BMO1 2016 – the non-geometry

Here’s a link to yesterday’s BMO1 paper, and the video solutions for all the problems. I gave the video solution to the geometric Q5, and discuss aspects of this at some length in the previous post.

In these videos, for obvious educational reasons, there’s a requirement to avoid referencing theory and ideas that aren’t standard on the school curriculum or relatively obvious directly from first principles. Here, I’ve written down some of my own thoughts on the other problems in a way that might add further value for those students who are already have some experience at olympiads and these types of problems. In particular, on problems you can do, it’s worth asking what you can learn from how you did them that might be applicable generally, and obviously for some of the harder problems, it’s worth knowing about solutions that do use a little bit of theory. Anyway, I hope it’s of interest to someone.

bmo1-2016-q1Obviously we aren’t going to write out the whole list, but there’s a trade-off in time between coming up with neat ideas involving symmetry, and just listing and counting things. Any idea is going to formalise somehow the intuitive statement ‘roughly half the digits are odd’. The neat ideas involve formalising the statement ‘if we add leading zeros, then roughly half the digits are odd’. The level of roughness required is less in the first statement than the second statement.

Then there’s the trade-off. Trying to come up with the perfect general statement that is useful and true might lead to something like the following:

‘If we write the numbers from 0000 to N, with leading zeros, and all digits of N+1 are even, then half the total digits, ie 2N of them, are odd.’

This is false, and maybe the first three such things you try along these lines are also false. What you really want to do is control the numbers from 0000 to 1999, for which an argument by matching is clear, and gives you 2000 x 4 / 2 = 4000 odd digits. You can exploit the symmetry by matching k with 1999-k, or do it directly first with the units, then with the tens and so on.

The rest (that is, 2000 to 2016) can be treated by listing and counting. Of course, the question wants an actual answer, so we should be wary of getting it wrong by plus or minus one in some step. A classic error of this kind is that the number of integers between 2000 and 2016 inclusive is 17, not 16. I don’t know why the memory is so vivid, but I recall being upset in Year 2 about erring on a problem of this kind involving fences and fenceposts.

bmo1-2016-q2As with so many new types of equation, the recipe is to reduce to a type of equation you already know how to solve. Here, because {x} has a different form on different ranges, it makes sense to consider the three ranges

x\in[0,1/25],\, x\in[1/25,1/8],\, x\in [1/8,\infty),

as for each of these ranges, we can rewrite 5y\{8y\}\{25y\} in terms of standard functions without this bracket notation. On each range we can solve the corresponding equation. We then have to check that each solution does actually lie in the appropriate range, and in two cases it does, and in one case it doesn’t.

bmo1-2016-q3Adding an appropriately-chosen value to each side allows you to factorise the quadratics. This might be very useful. But is it an invitation to do number theory and look at coprime factors and so on, or is a softer approach more helpful?

The general idea is that the set of values taken by any quadratic sequence with integer coefficients and leading coefficient one looks from a distance like the set of squares, or the set \{m(m+1), \,m\in\mathbb{N}\}, which you might think of as ‘half-squares’ or ‘double triangle numbers’ as you wish. And by, ‘from a distance’ I mean ‘up to an additive constant’. If you care about limiting behaviour, then of course this additive constant might well not matter, but if you care about all solutions, you probably do care. To see why this holds, note that

n^2+2n = (n+1)^2 - 1,

so indeed up to an additive constant, the quadratic on the LHS gives the squares, and similarly

n^2 - 7n = (n-4)(n-3)-12,

and so on. To solve the equation n^2=m^2+6, over the integers, one can factorise, but another approach is to argue that the distance between adjacent squares is much more than 6 in the majority of cases, which leaves only a handful of candidates for n and m to check.

The same applies at this question. Adding on 9 gives

n^2-6n+9 = m^2 + m -1,

which is of course the same as

(n-3)^2 = m(m+1)-1.

