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Check out Art of Problem Solving's Intermediate Algebra by Richard Rusczyk and Mathew Crawford. Over 1600 problems! * Forum * Math Jams o Schedule o Transcripts * My Classes * Blogs Transcript for the Math Jam "AoPS Classes Math Jam" on May 27. Math Jam hosted by rrusczyk (Richard Rusczyk ). rrusczyk19:33:00 Hello, and welcome to an Art of Problem Solving Math Jam. Today we'll be discussing the Advanced MATHCOUNTS/AMC 8, AMC 10, AMC 12, and AIME B Problem Series courses. rrusczyk19:33:42 We will be discussing the classes in that order, so if you're here for the AIME class, you can play on AoPS for about 45 minutes and check back in then. rrusczyk19:34:14 My name is Richard Rusczyk. I founded Art of Problem Solving and have written several Art of Problem Solving textbooks rrusczyk19:34:23 Before we get started I would like to take a moment to explain our Virtual Classroom to those who have not previously participated in a Math Jam or one of our online classes. rrusczyk19:34:43 The classroom is moderated: students can type into the classroom, but only the moderators can choose a comment to drop into the classroom. So, when you send a message, it will not appear immediately, and may not appear at all. This helps keep the class organized and on track. This also means that only well-written comments will be dropped into the classroom, so please take time writing responses that are complete and easy to read. Also, only moderators can enter into private chats with other people in the classroom. rrusczyk19:35:25 Note that it is not possible for the instructor to personally respond to every comment that you submit during the Math Jam -- please do not take it personally if your comment is not posted or responded to! I will try to respond to all questions to the extent that I can. I will let you know when to start asking questions about the classes. (Fortunately, tonight, I have two fantastic assistants to help me out!) rrusczyk19:35:55 A couple of you have asked about sound. There is no sound in the classroom. rrusczyk19:36:00

This webpage explains why: rrusczyk19:36:01 http://www.artofproblemsolving.com/Classes/classroom.php rrusczyk19:36:39 You can read that later; you don't have to check it out now. There will be a full transcript of this class available on the Math Jam pages about an hour after we finish. rrusczyk19:37:10 In this Math Jam, I will briefly describe the course, then go through an example problem. Then, I will hold a question-and-answer session about the class. rrusczyk19:37:41 The Math Jam will likely last around an hour and a half. You can come and go as you like. rrusczyk19:37:52 Before we get started, I'd like to note that the mathematics we will discuss today cover a *very* wide range of difficulty. Moreover, I know that many of you are here just to check out the classroom before your classes start this summer. rrusczyk19:38:12 Please understand that if you are enrolled in one of our introductory classes, or haven't much experience yet with advanced problem solving, then much of the material we cover when discussing the AMC 10, AMC 12, and AIME classes will be well beyond you right now. We won't be able to teach you all the math you need to understand this material in one night! So, don't be frustrated if you don't understand the problems we discuss for those classes -- your time will come! rrusczyk19:38:40 Miles has attended several of the country's most prestigious summer camps, including HCSSiM, RSI, and the Math Olympiad Program. He also produced a new proof of Heron's Formula (which I'll be including in the Precalculus book I'm currently writing). He has been an AoPS Community member for a long time, and will be attending Indiana University in the fall. professordad19:39:15 Who's Miles? SonyWii19:39:15 who is Miles? rrusczyk19:39:18 :) Oops. Boy Soprano II19:39:22 I am. :) rrusczyk19:39:23 We do have two assistants to help you out tonight, Miles Dillon Edwards (Boy Soprano II) and Billy Dorminy (solafidefarms). Sometimes they will answer your questions my whispering answers to you, or by opening windows with you to work one-on-one. rrusczyk19:39:31 (That's who Miles is :) ) rrusczyk19:39:46 Billy was a student of many AoPS classes before joining us as an assistant. As part of one of our classes, he started a project that he refined over the following years into research

that would eventually win $10,000 through the Davidson Fellows Program. He attended MathCamp and will head to MIT in the fall. (He also has a wicked vocabulary.) rrusczyk19:40:42 Billy and Miles were teammates at National MATHCOUNTS, representing Georgia 4 years ago. rrusczyk19:40:46 Speaking of MATHCOUNTS . . . rrusczyk19:41:01 MATHCOUNTS rrusczyk19:41:20 This summer, we are offering two different MATHCOUNTS/AMC 8 classes: MATHCOUNTS/AMC 8 Basics and Advanced MATHCOUNTS/AMC 8. rrusczyk19:41:30 The MATHCOUNTS/AMC 8 Basics course will meet for 12 weeks on Mondays, starting June 1, at 7:30 PM Eastern / 4:30 PM Pacific. Each class is 90 minutes, and each is 7:30 9 PM ET (4:30 - 6 PM PT). This class is for students just getting started with the type of problem solving required for success in MATHCOUNTS and the AMC 8. rrusczyk19:41:43 Our Advanced MATHCOUNTS/AMC 8 is for more experienced students, such as those who are training for State MATHCOUNTS, with hopes of qualifying for National MATHCOUNTS. The Advanced MATHCOUNTS/AMC 8 course will meet for 12 weeks on Fridays, starting June 5, at 7:30 PM Eastern / 4:30 PM Pacific. Each class is 90 minutes, and each is 7:30 - 9 PM ET (4:30 - 6 PM PT). rrusczyk19:42:33 (Please hold your questions about the class until I ask for them -- we'll do some math first.) rrusczyk19:45:54

rrusczyk19:46:17 99! is a huge number. Do we panic? Rocket9519:46:24 no vwu919:46:25 no sj020119:46:25 NO! bbhattacharya19:46:25 no rrusczyk19:46:28 Why not? Rocket9519:46:35 its last digit is 0 rick8huang19:46:35 the last digit is a zero

darksigma19:46:35 no, most of them have last digits of zero professordad19:46:35 No--its units digit is 0 rrusczyk19:46:43 We don't get intimidated by the 99!. We only want the last digit. Most of these terms have last digit of 0. rrusczyk19:46:46 Which ones don't? Canton19:47:02 everything after 5! is units digit 0 SonyWii19:47:02 1-4 jeffreyyan819:47:02 1!, 2!, 3!, 4! Cogswell19:47:02 1!,2!,3!,4! topofmath19:47:02 1 through 4 factorial professordad19:47:02 1!, 2!, 3!, and 4! rrusczyk19:47:19 Only 1!, 2!, 3!, and 4! don't end in 0. rrusczyk19:47:30 We have 5! = 120, and all the factorials after that end in 0. Yankzgodzilla5519:47:33 work from there Yankzgodzilla5519:47:33 now rrusczyk19:47:39 OK, what do we find? sj020119:48:10 1-2+6-24 bbhattacharya19:48:10 1-2+6-24 RoFlLoLcOpT19:48:10 InsDel19:48:10 1!-2!+3!-4!=-19 rrusczyk19:48:13 1 - 2 + 6 - 24 = -19. rrusczyk19:48:22 So, is 9 the answer? InsDel19:48:43 No, it is 1 aopsaccount213119:48:43 No

Ari19:48:43 NO! ilovebrown19:48:43 -19+120=101 so answer is 1 racinginthestreet19:48:43 no Tribefan19:48:43 no! connaissance19:48:53 we have to make our answer positive rrusczyk19:49:05 Exactly. The last number in that giant sum is positive. SonyWii19:49:34 and the positives all end in 1 bbhattacharya19:49:34 its 1 SonyWii19:49:34 so the answer is 1 professordad19:49:34 So the last digit of that sum is 1 dreamyms19:49:34 add a multiple of 10 to -19 rrusczyk19:49:45 The answer isn't 9 because our sum is clearly positive. All those terms with a zero units digit clearly have a positive sum, so our expression equals -19 + (something big that ends in zero). Thus we have a final digit of 1, not 9. rrusczyk19:49:53 Next problem! rrusczyk19:49:57

rrusczyk19:50:07 Where do we start? MATHSKY13919:50:28 Find P firework19:50:29 find p O M G19:50:29 i would find 2 primes that are 1 apart lxu119:50:29 you find p rrusczyk19:50:32 What is p? dreamyms19:50:54 p and p+1 can only be 2 and 3?

