Singapore and Asian

Schools Math Olympiad

(SASMO)

2016

Primary 5

Authors: Merlan Nagidulin

Henry Ong
Rosa Anajao
Pang Zheng Rui

Consultant: Dr Joseph Yeo (NIE)

© Singapore International Math Contests Centre (SIMCC)

All Rights Reserved

No part of this work may be reproduced or transmitted by any means, electronic or mechanical, including
photocopying and recording, or by any information or retrieval system, without the prior permission of the publisher.
 TABLE OF CONTENTS

Message from Executive Director ..................................................................... 1

Competition Format and Prizes ........................................................................ 3

Introduction ...................................................................................................... 5

Problem Solving Procedure ................................................................................................................... 7

Problem Solving Strategies ................................................................................................................... 9

SASMO 2016 Primary 5 Contest ..................................................................... 11

Solutions to SASMO 2016 Primary 5 .............................................................. 28

 Message from Executive Director

Dear students, parents and teachers,

I am gratified to see more of our students gain direct admission into top schools by
August this year and their joy and reduced stress certainly made their preparation for
DSA worthwhile. Now is also the time to start your children/students as they prepare for
DSA, not only for Secondary 1, but also for Secondary 3 as well as Junior College or
polytechnic.
Besides the 2016 questions published in this booklet with detailed solutions, we are
continuously improving SASMO.
1. SASMO 2017 Results will be out on May 1-3 on SASMO Website.
2. More countries participating in SASMO, new additions are Laos, Nepal and United
Arab Emirates. We now have partners in over 18 countries.
3. On July 15, 2017, we will be running our Singapore International Math Olympiad
Challenge (SIMOC) which will include a Math Olympiad contest, mathematics games
and Mind Sports Challenge run on individual and team basis. This will bring out the
best of Singapore Mathematics with manipulatives and games used in Singapore
schools as part of our sharing of Singapore’s Mathematics success. Entry into SIMOC
is by invitation only.
4. We invite teachers from Singapore and the region to join us, as we conduct research
into our own brand of Singapore Mathematics Olympiad and inspiring students to
accelerate learning with manipulatives. We are adding technology to enhance our
question bank database and question setting with software developed for the
International Mathematics Olympiad (IMO).
5. We will be offering more analytics for students to review their performance with
reports.

I am glad that SASMO is making a difference for students in Singapore and elsewhere
around the world as we expand to more countries. We have been invited by World
Mathematics Team Championships, World Mathematics Invitational (WMI) and BEBRAS
to run more international Math and Computational thinking competitions.

1
We look forward to working with your children and students as they start to realize and
achieve their potential.

Thank you.
Yours Sincerely,

Henry Ong
Executive Director

2
 Competition Format and Prizes

SASMO is devoted and dedicated to bringing a love for Mathematics to students. Unlike
most Math Olympiad Competitions, SASMO caters not only to students in the top 5% but
to the top 40% instead. It aims to arouse students’ interest and enthusiasm for
mathematical problem solving, develop mathematical intuition, reasoning and logical
thinking, as well as creative and critical thinking. In addition, this can help improve the
students’ math grades because they can apply problem-solving strategies learnt during
the training to their daily school mathematics.

History:
Created in 2006, SASMO is one of the largest Math Olympiads in the Asian region. We
have expanded the competition to provide an International platform for students from
Primary 2 to Secondary 4, with differentiated contest papers for every level.
SASMO awards medals and certificates to the top 40% of participants.

Contest:
School Candidates
The Contest will be held in your school and no travelling is required.
Individual candidates
The Contest will be held in a school.

Format:
Primary 5:
Section A – 15 Multiple Choice Questions
(2 points for correct answer, 0 points for unanswered question, penalty point (deduct 1
point) for wrong answer)
Section B – 10 Open-ended Questions
(4 points for correct answer, No penalty point for wrong answer)
Total 85 points. To avoid negative scores, each student begins with 15 points

3
Calculators are not permitted
When a problem introduces a more advanced concept, all necessary definitions are
included.

