The CENTRE for EDUCATION

in MATHEMATICS and COMPUTING

cemc.uwaterloo.ca

Fryer Contest
(Grade 9)
Wednesday, April 13, 2016
(in North America and South America)
Thursday, April 14, 2016
(outside of North America and South America)

Time: 75 minutes ©2016 University of Waterloo

Do not open this booklet until instructed to do so.
Number of questions: 4 Each question is worth 10 marks
Calculators are allowed, with the following restriction: you may not use a device
that has internet access, that can communicate with other devices, or that contains
previously stored information. For example, you may not use a smartphone or a
tablet.
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
website, cemc.uwaterloo.ca. In addition, the name, grade, school and location, and score of some
top-scoring students may be shared with other mathematical organizations for other recognition
opportunities.
 NOTE:
1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.

1. Three schools each sent four students to a competition. The scores earned by nine of the
students are given in the table below. The scores of the remaining three students are
represented by x, y and z. The total score for any school is determined by adding the
scores of the four students competing from the school.

Student 1 Student 2 Student 3 Student 4

School A 12 8 10 6
School B 17 5 7 x
School C 9 15 y z
(a) What is the total score for School A?

(b) The total scores for Schools A and B are the same. What is the value of x, the
score for Student 4 at School B?
(c) The total scores for Schools A and C are the same. If the score for Student 4 at
School C is twice that of Student 3 at School C, determine these two scores.

2. When Esther and her older brother Paul race, Esther takes 5 steps every 2 seconds, and
each of her steps is 0.4 m long. Paul also takes 5 steps every 2 seconds, but each of his
steps is 1.2 m long.
(a) In metres, how far does Esther travel in 2 seconds?

(b) In metres per second, what is Paul’s speed?

(c) If they both start a race at the same time, what distance ahead will Paul be after
2 minutes?
(d) If Esther begins a race 3 minutes before Paul, how much time does it take Paul
to catch Esther?
3. A median is a line segment drawn from a vertex of a triangle to the midpoint of the
opposite side of the triangle. A
(a) In the diagram, 4ABC is right-angled and
has side lengths AB = 4 and BC = 12. If
AD is a median of 4ABC, what is the area
of 4ACD? C D B
(b) In rectangle EF GH, point S is on F H E F
with SG perpendicular to F H. In 4F GH, S
median F T is drawn as shown. If F S = 18,
SG = 24 and SH = 32, determine the area
of 4F HT .
H T G
(c) In quadrilateral KLM N , KM is K
perpendicular to LN at R. Medians KP N
and KQ are drawn in 4KLM and 4KM N
respectively, as shown. If LR = 6, RN = 12,
R
KR = x, RM = 2x + 2, and the area of L
KP M Q is 63, determine the value of x. Q
P

M
4. A BINGO card has twenty-five different integers arranged into five rows and five columns
labeled B, I, N, G, and O such that:
Here is an example of a
• The middle integer is always 0.
BINGO card.
• Integers in column B are between 1 and 15 inclusive.
• Integers in column I are between 16 and 30 inclusive. B I N G O
• Integers in column N are between 31 and 45 inclusive 5 24 36 48 61
(other than the middle integer being 0). 2 29 31 53 64
• Integers in column G are between 46 and 60 inclusive. 11 18 0 60 68
• Integers in column O are between 61 and 75 inclusive. 15 20 44 51 69
3 26 42 47 70

(a) What is the smallest possible sum of the numbers in a row on a BINGO card?

(b) Carrie’s BINGO card has a row and a diagonal each with the same sum. What
is the smallest possible such sum? Show that there is a BINGO card with this
sum and explain why there is no BINGO card with a smaller such sum.
(c) In the BINGO card shown, numbers in a
diagonal and in the 3rd row are missing. B I N G O
Determine with justification the number of 23 35 47 65
ways to complete this BINGO card so that 5 31 52 63
the sum of the numbers in this diagonal is 0
equal to 177 and the sum of the numbers in 11 20 40 69
the 3rd row is also equal to 177. 9 18 38 48
 (English)
Contest
Fryer
2016
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2016 Fryer Contest! Each year, more than
220 000 students from more than 60 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2016.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2016/2017 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
 The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Fryer Contest
(Grade 9)
Thursday, April 16, 2015
(in North America and South America)
Friday, April 17, 2015
(outside of North America and South America)

Time: 75 minutes ©2015 University of Waterloo

Do not open this booklet until instructed to do so.
Number of questions: 4 Each question is worth 10 marks
Calculators are allowed, with the following restriction: you may not use a device
that has internet access, that can communicate with other devices, or that contains
previously stored information. For example, you may not use a smartphone or a
tablet.
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
website, cemc.uwaterloo.ca. In addition, the name, grade, school and location, and score of some
top-scoring students may be shared with other mathematical organizations for other recognition
opportunities.
 NOTE:
1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the answer
booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer booklet.

Use mathematical statements and words to explain all of the steps of your solution.
Work out some details in rough on a separate piece of paper before writing your finished
solution.
5. Diagrams are not drawn to scale. They are intended as aids only.
6. While calculators may be used for numerical calculations, other mathematical steps must
be shown and justified in your written solutions and specific marks may be allocated for
these steps. For example, while your calculator might be able to find the x-intercepts
of the graph of an equation like y = x3 − x, you should show the algebraic steps that
you used to find these numbers, rather than simply writing these numbers down.
7. No student may write more than one of the Fryer, Galois and Hypatia Contests in the
same year.
r
1. A company builds cylinders. Its Model A cylinder has
radius r = 10 cm and height h = 16 cm.
h

Volume of a Cylinder: V = πr2 h

(a) What is the volume in cm3 of a Model A cylinder?

