| oS Mi Tae tees * Get into the spirit of Maths Olympiad Duke SoS Le ee esr sen Rasen el * Boost your mathematics problem-solving skills Learn mind-sharpening skills and methodologies that transcend curricular knowledge Been MOC Cael OU ere ue ae ike ed ene esi ats * Step-by-step worked solutions Implicit and alternative answers to further learning and understanding Bia el are ‘Singupore-Asia Publaners | Pvhancteynrl ei Fs ee eer Beginner CeCe ee UN etn)) Pees ree ea ere! Nae nec metre cura R aaah) cele Cees aoe ies el ees es Learn mi URS Uae Ru rsalers( (oe Rane ecay Tere a rey Pensa Liat) Pee UE gee ae etna eel eka ta alone ca te Reet een Rc En rd TOSSA ce Rone oat ga ec Le] Rita 2 acreducation Maths Olympiad — Unleash The Maths Olympian In You! (Beginner) Now Edition 2018 © Singapore Asia Publishers Pte Ltd & Terry Chew Published and Distributed by: Singapore Asia Publishers Pte Ltd 219 Henderson Road #10-04 Henderson Industrial Park Singapore 159556, Tel : +65 6276 8280 Fax: +65 6276 8292 Email: info sg@sapgrp.com. Website: www sapgrp.com Facebook: Singapore-Asia-Publishers ALL RIGHTS RESERVED Allright reserved. No partofthis publication may be reproduced, stored ina retrieval system, oF transmitted {in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the _prior permission ofthe publishers. ISBN-13 978-981-4672-13.9 ISBN-10_981-4672-13-0 Printed in Singapore SAP Global Partners’ Network: Antigua & Barbuda Grenada Nepal ‘South Affica Australia Guyana New Zealand ‘South Korea Bahrain ‘Hong Kong Nigeria ‘Sri Lanka Bangladesh India Pakistan Syria Barbados Indonesia Papua New Guinea Taiwan Bhutan Jamaica Peru Tanzania Botswana Japan Philippines Thailand Brazil Kenya Poland “Trinidad & Tobago Brunei Laos Portugal United Arab Emirates Cambodia Lebanon Qaiae United Kingdom Canada Macau Rwanda United States of America Chile Malawi Saint Lucia Vietnam China Malaysia Saint Vincent & the Grenadines Zambia Colombia Maldives ‘Saudi Arabia Zimbabwe Egypt Moautitius Seychelles Fiji Myanmar Singapore Ghana Namibia Solomon Islands For international business enquiries, email ibg@sapgrp.com iEME105364680sted that mathematics is the gymnasium of the brains. Likewise, by the large student population, all for a Russian mathematicians have suggested tha i in China, Mathematics Olympiad is ferociously practised coveted place in one of the elite high schools. Children who exhibit certain traits and penchant for numbers at the age of 5 or 6 years old, EGE! earlier, have great potential to be the mathematical olympians among their peers ~ provided they are groomed via a systematic, rigorous and routinized training. Singapore was ranked 3" in Mathematics in a recent TIMSS survey, after Hong Kong and Taiwan. Notably, China was not among the list of countries surveyed. The most prestigious competition locally is RIPMWC (Raffles Institution Primary Mathematics World Competition). Meant for primary 6 students or younger, the top 50 to 60 or so participants are selected from Round 1 to compete in Round 2. Thereafter, 6 top participants emerge to take part in the world competition for primary school mathematics in Hong Kong. Another popular competition, also meant for primary 6 students, is APMOPS (Asia Pacific Mathematical Olympiad for Primary Schools), which is organized by Hwa Chong Institution since 1989. The following awards are being given at the end of two rounds of competition: Platinum, Gold, Silver and Bronze. At primary 5 level, the yearly NMOS (National Mathematical Olympiad of Singapore) competition has also captured the attention of parents since 2006, who eye NUS High as their most preferred high school. The first series of books Maths Olympiad: Unleash the Maths Olympian in You! published in 2007 and 2008, has served as an ideal companion to students looking to establish a strong foundation in mathematics — be it for PSLE preparation or in hope that they might one day take part in the various local and international competitions. The books are, therefore, also first-choice materials for parents of primary 3 students looking for quality content in gifted programme training. In this new edition you will find the following additions: * The Shortest Path + Defining New Operations + Value of Ones Digit + Pigeonhole Principle Enhancements have also been made to the following: + Counting + Problem on Journey + The Page-Number Problem The objective is to cater to increasingly smarter children who have been exposed to a wide variety of topics. Some of these topics, which overlap the local mathematics syllabus, have also been adopted by schools here for students to practice on. I feel extremely privileged and honoured to be able to continue serving students in this field. My latest series Solve Exam-Type Mathematics Word Problems in 28 Essential Lessons is currently, out on shelves. For related courses and workshops, please visit terrychew.com.sg. Terry Chew (2015)Foreword Occasionally, in some difficult musical compositions there are beautiful, but easy parts - parts so simple a beginner could play them. So it is with mathematics as well. - Professor Sherman K. Stein - Mathematical Olympiad has been widely practised in some countries due to the following characteristics: the wide range of topics that link mathematics to most everyday events, the witty and tricky nature of the problems that bring out the best in the students’ thinking skills and creative imagination, encourages the students to use more than one method to solve the problems, thus stimulating them to think outside the box, the students will be equipped with abundant resources to devise their own methods in problem-solving due to the extensive training and exposure. This book consolidates the materials that I have used to teach my students over the years. Although the problems are of Mathematical Olympiad type, I realised that all students can benefit by working on them. Built on and beyond the school syllabus, the importance of attitude and enthusiasm surpasses that of capability in learning Mathematical Olympiad. Many children whom I have guided and their parents alike are mesmerized by the materials presented in this book. I hope you and your child will be too!Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 CONTENTS Looking for a Pattern The Story of Gauss. Working Backwards: The Chicken-and-Rabbit Problem Problems from Planting Trees Tricks in Addition and Subtraction: Tricks in Multiplication and Division ---------------------------—-—--—----—- 59 Counting ------ Problem on Journey The Age Problem ---------------------------------------2------22-nnnnnnnnnn -- 99 Solve Using Model Solve by Comparison and Replacement----------------------------------- 124 The Excess-and-Shortage Problem Finding Cubes--—--——----------------____--____________ 140 The Shortest Path-Chapter 17 Interesting Remainder Problems Chapter 18 Finding Perimeter ---- Chapter 19 The Page-Number Problem - Chapter 20 Defining New Operations — Chapter 21 Value of Ones Digit Chapter 22. Pigeonhole Principle --- SOLUTIONS-4 r mtd adds ee Sw In mathematics, there are various patterns: some are relatively straightforward and others are more challenging. We, therefore, have to think outside the box and be flexible in our search for answers. Besides adding or subtracting the terms in a number pattern, applying multiplication, division or even the use of any two arithmetic skills may help in the solving of the problems. In Fibonacci numbers, the third term in the number pattern is the sum of the first and second terms; the fourth term is the sum of the second and third terms; the fifth term is the sum of the third and fourth terms, and so on. In essence, each term, after the first two terms, is the sum of the two preceding terms. ECW eS? < Complete each number pattern. (a) -4)2:75310,- 13, =¢ s Analysis; The difference between any two consecutive terms in the above number pattern is 3, so the next term must be 13 + 3 = 16. (b) 2, 6, 12, 20, ( )» Analysis: This is more interesting than the number pattern shown in (a). The second term is 4 more than the first one. Thereafter, the difference between any two consecutive terms increases by 2. 2+4=6 6+4+2=12 12+44+2+2=20 The next term is, therefore, 20 +4 +2+2+2=30.(©). 226,418, 5(e. 2) Analysis: Inthe above number pattern, it is difficult to make sense of the difference between any two consecutive numbers. The difference between the first and second terms is 4. The difference between the second and third terms is 12. Observing the two differences will reveal that 12 is three times of 4. Hence the second term is three times the first term; the third term is three times the second term and so on. The next term is 54. (@) 44, 22, 20, 10, 8 ( )..¢ Analysis: The above number pattern uses two arithmetic skills: division and subtraction. The first term is divided by 2 and the second term is subtracted by2. The next two terms are 4 and 2 respectively. Oe 23575, 8; 13, 2€ EC pe 9;02 99, Analysis: This number pattern is an example of Fibonacci numbers. 138 = 21: 21+ 13=34 The two terms are 21 and 34 respectively.1 @ 1, (b) 1, © @ 2 Ah, the magical trick of 9! Observe the pattern and write the correct answers in the brackets provided. 21 x 9 = 189 321 x 9 = 2.889 4321 x 9 = 38 889 54321 x 9 = ( 654 321 x 9 = ( 7 654321 x 9 = ( 87 654 321 x 9 = ( 987 654 321 x 9 = (3 Complete the Pascal Triangle and write the correct answers in the brackets provided. 