Awards:
Each participant receives a Certificate of Participation or an award certificate for winners
below.
Each of the top 8%, 12% and 20% of all participants receives a Gold, Silver or Bronze
medal and certificate respectively.
Each student who achieves a Perfect Score of 85 points receives a Perfect Score
certificate, Gold medal and $100.

4
 Introduction
For Students Taking the Math Olympiad Challenge

Congratulations. You have embarked on a journey of scholarship. Competitions like

SASMO open many doors for you. Firstly, you learn new and interesting approaches to
problem-solving and also new topics. Next, you will meet talented students from other
schools as you attend training and competitions. You build your endurance to “puzzle”
out challenging problems and build your reputation as a problem solver. Finally, you
will be exposed to various international competitions and scholarship opportunities.
Here in Singapore, you increase your chances of getting into a top school via Direct
School Admissions (DSA) and entry into the Gifted Education Programme as you
compete regularly in high level competitions.

This book is written for the participants in the Singapore and Asian Schools Math
Olympiads (SASMO). It helps students to prepare well for the contest and also develop
higher-order thinking. All problems are designed to help students develop the ability to
think mathematically, rather than to teach more advanced or unusual topics. The fun is
in how you can see patterns and ways of solving each problem in non-technical ways
even though you have not learnt the topic yet!

In addition to the contest problems, the reader is provided with a list of familiar
mathematical terms, as well as a review of some of the topics that are likely to be
tested in the Olympiad. The book also contains some solved examples to provide
different problem-solving techniques, and to familiarize the participant with different
types of Olympiad questions. It is advised that the reader spends appropriate time
studying these questions and solutions, as they will assist in tackling actual Olympiad
problems.

5
How to Use This Book: Practice daily for 15 minutes per hour rather 4 hours of learning
once a month. Your mind needs to absorb each new thought, and constant practice
allows frequent review of previously learned concepts and skills. Together, you can
remember many new problem solving approaches. Try to spend 10 or 15 minutes daily
doing two or three problems. This approach should help you minimize the time needed
to develop the ability to think mathematically.

Whether you solve a problem quickly or you are confused, it is worth studying the
solutions in this book, because often they offer unexpected insights that can help you
understand the problem more fully. After you have invested time – trying to solve each
problem any way you can, reviewing our solutions is very effective. Many of the
problems in this book can be solved in more than one way. There is always a single
answer, but there can be many paths to that answer. Once you solve a problem, go
back and see if you can solve it by another method. Then check our solutions to see if
any of them differ from yours.

Enjoy working on these challenges and you will soon be in a different league from your
peers who have not taken any international competition. We look forward to inviting
you if you are a bronze, silver, gold or perfect score medallist for further training as well
as to compete in Singapore International Math Olympiad Challenge (SIMOC) to be held
in July 2017.

6
 Problem Solving Procedure

You may go through several phases when solving a problem such as trying to
understand the problem, working on a specific approach (planning and attempting),
getting stuck and trying to get unstuck, critically examining solutions or communicating.
The work may involve going back and forth between these different phases of problem
solving.

In solving any problem, it helps to have a working procedure. You might want to
consider this four-step procedure: Understand, Plan, Try It, and Look Back.

Understand
Before you can solve a problem, you must first understand it. Read and re-read the
problem carefully to find all the clues and determine what the question is asking you to
find.
What is the unknown?
What is the data?
What is the condition?

Plan
Once you understand the question and the clues, it's time to use your previous
experience with similar problems to look for strategies and tools to answer the
question.
Do you know a related problem?
Look at the unknown! And try to think of a familiar problem having the same or a
similar unknown?

Try It
After deciding on a plan, you should try it and see what answer you come up with.
Can you see clearly that the steps are correct?
But can you also prove that the steps are correct?

7
Are you feeling stuck?
Many different approaches can be tried to get unstuck. One approach is to try working
a simpler version of the problem, and use the solution to the problem to get insights
that are useful in solving the original problem. In the next chapter, we show some
common solving approaches.

