Algebraic Manipulation

MathDash
Last updated 2024-11-03

1 Lecture notes

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There isn’t any “theory” to introduce, since algebraic manipulation basically boils down

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to “move variables around until things click.” Thus, you should think of each problem

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as a new trick for your toolbox and just keep it mind in case you see a problem you can

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use it on.
Some common themes of algebraic manipulation problems include:

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• Synthetic algebra: manipulations and substitutions based purely on algebra (and

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not inequalities, etc.) — one common substitution is 𝑎 = 𝑥 + 𝑦, 𝑏 = 𝑥 𝑦 (due to

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Vieta’s);

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• Equality cases of inequalities (e.g. 𝑎2 + 𝑏2 + 𝑐2 = 0 implies 𝑎 = 𝑏 = 𝑐 = 0 for real

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numbers 𝑎, 𝑏, 𝑐);

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• Geometric, combinatorial, and number-theoretic interpretations;

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• Playing with variables: problems with strange answer extractions (like 1𝑟 + 1𝑠 + 1𝑡 )
usually involve Vieta’s; also appears in diophantines sometimes.

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And some heuristics to keep in mind:

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• Try “almost factoring” an expression (e.g. a polynomial that is almost factorable

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but the constant term doesn’t quite work out);

• Take advantage of symmetry;

• Try random things: some manipulations are completely unmotivated, and when
in doubt, try the silliest and most convoluted ideas;

• Look for patterns: binomial coefficients, increasing sequences, etc.

2 Examples
Substitutions are useful for various reasons, but the two most common ones are to re-
duce to a known form and simplify algebra. We illustrate the importance of simplifica-
tion below.

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MathDash (Last updated 2024-11-03) Algebraic Manipulation

Example 2.1
Given that 𝑥 2 + 5𝑥 + 6 = (𝑥 2 + 5𝑥 + 4) 2 , find all possible real values of 𝑥 .

Walkthrough. Let 𝑦 = 𝑥 2 + 5𝑥 + 4.

1. Show that 𝑦 2 − 𝑦 − 2 = 0. Compute all possible real values of 𝑦 .

2. Solve for 𝑥 .

Example 2.2 (AMC 10A 2018/14)

3100 + 2100

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396 + 296

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Walkthrough. Let 𝑎 = 396 and 𝑏 = 296 . Note that 𝑎 ≫ 𝑏 (i.e. 396 is much larger than 296 ).

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1. Find a way to rewrite the expression as a weighted average of two terms.

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2. Deduce that the weighted average heavily leans towards one of the terms.

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Always be on the lookout for ways to exploit symmetry. Some functions have partic-

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ularly symmetric properties, such as symmetric polynomials, even/odd functions, etc.
Equations can hold symmetry, too:

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Example 2.3 (Coffin problem)

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Find all real 𝑥 such that

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√3
2 2𝑥 − 1 = 𝑥 3 + 1.

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Walkthrough. Divide both sides by 2 and let 𝑓 (𝑥) = 𝑥 2+1 .

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1. Find 𝑓 −1 (𝑥) . Deduce that all 𝑥 satisfying the condition must also satisfy 𝑓 = 𝑓 −1 .

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2. Conclude that 𝑥 3 − 2𝑥 + 1 = 0 and finish.

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Floor functions are manipulated via ⌊𝑥⌋ = 𝑥 − {𝑥}.

Example 2.4 (Sweden MO 2003)

Walkthrough. Note that ⌊𝑥 + 𝑛⌋ = ⌊𝑥⌋ + 𝑛 if 𝑛 is an integer. Let 𝑎 = ⌊𝑥⌋ and 𝑘 = {𝑥}.

1. Show that 2𝑎 − 2 + 2𝑎𝑘 + 𝑘 2 = 0. Deduce that 𝑎2 − 1 ≤ (𝑎 − 1) 2 .

2. Deduce that 𝑎 ≤ 1. Show that 𝑎 = 0 is impossible and finish.

Factoring allows you to divide expressions into smaller parts to work with.

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MathDash (Last updated 2024-11-03) Algebraic Manipulation

Example 2.5 (Mandelbrot 2010-2011)

Walkthrough.

1. Rewrite 𝑓 as a difference of squares. Factor 𝑓 , and let the two factors be 𝑚(𝑥) and
𝑛(𝑥) (i.e., 𝑓 = 𝑚𝑛).

2. Show that 𝑥 2 + 9𝑥 + 19 must divide at least one of 𝑚(𝑎𝑥 + 𝑏) or 𝑛(𝑎𝑥 + 𝑏) . Finish.

Yet another common way of disguising problems is by taking a geometry problem and
turning it into a set of equations. These are most recognizable by Pythagorean-type ex-
pressions with squares and square roots.

