Problems

Let \(C_1\) and \(C_2\) be two concentric circles with \(C_1\) inside \(C_2\) and the center \(A\). Let \(B\) and \(D\) be two points on \(C_1\) that are not diametrically opposite. Extend the segment \(BD\) past \(D\) until it meets the circle \(C_2\) in \(C\). The tangent to \(C_2\) at \(C\) and the tangent to \(C_1\) at \(B\) meet in a point \(E\). Draw from \(E\) the second tangent to \(C_2\) which meets \(C_2\) at the point \(F\). Show that \(BE\) bisects angle \(\angle FBC\).

Michael made a cube with edge \(1\) out of eight bars as in the picture. All \(8\) bars have the same volume. The dimensions of the grey bars are the same as each other. Similarly, the dimensions of the white bars are the same as each other. Find the lengths of the edges of the white bars.

One cell was cut out of a \(3\times6\) rectangle, as seen in the diagram. How should you glue this cell in a different place to get a figure that can be cut into two identical ones? If needed, the resulting parts can be rotated and reflected.

In the sum below, different letters denote different digits and the same letters denote the same digit. \[P.Z + T.C + D.R + O.B + E.Y\] None of the five terms are integers, but the sum itself is an integer. Find the possible sums of the expression. For each possible answer, write one example with these five terms. Explain why other sums cannot be obtained.

Peter went to the Museum of Modern Art and saw a square painting in a frame of an unusual shape. The frame consisted of \(21\) congruent triangles. Peter was interested in what the angles of these triangles were equal to. Help him find these angles.

Red, blue and green chameleons live on an island. One day \(35\) chameleons stood in a circle. A minute later, they all changed colour at the same time, each changing into the colour of one of their neighbours. A minute later, everyone again changed their colours at the same time into the colour of one of their neighbours. Is it ever possible that each chameleon was each of the colours red, blue and green at some point? For example, it’s allowed for a chameleon to start off blue, turn green after one minute, then turn red after the second minute. It’s not allowed for a chameleon to start off blue, turn green after one minute, but then turn back to blue after the second minute.

We wish to paint the \(15\) segments in the picture below in three colours. We want it such that no two segments of the same colour have a common end. For example, you cannot have both \(AB\) and \(BC\) blue since they share the end \(B\). Is such a painting possible?

In an \(n\times n\) table, two opposite corner squares are black and the rest are white. We wish to turn the whole \(n\times n\) table black in two stages. In the first stage, we paint black some of the squares that are white at the moment. In the second stage, we can perform the following two operations as much as we like. The row operation is to swap the colours of all the squares in a particular row. The column operation is to swap the colours of all the squares in a particular column. What is the fewest number of white squares that we can paint in the first stage?

An example of the row operation: let W stand for white and B stand for black and suppose that \(n=5\). Also suppose that a particular row has the colours WWBWB. Then performing the row operation would change this row to BBWBW.

A monkey becomes happy when they eat three different fruits. What is the largest number of monkeys that can become happy with \(20\) pears, \(30\) bananas, \(40\) peaches and \(50\) tangerines?

A useful common problem-solving strategy is to divide a problem into cases. We can divide the problem into familiar and unfamiliar cases; easy and difficult cases; typical and extreme cases etc. The division is sometimes suggested by the problem, but oftentimes requires a bit of work first.

If you are stuck on a problem or you are not sure where to begin, gathering data by trying out easy or typical cases first might help you with the following (this list is not exhaustive):

1. Gaining intuition of the problem

2. Isolating the difficulties

3. Quantifying progress on the problem

4. Setting up or completing inductive arguments

Let us take a look at this strategy in action.