problem_id
stringlengths 32
32
| link
stringlengths 75
84
| problem
stringlengths 14
5.33k
| solution
stringlengths 15
6.63k
| letter
stringclasses 5
values | answer
stringclasses 957
values |
|---|---|---|---|---|---|
4ba30954e5f3ca72748b3e145f45b705 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_1 | What is the ones digit of \[222,222-22,222-2,222-222-22-2?\] $\textbf{(A) } 0\qquad\textbf{(B) } 2\qquad\textbf{(C) } 4\qquad\textbf{(D) } 6\qquad\textbf{(E) } 8$ | We can rewrite the expression as \[222,222-(22,222+2,222+222+22+2).\]
We note that the units digit of the addition is $0$ because all the units digits of the five numbers are $2$ and $5*2=10$ , which has a units digit of $0$
Now, we have something with a units digit of $0$ subtracted from $222,222$ . The units digit of this expression is obviously $2$ , and we get $\boxed{2}$ as our answer. | B | 2 |
4ba30954e5f3ca72748b3e145f45b705 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_1 | What is the ones digit of \[222,222-22,222-2,222-222-22-2?\] $\textbf{(A) } 0\qquad\textbf{(B) } 2\qquad\textbf{(C) } 4\qquad\textbf{(D) } 6\qquad\textbf{(E) } 8$ | 222,222-22,222 = 200,000
200,000 - 2,222 = 197778
197778 - 222 = 197556
197556 - 22 = 197534
197534 - 2 = 1957532
So our answer is $\boxed{2}$ | B | 2 |
4ba30954e5f3ca72748b3e145f45b705 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_1 | What is the ones digit of \[222,222-22,222-2,222-222-22-2?\] $\textbf{(A) } 0\qquad\textbf{(B) } 2\qquad\textbf{(C) } 4\qquad\textbf{(D) } 6\qquad\textbf{(E) } 8$ | We only care about the unit's digits.
Thus, $2-2$ ends in $0$ $0-2$ ends in $8$ $8-2$ ends in $6$ $6-2$ ends in $4$ , and $4-2$ ends in $\boxed{2}$ | B | 2 |
4ba30954e5f3ca72748b3e145f45b705 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_1 | What is the ones digit of \[222,222-22,222-2,222-222-22-2?\] $\textbf{(A) } 0\qquad\textbf{(B) } 2\qquad\textbf{(C) } 4\qquad\textbf{(D) } 6\qquad\textbf{(E) } 8$ | We just take the units digit of each and subtract, or you can do it this way by adding an extra ten to the first number (so we don't get a negative number): \[12-2-(2+2+2+2)=10-8=2\] Thus, we get the answer $\boxed{2}$ | B | 2 |
085955dda8dfb374689b3f216b54d785 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_2 | What is the value of this expression in decimal form? \[\frac{44}{11} + \frac{110}{44} + \frac{44}{1100}\] $\textbf{(A) } 6.4\qquad\textbf{(B) } 6.504\qquad\textbf{(C) } 6.54\qquad\textbf{(D) } 6.9\qquad\textbf{(E) } 6.94$ | We see that $\frac{44}{11}$ is $4$ $\frac{110}{44}$ simplifies to $\frac{5}{2}$ , which is $2.5$
and $\frac{44}{1100}$ simplifies to $\frac{1}{25}$ , which is $0.04$
$4+2.5+0.04$ reveals \[\frac{44}{11} + \frac{110}{44} + \frac{44}{1100}\] is $\boxed{6.54}$ .
~ le_petit_chouetteur from TSMV | C | 6.54 |
0da863f2f80201b8fd30f4111ba0914c | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_3 | Four squares of side length $4, 7, 9,$ and $10$ are arranged in increasing size order so that their left edges and bottom edges align. The squares alternate in color white-gray-white-gray, respectively, as shown in the figure. What is the area of the visible gray region in square units? [asy] size(150); filldraw((0,0)--(10,0)--(10,10)--(0,10)--cycle,gray(0.7),linewidth(1)); filldraw((0,0)--(9,0)--(9,9)--(0,9)--cycle,white,linewidth(1)); filldraw((0,0)--(7,0)--(7,7)--(0,7)--cycle,gray(0.7),linewidth(1)); filldraw((0,0)--(4,0)--(4,4)--(0,4)--cycle,white,linewidth(1)); draw((11,0)--(11,4),linewidth(1)); draw((11,6)--(11,10),linewidth(1)); label("$10$",(11,5),fontsize(14pt)); draw((10.75,0)--(11.25,0),linewidth(1)); draw((10.75,10)--(11.25,10),linewidth(1)); draw((0,11)--(3,11),linewidth(1)); draw((5,11)--(9,11),linewidth(1)); draw((0,11.25)--(0,10.75),linewidth(1)); draw((9,11.25)--(9,10.75),linewidth(1)); label("$9$",(4,11),fontsize(14pt)); draw((-1,0)--(-1,1),linewidth(1)); draw((-1,3)--(-1,7),linewidth(1)); draw((-1.25,0)--(-0.75,0),linewidth(1)); draw((-1.25,7)--(-0.75,7),linewidth(1)); label("$7$",(-1,2),fontsize(14pt)); draw((0,-1)--(1,-1),linewidth(1)); draw((3,-1)--(4,-1),linewidth(1)); draw((0,-1.25)--(0,-.75),linewidth(1)); draw((4,-1.25)--(4,-.75),linewidth(1)); label("$4$",(2,-1),fontsize(14pt)); [/asy] $\textbf{(A)}\ 42 \qquad \textbf{(B)}\ 45\qquad \textbf{(C)}\ 49\qquad \textbf{(D)}\ 50\qquad \textbf{(E)}\ 52$ | We work inwards. The area of the outer shaded square is the area of the whole square minus the area of the second largest square. The area of the inner shaded region is the area of the third largest square minus the area of the smallest square. The sum of these areas is \[10^2 - 9^2 + 7^2 - 4^2 = 19 + 33 = \boxed{52}\] | E | 52 |
0da863f2f80201b8fd30f4111ba0914c | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_3 | Four squares of side length $4, 7, 9,$ and $10$ are arranged in increasing size order so that their left edges and bottom edges align. The squares alternate in color white-gray-white-gray, respectively, as shown in the figure. What is the area of the visible gray region in square units? [asy] size(150); filldraw((0,0)--(10,0)--(10,10)--(0,10)--cycle,gray(0.7),linewidth(1)); filldraw((0,0)--(9,0)--(9,9)--(0,9)--cycle,white,linewidth(1)); filldraw((0,0)--(7,0)--(7,7)--(0,7)--cycle,gray(0.7),linewidth(1)); filldraw((0,0)--(4,0)--(4,4)--(0,4)--cycle,white,linewidth(1)); draw((11,0)--(11,4),linewidth(1)); draw((11,6)--(11,10),linewidth(1)); label("$10$",(11,5),fontsize(14pt)); draw((10.75,0)--(11.25,0),linewidth(1)); draw((10.75,10)--(11.25,10),linewidth(1)); draw((0,11)--(3,11),linewidth(1)); draw((5,11)--(9,11),linewidth(1)); draw((0,11.25)--(0,10.75),linewidth(1)); draw((9,11.25)--(9,10.75),linewidth(1)); label("$9$",(4,11),fontsize(14pt)); draw((-1,0)--(-1,1),linewidth(1)); draw((-1,3)--(-1,7),linewidth(1)); draw((-1.25,0)--(-0.75,0),linewidth(1)); draw((-1.25,7)--(-0.75,7),linewidth(1)); label("$7$",(-1,2),fontsize(14pt)); draw((0,-1)--(1,-1),linewidth(1)); draw((3,-1)--(4,-1),linewidth(1)); draw((0,-1.25)--(0,-.75),linewidth(1)); draw((4,-1.25)--(4,-.75),linewidth(1)); label("$4$",(2,-1),fontsize(14pt)); [/asy] $\textbf{(A)}\ 42 \qquad \textbf{(B)}\ 45\qquad \textbf{(C)}\ 49\qquad \textbf{(D)}\ 50\qquad \textbf{(E)}\ 52$ | We can calculate it as the sum of the areas of $2$ smaller trapezoids and $2$ larger trapezoids. \[2\left(\cfrac{(7+4)(7-4)}{2}\right)+2\left(\cfrac{(10+9)(10-9)}{2}\right)=10^2 - 9^2 + 7^2 - 4^2 = 19 + 33 = \boxed{52}\] | E | 52 |
66b802ec7a9f111f4e0278d124d353e3 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_4 | When Yunji added all the integers from $1$ to $9$ , she mistakenly left out a number. Her incorrect sum turned out to be a square number. What number did Yunji leave out?
$\textbf{(A) } 5\qquad\textbf{(B) } 6\qquad\textbf{(C) } 7\qquad\textbf{(D) } 8\qquad\textbf{(E) } 9$ | The sum of the digits from $1-9$ are $1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45$ . Note that one of the answer choices (that is equal to Yunju's digits) subtracted from her sum of $45$ must equal a square.
Note that $6^2 = 36$ is a very close square to the sum of 45. Checking, we see that $45 - 9 = 36 = 6^2$ works.
Therefore, the missing number is $\boxed{9}$ | E | 9 |
3c213972c62727e3a07cb66562bf5f51 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_5 | Aaliyah rolls two standard 6-sided dice. She notices that the product of the two numbers rolled is a multiple of $6$ . Which of the following integers cannot be the sum of the two numbers?
$\textbf{(A) } 5\qquad\textbf{(B) } 6\qquad\textbf{(C) } 7\qquad\textbf{(D) } 8\qquad\textbf{(E) } 9$ | First, figure out all pairs of numbers whose product is 6. Then, using the process of elimination, we can find the following:
$\textbf{(A)}$ is possible: $2\times 3$
$\textbf{(C)}$ is possible: $1\times 6$
$\textbf{(D)}$ is possible: $2\times 6$
$\textbf{(E)}$ is possible: $3\times 6$
The only integer that cannot be the sum is $\boxed{6}.$ | B | 6 |
97ed9915cbef9ad8c9136dfb53ee58c0 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_7 | $3 \times 7$ rectangle is covered without overlap by 3 shapes of tiles: $2 \times 2$ $1\times4$ , and $1\times1$ , shown below. What is the minimum possible number of $1\times1$ tiles used?
$\textbf{(A) } 1\qquad\textbf{(B)} 2\qquad\textbf{(C) } 3\qquad\textbf{(D) } 4\qquad\textbf{(E) } 5$ | We can eliminate B, C, and D, because they are not $21$ subtracted by any multiple of $4$ . Finally, we see that there is no way to have A, so the solution is $\boxed{5}$ | E | 5 |
97ed9915cbef9ad8c9136dfb53ee58c0 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_7 | $3 \times 7$ rectangle is covered without overlap by 3 shapes of tiles: $2 \times 2$ $1\times4$ , and $1\times1$ , shown below. What is the minimum possible number of $1\times1$ tiles used?
$\textbf{(A) } 1\qquad\textbf{(B)} 2\qquad\textbf{(C) } 3\qquad\textbf{(D) } 4\qquad\textbf{(E) } 5$ | Let $x$ be the number of $1x1$ tiles. There are $21$ squares and each $2x2$ or $1x4$ tile takes up 4 squares, so $x \equiv 1 \pmod{4}$ , so it is either $1$ or $5$ . Color the columns, starting with red, then blue, and alternating colors, ending with a red column. There are $12$ red squares and $9$ blue squares, but each $2x2$ and $1x4$ shape takes up an equal number of blue and red squares, so there must be $3$ more $1x1$ tiles on red squares than on blue squares, which is impossible if there is just one, so the answer is $\boxed{5}$ , which can easily be confirmed to work. | E | 5 |
97ed9915cbef9ad8c9136dfb53ee58c0 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_7 | $3 \times 7$ rectangle is covered without overlap by 3 shapes of tiles: $2 \times 2$ $1\times4$ , and $1\times1$ , shown below. What is the minimum possible number of $1\times1$ tiles used?
$\textbf{(A) } 1\qquad\textbf{(B)} 2\qquad\textbf{(C) } 3\qquad\textbf{(D) } 4\qquad\textbf{(E) } 5$ | Suppose there are $a$ different $2\times 2$ tiles, $b$ different $4\times 1$ tiles and $c$ different $1\times 1$ tiles. Since the areas of these tiles must total up to $21$ (area of the whole grid), we have \[4a + 4b + c = 21.\] Reducing modulo $4$ gives $c\equiv 1\pmod{4}$ , or $c = 1$ or $c = 5$
If $c = 1$ , then $a + b = 5$ . After some testing, there is no valid pair $(a, b)$ that works, so the answer must be $\boxed{5}$ , which can be constructed in many ways. | E | 5 |
4e328ddf1c01a97f7f5563df43d1c71d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_8 | On Monday Taye has $$2$ . Every day, he either gains $$3$ or doubles the amount of money he had on the previous day. How many different dollar amounts could Taye have on Thursday, $3$ days later?
$\textbf{(A) } 3\qquad\textbf{(B) } 4\qquad\textbf{(C) } 5\qquad\textbf{(D) } 6\qquad\textbf{(E) } 7$ | How many values could be on the first day? Only $2$ dollars. The second day, you can either add $3$ dollars, or double, so you can have $5$ dollars, or $4$ . For each of these values, you have $2$ values for each. For $5$ dollars, you have $10$ dollars or $8$ , and for $4$ dollars, you have $8$ dollars or $ $7$ . Now, you have $2$ values for each of these. For $10$ dollars, you have $13$ dollars or $20$ , for $8$ dollars, you have $16$ dollars or $11$ , for $8$ dollars, you have $16$ dollars or $11$ , and for $7$ dollars, you have $14$ dollars or $10$
On the final day, there are 11, 11, 16, and 16 repeating, leaving you with $8-2 = \boxed{6}$ different values. | D | 6 |
4e328ddf1c01a97f7f5563df43d1c71d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_8 | On Monday Taye has $$2$ . Every day, he either gains $$3$ or doubles the amount of money he had on the previous day. How many different dollar amounts could Taye have on Thursday, $3$ days later?
$\textbf{(A) } 3\qquad\textbf{(B) } 4\qquad\textbf{(C) } 5\qquad\textbf{(D) } 6\qquad\textbf{(E) } 7$ | Continue as in Solution 1 to get $7$ $8$ , or $10$ dollars by the 2nd day. The only way to get the same dollar amount occurring twice by branching (multiply by $2$ or adding $3$ ) from here is if $7+3=10\cdot 2$ or $7+3=8\cdot 2$ which both aren't true. Hence our answer is $3\cdot2=\boxed{6}$ | D | 6 |
7a47b388ae3135fc97152b76251c8d9f | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_9 | All the marbles in Maria's collection are red, green, or blue. Maria has half as many red marbles as green marbles and twice as many blue marbles as green marbles. Which of the following could be the total number of marbles in Maria's collection?
$\textbf{(A) } 24\qquad\textbf{(B) } 25\qquad\textbf{(C) } 26\qquad\textbf{(D) } 27\qquad\textbf{(E) } 28$ | Since she has half as many red marbles as green, we can call the number of red marbles $x$ , and the number of green marbles $2x$ .
Since she has half as many green marbles as blue, we can call the number of blue marbles $4x$ .
Adding them up, we have $7x$ marbles. The number of marbles therefore must be a multiple of $7$ . The only possible answer is $\boxed{28}.$ | E | 28 |
7a47b388ae3135fc97152b76251c8d9f | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_9 | All the marbles in Maria's collection are red, green, or blue. Maria has half as many red marbles as green marbles and twice as many blue marbles as green marbles. Which of the following could be the total number of marbles in Maria's collection?
$\textbf{(A) } 24\qquad\textbf{(B) } 25\qquad\textbf{(C) } 26\qquad\textbf{(D) } 27\qquad\textbf{(E) } 28$ | Suppose Maria has $g$ green marbles and let $t$ be the total number of marbles. She then has $\frac{g}{2}$ red marbles and $2g$ blue marbles. Altogether, Maria has \[g + \frac{g}{2} + 2g = \frac{7g}{2} = t\] marbles, implying that $g = \dfrac{2t}{7},$ so $t$ must be a multiple of $7$ . The only multiple of $7$ is $\boxed{28}.$ | E | 28 |
638ba319ae4d206dcfa52dfe6631a5cc | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_10 | In January $1980$ the Mauna Loa Observatory recorded carbon dioxide $(CO2)$ levels of $338$ ppm (parts per million). Over the years the average $CO2$ reading has increased by about $1.515$ ppm each year. What is the expected $CO2$ level in ppm in January $2030$ ? Round your answer to the nearest integer.
$\textbf{(A)}\ 399\qquad \textbf{(B)}\ 414\qquad \textbf{(C)}\ 420\qquad \textbf{(D)}\ 444\qquad \textbf{(E)}\ 459$ | This is a time period of $50$ years, so we can expect the ppm to increase by $50*1.515=75.75~76$ $76+338=\boxed{414}$ | B | 414 |
638ba319ae4d206dcfa52dfe6631a5cc | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_10 | In January $1980$ the Mauna Loa Observatory recorded carbon dioxide $(CO2)$ levels of $338$ ppm (parts per million). Over the years the average $CO2$ reading has increased by about $1.515$ ppm each year. What is the expected $CO2$ level in ppm in January $2030$ ? Round your answer to the nearest integer.
$\textbf{(A)}\ 399\qquad \textbf{(B)}\ 414\qquad \textbf{(C)}\ 420\qquad \textbf{(D)}\ 444\qquad \textbf{(E)}\ 459$ | For each year that has passed, the ppm will increase by $1.515$ . In $2030$ , the CO2 would have increased by $50\cdot 1.515 \approx. 76,$ so the total ppm of CO2 will be $76 + 338 = \boxed{414}.$ | B | 414 |
638ba319ae4d206dcfa52dfe6631a5cc | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_10 | In January $1980$ the Mauna Loa Observatory recorded carbon dioxide $(CO2)$ levels of $338$ ppm (parts per million). Over the years the average $CO2$ reading has increased by about $1.515$ ppm each year. What is the expected $CO2$ level in ppm in January $2030$ ? Round your answer to the nearest integer.
