Singapore and Asian

Schools Math Olympiad

(SASMO)

2016

Primary 6

Authors: Merlan Nagidulin

Henry Ong
Rosa Anajao
Pang Zheng Rui

Consultant: Dr Joseph Yeo (NIE)

© Singapore International Math Contests Centre (SIMCC)

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 ........................................................................ 3

Introduction ...................................................................................................... 5

Problem Solving Procedure ................................................................................................................... 7

Problem Solving Strategies ................................................................................................................... 9

SASMO 2016 Primary 6 Contest ..................................................................... 11

Solutions to SASMO 2016 Primary 6 .............................................................. 26

 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.
Besides the 2016 questions published in this booklet with detailed solutions, we are
continuously improving SASMO.
1. SASMO 2017 Results will be out on May 1-3 on SASMO Website.
2. More countries participating in SASMO, new additions are Laos, Nepal and United
Arab Emirates. We now have partners in over 18 countries.
3. On July 15, 2017, we will be running 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 as part of our sharing of Singapore’s Mathematics success. Entry into SIMOC
is by invitation only.
4. 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. We are adding technology to enhance our
question bank database and question setting with software developed for the
International Mathematics Olympiad (IMO).
5. 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, World Mathematics Invitational (WMI) and BEBRAS
to run more international Math and Computational thinking competitions.

1
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

2
 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:
Primary 6:
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

3
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.

4
 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.

5
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.

6
 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?

7
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?

8
 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.

9
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.

10
 Division
Singapore and Asian
P6 Schools Math Olympiad
2016

Full Name:

Index Number:

Class:
School:
SASMO 2016 Primary 6 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.

11
SASMO 2016, Primary 6 Contest
SASMO 2016 Primary 6 [15 MCQ + 10 non-MCQ = 25 Q]

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

1. Suppose it is now the month of December. What month will it be 100 calendar months
from now?

A. February
B. April
C. June
D. August
E. October

2. Six machines can produce 15 items every 30 minutes. How many additional machines
are needed to produce 70 items every hour?

A. 8
B. 10
C. 12
D. 14
E. None of the above

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SASMO 2016, Primary 6 Contest

3. How many of 17 whole numbers must be odd if their product is odd?

A. 0
B. 1
C. 2
D. 16
E. 17

4. In a magic show, the magician placed 4 cards on the table, as shown below. Each
card has a math symbol on one side and a number on other side.

After showing the cards, he flipped over some (maybe all) of the cards and rearranged
them. The new arrangement of the cards is shown below.

How many of these four cards have an even number on one side?

A. 0
B. 1
C. 2
D. 3
E. 4

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SASMO 2016, Primary 6 Contest

5. Find the largest value of M if the number 201M6 is divisible by 9.

A. 0
B. 4
C. 5
D. 8
E. 9

6. Bianca and Jordan went to a market to buy some food. Bianca paid $29 for 4 muffins
and 3 pies. Jordan paid $31 for 5 muffins and 2 pies. What was the price of a muffin?

A. $4
B. $5
C. $6
D. $7
E. $8

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SASMO 2016, Primary 6 Contest

7. It is given that 𝑎𝑏 = 𝑎 × 𝑎 + 𝑏 for any whole numbers 𝑎 and 𝑏. For example,
23 = 2 × 2 + 3 = 7. What is the value of 𝐴 given that 67=5A.

A. 18
B. 20
C. 22
D. 24
E. None of the above

8. Daniel cut a paper into half. Then he cut the papers to produce half of each of the
pieces of paper. He repeated this many times until he got more than 1000 pieces of
paper. What was the least number of cuts he made?

A. 499
B. 999
C. 1000
D. 1023
E. None of the above

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SASMO 2016, Primary 6 Contest

9. Daniel participated in a chess tournament. There were 10 players in the tournament.

Each player played once with every other player. A player received 2 points for a win, 1
point for a draw and 0 points for a loss. What is the sum of the scores of all players?

A. 90
B. 100
C. 110
D. 120
E. None of the above

10. How many squares are there in the figure?

A. 15
B. 16
C. 17
D. 13
E. None of the above

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SASMO 2016, Primary 6 Contest

11. 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 has the same properties as above?

A. 72 576
B. 4032
C. 3024
D. 2520
E. None of the above

12. Find the next fraction in the sequence below

3 1 5 3 7
, , , , ,?,…
4 2 12 8 20

A.

B.

C.

D.

E. None of the above

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SASMO 2016, Primary 6 Contest

13. How many times do the hour hand and minute hand form 90° from 2pm to 10pm?

A. 6
B. 8
C. 10
D. 12
E. 14

14. The teacher asks Lisa to write numbers from 1 to 100. However, Lisa made a mistake
by writing the all the digit seven as ‘1’ instead of ‘7’. In total, how many ‘1’s did Lisa
write?

