Singapore and Asian

Schools Math Olympiad

(SASMO)

2016

Secondary 2

Authors: Merlan Nagidulin

Henry Ong
Rosa Anajao
Pang Zheng Rui

Consultant: Dr Joseph Yeo (NIE)

© Singapore International Math Contests Centre

All Rights Reserved

No part of this work may be reproduced or transmitted by any means, electronic or mechanical, including
photocopying and recording, or by any information or retrieval system, without the prior permission of the publisher.
 TABLE OF CONTENTS

Message from Executive Director ..................................................................... 1

Competition Format and Prizes ........................................................................ 2

Introduction ...................................................................................................... 4

Problem Solving Procedure ................................................................................................................... 6

Problem Solving Strategies ................................................................................................................... 8

SASMO 2016 Secondary 2 Contest ................................................................. 10

Solutions to SASMO 2016 Secondary 2 .......................................................... 27

 Message from Executive Director

Dear students, parents and teachers,

I am gratified to see more of our students gain direct admission into top schools by
August this year and their joy and reduced stress certainly made their preparation for
DSA worthwhile. Now is also the time to start your children/students as they prepare for
DSA, not only for Secondary 1, but also for Secondary 3 as well as Junior College or
polytechnic. In addition, we are continuously improving SASMO.
1. SASMO 2017 Results will be out on May 1-3 on SASMO Website.
2. On July 15, 2017, we will run our Singapore International Math Olympiad Challenge
(SIMOC) which will include a Math Olympiad contest, mathematics games and Mind
Sports Challenge run on individual and team basis. This will bring out the best of
Singapore Mathematics with manipulatives and games used in Singapore schools.
Entry into SIMOC is by invitation only.
3. We invite teachers from Singapore and the region to join us, as we conduct research
into our own brand of Singapore Mathematics Olympiad and inspiring students to
accelerate learning with manipulatives.
4. We will be offering more analytics for students to review their performance with
reports.

I am glad that SASMO is making a difference for students in Singapore and elsewhere
around the world as we expand to more countries. We have been invited by World
Mathematics Team Championships and BEBRAS to run more international Math and
Computational thinking competitions. We look forward to working with your children and
students as they start to realize and achieve their potential.

Thank you.
Yours Sincerely,

Henry Ong
Executive Director

1
 Competition Format and Prizes

SASMO is devoted and dedicated to bringing a love for Mathematics to students. Unlike
most Math Olympiad Competitions, SASMO caters not only to students in the top 5% but
to the top 40% instead. It aims to arouse students’ interest and enthusiasm for
mathematical problem solving, develop mathematical intuition, reasoning and logical
thinking, as well as creative and critical thinking. In addition, this can help improve the
students’ math grades because they can apply problem-solving strategies learnt during
the training to their daily school mathematics.

History:
Created in 2006, SASMO is one of the largest Math Olympiads in the Asian region. We
have expanded the competition to provide an International platform for students from
Primary 2 to Secondary 4, with differentiated contest papers for every level.
SASMO awards medals and certificates to the top 40% of participants.

Contest:
School Candidates
The Contest will be held in your school and no travelling is required.
Individual candidates
The Contest will be held in a school.

Format:
Secondary 2:
Section A – 15 Multiple Choice Questions
(2 points for correct answer, 0 points for unanswered question, penalty point (deduct 1
point) for wrong answer)
Section B – 10 Open-ended Questions
(4 points for correct answer, No penalty point for wrong answer)
Total 85 points. To avoid negative scores, each student begins with 15 points

2
Calculators are not permitted
When a problem introduces a more advanced concept, all necessary definitions are
included.

Awards:
Each participant receives a Certificate of Participation or an award certificate for winners
below.
Each of the top 8%, 12% and 20% of all participants receives a Gold, Silver or Bronze
medal and certificate respectively.
Each student who achieves a Perfect Score of 85 points receives a Perfect Score
certificate, Gold medal and $100.

