2010 TOURNAMENT

Grades 4-6
PRACTICE PROBLEMS FOR 2013

Table of Contents
Individual Event: Problems .................................................................................................................... 1

Team Event: Problems .......................................................................................................................... 2

Individual Event: Model Solutions .................................................................................................. 3-4

Team Event: Model Solutions ............................................................................................................. 5-6

Tiebreakers: Problems and Model Solutions .......................................................................................... 7

 2010 Individual Event
No calculators are permitted during this tournament.
Time Limit: 30 minutes.

1. What number should be in the START oval of this “flow chart”?

START Î ADD 234 Î SUBTRACT 234 Î MULTIPLY BY 9 Î DIVIDE BY 9 Î 316

2. Lauren and Matt have a total of $78. Lauren has $12 more than Matt. How many dollars does Matt have?

3. What is the remainder if 2499 is divided by 25?

4. When a certain number is added to 43, the result is the least odd square number that is greater than 50. What
is that certain number?
(When a whole number is multiplied by itself, the result is called a square number. For
example: 9, 16, and 25 are square numbers because 9 = 3×3, 16 = 4×4, and 25 = 5×5.)

5. In a game, Abby scores 11 more points than Bob. Abby also scores 5 fewer points than Jen. Together, all
three people score 87 points. How many points does Abby score?

6. The digits of the number 2126 can be rearranged to form other 4-digit numbers. How many different 4-digit
numbers can be formed, including 2126?
A B
7. Square ABCD consists of 16 identical squares. The perimeter of ABCD is 48 cm.
What is the perimeter of the region formed by the darkened squares?
D C
3
8. 4
of all the girls in a certain class have cell phones. 52 of all the boys in that class also have cell phones. The
number of girls who have cell phones is equal to the number of boys who have cell phones. In lowest terms,
what fraction of the whole class have cell phones?
15

9. The large rectangle shown consists of five congruent small rectangles. The longer dimension
of the large rectangle is 15 mm. What is the area of one of the small rectangles?
7C
AB
10. For this division problem, A, B, and C are different digits, AB and 7C each represent _ _
a 2-digit number and each box represents a missing digit. What is the value of each __
of A, B, and C? __ 2
__ _ 0

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 1
 2010 Team Event
No calculators are permitted during this tournament.
Time limit: 20 minutes

11. Beth, Megan, Rachel, Tony, and Dan each have different heights. Dan is taller than Megan but shorter than
Beth. Tony is taller than Megan but shorter than Dan. Beth is taller than Megan but shorter than Rachel.
Represent each by his or her initial and list them in order from shortest to tallest.

12. The number 10 has exactly four factors: 1, 2, 5, and 10. How many factors does the number 24 have?

13. Kristy writes two different 3-digit numbers. Each is a multiple of 11. Also, the three digits of each multiple are
consecutive counting numbers, not necessarily written in order. Find both multiples.

14. A square region is 18 meters long on each side. It is completely covered by tiles, each of which is 2 meters
wide by 3 meters long. What is the fewest number of tiles that can completely cover the region?

15. A man and his young child have a race. The child starts out 120 feet ahead of the man. For every 5-foot stride
of the man, the child takes a 2-foot stride. How many strides will the man have to take to catch up to the child?

16. Pat opens her favorite novel right side up and sees two pages. The product of their page numbers is 600.
What is the page number of the page on the right?

17. In a group of 63 people, 47 people like vanilla ice cream, 35 people like chocolate ice cream, and 22 people
like both flavors. How many like neither flavor?

18. The three squares overlap each other as shown. All their points of intersection are midpoints.
The total area of the entire figure is 40 square units. What is the perimeter of the entire figure?

19. The average of three numbers is 15 . Two of the numbers are 14 and 13 . What is the third number?

20. In a certain store, nuts worth $7 a pound and chocolate pieces worth $12 a pound are mixed. The mixture is
worth $9 a pound. How many pounds of chocolate are in 30 pounds of that mixture?

