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2024 Australian Scene

The document is the yearbook for the Australian Mathematical Olympiad Committee's program, detailing the 2024 mathematics contests in Australia. It includes questions, solutions, results, and statistics for various competitions such as the Australian Intermediate Mathematics Olympiad and International Mathematical Olympiad. The document also acknowledges key contributors and provides insights into the success of the Australian Maths Trust's initiatives in mathematics education.

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100% found this document useful (2 votes)

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2024 Australian Scene

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Mathematics Contests

The Australian Scene 2024

Published by

AM T PU BLISHIN G

Australian Maths Trust

170 Haydon Drive
Bruce ACT 2617
AUSTRALIA
Telephone: +61 2 6201 5136
www.amt.edu.au

Copyright © 2024 Australian Mathematics Trust

AMTT Limited ACN 083 950 341
Mathematics Contests: The Australian Scene ISSN 1323-6490

Cover image: via Pexels

Mathematics Contests

The Australian
Scene 2024
The Australian Scene is the yearbook of the Australian Mathematical
Olympiad Committee’s program.
Each book contains the questions, solutions, results and statistics
for the Australian Intermediate Mathematics Olympiad, AMOC
Senior contest, Australian Mathematical Olympiad, Asian-Pacific
Mathematics Olympiad, European Girls’ Mathematical Olympiad,
International Mathematical Olympiad and Maths Challenge stage
for that particular year.
Acknowledgements
As the following pages detail, 2024 was another successful year of mathematical excellence at
the Trust.
On behalf of the Australian Maths Trust, I would like to acknowledge:
• Dr Norman Do, Chair, Australian Mathematical Olympiad Committee (AMOC)
• Dr Angelo Di Pasquale, AMOC Director of Training
• Mr Hadyn Tang, IMO Team Leader
• Miss Michelle Chen, IMO Deputy Team Leader
• Dr Yiying (Sally) Tsang, EGMO Team Leader
• Ms Grace He, EGMO Deputy Team Leader
• Dr Ivan Guo, Chair, AMOC Senior Problems Committee
• Dr Kevin McAvaney, Chair, Challenge and AIMO Committees
• Dr Chris Wetherell, AMT Senior Mathematician
• Mr Ben Kirk, AMT Director of Performance and Pathways
• Members of the AMTT Ltd Board and AMOC Committee
• Maths Olympiad tutors, mentors, volunteers and alumni

I hope you find something that piques your interest or fires your imagination in the following pages.

Nathan Ford
Chief Executive Officer
Australian Maths Trust
Contents

Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� i

MATHS FOR YOUNG AUSTRALIANS

About the MYA Program� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 1
Membership of MYA Committees� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 3
2024 Maths Challenge � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 5
Middle Primary Problems� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 5
Upper Primary Problems� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 8
Junior Problems� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 12
Intermediate Problems� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 17
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Upper Primary Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 26
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Intermediate Statistics � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 50
2024 Australian Intermediate Mathematics Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 51
Problems � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 51
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 53
Statistics� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 63

AUSTRALIAN MATHEMATICAL OLYMPIAD TRAINING PROGRAM

About the Australian Mathematical Olympiad Training Program� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 65
The Australian Mathematical Olympiad Committee� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 65
The AMOC Senior Problems Committee � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 66
Summaries of Contests for the Australian Mathematical Olympiad Training Program � � � � � � � � � � � � �� 67

2024 Australian Mathematical Olympiad � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 67

2024 Asian Pacific Mathematics Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 67
2024 European Girls' Mathematical Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 67
2024 International Mathematical Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 67
2024 AMOC Senior Contest � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 67
Timetable for Selection of the Teams to the 2024 EGMO and IMO� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 68
Australia's Achievements at EGMO � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 69
Australia's Achievements at IMO � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 69
Support for the Australian Mathematical Olympiad Training Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 71
2023 AMOC School of Excellence � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 72
Participants at the 2023 AMOC School of Excellence� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 73

Mathematics Contests The Australian Scene 2024 | Contents | ii

2024 Australian Mathematical Olympiad � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 76
Paper �� 76
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 78
Awards – Australian Students Only � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 89
Statistics� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 92
2024 Asian Pacific Mathematics Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 93
Paper �� 93
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 94
2024 APMO Results � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 104
2024 AMOC Selection School� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 106
Participants at the 2024 AMOC Selection School� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 107
Australia’s 2024 EGMO and IMO teams � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 109
The 2024 European Girls' Mathematical Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 110
Paper �� 114
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 116
2024 Mentor Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 134
2024 IMO Team Preparation School � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 135
2024 Mathematics Ashes � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 136
Results�� 137
2024 International Mathematical Olympiad� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 138
Some IMO Country Totals � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 143
Paper �� 147
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 149
2024 AMOC Senior Contest� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 160
Paper �� 160
Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 161
Awards � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 168
Statistics�� 171
Origins of Some Questions� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 172