Now, since we now that adjacent squares and ‘half-squares’ are more than one apart in all but a couple of cases, we know why there should only be a small number of solutions. I would call a method of this kind square-sandwiching, but I don’t see much evidence from Google that this term is generally used, except on this blog.

Of course, we have to be formal in an actual solution, and the easiest way to achieve this is to sandwich m(m+1)-1 between adjacent squares m^2 and (m+1)^2, since it is very much clear-cut that the only squares which differ by one are zero and one itself.

bmo1-2016-q4I really don’t have much to say about this. It’s not on the school curriculum so the official solutions are not allowed to say this, but you have to use that all integers except those which are 2 modulo 4 can be written as a difference of two squares. The easiest way to show this is by explicitly writing down the appropriate squares, treating the cases of odds and multiples of four separately.

So you lose if after your turn the running total is 2 modulo 4. At this point, the combinatorics isn’t too hard, though as in Q1 one has to be mindful that making an odd number of small mistakes will lead to the wrong answer! As in all such problems, it’s best to try and give a concrete strategy for Naomi. And it’s best if there’s something inherent in the strategy which makes it clear that it’s actually possible to implement. (Eg, if you claim she should choose a particular number, ideally it’s obvious that number is available to choose.)

One strategy might be: Naomi starts by choosing a multiple of four. Then there are an even number of multiples of four, so Naomi’s strategy is:

  • whenever Tom chooses a multiple of four, Naomi may choose another multiple of four;
  • whenever Tom chooses a number which is one (respectively three) modulo 4, Naomi may choose another which is three (respectively one) modulo 4.

Note that Naomi may always choose another multiple of four precisely because we’ve also specified the second condition. If sometimes Tom chooses an odd number and Naomi responds with a multiple of four out an idle and illogical sense of caprice, then the first bullet point would not be true. One can avoid this problem by being more specific about exactly what the algorithm is, though there’s a danger that statements like ‘whenever Tom chooses k, Naomi should choose 100-k’ can introduce problems about avoiding the case k=50.

bmo1-2016-q6I started this at the train station in Balatonfured with no paper and so I decided to focus on the case of just m, m+1 and n, n+2. This wasn’t a good idea in my opinion because it was awkward but guessable, and so didn’t give too much insight into actual methods. Also, it didn’t feel like inducting on the size of the sequences in question was likely to be successful.

If we know about the Chinese Remainder Theorem, we should know that we definitely want to use it here in some form. Here are some clearly-written notes about CRT with exercises and hard problems which a) I think are good; b) cite this blog in the abstract. (I make no comment on correlation or causality between a) and b)…)

CRT is about solutions to sets of congruence equations modulo various bases. There are two aspects to this , and it feels to me like a theorem where students often remember one aspect, and forget the other one, in some order. Firstly, the theorem says that subject to conditions on the values modulo any non-coprime bases, there exist solutions. In many constructive problems, especially when the congruences are not explicit, this is useful enough by itself.

But secondly, the theorem tells us what all the solutions are. There are two stages to this: finding the smallest solution, then finding all the solutions. Three comments: 1) the second of these is easy – we just add on all multiples of the LCM of the bases; 2) we don’t need to find the smallest solution – any solution will do; 3) if you understand CRT, you might well comment that the previous two comments are essentially the same. Anyway, finding the smallest solution, or any solution is often hard. When you give students an exercise sheet on CRT, finding an integer which is 3 mod 5, 1 mod 7 and 12 mod 13 is the hard part. Even if you’re given the recipe for the algorithm, it’s the kind of computation that’s more appealing if you are an actual computer.

Ok, so returning to this problem, the key step is to phrase everything in a way which makes the application of CRT easy. We observe that taking n=2m satisfies the statement – the only problem of course is that 2m is not odd. But CRT then tells us what all solutions for n are, and it’s clear that 2m is the smallest, so we only need to add on the LCM (which is odd) to obtain the smallest odd solution.

