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UKMT - JMC - Junior Mathematical Challenge 2022 - Extended

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<h4><strong>[PDF] UKMT - JMC -
Junior Mathematical Challenge 2022 - Extended.pdf | Plain Text</strong></h4>
Junior Mathematical Challenge
Organised by the United Kingdom Mathematics Trust supported by Solutions and
investigations April 2022These solutions augment the shorter solutions also
available online. The solutions given here are full solutions, as explained below.
In some cases we give alternative solutions. There are also many additional
problems for further investigation. We welcome comments on these solutions. Please
send them to [email protected] . The Junior Mathematical Challenge (JMC) is a
multiple-choice paper. For each question, you are presented with five options, of
which just one is correct. It follows that occasionally you can find the correct
answers by working backwards from the given alternatives, or by showing that four
of them are not correct. This can sometimes be a sensible thing to do in the
context of the JMC. However, this does not provide a full mathematical explanation
that would be acceptable if you were just given the question without any
alternative answers. Therefore here we have aimed at giving full solutions with all
steps explained (or, sometimes, left as an exercise). We hope that these solutions
can be used as a model for the type of written solution that is expected when a
complete solution to a mathematical problem is required (for example, in the Junior
Mathematical Olympiad and similar competitions).These solutions may be used freely
within your school or college. You may, without further permission, post these
solutions on a website that is accessible only to staff and students of the school
or college, print out and distribute copies within the school or college, and use
them in the classroom. If you wish to use them in any other way, please consult us.
©UKMT April 2022. Enquiries about the Junior Mathematical Challenge should be sent
to: JMC, UKMT, 84/85 Pure Offices, 4100 Park Approach, Leeds LS15 8GB T 0113 365
1121 [email protected] www.ukmt.org.uk1 E 2 A 3 D 4 D 5 C 6 B 7 D 8 E 9 B 10 D
11 E 12 B 13 D 14 B 15 E 16 C 17 C 18 E 19 B 20 B 21 C 22 E 23 D 24 A 25 CUKMT
UKMTUKMT <br><br>Junior Mathematical Challenge 2022 Solutions and investigations1.
Which of these has the greatest value? A 20+22 B202 +2 C202 ×2 D2× 0× 2× 2 E20×22
Solution E We have 20+22 =42 , 202 +2= 204 , 202 ×2= 404 , 2 × 0× 2× 2= 0 and 20×22
=440 . From this we see that 20×22 has the greatest value. For investigation 1.1
Which of these has the least value? (a) 20−22 (b)202−2 (c)202 ÷2 (d)2× 0− 2× 2
(e)20÷22 2. The number 5012 is reflected in the mirror-line shown. Onto which
number is it reflected? A 5102B 2015C 5012D 2105E 5105 Solution AThe digit 2
reflects to 5, and 5 reflects to 2. Also, 0 reflects to 0 and 1 reflects to 1.
Therefore, the number 5012 reflects to 5102. For investigation 2.1 We have noted in
the above solution that the digits 2 and 5 are interchanged when they are
reflected, and the digits 0 and 1 are unchanged. The digit 8 is also unchanged when
reflected in the mirror line shown in the question. None of the other digits, 3, 4,
6, 7 and 9, reflect to another digit. Thus five digits reflect to a digit, and five
do not. (a)How many two-digit numbers reflect to a two-digit number? (b)How many
three-digit numbers reflect to a three-digit number? (c)How many four-digit numbers
reflect to a four-digit number? (d) How many four-digit numbers are unchanged by
reflection in the mirror line shown in the question? © UKMT April 2022
www.ukmt.org.uk 2 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations3.Think of any number. Add five; multiply by two; add ten; divide by
two; subtract your original number; add three. What is the resulting number? A 10B
11C 12D 13E 14 Solution D The wording of the question implies that the resulting
number will be the same whatever number you think of. Therefore, a straightforward
way to answer the question is to think of a particular number and work out the
resulting number. This is what happens if the number I think of is 1: In the
