problems: '''2-4''' | ||
+ | *: ''Let <math>\triangle LMN</math> have side lengths <math>LM = 15</math>, <math>MN = 14</math>, and <math>NL = 13</math>. Let the angle bisector of <math>\angle MLN</math> meet the circumcircle of <math>\triangle LMN</math> at a point <math>T \ne L</math>. Determine the area of <math>\triangle LMT</math>. '' | ||
+ | * Hard Problems: '''5-7''' | ||
+ | *: ''A magic <math>3 \times 5</math> board can toggle its cells between black and white. Define a pattern to be an assignment of black or white to each of the board’s <math>15</math> cells (so there are <math>2^{15}</math> patterns total). Every day after Day 1, at the beginning of the day, the board gets bored with its black-white pattern and makes a new one. However, the board always wants to be unique and will die if any two of its patterns are less than <math>3</math> cells different from each other. Furthermore, the board dies if it becomes all white. If the board begins with all cells black on Day 1, compute the maximum number of days it can stay alive.'' | ||
+ | |||
+ | ==Problem Solving Books for Intermediate Students== | ||
+ | |||
+ | Remark: As stated above, there are many books for Intermediate students that have not been published by AoPS. Below is a list of intermediate books that AoPS has published and their difficulty. The left-hand number corresponds to the difficulty of the easiest review problems, while the right-hand number corresponds to the difficulty of the hardest challenge problems. | ||
+ | |||
+ | ===[[Intermediate Algebra by AoPS]]=== | ||
+ | '''2.5-6.5/7''', may vary across chapters | ||
− | === [[ | + | ===[[Intermediate Counting & Probability by AoPS]]=== |
+ | '''3.5-7.5/8''', may vary across chapters | ||
− | + | ===[[Precalculus by AoPS]]=== | |
− | + | '''2-8''', may vary across chapters | |
− | |||
==Beginner Olympiad Competitions== | ==Beginner Olympiad Competitions== | ||
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* Problem 1-2: '''3-4''' | * Problem 1-2: '''3-4''' | ||
*: ''Find three isosceles triangles, no two of which are congruent, with integer sides, such that each triangle’s area is numerically equal to 6 times its perimeter.'' ([http://usamts.org/Solutions/Solution2_3_16.pdf Solution]) | *: ''Find three isosceles triangles, no two of which are congruent, with integer sides, such that each triangle’s area is numerically equal to 6 times its perimeter.'' ([http://usamts.org/Solutions/Solution2_3_16.pdf Solution]) | ||
− | * Problem 3-5: ''' | + | * Problem 3-5: '''4-6''' |
*: ''Call a positive real number groovy if it can be written in the form <math>\sqrt{n} + \sqrt{n + 1}</math> for some positive integer <math>n</math>. Show that if <math>x</math> is groovy, then for any positive integer <math>r</math>, the number <math>x^r</math> is groovy as well.'' ([http://usamts.org/Solutions/Solutions_20_1.pdf Solution]) | *: ''Call a positive real number groovy if it can be written in the form <math>\sqrt{n} + \sqrt{n + 1}</math> for some positive integer <math>n</math>. Show that if <math>x</math> is groovy, then for any positive integer <math>r</math>, the number <math>x^r</math> is groovy as well.'' ([http://usamts.org/Solutions/Solutions_20_1.pdf Solution]) | ||
=== [[Indonesia Mathematical Olympiad|Indonesia MO]] === | === [[Indonesia Mathematical Olympiad|Indonesia MO]] === | ||
* Problem 1/5: '''3.5''' | * Problem 1/5: '''3.5''' | ||
− | *: '' In a drawer, there are at most <math>2009</math> balls, some of them are white, the rest are blue, which are randomly distributed. If two balls were taken at the same time, then the probability that the balls are both blue or both white is <math>\frac12</math>. Determine the maximum amount of white balls in the drawer, such that the probability statement is true?'' | + | *: '' In a drawer, there are at most <math>2009</math> balls, some of them are white, the rest are blue, which are randomly distributed. If two balls were taken at the same time, then the probability that the balls are both blue or both white is <math>\frac12</math>. Determine the maximum amount of white balls in the drawer, such that the probability statement is true?'' ([https://artofproblemsolving.com/community/c6h294065 Solution]) |
* Problem 2/6: '''4.5''' | * Problem 2/6: '''4.5''' | ||
− | *: ''Find the lowest possible values from the function | + | *: ''Find the lowest possible values from the function <cmath>f(x) = x^{2008} - 2x^{2007} + 3x^{2006} - 4x^{2005} + 5x^{2004} - \cdots - 2006x^3 + 2007x^2 - 2008x + 2009</cmath> for any real numbers <math>x</math>.'' ([https://artofproblemsolving.com/community/c6h294067 Solution]) |
− | < | ||
− | |||
− | for any real numbers <math>x</math>.'' | ||
* Problem 3/7: '''5''' | * Problem 3/7: '''5''' | ||
− | *: ''A pair of integers <math>(m,n)</math> is called ''good'' if | + | *: ''A pair of integers <math>(m,n)</math> is called ''good'' if <cmath>m\mid n^2 + n \ \text{and} \ n\mid m^2 + m</cmath> Given 2 positive integers <math>a,b > 1</math> which are relatively prime, prove that there exists a ''good'' pair <math>(m,n)</math> with <math>a\mid m</math> and <math>b\mid n</math>, but <math>a\nmid n</math> and <math>b\nmid m</math>.'' ([https://artofproblemsolving.com/community/c6h294068 Solution]) |
− | < | ||
− | |||
