CRUXv 41 N 9
CRUXv 41 N 9
Editorial Board
Editor-in-Chief Kseniya Garaschuk University of British Columbia
Crux Mathematicorum
Founding Editors / Rédacteurs-fondateurs: Léopold Sauvé & Frederick G.B. Maskell
Former Editors / Anciens Rédacteurs: G.W. Sands, R.E. Woodrow, Bruce L.R. Shawyer,
Shawn Godin
Crux Mathematicorum
with Mathematical Mayhem
Former Editors / Anciens Rédacteurs: Bruce L.R. Shawyer, James E. Totten, Václav Linek,
Shawn Godin
ROBERT DAWSON /371
This seems like a good time to remind people what a Crux article is, and isn’t.
(1) Crux is accessible. Crux is read by university professors and graduate stu-
dents. It’s also read by undergraduates, school teachers, school students, and
amateurs whose day jobs have nothing to do with mathematics. We ask prospec-
tive writers to write for a very clever high school student. Assume high intelligence
but not a lot of specialized knowledge. That said:
(2) Crux is primarily for problem solvers, and by “problems” I mean the sort
of thing that might appear on a regional or national math contest. We may run
puzzles and alphametics, but they aren’t our main topic, and we probably wouldn’t
run articles about them. The natural home for articles on those topics used to
be the late and much lamented Journal of Recreational Mathematics. Right now
perhaps the best place, if the article has some mathematical content, is probably
Mathematics Gazette, the Mathematical Intelligencer, or the College Math Journal.
You should assume that most Crux readers know the standard tricks of the trade.
Don’t stop and explain mathematical induction or double counting unless you’re
explaining something new or unusual about those topics.
A good Crux article is not one where readers watch you solve problems. It’s
one that tells a significant proportion of them something they didn’t know before
about how to solve problems.
(3) Crux is short. Our articles don’t usually run more than five or six pages, and
we’re more likely to run it if it’s three or four. That’s the right length for the
sort of thing we publish. We do like well-done illustrations, nice examples, and
interesting asides – but please keep it all brief.
(4) Crux is not a research journal. If you’ve written a research paper, please send
it somewhere else, where it has a chance of getting published. We publish a dozen
or so articles per year – the College Math Journal, at a similar level, publishes
almost that many in a month. None of our articles are research articles in the
conventional sense.
Crux is definitely not a “research journal of last resort.” We don’t even publish
good research papers, and we have no need at all for “research” that other journals
won’t print.
*You cannot trisect the angle, square the circle, or duplicate the cube using clas-
sical tools. If you understand Wantzel’s classic 1837 proof, you won’t try. If you
don’t understand it, you have not done your preparatory work and you have no
business trying.
*You probably cannot prove the Riemann Conjecture, Fermat’s Last Theorem,
the ABC conjecture, or the Four Color Theorem in five pages. If you could, you
would not be sending your proof to Crux : you would be sending it to one of the
very top math journals. Finally, please don’t use a theorem-proof-lemma form.
It’s not our style.
Okay? Now you know what we’re looking for. Write it – get somebody to check it
over to make sure the math and English (or French) is correct – and send it to us.
Over 1500 used books from all areas of pure and applied mathematics, including
some computer science, statistics, and mathematical physics, are for sale at
http://www.mathstat.dal.ca/~dilcher/oldbooks.html
Of particular interest to Crux readers will be the sections on Problem Solving,
Puzzles and Games, Biographies, History, and General and Popular Mathematics.
This is a fundraiser, and prices are moderate. All proceeds go, in equal parts, to the
Canadian Mathematical Society and to the Dalhousie Department of Mathematics
and Statistics.
(Illustrations by Vladimı́r Jiránek.)
CC192. Let M be a 3 × 3 matrix with all entries drawn randomly (and with
equal probability) from {0, 1}. What is the probability that det M will be odd?
CC193. Consider the set of numbers {1, 2, . . . , 10}. Let {a1 , a2 , . . . , a10 } be
some permutation of these numbers and compute
What is the maximum possible value of the above sum over all possible permuta-
tions and how many permutations give you this maximum value?
CC194. At a strange party, each person knew exactly 22 others. For any
pair of people X and Y who knew one another, there was no other person at the
party that they both knew. For any pair of people X and Y who did not know
one another, there were exactly 6 other people that they both knew. How many
people were at the party?
CC195. A bisecting curve is one that divides a given region into two sub-
regions of equal area. The shortest bisecting curve of a circle is clearly a diameter.
What is the shortest bisecting curve of an equilateral triangle?
.................................................................
CC192. Soit M une matrice 3 × 3 dont les éléments sont tous choisis de
façon aléatoire dans l’ensemble {0, 1}. Quelle est la probabilité pour que det M
soit impair?
Parmi toutes les permutations de l’ensemble, quelle est la valeur maximale de cette
somme et combien de permutations donnent cette valeur maximale?
CC194. Lors d’une drôle de fête, chaque personne connaı̂t 22 autres person-
nes. Pour chaque paire de personnes X et Y qui se connaissent l’une l’autre, il
n’y a aucune autre personne à la fête que X et Y connaissent tous les deux. Pour
chaque paire de personnes X et Y qui ne se connaissent pas l’une l’autre, il y a
6 personnes à la fête que X et Y connaissent tous les deux. Combien y a-t-il de
personnes à la fête?
CC195. Une courbe bissectrice d’une surface est une courbe qui coupe
la surface en deux régions de même aire. La courbe bissectrice d’un cercle est
évidemment un diamètre. Quelle est la courbe bissectrice la plus courte d’un
triangle équilatéral?