(b) The company also builds a Model B cylinder having a radius of 8 cm. Each
Model B cylinder has the same volume as each Model A cylinder. What is the
height in cm of a Model B cylinder?
(c) The company makes a rectangular box, called
Box A, that holds six Model A cylinders. The
cylinders are placed into the box vertically
and tightly packed, as shown. Determine the
volume in cm3 of Box A.
(d) The company makes another rectangular box, called Box B, that holds six
Model B cylinders. The cylinders are placed into the box vertically and tightly
packed, just as was shown in part (c). State whether the volume of Box B is
less than, greater than, or equal to, the volume of Box A.

2. In Canada, a quarter is worth $0.25, a dime is worth $0.10, and a nickel is worth $0.05.
(a) Susan has 3 quarters, 18 dimes and 25 nickels. What is the total value of Susan’s
coins?
(b) Allen has equal numbers of dimes and nickels, and no other coins. His coins have
a total value of $1.50. How many nickels does Allen have?
(c) Elise has $10.65 in quarters and dimes. If Elise has x quarters and 2x + 3 dimes,
what is the value of x?
 n(n + 1)
3. A formula for the sum of the first n positive integers is 1 + 2 + 3 + · · · + n =
.
2
For example, to calculate the sum of the first 4 positive integers, we evaluate
4(4 + 1)
1+2+3+4= = 10.
2
(a) What is the sum of the first 200 positive integers,

1 + 2 + 3 + · · · + 198 + 199 + 200 ?

(b) Calculate the sum of the 50 consecutive integers beginning at 151, that is,

151 + 152 + 153 + · · · + 198 + 199 + 200 .

(c) Starting with the sum of the first 1000 positive integers, 1+2+3+· · ·+999+1000,
every third integer is removed to create the new sum

1 + 2 + 4 + 5 + 7 + 8 + 10 + 11 + · · · + 998 + 1000 .

Calculate this new sum.

4. The token • is placed on a hexagonal grid, as shown. At each step, the token can be
moved to an adjacent hexagon in one of the three directions -, ↑, %.
(The token can never be moved in any of the three directions, ., ↓, &.)

(a) What is the minimum number of steps required to get the token to the hexagon
labelled A?
(b) With justification, determine the maximum number of steps that can be taken
so that the token ends at A.
(c) Using exactly 5 steps, the token can end at the hexagon labelled C in exactly
20 different ways. Using exactly 5 steps, the token can end at n different hexagons
in at least 20 different ways. Determine, with justification, the value of n.
 (English)
Contest
Fryer
2015
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2015 Fryer Contest! Each year, more than
200 000 students from more than 60 countries register to write the
CEMC’s Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2015.

Visit our website cemc.uwaterloo.ca to find

• Free copies of past contests
• Math Circles videos and handouts that will help you learn more
mathematics and prepare for future contests
• Information about careers in and applications of mathematics and
computer science
For teachers...
Visit our website cemc.uwaterloo.ca to
• Obtain information about our 2015/2016 contests
• Register your students for the Canadian Senior and Intermediate
Mathematics Contests which will be written in November
• Look at our free online courseware for senior high school students
• Learn about our face-to-face workshops and our web resources
• Subscribe to our free Problem of the Week
• Investigate our online Master of Mathematics for Teachers
• Find your school’s contest results
 The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Fryer Contest
(Grade 9)
Wednesday, April 16, 2014
(in North America and South America)
Thursday, April 17, 2014
(outside of North America and South America)

©2014 University of Waterloo

Do not open this booklet until instructed to do so.
Time: 75 minutes Number of questions: 4
Calculators are permitted Each question is worth 10 marks
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
Web site, http://www.cemc.uwaterloo.ca. In addition, the name, grade, school and location,
and score of some top-scoring students may be shared with other mathematical organizations
for other recognition opportunities.
 TIPS: 1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

booklet. Use mathematical statements and words to explain all of the steps
of your solution. Work out some details in rough on a separate piece of paper
before writing your finished solution.
5. Diagrams are not drawn to scale. They are intended as aids only.

1. (a) The positive integers from 1 to 99 are written in order next to each other to form
the integer 123456789101112 . . . 9899. How many digits does this integer have?
(b) The positive integers from 1 to 199 are written in order next to each other to
form the integer 123456789101112 . . . 198199. How many digits does this integer
have?
(c) The positive integers from 1 to n are written in order next to each other. If the
resulting integer has 1155 digits, determine n.
(d) The positive integers from 1 to 1000 are written in order next to each other.
Determine the 1358th digit of the resulting integer.
A
2. (a) In 4ABC, ∠ABC = 60◦ and ∠ACB = 50◦ .
What is the measure of ∠BAC?

60 50
B C

A
(b) An angle bisector is a line segment that
divides an angle into two equal angles.
In 4ABC, ∠ABC = 60◦ and ∠ACB = 50◦ .
If BD and CD are angle bisectors of ∠ABC D
and ∠ACB, respectively, what is the measure
of ∠BDC?
B C

P
(c) Point S is inside 4P QR so that
QS and RS are angle bisectors of
∠P QR and ∠P RQ, respectively, with S
QS = RS. If ∠QSR = 140◦ , determine with
justification, the measure of ∠QP R.
Q R

(d) In 4P QR, QS and RS are angle bisectors of ∠P QR and ∠P RQ, respectively,

with QS = RS (as in part (c)). Explain why it is not possible that ∠QSR = 80◦ .
3. Triangle ABC begins with vertices A(6, 9), B(0, 0), C(10, 0), as
y
shown. Two players play a game using 4ABC. On each turn a
player can move vertex A one unit, either to the left or down. The A (6, 9)
x- and y-coordinates of A cannot be made negative. The person
who makes the area of 4ABC equal to 25 wins the game.

(a) What is the area of 4ABC before the first x

B (0, 0) C (10, 0)
move in the game is made?
(b) Dexter and Ella play the game. After several moves have been made, vertex A is
at (2, 7). It is now Dexter’s turn to move. Explain how Ella can always win the
game from this point.
(c) Faisal and Geoff play the game, with Faisal always going first. There is a
winning strategy for one of these players; that is, by following the rules in a
certain way, he can win the game every time no matter how the other player plays.
(i) Which one of the two players has a winning strategy?