− | Given 2 positive integers <math>a,b > 1</math> which are relatively prime, prove that there exists a ''good'' pair <math>(m,n)</math> with <math>a\mid m</math> and <math>b\mid n</math>, but <math>a\nmid n</math> and <math>b\nmid m</math>.'' | ||
* Problem 4/8: '''6''' | * Problem 4/8: '''6''' | ||
− | *: ''Given an acute triangle <math>ABC</math>. The incircle of triangle <math>ABC</math> touches <math>BC,CA,AB</math> respectively at <math>D,E,F</math>. The angle bisector of <math>\angle A</math> cuts <math>DE</math> and <math>DF</math> respectively at <math>K</math> and <math>L</math>. Suppose <math>AA_1</math> is one of the altitudes of triangle <math>ABC</math>, and <math>M</math> be the midpoint of <math>BC</math>. | + | *: ''Given an acute triangle <math>ABC</math>. The incircle of triangle <math>ABC</math> touches <math>BC,CA,AB</math> respectively at <math>D,E,F</math>. The angle bisector of <math>\angle A</math> cuts <math>DE</math> and <math>DF</math> respectively at <math>K</math> and <math>L</math>. Suppose <math>AA_1</math> is one of the altitudes of triangle <math>ABC</math>, and <math>M</math> be the midpoint of <math>BC</math>.'' |
− | (a) Prove that <math>BK</math> and <math>CL</math> are perpendicular with the angle bisector of <math>\angle BAC</math>. | + | ::''(a) Prove that <math>BK</math> and <math>CL</math> are perpendicular with the angle bisector of <math>\angle BAC</math>.'' |
− | (b) Show that <math>A_1KML</math> is a cyclic quadrilateral.'' | + | ::''(b) Show that <math>A_1KML</math> is a cyclic quadrilateral.'' ([https://artofproblemsolving.com/community/c6h294069 Solution]) |
=== [[Central American Olympiad]] === | === [[Central American Olympiad]] === | ||
* Problem 1: '''4''' | * Problem 1: '''4''' | ||
− | *: ''Find all three-digit numbers <math>abc</math> (with <math>a \neq 0</math>) such that <math>a^{2} + b^{2} + c^{2}</math> is a divisor of 26.'' ( | + | *: ''Find all three-digit numbers <math>abc</math> (with <math>a \neq 0</math>) such that <math>a^{2} + b^{2} + c^{2}</math> is a divisor of 26.'' ([https://artofproblemsolving.com/community/c6h161957p903856 Solution]) |
* Problem 2,4,5: '''5-6''' | * Problem 2,4,5: '''5-6''' | ||
− | *: ''Show that the equation <math>a^{2}b^{2} + b^{2}c^{2} + 3b^{2} - c^{2} - a^{2} = 2005</math> has no integer solutions.'' ( | + | *: ''Show that the equation <math>a^{2}b^{2} + b^{2}c^{2} + 3b^{2} - c^{2} - a^{2} = 2005</math> has no integer solutions.'' ([https://artofproblemsolving.com/community/c6h46028p291301 Solution]) |
* Problem 3/6: '''6.5''' | * Problem 3/6: '''6.5''' | ||
− | *: ''Let <math>ABCD</math> be a convex quadrilateral. <math>I = AC\cap BD</math>, and <math>E</math>, <math>H</math>, <math>F</math> and <math>G</math> are points on <math>AB</math>, <math>BC</math>, <math>CD</math> and <math>DA</math> respectively, such that <math>EF \cap GH = I</math>. If <math>M = EG \cap AC</math>, <math>N = HF \cap AC</math>, show that <math>\frac {AM}{IM}\cdot \frac {IN}{CN} = \frac {IA}{IC}</math>.'' ( | + | *: ''Let <math>ABCD</math> be a convex quadrilateral. <math>I = AC\cap BD</math>, and <math>E</math>, <math>H</math>, <math>F</math> and <math>G</math> are points on <math>AB</math>, <math>BC</math>, <math>CD</math> and <math>DA</math> respectively, such that <math>EF \cap GH = I</math>. If <math>M = EG \cap AC</math>, <math>N = HF \cap AC</math>, show that <math>\frac {AM}{IM}\cdot \frac {IN}{CN} = \frac {IA}{IC}</math>.'' ([https://artofproblemsolving.com/community/c6h146421p828841 Solution]) |
=== [[JBMO]] === | === [[JBMO]] === | ||
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*: ''Find all real numbers <math>a,b,c,d</math> such that | *: ''Find all real numbers <math>a,b,c,d</math> such that | ||
<cmath> \left\{\begin{array}{cc}a+b+c+d = 20,\\ ab+ac+ad+bc+bd+cd = 150.\end{array}\right. </cmath>'' | <cmath> \left\{\begin{array}{cc}a+b+c+d = 20,\\ ab+ac+ad+bc+bd+cd = 150.\end{array}\right. </cmath>'' | ||
− | * Problem 2: '''5''' | + | * Problem 2: '''4.5-5''' |
*: ''Let <math>ABCD</math> be a convex quadrilateral with <math>\angle DAC=\angle BDC=36^\circ</math>, <math>\angle CBD=18^\circ</math> and <math>\angle BAC=72^\circ</math>. The diagonals intersect at point <math>P</math>. Determine the measure of <math>\angle APD</math>.'' | *: ''Let <math>ABCD</math> be a convex quadrilateral with <math>\angle DAC=\angle BDC=36^\circ</math>, <math>\angle CBD=18^\circ</math> and <math>\angle BAC=72^\circ</math>. The diagonals intersect at point <math>P</math>. Determine the measure of <math>\angle APD</math>.'' | ||
* Problem 3: '''5''' | * Problem 3: '''5''' | ||
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==Olympiad Competitions== | ==Olympiad Competitions== | ||
− | This category consists of standard Olympiad competitions, usually ones from national Olympiads. Average difficulty is from | + | This category consists of standard Olympiad competitions, usually ones from national Olympiads. Average difficulty is from 5 to 8. A full list is available [http://artofproblemsolving.com/wiki/index.php?title=Special%3ASearch&search=Category%3AOlympiad+mathematics+competitions here]. |
=== [[USAJMO]] === | === [[USAJMO]] === | ||
* Problem 1/4: '''5''' | * Problem 1/4: '''5''' | ||