lxu119:50:54 p=2 darksigma19:50:54 If two consecutive prime numbers exist, one must be even, therefore p is two because it is the only even prime eb836819:50:54 evan numbers won't be prime except two Caelestor19:50:54 p=2, p+1=3 Ari19:50:54 2, since that is the only even prime rick8huang19:50:54 2???? rrusczyk19:51:01 Since either p or p + 1 is even, one of them must be even, so one of them must be 2, the only even prime. Since 1 isn't prime, the other one must be 3. Now, how do we find the smallest composite number that is neither a multiple of 2 nor 3? professordad19:51:48 You find the smallest prime number that is neither a multiple of 2 nor 3 topofmath19:51:48 the least prime after 2 is 5, $5^2 = 25 O M G19:51:48 find the a prime after 3, 5, squre 5 and there you go!!! Caelestor19:51:48 the prime factorization has to contain 5 and some non-2 or -3 number lxu119:51:48 5x5=25 SonyWii19:52:01 its can't contain any 2s or 3s in the prime factorization, so we go to the next prime number - 5. But 5 is prime, so the answer is 5^2 =25 darksigma19:52:01 its 5*5, because five is the smallest prime>3 rrusczyk19:52:04

rrusczyk19:52:54 (One note: we're going a touch faster than we will in the MATHCOUNTS classes, both because this class is quite big (and has a lot of older students here for the other classes), and because we have a lot of ground to cover.) darksigma19:52:57 one trap is 35 Ari19:53:25 yes, they want you to think 5x7

rrusczyk19:53:27 Good point: always be careful to read the question and make sure you haven't overlooked something. rrusczyk19:53:38 Here, you might knock out 2 and 3, and then just multiply 5 and 7. rrusczyk19:53:54 Finally, here are a couple problems that are on the harder end of the Advanced MATHCOUNTS/AMC 8 class. rrusczyk19:54:00 rrusczyk19:54:33 First, how many positive integral divisors does 792 have? rrusczyk19:54:40 How do we answer that? bary19:54:47 first prime factorize 792 Cello31419:54:47 first we should do the prime factorization of 792 O M G19:54:51 start with prime factorization right? professordad19:54:51 You find the prime factorization rrusczyk19:54:57 OK, what is the prime factorization? Tribefan19:55:34 792=11 * 3^2 * 2^3 Jimmery19:55:34 11*3^2*2^3 topofmath19:55:34 bbhattacharya19:55:34 792=2^3*3^2*11^1 ashmath19:55:34 2x2x2x3x3x11 rrusczyk19:56:04

you-know-who19:56:37 add one to the powers and multiply SonyWii19:56:37 so the number of factors it has is (3+1)(2+1)(1+1) dreamyms19:56:37 (3+1)(2+1)(1+1)

rrusczyk19:56:43 Why does that work? topofmath19:57:09 Each exponent, add one, and multiply together because a power of 2 can have 0,1,2,3 for example darksigma19:57:09 We have four choices for a power of 2, 0-3, and similarly 3 for powers of 3 and 2 for powers of 11, therefore we have 4*3*2 remy114019:57:09 there are 4 choices for 2, 3 choices for 3, and 2 choices for 11, and you multiply them. rrusczyk19:57:17

darksigma19:57:50 But we only want the even ones rrusczyk19:58:03 Exactly. We only want the even ones. So, how do we account for that? SemonR19:59:05 but all even divizors have 2*something form, so their number is (3)(2+1)(1+1)=18 dukesaluki19:59:06 a must be 1, 2, or 3; can't be 0 bbhattacharya19:59:06 u make a=1,2,3 baolientu19:59:06 so do (3)(2+1)(1+1) firework19:59:06 you have 3 choices for a because you can't use zero rrusczyk19:59:28 aopsaccount213119:59:31 so then the options for a are 1, 2, 3; for b they are 0, 1, 2 ; for c they are 0 and 1; 3 x 3 x 2 - 18 rrusczyk19:59:47 rrusczyk20:00:00 Here are a couple other ways to think about the problem: Tribefan20:00:01 Another way to do this is to just find the number of factors of 792/2 = 396. rrusczyk20:00:34 Very nice -- this approach counts by taking all the divisors of 396 and multiplying them by 2, which gives you the even divisors of 396*2.

rrusczyk20:00:37 And this: darksigma20:00:56 Or we could use complementary counting professordad20:00:56 And you could eliminate the odd choices rrusczyk20:01:08 And you'd get: clpalmtree20:01:13 kick out the ones that are just three and elevens O M G20:01:13 4x3x2 - 3x2 rrusczyk20:01:34 Here, we count the factors with only 3 and 11 in prime factorizations, and subtract them from our total. rrusczyk20:01:40 Here is an interesting question: Evolved20:01:41 Can you do the same thing with any number is what I mean rrusczyk20:01:52 This refers to how we counted the divisors of 792. rrusczyk20:02:08 (adding 1 to each exponent and multiplying all the results) darksigma20:02:33 Yes, our method can be generalized professordad20:02:33 Yeah, it works for every number bary20:02:33 it should work rrusczyk20:02:53 Yes, and we'll talk about that more in the Introduction to Number Theory course. Canton20:02:56 so u can find the number of even factors of a number x by doing x/2 and prime factorizing that? rrusczyk20:03:26 Another good question; I'll let you think about that on your own :) And after you answer it, see if it works if you replace 2 with any positive whole number. lxu120:03:29 assuming that x is even or there are no factors rrusczyk20:03:41 Yes, assuming that the number we are dividing by does evenly divide x. rrusczyk20:03:55 One more MATHCOUNTS problem. rrusczyk20:04:08 rrusczyk20:04:28 So, shall we convert this to base 10?

lxu120:04:40 no sj020120:04:40 no darksigma20:04:40 NO! vwu920:04:40 no aopsaccount213120:04:40 no rrusczyk20:04:59 Why not? What fact about the numbers in this problem might help? remy114020:05:06 no; because 3^2=9 jeffreyyan820:05:06 or base 9 is 3 squared O M G20:05:06 cause 9 is a square of 3 raycat20:05:06 9=3*3 rrusczyk20:05:17 That should be a clue that there might be a faster way to do the problem. rrusczyk20:05:35 How should we write the number in a way that will help us approach the problem? sj020120:06:43 2*3^6 + 2*3^5........ darksigma20:06:44 expanded form: 2*3^0+.... megan.ming20:06:44 2*3^6+2*3^5+1*3^2+2*3^0 rrusczyk20:06:53

RoFlLoLcOpT20:07:09 rrusczyk20:07:15 OK, and how does this help? darksigma20:07:22 Now turn all the even powers of three into powers of 9 Cello31420:07:23 then convert it to powers of 9 Caelestor20:07:23 3^2=9 professordad20:07:23 And then 3^6 becomes 9^3?

rrusczyk20:07:34

SemonR20:08:20 3^5=3*9^2 Cogswell20:08:20 they can be thought of as 3*9^(a power) darksigma20:08:20 3^5= 3(3^4)=3(9^2) InsDel20:08:20 2 * 3 ^ 5 = 2 * 3^4 * 3 rrusczyk20:08:26

rrusczyk20:08:53 So, what is the number in base 9? De200920:09:17 so the answer is 2612 aopsaccount213120:09:17 2612 ilovebrown20:09:17 so 2612 in base 9 raycat20:09:17 2612 nbeast7720:09:17 2612 bbhattacharya20:09:17 2612 Boda69620:09:17 2612 rrusczyk20:09:33 We find this by combining the observations above: rrusczyk20:09:41

rrusczyk20:10:03 If you don't know anything at all about number bases, then the Introduction to Number Theory course would probably be good for you. rrusczyk20:10:36 Also, if these problems seemed very, very hard to you, the MATHCOUNTS Basics could well be a better choice than Advanced MATHCOUNTS. Cello31420:10:50 are you going to show us any more sample problems? rrusczyk20:11:22 Not for MATHCOUNTS. I'll now take questions about the course, and then we'll move on to the other courses. MattW20:11:24 what should i do if i know some kinds of problems but not all? rrusczyk20:11:58 The Advanced MATHCOUNTS class would probably be a better fit for you if you could do the first two problems easily, and had a good idea what to do on the third. batteredbutnotdefeated20:12:00 what MC level are these problems? rrusczyk20:12:09 The last two are easily Nationals level. megan.ming20:12:12 so the past three problems would be from the Mathcounts/AMC8 course, right? rrusczyk20:12:19 The last two would be "Advanced". Cello31420:12:26 if the questions are not going to be graded, how will we know if we got them right or not? rrusczyk20:12:37 You will receive solutions to all questions in the course. ashmath20:12:41 How many people are usually in a class? rrusczyk20:13:15 It varies a lot. Average might be 40-60ish. We have assistants in class to help with questions. topofmath20:13:22 Will we learn problem-solving strategies usefull for mathcounts in Mathcounts class? rrusczyk20:13:25 Absolutely! dukesaluki20:13:27 How does Advanced Mathcounts compare to AMC10? rrusczyk20:13:47 It will help for the early and middle parts of the AMC 10 class. rrusczyk20:13:59 *early and middle parts of the AMC 10 test, that is. Tribefan20:14:10 How do the hardest Mathcount questions (at the national level) compare to AMC8 and AMC10?