CONTEST CORNER
SOLUTIONS
Statements of the problems in this section originally appear in 2014: 40(9), p. 368–369.
All problems are from 42nd Ural tournament of young mathematicians, as printed in
Kvant 2014(1).
CC141. Alice writes down 100 consecutive natural numbers. Bob multiplies
50 of them: 25 smallest ones and 25 largest ones. He then multiplies the remaining
50 numbers. Can the sum of the two products be equal to 100! = 1 · 2 · . . . · 100?
Problem 2 of grade 7 level of 42nd Ural tournament of young mathematicians.
We received three solutions, two of which were correct. We present a composite of
the two correct solutions from Konstantine Zelator and Fernando Ballesta Yagüe.
CC142. Roboto writes down a number. Every minute, he increases the existing
number by the double of the number of its natural divisors (including 1 and itself).
For example, if he started with 5, the sequence would be 5, 9, 15, 23, . . .. What is
the maximum number of perfect squares that appears on the board within 24
hours?
Problem 3 of grade 7 level of 42nd Ural tournament of young mathematicians.
We received one correct solution. We feature the solution by Konstantine Zelator.
We show that such a sequence contains at most one perfect square. We make two
observations. First, if n is a perfect square, then n ≡ 0 or 1 (mod 4) . Second,
the number of positive divisors of an integer is odd if and only if that integer is a
perfect square.
Suppose such a sequence contains a perfect square k. Then k has 2m + 1 divisors
for some integer m, and twice the number of divisors of k is 4m + 2. Since k is a
perfect square k ≡ 0 or 1 (mod 4) and k+4m+2 ≡ 2 or 3 (mod 4) . We notice that
numbers of these forms cannot be perfect squares, and so have an even number of
divisors. Thus, twice the number of their divisors is a multiple of 4. So after this
point, the terms in the sequence will be the same modulo 4 and hence can never
be perfect squares. Thus, there can be at most one perfect square in the sequence.
CC143. Summer Camp has attracted 300 students this year. On the first day,
the students discovered (as mathematicians would) that the number of triples of
students who mutually know each other is greater than the number of pairs of
students who know each other. Prove that there is a student who knows at least
5 other students.
Problem 9 of grade 7 level of 42nd Ural tournament of young mathematicians.
We received no solutions to this problem.
CC144. Year 2013 is the first one since Middle Ages that uses 4 consecutive
digits in its base 10 representation. How many other years like this will there be
before year 10,000?
Problem 1 of grade 8 level of 42nd Ural tournament of young mathematicians.
We received three solutions, of which two were correct and complete. We present
the most succinct, by Andrea Fanchini.
We have seven possible groups of four consecutive digits:
CC145. Can a natural number be divisible by all numbers between 1 and 500
except for some two consecutive ones? If so, find these two numbers (show all
possible cases).
Problem 3 of grade 8 level of 42nd Ural tournament of young mathematicians.
We received two correct solutions. We present the solution of Titu Zvonaru below.
Let n be a natural number less than 500 satisfying the statement of the problem.
Let p be a number such that n is not divisible by p. If p = a · b with a, b > 1
relatively prime, we deduce that n is not divisible by a or is not divisible by b.
Since a (or b) and p are not consecutive, we obtain a contradiction. This yields
that p is a power of a prime. If p ≤ 250 then n is not divisible by 2p. It follows
that p > 250.
By the same reasoning, p + 1 must be a power of a prime, and p + 1 > 250. One
of them is even, meaning it must be a power of 2 (the only even prime). It is
not hard to see that 256 = 28 is the only number that fits our criteria. So either
p = 256 or p + 1 = 256. If p = 256 then p + 1 = 257 which is easily seen to be
prime. If p + 1 = 256 then p = 255 which factors as 255 = 3 · 5 · 17, not a power
of a prime. As a conclusion, the number
is divisible by all numbers between 1 and 500, except for consecutive numbers 256
and 257.
OC251. Let a, b, c and d be real numbers such that b − d ≥ 5 and all zeros
x1 , x2 , x3 , and x4 of the polynomial P (x) = x4 + ax3 + bx2 + cx + d are real. Find
the smallest value of the product
(x21 + 1)(x22 + 1)(x23 + 1)(x24 + 1).
OC252. In an obtuse triangle ABC (AB > AC), O is the circumcentre and
D, E and F are the midpoints of BC, CA and AB respectively. Median AD
intersects OF and OE at M and N respectively and BM meets CN at point P .
Prove that OP ⊥ AP .
OC253. Prove that there exist infinitely many positive integers n such that
3n + 2 and 5n + 2 are all composite numbers.
.................................................................
OC251. Soit a, b, c et d des nombres réels tels que b − d ≥ 5 et tels que les
racines x1 , x2 , x3 et x4 du polynôme P (x) = x4 + ax3 + bx2 + cx + d sont toutes
réelles. Déterminer la plus petite valeur possible pour le produit
(x21 + 1)(x22 + 1)(x23 + 1)(x24 + 1).
OC252. Pour un triangle obtus ABC (AB > AC), soit O le centre du cercle
circonscrit et soit D, E et F les mi points de BC, CA et AB respectivement. La
médiane AD intersecte OF et OE à M et N respectivement; BM rencontre CN
au point P . Démontrer que OP ⊥ AP .
OC253. Démontrer qu’il existe un nombre infini d’entiers positifs n tels que
3n + 2 et 5n + 2 sont composés.
OLYMPIAD SOLUTIONS
Statements of the problems in this section originally appear in 2014: 40(7), p. 282–283.