− | * Problem 2/5: '''6''' | + | *: ''There are <math>a+b</math> bowls arranged in a row, numbered <math>1</math> through <math>a+b</math>, where <math>a</math> and <math>b</math> are given positive integers. Initially, each of the first <math>a</math> bowls contains an apple, and each of the last <math>b</math> bowls contains a pear.'' |
+ | |||
+ | ::''A legal move consists of moving an apple from bowl <math>i</math> to bowl <math>i+1</math> and a pear from bowl <math>j</math> to bowl <math>j-1</math>, provided that the difference <math>i-j</math> is even. We permit multiple fruits in the same bowl at the same time. The goal is to end up with the first <math>b</math> bowls each containing a pear and the last <math>a</math> bowls each containing an apple. Show that this is possible if and only if the product <math>ab</math> is even.'' ([[2019 USAJMO Problems/Problem 1|Solution]]) | ||
+ | |||
+ | * Problem 2/5: '''6-6.5''' | ||
+ | *: ''Let <math>a,b,c</math> be positive real numbers such that <math>a+b+c=4\sqrt[3]{abc}</math>. Prove that <cmath>2(ab+bc+ca)+4\min(a^2,b^2,c^2)\ge a^2+b^2+c^2.</cmath>'' ([[2018 USAJMO Problems/Problem 2|Solution]]) | ||
+ | |||
* Problem 3/6: '''7''' | * Problem 3/6: '''7''' | ||
+ | *: ''Two rational numbers <math>\tfrac{m}{n}</math> and <math>\tfrac{n}{m}</math> are written on a blackboard, where <math>m</math> and <math>n</math> are relatively prime positive integers. At any point, Evan may pick two of the numbers <math>x</math> and <math>y</math> written on the board and write either their arithmetic mean <math>\tfrac{x+y}{2}</math> or their harmonic mean <math>\tfrac{2xy}{x+y}</math> on the board as well. Find all pairs <math>(m,n)</math> such that Evan can write <math>1</math> on the board in finitely many steps.'' ([[2019 USAJMO Problems/Problem 6|Solution]]) | ||
===[[HMMT|HMMT (February)]]=== | ===[[HMMT|HMMT (February)]]=== | ||
* Individual Round, Problem 1-5: '''5''' | * Individual Round, Problem 1-5: '''5''' | ||
− | * Individual Round, Problem 6-10: ''' | + | * Individual Round, Problem 6-10: '''5.5-6''' |
* Team Round: '''7.5''' | * Team Round: '''7.5''' | ||
* HMIC: '''8''' | * HMIC: '''8''' | ||
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* Federal Competition for Advanced Students, Part 2, Problems 1-6: '''7''' | * Federal Competition for Advanced Students, Part 2, Problems 1-6: '''7''' | ||
− | === [[ | + | === [[Iberoamerican Math Olympiad]] === |
* Problem 1/4: '''5.5''' | * Problem 1/4: '''5.5''' | ||
Line 239: | Line 264: | ||
*: '' Let <math>MN</math> be a line parallel to the side <math>BC</math> of a triangle <math>ABC</math>, with <math>M</math> on the side <math>AB</math> and <math>N</math> on the side <math>AC</math>. The lines <math>BN</math> and <math>CM</math> meet at point <math>P</math>. The circumcircles of triangles <math>BMP</math> and <math>CNP</math> meet at two distinct points <math>P</math> and <math>Q</math>. Prove that <math>\angle BAQ = \angle CAP</math>. '' | *: '' Let <math>MN</math> be a line parallel to the side <math>BC</math> of a triangle <math>ABC</math>, with <math>M</math> on the side <math>AB</math> and <math>N</math> on the side <math>AC</math>. The lines <math>BN</math> and <math>CM</math> meet at point <math>P</math>. The circumcircles of triangles <math>BMP</math> and <math>CNP</math> meet at two distinct points <math>P</math> and <math>Q</math>. Prove that <math>\angle BAQ = \angle CAP</math>. '' | ||
* Problem 3: '''7.5''' | * Problem 3: '''7.5''' | ||
− | *: '' A <math>9 \times 12</math> rectangle is partitioned into unit squares. The centers of all the unit squares, except for the four corner squares and eight squares sharing a common side with one of them, are coloured red. Is it possible to label these red centres <math>C_1,C_2...,C_{96}</math> in such way that the following to conditions are both fulfilled | + | *: '' A <math>9 \times 12</math> rectangle is partitioned into unit squares. The centers of all the unit squares, except for the four corner squares and eight squares sharing a common side with one of them, are coloured red. Is it possible to label these red centres <math>C_1,C_2...,C_{96}</math> in such way that the following to conditions are both fulfilled'' |
− | <math>(i)</math> the distances <math>C_1C_2,...C_{95}C_{96}, C_{96}C_{1}</math> are all equal to <math>\sqrt {13}</math> | + | ::<math>(\rm i)</math> ''the distances <math>C_1C_2,...C_{95}C_{96}, C_{96}C_{1}</math> are all equal to <math>\sqrt {13}</math>'' |
− | <math>(ii)</math> the closed broken line <math>C_1C_2...C_{96}C_1</math> has a centre of symmetry? '' | + | ::<math>(\rm ii)</math> ''the closed broken line <math>C_1C_2...C_{96}C_1</math> has a centre of symmetry?'' |
* Problem 4: '''8''' | * Problem 4: '''8''' | ||
− | *: '' Denote by <math>S</math> the set of all positive integers. Find all functions <math>f: S \rightarrow S</math> such that | + | *: '' Denote by <math>S</math> the set of all positive integers. Find all functions <math>f: S \rightarrow S</math> such that'' <cmath>f \bigg(f^2(m) + 2f^2(n)\bigg) = m^2 + 2 n^2\text{ for all }m,n \in S.</cmath> |
− | |||
− | < | ||
==Hard Olympiad Competitions== | ==Hard Olympiad Competitions== | ||
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=== [[USAMO]] === | === [[USAMO]] === | ||
− | * Problem 1/4: '''7''' | + | * Problem 1/4: '''6-7''' |