context of the JMC we may conclude that the resulting number is 13 whatever number
you think of. Note : Of course, checking that for the input 1, the output is 13
goes no way to proving that, whatever the input number the output number is bound
to be 13. To adapt a comment of the late John Conway, when you have checked that
the output is 13 for a million different input values, how many values do there
remain to be checked? The answer is that there still remain infinitely many values
to be checked. This shows that the claim that the output is 13 for all input values
cannot be proved by checking cases. What is needed is a general argument, using
algebra. You are asked to provide this in Problem 3.1. For investigation 3.1 Check
that whichever number you think of, the resulting number is 13. That is, show that
if the number you think of is x, the resulting number is 13 independently of the
value of x. 3.2 Check that for each number xthe sequence of operations shown in
this diagram always produces the output x. 3.3 Find positive integers P,Q,R,Sand T
so that for each number xthe sequence of operations shown in this diagram always
produces the output x. © UKMT April 2022 www.ukmt.org.uk 3 <br><br>Junior
Mathematical Challenge 2022 Solutions and investigations4. What is the value of 0.6
+ 2 5 ? A 0.15B 0.24C 0.8D 1E 2.4 Solution D Note : We can evaluate the sum using
either decimals or fractions. In the first method we use the fact that we can
express the fraction 2 5 as the decimal 0.4 . In the second method we use the fact
that we can express the decimal 0.6 as the fraction 3 5 . Method 1 0.6 + 2 5 = 0.6
+ 0.4 = 1. Method 2 0.6 + 2 5 = 3 5 + 2 5 = 5 5 = 1. For investigation 4.1Evaluate
each of the following expressions giving your answers both as fractions and as
decimals.(a) 0.75 +3 8 . (b) 0.4 + 2 3 . (c) 0.� 3 + 1 7 . 4.2 Evaluate each of the
following expressions giving your answers both as fractions and as decimals. (a)
0.75 ×3 8 . (b) 0.4 × 2 3 . (c) 0.� 3 × 1 7 . Note : In Problems 4.1 (c) and 4.2
(c) the notation 0. � 3 stands for the recurring decimal 0.333333 . . . which
represents the fraction 1 3 . © UKMT April 2022 www.ukmt.org.uk 4 <br><br>Junior
Mathematical Challenge 2022 Solutions and investigations5. How many of the
following take integer values? 1 1 11 1 + 1 111 1 + 1+ 1 1111 1 + 1+ 1+ 1 11 111 1
+ 1+ 1+ 1+ 1 A 0B 1C 2D 3E 4 Solution CNote : We need to test each of the options
in turn. To decide whether a fraction p q has an integer value it is not necessary
to work out the value of p ÷ q . Instead all we need do is decide whether pis
divisible by q. Often we can do this by using standard divisibility tests. A Every
integer is divisible by 1. Therefore 1 1 is an integer. B Since 11 is an odd
number, it is not divisible by 2. Therefore 11 1 + 1 = 11 2 is not an integer. C An
integer is divisible by 3 if the sum of its digits is divisible by 3. Since 1+ 1+
1= 3, it follows that 111 is divisible by 3. Therefore 111 1 + 1+ 1 = 111 3 is an
integer. D An integer is divisible by 4 only if its last two digits form a number
which is divisible by 4. Since 11 is not divisible by 4, neither is 1111. Therefore
1111 1 + 1+ 1+ 1 = 1111 4 is not an integer. E An integer is divisible by 5 only if
its last digit is 0 or 5. Therefore 11 111 is not divisible by 5. Hence 11111 1 +
1+ 1+ 1+ 1 = 11111 5 is not an integer. Therefore just 2 of the expressions have
values that are integers. For investigation 5.1 Check that 111=3× 37 . (This is a
numerical fact that is worth remembering.) 5.2 In the solution above we used the
following tests for divisibility. Explain why each of them is correct. (a) The test
for an integer to be divisible by 3 is that the sum of its digits should be
divisible by 3. (b) The test for an integer to be divisible by 4 is that its last
two digits should form a number that is divisible by 4. (c) The test for an integer
to be divisible 5 is that its last digit should be 0 or 5. 5.3 Find similar tests
for divisibility by 8, by 9, by 10 and by 11. [There is no very simple test for
divisibility by 7.] Here "find" means either discover for yourself, or look in a
book, or search the internet, or ask your teacher. 5.4 Which of the numbers 2, 3,