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Example 2.6 (Aaron Zhou)

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There exists two values of 𝑥 such that

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2
(𝑥 − 2)(𝑥 + 5) 3𝑥 + 9 𝑥 + 13 𝑥−1 𝑥−3
     
=

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2 2 2 2 2

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has two real solutions. Find the larger solution.

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Walkthrough. Let [𝐴𝐵𝐶] be a triangle with side lengths 𝑎, 𝑏, 𝑐 and height ℎ. Let 𝑠 be the

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semiperimeter of △𝐴𝐵𝐶 . Treat the expression as

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𝑏ℎ √︁
[𝐴𝐵𝐶] = = 𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐).

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Test combinations until you get the right possibilities for 𝑎, 𝑏, 𝑐.

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MathDash (Last updated 2024-11-03) Algebraic Manipulation

3 Problems
There are 82 total points available in this unit, including feedback. Try to complete at least
1
2
of the total points.

[3] Problem 1. Find the number of unordered pairs of primes (𝑝, 𝑞) such that 𝑝 + 𝑞 and
𝑝 + 4𝑞 are perfect squares.

[3] Required Problem 2 (AMC 10A 2018/10). Suppose that real number 𝑥 satisfies
√ √
49 − 𝑥 2 − 25 − 𝑥 2 = 3.
√ √
What is the value of 49 − 𝑥 2 + 25 − 𝑥 2 ?

[2] Problem 3 (AMC 10A 2019/19). What is the least possible value of

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(𝑥 + 1)(𝑥 + 2)(𝑥 + 3)(𝑥 + 4) + 2019

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where 𝑥 is a real number?

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[3] Required Problem 4 (AMC 10B 2002/20). Let 𝑎, 𝑏, and 𝑐 be real numbers such that
𝑎 − 7𝑏 + 8𝑐 = 4 and 8𝑎 + 4𝑏 − 𝑐 = 7. Compute 𝑎2 − 𝑏2 + 𝑐2 .

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[5] Problem 5 (AMC 10A 2012/24). Let 𝑎, 𝑏, and 𝑐 be positive integers with 𝑎 ≥ 𝑏 ≥ 𝑐 such

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that 𝑎2 − 𝑏2 − 𝑐2 + 𝑎𝑏 = 2011 and 𝑎2 + 3𝑏2 + 3𝑐2 − 3𝑎𝑏 − 2𝑎𝑐 − 2𝑏𝑐 = −1997. What is 𝑎?

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[2] Problem 6 (AIME 1991/7). Find 𝐴2 , where 𝐴 is the sum of the absolute values of all

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roots of the following equation:

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√ 91
𝑥 = 19 + √ .

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91
19 + √ 91
19+ √
19+ √ 91
19+ 91
𝑥

[2] Problem 7 (British MO 2007/1/1). Find the value of

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14 + 20074 + 20084

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.
12 + 20072 + 20082

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[2] Problem 8 (Mandelbrot 2008-2009). Austin currently owns some shirts, pants, and
pairs of shoes; he chooses one of each to create an outfit. If he were to obtain one more
shirt, his total number of outfits would increase by 48. Similarly, if he bought another
pair of pants he would have 90 more outfits, while an extra pair of shoes would result in
120 more outfits. How many outfits can he currently create?

[2] Problem 9 (OMO Fall 2014/12). Let 𝑎, 𝑏, 𝑐 be positive real numbers for which

5 10 13
= 𝑏 + 𝑐, = 𝑐 + 𝑎, and = 𝑎 + 𝑏.
𝑎 𝑏 𝑐
Compute 𝑎 + 𝑏 + 𝑐.

[2] Problem 10 (Purple Comet MS 2013/15). Let 𝑎, 𝑏, and 𝑐 be positive real numbers such
that
𝑎2 + 𝑏2 + 𝑐2 = 989 and (𝑎 + 𝑏) 2 + (𝑏 + 𝑐) 2 + (𝑐 + 𝑎) 2 = 2013.
Find 𝑎 + 𝑏 + 𝑐.
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MathDash (Last updated 2024-11-03) Algebraic Manipulation

[5] Required Problem 11 (BMT 2020). Let 𝑎, 𝑏 and 𝑐 be real numbers such that 𝑎 + 𝑏 + 𝑐 =
1 1 1
𝑎 + 𝑏 + 𝑐 and 𝑎𝑏𝑐 = 5. Compute
3 3 3
1 1 1
  
𝑎− + 𝑏− + 𝑐− .
𝑏 𝑐 𝑎
[3] Problem 12 (NEMO 2017/22). Compute
√︂ √︂
√3 √3 √3 √3
√︃ √︃
1+ 32 − 16 + 1− 32 − 16.