(ii) Describe a winning strategy for this player.

(iii) Justify why this winning strategy described in (ii) always results in a win.

4. The set A = {1, 2} has exactly four subsets: {}, {1}, {2}, and {1, 2}. The four
subset sums of A are 0, 1, 2 and 3 respectively. The sum of the subset sums of A
is 0 + 1 + 2 + 3 = 6. Note that {} is the empty set and {1, 2} is the same as {2, 1}.
(a) The set {1, 2, 3} has exactly eight subsets and therefore it has eight subset sums.
List all eight subset sums of {1, 2, 3}.
(b) Determine, with justification, the sum of all of the subset sums of {1, 2, 3, 4, 5}.

(c) Determine, with justification, the sum of all of the subset sums of
{1, 3, 4, 5, 7, 8, 12, 16} that are divisible by 4.
 (English)
Contest
Fryer
2014
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2014 Fryer Contest!
In 2013, more than 15 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2014.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2014/2015 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program
 The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

Fryer Contest
(Grade 9)
Thursday, April 18, 2013
(in North America and South America)
Friday, April 19, 2013
(outside of North America and South America)

©2013 University of Waterloo

Do not open this booklet until instructed to do so.
Time: 75 minutes Number of questions: 4
Calculators are permitted Each question is worth 10 marks
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published on our
Web site, http://www.cemc.uwaterloo.ca. In addition, the name, grade, school and location,
and score of some top-scoring students may be shared with other mathematical organizations
for other recognition opportunities.
 TIPS: 1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

booklet. Use mathematical statements and words to explain all of the steps
of your solution. Work out some details in rough on a separate piece of paper
before writing your finished solution.
5. Diagrams are not drawn to scale. They are intended as aids only.

1. Ann, Bill and Cathy went bowling. In bowling, each score is a whole number.
(a) In Ann’s first game, her score was 103. In her second game, her score was 117.
What was her average score for these two games?
(b) In his first two games, Bill’s scores were 108 and 125. His average score after
three games was 115. What was his score in the third game?
(c) After three games, Cathy’s average score was 113. She scored the same in her
fifth game as she did in her fourth game. Is it possible for her average score on
these five games to be 120? Explain why or why not.

2. The outside of a field consists of two straight sides each of length 100 m joined by two
semi-circular arcs each of diameter 60 m, as shown below.

C 100 m

60 m

(a) Determine the perimeter of the field.

(b) Amy and Billais run from point C to point D. Amy runs along the perimeter of
the field, and Billais runs in a straight line from C to D. Rounded to the nearest
metre, how much farther does Amy travel than Billais?
(c) The diagram below shows a track of constant width x m built around the field.
The outside of the track has two straight sides each of length 100 m joined by two
semi-circular arcs. The perimeter of the outside of the track is 450 m. Determine
the value of x rounded to the nearest whole number.

100 m

60 m

xm
3. The sum of the digits of 2013 is 2 + 0 + 1 + 3 = 6. If the sum of the digits of a positive
integer is divisible by 3, then the number is divisible by 3. Also, if a positive integer is
divisible by 3, then the sum of its digits is divisible by 3.
(a) List all values for the digit A such that the four-digit number 51A3 is divisible
by 3.
(b) List all values for the digit B such that the four-digit number 742B is divisible
by both 2 and 3 (that is, is divisible by 6).
(c) Find all possible pairs of digits P and Q such that the number 1234P QP Q is
divisible by 15.
(d) Determine the number of pairs of digits C and D for which the product 2CC×3D5
is divisible by 12.

4. A dot starts on the xy-plane at (0, 0) and makes a series of moves.

In each move, the dot travels one unit either left (←), right (→), up (↑), or down (↓).
Five of the many different ways that the dot could end at the point (1, 1) are ↑ →,
→ ↑, ↑ ↓ → ↑, ↑ ↑ → ↓, and ↑ → → ←.
(a) In how many different ways can the dot end at the point (1, 0) in 4 or fewer
moves?
(b) At how many different points can the dot end in exactly 4 moves?

(c) Determine, with justification, the number of integers k with k ≤ 100 for which
the dot can end at the point (−7, 12) in exactly k moves.
(d) The dot can end at exactly 2304 points in exactly 47 moves. Determine, with
justification, the number of points at which the dot can end in exactly 49 moves.
 (English)
Contest
Fryer
2013
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
cemc.uwaterloo.ca

For students...
Thank you for writing the 2013 Fryer Contest!
In 2012, more than 13 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2013.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2013/2014 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program
 The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
www.cemc.uwaterloo.ca

Fryer Contest
(Grade 9)
Thursday, April 12, 2012
(in North America and South America)
Friday, April 13, 2012
(outside of North America and South America)

©2012 University of Waterloo

Do not open this booklet until instructed to do so.
Time: 75 minutes Number of questions: 4
Calculators are permitted Each question is worth 10 marks
Parts of each question can be of two types:
1. SHORT ANSWER parts indicated by
• worth 2 or 3 marks each
• full marks given for a correct answer which is placed in the box
• part marks awarded only if relevant work is shown in the space provided

2. FULL SOLUTION parts indicated by

• worth the remainder of the 10 marks for the question

• must be written in the appropriate location in the answer booklet
• marks awarded for completeness, clarity, and style of presentation
• a correct solution poorly presented will not earn full marks
WRITE ALL ANSWERS IN THE ANSWER BOOKLET PROVIDED.
• Extra paper for your finished solutions supplied by your supervising teacher must be
inserted into your answer booklet. Write your name, school name, and question number
on any inserted pages. √
• Express calculations and answers as exact numbers such as π + 1 and 2, etc., rather
than as 4.14 . . . or 1.41 . . ., except where otherwise indicated.

Do not discuss the problems or solutions from this contest online for the next 48 hours.

The name, grade, school and location of some top-scoring students will be published in the
FGH Results on our Web site, http://www.cemc.uwaterloo.ca.
 TIPS: 1. Please read the instructions on the front cover of this booklet.
2. Write all answers in the answer booklet provided.