$\textbf{(A)}\ 399\qquad \textbf{(B)}\ 414\qquad \textbf{(C)}\ 420\qquad \textbf{(D)}\ 444\qquad \textbf{(E)}\ 459$ | 2030 - 1980 = 50 years.
338 + 50 * 1.515 = 338 + 75.75 = 413.75 for 2030 ppm level $=\boxed{414}$ | B | 414 |
8c37e25a24a1c1f672acd3912b42ded4 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_11 | The coordinates of $\triangle ABC$ are $A(5,7)$ $B(11,7)$ , and $C(3,y)$ , with $y>7$ . The area of $\triangle ABC$ is 12. What is the value of $y$
[asy] draw((3,11)--(11,7)--(5,7)--(3,11)); dot((5,7)); label("$A(5,7)$",(5,7),S); dot((11,7)); label("$B(11,7)$",(11,7),S); dot((3,11)); label("$C(3,y)$",(3,11),NW); [/asy]
$\textbf{(A) }8\qquad\textbf{(B) }9\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad \textbf{(E) }12$ | The triangle has base $6,$ which means its height satisfies \[\dfrac{6h}{2}=3h=12.\] This means that $h=4,$ so the answer is $7+4=\boxed{11}$ | D | 11 |
8c37e25a24a1c1f672acd3912b42ded4 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_11 | The coordinates of $\triangle ABC$ are $A(5,7)$ $B(11,7)$ , and $C(3,y)$ , with $y>7$ . The area of $\triangle ABC$ is 12. What is the value of $y$
[asy] draw((3,11)--(11,7)--(5,7)--(3,11)); dot((5,7)); label("$A(5,7)$",(5,7),S); dot((11,7)); label("$B(11,7)$",(11,7),S); dot((3,11)); label("$C(3,y)$",(3,11),NW); [/asy]
$\textbf{(A) }8\qquad\textbf{(B) }9\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad \textbf{(E) }12$ | [asy] size(10cm); draw((5,7)--(11,7)--(3,11)--cycle); draw((3,11)--(3,7)--(5,7),red); draw((3,7.5)--(3.5,7.5)--(3.5,7)); label("$A(5,7)$", (5,7),S); label("$B(11,7)$", (11,7),S); label("$C(3,y)$", (3,11),W); label("$D(3,7)$", (3,7),SW); [/asy] Label point $D(3,7)$ as the point at which $CD\perp DA$ . We now have $[\triangle ABC] = [\triangle BCD] - [\triangle ACD]$ , where the brackets denote areas. On the right hand side, both of these triangles are right, so we can just compute the two sides of each triangle. The two side lengths of $\triangle ACD$ are $y-7$ and $5-3=2$ . The two side lengths of $\triangle BCD$ are $y-7$ and $11-3 = 8.$ Now,
\[[\triangle ABC] = 12 = \frac{1}{2}\cdot (y-7)\cdot 8 - \frac{1}{2}\cdot (y-7)\cdot 2 = 3(y-7)\]
Dividing by $3$ gives $y -7 = 4,$ so $y = \boxed{11}.$ | D | 11 |
8c37e25a24a1c1f672acd3912b42ded4 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_11 | The coordinates of $\triangle ABC$ are $A(5,7)$ $B(11,7)$ , and $C(3,y)$ , with $y>7$ . The area of $\triangle ABC$ is 12. What is the value of $y$
[asy] draw((3,11)--(11,7)--(5,7)--(3,11)); dot((5,7)); label("$A(5,7)$",(5,7),S); dot((11,7)); label("$B(11,7)$",(11,7),S); dot((3,11)); label("$C(3,y)$",(3,11),NW); [/asy]
$\textbf{(A) }8\qquad\textbf{(B) }9\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad \textbf{(E) }12$ | By the Shoelace Theorem, $\triangle ABC$ has area \[\frac{1}{2}|(y \cdot 11 + 7 \cdot 5 + 7 \cdot 3) - (3 \cdot 7 + 11 \cdot 7 + 5 \cdot y)| = \frac{1}{2}|(11y + 56) - (98 + 5y)| = \frac{1}{2}|6y - 42|\] . From the problem, this is equal to $12$ . We now solve for y.
$\frac{1}{2}|6y - 42| = 12$
$|6y-42| = 24$
$6y - 42 = 24$ OR $6y - 42 = -24$
$6y = 66$ OR $6y = 18$
$y = 11$ OR $y = 3$
However, since, as stated in the problem, $y > 7$ , our only valid solution is $\boxed{11}$ | D | 11 |
8c37e25a24a1c1f672acd3912b42ded4 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_11 | The coordinates of $\triangle ABC$ are $A(5,7)$ $B(11,7)$ , and $C(3,y)$ , with $y>7$ . The area of $\triangle ABC$ is 12. What is the value of $y$
[asy] draw((3,11)--(11,7)--(5,7)--(3,11)); dot((5,7)); label("$A(5,7)$",(5,7),S); dot((11,7)); label("$B(11,7)$",(11,7),S); dot((3,11)); label("$C(3,y)$",(3,11),NW); [/asy]
$\textbf{(A) }8\qquad\textbf{(B) }9\qquad\textbf{(C) }10\qquad\textbf{(D) }11\qquad \textbf{(E) }12$ | As in the figure, the triangle is determined by the vectors $\begin{bmatrix}-2 \\ y-7\end{bmatrix}$ and $\begin{bmatrix}6\\0\end{bmatrix}$ . Recall that the absolute value of the determinant of these vectors is the area of the parallelogram determined by those vectors; the triangle has half the area of that parallelogram. Then we must have that $\frac{1}{2}|\begin{vmatrix}-2 & y-7\\6 & 0\end{vmatrix}| = 12 \implies \begin{vmatrix}-2 & y-7\\6 & 0\end{vmatrix} = \pm 24$ . Expanding the determinants, we find that $-6(y-7) = 24$ or $-6(y-7) = -24$ . Solving each equation individually, we find that $y = 3$ or $y = 11$ . However, the problem states that $y > 7$ , so the only valid solution is $\boxed{11}$ | D | 11 |
61fda9fb244c94efa274c5e045298e33 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_12 | Rohan keeps a total of 90 guppies in 4 fish tanks.
How many guppies are in the 4th tank?
$\textbf{(A)}\ 20 \qquad \textbf{(B)}\ 21 \qquad \textbf{(C)}\ 23 \qquad \textbf{(D)}\ 24 \qquad \textbf{(E)}\ 26$ | Let $x$ denote the number of guppies in the first tank.
Then, we have the following for the number of guppies in the rest of the tanks:
The number of guppies in all of the tanks combined is 90, so we can write the equation
$x + x + 1 + x + 1 + 2 + x + 1 + 2 + 3 = 90$
Simplifying the equation gives
$4x + 10 = 90$
Solving the resulting equation gives $x = 20$ , so the number of guppies in the fourth tank is $20 + 1 + 2 + 3 = 26$
Therefore, the correct answer is $\boxed{26}$ | E | 26 |
61fda9fb244c94efa274c5e045298e33 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_12 | Rohan keeps a total of 90 guppies in 4 fish tanks.
How many guppies are in the 4th tank?
$\textbf{(A)}\ 20 \qquad \textbf{(B)}\ 21 \qquad \textbf{(C)}\ 23 \qquad \textbf{(D)}\ 24 \qquad \textbf{(E)}\ 26$ | Suppose there are no guppies in the first tank.
Then, the number of guppies in the other tanks are $1,3,$ and $6,$ or $10$ guppies in total.
We need to add $90 - 10 = 80$ guppies into $4$ tanks or $20$ guppies in each tank.
So the number of guppies in the fourth tank is $20 + 6 = \boxed{26}.$ | E | 26 |
b1d9d433caaadbcb8509683149e3d502 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_13 | Buzz Bunny is hopping up and down a set of stairs, one step at a time. In how many ways can Buzz start on the ground, make a sequence of $6$ hops, and end up back on the ground?
(For example, one sequence of hops is up-up-down-down-up-down.)
2024-AMC8-q13.png
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 6 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 12$ | Looking at the answer choices, you see that you can list them out.
Doing this gets you:
$UUDDUD$
$UDUDUD$
$UUUDDD$
$UDUUDD$
$UUDUDD$
Counting all the paths listed above gets you $\boxed{5}$ | B | 5 |
b1d9d433caaadbcb8509683149e3d502 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_13 | Buzz Bunny is hopping up and down a set of stairs, one step at a time. In how many ways can Buzz start on the ground, make a sequence of $6$ hops, and end up back on the ground?
(For example, one sequence of hops is up-up-down-down-up-down.)
2024-AMC8-q13.png
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 6 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 12$ | Any combination can be written as some re-arrangement of $UUUDDD$ . Clearly we must end going down, and start going up, so we need the number of ways to insert 2 $U$ 's and 2 $D$ 's into $U\, \_ \, \_ \, \_ \, \_ \, D$ . There are ${4\choose 2}=6$ ways, but we have to remove the case $UDDUUD$ , giving us $\boxed{5}$ | B | 5 |
b1d9d433caaadbcb8509683149e3d502 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_13 | Buzz Bunny is hopping up and down a set of stairs, one step at a time. In how many ways can Buzz start on the ground, make a sequence of $6$ hops, and end up back on the ground?
(For example, one sequence of hops is up-up-down-down-up-down.)
2024-AMC8-q13.png
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 6 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 12$ | These numbers are clearly the Catalan numbers. Since we have 6 steps, we need the third Catalan number, which is $\boxed{5}$ .
~andliu766 | B | 5 |
b1d9d433caaadbcb8509683149e3d502 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_13 | Buzz Bunny is hopping up and down a set of stairs, one step at a time. In how many ways can Buzz start on the ground, make a sequence of $6$ hops, and end up back on the ground?
(For example, one sequence of hops is up-up-down-down-up-down.)
2024-AMC8-q13.png
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 6 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 12$ | First step is U, last step is D.
After third step we can get only positions 3 or 1.
In the first case there is only one way UUUDDD.
In the second case we have two way to get this position UDU and UUD.
Similarly, we have two way return to position 0 (UDD and DUD).
Therefore, we have $1 + 2 \cdot 2 = \boxed{5}$ | B | 5 |
b1d9d433caaadbcb8509683149e3d502 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_13 | Buzz Bunny is hopping up and down a set of stairs, one step at a time. In how many ways can Buzz start on the ground, make a sequence of $6$ hops, and end up back on the ground?
(For example, one sequence of hops is up-up-down-down-up-down.)
2024-AMC8-q13.png
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 6 \qquad \textbf{(D)}\ 8 \qquad \textbf{(E)}\ 12$ | We can find the total cases then deduct the ones that don't work.
Let $U$ represent "Up" and $D$ represent "Down". We know that in order to land back at the bottom of the stairs, we must have an equal number of $U$ 's and $D$ 's, therefore six hops means $3$ of each.
The number of ways to arrange $3$ $U$ 's and $3$ $D$ 's is $\dfrac{6!}{(3!)^2}=\dfrac{720}{36}=20$
Case $1$ : Start with $D$
Case $2$ : Start with $UDD$
Case $3$ : Start with $UUDDD$
Case $4$ : Start with $UDUDD$
Case $1$ is asking us how many ways there are to arrange $3$ $U$ 's and $2$ $D$ 's, which is $\dfrac{5!}{3!2!}=\dfrac{120}{12}=10$
Case $2$ is asking us how many ways there are to arrange $2$ $U$ 's and $1$ $D$ , which is $\dfrac{3!}{2!1!}=\dfrac{6}{2}=3$
Case $3$ is asking us how many ways there are to arrange $1$ $U$ , which is $1$
Case $4$ is asking us the same thing as Case $3$ , giving us $1$
Therefore, deducting all cases from $20$ gives $20-10-3-1-1=\boxed{5}$ | B | 5 |
f9dc3f3febf32227dd066d9b170c1a61 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_14 | The one-way routes connecting towns $A,M,C,X,Y,$ and $Z$ are shown in the figure below(not drawn to scale).The distances in kilometers along each route are marked. Traveling along these routes, what is the shortest distance from A to Z in kilometers?
2024-AMC8-q14.png
$\textbf{(A)}\ 28 \qquad \textbf{(B)}\ 29 \qquad \textbf{(C)}\ 30 \qquad \textbf{(D)}\ 31 \qquad \textbf{(E)}\ 32$ | We can simply see that path $A \rightarrow X \rightarrow M \rightarrow Y \rightarrow C \rightarrow Z$ will give us the smallest value. Adding, $5+2+6+5+10 = \boxed{28}$ . This is nice as it’s also the smallest value, solidifying our answer. | null | 28 |
f9dc3f3febf32227dd066d9b170c1a61 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_14 | The one-way routes connecting towns $A,M,C,X,Y,$ and $Z$ are shown in the figure below(not drawn to scale).The distances in kilometers along each route are marked. Traveling along these routes, what is the shortest distance from A to Z in kilometers?
2024-AMC8-q14.png
$\textbf{(A)}\ 28 \qquad \textbf{(B)}\ 29 \qquad \textbf{(C)}\ 30 \qquad \textbf{(D)}\ 31 \qquad \textbf{(E)}\ 32$ | We can execute Dijkstra's algorithm by hand to find the shortest path from $A$ to every other town, including $Z$ . This effectively proves that, assuming we execute the algorithm correctly, that we will have found the shortest distance. The distance estimates for each step of the algorithm (from $A$ to each node) are shown below:
\[\begin{array}{|c|c|c|c|c|c|c|} \hline \text{Current node} & A & M & C & X & Y & Z \\ \hline A & 0 & 8 & \infty & 5 & \infty & \infty \\ X & 0 & 7 & \infty & 5 & 15 & \infty \\ M & 0 & 7 & 21 & 5 & 13 & 32 \\ Y & 0 & 7 & 18 & 5 & 13 & 30 \\ C & 0 & 7 & 18 & 5 & 13 & 28 \\ Z & 0 & 7 & 18 & 5 & 13 & \textbf{28} \\ \hline \end{array}\] The steps are as follows: starting with the initial node $A$ , set $d(A)=0$ and $d(v)=\infty$ for all $v \in \{M,C,X,Y,Z\}$ where $d(v)$ indicates the distance from $A$ to $v$ . Consider the outgoing edges $(A,X)$ and $(A,M)$ and update the distance estimates $d(X)=5$ and $d(M)=8$ , completing the first row of the table.
The node $X$ is the unvisited node with the lowest distance estimate, so we will consider $X$ and its outgoing edges $(X,Y)$ and $(X,M)$ . The distance estimate $d(Y)$ equals $d(X)+10=15$ , and the distance estimate $d(M)$ updates to $d(X)+2=7$ , because $7 < 8$ . This completes the second row of the table. Repeating this process for each unvisited node (in order of its distance estimate) yields the correct distance $d(Z) = \boxed{28}$ once the algorithm is complete. | A | 28 |
f9dc3f3febf32227dd066d9b170c1a61 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_14 | The one-way routes connecting towns $A,M,C,X,Y,$ and $Z$ are shown in the figure below(not drawn to scale).The distances in kilometers along each route are marked. Traveling along these routes, what is the shortest distance from A to Z in kilometers?
2024-AMC8-q14.png
$\textbf{(A)}\ 28 \qquad \textbf{(B)}\ 29 \qquad \textbf{(C)}\ 30 \qquad \textbf{(D)}\ 31 \qquad \textbf{(E)}\ 32$ | From $A$ , we want to find the shortest route to $Z$ , so we want to try to find the shortest path through each node (not necessarily all of them). We should follow the arrows, since all of them lead to $Z$ . From $A$ , there are $2$ paths we can take, to $M$ $(8)$ , or to $X$ $(5)$ . We travel to $X$ , since $5 < 8$ . From $X$ , we go to $M$ $(2 < 10)$ , we go to $Y$ $6 < 14 < 25$ , we go to $C$ $(5 < 17)$ and finally go to $Z$ . Adding up gives $5 + 2 + 6 + 5 + 10 = 28 = \boxed{28}$ | A | 28 |
f9dc3f3febf32227dd066d9b170c1a61 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_14 | The one-way routes connecting towns $A,M,C,X,Y,$ and $Z$ are shown in the figure below(not drawn to scale).The distances in kilometers along each route are marked. Traveling along these routes, what is the shortest distance from A to Z in kilometers?
2024-AMC8-q14.png
$\textbf{(A)}\ 28 \qquad \textbf{(B)}\ 29 \qquad \textbf{(C)}\ 30 \qquad \textbf{(D)}\ 31 \qquad \textbf{(E)}\ 32$ | We can cross off a few routes:
Finally, we are left with a single path AXMYCZ from A to Z which adding it up gives $28 = \boxed{28}.$ | A | 28 |
f5390005d4c3c15eb668c549a825c8a8 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_15 | Let the letters $F$ $L$ $Y$ $B$ $U$ $G$ represent distinct digits. Suppose $\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}$ is the greatest number that satisfies the equation
\[8\cdot\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}=\underline{B}~\underline{U}~\underline{G}~\underline{B}~\underline{U}~\underline{G}.\]
What is the value of $\underline{F}~\underline{L}~\underline{Y}+\underline{B}~\underline{U}~\underline{G}$
$\textbf{(A)}\ 1089 \qquad \textbf{(B)}\ 1098 \qquad \textbf{(C)}\ 1107 \qquad \textbf{(D)}\ 1116 \qquad \textbf{(E)}\ 1125$ | The highest that $FLYFLY$ can be would have to be $124124$ , and it cannot be higher than that because then it would exceed the $6$ -digit limit set on $BUGBUG$
So, if we start at $124124\cdot8$ , we get $992992$ , which would be wrong because both $B \& U$ would be $9$ , and the numbers cannot be repeated between different letters.