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 2
 INDIVIDUAL EVENT SOLUTIONS, 2010
ANSWERS: 1) 316 2) 33 3) 24 4) 38 5) 31
6) 12 7) 60 8) 12/23 9) 27 10) A=1, B=4, C=3

1. The action of subtracting 234 “undoes” the action of adding 234. Similarly, the action of dividing by 9 undoes the
action of multiplying by 9. Thus, the final result, 316, is the same as the starting number, 316.
2. METHOD 1: If Lauren spends $12, she would have the same amount as Matt and their total would then be
$66. Matt has half that total, 33 dollars. (Note: Matt “finding” another $12 would allow a method similar to this.)
METHOD 2: The average amount they have is $39. Lauren has $6 more than the average and Matt has $6 less
than the average. Matt has $33 (and Lauren has $45). Checking, 45 +33 = $78 and 45 – 33 = $12.
METHOD 3: Suppose Lauren has, say, $20 and Matt has $8. The difference is correct, but the sum is not. Add
half of $78 – $28, which is $25, to each “starting” amount. Then Matt has $8 + $25 = $33 (and Lauren has
$20 + $25 = $45).
METHOD 4: Make a table of amounts that differ by $12 and see which pair adds to $78. Or make a table of
amounts whose sum is $78 and see which pair differs by $12.

3. 2499 is one less than 2500, which is exactly divisible by 25. Then 2499 ÷ 25 produces a remainder of one less
than 25. The remainder is 24.

4. METHOD 1: List the square numbers greater than 50: 64, 81, 100, 121, … The least odd square number on this
list is 81. Then 43 + __ = 81. The number to be added is 38.
METHOD 2: Consecutive odd squares are the squares of consecutive odd numbers. The least square number
greater than 43 is 49, which is the square of 7 but less than 50. The next odd square, the square of 9, is 81, which
is 38 more than 43.

5. METHOD 1: Suppose Bob gains 11 points and Jen loses 5 points. Then each of the three people scores the
same number of points and their total increases by 6 points to 93 points. Each person then would score 31
points. Since Abby’s sum did not change, she scored 31 points.
METHOD 2: If x = the amount Abby scores, then (x) + (x – 11) + (x + 5) = 87. Solving, 3x – 6 = 87, 3x = 93,
and x = 31. Abby scores 31 points. Checking, Bob scores 20, Jen scores 36, and the sum of all three amounts is
87 points. (Note the similarity of reasoning of the two methods.)

6. METHOD 1: Make an organized list of all possibilities or use a tree diagram to show all possibilities.
METHOD 2: For each of the four digits that can occupy the thousands place, any of the three remaining digits
can occupy the hundreds place. So far, there are 12 possibilities. For each of these 12 possibilities, either of the
two remaining digits can occupy the tens place and only one digit remains to occupy the units place. Now we

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 3
 have 4 × 3 × 2 × 1 = 24 possible arrangements. However, in each of these 24 possibilities, two digits are
identical. Thus half of the arrangements duplicate the other half and there are 12 different four-digit
numbers.
A B
7. Since the perimeter of square ABCD is 48 cm, the length of each side of ABCD is 12 cm,
and the length of each side of any of the small squares is 3 cm. The outline of the
darkened polygon consists of twenty such 3-cm sides. Thus, the perimeter is 60 cm. D C
8. In this class, the numbers of girls and boys who have cell phones are equal. Since 3 out of every 4 girls and
2 out of every 5 boys have cell phones, the number of girls and boys each must be a multiple of both 2 and
3. Now, 6 is the least common multiple of 2 and 3, so 6 girls and 6 boys have cell phones. Then 3 out of 4
girls is equivalent to 6 out of 8 girls and 2 out of 5 boys is equivalent to 6 out of 15 boys. Combining, 12 out
of 23 students overall have cell phones. That is 12 of the whole class.
23
9. METHOD 1: Suppose the shorter side of each of the five congruent rectangles is (1)
(1)
unit, as shown at the right. Then the longer side is (3) units and the top of the large (3) (1)
rectangle is (5) units. Since (5) units corresponds to 15 mm, each unit represents 3 mm, (1)

and the dimensions of each small rectangle are (1) unit by (3) units = 3 mm by 9 mm. The (1) (3) (1)

area of a small rectangle is 27 sq mm.

METHOD 2: As shown in the diagram for Method 1, the length of the longer side of
each small rectangle is three times the length of the shorter side. Draw two line segments 3 3
3
3 3 3

to split the top rectangle into three congruent squares, as shown in the lower diagram. 9
The top of the entire figure then is split into 5 congruent segments, each of length 3 mm.
Thus the dimensions of that rectangle in the center at the top is 3 mm by 9 mm and its
area is 27 sq mm.
METHOD 3: Represent the longer side of the small rectangle by L and the shorter side by W.
Then we have two equations: L + 2W = 15 and L = 3W.
Substituting we get (3W) + 2W = 15, so that 5W = 15 and W = 3.
L = 3W = 3 × 3 = 9.
Then the area of any one of the small rectangles is L×W = 9 × 3 = 27 sq mm.