3. For questions marked , place your answer in the appropriate box in the
answer booklet and show your work.

4. For questions marked , provide a well-organized solution in the answer

booklet. Use mathematical statements and words to explain all of the steps
of your solution. Work out some details in rough on a separate piece of paper
before writing your finished solution.
5. Diagrams are not drawn to scale. They are intended as aids only.

1. (a) In Carrotford, candidate A ran for mayor and received 1008 votes out of a total
of 5600 votes. What percentage of all votes did candidate A receive?
(b) In Beetland, exactly three candidates, B, C and D, ran for mayor. Candidate B
won the election by receiving 53 of all votes, while candidates C and D tied with
the same number of votes. What percentage of all votes did candidate C receive?
(c) In Cabbagetown, exactly two candidates, E and F, ran for mayor and 6000
votes were cast. At 10:00 p.m., only 90% of these votes had been counted.
Candidate E received 53% of those votes. How many more votes had been counted
for candidate E than for candidate F at 10:00 p.m.?
(d) In Peaville, exactly three candidates, G, H and J, ran for mayor. When all of the
votes were counted, G had received 2000 votes, H had received 40% of the votes,
and J had received 35% of the votes. How many votes did candidate H receive?

2. The prime factorization of 144 is 2 × 2 × 2 × 2 × 3 × 3 or 24 × 32 . Therefore, 144 is a

perfect square because it can be written in the form (22 × 3) × (22 × 3).
The prime factorization of 45 is 32 × 5. Therefore, 45 is not a perfect square, but 45 × 5
is a perfect square, because 45 × 5 = 32 × 52 = (3 × 5) × (3 × 5).
(a) Determine the prime factorization of 112.

(b) The product 112 × u is a perfect square. If u is a positive integer, what is the
smallest possible value of u?
(c) The product 5632 × v is a perfect square. If v is a positive integer, what is the
smallest possible value of v?
(d) A perfect cube is an integer that can be written in the form n3 , where n is an
integer. For example, 8 is a perfect cube since 8 = 23 . The product 112 × w is a
perfect cube. If w is a positive integer, what is the smallest possible value of w?
3. The positive integers are arranged in rows and columns, as shown, and described below.

A B C D E F G
Row 1 1 2 3 4 5 6
Row 2 12 11 10 9 8 7
Row 3 13 14 15 16 17 18
Row 4 24 23 22 21 20 19

..
.

The odd numbered rows list six positive integers in order from left to right beginning
in column B. The even numbered rows list six positive integers in order from right to
left beginning in column F.
(a) Determine the largest integer in row 30.

(b) Determine the sum of the six integers in row 2012.

(c) Determine the row and column in which the integer 5000 appears.

(d) For how many rows is the sum of the six integers in the row greater than 10 000
and less than 20 000?

4. The volume of a cylinder with radius r and height h equals πr2 h.

The volume of a sphere with radius r equals 34 πr3 .

(a) The diagram shows a sphere that fits exactly

inside a cylinder. That is, the top and bottom
faces of the cylinder touch the sphere, and the r
h
cylinder and the sphere have the same radius, r.
State an equation relating the height of the
cylinder, h, to the radius of the sphere, r.

(b) For the cylinder and sphere given in part (a), determine the volume of the cylinder
if the volume of the sphere is 288π.
(c) A solid cube with edges of length 1 km is fixed in outer space. Darla, the baby
space ant, travels on this cube and in the space around (but not inside) this cube.
If Darla is allowed to travel no farther than 1 km from the nearest point on the
cube, then determine the total volume of space that Darla can occupy.
 (English)
Contest
Fryer
2012
The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING
For students...
Thank you for writing the 2012 Fryer Contest!
In 2011, more than 13 000 students from around the world registered
to write the Fryer, Galois and Hypatia Contests.

Encourage your teacher to register you for the Canadian Intermediate

Mathematics Contest or the Canadian Senior Mathematics Contest,
which will be written in November 2012.

Visit our website to find

• Free copies of past contests
• Workshops to help you prepare for future contests
• Information about our publications for mathematics enrichment
and contest preparation
For teachers...
Visit our website to
• Obtain information about our 2012/2013 contests
• Learn about our face-to-face workshops and our resources
• Find your school contest results
• Subscribe to the Problem of the Week
• Read about our Master of Mathematics for Teachers program

www.cemc.uwaterloo.ca
 2011 Fryer Contest (Grade 9)
Wednesday, April 13, 2011

1. An arithmetic sequence is a sequence in which each term after the first is obtained from the
previous term by adding a constant d, called the common difference. For example, 2, 5, 8, 11, 14
are the first five terms of an arithmetic sequence with a common difference of d = 3.

(a) Determine the 6th and 7th terms of the sequence given above.
(b) What is the 31st term in this sequence?
(c) If the last term in this sequence were 110, how many terms would there be in the sequence?
(d) If this sequence is continued, does 1321 appear in the sequence? Explain why or why not.
A
2. In any isosceles triangle ABC with AB = AC, the
altitude AD bisects the base BC so that BD = DC.

(a) (i) As shown in 4ABC, AB = AC = 25 and

BC = 14. Determine the length of the 25 25
altitude AD.
(ii) Determine the area of 4ABC.
B D C
14
(b) Triangle ABC from part (a) is cut along its altitude from A to D (Figure 1).
Each of the two new triangles is then rotated 90◦ about point D until B meets C directly
below D (Figure 2).
This process creates the new triangle which is labelled P QR (Figure 3).

25 25 25 25 P D R

D
D B C
B C Q
Figure 1 Figure 2 Figure 3
(i) In 4P QR, determine the length of the base P R.
(ii) Determine the area of 4P QR.