If you are discouraged after a few failed attempts, read this quote from the famous
scientist, Thomas Edison. An assistant asked, "Why are you wasting your time and
money? We have had failure after failure, almost a thousand of them. Why do you
continue to pursue this impossible task?" Edison said, "We haven't had a thousand
failures, we've just discovered a thousand ways to not invent the electric bulb."

Look Back
Once you've tried it and found an answer, go back to the problem and see if you've
really answered the question. Sometimes it's easy to overlook something. If you missed
something check your plan and try the problem again.
Can you check the result?
Can you check the argument?
Can you derive the result differently?
Can you see it at a glance?

8
 Problem Solving Strategies

1. Change the representation

Using a wrong representation may make a problem impossible to solve.

Strategies of changing representation include drawing a picture and acting it out.

DRAW A PICTURE: By drawing a picture, and visualizing the problem information

using it, you will have a clearer understanding of the problem and it will help you to
come up an approach to solve the problem that you might not be able to see otherwise.

ACT IT OUT: We are better at thinking in terms of concrete objects and situations than
in terms of abstract concepts. If we can act out the situation described in a word
problem, we are able to understand the problem better and we may be able to come up
with a problem solution. To do this, we need to use real materials that are easily
available to us. Examples can be pencils, coins and other objects we have in the
classroom.

2. Make an Organized List or a Table

ORGANIZED LIST: Making an organized list allows you to clearly examine data. It can
help you in ensuring that you are looking at all the relevant information. It will also
allow you to see patterns in the data easily and to come to correct conclusions.

MAKE A TABLE: Making a table allows you to clearly examine data. It can help you in
ensuring that you are looking at all the relevant information. It will also allow you to
see patterns in the data easily and to come to correct conclusions.

9
3. Create a Simpler Problem

Sometimes we are not able to solve the problem as it is stated, but we are able to solve
a similar problem that is similar in some way. For example, the simpler problem may
use simpler numbers. Once we solve one or more simpler problems, we may
understand the approach that can be used to solve the problems of similar type and
may be able to solve the problem that has been given to us.

4. Use Logical Reasoning

Logical reasoning is useful in mathematics problems in various ways. It can be used to

eliminate incorrect choices. It can also sometimes be used to conclude the answer
directly.

5. Guess and Check

"Guess and Check" strategy can be used on many problems. If the number of possible
answers is small, one can use this strategy to come up with the answer very quickly. In
some other cases where the number of possible answers is not small, one may still be
able to make intelligent guesses and come up with the answer.

6. Working Backwards

Sometimes, it is easier to start with information at the end of the problem and work
backwards to the beginning of the problem than the other way around.

10
 Division
Singapore and Asian
P5 Schools Math Olympiad
2016

Full Name:

Index Number:

Class:
School:
SASMO 2016 Primary 5 Contest

INSTRUCTIONS
1. Please DO NOT OPEN the contest booklet until the Proctor has given permission to
start.

2. TIME: 1 hour 30 minutes.

3. Attempt all 25 questions.

Questions 1 to 15 score 2 points each, no points are deducted for unanswered
question and 1 point is deducted for wrong answer.
Questions 16 to 25 score 4 points each. No points are deducted for unanswered or
wrong answers.

4. Shade your answers neatly using a pencil in the answer sheet.

5. PROCTORING: No one may help any student in any way during the contest.

6. No electronic devices capable of storing and displaying visual information is

allowed during the course of the exam.

7. Strictly No Calculators are allowed into the exam.

8. All students must fill and shade in their Name, Index number, Class and School in
the answer sheet and contest booklet.

