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Galois Combined Contest

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Galois Combined Contest

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The CENTRE for EDUCATION

in MATHEMATICS and COMPUTING

cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Wednesday, April 15, 2020
(in North America and South America)
Thursday, April 16, 2020
(outside of North America and South America)

Time: 75 minutes ©2020 University of Waterloo

Parts of each question can be of two types:

1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions must be supplied by your supervising teacher
and inserted into your answer booklet. Write your name, school name, and question
number on any inserted pages.
• Express answers as simplified
√ exact numbers except where otherwise indicated.
For example, π + 1 and 1 − 2 are simplified exact numbers.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
website, cemc.uwaterloo.ca. In addition, the name, grade, school and location, and score of some
top-scoring students may be shared with other mathematical organizations for other recognition
opportunities.
NOTE:
1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions, and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.

1. The letters A and B are used to create a pattern

Row 1 A
consisting of a number of rows. The pattern starts
Row 2 BB
with a single A. The rows alternate between A’s and
Row 3 AAAA
B’s, and the number of letters in each row is twice
Row 4 BBBBBBBB
the number of letters in the previous row. The first 4
rows of the pattern are shown.
(a) If the pattern consists of 6 rows, how many letters are in the 6th row of the
pattern?
(b) If the pattern consists of 6 rows, what is the total number of letters in the pattern?

(c) If the total number of letters in the pattern is 63, determine the number of A’s
in the pattern and the number of B’s in the pattern.
(d) If the total number of letters in the pattern is 4095, determine the difference
between the number of A’s and the number of B’s in the pattern.
w
2. For a rectangular prism with length `, width w, and
height h as shown, the surface area is given by the h
formula A = 2`w + 2`h + 2wh and the volume is given
by the formula V = `wh. l

(a) What is the surface area of a rectangular prism with length 2 cm, width 5 cm,
and height 9 cm?
(b) A rectangular prism with height 10 cm has a square base. The volume of the
prism is 160 cm3 . What is the side length of the square base?
(c) A rectangular prism has a square base with area 36 cm2 . The surface area of the
prism is 240 cm2 . Determine the volume of the prism.
(d) A rectangular prism has length k cm, width 2k cm, and height 3k cm, where
k > 0. The volume of the prism is x cm3 . The surface area of the prism is x cm2 .
Determine the value of k.
3. Jodi multiplied the numbers 2 and 5 to get a product of 10. She added 4 to each of her
original numbers to get 6 and 9. She multiplied these new numbers to get a product
of 54. Jodi noticed that each of the digits in the new product, 54, was 4 more than the
corresponding digits in the first product, 10.
2 × 5 = 10
+4 ↓ +4 ↓ +4 ↓ ↓ +4
6 × 9 = 54
The pair (2, 5) is an example of a RadPair.
In general, a pair of positive integers (a, b) with a ≤ b ≤ 9 and for which the product ab
is a two-digit integer is called a RadPair if there exists a positive integer d such that

• the product (a + d)(b + d) is a two-digit integer, and

• the ones (units) digit of the product (a + d)(b + d) equals d plus the ones digit of
the product ab, and

• the tens digit of the product (a + d)(b + d) equals d plus the tens digit of the
product ab.
(a) Show that (2, 8) is a RadPair.

(b) Show that (3, 6) is not a RadPair.

(c) For which positive integers x with x ≤ 6 is (x, 6) a RadPair?

(d) Determine, with justification, the number of RadPairs (a, b) with a ≤ b.

4. In an n × n grid of unit squares, each point at which two grid lines meet is called a
vertex, and so there are (n + 1)2 vertices. The top left corner vertex is labeled A and the
bottom right corner vertex is labeled B. A path from A to B is a sequence of unit edges that
• each connect two adjacent vertices, and A

• when connected, form a sequence of vertices that

begins at A, ends at B, and

• passes through each vertex at most once. B

The length of such a path is the number of unit edges in the path. For example, in a
3 × 3 grid, a path of length 12 between A and B is shown.
(a) In a 2 × 2 grid, determine the number of paths of any length from A to B.

(b) Explain why there cannot be a path from A to B of odd length in a 10 × 10 grid.

(c) In a 4 × 4 grid, determine the number of paths of length 10 from A to B.

(English)
Contest
Galois
2020
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2020 Galois Contest! Each year, more than
260 000 students from more than 80 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2020.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2020/2021 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Wednesday, April 10, 2019
(in North America and South America)
Thursday, April 11, 2019
(outside of North America and South America)

Time: 75 minutes ©2019 University of Waterloo

Parts of each question can be of two types:

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

1. The Galois Restaurant is in a region that adds 10% sales tax onto the price of food and
drinks purchased at a restaurant. The prices listed on their menu do not include the sales
tax.
(a) From the menu, Becky orders a plate of lasagna listed for $7.50, a side salad
listed for $5.00, and a lemonade listed for $3.00. After tax is included, how much
is Becky’s total bill?
(b) A burrito is listed on the menu for $6.00. After tax is included, what is the
greatest number of burritos that Jackson can buy if he has $50.00?
(c) On the Galois Restaurant menu, hotdogs are listed at the regular price of $5.00.
The restaurant has the following promotional deals:
• On Mondays, if you buy a hotdog at the regular menu price of $5.00, then
the price for a second hotdog is $4.50.

• On Tuesdays, you pay half the tax on all hotdogs.

Chase bought two hotdogs on Monday and then two hotdogs on Tuesday. After
tax is included, determine on which day Chase spent less money.
2. The hypotenuse of right-angled 4AOB lies on the line with equation y = −2x + 12, as
shown in Figure 1. The legs of 4AOB lie on the axes.
(a) What is the area of 4AOB?

(b) A second line passes through O and is perpendicular to the first line, as shown
in Figure 2. The two lines intersect at C. Determine the coordinates of C.
(c) The second line passes through the point D in the first quadrant, as shown
in Figure 3. Points E and F are positioned on the axes so that DEOF is a
rectangle. If the area of DEOF is 1352, determine the coordinates of D.
y y y
D
F
A A A

C C
x x x
O B O B O B E
Figure 1 Figure 2 Figure 3

3. If n is a positive integer, the notation n! (read “n factorial”) is used to represent the

product of the integers from 1 to n. That is, n! = n(n − 1)(n − 2) · · · (3)(2)(1). For
example, 5! = 5(4)(3)(2)(1) or 5! = 120.
(a) What is the largest positive integer m for which 2m is a divisor of 9! ?

(b) What is the smallest value of n for which n! is divisible by 72 ?

(c) Explain why there is no positive integer n for which n! is divisible by 77 but is not
divisible by 78 .
(d) Show that there is exactly one positive integer n for which

n! = 2a · 3b · 5c · 7d · 112 · 132 · 17 · 19 · 23, and

a + b + c + d = 45
for some positive integers a, b, c, d.

4. A positive integer is digit-balanced if each digit d, with 0 ≤ d ≤ 9, appears at most d times

in the integer. For example, 13224 is digit-balanced, but 21232 is not.
(a) Explain why a digit-balanced integer is not divisible by 10.

(b) How many 4-digit integers have all non-zero digits and are not digit-balanced?

