Problem Post 3-1: How many Shapes, Part 4: Triangles

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		Part 4 of 4 in How Many Shapes?

[Level 3]

So last time we finished off the dreary onus of counting rectangles in rectangles. Now for something completely different.

CAN WE DO BETTER?

• What if the original grid were a rectangle, instead of a square? Or an irregular figure?
• What if we were counting rectangles instead of squares?
• What if some of the grid 'wires' are missing?
• What if we're working on a triangular grid, counting triangles? Does our logic still apply?

3 Triangles!

This one was surprising to say the least. I had hoped to find a straightforward formula like in counting rectangles, but it turns out triangle counting is nastier than one might think!

Problem Post 2-6: How Many Shapes, Part 3: Rectangles in Not-Rectangles

		Problem Posts
		Part 3 of 4 of How Many Shapes?

[Level 2-3]

While it would be far more fun for me if I jumped from topic to topic, I believe I owe it to you, dear readers, to flog this horse until it's brain dead. Completeness is a virtue.

So last time we finished off the case where we count rectangles in rectangles, even when some 'matchsticks' or grid wires are missing. Now onwards to rectangles in non-rectangles.

CAN WE DO BETTER?

• What if the original grid were a rectangle, instead of a square? Or an irregular figure?
• What if we were counting rectangles instead of squares?
• What if some of the grid 'wires' are missing?
• What if we're working on a triangular grid, counting triangles? Does our logic still apply?

2 Rectangles in Non-Rectangles

This is ad hoc land. The base technique would again be to count one-by-one, but as we will see there are tricks for certain special irregular figures.

Problem Post 2-5: How many Shapes, Part 2: Rectangles in Rectangles

		Problem Posts
		Part 2 of 4 of How Many Shapes?

[Level 2-3]

So in my previous Miscellaneous post, we solved a fairly simple Internet puzzle, counting the number of squares in a square grid. But now, we ask ourselves if we can do more:

CAN WE DO BETTER?

• What if the original grid were a rectangle, instead of a square? Or an irregular figure?
• What if we were counting rectangles instead of squares?
• What if some of the grid 'wires' are missing?
• What if we're working on a triangular grid, counting triangles? Does our logic still apply?

Problem Post 2-4: On the Escalation of P*cking Problems

Problem Posts

Image Credit: "Cardboard Box City" by James Nash. Licensed under CC BY-NC-SA 2.0.

No, I don't think they'll make you solve this problem in fifteen seconds mentally.

[Level 1]

\( \def \cm{\rm{\,cm}} \def \mtr{\rm{\,m}} \)

You may wonder why I used the P-word for something as "simple" as packing boxes. I mean, the question is straightforward... right?

THE PROBLEM
You have a big rectangular pallet upon which you must place identical rectangular boxes. You can't stack, collapse, or overlap boxes. The sides of the boxes have to parallel to one of the sides of the pallet. What's the maximum number of boxes you can place?

It's a familiar but unremarkable question, especially for many mathletes who've had to do it under time pressure. (Fifteen seconds mental? Easy!) And the real-life applications are obvious - putting things into shipping containers, for example.

Problem Post 2-3: EROs Should be Taught in High School

Problem Posts

[Level 1-2]

Disclaimer: I'm using this problem to prove a point, that is, that it's feasible, and easy to teach elementary row operations, (in particular in conjunction with Gauss-Jordan Elimination) at the high school level (at the very least for contest-involved students). While central to linear algebra, Gaussian elimination can be appreciated at a fundamental capacity. Essentially it's just a way of manipulating numbers, no different from right-to-left addition or long division.

The main point, I believe, in introducing students to GJ, is to demonstrate that any system of $n$ linear equations and $n$ unknowns can be solved (i.e. all solutions, one or infinite, found) quite uncreatively.

If you want to know how to solve the problem, the solution is at the bottom of the article.

QUESTION
(16th PMO Orals) Suppose that $w+4x+9y+16z=6$, $4w+9x+16y+25z=7$, $9w+16x+25y+36z=12$. Find $w+x+y+z$.

Problem Post 2-2: A Sampler of `Olympiad' Geometry Concepts

Problem Posts

[Level 4]
Henry

This post is meant to be a `sampler' of sorts, to show the most common tag words one will see in olympiad geometry problems.

I've been fortunate enough to find two remarkable problems, and solve them in ways that form a whirlwind tour of the subject. The first problem demonstrates side chasing, isosceles triangles, some cyclic quadrilaterals and spiral similarity. The second problem demonstrates power theorems, cyclic quadrilaterals, collinearity, and triangle geometry.

Problem 1

This one comes from Andreescu and Gelca's Mathematical Olympiad Challenges.

QUESTION
(Andreescu, Gelca) Let $B$ and $C$ be the endpoints and $A$ the midpoint of a semicircle. Let $M$ be a point on the line segment $AC$, and $P$, $Q$ the feet of the perpendiculars from $A$ and $C$ to the line $BM$, respectively. Prove that $BP=PQ+QC$.

Problem Post 2-1: Factor Sums, and the Distributive Law

Problem Posts

[Difficulty 1; some parts Difficulty 4]

Who knew power series multiplication could help you at the grocer? (see Question 2)

Just a quick post for younger readers. Often one will find oneself using `brute force' approaches when obvious tricks and shortcuts exist. Most of the time, this is justified -- many tricks are usually too arcane to remember, or too impracticable to execute realistically. This is neither. It's fast, simple, and it could save you in a Do-Or-Die (I've used it before; our team won!)

What is a factor?

First things first, right? Not everybody defines the word “factor” the same way. I will be using the convention used in most local contests: A factor of an integer $n$ is a positive integer $a$ for which there exists an integer $b$  such that $n=ab$. So by our convention $4$ and $-4$ both have exactly three factors: 1, 2, and 4. We do not consider $-2$ as a factor, even if it divides both $4$ and $-4$. On the other hand, a factor of a number is a proper factor iff it is not the number itself. Often 1 is also not considered a proper factor. With this ambiguity, however, the term is not used too often in contests.

Problem 1-9: Triangle Side Expression

Problem Posts

 [Difficulty 4] [PDF]

QUESTION
(Hong Kong Team Selection Test 2009) Let $a$, $b$, $c$ be the sides of a triangle. Determine all possible values of $$\frac{a^2+b^2+c^2}{ab+bc+ac}$$

Laconic Solution Sketch
Apply Triangle Inequality, or Ravi Transformation.

Problem 1-8 Meticulous Manipulations

Problem Posts

[Difficulty 2] [PDF]

QUESTION
(2012 PMO Area Stage) If $x+y+xy=1$, where $x$, $y$ are nonzero real numbers, find the value of $$xy+\frac{1}{xy}-\frac{y}{x}-\frac{x}{y}$$

Laconic Solution Sketch
Manipulate.