4, 5, 6, 8, 9, 10 and 11 is the number 123 456 789 987 654 321 divisible by? © UKMT
April 2022 www.ukmt.org.uk 5 <br><br>Junior Mathematical Challenge 2022 Solutions
and investigations6.The diagram shows the square RST U and two equilateral
triangles, PUTandQ RU . What is the size of angle Q PU? A 10 ° B 15 ° C 20 ° D 25 °
E 30 ° Solution B The angles in a square are each 90 °. The angles in an
equilateral triangle are each 60 °. The angles at a point total 360°. Therefore, by
considering the angles at the point U, we have ∠ PUQ =360 °− 60 °− 90 °− 60 °= 150
°. Therefore, because the sum of the angles in a triangle is 180°, ∠ Q PU +∠PQU
=180 °− 150 °= 30 °. (1 ) We also have QU=U R =UT =PU . Therefore the triangle
PUQis isosceles with PU=QU . Hence ∠PQU =∠Q PU . (2 ) We deduce from (1) and (2)
that 2∠Q PU =30 °. Therefore ∠Q PU =15 °. For investigation 6.1 Suppose that the
square and the equilateral triangles in this question have side length 1. What is
the length of Q P? [Hint: Let X be the centre of the square. Find the lengths of P
X and Q X . Now apply Pythagoras’ theorem to the right-angled triangle P X Q .] 6.2
We again suppose that the square and the equilateral triangles in this question
have side length 1. Then in the triangle PQUwe have PU=QU =1and ∠Q PU =∠PQU =15 °.
Now use the answer to Problem 6.1, to obtain a formula for cos 15 °in terms of √ 2
and √ 6 . [Hint: Let Y be the midpoint of PQ . Show that the triangles PUY and QUY
are congruent. Deduce that ∠UY P =∠UY Q =90 °. ] 6.3 This problem provides an
alternative method for answering Question 6. Construct equilateral triangles M S R
and NT S on the other two sides of the square, as shown
in the diagram. Use the symmetry of the figure to show that M N PQ is a square.
Deduce that ∠Q PU =15 °. © UKMT April 2022 www.ukmt.org.uk 6P U T Q R S
<br><br>Junior Mathematical Challenge 2022 Solutions and investigations7.Kiwi fruit
contain roughly two and a half times as much vitamin C as the same weight of
oranges. What weight of kiwi fruit contains approximately the same amount of
vitamin C as 1 kg of oranges? A 100 g B 200g C 250g D 400g E 550g Solution D Weight
for weight, kiwi fruit contains approximately 21 2times as much vitamin C as
oranges. Therefore the weight of kiwi fruit containing approximately the same
amount of vitamin C as 1 kg of oranges, is 1 2 1 2 ! kg . Now 1 2 1 2 ! = 1 5 2 ! =
2 5 . Therefore, as 1 kg=1000 g , 1 2 1 2 ! kg =2 5 × 1000 g =400 g . For
investigation 7.1 What weight of kiwi fruit contains approximately the same amount
of vitamin C as 475 g of oranges? 7.2 What weight of oranges contains approximately
the same amount of vitamin C as 1kg of kiwi fruit? 8. Today is Thursday. What day
will it be in 100 days’ time? A Tuesday B Wednesday C Thursday D Friday E Saturday
Solution E 100 = 14 ×7+2. Therefore 100 days is 14 weeks and two days. Two days
after a Thursday it is a Saturday. Therefore 100 days after a Thursday it is also a
Saturday. For investigation 8.1 Which day of the week is it 200 days after a
Thursday? 8.2 Which day of the week is it 1001 days after a Thursday? © UKMT April
2022 www.ukmt.org.uk 7 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations9. How many squares of any size can be seen in the diagram? A 25B 27C
28D 39E 40 Solution BSo that we can easily refer to the differently sized squares
in the diagram, we suppose that the smallest squares in the centre of the diagram
each have size 1× 1. It follows that the largest square has size 9× 9. We now see
that there are 9squares of size 1× 1, 4 squares of size 2× 2, 9 squares of size 3×
3, 4 squares of size 6× 6, and 1square of size 9× 9. This makes a total of 27
squares. 10. Half of a quarter of an eighth of a number is equal to 1 2 + 1 4 + 1 8
. What is the number? A 14B 28C 42D 56E 64 Solution D Let the number be x. Then 1 2
1 4 1 8 x! ! =1 2 + 1 4 + 1 8 . That is, 1 64 x = 4 8 + 2 8 + 1 8 = 7 8 . Therefore
x= 64 ×7 8 = 8× 7= 56 . For investigation 10.1 Half of a quarter of an eighth of a
sixteenth of a number is equal to 1 2 + 1 4 + 1 8 + 1 16 . What is the number? 10.2
One third of a ninth of a twenty-seventh of a number is equal to 1 3 + 1 9 + 1 27 .