9. MINIMUM TIME: Students must stay in the exam hall at least 1h 15 min.

10. Students must show detailed working and transfer answers to the answer sheet.

11. No exam papers and written notes can be taken out by any contestant.

11
SASMO 2016, Primary 5 Contest
SASMO 2016 Primary 5 [15 MCQ + 10 non-MCQ = 25 Q]

Section A (Correct answer – 2 points| No answer – 0 points| Incorrect answer – minus 1 point)

1. Find the following sum

1234 + 5432 + 789 − 134 − 232 − 819 =

A. 6000
B. 6600
C. 7089
D. 7455
E. None of the above

2. What is the value of half of a quarter of a third of 96?

A. 4
B. 6
C. 8
D. 12
E. None of the above

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SASMO 2016, Primary 5 Contest

3. How many 2-digit multiples of 3 are there?

A. 30
B. 31
C. 32
D. 33
E. None of the above

4. 30 boys eat 2100 buns in 35 days. How many boys eat 660 buns in 11 days?

A. 22
B. 24
C. 26
D. 28
E. 30

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SASMO 2016, Primary 5 Contest

5. 16 adventurers want to cross a river. However, there is only one small boat. The boat
can only accommodate a maximum of 4 people. What is the least number of crosses
needed for all the adventures to cross the river?

A. 4
B. 5
C. 6
D. 7
E. 9

6. Lily’s grandfather has an old clock. Every hour the old clock moves 5 minutes slower
than a normal clock. For example, if the clock is set to the correct time at 9 am, the clock
will show 9:55 am in the same day when the actual time is 10 am. Every morning,
grandfather will set the clock to the correct time 9 am. What is the time shown on the
old clock every time Lily’s grandfather adjusts the time?

A. 7 am
B. 7.15 am
C. 7.30 am
D. 7.45 am
E. 8 am

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SASMO 2016, Primary 5 Contest

7. Find the smallest number that can be divided by 10 and 14.

A. 140
B. 110
C. 90
D. 70
E. None of the above

8. A group of 9 people visited the local science centre. The ticket price for an adult is $10
and the ticket price for a child is $5. The group paid $70 for the tickets. How many
children are in this group?

A. 3
B. 4
C. 5
D. 6
E. 7

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SASMO 2016, Primary 5 Contest

9. An operator ∎ acts on 2 numbers to give the following outcomes:

17 ∎ 29 = 23

19 ∎ 11 = 15

31 ∎ 7 = 19

What is 13 ∎ 23 equals to?

A. 11
B. 17
C. 18
D. 19
E. None of the above

10. The large cube in the figure on the right is formed by

64 small cubes. The surface of the cube was painted red.
How many small cubes have only 2 sides painted?

A. 8
B. 12
C. 20
D. 24
E. 32

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SASMO 2016, Primary 5 Contest

11. Luke and Desmond had the same number of sweets at first. Luke gave 8 sweets to
Desmond. Desmond then bought 5 more sweets. The number of sweets Desmond had
in the end was twice as many sweets as Luke had at the beginning. How many sweets
did each of them have at first?

A. 14
B. 22
C. 29
D. 31
E. 44

12. There are 25 trees planted at equal distances along a road. The distance between
the first and the eighth tree is 56 metres. What is the distance between the first and the
last tree?

A. 175 metres
B. 168 metres
C. 192 metres
D. 200 metres
E. None of the above

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SASMO 2016, Primary 5 Contest

13. Find P in the sequence below

41, 12, 82, 53, 24, 94, 65, 36, 𝑃

A. 106
B. 7
C. 67
D. 74
E. None of the above

14. P represents a whole number. Find the value of P if:

𝑃+1 1
=
𝑃×𝑃 − 1 10

A. 5
B. 7
C. 9
D. 11
E. None of the above

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SASMO 2016, Primary 5 Contest

15. Which of the following cubes cannot be formed by folding the

figure on the right?

A. B. C. D.

E. None of the above

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SASMO 2016, Primary 5 Contest
Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

16. In the figure below, find the ratio of area of the shaded region to area of the
unshaded region.

3 cm

3 cm

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SASMO 2016, Primary 5 Contest

17. In a magic show, the magician placed 4 cards on the table, as shown below. Each
card has a math symbol on one side and a number on other side.

× − 𝟖 𝟐
After showing the cards, he flipped over some (maybe all) of the cards and rearranged
them. The new arrangement of the cards is shown below.