HONOUR ROLL
Honour Roll 1979–2024� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 174
Interim Committee 1979–1980� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 174
Australian Mathematical Olympiad Committee � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 174
Maths for Young Australians � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 177
Australian Intermediate Mathematics Olympiad Committee� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 181
AMOC Senior Problems Committee� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 181
Mathematics School of Excellence � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 182
International Mathematical Olympiad Selection School� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� 182

Mathematics Contests The Australian Scene 2024 | Contents | iii

Maths for Young Australians
About the MYA Program

The Maths for Young Australians program (MYA or formerly MCYA) started on a national scale in
1992. It was set up to cater for the needs of the top 10 percent of secondary students in years 7–10,
especially in country schools and schools where the number of students may be quite small. Teachers
with a handful of talented students spread over a number of classes and working in isolation can
find it very difficult to cater for the needs of these students. The program provides materials and an
organised structure designed to enable teachers to help talented students reach their potential. At
the same time, teachers in larger schools, where there are more of these students, are able to use the
materials to better assist the students in their care.
The aims of the program include:
• encouraging and fostering
- a greater interest in and awareness of the power of mathematics
- a desire to succeed in solving interesting mathematical problems
- the discovery of the joy of solving problems in mathematics
• identifying talented young Australians, recognising their achievements nationally and providing
support that will enable them to reach their own levels of excellence
• providing teachers with
- interesting and accessible problems and solutions as well as detailed and motivating teaching
discussion and extension materials
- comprehensive Australia-wide statistics of students' achievements.
There are three independent stages:
• Maths Challenge (up to four weeks during the period March–June)
• Maths Enrichment (12–16 weeks between April–October)
• Australian Intermediate Mathematics Olympiad (September).

Maths Challenge
The Challenge consists of four levels. Middle Primary (years 3–4) and Upper Primary (years 5–6)
present students with four problems each to be attempted over three to four weeks. Students are
allowed to work on the problems in groups of up to three participants, but each must write their
solutions individually. The Junior (years 7–8) and Intermediate (years 9–10) levels present students
with six problems to be attempted over three to four weeks. Students are allowed to work on the
problems with a partner but each must write their solutions individually.
There were 9,914 entries (1,285 Middle Primary, 2,598 Upper Primary, 3,906 Junior, 2,125 Intermediate)
for the Maths Challenge in 2024. The 2024 problems and solutions, together with some statistics,
appear later in the book.

Maths Enrichment
This is a program running from April to October, which consists of seven different parallel stages of
comprehensive student and teacher support notes. Each student participates in only one of these
stages. The materials for all stages are designed to be a systematic structured course over a flexible
12–16 week period. This enables schools to timetable the program at convenient times during their
school year.
Maths Enrichment is completely independent of Maths Challenge; however, they have the common
feature of providing challenging mathematics problems for students, as well as accessible support
materials for teachers. There were 6,337 entries in total for the Maths Enrichment program in 2024.
Ramanujan (years 4–5) includes fast arithmetic, counting techniques, polyominoes, special numbers
such as squares, primes, and triangular numbers, and specific problem-solving techniques (draw a
diagram, make a list, guess and check). There were 492 entries in 2024.

Mathematics Contests The Australian Scene 2024 | About the MYA Program | 1
Newton (years 5–6) includes estimation, colouring problems, polyhedra, arithmetic in other bases,
divisibility, problem-solving techniques and patterns. There were 1,028 entries in 2024.
Dirichlet (years 6–7) Dirichlet (years 6–7) includes mathematics concerned with logic, patterns,
tessellations, counting techniques, primes and composites, clock arithmetic, and specific problem
solving techniques. There were 1,002 entries in 2024.
Euler (years 7–8) includes primes and composites, least common multiples, highest common factors,
arithmetic sequences, figurate numbers, congruence, properties of angles and pigeonhole principle.
There were 1,849 entries in 2024.
Gauss (years 8–9) includes parallels, similarity, Pythagoras' theorem, using spreadsheets, Diophantine
equations, counting techniques and congruence. Gauss builds on the Euler program. There were 1,044
entries in 2024.
Noether (top 10% years 9–10) includes expansion and factorisation, inequalities, sequences and series,
number bases, methods of proof, congruence, circles and tangents. There were 751 entries in 2024.
Pólya (top 10% year 10) includes angle chasing, combinatorics, number theory, graph theory and
symmetric polynomials. There were 171 entries in 2024.

Australian Intermediate Mathematics Olympiad

This four-hour competition for students up to year 10 offers a range of challenging and interesting
questions. It is suitable for students who have performed well in the AMC (Distinction and above) and
is designed as an endpoint for students who have completed the Gauss or Noether stage. There were
2,997 entries for 2024 and 11 perfect scores.