(c) Determine all positive integers k for which there exist digit-balanced positive
integers m and n, where m + n = 10k and m and n each have k digits.
(English)
Contest
Galois
2019
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2019 Galois Contest! Each year, more than
260 000 students from more than 80 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2019.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2019/2020 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Thursday, April 12, 2018
(in North America and South America)
Friday, April 13, 2018
(outside of North America and South America)

Time: 75 minutes ©2018 University of Waterloo

Do not open this booklet until instructed to do so.
Number of questions: 4 Each question is worth 10 marks
Calculating devices are allowed, provided that they do not have any of the following
features: (i) internet access, (ii) the ability to communicate with other devices,
(iii) previously stored information such as formulas, programs, notes, etc., (iv) a
computer algebra system, (v) dynamic geometry software.
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages.
• Express answers as simplified
√ exact numbers except where otherwise indicated.
For example, π + 1 and 1 − 2 are simplified exact numbers.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.

12x2
1. (a) Given that x 6= 0, simplify the expression .
3x
12x2
(b) What is the value of the expression when x = 5?
3x
8mn
(c) Given that n = 2m and m 6= 0, what is the value of the expression ?
3m2
8p2 q
(d) If q = 6, determine all positive integers p for which 3 ≤ ≤ 4.
5pq 2
2. Here are two facts about circles:
E
• If points A, B, C lie on a circle so that
∠ABC = 90◦ , then AC is a diameter of A
the circle. This means that in Figure 1,
AC is a diameter of the circle. C

• If points D, E, F lie on a circle so that EF B D F

is a diameter, then ∠EDF = 90◦ . This
means that in Figure 2, ∠EDF = 90◦ . Figure 1 Figure 2

(a) In Figure 1 above, AB = 8 and BC = 15. What is the length of diameter AC?

(b) In Figure 2 above, DE = 24 and the radius of the circle is 13. What is the length
of DF ?
P
(c) In Figure 3, points P , Q, R, and S are
on a circle with centre O. Also, SQ is a
S O
diameter of the circle and O is joined to R.
◦
If SP = P Q and ∠RQP = 80 , determine Q
the measure of ∠ROQ and the measure of
∠RSQ. R
Figure 3
3. Cylinder A has radius 12 and height 25. Cylinder B has radius 9 and height h. Cylinder A
is filled with water to a depth of 19. Cylinder B is empty. Cylinder B is lowered to the
bottom of Cylinder A, as shown. Depending on the value of h,

(i) some water may spill out of Cylinder A onto the ground (Figure 1), or

(ii) some water may pour into Cylinder B (Figure 2), or

(iii) (i) then (ii).

Figure 1 Figure 2

The walls and bases of the two cylinders are thin enough that their width can be ignored.

(a) Suppose that h = 30. What is the volume of water that spills out of Cylinder A
onto the ground?
(b) Suppose that h = 20. Determine the volume of water that spills out of Cylinder A
onto the ground and the depth of water in Cylinder B when it is on the bottom
of Cylinder A.
(c) Determine the range of values of h so that when Cylinder B is on the bottom of
Cylinder A, there is some water in Cylinder B but it is not full.

4. For each positive integer k, we define C(k) to be the number of ways in which k can be
written as the sum of one or more consecutive positive integers. For example, C(21) = 4
because 21 can be written as

21, 10 + 11, 6 + 7 + 8, and 1 + 2 + 3 + 4 + 5 + 6,

and there are no other lists of one or more consecutive positive integers whose sum is 21.
(a) What is the value of C(45)?

(b) The positive integer m equals the sum of the positive integers from
4 to n, inclusive. Determine the values of a and b, with a < b, for which
m = 21 (n + a)(n + b) for each positive integer n ≥ 4.

(c) Determine the value of C(2 × 34 × 56 ).

(d) Determine the smallest positive integer k for which C(k) = 215.
(English)
Contest
Galois
2018
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2018 Galois Contest! Each year, more than
240 000 students from more than 75 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2018.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2018/2019 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Wednesday, April 12, 2017
(in North America and South America)
Thursday, April 13, 2017
(outside of North America and South America)

Time: 75 minutes ©2017 University of Waterloo

Do not open this booklet until instructed to do so.
Number of questions: 4 Each question is worth 10 marks
Calculators are allowed, with the following restriction: you may not use a device
that has internet access, that can communicate with other devices, or that contains
previously stored information. For example, you may not use a smartphone or a
tablet.
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages.
• Express answers as simplified
√ exact numbers except where otherwise indicated.
For example, π + 1 and 1 − 2 are simplified exact numbers.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.

1. On Monday, Daniel had 90 cups, each of which was either purple or yellow. He distributed
the cups among three boxes as follows:
Box D: 9 purple and 23 yellow cups for a total of 32 cups
Box E: 6 purple and 24 yellow cups for a total of 30 cups
Box F: 28 cups in total

(a) What percentage of the cups in Box E were purple?

(b) Of the 90 cups that Daniel had on Monday, 30% were purple. How many of the
cups in Box F were purple?
(c) On Tuesday, Avril brought 9 more purple cups and included them with Daniel’s
cups. Barry brought some yellow cups and included them with Daniel’s cups
and Avril’s cups. The percentage of cups that were purple was again 30%. How
many cups did Barry bring?

2. The Breakfast Restaurant has a special pricing day. If a customer arrives at the restaurant
between 4:30 a.m. and 7:00 a.m., the time that they arrive in hours and minutes becomes
the price that they pay in dollars and cents. For example, if a customer arrives at 5:23 a.m.,
they will pay $5.23.
(a) Abdi arrived at 5:02 a.m. and Caleigh arrived at 5:10 a.m. In total, how much
did they pay?
(b) Robert arrived 10 minutes before Emily, and both arrived during the period of
the special pricing. In total, they paid $12.34. What were their arrival times?
(c) Isaac and Jacob arrived together and Karla arrived after. All three arrived during
the period of the special pricing. In total, they paid $18.55. What was the
minimum amount that Karla could have paid?
(d) Larry and Mio arrived separately during the period of the special pricing. In
total, they paid $11.98. Determine the ranges of times during which Larry could
have arrived.
3. A tangent to a circle is a line or line segment that touches the circle in exactly one place
and would not touch the circle again, even if extended infinitely in both directions. When
a tangent to a circle with centre O touches the circle at P , radius OP is perpendicular to
the tangent.
(a) In the diagram, O is the centre of the circle
with radius 18. QR is tangent to the circle O
at P . Line segment OQ intersects the circle S
Q
at S. Determine the length of SQ. 18
24
P
R
(b) A circle is said to be inscribed in a
D G C
quadrilateral if each side of the quadrilateral
is tangent to the circle. A circle with
centre O is inscribed in quadrilateral ABCD, O
touching AB at E, BC at F , CD at G, H
and DA at H, as shown. If the radius of F
the circle is 12, OB = 15, OC = 20, and
∠BAD = ∠ADC = 90◦ , what is the A E B
perimeter of quadrilateral ABCD?
(c) Circles with centres O and C are inscribed in
squares, as shown. The area of the larger
square is 289 and the area of the smaller
square is 49. If T, U and V lie on a straight O
line, determine the length of OC.
C
T U V

4. A Koeller-rectangle:
• is an m by n rectangle where m, n are integers
with m ≥ 3 and n ≥ 3,
• has lines drawn parallel to its sides to divide it into
1 by 1 squares, and
• has the 1 by 1 squares along its sides unshaded and
the 1 by 1 squares that do not touch its sides shaded.
An example of a Koeller-rectangle with m = 8 and n = 6 is shown.
For a given Koeller-rectangle, let r be the ratio of the shaded area to the unshaded area.