4 The marvel of multiplication of 101! Observe the pattern and write the correct answers in the brackets provided. 101 x 11 = IL 101 x 22 = 2222 101 x 33 = 3333 101 x 44 = ( 101 x 55 = ( 101 x 66 = ( 101 *°77-="( 101 x 88 = ( 101 x 99 = (5 What are the missing numbers in the number patterns below? @ 30 40 24 28 25)Fill in each blank with digits from 1 to 9. Each digit may be used only once. The number on the left-hand-side of the arrow is added to 12 to reach the number on the right-hand-side. 1 > [Jo af] S41 3 4 | 4 3.8 Fill in each blank with digits from 1 to 9. Each digit may be used only once. The number on the left-hand-side of the arrow is multiplied by 4 before adding 5 to reach the number on the right-hand-side. | 3 1 > Slee, 5 => 2[ | > 97 i > 6 Fill in each blank with digits from 1 to 9. Each digit may be used only once. The number on the left-hand-side of the arrow is divided by 2 before subtracting 1 from it to reach the number on the right-hand-side. 3 | 9] 30 > 1 522; 6 Se 4 Fill in each blank with digits from 1 to 9. Each digit may be used only once. The number on the left-hand-side of the arrow is multiplied by 2 before adding 3 to reach the number on the right-hand-side. 1 3 3/ 1 > 31 5s = | []7 3 5, 1 3 310 Can you put 32 balls in the boxes below so that there are equal number of balls in every line? Find the 8" term of the sequence. Bie A5,, 9a 1Si6e 03, A B3i 45, Find the 8" term of the sequence. 14; 29 7 765921998 521 Find the sixth term of the sequence. Te 4, Ogle 257 7 ( Find the seventh and eighth terms of the sequence. Dinca 2yaA cea Treeg lL 16, es 2); (| Find the seventh and eighth terms of the sequence. 25 Asp Seal 6225 ei 3OMie (Co) ea Find the sixth, seventh and eighth terms of the sequence. Br 24 e102 15,. = C eG Dr 2217 Find the seventh and eighth terms of the sequence. 123, 658 16,218 aC ERC ) 76, 78, Which of the following sequences is different from the rest? @ 1 iC SS Sie slae (() 6, 1055 S16 © lL 3 TT cc 1853 2295 @ as 11; 220; 375 19 Find the missing number in each number pattern.20 Felicia saved $10 in January. She saved $20 in February. The amount of money she saved in March was the total amount of money she had saved in January and February. The amount of money she saved in April was the total amount of money she had saved in February and March. If she had saved in this pattern up to October, (a) _ in which month did she save $210? (b) how much did she save in October? 21 Write the missing numbers in the brackets provided.S ‘ by eA Carl Gauss, one of the greatest mathematicians, was born in 1777 in Brunswick, Germany. He was gifted in mathematics and showed a talent in that field at an early age. 2+ A popular story about this mathematical genius goes like this. One day, his primary school teacher asked all the pupils to find the value of 14+24+3+44+5+6+7+8+9+--+98+99+ 100 Itwas his teacher’s hope to usc this lengthy addition of integers to quieten down the class. Surprisingly, the mathematical prodigy worked out the correct answer almost instantaneously! Well? Don’t you want to know how he did it? Gauss added 1 to 100, 2 to 99, 3 to 98, -.- Each pair added to 101. Since there were 50 such pairs from integers 1 to 100, he multiplied 101 by 50 to get the final answer, 5050. Sze v 1 Find the value of 1+2+3+4+5+6+7+8. Analysis: We can make 4 pairs of 9. LF8=9) ethan! 3+6=9 4+5=9 Instead of adding up all the numbers, we simply multiply 4 by 9 to get 36. RCCFind the value of 1+2+3+4+5+6+74+8+9+ 10. Analysis: We can make 5 pairs of 11. Instead of adding up all the numbers, we multiply 5 by 11 to get 5S. Find the value of 1+2+3+4+5+6+7+8+9+10+11+12413414+15. Analysis: We can make 7 pairs of 16. 1+15=16 6+10=16 TD = 16; Now, what about the number that is not in pairs? ‘We just have to add the remaining number to the product of the pairs. 7*16=112 112+8=120 In some situations where you need to find the remaining number, just take the sum of the first and last numbers in the sequence to divide by 2.Find the value of 4+6+8+ 10+ 12+ 14. Find the value of 2+3+4+5+6+7+8. Find the value of 3+4+5+6+7+8+9+10. Find the value of 5+6+7+8+9+10+11.5 Find the value of 16 + 18+ 20+22+24+26+28+30. 6 Find the value of 3+5+7+9+11+134+15. 7 Find the value of 5+8+11+14+17+20. 8 Find the value of 9+ 13+17+21+25+29.9 Find the value of 1+2+3+4+--°+47+48+49+ 50. 10 Find the value of 2+4+6+8 ++ +44+46 +48 +50. 11 Find the value of 1+3+5+7+-:++43+45+47+49. 12. Find the value of 1+2+3+4+---+97+98 +99 + 100.13 Cindy saved $15 in the first month, $30 in the second month, $45 in the third month, and so on. The amount of money she saved in the last month was $120. How much money did Cindy save in all? 14 There are 12 rows of seats in a cinema. There are 10 seats in the first row, 12 seats in the second row, 14 seats in the third row, and so on. How many seats are there in the cinema altogether? 15 Danny read 20 pages of a storybook on the first day. On the second day, the number of pages he read increased by 5. The number of pages he read on the third day was 10 more than that of the first day, the number of pages he read on the fourth day was 5 more than that of the third day, and so on. If he read the remaining 80 pages of the storybook on the last day, how many pages were there in the storybook?16 There are 16 rows of seats in a school hall. There are 75 seats in the last row. If there is an increase of 3 seats, starting from the first row, (a) how many seats are there in the first row? (b) how many seats are there in the school hall? 17 Given a sequence 3, 3, 1, 9, 4, 3, 3, 1, 9, 4, 3, 3, 1, 9, 4, ++ (a) What is the 33“ number? (b) What is the sum of the first 40 terms? 18 There were 7 books in a series of mystery novels. Each book was written and published every two years. The fifth book in this series was written and published in 2003. In which years were the remaining books written and published?19 There are 54 tennis balls altogether. Are you able to group them into 10 groups so that each group has a different number of balls? 20 There are 20 players in a table tennis competition. Each player must play exactly one match against the rest of the players. How many matches are there in the competition? 21 The grandfather clock chimes once when it is 1 o’clock, chimes twice when it is 2 o'clock, chimes thrice when it is 3 0’clock, and so on. (a) How many times will it chime between 12 noon and 11 o’clock at night? (b) How many times will it chime in 24 hours?ee Some problems are difficult to solve if we try to use any other methods. But if the problem is worked backwards, it makes the problem-solving systematic and easy. Three characteristics of this type of problems are: (1) we start with something we do not know, (2) the end answer is given to us, (3) the problem will go through a series of operations. Students are encouraged to do it systematically by writing or drawing the original operations stated in the problem. By reversing the operations while working backwards, the answer will be obtained! ES wa 1 Work backwards by changing “+” to “", “” to “+”, “%” to “+” and finally “+” to”, ® CG) 2. 25 Solution: Gs) 72 [ 2 Es Solution: @Q Solution: aa 0)lama tricky number. First, you add 5 to me, then multiply the sum by 5, subtract 5 from the product and divide the difference by 5. The result will be 5. What number am I? Solution: We write out the problem as shown below. +5 x5 S52 Gre] Pas ee eee es 5 We work backwards by changing the signs accordingly. ae (a6 eles ske ol 1 | x5 Tam number 1. 5 There were 70 books on the first and second shelves of a bookcase. 28 books from the second shelf were sold, 15 books from the first shelf were moved to the second shelf. The two shelves then had the same number of books. How many books were there on each shelf at first? Solution: 70 — 28 = 42 There were 42 books left. 42+2=21 There were 21 books on each shelf in the end. =15 Ca" shelf >) —+ ==. . 21 = E28 eo ia Numerically, Ishelf C36 > apes 51 ene 28 - ae = y There were 36 books on the first shelf and 34 books on the second shelf at first.4 Alan, Benny and Charles had a total of $750 at first. Alan gave $30 to Benny. Benny gave $50 to Charles. Each of them then had the same amount of money. How much money did each boy have at first? Solution: $750 + 3 = $250 Each boy had $250 in the end. Che A 8 — Numerically, <> 250 Gens Be 350 cee 200 eas. Alan had $280, Benny had $270 and Charles had $200 at first. Sabrina went up 5 floors to her grandmother’s house to collect a prune cake. She went down 8 floors to pass the prune cake to her cousin. She then went up another 2 floors to look for a friend who stayed on the 10" floor to do homework together. On what floor was Sabrina staying? Solution: Sabrina a Seat | oe =I az ? floor Beco | ——> 10" floor 5 = CAI" floor ain 16 aes 10" floor Sabrina was staying on the 11" floor.6 During a shopping trip, Cindy spent half of her money in the first shop. She spent $2 more than half of her remaining money in the second shop. She was left with $30 in the end. How much money did Cindy have at first? Solution: spent in the spent in the first shop second shop left s2] $30 From the above drawing, 4 of Cindy’s money —» $30 + $2 = $32 $32 x 4= $128 Cindy had $128 at first.1 Work backwards by changing “+” to“, “” to “+”, “x” to “2” and finally “+” to”, Solution: eee: o@® Solution: Ge o® Solution: Sia x5 60 Anumber is added to 6. The sum is then multiplied by 6. 