Mathematics Contests The Australian Scene 2024 | About the MYA Program | 2
Membership of MYA Committees

2024 Challenge Committee

Chair: Dr Kevin McAvaney, Victoria
Members:
Mrs Barbara Denney, New South Wales
Dr Sean Gardiner, New South Wales
Ms Karen McAsey, Victoria
Dr Annie Mitchell, Victoria
Mrs Lorraine Mottershead, New South Wales
Ms Anna Nakos, South Australia
Mr Takashi Ogawa, New South Wales
Ms Thanom Shaw, New South Wales
Mrs Katrina Sims, New South Wales
Dr Steve Thornton, New South Wales
Ms Giovanna Vardaro, Victoria
Dr Chris Wetherell, Australian Capital Territory

2024 Moderators
Mr P Swain, Victoria
Ms K Trudgian, Queensland
Ms C Smith, Queensland
Dr D Wells, USA
Dr F Rose, Victoria
Mr J Rizos, Victoria
Dr S Blasberg, USA
Mr M Bammann, South Australia
Mr L Katz, Victoria
Mr T Love, Western Australia
Mr L Bao, Victoria
Mr J Dowsey, Victoria
Ms T McNamara, Victoria
Ms C Stanley, Queensland
Mr M O’Connor, Victoria
Mr S Ewington, New South Wales
Ms R Humberstone, Victoria
Mr P Christensen, Queensland
Mr J Watts, New South Wales
Prof. M Clapper, Victoria
Dr E Casling, Australian Capital Territory

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 3

Mr G Meiklejohn, Queensland
Dr P Swedosh, Victoria
Ms J Hartnett, Queensland
Mr A Peck, Tasmania
Ms R Stone, South Australia
Dr Zoltan Bacskai, Australian Capital Territory
Mr B Akhurst, New South Wales
Dr J West, Western Australia
Prof M Newman, Australian Capital Territory

2024 Australian Intermediate Mathematics Olympiad Committee

Dr K McAvaney, Victoria (Chair)
Mr M Clapper, Australian Maths Trust, Australian Capital Territory
Dr W Taylor, Sandringham College, Victoria
Dr D Mathews, Monash University, Victoria
Mr C McCombe, Sandringham College, Victoria

Enrichment
Editors
Mr M Clapper, Mathematician, Australian Maths Trust, Victoria
Dr K McAvaney, Chair of Maths for Young Australians, Victoria
Dr D Treeby, Mathematician, Australian Maths Trust, Victoria
Dr C Wetherell, Senior Mathematician, Australian Maths Trust, Australian Capital Territory

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 4

2024 Maths Challenge
2024 Maths Challenge
2024Problems
Middle Primary Challenge Problems - Middle Primary
Students may work on each of these four problems in groups of up to three, but must write their solutions individually.

MP1 Mia’s Mosaics

Mia has many rectangular tiles and rectangular frames of different dimensions. They all have side lengths that are a
whole number of units.
Mia wants to create some mosaics by fitting tiles into each frame. In a completed mosaic, the tiles must be placed
within the frame so there are no gaps and no tiles overlap.
For example, Mia can fill a 4 × 4 frame with one 4 × 2 tile and two 2 × 2 tiles as shown below.

2 2

a Mia wants to fit five tiles into a 5 × 5 frame. She wants one of the tiles to be a 3 × 3 square, and none of the other
four tiles to be squares. Draw two different ways that Mia could do this.
b Mia wants to fit seven tiles with dimensions 8 × 3, 7 × 2, 5 × 2, 3 × 2, 5 × 1, 3 × 1, and 2 × 1 into a square frame.
Draw a diagram showing how she could do this.
c Mia wants to fit ten square tiles into a 7 × 8 frame. Draw a diagram showing how she could do this.
d Mia wants to fit one 5 × 5 tile, four 2 × 2 tiles, and eight 1 × 1 tiles into a frame. Explain why the frame must be a
square, and draw a diagram showing how she could fill the frame.

MP2 Chocolate Shop

Robin’s Chocolate Shop makes and sells chocolates. They pack 12 chocolates per box and 10 boxes per carton. A box
left out of a carton is called a loose box. A chocolate left out of a box is called a single chocolate. Whenever someone
orders chocolates from the shop, Robin packs the chocolates and makes sure that all boxes and cartons are full, and
that there are fewer than 10 loose boxes and fewer than 12 single chocolates.

a At the end of one day, Robin’s shop had 1 full carton, 2 loose boxes, and 3 single chocolates. How many chocolates
in total is this?
b At the end of another day, Robin’s shop had a total of 299 chocolates. How many full cartons, loose boxes, and
single chocolates is this?
c On Monday, a customer ordered 2 cartons, 4 loose boxes, and 4 single chocolates. On Tuesday, the same customer
added another 7 cartons, 8 loose boxes, and 9 single chocolates to the order. Robin decided to combine these orders
into one. How many cartons, loose boxes, and single chocolates were in the combined order?
d Near the end of one day, there were 5 cartons, 3 loose boxes, and 2 single chocolates left in the shop. There was
only one more customer and she bought 3 cartons, 5 loose boxes, and 6 single chocolates. Robin then repacked the
remaining chocolates. How many cartons, loose boxes, and single chocolates were left after repacking the remaining
chocolates?