𝟑 + ÷ 𝟐
How many of these four cards have an even number on one side?

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SASMO 2016, Primary 5 Contest

18. The bar chart below shows the number of cars sold in Town A in the first half of year
2015. All the horizontal lines are equally spaced. The difference between the number of
cars sold in month with the highest sales and the number of cars sold in the month with
lowest sales is 60. How many cars were sold in the first half of the year?
Number of cars

0
Jan Feb Mar Apr May Jun
Month

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SASMO 2016, Primary 5 Contest

19. When 70 is divided by 𝑥 , it gives a remainder of 2. When 121 is divided by 𝑥, it

gives a remainder of 2. What is the value of 𝑥 ?

20. The figure below consists of 4 identical squares. The length of each square is 3 cm.
Some of these figures are placed next to each other to form a larger square. What is
the least possible perimeter of the larger square formed?

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SASMO 2016, Primary 5 Contest

21. The figure below is a rectilinear shape. What is the perimeter of the figure below?

4
2
4
10 6
8

18

22. Six machines can produce 150 parts every 30 minutes. However, the manager
discovered 10 defective parts every 40 minutes from each machine. How many additional
machines are needed to produce 1050 functional parts every hour?

24
SASMO 2016, Primary 5 Contest

23. Some triangles can be formed by connecting 3 points (as the vertices) in the
diagram below. How many triangles can be formed in total?

25
SASMO 2016, Primary 5 Contest

24. John and his brother Luke are playing with their dog. John and Luke are at the two
ends of a straight road, 5 km apart. They start running towards each other at the same
time. John’s speed is 15 km/h and Luke’s speed is 10 km/h. At the same time, their dog
starts running at a constant speed of 20 km/h from John to Luke. Once it reached Luke,
it immediately turns and runs back towards John and so on. The dog stops running when
John and Luke meet. Find the total distance covered by the dog.

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SASMO 2016, Primary 5 Contest

25. In the following alphametic, all the different letters represent for different digits.
Find the 5-digit number SASMO.

S A S M O

× 4

O G A M S

End of Paper
27
SASMO 2016, Primary 5 Contest
Solutions to SASMO 2016 Primary 5
Section A (Correct answer – 2 points| No answer – 0 points| Incorrect answer – minus 1 point)
Question 1
1234 + 5432 + 789 − 134 − 232 − 819
= (1234 − 134) + (5432 − 232) + (789 − 819)
= 1100 + 5200 − 30 = 𝟔𝟐𝟕𝟎

Question 2
1 1 1 1 1 1
× (4 × (3 ×96)) = 2 × (4 ×32) = 2 ×8 = 𝟒
2

Question 3
From 1 to 99, there are 99 ÷ 3 = 33 multiples of 3.
From 1 to 9, there are 9 ÷ 3 = 3 multiples of 3.
Thus, there are 33 − 3 = 𝟑𝟎 2-digit multiples of 3.
Answer: A

Question 4
30 boys eat 2100 buns in 35 days.
Hence 30 boys eat 2100 ÷ 35 = 60 buns in 35 ÷ 35 = 1 day.
Thus, 30 boys eat 60×11 = 660 buns in 1×11 = 11 days.

Question 5
To obtain the least number of crosses, each time 4 people should cross the river. It is
obvious that 1 person needs to row back to fetch the others. After 4 round-trips (8 crosses
in total), 4×(4 − 1) = 4×3 = 12 people were sent to the other side of the river. The 9th
cross will be able to send 12 + 4 = 16 people to the other side of the river.

Question 6
Every hour, the clock shows 5 minutes behind the actual time. After 1 day, the clock will
be 24×5 = 120 minutes behind the actual time. 120 minutes before 9 am is 7 am.