10. (1) The first subtraction is: a three-digit number minus a two-digit number yielding a one- 73
digit number. This is only possible if the three digit number is in the low 100s and the two 14 1022
digit number is in the 90s. −982
(2) Since 7 × AB produces the two-digit number, AB is either 13 or 14. Then 7 × 13 = 91 42
and 7 × 14 = 98. One of them is the first partial product (fpp). −42
0
(3) Look at the 2 in the second partial product (spp). Then the product of C and either 13
or 14 must end in 2. Suppose AB = 13; then the spp is 52. However, because 100+ – 91
can not produce a difference of 5, AB cannot be 13 and must be 14.
(4) Since C × 14 ends in 2, C = 3 or 8. But 8 ×14 is not a two-digit number. Thus A = 1, B = 4 and C = 3.

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 4
 TEAM EVENT SOLUTIONS, 2010
ANSWERS: 11) MTDBR 12) 8 13) 132 & 231 14) 54 15) 40
16) 25 17) 3 18) 32 19) 60
1 20) 12

11. List the order for each condition, taking them one condition at a time, shortest to tallest.
Condition 1: M D B.
Condition 2: M T D. So far we have M T D B. Where should Rachel be placed?
Condition 3: M B R. Rachel is taller than Beth who is taller than the other three people.
The final order: MTDB R.

12. The factors of 24 are 1 × 24, 2 × 12, 3 × 8, and 4 × 6. The number 24 has 8 factors.

13. According to the test of divisibility for 11, the sum of the hundreds digit and the units digit either equals the tens
digit or exceeds it by 11. The only 3 consecutive counting numbers that have this property are 1, 2, and 3, and 3
must be the tens digit. The number is 132 or 231 . Both answers are required.

14. METHOD 1: Place all tiles on the square region. One way is to place all tiles in the same
direction since 18 is divisible by both 2 and 3. In the sample tiling shown, there are 6
columns of 9 tiles each for a total of 54 tiles. Other arrangements are also possible.
METHOD 2: To find the number of tiles, divide the area of the square region by the area
of one tile. This can be done because 18 is divisible by both 2 and 3. Then (18 × 18) ÷ (2 × 3)
= 324 ÷ 6 = 54. There are 54 tiles.

15. For every stride the father and child take, the father gains 3 feet on the child. Since the child’s head start is 120
feet, the father needs 120 ÷ 3 = 40 strides to catch up to the child.

16. Since 600 is between 400 = 202 and 900 = 302, the two consecutive pages must be in the mid-20s. Test 25 × 26
= 650: it is greater than 600. Test 24 × 25 = 600. The number of the page on the right is 25. (Note: In books, the
odd-numbered page is on the right, and is therefore the higher numbered page of the two showing. Thus 25 × 26
would not have been possible anyway.)

17. METHOD 1: The 47 “vanilla-lovers” consist of 22 who like both and 25 who like only
V C
vanilla. Similarly, the 35 chocolate-lovers consist of the same 22 who like both and 13
who like only chocolate. This is a total of 22 + 25 + 13 = 60 people. Then 63 – 60 = 3 25 22 13
people in this group like neither flavor. This is usually shown by a Venn diagram, shown
3
at the right.

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 5
 METHOD 2: The 47 people who like vanilla include 22 who also like chocolate. The 35 people who like
chocolate include 22 who also like vanilla. Of the 47 + 35 = 82 people who like at least one of the flavors,
we have included the 22 who like both not once, but twice. Thus there are 82 – 22 = 60 people who like at
least one of the flavors. This leaves 63 – 60 = 3 people who do not like either flavor.

18. Extend the sides of the middle square as shown. The entire figure now consists of ten congruent
small squares and the area of each small square is 4 sq units. The side of each small square is
2 units. The perimeter of the entire figure, consisting of sixteen 2-unit segments, is 32 units.

