Math Olympiad for Middle School | 2007 | Division M | Contest 4 | MOEMS | 4D
4D Bert has 40% more jelly beans than Vicki. What fractional part of Bert's jelly beans must be given to Vicki so that they each have the same number of jelly beans? Express your answer in lowest terms.
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Math Olympiad for Middle School | 2007 | Division M | Contest 4 | MOEMS | 4C
4C On a vacation trip, travel costs are 10 cents per mile for the first 75 miles and 18 cents per mile for the remaining 45 miles. Find the average cost per mile of the entire trip, in cents.
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Math Olympiad for Middle School | 2007 | Division M | Contest 4 | MOEMS | 4A
4A Suppose a⭐b⭕c = a^b + c.
Find the value of (3⭐2⭕1) - (2⭐1⭕3)
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6th Grade Finding Possibility: Problem 4
Problem: The possibility of A, B, and C shooting at a hoop and scoring is 1/3, 2/5, 1/2.
(1) If they each have one chance, find the possibility of none of them getting it in;
(2) If they each have one chance, find the possibility of at least two of them getting it in;
Key: Think about different scenarios
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6th Grade Finding Possibility: Problem 3
Problem: There is a complete opaque bag, containing fifty balls of the same size but different colors within it. Without looking, Andy takes out a ball and doesn't put it back. There is one red ball, two yellow balls, ten green balls, and the rest are white. A red ball gives you eight dollars as a prize. A yellow ball gives you five dollars as a prize. A green ball gives you one dollar as a prize. A white ball gives you no dollars as a prize. Every time you give the person running the activity two dollars, you can pick out one ball. What is the probability of spending $4 for balls and receiving a prize of ten dollars?
Key: Find hidden questions
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6th Grade Finding Possibility: Problem 2
Problem: If a fair coin is flipped three times, what is the possibility of it landing heads up at least one time?
Key: Think through each scenario clearly
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6th Grade Finding Possibility: Problem 1
Problem: If a fair coin is flipped four times, what is the possibility of it landing on heads exactly two times?
Key: Find the total number of scenarios and find the number of specific scenarios
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6th Grade Principle of Inclusion and Exclusion: Problem 4
Problem: One hundred students were asked their opinion on three ice cream flavors. 65 said they liked strawberry, 75 said they liked chocolate, and 85 said they liked vanilla. What is the smallest number of students that could have said they liked all three flavors?
Key: Create a venn diagram. Which region was counted three times?
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Math Olympiad for Middle School | 2007 | Division M | Contest 5 | MOEMS | 5E
5E What number exceeds 23 by 4 more than twice the amount by which 15 exceeds -3?
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Math Olympiad for Middle School | 2007 | Division M | Contest 5 | MOEMS | 5D
5D A square with an area of 18 square cm is inscribed in a circle as shown. Using the approximation π ≈ 3.14, find the area of the shaded region to the nearest sq cm.
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Math Olympiad for Middle School | 2007 | Division M | Contest 5 | MOEMS | 5C
5C Lou eats 1 jelly bean on September 1st, 3 on September 2nd, 5 on September 3rd, and so on through the 30 days of the month. Each day he eats 2 more than the day before. In all, how many jelly beans does Lou eat in September?
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6th Grade Principle of Inclusion and Exclusion: Problem 3
Problem: 2006 lanterns are lit along a street, each labeled from 1 to 2006. They have one button that controls whether they are lit or not lit. Amie walks along the row of lanterns and presses the buttons on all of the ones that have been labeled a multiple of 2. She does the same to the ones that have been labeled a multiple of 3, and then 5. How many lanterns are lit after she is done?
Key: Find central value
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6th Grade Principle of Inclusion and Exclusion: Problem 2
Problem: In a room, there is a total of 12 people. Six of them speak English, five speak Spanish, and five speak French. Three speak both English and Spanish, two speak both Spanish and French, and two speak English and French. One person speaks all three languages. How many more people only know one language than the number of people who doesn't know English, Spanish, or French?
Key: Create a region for all categories of people
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Basic Playlist: https://www.youtube.com/watch?v=jB-Rc5niQPI&list=PLytgs3PKtgQ7KL3WXr-TBUgwh_OQm62-s
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6th Grade Principle of Inclusion and Exclusion: Problem 1
Problem: Mr. Brown is a well-off farmer who is planning to pass down a part of his cattle to his three sons and younger brother. In all he has 2004 cows, each with a number labeled on them: 1~2004. He gives all of the cows whose label is a multiple of 2 to the eldest son, all of the cows whose label is a multiple of 3 to the middle son, and all of the cows whose label is a multiple of 5 to the youngest son. The rest of the remaining cows are given to Mr. Brown's brother. How many cows does Mr. Brown's brother get?
Key: Find the most central part of the venn diagram
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Principle Of Addition and Multiplication: Problem 3
Problem: From 1~1999, how many numbers, when added to 5678, causes at least one carrying of digits?
Key: Split into different scenarios
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Principle Of Addition and Multiplication: Problem 4
Problem: In a seven digit number, there are only 1s and/or 3s. No threes are placed in consecutive place values. How many seven digit numbers apply to these conditions?
Key: Split case into different categories of scenarios
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Principle Of Addition and Multiplication: Problem 2
Problem: How many three digit numbers satisfy the following conditions:
1. After flipping the order of the digits around and subtracting it from the original number, the difference is greater than 0.
2. After flipping the order of the digits around and subtracting it from the original number, the difference is a multiple of 4.
Key: Think about possibilities
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Principle Of Addition and Multiplication: Problem 1
Problem: Out of the digits 0, 1, 2, 3, 4, and 5, how many different four digit numbers can be created, without any digit repeating?
Key: Think about the number of options for each place value
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Important Formulas: Problem 4
Problem: [(2^2 + 4^2 + 6^2 +...+ 100^2) - (1^2 + 3^2 + 5^2 +...+ 99^2)]/(1+2+3+...+100)
Key: Use the square difference formula, split into smaller parts
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Important Formulas: Problem 3
Problem: (1+2+3+...+100+...+3+2+1)/(1+3+5+...+199)
Key: Apply formulas
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Important Formulas: Problem 2
Problem: 1 + 1/3^2 + 1/3^3 +...+ 1/3^6
Key: Use variables to get rid of denominator
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Important Formulas: Problem 1
Problem: 1^2 + 3^2 + 5^2 +...+99^2
Key: Add missing terms
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Important Formulas: Lesson
In this lesson you will learn 6 most important formulas when it comes to calculating difficult series of numbers/simplifying chunky numbers throughout the course. Prepare a pencil and a notepad to take notes!
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Simplifying Fractions: Problem 4
Problem: List the numbers A, B, and C from least to greatest.
Key: Compare individual fractions
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Simplifying Fractions: Problem 3
Problem: 1x2x4 + 2x4x8 + .... + 100x200x400/1x3x9 + 2x6x18 +...+ 100x300x900
Key: Number observing, distributive property
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