What is the number? © UKMT April 2022 www.ukmt.org.uk 8 <br><br>Junior Mathematical
Challenge 2022 Solutions and investigations11.Nine of the numbers 1, 2, 3, 4, 5, 6,
7, 8, 9, 10 are to be put in two groups so that the sum of the numbers in each
group is a multiple of four. What is the largest number that could be left out? A
3B 4C 5D 6E 7 Solution E For the nine numbers to be put in two groups so that the
sum of the numbers in each group is a multiple of 4, the sum of all the nine
numbers needs to be a multiple of 4. 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+ 10 = 55 . We have
55 = 4× 13 + 3and so 55 is 3 more than a multiple of 4. To make the total a
multiple of 4 we need to leave out a number that has remainder 3 when divided by 4.
Therefore the largest number that could be left out is 7. Then the sum of the
remaining numbers is 1+ 2+ 3+ 4+ 5+ 6+ 8+ 9+ 10 =48 , and so it is a multiple of 4.
To be sure that this is the correct answer, we need to check that the remaining
numbers when 7 is removed may be put in two groups so that the sum of the numbers
in each of the groups is a multiple of 4. You are asked to do this in Problem 11.1.
For investigation 11.1 Show how the numbers 1, 2, 3, 4, 5, 6, 8, 9, 10 can be put
into two groups so that the sum of the numbers in each group is a multiple of 4.
11.2 Show how the numbers, 1, 2, 3, 4, 5, 6, 8, 9, 10 can be put into four groups
so that the sum of the numbers in each group is a multiple of 4. 12. When my pot of
paint is half full, it weighs 5.8 kg . When my pot of paint is one quarter full, it
weighs 3.1 kg. What is the weight of the full pot? A 8.9 kg B 11.2kg C 11.6kg D
12kg E 12.4kg Solution B The difference between the weight of the half full pot and
the weight of the quarter full pot is the weight of the amount of paint that fills
one quarter of the pot. Therefore this weight is 5 .8 kg −3.1 kg =2.7 kg .
Therefore the amount of paint that half fills the pot is 2× 2.7 kg =5.4 kg . The
half full pot weights 5.8kg . To make a full pot we would need to add the amount of
paint that half fills the pot. We have seen that this amount of paint weighs
5.4kg . Therefore the full pot weighs 5.8 kg +5.4 kg =11 .2 kg . For investigation
12.1 What fraction of the pot is filled with paint when the weight of the paint in
the pot is nine times the weight of the empty pot? © UKMT April 2022
www.ukmt.org.uk 9 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations13.The diagram shows five squares whose side-lengths, in cm, are 1,
2, 3, 4 and 5. What percentage of the area of the outer square is shaded? A 25%B
30%C 36%D 40%E 42% Solution D The area of the outer square with side length 5
cmis52 cm 2 = 25 cm 2 . The area of the shaded region between the square with side
length 4cm and the square with side length 3cm is 42 cm 2 − 32cm 2 = 16 cm 2 − 9cm
2 = 7cm 2 . The area of the shaded region between the square with side length 2cm
and the square with side length 1cm is 2 2 cm 2 − 12 cm 2 = 4 cm 2 − 1 cm 2 = 3 cm
2 . Therefore the total shaded area is 7 cm2 + 3 cm 2 = 10 cm 2 . It follows that
the fraction of the diagram that is shaded is 10 25 = 2 5 . Expressed as a
percentage this is 40%. For investigation 13.1 The diagram on the right shows seven
squares whose side lengths, in cm, are 1, 2, 3, 4, 5, 6 and 7. What fraction of the
area of the outer square is shaded? 13.2 Find a formula, in terms of n, for the
fraction of the area of the outer square that is shaded in the general case with 2n