3
 Introduction
For Students Taking the Math Olympiad Challenge

Congratulations. You have embarked on a journey of scholarship. Competitions like

SASMO open many doors for you. Firstly, you learn new and interesting approaches to
problem-solving and also new topics. Next, you will meet talented students from other
schools as you attend training and competitions. You build your endurance to “puzzle”
out challenging problems and build your reputation as a problem solver. Finally, you
will be exposed to various international competitions and scholarship opportunities.
Here in Singapore, you increase your chances of getting into a top school via Direct
School Admissions (DSA) and entry into the Gifted Education Programme as you
compete regularly in high level competitions.

This book is written for the participants in the Singapore and Asian Schools Math
Olympiads (SASMO). It helps students to prepare well for the contest and also develop
higher-order thinking. All problems are designed to help students develop the ability to
think mathematically, rather than to teach more advanced or unusual topics. The fun is
in how you can see patterns and ways of solving each problem in non-technical ways
even though you have not learnt the topic yet!

In addition to the contest problems, the reader is provided with a list of familiar
mathematical terms, as well as a review of some of the topics that are likely to be
tested in the Olympiad. The book also contains some solved examples to provide
different problem-solving techniques, and to familiarize the participant with different
types of Olympiad questions. It is advised that the reader spends appropriate time
studying these questions and solutions, as they will assist in tackling actual Olympiad
problems.

4
How to Use This Book: Practice daily for 15 minutes per hour rather 4 hours of learning
once a month. Your mind needs to absorb each new thought, and constant practice
allows frequent review of previously learned concepts and skills. Together, you can
remember many new problem solving approaches. Try to spend 10 or 15 minutes daily
doing two or three problems. This approach should help you minimize the time needed
to develop the ability to think mathematically.

Whether you solve a problem quickly or you are confused, it is worth studying the
solutions in this book, because often they offer unexpected insights that can help you
understand the problem more fully. After you have invested time – trying to solve each
problem any way you can, reviewing our solutions is very effective. Many of the
problems in this book can be solved in more than one way. There is always a single
answer, but there can be many paths to that answer. Once you solve a problem, go
back and see if you can solve it by another method. Then check our solutions to see if
any of them differ from yours.

Enjoy working on these challenges and you will soon be in a different league from your
peers who have not taken any international competition. We look forward to inviting
you if you are a bronze, silver, gold or perfect score medallist for further training as well
as to compete in Singapore International Math Olympiad Challenge (SIMOC) to be held
in July 2017.

5
 Problem Solving Procedure

You may go through several phases when solving a problem such as trying to
understand the problem, working on a specific approach (planning and attempting),
getting stuck and trying to get unstuck, critically examining solutions or communicating.
The work may involve going back and forth between these different phases of problem
solving.

In solving any problem, it helps to have a working procedure. You might want to
consider this four-step procedure: Understand, Plan, Try It, and Look Back.

Understand
Before you can solve a problem, you must first understand it. Read and re-read the
problem carefully to find all the clues and determine what the question is asking you to
find.
What is the unknown?
What is the data?
What is the condition?

Plan
Once you understand the question and the clues, it's time to use your previous
experience with similar problems to look for strategies and tools to answer the
question.
Do you know a related problem?
Look at the unknown! And try to think of a familiar problem having the same or a
similar unknown?

Try It
After deciding on a plan, you should try it and see what answer you come up with.
Can you see clearly that the steps are correct?
But can you also prove that the steps are correct?

6
Are you feeling stuck?
Many different approaches can be tried to get unstuck. One approach is to try working
a simpler version of the problem, and use the solution to the problem to get insights
that are useful in solving the original problem. In the next chapter, we show some
common solving approaches.