rrusczyk20:14:30 Harder than the AMC 8. On par with a fair amount of the 10. bargello20:14:43 I think I could solve these problems but not at the pace we are going. Then what? rrusczyk20:15:11 The class will help you develop speed, which is important in MATHCOUNTS. Or, you might consider one of the subject classes, which go in greater depth into the material. darksigma20:15:31 Are there any prerequisites for the Mathcounts/AMC 8 problem courses? rrusczyk20:15:53 No formal prereqs, but we recommend students at least have algebra before taking the advanced class. Evolved20:16:00 I'm too old for Math Counts... but I've never done math outside of school before - is there a class that covers the basics? rrusczyk20:16:34 I recommend trying our subject classes, like Intro Number Theory and Intro Counting; these will show you interesting, challenging areas of math that aren't covered well in most school curricula. lchai20:16:46 can you participate in classes if you go to another country? rrusczyk20:16:50 Absolutely. racinginthestreet20:16:53 how long are the classes? rrusczyk20:16:57 90 minutes. Canton20:17:00 will the class be split in two? rrusczyk20:17:51 Possibly; if a lot of students enroll, we split the class. We won't put 150 students in one room. (That is, we won't have classes as large as this Math Jam! The regular classes are a fair amount less hectic than the Math Jams are.) arc20:17:56 so will other courses be like this? rrusczyk20:18:14 The in-class sessions operate a lot like the math discussion we just had. baolientu20:18:39 Do we take tests in class, and if so, how will we take them? rrusczyk20:18:45 No tests in the MATHCOUNTS class. InsDel20:18:51 How long will the transcripts be available after the class is over? rrusczyk20:19:16 About 4 weeks, but you can copy/paste them into Word docs and save them on your computer.

Ari20:19:19 i want to know how to improve the last parts of the AMC 10 rrusczyk20:19:31 The AMC 10 class; we'll talk about that in about 10 minutes. batteredbutnotdefeated20:19:38 advanced mathcounts is much easier than amc12 correct? rrusczyk20:19:58 Yes, it is much easier than the latter half of the AMC 12, which is mainly what we focus on in the AMC 12 class. SonyWii20:20:06 so will the AMC10 class go over some Mathcounts techniques at the beginning of the class? rrusczyk20:20:24 There is overlap in the material that help in both contests, so training for one will help you with the other. dnuggets15720:20:27 does advanced cover state and nationals? rrusczyk20:20:30 Yes Cello31420:20:32 is this class geared towards MATHCOUNTS or AMC 10 more? rrusczyk20:20:42 The MATHCOUNTS/AMC 8 class is more geared to MATHCOUNTS. rrusczyk20:20:48 The AMC 10 class is geared to AMC 10. mathwhiz2520:20:57 what mathematics do we need to be competent with in order to score well on the AMC10? rrusczyk20:21:17 Basically everything up through geometry, plus some counting and number theory that your schools probably haven't shown you. redwoodtree20:21:19 What classes should I take if I don't know any of this? rrusczyk20:21:53 I suggest working through subject classes, starting with either Algebra 1, Intro Number Theory, or Intro Counting & Probability. aopsaccount213120:22:11 is it true that Mathcounts Advanced problems require more creativity and intutition whereas AMC (all levels) are usually more concept driven? rrusczyk20:22:39 I don't think so; I think they're pretty similar, with the difference that MATHCOUNTS has greater emphasis on speed. clpalmtree20:22:53 Is speed necessary? rrusczyk20:22:58 For MATHCOUNTS, yes.

megan.ming20:23:35 so the classes would be set up like what we're doing now? rrusczyk20:23:49 Yes, except it will be all math, not this sort of Q&A session. batteredbutnotdefeated20:23:55 is intro to geometry more helpful overall to solving problems than advanced MC? rrusczyk20:24:04 Yes; it goes well beyond MATHCOUNTS. redwoodtree20:24:09 What classes should a seventh grader take? rrusczyk20:24:42 Depends on your math background. For specific recommendations about which class to take, write classes@artofproblemsolving.com, including your math background, and I will make recommendations. megan.ming20:24:44 what if you can't attend class one day? would you be able to look back at the questions worked on in class? rrusczyk20:25:15 Yes -- there is a full transcript made of every class that is available to you throughout the course. It is usually available within 1 hour of the end of class. edawg8820:25:28 do the class count as credit rrusczyk20:26:00 Occasionally schools will give credit, but most of our students take our classes for fun rather than because they have to. redwoodtree20:26:03 Are there reports on what you do at every class? rrusczyk20:26:31 No - we don't watch over your every move and give you reports on everything you do. We're a lot more like college than middle school. rrusczyk20:28:19 All right, I have a pretty huge stack of questions. rrusczyk20:28:27 There's no way I'll be able to get them all. rrusczyk20:28:42 So, I'm going to go ahead and go through the AMC 10 & 12 material, and then take more questions. rrusczyk20:28:59 If I don't get to yours, email us at classes@artofproblemsolving.com, and I will answer your question. rrusczyk20:29:12 You can read more about the class structure at the following two links: rrusczyk20:29:17 http://www.artofproblemsolving.com/Classes/howclasseswork.php rrusczyk20:29:22 http://www.artofproblemsolving.com/Classes/classroom.php

rrusczyk20:29:38 AMC 10 rrusczyk20:29:47 The AMC 10 class starts on June 8, and meets every Monday from 7:30-9:00 PM Eastern. The class meets for 12 weeks and ends on August 24. The course is designed to cover a large portion of the curriculum tested on the AMC 10 exam. rrusczyk20:30:02 This class is a Problem Series class, meaning that the major focus of the class will be working through various AMC problems. Although there will be weekly problem sets for each class, students do not submit their homeworks to be graded, and there is no personalized instructor feedback on the homework. rrusczyk20:30:30 This class is taught by David Patrick, who was a 2-time Math Olympiad Summer Program invitee and a winner of the USA Math Olympiad back in high school. He has a Ph.D. in Mathematics from MIT and is the author of two of Art of Problem Solving's textbooks: Introduction to Counting & Probability and Intermediate Counting & Probability. rrusczyk20:30:37 Tonight, I will cover material from both the AMC 10 and AMC 12 Problem Series classes before taking questions about the classes. rrusczyk20:31:09 The following are excerpts of a couple of the areas of problem solving covered in the AMC 10 Problem Series. rrusczyk20:31:14 ARITHMETIC SEQUENCES rrusczyk20:31:25 We have all probably seen many arithmetic sequences, but I would like you to pay close attention to the ways in which we manipulate facts according to our understanding of arithmetic sequences in the following problems. In particular, arithmetic sequences involve common differences that are constant. Constants are our friends and we should remember how useful they can be. rrusczyk20:32:03

rrusczyk20:32:22 How do we set the problem up? professordad20:32:39 You write an equation topofmath20:32:39 Set up equations rrusczyk20:32:46 How?

SonyWii20:32:54 well, we can start by making an equation using the fact that the sum of the angles = 180(n-2) Caelestor20:32:54 sum of interior angles=(n-2)180 SemonR20:32:56 the sum of the angles in a polygon is 180(n-2) darksigma20:32:57 If it has n sides, the total degrees is 180(n-2) rrusczyk20:33:05 Conveniently, we have a formula for the sum of the interior angles of a convex n-sided polygon: 180(n - 2). rrusczyk20:33:17 But we need an expression to set equal to this. How should we build it? ilovebrown20:33:43 arithmetic sequence sum formula professordad20:33:43 Well, the other side should have the sum of the degrees rrusczyk20:33:54 What are the angles we are summing on the other side? rrusczyk20:34:13 Try listing them firs. rrusczyk20:34:17 *first. darksigma20:34:34 If the largest angle is160, then the angle measures can be 160, 160-5, 160-2(5), and so on professordad20:34:34 160, 160-5, 160-10, and so on raycat20:34:34 160, 155, 150, 145 ... rrusczyk20:34:41 OK, where does that "and so on" end? rrusczyk20:34:47 What is the last angle? MathWise20:35:03 160, 155, ..., 160 - 5(n - 1) MathWise20:35:03 160 - 5(n - 1) SonyWii20:35:03 it goes to 160-5(n-1) ilovebrown20:35:03 160-5(n-1)?