(1 − α)D = P − αA = βB + γC
AP 1−α
and so PD = α . Similarly,
(1 − γ)F = P − γC = αA + βB
AF β
and so AB = 1−γ .
k = kβ + kγ + kα = α2 β + αβ 2 + β 2 γ + βγ 2 + γ 2 α + γα2
and
k = kγ + kα + kβ = α2 γ + αβγ + β 2 α + αβγ + γ 2 β + αβγ.
As a result, we have
p
α2 β + β 2 γ + γ 2 α = 3αβγ = 3 3 α2 β · β 2 γ · γ 2 α.
OC192. Find all possible values of a positive integer n for which the expression
Sn = xn + y n + z n is constant for all real x, y, z with xyz = 1 and x + y + z = 0.
Originally problem 2 from the 2013 Spain Mathematical Olympiad.
We received two correct submissions. We present the solution by the Missouri
State University Problem Solving Group.
We claim that the only solutions are n = 1 and n = 3 (and n = 0 if non-negative
integers are allowed). Let σ1 = x + y + z, σ2 = xy + xz + yz, and σ3 = xyz (the
elementary symmetric functions in x, y, z). It is straightforward to verify that for
any x, y, z,
Sn = σ1 Sn−1 − σ2 Sn−2 + σ3 Sn−3 .
In our case, this gives
OC193. Let {an } be a positive integer sequence such that ai+2 = ai+1 + ai
for all i ≥ 1. For positive integer n, define {bn } as
4n−2
1 X
bn = ai .
a2n+1 i=1
4n−2 4n−4
! 4n−3
!
X X X
ai = 1+ Fi a1 + Fi a2 = F4n−2 a1 + (F4n−1 − 1)a2 .
i=1 i=1 i=1
On the other hand, a2n+1 = F2n−1 a1 + F2n a2 . Finally, since L2n−1 F2n−1 = F4n−2
and L2n−1 F2n = F4n−1 − 1, if follows that bn = L2n−1 , where Ln is the n-th Lucas
number beginning with L1 = 2 and L2 = 1 and the problem is done.
∠P OQ = 360◦ − 2α − β − γ = 180◦ − α.
Let A0 be the second point of intersection of Γ and Γ0 . From Focus On... No 12,
the spiral similarity with centre A0 transforming Γ into Γ0 transforms B into P and
C into Q and so ∠(BC, P Q) = ∠(A0 O, A0 O0 ). (Here and in what follows, ∠(`, `0 )
denotes the directed angle of lines from the line ` to the line `0 and we suppose that
the orientation is such that ∠(AB, AC) = α, ∠(BC, BA) = β, ∠(CA, CB) = γ.)
Similarly,
∠(CA, CO) = ∠(CQ, CO) = ∠(AO, AQ) = 90◦ − β.
Since O, A, A0 and Q are concyclic, we obtain
Thus, the circle Γ0 is the locus of all points M such that ∠(M O, M Q) = 90◦ −β and
since ∠(CO, CQ) = −∠(AO, AQ), C is on the reflection of Γ0 in the line OQ. Since
Γ is its own reflection in its diameter OQ, the reflection of C in OQ is on Γ and Γ0 ,
hence is A0 (not A, unless CQ ⊥ OQ but then γ = ∠COQ = 90◦ − ∠OCQ = β,
hence AB = AC, in which case it is easily seen that A = A0 ). As a result,
∠(OQ, OA0 ) = ∠(OC, OQ) = γ and so
BOOK REVIEWS
Robert Bilinski
As a first for my present tenure as book reviewer for Crux, I present multiple
books in this column. The two books are radically different, one appealing to the
brain and the other the heart. What links them is that I see both as possible gifts.
Trigonometry: A clever study guide by James Tanton
ISBN 978-088385-836-3, 212 pages
Published by MAA Press: Problem book series, 2015
but they are clearly labelled as extra chapters. After all, they do not correspond
to any Common Core State Standards, but maybe, that is the mistake.
The book is a small paperback and can easily be carried everywhere, even to that
coffeeshop around the corner where you can dabble in math problems while sipping
a latte. The book is abundantly illustrated and the problems are definitely worthy
of the attention of Crux readers. Here are two more:
All three vertices of an equilateral triangle lie on a parabola y = x2 ,
and one of its sides has a slope of 2. The x-coordinates of the three
vertices have a sum of m/n, where m and n are relatively prime positive
integers. What is the value of m + n? (#24, AMC 12B, 2005)
Inscribed in a circle is a quadrilateral having sides of lengths 25, 39, 52
and 60 taken consecutively. What is the diameter of this circle? (#25,
AHSME, 1972)
The book is clearly not a standalone resource on the subject and has no real
introductory level exercises. The reader must have a basic comprehension of basic
trigonometry and can use this book as a further study guide. An interesting feature
is the presence of links to webpages, although I must admit I did not explore them.
The last 50 pages of the book are filled with complete solutions to the problems,
which are labelled from 1 to 100 in the order they appear and independent of
the chapter they are in. This provides for an easy way to find the solutions. A
little warning : the solutions proposed in the book are bareboned. But if you are
working on a solution, it should be enough to see if you are right or help you find
your mistake if you took the same approach. At the end, the author also presents
a 10-step strategy to conquer math contest problems, though I do not really see
its use since the book itself is aimed at problem solvers who should already have
developed and practiced these strategies.
This book has a well defined readership, namely all prospective mathletes and
various honours students who need extra stimulation to keep them interested.
Crux readers and problem solvers of all ages and strengths will also find this book
interesting. I hear a lot of people reminisce about the good old days when they
had time to play around with math, especially trigonometry. Maybe this book
might make a good gift for that nostalgic engineer friend of yours? In any case,
good reading!
.................................................................