If you are discouraged after a few failed attempts, read this quote from the famous
scientist, Thomas Edison. An assistant asked, "Why are you wasting your time and
money? We have had failure after failure, almost a thousand of them. Why do you
continue to pursue this impossible task?" Edison said, "We haven't had a thousand
failures, we've just discovered a thousand ways to not invent the electric bulb."

Look Back
Once you've tried it and found an answer, go back to the problem and see if you've
really answered the question. Sometimes it's easy to overlook something. If you missed
something check your plan and try the problem again.
Can you check the result?
Can you check the argument?
Can you derive the result differently?
Can you see it at a glance?

7
 Problem Solving Strategies

1. Change the representation

Using a wrong representation may make a problem impossible to solve.

Strategies of changing representation include drawing a picture and acting it out.

DRAW A PICTURE: By drawing a picture, and visualizing the problem information

using it, you will have a clearer understanding of the problem and it will help you to
come up an approach to solve the problem that you might not be able to see otherwise.

ACT IT OUT: We are better at thinking in terms of concrete objects and situations than
in terms of abstract concepts. If we can act out the situation described in a word
problem, we are able to understand the problem better and we may be able to come up
with a problem solution. To do this, we need to use real materials that are easily
available to us. Examples can be pencils, coins and other objects we have in the
classroom.

2. Make an Organized List or a Table

ORGANIZED LIST: Making an organized list allows you to clearly examine data. It can
help you in ensuring that you are looking at all the relevant information. It will also
allow you to see patterns in the data easily and to come to correct conclusions.

MAKE A TABLE: Making a table allows you to clearly examine data. It can help you in
ensuring that you are looking at all the relevant information. It will also allow you to
see patterns in the data easily and to come to correct conclusions.

8
3. Create a Simpler Problem

Sometimes we are not able to solve the problem as it is stated, but we are able to solve
a similar problem that is similar in some way. For example, the simpler problem may
use simpler numbers. Once we solve one or more simpler problems, we may
understand the approach that can be used to solve the problems of similar type and
may be able to solve the problem that has been given to us.

4. Use Logical Reasoning

Logical reasoning is useful in mathematics problems in various ways. It can be used to

eliminate incorrect choices. It can also sometimes be used to conclude the answer
directly.

5. Guess and Check

"Guess and Check" strategy can be used on many problems. If the number of possible
answers is small, one can use this strategy to come up with the answer very quickly. In
some other cases where the number of possible answers is not small, one may still be
able to make intelligent guesses and come up with the answer.

6. Working Backwards

Sometimes, it is easier to start with information at the end of the problem and work
backwards to the beginning of the problem than the other way around.

9
 Division
Singapore and Asian
S2 Schools Math Olympiad
2016

Full Name:

Index Number:

Class:
School:
SASMO 2016 Secondary 2 Contest

INSTRUCTIONS
1. Please DO NOT OPEN the contest booklet until the Proctor has given permission to
start.

2. TIME: 1 hour 30 minutes.

3. Attempt all 25 questions.

Questions 1 to 15 score 2 points each, no points are deducted for unanswered
question and 1 point is deducted for wrong answer.
Questions 16 to 25 score 4 points each. No points are deducted for unanswered or
wrong answers.

4. Shade your answers neatly using a pencil in the answer sheet.

5. PROCTORING: No one may help any student in any way during the contest.

6. No electronic devices capable of storing and displaying visual information is

allowed during the course of the exam.

7. Strictly No Calculators are allowed into the exam.

8. All students must fill and shade in their Name, Index number, Class and School in
the answer sheet and contest booklet.

9. MINIMUM TIME: Students must stay in the exam hall at least 1h 15 min.

10. Students must show detailed working and transfer answers to the answer sheet.

11. No exam papers and written notes can be taken out by any contestant.

10
SASMO 2016, Secondary 2 Contest
SASMO 2016 Secondary 2 [15 MCQ + 10 non-MCQ = 25 Q]

Section A (Correct answer – 2 points| No answer – 0 points| Incorrect answer – minus 1 point)

1. Find the following sum

9×1 + 99×2 + 999×3 + 9 999×4

A. 11010
B. 10110
C. 11001
D. 10011
E. None of the above

2. Given that 𝑥 is an integer such that −4 ≤ 𝑥 ≤ 3 and 𝑦 is a prime number. Find the
greatest possible value of 𝑥 2 − 𝑦 2 .