If we move on to the next highest, $123123$ , and multiply by $8$ , we get $984984$ . All the digits are different, so $FLY+BUG$ would be $123+984$ , which is $1107$ . So, the answer is $\boxed{1107}$ | C | 1107 |
f5390005d4c3c15eb668c549a825c8a8 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_15 | Let the letters $F$ $L$ $Y$ $B$ $U$ $G$ represent distinct digits. Suppose $\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}$ is the greatest number that satisfies the equation
\[8\cdot\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}=\underline{B}~\underline{U}~\underline{G}~\underline{B}~\underline{U}~\underline{G}.\]
What is the value of $\underline{F}~\underline{L}~\underline{Y}+\underline{B}~\underline{U}~\underline{G}$
$\textbf{(A)}\ 1089 \qquad \textbf{(B)}\ 1098 \qquad \textbf{(C)}\ 1107 \qquad \textbf{(D)}\ 1116 \qquad \textbf{(E)}\ 1125$ | Notice that $\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y} = 1000(\underline{F}~\underline{L}~\underline{Y}) + \underline{F}~\underline{L}~\underline{Y}$
Likewise, $\underline{B}~\underline{U}~\underline{G}~\underline{B}~\underline{U}~\underline{G} = 1000(\underline{B}~\underline{U}~\underline{G}) + \underline{B}~\underline{U}~\underline{G}$
Therefore, we have the following equation:
$8 \times 1001(\underline{F}~\underline{L}~\underline{Y}) = 1001(\underline{B}~\underline{U}~\underline{G})$
Simplifying the equation gives
$8(\underline{F}~\underline{L}~\underline{Y}) = (\underline{B}~\underline{U}~\underline{G})$
We can now use our equation to test each answer choice.
We have that $123123 \times 8 = 984984$ , so we can find the sum:
$\underline{F}~\underline{L}~\underline{Y}+\underline{B}~\underline{U}~\underline{G} = 123 + 984 = 1107$
So, the correct answer is $\boxed{1107}$ | C | 1107 |
f5390005d4c3c15eb668c549a825c8a8 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_15 | Let the letters $F$ $L$ $Y$ $B$ $U$ $G$ represent distinct digits. Suppose $\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}$ is the greatest number that satisfies the equation
\[8\cdot\underline{F}~\underline{L}~\underline{Y}~\underline{F}~\underline{L}~\underline{Y}=\underline{B}~\underline{U}~\underline{G}~\underline{B}~\underline{U}~\underline{G}.\]
What is the value of $\underline{F}~\underline{L}~\underline{Y}+\underline{B}~\underline{U}~\underline{G}$
$\textbf{(A)}\ 1089 \qquad \textbf{(B)}\ 1098 \qquad \textbf{(C)}\ 1107 \qquad \textbf{(D)}\ 1116 \qquad \textbf{(E)}\ 1125$ | Note that $FLY+BUG = 9 \cdot FLY$ . Thus, we can check the answer choices and find $FLY$ through each of the answer choices, we find the 1107 works, so the answer is $\boxed{1107}$ | C | 1107 |
f2cdf5ac85e8111cdb903a3748bd000b | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_16 | Minh enters the numbers $1$ through $81$ into the cells of a $9 \times 9$ grid in some order. She calculates the product of the numbers in each row and column. What is the least number of rows and columns that could have a product divisible by $3$
$\textbf{(A) } 8\qquad\textbf{(B) } 9\qquad\textbf{(C) } 10\qquad\textbf{(D) } 11\qquad\textbf{(E) } 12$ | [asy] unitsize(0.2cm); draw((9,18)--(-9,18)); draw((9,16)--(-9,16)); draw((9,14)--(-9,14)); draw((9,12)--(-9,12)); draw((9,10)--(-9,10)); draw((9,8)--(-9,8)); draw((9,6)--(-9,6)); draw((9,4)--(-9,4)); draw((9,2)--(-9,2)); draw((9,0)--(-9,0)); draw((9,18)--(9,0)); draw((7,18)--(7,0)); draw((5,18)--(5,0)); draw((3,18)--(3,0)); draw((1,18)--(1,0)); draw((-1,18)--(-1,0)); draw((-3,18)--(-3,0)); draw((-5,18)--(-5,0)); draw((-7,18)--(-7,0)); draw((-9,18)--(-9,0)); draw((-9,17)--(9,17), red); draw((-9,15)--(9,15), red); draw((-9,13)--(9,13), red); draw((-8,0)--(-8,18), red); draw((-6,0)--(-6,18), red); draw((-4,0)--(-4,18), red); draw((-2,0)--(-2,18), red); [/asy]
We know that if a row/column of numbers has a single multiple of $3$ , that entire row/column will be divisible by $3$ . Since there are $27$ multiples of $3$ from $1$ to $81$ , We need to find a way to place the $54$ non-multiples of $3$ such that they take up as many entire rows and columns as possible.
If we naively put in non-multiples of $3$ in $6$ rows from the top, we get $18 - 6 = 12$ rows that are multiples of $3$ . However, we can improve this number by making some rows and columns intersect so that some squares help fill out both rows and columns
We see that filling $7$ rows/columns would usually take $7 \times 9 = 63$ of our non-multiples, but if we do $4$ rows and $3$ columns, $12$ will intersect. With our $54$ being enough as we need only $51$ non-multiples of $3$ $63$ minus the $12$ overlapped). We check to see if we can fill out one more row/column, and when that fails we conclude the final answer to be $18 - 7 = \boxed{11}$ -IwOwOwl253 ~andliu766(Minor edits) -c29ss1(Diagram) | D | 11 |
f2cdf5ac85e8111cdb903a3748bd000b | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_16 | Minh enters the numbers $1$ through $81$ into the cells of a $9 \times 9$ grid in some order. She calculates the product of the numbers in each row and column. What is the least number of rows and columns that could have a product divisible by $3$
$\textbf{(A) } 8\qquad\textbf{(B) } 9\qquad\textbf{(C) } 10\qquad\textbf{(D) } 11\qquad\textbf{(E) } 12$ | Note you can swap/rotate any configuration of rows, such that all the rows and columns that have a product of 3 are in the top left. Hence the points are bounded by a $a \times b$ rectangle. This has $ab$ area and $a+b$ rows and columns divisible by $3$ . We want $ab\ge 27$ and $a+b$ minimized.
If $ab=27$ , we achieve minimum with $a+b=9+3=12$
If $ab=28$ ,our best is $a+b=7+4=11$ . Note if $a+b=10$ , then $ab\le 25$ , and hence there is no smaller answer, and we get $\boxed{11}$ | D | 11 |
f2cdf5ac85e8111cdb903a3748bd000b | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_16 | Minh enters the numbers $1$ through $81$ into the cells of a $9 \times 9$ grid in some order. She calculates the product of the numbers in each row and column. What is the least number of rows and columns that could have a product divisible by $3$
$\textbf{(A) } 8\qquad\textbf{(B) } 9\qquad\textbf{(C) } 10\qquad\textbf{(D) } 11\qquad\textbf{(E) } 12$ | For a row or column to have a product divisible by $3$ , there must be a multiple of $3$ in the row or column. To create the least amount of rows and columns with multiples of $3$ , we must find a way to keep them all together, to minimize the total number of rows and columns. From $1$ to $81$ , there are $27$ multiples of $3$ $81/3$ ). So we have to fill $27$ cells with numbers that are multiples of $3$ . If we put $25$ of these numbers in a $5 x 5$ grid, there would be $5$ rows and $5$ columns ( $10$ in total), with products divisible by $3$ . However, we have $27$ numbers, so $2$ numbers remain to put in the $9 x 9$ grid. If we put both numbers in the $6$ th column, but one in the first row, and one in the second row, (next to the $5 x 5$ already filled), we would have a total of $6$ columns now, and still $5$ rows with products that are multiples of $3$ . So the answer is $\boxed{11}$ | D | 11 |
f2cdf5ac85e8111cdb903a3748bd000b | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_16 | Minh enters the numbers $1$ through $81$ into the cells of a $9 \times 9$ grid in some order. She calculates the product of the numbers in each row and column. What is the least number of rows and columns that could have a product divisible by $3$
$\textbf{(A) } 8\qquad\textbf{(B) } 9\qquad\textbf{(C) } 10\qquad\textbf{(D) } 11\qquad\textbf{(E) } 12$ | In the numbers $1$ to $81$ , there are 27 multiples of three. In order to minimize the rows and columns, the best way is to make a square. However, the closest square is $25$ , meaning there are two multiples of three remaining. However, you can place these multiples right above the 5x5 square, meaning the answer is $\boxed{11}$ (Error making remote request. No response to HTTP request) ~ e___ | D | 11 |
fe18aad6e52038198dd0f9c9c01eecef | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_17 | A chess king is said to attack all the squares one step away from it, horizontally, vertically, or diagonally. For instance, a king on the center square of a $3$ $3$ grid attacks all $8$ other squares, as shown below. Suppose a white king and a black king are placed on different squares of a $3$ $3$ grid so that they do not attack each other. In how many ways can this be done?
[asy] /* AMC8 P17 2024, revised by Teacher David */ unitsize(29pt); import math; add(grid(3,3)); pair [] a = {(0.5,0.5), (0.5, 1.5), (0.5, 2.5), (1.5, 2.5), (2.5,2.5), (2.5,1.5), (2.5,0.5), (1.5,0.5)}; for (int i=0; i<a.length; ++i) { pair x = (1.5,1.5) + 0.4*dir(225-45*i); draw(x -- a[i], arrow=EndArrow()); } label("$K$", (1.5,1.5)); [/asy]
$\textbf{(A)}\ 20 \qquad \textbf{(B)}\ 24 \qquad \textbf{(C)}\ 27 \qquad \textbf{(D)}\ 28 \qquad \textbf{(E)}\ 32$
~Diagram by Andrei.martynau | Corners have $5$ spots to go and there are $4$ corners, so $5 \times 4=20$ .
Edges have $3$ spots to go and there are $4$ sides so, $3 \times 4=12$ .
That gives us $20+12=32$ spots to go into totally.
So $\boxed{32}$ is the answer.
~andliu766 | E | 32 |
96e91601abeda7599c49fd63c1fc672d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_18 | Three concentric circles centered at $O$ have radii of $1$ $2$ , and $3$ . Points $B$ and $C$ lie on the largest circle. The region between the two smaller circles is shaded, as is the portion of the region between the two larger circles bounded by central angle $BOC$ , as shown in the figure below. Suppose the shaded and unshaded regions are equal in area. What is the measure of $\angle{BOC}$ in degrees?
[asy] size(150); import graph; draw(circle((0,0),3)); real radius = 3; real angleStart = -54; // starting angle of the sector real angleEnd = 54; // ending angle of the sector label("$O$",(0,0),W); pair O = (0, 0); filldraw(arc(O, radius, angleStart, angleEnd)--O--cycle, gray); filldraw(circle((0,0),2),gray); filldraw(circle((0,0),1),white); draw((1.763,2.427)--(0,0)--(1.763,-2.427)); label("$B$",(1.763,2.427),NE); label("$C$",(1.763,-2.427),SE); [/asy] $\textbf{(A) } 108\qquad\textbf{(B) } 120\qquad\textbf{(C) } 135\qquad\textbf{(D) } 144\qquad\textbf{(E) } 150$ | Let $x=\angle{BOC}$
We see that the shaded region is the inner ring plus a sector $x^\circ$ of the outer ring. The area of this in terms of $x$ is $\left( 4 \pi - \pi \right)+\frac{x}{360} \left( 9 \pi - 4 \pi \right)$ . This simplifies to $3 \pi + \frac{x}{360}(5 \pi)$
Also, the unshaded portion is comprised of the smallest circle plus the sector $(360-x)^\circ$ of the outer ring. The area of this is $\pi + \frac{360-x}{360}(5 \pi)$
We are told these are equal, therefore $\pi + \frac{x}{360}(5 \pi) = 3 \pi + \frac{360-x}{360}(5 \pi)$ . Solving for $x$ reveals $x=\boxed{108}$ | A | 108 |
96e91601abeda7599c49fd63c1fc672d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_18 | Three concentric circles centered at $O$ have radii of $1$ $2$ , and $3$ . Points $B$ and $C$ lie on the largest circle. The region between the two smaller circles is shaded, as is the portion of the region between the two larger circles bounded by central angle $BOC$ , as shown in the figure below. Suppose the shaded and unshaded regions are equal in area. What is the measure of $\angle{BOC}$ in degrees?
[asy] size(150); import graph; draw(circle((0,0),3)); real radius = 3; real angleStart = -54; // starting angle of the sector real angleEnd = 54; // ending angle of the sector label("$O$",(0,0),W); pair O = (0, 0); filldraw(arc(O, radius, angleStart, angleEnd)--O--cycle, gray); filldraw(circle((0,0),2),gray); filldraw(circle((0,0),1),white); draw((1.763,2.427)--(0,0)--(1.763,-2.427)); label("$B$",(1.763,2.427),NE); label("$C$",(1.763,-2.427),SE); [/asy] $\textbf{(A) } 108\qquad\textbf{(B) } 120\qquad\textbf{(C) } 135\qquad\textbf{(D) } 144\qquad\textbf{(E) } 150$ | Notice for the 3rd most outer ring of the circle, the ratio of the shaded region to non-shaded region is the ratio of $\angle{BOC}$ to $360-\angle{BOC}$ . With that, all we need to do is solve for the shaded region.
The inner most circle has radius $1$ , and the second circle has radius 2. Therefore, the first shaded area has $4 \pi - \pi = 3 \pi$ area. The circle has total area $9 \pi$ , so the other shaded region must have $1.5 \pi$ area, as the non-shaded and shaded area is equivalent. So for the 3rd outer ring, the total area is $9 \pi - 4 \pi = 5 \pi$ , so the non-shaded part of the outer ring is $5 \pi - 1.5 \pi = 3.5 \pi$
Now as said before, the ratio of these two areas is the ratio of $\angle{BOC}$ and $360 - \angle{BOC}$ . So, $\frac{3.5}{1.5} = \frac{7}{3}$ . We have $7x:3x$ where $7x+3x = 360$ $x = 36$ , so our answer is $3x = 108, \boxed{108}$ | A | 108 |
96e91601abeda7599c49fd63c1fc672d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_18 | Three concentric circles centered at $O$ have radii of $1$ $2$ , and $3$ . Points $B$ and $C$ lie on the largest circle. The region between the two smaller circles is shaded, as is the portion of the region between the two larger circles bounded by central angle $BOC$ , as shown in the figure below. Suppose the shaded and unshaded regions are equal in area. What is the measure of $\angle{BOC}$ in degrees?
[asy] size(150); import graph; draw(circle((0,0),3)); real radius = 3; real angleStart = -54; // starting angle of the sector real angleEnd = 54; // ending angle of the sector label("$O$",(0,0),W); pair O = (0, 0); filldraw(arc(O, radius, angleStart, angleEnd)--O--cycle, gray); filldraw(circle((0,0),2),gray); filldraw(circle((0,0),1),white); draw((1.763,2.427)--(0,0)--(1.763,-2.427)); label("$B$",(1.763,2.427),NE); label("$C$",(1.763,-2.427),SE); [/asy] $\textbf{(A) } 108\qquad\textbf{(B) } 120\qquad\textbf{(C) } 135\qquad\textbf{(D) } 144\qquad\textbf{(E) } 150$ | The AMC 8s allow a ruler tool that you can rotate and drag. You can use the tool to make a straight segment (which we know is $180$ degrees), and we let the angle of desire be $x$ . We can estimate that $180-x$ is just about $30$ degrees short of $x$ itself, so $x-30=180-x$ , solving gives $x=105$ , therefore the closest answer is $\boxed{108}$ | A | 108 |
96e91601abeda7599c49fd63c1fc672d | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_18 | Three concentric circles centered at $O$ have radii of $1$ $2$ , and $3$ . Points $B$ and $C$ lie on the largest circle. The region between the two smaller circles is shaded, as is the portion of the region between the two larger circles bounded by central angle $BOC$ , as shown in the figure below. Suppose the shaded and unshaded regions are equal in area. What is the measure of $\angle{BOC}$ in degrees?
[asy] size(150); import graph; draw(circle((0,0),3)); real radius = 3; real angleStart = -54; // starting angle of the sector real angleEnd = 54; // ending angle of the sector label("$O$",(0,0),W); pair O = (0, 0); filldraw(arc(O, radius, angleStart, angleEnd)--O--cycle, gray); filldraw(circle((0,0),2),gray); filldraw(circle((0,0),1),white); draw((1.763,2.427)--(0,0)--(1.763,-2.427)); label("$B$",(1.763,2.427),NE); label("$C$",(1.763,-2.427),SE); [/asy] $\textbf{(A) } 108\qquad\textbf{(B) } 120\qquad\textbf{(C) } 135\qquad\textbf{(D) } 144\qquad\textbf{(E) } 150$ | Suppose the desired angle is some fraction $x$ of the total degree measure of the circle. We now compile a list of the shaded and unshaded areas. The inner circle of radius $1$ is completely unshaded, so it contributes $1$ to the unshaded area. (Everything will be a multiple of $\pi$ , so we omit it.) The inner annulus has area $2^2 - 1^2 = 3$ , which it contributes to the shaded area. The outer annulus has a total area of $3^2 - 2^2 = 5$ ; the fraction $x$ is shaded, so the shaded portion of the outer annulus contributes $5x$ to the shaded area, while the other $1 - x$ fraction is unshaded, so the unshaded portion contributes $5(1-x)$ to the unshaded area. We now equate and solve. \[1 + 5(1-x) = 3 + 5x\] Upon solving, we find that $x = \frac{3}{10}$ , so the degree measure is $360 \cdot \frac{3}{10} = \boxed{108}$ | A | 108 |
e1a7efc63ed315b76c7bf96478920549 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_20 | Any three vertices of the cube $PQRSTUVW$ , shown in the figure below, can be connected to form a triangle. (For example, vertices $P$ $Q$ , and $R$ can be connected to form isosceles $\triangle PQR$ .) How many of these triangles are equilateral and contain $P$ as a vertex?
[asy] unitsize(4); pair P,Q,R,S,T,U,V,W; P=(0,30); Q=(30,30); R=(40,40); S=(10,40); T=(10,10); U=(40,10); V=(30,0); W=(0,0); draw(W--V); draw(V--Q); draw(Q--P); draw(P--W); draw(T--U); draw(U--R); draw(R--S); draw(S--T); draw(W--T); draw(P--S); draw(V--U); draw(Q--R); dot(P); dot(Q); dot(R); dot(S); dot(T); dot(U); dot(V); dot(W); label("$P$",P,NW); label("$Q$",Q,NW); label("$R$",R,NE); label("$S$",S,N); label("$T$",T,NE); label("$U$",U,NE); label("$V$",V,SE); label("$W$",W,SW); [/asy]
$\textbf{(A)}0 \qquad \textbf{(B) }1 \qquad \textbf{(C) }2 \qquad \textbf{(D) }3 \qquad \textbf{(E) }6$ | The only equilateral triangles that can be formed are through the diagonals of the faces of the square. From P you have $3$ possible vertices that are possible to form a diagonal through one of the faces. Therefore, there are $3$ possible triangles. So the answer is $\boxed{3}$ ~Math645
~andliu766
~e___ | D | 3 |
e1a7efc63ed315b76c7bf96478920549 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_20 | Any three vertices of the cube $PQRSTUVW$ , shown in the figure below, can be connected to form a triangle. (For example, vertices $P$ $Q$ , and $R$ can be connected to form isosceles $\triangle PQR$ .) How many of these triangles are equilateral and contain $P$ as a vertex?