rrusczyk20:35:08

rrusczyk20:35:27 Make sure you see why that last term is 160 - 5(n-1), not 160 -5n. rrusczyk20:35:37 You have to be very careful not to make off-by-one errors! rrusczyk20:36:11 There are n numbers in the list 0, 1, 2, . .. , n-1. This is why we end at "160-5(n-1)" instead of "160 - 5n". rrusczyk20:36:20 So, what do we have to do with these angles? narik20:36:34 sum them up professordad20:36:34 Add them up Ari20:36:34 add them up rrusczyk20:36:49

rrusczyk20:36:57 ow can we simplify this sum? darksigma20:37:27 160n-5(n)(n-1)/2 MathWise20:37:27 160n - 5(n(n-1))/2 Jimmery20:37:27 Change the sum to N(N-1)/2 professordad20:37:27 160n-[5(n)(n-1)/2] ? MathTwo20:37:28 1+2+.....n-1=(n-1)n/2 SonyWii20:37:28 well.. the 1+2+...+(n-1) can be simplified to n(n-1)/2 rrusczyk20:37:34 Exactly. rrusczyk20:37:41

rrusczyk20:37:52 We can handle essentially any arithmetic series this way. SemonR20:38:13 180(n-2)=160n-5(n-1)(n)/2 There thats the equation solve it professordad20:38:13 And you solve the equation from there on! SonyWii20:38:13 now we set the two equations to equal each other and solve rrusczyk20:38:27

rrusczyk20:38:32 How do we tackle this? topofmath20:39:36 Multiply by 2/5, then multiply out and rearange sxiaohu20:39:36 multiply both sides by 2 first? ilovebrown20:39:36 no n(65-n)=72(n-2) MathTwo20:39:36 first * both sides by 2 Ari20:39:36 multiply both sides by 2 to get rid of the denominator darksigma20:39:36 We multiply both sides by 2/5 to cancel out the fraction rrusczyk20:39:46 Everyone hates fractions. Let's get rid of the fraction first. rrusczyk20:39:53

rrusczyk20:40:04 now what? Jimmery20:40:16 Make it into a quadratic equation. aopsaccount213120:40:17 its a quadratic equation Jimmery20:40:17 Distribute darksigma20:40:17 Now distribute and move all the terms to one side

topofmath20:40:17 expand the expressions rrusczyk20:40:26 Exactly. It's a quadratic. What quadratic? remy114020:41:05 n^2+7n-144=0 1123520:41:05 n^2+7n-144=0 SemonR20:41:05 0=n^2+7n-144 firework20:41:15 n^2+7n-144=0 rrusczyk20:41:20

rrusczyk20:41:25 What next? Caelestor20:41:32 (n-9)(n+16) raycat20:41:32 (n+16)(n-9) bargello20:41:32 it factors ashmath20:41:32 factor rrusczyk20:41:38 So, what's our answer? mathwhiz2520:42:50 9, because n^2+7n-144 factors to (n+9)(N-16) rrusczyk20:43:17 The quadratic is n^2 + 7n - 144 = 0, not n^2 - 7n - 144 = 0. SonyWii20:43:22 (n+16)(n-9)* = 0 rrusczyk20:43:27 We can solve the quadratic in a number of ways including factoring it into (n - 9)(n + 16) = 0, so n = 9 or -16. sxiaohu20:43:30 how did they calculate if the negative didn't work so fast? darksigma20:43:48 -16 can't be an answer because a polygon can't have a negative number of sides rrusczyk20:43:57 n cannot be negative because the number of sides in a polygon must be positive. rrusczyk20:44:06 This problem is a good example of how important it is to be able to turn words in a problem into an equation. A great many problems are solved this way.

rrusczyk20:44:18

rrusczyk20:44:33 Let's check out another problem. rrusczyk20:44:38 Where should we start with this one? aopsaccount213120:44:55 do they have to be consecutive? rrusczyk20:45:09 No (and that's a reminder -- don't read things into the question that are not there!) Jimmery20:45:17 casework? Caelestor20:45:17 split it into two connaissance20:45:19 try casework rrusczyk20:45:22 What cases? Caelestor20:45:36 increasing and decreasing SonyWii20:45:36 increasing/decreasing vwu920:45:36 decreasing and increasing applepie3141520:45:36 increasing and decreasing firework20:45:36 increasing and decreasing rrusczyk20:45:45 Let's begin with three digit numbers with increasing digits. rrusczyk20:45:55 How can we count the number of numbers with increasing digits? k4mc20:46:06 find the number of ways to choose a set of 3 and then just order them in a increasing sequence darksigma20:46:06 If we have a set of digits, there is exactly one way to arrange it in increasing order and one way to do it in decreasing order rrusczyk20:46:13 Interesting idea. Does that work? lxu120:46:41 you have to subtract when 0 is first

remy114020:46:41 only if the first digit is not 0. crazypianist111620:46:45 what about 012? rrusczyk20:46:56 Hurm; how do we deal with that? crazypianist111620:47:26 choose 3 of the 9 positive digits SonyWii20:47:26 all we have to do is pick 3 different numbers out of 9 (no 0). This can be 9 C 3 because with any 3 numbers, we can make an increasing number. darksigma20:47:26 for increasing, we don't allow zero to be picked as a digit, other wise it will have to come first rrusczyk20:47:54 For making our increasing-digit numbers, we can just throw out 0, since we cannot use it in an increasing-digit number. rrusczyk20:48:57 So, if we choose 3 of 9 digits, and can only make an increasing-digit number in one way with those digits, then how many increasing-digit numbers are there? topofmath20:49:08 Caelestor20:49:08 9c3=84 ilovebrown20:49:08 9C3=84 rrusczyk20:49:20

rrusczyk20:49:38 rrusczyk20:49:49 If you do not know what that is, then the Intro Counting class is a must for you. topofmath20:49:53 But cant we use the same thing for decreasing number? rrusczyk20:49:58 Can we? SemonR20:50:19 nu because that can have 0s in it

vwu920:50:21 there is a 0 lxu120:50:22 we cannot since we can use the 0 rrusczyk20:50:27 And how do we account for that? Caelestor20:50:36 add in 0 this time for 10c3 brightzhu20:50:36 yes, it is just 10C3 SonyWii20:50:36 we can't because with the decreasing numbers, we can include 0, so it is 10 C 3 mathcountsam20:50:36 10c3 Caelestor20:50:36 10c3 rrusczyk20:50:46

SonyWii20:51:04 120+84=204=C bbhattacharya20:51:04 204 Jimmery20:51:04 120+84 = 204 remy114020:51:04 120+84=204. Rocket9520:51:04 204 MathWise20:51:04 204 ashmath20:51:04 204 rrusczyk20:51:07 We now add the total numbers from each case: 84 + 120 = 204, so our answer is (C). rrusczyk20:51:17 A lot of you gave me suggestions with expressions like rrusczyk20:51:26 1+2+3+4+5+6

rrusczyk20:51:27 and rrusczyk20:51:31 1+3+6+10+15 rrusczyk20:52:05 Whenever you start doing that in a counting problem, there's almost always a faster way to do the problem with combinations (C(n,r)). rrusczyk20:52:15 We unlock that mystery in the intro counting class. applepie3141520:52:19 how do you know 10 C 3 covers all possibilities? rrusczyk20:52:27 Good question. How do we know we got them all? Jimmery20:52:59 you're choosing 3 numbers out of a set of 10 numbers ilovebrown20:52:59 since it's decreasing, we count 0~9 and pick 3 to make order rrusczyk20:53:11 To build a decreasing number, we need three different digits. rrusczyk20:53:21 There are C(10,3) ways to choose those three digits. ilovebrown20:53:23 also there is only one way to make such an order narik20:53:24 Because it takes all possible combinations into account (of three numbers, 0-9)--we can always arrange them so that they are in decreasing order. It turns out that we don't need to think about the order ourselves. rrusczyk20:53:39 Once we have picked the three digits, there is only one way to build a decreasing number. SonyWii20:53:53 10 numbers we pick 3. We can't overcount because each 3 digits only produces 1 decreasing number, and the numbers can't be the same so we don't need to think about that. rrusczyk20:54:02 This method builds every decreasing number, and it only builds each one once. rrusczyk20:54:09 So, we have counted them all. rrusczyk20:54:22 Now, I'll go through the AMC 12 class quickly. rrusczyk20:54:28 The AMC 12 class starts on June 3, and meets every Wednesday from 7:30-9:00 PM Eastern. The class meets for 12 weeks and ends on August 19. The course is designed to cover a large portion of the curriculum tested on the AMC 12 exam. rrusczyk20:54:34 This class is a Problem Series class, meaning that the major focus of the class will be working through various AMC problems. Although there will be weekly problem sets for

each class, students do not submit their homeworks to be graded, and there is no personalized instructor feedback. rrusczyk20:54:47 The class will be taught by Valentin Vornicu. Valentin was a 2-time participant at the International Math Olympiad, and won prizes at numerous national math competitions in Romania. Valentin has a Master's degree in Mathematics from the University of Bucharest and founded the MathLinks website in 2002 (which merged with Art of Problem Solving in 2004). rrusczyk20:55:04 The following is an excerpt of one of the areas of problem solving covered in the AMC 12 Problem Series. rrusczyk20:55:09 A point P is randomly selected from the rectangular region with vertices (0, 0), (2, 0), (2, 1), (0, 1). What is the probability that P is closer to the origin than it is to the point (3, 1)? (A) 1/2 (B) 2/3 (C) 3/4 (D) 4/5 (E) 1 topofmath20:55:25 Geometric probability rrusczyk20:55:52 We have a probability problem in which we can't count the number of possible outcomes, because there are infinitely many of them! professordad20:56:02 You have to utilize areas SemonR20:56:02 solve for areas. rrusczyk20:56:25 Fortunately, geometry gives us tools to measure infinite sets like this. We'll try to use area in this problem. rrusczyk20:56:33 The region we have to choose from is obvious. rrusczyk20:56:44 We have to find the "success" region. rrusczyk20:56:46 How? SonyWii20:56:57 we can start by finding the perpindicular bisector of 0,0 - 3,1 Jimmery20:56:57 Draw the perpendicular bisector because it shows places closer to either point. aopsaccount213120:56:57 the perpendicular bisector of the line connecting (0,0) and (3,1) will denote the areas which are closer to either point rrusczyk20:57:09 The set of points (in a plane) equidistant to two given points is the perpendicular bisector of the line segment with the two points as endpoints. rrusczyk20:57:23 Our goal is to find the line that is the perpendicular bisector of the segment between (0, 0)