+ 1squares with side lengths, in cm, 1, 2, 3, . . . , 2n and 2n + 1. 14. A group of
children stand evenly spaced around a circular ring and are numbered consecutively
1, 2, 3, and so on. Number 13 is directly opposite number 35. How many children are
there in the ring? A 42B 44C 46D 48E 50 Solution B Because child number 13 is
directly opposite child number 35, there are the same number of children going
anti-clockwise between them as there are going clockwise. Between child number 13
and child number 35 going clockwise there are the children with numbers from 14 to
34, inclusive. That makes 21 children. Therefore there are also 21 children between
child number 13 and child number 35 going anticlockwise. Including child numbers 13
and 35 this makes a total of 21+21 +2= 44 children. © UKMT April 2022
www.ukmt.org.uk 10 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations15. What is the value of 2 ÷(4 ÷(6 ÷(8 ÷10)))? A 1 960 B 1 5 C 3 8 D
1 2 E 15 4 Solution E We have 2÷ ( 4÷ ( 6÷ ( 8÷ 10 ))) =2÷ # 4 ÷ # 6 ÷ 8 10 # # =
2÷ # 4 ÷ # 6 × 10 8 # # = 2÷ # 4 ÷ 6 × 10 8 # = 2÷ # 4 × 8 6 × 10 # = 2÷ 4 × 8 6 ×
10 = 2× 6 × 10 4 × 8 = 2 × 6× 10 4 × 8 = 15 4 . For investigation 15.1 Find the
value of (a) 2÷ ( 4÷ ( 6÷ ( 8÷ ( 10 ÷12 )))) . (b) 2÷ ( 4÷ ( 6÷ ( 8÷ ( 10 ÷ (12 ÷14
))))) . 15.2Can you generalize these answers? That is, can you find formulas in
terms of nfor the values of (i)2÷ ( 4÷ ( 6÷ ( . . . ((4n − 2) ÷ 4n) . . . ))), and
(ii)2÷ ( 4÷ ( 6÷ ( . . . (4 n ÷ ( 4n + 2)) . . . )))? © UKMT April 2022
www.ukmt.org.uk 11 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations16.The diagram shows a seven-sided polygon, PQ RST UV . It is formed
by two equilateral triangles PQW and ST U of side-length 5 cm and 8 cm
respectively. The two triangles overlap in an equilateral triangle of side-length 2
cm. What is the perimeter of PQ RST UV? A 27 cm B 30cm C 33cm D 36cm E 39cm
Solution C Because the triangles PQW ,ST U and RW V are equilateral triangles with
side lengths 5cm ,8cm and 2 cm , respectively, PW=QW =PQ =5 cm , ST =T U =U S =8 cm
and RW=V W =V R =2 cm . Hence Q R=QW −RW =5 cm −2 cm =3 cm . Similarly V P=PW −V W
=5 cm −2 cm =3 cm . Also, RS+UV =U S −V R =8 cm −2 cm =6 cm . Therefore the
perimeter of the polygon PQ RST UVis PQ +Q R +RS +ST +T U +UV +V P = PQ +Q R +(RS
+UV )+ ST +T U +V P = 5 cm +3 cm +6 cm +8 cm +8 cm +3 cm = 33 cm . For
investigation 16.1 What is the area of the polygon PQ RST UV? © UKMT April 2022
www.ukmt.org.uk 12 P Q W U S T V R 5 cm 2 cm 8 cm <br><br>Junior Mathematical
Challenge 2022 Solutions and investigations17.Amrita and Beatrix play a game in
which each player starts with 10 counters. In each round of the game, one player
wins and is given 3 counters; and her opponent has 1 counter removed. At the end of
the game, Amrita and Beatrix have 40 counters and 16 counters respectively. How
many rounds of the game did Amrita win? A 10B 11C 12D 13E 14 Solution C In each
round Amrita and Beatrix between them have a net gain of 2 counters. They begin
with 10 +10 = 20 counters and end with 40 +16 = 56 counters. This represents a gain
of 56 −20 = 36 counters. It follows that there were 36÷2= 18 rounds. Suppose that
Amrita wins xof these rounds. It follows that she loses 18 −x rounds. Hence she
gains 3xcounters in the rounds that she wins, and loses 18 −x counters in the
rounds that she loses. Amrita begins with 10 counters and ends with 40 counters.