(c) There are two different isosceles triangles whose

30
side lengths are integers and whose areas are 120. X Z
One of these two triangles, 4XY Z, is shown.
17 17
Determine the lengths of the three sides of the
Y
second triangle.
2011 Fryer Contest Page 2

3. Begin with any two-digit positive integer and multiply the two digits together. If the resulting
product is a two-digit number, then repeat the process. When this process is repeated, all
two-digit numbers will eventually become a single digit number. Once a product results in a
single digit, the process stops.

For example,

Two-digit Step 1 Step 2 Step 3

number
97 9 × 7 = 63 6 × 3 = 18 1×8=8 The process stops at 8 after 3 steps.
48 4 × 8 = 32 3×2=6 The process stops at 6 after 2 steps.
50 5×0=0 The process stops at 0 after 1 step.

(a) Beginning with the number 68, determine the number of steps required for the process to
stop.
(b) Determine all two-digit numbers for which the process stops at 8 after 2 steps.
(c) Determine all two-digit numbers for which the process stops at 4.
(d) Determine a two-digit number for which the process stops after 4 steps.

4. Ian buys a cup of tea every day at Jim Bortons for $1.72 with money from his coin jar. He starts
the year with 365 two-dollar (200¢) coins and no other coins in the jar. Ian makes payment
and the cashier provides change according to the following rules:

• Payment is only with money from the coin jar.

• The amount Ian offers the cashier is at least $1.72.
• The amount Ian offers the cashier is as close as possible to the price of the cup of tea.
• Change is given with the fewest number of coins.
• Change is placed into the coin jar.
• Possible coins that may be used have values of 1¢, 5¢, 10¢, 25¢, and 200¢.

(a) How much money will Ian have in the coin jar after 365 days?
(b) What is the maximum number of 25¢ coins that Ian could have in the coin jar at any one
time?
(c) How many of each type of coin does Ian have in his coin jar after 277 days?
 2010 Fryer Contest (Grade 9)
Friday, April 9, 2010

1. Consider the following sequence of figures showing arrangements of square tiles:

Figure 1 Figure 2 Figure 3 Figure 4

More figures can be drawn, each having one row of tiles more than the previous figure.
This new bottom row is constructed using two tiles more than the number of tiles in the bottom
row of the previous figure.

(a) Figure 4 is cut into two pieces as shown. Draw a

rearrangement of these two pieces showing how they can
be formed into a square having 42 = 16 tiles.

(b) Determine the number of tiles in Figure 5.

(c) Determine the number of tiles in the bottom row of Figure 10.
(d) Determine the difference between the total number of tiles in Figure 11 and the total
number of tiles in Figure 9.

2. (a) Determine the average of the integers 71, 72, 73, 74, 75.
(b) Suppose that n, n + 1, n + 2, n + 3, n + 4 are five consecutive integers.
(i) Determine a simplified expression for the sum of these five consecutive integers.
(ii) If the average of these five consecutive integers is an odd integer, explain why n must
be an odd integer.
(c) Six consecutive integers can be represented by n, n + 1, n + 2, n + 3, n + 4, n + 5, where
n is an integer. Explain why the average of six consecutive integers is never an integer.
2010 Fryer Contest Page 2

3. Train 1 is travelling from Amville to Batton

Train 1 Train 2
at a constant speed.
Train 2 is travelling from Batton to Amville
at a constant speed. Amville Cuford Batton

(a) Train 1 travels at 60 km/h and travels 23 of the distance to Batton in 9 hours.
Determine the distance from Amville to Batton.
2
(b) Train 2 travels 3
of the distance to Amville in 6 hours. How fast is the train going?
(c) Train 2 started its trip 3 12 hours after Train 1 started its trip. Both trains arrived at
Cuford at 9:00 p.m. What time did Train 1 leave Amville?

4. A palindrome is a positive integer that is the same when read forwards or backwards. For
example, three palindromes are 7, 121 and 7739377.

(a) Determine the number of palindromes less than 1000.

(b) Determine the number of palindromes with 7 digits.
(c) If the palindromes in part (b) are written in increasing order, determine the 2125th
palindrome in the list.
(d) Determine the number of six-digit palindromes that are divisible by 91.
 2009 Fryer Contest (Grade 9)
Wednesday, April 8, 2009

1. Emily sets up a lemonade stand. She has set-up costs of $12.00 and each cup of lemonade costs
her $0.15 to make. She sells each cup of lemonade for $0.75.

(a) What is the total cost, including the set-up, for her to make 100 cups of lemonade?
(b) What is her profit (money earned minus total cost) if she sells 100 cups of lemonade?
(c) What is the number of cups that she must sell to break even (that is, to have a profit
of $0)?
(d) Why is it not possible for her to make a profit of exactly $17.00?
a+b
2. If a > 0 and b > 0, a new operation ∇ is defined as follows: a∇b = .
1 + ab
3+6 9
For example, 3∇6 = = .
1+3×6 19
(a) Calculate 2∇5.
(b) Calculate (1∇2)∇3.
5
(c) If 2∇x = , what is the value of x?
7
x+y
(d) For some values of x and y, the value of x∇y is equal to . Determine all possible
17
ordered pairs of positive integers x and y for which this is true.

3. In the diagram, K, O and M are the centres of the three

semi-circles. Also, OC = 32 and CB = 36.

(a) What is the length of AC?

(b) What is the area of the semi-circle with centre K?

(c) What is the area of the shaded region?

A K O C M B
(d) Line l is drawn to touch the smaller semi-circles
at points S and E so that KS and M E are l
both perpendicular to l. Determine the area of
quadrilateral KSEM . S

A K O C M B
2009 Fryer Contest Page 2

4. The addition shown below, representing 2 + 22 + 222 + 2222 + · · · , has 101 rows and the last
term consists of 101 2’s:
2
2 2
2 2 2
2 2 2 2
..
.
2 2 ··· 2 2 2 2
+ 2 2 2 ··· 2 2 2 2
··· C B A

(a) Determine the value of the ones digit A .