A. 20
B. 31
C. 40
D. 41
E. 50

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SASMO 2016, Primary 6 Contest

15.

is rotated to

as is rotated to

A. B. C.

D. E.

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SASMO 2016, Primary 6 Contest
Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

16. In the figure below, what percentage of the grid below is shaded?

3 cm

3 cm

17. Find the pattern and solve for 𝑥.

211 ↔ 6

303 ↔ 4

333 ↔ 1

404 ↔ 2

900 ↔ 𝑥

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SASMO 2016, Primary 6 Contest

18. Amy had 45 fewer marbles than Cheryl. of Amy’s marbles and of Cheryl’s marbles

were given away. The remaining number of marbles that Cheryl has, is twice the number
of Amy’s remaining marbles. How many marbles did Cheryl have at first?

19. The bar chart below shows the number of cars sold in Town A in 2015. All the
horizontal lines are equally spaced. The average number of cars sold in each month is
20 cars. How many more cars were sold in the second half of the year compared to the
first half of the year?
Number of cars

0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Month

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SASMO 2016, Primary 6 Contest

20. How many different 4-digit numbers can be formed using the digits 0, 2, 7, 8 and 9
such that no digits repeat and the resulting number is divisible by four?

21. The figure below shows a 12-sided regular polygon, which is called DODECAGON.
How many diagonals can be drawn in it?

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SASMO 2016, Primary 6 Contest

22. Nine identical circles are inscribed in the square as shown in the diagram. Find the
area of the shaded region. (Area of circle = 𝜋𝑟 , take 𝜋 = )

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SASMO 2016, Primary 6 Contest

23. A car took 3 hours and 41 minutes to travel from Town A to Town B and travel back
from Town B to Town A. The car travelled downhill at 6 km/h (kilometres per hour), on
level at 5 km/h, and uphill at only 4 km/h. The road from Town A to Town B is on level
for 4 km. Find the distance between the two towns.

24. Find the following sum

1 1 1 1 1 1
+ + + + ⋯+ +
1 × 6 6 × 11 11 × 16 16 × 21 2006 × 2011 2011 × 2016

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SASMO 2016, Primary 6 Contest

25. In the following alphametic, all the different letters stand for different digits. Find
the 5-digit number OGAMS.

S A S M O

× 4

O G A M S

End of Paper

25
SASMO 2016, Primary 6 Contest
Solutions to SASMO 2016 Primary 6
Section A (Correct answer – 2 points| No answer – 0 points| Incorrect answer – minus 1 point)
Question 1
After every 12 months, it will be December again. 100 calendar months is equal to 8
years 4 months (100 ÷ 12 = 8 𝑅4). Four months from December will be April.

Question 2
Six machines can produce 15 items every 30 minutes.
Six machines can produce 30 items every 60 minutes or 1 hour.
One machine can produce 5 items every hour.
Fourteen machines can produce 70 items every hour.
14 − 6 = 𝟖 additional machines are needed to produce 70 items every hour.

Question 3
If any of the numbers is even, then the product will be even. Hence all 17 whole
numbers must be odd.

Question 4
Since there are only 4 cards, then there are only 4 signs. All four signs (×, −, + and ÷)
are shown on two diagrams in the question.
From the first diagram, we can conclude that the signs behind 6 and 4 are × and −.
Therefore, the number behind × and − are 6 and 4.
Hence the numbers on the four cards are 5, 6, 4 and 4. There are 3 even numbers.

Question 5
According to the Divisibility Rule of 9, the sum of the digits of 201M6 must be a multiple
of 9. 2 + 0 + 1 + M + 6 = 9 + M. The multiples of 9 are 9, 18, 27…. So, M can be either,
0 or 9. The largest value of M is 9.

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SASMO 2016, Primary 6 Contest

Question 6
×
4 muffins and 3 pies cost $29 8 muffins and 6 pies cost $58
×
5 muffins and 2 pies cost $31 15 muffins and 6 pies cost $93
$93 − $58 = $35 is the price for 15 − 8 = 7 muffins. Each muffin costs $35 ÷ 7 = $𝟓.

Question 7
67 = 6 × 6 + 7 = 43
5A = 5 × 5 + A = 25 + A
Since 67=5A, 𝑨 = 43 − 25 = 𝟏𝟖.