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1 Middle Primary Problems | 5
MP3 Drop Bears

Drop bears live in nests in drop bear trees. Each nest has a number. The nest with the largest number is called home
and its number is used to name the tree. For example, the following diagram shows drop bear tree 62.

52 51

42 41 41

32 31 31 31

21 21 21 21

The nest numbers are called addresses and all have 2 digits. The first digit is always greater than the second digit
and no digit is 0. For example,

• 53 is an address since 5 is greater than 3,

• 35 is not an address since 3 is not greater than 5,
• 44 is not an address since the first digit is not greater than the second,
• 50 is not an address since no digit can be 0.

Drop bears do a special subtraction to work out the number of their nest. Starting from home, to get the next address
below and to the left, they subtract 1 from the first digit. To get the next address below and to the right, they subtract
1 from both digits. Drop bear trees are always drawn until no more nests can be added.

a Draw drop bear tree 53.

b This diagram shows part of a drop bear tree. One of the nests has address 53.

Copy this diagram and fill in the addresses of the five blank nests.
c This diagram shows part of a drop bear tree.

There are two different ways to fill in the addresses of the six blank nests so that at least one nest has address 43.
Draw both ways.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

2 Middle Primary Problems | 6
d Ignoring the addresses, drop bear tree 42 is symmetrical about the vertical line through home, as shown. Find a
symmetrical drop bear tree with more than five nests but fewer than 20 nests.

32 31

21 21

MP4 Pointy Numbers

A pointy number can be either upward pointy or downward pointy. To create an upward pointy number, start with
a single digit, write increasing consecutive digits up to a digit called the point, and then write decreasing consecutive
digits back down to the original digit. Two examples of upward pointy numbers are 121 and 34543:

5
2 4 4
1 1 3 3

To create a downward pointy number, start with a single digit, write decreasing consecutive digits down to a digit
called the point, and then write increasing consecutive digits back up to the original digit. Two examples of downward
pointy numbers are 989 and 21012:
2 2
9 9 1 1
8 0

Pointy numbers must have more than one digit, and they cannot start with the digit 0. Here are some examples of
numbers that are not pointy numbers:
• 7 is not a pointy number since it only has one digit
• 0123210 is not a pointy number since it starts with the digit 0
• 24642 is not a pointy number since its digits are not consecutive
• 654345 is not a pointy number since its first and last digits are different
• 789987 is not a pointy number since it does not have a single point.

a Explain why all pointy numbers have an odd number of digits.

b What is the largest pointy number?
c What is the largest pointy number that is divisible by 5?
d Find all even 7-digit pointy numbers.

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3 Middle Primary Problems | 7
2024 Maths Challenge
2024
Upper Primary Challenge Problems - Upper Primary
Problems
Students may work on each of these four problems in groups of up to three, but must write their solutions individually.

UP1 Mia’s Mosaics

2 2

a Mia wants to fit five tiles into a 5 × 5 frame. She wants one of the tiles to be a 3 × 3 square, and none of the other
four tiles to be squares. Draw two different ways that Mia can do this.
b Mia wants to fit seven tiles with areas 15, 16, 20, 20, 21, 24, and 28 into a square frame. Draw a diagram showing
how she can do this.
c Mia wants to fit ten square tiles into a frame with area 56. Find two possible pairs of dimensions for the frame,
and draw a diagram showing how she could fill the frame in each case.
d Mia wants to fit four 3 × 3 tiles, five 2 × 2 tiles, and eight 1 × 1 tiles into a frame. Explain why the frame must be
a square, and draw a diagram showing how she could fill the frame.

UP2 Drop Bears

52 51

42 41 41

32 31 31 31

21 21 21 21

The nest numbers are called addresses and all have 2 digits. The first digit is always greater than the second digit
and no digit is 0. For example:

• 53 is an address since 5 is greater than 3

• 35 is not an address since 3 is not greater than 5

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

4 Upper Primary Problems | 8
• 44 is not an address since the first digit is not greater than the second
• 50 is not an address since no digit can be 0.

Drop bears do a special subtraction to work out the number of their nest. Starting from home, to get the next address
below and to the left they subtract 1 from the first digit. To get the next address below and to the right, they subtract
1 from both digits. Drop bear trees are always drawn until no more nests can be added.

a Draw drop bear tree 53.

b This diagram shows part of a drop bear tree.