(b) Determine the value of the tens digit B and the value of the hundreds digit C.
(c) Determine the middle digit of the sum.
 2008 Fryer Contest (Grade 9)
Wednesday, April 16, 2008

1. A magic square is a grid of numbers in which the sum of the numbers in each row, in each
column, and on each of the two main diagonals is equal to the same number (called the magic
4 3 8
constant). For example, 9 5 1 is a magic square because the sum of the numbers in each
2 7 6
row, in each column, and on each of the two main diagonals is equal to 15. (15 is the magic
constant.)

(a) A magic square is to be formed using the nine integers from 11 to 19.
(i) Calculate the sum of the nine integers from 11 to 19.
(ii) Determine the magic constant for this magic square and explain how you found it.
18 11
(iii) Complete the magic square starting with the entries .
12
(b) A magic square is to be formed using the sixteen integers from 1 to 16.
(i) Calculate the sum of the sixteen integers from 1 to 16.
(ii) Determine the magic constant for this magic square and explain how you found it.
16 3 13
5 11
(iii) Complete the magic square starting with the entries .
7 12
4 14 1
13
2. If a team won 13 games and lost 7 games, its winning percentage was × 100% = 65%,
13 + 7
because it won 13 of its 20 games.

(a) The Sharks played 10 games and won 8 of these.

Then they played 5 more games and won 1 of these.
What was their final winning percentage? Show the steps that you took to find your
answer.
(b) The Emus won 4 of their first 10 games.
The team played x more games and won all of these.
Their final winning percentage was 70%.
How many games did they play in total? Show the steps that you took to find your answer.
(c) The Pink Devils started out the season with 7 wins and 3 losses.
They lost all of their games for the rest of the season.
Was there a point during the season when they had won exactly 27 of their games? Explain
why or why not.
2008 Fryer Contest Page 2

4
3. (a) Figure 1 shows a net that can be folded to create a rectangular 4
box. Determine the volume and the surface area of the box.
7

Figure 1
(b) In Figure 2, the rectangular box has dimensions 2 by 2 by 6. From point A, an ant walked
to point B crossing all four of the side faces. The shortest path along which the ant could
walk may be found by unfolding the box, as in Figure 3, and drawing a straight line from
A to B. Determine the length of AB in Figure 3.

A A
6

B 2 2
B

Figure 2 Figure 3

(c) In Figure 4, the rectangular block has dimensions 3 by 4 by 5. B C

A caterpillar is at corner A. Determine, with justification, the D
A
shortest possible distance from A to G along the surface of the F
4 G
block.
E 3
5 H
Figure 4
4. When the first 30 positive integers are written together in order, the 51-digit number
x = 123456789101112131415161718192021222324252627282930
is formed.
(a) A positive integer that is the same when read forwards or backwards is called a palindrome.
For example, 12321 and 1221 are both palindromes.
Determine the smallest number of digits that must be removed from x so that the
remaining digits can be rearranged to form a palindrome. Justify why this is the minimum
number of digits.
(b) Determine the minimum number of digits that must be removed from x so that the
remaining digits have a sum of 130. Justify why this is the minimum number of
digits.
(c) When the first 50 positive integers are written in order, the 91-digit number
y = 123456789101112 · · · 484950
is formed. Determine the minimum number of digits that must be removed from y so
that the remaining digits have a sum of 210 and can be rearranged to form a palindrome.
Justify why this is the minimum number of digits.
 2007 Fryer Contest (Grade 9)
Wednesday, April 18, 2007

1. Squares measuring 1 by 1 are arranged to form the following sequence of rectangles:

Rectangle 1 Rectangle 2 Rectangle 3

Many more rectangles are drawn, with each rectangle having one more row and two more
columns than the previous rectangle.

(a) How many 1 by 1 squares would there be in Rectangle 4? Explain how you obtained your
answer.
(b) Determine the perimeter of Rectangle 4. Explain how you obtained your answer.
(c) Determine the perimeter of Rectangle 7. Explain how you obtained your answer.
(d) Rectangle n has a perimeter of 178. Determine n. Explain how you obtained your answer.

2. At last week’s hockey game involving the Waterloo Blueberries, the price of a platinum ticket
was $25, the price of a gold ticket was $10, the price of a silver ticket was $5, and the price of
a bronze ticket was $1.

(a) Jim buys 5 platinum tickets, 2 gold tickets and 3 silver tickets. Determine the average
cost of the tickets that Jim buys. Explain how you obtained your answer.
(b) Mike buys 8 tickets whose average cost is $12. He then buys five more platinum tickets.
What is the new average cost of the tickets that he has bought? Explain how you obtained
your answer.
(c) Ophelia buys 10 tickets with an average cost of $14. Suppose that she buys n more
platinum tickets. The new average cost of the tickets that she has bought is $20. What is
the value of n? Explain how you obtained your answer.

3. (a) A number is divisible by 8 if the number formed by its last 3 digits is divisible by 8.
For example, the number 47 389 248 is divisible by 8 because 248 is divisible by 8.
However, 47 389 284 is not divisible by 8 because 284 is not divisible by 8.
If 992 466 1A6 is divisible by 8, where A represents one digit, what are the possible values
of A? Explain how you obtained your answer.
(b) A number is divisible by 9 if the sum of its digits is divisible by 9.
For example, the number 19 836 is divisible by 9 but 19 825 is not.
If D 767 E89 is divisible by 9, where D and E each represent a single digit, what are the
possible values of the sum D + E? Explain how you obtained your answer.
(c) The number 5 41G 507 2H6 is divisible by 72. If G and H each represent a single digit,
what pairs of values of G and H are possible? Explain how you obtained your answer.
2007 Fryer Contest Page 2

4. (a) In the diagram, 4XY Z is right-angled at X, with Y X = 60 and XZ = 80. W is the

point on Y Z so that W X is perpendicular to Y Z. Determine the length of W Z. Explain
how you obtained your answer.
X

60 80

Y W Z

(b) Five points A, B, C, D, and O lie on a flat field. A is directly north of O, B is directly
west of O, C is directly south of O, and D is directly east of O. The distance between C
and D is 140 m. A hot-air balloon is positioned in the air at H directly above O. The
balloon is held in place by four ropes HA, HB, HC, and HD. Rope HC has length 150 m
and rope HD has length 130 m. Determine how high the balloon is above the field (that
is, determine the length of OH). Explain how you obtained your answer.