A. 0
B. 5
C. 7
D. 12
E. 20

11
SASMO 2016, Secondary 2 Contest

3. Find the missing number 𝑋

169 3 576 4 64 5

12 16 23 25 X 36

A. 7
B. 9
C. 34
D. 35
E. None of the above

4. The year 2016 is an interesting number because it is divisible by 1, 2, 3, 4, 6, 7, 8

and 9. When is the next year that is divisible by 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10?

A. 2070
B. 2080
C. 2480
D. 2520
E. None of the above

12
SASMO 2016, Secondary 2 Contest

5. Eisenstein prime is a prime number which is one less than a multiple of 3. For
example, 11 is an Eisenstein prime, since it is one less than 12. How many Eisenstein
primes less than 60 are there?

A. 13
B. 12
C. 11
D. 10
E. None of the above

13
SASMO 2016, Secondary 2 Contest

6. How would the pattern appear when the transparent sheet is folded along the dotted
line?

A. B.

C. D.

E. None of the above

14
SASMO 2016, Secondary 2 Contest

7. Two 10-sided dice with numbers from 1 to 10 on their faces are rolled and their face
values were multiplied. How many ways are there such that the product is a prime or
ends in 6?
A. 8
B. 11
C. 18
D. 20
E. None of the above

8. How many factors of 9800 are perfect squares?

A. 3
B. 5
C. 7
D. 8
E. 9

15
SASMO 2016, Secondary 2 Contest

9. In mathematics, Figure 1 is called Menger Sponge. The construction of Menger

Sponge is described as follows:

1. Begin with a cube.

2. Sub-divide the cube into 27 smaller cubes (Figure 2)
3. Remove the smaller cube in the middle of each face, and remove the smaller
cube in the very center of the larger cube, leaving 20 smaller cubes (Figure 1).
If the surface area of the cube (Figure 2) in Step 1 is 216 𝑐𝑚2 , what is the surface area
of Menger Sponge (Figure 1)?

A. 192
B. 216
C. 224
D. 256
E. 288

16
SASMO 2016, Secondary 2 Contest

10. In the diagram below, 𝐴𝐵𝐶𝐷 is a square, ∠𝐶𝐷𝐸 = 84° and ∠𝐷𝐶𝐸 = 48°. Find the
angle ∠𝐸𝐴𝐷.

B C

48°

E
84°
A D

A. 2°
B. 3°
C. 4°
D. 5°
E. 6°

17
SASMO 2016, Secondary 2 Contest

11. Which of the statements below is true

A. The number of false statements here is one.

B. The number of false statements here is two.
C. The number of false statements here is three.
D. The number of false statements here is four.
E. The number of false statements here is five.

12. There are 13 regions in the diagram on the right. Each region is to be painted with
one colour. What is the least number of colours needed to paint all the regions so that
any two adjacent regions do not share the same colour?

A. 3
B. 4
C. 5
D. 6
E. None of the above

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SASMO 2016, Secondary 2 Contest

13. How many triangles are there in the diagram below?

A. 45
B. 33
C. 35
D. 41
E. 43

14. Five circles are drawn on a flat surface. What is the greatest number of regions that
can be formed on the surface?

A. 17
B. 21
C. 22
D. 24
E. None of the above

19
SASMO 2016, Secondary 2 Contest

15. How many fractions are there in the sequence below?

1 4 11 29 1364
, , , ,…,
3 7 18 47 2207

A. 8
B. 16
C. 18
D. 36
E. None of the above

20
SASMO 2016, Secondary 2 Contest
Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

16. The bar chart below shows the number of cars sold in Town A in the first half of
year 2015. For example, 7300 cars were sold in January while X thousands cars were
sold in February. The number of cars sold in the last two months is not indicated in the
graph.