and (3, 1). We must then find the proportion of the region inside the given rectangle that is also in the region of points closer to (0, 0). How can do so? rrusczyk20:57:41 (That is, how can we find the line?) ilovebrown20:57:44 find the equation of a line? rrusczyk20:57:46 OK. rrusczyk20:57:50 Let's find it. tacoman20620:57:53 find midpoint first SemonR20:57:55 midpoint=(3/2,1/2) rrusczyk20:58:00 There's the midpoint. What next? raycat20:58:54 slope=-3 ilovebrown20:58:54 slope is -3 remy114020:58:54 slope is -3. rrusczyk20:58:58 The midpoint of the segment between (0, 0) and (3, 1) is (1.5, .5). The equation of the line through (0, 0) and (3, 1) is y = x/3. rrusczyk20:59:02 The slope of a line perpendicular to that line is -1/(1/3) = -3. (The product of the slopes of two perpendicular lines in a plane is -1 if neither line is vertical.) rrusczyk20:59:18 So, what is the equation of the perpendicular bisector? SonyWii20:59:37 now we can use the point-slope formula InsDel20:59:37 y - 0.5 = 3 (x - 1.5) aopsaccount213120:59:37 y = -3x + 5 professordad20:59:37 y=-3x+5? ilovebrown20:59:37 so y=-3x+5 rrusczyk20:59:39 We want the line through (1.5,0.5) with slope -3. We can use point-slope form: y-0.5 = -3(x-1.5). rrusczyk20:59:42 Rearranging this gives y = -3x + 5.

rrusczyk20:59:48 The equation of the points equidistant between (0, 0) and (3, 1) is y = -3x + 5. rrusczyk20:59:51 Um, now what? aopsaccount213121:00:17 see where it intersects the rectangle MathTwo21:00:17 draw diagram raycat21:00:17 area below line in the box lxu121:00:17 you can find where the line intersects the rectangle rrusczyk21:00:42 We can go ahead and draw our rectangle and our line now: rrusczyk21:00:43

rrusczyk21:01:02 The red rectangle is the possible region. rrusczyk21:01:09 The grey trapezoid is success. rrusczyk21:01:32 How can we quickly finish the problem? narik21:01:47 Now, we have 1 + area of the trapezoid--which looks like it splits the other square in two. Rocket9521:01:47 i estimate that the unshaded is 1/4 of the total rrusczyk21:01:57 It sure looks like it. How can we be sure? racinginthestreet21:02:03 so we have a trapezoid with vertexs (0,0), (0,1), (4/3, 1), and (5/3,0), ilovebrown21:02:04 intersection=(4/3,1), (5/3,0) rrusczyk21:02:12 We could find the intersection points. What else? rrusczyk21:02:38 What else could we have done instead of finding where the line hits the top and bottom of the rectangle?

aopsaccount213121:02:42 we know the line goes through the center of the square so it has to be in 1/2 narik21:02:54 isn't there a theorem that states that a line drawn through a square that states it splits it in two? connaissance21:03:08 The line goes through the point of symmetry of the square rrusczyk21:03:16 The line goes through the center of the square on the right side of the rectangle, so it must divide that square into two congruent pieces. rrusczyk21:03:30 (You could also have found the area of the trapezoid by finding the lengths of the bases!) topofmath21:03:39 ilovebrown21:03:45 (4/3+5/3)*1*1/2=3/2 rrusczyk21:03:51 Like that, pretty much. rrusczyk21:04:04 Or, we note that one whole square plus one half-square is 3/2. rrusczyk21:04:09 So, is the answer to the problem 3/2? narik21:05:00 no-- that's just the area. we need to take the fraction of the whole area, which is 2. brightzhu21:05:00 the whole box has area 2 , so its 3/4 juggler21:05:00 the ratio is 3/2 to the total rectangle bargello21:05:00 1.5/2 since comparing success to total area ilovebrown21:05:00 because we have to make a probability professordad21:05:00 It's (3/2) / (2) topofmath21:05:00 professordad21:05:00 That gives us 3/4 rrusczyk21:05:09 No, we want a probability! We must divide the area of the trapezoid by the area of the rectangle. That gives us (3/2)/2 = 3/4 rrusczyk21:05:37 We'll look at one more similar problem. batteredbutnotdefeated21:05:39 I have been having lots of trouble with problems like this, how can I get better and

eventually solve them quickly and efficiently? Does intro to geo help with this kind of problem? rrusczyk21:05:47 Intro Counting & Probability covers it thoroughly. juggler21:05:55 alcumus helps a lot too :) rrusczyk21:06:00 That too. rrusczyk21:06:03

rrusczyk21:06:15 Yikes - that looks complicated. Here's a tip: often the most complicated-looking problems on the AMC are way easier than they look. Don't panic! rrusczyk21:06:36 Where do we start? crazypianist111621:06:43 Plug it in rrusczyk21:06:58 Exactly - we plug in our definition of f into the inequalities: rrusczyk21:07:01 rrusczyk21:07:22 Um, now what? What do we do with that inequality on the left? crazypianist111621:07:34 I see a circle Rocket9521:07:34 looks like equations of circles applepie3141521:07:34 it is a circle rrusczyk21:07:42 Sure looks like a circle. What should we do? aopsaccount213121:07:47 u can complete the square? RoFlLoLcOpT21:07:47 complete the square topofmath21:07:47 Complete the square and make and graph the circle darksigma21:07:47 complete the square SonyWii21:07:55 We complete the square!!

rrusczyk21:07:58 And what do we get if we complete the square? rrusczyk21:08:20 (Note: this Math Jam is going to go way long tonight; classes in general won't go over like this.) aopsaccount213121:09:02 (x+3)^2 + (y+3)^2 </= 16 raycat21:09:02 (x+3)^2+(y+3)^2<16 SemonR21:09:02 (x+3)^2+(y+3)^2<=16 applepie3141521:09:02 (x+3)^2+(y+3)^2 <or equal to 4^2 rrusczyk21:09:12 Completingthe square gives RoFlLoLcOpT21:09:23 rrusczyk21:09:30 aopsaccount213121:10:13 how do we use it? rrusczyk21:10:16 Good question rrusczyk21:10:24 What is it? crazypianist111621:10:26 circle with radius 4 centered at (-3,-3) rrusczyk21:10:35 And what points satisfy the inequality? bargello21:10:50 the circle and its interior RoFlLoLcOpT21:10:51 the inside of the circle sj020121:10:51 everything inside SemonR21:10:51 inside the circle rrusczyk21:11:07 Everything inside. So, we know how to handle that inequality -- it's a circular disk. topofmath21:11:10 Aren't there 2 inequalities? rrusczyk21:11:15 Yes, there are. rrusczyk21:11:20 What do we do about the other one?

rrusczyk21:11:34 applepie3141521:11:37 the other one is a hyperbola Caelestor21:11:37 complete the square again, the right side is a hyperbola rrusczyk21:11:50 Looks like it might be a hyperbola, but what happens if you complete the square? MathTwo21:12:16 its a degenerate hyperbola raycat21:12:16 (x+3)^2-(y-3)^2<=0 rrusczyk21:12:28 Close! rrusczyk21:12:41 Check the signs on every step! raycat21:12:50 (x+3)^2-(y+3)^2<=0 k4mc21:12:50 y+3 not y-3 topofmath21:13:06 RoFlLoLcOpT21:13:06 rrusczyk21:13:09 You got it. rrusczyk21:13:39 Oops; didn't catch the typo. It's (x+3)^2 - (y+3)^2 <= 0. rrusczyk21:13:48 And what will you do with that? SonyWii21:13:50 now we can use the difference of two squares rrusczyk21:14:12 Exactly -- it's a difference of squares! And what does factoring that give you? sj020121:14:39 (x+y+6)(x-y)<=0 narik21:14:40 (x+y+6)(x-y) <= 0 tacoman20621:14:40 (x-y)(x+y+6)<=0 rrusczyk21:14:56 If we factor (x+3)^2 - (y+3)^2 as a difference of squares, we have: rrusczyk21:15:04