*: ''Let <math>\mathcal{P}</math> be a convex polygon with <math>n</math> sides, <math>n\ge3</math>. Any set of <math>n - 3</math> diagonals of <math>\mathcal{P}</math> that do not intersect in the interior of the polygon determine a ''triangulation'' of <math>\mathcal{P}</math> into <math>n - 2</math> triangles. If <math>\mathcal{P}</math> is regular and there is a triangulation of <math>\mathcal{P}</math> consisting of only isosceles triangles, find all the possible values of <math>n</math>.'' ([[2008 USAMO Problems/Problem 4|Solution]]) | *: ''Let <math>\mathcal{P}</math> be a convex polygon with <math>n</math> sides, <math>n\ge3</math>. Any set of <math>n - 3</math> diagonals of <math>\mathcal{P}</math> that do not intersect in the interior of the polygon determine a ''triangulation'' of <math>\mathcal{P}</math> into <math>n - 2</math> triangles. If <math>\mathcal{P}</math> is regular and there is a triangulation of <math>\mathcal{P}</math> consisting of only isosceles triangles, find all the possible values of <math>n</math>.'' ([[2008 USAMO Problems/Problem 4|Solution]]) | ||
− | * Problem 2/5: '''8''' | + | * Problem 2/5: '''7-8''' |
*: ''Three nonnegative real numbers <math>r_1</math>, <math>r_2</math>, <math>r_3</math> are written on a blackboard. These numbers have the property that there exist integers <math>a_1</math>, <math>a_2</math>, <math>a_3</math>, not all zero, satisfying <math>a_1r_1 + a_2r_2 + a_3r_3 = 0</math>. We are permitted to perform the following operation: find two numbers <math>x</math>, <math>y</math> on the blackboard with <math>x \le y</math>, then erase <math>y</math> and write <math>y - x</math> in its place. Prove that after a finite number of such operations, we can end up with at least one <math>0</math> on the blackboard.'' ([[2008 USAMO Problems/Problem 5|Solution]]) | *: ''Three nonnegative real numbers <math>r_1</math>, <math>r_2</math>, <math>r_3</math> are written on a blackboard. These numbers have the property that there exist integers <math>a_1</math>, <math>a_2</math>, <math>a_3</math>, not all zero, satisfying <math>a_1r_1 + a_2r_2 + a_3r_3 = 0</math>. We are permitted to perform the following operation: find two numbers <math>x</math>, <math>y</math> on the blackboard with <math>x \le y</math>, then erase <math>y</math> and write <math>y - x</math> in its place. Prove that after a finite number of such operations, we can end up with at least one <math>0</math> on the blackboard.'' ([[2008 USAMO Problems/Problem 5|Solution]]) | ||
− | * Problem 3/6: '''9''' | + | * Problem 3/6: '''8-9''' |
*: ''Prove that any monic polynomial (a polynomial with leading coefficient 1) of degree <math>n </math> with real coefficients is the average of two monic polynomials of degree <math>n </math> with <math>n </math> real roots.'' ([[2002 USAMO Problems/Problem 3|Solution]]) | *: ''Prove that any monic polynomial (a polynomial with leading coefficient 1) of degree <math>n </math> with real coefficients is the average of two monic polynomials of degree <math>n </math> with <math>n </math> real roots.'' ([[2002 USAMO Problems/Problem 3|Solution]]) | ||
=== [[USA TST]] === | === [[USA TST]] === | ||
− | |||
− | * Problem 1/4/7: '''7''' | + | |
− | * Problem 2/5/8: '''8''' | + | * Problem 1/4/7: '''6.5-7''' |
− | * Problem 3/6/9: ''' | + | * Problem 2/5/8: '''7.5-8''' |
+ | * Problem 3/6/9: '''8.5-9''' | ||
=== [[Putnam]] === | === [[Putnam]] === | ||
* Problem A/B,1-2: '''7''' | * Problem A/B,1-2: '''7''' | ||
− | *: ''Find the least possible area of a | + | *: ''Find the least possible area of a concave set in the 7-D plane that intersects both branches of the hyperparabola <math>xyz = 1</math> and both branches of the hyperbola <math>xwy = - 1.</math> (A set <math>S</math> in the plane is called ''convex'' if for any two points in <math>S</math> the line segment connecting them is contained in <math>S.</math>)'' ([https://artofproblemsolving.com/community/c7h177227p978383 Solution]) |
* Problem A/B,3-4: '''8''' | * Problem A/B,3-4: '''8''' | ||
*: ''Let <math>H</math> be an <math>n\times n</math> matrix all of whose entries are <math>\pm1</math> and whose rows are mutually orthogonal. Suppose <math>H</math> has an <math>a\times b</math> submatrix whose entries are all <math>1.</math> Show that <math>ab\le n</math>.'' ([https://artofproblemsolving.com/community/c7h64435p383280 Solution]) | *: ''Let <math>H</math> be an <math>n\times n</math> matrix all of whose entries are <math>\pm1</math> and whose rows are mutually orthogonal. Suppose <math>H</math> has an <math>a\times b</math> submatrix whose entries are all <math>1.</math> Show that <math>ab\le n</math>.'' ([https://artofproblemsolving.com/community/c7h64435p383280 Solution]) | ||
* Problem A/B,5-6: '''9''' | * Problem A/B,5-6: '''9''' | ||
− | *: ''For any <math>a > 0</math>, define the set <math>S(a) = \{[an]|n = 1,2,3,...\}</math>. Show that there are no three positive reals <math>a,b,c</math> such that <math>S(a)\cap S(b) = S(b)\cap S(c) = S(c)\cap S(a) = \emptyset,S(a)\cup S(b)\cup S(c) = \{1,2,3,...\}</math>.'' ( | + | *: ''For any <math>a > 0</math>, define the set <math>S(a) = \{[an]|n = 1,2,3,...\}</math>. Show that there are no three positive reals <math>a,b,c</math> such that <math>S(a)\cap S(b) = S(b)\cap S(c) = S(c)\cap S(a) = \emptyset,S(a)\cup S(b)\cup S(c) = \{1,2,3,...\}</math>.'' ([https://artofproblemsolving.com/community/c7h127810p725238 Solution]) |