Patterns of the universe : a coloring adventure in math and beauty by Alex Bellos
and Edmund Harriss
ISBN 978-1-61519-323-3, 144 pages
Published by The experiment publishing, 2015
Alex Bellos wears many hats : he is math and puzzles blogger for The Guardian,
he is a science presenter on the BBC and he has written a few mathematics general
interest books. Edmund Harriss is a mathematics professor at the University of
Colour the above Voronoi diagram (image is from Patterns of the universe : a
coloring adventure in math and beauty courtesy of Amazon).
FOCUS ON...
No. 19
Michel Bataille
Solutions to Exercises from Focus On... No. 12 – 16
−−−→ −−→
Let H be the point of intersection of A3 A4 and A1 A2 . Then, λ1 = A1 A2 · A1 H and
−−−→ −−→ −−→ −−−→
λ2 = A1 A2 · HA2 (since HA3 is orthogonal to A1 A2 ). Since A1 , H, A2 are collinear,
−−→ −−→ −−→ −−→
this yields λ1 λ2 = A1 A22 (HA2 · A1 H). Similarly, we find λ3 λ4 = A3 A24 (HA4 · A3 H)
and so
−−→ −−→ −−→ −−→
λ1 λ2 (λ3 + λ4 ) + λ3 λ4 (λ1 + λ2 ) = A1 A22 .A3 A24 (HA2 · A1 H + HA4 · A3 H). (1)
We may consider A4 as the orthocenter of ∆A1 A2 A3 and we know that its reflection
A04 in A1 A2 is on the circumcircle Γ of ∆A1 A2 A3 . It follows that the power of H
−−→ −−→ −−→ −−→ −−→ −−→
with respect to Γ is HA2 · HA1 as well as HA3 · HA04 = −HA3 · HA4 . From (1),
λ1 λ2 (λ3 + λ4 ) + λ3 λ4 (λ1 + λ2 ) = 0, and the desired equality is derived at once.
With the help of the binomial theorem, we rewrite the left-hand side Ln as
n Ç å n−1 Ç å
X (−1)j n X (−1)k−1
j n
Ln = aj , where aj = ·k .
j=0
nj j k k
k=1
Pn 1
Let Hn = k=1 k denote the nth harmonic number. Recalling the well-known
Pn (−1)k−1 n
equality Hn = k=1 k k (easily proved by induction), we see that
n
(−1)
a 0 = Hn + .
n
Then, we calculate a1 as follows:
n−1 Ç å n Ç å !
k−1 n k n
X X
n
a1 = (−1) =− (−1) − 1 − (−1)
k k
k=1 k=0
= −(0 − 1 − (−1)n ) = 1 + (−1)n .
Lastly, if 2 ≤ j ≤ n, we obtain
n−1 Ç å Ç Ç å å
n−k n n j−1
X
n+1 j−1 n+1
aj = (−1) (−1) k = (−1) S(n, j − 1) − n
k n
k=1
= (−1)n nj−1 .
(−1)n
Let Sn be the given sum. We show that Sn = 2 · (n + 1)2 (n + 2)2 .
(−1)n Sn
Consider Tn = (n+1)(n+2) . We calculate:
(n+2)(n+3)
where P (x) is a polynomial whose degree is less than n, a = n+2
P
j=1 j = 2
and
Ñ !2 n+2 é
n+2
X 1 X X (n + 1)(n + 2)(n + 3)(3n + 8)
b= i·j = j − j2 =
2 j=1 j=1
24
1≤i<j≤n+2
Pn+2 (n+2)(n+3)(2n+5)
using j=1 j2 = 6 .
It follows that
1
Tn = (S(n, n + 2) + aS(n, n + 1) + bS(n, n)) .
(n + 2)!
n(n+1)!
Now, S(n, n + 1) = 2 (as seen in the number) and in a similar way, using
P A2 + P B 2 + P C 2 = 3P G2 + GA2 + GB 2 + GC 2 . (2)
AB · M D2 + BD · M A2 + DA · M B 2 + AB · BD · DA = 0.
BD · M A2 − AC · M B 2 > 0 (4)
AB · AC
M D2 · − AC · M B 2 > 0
CD
M B2 AB
and again M D2 < CD .
Further, since
MA · MB MB · MD AB BD
· = · ,
MC · MD MA · MC CD AC
we have
M B2 AB · BD
=
M C2 CD · AC
CD
and the inequality M D2 > M B 2 · AB already obtained gives
CD · BD CD AB · BD
M A2 · > · · M C 2.
AB · AC AB CD · AC
AB
The desired inequality M A2 > M C 2 · CD follows.
Alternately, the latter inequality can be obtained from Stewart’s relation applied
to A, C, D and M in the same way as above. The details are left to the reader.
A Mathematical Performance
Hee-Joo Nam, Giavanna Valacco and Ling-Feng Zhu
Two of us girls were members of the S.M.A.R.T. Circle in Edmonton. The acronym
stands for Saturday Mathematical Activities, Recreations & Tutorials. In 2010, the
Circle sent two teams of four to the Junior High Division of the International Math-
ematics Competition (IMC). Five Circle members, reinforced by three students
elsewhere from Alberta, went to the host city Iuncheon for the event. Hee-Joo,
the third girl, came from Calgary. She was particularly excited since she was orig-
inally from South Korea. We had the highest percentage of female representation
in the history of the competition, except that Iran, not fully understanding the
rules in their first year of participation, sent nine all-girl teams!
The individual and team contest papers are given in the second part of this article,
which will appear in Volume 41, issue 10 of Crux. For further details, see their
website http://www.imc-official.org/en\_US/; for solutions, see the book [1].