BMO1 2016 Q5 – from areas to angles

For the second year in a row Question 5 has been a geometry problem; and for the second year in a row I presented the video solution; and the for the second year in a row I received the question(s) while I was abroad. You can see the video solutions for all the questions here (for now). I had a think about Q5 and Q6 on the train back from a day out at Lake Balaton in Western Hungary, so in keeping with last year’s corresponding post, here are some photos from those sunnier days.

bmo1-2016-q5aI didn’t enjoy this year’s geometry quite as much as last year’s, but I still want to say some things about it. At the time of writing, I don’t know who proposed Q5, but in contrast to most geometry problems, where you can see how the question might have emerged by tweaking a standard configuration, I don’t have a good intuition for what’s really going on here. I can, however, at least offer some insight into why the ‘official’ solution I give on the video has the form that it does.

bmo1-2016-q5bThe configuration given is very classical, with only five points, and lots of equal angles. The target statement is also about angles, indeed we have to show that a particular angle is a right-angle. So we might suspect that the model approach might well involve showing some other tangency relation, where one of the lines AC and BC is a radius and the other a tangent to a relevant circle. I think it’s worth emphasising that throughout mathematics, the method of solving a problem is likely to involve similar objects to the statement of the problem itself. And especially so in competition problems – it seemed entirely reasonable that the setter might have found a configuration with two corresponding tangency relations and constructed a problem by essentially only telling us the details of one of the relations.

There’s the temptation to draw lots of extra points or lots of extra lines to try and fit the given configuration into a larger configuration with more symmetry, or more suggestive similarity [1]. But, at least for my taste, you can often make a lot of progress just by thinking about what properties you want the extra lines and points to have, rather than actually drawing them. Be that as it may, for this question, I couldn’t initially find anything suitable along these lines [2]. So we have to think about the condition.

But then the condition we’ve been given involves areas, which feels at least two steps away from giving us lots of information about angles. It doesn’t feel likely that we are going to be able to read off some tangency conditions immediately from the area equality we’ve been given. So before thinking about the condition too carefully, it makes sense to return to the configuration and think in very loose terms about how we might prove the result.

How do we actually prove that an angle is a right-angle? (*) I was trying to find some tangency condition, but it’s also obviously the angle subtending by the diameter of a circle. You could aim for the Pythagoras relation on a triangle which includes the proposed right-angle, or possibly it might be easier to know one angle and two side-lengths in such a triangle, and conclude with some light trigonometry? We’ve been given a condition in terms of areas, so perhaps we can use the fact that the area of a right-angled triangle is half the product of the shorter side-lengths? Getting more exotic, if the configuration is suited to description via vectors, then a dot product might be useful, but probably this configuration isn’t.

The conclusion should be that it’s not obvious what sort of geometry we’re going to need to do to solve the problem. Maybe everything will come out from similar triangles with enough imagination, but maybe it won’t. So that’s why in the video, I split the analysis into an analysis of the configuration itself, and then an analysis of the area condition. What really happens is that we play with the area condition until we get literally anything that looks at all like one of the approaches discussed in paragraph (*). To increase our chances, we need to know as much about the configuration as possible, so any deductions from the areas are strong.

The configuration doesn’t have many points, so there’s not much ambiguity about what we could do. There are two tangents to the circle. We treat APC with equal tangents and the alternate segment theorem to show the triangle is isosceles and that the base angles are equal to the angle at B in ABC. Then point Q is ideally defined in terms of ABC to use power of a point, and add some further equal angles into the diagram. (Though it turns out we don’t need the extra equal angle except through power of a point.)

So we have some equal angles, and also some length relations. One of the length relations is straightforward (AP=CP) and the other less so (power of a point CQ^2 = AQ\cdot BQ). The really key observation is that the angle-chasing has identified

\angle PAQ = 180 - \angle \hat C,

which gives us an alternative goal: maybe it will be easier to show that PAQ is a right-angle.