[asy] unitsize(4); pair P,Q,R,S,T,U,V,W; P=(0,30); Q=(30,30); R=(40,40); S=(10,40); T=(10,10); U=(40,10); V=(30,0); W=(0,0); draw(W--V); draw(V--Q); draw(Q--P); draw(P--W); draw(T--U); draw(U--R); draw(R--S); draw(S--T); draw(W--T); draw(P--S); draw(V--U); draw(Q--R); dot(P); dot(Q); dot(R); dot(S); dot(T); dot(U); dot(V); dot(W); label("$P$",P,NW); label("$Q$",Q,NW); label("$R$",R,NE); label("$S$",S,N); label("$T$",T,NE); label("$U$",U,NE); label("$V$",V,SE); label("$W$",W,SW); [/asy]
$\textbf{(A)}0 \qquad \textbf{(B) }1 \qquad \textbf{(C) }2 \qquad \textbf{(D) }3 \qquad \textbf{(E) }6$ | Each other compatible point must be an even number of edges away from P, so the compatible points are R, V, and T. Therefore, we must choose two of the three points, because P must be a point in the triangle. So, the answer is ${3 \choose 2} = \boxed{3}$ | D | 3 |
e1a7efc63ed315b76c7bf96478920549 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_20 | Any three vertices of the cube $PQRSTUVW$ , shown in the figure below, can be connected to form a triangle. (For example, vertices $P$ $Q$ , and $R$ can be connected to form isosceles $\triangle PQR$ .) How many of these triangles are equilateral and contain $P$ as a vertex?
[asy] unitsize(4); pair P,Q,R,S,T,U,V,W; P=(0,30); Q=(30,30); R=(40,40); S=(10,40); T=(10,10); U=(40,10); V=(30,0); W=(0,0); draw(W--V); draw(V--Q); draw(Q--P); draw(P--W); draw(T--U); draw(U--R); draw(R--S); draw(S--T); draw(W--T); draw(P--S); draw(V--U); draw(Q--R); dot(P); dot(Q); dot(R); dot(S); dot(T); dot(U); dot(V); dot(W); label("$P$",P,NW); label("$Q$",Q,NW); label("$R$",R,NE); label("$S$",S,N); label("$T$",T,NE); label("$U$",U,NE); label("$V$",V,SE); label("$W$",W,SW); [/asy]
$\textbf{(A)}0 \qquad \textbf{(B) }1 \qquad \textbf{(C) }2 \qquad \textbf{(D) }3 \qquad \textbf{(E) }6$ | List them out- you get $PRV$ $PRT$ , and $PVT$ . Therefore, the answer is $\boxed{3}$ | D | 3 |
24429ed16d078b042e8214200446a1c9 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_21 | A group of frogs (called an army) is living in a tree. A frog turns green when in the shade and turns yellow
when in the sun. Initially, the ratio of green to yellow frogs was $3 : 1$ . Then $3$ green frogs moved to the
sunny side and $5$ yellow frogs moved to the shady side. Now the ratio is $4 : 1$ . What is the difference
between the number of green frogs and the number of yellow frogs now?
$\textbf{(A) } 10\qquad\textbf{(B) } 12\qquad\textbf{(C) } 16\qquad\textbf{(D) } 20\qquad\textbf{(E) } 24$ | Since the original ratio is $3:1$ and the new ratio is $4:1$ , the number of frogs must be a multiple of $12$ , the only solutions left are $(B)$ and $(E)$
Let's start with $12$ frogs:
We must have $9$ frogs in the shade and $3$ frogs in the sun. After the change, there would be $11$ frogs in the shade and $1$ frog in the sun, which is not a $4:1$ ratio.
Therefore the answer is: $\boxed{24}$ | E | 24 |
36c0d44f67c9e001aec4904f92c442d9 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_22 | A roll of tape is $4$ inches in diameter and is wrapped around a ring that is $2$ inches in diameter. A cross section of the tape is shown in the figure below. The tape is $0.015$ inches thick. If the tape is completely unrolled, approximately how long would it be? Round your answer to the nearest $100$ inches.
$\textbf{(A) } 300\qquad\textbf{(B) } 600\qquad\textbf{(C) } 1200\qquad\textbf{(D) } 1500\qquad\textbf{(E) } 1800$ | The roll of tape is $1/0.015=$ 66 layers thick. In order to find the total length, we have to find the average of each concentric circle and multiply it by $66$ . Since the diameter of the small circle is $2$ inches and the diameter of the large one is $4$ inches, the "middle value" is $3$ . Therefore, the average circumference is $3\pi$ . Multiplying $3\pi \cdot 66$ gives $(B) \boxed{600}$ | null | 600 |
36c0d44f67c9e001aec4904f92c442d9 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_22 | A roll of tape is $4$ inches in diameter and is wrapped around a ring that is $2$ inches in diameter. A cross section of the tape is shown in the figure below. The tape is $0.015$ inches thick. If the tape is completely unrolled, approximately how long would it be? Round your answer to the nearest $100$ inches.
$\textbf{(A) } 300\qquad\textbf{(B) } 600\qquad\textbf{(C) } 1200\qquad\textbf{(D) } 1500\qquad\textbf{(E) } 1800$ | There are about $\dfrac{1}{0.015}=\dfrac{200}{3}$ "full circles" of tape, and with average circumference of $\dfrac{4+2}{2}\pi=3\pi.$ $\dfrac{200}{3} \cdot 3\pi=200\pi,$ which means the answer is $\boxed{600}$ | null | 600 |
36c0d44f67c9e001aec4904f92c442d9 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_22 | A roll of tape is $4$ inches in diameter and is wrapped around a ring that is $2$ inches in diameter. A cross section of the tape is shown in the figure below. The tape is $0.015$ inches thick. If the tape is completely unrolled, approximately how long would it be? Round your answer to the nearest $100$ inches.
$\textbf{(A) } 300\qquad\textbf{(B) } 600\qquad\textbf{(C) } 1200\qquad\textbf{(D) } 1500\qquad\textbf{(E) } 1800$ | The volume of the tape is always the same, but we can either calculate it when the tape is unrolled as a really long, thin rectangular prism, or we can calculate it as a cylinder with a hole cut out of it. When we calculate it as a long rectangular prism, we can say that the length is $X$ (this is what the problem wants!) and the width is $Y$ . Then, the volume is, of course, $0.015 \cdot X \cdot Y.$ Now, notice that the "width" of our rectangular prism is also the "height" of our cylinder with a hole cut out of it. Then, we can calculate the volume as base times height, or in this case, $3\pi \cdot Y.$ Now, since the volume always stays the same, we know that $3\pi \cdot Y = 0.015 \cdot X \cdot Y.$ Cancelling the $Y$ 's give us an equation for $X$ , and if we approximate $\pi$ as $3$ , then $X = \boxed{600}$ . Yay! | null | 600 |
36c0d44f67c9e001aec4904f92c442d9 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_22 | A roll of tape is $4$ inches in diameter and is wrapped around a ring that is $2$ inches in diameter. A cross section of the tape is shown in the figure below. The tape is $0.015$ inches thick. If the tape is completely unrolled, approximately how long would it be? Round your answer to the nearest $100$ inches.
$\textbf{(A) } 300\qquad\textbf{(B) } 600\qquad\textbf{(C) } 1200\qquad\textbf{(D) } 1500\qquad\textbf{(E) } 1800$ | If you cannot notice that the average diameter is $3$ , you can still solve this problem by the following method.
The same with solution 1, we have $\frac{1000}{0.015}$ layers of tape. If we consider every layers with the diameter $2$ , the length should be $\frac{1000}{0.015}2\pi\approx 400$ . If the diameter is seem as $4$ , the length should be $800$ . So, the length is between $400$ and $800$ , the only possible answer is $\boxed{600}$ | null | 600 |
2b38ea4e1e03c94e3ad0ae67db976727 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_23 | Rodrigo has a very large sheet of graph paper. First he draws a line segment connecting point $(0,4)$ to point $(2,0)$ and colors the $4$ cells whose interiors intersect the segment, as shown below. Next Rodrigo draws a line segment connecting point $(2000,3000)$ to point $(5000,8000)$ . How many cells will he color this time?
[asy] filldraw((0,4)--(1,4)--(1,3)--(0,3)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((0,3)--(1,3)--(1,2)--(0,2)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((1,2)--(2,2)--(2,1)--(1,1)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((1,1)--(2,1)--(2,0)--(1,0)--cycle, gray(.75), gray(.5)+linewidth(1)); draw((-1,5)--(-1,-1),gray(.9)); draw((0,5)--(0,-1),gray(.9)); draw((1,5)--(1,-1),gray(.9)); draw((2,5)--(2,-1),gray(.9)); draw((3,5)--(3,-1),gray(.9)); draw((4,5)--(4,-1),gray(.9)); draw((5,5)--(5,-1),gray(.9)); draw((-1,5)--(5, 5),gray(.9)); draw((-1,4)--(5,4),gray(.9)); draw((-1,3)--(5,3),gray(.9)); draw((-1,2)--(5,2),gray(.9)); draw((-1,1)--(5,1),gray(.9)); draw((-1,0)--(5,0),gray(.9)); draw((-1,-1)--(5,-1),gray(.9)); dot((0,4)); label("$(0,4)$",(0,4),NW); dot((2,0)); label("$(2,0)$",(2,0),SE); draw((0,4)--(2,0)); draw((-1,0) -- (5,0), arrow=Arrow); draw((0,-1) -- (0,5), arrow=Arrow); [/asy]
$\textbf{(A) } 6000\qquad\textbf{(B) } 6500\qquad\textbf{(C) } 7000\qquad\textbf{(D) } 7500\qquad\textbf{(E) } 8000$ | Let $f(x, y)$ be the number of cells the line segment from $(0, 0)$ to $(x, y)$ passes through. The problem is then equivalent to finding \[f(5000-2000, 8000-3000)=f(3000, 5000).\] Sometimes the segment passes through lattice points in between the endpoints, which happens $\text{gcd}(3000, 5000)-1=999$ times. This partitions the segment into $1000$ congruent pieces that each pass through $f(3, 5)$ cells, which means the answer is \[1000f(3, 5).\] Note that a new square is entered when the lines pass through one of the lines in the coordinate grid, which for $f(3, 5)$ happens $3-1+5-1=6$ times. Because $3$ and $5$ are relatively prime, no lattice point except for the endpoints intersects the line segment from $(0, 0)$ to $(3, 5).$ This means that including the first cell closest to $(0, 0),$ The segment passes through $f(3, 5)=6+1=7$ cells. Thus, the answer is $\boxed{7000}.$ Alternatively, $f(3, 5)$ can be found by drawing an accurate diagram, leaving you with the same answer. | D | 7000 |
2b38ea4e1e03c94e3ad0ae67db976727 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_23 | Rodrigo has a very large sheet of graph paper. First he draws a line segment connecting point $(0,4)$ to point $(2,0)$ and colors the $4$ cells whose interiors intersect the segment, as shown below. Next Rodrigo draws a line segment connecting point $(2000,3000)$ to point $(5000,8000)$ . How many cells will he color this time?
[asy] filldraw((0,4)--(1,4)--(1,3)--(0,3)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((0,3)--(1,3)--(1,2)--(0,2)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((1,2)--(2,2)--(2,1)--(1,1)--cycle, gray(.75), gray(.5)+linewidth(1)); filldraw((1,1)--(2,1)--(2,0)--(1,0)--cycle, gray(.75), gray(.5)+linewidth(1)); draw((-1,5)--(-1,-1),gray(.9)); draw((0,5)--(0,-1),gray(.9)); draw((1,5)--(1,-1),gray(.9)); draw((2,5)--(2,-1),gray(.9)); draw((3,5)--(3,-1),gray(.9)); draw((4,5)--(4,-1),gray(.9)); draw((5,5)--(5,-1),gray(.9)); draw((-1,5)--(5, 5),gray(.9)); draw((-1,4)--(5,4),gray(.9)); draw((-1,3)--(5,3),gray(.9)); draw((-1,2)--(5,2),gray(.9)); draw((-1,1)--(5,1),gray(.9)); draw((-1,0)--(5,0),gray(.9)); draw((-1,-1)--(5,-1),gray(.9)); dot((0,4)); label("$(0,4)$",(0,4),NW); dot((2,0)); label("$(2,0)$",(2,0),SE); draw((0,4)--(2,0)); draw((-1,0) -- (5,0), arrow=Arrow); draw((0,-1) -- (0,5), arrow=Arrow); [/asy]
$\textbf{(A) } 6000\qquad\textbf{(B) } 6500\qquad\textbf{(C) } 7000\qquad\textbf{(D) } 7500\qquad\textbf{(E) } 8000$ | Draw a line in the lattice which from $(2,3)$ to $(5,8)$ , notice that the line crossed 7 blocks in this pattern. Such a pattern is repeated 1000 times between $(2000,3000)$ and $(5000,8000)$ , then the answer is $\boxed{7000}$ | D | 7000 |
7ecfd37d8e7c802666312ccfadb24496 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_24 | Jean has made a piece of stained glass art in the shape of two mountains, as shown in the figure below. One mountain peak is $8$ feet high while the other peak is $12$ feet high. Each peak forms a $90^\circ$ angle, and the straight sides form a $45^\circ$ angle with the ground. The artwork has an area of $183$ square feet. The sides of the mountain meet at an intersection point near the center of the artwork, $h$ feet above the ground. What is the value of $h?$
[asy] unitsize(.3cm); filldraw((0,0)--(8,8)--(11,5)--(18,12)--(30,0)--cycle,gray(0.7),linewidth(1)); draw((-1,0)--(-1,8),linewidth(.75)); draw((-1.4,0)--(-.6,0),linewidth(.75)); draw((-1.4,8)--(-.6,8),linewidth(.75)); label("$8$",(-1,4),W); label("$12$",(31,6),E); draw((-1,8)--(8,8),dashed); draw((31,0)--(31,12),linewidth(.75)); draw((30.6,0)--(31.4,0),linewidth(.75)); draw((30.6,12)--(31.4,12),linewidth(.75)); draw((31,12)--(18,12),dashed); label("$45^{\circ}$",(.75,0),NE,fontsize(10pt)); label("$45^{\circ}$",(29.25,0),NW,fontsize(10pt)); draw((8,8)--(7.5,7.5)--(8,7)--(8.5,7.5)--cycle); draw((18,12)--(17.5,11.5)--(18,11)--(18.5,11.5)--cycle); draw((11,5)--(11,0),dashed); label("$h$",(11,2.5),E); [/asy]
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 4\sqrt{2} \qquad \textbf{(D)}\ 5\sqrt{2} \qquad \textbf{(E)}\ 6$ | Extend the "inner part" of the mountain so that the image is two right triangles that overlap in a third right triangle as shown. [asy] unitsize(.2cm); draw((0,0)--(8,8)--(11,5)--(18,12)--(30,0)--cycle,linewidth(1)); draw((11,5)--(6, 0)--(16, 0)--cycle,linewidth(0.5)); label("$8\sqrt{2}$",(4,4),NW); label("$12\sqrt{2}$",(24,6),NE); draw((8,8)--(7.5,7.5)--(8,7)--(8.5,7.5)--cycle); draw((18,12)--(17.5,11.5)--(18,11)--(18.5,11.5)--cycle); draw((11,5)--(11,0),dashed); label("$h$",(11,2.5),E); [/asy] The side length of the largest right triangle is $12\sqrt{2},$ which means its area is $144.$ Similarly, the area of the second largest right triangle is $64$ (the side length is $8\sqrt{2}$ ), and the area of the overlap is $h^2$ (the side length is $h\sqrt{2}$ ). Thus, \[144+64-h^2=183,\] which means that the answer is $\boxed{5}.$ | B | 5 |
7ecfd37d8e7c802666312ccfadb24496 | https://artofproblemsolving.com/wiki/index.php/2024_AMC_8_Problems/Problem_24 | Jean has made a piece of stained glass art in the shape of two mountains, as shown in the figure below. One mountain peak is $8$ feet high while the other peak is $12$ feet high. Each peak forms a $90^\circ$ angle, and the straight sides form a $45^\circ$ angle with the ground. The artwork has an area of $183$ square feet. The sides of the mountain meet at an intersection point near the center of the artwork, $h$ feet above the ground. What is the value of $h?$
[asy] unitsize(.3cm); filldraw((0,0)--(8,8)--(11,5)--(18,12)--(30,0)--cycle,gray(0.7),linewidth(1)); draw((-1,0)--(-1,8),linewidth(.75)); draw((-1.4,0)--(-.6,0),linewidth(.75)); draw((-1.4,8)--(-.6,8),linewidth(.75)); label("$8$",(-1,4),W); label("$12$",(31,6),E); draw((-1,8)--(8,8),dashed); draw((31,0)--(31,12),linewidth(.75)); draw((30.6,0)--(31.4,0),linewidth(.75)); draw((30.6,12)--(31.4,12),linewidth(.75)); draw((31,12)--(18,12),dashed); label("$45^{\circ}$",(.75,0),NE,fontsize(10pt)); label("$45^{\circ}$",(29.25,0),NW,fontsize(10pt)); draw((8,8)--(7.5,7.5)--(8,7)--(8.5,7.5)--cycle); draw((18,12)--(17.5,11.5)--(18,11)--(18.5,11.5)--cycle); draw((11,5)--(11,0),dashed); label("$h$",(11,2.5),E); [/asy]
$\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 5 \qquad \textbf{(C)}\ 4\sqrt{2} \qquad \textbf{(D)}\ 5\sqrt{2} \qquad \textbf{(E)}\ 6$ | You can measure $h$ with a ruler(rulers are allowed on the AMC 8), and see that $h$ is closest to $\boxed{5}.$ | B | 5 |
3184321ccb4d4599dfd39a679be83279 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_1 | What is the value of $(8 \times 4 + 2) - (8 + 4 \times 2)$
$\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 6 \qquad \textbf{(C)}\ 10 \qquad \textbf{(D)}\ 18 \qquad \textbf{(E)}\ 24$ | By the order of operations , we have \[(8 \times 4 + 2) - (8 + 4 \times 2) = (32+2) - (8+8) = 34 - 16 = \boxed{18}.\] ~apex304, TaeKim, peelybonehead, MRENTHUSIASM | D | 18 |
3184321ccb4d4599dfd39a679be83279 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_1 | What is the value of $(8 \times 4 + 2) - (8 + 4 \times 2)$
$\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 6 \qquad \textbf{(C)}\ 10 \qquad \textbf{(D)}\ 18 \qquad \textbf{(E)}\ 24$ | We can simplify the expression above in another way: \[(8 \times 4 + 2) - (8 + 4 \times 2)=8\times4+2-8-4\times2=32+2-8-8=34-16=\boxed{18}.\] | D | 18 |
bd4e71861ccdbd57e11f9cb272ecb920 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_3 | Wind chill is a measure of how cold people feel when exposed to wind outside. A good estimate for wind chill can be found using this calculation \[(\text{wind chill}) = (\text{air temperature}) - 0.7 \times (\text{wind speed}),\] where temperature is measured in degrees Fahrenheit $(^{\circ}\text{F})$ and the wind speed is measured in miles per hour (mph). Suppose the air temperature is $36^{\circ}\text{F}$ and the wind speed is $18$ mph. Which of the following is closest to the approximate wind chill?