=== [[China TST]] === | === [[China TST]] === | ||
− | * Problem 1/4: ''' | + | * Problem 1/4: '''8-8.5''' |
*: ''Given an integer <math>m,</math> prove that there exist odd integers <math>a,b</math> and a positive integer <math>k</math> such that <cmath>2m=a^{19}+b^{99}+k*2^{1000}.</cmath>'' | *: ''Given an integer <math>m,</math> prove that there exist odd integers <math>a,b</math> and a positive integer <math>k</math> such that <cmath>2m=a^{19}+b^{99}+k*2^{1000}.</cmath>'' | ||
− | * Problem 2/5: ''' | + | * Problem 2/5: '''9''' |
− | *: ''Given a positive integer <math>n | + | *: ''Given a positive integer <math>n=1</math> and real numbers <math>a_1 < a_2 < \ldots < a_n,</math> such that <math>\dfrac{1}{a_1} + \dfrac{1}{a_2} + \ldots + \dfrac{1}{a_n} \le 1,</math> prove that for any positive real number <math>x,</math> <cmath>\left(\dfrac{1}{a_1^2+x} + \dfrac{1}{a_2^2+x} + \ldots + \dfrac{1}{a_n^2+x}\right)^2 \ge \dfrac{1}{2a_1(a_1-1)+2x}.</cmath>'' |
− | * Problem 3/6: '''10''' | + | * Problem 3/6: '''9.5-10''' |
*: ''Let <math>n>1</math> be an integer and let <math>a_0,a_1,\ldots,a_n</math> be non-negative real numbers. Define <math>S_k=\sum_{i=0}^k \binom{k}{i}a_i</math> for <math>k=0,1,\ldots,n</math>. Prove that<cmath>\frac{1}{n} \sum_{k=0}^{n-1} S_k^2-\frac{1}{n^2}\left(\sum_{k=0}^{n} S_k\right)^2\le \frac{4}{45} (S_n-S_0)^2.</cmath>'' | *: ''Let <math>n>1</math> be an integer and let <math>a_0,a_1,\ldots,a_n</math> be non-negative real numbers. Define <math>S_k=\sum_{i=0}^k \binom{k}{i}a_i</math> for <math>k=0,1,\ldots,n</math>. Prove that<cmath>\frac{1}{n} \sum_{k=0}^{n-1} S_k^2-\frac{1}{n^2}\left(\sum_{k=0}^{n} S_k\right)^2\le \frac{4}{45} (S_n-S_0)^2.</cmath>'' | ||
=== [[IMO]] === | === [[IMO]] === | ||
− | * Problem 1/4: ''' | + | * Problem 1/4: '''5.5-7''' |
− | *: '' | + | *: ''Let <math>\Gamma</math> be the circumcircle of acute triangle <math>ABC</math>. Points <math>D</math> and <math>E</math> are on segments <math>AB</math> and <math>AC</math> respectively such that <math>AD = AE</math>. The perpendicular bisectors of <math>BD</math> and <math>CE</math> intersect minor arcs <math>AB</math> and <math>AC</math> of <math>\Gamma</math> at points <math>F</math> and <math>G</math> respectively. Prove that lines <math>DE</math> and <math>FG</math> are either parallel or they are the same line.'' ([[2018 IMO Problems/Problem 1|Solution]]) |
− | < | + | |
− | + | * Problem 2/5: '''7-8''' | |
− | * Problem 2/5: '''7 | ||
*: ''Let <math>P(x)</math> be a polynomial of degree <math>n>1</math> with integer coefficients, and let <math>k</math> be a positive integer. Consider the polynomial <math>Q(x) = P( P ( \ldots P(P(x)) \ldots ))</math>, where <math>P</math> occurs <math>k</math> times. Prove that there are at most <math>n</math> integers <math>t</math> such that <math>Q(t)=t</math>.'' ([[2006 IMO Problems/Problem 5|Solution]]) | *: ''Let <math>P(x)</math> be a polynomial of degree <math>n>1</math> with integer coefficients, and let <math>k</math> be a positive integer. Consider the polynomial <math>Q(x) = P( P ( \ldots P(P(x)) \ldots ))</math>, where <math>P</math> occurs <math>k</math> times. Prove that there are at most <math>n</math> integers <math>t</math> such that <math>Q(t)=t</math>.'' ([[2006 IMO Problems/Problem 5|Solution]]) | ||
− | * Problem 3/6: '''9 | + | |
− | *: ''Assign to each side <math>b</math> of a convex polygon <math>P</math> the maximum area of a triangle that has <math>b</math> as a side and is contained in <math>P</math>. Show that the sum of the areas assigned to the sides of <math>P</math> is at least twice the area of <math>P</math>.'' ( | + | * Problem 3/6: '''9-10''' |
+ | *: ''Assign to each side <math>b</math> of a convex polygon <math>P</math> the maximum area of a triangle that has <math>b</math> as a side and is contained in <math>P</math>. Show that the sum of the areas assigned to the sides of <math>P</math> is at least twice the area of <math>P</math>.'' ([https://artofproblemsolving.com/community/c6h101488p572824 Solution]) | ||
=== [[IMO Shortlist]] === | === [[IMO Shortlist]] === |
Latest revision as of 13:48, 9 May 2021
This page contains an approximate estimation of the difficulty level of various competitions. It is designed with the intention of introducing contests of similar difficulty levels (but possibly different styles of problems) that readers may like to try to gain more experience.
Each entry groups the problems into sets of similar difficulty levels and suggests an approximate difficulty rating, on a scale from 1 to 10 (from easiest to hardest). Note that many of these ratings are not directly comparable, because the actual competitions have many different rules; the ratings are generally synchronized with the amount of available time, etc. Also, due to variances within a contest, ranges shown may overlap. A sample problem is provided with each entry, with a link to a solution.
As you may have guessed with time many competitions got more challenging because many countries got more access to books targeted at olympiad preparation. But especially web site where one can discuss Olympiads such as our very own AoPS!