Anyway, that pretty much drinks the configuration dry, and we have to use the area condition. I want to emphasise how crucial this phase in for this type of geometry problem. Thinking about how to prove the goal, and getting a flavour for the type of relation that comes out of the configuration is great, but now we need to watch like a hawk when we play with the area condition for relations which look similar to what we have, and where we might be going, as that’s very likely to be the key to the problem.

We remarked earlier that we’re aiming for angles, and are given areas. A natural middle ground is lengths. All the more so since the configuration doesn’t have many points, and so several of the triangles listed as having the same area also have the same or similar bases. You might have noticed that ABC and BCQ share height above line AQ, from which we deduce AB=BQ. It’s crucial then to identify that this is useful because it supports the power of a point result from the configuration itself. It’s also crucial to identify that we are doing a good job of relating lots of lengths in the diagram. We have two pairs of equal lengths, and (through Power of a Point) a third length which differs from one of them by a factor of \sqrt{2}.

If we make that meta-mathematical step, we are almost home. We have a relation between a triple of lengths, and between a pair of lengths. These segments make up the perimeter of triangle APQ. So if we can relate one set of lengths and the other set of lengths, then we’ll know the ratios of the side lengths of APQ. And this is excellent, since much earlier we proposed Pythagoras as a possible method for establish an angle is a right-angle, and this is exactly the information we’d need for that approach.

Can we relate the two sets of lengths? We might guess yes, that with a different comparison of triangles areas (since we haven’t yet used the area of APC) we can find a further relation. Indeed, comparing APC and APQ gives CQ = 2PC by an identical argument about heights above lines.

bmo1-2016-q5cNow we know all the ratios, it really is just a quick calculation…

[1] – I discussed the notion of adding extra points when the scripts for the recording were being shared around. It was mentioned that for some people, the requirement to add extra points (or whatever) marks a hard division between ‘problems they can do’ and ‘problem they can’t do’. While I didn’t necessarily follow this practice while I was a contestant myself, these days the first thing I do when I see any angles or an angle condition in a problem is to think about whether there’s a simple way to alter the configuration so the condition is more natural. Obviously this doesn’t always work (see [2]), but it’s on my list of ‘things to try during initial thinking’, and certainly comes a long way before approaches like ‘place in a Cartesian coordinate system’.

[2] – Well, I could actually find something suitable, but I couldn’t initially turn it into a solution. The most natural thing is to reflect P in AC to get P’, and Q in BC to get Q’. The area conditions [AP’C]=[ABC]=[BCQ’] continue to hold, but now P’ and B are on the same side of AC, hence P’B || AC. Similarly AQ’ || BC. I see no reason not to carry across the equal length deductions from the original diagram, and we need to note that angles P’AC, ACP’, CBA are equal and angles Q’AB and BAC are equal. In the new diagram, there are many things it would suffice to prove, including that CP’Q’ are collinear. Note that unless you draw the diagram deliberately badly, it’s especially easy accidentally to assume that CP’Q’ are collinear while playing around, so I wasted quite a bit of time. Later, while writing up this post, I could finish it [3].

[3] – In the double-reflected diagram, BCQ’ is similar to P’BA, and since Q’C=2P’C = P’A, and Q’B=AB, you can even deduce that the scale factor is \sqrt{2}. There now seemed two options:

  • focus on AP’BC, where we now three of the lengths, and three of the angles are equal, so we can solve for the measure of this angle. I had to use a level of trigonometry rather more exotic than the Pythagoras of the original solution, so this doesn’t really serve purpose.
  • Since BCQ’ is similar to P’BA and ABQ’ similar to CP’A, we actually have Q’BCA similar to AP’BC. In particular, \angle CBP' = \angle ACB, and thus both are 90. Note that for this, we only needed the angle deductions in the original configuration, and the pair of equal lengths.
  • There are other ways to hack this final stage, including showing that BP’ meets AQ’ at the latter’s midpoint, to give CP’Q’ collinear.