There are two different ways to fill in the addresses of the six blank nests so that at least one nest has address 43.
Draw both ways.
c Ignoring the addresses, drop bear tree 42 is symmetrical about the vertical line through home, as shown. Find a
symmetrical drop bear tree with more than five nests but fewer than 20 nests.

32 31

21 21

d Drop bear tree 72 has exactly fives nests with address 21. Find another drop bear tree that has exactly five nests
with address 21.

UP3 Rotation Match

Daisy is playing a new computer game called Rotation Match. The screen shows a square grid and a right-angled
triangle ABC with its vertices located at grid points.
There are three buttons labelled A, B, C. When one of the buttons is pressed, triangle ABC is rotated 90◦ clockwise
around the vertex corresponding to the button pressed.
The aim of the game is to press a sequence of buttons to move triangle ABC to other positions. For example, pressing
button C followed by button A will move triangle ABC from position 0 to position 1 then to position 2 as shown.

A
•

B C
• •
0 2
C B
• •
1
• •
B A

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

5 Upper Primary Problems | 9
a The diagram below shows triangle ABC positioned on the screen. Show how the triangle moves when buttons
A, C, B are pressed in that order.

A
•

• •
C B

b How can Daisy move triangle ABC from position 0 to position 2 with just two button presses?

A B C
• • •
2

0
• • •
C B A

c Show how Daisy can move triangle ABC from position 0 to position 4 with a sequence of four button presses.

A
•

0
A
• • •
C B

4
• •
C B

d Explain why Daisy cannot move triangle ABC from position 0 to position 4 in Part c with fewer than four button
presses.

UP4 Card Fractions

Andy is playing a game using the following ten pairs of cards:

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10
To play the card game, Andy chooses three pairs of cards (both cards in each pair have the same number) and uses
them to make three proper fractions, that is, fractions that are less than 1. He then arranges the fractions in order
from smallest to largest.
For example, if he chooses the pairs labelled 1, 2, 3, he makes the proper fractions 12 , 13 , 23 because these are the only
ones that are less than 1. He cannot make the fractions 31 , 22 and so on. From smallest to largest, he arranges the

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

6 Upper Primary Problems | 10
proper fractions like so:
1 1 2
< <
3 2 3
All cards are returned to the pile after each play.

a Andy chooses the pairs labelled 2, 5, 7 and makes the three proper fractions 25 , 27 , 57 . Arrange them in order from
smallest to largest.
b Andy chooses the pairs labelled 4 and 6, and one other pair. After arranging the proper fractions in order, he flips
over the third pair of cards as shown:

4
< <
6 6 4
Find the number on the pair of cards that has been flipped over.
c Andy chooses the pairs labelled 1 and 6, and one other pair. As before, he arranges the proper fractions in order
and flips over the third pair of cards:

1 1
< <
6 6
Find all possibilities for the number on the pair of cards that has been flipped over.
d Andy chooses the pair labelled 7 and two other pairs. He arranges the proper fractions in order. Leaving the cards
labelled 7 in place, he turns over one of the other pair of cards and writes the letter A on the back of each of those
cards. He then turns over the remaining pair of cards and writes the letter B on the back of each of those cards.
The result is shown:

A 7 A
< <
B B 7
Find all possible combinations for the numbers on the cards labelled A and B.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

7 Upper Primary Problems | 11
2024 Maths Challenge
Junior Problems 2024 Challenge Problems - Junior
Students may work on each of these six problems with a partner but each must write their solutions individually.

J1 Pointy Numbers

5
2 4 4
1 1 3 3

a What is the largest pointy number that is divisible by 5?

b Explain why all 7-digit pointy numbers that are divisible by 3 must have their first digit divisible by 3.
c How many pointy numbers are divisible by 6?
d An upward pointy number is added to a downward pointy number with the same number of digits. Show that the
sum cannot be a prime number.

J2 Drop Bears

62
L R

52 51
L R
L

42 41 41

L R L L

32 31 31 31

R L L L

21 21 21 21

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8 Junior Problems | 12
its nest from home by selecting the correct sequence of Ls and Rs, called an LR-path. For example, the first 21 nest
from the left in tree 62 has LR-path LLLR and the second 21 nest has LR-path LLRL.
The nest numbers are called addresses. They consist of two positive integers a and b written next to each other, with
a on the left. We insist that b is a single digit, a has at most two digits, and a > b. If a has two digits, then its first
digit is not 0. For example, 62, 503, and 758 are valid addresses but 40, 44, and 062 are not.
Drop bears do special subtraction to work out the number of their nest. From any nest whose address has first integer
a and second integer b, to get the address of the nest below and to the left they subtract 1 from a, and to get the
address of the nest below and to the right they subtract 1 from both a and b. For example, the left and right nests
below 214 are 204 and 203 respectively.

a Draw drop bear tree 148 but only down to all the nests with addresses larger than 110.
b In drop bear tree 148, what is the address of the nest at the end of the LR-path RLRLL?
c List the LR-path in drop bear tree 148 to each nest with address 107.
d How many nests with address 95 are there in drop bear tree 148?