rrusczyk21:15:26 And what happens when we graph where the left *equals* 0? SonyWii21:15:51 and make it into two lines SonyWii21:15:51 two lines! rrusczyk21:15:57 What are the two lines we get? Caelestor21:16:07 y=x darksigma21:16:07 x=y tacoman20621:16:07 The line x=y appears. crazypianist111621:16:07 y=-x-6 tacoman20621:16:07 and x=-y-6 bbhattacharya21:16:07 its either x=y or x+y=-6 darksigma21:16:13 x=y, x+y=-6 lxu121:16:13 x=y and y=-x-6 rrusczyk21:16:42 Exactly -- the points where x-y = 0 gives one line, and x+y+6 = 0 gives us another. rrusczyk21:16:55 If we had a number other than 0 on the right, we would have a hyperbola. rrusczyk21:17:20 But because there's a 0 over there after we complete the square, we have what is called a "degenerate hyperbola", in this case two lines. rrusczyk21:17:31 Notice anything interesting about these lines? SonyWii21:17:48 these, coincidentely, split the circle into quarters SonyWii21:17:48 because they are perpindicular applepie3141521:17:48 they are perpendicular darksigma21:17:48 perpendicular brightzhu21:17:48 they intersect at (-3,-3) Caelestor21:17:55 pass through the center

rrusczyk21:18:07 They are perpendicular. They meet at the center of the circle. How convenient :) rrusczyk21:18:12 And how does that help us finish? Caelestor21:18:36 half of the circle darksigma21:18:36 We just find area of half of the circle rrusczyk21:18:48 Exactly, when we graph both, we have a diagram like this: SonyWii21:18:50 they split the line into quarters - two of them are shaded rrusczyk21:19:03

rrusczyk21:19:27 (We don't really have to worry about which quarters are shaded. We know we have two of them.) k4mc21:19:34 8pi=25 SonyWii21:19:34 which is 16pi/2 professordad21:19:34 That gives us 8pi Caelestor21:19:34 area is 16pi/2, around 25 tacoman20621:19:34 So that are is 8\pi rrusczyk21:19:45 Now we simply calculate the area of the circle and take half. The area is 8pi and using 3.14 as an approximation we get 8(3.14) = 25.12, so the answer is (E). rrusczyk21:19:55 Most students who can score well on the AMC 12 are familiar with relating equation and

graphs, but fewer are familiar with relating inequalities and graphs. Growing confident with separating regions defined by an inequality helps in evaluating this kind of problem confidently. Once we deduced the locations and shaped of the regions, the rest wasn't so bad. MattW21:20:08 when does this class end? rrusczyk21:20:31 When we finish -- looks like it's going to be a long night for me :) You can leave whenever you like. I'm guessing we're in for another 30 minutes. rrusczyk21:20:39 Our regular classes end on time. rrusczyk21:21:08 I'll take a few questions about AMC 10 and AMC 12 classes, and then we'll do a couple AIME problems. rrusczyk21:21:40 (Again, the classes are at a somewhat less break-neck pace, and there are more chances to ask questions. Though, I'll note that you can ask questions whenever you want!) Ronnicus21:21:56 Should we take AMC 10 class before AMC 12? rrusczyk21:22:15 Depends on where you are mathematically. If you're already getting 130+ on the AMC 10, skip the AMC 10 class. professordad21:22:21 What class should I take if I can't follow what we just went over? rrusczyk21:22:48 Algebra 2 & 3. SonyWii21:22:50 how many problems would be on a problem series homework? rrusczyk21:23:02 We typically put around a dozen on the message board for class discussion. tacoman20621:23:12 If i got to the AIME in 10th grade, should I take the AMC 12 class or the AIME Problem Series class this year? rrusczyk21:23:43 Depends on how you got into the AIME. If just barely, then AMC 12 in summer, AIME in fall. If you got 125+ on the AMC 12, focus on the AIME. narik21:23:48 After the AMC 12 class, assuming you do all the problems and understand them, how much improvement can be expected score-wise? (as in, what range?) rrusczyk21:24:15 Very hard question to answer. That depends on where you start and how much you put into it. rrusczyk21:24:31 If you really do all the problems in the class and digest them, you should find most of the AMC 12 pretty easy.

Rocket9521:24:43 Do you go by a guidesheet during the classes to end on time? rrusczyk21:24:48 Kind of. chhan9221:24:57 I got 121.5 in AMC 12A in 2009 and I got 5 in AIME B in 2009. Which course should I take? rrusczyk21:25:16 Focus on the AIME; take Intermediate classes, possibly WOOT in the fall. ilovebrown21:25:32 is going to USAMO through amc 10 easier than going through amc 12? rrusczyk21:26:06 This changes from year to year; check with the AMC rules in the fall, as there is always the possibility of significant changes. SemonR21:26:08 i'm going to CTY (a summer camp) for 3 weeks over the summer - will i be missing too much? rrusczyk21:26:25 Many of our students miss several classes and make them up with transcripts. topofmath21:26:27 What about 115-125? And is there much overlap between AMC 10 and AMC 12? rrusczyk21:27:01 No overlap in problems in the classes, but there is overlap in the problems. If you're at 115-125 on the AMC 10, take the AMC 12 course (particularly if you have a little trig under your belt) SonyWii21:27:10 we can save everything we get from the class onto our computers, right? rrusczyk21:27:19 Yes, but don't share with people outside the class. arc21:27:24 what grade level is basically AMC 10 and 12 rrusczyk21:27:41 AMC 10 is for students grade 10 and below, AMC 12 for grades 12 and below. ilovebrown21:27:45 i got 7 on aime this year, what course hould i take to improve? rrusczyk21:28:22 In the fall, WOOT. I'd recommend our intermediate classes, as well (Interm NT, Interm Counting & Probability, possibly Algebra 3 or Precalc -- look at the diagnostic tests to pick the one that's best to you.) warm1test21:28:25 A lot of the problems on the AMC 10 are similar to some of the problems on the AMC 12, right? rrusczyk21:28:34 Correct; there are problems that are on both tests. narik21:28:39 So, if I were to dedicate 2-3 hours a day?

rrusczyk21:29:28 There's not enough work in the AMC 12 problem series to fill 2-3 hours a day. But you can spend your extra time with AoPS books. Email me your math background at classes@artofproblemsolving.com, and I'll make suggestions. rrusczyk21:29:55 If you're at 8+ on AIME, I'd stick to the AIME class, Intermediate-level classes (including Algebra 3), and WOOT. batteredbutnotdefeated21:29:58 eh... How much does AoPS volume 2 help with AIME and AMC12? rrusczyk21:30:00 Much. crazypianist111621:30:04 does the amc 12 class help a lot with aime problems (e.g. are there problems given without multiple choice answers)? rrusczyk21:30:20 All of the problems are given in AMC 12 style, but it will help with the earlier problems on the AIME, too. Amaryllis21:30:31 If I didn't do well on the AMC 10 in 10th grade and want to improve my score, but will be in 11th grade next year and taking the AMC 12, which course should I take? rrusczyk21:31:03 Probably either course will help. If you don't have a trig/precalc background, you'll likely get more out of the AMC 10 class. aopsaccount213121:31:07 this year i completed Algebra 2 (in school) but i still found that last problem difficult to follow (hyperbola, esp) what should i do? rrusczyk21:31:21 Consider our Algebra 3 class or our Intermediate Algebra book. Sidhanth V21:32:09 I just finished Algebra 2 in school, but Algebra 3 covers a lot of stuff in Algebra 2 (e.g Conics). What should I take/ rrusczyk21:32:26 Our Algebra 3 covers a great deal that your Algebra 2 probably did not, and to a greater depth. ilovebrown21:32:43 how is woot helpful? how mean what does it help with? rrusczyk21:32:56 AIME and USAMO. We'll have a couple math jams about it during the summer. RoFlLoLcOpT21:33:01 Would taking W00T in the fall as a 7th grader be too early? rrusczyk21:33:34 Depends on the student. We had a 6th grader in the class in 2007-08, and he was a USAMO winner this year. But that was a *very* exceptional circumstance! brightzhu21:33:43 I got a 135 on AMC 10 and 7 on aime, should i take the amc 12 class?