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SASMO 2016, Primary 5 Contest
Question 7
Method 1:
Multiples of 10: 10, 20, 30, 40, 50, 60, 70, 80, 90
Multiples of 14: 14, 28, 42, 56, 70, 84
The list above shows that 70 is the smallest number that is multiple of both 10 and 14.
Hence 70 is the smallest number that can be divided by 10 and 14.
Method 2:
10 = 2×5 , 14 = 2×7
Hence, the least common multiple (LCM) of 10 and 14 is 2×5×7 = 𝟕𝟎.

Question 8
Method 1:
We can solve this question by constructing the following table:
Amount paid Amount paid
No. of adults No. of children Total amount
by adults by children

9 0 9×10 0×5 $90

8 1 8×10 1×5 $85

7 2 7×10 2×5 $80

6 3 6×10 3×5 $75

𝟓 𝟒 𝟓×𝟏𝟎 𝟒×𝟓 $𝟕𝟎

Method 2: Using Algebra

Let 𝑥 be the number of children in the group. Then the number of adults is 9 − 𝑥. From
the given, we have
10(9 − 𝑥) + 5𝑥 = 70
90 − 10𝑥 + 5𝑥 = 70
90 − 5𝑥 = 70
−5𝑥 = 70 − 90
−20
𝑥= =𝟒
−5
Hence, there are 4 children in the group.
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SASMO 2016, Primary 5 Contest

Question 9
The pattern is as follows:
(17 + 29) ÷ 2 = 23
(19 + 11) ÷ 2 = 15
(31 + 7) ÷ 2 = 19
(13 + 23) ÷ 2 = 𝟏𝟖.
Question 10
Four cubes in the centre of each face have only 1 side painted.
Each cube at the corners has 3 sides painted. Cubes along the
edge but not at the corners have 2 sides painted. Then there
are 2×12=24 cubes that have 2 sides painted.

Question 11
Method 1: Using Model Method
If 1 unit represents the number of sweets each of them had in the beginning, then we
have the following diagram based on the condition:

Desmond’s number of sweets in the end is twice the number of sweets Luke had in the
beginning, so 1 unit = 8 + 5 = 13. Therefore, each of them had 13 sweets in the
beginning.

Method 2: Using Algebra

Let 𝑥 be the number of sweets each of them had in the beginning.
After Luke gave 8 sweets to Desmond and Desmond bought 5 more sweets, Luke have
(𝑥 − 8) sweets while Desmond have (𝑥 + 8 + 5) sweets. Then, the condition implies
that
𝑥 + 8 + 5 = 2𝑥
𝑥 − 2𝑥 = −8 − 5

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SASMO 2016, Primary 5 Contest
−𝑥 = −13 ⟹ 𝒙 = 𝟏𝟑

Question 12
There are 7 intervals from the first to the eighth tree, each interval is 56 ÷ 7 = 8 metres.
From the first to the 25th tree, there are 24 intervals. Hence the distance between the
first and the last tree is 24×8 = 𝟏𝟗𝟐 metres.

Question 13
The pattern is a simple reversal of the digits of the multiples of 7:
41 → 14
12 → 21
82 → 28
…
36 → 63
? → 70
The next multiple of 7 after 63 is 70. Hence P is 7.

Question 14
Method 1:
𝑃+1 1 2 3 4 5
= = = = = =⋯
𝑃×𝑃 − 1 10 20 30 40 50
We can notice that 𝑃×𝑃 − 1 is a multiple of 10. When 𝑃 = 9, the expression is a
9+1 10 1
multiple of 10. However, = 80 = 8
9×9−1

When 𝑷 = 𝟏𝟏, the expression is a multiple of 10 and

11 + 1 12 1
= =
11×11 − 1 120 10

Method 2:
Formula: 𝑃2 − 1 = (𝑃 − 1)(𝑃 + 1)
𝑃+1 𝑃+1 1
= (𝑃−1)(𝑃+1) = 𝑃−1
𝑃×𝑃−1
1 1
= 10
𝑃−1

𝑃 = 11

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SASMO 2016, Primary 5 Contest

Question 15
Since 3 and 6 are not next to each other, then option A cannot be formed. 3 and 5 are
next to each other in option D, but the 3 dots are slanted in a different direction. Hence,
option D cannot be formed. Options B and C can be formed.

Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

Question 16
The letter ‘S’ is formed by 11 squares.
The letter ‘A’ is formed by 12 squares.
The letter ‘M’ is formed by 14 squares (4 triangles form 2 squares).
The letter ‘O’ is formed by 12 squares.
Hence the shaded region is formed by 11 + 12 + 11 + 14 + 12 = 60 squares.
Unshaded region is formed by 140 squares (total number of squares – 60 squares). The
60 60 3
ratio of area of the shaded region to area of unshaded region is (25×8)−60
= 140 = 7 =

𝟑: 𝟕.

Question 17
Since there are only 4 cards, then there are only 4 signs. All four signs (×, −, + and ÷)
are shown on two diagrams in the question.
From the first diagram we can conclude that the signs behind 8 and 2 are + and ÷.
Therefore, the number behind + and ÷ are 8 and 2.
Hence the numbers on the four cards are 3, 2, 2 and 8. There are 3 even numbers.

Question 18
According to the diagram, there is 1 unit in February and 6 units in June. Since the
difference between the numbers of cars sold in June and in February is 60, then each
unit represents 60 ÷ 5 = 12 cars. There are 22 units altogether. Therefore, 22×12 =
𝟐𝟔𝟒 cars were sold in the first half of the year.

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SASMO 2016, Primary 5 Contest

Question 19

When 70 is divided by 𝑥 , it gives a remainder of 2. So, 68 is divisible by 𝑥.

When 121 is divided by 𝑥, it gives a remainder of 2. So, 119 is divisible by 𝑥.
68 = 17×4 and 119 = 17×7. The only common factor of 68 and 119 is 17. Hence 𝒙 is
17.

Question 20
The least possible perimeter of the larger square formed is 3×16 =
𝟒𝟖 cm.

Question 21

Perimeter = 10 + 4 + 2 + 4 + 4 + 6 + 6 + 8 + 18 + 18 = 𝟖𝟎

Question 22
Machines Minutes Total Parts

6 30 150

1 30 25

1 60 50

Machines Minutes Defective Parts

1 40 10

1 20 5

1 60 15

Machines Minutes Functional Parts

1 60 50 – 15 = 35

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SASMO 2016, Primary 5 Contest
30 60 35 × 30 = 1050

In order to produce 1050 functional parts, we need 30 machines. So, 30 − 6 = 𝟐𝟒

additional machines are needed.

Question 23

(1) (2) (3)

(4) (5) (6)

(7) (8) (9)

The figure above shows 9 triangles. It is also possible to form the upside-down version
of each of the above triangle. Hence 18 triangles can be formed.

Question 24

John and Luke are running towards each other. It will take 5 ÷ (15 + 10) = 5 ÷ 25 =
0.2 hours for them to meet. Given that the dog is running at 20 km/h, it will cover
20×0.2 = 𝟒 km in total.

Question 25
1) Since the product of SASMO and 4 is a 5-digit number, S can only be either 0, 1 or 2.
S cannot be 0, or else SASMO will not be a 5-digit number. The product of SASMO and 4
must be an even number. Hence S can only be 2.
2) By multiplying the ones digits, 𝑂×4 ends with 2, so O can be either 3 or 8. By
multiplying the ten thousands digits, 𝑆×2 = 2×4 = 8, so O can be either 8 or 9 (includes
carry over) not 3. In this case, O can only be 8.
3) By multiplying the tens digits, 𝑀×4 + 3 (𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑠 𝑐𝑎𝑟𝑟𝑦 𝑜𝑣𝑒𝑟) ends with M. The only
digit M that satisfies this is 9.

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SASMO 2016, Primary 5 Contest
4) By multiplying the hundreds digits, 2×4 + 3 (𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑠 𝑐𝑎𝑟𝑟𝑦 𝑜𝑣𝑒𝑟) ends with A. Hence
A is 1.
The 5-digit number SASMO is 21298.

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