$\textbf{(A)}\ 18 \qquad \textbf{(B)}\ 23 \qquad \textbf{(C)}\ 28 \qquad \textbf{(D)}\ 32 \qquad \textbf{(E)}\ 35$ | By substitution, we have \begin{align*} (\text{wind chill}) &= 36 - 0.7 \times 18 \\ &= 36 - 12.6 \\ &= 23.4 \\ &\approx \boxed{23} ~apex304, SohumUttamchandani, wuwang2002, TaeKim, Cxrupptedpat, MRENTHUSIASM | B | 23 |
bd4e71861ccdbd57e11f9cb272ecb920 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_3 | Wind chill is a measure of how cold people feel when exposed to wind outside. A good estimate for wind chill can be found using this calculation \[(\text{wind chill}) = (\text{air temperature}) - 0.7 \times (\text{wind speed}),\] where temperature is measured in degrees Fahrenheit $(^{\circ}\text{F})$ and the wind speed is measured in miles per hour (mph). Suppose the air temperature is $36^{\circ}\text{F}$ and the wind speed is $18$ mph. Which of the following is closest to the approximate wind chill?
$\textbf{(A)}\ 18 \qquad \textbf{(B)}\ 23 \qquad \textbf{(C)}\ 28 \qquad \textbf{(D)}\ 32 \qquad \textbf{(E)}\ 35$ | $0.7$ is very close to $\frac{2}{3}$ - therefore, we can substitute $\frac{2}{3}$ into the equation to get $36 - \frac{2}{3} * 18$ , which is $36 - 12 = 24$ . As $\frac{2}{3}$ is slightly less than $0.7$ , the correct answer is slightly less than $24$ . Therefore, the answer is $\boxed{23}$ | B | 23 |
1b2683983dd57b0d675ffcb863aff1b1 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_4 | The numbers from $1$ to $49$ are arranged in a spiral pattern on a square grid, beginning at the center. The first few numbers have been entered into the grid below. Consider the four numbers that will appear in the shaded squares, on the same diagonal as the number $7.$ How many of these four numbers are prime? [asy] /* Made by MRENTHUSIASM */ size(175); void ds(pair p) { filldraw((0.5,0.5)+p--(-0.5,0.5)+p--(-0.5,-0.5)+p--(0.5,-0.5)+p--cycle,mediumgrey); } ds((0.5,4.5)); ds((1.5,3.5)); ds((3.5,1.5)); ds((4.5,0.5)); add(grid(7,7,grey+linewidth(1.25))); int adj = 1; int curUp = 2; int curLeft = 4; int curDown = 6; label("$1$",(3.5,3.5)); for (int len = 3; len<=3; len+=2) { for (int i=1; i<=len-1; ++i) { label("$"+string(curUp)+"$",(3.5+adj,3.5-adj+i)); label("$"+string(curLeft)+"$",(3.5+adj-i,3.5+adj)); label("$"+string(curDown)+"$",(3.5-adj,3.5+adj-i)); ++curDown; ++curLeft; ++curUp; } ++adj; curUp = len^2 + 1; curLeft = len^2 + len + 2; curDown = len^2 + 2*len + 3; } draw((4,4)--(3,4)--(3,3)--(5,3)--(5,5)--(2,5)--(2,2)--(6,2)--(6,6)--(1,6)--(1,1)--(7,1)--(7,7)--(0,7)--(0,0)--(7,0),linewidth(2)); [/asy] $\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 1 \qquad \textbf{(C)}\ 2 \qquad \textbf{(D)}\ 3 \qquad \textbf{(E)}\ 4$ | We fill out the grid, as shown below: [asy] /* Made by MRENTHUSIASM */ size(175); void ds(pair p) { filldraw((0.5,0.5)+p--(-0.5,0.5)+p--(-0.5,-0.5)+p--(0.5,-0.5)+p--cycle,mediumgrey); } ds((0.5,4.5)); ds((1.5,3.5)); ds((3.5,1.5)); ds((4.5,0.5)); add(grid(7,7,grey+linewidth(1.25))); int adj = 1; int curUp = 2; int curLeft = 4; int curDown = 6; int curRight = 8; label("$1$",(3.5,3.5)); for (int len = 3; len<=7; len+=2) { for (int i=1; i<=len-1; ++i) { label("$"+string(curUp)+"$",(3.5+adj,3.5-adj+i)); label("$"+string(curLeft)+"$",(3.5+adj-i,3.5+adj)); label("$"+string(curDown)+"$",(3.5-adj,3.5+adj-i)); label("$"+string(curRight)+"$",(3.5-adj+i,3.5-adj)); ++curDown; ++curLeft; ++curUp; ++curRight; } ++adj; curUp = len^2 + 1; curLeft = len^2 + len + 2; curDown = len^2 + 2*len + 3; curRight = len^2 + 3*len + 4; } draw((4,4)--(3,4)--(3,3)--(5,3)--(5,5)--(2,5)--(2,2)--(6,2)--(6,6)--(1,6)--(1,1)--(7,1)--(7,7)--(0,7)--(0,0)--(7,0),linewidth(2)); [/asy] From the four numbers that appear in the shaded squares, $\boxed{3}$ of them are prime: $19,23,$ and $47.$ | D | 3 |
1b2683983dd57b0d675ffcb863aff1b1 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_4 | The numbers from $1$ to $49$ are arranged in a spiral pattern on a square grid, beginning at the center. The first few numbers have been entered into the grid below. Consider the four numbers that will appear in the shaded squares, on the same diagonal as the number $7.$ How many of these four numbers are prime? [asy] /* Made by MRENTHUSIASM */ size(175); void ds(pair p) { filldraw((0.5,0.5)+p--(-0.5,0.5)+p--(-0.5,-0.5)+p--(0.5,-0.5)+p--cycle,mediumgrey); } ds((0.5,4.5)); ds((1.5,3.5)); ds((3.5,1.5)); ds((4.5,0.5)); add(grid(7,7,grey+linewidth(1.25))); int adj = 1; int curUp = 2; int curLeft = 4; int curDown = 6; label("$1$",(3.5,3.5)); for (int len = 3; len<=3; len+=2) { for (int i=1; i<=len-1; ++i) { label("$"+string(curUp)+"$",(3.5+adj,3.5-adj+i)); label("$"+string(curLeft)+"$",(3.5+adj-i,3.5+adj)); label("$"+string(curDown)+"$",(3.5-adj,3.5+adj-i)); ++curDown; ++curLeft; ++curUp; } ++adj; curUp = len^2 + 1; curLeft = len^2 + len + 2; curDown = len^2 + 2*len + 3; } draw((4,4)--(3,4)--(3,3)--(5,3)--(5,5)--(2,5)--(2,2)--(6,2)--(6,6)--(1,6)--(1,1)--(7,1)--(7,7)--(0,7)--(0,0)--(7,0),linewidth(2)); [/asy] $\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 1 \qquad \textbf{(C)}\ 2 \qquad \textbf{(D)}\ 3 \qquad \textbf{(E)}\ 4$ | Note that given time constraint, it's better to only count from perfect squares (in pink), as shown below: [asy] /* Grid Made by MRENTHUSIASM */ /* Squares pattern solution input by TheMathGuyd */ size(175); void ds(pair p) { filldraw((0.5,0.5)+p--(-0.5,0.5)+p--(-0.5,-0.5)+p--(0.5,-0.5)+p--cycle,mediumgrey); } void ps(pair p) { filldraw((0.5,0.5)+p--(-0.5,0.5)+p--(-0.5,-0.5)+p--(0.5,-0.5)+p--cycle,pink+opacity(0.3)); } real ts = 0.5; ds((0.5,4.5));label("$39$",(0.5,4.5)); ds((1.5,3.5));label("$19$",(1.5,3.5)); ds((3.5,1.5));label("$23$",(3.5,1.5)); ds((4.5,0.5));label("$47$",(4.5,0.5)); ps((3.5,3.5));label("$1$",(3.5,3.5)); ps((4.5,2.5));label("$9$",(4.5,2.5)); ps((5.5,1.5));label("$25$",(5.5,1.5)); ps((6.5,0.5));label("$49$",(6.5,0.5)); ps((3.5,4.5));label("$4$",(3.5,4.5)); ps((2.5,5.5));label("$16$",(2.5,5.5)); ps((1.5,6.5));label("$36$",(1.5,6.5)); label(scale(ts)*"$\leftarrow$",(1,6),NE); label(scale(ts)*"$+1$",(1,6),NW); label(scale(ts)*"$\downarrow$",(1,6),SW); label(scale(ts)*"$+2$",(1,5),NW); label(scale(ts)*"$\downarrow$",(1,5),SW); label(scale(ts)*"$+3$",(1,4),NW); label(scale(ts)*"$+1$",(2,5),NW); label(scale(ts)*"$\downarrow$",(2,5),SW); label(scale(ts)*"$+2$",(2,4),NW); label(scale(ts)*"$\downarrow$",(2,4),SW); label(scale(ts)*"$+3$",(2,3),NW); label(scale(ts)*"$\leftarrow$",(5,1),NE); label(scale(ts)*"$-1$",(5,1),NW); label(scale(ts)*"$\leftarrow$",(4,1),NE); label(scale(ts)*"$-2$",(4,1),NW); label(scale(ts)*"$\leftarrow$",(6,0),NE); label(scale(ts)*"$-1$",(6,0),NW); label(scale(ts)*"$\leftarrow$",(5,0),NE); label(scale(ts)*"$-2$",(5,0),NW); add(grid(7,7,grey+linewidth(1.25))); //USES OLYMPIAD.ASY draw((4,4)--(3,4)--(3,3)--(5,3)--(5,5)--(2,5)--(2,2)--(6,2)--(6,6)--(1,6)--(1,1)--(7,1)--(7,7)--(0,7)--(0,0)--(7,0),linewidth(2)); [/asy] From the four numbers that appear in the shaded squares, $\boxed{3}$ of them are prime: $19,23,$ and $47.$ | D | 3 |
41ad650f95f61b83b6093f526ba34ee2 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_5 | A lake contains $250$ trout, along with a variety of other fish. When a marine biologist catches and releases a sample of $180$ fish from the lake, $30$ are identified as trout. Assume that the ratio of trout to the total number of fish is the same in both the sample and the lake. How many fish are there in the lake?
$\textbf{(A)}\ 1250 \qquad \textbf{(B)}\ 1500 \qquad \textbf{(C)}\ 1750 \qquad \textbf{(D)}\ 1800 \qquad \textbf{(E)}\ 2000$ | Note that \[\frac{\text{number of trout}}{\text{total number of fish}} = \frac{30}{180} = \frac16.\] So, the total number of fish is $6$ times the number of trout. Since the lake contains $250$ trout, there are $250\cdot6=\boxed{1500}$ fish in the lake. | B | 1500 |
87fcb66edee416644da85314ea68e38b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_6 | The digits $2,0,2,$ and $3$ are placed in the expression below, one digit per box. What is the maximum possible value of the expression?
[asy] // Diagram by TheMathGuyd. I can compress this later size(5cm); real w=2.2; pair O,I,J; O=(0,0);I=(1,0);J=(0,1); path bsqb = O--I; path bsqr = I--I+J; path bsqt = I+J--J; path bsql = J--O; path lsqb = shift((1.2,0.75))*scale(0.5)*bsqb; path lsqr = shift((1.2,0.75))*scale(0.5)*bsqr; path lsqt = shift((1.2,0.75))*scale(0.5)*bsqt; path lsql = shift((1.2,0.75))*scale(0.5)*bsql; draw(bsqb,dashed); draw(bsqr,dashed); draw(bsqt,dashed); draw(bsql,dashed); draw(lsqb,dashed); draw(lsqr,dashed); draw(lsqt,dashed); draw(lsql,dashed); label(scale(3)*"$\times$",(w,1/3)); draw(shift(1.3w,0)*bsqb,dashed); draw(shift(1.3w,0)*bsqr,dashed); draw(shift(1.3w,0)*bsqt,dashed); draw(shift(1.3w,0)*bsql,dashed); draw(shift(1.3w,0)*lsqb,dashed); draw(shift(1.3w,0)*lsqr,dashed); draw(shift(1.3w,0)*lsqt,dashed); draw(shift(1.3w,0)*lsql,dashed); [/asy]
$\textbf{(A) }0 \qquad \textbf{(B) }8 \qquad \textbf{(C) }9 \qquad \textbf{(D) }16 \qquad \textbf{(E) }18$ | First, let us consider the case where $0$ is a base: This would result in the entire expression being $0.$ Contrastingly, if $0$ is an exponent, we will get a value greater than $0.$ $3^2\times2^0=9$ is greater than $2^3\times2^0=8$ and $2^2\times3^0=4.$ Therefore, the answer is $\boxed{9}.$ | C | 9 |
87fcb66edee416644da85314ea68e38b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_6 | The digits $2,0,2,$ and $3$ are placed in the expression below, one digit per box. What is the maximum possible value of the expression?
[asy] // Diagram by TheMathGuyd. I can compress this later size(5cm); real w=2.2; pair O,I,J; O=(0,0);I=(1,0);J=(0,1); path bsqb = O--I; path bsqr = I--I+J; path bsqt = I+J--J; path bsql = J--O; path lsqb = shift((1.2,0.75))*scale(0.5)*bsqb; path lsqr = shift((1.2,0.75))*scale(0.5)*bsqr; path lsqt = shift((1.2,0.75))*scale(0.5)*bsqt; path lsql = shift((1.2,0.75))*scale(0.5)*bsql; draw(bsqb,dashed); draw(bsqr,dashed); draw(bsqt,dashed); draw(bsql,dashed); draw(lsqb,dashed); draw(lsqr,dashed); draw(lsqt,dashed); draw(lsql,dashed); label(scale(3)*"$\times$",(w,1/3)); draw(shift(1.3w,0)*bsqb,dashed); draw(shift(1.3w,0)*bsqr,dashed); draw(shift(1.3w,0)*bsqt,dashed); draw(shift(1.3w,0)*bsql,dashed); draw(shift(1.3w,0)*lsqb,dashed); draw(shift(1.3w,0)*lsqr,dashed); draw(shift(1.3w,0)*lsqt,dashed); draw(shift(1.3w,0)*lsql,dashed); [/asy]
$\textbf{(A) }0 \qquad \textbf{(B) }8 \qquad \textbf{(C) }9 \qquad \textbf{(D) }16 \qquad \textbf{(E) }18$ | The maximum possible value of using the digits $2,0,2,$ and $3$ : We can maximize our value by keeping the $3$ and $2$ together in one power (the biggest with the biggest and the smallest with the smallest). This shows $3^{2}\times2^{0}=9\times1=9.$ (We don't want $0^{2}$ because that is $0$ .) It is going to be $\boxed{9}.$ | C | 9 |
87fcb66edee416644da85314ea68e38b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_6 | The digits $2,0,2,$ and $3$ are placed in the expression below, one digit per box. What is the maximum possible value of the expression?