The percentage increase in the number of cars sold from February to June is 40 %. The
number of cars sold in May is 2800 cars less than twice the number of cars sold in
June. The product of the number of cars sold in May and June is equal to 117 600 000.

How many cars were sold in February?

9.4
8.8

7.3
Number X
of cars
(in Thousand)

Jan Feb Mar Apr May Jun

Month

21
SASMO 2016, Secondary 2 Contest

17. There are 27 students in the classroom. 14 of them wear glasses. 11 of the 27 are
girls. Only 5 boys don’t wear glasses. How many girls wear glasses?

18. In the diagram on the right, what percentage of the grid is shaded?

22
SASMO 2016, Secondary 2 Contest

19. Find the value of the expression below

2 1 2 1 2
(2 + 1) (2 + ) (2 + ) (2 + ) (2 + ) … (2 + )
3 2 5 3 9

𝑥
20. Find all possible values of where 21𝑥 2 − 10𝑥𝑦 + 𝑦 2 = 0 and 𝑦 ≠ 0.
𝑦

23
SASMO 2016, Secondary 2 Contest

21. What is the greatest amount of numbers which must be selected (not randomly) from
72 numbers 1, 2, 3, …, 72 to ensure that there are no two numbers (among selected)
with the product of 72?

22. How many three-digit numbers, with three different digits, are divisible by eleven?

24
SASMO 2016, Secondary 2 Contest

23. Find the last two digits of 20162016 .

24. Find the following product

101×10001×100000001× …×1 ⏟
00 … 00 1
27 −1 𝑧𝑒𝑟𝑜𝑠

25
SASMO 2016, Secondary 2 Contest

25. In the following cryptarithm, all the different letters stand for different digits. Find
the 5-digit number MATHS.
S A S M O

× 3

M A T H S

End of Paper

26
SASMO 2016, Secondary 2 Contest
Solutions to SASMO 2016 Secondary 2
Section A (Correct answer – 2 points| No answer – 0 points| Incorrect answer – minus 1 point)
Question 1
9×1 + 99×2 + 999×3 + 9999×4
= (10 − 1)×1 + (100 − 1)×2 + (1000 − 1)×3 + (10000 − 1)×4
= 10×1 − 1×1 + 100×2 − 1×2 + 1000×3 − 1×3 + 10000×4 − 1×4
= 10 − 1 + 200 − 2 + 3000 − 3 + 40000 − 4
= 10 + 200 + 3000 + 40000 − 1 − 2 − 3 − 4
= 𝟒𝟑𝟐𝟎𝟎

Question 2
To find the greatest possible value of 𝑥 2 − 𝑦 2 , 𝑥 2 need to be maximized and 𝑦 2 need to
be minimized. The maximum value of 𝑥 2 is (−4)2 = 16. The minimum value of 𝑦 2 is
𝑦 2 = 22 = 4. Hence the greatest possible value is 16 − 4 = 𝟏𝟐.

Question 3
The pattern is as follows:

First grid: 169 = (12 + 1)2 ; 16 = (3 + 1)2

Second grid: 576 = (23 + 1)2 ; 25 = (4 + 1)2
Third grid: 64 = (𝑋 + 1)2 ; 36 = (5 + 1)2

(𝑋 + 1)2 = 64 → 𝑿 = 𝟕

Question 4
The lowest common multiple of 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 is 23 ×32 ×5×7 = 𝟐𝟓𝟐𝟎.