Our lack of international experience showed in that Giavanna was the only one
who managed a Bronze Medal in the individual contest.
Apart from academic matters, the I.M.C. emphasized international friendship and
understanding. The most wonderful feature was the Cultural Evening, when teams
from various countries gave short performances. These are usually in the form of
songs and dances, but there had been innovative presentations as well.
The activity we chose was Platonic Metamorphosis. We used six coloured strings
to construct the skeleton of each of the five Platonic solids, in six steps in a
continuous transformation. The clever idea came from Karl Schaffer. See his
paper [2]. However, we made our own adaptation. Ten students were required,
preferably in a six-to-four gender mix. Fortunately, Giavanna’s younger brother
and sister came along on a family holiday, and we had the perfect combination.
The official languages for the I.M.C. were English and Chinese, along with Korean
for 2010. During our performace, narration was done by Giavanna in English, Ling-
Feng in Chinese and Hee-Joo in Korean. This was extremely well-received by the
audience.
Start off with the four girls identified as N(orth), S(outh), E(ast) and W(est). Each
designates one hand as the U(pper) hand and the other hand as the L(ower) hand.
N and S hold out their U hands while E and W hold out their L hands. String 1
is held between UN and LW, string 2 between UN and LE, string 3 between LW
and LE, string 4 between LW and US, string 5 between LE and US, and string 6
between UN and US. The completed tetrahedron is shown in Figure 1, with string
6 drawn in such a way to facilitate the description of the next step.
Figure 1
Figure 2
Each of the four girls holds out the other hand and places it at the center of one
of the four faces of the tetrahedron, as shown on the left side of Figure 2. Each
of these hands will grab the three sides of the triangular face. The end result is a
cube, as shown on the right side of Figure 2. Each string forms a face of the cube.
Figure 3
Now the six boys enter the picture. They are identified as T(op face), B(ottom
face), H (northwest face), I (southwest face), J (southeast face) and K (northeast
face). Each of them holds out both hands and places them symmetrically about
the center of the assigned face of the cube. The line segment joining the two hands
of each student is parallel to a side of the cube, and the segments on adjacent faces
are perpendicular to each other.
Each pair of these hands will grab the two sides of the square face parallel to the
segment they form. Each hand will also grab the nearer one of the remaining two
sides of the square face. It should be emphasized that while each face of
the cube is formed of one string, no part of this string is to be grabbed
by the hands assigned to this face. Instead, the other four strings joining
adjacent pairs of vertices of the face are grabbed, as illustrated in Figure 4.
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Each hands grabs the three strings it originally holds, and then the six boys let
go of theirs. The end result is once again a tetrahedron, as shown in Figure 9.
Figure 9
Bibliography:
[1] Wen-Hsien Sun, Huan Zheng and Hua-Wei Zhu, An Indepth Study of the
International Mathematics Competition, Chiu Chang Math. Publ., Taipei,
(2014) 204–211, 325–333.
[2] Karl Schaffer, A Platonic sextet in strings, College Mathematics Journal, 43
(2012) 64–69.
PROBLEMS
Readers are invited to submit solutions, comments and generalizations to any problem in
this section. Moreover, readers are encouraged to submit problem proposals. Please see
submission guidelines inside the back cover or online.
To facilitate their consideration, solutions should be received by the editor by November
1, 2016, although late solutions will also be considered until a solution is published.
The editor thanks André Ladouceur, Ottawa, ON, for translations of the problems.
An asterisk (?) after a number indicates that a problem was proposed without a solution.
ma (b + c) + 2m2a ≥ 4S sin A,
where b and c are the lengths of sides that meet in vertex A, and ma is the length
of the median from that vertex; furthermore, equality holds if and only if b = c
and ∠A = 120◦ .
b c d d
+ + > 3 + ln .
a b c a
a b c 3
+ + ≥ .
3b2 + 6c − bc 3c2 + 6a − ca 3a2 + 6b − ab 8
.................................................................
ma (b + c) + 2m2a ≥ 4S sin A
SOLUTIONS
No problem is ever permanently closed. The editor is always pleased to consider for
publication new solutions or new insights on past problems.
Statements of the problems in this section originally appear in 2014: 40(9), p. 391–394.
applying a similar treatment to the other two summands, the inequality we have
to prove becomes
xn yn zn
+ + ≥ 3 · 2n−2 .
z+y z+x x+y
To start with, by the Cauchy-Schwarz Inequality,
Ä n ä
z yn xn
2(x + y + z) · x+y + x+z + y+z
Å ã
√ √ √ z n2 2 z n2 2 z n2 2
= ( x + y)2 + ( x + z)2 + ( y + z)2 √
y+x
+ √
y+x
+ √
y+x
n n n 2
≥ z +y +x
2 2 2 .
Raising both sides to the power n and then dividing by 3n−2 gives us
n n n 2
z 2 + y 2 + x 2 ≥ 2n · 32 . (2)
zn yn xn 1
+ + ≥ · (2n · 32 ) = 3 · 2n−2 ,
x+y x+z y+z 12
which is what we needed to prove. Note that equality holds if and only if
x = y = z = 2,
There were 3 submitted solutions for this problem, all of which were correct. We
present the solution by Joel Schlosberg.
Since the natural exponential, natural logarithm, and hyperbolic sine functions
are strictly increasing, x ≥ eu > e0 = 1 and
eln x − e− ln x x − x−1
0 < ak ≤ sinh(u) ≤ sinh[ln(x)] = = .