[asy] // Diagram by TheMathGuyd. I can compress this later size(5cm); real w=2.2; pair O,I,J; O=(0,0);I=(1,0);J=(0,1); path bsqb = O--I; path bsqr = I--I+J; path bsqt = I+J--J; path bsql = J--O; path lsqb = shift((1.2,0.75))*scale(0.5)*bsqb; path lsqr = shift((1.2,0.75))*scale(0.5)*bsqr; path lsqt = shift((1.2,0.75))*scale(0.5)*bsqt; path lsql = shift((1.2,0.75))*scale(0.5)*bsql; draw(bsqb,dashed); draw(bsqr,dashed); draw(bsqt,dashed); draw(bsql,dashed); draw(lsqb,dashed); draw(lsqr,dashed); draw(lsqt,dashed); draw(lsql,dashed); label(scale(3)*"$\times$",(w,1/3)); draw(shift(1.3w,0)*bsqb,dashed); draw(shift(1.3w,0)*bsqr,dashed); draw(shift(1.3w,0)*bsqt,dashed); draw(shift(1.3w,0)*bsql,dashed); draw(shift(1.3w,0)*lsqb,dashed); draw(shift(1.3w,0)*lsqr,dashed); draw(shift(1.3w,0)*lsqt,dashed); draw(shift(1.3w,0)*lsql,dashed); [/asy]
$\textbf{(A) }0 \qquad \textbf{(B) }8 \qquad \textbf{(C) }9 \qquad \textbf{(D) }16 \qquad \textbf{(E) }18$ | Trying all $12$ distinct orderings, we see that the only possible values are $0,4,8,$ and $9,$ the greatest of which is $\boxed{9}.$ | C | 9 |
2868e8bd804e329e05b39812102caf30 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_7 | A rectangle, with sides parallel to the $x$ -axis and $y$ -axis, has opposite vertices located at $(15, 3)$ and $(16, 5)$ . A line is drawn through points $A(0, 0)$ and $B(3, 1)$ . Another line is drawn through points $C(0, 10)$ and $D(2, 9)$ . How many points on the rectangle lie on at least one of the two lines? [asy] usepackage("mathptmx"); size(9cm); draw((0,-.5)--(0,11),EndArrow(size=.15cm)); draw((1,0)--(1,11),mediumgray); draw((2,0)--(2,11),mediumgray); draw((3,0)--(3,11),mediumgray); draw((4,0)--(4,11),mediumgray); draw((5,0)--(5,11),mediumgray); draw((6,0)--(6,11),mediumgray); draw((7,0)--(7,11),mediumgray); draw((8,0)--(8,11),mediumgray); draw((9,0)--(9,11),mediumgray); draw((10,0)--(10,11),mediumgray); draw((11,0)--(11,11),mediumgray); draw((12,0)--(12,11),mediumgray); draw((13,0)--(13,11),mediumgray); draw((14,0)--(14,11),mediumgray); draw((15,0)--(15,11),mediumgray); draw((16,0)--(16,11),mediumgray); draw((-.5,0)--(17,0),EndArrow(size=.15cm)); draw((0,1)--(17,1),mediumgray); draw((0,2)--(17,2),mediumgray); draw((0,3)--(17,3),mediumgray); draw((0,4)--(17,4),mediumgray); draw((0,5)--(17,5),mediumgray); draw((0,6)--(17,6),mediumgray); draw((0,7)--(17,7),mediumgray); draw((0,8)--(17,8),mediumgray); draw((0,9)--(17,9),mediumgray); draw((0,10)--(17,10),mediumgray); draw((-.13,1)--(.13,1)); draw((-.13,2)--(.13,2)); draw((-.13,3)--(.13,3)); draw((-.13,4)--(.13,4)); draw((-.13,5)--(.13,5)); draw((-.13,6)--(.13,6)); draw((-.13,7)--(.13,7)); draw((-.13,8)--(.13,8)); draw((-.13,9)--(.13,9)); draw((-.13,10)--(.13,10)); draw((1,-.13)--(1,.13)); draw((2,-.13)--(2,.13)); draw((3,-.13)--(3,.13)); draw((4,-.13)--(4,.13)); draw((5,-.13)--(5,.13)); draw((6,-.13)--(6,.13)); draw((7,-.13)--(7,.13)); draw((8,-.13)--(8,.13)); draw((9,-.13)--(9,.13)); draw((10,-.13)--(10,.13)); draw((11,-.13)--(11,.13)); draw((12,-.13)--(12,.13)); draw((13,-.13)--(13,.13)); draw((14,-.13)--(14,.13)); draw((15,-.13)--(15,.13)); draw((16,-.13)--(16,.13)); label(scale(.7)*"$1$", (1,-.13), S); label(scale(.7)*"$2$", (2,-.13), S); label(scale(.7)*"$3$", (3,-.13), S); label(scale(.7)*"$4$", (4,-.13), S); label(scale(.7)*"$5$", (5,-.13), S); label(scale(.7)*"$6$", (6,-.13), S); label(scale(.7)*"$7$", (7,-.13), S); label(scale(.7)*"$8$", (8,-.13), S); label(scale(.7)*"$9$", (9,-.13), S); label(scale(.7)*"$10$", (10,-.13), S); label(scale(.7)*"$11$", (11,-.13), S); label(scale(.7)*"$12$", (12,-.13), S); label(scale(.7)*"$13$", (13,-.13), S); label(scale(.7)*"$14$", (14,-.13), S); label(scale(.7)*"$15$", (15,-.13), S); label(scale(.7)*"$16$", (16,-.13), S); label(scale(.7)*"$1$", (-.13,1), W); label(scale(.7)*"$2$", (-.13,2), W); label(scale(.7)*"$3$", (-.13,3), W); label(scale(.7)*"$4$", (-.13,4), W); label(scale(.7)*"$5$", (-.13,5), W); label(scale(.7)*"$6$", (-.13,6), W); label(scale(.7)*"$7$", (-.13,7), W); label(scale(.7)*"$8$", (-.13,8), W); label(scale(.7)*"$9$", (-.13,9), W); label(scale(.7)*"$10$", (-.13,10), W); dot((0,0),linewidth(4)); label(scale(.75)*"$A$", (0,0), NE); dot((3,1),linewidth(4)); label(scale(.75)*"$B$", (3,1), NE); dot((0,10),linewidth(4)); label(scale(.75)*"$C$", (0,10), NE); dot((2,9),linewidth(4)); label(scale(.75)*"$D$", (2,9), NE); draw((15,3)--(16,3)--(16,5)--(15,5)--cycle,linewidth(1.125)); dot((15,3),linewidth(4)); dot((16,3),linewidth(4)); dot((16,5),linewidth(4)); dot((15,5),linewidth(4)); [/asy] $\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 1 \qquad \textbf{(C)}\ 2 \qquad \textbf{(D)}\ 3 \qquad \textbf{(E)}\ 4$ | If we extend the lines, we have the following diagram: [asy] usepackage("mathptmx"); size(9cm); draw((0,-.5)--(0,11),EndArrow(size=.15cm)); draw((1,0)--(1,11),mediumgray); draw((2,0)--(2,11),mediumgray); draw((3,0)--(3,11),mediumgray); draw((4,0)--(4,11),mediumgray); draw((5,0)--(5,11),mediumgray); draw((6,0)--(6,11),mediumgray); draw((7,0)--(7,11),mediumgray); draw((8,0)--(8,11),mediumgray); draw((9,0)--(9,11),mediumgray); draw((10,0)--(10,11),mediumgray); draw((11,0)--(11,11),mediumgray); draw((12,0)--(12,11),mediumgray); draw((13,0)--(13,11),mediumgray); draw((14,0)--(14,11),mediumgray); draw((15,0)--(15,11),mediumgray); draw((16,0)--(16,11),mediumgray); draw((-.5,0)--(17,0),EndArrow(size=.15cm)); draw((0,1)--(17,1),mediumgray); draw((0,2)--(17,2),mediumgray); draw((0,3)--(17,3),mediumgray); draw((0,4)--(17,4),mediumgray); draw((0,5)--(17,5),mediumgray); draw((0,6)--(17,6),mediumgray); draw((0,7)--(17,7),mediumgray); draw((0,8)--(17,8),mediumgray); draw((0,9)--(17,9),mediumgray); draw((0,10)--(17,10),mediumgray); draw((-.13,1)--(.13,1)); draw((-.13,2)--(.13,2)); draw((-.13,3)--(.13,3)); draw((-.13,4)--(.13,4)); draw((-.13,5)--(.13,5)); draw((-.13,6)--(.13,6)); draw((-.13,7)--(.13,7)); draw((-.13,8)--(.13,8)); draw((-.13,9)--(.13,9)); draw((-.13,10)--(.13,10)); draw((1,-.13)--(1,.13)); draw((2,-.13)--(2,.13)); draw((3,-.13)--(3,.13)); draw((4,-.13)--(4,.13)); draw((5,-.13)--(5,.13)); draw((6,-.13)--(6,.13)); draw((7,-.13)--(7,.13)); draw((8,-.13)--(8,.13)); draw((9,-.13)--(9,.13)); draw((10,-.13)--(10,.13)); draw((11,-.13)--(11,.13)); draw((12,-.13)--(12,.13)); draw((13,-.13)--(13,.13)); draw((14,-.13)--(14,.13)); draw((15,-.13)--(15,.13)); draw((16,-.13)--(16,.13)); label(scale(.7)*"$1$", (1,-.13), S); label(scale(.7)*"$2$", (2,-.13), S); label(scale(.7)*"$3$", (3,-.13), S); label(scale(.7)*"$4$", (4,-.13), S); label(scale(.7)*"$5$", (5,-.13), S); label(scale(.7)*"$6$", (6,-.13), S); label(scale(.7)*"$7$", (7,-.13), S); label(scale(.7)*"$8$", (8,-.13), S); label(scale(.7)*"$9$", (9,-.13), S); label(scale(.7)*"$10$", (10,-.13), S); label(scale(.7)*"$11$", (11,-.13), S); label(scale(.7)*"$12$", (12,-.13), S); label(scale(.7)*"$13$", (13,-.13), S); label(scale(.7)*"$14$", (14,-.13), S); label(scale(.7)*"$15$", (15,-.13), S); label(scale(.7)*"$16$", (16,-.13), S); label(scale(.7)*"$1$", (-.13,1), W); label(scale(.7)*"$2$", (-.13,2), W); label(scale(.7)*"$3$", (-.13,3), W); label(scale(.7)*"$4$", (-.13,4), W); label(scale(.7)*"$5$", (-.13,5), W); label(scale(.7)*"$6$", (-.13,6), W); label(scale(.7)*"$7$", (-.13,7), W); label(scale(.7)*"$8$", (-.13,8), W); label(scale(.7)*"$9$", (-.13,9), W); label(scale(.7)*"$10$", (-.13,10), W); draw((0,10)--(17,1.5),blue); draw((0,0)--(17,17/3),blue); dot((0,0),linewidth(4)); label(scale(.75)*"$A$", (0,0), NE); dot((3,1),linewidth(4)); label(scale(.75)*"$B$", (3,1), NE); dot((0,10),linewidth(4)); label(scale(.75)*"$C$", (0,10), NE); dot((2,9),linewidth(4)); label(scale(.75)*"$D$", (2,9), NE); draw((15,3)--(16,3)--(16,5)--(15,5)--cycle,linewidth(1.125)); dot((15,3),linewidth(4)); dot((16,3),linewidth(4)); dot((16,5),linewidth(4)); dot((15,5),linewidth(4)); [/asy] Therefore, we see that the answer is $\boxed{1}.$ | B | 1 |
2868e8bd804e329e05b39812102caf30 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_7 | A rectangle, with sides parallel to the $x$ -axis and $y$ -axis, has opposite vertices located at $(15, 3)$ and $(16, 5)$ . A line is drawn through points $A(0, 0)$ and $B(3, 1)$ . Another line is drawn through points $C(0, 10)$ and $D(2, 9)$ . How many points on the rectangle lie on at least one of the two lines? [asy] usepackage("mathptmx"); size(9cm); draw((0,-.5)--(0,11),EndArrow(size=.15cm)); draw((1,0)--(1,11),mediumgray); draw((2,0)--(2,11),mediumgray); draw((3,0)--(3,11),mediumgray); draw((4,0)--(4,11),mediumgray); draw((5,0)--(5,11),mediumgray); draw((6,0)--(6,11),mediumgray); draw((7,0)--(7,11),mediumgray); draw((8,0)--(8,11),mediumgray); draw((9,0)--(9,11),mediumgray); draw((10,0)--(10,11),mediumgray); draw((11,0)--(11,11),mediumgray); draw((12,0)--(12,11),mediumgray); draw((13,0)--(13,11),mediumgray); draw((14,0)--(14,11),mediumgray); draw((15,0)--(15,11),mediumgray); draw((16,0)--(16,11),mediumgray); draw((-.5,0)--(17,0),EndArrow(size=.15cm)); draw((0,1)--(17,1),mediumgray); draw((0,2)--(17,2),mediumgray); draw((0,3)--(17,3),mediumgray); draw((0,4)--(17,4),mediumgray); draw((0,5)--(17,5),mediumgray); draw((0,6)--(17,6),mediumgray); draw((0,7)--(17,7),mediumgray); draw((0,8)--(17,8),mediumgray); draw((0,9)--(17,9),mediumgray); draw((0,10)--(17,10),mediumgray); draw((-.13,1)--(.13,1)); draw((-.13,2)--(.13,2)); draw((-.13,3)--(.13,3)); draw((-.13,4)--(.13,4)); draw((-.13,5)--(.13,5)); draw((-.13,6)--(.13,6)); draw((-.13,7)--(.13,7)); draw((-.13,8)--(.13,8)); draw((-.13,9)--(.13,9)); draw((-.13,10)--(.13,10)); draw((1,-.13)--(1,.13)); draw((2,-.13)--(2,.13)); draw((3,-.13)--(3,.13)); draw((4,-.13)--(4,.13)); draw((5,-.13)--(5,.13)); draw((6,-.13)--(6,.13)); draw((7,-.13)--(7,.13)); draw((8,-.13)--(8,.13)); draw((9,-.13)--(9,.13)); draw((10,-.13)--(10,.13)); draw((11,-.13)--(11,.13)); draw((12,-.13)--(12,.13)); draw((13,-.13)--(13,.13)); draw((14,-.13)--(14,.13)); draw((15,-.13)--(15,.13)); draw((16,-.13)--(16,.13)); label(scale(.7)*"$1$", (1,-.13), S); label(scale(.7)*"$2$", (2,-.13), S); label(scale(.7)*"$3$", (3,-.13), S); label(scale(.7)*"$4$", (4,-.13), S); label(scale(.7)*"$5$", (5,-.13), S); label(scale(.7)*"$6$", (6,-.13), S); label(scale(.7)*"$7$", (7,-.13), S); label(scale(.7)*"$8$", (8,-.13), S); label(scale(.7)*"$9$", (9,-.13), S); label(scale(.7)*"$10$", (10,-.13), S); label(scale(.7)*"$11$", (11,-.13), S); label(scale(.7)*"$12$", (12,-.13), S); label(scale(.7)*"$13$", (13,-.13), S); label(scale(.7)*"$14$", (14,-.13), S); label(scale(.7)*"$15$", (15,-.13), S); label(scale(.7)*"$16$", (16,-.13), S); label(scale(.7)*"$1$", (-.13,1), W); label(scale(.7)*"$2$", (-.13,2), W); label(scale(.7)*"$3$", (-.13,3), W); label(scale(.7)*"$4$", (-.13,4), W); label(scale(.7)*"$5$", (-.13,5), W); label(scale(.7)*"$6$", (-.13,6), W); label(scale(.7)*"$7$", (-.13,7), W); label(scale(.7)*"$8$", (-.13,8), W); label(scale(.7)*"$9$", (-.13,9), W); label(scale(.7)*"$10$", (-.13,10), W); dot((0,0),linewidth(4)); label(scale(.75)*"$A$", (0,0), NE); dot((3,1),linewidth(4)); label(scale(.75)*"$B$", (3,1), NE); dot((0,10),linewidth(4)); label(scale(.75)*"$C$", (0,10), NE); dot((2,9),linewidth(4)); label(scale(.75)*"$D$", (2,9), NE); draw((15,3)--(16,3)--(16,5)--(15,5)--cycle,linewidth(1.125)); dot((15,3),linewidth(4)); dot((16,3),linewidth(4)); dot((16,5),linewidth(4)); dot((15,5),linewidth(4)); [/asy] $\textbf{(A)}\ 0 \qquad \textbf{(B)}\ 1 \qquad \textbf{(C)}\ 2 \qquad \textbf{(D)}\ 3 \qquad \textbf{(E)}\ 4$ | Note that the $y$ -intercepts of line $AB$ and line $CD$ are $0$ and $10$ . If the analytic expression for line $AB$ is $y=k_{1}x$ , and the analytic expression for line $CD$ is $y=k_{2}x+10$ , we have equations: $3k_{1} = 1$ and $2k_{2} + 10 = 9$ . Solving these equations, we can find out that $k_{1} = \frac{1}{3}$ and $k_{2} = -\frac{1}{2}$ . Therefore, we can determine that the expression for line $AB$ is $y=\frac{1}{3}x$ and the expression for line $CD$ is $y=-\frac{1}{2}x + 10$ . When $x=15$ , the coordinates that line $AB$ and line $CD$ pass through are $(15, 5)$ and $\left(15, \frac{5}{2}\right)$ , and $(15, 5)$ lies perfectly on one vertex of the rectangle while the $y$ coordinate of $\left(15, \frac{5}{2}\right)$ is out of the range $3 \leq y \leq 5$ (lower than the bottom left corner of the rectangle $(15, 3)$ ). Considering that the $y$ value of the line $CD$ will only decrease, and the $y$ value of the line $AB$ will only increase, there will not be another point on the rectangle that lies on either of the two lines. Thus, we can conclude that the answer is $\boxed{1}.$ | B | 1 |
ae139542a200cb4687c817e01bcfe7bf | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_8 | Lola, Lolo, Tiya, and Tiyo participated in a ping pong tournament. Each player competed against each of the other three players exactly twice. Shown below are the win-loss records for the players. The numbers $1$ and $0$ represent a win or loss, respectively. For example, Lola won five matches and lost the fourth match. What was Tiyo’s win-loss record?
\[\begin{tabular}{c | c} Player & Result \\ \hline Lola & \texttt{111011}\\ Lolo & \texttt{101010}\\ Tiya & \texttt{010100}\\ Tiyo & \texttt{??????} \end{tabular}\] $\textbf{(A)}\ \texttt{000101} \qquad \textbf{(B)}\ \texttt{001001} \qquad \textbf{(C)}\ \texttt{010000} \qquad \textbf{(D)}\ \texttt{010101} \qquad \textbf{(E)}\ \texttt{011000}$ | We can calculate the total number of wins ( $1$ 's) by seeing how many matches were players, which is $12$ matches played. Then, we can calculate the # of wins already on the table, which is $5 + 3 + 2 = 10$ , so there are $12 - 10 = 2$ wins left in the mystery player. Now, we will make the key observation that there is only $2$ wins ( $1$ 's) per column as there are $2$ winners and $2$ losers in each round. Strategically looking through the columns counting the $1$ 's and putting our own $2$ $1$ 's when the column isn't already full yields $\boxed{000101}$ | A | 000101 |
ae139542a200cb4687c817e01bcfe7bf | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_8 | Lola, Lolo, Tiya, and Tiyo participated in a ping pong tournament. Each player competed against each of the other three players exactly twice. Shown below are the win-loss records for the players. The numbers $1$ and $0$ represent a win or loss, respectively. For example, Lola won five matches and lost the fourth match. What was Tiyo’s win-loss record?
\[\begin{tabular}{c | c} Player & Result \\ \hline Lola & \texttt{111011}\\ Lolo & \texttt{101010}\\ Tiya & \texttt{010100}\\ Tiyo & \texttt{??????} \end{tabular}\] $\textbf{(A)}\ \texttt{000101} \qquad \textbf{(B)}\ \texttt{001001} \qquad \textbf{(C)}\ \texttt{010000} \qquad \textbf{(D)}\ \texttt{010101} \qquad \textbf{(E)}\ \texttt{011000}$ | In total, there will be $\binom{4}{2} \cdot 2 = 6 \cdot 2 = 12$ games because there are $\binom{4}{2}$ ways to choose a pair of people from the four players. And, each player will play each other player exactly twice. Each of these $12$ games will have $1$ winner and $1$ loser, so there will be a total of $12$ $1$ 's and $12$ $0$ 's in the win-loss table. Therefore, Tiyo will have $12-10=2$ $1$ 's and $12-8=4$ $0$ 's in his record.