(a) Determine the value of r for a Koeller-rectangle with m = 14 and n = 10.

(b) Determine all possible positive integer values of u for which there exists a Koeller-
u
rectangle with n = 4 and r = .
77
(c) Determine all prime numbers p for which there are exactly 17 positive integer
u
values of u for Koeller-rectangles with n = 10 and r = 2 .
p
(English)
Contest
Galois
2017
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2017 Galois Contest! Each year, more than
220 000 students from more than 60 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2017.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2017/2018 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Wednesday, April 13, 2016
(in North America and South America)
Thursday, April 14, 2016
(outside of North America and South America)

Time: 75 minutes ©2016 University of Waterloo

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.

1. Liza has a row of buckets. The first bucket contains 17 green discs and 7 red discs. Each
bucket after the first contains 1 more green disc and 3 more red discs than the previous
bucket.
(a) Which bucket contains 16 red discs?

(b) In which bucket is the number of red discs equal to the number of green discs?

(c) There is a bucket in which the number of red discs is twice the number of green
discs. In total, how many discs are in this bucket?
60 cm
2. Judy has square plates, each with side length 60 cm. A
plate is Shanks-Decorated if identical shaded squares are
drawn along the outer edges of the plate, as shown. The
60 cm
diagram shows an example of a plate that is Shanks-
Decorated with 12 shaded squares.

(a) Judy’s first plate is Shanks-Decorated with 36 shaded squares. What is the side
length of each shaded square?
(b) When a second plate is Shanks-Decorated, an area of 1600 cm2 is left unshaded
in the centre of the plate. What is the side length of each shaded square?
(c) A plate is Double-Shanks-Decorated if two 60 cm
layers of identical shaded squares are drawn
along the outer edges of the plate, as shown.
The diagram shows an example of a plate 60 cm
that is Double-Shanks-Decorated with 48
shaded squares.
A new plate is Double-Shanks-Decorated and
an area of 2500 cm2 is left unshaded in the
centre of the plate. Determine the number of
shaded squares.
A
3. (a) In the diagram, 4ABC is equilateral with
side length 6 and D is the midpoint of BC.
Determine the exact value of h, the height of h
4ABC.

B D C

(b) In the diagram, a circle with centre O has E J

radius 6. Regular hexagon EF GHIJ has
sides of length 6 and vertices on the circle.
O
Determine the exact area of the shaded F I
region.

G H

(c) A circle has centre O and radius r. A second

circle has centre P and diameter M N . The M N
circles intersect at M and N . If M N = r, P
determine the exact area of the shaded
region, in terms of r. O

4. The prime factorization of 45 is 32 51 . In general, the prime factorization of an integer

n ≥ 2 is of the form pa11 pa22 pa33 . . . pakk where p1 , p2 , ..., pk are different prime numbers and
a1 , a2 , ..., ak are positive integers.
Given
an input of an integer n ≥ 2, the Barbeau Process outputs the number equal to
a1 a2 a3 ak
n + + + ··· + .
p1 p2 p3 pk
2 1
For example, given an input of 45, the Barbeau Process outputs 45 + = 30+9 = 39,
3 5
since the prime factorization of 45 is 32 51 .

(a) Given an input of 126, what number does the Barbeau Process output?

(b) Determine all pairs (p, q) of different prime numbers such that the Barbeau
Process with input p2 q outputs 135.
(c) Determine all triples (a, b, c) of positive integers such that the Barbeau Process
with input 2a 3b 5c outputs 4 × 2a 3b 5c .
(d) Determine all integer values of n with 2 ≤ n < 1010 such that the Barbeau
Process with input n outputs 3n.
(English)
Contest
Galois
2016
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2016 Galois Contest! Each year, more than
220 000 students from more than 60 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2016.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2016/2017 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Thursday, April 16, 2015
(in North America and South America)
Friday, April 17, 2015
(outside of North America and South America)

Time: 75 minutes ©2015 University of Waterloo

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.
y
1. (a) In the diagram, line 1 has equation y = 2x+6
and crosses the x-axis at P . What is the
x-intercept of line 1? Q (3,12)

(b) Line 2 has slope −3 and intersects line 1 at

Q(3, 12), as shown. Determine the equation line 1 line 2
of line 2. y = 2x + 6
(c) Line 2 crosses the x-axis at R, as shown.
Determine the area of 4P QR. P R
x

2. On Wednesday, students at six different schools were asked whether or not they received
a ride to school that day.
(a) At School A, there were 330 students who received a ride and 420 who did not.
What percentage of the students at School A received a ride?
(b) School B has 240 students, of whom 30% received a ride. How many more of the
240 students in School B needed to receive a ride so that 50% of the students in
School B got a ride?
(c) School C has 200 students, of whom 45% received a ride. School D has
300 students. When School C and School D are combined, the resulting group
has 57.6% of students who received a ride. If x% of the students at School D
received a ride, determine x.
(d) School E has 200 students, of whom n% received a ride. School F has
250 students, of whom 2n% received a ride. When School E and School F are
combined, between 55% and 60% of the resulting group received a ride. If n is a
positive integer, determine all possible values of n.
3. (a) If n + 5 is an even integer, state whether the integer n is even or odd.

(b) If c and d are integers, explain why cd(c + d) is always an even integer.

(c) Determine the number of ordered pairs (e, f ) of positive integers where
• e < f,
• e + f is odd, and
• ef = 300.
(d) Determine the number of ordered pairs (m, n) of positive integers such that
(m + 1)(2n + m) = 9000.

B C
4. In the diagram, square BCDE has side length 2. Equilateral 4XY Z
has side length 1. Vertex Z coincides with D and vertex X is on ED. Y
(a) What is the measure of ∠Y XE?
Z
E X D

(b) A move consists of rotating the square clockwise around a vertex of the triangle
until a side of the square first meets a side of the triangle. The first move is a
rotation about X and the second move is a rotation about Y , as shown in the
diagrams. (Note that the vertex of the triangle about which the square rotates
remains in contact with the square during the rotation.)