6 is again subtracted from the product. When the difference is divided by 6, the result is still 6. What is this number?3 Anumber is added to 3. The sum is then multiplied by 5. When 8 is subtracted from the product, the result is 12. What is this number? 4 On Monday, half of the total number of books were loaned out. Another 87 books were loaned out the next day. There were only 43 books left in the library. How many books were there in the library at first? A white rabbit managed to gather some mushrooms. It gave 6 mushrooms to its best friend, Brownie, before it gathered 10 more mushrooms. The white rabbit had 19 mushroonss left after another friend, Spot, borrowed 5 mushrooms from him. How many mushrooms did the white rabbit gather at first?6 There were 36 cars in car park A and car park B altogether. 4 cars drove out of car park A. 5 cars drove from car park B to car park A. The number of cars in car park Awas 3 times that in car park B. How many cars were there in car park A and car park B at first? 16 sparrows were resting on two trees. 2 sparrows flew away from the second tree, 5 sparrows flew from the first tree to the second tree. The two trees now had the same number of sparrows. How many sparrows were there on the first tree and how many sparrows were there on the second tree at first? 8 Cindy and Elaine had $60 altogether. If Cindy gave Elaine $12 and Elaine gave Cindy $10, Cindy would have three times as much money as Elaine. How much money did each of them have at first?9 There were 90 marbles in two boxes. 15 marbles were transferred from Box A to Box B. 18 marbles from Box B were then transferred back to Box A. The number of marbles in Box A was twice the number of marbles in Box B. How many marbles were in each box at first? 16 flying foxes were resting on two branches of a tree. 2 flying foxes from each branch were frightened by visitors and flew away. Another 6 flying foxes flew from the first branch to the second branch. After 4 flying foxes flew back to the first branch from the second branch, the number of flying foxes on the first branch was twice the number of flying foxes on the second branch. How many flying foxes were on each branch at first? Abus with some commuters left the bus terminal. At the first bus stop, 4 commuters boarded and 6 commuters alighted. The number of commuters doubled at the second bus stop. At the third bus stop, 3 commuters alighted and there were 15 commuters on the bus. How many commuters were on the bus when it left the bus terminal?12 Debra went up 4 floors from her apartment to collect a birthday cake from her auntie. She walked down 3 floors to pass the cake to her friend. She then walked down another 3 floors to her uncle’s house which was on the 6" floor. On which floor was Debra staying? Cindy asked her grandfather about his age. Her grandfather replied, “You add 10 to my age, divide the sum by 4, subtract 15 from the quotient and multiply the difference by 10. You will get 100!” Can you help Cindy to find her grandfather’s age? 14 A rope was cut into half. Half of the rope was cut into half again. After four such cuts, the length of one such rope was | m. What was the original length of the rope?15 Anegg-seller sold 2 eggs more than half the number of eggs in his basket. He then sold 2 eggs fewer than half of the remaining eggs in his basket. If he was left with 28 eggs, how many eggs were in the basket at first? 16 Aminibus left a condominium with a number of passengers. 7 passengers alighted and 10 passengers boarded the minibus at Evergreen Road. At Woodville Interchange, of the number of passengers alighted and 12 passengers were left in the minibus. How many passengers were on the minibus when it left the condominium? 17 A basket of apples were given to the pupils of Class 3C and Class 3D. 3 more than half of the number of apples were given to the pupils of Class 3D. 2 more than the remaining half of the number of apples were given to Class 3C. There were 4 apples left in the basket. How many apples were there at first?18 Alice used $4 to buy a comic book. She used half of the remaining money to buy a magazine. Lastly, she used $1 more than half of the remaining money to buy a pen. She was left with $5. How much money had Alice at first? 19 Alex, Benny and Mike had $90 altogether. If Alex gave Benny $12, Benny gave Mike $13 and Mike gave Alex $5, the three boys would have the same amount of money in the end. How much money did each boy have at first? 20 Alicia, Betty and Chloe have 90 books altogether. If Betty borrows 3 books from Alicia and lends 5 books to Chloe, the three girls will have the same number of books in the end. How many books does each girl will have at first?x 4 D Acommon mathematical problem goes like this: A farmer had 40 chickens and rabbits altogether. He counted a total of 120 legs. Find the number of chickens and the number of rabbits the farmer had. There are many variations on problems of this nature. For example, There are 40 cars and motorcycles altogether in a car park. There are only 120 wheels. Find the number of cars and the number of motorcycles in the car park. The beauty of this type of problems is its opportunity to explore the problems and a variety of methods to solve the problems. Sometimes, we need to tap into our general knowledge to solve the problems. 1 __ A farmer has 30 chickens and rabbits altogether. There are only 100 legs. Find the number of chickens and the number of rabbits that the farmer has. Method 1: Make a Table This method is also commonly known as the guess-and-check method. If much analytical thinking is applied, the number of steps can be greatly reduced. Step 1: — Start with half the total for each animal. (Note that chicken has 2 legs; rabbit has 4 legs) No. of chickens | No. of legs | No. of rabbits | No. of legs | Total no. of legs 15 30 | 15 60 90Step 2: — The total number of legs should be 100. 100 — 90 = 10 (difference in total number of legs) 4—2=2 (difference in the number of legs between the two animals) 10+2=5 (add 5 rabbits and subtract 5 chickens to the first guess) No. of chickens | No. of legs | No. of rabbits | No. of legs | Total no. of legs 15 30 15 60 90 L 10 20 20 z 80 100 The farmer has 10 chickens and 20 rabbits. Method 2: Make an Assumption This method is tricky and yet fun once you have enough practice. If we assume all the animals were rabbits, 30 x 4=120 there would be 120 legs. As the total number of legs stated in the problem is 100, 120-100 = 20 there is a difference of 20 legs. 42252 The difference in the number of legs between a chicken and a rabbit is 2. 20+2=10 The farmer has 10 chickens. 30-10=20 The farmer has 20 rabbits. Alternative Assumption If we assume all the animals were chickens, 30x2=60 there would be 60 legs. 100-60 = 40 There is a difference of 40 legs. 4-2=2 The difference in the number of legs between a chicken and a rabbit is 2. 40+2=20 The farmer has 20 rabbits. 30-20=10 The farmer has 10 chickens. Bre ate ett)2 Samantha has 30 pieces of $2 and $5 notes altogether. The total value of the | money she has is $120. Find the number of pieces of $2 notes and the number of pieces of $5 notes that Samantha has. Method 1: Make a Table Step 1: Start with half the total for $2 and $5 notes. No. of $5 notes | __ Value _| No. of $2 notes Value Total value 15 $75 15 $30 $105 Step 2: — The total value should be $120. $120—$105 = $15 (difference in total value) $5-$2=$3 (difference in value between $5 and $2 notes) $15+$3=5 (add 5 pieces of $5 notes and subtract 5 pieces of $2 to the first guess) No. of $5 notes | __ Value _| No. of $2 notes Value Total value 15 $75 15 $30 $105 20 $100 ra lO) $20 $120 Samantha has 20 pieces of $5 notes and 10 pieces of $2 notes. Method 2: Make an Assumption If we assume all were $5 notes, 30 x $5 = $150 the total value would be $150. $150 — $120 = $30 There is a difference of $30 in the total value of money. $5 -$2=$3 $30 + $3 =10 Samantha has 10 pieces of $2 notes. 30-10=20 Samantha has 20 pieces of $5 notes.Alternative Assumption If we assume all were $2 notes, 30 x $2 = $60 the total value would be $60. $120 - $60 = $60 There is a difference of $60 in the total value of money. $5 - $2 = $3 $60 + $3 = 20 Samantha has 20 pieces of $5 notes. 30-20=10 Samantha has 10 pieces of $2 notes. There are 24 cars and motorcycles in a car park. There are a total of 76 wheels. How many motorcycles are there? How many cars are there? Method I: Make a Table Step 1: Start with half the total for each vehicle. No. of cars | No. of wheels | No. of motorcycles | No. of wheels | Total no. of wheels 12) 48 12 24 72 Step 2: The total number of wheels should be 76. 76—72=4 (difference in total number of wheels) 4—2=2 (difference in number of wheels between a car and a motorcycle) 4+2=2 (add 2 cars and subtract 2 motorcycles to the first guess) No. of cars | No. of wheels | No. of motorcycles | No. of wheels | Total no. of wheels 12 48 12 24 72 14 56 10 20 76 There are 14 cars and 10 motorcycles. Method 2: Make an Assumption If we assume all were cars, 24x 4=96 the total number of wheels would be 96. 96 — 76 = 20 There is a difference of 20 in the total number of wheels.There are 10 motorcycles. 