2 2
By the formula for the sum of an infinite geometric series with common ratio
x−2 ∈ (0, 1),
Editor’s Comments. The other two solutions involve a little more effort; induction,
or a bit of case work between odd and even m. The weakness of the inequality
is shown in the featured solution. In fact, the solution shows that if we have a
sequence of positive ai , all of which are less than or equal to sinh(u), and x ≥ eu ,
then we can bound an infinite series:
∞
X xn
ai xn+1−2i ≤ .
i=1
2
that is, f (a) = af 0 (a) and f (u) = uf 0 (u) = αu. But we also get
a2 f 0 (a) − u2 f 0 (u) = af (a) − uf (u) = (a2 − u2 )f 0 (a)
and so f 0 (a) = f 0 (u) = α, a contradiction with α ∈ (f 0 (0), f 0 (a)). It follows that
f 0 (x) ≤ f 0 (0) for any real number x.
Now, the condition gives xf (x) = x2 f 0 (0) so that f (x) = kx if x 6= 0 where
k = f 0 (0). Since f is continuous (even differentiable),
f (0) = lim f (x) = lim kx = 0 = k · 0.
x→0 x→0
If y = 0, the above relation reduces to x(g) + xf (0) = x2 max(g 0 (x), 0), which
reduces further to g(x) + f (0) = x max(g 0 (x), 0) when x 6= 0. We take the limit of
both sides as x approaches zero:
yielding g(0) + f (0) = 0, hence f (0) = 0. We then have g(x) = f (x) − xf 0 (0) and
in particular g(x) = x max(g 0 (x), 0) for x 6= 0 .
If x ≥ 0, then g(x) ≥ 0 and g(x) ≥ xg 0 (x), or equivalently g(x) − xg 0 (x) ≥ 0.
On the other hand, if x ≤ 0, then g(x) ≤ 0 and g(x) ≤ xg 0 (x), or equivalently
g(x) − xg 0 (x) ≤ 0.
g(x)
Define the function h(x) = x , which is differentiable and non-negative for x 6= 0.
0 xg 0 (x)−g(x)
In fact, h (x) = x2 ,
which we just showed is non-negative for positive x
and non-positive for negative x. Moreover,
g(x)
lim h(x) = lim = lim g 0 (x) = 0.
x→0 x→0 x x→0
ab 2ab
wa wb = =
cos A2 cos B2 cos( A+B
2 ) + cos( A−B
2 )
4[ABC] 4[ABC] 8[ABC]
= π A−B
≥ √ = √
cos 4 + cos 2 2 2+ 2
2 +1
√
= 4[ABC](2 − 2)
Equality occurs if and only if A = B, that is, when ∆ABC is an isosceles right-
angled triangle.
x xy 2 xy 2 xy
=x− 2 ≥x− =x− .
y2 +1 y +1 2y 2
y yz z zx
Similarly, z 2 +1 ≥y− 2 and x2 +1 ≥z− 2 and so
x y z xy + yz + zx xy + yz + zx
+ 2 + 2 ≥x+y+z− =3− . (2)
y2 +1 z +1 x +1 2 2
x y z 3 3
+ 2 + 2 ≥3− =
y2 +1 z +1 x +1 2 2
Editor’s Comments. From Solution 2, it is clear that the given inequality is equiv-
alent to
If x, y, z are positive real numbers such that x + y + z = 3, prove that
x y z 3
+ + ≥ .
y 2 + 1 z 2 + 1 x2 + 1 2
This was observed by several solvers, and Arslanagić and Malikić also noticed
that this inequality is problem 2994 part (d) of Crux 31(8) proposed by Faruk
Zejnulahi and Šefket Arslanagić.
Dragojlub Milošević gave the following generalization:
If a, b, c are positive real numbers such that a + b + c = 3k with k > 0,
then
a b c 3
+ 2 + 2 ≥ .
b2 + k 2 c + k2 a + k2 2k
There were 19 correct solutions submitted. We present the one below which is both
elegant and short. Solution by Joel Schlosberg.
It is well known (O. Bottema et al., Geometric Inequalities, Wolters-Noordhoff,
Groningen, 1969, p. 49) that
√
a + b + c ≤ 3 3R.
(a + b) + (b + c) + (c + a) »
≥ 3 (a + b)(b + c)(c + a).
3
Therefore,
1 1 1
+ +
(a + b)(b + c) (b + c)(c + a) (c + a)(a + b)
(a + b) + (b + c) + (c + a) 27
= ≥
(a + b)(b + c)(c + a) [(a + b) + (b + c) + (c + a)]2
Ç √ å2
3 3 1
= ≥ .
2(a + b + c) 4R2
If, to the contrary, cos A = 0 then the tangents at B and C would be parallel so
that they could not intersect at G. Similarly, if cos A < 0, in which case A would
be obtuse, then A would be an interior point of triangle BCT . As a consequence,
T would lie on one side of the tangent to Γ at A while B 0 and C 0 (and therefore
G) would lie on the other, and we would have T 6= G. This proves (2).
Note that cos A is the distance of point O from the line BC, that is
2 2
AC 2 (1−b)2
cos2 A = (b+c) 2
= − (1−c) 2
4bc ; furthermore, sin B = 2 4c , and sin C = − 4b .
Hence
are equivalent. First assume T = G. Then by (1) and (3), we have (2 cos A)2 =
(3 sin B sin C)2 . From (2) we obtain cos A > 0. Therefore 2 cos A = 3 sin B sin C.
The converse is immediate from (4) and (1).
Editor’s Comments. Let D be the foot of the altitude from A to BC, and E be
the point where the altitude again meets the circumcircle. Then Pranesachar, who
used Cartesian coordinates for his solution, observed that T = G if and only if
E is the midpoint of AD; furthermore, because D is known to be the midpoint
of EH (where H is the orthocentre of ∆ABC), he concluded that E and D are
points of trisection of the line segment AH if and only if T = G, if and only if
2 cos A = 3 sin B sin C.