B C B

Y Y E E
E C Y Y
Z
X Z X Z B D X Z
E X D
Beginning of
First Move D D B
During
First Move
C C
End of End of
First Move Second Move

In subsequent moves, the square rotates about vertex Z, then X, then Y , and
so on. Determine, with justification, the total number of moves made from the
beginning of the first move to when vertex D next coincides with a vertex of the
triangle.
(c) Determine the length of the path travelled by point E from the beginning of the
first move to when square BCDE first returns to its original position (that is,
when D next coincides with Z and XZ lies along ED).
(English)
Contest
Galois
2015
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2015 Galois Contest! Each year, more than
200 000 students from more than 60 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2015.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2015/2016 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Wednesday, April 16, 2014
(in North America and South America)
Thursday, April 17, 2014
(outside of North America and South America)

©2014 University of Waterloo

Do not open this booklet until instructed to do so.
Time: 75 minutes Number of questions: 4
Calculators are permitted Each question is worth 10 marks
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
Web site, http://www.cemc.uwaterloo.ca. In addition, the name, grade, school and location,
and score of some top-scoring students may be shared with other mathematical organizations
for other recognition opportunities.
TIPS: 1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

booklet. Use mathematical statements and words to explain all of the steps
of your solution. Work out some details in rough on a separate piece of paper
before writing your finished solution.
5. Diagrams are not drawn to scale. They are intended as aids only.

1. The pie chart shows the distribution of the number of bronze, silver Bronze
and gold medals in a school’s trophy case.
(2x)
(a) What is the value of x?
Gold
(3x)
(b) Write the ratio of the number of bronze medals to Silver
the number of silver medals to the number of gold medals
in lowest terms.
(c) If there is a total of 80 medals in the trophy case, determine the number of
bronze medals, the number of silver medals, and the number of gold medals in
the trophy case.
(d) The trophy case begins with the same number of each type of medal as in part (c).
A teacher then finds a box with medals and adds them to the trophy case. The
ratio of the number of bronze medals, to the number of silver medals, to the
number of gold medals is unchanged. What is the smallest number of medals
that could now be in the trophy case?

2. An airplane holds a maximum of 245 passengers. To accommodate the extra expense of

transporting luggage, passengers are charged a baggage fee of $20 for the first bag checked
plus $7 for each additional bag checked. (Passengers who do not check a bag are not
charged a baggage fee.)
(a) On one flight, 200 passengers checked exactly one bag and the other 45 passengers
checked exactly two bags. Determine the total of the baggage fees for checked
bags.
(b) On a second flight, the plane was again completely full. Every passenger checked
exactly one or two bags. If a total of $5173 in baggage fees were collected, how
many passengers checked exactly two bags?
(c) On a third flight, exactly $6825 was collected in baggage fees. Explain why there
must be at least one passenger who checked at least three bags.
(d) On a fourth flight, exactly $142 was collected in baggage fees. Explain why there
must be at least one passenger who checked at least three bags.
3. Cards in a deck are numbered consecutively with positive integers. The cards are selected
in pairs, (a, b) with a < b, to create a given sum, a + b. For example, Anna has a set of
cards numbered from 1 to 50 and she is required to create a sum of 60. Two of the pairs
that she can select are (10, 50) and (25, 35).
(a) Emily has a set of 10 cards numbered consecutively from 1 to 10. There are
exactly 3 pairs that she can select, each having a sum of 8. List the 3 pairs.
(b) Silas has a set of 10 cards numbered consecutively from 1 to 10. Determine the
number of pairs that he can select with a sum of 13.
(c) Daniel has a set of k cards numbered consecutively from 1 to k. He can select
exactly 10 pairs that have a sum of 100. What is the value of k?
(d) Derrick has a set of 75 cards numbered consecutively from 1 to 75. He can select
exactly 33 pairs that have a sum of S. Determine, with justification, all possible
values of S.

4. (a) A circle of radius 2 and a circle of radius 5

are externally tangent to each other at T
and tangent to a horizontal line at points
P and Q, as shown. If points O and C C
are the centres of the circles, then O, T , C T
O
are collinear and both OP and CQ are
perpendicular to P Q. By constructing a
P Q
line segment passing through O and parallel
to P Q, determine the distance between
P and Q.
(b) A circle of radius 4 and a circle of radius 9
are tangent to a horizontal line at points
D and E, as shown. A third circle can be
placed between these two circles so that
it is externally tangent to each circle and
tangent to the horizontal line. If DE = 24,
D E
determine with justification, the radius of
this third circle.
(c) Three circles with radii r1 < r2 < r3 are placed so that they are tangent
to a horizontal line, and so that adjacent circles are externally tangent to
each other. F, G, H, I, J, and K are the points of tangency of the circles to
the horizontal line, as shown. The lengths of F G, HI, JK, in no particular
order, are 18, 20 and 22. Determine, with justification, the values of r1 , r2 and r3 .

r3 r3 r3
r2 r2 r2
r1 r1 r1

F G H I J K
(English)
Contest
Galois
2014
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2014 Galois Contest!
In 2013, more than 15 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2014.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2014/2015 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Thursday, April 18, 2013
(in North America and South America)
Friday, April 19, 2013
(outside of North America and South America)

©2013 University of Waterloo

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

1. (a) Find an equation of the line that passes through the points (2, 0) and (0, 4).
x y
(b) Rewrite the equation of the line from part (a) in the form + = 1, where
c d
c and d are integers.
x y
(c) State the x-intercept and the y-intercept of the line + = 1.
3 10
(d) Determine the equation of the line that passes through the points (8, 0) and (2, 3)
x y
written in the form + = 1, where e and f are integers.
e f

2. A thick red candle and a thin green candle are each 100 cm tall. These two candles are
lit at the same time. As the candles burn, their heights decrease at constant but different
rates. The red candle takes 600 minutes to burn completely. The green candle takes 480
minutes to burn completely.
(a) By how much will the height of the red candle have decreased 180 minutes after
being lit?
(b) How many minutes after being lit will the green candle be 80 cm tall?

(c) How much taller will the red candle be than the green candle 60 minutes after
they are lit?
(d) How many minutes after being lit will the red candle be 7 cm taller than the
green candle?
3. The even positive integers are listed in order and arranged into rows, as shown, and
described below.

Row Number
1 2
2 4 6
3 8 10 12
4 14 16 18 20
..
.
Each new row includes one more integer than the previous row. The last number in each
row is the product of the row number and the next largest integer. For example, the last
number in the 4th row is 4 × 5. You may use this fact without proving it.

(a) List the numbers in the 7th row of the table.

(b) What are the first and last numbers in the 100th row of the table?

(c) The last number in row r is L. The first number in row (r + 2) is F . Determine
the smallest possible value for r such that F + L is at least 2013.
4. A cube with edge length 9 cm contains a certain amount of water.
(a) When the cube has one face resting on the N
ground, the depth of the water is 1 cm, as
shown. What is the volume of water in the
cube? M

P
(b) The cube is turned so that one edge, P Q, is on the ground with the opposite
edge, M N , directly above it. Calculate the depth of the water in the cube.
(c) The cube is now positioned so that a single corner, P , is on the ground with the
opposite corner, N , directly above it. To the nearest hundredth of a centimetre,
calculate the depth of the water in the cube.
(English)
Contest
Galois
2013
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2013 Galois Contest!
In 2012, more than 13 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2013.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2013/2014 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
www.cemc.uwaterloo.ca

Galois Contest
(Grade 10)
Thursday, April 12, 2012
(in North America and South America)
Friday, April 13, 2012
(outside of North America and South America)

©2012 University of Waterloo

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published in the
FGH Results on our Web site, http://www.cemc.uwaterloo.ca.
TIPS: 1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

1. Adam and Budan are playing a game of Bocce. Each wants B

their ball to land closest to the jack ball. The positions of
Adam’s ball, A, Budan’s ball, B, and the jack ball, J, are 39
shown in the diagram.
Q
(a) What is the distance from A to J?
15
(b) What is the distance from B to A?
J A
(c) Determine whose ball is closer to the jack ball,
15 20
Adam’s or Budan’s.
P

2. (a) When the numbers 25, 5 and 29 are taken in pairs and averaged, what are the
three averages?
(b) When the numbers 2, 6 and n are taken in pairs and averaged, the averages are
11, 4 and 13. Determine the value of n.
(c) There are three numbers a, b and 2. Each number is added to the average of the
other two numbers. The results are 14, 17 and 21. If 2 < a < b, determine the
values of a and b.