19. METHOD 1: Since the average of the three numbers is 1 , their sum is 3 . The sum of 1 and 1 is 7 .
5 5 4 3 12
The third number is 3 – 7 = 36 – 35 = 1 .
5 12 60 60 60
METHOD 2: Represent the third fraction by N. Then
( 1 + 1 + N) ÷ 3 = 1 [Multiply both sides by 3]
4 3 5
1 + 1 + N = 3
4 3 5
The LCD(3,4,5) = 60 [Convert each fraction to sixtieths.]
15 + 20 + N = 36 [Subtract 15 and 20 from both sides.]
60 60 60 60 60
N = 1
60
20. METHOD 1: The total value of the mixture is 30 lbs × $9 a lb = $270. If all 30 lbs were nuts, the value
would be 30 × $7 = $210. The other $60 must come from including the higher-priced chocolate in the
mixture. Since each lb of chocolate sells for $5 more than each lb of nuts, there are 60 ÷ 5 = 12 lbs of
chocolate.
(Checking, there are 18 lbs of nuts; the totals are 12 lb × $12 = $144 in chocolate, 18 lb × $7 = $126, and
the mixture should be priced at $(144 + 126) ÷ 30 lb = $9 a lb.)
METHOD 2: The values of both the $9 mixture and the $12 chocolates are multiples of 3. As a result, the
value of the $7 nuts is also a multiple of 3. This is only possible if the number of lbs of nuts is a multiple of
3. Suppose there are 3 lbs of nuts; its value is $21. What multiple of $12 can be added to $21 to produce
a multiple of $9? The least such multiple is $24, for 2 lbs. Then $12 +$12 + $7 + $7 + $7 = $45; this is 5 lbs
at $9 per lb. But there are 30 lbs, not 5 lbs, which is 6 times as much. Instead of having 3 lbs of nuts and
2 lbs of chocolate, there actually are 18 lbs of nuts and 12 lbs of chocolates.
METHOD 3: This problem can also be solved algebraically by using the equations n + c = 30 and
7n + 12c = 270, where n is the number of lb of nuts and c is the number of lb of chocolate pieces.
Subtracting the second equation from 12 times the first equation corresponds completely to method 1. Or
by solving 7n + 12(30 – c) = 270.

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 6
 2010 TIEBREAKERS
Questions are given one at a time. Winning places are awarded in the order that correct answers are
submitted. Incorrect answers result in elimination. No calculators are permitted during this tournament.
Time limit: 5 minutes per question.

T1. Dana has some trading cards. She divides her cards into 5 equal groups with none left over. She then divides
one of the groups into 4 piles of 3 cards each and has 2 cards left over. How many cards does she have in all?

T2. What is the greatest two-digit number that is divisible by 6 and also by 9?

T3. The sum of the digits of a two-digit number is 12. If the digits are reversed, the new number is 18 greater than
the original number. What is the original number?

T4. One-fifth of a certain number is 28 less than the number. What is the number?

T5. What is the largest odd factor of 480?

2010 TIEBREAKER SOLUTIONS

ANSWERS: T1) 70 T2) 90 T3) 57 T4) 35 T5) 15

T1. Work backwards. Each group has (4 × 3) + 2 = 14 cards. There are 5 such groups. Dana has 70 trading cards.

T2. METHOD 1: Make two lists of two-digit multiples, one for 6 and the other for 9. The only entries that appear
on both lists are 18, 36, 54, 72 and 90. These are the multiples of 18, the LCM of 6 and 9. The greatest entry on
both lists is 90.
METHOD 2: The greatest two-digit multiple of 9 is 99, but 99 is not divisible by 6. The next greatest two-digit
multiple of 9 is 90, which is also divisible by 6. Thus 90 is the greatest number divisible by both 9 and 6.

T3. Use the process of elimination. With a “digit- sum” of 12, the two numbers are 39 and 93, 48 and 84, 57 and 75,
or 66 and 66. Only 57 and 75 have a difference of 18. The original number is 57.

T4. METHOD 1: One-fifth of a number is a whole number, so the number is a Number 5 10 15 … 35

multiple of 5. In this table, the third row shows the difference between each 1/5 of no. 1 2 3 … 7
Difference 4 8 12 … 28
number and one-fifth of it. The required difference of 28 appears when the
number is 35.
METHOD 2: Represent the number by a rectangle and divide it into five congruent The number
sections, each representing 1/5 of the number as shown in the upper diagram. Then
4 sections represent 4/5 of the number. The lower diagram shows that these four 1
5
4
sections, which represent the difference between the number and 1/5 of it, also
5

represent the number 28. Then each section represents 7 and the number is 35. 28
(Note: This solution can be shown also by dividing a circle into 5 sectors.) 7 7 7 7 7

T5. METHOD 1: Remove all factors of 2. 480 ÷ 2 = 240. 240 ÷ 2 = 120. 120 ÷ 2 = 60. 60 ÷ 2 = 30. 30 ÷ 2 = 15.
The largest odd factor of 480 is 15.
METHOD 2: Factor 480 completely. 480 = 24 × 3 × 5. Then 3 × 5 = 15.

© Copyright 2010, Mathematical Olympiads for Elementary and Middle Schools. All rights reserved. GRADE 6 AND BELOW 7