24-10=14 There are 14 cars. Alternative Assumption If we assume all were motorcycles, 24x2=48 the total number of wheels would be 48. 76 — 48 = 28 There is a difference of 28 in the total number of wheels. 4-2=2 28+2=14 There are 14 cars. 24-14=10 There are 10 motorcycles. There were 6 questions in a mathematics competition. 5 marks would be awarded for every correct answer. 2 marks would be deducted for a wrong answer. If Valerie scored 23 marks in the mathematics competition, how many questions did she answer correctly? If we assume Valerie had answered all 6 questions correctly, 6x5=30 she would be awarded 30 marks. 30-23=7 There is a difference of 7 marks between the full marks and her score. If Valerie had answered one question incorrectly, 5+2=7 she would lose 7 marks. 6-1=5 She answered 5 questions correctly.3 There were 25 questions in a mathematics quiz. Ifa question was answered correctly, 4 marks would be given, otherwise 1 mark would be deducted. If John scored 85 marks in the mathematics quiz, how many questions had he answered correctly? If we assume John had answered all questions correctly, 25 x 4=100 he would be given 100 marks. 100-85 =15 There is a difference of 15 marks between the full marks and John’s score. 4+1=5 5 marks would be deducted for a wrong answer. 1525=3 John answered 3 questions wrongly. 25-3=22 He had answered 22 questions correctly.There were a total of 30 cars and motorcycles at a car park. There were 100 wheels in all. How many cars were there at the car park? Method 1: Make a Table No. of wheels | No. of motorcycles | No. of wheels | Total no. of wheels Method 2: Make an Assumption (Assume either all cars or all motorcycles.) Each adult movie ticket costs $8. Each child movie ticket costs $5. Sean buys 10 movie tickets altogether. He pays $74 in all. Find the number of adult movie tickets and the number of child movie tickets Sean buys. Method 1: Make a Table No. of adult tickets Value No. of child tickets Method 2: Make an Assumption (Assume either all adult tickets or all child tickets.)3. Clifford has 30 pieces of 50¢ and 20¢ stamps. The total value of all his stamps is $12. Find the number of 50¢ and 20¢ stamps Clifford has. Method 1: Make a Table No. of 50¢ stamps No. of 20¢ stamps | Value | Total value Method 2: Make an Assumption (Assume either all 50¢ stamps or all 20¢ stamps.) A spider has 8 legs and a dragonfly has 6 legs. There are 20 spiders and dragonflies altogether. There are 144 legs in all. Find the number of spiders and the number of dragonflies. Method 1: Make a Table No. of spiders_| No. of legs | No. of dragonflies | No. of legs | Total no. of legs Method 2: Make an Assumption (Assume either all spiders or all dragonflies.)5 Natalie saves 30 pieces of $5 and $10 notes. Her total savings is $220. How many pieces of $10 notes does Natalie save? Method 1: Make a Table No. of $5 notes Value No. of $10 notes Total value Method 2: Make an Assumption (Assume either all $5 notes or all $10 notes.) There are 30 questions in a mathematics competition. All questions must be answered. 5 marks are awarded for every correct answer. 2 marks will be deducted for a wrong answer. If Amy scores 122 marks, how many questions does she answer correctly?7 There were 45 questions in a science contest. 4 marks would be awarded for every correct answer. 2 marks would be deducted for every wrong answer. All questions had to be answered. If Henry scored 150 marks, how many questions had he answered wrongly? For every slice of bread a child takes, an adult takes 2 slices of bread. If there are 66 adults and children in all and 99 slices of bread are taken, (a) how many adults are there? (b) how many children are there? 9 There were 100 adults and children altogether. An adult could consume 3 buns while 3 children could only finish one bun. If 100 buns were consumed, how many adults were there?10 56 teachers and pupils went for a river cruise. The seating capacity of a big boat was 8 people and the seating capacity of a small boat was 6 people. Find the number of big boats and the number of small boats. Method 1: Make a Table _ No. of big boats | No. of people | No. of small boats | No. of people | Total no. of people l fe 2 Method 2: Make an Assumption (Assume either all big boats or all small boats.) 11 There are 20 questions in a mathematics contest. 8 marks will be awarded for each correct answer. 4 marks will be deducted for each wrong answer. All the questions must be answered. If Isabelle scores 100 marks in the mathematics contest, how many questions does she answer correctly? 12 APE teacher bought 4 identical basketballs and 5 identical volleyballs for $230. Each basketball was $8 more expensive than a volleyball. Find the cost of each basketball and each volleyball.13 A pen cost $4 and a book cost $7. Samuel paid $64 for 10 such pens and books. Find the number of pens and the number of books he had bought. Method 1: Make a Table No. of pens Cost | No. of books Cost Method 2: Make an Assumption (Assume either all pens or all books.) 14 A whiteboard marker cost $3. A paintbrush cost $1. A teacher paid $28 in all for 12 paintbrushes and whiteboard markers. How many whiteboard markers and how many paintbrushes did the teacher buy? Method 1: Make a Table No. of whiteboard markers | Value | No. of paintbrushes | Total value Method 2: Make an Assumption (Assume either all whiteboard markers or all paintbrushes.)Problems from R? iS Planting Trees Trees planted along a stretch of road, lamp posts placed along the expressway or ina car park, and the set of stairs in an office building or a flat. Have you ever observed the distance between these objects? Are they placed at the same distance away from one another? These objects are usually placed at regular intervals, which means that the distance between each object is the same. In mathematics, these intervals can help us in problem-solving. For instance, we can use the intervals to find the length of the stretch of road, the number of lamp posts along the expressway and even the number of steps from one storey to another. It is, therefore, important to take note of the number of intervals when we are dealing with problems of this nature. The three different situations over the next two pages illustrate how the number of trees, the length of the road and the number of intervals can be calculated. (a) If trees are planted at regular intervals with trees planted at opposite ends of the road, number of trees = number of intervals + 1 length of the road = number of intervals * size of the interval number of intervals = length of the road + size of the interval OR = number of trees — 1 “Maths Olympiad - Unleash The Maths Olympian in You! (Beginner) 41 ‘Singapore Asa Publier Pe Lid Tey Chew Chapter 5(b) Iftrees are planted at regular intervals with a tree planted at one end of the road, Ss 1 2 Z number of trees = number of intervals length of the road = number of intervals * size of the interval number of intervals = length of the road ~ size of the interval If trees are planted at regular intervals without trees planted at opposite ends of the road, 1 3 number of trees = number of intervals — 1 length of the road = number of intervals x size of the interval number of intervals = length of the road ~ size of the intervalEXAMPLES 4@ A tree is planted at every 10 metres along a stretch of road. If the stretch of road is 150 m long and the trees are planted at opposite ends of the road, how many trees are there? Analysis: number of intervals = 150 m+ 10 m= 15 Since the trees are planted at opposite ends of the road, 15+1=16 there are 16 trees. Ina building, there are 8 steps in the staircase leading from one storey to another. How many steps are there from the second to the tenth storey in that building? (Assume the number of steps in each staircase is the same.) Analysis: We must first figure out the number of intervals from the second to the tenth storey. 10-2=8 There are 8 intervals from the second storey to the tenth storey. 8 intervals 8 steps = 64 There are 64 steps from the second storey to the tenth storey in that building. There are 50 lamp posts along a stretch of road with lamp posts placed at opposite ends of the road. If each lamp post is 2 m away from another, how long is the road? Analysis: number of intervals = number of lamp posts — 1 =50-1=49 49x2m=98m The road is 98 m long. There are 21 trees planted along the road divider with trees planted at opposite ends. The trees are planted at regular intervals of 2 m. If some lamp posts are to be placed along the opposite side of the road at regular intervals of 10 m, how many lamp posts are required on the opposite side of the road if lamp posts are placed at opposite ends of the road? Analysis: number of intervals = number of trees — 1 =21-1=20 20x2m=40m The road is 40 m long. 40m+10m=4 Lamp posts are placed along the opposite side of the road at 4 regular intervals. number of lamp posts = 4 + 1 =5 5 lamp posts are required at the opposite side of the road.1 The stretch of road leading to Cindy’s house is to be planted with some trees at regular intervals of 15 m, and trees are planted at opposite ends of the road. If the road is 900 m long, how many trees are to be planted along that stretch of road? Pine trees are planted at regular intervals of 5 m along a stretch of road with pine trees planted at opposite ends of the road. If the road is 150 m long, how many pine trees are needed to be planted along the road? Lamp posts are placed at regular intervals of 30 m along a 1800-metre road. If the lamp posts are placed at opposite ends of the road, how many lamp posts are placed along the road?4 12 pupils stand in a queue. If 4 pots of flowers are placed between every 2 pupils, how many pots of flowers are there altogether? 