3. The diagram shows one of the infinitely many lines that

pass through the point (2, 6). y
(a) A line through the point (2, 6) has slope −3.
Determine the x- and y-intercepts of this line. Q
(b) Another line through the point (2, 6) has
slope m. Determine the x- and y-intercepts of (2 , 6)
this line in terms of m.
(c) A line through the point (2, 6) has slope m, and
crosses the positive x-axis at P and the positive
y-axis at Q, as shown. Determine the two values x
O (0 , 0) P
of m for which 4P OQ has an area of 25.
4. (a) In Town A, five students are standing at different intersections on the same east-
west street, as shown. The distances between adjacent intersections are given in
kilometres.
1 2 4 7
Abe Bo Carla Denise Ernie

The students agree to meet somewhere on the street such that the total distance
travelled by all five students is as small as possible. Where should the students
meet?
(b) In Town B, there is an even number of students. The students are standing
at different intersections on a straight north-south street. The students agree
to meet somewhere on the street that will make the total distance travelled as
small as possible. With justification, determine all possible locations where the
students could meet.
(c) In Town C, the streets run north-south and east- y
west forming a positive xy-plane with intersections
every 1 km apart, as shown. One hundred students 6
are standing at different intersections. The first 5
50 students, numbered 1 to 50, stand so that the 4
student numbered k stands at intersection (2k , k). (For 3
example, student 5 stands at (32, 5).) The remaining 2
students, numbered 51 to 100, stand so that the student 1
numbered j stands at intersection (j − 50, 2j − 100). x
0 1 2 3 4 5 6
The students can only travel along the streets, and they
agree to meet at an intersection that will make the total
distance travelled by all students as small as possible.
With justification, determine all possible intersections
at which the students could meet.
(English)
Contest
Galois
2012
The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING
For students...
Thank you for writing the 2012 Galois Contest!
In 2011, more than 13 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2012.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2012/2013 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program

www.cemc.uwaterloo.ca
2011 Galois Contest (Grade 10)
Wednesday, April 13, 2011

1. Jackson gave the following rule to create sequences:

1
“If x is a term in your sequence, then the next term in your sequence is .”
1−x
For example, Mary starts her sequence with the number 3.
1 1 1
The second term of her sequence is = = − . Her sequence is now 3, − 21 .
1−3 −2 2
1 1 2 1 2
The third term of her sequence is 1 = 3 = . Her sequence is now 3, − 2 , 3 .
1 − (− 2 ) 2
3
1 1
The fourth term of her sequence is 2 = 1 = 3. Her sequence is now 3, − 21 , 23 , 3.
1− 3 3

Fabien starts his sequence with the number 2, and continues using Jackson’s rule until the
sequence has 2011 terms.

(a) What is the second term of his sequence?

(b) What is the fifth term of his sequence?
(c) How many of the 2011 terms in Fabien’s sequence are equal to 2? Explain.
(d) Determine the sum of all of the terms in his sequence.

2. Alia has a bucket of coins. Each coin has a zero on one side and an integer greater than 0 on
the other side. She randomly draws three coins, tosses them and calculates a score by adding
the three numbers that appear.

(a) On Monday, Alia draws coins with a 7, a 5 and a 10. When she tosses them, they show
7, 0 and 10 for a score of 17. What other scores could she obtain by tossing these same
three coins?
(b) On Tuesday, Alia draws three coins and tosses them three times, obtaining scores of
60, 110 and 130. On each of these tosses, exactly one of the coins shows a 0. Determine
the maximum possible score that can be obtained by tossing these three coins.
(c) On Wednesday, Alia draws one coin with a 25, one with a 50, and a third coin. She tosses
these three coins and obtains a score of 170. Determine all possible numbers, other than
zero, that could be on the third coin.
2011 Galois Contest Page 2

3. In rectangle ABCD, P is a point on BC so that ∠AP D = 90◦ . T S is perpendicular to BC

with BP = P T , as shown. P D intersects T S at Q. Point R is on CD such that RA passes
through Q. In 4P QA, P A = 20, AQ = 25 and QP = 15.

B P T C

15
20 R
16 Q

A S D

(a) Determine the lengths of BP and QT .

(b) Show that 4P QT and 4DQS are similar. That is, show that the corresponding angles
in these two triangles are equal.
(c) Determine the lengths of QS and SD.
(d) Show that QR = RD.
n(n + 1)
4. For a positive integer n, the nth triangular number is T (n) = .
2
3(3+1) 3(4)
For example, T (3) = 2
= 2
= 6, so the third triangular number is 6.

(a) There is one positive integer a so that T (4) + T (a) = T (10). Determine a.
(b) Determine the smallest integer b > 2011 such that T (b+1)−T (b) = T (x) for some positive
integer x.
(c) If T (c) + T (d) = T (e) and c + d + e = T (28), then show that cd = 407(c + d − 203).
(d) Determine all triples (c, d, e) of positive integers such that T (c) + T (d) = T (e) and
c + d + e = T (28), where c ≤ d ≤ e.
2010 Galois Contest (Grade 10)
Friday, April 9, 2010

1. Emily’s old showerhead used 18 L of water per minute.

She installs a new showerhead that uses 13 L per minute.

(a) When Emily takes a bath, she uses 260 L of water. Using the new showerhead, what
length of shower, in minutes, uses 260 L of water?
(b) How much less water is used for a 10 minute shower with the new showerhead than with
the old showerhead?
(c) Emily is charged 8 cents per 100 L of water that she uses. Using the new showerhead
instead of the old showerhead saves water and so saves Emily money. How much money
does Emily save in water costs for a 15 minute shower?
(d) How many minutes of showering, using the new showerhead, will it take for Emily to have
saved $30 in water costs?

y
2. (a) Quadrilateral QABO is constructed as
A (2, 12)
shown. Determine the area of QABO. Q (0, 12)

x
O (0, 0) B (12, 0)

(b) Point C(0, p) lies on the y-axis

between Q(0, 12) and O(0, 0) as shown. y
Determine an expression for the area of A (2, 12)
Q (0, 12)
4COB in terms of p.

(c) Determine an expression for the area of

C (0, p)
4QCA in terms of p.