J3 Rotation Match
Daisy is playing a new computer game called Rotation Match. The screen shows a square grid and a right-angled
triangle ABC with its vertices located at grid points.
There are three buttons labelled A, B, C. When one of the buttons is pressed, triangle ABC is rotated 90◦ clockwise
around the vertex corresponding to the button pressed.
The aim of the game is to press a sequence of buttons to move triangle ABC to other positions. For example, pressing
button C followed by button A will move triangle ABC from position 0 to position 1 then to position 2 as shown.

A
•

B C
• •
0 2
C B
• •
1
• •
B A

a The diagram below shows triangle ABC positioned on the screen. Show how the triangle moves when buttons
A, C, B are pressed in that order.

A
•

• •
C B

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9 Junior Problems | 13
b How can Daisy move triangle ABC from position 0 to position 2 with just two button presses?

A B C
• • •
2

0
• • •
C B A

c Show how Daisy can move triangle ABC from position 0 to position 4 with a sequence of four button presses.

A
•

0
A
• • •
C B

4
• •
C B

d Explain why Daisy cannot move triangle ABC from position 0 to position 4 in Part c with fewer than four button
presses.

J4 Card Fractions
Andy is playing a game using the following ten pairs of cards:

1 2 3 4 5 6 7 8 9 10

a Andy chooses the card pairs labelled 4, 5, 8 and uses them to make three proper fractions. He then orders them
from smallest to largest. Find the three fractions and their order.

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10 Junior Problems | 14
b Andy chooses the pairs labelled 1 and 6 and one other pair. After arranging the proper fractions in order he flips
over the third pair of cards:
1 1
< <
6 6
Find all possibilities for the number on the pair of cards that has been flipped over.
c Andy chooses the pair labelled 7 and two other pairs. He arranges the proper fractions in order. Leaving the cards
labelled 7 in place, he turns over one of the other pair of cards and writes the letter A on the back of each of those
cards. He then turns over the remaining pair of cards and writes the letter B on the back of each of those cards.
The result is shown:

A 7 A
< <
B B 7
Find all possible combinations for the numbers on the cards labelled A and B.
d Andy expands his collection to 2024 pairs of cards labelled 1 to 2024. He chooses the pairs labelled 1 and 2024, and
one other pair. When the proper fractions are arranged in order, the largest fraction has 1 as the numerator. Find
the number of possible values there are for the unknown number.

J5 Factor Chains
A factor chain is an ordered list of different whole numbers with the following property: for each pair of adjacent
numbers, one of the numbers is a factor of the other. The length of a factor chain is the number of numbers it contains.
For example, using only numbers from 1 to 8 we can make the factor chain 8 → 4 → 1 → 6 → 3 of length 5, or the
chain 4 → 2 → 6 of length 3, etc. Pairs of adjacent numbers, such as 8 and 4, are called neighbours. Other possible
neighbours are 1 with 7, 2 with 8, etc.

a Use all the numbers from 1 to 6 to make a factor chain of length 6.

b For a factor chain using only numbers from 1 to 20, which two numbers have exactly six possible neighbours each?
c Find a factor chain of length 17 using only numbers from 1 to 20.
d Explain why no factor chain using only numbers from 1 to 20 can have length more than 17.

J6 Adjacent Additions

A game is played on a 10 × 10 grid containing the numbers 1 to 100 as shown below. A counter is placed on one
of the numbers. It can then be moved to a new position that is the sum of its current position and any one of its
neighbouring positions horizontally, vertically, or diagonally.
For example, a counter on 29 has eight neighbours, so can be moved to any one of eight positions:
+18 +19 +20
29 −−→ 47 29 −−→ 48 29 −−→ 49
+28 +30
29 −−→ 57 29 −−→ 59
+38 +39 +40
29 −−→ 67 29 −−→ 68 29 −−→ 69

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11 Junior Problems | 15
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

If the counter is at the edge of the chart, then it will have fewer neighbours. If the counter is on certain numbers, for
example 67, then its next move will be to a number greater than 100 and hence off the grid.

a Show one way to move a counter from 1 to 100 in exactly four moves.
b What is the highest number that a counter can reach in three moves if it starts at 1? Explain.
c Show that a counter that starts at 1 is always on a number greater than 11 within four moves.
d Show that a counter starting at 1 can stay on the grid for a maximum of ten moves.

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12 Junior Problems | 16
2024 Maths Challenge
2024 Challenge Problems - Intermediate
Intermediate Problems
Students may work on each of these six problems with a partner but each must write their solutions individually.