rrusczyk21:34:00 Maybe just go straight for the AIME class and Intermediate level classes. SonyWii21:34:06 they released a new class in CTY on the AMC tests and the AIME. Is that course the same as these AoPS ones? rrusczyk21:34:11 No. crazypianist111621:34:31 How helpful is the AMC/AIME for college applications? rrusczyk21:34:52 It was on MIT's application, last I looked. Ari21:35:00 how can i improve on the questions in the last part of the AMC 10, the hard questions (#'s 20 and on) rrusczyk21:35:09 AMC 10 Problem Series aims mainly at the harder problems. rrusczyk21:35:19 AoPS Volume 1 would help a lot too. rrusczyk21:35:25 (Volume 2 more for AIME.) mathmastermind21:35:27 are there any books you recommend? rrusczyk21:35:46 AoPS books :) Email me your personal math background, and I can make specific recommendations. brightzhu21:36:12 is trig covered in the intermidediate algebra book? rrusczyk21:36:21 No; it is in the precalc book I am writing now. topofmath21:36:23 How much does AOPS Volume 1 help with the AMC 10/12 exams? rrusczyk21:36:27 A great deal. Ari21:36:30 If I got a 114.5 on AMC 10, what class should I take? rrusczyk21:36:42 Probably the AMC class. Sidhanth V21:36:52 I just moved to the US, and would like to know how I would do in MATHCOUNTS with Algebra 2 under the belt? rrusczyk21:37:11 Very hard to say -- MATHCOUNTS covers a lot of material that is not covered in the classroom. racinginthestreet21:37:13 Can these courses count for school credit

rrusczyk21:37:23 You have to ask your school if they'll accept it. amacfie21:37:26 does AoPS vol 2 go right up until just before olympiad level? rrusczyk21:37:28 Yes MathTwo21:37:30 WHen is the precalc book out rrusczyk21:37:34 This fall ilovebrown21:37:36 i studied tour books and got great result this year!:) rrusczyk21:37:38 :) warm1test21:37:51 I've noticed on this year's AMC 10 that most of the harder problems were geometry problems and counting and probability problems. Is that stuff covered in any of the AoPS books? rrusczyk21:38:03 Yes, the Intro books in those subjects, and AoPS Volume 1. rrusczyk21:38:05 On that note, let's move on to the AIME class. rrusczyk21:38:09 AIME rrusczyk21:38:16 The AIME Problem Series B class starts on June 9 and meets every Tuesday from 7:309:00 PM Eastern. The class meets for 12 weeks and ends on August 25. The course is designed to cover a large portion of the curriculum tested on the AIME exam. rrusczyk21:38:26 The AIME Problem Series will be taught by Sean Markan. Sean participated in numerous math and science programs in high school, including the Math Olympiad Summer Program in 2001 and the US Physics Team in 2000 and 2002. He also won the Mandelbrot Competition in 2002. He graduated from MIT with a degree in Physics in 2006. rrusczyk21:38:34 Almost all of the problems in the AIME Problem Series B come from past AIME contests. rrusczyk21:38:59 The following problems are taken directly from the AIME Problem Series. Some will involve math fundamentals that younger students won't yet be familiar with. ilovebrown21:39:01 is there questions the staff made up? rrusczyk21:39:05 I think so :) rrusczyk21:39:11

rrusczyk21:39:43 Any suggestions where to start? ilovebrown21:39:46 6^83+8^83 rrusczyk21:39:57 brightzhu21:40:00 6=7-1,8=7+1, rrusczyk21:40:07 Why does that seem useful? rrusczyk21:40:48 Many of you are suggesting patterns -- try that on your own. It's often a very good start on AIME problems. But this problem has another big clue that gives us somewhere better to start: sj020121:40:57 7^2=49 juggler21:40:57 49=7^2 ilovebrown21:40:57 7^2=49 brightzhu21:40:57 7^2 = 49 topofmath21:40:57 Because 49=$7^2 professordad21:40:57 7 is sqrt 49 rrusczyk21:41:15

brightzhu21:41:31 binomial theorem? sj020121:41:31 would you try binomial expansion? or something similar Jimmery21:41:36 binomial thm? rrusczyk21:41:41 OK

rrusczyk21:41:43

rrusczyk21:41:48

rrusczyk21:41:57 Um, what will we do with that? rrusczyk21:42:35 IMPORTANT STRATEGY: Keep your eye on the ball. brightzhu21:42:42 almost all the terms will be divisible by 49 sj020121:42:42 so you only have to look at the last 2 terms of each brightzhu21:42:42 just the last two terms in each expression will matter chhan9221:42:42 and see the 7^1 term and constant term Caelestor21:42:49 only the last 2 terms matter rrusczyk21:43:18 We want the remainder when we divide by 49. Only the last two terms in each of these expansions leave any remainder at all! rrusczyk21:43:28 So, how do we finish? rrusczyk21:44:09 Read the question -- I'm seeing a lot of slightly wrong answers. ilovebrown21:44:23 constant term cancel each other when added to equations sj020121:44:23 (83,83)*7 and -(83,83)*7 cancel out rrusczyk21:44:42 Indeed, the last terms cancel. Leaving what? Jimmery21:44:49 it's 2*7*83C82 sj020121:44:50 that just leaves 2*(83,82)*7 mod 49 rrusczyk21:45:16 All that's left are the two C(83,82)*7 terms.

tacoman20621:45:29 the remainder when the last 2 terms are divided by 49 is 35 brightzhu21:45:29 35mod49 Caelestor21:45:29 *1162, so the remainder is 35 1330221:45:29 leaving 2*(83,82)*7 mod 49 Jimmery21:45:29 The 7^0 terms cancel and remains with 83*7*2=1162? rrusczyk21:45:58

rrusczyk21:46:04 Our final answer is the remainder when 1162 is divided by 49, which is 35. rrusczyk21:46:12 A lot of you made small careless errors on this problem. rrusczyk21:46:30 Read the article on how to stop making stupid mistakes in the Resources section of our site. rrusczyk21:46:40 That's how I was able to finally master the AIME. racinginthestreet21:46:46 a lot of us make small careless errors on the real test:) rrusczyk21:46:55 Everyone does. Some of you will learn how to overcome it. rrusczyk21:47:10 For many of you, that will be the difference between passing and not passing. rrusczyk21:47:13 One more question. rrusczyk21:47:22

brightzhu21:48:02 try some small numbers first? Caelestor21:48:07 *total posssibilities=2^10

juggler21:48:09 simplify it into an easier problem and find a pattern? rrusczyk21:48:19 The denominator is easy. We'll be dividing by 2^10 rrusczyk21:48:25 The numerator looks scary. rrusczyk21:48:34 Let's make an easier problem and look for a pattern. rrusczyk21:48:51 One toss outcomes without HH: H T rrusczyk21:48:54 Pretty boring. SemonR21:49:02 2 coins! rrusczyk21:49:12 How many 2-toss outcomes don't have HH? Caelestor21:49:23 3 out of 4 juggler21:49:23 HT TH TT so 3 professordad21:49:23 3 rrusczyk21:49:26 Two toss outcomes without HH: HT TH TT rrusczyk21:49:31 Three tosses? rrusczyk21:50:14 Be very methodical when doing casework, so you don't mess up. Jimmery21:50:22 5? k4mc21:50:22 5 of them brightzhu21:50:22 5 out of 8 SemonR21:50:22 HTH,HTT,THT,TTH,TTT = 5/6 rrusczyk21:50:29 *that's 5 out o f8. rrusczyk21:50:33 Three toss outcomes without HH: HTH HTT THT TTH TTT sj020121:50:35 so one is 2, two is 3, then three is... rrusczyk21:50:42 Three, we just found is 5. rrusczyk21:50:49 Anyone want to guess at four?

RoFlLoLcOpT21:50:52 hm, I see fibonacci numbers aopsaccount213121:50:52 fibonnacci sequence brightzhu21:50:56 fibonnaci sj020121:50:56 looks like fibonnacci rrusczyk21:51:05 Sure looks like it. Does it work for four toss outcomes? professordad21:51:18 It's 8 k4mc21:51:18 8 Jimmery21:51:18 Yea the next one is 8 rrusczyk21:51:19 Four toss outcomes without HH: HTHT HTTH HTTT THTH THTT TTHT TTTH TTTT Caelestor21:51:24 8 out of 16? rrusczyk21:51:35 Yep, it looks like we have Fibonaccit numbers. rrusczyk21:51:48 Now, on the AIME, we can just assume this always works and get to the answer. rrusczyk21:52:08 But how can we convince ourselves that we will always get Fibonacci numbers? brightzhu21:52:27 recursion! connaissance21:52:27 (number of ways for x)=(number of ways for x-1)+(number of ways for x-2) k4mc21:52:41 coudlnt it also be a patern of +1 then +2, +3 and so on to get the next term rrusczyk21:53:00 Very good point, and that's why we'll take the time to prove to ourselves that we have a Fibonacci relationship here. rrusczyk21:53:16 We define the Fibonacci numbers with recursion, so we look for a recursive relationship here. rrusczyk21:53:19 Let f(k) be the number of sequences of k flips with no HH. rrusczyk21:53:30 What do we *think* is an equation we can write for f(k)? tacoman20621:54:01 f(k) = f(k-1) + f(k-2) ; f(1) = 2 ; f(2) = 3 topofmath21:54:01 f(k)= f(k-2)+f(k-1)