(d) If the area of 4ABC is 27, determine the

value of p.

x
O (0, 0) B (12, 0)
2010 Galois Contest Page 2

3. (a) Solve the system of equations algebraically for (x, y):

x + y = 42
x − y = 10
(b) Suppose that p is an even integer and that q is an odd integer. Explain why the system
of equations
x+y = p
x−y = q

has no positive integer solutions (x, y).

(c) Determine all pairs of positive integers (x, y) that satisfy the equation x2 − y 2 = 420.
P
4. (a) In 4P QR, point T is on side QR such that
QT = 6 and T R = 10. Explain why the ratio of
the area of 4P QT to the area of 4P T R is 3 : 5.

Q 6 T 10 R

(b) In 4ABC, point D is the midpoint of side BC. A

Point E is on AC such that AE : EC = 1 : 2.
Point F is on AD such that AF : F D = 3 : 1.
E
If the area of 4DEF is 17, determine the area
of 4ABC.

B D C

(c) In the diagram, points X, Y and Z are on the U

sides of 4U V W , as shown. Line segments U Y ,
V Z and W X intersect at P . Point Y is on V W
such that V Y : Y W = 4 : 3. If 4P Y W has
an area of 30 and 4P ZW has an area of 35,
determine the area of 4U XP . X Z
P

V Y W
2009 Galois Contest (Grade 10)
Wednesday, April 8, 2009

1. Alex counts the number of students in her class with each hair colour, and summarizes the
results in the following table:

Hair Colour Number of Students

Blonde 8
Brown 7
Red 3
Black 2

(a) What percentage of students in the class have blonde hair?

(b) What percentage of students in the class have red or black hair?
(c) How many students in the class with blonde hair would have to dye their hair black for
the percentage of students in the class with black hair to be 20%?
(d) How many students with red hair would have to join the class so the percentage of students
in the class with red hair is equal to 32%?

2. A square has vertices with coordinates A(6, 9), B(12, 6), C(t, 0), and D(3, 3).

(a) Determine the value of t, the x-coordinate of vertex C.

(b) A line is drawn through O(0, 0) and D. This line meets AB at E. Determine the
coordinates of E.
(c) Determine the perimeter of quadrilateral EBCD.

3. (a) Find the area of an equilateral triangle with side length 2.

(b) Determine the area of a regular hexagon with side
length 2.

2
2009 Galois Contest Page 2

(c) In the diagram, regular hexagon ABCDEF

has sides of length 2. Using A, C and E as
centres, portions of circles with radius 1 are A B
drawn outside the hexagon. Using B, D and
F as centres, portions of circles with radius 1
are drawn inside the hexagon. These six
circular arcs join together to form a curve.
Determine the area of the shaded region F C
enclosed by this curve.

E D

4. If m is a positive integer, the symbol m! is used to represent the product of the integers
from 1 to m. That is, m! = m(m − 1)(m − 2) · · · (3)(2)(1). For example, 5! = 5(4)(3)(2)(1) or
5! = 120.
Some positive integers n can be written in the form

n = a(1!) + b(2!) + c(3!) + d(4!) + e(5!).

In addition, each of the following conditions is satisfied:

• a, b, c, d, and e are integers

• 0≤a≤1
• 0≤b≤2
• 0≤c≤3
• 0≤d≤4
• 0 ≤ e ≤ 5.

(a) Determine the largest positive integer N that can be written in this form.
(b) Write n = 653 in this form.
(c) Prove that all integers n, where 0 ≤ n ≤ N , can be written in this form.
(d) Determine the sum of all integers n that can be written in this form with c = 0.
2008 Galois Contest (Grade 10)
Wednesday, April 16, 2008

√ √
1. Three positive integers a, b and x form an O’Hara√triple√(a, b, x) if a+ b = x.
For example, (1, 4, 3) is an O’Hara triple because 1 + 4 = 3.

(a) If (36, 25, x) is an O’Hara triple, determine the value of x.

(b) If (a, 9, 5) is an O’Hara triple, determine the value of a.
(c) Determine the five O’Hara triples with x = 6. Explain how you found these triples.

2. (a) Determine the equation of the line passing through the points P (0, 5) and Q(6, 9).
(b) A line, through Q, is perpendicular to P Q. Determine the equation of the line.
(c) The line from (b) crosses the x-axis at R. Determine the coordinates of R.
(d) Determine the area of right-angled 4P QR.

3. (a) A class of 20 students was given a two question quiz. The results are listed below:
Question Number of students
number who answered correctly
1 18
2 14
Determine the smallest possible number and the largest possible number of students that
could have answered both questions correctly. Explain why these are the smallest and
largest possible numbers.
(b) A class of 20 students was given a three question quiz. The results are listed below:
Question Number of students
number who answered correctly
1 18
2 14
3 12
Determine the smallest possible number and the largest possible number of students that
could have answered all three questions correctly. Explain why these are the smallest and
largest possible numbers.
(c) A class of 20 students was given a three question quiz. The results are listed below:
Question Number of students
number who answered correctly
1 x
2 y
3 z
where x ≥ y ≥ z and x + y + z ≥ 40.
Determine the smallest possible number of students who could have answered all three
questions correctly in terms of x, y and z.
2008 Galois Contest Page 2

4. Carolyn and Paul are playing a game starting with a list of the integers 1 to n. The rules of
the game are:

• Carolyn always has the first turn.

• Carolyn and Paul alternate turns.
• On each of her turns, Carolyn must remove one number from the list such that this number
has at least one positive divisor other than itself remaining in the list.
• On each of his turns, Paul must remove from the list all of the positive divisors of the
number that Carolyn has just removed.
• If Carolyn cannot remove any more numbers, then Paul removes the rest of the numbers.

For example, if n = 6, a possible sequence of moves is shown in this chart:

Player Number(s) removed Number(s) remaining Notes

Carolyn 4 1, 2, 3, 5, 6
Paul 1, 2 3, 5, 6
Carolyn 6 3, 5 She could not remove 3 or 5
Paul 3 5
Carolyn None 5 Carolyn cannot remove any number
Paul 5 None

In this example, the sum of the numbers removed by Carolyn is 4 + 6 = 10 and the sum of the
numbers removed by Paul is 1 + 2 + 3 + 5 = 11.

(a) Suppose that n = 6 and Carolyn removes the integer 2 on her first turn. Determine the
sum of the numbers that Carolyn removes and the sum of the numbers that Paul removes.
(b) If n = 10, determine Carolyn’s maximum possible final sum. Prove that this sum is her
maximum possible sum.
(c) If n = 14, prove that Carolyn cannot remove 7 numbers.
2007 Galois Contest (Grade 10)
Wednesday, April 18, 2007

1. Jim shops at a strange fruit store. Instead of putting prices on each item, the mathematical
store owner will answer questions about combinations of items.