Question 8
To get the least number of cuts, every time all the papers should be put altogether into
one pile and then cut the pile into half.
Number of cuts Number of papers
1 2
2 4
3 8
4 16
5 32
6 64
7 128
8 256
9 512
10 1024

Therefore, the least number of cuts he made was 𝟏𝟎.

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SASMO 2016, Primary 6 Contest

Question 9
The first player needed to play 9 games with the other 9 players. The second player
needed to play 8 games (exclude the game with the first player). The third player needed
to play 7 games (exclude the games with the first and second player) and so on. The
total number of games is 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45.
The total score by any two players for each game is 2 (either 2-0 or 1-1) points. Hence
the sum of the scores of all players is 45 × 2 = 𝟗𝟎.

Question 10

Type of 1×1 2×2 3×3

4 × 4 square
square square square square Total
number
of
Diagram
squares

Number of
9 5 1 1 16
squares

Question 11
The lowest common multiple of 1, 2, 3, 4, 6, 7, 8 and 9 is 504. The multiples of 504 are
504, 1008, 1512, 2016, 2520…. The next year with the same properties will be 2520.

Question 12
3 1 5 3 7 3 4 5 6 7
, , , , = , , , ,
4 2 12 8 20 4 8 12 16 20
Based on the pattern, the next numerator must be 8 and the next denominator is 20 +
𝟏
4 = 24. Hence the next fraction is which is equal to .
𝟑

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SASMO 2016, Primary 6 Contest

Question 13
2pm to 3pm: 1 time
3pm to 4pm: 2 times
4pm to 5pm: 2 times
5pm to 6pm: 2 times
6pm to 7pm: 2 times
7pm to 8pm: 2 times
8pm to 9pm: 1 time
9pm to 10pm: 2 times
In total, the hour hand and minute hand form 90° 14 times.

Question 14
The number of 1s and 7s in ones place:
01, 11, 21, 31, 41, 51, 61, 71, 81, 91 – 10 digits
07, 17, 27, 37, 47, 57, 67, 77, 87, 97 – 10 digits
The number of 1s and 7s in tens place:
10, 11, 12, 13, 14, 15, 16, 17, 18, 19 – 10 digits
70, 71, 72, 73, 74, 75, 76, 77, 78, 79 – 10 digits
The number of 1s and 7s in hundreds place is 1.
Lisa wrote 41 ‘1’s.

Question 15

is rotated to

as is rotated to

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SASMO 2016, Primary 6 Contest
Section B (Correct answer – 4 points| Incorrect or No answer – 0 points)

Question 16
The letter ‘S’ is formed by 11 squares.
The letter ‘A’ is formed by 12 squares.
The letter ‘M’ is formed by 14 squares (4 triangles form 2 squares).
The letter ‘O’ is formed by 12 squares.
Hence the shaded region is formed by 11 + 12 + 11 + 14 + 12 = 60 squares.
Since there are 200 squares in total, then the percentage of the shaded region is
× 100% = 𝟑𝟎%.

Question 17

Sum of Digits 10 – Sum of Digits

211 4 10 – 4 = 6
303 6 10 – 6 = 4
333 9 10 – 9 = 1
404 8 10 – 8 = 2
900 9 10 – 9 = 1

Hence 𝟗𝟎𝟎 ↔ 𝟏 .

Question 18
Method 1: Model Method
Before giving out marbles, Cheryl had 45 marbles more than Amy.

Amy

Cheryl 45

After giving out marbles, Amy was left with of her marbles, while Cheryl was left with

of her marbles. Cheryl has twice the number of Amy’s marbles.

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SASMO 2016, Primary 6 Contest

1 unit

Amy

Cheryl 15

5 units
From the diagram above, each unit represents 15 ÷ 5 = 3 marbles.
Hence the number of marbles that Cheryl had at first was 9 × 3 + 45 = 𝟕𝟐 marbles.

Method 2: Using Algebra

Let 𝑥 be the number of marbles Cheryl had originally.
Beginning End
Amy 𝑥 − 45 4
(𝑥 − 45)
9
Cheryl 𝑥 𝑥
3

Then,
𝑥 4
= (2) (𝑥 − 45)
3 9
3𝑥 = (2)(4)(𝑥 − 45)
3𝑥 = 8𝑥 − 360
3𝑥 − 8𝑥 = −360
−360
−5𝑥 = −360 ⟹ 𝑥 = = 𝟕𝟐 .
−5
Question 19
Given that the average number of cars sold in each month is 20, the total number of cars
sold is 20 × 12 = 240.
Let each interval be 1 unit. There are altogether 40 units. Hence each unit represents
240 ÷ 40 = 6 cars.
The first half of the year has 13 units and the second half of the year has 27 units.
The second half has 27 − 13 = 14 units more than the first half which is equal to 14 × 6 =
𝟖𝟒 cars.