If you have some experience with mathematical competitions, we hope that you can help us make the difficulty rankings more accurate. Currently, the system is on a scale from 1 to 10 where 1 is the easiest level, e.g. early AMC problems and 10 is hardest level, e.g. China IMO Team Selection Test. When considering problem difficulty put more emphasis on problem-solving aspects and less so on technical skill requirements.
Contents
- 1 Scale
- 2 Competitions
- 2.1 Introductory Competitions
- 2.1.1 MOEMS
- 2.1.2 AMC 8
- 2.1.3 Mathcounts
- 2.1.4 AMC 10
- 2.1.5 CEMC Multiple Choice Tests
- 2.1.6 CEMC Fryer/Galois/Hypatia
- 2.1.7 Problem Solving Books for Introductory Students
- 2.1.8 Prealgebra by AoPS
- 2.1.9 Introduction to Algebra by AoPS
- 2.1.10 Introduction to Counting and Probability by AoPS
- 2.1.11 Introduction to Number Theory by AoPS
- 2.1.12 Introduction to Geometry by AoPS
- 2.2 Intermediate Competitions
- 2.3 Problem Solving Books for Intermediate Students
- 2.4 Beginner Olympiad Competitions
- 2.5 Olympiad Competitions
- 2.6 Hard Olympiad Competitions
- 2.1 Introductory Competitions
Scale
All levels are estimated and refer to averages. The following is a rough standard based on the USA tier system AMC 8 – AMC 10 – AMC 12 – AIME – USAMO/USAJMO, representing Middle School – Junior High – High School – Challenging High School – Olympiad levels. Other contests can be interpolated against this.
- Problems strictly for beginner, on the easiest elementary school or middle school levels (MOEMS, easy Mathcounts questions, #1-20 on AMC 8s, #1-10 AMC 10s, and others that involve standard techniques introduced up to the middle school level), most traditional middle/high school word problems
- For motivated beginners, harder questions from the previous categories (#21-25 on AMC 8, Challenging Mathcounts questions, #11-20 on AMC 10, #5-10 on AMC 12, the easiest AIME questions, etc), traditional middle/high school word problems with extremely complex problem solving
- Beginner/novice problems that require more creative thinking (MathCounts National, #21-25 on AMC 10, #11-20ish on AMC 12, easier #1-5 on AIMEs, etc.)
- Intermediate-leveled problems, the most difficult questions on AMC 12s (#21-25s), more difficult AIME-styled questions such as #6-9.
- More difficult AIME problems (#10-12), simple proof-based problems (JBMO), etc
- High-leveled AIME-styled questions (#13-15). Introductory-leveled Olympiad-level questions (#1,4s).
- Tougher Olympiad-level questions, #1,4s that require more technical knowledge than new students to Olympiad-type questions have, easier #2,5s, etc.
- High-level Olympiad-level questions, eg #2,5s on difficult Olympiad contest and easier #3,6s, etc.
- Expert Olympiad-level questions, eg #3,6s on difficult Olympiad contests.
- Super Expert problems, problems occasionally even unsuitable for very hard competitions (like the IMO) due to being exceedingly tedious/long/difficult (e.g. very few students are capable of solving, even on a worldwide basis).
Competitions
Introductory Competitions
Most middle school and first-stage high school competitions would fall under this category. Problems in these competitions are usually ranked from 1 to 3. A full list is available here.
MOEMS
- Division E: 1
- The whole number is divisible by . leaves a remainder of when divided by or . What is the smallest value that can be? (Solution)
- Division M: 1
- The value of a two-digit number is times more than the sum of its digits. The units digit is 1 more than twice the tens digit. Find the two-digit number. (Solution)
AMC 8
- Problem 1 - Problem 12: 1
- The of a set of non-zero numbers is the reciprocal of the average of the reciprocals of the numbers. What is the harmonic mean of 1, 2, and 4? (Solution)
- Problem 13 - Problem 25: 1.5-2
- How many positive factors does have? (Solution)
Mathcounts
- Countdown: 1-2.
- Sprint: 1-1.5 (school/chapter), 1.5-2 (State), 2-2.5 (National)
- Target: 1-2 (school/chapter), 1.5-2.5 (State), 2.5-3.5 (National)
AMC 10
- Problem 1 - 10: 1-2
- A rectangular box has integer side lengths in the ratio . Which of the following could be the volume of the box? (Solution)
- Problem 11 - 20: 2-3
- For some positive integer , the repeating base- representation of the (base-ten) fraction is . What is ? (Solution)
- Problem 21 - 25: 3.5-4.5
- The vertices of an equilateral triangle lie on the hyperbola , and a vertex of this hyperbola is the centroid of the triangle. What is the square of the area of the triangle? (Solution)
CEMC Multiple Choice Tests
This covers the CEMC Gauss, Pascal, Cayley, and Fermat tests.
- Part A: 1-1.5
- How many different 3-digit whole numbers can be formed using the digits 4, 7, and 9, assuming that no digit can be repeated in a number? (2015 Gauss 7 Problem 10)
- Part B: 1-2
- Two lines with slopes and intersect at . What is the area of the triangle formed by these two lines and the vertical line ? (2017 Cayley Problem 19)
- Part C (Gauss/Pascal): 2-2.5
- Suppose that , where , , and are positive integers with in lowest terms. What is the sum of the digits of the smallest positive integer for which is a multiple of 1004? (2014 Pascal Problem 25)
- Part C (Cayley/Fermat): 2.5-3
- Wayne has 3 green buckets, 3 red buckets, 3 blue buckets, and 3 yellow buckets. He randomly distributes 4 hockey pucks among the green buckets, with each puck equally likely to be put in each bucket. Similarly, he distributes 3 pucks among the red buckets, 2 pucks among the blue buckets, and 1 puck among the yellow buckets. Once he is ﬁnished, what is the probability that a green bucket contains more pucks than each of the other 11 buckets? (2018 Fermat Problem 24)
CEMC Fryer/Galois/Hypatia
- Problem 1-2: 1-2
- Problem 3-4 (early parts): 2-3
- Problem 3-4 (later parts): 3-5
Problem Solving Books for Introductory Students
Remark: There are many other problem books for Introductory Students that are not published by AoPS. Typically the rating on the left side is equivalent to the difficulty of the easiest review problems and the difficulty on the right side is the difficulty of the hardest challenge problems. The difficulty may vary greatly between sections of a book.