[3] Problem 13 (AIME II 2008/6). The sequence {𝑎𝑛 } is defined by

𝑎2𝑛−1
𝑎0 = 1, 𝑎1 = 1, and 𝑎𝑛 = 𝑎𝑛−1 + for 𝑛 ≥ 2.
𝑎𝑛−2

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The sequence {𝑏𝑛 } is defined by

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𝑏2𝑛−1
𝑏0 = 1, 𝑏1 = 3, and 𝑏𝑛 = 𝑏𝑛−1 + for 𝑛 ≥ 2.

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𝑏𝑛−2

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Find 𝑎32 .
𝑏

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32

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[3] Problem 14 (MPfG 2012/4). Evaluate the expression

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1 1 1 1 1 1
121 ( 13 − ) + 169 ( 17 − 11 ) + 289 ( 11 − 13 )

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17
1 1 1 1 1 1
.
11 ( 13 − 17 ) + 13 ( 17 − 11 ) + 17 ( 11 − 13 )

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[5] Problem 15 (MPfG 2015/17). Let 𝑆 be the sum of all distinct real solutions of the equa-

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tion √
𝑥 + 2015 = 𝑥 2 − 2015.

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Compute ⌊ 1/𝑆⌋ .

[9] Problem 16 (ARML 2016/I10). Find the largest prime factor of 134 + 165 − 1722 , given
that it is the product of three distinct primes.

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[3] Required Problem 17. Find the integer which is closest to the value of

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1
√6 √6 .
56 + 1 − 56 − 1
[3] Problem 18 (NICE Spring 2021/13). Suppose 𝑥 and 𝑦 are nonzero real numbers satis-
fying the system of equations

3𝑥 2 + 𝑦 2 = 13𝑥,
𝑥 2 + 3 𝑦 2 = 14 𝑦.

Find 𝑥 + 𝑦 .

[5] Problem 19 (HMMT February 2004/A8). Let 𝑥 be a real number such that 𝑥 3 + 4𝑥 = 8.
Determine the value of 𝑥 7 + 64𝑥 2 .

[2] Problem 20 (CMC ARML 2020/I7). Compute

20 19 18 12
      
21 1 + 1+ 1+ ··· 1+ ··· .
2 3 4 10
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MathDash (Last updated 2024-11-03) Algebraic Manipulation

𝑥− 𝑦
[2] Problem 21 (PUMaC Division A 2012/A2). If 𝑥, 𝑦, and 𝑧 are real numbers with 𝑧 +
𝑦−𝑧
𝑥 + 𝑦 = 36, find
𝑧−𝑥

𝑥− 𝑦 𝑦−𝑧 𝑧−𝑥
2012 + · · .
𝑧 𝑥 𝑦
[5] Problem 22 (OMO 2012/34). Let 𝑝, 𝑞, 𝑟 be real numbers satisfying

(𝑝 + 𝑞)(𝑞 + 𝑟)(𝑟 + 𝑝)
= 24,
𝑝𝑞𝑟

( 𝑝 − 2𝑞)(𝑞 − 2𝑟)(𝑟 − 2 𝑝)
= 10.
𝑝𝑞𝑟
𝑝 𝑞
Compute 𝑞 + 𝑟 + 𝑝𝑟 .

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[2] Problem 23 (AMC 12B 2022/16). Suppose 𝑥 and 𝑦 are positive real numbers such that

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𝑥 𝑦 = 264 and ( log2 𝑥) log2 𝑦 = 27 .

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What is the greatest possible value of log2 𝑦 ?

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[5] Problem 24 (AMC 12B 2018/24). Let ⌊𝑥⌋ denote the greatest integer less than or equal
to 𝑥 . How many real numbers 𝑥 satisfy the equation 𝑥 2 + 10,000 ⌊𝑥⌋ = 10,000𝑥 ?

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[1] Feedback. Please let me know what you thought of this unit! In particular, I would
like to know:

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• which problems you thought were nice, too easy/difficult, helpful, etc.;

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• what needs clarification; and

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• how this unit could be improved.

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