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SASMO 2016, Primary 6 Contest

Question 20
According to the Divisibility Rule of 4, the 2-digit number formed by the last 2 digits of
the number must be divisible by 4. Therefore, the number must end with 08, 20, 28, 72,
80 and 92.
The numbers are:
2708, 2908, 7208, 7908, 9208, 9708,
7820, 7920, 8720, 8920, 9720, 9820,
7028, 7928, 9028, 9728,
8072, 8972, 9072, 9872,
2780, 2980, 7280, 7980, 9280, 9780,
7092, 7892, 8092, 8792
There are altogether 30 numbers.

Question 21
Method 1:

Let us count the total number of line segments:

AB, AC, AD, … , AK, AL – 11 line segments.
BC, BD, BE, …, BK, BL – 10 line segments (BA is counted above).
CD, CE, CF, … , CK, CL – 9 line segments.
…
JK, JL – 2 line segments
KL – 1 line segments
Hence there are 11 + 10 + 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 66 line segments. Since
12 of them are sides of the dodecagon, there 66 − 12 = 𝟓𝟒 diagonals.

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SASMO 2016, Primary 6 Contest
Method 2:
×( )
Formula for the number of diagonals of n-sided polygon is . Hence the number of
×( )
diagonals in 12-sided regular polygon is = 𝟓𝟒.

Question 22
The length of the outer square is equal to 3 diameters of the circle. Hence the length of
the diameter of the circle is 42 ÷ 3 = 14 cm, then the radius is 14 ÷ 2 = 7 cm.

Draw a square joining the centre of the circles as shown in the figure above. The length
of the new square is 7 + 14 + 7 = 28 and its area is 28 × 28 = 784 𝑐𝑚 .

Inside of the new square, 4 circles can be formed. The area of each circle is ×7 =

154 𝑐𝑚 . Hence the area of the shaded region is 784 − 4 × 154 = 𝟏𝟔𝟖 𝒄𝒎𝟐 .

Question 23
The uphill road from Town A to Town B is the downhill road from Town B to Town A.
Same goes for downhill road from A to B.
Let the distances of uphill and downhill roads between Town A and Town B be 𝑎 and 𝑏
respectively.

According to speed formula, Time =

𝑡𝑖𝑚𝑒 𝑠𝑝𝑒𝑛𝑡 𝑓𝑟𝑜𝑚 𝑇𝑜𝑤𝑛 𝐴 𝑡𝑜 𝐵 + 𝑡𝑖𝑚𝑒 𝑠𝑝𝑒𝑛𝑡 𝑓𝑟𝑜𝑚 𝑇𝑜𝑤𝑛 𝐵 𝑡𝑜 𝐴

=3 = + + + + +
( ) ( )
= + ⟹ =3 − ⟹ (𝑎 + 𝑏) = − ÷ = 5 km

Thus, the distance between the two towns is 5 + 4 = 9 km.

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SASMO 2016, Primary 6 Contest

Question 24
By using the formula = ×( − ), we can write the expression above as:
( )

1 1 1 1 1 1
+ + + + ⋯+ +
1 × 6 6 × 11 11 × 16 16 × 21 2006 × 2011 2011 × 2016
1 1 1 1 1 1 1 1 1 1 1 1 1
= × − + − + − + − +⋯ − + −
5 1 6 6 11 11 16 16 21 2006 2011 2011 2016
1 1
= × 1−
5 2016
1 2015
= ×
5 2016
𝟒𝟎𝟑
=
𝟐𝟎𝟏𝟔

Question 25
1) Since the product of SASMO and 4 is a 5-digit number, S can only be either 0, 1 or 2.
S cannot be 0, or else SASMO will not be a 5-digit number. The product of SASMO and 4
must be an even number. Hence S can only be 2.
2) By multiplying the ones digits, 𝑂 × 4 ends with 2, so O can be either 3 or 8. By
multiplying the ten thousands digits, 𝑆 × 2 = 2 × 4 = 8, so O can be either 8 or 9 (includes
carry over) not 3. In this case, O can only be 8.
3) By multiplying the tens digits, 𝑀 × 4 + 3 (𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑠 𝑐𝑎𝑟𝑟𝑦 𝑜𝑣𝑒𝑟) ends with M. The only
digit M that satisfies this is 9.
4) By multiplying the hundreds digits, 2 × 4 + 3 (𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑠 𝑐𝑎𝑟𝑟𝑦 𝑜𝑣𝑒𝑟) ends with A. Hence
A is 1.
The 5-digit number OGAMS is 85192.

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