(a) In Aisle 1, Jim receives the following answers to his questions:

Jim’s Question Answer
What is the sum of the prices of an Apple and a Cherry? 62 cents
What is the sum of the prices of a Banana and a Cherry? 66 cents
What is difference between the prices of an Apple and a Banana? Which has a higher
price? Explain how you obtained your answer.
(b) In Aisle 2, Jim receives the following answers to his questions:
Jim’s Question Answer
What is the sum of the prices of a Mango and a Nectarine? 60 cents
What is the sum of the prices of a Pear and a Nectarine? 60 cents
What is the sum of the prices of a Mango and a Pear? 68 cents
What is the price of a Pear? Explain how you obtained your answer.
(c) In Aisle 3, Jim receives the following answers to his questions:
Jim’s Question Answer
What is the sum of the prices of a Tangerine and a Lemon? 60 cents
How much more does a Tangerine cost than a Grapefruit? 6 cents
What is the sum of the prices of Grapefruit, a Tangerine and a Lemon? 94 cents
What is the price of a Lemon? Explain how you obtained your answer.

2. (a) In the diagram, what is the perimeter of the sector of the circle A
with radius 12? Explain how you obtained your answer.

60
O B

(b) Two sectors of a circle of radius 12 are placed side by side, as A B

shown. Determine the area of figure ABCD. Explain how you 60
obtained your answer.
60
D C
(c) In the diagram, AOB is a sector of a circle with ∠AOB = 60◦ .
OY is drawn perpendicular to AB and intersects AB at X. What A
is the length of XY ? Explain how you obtained your answer. 12
O X Y

12
B
(d) See over...
2007 Galois Contest Page 2

(d) Two sectors of a circle of radius 12 overlap as shown.

Determine the area of the shaded region. Explain how you Q
obtained your answer.
P 60 60 R

S
3. (a) Each face of a 5 by 5 by 5 wooden cube is divided into 1
by 1 squares. Each square is painted black or white, as
shown. Next, the cube is cut into 1 by 1 by 1 cubes. How
many of these cubes have at least two painted faces?
Explain how you obtained your answer.

(b) A (2k + 1) by (2k + 1) by (2k + 1) cube, where k is a positive integer, is painted in the
same manner as the 5 by 5 by 5 cube with white squares in the corners. Again, the cube
is cut into 1 by 1 by 1 cubes.
i. In terms of k, how many of these cubes have exactly two white faces? Explain how
you obtained your answer.
ii. Prove that there is no value of k for which the number of cubes having at least two
white faces is 2006.

4. Jill has a container of small cylindrical rods in six different colours. Each colour of rod has a
different length as summarized in the chart.
Colour Length
Green 3 cm
Pink 4 cm
Yellow 5 cm
Black 7 cm
Violet 8 cm
Red 9 cm
These rods can be attached together to form a pole.
There are 2 ways to choose a set of yellow and green rods that will form a pole 29 cm in length:
8 green rods and 1 yellow rod OR 3 green rods and 4 yellow rods.

(a) How many different sets of yellow and green rods can be chosen that will form a pole
62 cm long? Explain how you obtained your answer.
(b) Among the green, yellow, black and red rods, find, with justification, two colours for which
it is impossible to make a pole 62 cm in length using only rods of those two colours.
(c) If at least 81 rods of each of the colours green, pink, violet, and red must be used, how
many different sets of rods of these four colours can be chosen that will form a pole 2007 cm
in length? Explain how you got your answer.
2006 Galois Contest (Grade 10)
Thursday, April 20, 2006

1. A hat contains six slips of paper numbered from 1 to 6. Amelie and Bob each choose three
slips from the hat without replacing any of the slips. Each of them adds up the numbers on his
slips.

(a) Determine the largest possible difference between Amelie’s total and Bob’s total. Explain
how you found this difference.
(b) List all possible groups of three slips that Amelie can choose so that her total is one more
than Bob’s total.
(c) Explain why it is impossible for Amelie and Bob to have the same total no matter which
three slips each chooses.
(d) If more slips of paper are added to the hat, numbered consecutively from 7 to n, what
is the smallest value of n > 6 so that Amelie and Bob can each choose half of the slips
numbered from 1 to n and obtain the same total? Explain why this value of n works.

2. In the diagram, AB, BC, CD, DE, EF , F G, GH,

and HK all have length 4, and all angles are right angles, D F
with the exception of the angles at D and F .

B E H
C G

A K

D F

(a) Determine the length of DF .

(b) If perpendicular EM is drawn from E to DF , what D M F

is the length of EM ? Explain how you got your
answer.
E
(c) If perpendicular EP is drawn from E to AK, what is the length of EP ? Explain how you
got your answer.
(d) What is the area of figure ABCDEF GHK? Explain how you got your answer.
2006 Galois Contest Page 2

3. In the diagram, a line is drawn through the points

A(0, 16) and B(8, 0). Point P is chosen in the first y
quadrant on the line through A and B. Points C and
D are then chosen on the x-axis and y-axis, respectively,
so that P DOC is a rectangle. A (0, 16)

(a) Determine the equation of the line through A

and B. D P

(b) Determine the coordinates of the point P so that

P DOC is a square. B (8, 0)
x
O C
(c) Determine the coordinates of all points P that can
be chosen so that the area of rectangle P DOC is 30.

4. (a) When the number 14 has its digits reversed to form the number 41, it is increased by 27.
Determine all 2-digit numbers which are increased by 27 when their digits are reversed.
(b) Choose any three-digit integer a b c whose digits are all different.
(When a three-digit integer is written in terms of its digits as a b c, it means the integer is
100a + 10b + c.)
Reverse the order of the digits to get a new three-digit integer c b a.
Subtract the smaller of these integers from the larger to obtain a three-digit integer r s t ,
where r is allowed to be 0.
Reverse the order of the digits of this integer to get the integer t s r.
Prove that, no matter what three-digit integer a b c you start with, r s t + t s r = 1089.
(c) Suppose that N = a b c d is a four-digit integer with a ≤ b ≤ c ≤ d.
When the order of the digits of N is reversed to form the integer M , N is increased by P .
(Again, the first digit of P is allowed to be 0.)
When the order of the digits of P is reversed, an integer Q is formed.
Determine, with justification, all possible values of P + Q.
2005 Galois Contest (Grade 10)
Wednesday, April 20, 2005

1. An arithmetic sequence is a sequence in which each term after the first is obtained from the
previous term by adding a constant.
For example, the sequence 2, 11, 20, 29, . . . is an arithmetic sequence.
(The “. . .” indicates that this sequence continues without ever ending.)
(a) Find the 11th term in the arithmetic sequence 17, 22, 27, 32, . . . .
(b) Explain why there is no number which occurs in each of the following arithmetic sequences:
17, 22, 27, 32, . . .
13, 28, 43, 58, . . .
(c) Find a number between 400 and 420 which occurs in both of the following arithmetic
sequences:
17, 22, 27, 32, . . .
16, 22, 28, 34, . . .
Explain how you got your answer.
2. Emilia and Omar are playing a game in which they take turns placing numbered tiles on the
grid shown.