27
SASMO 2016, Secondary 2 Contest

Question 5
Prime numbers (n) (𝑛 + 1) ÷ 3 Einstein prime
2 1 Yes
3 NA No
5 2 Yes
7 NA No
11 4 Yes
13 NA No
17 6 Yes
19 NA No
23 8 Yes
29 10 Yes
31 NA No
37 NA No
41 14 Yes
43 NA No
47 16 Yes
53 18 Yes
59 20 Yes
There are 10 Einstein primes less than 60.

Question 6
The answer is C.

Question 7
Prime number product: (1, 2), (1, 3), (1, 5), (1, 7)
Product that ends with 6: (1, 6), (2, 3), (2, 8), (4, 4), (4,9), (6, 6), (7, 8)

Except (4,4) and (6,6), all the other pairs can be counted two times (the numbers of the
first and second dice can interchange). Hence there are (9×2) + 2 = 𝟐𝟎 ways.

Question 8
Prime factorize 9800: 9800 = 23 ×52 ×72
The perfect square factors are 1, 22 , 52 , 72 , (2×5)2 , (2×7)2 , (5×7)2 , (2×5×7)2 . In total,
there are 8 of them.

28
SASMO 2016, Secondary 2 Contest

Question 9
Given that the surface area of the cube (Figure 2) is 216 𝑐𝑚2 , the area of one face of the
small cube is 216 ÷ 6 ÷ 9 = 4 𝑐𝑚2 .

One face of Menger Sponge consists of 8 frontal faces of small cubes. When the middle
small cube is removed from one face of the large cube, an additional 4 faces of small
cubes appeared in the Menger Sponge. Therefore, one face of Menger Sponge consists
a total of 8 + 4 = 12 faces of small cubes. Since there are 6 faces in the Menger Sponge,
then its total surface area is 6×12×4 𝑐𝑚2 = 𝟐𝟖𝟖 𝒄𝒎𝟐 .

Question 10
∠𝐷𝐸𝐶 + 48° + 84° = 180° (Sum of interior angles of triangle)
∠𝐷𝐸𝐶 = 180° − 48° − 84° = 48°.

Since ∠𝐷𝐶𝐸 = ∠𝐷𝐸𝐶, ∆𝐶𝐷𝐸 is an isosceles triangle where DE = CD.

Given that ABCD is a square, AD = CD. So, ∆𝐴𝐷𝐸 is also an isosceles triangle since AD
= DE.

∠𝐸𝐴𝐷 + ∠𝐴𝐸𝐷 + 90° + 84° = 180° (Sum of interior angles of triangle)

2×∠𝐸𝐴𝐷 + 174° = 180° (Isosceles triangle)
180°−174°
∠𝐸𝐴𝐷 = = 𝟑°
2

Question 11
Since only one of the option is true, the number of false statements must be four.
Therefore, the answer is D.

Question 12 1
4 3
Using four colours is possible as shown at the right diagram (each
2

4
2 1
number represents a colour). 3
1
4
2

If 3 colors will be used, there will be certain region (‘?’) that will have
2
the same colour as one of its adjacent regions. Hence the diagram 1
1
cannot be filled with 3 and less number of colours. 3
2
?

29
SASMO 2016, Secondary 2 Contest

Question 13
Type of
1-part 2-part 4-part 8-part Total
triangle
number
of
Diagram
triangles

Number of
20 13 8 2 43
triangles

Question 14
The greatest number of regions occurs when each circle interest every other circle at 2
points.

As shown below, the greatest number of regions that can be on the surface is 22 (the
outside region is counted as 1 region).

30
SASMO 2016, Secondary 2 Contest

Question 15
The whole sequence can be rewritten as follows:
1, 3, 4, 7, 11, 18, 29, 47, 76, 123, 199, 322, 521, 843, 1364, 2207.
Starting from the third number, each number is the sum of the previous two numbers.

There are 16 ÷ 2 = 𝟖 fractions in the sequence.

Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

Question 16
Given that the percentage increase in the number of cars sold from February to June is
40%, the number of cars sold in June is 1.4X. Given that the number of cars sold in
May is 2800 cars less than twice the number of cars sold in June, the number of cars
sold in May is 2.8X – 2.8. Also,

117 600 000

1.4𝑋×(2.8𝑋 − 2.8) = = 117.6
1000×1000
1.4×2.8×𝑋(𝑋 − 1) = 117.6
𝑋 2 − 𝑋 = 30
𝑋 2 − 𝑋 − 30 = 0
(𝑋 − 6)(𝑋 + 5) = 0
𝑋 = 6 𝑜𝑟 𝑋 = −5 (𝑟𝑒𝑗𝑒𝑐𝑡)

The number of cars sold in February is 6000.

Question 17
The number of boys is 27 − 11 = 16. The number of Wear Glasses Girl
students who are not wearing glasses is 27 − 14 = 13.

The number of boys who are wearing glasses is 16 − 5 = 27 - 11 - 5 14 - 11 11 - 3

= 11 =3 =8
11. The number of girls who are wearing glasses is 14 −
11 = 𝟑.
5

31
SASMO 2016, Secondary 2 Contest

Question 18
The shaded triangle ADE is similar to the triangle ABC.
Hence

𝐷𝐸 𝐴𝐷
= (1)
𝐵𝐶 𝐴𝐵

The grid consists of 20 small squares. Let one side of a small

square be 1 unit. Then AD is 2 units and AB is 5 units. So,

𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐷𝐸 𝐴𝐷×𝐷𝐸 ÷ 2

= .
𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐵𝐶 𝐴𝐵×𝐵𝐶 ÷ 2

From (1)

𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐷𝐸 𝐴𝐷×𝐷𝐸 ÷ 2 𝐴𝐷×𝐴𝐷 𝐴𝐷 2 2 2 4

= = =( ) =( ) =
𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐵𝐶 𝐴𝐵×𝐵𝐶 ÷ 2 𝐴𝐵×𝐴𝐵 𝐴𝐵 5 25

4×5
Since 𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐵𝐶 = = 10, then
2

4×10 8
𝐴𝑟𝑒𝑎 𝑜𝑓 Δ𝐴𝐷𝐸 = = .
25 5

Therefore, the shaded region is

8
( )
5 ×100% = 𝟖%
20

of the grid.

Question 19
2 1 2 1 2
(2 + 1) (2 + ) (2 + ) (2 + ) (2 + ) … (2 + )
3 2 5 3 9
2 2 2 2 2 2 2 2
= (2 + ) (2 + ) (2 + ) (2 + ) (2 + ) (2 + ) (2 + ) (2 + )
2 3 4 5 6 7 8 9

6 8 10 12 14 16 18 20 27 ×20
= ( )( )( )( )( )( )( )( ) = = 27 ×10 = 𝟏𝟐𝟖𝟎
2 3 4 5 6 7 8 9 2

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SASMO 2016, Secondary 2 Contest

Question 20
21𝑥 2 − 10𝑥𝑦 + 𝑦 2 = 0 (divide both sides by 𝑦 2 )
𝑥2 𝑥
21 𝑦 − 10 𝑦 + 1 = 0
𝑥 𝑥
(7 𝑦 − 1) (3 𝑦 − 1) = 0
𝑥 𝟏 𝑥 𝟏
= 𝟕 𝑎𝑛𝑑 =𝟑
𝑦 𝑦

Question 21
The prime factorization of 72 = 23 ×32 , so there are (3 + 1)×(2 + 1) = 12 factors of 72:
1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36 and 72. 6 pairs of numbers have 72 as the product. To
get the greatest amount of numbers that must be selected, one number from each 6
pairs should be selected together with numbers that are not factors of 72. Therefore, 6
numbers remain and the largest amount of numbers that should be selected is 72 − 6 =
𝟔𝟔.

Question 22
According to the Divisibility Rule for 11, the positive difference between the sum of digits
in even positions and the sum of digits in odd positions must be divisible by 11.