brightzhu21:54:01 f(k)=f(k-1)+f(k-2) rrusczyk21:54:10 This is what we *think* is true. rrusczyk21:54:20 Let's see if we can *prove* it. rrusczyk21:54:34 Can anyone prove it? amacfie21:55:39 the toss sequence will either begin with a H or a T. there are f(k-1) sequences beginning with T and f(k-2) sequences beginning with H rrusczyk21:55:45 Bold claim!!! rrusczyk21:56:22 Is it true? aopsaccount213121:56:48 ohh i get it ... thats very clever rrusczyk21:56:51 Yes, it is. rrusczyk21:56:55 Let's investigate. Caelestor21:57:09 oh wow it actually works rrusczyk21:57:17 :) If we have k flips, and the first is T, rrusczyk21:57:38 then how many ways can we flip the remaining k-1 flips and never have HH? sj020121:58:12 f(k-1) chhan9221:58:12 f(k-1) k4mc21:58:12 f(k-1) rrusczyk21:58:14 k-1 flips, no HH -- by definition there are f(k-1) ways to do this. rrusczyk21:58:22 How does this change if we start with an H? Jimmery21:58:46 f(k-2)? RoFlLoLcOpT21:58:46 the second one can't be an H so there are f(k-2) ways SemonR21:58:46 next one hast to be T after that its f(k-2) connaissance21:58:52 the next letter MUST be a T. then, we have the same thing with f(k-2)

bbhattacharya21:58:53 f(k-2) rrusczyk21:58:55 If the first of our n flips is H, then the next must be T, and then there are f(k-2) ways to flip the rest of the k-2 coins and get no HH. rrusczyk21:59:20 And now, we have our Fibonacci relationship. aopsaccount213121:59:23 then after that we know what to do SemonR21:59:23 thats brilliant. rrusczyk21:59:26 Indeed. rrusczyk21:59:44 This sort of approach is explored in depth in the Intermediate Counting class and book. rrusczyk22:00:01 From here, it's just arithmetic to finish: sj020122:00:05 2,3,5,8,13,21,34,55,89,144 144/1024= 9/64 i+j = 73 raycat22:00:05 144/1024=9/64.....9+64=73 rrusczyk22:00:53

rrusczyk22:00:59 We can now say that i/j = 144/1024 = 9/64, so i + j = 73. jeffreyyan822:01:01 the Intermediate Counting book is very good rrusczyk22:01:07 We like to think so :) ThinkFlow22:01:09 Would this be a hard, easy, or medium AIME problem? rrusczyk22:01:13 On the hard end. tacoman20622:01:39 So the AIME is a lot about finding patterns? rrusczyk22:01:42 Some problems are. rrusczyk22:01:46 This is one of those problems that shows how important it is to test small cases and then to observe the way that we generate those cases. Making the connection between the way we generated each new sequence and the recursion that we derived gave us a direct calculation to our answer.

ilovebrown22:01:51 are we going through more problems? rrusczyk22:01:59 No. That's it for the problems. rrusczyk22:02:06 Sorry we went so long tonight!! rrusczyk22:02:23 Getting past my dinner time (and past some of your bedtimes on the East Coast!) rrusczyk22:02:37 I'll take a couple more questions, and then you can email me any others if you had some. chhan9222:02:40 When I practiced AIME A in 2009 in my home, i got 10. but when I actually take AIME B in 2009, i got 5. Could you give me any advice? rrusczyk22:02:57 Read the stupid mistakes article in the Resources section of the site. topofmath22:03:02 I think the AIME B was harder this year rrusczyk22:03:07 I thought so, too. rrusczyk22:03:18 Take some more practice tests (WOOT will have 2-3.) k4mc22:03:20 whats the difference between aime a and aime b and is one harder or which one should i do first rrusczyk22:03:31 I believe they flip a coin to pick one or the other, but am not sure. brightzhu22:03:34 about how many problems do we usually do in one class(AIME) rrusczyk22:03:41 Varies a lot. 5-9? ThinkFlow22:03:45 What subject is most used on the AIME? rrusczyk22:03:52 Changes a lot; impossible to say. MathTwo22:03:54 Mr. Rusczyk, how did you learn math when you were preparing for the AIME/USAMO rrusczyk22:04:07 I did a lot of problems, because there was no AoPS to learn from :( ThinkFlow22:04:17 What is better for getting into the AIME: AMC 10 or AMC 12 rrusczyk22:04:41 Varies from year to year, but AMC 12 is usually easier to pass. However, the rules may change next year, so don't take my word for it. aopsaccount213122:04:47 did u work on problems (practice tests) timed or untimed most of the time?

rrusczyk22:05:15 I did them timed a lot when I was starting, until I was confident I could avoid careless errors, then I just focused on hard problems. k4mc22:05:30 would the aime class help with the later problems (last fiveish) rrusczyk22:05:42 Yes, it is aimed at the middle and late parts of the test. juggler22:06:06 Assuming that somehow there are no huge rule changes, what would be better (AMC10 or AMC12) to make USAMO? rrusczyk22:06:19 That's really impossible to say, because that depends on how the data look. aopsaccount213122:06:26 will the actual AIME class go so fast? becuz on the test u get approx. 15 min per problem; i didnt have to much time for individual thinking in this rrusczyk22:06:45 It's not quite as fast as we went tonight. I went faster because we are running so late. Caelestor22:06:47 do you write any math competitions (AMC 12, AIME, USAMO, etc) rrusczyk22:06:51 Only the USAMTS now. ThinkFlow22:07:00 How do you make USAMO? Do they just look at your AIME score, or also your AMC score? rrusczyk22:07:11 In the recent past, both. topofmath22:07:17 How do you pronounce your name, Mr. Rusczyk rrusczyk22:07:25 Ruh-sick. ThinkFlow22:07:27 Is there a way to determine ahead of time if AoPS classes will suit you? rrusczyk22:07:44 For the subject classes, we have diagnostic tests on the site. rrusczyk22:07:53 For the contests, you can pretty much judge by your contest scores. chhan9222:07:58 Is it better to study Intermediate NT than AIME B to improve my mark? rrusczyk22:08:26 I generally like to take the subject classes for core learning, and the problem series for some extra practice. ThinkFlow22:08:28 What about this class? rrusczyk22:08:41 If you're 11+ on the AIME, you shouldn't be practicing the AIME anymore.

rrusczyk22:09:02 If you can't do more than 1 or 2 problems on the AIME, then you're still really at the AMC 12 level. rrusczyk22:09:14 If you're at 3-9 on the AIME, you'll get something out of this class. k4mc22:09:41 is aime harder than amc 12 class rrusczyk22:09:44 Yes Ronnicus22:09:47 Do we mostly solve problems during class time? rrusczyk22:09:51 Almost entirely. jeffreyyan822:09:58 if i scored a 7 on the aime, should i be fit to join woot? rrusczyk22:10:00 Yes. jeffreyyan822:10:03 do you know when the intermediate nt book will come out? rrusczyk22:10:17 No time soon. There are several books in front of it in the queue. nbeast7722:10:26 what's the perfect score in aime? rrusczyk22:10:29 15. topofmath22:10:34 15 juggler22:10:34 15 ilovebrown22:10:37 is for the win for the MATHCOUNTS? rrusczyk22:10:39 Yes ThinkFlow22:10:41 Who is WOOT targeted to? Just the top USAMOers? rrusczyk22:11:10 No -- it's broader than that. To students who aspire to make the USAMO up through those who aspire to win it. topofmath22:11:12 AIME and USAMO ilovebrown22:11:13 AIME/USAMO targeting people rrusczyk22:11:15 exactly. Caelestor22:12:14 how do you "win" USAMO? just get into MOSP

rrusczyk22:12:19 Top 12 are "winners" jeffreyyan822:12:22 do u know how to practice for the arml (slightly off topic but its in 2 days) rrusczyk22:12:42 Don't worry about practicing 2 days away. In general, it's very similar to AIME practice. ThinkFlow22:12:52 About how many people will be attending the AIME class? rrusczyk22:13:02 I would guess 50-60ish. Yankzgodzilla5522:13:33 second: if i were to ace the aime class would i be ready for woot rrusczyk22:13:42 Almost certainly. chhan9222:13:50 Is it better to take both AIME problem series A and B? rrusczyk22:14:18 Depends on how much extra practice you want. Once you have comfortably moved beyond AIME, it's time to focus on harder material. ilovebrown22:14:24 do you need calculus for woot? rrusczyk22:14:29 No calculus in WOOT. Yankzgodzilla5522:14:32 last: what is the overlap between aime and the amc 12 class, because in the aime class is it more easier aime problems and harder amc 12, thanks! rrusczyk22:14:39 AIME class is significantly harder. topofmath22:14:41 Are AIME A and B different in difficulty? rrusczyk22:14:43 No. Caelestor22:14:45 what are the qualifications for Red, Blue, and Black MOSP respectively? rrusczyk22:14:51 Black: top 12 or so students. rrusczyk22:14:58 Blue: next 12 or so non-seniors. rrusczyk22:15:07 Red: top 25 or so 9th graders. rrusczyk22:15:13 There is flexibility in those numbers. rrusczyk22:15:18 All right, it's pretty late now, so it's time to wrap up. Thanks for staying so long, and if you have any more questions, you can write me at classes@artofproblemsolving.com