5 Cindy and Maurice stayed on the fifth and sixth floors of an apartment respectively. If Cindy walked 80 steps up the staircase from the ground floor to her house, how many steps did Maurice walk from the ground floor to her house? (Assume the number of steps in each staircase is the same.) 6 Trees are planted at regular intervals along a road. If Benny takes 10 min to walk from the first tree to the sixth tree, how long does it take for him to walk to the fifteenth tree? (Assume Benny walks at a constant rate.)7 A grandfather clock takes 6 seconds to chime thrice at 3 pm. How long does the grandfather clock take to chime 6 times at 6 pm? 8 95 trees were planted along a road with trees planted at opposite ends of the road. Each tree was 5 m apart from the other. How long was the road? 9 Before recess, the pupils in Class 3D queued in two rows. If there were 38 pupils in Class 3D and the distance between each pupil was 50 cm, what was the length of the queue?10 There are 48 pupils in Class 3J. All the pupils queue in two rows during an assembly. If the distance between each pupil in a row is 1 m, how long is the queue? 11 100 flags are placed at regular intervals of 6 m along a stretch of road with flags placed at opposite ends of the road. How long is the road? 12. Two buildings are 100 m apart from each other. 9 trees are planted at regular intervals between the two buildings. What is the distance between each tree?13 The road leading from Betty’s house to the school is planted with 79 trees at regular intervals. There are no trees in front of the school or her house. If the road is 320 m long, what is the distance between each tree? 14. The door of the PE room and the door of the science laboratory are 40 m apart. Ifa pot of plant is placed at every 2 m between the two doors, how many pots of plants are there? 15 The circumference of a lake is 600 m. Trees are planted at regular intervals of 6 m round the lake. How many trees are planted round the lake?16 Every side of a square handkerchief is embroidered with 6 flowers. A flower is embroidered on each of the four corners. How many flowers are there on the handkerchief altogether? 17 Amy used some coins to make a triangle. There were 6 coins on each side of the triangle. There was one coin at every comer. How many coins were used to make the triangle? 18 Uncle Sam went for a stroll after his dinner. He took 10 min to walk from the first lamp post to the eleventh lamp post. At which lamp post would Uncle Sam be if he walked continuously at a constant rate for 30 min?19 41 plum trees are planted along a stretch of road with trees planted at opposite ends of the road. The distance between each tree is 4 m. On the opposite side of the road, pine trees are planted at regular intervals of 5 m, with trees planted at opposite ends of the road. How many pine trees are there on this side of the road? 20 In one of the performances at the Chingay Parade, there are 5 rows of performers. The distance between each performer in a row is 1 m. How many performers are there altogether if the length of each row of performers is 20 m? Peat Bk Lr tl)SS NA 1. Sometimes, we break down numbers for easy addition or subtraction. Another trick is to make the numbers in addition or subtraction to be hundreds or thousands. 2. Let’s learn more about the terms in addition and subtraction. 2 3 —» addend 2 3° —» minuend +14 —+ addend _— 1.4 —+ subtrahend 3.7 —» sum ___ 9 ~—» difference 3. Below shows the properties of addition and subtraction. They are useful for easy addition or subtraction. at+b-c=a-ctb a-b-c=a-c-b at+(b-c)=atb—c a-(bt+c)=a-b-c a-(b-c)=a-bt+e SESE (a) 65 +37 (make 100) (b) 128 — 98 (see property 5) =65+35 +2 =128-100+2 =100+2 =28+2 = 102 =30 (©) 643 —97 (see property 5) (d)_ 79 + 198 (see property 3) =79+ 200-251+ 58+ 69 (make 100) 44 + 58 +78 (make 100) =31+69+58 =40+58+2+78+2 =100+58 =40+ 60+ 80 = 158 = 180 122 + 126 + 124 + 128 + 136 + 114 (make 3 pairs of 250) = (122 + 128) + (126 + 124) + (136 + 114) = 250 + 250 + 250 =750 200-89 —11 (see property 4) (b)_ 300 ~ 86 ~ 14 (see property 4) = 200 ~ (89 + 11) = 300 — (86 + 14) = 200-100 = 300-100 =100 = 200 230-39 ~51-61-49 453 - 34-35 65-66 (see property 4) (see property 4) = 230-(39+ 61+ 51+ 49) = 453 — (34+ 66 + 35+ 65) 230 — (100 + 100) 453 — (100 + 100) =30 =253 150 — 148 + 146 — 144 + 142 - 140 + --- + 130 — 128 Analysis: 150-148 =2 146-144=2 142-140 =2 We can see that every pair of subtraction has a difference of 2. How many twos are there altogether? Let’s list all the minuends, 130, 134, 138, 142, 146, 150. 24+2+2+2+2+2=12 Hence 150 ~ 148 + 146 - 144 + 142 — 140 +... + 130 — 128 is 12.638 + 397 285 + 297 43+ 99+ 58 (m) 74+75 +28 565-298 499 + 127 533-199 56+87+77 27+ 86+ 63+ 14323 + 677 + 92 + 108 (p) 167+ 355 + 345 + 133 9999 +999 +99+9 (r) 18+28+38+48 +58 9997 +44+99+998+3+9 JA+75 +77 + 80+ 82+ 85 299 999 + 29 999 + 2999 + 299 + 29 133 + 135 + 140 + 147 + 145 + 142 + 1382 (a) 420-102-98 (b) 240- 104-96 (©) 325-10-20-80-90 (d) 400—90-80-20~-10-5 (&) 235-15-25-75-—85 @® 200-1-2-3-4-5 (@) 120-117+ 116-113 + 112-109 +--+ 100-97 (hb) 145-141 + 140-136 + 135-131 + +95-91 (@ 800- 10-20 -30-40~50-60-70- 80-903 (a) 375 +286 + 125+714 (©) 37+97+3997+99 (e) 1897+ 128-597 (g) 1290-164 -736 (i) 843+ 78-43 (b) 728+ 140+272 (d) 71+69+68+73+74 () 728-(28+ 320) (h) 1330-288 — 342 @ 528 (186 + 328)(k) 564 — (387-136) @ 847-578 + 398-222 (m) 936 — 867 — 99 + 267 (n) 33+ 87+67+ 13 (0) 96 + 103 + 97+ 104+ 101 +99 (p) 23+56+77+18+44+82 (q) 9 +99 +999 + 9999 (nr) 8 +98 +998 +9998(8) 464-548 +99 + 348 () 537— ($43 — 163) —57 (u) 713 - (513-229) (v) 850-486 —114 (w) 46+ 37+ 54+ 63 (x) 947 + (372 — 447) — 572 (y) 989-675 — 189 (@ 583 — 297 — 183 4 360-357 + 354-351 +--+ 300-297od Tricks in Multiplication Rr 7 - and Division TL se Here are some tricks on how to multiply or divide numbers at a faster rate. 1. Laws of Multiplication Commutative Law of Multiplication axb=bxa Associative Law of Multiplication (axb)xc=ax(bxc) Distributive Law of Multiplication ax (b+ c)=axbt+axec ax(b-c)=axb-axc 2. Multiplication tables of 10, 100 and 1000 Sometimes, it helps us to work faster in multiplication and division if we are familiar with the multipliers and multiplicands of 10, 100 and 1000. multiplier x multiplicand = product 2x5=10 10 x 10= 100 20 x 5= 100 25 = 4=100 10 x 100 = 1000 20 x 50 = 1000 25 x 40 = 1000 125 x 8= 1000 200 x 5= 1000 250 x 4= 1000 500 x 2= 1000 3. Prime Factorisation A prime number is a number that can only be divided by the number itself and 1. 2,3, 5,7, 11, 13 and 17 are examples of prime numbers. ‘Maths Olympiad - Unleash The Maths Olympian In You! (Beginner) 59 Singapore Asia Pablhers Pe Ld & Tey Chew Chapter 7Multiplication of 11 and 101 45 x 11=45 + (45 x 10) =45+450 = 495 oa When multiplied a number by 11, just add the number to the product of that number and 10. 63 = 101 = 6363 59 x 101 = 5959 When a two-digit number is multiplied by 101, the four-digit product is simply the repeat of the two digits. = 4 4 Unusual Multiplication Pattern If the sum of the digits in the ones places of two 2-digit numbers is 10 and their digits in the tens places are the same, you can work out the product using the method shown below. 72x 78 Step 1: To find the first two digits of the product, digit in the tens place x (digit in the tens place + 1) 7x (7+1)=7x8=56 To find the last two digits of the product, digit in the ones place of the first number * digit in the ones place of the second number 2x8=16 72 x 78 = 5616EXAMPLES 3 v 1 (a) 2x5x4x25 (b) 26 x 5 x 8 x 125 = 10 x 100 = 13 x (2 x 5) x (8 x 125) = 1000 3 x 10 x 1000 = 13 x 10000 = 130 000 125x8x25x4 (d) 88 x 125 = 1000 x 100 =11 x (8 x 125) = 100000 =11 x 1000 = 11000 44x 25 @ 25x28 =11* (4x 25) = (25x 4)x7 11 x 100 =100x7 = 1100 = 700 50 x 20 x 8 x 125 5x 10x 2x 10 x 8 x 125 = (5 x 2) x (10 x 10) x (8 x 125) 10 x 100 x 1000 = 1000000 2.1 Find the prime factors of the following numbers. (a) 15 (b) 45 =3x5 =5x9 =5x3x3 32 (d) 78 =4x8 =39x2 =2x2x2x2x2 =13x3x2 180 (f) 210 =60x3 =3x70 =20x3x3 =3x2x35 4x5x3x3 =3x2x5x7 =2x2x5x3x32.2 Find the prime factors of the following number using a tree diagram. SO) ea = ae _-@ ® pene ~@ 80=2x2x2x2x5 We can also start off the prime factorisation with another set of numbers. _® ote The result will still be the same. 80=2x2x2x2x5 (a) 5x 174+5%73 (b) 23x 4+23 x6 =5x(17+73) =23 x (4+6) x90 3x 10 = 450 = 230 43 x 25+57x 25 (d) 45+13+345+ 13 = (43 + 57) x 25 (45 + 345) + 13 = 100 x 25 =390+13 = 2500 =30 25 101 () 37x98 =25 x (100+ 1) = 37 x (100-2) =25x 100+ 25x1 500 + 25 = 2525(@) 4% (28x 25 +72 x 25) (h) 8 x (86 x 125 + 14 x 125) = (4x25) x 28+(4%25)x72 =(8x 125) x 86+ = 100 x 28 + 100 x 72 (8 x 125) x 14 = 100 x (28 +72) = 1000 x 86 + 1000 x 14 = 100 x 100 = 1000 x (86 + 14) = 10000 000 x 100 = 100 000 25x11 35x11 25 355) ste2ie5n0} Fetes ERS sO: ere2naS: 385 