Bataille noted that because the line AT is known to be the symmedian from A of
∆ABC, this problem provides an alternative construction of this symmedian as
the median from A of ∆AB 0 C 0 .
We received four correct solutions and three flawed submissions. We present the
solution by S. Arslanagić, N. Hodz̆ić and S. Malikić.
Setting (a, b, c) equal to (x2 , x, y) and (x, y 2 , y) respectively and letting x tend to
infinity and y tend to 0, we obtain the respective limits 2 and 1 for the given
expression. We show that these are its supremum and infimum, although neither
value is actually attained.
For the upper bound, we exploit an inequality of V. Cı̂rtoaje and G. Dospinescu:
Suppose that n ≥ 3, that xi (1 ≤ i ≤ n) are positive reals with x1 x2 · · · xn = 1,
and that 0 < p ≤ (2n − 1)/(n − 1)2 . Then
1 1 1 n
√ +√ + ··· + √ ≤√ .
1 + px1 1 + px2 1 + pxn 1+p
The proof of this can be found online in the book, Algebraic inequalities: old and
new methods, by V. Cı̂rtoaje (GIL Publishing House, 2006). See Problem 8 in
Sections 4.2 and 4.3, pages 199, 205-206.
Applying this to n = 3, p = 5/4, x1 = b2 /a2 , x2 = c2 /b2 and x3 = a2 /c2 , we
deduce that
3 3
X a2 X 1 X 1
= < ≤ 2.
cyclic
a2 + 3b2 i=1
1 + 3xi i=1
1 + 45 xi
For the lower bound, recall a generalization of the Hölder inequality, to wit: Let
n be a positive integer, p, q, r > 1 with p−1 + q −1 + r−1 = 1, and xi , yi and zi
(1 ≤ i ≤ n) be positive reals. Then
n
!1/p n !1/q n
!1/r n
X p
X q X X
r
xi yi zi ≥ xi yi zi .
i=1 i=1 i=1 i=1
Apply this to
n = p = q = r = 3, x1 = [a4 (a2 + 3b2 )]1/3 , y1 = z1 = a1/3 (a2 + 3b2 )−1/6 ,
with analogous substitutions for x2 , x3 , y2 , y3 , z2 , z3 , to obtain
#2
îX ó X
"
4 2 2 a2
a (a + 3b )
a2 + 3b2
ïX » 3 ò X
!3 !3
a2 X a2
3 6 6
= a4 (a2 + 3b2 )
a2 + 3b2 a2 + 3b2
X» 6 a2 6 a2
3
≥ a4 (a2 + 3b2 ) · ·
a2 + 3b2 a2 + 3b2
≥ (a2 + b2 + c2 )3 .
where each sum is cyclic with three terms. Therefore,
Å ã2
a b c (a2 + b2 + c2 )3
√ +√ +√ ≥ 6
a2 + 3b2 b2 + 3c2 c2 + 3a2 a + b6 + c6 + 3(a4 b2 + b4 c2 + c4 a2 )
> 1.
We conclude from this and the continuity of the expression that its values fill up
the open interval (0, 1).
Editor’s Comments. A. Alt and K.-W. Lau each avoided an appeal to advanced in-
equalities by intricate algebraic arguments involving several cases. One submitter
used multivariate calculus to identify the critical points of
ra2 r2 r2
+ b + c ≥ 3(2R − r).
ha hb hc
1 1 1
+ + ··· +
a1 − a2 a2 − a3 an−1 − an
12 12 12
= + + ··· +
a1 − a2 a2 − a3 an−1 − an
(1 + 1 + · · · + 1)2 (n − 1)2
≥ = .
(a1 − a2 ) + (a2 − a3 ) + · · · + (an−1 − an ) a1 − an
A trivial rearrangement yields the result. For the required equality, one must have
a1 − a2 = a2 − a3 = · · · = an−1 − an ,
so
a1 − an = (a1 − a2 ) + (a2 − a3 ) + · · · + (an−1 − an ) = λ(n − 1),
a1 − an
and hence the common difference ak − ak+1 is λ = . It follows that:
n−1
Å ã
a1 − an
ai = an + (n − i) , i = 1, . . . , n − 1.
n−1
Solution 2, by Joseph DiMuro. For any such choice of a1 > a2 > . . . an , let
bi = ai − ai+1 for 1 ≤ i < n (then bi > 0 for all i). We then have a1 − an =
b1 + b2 + · · · + bn−1 , so we can rewrite the desired inequality as follows:
n−1
! n−1 !
X X 1
bi ≥ (n − 1)2 .
i=1 j=1
b j
And if we break the summation into cases where i = j and cases where i 6= j, we
obtain
X bi
(n − 1) + ≥ (n − 1)2 .
bj
i6=j
bi
Now, for i > j, let cij = . We can then rewrite the desired inequality as:
bj
XÅ 1
ã
(n − 1) + cij + ≥ (n − 1)2 .
i>j
c ij
1
However, for any positive number c, we have c + ≥ 2, with equality if and only
c
if c = 1. Thus, we have
XÅ 1
ã
(n − 1)(n − 2)
(n − 1) + cij + ≥ (n − 1) + 2 · = (n − 1)2 ,
i>j
cij 2
as desired. And the only way to have equality is to have cij = 1 for all i > j.
That means bi = bj for all i and j, which means that the ai ’s form an arithmetic
sequence.