I1 Pointy Numbers

A pointy number can be either upward pointy or downward pointy. An upward pointy number has digits in ascending
order up to a digit called the point from which the remaining digits are in descending order. A downward pointy
number has digits in descending order to a point digit from which the remaining digits are in ascending order. In all
pointy numbers:

• If digits are adjacent, then they differ by 1.

• The first and last digits are the same and not 0.

For example:
• 34543 is an upward pointy number
• 434 is a downward pointy number
• 24642 is not a pointy number as adjacent digits differ by 2
• 654345 is not a pointy number as the first and last digits are different
• 789987 is not a pointy number since it does not have a single point
• 012343210 is not a pointy number as it starts and ends with 0.

a Explain why all 7-digit pointy numbers that are divisible by 3 must have their first digit divisible by 3.
b How many pointy numbers are divisible by 6?
c An upward pointy number is added to a downward pointy number with the same number of digits. Show that the
sum cannot be a prime number.
d How many pairs of 7-digit upward and downward pointy numbers when added give a sum that is a palindrome?

I2 Drop Bears

62
L R

52 51
L R
L

42 41 41

L R L L

32 31 31 31

R L L L

21 21 21 21

There are at most two downward branches from each nest to nests immediately below it. Each branch is labelled L
(for left) or R (for right), depending on its direction when looking at the tree. Every drop bear knows how to get to
its nest from home by selecting the correct sequence of Ls and Rs, called an LR-path. For example, the first 21 nest
from the left in tree 62 has LR-path LLLR and the second 21 nest has LR-path LLRL.
The nest numbers are called addresses. They consist of two positive integers a and b written next to each other with
a on the left. We insist that b is a single digit, a has at most two digits, and a > b. If a has two digits, then its first
digit is not 0. For example, 62, 503, and 758 are valid addresses but 40, 44, and 062 are not.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

13 Intermediate Problems | 17
Drop bears do special subtraction to work out the number of their nest. From any nest whose address has first integer
a and second integer b, to get the address of the nest below and to the left they subtract 1 from a, and to get the
address of the nest below and to the right they subtract 1 from both a and b. For example, the left and right nests
below 214 are 204 and 203 respectively.

a In drop bear tree 158, what is the address of the nest at the end of the LR-path RRLLRL?
b How many nests have address 95 in tree 158?

When the Drop Bear Postal Service visits a tree, they can move both up and down its branches in a postal path. When
they travel from one nest to another, they never visit the same branch more than once. For example, in drop bear
tree 52, a postal path from nest 32 to nest 41 is 32 → 42 → 52 → 41. This is shown in the diagram below.

42 41

32 31 31

21 21 21

The distance of a postal path is the number of branches travelled between the start and end nest. For example, the
postal path above has a distance of 3.
c In drop bear tree 158, the Postal Service wants to take a postal path of distance 7 that starts and ends at nests
with address 95. Find such a path, or explain why no such path exists.
d What is the longest possible distance of a postal path between two nests in drop bear tree 158?

I3 Digit Difference Residues

Write down any whole number that has at least two digits. Working from left to right, write down the absolute
(non-negative) difference of each pair of adjacent digits to form a new number. Repeat this process until a single digit
is reached. That digit is called the digit difference residue (DDR) of the original starting number.
For example, 153 has a DDR of 2 and 5537 has a DDR of 0 as shown:

1 5 3 5 5 3 7

4 2 0 2 4

2 2 2

Notice, as in the second example, we keep any differences that are 0. This way, the number of digits always decreases
by 1 at each step. Also note that the original number we start with cannot begin with 0.

a Find the nine 3-digit numbers that all have a DDR of 8.

b How many 3-digit numbers have a DDR of 0?
c Show that two consecutive 3-digit numbers cannot both have a DDR of 0.
d Find the smallest pair of consecutive numbers that both have a DDR of 0.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

14 Intermediate Problems | 18
I4 Word Links
In the game Word Links, the letters of a word are placed around a circle in no particular order. The letters are then
joined by links to indicate the word.
For example, here are two arrangements of the letters D, O, R, W with the links indicating the word WORD.

W D

O R W O

D R

The arrangement on the left is called crossless because no two links cross each other. There are four crossless
arrangements of the letters W, O, R, D to make the word WORD with W at the top.

a Draw the eight crossless arrangements for the word LINKS with L at the top.
b Find the probability that a random arrangement of the five letters in the word LINKS is crossless.
c Explain why there are 96 crossless arrangements for any word that has exactly six letters and the letters are all
different.
d For words in which all letters are different, find the least number of letters for which the probability that a random
arrangement is crossless is below 0.01.

I5 Stacking Bowls

Archie has hemispherical bowls in two sizes. The large bowls have a radius of 2 units and the small bowls have a
radius of 1 unit. He stacks the bowls on a flat table in various configurations.

a Archie places a large bowl upside down on the table. He then places a small bowl upside down and directly on top
of the large bowl as shown.