89x 11 55x11 8 9 Sia: +890 +550 979 iez0ss: 25 « 101 = 2525 88 x 101 = 8888 63 x 67 54 x 56 6x (6+1)=42 5x (5+1)=30 3x 7=31 4x6=24 63 x 67 = 4221 54 x 56 = 3024 36 x 34 82 x 88 3xGB+1=12 8x (8+ 1)=72 6x4=24 2x8=16 36 x 34= 1224 82 x 88 = 72161 (a) 14«25x4 (b) 4« 17 25 (©) 25 x 32 x 125 125*25*4 (©) 56% 125 125 «72 (g) 64*5*25 x 125 56x 25x25 (@) 25 16 125x4x5 25 x 64 x 125 x 25 (kK) 25 * 24 « 8 x 125 25 x 40 x 125x82.1 Find the prime factors of the following. (a) 24 (b) 36 2.2 Find the prime factors of the following numbers using a tree diagram. (@) 90 (b) 175 (© 180 (a) 2257x 1447 86 24 « 23+24x77 58+ 12+86+12 35 x 202 72x 101 (b) 65+ 114+56+11 (@ 31% 84431 x 16 () 100+ 14+96+14 (a) 45« 98(kK) 33x97 (m) 4 x (72 x 25 +28 x 25) (0) 125 x (84x 8+ 168) (q@) 25x (28x 4+72x 4) (8) 74+5 x 740 +49 x 74 (a) (110+25-9)x 8 (p) 8x (98-48 + 74) (®) 25% 73 +50 x 73 +25 x 73 () 814+5%810+49 x 81345 x 11 123 x 1 426 x 11 286 x IL 14x 101 j) 67% 101 23 x 101 45 x 101 (m) 82 * 101 (n) 98 x 10163 x 101 76 x 101Logic To solve problems involving logic, two strategies are often used. The first strategy is to assume that a condition is true, then we will check if our assumption is correct in the later part of the problem-solving. The next strategy is to eliminate all the conditions that cannot be true. In addition, creating a table or drawing helps us analyse the problem and find the solution in a systematic way. The places of birth of Cindy, Eleanor and Daisy are Indonesia, Thailand and Brunei, but not necessarily in that order. Cindy has never been to Indonesia. Eleanor was not born in Indonesia. Eleanor was not born in Brunei. Can you find out their places of birth? Solution: Use a table to help us sort out the information. Indonesia Thailand | Brunei Cindy x Eleanor x x Daisy From the above table, it is clear that Eleanor was born in Thailand and Daisy was born in Indonesia. Since Cindy was not born in Indonesia or Thailand, her place of birth must be Brunei. “Maths Olympiad ~ Unleash The Maths Olympian In You! (Beginner) 70 ‘© Singapore Asia Publishers ie Lid & Tey Chew Chapter 8Jolene, Charlie and Natalie were classmates. One of them cleaned up the classroom one day while there was nobody around. Below were their replies when the teacher questioned about who cleaned up the classroom. Jolene : Charlie cleaned the classroom. If one of them was telling the truth, find out who cleaned up the classroom. Solution: Use tables to make assumptions. If Jolene cleaned up the classroom, If Charlie cleaned up the classroom, Table | Truth | Lie | (Table 2 | Truth Jolene v _ Jolene v Charlie 7 | Charlie v Natalie 7 | Natalie | 7 If Natalie cleaned up the classroom, Table 3 _Lie [1 Jolene Charlie Natalie | If one of them was telling the truth, table 3 is likely to be the correct assumption. Hence Natalie was the one who cleaned up the classroom. e+O= 54 #=0+0+0+0+0 Find the values of each # and each O. Solution: 6 O = 54 O=54+6=9 P=5x9=45@=0+0+0+0+0O x O=20 Find the values of each and each D. Solution: @=5x0 5xOxO=20 OxO=20+5=4 oxO=4 ele) @=5x2=10 Four teams are competing against one another for District Volleyball Championship. Every team must play exactly once against the other three teams. So far, Team A has played 3 matches, Team B has played 2 matches and Team D has played 1 match. How many matches has Team C played? Solution: Use a drawing to help us solve this problem. The lines used in the drawing represent the number of matches each team has played. ze B BD ic Based on the above drawing, we can make two conclusions. (1) Team A has played 3 matches. This means that it has played against Team B, Team C and Team D. (2) Team B has played 2 matches. Besides playing against Team A, it could have only played against Team C as Team D has played only 1 match against Team A. Hence Team C has played 2 matches.Zachary, Nicholas and Philip are old classmates. During a recent gathering, they told each other about their occupations. Among them, there is an accountant, a bus driver and a manager. Below are the hints about their occupations. Philip is older than the accountant. Zachary’s age is not the same as the bus driver’s. The bus driver is younger than Nicholas. Can you find out their occupations? Zachary las Philip, = 2 Among Kim and two other friends, Bernice is the lightest and Sabrina is the heaviest. The table below shows the total weight of two girls weighing themselves. 1* reading 45 kg 2" reading 55 kg 3 reading 50 kg Find the weight of each girl.3 0+0= 64 O = 0+0+0+0+0+0+0 Find the values of each D) and each O. 4 A=0+0+0+0+0 Ax 0 =45 Find the values of each O and each A.5 Among Calvin, Leon and Henry, one works as a doctor, the other two men work as a teacher and an army officer. Below are the hints about their jobs. Henry is older than the army officer. Calvin is not of the same age as the teacher. The teacher is younger than Leon. Find Calvin’s, Leon’s and Henry’s jobs. Calvin Leon Henry | Doctor Teacher ‘Army officer There are five people, A, B, C, D and E. Below are some information about these five people. Ais older than B, Cis younger than E but older than D. Dis older than B. Eis younger than A. Rank the five people, starting with the youngest.7 Two suspects, A and B, are on trial for shoplifting. Four witnesses are called in during the trial. Below are the witnesses’ testimonies. 1* witness : I know A is innocent! 2" witness : I know B is innocent! 3" witness : The facts presented by the first and second witnesses are true. 4" witness : I am very certain that the third witness is lying! Ifonly the 4* witness is telling the truth, which suspect(s) is/are guilty of shoplifting? Mr Wood and Mr Smith each have two children below 9 years old. Below shows some information about their children. Mike is 3 years younger than his brother. Royston is the oldest among the four children. Sean’s age is half of Mr Wood’s child’s age. Jack is 1 year older than Mr Smith’s younger child. Each family had only one child three years ago. If the ages of the four children are different, can you list their ages and group them according to their family?each of them. 9 Acchocolate cake was missing from the refrigerator. Mum suspected one of her children took the chocolate cake. Below were their replies when Mum questioned Sean: I did not take the chocolate cake. Cindy: I didn’t even know you had bought a cake! Jack: Sean took the chocolate cake! If only one of them was telling the truth, who took the chocolate cake? If Sean took the chocolate cake, If Cindy took the chocolate cake, Truth Lie { Truth Sean Cindy Jack Lie | If Jack took the chocolate cake, 10 Given + * = 11, *+O0=9, *+o = 10. Find the values of each D, each * and each %.1 Givn O + A= e+10= At? Find the values of each O, each A and each *. 12 Inaschool, there are four Primary 5 classes. There are 2 monitors in each class. For every fortnight’s monitor meeting, only one monitor from each class is required to attend. A,B, C and D attended the first meeting. E, B, F and D attended the second meeting. ‘A,E, B, and G attended the third meeting. If H had not attended any of these meetings, state the two monitors in each class. ‘As| Bis Gol:-D® | 3B: | +P ]oGa)-H First meeting Second meeting Third meeting13 Mother baked a blueberry pie in the morning. By afternoon, half of the pie was gone. Below were the kids’ replies when she questioned them about who had taken the pie without asking her. Jacelyn: Kate took the pie! Kate: I did not eat the pie! Polly: I did not touch the pie! If only one of the kids was telling the truth, who took half of the blueberry pie? If Jacelyn took the blueberry pie, If Kate took the blueberry pie, Truth | Lie (ee Truth | Lie Jacelyn |Jacelyn _ Kate Kate Polly | Polly If Polly took the blueberry pie, [Truth [Lie] Jacelyn Kate "Polly 4 O+0+e+o+%=36 O+O+O+ e+ o+e4+%=50 Find the values of each and each *.15 0+0+0+0+0+0+0=43 0+0+0+0+0+0+0+0+0=55 Find the values of each O and each 01. 16 A few years ago, there were four Mondays and four Fridays in the month of January. On which day in that year was 1* of January? Sun Mon Tue Wed Thu Fri Sat17 Sean, Karen, Susan and Kelvin are comparing their heights. Sean: I am the tallest. Karen: I am not the shortest. Susan: I am not as tall as Sean but someone is shorter than me. Kelvin: I am the shortest. If one of them is lying, can you rank their heights starting with the tallest? 