Advice for BMO1

The first round of the British Mathematical Olympiad (BMO1) takes place tomorrow. Last year I wrote a brief note to my mentoring students about the exam. Most of the advice is fairly obvious, but I guess it never does any harm to be reminded. In particular, while it is tempting to give lots of mathematical guidance, under exam pressure good deductive ideas either will or won’t come, and there’s relatively little to be done about it in advance to help. However, especially for students for whom this is their first experience of a long olympiad style paper, there are a few practical and general points to be made, so you have the best chance of turning good ideas into good solutions during the time allowed.

DON’T waste time. 3.5 hours is a long time, but it will pass quickly when you have lots to think about. Obviously, you will inevitably spend some time just thinking vaguely about the problems, or even daydreaming, just to give your brain a break. Don’t worry about that, but do try not to waste time pursuing methods which don’t look like they are working. If you have made 6 algebraic substitutions and the expression now takes up an entire line, ask yourself whether you’re going anywhere. If your geometrical diagram now has dozens of extra points, or if you are trying to solve a polynomial in n variables where n is large, question yourself. Maybe you’re missing something more obvious?

On the subject, DO flit between questions. The rubric says that full solutions are better than partial solutions. However, if moving to another question allows you to take a fresh stab at the first one in 15 minutes or whatever, that is a good thing.

Also, DO take food or drink (within reason and so long as whoever is invigilating doesn’t mind), if you think it will help. 3.5 hours of concentration can be draining! The 200g value pack of Dairy Milk was my preference back in the day…

On a more mathematical note, DON’T draw rubbish geometrical diagrams. DO use a compass and a ruler. These geometry problems normally want you to spot similar triangles or something like that. These will be much much easier to find if they actually look similar on your diagram! Markers also like seeing good diagrams.

DO write up relevant bits of your rough. It’s a good way to grab small marks, and you never know, you might have had all the right ideas, just missed the final crucial step. It sometimes says not to hand in rough: so make sure what you hand in looks vaguely neat, and has key steps or results you’ve proved underlined or in a box, so that they are as visible as possible to the marker. Checking small cases explicitly will be useful to your understanding of the problem, and so may gain credit.

DON’T wait until the end to write up bits of your rough. The temptation to keep working on them will be too strong, and you might have forgotten what seemed interesting an hour ago. Crucially, deciding carefully what the most important steps of your working are may very well help you to finish the problem.

DO read the question properly. Trying to prove something false will waste your time; trying to prove something simpler than the actual question will cost you marks. Things to consider include:

  • If the question says ‘If and only if’, you have to prove it both ways. Similarly if it asks for a converse.
  • Check what the domains are. Does n have to be an integer or is it a real number? Can it be zero?
  • In a counting question, does order matter?
  • Is the triangle allowed to be obtuse? Does this change anything important in the argument?

DON’T waffle. If you are writing a massive load of text, have a think about whether that’s a good idea. It is very easy, especially for fiddly combinatorics questions, for a simple equation to turn into a sprawling essay. Keeping sentences very short (no long subordinate clauses) and leaving space between displayed maths and words will help. Remember that whether or not you know what you are doing, you want to GIVE THE IMPRESSION that you know what you are doing!

DO be clever. Sometimes the questions are hard but routine, sometimes they require clever ideas. If your current method isn’t making any progress and you have a crazy idea, try it – it might be just the thing.

However, DON’T be too clever. It’s very tempting, especially to new mentoring students, to try to use every bit of theory you’ve recently learned. Remember that not every geometry question requires the Angle Bisector Theorem, and you don’t always need to deploy Fermat’s Little Theorem or even modular arithmetic on every problem about integers. In particular, avoid applying anything you don’t properly understand – under the pressure of an exam, it’s easy to forget the details, and end up assuming something that is false!

DO relax. I know that is easier said than done, but this is an academically stressful time of life, so enjoy the fact that this is a rare exam where doing well is not of huge importance to the rest of your life. I haven’t seen this year’s paper, but the questions are normally interesting, and should bring out the best in a strong young mathematician. As with many things, if you stop worrying about the outcome, you often do better than you might expect.

Best of luck to everyone sitting the exam tomorrow!