Now, all we have to do is figure out the order of these $1$ 's and $0$ 's. In every round, there are two games; the players are split into two pairs and the people in those pairs play each other. Thus, every round should have $2$ winners and $2$ losers which means that every column of the win-loss table should have $2$ $1$ 's and $2$ $0$ 's. Looking at the filled-in table so far, we see that columns $4$ and $6$ need one more $1$ , so Tiyo must have $1$ 's in those columns and $0$ 's gone in the others.
Therefore, our answer is $\boxed{000101}.$ | A | 000101 |
ae139542a200cb4687c817e01bcfe7bf | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_8 | Lola, Lolo, Tiya, and Tiyo participated in a ping pong tournament. Each player competed against each of the other three players exactly twice. Shown below are the win-loss records for the players. The numbers $1$ and $0$ represent a win or loss, respectively. For example, Lola won five matches and lost the fourth match. What was Tiyo’s win-loss record?
\[\begin{tabular}{c | c} Player & Result \\ \hline Lola & \texttt{111011}\\ Lolo & \texttt{101010}\\ Tiya & \texttt{010100}\\ Tiyo & \texttt{??????} \end{tabular}\] $\textbf{(A)}\ \texttt{000101} \qquad \textbf{(B)}\ \texttt{001001} \qquad \textbf{(C)}\ \texttt{010000} \qquad \textbf{(D)}\ \texttt{010101} \qquad \textbf{(E)}\ \texttt{011000}$ | We can look one by one. We see that Lola and Lolo won the first game and Tiya lost. This shows that Tiyo must have lost as well because the results must be $2$ wins and $2$ loses. We use the same logic for games $2$ and $3$ , giving us $0$ 's again. We look at the choices, and we see A is the only that starts with $3$ $0$ 's
This shows our answer is $\boxed{000101}.$ | A | 000101 |
4e07ee66366b48a3f4d6408e34c61d80 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_9 | Malaika is skiing on a mountain. The graph below shows her elevation, in meters, above the base of the mountain as she skis along a trail. In total, how many seconds does she spend at an elevation between $4$ and $7$ meters? [asy] // Diagram by TheMathGuyd. Found cubic, so graph is perfect. import graph; size(8cm); int i; for(i=1; i<9; i=i+1) { draw((-0.2,2i-1)--(16.2,2i-1), mediumgrey); draw((2i-1,-0.2)--(2i-1,16.2), mediumgrey); draw((-0.2,2i)--(16.2,2i), grey); draw((2i,-0.2)--(2i,16.2), grey); } Label f; f.p=fontsize(6); xaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); yaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); real f(real x) { return -0.03125 x^(3) + 0.75x^(2) - 5.125 x + 14.5; } draw(graph(f,0,15.225),currentpen+1); real dpt=2; real ts=0.75; transform st=scale(ts); label(rotate(90)*st*"Elevation (meters)",(-dpt,8)); label(st*"Time (seconds)",(8,-dpt)); [/asy] $\textbf{(A)}\ 6 \qquad \textbf{(B)}\ 8 \qquad \textbf{(C)}\ 10 \qquad \textbf{(D)}\ 12 \qquad \textbf{(E)}\ 14$ | We mark the time intervals in which Malaika's elevation is between $4$ and $7$ meters in red, as shown below: [asy] // Diagram by TheMathGuyd. Found cubic, so graph is perfect. import graph; size(8cm); int i; for(i=1; i<9; i=i+1) { draw((-0.2,2i-1)--(16.2,2i-1), mediumgrey); draw((2i-1,-0.2)--(2i-1,16.2), mediumgrey); draw((-0.2,2i)--(16.2,2i), grey); draw((2i,-0.2)--(2i,16.2), grey); } Label f; f.p=fontsize(6); xaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); yaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); real f(real x) { return -0.03125 x^(3) + 0.75x^(2) - 5.125 x + 14.5; } draw(graph(f,0,15.225),currentpen+1); draw(graph(f,2,4)^^graph(f,6,10)^^graph(f,12,14),red+currentpen+2); real dpt=2; real ts=0.75; transform st=scale(ts); label(rotate(90)*st*"Elevation (meters)",(-dpt,8)); label(st*"Time (seconds)",(8,-dpt)); [/asy] The requested time intervals are:
In total, Malaika spends $(4-2) + (10-6) + (14-12) = \boxed{8}$ seconds at such elevation. | B | 8 |
4e07ee66366b48a3f4d6408e34c61d80 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_9 | Malaika is skiing on a mountain. The graph below shows her elevation, in meters, above the base of the mountain as she skis along a trail. In total, how many seconds does she spend at an elevation between $4$ and $7$ meters? [asy] // Diagram by TheMathGuyd. Found cubic, so graph is perfect. import graph; size(8cm); int i; for(i=1; i<9; i=i+1) { draw((-0.2,2i-1)--(16.2,2i-1), mediumgrey); draw((2i-1,-0.2)--(2i-1,16.2), mediumgrey); draw((-0.2,2i)--(16.2,2i), grey); draw((2i,-0.2)--(2i,16.2), grey); } Label f; f.p=fontsize(6); xaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); yaxis(-0.5,17.8,Ticks(f, 2.0),Arrow()); real f(real x) { return -0.03125 x^(3) + 0.75x^(2) - 5.125 x + 14.5; } draw(graph(f,0,15.225),currentpen+1); real dpt=2; real ts=0.75; transform st=scale(ts); label(rotate(90)*st*"Elevation (meters)",(-dpt,8)); label(st*"Time (seconds)",(8,-dpt)); [/asy] $\textbf{(A)}\ 6 \qquad \textbf{(B)}\ 8 \qquad \textbf{(C)}\ 10 \qquad \textbf{(D)}\ 12 \qquad \textbf{(E)}\ 14$ | Notice that the entire section between the $2$ second mark and the $14$ second mark is between the $4$ and $7$ feet elevation level except the $2$ seconds where she skis just under the $4$ feet mark and when she skis just above the $7$ feet mark, making the answer $14-2-2-2=\boxed{8}.$ | B | 8 |
b75d0467a2e8adf2eb4a0b38a93e9699 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_11 | NASA’s Perseverance Rover was launched on July $30,$ $2020.$ After traveling $292526838$ miles, it landed on Mars in Jezero Crater about $6.5$ months later. Which of the following is closest to the Rover’s average interplanetary speed in miles per hour?
$\textbf{(A)}\ 6000 \qquad \textbf{(B)}\ 12000 \qquad \textbf{(C)}\ 60000 \qquad \textbf{(D)}\ 120000 \qquad \textbf{(E)}\ 600000$ | Note that $6.5$ months is approximately $6.5\cdot30\cdot24$ hours. Therefore, the speed (in miles per hour) is \[\frac{292526838}{6.5\cdot30\cdot24} \approx \frac{300000000}{6.5\cdot30\cdot24} = \frac{10000000}{6.5\cdot24} \approx \frac{10000000}{6.4\cdot25} = \frac{10000000}{160} = 62500 \approx \boxed{60000}.\] As the answer choices are far apart from each other, we can ensure that the approximation is correct. | C | 60000 |
b75d0467a2e8adf2eb4a0b38a93e9699 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_11 | NASA’s Perseverance Rover was launched on July $30,$ $2020.$ After traveling $292526838$ miles, it landed on Mars in Jezero Crater about $6.5$ months later. Which of the following is closest to the Rover’s average interplanetary speed in miles per hour?
$\textbf{(A)}\ 6000 \qquad \textbf{(B)}\ 12000 \qquad \textbf{(C)}\ 60000 \qquad \textbf{(D)}\ 120000 \qquad \textbf{(E)}\ 600000$ | Note that $292526838 \approx 300000000$ miles. We also know that $6.5$ months is approximately $6.5\cdot30\cdot24$ hours. Now, we can calculate the speed in miles per hour, which we find is about \[\dfrac{300000000}{6.5\cdot30\cdot24}=\dfrac{10000000}{6.5\cdot24}=\dfrac{10000000}{13\cdot12}=\dfrac{10000000}{156}\approx\dfrac{10000000}{150}\approx\dfrac{200000}{3}\approx\boxed{60000}.\] ~MathFun1000 | C | 60000 |
9fc01ebbd8b8fec933adb21e8cf56331 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_13 | Along the route of a bicycle race, $7$ water stations are evenly spaced between the start and finish lines,
as shown in the figure below. There are also $2$ repair stations evenly spaced between the start and
finish lines. The $3$ rd water station is located $2$ miles after the $1$ st repair station. How long is the race
in miles? [asy] // Credits given to Themathguyd and Kante314 usepackage("mathptmx"); size(10cm); filldraw((11,4.5)--(171,4.5)--(171,17.5)--(11,17.5)--cycle,mediumgray*0.4 + lightgray*0.6); draw((11,11)--(171,11),linetype("2 2")+white+linewidth(1.2)); draw((0,0)--(11,0)--(11,22)--(0,22)--cycle); draw((171,0)--(182,0)--(182,22)--(171,22)--cycle); draw((31,4.5)--(31,0)); draw((51,4.5)--(51,0)); draw((151,4.5)--(151,0)); label(scale(.85)*rotate(45)*"Water 1", (23,-13.5)); label(scale(.85)*rotate(45)*"Water 2", (43,-13.5)); label(scale(.85)*rotate(45)*"Water 7", (143,-13.5)); filldraw(circle((103,-13.5),.2)); filldraw(circle((98,-13.5),.2)); filldraw(circle((93,-13.5),.2)); filldraw(circle((88,-13.5),.2)); filldraw(circle((83,-13.5),.2)); label(scale(.85)*rotate(90)*"Start", (5.5,11)); label(scale(.85)*rotate(270)*"Finish", (176.5,11)); [/asy] $\textbf{(A)}\ 8 \qquad \textbf{(B)}\ 16 \qquad \textbf{(C)}\ 24 \qquad \textbf{(D)}\ 48 \qquad \textbf{(E)}\ 96$ | Suppose that the race is $d$ miles long. The water stations are located at \[\frac{d}{8}, \frac{2d}{8}, \ldots, \frac{7d}{8}\] miles from the start, and the repair stations are located at \[\frac{d}{3}, \frac{2d}{3}\] miles from the start.
We are given that $\frac{3d}{8}=\frac{d}{3}+2,$ from which \begin{align*} \frac{9d}{24}&=\frac{8d}{24}+2 \\ \frac{d}{24}&=2 \\ d&=\boxed{48} ~apex304, SohumUttamchandani, wuwang2002, TaeKim, Cxrupptedpat, MRENTHUSIASM | D | 48 |
3ef8ec3920ddf121e8fedaa622fe1732 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_14 | Nicolas is planning to send a package to his friend Anton, who is a stamp collector. To pay for the postage, Nicolas would like to cover the package with a large number of stamps. Suppose he has a collection of $5$ -cent, $10$ -cent, and $25$ -cent stamps, with exactly $20$ of each type. What is the greatest number of stamps Nicolas can use to make exactly $$7.10$ in postage?
(Note: The amount $$7.10$ corresponds to $7$ dollars and $10$ cents. One dollar is worth $100$ cents.)
$\textbf{(A)}\ 45 \qquad \textbf{(B)}\ 46 \qquad \textbf{(C)}\ 51 \qquad \textbf{(D)}\ 54\qquad \textbf{(E)}\ 55$ | Let's use the most stamps to make $7.10.$ We have $20$ of each stamp, $5$ -cent (nickels), $10$ -cent (dimes), and $25$ -cent (quarters).
If we want the highest number of stamps, we must have the highest number of the smaller value stamps (like the coins above). We can use $20$ nickels and $20$ dimes to bring our total cost to $7.10 - 3.00 = 4.10$ . However, when we try to use quarters, the $25$ cents don’t fit evenly, so we have to give back $15$ cents to make the quarter amount $4.25$ . The most efficient way to do this is to give back a $10$ -cent (dime) stamp and a $5$ -cent (nickel) stamp to have $38$ stamps used so far. Now, we just use $\frac{425}{25} = 17$ quarters to get a grand total of $38 + 17 = \boxed{55}$ | E | 55 |
3ef8ec3920ddf121e8fedaa622fe1732 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_14 | Nicolas is planning to send a package to his friend Anton, who is a stamp collector. To pay for the postage, Nicolas would like to cover the package with a large number of stamps. Suppose he has a collection of $5$ -cent, $10$ -cent, and $25$ -cent stamps, with exactly $20$ of each type. What is the greatest number of stamps Nicolas can use to make exactly $$7.10$ in postage?
(Note: The amount $$7.10$ corresponds to $7$ dollars and $10$ cents. One dollar is worth $100$ cents.)
$\textbf{(A)}\ 45 \qquad \textbf{(B)}\ 46 \qquad \textbf{(C)}\ 51 \qquad \textbf{(D)}\ 54\qquad \textbf{(E)}\ 55$ | The value of his entire stamp collection is $8$ dollars. To make $$7.10$ with stamps, he should remove $90$ cents worth of stamps with as few stamps as possible. To do this, he should start by removing as many $25$ cent stamps as possible as they have the greatest denomination. He can remove at most $3$ of these stamps. He still has to remove $90-25\cdot3=15$ cents worth of stamps. This can be done with one $5$ and $10$ cent stamp. In total, he has $20\cdot3=60$ stamps in his entire collection. As a result, the maximum number of stamps he can use is $20\cdot3-5=\boxed{55}$ | E | 55 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | Note that Viswam walks at a constant speed of $60$ blocks per hour as he takes $1$ minute to walk each block. After walking $5$ blocks, he has taken $5$ minutes, and he has $5$ minutes remaining, to walk $7$ blocks. Therefore, he must walk at a speed of $7 \cdot 60 \div 5 = 84$ blocks per hour to get to school on time, from the time he starts his detour. Since he normally walks $\frac{1}{2}$ mile, which is equal to $10$ blocks, $1$ mile is equal to $20$ blocks. Therefore, he must walk at $84 \div 20 = 4.2$ mph from the time he starts his detour to get to school on time, so the answer is $\boxed{4.2}$ | B | 4.2 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | Viswam walks $10$ blocks, or half a mile, in $10$ minutes. Therefore, he walks at a rate of $3$ mph. From the time he takes his detour, he must travel $7$ blocks instead of $5$ . Our final equation is $\frac{7}{5} \times 3 = \frac{21}{5} = \boxed{4.2}$ | B | 4.2 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | We can cheese this problem.
Notice that Viswam will need to walk $7$ blocks during the second half as opposed to his normal $5$ blocks. Since rate is equal to distance over time, this implies that the final answer will likely be a multiple of $7$ , since you will need to convert $7$ blocks to miles. The only answer choice that is a multiple of $7$ is $\boxed{4.2}$ | B | 4.2 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | To travel $\frac{1}{2}$ of a mile in total, each block must be $\frac{1}{20}$ of a mile long. Since Viswam takes $1$ minute to walk along each block, it would take him $10$ minutes normally.
Viswam has already travelled for $5$ mins by the time he encounters the detour, so he must travel $7$ block lengths in the remaining $5$ minutes. The distance he has to travel is $7\cdot \frac{1}{20} = \frac{7}{20}$ of a mile. Therefore,
\[\frac{7}{20} \mathrm{\ miles} = r\cdot 5\mathrm{\ mins}.\] \[\frac{7\mathrm{\ miles}}{100\mathrm{\ mins}} = r.\]
As $60$ mins equals $1$ hour, we set up the following proportion:
\[r = \frac{7\mathrm{\ miles}}{100\mathrm{\ mins}} = \frac{m\mathrm{\ miles}}{60\mathrm{\ mins}}.\]
Cross multiplying and cancelling units yields
\[m = \frac{7\cdot 60}{100},\]
or $\boxed{4.2}$ | B | 4.2 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | When calculating the speed of his normal route, we get:
$\frac{0.5 \mathrm{miles}}{10 \mathrm{minutes}}= \frac{3 \mathrm{miles}}{60 \mathrm{minutes}}$
Keep in mind that his route is $10$ blocks long. Since we count $7$ blocks when the detour starts, than this would mean that he has $\frac{7}{10}$ miles left to walk, considering the normal amount of blocks that he usually walks. Multiplying by $6$ to get the rate, we get, $\frac{42}{10}=4.2$
Therefore, the answer is $\boxed{4.2}$ | B | 4.2 |
b9979cb9613ec70e0886881b00e6a7ab | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_15 | Viswam walks half a mile to get to school each day. His route consists of $10$ city blocks of equal length and he takes $1$ minute to walk each block. Today, after walking $5$ blocks, Viswam discovers he has to make a detour, walking $3$ blocks of equal length instead of $1$ block to reach the next corner. From the time he starts his detour, at what speed, in mph, must he walk, in order to get to school at his usual time? [asy] // Diagram by TheMathGuyd size(13cm); // this is an important stickman to the left of the origin pair C=midpoint((-0.5,0.5)--(-0.6,0.05)); draw((-0.5,0.5)--(-0.6,0.05)); // Head to butt draw((-0.64,0.16)--(-0.7,0.2)--C--(-0.47,0.2)--(-0.4,0.22)); // LH-C-RH draw((-0.6,0.05)--(-0.55,-0.1)--(-0.57,-0.25)); draw((-0.6,0.05)--(-0.68,-0.12)--(-0.8,-0.20)); filldraw(circle((-0.5,0.5),0.1),white,black); int i; real d,s; // gap and side d=0.2; s=1-2*d; for(i=0; i<10; i=i+1) { //dot((i,0), red); //marks to start filldraw((i+d,d)--(i+1-d,d)--(i+1-d,1-d)--(i+d,1-d)--cycle, lightgrey, black); filldraw(conj((i+d,d))--conj((i+1-d,d))--conj((i+1-d,1-d))--conj((i+d,1-d))--cycle,lightgrey,black); } fill((5+d,-d/2)--(6-d,-d/2)--(6-d,d/2)--(5+d,d/2)--cycle,lightred); draw((0,0)--(5,0)--(5,1)--(6,1)--(6,0)--(10.1,0),deepblue+linewidth(1.25)); //Who even noticed label("School", (10,0),E, Draw()); [/asy] $\textbf{(A)}\ 4 \qquad \textbf{(B)}\ 4.2 \qquad \textbf{(C)}\ 4.5 \qquad \textbf{(D)}\ 4.8 \qquad \textbf{(E)}\ 5$
(NOTE: THE FOLLOWING DIAGRAM WAS NOT SHOWN DURING THE ACTUAL EXAM, BUT IS NOW HERE TO GUIDE STUDENTS IN PICTURING THE PROBLEM) | We can start by splitting the walk into two sections: The 5-block section before the detour and the 7-block section during and after the detour.