Therefore 10+3x − ( 18 −x) = 40 . This equation may be rearranged to give 4x = 48 ,
and therefore x= 12 . Therefore Amrita wins 12 rounds. For investigation 17.1
Amrita and Beatrix play a chess match. If a game is won, the winner gains 3 points
and the loser gains 0 points. If a game is drawn each player gains 1 point. Amrita
wins twice as many games as Beatrix and ends with 24 points. Beatrix ends with 15
points. How many games were there in
the match, and how many of these games did Amrita win, how many did she draw, and
how many did she lose? © UKMT April 2022 www.ukmt.org.uk 13 <br><br>Junior
Mathematical Challenge 2022 Solutions and investigations18. The diagram shows a
parallelogram. What is the value of y?A 22 B 24 C 25 D 28 E 30 Solution E When
parallel lines are cut by a transversal, the angles marked a and bin the diagram on
the right are called included angles . (Some people use the alternative name C-
angles.) In the solution to this question we use the fact that with a pair of
parallel lines the sum of the included angles is 180°. This follows from the facts
that a = c (alternate angles) and c+ b= 180 °(angles on a line) . Hence a+ b= 180
°. In the parallelogram of the question there are two pairs of included angles.
Therefore, using the above fact about included angles, we have (3 x − 40 )+ (2 x −
30 )= 180 (1 ) and (3 x − 40 )+ (4 y − 50 )= 180 . (2 ) By equation (1), 5x = 250
and therefore x= 50 . Hence, by equation (2), 110+(4 y − 50 )= 180 . It follows
that 4y = 120 . Therefore y= 30 . For investigation 18.1 Two sides of the pentagon
are parallel, as shown in the diagram. What is the value of x? © UKMT April 2022
www.ukmt.org.uk 14 ( 2 �� − 30 )◦ ( 4 ��− 50 )◦ ( 3 �� − 40 )◦ <br><br>Junior
Mathematical Challenge 2022 Solutions and investigations19. At the start of the day
I had three times as many apples as pears. By the end of the day, after eating five
apples but no pears, I had twice as many pears as apples. How many pieces of fruit
did I have at the start of the day? A 4B 8C 12D 16E 20 Solution BLet pbe the number
of pears that I had at the start of the day. Since I had three times as many apples
as pears, I began the day with 3papples. It follows that I ended the day with 3p −
5apples and ppears. Since I ended the day with twice as many pears as apples p= 2(3
p − 5), that is p= 6p − 10 , and hence 5p = 10 . We deduce that p= 2. It follows
that I started the day with 2 pears and 6 apples. This makes a total of 8 pieces of
fruit. For investigation 19.1 Another day I started with twice as many apples as
pears. During the day I ate 9 apples and 8 pears. I ended the day with three times
as many apples as pears. How many apples did I have at the beginning of the day?
20. During a particularly troublesome lesson, the following conversation occurs:
Pam: "I always tell the truth." Quentin: "Pam is lying." Roger: "Both Pam and
Quentin are lying." Susan: "Everyone is lying." Terry: "Everyone is telling the
truth." How many people are telling the truth? A 0B 1C 2D 3E 4 Solution B If Pam is
telling the truth, then Quentin is lying. So they cannot both be telling the truth.
If Quentin is lying then Pam is telling the truth. So they cannot both be lying.