A
B
D
O
C

(c) To reduce the total length of rope used, rope HC and rope HD are to be replaced by a
single rope HP where P is a point on the straight line between C and D. (The balloon
remains at the same position H above O as in part (b).) Determine the greatest length
of rope that can be saved. Explain how you obtained your answer.
 2006 Fryer Contest (Grade 9)
Thursday, April 20, 2006

1. Samantha receives the following marks out of 100 in seven of her eight courses:

Math 94
Science 93
English 84
Art 81
History 74
Phys Ed 83
Geography 79

(a) Determine her average mark in these seven courses.

(b) Before she finds out her actual French mark, Samantha calculates the highest possible
average that she could obtain in all eight courses. Determine this average.
(c) When Samantha actually finds out her French mark, it turns out that her average in all
eight courses is 85. What is her actual French mark?

2. Dmitri has a collection of identical cubes. Each cube is labelled with the integers 1 to 6 as
shown in the following net:

5
4 6 3 1
2

(This net can be folded to make a cube.)

He forms a pyramid by stacking layers of the cubes on a table, as shown, with the bottom layer
being a 7 by 7 square of cubes.

(a) Determine the total number of cubes used to build the pyramid. Explain how you got
your answer.
(b) How many faces are visible after the pyramid is built and sitting on the table?
(c) Explain in detail how he should position the cubes so that if all of the visible numbers are
added up, the total is as large as possible. What is this total?
2006 Fryer Contest Page 2

3. Three congruent isosceles triangles DAO, AOB and OBC have AD = AO = OB = BC = 10

and AB = DO = OC = 12. These triangles are arranged to form trapezoid ABCD, as shown.
Point P is on side AB so that OP is perpendicular to AB.

A P B

10 10
10 10

D 12 O 12 C

(a) What is the length of OP ? Explain how you got your answer.
(b) What is the area of trapezoid ABCD? Explain how you got your answer.
(c) Point X is the midpoint of AD and point Y is the midpoint of BC. When X and Y are
joined, the trapezoid is divided into two smaller trapezoids. What is the ratio of the area
of trapezoid ABY X to the area of trapezoid XY CD? Explain how you got your answer.
A P B

X Y

D O C

4. (a) How many of the positive integers from 1 to 100, inclusive, do not contain the digit 7?
Explain how you got your answer.
(b) How many of the positive integers from 1 to 2000, inclusive, do not contain the digit 7?
Explain how you got your answer.
(c) Determine the sum of all of the positive integers from 1 to 2006, inclusive, that do not
contain the digit 7. Explain how you got your answer.
 2005 Fryer Contest (Grade 9)
Wednesday, April 20, 2005

1. (a) Two circles have the same centre C. (Circles which have
the same centre are called concentric.) The larger circle
has radius 10 and the smaller circle has radius 6. Deter-
mine the area of the ring between these two circles.
C

(b) In the diagram, the three concentric circles have radii

of 4, 6 and 7. Which of the three regions X, Y or Z has
the largest area? Explain how you got your answer.

X Y Z

(c) Three concentric circles are shown. The two largest cir-
cles have radii of 12 and 13. If the area of the ring
between the two largest circles equals the area of the
smallest circle, determine the radius of the smallest cir-
cle. Explain how you got your answer.

2. A game begins with a row of empty boxes. On a turn, a player can put his or her initial in
1 box or in 2 adjacent boxes. (Boxes are called adjacent if they are next to each other.) Anh
and Bharati alternate turns. Whoever initials the last empty box wins the game.

(a) The game begins with a row of 3 boxes. Anh initials the middle box. Explain why this
move guarantees him a win no matter what Bharati does.
2005 Fryer Contest Page 2

(b) Now the game begins with a row of 5 boxes. Suppose that the following moves have
occurred:
Start

Anh’s move A
Bharati’s move B A
Show a move that Anh can make next in order to guarantee that he will win. Explain
how this move prevents Bharati from winning.
(c) Again the game begins with a row of 5 boxes. Suppose that the following move has
occurred.
Start

Anh’s move A
Show the two possible moves that Bharati can make next to guarantee she wins. Explain
how each of these moves prevents Anh from winning.

3. A Nakamoto triangle is a right-angled triangle with integer side lengths which are in the
ratio 3 : 4 : 5. (For example, a triangle with side lengths 9, 12 and 15 is a Nakamoto triangle.)

(a) If one of the sides of a Nakamoto triangle has length 28, what are the lengths of the other
two sides?
(b) Find the lengths of the sides of the Nakamoto triangle which has perimeter 96. Explain
how you got your answer.
(c) Determine the area of each of the Nakamoto triangles which has a side of length 60.
Explain how you got your answers.

4. Points B, C, and D lie on a line segment AE, as shown.

A B C D E

The line segment AE has 4 basic sub-segments AB, BC, CD, and DE, and 10 sub-segments:
AB, AC, AD, AE, BC, BD, BE, CD, CE, and DE.
The super-sum of AE is the sum of the lengths of all of its sub-segments.