Since Viswam is walking at his normal rate for the first 5, it took him 5 minutes to walk that much. Since it must take him a total of 10 min in order for him to reach on time, he has 5 min for the second section of his walk.
We can figure out that 1 block equals 0.05 mi by dividing 10 by 0.5. Now, we can convert 7 blocks per 5 min into 4.2 miles per 1 hour. So, we arrive at $\boxed{4.2}$ | B | 4.2 |
1fb2fe29e045b8003a0854862002229b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_17 | regular octahedron has eight equilateral triangle faces with four faces meeting at each vertex. Jun will make the regular octahedron shown on the right by folding the piece of paper shown on the left. Which numbered face will end up to the right of $Q$
[asy] // Diagram by TheMathGuyd import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy]
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | We color face $6$ red and face $5$ yellow. Note that from the octahedron, face $5$ and face $?$ do not share anything in common. From the net, face $5$ shares at least one vertex with all other faces except face $1,$ which is shown in green: [asy] /* Diagram by TheMathGuyd Edited by MRENTHUSIASM */ import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); fill(Tp--Bk--Lf--cycle,red); fill(Bt--Bk--Lf--cycle,yellow); fill(Fr--Rt--Tp--cycle,green); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); fill(trf*((DA-DB)--O--DA--cycle),red); fill(trf*((DA-DB)--O--(-DB)--cycle),yellow); fill(trf*((-2*DA)--(-DA-DB)--(-DA)--cycle),green); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy] Therefore, the answer is $\boxed{1}.$ | A | 1 |
1fb2fe29e045b8003a0854862002229b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_17 | regular octahedron has eight equilateral triangle faces with four faces meeting at each vertex. Jun will make the regular octahedron shown on the right by folding the piece of paper shown on the left. Which numbered face will end up to the right of $Q$
[asy] // Diagram by TheMathGuyd import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy]
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | We label the octohedron going triangle by triangle until we reach the $?$ triangle. The triangle to the left of the $Q$ should be labeled with a $6$ . Underneath triangle $6$ is triangle $5$ . The triangle to the right of triangle $5$ is triangle $4$ and further to the right is triangle $3$ . Finally, the side of triangle $3$ under triangle $Q$ is $2$ , so the triangle to the right of $Q$ is $\boxed{1}$ | A | 1 |
1fb2fe29e045b8003a0854862002229b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_17 | regular octahedron has eight equilateral triangle faces with four faces meeting at each vertex. Jun will make the regular octahedron shown on the right by folding the piece of paper shown on the left. Which numbered face will end up to the right of $Q$
[asy] // Diagram by TheMathGuyd import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy]
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | Notice that the triangles labeled $2, 3, 4,$ and $5$ make the bottom half of the octahedron, as shown below: [asy] /* Diagram by TheMathGuyd Edited by MRENTHUSIASM */ import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); dot(Bt,linewidth(5)); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); dot(trf*(-DB),linewidth(5)); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy] Therefore, $\textbf{(B)}, \textbf{(C)}, \textbf{(D)},$ and $\textbf{(E)}$ are clearly not the correct answer. Thus, the only choice left is $\boxed{1}$ | A | 1 |
1fb2fe29e045b8003a0854862002229b | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_17 | regular octahedron has eight equilateral triangle faces with four faces meeting at each vertex. Jun will make the regular octahedron shown on the right by folding the piece of paper shown on the left. Which numbered face will end up to the right of $Q$
[asy] // Diagram by TheMathGuyd import graph; // The Solid // To save processing time, do not use three (dimensions) // Project (roughly) to two size(15cm); pair Fr, Lf, Rt, Tp, Bt, Bk; Lf=(0,0); Rt=(12,1); Fr=(7,-1); Bk=(5,2); Tp=(6,6.7); Bt=(6,-5.2); draw(Lf--Fr--Rt); draw(Lf--Tp--Rt); draw(Lf--Bt--Rt); draw(Tp--Fr--Bt); draw(Lf--Bk--Rt,dashed); draw(Tp--Bk--Bt,dashed); label(rotate(-8.13010235)*slant(0.1)*"$Q$", (4.2,1.6)); label(rotate(21.8014095)*slant(-0.2)*"$?$", (8.5,2.05)); pair g = (-8,0); // Define Gap transform real a = 8; draw(g+(-a/2,1)--g+(a/2,1), Arrow()); // Make arrow // Time for the NET pair DA,DB,DC,CD,O; DA = (4*sqrt(3),0); DB = (2*sqrt(3),6); DC = (DA+DB)/3; CD = conj(DC); O=(0,0); transform trf=shift(3g+(0,3)); path NET = O--(-2*DA)--(-2DB)--(-DB)--(2DA-DB)--DB--O--DA--(DA-DB)--O--(-DB)--(-DA)--(-DA-DB)--(-DB); draw(trf*NET); label("$7$",trf*DC); label("$Q$",trf*DC+DA-DB); label("$5$",trf*DC-DB); label("$3$",trf*DC-DA-DB); label("$6$",trf*CD); label("$4$",trf*CD-DA); label("$2$",trf*CD-DA-DB); label("$1$",trf*CD-2DA); [/asy]
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 3 \qquad \textbf{(D)}\ 4 \qquad \textbf{(E)}\ 5$ | The first half of the octahedron will need $4$ triangles connected to one another to form it. We can choose the triangles $4$ $5$ $6$ , and $7$ and form the half around the vertex they all share. That leaves triangles $1$ $3$ $2$ , and $Q$ to form the second half. Triangle $3$ will definitely share its sides with triangles $1$ and $2$ , leaving them to share their second side with triangle $Q$ . Since triangle $Q$ will certainly share its left side with triangle $2$ , the only triangle left to share its right side is triangle $\boxed{1}$ | A | 1 |
133105bc570c2300220ff71d55daed12 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_18 | Greta Grasshopper sits on a long line of lily pads in a pond. From any lily pad, Greta can jump $5$ pads to the right or $3$ pads to the left. What is the fewest number of jumps Greta must make to reach the lily pad located $2023$ pads to the right of her starting position?
$\textbf{(A) } 405 \qquad \textbf{(B) } 407 \qquad \textbf{(C) } 409 \qquad \textbf{(D) } 411 \qquad \textbf{(E) } 413$ | We have $2$ directions going $5$ right or $3$ left. We can assign a variable to each of these directions. We can call going right $1$ direction $\text{X}$ and we can call going $1$ left $\text{Y}$ . We can build a equation of $5\text{X}-3\text{Y}=2023$ , where we have to limit the number of moves we do. We can do this by making more of our moves the $5$ move turn then the $3$ move turn. The first obvious step is to go some amount of moves in the right direction then subtract off in the left direction to land on $2023$ . The least amount of $3$ ’s added to $2023$ to make a multiple of $5$ is $4$ as $2023 + 4(3) = 2035$ . So now, we have solved the problem as we just go $\frac{2035}{5} = 407$ hops right, and just do 4 more hops left. Yielding $407 + 4 = \boxed{411}$ as our answer. | D | 411 |
133105bc570c2300220ff71d55daed12 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_18 | Greta Grasshopper sits on a long line of lily pads in a pond. From any lily pad, Greta can jump $5$ pads to the right or $3$ pads to the left. What is the fewest number of jumps Greta must make to reach the lily pad located $2023$ pads to the right of her starting position?
$\textbf{(A) } 405 \qquad \textbf{(B) } 407 \qquad \textbf{(C) } 409 \qquad \textbf{(D) } 411 \qquad \textbf{(E) } 413$ | Notice that $2023 \equiv 3\pmod{5}$ , and jumping to the left increases the value of Greta's position $\pmod{5}$ by $2$ . Therefore, the number of jumps to the left must be $4 \pmod{5}$ . As the number of jumps to the left increases, so does the number of jumps to the right, we must minimize both, which occurs when we jump $4$ to the left and $407$ to the right. The answer is $\boxed{411}$ | D | 411 |
133105bc570c2300220ff71d55daed12 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_18 | Greta Grasshopper sits on a long line of lily pads in a pond. From any lily pad, Greta can jump $5$ pads to the right or $3$ pads to the left. What is the fewest number of jumps Greta must make to reach the lily pad located $2023$ pads to the right of her starting position?
$\textbf{(A) } 405 \qquad \textbf{(B) } 407 \qquad \textbf{(C) } 409 \qquad \textbf{(D) } 411 \qquad \textbf{(E) } 413$ | $5y - 2023$ must be divisible by 3. The smallest value of $y$ that will achieve this is $407$ , which lands it at $2035$ . After that, it takes $4$ jumps back, making a total of $\boxed{411}$ | D | 411 |
1df3692915e098b7f5f35258fb872a2c | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_20 | Two integers are inserted into the list $3, 3, 8, 11, 28$ to double its range. The mode and median remain unchanged. What is the maximum possible sum of the two additional numbers?
$\textbf{(A) } 56 \qquad \textbf{(B) } 57 \qquad \textbf{(C) } 58 \qquad \textbf{(D) } 60 \qquad \textbf{(E) } 61$ | To double the range, we must find the current range, which is $28 - 3 = 25$ , to then double to: $2(25) = 50$ . Since we do not want to change the median, we need to get a value less than $8$ (as $8$ would change the mode) for the smaller, making $53$ fixed for the larger. Remember, anything less than $3$ is not beneficial to the optimization because you want to get the largest range without changing the mode. So, taking our optimal values of $7$ and $53$ , we have an answer of $7 + 53 = \boxed{60}$ | D | 60 |
93992c5cfd928be39784aa24a52c3464 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_21 | Alina writes the numbers $1, 2, \dots , 9$ on separate cards, one number per card. She wishes to divide the cards into $3$ groups of $3$ cards so that the sum of the numbers in each group will be the same. In how many ways can this be done?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | First, we need to find the sum of each group when split. This is the total sum of all the elements divided by the # of groups. $1 + 2 \cdots + 9 = \frac{9(10)}{2} = 45$ . Then, dividing by $3$ , we have $\frac{45}{3} = 15$ , so each group of $3$ must have a sum of 15. To make the counting easier, we will just see the possible groups 9 can be with. The possible groups 9 can be with 2 distinct numbers are $(9, 2, 4)$ and $(9, 1, 5)$ . Going down each of these avenues, we will repeat the same process for $8$ using the remaining elements in the list. Where there is only 1 set of elements getting the sum of $7$ $8$ needs in both cases. After $8$ is decided, the remaining 3 elements are forced in a group, yielding us an answer of $\boxed{2}$ as our sets are $(9, 1, 5) (8, 3, 4) (7, 2, 6)$ and $(9, 2, 4) (8, 1, 6) (7, 3 ,5)$ | C | 2 |
93992c5cfd928be39784aa24a52c3464 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_21 | Alina writes the numbers $1, 2, \dots , 9$ on separate cards, one number per card. She wishes to divide the cards into $3$ groups of $3$ cards so that the sum of the numbers in each group will be the same. In how many ways can this be done?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | The group with $5$ must have the two other numbers adding up to $10$ , since the sum of all the numbers is $(1 + 2 \cdots + 9) = \frac{9(10)}{2} = 45$ . The sum of the numbers in each group must therefore be $\frac{45}{3}=15$ . We can have $(1, 5, 9)$ $(2, 5, 8)$ $(3, 5, 7)$ , or $(4, 5, 6)$ . With the first group, we have $(2, 3, 4, 6, 7, 8)$ left over. The only way to form a group of $3$ numbers that add up to $15$ is with $(3, 4, 8)$ or $(2, 6, 7)$ . One of the possible arrangements is therefore $(1, 5, 9) (3, 4, 8) (2, 6, 7)$ . Then, with the second group, we have $(1, 3, 4, 6, 7, 9)$ left over. With these numbers, there is no way to form a group of $3$ numbers adding to $15$ . Similarly, with the third group there is $(1, 2, 4, 6, 8, 9)$ left over and we can make a group of $3$ numbers adding to $15$ with $(1, 6, 8)$ or $(2, 4, 9)$ . Another arrangement is $(3, 5, 7) (1, 6, 8) (2, 4, 9)$ . Finally, the last group has $(1, 2, 3, 7, 8, 9)$ left over. There is no way to make a group of $3$ numbers adding to $15$ with this, so the arrangements are $(1, 5, 9) (3, 4, 8) (2, 6, 7)$ and $(3, 5, 7) (1, 6, 8) (2, 4, 9)$ . So，there are $\boxed{2}$ sets that can be formed. | C | 2 |
93992c5cfd928be39784aa24a52c3464 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_21 | Alina writes the numbers $1, 2, \dots , 9$ on separate cards, one number per card. She wishes to divide the cards into $3$ groups of $3$ cards so that the sum of the numbers in each group will be the same. In how many ways can this be done?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | The sum of the numbers across all equally valued sets is $(1 + 2 \cdots + 9) = \frac{9(10)}{2} = 45$ . The value of the numbers in each set would be $\frac{45}{3} = \textbf{15}$ . We know that the numbers $9$ $8$ , and $7$ must belong in different sets, as putting any $2$ numbers in $1$ set will either pass or match the limit of $15$ per set, and we would then still need to add $1$ more number after that. Note that these numbers must be distinct, as Alina only has $1$ of each number, and order does not matter in the sets. Starting with the set that includes the number $9$ , the next two numbers must add up to $6$ , and there are $\textbf{2}$ ways of doing this $(2,4) (1,5)$ . Note we cannot use any number past $6$ , as those numbers must be used in the other sets. The next set, which includes the number $8$ , must have two numbers that add up to $7$ , and there are $\textbf{3}$ ways to do this $(2,5) (1,6) (3,4)$ . The final set, which includes the number $7$ , must have $2$ numbers that sum up to $8$ , and there are $\textbf{2}$ ways to do this $(2,6) (3,5)$ . Now we have found the number of ways in which each set sums up to $15$ . To find the number of ways in which all three sets sum up to $15$ concurrently, we must take the minimum of $2$ $3$ , and $2$ , which gives us an answer of $\boxed{2}$ triplets of sets with 3 values, in which each set sum to the same amount. | C | 2 |
93992c5cfd928be39784aa24a52c3464 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_21 | Alina writes the numbers $1, 2, \dots , 9$ on separate cards, one number per card. She wishes to divide the cards into $3$ groups of $3$ cards so that the sum of the numbers in each group will be the same. In how many ways can this be done?
$\textbf{(A) } 0 \qquad \textbf{(B) } 1 \qquad \textbf{(C) } 2 \qquad \textbf{(D) } 3 \qquad \textbf{(E) } 4$ | Note that each group of numbers should sum to $\frac{1+2+3+4+5+6+7+8+9}{3} = 15.$ Thus, this is equivalent to asking, “How many ways can you fill in a three by three magic square with the integers $1$ through $9$ ?” since we can take the three rows of the magic square as our three groups. If you have closely studied magic squares, you might know that in a three by three magic square that is to be filled in with the integers $1$ through $9$ , the center of the square would be $5$ (the average of the numbers), and the numbers in the corners should be even(*). The such pairs (disregarding order) are $(2,8)$ and $(4,6).$ Let’s fix the position of $2$ to be the top left corner. This would make $8$ in the bottom right corner. We can have either $4$ or $6$ to be in the top right corner, for a total of $\boxed{2}$ such groups of three. (The groups are $(8,3,4) (1,5,7) (6,9,2)$ and $(8,1,6) (3,5,7) (4,9,2).$ )
Note that if we had instead fixed the position of $4$ $6$ , or $8$ , they would correspond to one of the two cases, just in a different configuration. | C | 2 |
8934052f3a255ca5a0b65a25c0b336f1 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_22 | In a sequence of positive integers, each term after the second is the product of the previous two terms. The sixth term is $4000$ . What is the first term?
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 4 \qquad \textbf{(D)}\ 5 \qquad \textbf{(E)}\ 10$ | In this solution, we will use trial and error to solve. $4000$ can be expressed as $200 \times 20$ . We divide $200$ by $20$ and get $10$ , divide $20$ by $10$ and get $2$ , and divide $10$ by $2$ to get $\boxed{5}$ . No one said that they have to be in ascending order! | D | 5 |
8934052f3a255ca5a0b65a25c0b336f1 | https://artofproblemsolving.com/wiki/index.php/2023_AMC_8_Problems/Problem_22 | In a sequence of positive integers, each term after the second is the product of the previous two terms. The sixth term is $4000$ . What is the first term?
$\textbf{(A)}\ 1 \qquad \textbf{(B)}\ 2 \qquad \textbf{(C)}\ 4 \qquad \textbf{(D)}\ 5 \qquad \textbf{(E)}\ 10$ | Consider the first term is $a$ and the second term is $b$ . Then, the following term will be $ab$ $ab^2$ $a^2b^3$ and $a^3b^5$ . Notice that $4000=2^5\times 5^3$ , then we obtain $a=\boxed{5}$ and $b=2$ | D | 5 |
End of preview. Expand
in Dataset Viewer.
README.md exists but content is empty.
Use the Edit dataset card button to edit it.
- Downloads last month
- 64