18 Five teams take part in a zonal basketball league. Each team has to play exactly one match against another team. So far, Team A has played 4 matches and Team B has played 3 matches. If Team D and Team E have each played 2 matches, how many matches has Team C played?19 When Mr Simon found out that someone had broken his window, he wanted to catch the culprit. Below were the children’s replies when he questioned them. Bob: Joe did it! Katy: I didn’t even know the window was broken. Joe: Bob is lying! If only one child was telling the truth, who actually broke the window? If Bob broke the window, If Katy broke the window, Truth | Lie : Truth | Lie Bob Katy Joe | Truth20 A paper plane flew right onto the back of Miss Kay as she was writing on the whiteboard. The suspects were narrowed down to 3 pupils who were brought to the Discipline Master. Below were the pupils’ replies when they were questioned by the Discipline Master. Joshua: I did not throw the paper plane. Paul: Neither did I! James: Joshua did it! If only one of them was telling the truth, who threw the paper plane? If Joshua threw the paper plane, __If Paul threw the paper plane, [ Truth | Lie Truth | Lie Joshua | Joshua |__| Paul Paul James | James If James threw the paper plane, Truth Lie Joshua Paul | James21 The number tags 22, 23, 24 and 25 are given out to four runners in a 3000-metre race. These four runners are from France, America, Romania and Russia. Four spectators make the following comments. Spectator A: Number 22 is a French. Number 23 is an American. Spectator B: Number 23 is a Romanian. Number 22 is a Russian. Spectator C: Number 24 is an American. Number 25 is a Romanian. Spectator D: Number 24 is a Romanian. Number 25 is a Russian. If each of the spectators makes only one correct guess in their comments, what are the number tags of each runner? French American | Russian Romanian | Number 22 | _ Number 23 Number 24 | Number 25 A few years ago, there were 4 Saturdays and 4 Wednesdays in the month of March. On which day in that year was 10" of March? [sun | Mon | Tue | Wed | Tm | Fri | Sat“9 i Counting RY In this chapter, we learn to count systematically so as not to miss or repeat any count. To achieve this aim, we keep a record of what have already been counted using symbols in order to avoid confusion. a 1 How many triangles are there in the figures shown below? (a) (b) Solution: (a) Number of triangles formed by1 A =4 Number of triangles formed by 4 As = 1 Total number of As = 4+ 1=5 (b) Number of triangles formed by1 A = 16 Number of triangles formed by 4 As =7 Number of triangles formed by9 As =3 Number of triangles formed by 16 A\s = 1 Total number of As = 16 +7+3+1=27 “Maths Olympiad ~ Unleash The Maths Olympian in You! (Beginner) 85 Singapore Asia Polishers Pie Ld & Tery Chew Chapter 92 How many squares are there in the figures shown below? fa) (b) Solution: (a) Number of squares formed by 1 ‘Number of squares formed by 4 Total number of s=4+1=5 (b) Number of squares formed by 1 ‘Number of squares formed by 4 Lk =4 Number of squares formed by 9 Ds =1 Total number of _k=9+4+1=141 How many triangles are there in each of the following figures? ry 2 How many squares are there in each of the following figures? (@) (b) 3 Count the number of triangles in each of the following figures. @) (b)4 Count the number of rectangles in parts (a) and (b). @) (b) 5 Count the number of triangles in parts (a) and (b). 6 How many rectangles are there in the figure shown below?7 How many triangles are there in the figures shown below? (a) : (b) : 8 Find the number of rectangles in the figure. 9 Arectangle is defined as a 4-sided polygon having 4 right angles and 2 pairs of parallel sides. A rhombus belongs to the rectangle family. It is a 4-sided figure where the 4 sides are of equal length. How many rhombuses are there in the figure below?10 A2 x 2 square is made up of 12 matchsticks, as shown in Fig 1. In Fig 2, it takes 24 matchsticks to make a 3 x 3 square. How many matchsticks are there in a 5 x 5 square? How many rectangles contain the shaded unit? 12. There are 10 points on the four sides of a rectangle. How many triangles can be formed using any of the 3 points as their vertices? Peto tt Bek ioy Ctl)— gi Speed is ubiquitous in our everyday life. Take, for instance, Problem on Journey what was the driving speed of the school bus you took this morning? at what speed does your father always drive? how fast can you swim? how many metres can you walk in one minute? at what speed does the motorboat travel in the canal in Giethoorn? Can you find the answers to the above questions? The formulae for speed-related problems are: Speed = Distance + Distance = Speed x Time Time = Distance + Speed ‘ime Usually, we use drawings to help us solve speed-related problems. These drawings help us analyse the situations and have a clearer picture of the problems. i 1 CarA left Town A for Town B. Car B left Town B for Town A at the same time. The two cars met 4 h later. Find the distance between Town A and Town B, if their travelling speeds were 65 km/h and 80 km/h respectively. Solution: CarA—> <—CaurB Town A Town B Together, they travelled 65 + 80 = 145 km in one hour. 145 x 4= 580 km Ans: The two towns were 580 km apart. Maths Obmpad Unleash The Maths Obmpan in You! Besime) © Singapore Asa Plier Pi Lid Tey Chew Chapter 10Ben’s walking speed is 70 m/min. Alan’s cycling speed is 3 times that of Ben’s walking speed. If Alan takes 9 minutes to cycle from school to the public library, how long in minutes does Ben take to do so? Method 1: Alan’s speed = 3 x 70 = 210 m/min Library was 210 x 9 = 1890 m away. 1890 + 70 = 27 min Method 2: Solve by Reasoning Since Alan is 3 times as fast, Ben takes 3 times as much time. 9x3=27 min Ans: Ben takes 27 minutes to do so. Avan was travelling from Town A to Town B. If it increased its speed by 15 km/h, it would take 4 h, instead of 5 h, to reach Town B. Find the distance between the two towns. Solution: The distance is a multiple of 15. Try 4x 5 x 15=300 km Ans: The distance was 300 km. Cindy was going to walk from home to the mall at a speed of 75 m/min. If she increased her speed by 15 m/min, she would arrive 4 minutes earlier. Find the distance between her house and the mall. Solution: At the speed of 75 m/min, she was 75 x 4 = 300 m away. 300 + 15 = 20 min She would need 20 min. 20 = 90 = 1800 m Ans: The mall was 1800 m away. pea Pate Lact!)Qiqi cycles to school every morning at a speed of 500 m/min. It takes her 3 minutes to reach school. She cycles home at a speed of 300 m/min. What is her average speed for the whole trip? Total distance Total time Distance — 500 x 3 = 1500 m away Time taken to return > 1500 + 300 =5 min Solution: Average speed = Total time = 3 + 5 =8 min Total distance = 1500 x 2 = 3000 m 3000 8 Average speed = = 375 m/min Alan and Ben were having a 90 m race. When Alan was 26 m away from the finishing point, Ben was 8 m ahead of him. How far was Alan from the finishing line when Ben finished the race? Solution: Ben was 26 — 8 = 18 m from the finishing line. Alan: 90 — 26 = 64m Ben: 90-18=72m Since 64=8 x 8 72=8%x9 Ben ran 9 m, Alan ran 8 m. 9x 10=90m 8x 10=80m Ans: Ben was 10 m away.Peter was walking from the library to the mall. At the same time, Jane was waking from the mall to the library. They met 5 minutes later. Given that their walking speeds were 60 m/min and 50 m/min respectively, what was the distance between the library and the mall? 2 Won Chen and her mum were taking a walk. For every 4 steps the mum took, Won Chen needed 6 steps to cover the same distance. How many steps had her mum taken when Won Chen had walked 120 steps? 3. Alice’s walking speed is 60 m/min. It takes her 15 minutes to walk to school. How long does it take her to go school if she cycles at a speed 3 times as fast as she walks?4 Shawn’s walking speed is 75 m/min. His running speed is 2 times his walking speed. He takes 24 minutes to walk to school. How long does it take him, if he covers half the journey by walking and the other half by running? 5 Dad drives me to school every morning at a speed of 90 km/h. How many minutes does it take me to reach school if it is 6 km away from my house? 6 Alice and Betty were having a 80 m race. When Alice was 28 m from the finishing line, Betty was 15 m from finishing the race. How far was Betty from the finishing line when Alice was 16 m away from the finishing line?7 Peter walks from the shopping mall to the park. At the same time, Jane walks from the park to the shopping mall. Their speeds are 60 m/min and 70 m/min respectively. How far is the library from the shopping mall if the two of them meet 15 m away from the mid point? 8 Mark cycled from Town A to Town B. At the same time, Nick cycled from Town B to Town A. Their speeds were 12 km/h and 15 km/h respectively. They met sometime later at a point 3 km from the mid point of the two towns. What was the distance between Town A and Town B? 9 Acyclist takes 3 h to cycle from Point A to Point B at a speed of 10 km/h. He returns to Point A from B at a speed of 30 km/h, What is the average speed for the whole trip?10 A truck travelled from Town A to Town B at a speed of 60 km/h. At the same time, A car travelled from Town B to Town A at a speed of 80 km/h. They met 30 km from the mid point of the two towns. Find the distance between the two towns. 11 Uncle Tony was taking a long walk in the park at a speed of 100 m/min, If he increased his speed by 20 m/min, he could finish walking 10 minutes earlier. Find the distance covered by him. 12 Qigi walks from the library to school at a speed of 60 m/min. 2 minutes later, Weiling also leaves for school from the library at a speed of 72 m/min. Weiling arrives at school 4 minutes before Qiqi. What is the distance between the library and the school?13 Larry and Marcus were jogging along a 100 x 60 m rectangular track. Larry started from Point A and Marcus from Point B. Given that their speeds were 5 m/s and 4 m/s respectively, when did Larry finally catch up with Marcus? <— Marcus B 14 A tortoise can crawl 8 m in one minute. A rabbit can run at a speed of 40 m/min. The two are having a 1000 m race one day. While the tortoise crawls continually, the rabbit rests for 20 minutes after every 5 minutes’ run. Who arrives at the finishing point first?