Emilia starts the game with six tiles: 1 , 2 , 3 , 4 , 5 , and

6 .
Omar also starts the game with six tiles: 1 , 2 , 3 , 4 , 5 ,
and 6 .
Once a tile is placed, it cannot be moved.
After all of the tiles have been placed, Emilia scores one point for each row that has an even
sum and one point for each column that has an even sum. Omar scores one point for each row
that has an odd sum and one point for each column that has an odd sum. For example, if the
game ends with the tiles placed as shown below, then Emilia will score 5 points and Omar 2
points.
3 1 2 4
5 5 2 4
1 3 6 6

(a) In a game, after Omar has placed his second last tile, the grid appears as shown below.
Starting with the partially completed game shown, give a final placement of tiles for which
Omar scores more points than Emilia. (You do not have to give a strategy, simply fill in
the final grid.)
1 3 5
3 1 2 2
4 4
2005 Galois Contest Page 2

(b) Explain why it is impossible for Omar and Emilia to score the same number of points in
any game.
(c) In the partially completed game shown below, it is Omar’s turn to play and he has a 2
and a 5 still to place. Explain why Omar cannot score more points than Emilia, no matter
where he places the 5.
1 3 6
5 4
3 1 6

3. Two identical rectangular crates are packed with cylindrical pipes, using different methods.
Each pipe has diameter 10 cm. A side view of the first four rows of each of the two different
methods of packing is shown below.

Crate A Crate B

(a) If 200 pipes are packed in each of the two crates, how many rows of pipes are there in each
crate? Explain your answer.
(b) Three pipes from Crate B are shown. Determine the
height, h, of this pile of 3 pipes. Explain your answer.

(c) After the crates have been packed with 200 pipes each, what is the difference in the total
heights of the two packings? Explain your answer.
2005 Galois Contest Page 3

4 3
4. The volume of a sphere with radius r is πr .
3
The total surface area of a cone with height h, slant
height s, and radius r is πr2 + πrs.

s h

(a) A cylinder has a height of 10 and a radius of 3. Deter-

mine the total surface area, including the two ends, of the 3
cylinder, and also determine the volume of the cylinder.

(b) A cone, a cylinder and a sphere all have radius r. The height of the cylinder is H and
the height of the cone is h. The cylinder and the sphere have the same volume. The cone
and the cylinder have the same total surface area. Prove that h and H cannot both be
integers.
2004 Galois Contest (Grade 10)
Thursday, April 15, 2004
________________________________________________________________________________________

1. The Galois Group is giving out four types of prizes, valued at $5, $25, $125 and $625.
(a) The Group gives out at least one of each type of prize. If five prizes are given out with a total
value of $905, how many of each type of prize is given out? Explain how you got your answer.
(b) If the Group gives out at least one of each type of prize and five prizes in total, determine the
other three possible total values it can give out. Explain how you got your answer.
(c) There are two ways in which the Group could give away prizes totalling $880 while making sure
to give away at least one and at most six of each prize. Determine the two ways of doing this,
and explain how you got your answer.

2. In the diagram, the semicircle has diameter AB = 8 . Point C is on the

semicircle so that triangle ABC is isosceles and right-angled.

(a) Determine the area of triangle ABC.

(b) The two regions inside the semicircle but outside the triangle are
shaded. Determine the total area of the two shaded regions.

(c) Semicircles are drawn on AC and CB, as shown. Show that:

(Area of semicircle drawn on AB)
= (Area of semicircle drawn on AC) + (Area of semicircle drawn on CB)

3. In “The Sun Game”, two players take turns placing discs

numbered 1 to 9 in the circles on the board. Each number may
only be used once. The object of the game is to be the first to
place a disc so that the sum of the 3 numbers along a line through
the centre circle is 15.

(a) If Avril places a 5 in the centre circle and then Bob places a 3,
explain how Avril can win on her next turn.
(b) If Avril starts by placing a 5 in the centre circle, show that
whatever Bob does on his first turn, Avril can always win on
her next turn.

4. A 3 by 3 grid has dots spaced 1 unit apart both horizontally and vertically. Six squares of various side
lengths can be formed with corners on the dots, as shown.

(a) Given a similar 4 by 4 grid of dots, there is a total

of 20 squares of five different sizes that can be
formed with corners on the dots. Draw one
example of each size and indicate the number of
squares there are of that size.

(b) In a 10 by 10 grid of dots, the number of squares that can be formed with side length 29 is
two times the number of squares that can be formed with side length 7. Explain why this is
true.

(c) Show that the total number of squares that can be formed in a 10 by 10 grid is
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
1 92 + 2 8 2 + 3 7 2 + 4 6 2 + 5 52 + 6 4 2 + 7 32 + 8 2 2 + 9 12 .
2003 Galois Contest (Grade 10)
Wednesday, April 16, 2003

1. (a) The sum of the squares of 5 consecutive positive integers is 1815. What is the largest of these integers?
(b) Show that the sum of the squares of any 5 consecutive integers is divisible by 5.

2. Professor Cuckoo mistakenly thinks that the angle between the minute hand and the hour hand of a clock at 3:45
is 180°.
(a) Through how many degrees does the hour hand pass as the time changes
from 3:00 p.m. to 3:45 p.m.? 11 12 1
10 2
(b) Show that the Professor is wrong by determining the exact angle between
9 3
the hands of a clock at 3:45.
8 4
(c) At what time between 3:00 and 4:00 will the angle between the hands be
7 6 5
180°?

3. In the game “Switch”, the goal is to make the dimes (D) and quarters (Q) switch spots. The starting position of
the game with 1 quarter and 1 dime is shown below. Allowable moves are:
(i) If there is a vacant spot beside a coin then you may shift to that space.
(ii) You may jump a quarter with a dime or a dime with a quarter if the space on the other side is free.

The game shown in the diagram takes three moves.

Start Q D

Shift Q D

Jump D Q

Shift D Q

(a) Complete the diagram to demonstrate how the game of “Switch”

Q Q D D
that starts with 2 quarters and 2 dimes can be played in 8 moves.

D D Q Q
(b) By considering the number of required shifts and jumps, explain why the game with 3 quarters and 3
dimes cannot be played in fewer than 15 moves.

over ...
4. In the diagram, ABCD is a square and the coordinates of A and D are
as shown. D(1, 8) C
(a) The point E( a, 0) is on the x-axis so that the triangles CBE and
ABE lie entirely outside the square ABCD . For what value of a
is the sum of the areas of triangles CBE and ABE equal to the area
of square ABCD ? A(1, 4) B
(b) The point F is on the line passing through the points M ( 6, – 1) and
N (12, 2 ) so that the triangles CBF and ABF lie entirely outside
the square ABCD . Determine the coordinates of the point F if the E(a, 0)
sum of the areas of triangle CBF and ABF equals the area of
square ABCD .

Extensions (Attempt these only when you have completed as much as possible of the four main
problems.)

Extension to Problem 1:
The number 1815 is also the sum of 5 consecutive positive integers. Find the next number larger than 1815 which
is the sum of 5 consecutive integers and also the sum of the squares of 5 consecutive integers.

Extension to Problem 2:
The assumption might be made that there are 24 times during any 12 hour period when the angle between the hour
hand and the minute hand is 90°. This is not the case. Determine the actual number of times that the angle between
the hour and minute hands is 90°.

Extension to Problem 3:
Explain why the game with n quarters and n dimes cannot be played in fewer than n( n + 2 ) moves.

Extension to Problem 4:
Find the set of all points P( x, y) which satisfy the conditions that the triangles CBP and ABP lie entirely outside
the square ABCD and the sum of the areas of triangles CBP and ABP equals the area of square ABCD .

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