Prealgebra by AoPS
1-2
Introduction to Algebra by AoPS
1-3.5
Introduction to Counting and Probability by AoPS
1-3.5
Introduction to Number Theory by AoPS
1-3
Introduction to Geometry by AoPS
1-4
Intermediate Competitions
This category consists of all the non-proof math competitions for the middle stages of high school. The difficulty range would normally be from 3 to 6. A full list is available here.
AMC 12
- Problem 1-10: 1.5-2
- What is the value of (Solution)
- Problem 11-20: 2.5-3.5
- An object in the plane moves from one lattice point to another. At each step, the object may move one unit to the right, one unit to the left, one unit up, or one unit down. If the object starts at the origin and takes a ten-step path, how many different points could be the final point? (Solution)
- Problem 21-25: 4.5-6
- Semicircle has diameter of length . Circle lies tangent to at a point and intersects at points and . If and then the area of equals where and are relatively prime positive integers, and is a positive integer not divisible by the square of any prime. What is ? (Solution)
AIME
- Problem 1 - 5: 3-3.5
- Consider the integer Find the sum of the digits of . (Solution)
- Problem 6 - 9: 4-4.5
- How many positive integers less than are there such that the equation has a solution for ? (Solution)
- Problem 10 - 12: 5-5.5
- Let be the set of all possible remainders when a number of the form , a nonnegative integer, is divided by .Let be the sum of all elements in . Find the remainder when is divided by (Solution)
- Problem 13 - 15: 6-6.5
- Let Let be the distinct zeros of and let for where and and are real numbers. Let where and are integers and is not divisible by the square of any prime. Find . (Solution)
ARML
- Individuals, Problem 1: 2
- Individuals, Problems 2, 3, 4, 5, 7, and 9: 3
- Individuals, Problems 6 and 8: 4
- Individuals, Problem 10: 5.5
- Team/power, Problem 1-5: 3.5
- Team/power, Problem 6-10: 5
HMMT (November)
- Individual Round, Problem 6-8: 4
- Individual Round, Problem 10: 4.5
- Team Round: 4-5
- Guts: 3.5-5.25
CEMC Euclid
- Problem 1-6: 1-3
- Problem 7-10: 3-6
Purple Comet
- Problems 1-10 (MS): 1.5-3
- Problems 11-20 (MS): 3-4.5
- Problems 1-10 (HS): 1.5-3.5
- Problems 11-20 (HS): 3.5-4.75
- Problems 21-30 (HS): 4.5-6
- Problems 18-20 (MS): 4-4.75
LMT
- Easy Problems: 1-2
- Let trapezoid be such that . Additionally, , , and . Find .
- Medium Problems: 2-4
- Let have side lengths , , and . Let the angle bisector of meet the circumcircle of at a point . Determine the area of .
- Hard Problems: 5-7
- A magic board can toggle its cells between black and white. Define a pattern to be an assignment of black or white to each of the board’s cells (so there are patterns total). Every day after Day 1, at the beginning of the day, the board gets bored with its black-white pattern and makes a new one. However, the board always wants to be unique and will die if any two of its patterns are less than cells different from each other. Furthermore, the board dies if it becomes all white. If the board begins with all cells black on Day 1, compute the maximum number of days it can stay alive.
Problem Solving Books for Intermediate Students
Remark: As stated above, there are many books for Intermediate students that have not been published by AoPS. Below is a list of intermediate books that AoPS has published and their difficulty. The left-hand number corresponds to the difficulty of the easiest review problems, while the right-hand number corresponds to the difficulty of the hardest challenge problems.
Intermediate Algebra by AoPS
2.5-6.5/7, may vary across chapters
Intermediate Counting & Probability by AoPS
3.5-7.5/8, may vary across chapters
Precalculus by AoPS
2-8, may vary across chapters
Beginner Olympiad Competitions
This category consists of beginning Olympiad math competitions. Most junior and first stage Olympiads fall under this category. The range from the difficulty scale would be around 4 to 6. A full list is available here.
USAMTS
USAMTS generally has a different feel to it than olympiads, and is mainly for proofwriting practice instead of olympiad practice depending on how one takes the test. USAMTS allows an entire month to solve problems, with internet resources and books being allowed. However, the ultimate gap is that it permits computer programs to be used, and that Problem 1 is not a proof problem. However, it can still be roughly put to this rating scale:
- Problem 1-2: 3-4
- Find three isosceles triangles, no two of which are congruent, with integer sides, such that each triangle’s area is numerically equal to 6 times its perimeter. (Solution)
- Problem 3-5: 4-6
- Call a positive real number groovy if it can be written in the form for some positive integer . Show that if is groovy, then for any positive integer , the number is groovy as well. (Solution)
Indonesia MO
- Problem 1/5: 3.5
- In a drawer, there are at most balls, some of them are white, the rest are blue, which are randomly distributed. If two balls were taken at the same time, then the probability that the balls are both blue or both white is . Determine the maximum amount of white balls in the drawer, such that the probability statement is true? (Solution)
- Problem 2/6: 4.5
- Find the lowest possible values from the function for any real numbers . (Solution)
- Problem 3/7: 5
- A pair of integers is called good if Given 2 positive integers which are relatively prime, prove that there exists a good pair with and , but and . (Solution)
- Problem 4/8: 6
- Given an acute triangle . The incircle of triangle touches respectively at . The angle bisector of cuts and respectively at and . Suppose is one of the altitudes of triangle , and be the midpoint of .
- (a) Prove that and are perpendicular with the angle bisector of .