Organizing by the tens digit:

Case 1: Positive difference between the sum of digits in even positions and the sum of
digits in odd positions is 0.
(Note: 0 is divisible by any integer except 0 )

0 1 2 3 4 5 6 7 8 9
110 121 132 143 154 165 176 187 198
220 231 242 253 264 275 286 297
330 341 352 363 374 385 396
440 451 462 473 484 495
550 561 572 583 594
660 671 682 693
770 781 792
880 891
990

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SASMO 2016, Secondary 2 Contest

Case 2: Positive difference between the sum of digits in even positions and the sum of
digits in odd positions is 11.

0 1 2 3 4 5 6 7 8 9
209 319 429 539 649 759 869 979
308 418 528 638 748 858 968
407 517 627 737 847 957
506 616 726 836 946
605 715 825 935
704 814 924
803 913
902
Based on the tables, there are 64 numbers that satisfy the conditions.

Question 23
The last two digits of 20162016 is the same with the last two digits of 162016 .

161 = 16
162 𝑙𝑎𝑠𝑡 𝑑𝑖𝑔𝑖𝑡 𝑖𝑠 56 (16×16 = 256)
163 𝑙𝑎𝑠𝑡 𝑑𝑖𝑔𝑖𝑡 𝑖𝑠 96 (16×56 = 896)
164 𝑙𝑎𝑠𝑡 𝑑𝑖𝑔𝑖𝑡 𝑖𝑠 36 (16×96 = 1536)
165 𝑙𝑎𝑠𝑡 𝑑𝑖𝑔𝑖𝑡 𝑖𝑠 76 (16×36 = 576)
166 𝑙𝑎𝑠𝑡 𝑑𝑖𝑔𝑖𝑡 𝑖𝑠 16 (16×76 = 1216)
Therefore, the pattern is 16, 56, 96, 36, 76. There is a remainder of 1 when 2016 is
divided by 5. So, the last two digits of 20162016 is 16.

Question 24
Let 𝑥 = 101×10001×100000001× …×1 ⏟
00 … 00 1. Then,
27 −1 𝑧𝑒𝑟𝑜𝑠

7
𝑥 = (102 + 1)(104 + 1)(108 + 1)(1016 + 1) … (102 + 1),

7
(102 − 1)𝑥 = (104 − 1)(104 + 1)(108 + 1)(1016 + 1) … (102 + 1)

7
= (108 − 1)(108 + 1)(1016 + 1) … (102 + 1)

7
= (1016 − 1)(1016 + 1) … (102 + 1)

7 8
= (102 )2 − 12 = 102 − 1 = 10256 − 1
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SASMO 2016, Secondary 2 Contest
10256 − 1
⟹ (102 − 1)𝑥 = 10256 − 1 ⟹ 𝑥= .
102 − 1

Question 25
Case 1: Assume S = 1

S 1
O 7
Case I Case II Case III
M 3 4 5
H 1 (same with S) 4 (same with M) 7 (same with O)
How to read the table above:

1. The last digit of the product O×3 is 1. Therefore, O=7.

2. Since S = 1, then the only possible cases for M are 3, 4 and 5.

3. H = M × 3 + 2.

 If M = 3, then H = 1 which is impossible since S = 1

 If M = 4, then H = 4 which is impossible since M = 4
 If M = 5, then H = 7 which is impossible since O = 7.
Thus, the case when S = 1 is impossible.

All the tables below can be read in a similar way.

Case 2: S = 2

S 2
O 4
Case I Case II Case III
M 6 7 8
H 9 2 (same with S) 5
T 7 8 (same with M)
A 0

Case 3: S = 3

S 3
O 1
M 9
H 7
T 1 (same with O)

Therefore, the only valid case is when S=2, O=4, M=6, H=9, T=7, A=0.

The answer is 60792.

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