Therefore one of Pam and Quentin is telling the truth and one is lying. It follows
that Roger, Susan and Terry are all lying. So just one person was telling the
truth. © UKMT April 2022 www.ukmt.org.uk 15 <br><br>Junior Mathematical Challenge
2022 Solutions and investigations21. Two lists of numbers are as shown below. List
S: 3 5 8 11 13 14 List T: 2 5 6 10 12 13Jenny decided she would move one number
from List S to List T and one number from List T to List S so that the sum of the
numbers in the new List S is equal to the sum of the numbers in the new List T. In
how many ways could she do this? A 1B 2C 3D 4E 5 Solution C The sum of the numbers
in List S is 3+ 5+ 8+ 11 +13 +14 =54 . The sum of the numbers in List T is 2+ 5+ 6+
10 +12 +13 =48 . Now 54 + 48 = 102 and 102 ÷ 2= 51 . Therefore if the totals of the
new lists are equal, each of the new lists will have total 51. Therefore to make
the sum of the numbers in the two lists equal, Jenny needs to reduce the sum of the
numbers in List S by 3 and increase the sum of the numbers in List T by 3. To
achieve this Jenny needs to swap a number from List S with a number which is 3 less
from List T. Therefore the pairs of numbers that Jenny could swap are (5,2)or
(8,5)or (13 ,10 ). No other swap would work. Therefore the number of ways in which
Jenny could make the sum of the numbers in the two new lists equal is 3. For
investigation 21.1 In each of the following cases Jenny wishes to swap a number in
List S with a number in List T so the sum of the numbers in the new List S is the
same as the sum of the numbers in the new List T. In each case, in how many ways
could she do this? (a) List S: 3 5 8 11 13 14 List T: 4 6 9 10 12 15 (b) List S: 4
7 9 13 15 17 List T: 2 5 8 12 18 21 21.2 In the following case Jenny wishes to swap
a number in List S with a number in List T so that the sum of the numbers in the
new list S is twice the sum of the numbers in the new List T. In how many ways
could she do this? List S: 8 9 10 13 14 15 List T: 1 2 3 4 5 6 © UKMT April 2022
www.ukmt.org.uk 16 <br><br>Junior Mathematical Challenge 2022 Solutions and
investigations22.A triangular pyramid with vertices T ,U ,V and Q is removed from
the solid cube shown. How many edges does the resulting solid have? A 4B 6C 8D 10E
12 Solution E When the triangular pyramid with vertices T,U,V and Q is removed, the
three edges T U ,UV and UQ of the cube are removed, and the resulting solid has
three new edges T Q,QV andT V. Therefore the new solid has the same number of edges
as the cube. That is, the resulting solid has 12 edges. For investigation 22.1
There is a famous formula, due to the great Swiss mathematician Leonhard Euler
(1707- 1783) which relates the number of vertices, edges and faces of shapes such
as the cube of this question and the solid that results from removing the
triangular pyramid. We let V be the number of vertices that such a shape has, E the
number of edges, and F the number of faces. Euler’s formula is V−E +F =2. For the
cube we have V = 8,E= 12 and F= 6. It can be seen that these values satisfy Euler’s
formula. (a) Show that Euler’s formula holds also for the shape that results in
this question when the triangular prism is removed from the cube. (b) The cube is
an example of a Platonic solid . The Platonic solids are the polyhedra whose faces
are congruent regular polygons, with the same number of faces meeting at each
vertex. The other four Platonic solids are the regular tetrahedron, the regular
octahedron, the regular dodecahedron, and the regular icosahedron. Check that
Euler’s formula holds for all of these Platonic solids. (c)Check that Euler’s
formula holds for some other examples of polyhedra. © UKMT April 2022
www.ukmt.org.uk 17 P Q R S T U V W <br><br>Junior Mathematical Challenge 2022
Solutions and investigations23.The price of a train ticket increased by 5% and then
decreased by 20% in a special offer. It was now £4 less expensive than its original
price. What was the original price of the ticket? A £8.60B £13C £20.40D £25E £26.40
Solution D Let the original price of the ticket be £ p. When the price of the
ticket is increased by 5%, the price is multiplied by 105 100 . When the price is
decreased by 20%, the price is multiplied by 80 100 . Therefore the new price is £
80 100 × 105 100 × p! . Now 80 100 × 105 100 = 4 5 × 21 20 = 21 25 . Therefore the
new price is £ 21 25 p! . Since the new price is £4 less than the original price,
21 25 p = p− 4. It follows that 4 25 p = 4, and hence p= 25 . Hence hence the
original price of the ticket was £25. For investigation 23.1 A train ticket cost
£23.80. The price of the ticket was increased by 20%. Then, in a special offer, the
price was reduced so that the ticket now cost £2.38 less than the original price.