Editor’s Comments. There are a multitude of solution methods for this one. Only
Vacaru’s solution used Bergström’s inequality; three other solutions used the direct
computation in DiMuro’s solution. 5 solutions used the AM-GM inequality, 6 used
the AM-HM inequality, and 6 used the Cauchy-Schwarz inequality. S. Malikić
listed six different ways to obtain the inequality, five of which are completely
general (the three just listed, the direct method, and Jensen’s inequality), and
Chebyshev’s sum inequality, which requires the difference of the terms to either
increase or decrease. DiMuro and J. Schlosberg both remarked that we don’t
actually need the original terms to be positive.
AUTHORS’ INDEX
Solvers and proposers appearing in this issue
(Bold font indicates featured solution.)
Proposers
Michel Bataille, Rouen, France: 4084
D. M. Bătineţu-Giurgiu, Bucharest, and Neculai Stanciu, Buzău, Romania : 4082
José Luis Dı́az-Barrero, Universitat Politècnica de Catalunya, Barcelona, Spain : 4085
Norman Hodžić, Bosnia and Herzegovina, and Salem Malikić, Burnaby, BC : 4090
Ovidiu Furdui, Campia Turzii, Cluj, Romania: 4083
Ardak Mirzakhmedov, Kazakhstan, Almaty : 4088
Lorian Saceanu, Harstad, Norway : 4087
Daniel Sitaru, Romania : 4081, 4086
Daniel Sitaru and Leonard Giugiuc, Romania : 4089
Solvers - individuals
Arkady Alt, San Jose, CA, USA : 3985, 3986, 3988, 3989, 3990
Miguel Amengual Covas, Cala Figuera, Mallorca, Spain : 3984, 3986, 3989
George Apostolopoulos, Messolonghi, Greece : 3981, 3984, 3985, 3986, 3989, 3990
Šefket Arslanagić, University of Sarajevo, Sarajevo, Bosnia and Herzegovina : 3981, 3984,
3985, 3986, 3988, 3989, 3990
Fernando Ballesta, IES Infante Don Juan Manuel, Murcia, Spain : CC141
Roy Barbara, Lebanese University, Fanar, Lebanon : 3984, 3990
Michel Bataille, Rouen, France : OC191, OC195, 3981, 3982, 3983, 3984, 3985, 3986,
3987, 3989, 3990
Brian D. Beasley, Presbyterian College, Clinton, USA : 3984
Mihaela Berindeanu, Bucharest, Romania : 3985
Marcel Chiriţǎ, Bucharest, Romania : 3983
José Luis Dı́az-Barrero, Universitat Politècnica de Catalunya, Barcelona, Spain : 3981
Joseph DiMuro, Biola University, La Mirada, CA, USA : 3990
Andrea Fanchini, Cantu, Italy : CC144, OC195, 3984, 3985, 3986, 3987, 3989
Oliver Geupel, Brühl, NRW, Germany : 3981, 3984, 3987
John G. Heuver, Grande Prairie, AB : 3985, 3986, 3989, 3990
Dag Jonsson, Uppsala, Sweden : 3984, 3985, 3990
Kee-Wai Lau, Hong Kong, China : 3984, 3985, 3986, 3988, 3989
Salem Malikić, Simon Fraser University, Burnaby, BC : 3981, 3984, 3985, 3986,
3990 (6 solutions)
Phil McCartney, Northern Kentucky University, Highland Heights, KY, USA : 3985
Dragoljub Milošević, Gornji Milanovac, Serbia : 3984, 3985, 3986, 3989, 3990
Theoklitos K. Parayiou, Agioi Theodoroi Samos, Greece: 3981, 3984, 3985, 3986
Ricard Peiro i Estruch, IES “Abastos” Valencia, Spain : OC191, 3984, 3985, 3986
Paolo Perfetti, Dipartimento di Matematica, Università degli studi di Tor Vergata Roma,
Rome, Italy : 3986, 3989, 3990
Ángel Plaza, University of Las Palmas de Gran Canaria, Spain : OC193, 3990
C.R. Pranesachar, Indian Institute of Science, Bangalore, India : 3984, 3986, 3987, 3989
Cao Minh Quang, Nguyen Binh Khiem High School, Vinh Long, Vietnam : 3981, 3985,
3986, 3990
Wolfgang Remmel, Vienna, Austria : 3981, 3985, 3990
Henry Ricardo, Tappan, NY, USA : 3984
Barbara Roy, Lebanese University, Fanar, Lebanon : 3990
Cristóbal Sánchez-Rubio, I.B. Penyagolosa, Castellón, Spain : 3984
Joel Schlosberg, Bayside, NY, USA: 3981, 3982, 3986, 3990 (2 solutions)
Digby Smith, Mount Royal University, Calgary, AB : OC192, 3981, 3982, 3983, 3984,
3985, 3986
Daniel Văcaru, Pitesti, Romania : 3990
Konstantine Zelator, University of Pittsburgh, Pittsburgh, PA, USA : CC141, CC142,
CC144, CC145
Titu Zvonaru, Cománeşti, Romania : CC145, OC191, 3981, 3984, 3985, 3986, 3989, 3990
Solvers - collaborations
AN-anduud Problem Solving Group, Ulaanbaatar, Mongolia : 3981, 3984, 3985, 3986,
3990
Dionne Bailey, Elsie Campbell, and Charles R. Diminnie, Angelo State University,
San Angelo, USA : 3981, 3984, 3985, 3990
John Hawkins and David R. Stone, Georgia Southern University, Statesboro, USA : 3984
Norman Hodžić, Bosnia and Herzegovina, and Salem Malikić, Burnaby, BC : 3988
Missouri State University Problem Solving Group : OC191, OC192
Haohao Wang and Jerzy Wojdylo, Southeast MO State University: 3981, 3985