(a) If AB = 3, BC = 6, CD = 9, and DE = 7, determine the lengths of the 10 sub-segments,

and calculate the super-sum of AE.
(b) Explain why it is impossible for the line segment AE to have 10 sub-segments of lengths
1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
(c) When the super-sum of a new line segment AJ with 9 basic sub-segments of lengths from
left to right of 1, 21 , 13 , 41 , 15 , 16 , 71 , 18 , 19 is calculated, the answer is 45.
Determine the super-sum of a line segment AP with 15 basic sub-segments of lengths from
left to right of 1, 21 , 13 , . . . , 151
.
 2004 Fryer Contest (Grade 9)
Thursday, April 15, 2004
________________________________________________________________________

1. Lloyd is practising his arithmetic by taking the reciprocal of a number and by adding 1 to a number.
R A
Taking the reciprocal of a number is denoted by  → and adding 1 is denoted by → .
Here is an example of Lloyd’s work, starting with an input of 2:
R A R A R
2 → 12 → 32 → 23 → 53 → 35

(a) Using an input of 3, fill in the five blanks below:

R A R A R
3 → → → → →

(b) Using an input of x, use the same operations and fill in the five blanks below:
R A R A R
x → → → → →

14
(c) Using the five steps from (b), what input should you begin with to get a final result of 27 ?
Justify your answer.

2. The Fryer Foundation is giving out four types of prizes, valued at $5, $25, $125 and $625.
(a) The Foundation gives out at least one of each type of prize. If five prizes are given out with a
total value of $905, how many of each type of prize is given out? Explain how you got your
answer.

(b) If the Foundation gives out at least one of each type of prize and five prizes in total, determine
the other three possible total values it can give out. Explain how you got your answer.

(c) There are two ways in which the Foundation could give away prizes totalling $880 while making
sure to give away at least one and at most six of each prize. Determine the two ways of doing
this, and explain how you got your answer.
€
3. In “The Sun Game”, two players take turns placing discs numbered 1
to 9 in the circles on the board. Each number can only be used once.
The object of the game is to be the first to place a disc so that the sum
of the 3 numbers along a line through the centre circle is 15.

(a) If Avril places a 5 in the centre circle and then Bob places a 3,
explain how Avril can win on her next turn.
€
 (b) If Avril starts by placing a 5 in the centre circle, show that
whatever Bob does on his first turn, Avril can always win on her
next turn.

(c) If the game is in the position shown and Bob goes next, show that
however Bob plays, Avril can win this game.

4. Triangular numbers can be calculated by counting the dots in the following triangular shapes:

The first triangular number is 1, the second is 3, the third is 6, the fourth is 10, and the nth triangular
number equals 1 + 2 + 3 + L + (n − 1) + n .

(a) Calculate the 10th and 24th triangular numbers.

(b) Prove that the sum of any three consecutive triangular numbers is always 1 more than three times
the middle of these three triangular numbers.

(c) The 3rd, 6th and 8th triangular numbers (6, 21 and 36) are said to be in arithmetic sequence
because the second minus the first equals the third minus the second, ie. 21− 6 = 36 − 21. Also,
the 8th, 12th and 15th triangular numbers (36, 78 and 120) are in arithmetic sequence. Find three
other triangular numbers, each larger than 2004, which are in arithmetic sequence.
 2003 Fryer Contest (Grade 9)
Wednesday, April 16, 2003
1. (a) The marks of 32 mathematics students on Test 1 Marks on Test 1
are all multiples of 10 and are shown on the bar
10
graph. What was the average (mean) mark of the
32 students in the class? 9
8

Number of Students
7
6
5
4
3
2
1

0 10 20 30 40 50 60 70 80 90 100
Marks (out of 100)
(b) After his first 6 tests, Paul has an average of 86. What will his average be if he scores 100 on his next test?
(c) Later in the year, Mary realizes that she needs a mark of 100 on the next test in order to achieve an average
of 90 for all her tests. However, if she gets a mark of 70 on the next test, her average will be 87. After she
writes the next test, how many tests will she have written?

2. In a game, Xavier and Yolanda take turns calling out whole numbers. The first number called must be a whole
number between and including 1 and 9. Each number called after the first must be a whole number which is 1
to 10 greater than the previous number called.
(a) The first time the game is played, the person who calls the number 15 is the winner. Explain why Xavier
has a winning strategy if he goes first and calls 4.
(b) The second time the game is played, the person who calls the number 50 is the winner. If Xavier goes first,
how does he guarantee that he will win?

3. In the diagram, ABCD is a square and the coordinates of A and D y

are as shown.
(a) The point P has coordinates (10, 0 ) . Show that the area of D(1, 8) C
triangle PCB is 10.
(b) Point E( a, 0) is on the x-axis such that triangle CBE lies
entirely outside square ABCD. If the area of the triangle is
equal to the area of the square, what is the value of a? A(1, 4) B
(c) Show that there is no point F on the x-axis for which the area
of triangle ABF is equal to the area of square ABCD.
x
P(10, 0)
4. For the set of numbers {1, 10, 100} we can obtain 7 distinct numbers as totals of one or more elements of the set.
These totals are 1, 10, 100, 1 + 10 = 11, 1 + 100 = 101, 10 + 100 = 110 , and 1 + 10 + 100 = 111 . The “power-sum”
of this set is the sum of these totals, in this case, 444.
(a) How many distinct numbers may be obtained as a sum of one or more different numbers from the set
{1, 10, 100, 1000} ? Calculate the power-sum for this set.
(b) Determine the power-sum of the set {1, 10, 100, 1000, 10 000, 100 000, 1 000 000} . over ...
Extensions (Attempt these only when you have completed as much as possible of the four main
problems.)

Extension to Problem 1:
Mary’s teacher records the final marks of the 32 students. The teacher calculates that, for the entire class, the median
mark is 80. The teacher also calculates that the difference between the highest and lowest marks is 40 and calculates
that the average mark for the entire class is 58. Show that the teacher has made a calculation error.

Extension to Problem 2:
In the game described in (b), the target number was 50. For what different values of the target number is it guaranteed
that Yolanda will have a winning strategy if Xavier goes first?

Extension to Problem 3:
G is a point on the line passing through the points M ( 0, 8 ) and N ( 3, 10 ) such that ∆ DCG lies entirely outside the
square. If the area of ∆ DCG is equal to the area of the square, determine the coordinates of G.

Extension to Problem 4:
Consider the set {1, 2, 3, 6, 12, 24, 48, 96}. How many different totals are now possible if a total is defined as the
sum of 1 or more elements of a set?