By what percentage was the price reduced in the special offer? 23.2 The cost of a
train ticket was increased by 20%. After a protest the cost was reduced so that the
ticket cost just 5% more than the original price. By what percentage was the price
reduced after the protest? © UKMT April 2022 www.ukmt.org.uk 18 <br><br>Junior
Mathematical Challenge 2022 Solutions and investigations24.Flori’s Flower shop
contains fewer than 150 flowers. All the flowers are purple, yellow, red or white.
The ratio of purple flowers to yellow flowers is 1 : 2 , the ratio of yellow
flowers to red flowers is 3 : 4and the ratio of red flowers to white flowers is 5 :
6. How many flowers are there in Flori’s shop? A 133B 136C 139D 142E 145 Solution A
Let the numbers of purple, yellow, red and white flowers be p, y, r and w,
respectively. Since p:y = 1 : 2 , we have p y = 1 2 . Therefore y= 2p. Since y:r =
3 : 4 , we have y r = 3 4 . Therefore r= 4 3 y = 4 3 ( 2 p) = 8 3 p . Since r:w
=5 : 6 , we have r w = 5 6 . Therefore w= 6 5 r = 6 5 # 8 3 p# = 48 15 p . It
follows that the total number of flowers is p+ y+ r+ w =p+ 2p + 8 3 p + 48 15 p = #
1 + 2+ 8 3 + 48 15 # p = # 15 15 + 30 15 + 40 15 + 48 15 # p = 133 15 p . This
number is a positive integer. For 133 15 p to be a positive integer pneeds to be a
multiple of 15. That is, p= 15 k, where kis some positive integer. When p= 15 k, we
have 133 15 p = 133 k. Since the flower shop contains fewer than 150 flowers, k =
1. This makes the total number of flowers 133. For investigation 24.1 Fleur’s
Flower shop contains fewer than 300 pot plants. They are all azaleas, begonias,
cyclamen or dracaenas. The ratio of azaleas to begonias is 1 : 3 , the ratio of
begonias to cyclamen is 2 : 5, and the ratio of cyclamen to dracaenas is 4 : 7. How
many pot plants are there in Fleur’s shop? © UKMT April 2022 www.ukmt.org.uk 19
<br><br>Junior Mathematical Challenge 2022 Solutions and investigations25.In the
number pyramid, each cell above the bottom row contains the sum of the numbers in
the two cells immediately below it. The sum of the numbers in the bottom row is 17.
What is the central number of the bottom row? A 2B 3C 4D 5E 6 Solution C Let the
numbers in the bottom row of the pyramid be v,w,x,y and z, in this order. Because
each other number in the pyramid is the sum of the numbers in the
two cells immediately below it, these numbers are as shown in the diagram. From
what we are told in the question v+ w +x+ y+ z= 17 , (1 ) w +2x + y= 16 , (2 ) and
v+ 4w +6x + 4y + z= 61 . (3 ) Note : We have five unknowns but only three
equations. These equations do not have a unique solution. However, we can use the
equations to find the value of x. By (1) and (3), (v + 4w +6x + 4y + z) − ( v+ w
+x+ y+ z) = 61 −17 , that is 3w +5x + 3y = 44 . (4 ) Now, by (2) and (4), 3(w +2x +
y) − ( 3w +5x + 3y) = 3× 16 −44 , that is x= 4. Note : In the context of the JMC,
we can stop here. For a full solution you would need to show that the number
pyramid may be completed with x = 4. Try to do this and also see Problem 25.1. For
investigation 25.1 Show that it is possible to complete the number pyramid of this
question with five different positive integers with sum 17 in the bottom row. In
how many ways can this be done? 25.2 Consider a number pyramid with 6 rows, with
the numbers u,v,w,x,yand z, in this order, in the bottom row. Find an expression in
terms of u ,v, w ,x, y, z for the number in the top cell? What is this number when
u= 25 ,v = 40 ,w =72 ,x = 84 ,y = 42 and z= 27 ? 25.3 What do you notice about the
coefficients that appear in the expressions in the top four rows of the number
pyramid in the diagram of the solution above? © UKMT April 2022 www.ukmt.org.uk
20 ? 16 61 <br><br>
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