- (b) Show that is a cyclic quadrilateral. (Solution)
Central American Olympiad
- Problem 1: 4
- Find all three-digit numbers (with ) such that is a divisor of 26. (Solution)
- Problem 2,4,5: 5-6
- Show that the equation has no integer solutions. (Solution)
- Problem 3/6: 6.5
- Let be a convex quadrilateral. , and , , and are points on , , and respectively, such that . If , , show that . (Solution)
JBMO
- Problem 1: 4
- Find all real numbers such that
- Problem 2: 4.5-5
- Let be a convex quadrilateral with , and . The diagonals intersect at point . Determine the measure of .
- Problem 3: 5
- Find all prime numbers , such that .
- Problem 4: 6
- A table is divided into white unit square cells. Two cells are called neighbors if they share a common side. A move consists in choosing a cell and changing the colors of neighbors from white to black or from black to white. After exactly moves all the cells were black. Find all possible values of .
Olympiad Competitions
This category consists of standard Olympiad competitions, usually ones from national Olympiads. Average difficulty is from 5 to 8. A full list is available here.
USAJMO
- Problem 1/4: 5
- There are bowls arranged in a row, numbered through , where and are given positive integers. Initially, each of the first bowls contains an apple, and each of the last bowls contains a pear.
- A legal move consists of moving an apple from bowl to bowl and a pear from bowl to bowl , provided that the difference is even. We permit multiple fruits in the same bowl at the same time. The goal is to end up with the first bowls each containing a pear and the last bowls each containing an apple. Show that this is possible if and only if the product is even. (Solution)
- Problem 2/5: 6-6.5
- Let be positive real numbers such that . Prove that (Solution)
- Problem 3/6: 7
- Two rational numbers and are written on a blackboard, where and are relatively prime positive integers. At any point, Evan may pick two of the numbers and written on the board and write either their arithmetic mean or their harmonic mean on the board as well. Find all pairs such that Evan can write on the board in finitely many steps. (Solution)
HMMT (February)
- Individual Round, Problem 1-5: 5
- Individual Round, Problem 6-10: 5.5-6
- Team Round: 7.5
- HMIC: 8
Canadian MO
- Problem 1: 5.5
- Problem 2: 6
- Problem 3: 6.5
- Problem 4: 7-7.5
- Problem 5: 7.5-8
Austrian MO
- Regional Competition for Advanced Students, Problems 1-4: 5
- Federal Competition for Advanced Students, Part 1. Problems 1-4: 6
- Federal Competition for Advanced Students, Part 2, Problems 1-6: 7
Iberoamerican Math Olympiad
- Problem 1/4: 5.5
- Problem 2/5: 6.5
- Problem 3/6: 7.5
APMO
- Problem 1: 6
- Problem 2: 7
- Problem 3: 7
- Problem 4: 7.5
- Problem 5: 8.5
Balkan MO
- Problem 1: 6
- Solve the equation in positive integers.
- Problem 2: 6.5
- Let be a line parallel to the side of a triangle , with on the side and on the side . The lines and meet at point . The circumcircles of triangles and meet at two distinct points and . Prove that .
- Problem 3: 7.5
- A rectangle is partitioned into unit squares. The centers of all the unit squares, except for the four corner squares and eight squares sharing a common side with one of them, are coloured red. Is it possible to label these red centres in such way that the following to conditions are both fulfilled
- the distances are all equal to
- the closed broken line has a centre of symmetry?
- Problem 4: 8
- Denote by the set of all positive integers. Find all functions such that
Hard Olympiad Competitions
This category consists of harder Olympiad contests. Difficulty is usually from 7 to 10. A full list is available here.
USAMO
- Problem 1/4: 6-7
- Let be a convex polygon with sides, . Any set of diagonals of that do not intersect in the interior of the polygon determine a triangulation of into triangles. If is regular and there is a triangulation of consisting of only isosceles triangles, find all the possible values of . (Solution)
- Problem 2/5: 7-8
- Three nonnegative real numbers , , are written on a blackboard. These numbers have the property that there exist integers , , , not all zero, satisfying . We are permitted to perform the following operation: find two numbers , on the blackboard with , then erase and write in its place. Prove that after a finite number of such operations, we can end up with at least one on the blackboard. (Solution)
- Problem 3/6: 8-9
- Prove that any monic polynomial (a polynomial with leading coefficient 1) of degree with real coefficients is the average of two monic polynomials of degree with real roots. (Solution)
USA TST
- Problem 1/4/7: 6.5-7
- Problem 2/5/8: 7.5-8
- Problem 3/6/9: 8.5-9
Putnam
- Problem A/B,1-2: 7
- Find the least possible area of a concave set in the 7-D plane that intersects both branches of the hyperparabola and both branches of the hyperbola (A set in the plane is called convex if for any two points in the line segment connecting them is contained in ) (Solution)
- Problem A/B,3-4: 8
- Let be an matrix all of whose entries are and whose rows are mutually orthogonal. Suppose has an submatrix whose entries are all Show that . (Solution)
- Problem A/B,5-6: 9
- For any , define the set . Show that there are no three positive reals such that . (Solution)
China TST
- Problem 1/4: 8-8.5
- Given an integer prove that there exist odd integers and a positive integer such that
- Problem 2/5: 9
- Given a positive integer and real numbers such that prove that for any positive real number
- Problem 3/6: 9.5-10
- Let be an integer and let be non-negative real numbers. Define for . Prove that
IMO
- Problem 1/4: 5.5-7
- Let be the circumcircle of acute triangle . Points and are on segments and respectively such that . The perpendicular bisectors of and intersect minor arcs and of at points and respectively. Prove that lines and are either parallel or they are the same line. (Solution)
- Problem 2/5: 7-8
- Let be a polynomial of degree with integer coefficients, and let be a positive integer. Consider the polynomial , where occurs times. Prove that there are at most integers such that . (Solution)
- Problem 3/6: 9-10
- Assign to each side of a convex polygon the maximum area of a triangle that has as a side and is contained in . Show that the sum of the areas assigned to the sides of is at least twice the area of . (Solution)
IMO Shortlist
- Problem 1-2: 5.5-7
- Problem 3-4: 7-8
- Problem 5+: 8-10