= 77 _ The Age Problem LL 2 a + One of the most interesting mathematical topics is the computation of a person’s age in relation to another’s. Another problem of this nature is to find a person’s age when it is a multiple of another person’s age. When attempting this type of problems, we should bear in mind that the difference between two ages will always remain unchanged. However, the multiple of one’s age to another’s age will change with time. Below are the methods used to solve such problems. 1. Using Model 2. Make a List 3. By Reasoning 4. Drawing The first three methods are commonly used to solve problems of this nature. The last method, though not as commonly used, can help analyse the problems and solve them within a few working steps. SSE Wi 1 The sum of the ages of two brothers is 28. The younger brother was 2 years younger than the older sibling ten years ago. How old are they now? Method 1: Solve by Reasoning The difference between two people’s ages will always remain the same. 28+2=14 14-1=13 14+1=15 Since their age difference is 2 years, the younger brother and his older sibling are 13 and 15 years old respectively. Maths Obypiad Una The Mats Opin in ou! Sapo) Ss. ©Sigapine Asa Publis Pe Lal Try Chew Chapter 11Method 2: Solve Using Model 2 ——. Older sibling Younger brother The younger brother is 13 years old. 13 25) The older sibling is 15 years old. The sum of my parents’ ages is 70. Twenty years ago, my father was 4 years older than my mother. How old are they now? Method 1: Solve Using Model The difference of their ages is still 4 years. — Father 4] 70 Mother [1] Saar % 70-4=66 66 +2=33 My mother is 33 years old now. 33+4=37 My father is 37 years old now. Method 2: Solve by Reasoning 70+2=35 3529: 35+2=37 Since their age difference is 4 years, my mother and father are 33 and 37 years old now respectively.3 Sean is 26 years old. He is 8 years older than John. How many years ago was Sean’s age three times John’s age? Method 1: Solve Using Model 26-8 = 18 John is 18 years old now. Sean As the age difference is always the same, 8+2=4 John 4x3=12 Sean was 12 years old when he was three times as old as John. 26-12=14 Sean’s age was three times John’s age 14 years ago. Method 2: Make a List Sean’s age John’s age Difference | Was Sean’s age three | times John’s age? 26 ae 5 No 24 No 20 No 16 No, only 2 times. 14 No 12 pYston | 26-12=14 or 18—-4=14 Sean’s age was three times John’s age 14 years ago. Xavier is 2 years old and his mother is 26 years old. In how many years” time will his mother’s age be three times Xavier’s age? Method 1: Solve Using Model 26-2=24 Re ea eS Their age difference is 24 years. His mother [—[T _] F a 24+2=12 peace estat) 12x 3=36 His mother will be 36 years old when she is three times older than Xavier. 2 36-26=10 His mother’s age will be three times Xavier’s age in 10 years’ time.Method 2: Make a List Mother’s age | Xavier's age | Difference | Was his mother’s age three times Xavier's age? 2m oes oa No 30 6 24 No, 5 times 34 10 24 No 36 12 4 Yes 36-26=10 or 12-2=10 His mother’s age will be three times Xavier’s age in 10 years’ time. The sum of John’s age and his father’s age is 44. Three years ago, the father was 20 years older than John. How old are they now? Method 1: Solve by Reasoning The difference between two people’s ages will always remain the same. 44+2=22 22-10=12 22+ 10=32 John and his father are now 12 and 32 years old respectively. Method 2: Make a List His father’s age | John’s age "Does the difference equal 20? 36 8 | No, itis 28. 34 10 | No, it is 24. [eee a2 12 | 44 Yes, it is 20. John and his father are now 12 and 32 years old respectively. Raphacl is 8 years old. One day, he asked his mother about her age. “When you reach my age, I will be 54 years old,” replied his mother. How old is Raphael’s mother? Method 1: Solve by Drawing 8 his mother’s age 54 The number of years it takes for Raphael to be as old as his mother is the same as the number of years it takes for his mother to be 54 years old. 54-8=46 46+ Raphael's mother is 31 years old.1 Four years ago, the age of Isabelle’s mother was 4 times that of hers. Her mother is 44 years old. How old is Isabelle? Joel is 8 years old. His mother is 34 years old. In how many years’ time will his mother’s age be three times Joel’s age? Method 1: Solve Using Model Method 2: Make a List3 Beatrice is 10 years old. Her father is 34 years old. How many years ago was her father’s age four times Beatrice’s age? Method 1: Solve Using Model Method 2: Make a List 4 The sum of Grandfather’s age and Jimmy’s age is 66. Three years later, Grandfather's age will be 8 times Jimmy’s age. How old are Jimmy and his grandfather?5 Samuel’s grandmother is 64 years old. Samuel is 13 years old. In how many years’ time will his grandmother’s age be four times Samuel’s age? Solve Using Model 6 A daughter is 8 years old. Her mother is 38 years old. In how many years’ time will the mother’s age be three times the daughter's age? Method 1: Solve Using Model Method 2: Make a List7 The sum of Melanie’s and her brother’s ages is 35. Four years from now, Melanie will be 5 years older than her brother. How old is Melanie? How old is her brother? 8 Jonathan is 10 years old. His brother, Joseph, is 14 years old. How old will each boy be when the sum of their ages is 50?9 Granny Mabel is 60 years old. Kelly is 5 years old. In how many years’ time will Granny Mabel’s age be six times Kelly’s age? Method I: Solve Using Model Method 2: Make a List 10 A father is 50 years old. His son is 24 years old. How many years ago was the father’s age three times his son’s age? Method 1: Solve Using Model Method 2: Make a List11 Jenevieve is 10 years old. She asks her teacher about her age. “I will be 58 years old by the time you reach my age,” replies her teacher. How old is her teacher? 12 Cindy is 12 years old. She asks Auntie Zoe about her age. “I will be 62 years old by the time you reach my age,” replies Auntie Zoe. How old is Auntie Zoe?13. The sum of a father’s age and his son’s age is 60. The father’s age was 3 times his son’s age eight years ago. How old are they now? 14 The sum of a father’s age and his daughter’s age is 50. The father’s age will be 3 times his daughter’s age five years from now. How old is the father? How old is his daughter?15 David’s mother is 30 years older than him. Her age will be four times David’s eight years later. How old is David now? 16 Raymond’s grandfather is 50 years older than him. His grandfather’s age was six times Raymond’s six years ago. How old is Raymond’s grandfather now? Poet ater tte)— 7Z._ Solve Using Model a a q Models have been used in the previous chapter to solve age problems. In the learning of mathematics at primary level, using models is one of the heuristics for solving mathematical problems. The beauty of model drawing is its systematic approach and ease of application. In the process of drawing models, the student will have a better understanding of the problem through its pictorial representation. In a well-drawn model, the student can almost infer the correct answer instantly. The examples illustrated in this chapter show how to use model drawing to solve problems involving sums, differences, multiples and fractions. S) uF i . 1 Joeand Jason have $80 altogether. The amount of money Joc has is three times the amount of money Jason has. How much does Joe have? Solution: Joe i }so Jason $80 + 4 =$20 $20 x 3 = $60 Joe has $60. “Maths Olympiad - Unleash The Maths Olympian In You! (Beginner) 111 {Singapore Asa Publisher Pe Lid & Try Chew Chapter 122 A farmer has 120 horses and stallions altogether. The number of horses is 20 more than the number of stallions. How many stallions does the farmer have? Solution: horses stallions The farmer has 50 stallions. 3. There are 45 apples in carton A and 55 apples in carton B. How many apples must be transferred from carton B to carton A so that the number of apples in carton A is 3 times the number of apples in carton B? Solution: carton A 45455 carton B 45+55=100 There are a total of 100 apples in the two cartons. 100+4=25 There are 25 apples in carton B in the end. 25 x3=75 There are 75 apples in carton A in the end. 75-45=30 or 55-25=30 30 apples must be transferred from carton B to carton A. 4 Alicia has $6 more than Betty. Betty has $10 more than Celia. The total amount of money they have is $116. How much money does each of them have? Solution: $116 —$10 — $10 — $6 = $90 $90 + 3 = $30 Celia has $30. $30 + $10 = $40 Betty has $40. $40 + $6 = $46 Alicia has $46.Alan, Benny and Charles have $240 in total. If Alan gives Benny $20 and Charles gives $15 to Benny, they will each have the same amount of money. How much money does each of them have at first? Solution: 9: os Alan $20 Benny $20 [S15 Charles [$15 $240 + 3 =$80 Each of them have $80 in the end. $80 + $20 = $100 Alan has $100 at first. $80 + $15 = $95 Charles has $95 at first. $80 — $20 — $15 = $45 Benny has $45 at first. Millie had ie picture cards at first. She gave > 9 1 of her cards to her best friend. She then gave 7 a 1 of the remaining cards to her cousin. How many picture cards had she left? Solution: 180 ee eee ee ee ee a }« 180-20 She gave 20 picture cards to her best friend. 180-20 = 160 4x 160-40 She gave 40 picture cards to her cousin. 160 — 40 = 120 She had 120 picture cards left.