How far above the table is the highest point on the small bowl?
b Archie slides the small bowl down the side of the large bowl until it touches the table as shown.

How far above the table is the highest point on the small bowl?
c With a large bowl upside down on the table, Archie places four small bowls on its surface, evenly spaced around it,
with each also touching the table.
An open box is placed over this configuration so that each small bowl touches the box halfway along one of its sides
and the box has the least possible height. The configuration of the box and five bowls has four vertical planes of
symmetry.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

15 Intermediate Problems | 19
What are the dimensions of the box?
d Archie places four large bowls upside down on the table so that each touches two others and their centres form
a square S. A small bowl is placed upside down in the middle of the large bowls with its rim horizontal and its
highest point directly above the centre of S.

How far above the table is the highest point on the small bowl? Give your answer correct to 3 decimal places.

I6 Zigzag Tilings

Bowie uses a large collection of 2 × 1 tiles to tile zigzags. The following diagram shows two zigzags. They have
arbitrary length and are divided into unit (1 × 1) squares. Each tile covers exactly 2 unit squares.

• • •

A zigzag consists of a whole number of 2 × 2 square blocks. A block has four unit squares. An n-block zigzag has
exactly n blocks. The top zigzag above has an even number of blocks, the bottom zigzag has an odd number of blocks.
There are many ways of placing the 2 × 1 tiles on the unit squares in a zigzag. For example, there are two ways on
the 1-block zigzag, and five ways on the 2-block zigzag:

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

16 Intermediate Problems | 20
a There are 12 ways to tile a 3-block zigzag. In five of these, the leftmost unit square is covered with a tile oriented
as shown in black.

Draw the other seven ways of tiling a 3-block zigzag.

Bowie lists the number of tilings for zigzags with 1 block, 2 blocks, 3 blocks and so on: 2, 5, 12, . . . . He notices the
following rule: for any three consecutive terms x, y, z in the list, z = x + 2y.

b Use Bowie’s rule to find the number of ways of tiling the 10-block zigzag.
c Explain why Bowie’s rule is always true.
d Bowie notices that, starting with the 2nd term in his list, every 3rd term is a multiple of 5. Explain why this
pattern continues.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

17 Intermediate Problems | 21
2024 Maths Challenge
2023
Middle Primary Challenge Solutions - Middle Primary
Solutions

MP1 Mia’s Mosaics

a There are many possible mosaics. Only two are required. Here are three examples:
3 2 4 1 5
1 1 1 1
2
1
4
3 3
4
3 3
1 1 1
3 2 1 4 5

b The total number of unit squares (1 × 1) in the tiles is

24 + 14 + 10 + 6 + 5 + 3 + 2 = 64.

So the square frame must be 8 × 8. There are many possible mosaics. Only one is required. Here are two examples:
5 3 2 3 2 1
1 1 1
2 2 2
5
2 2 2

3 3 3 3

8 8

c There are many possible mosaics. Only one is required. Here are two examples:
3 3 1 1 2 2 1 1 1 1
1 1
2
3
2
3
2
5
4
3
2
4 2 2 5 3

d The total number of unit squares in the tiles is

(1 × 25) + (4 × 4) + (8 × 1) = 49.

So the dimensions for the frame must be 1 × 49 or 7 × 7. It is not possible to fit a 5 × 5 tile into a 1 × 49 frame,
so the frame must be 7 × 7 and is therefore a square. There are many possible ways to fill this frame. Here is one
example:
2 2 1 1 1
1
2
1
1
2
5
2
5 2

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MP2 Chocolate Shop
a Each carton contains 10 boxes. Each box contains 12 chocolates. So the number of chocolates altogether in 1 full
carton, 2 loose boxes, and 3 single chocolates is (1 × 10 × 12) + (2 × 12) + 3 = 120 + 24 + 3 = 147.
b Alternative i
Two cartons contain 2 × 10 × 12 = 240 chocolates.
This leaves 299 − 240 = 59 chocolates, which is less than 120.
So the number of full cartons must be 2.
Four boxes contain 4 × 12 = 48 chocolates.
This leaves 59 − 48 = 11 chocolates, which is less than 12.
So the number of loose boxes must be 4.
So altogether there are 2 cartons, 4 loose boxes, and 11 single chocolates.
Alternative ii
Dividing 299 chocolates into groups of 12 gives 24 boxes and 11 single chocolates left over.
Dividing 24 boxes into groups of 10 gives 2 cartons and 4 loose boxes left over.
So there are 2 cartons, 4 loose boxes, and 11 single chocolates.
c Alternative i
The two orders together total 9 cartons, 12 loose boxes, and 13 single chocolates.
The 13 single chocolates can be converted to 1 loose box and 1 single chocolate, making the total order 9 cartons,
13 loose boxes, and 1 single chocolate.
The 13 loose boxes can then be converted to 1 carton and 3 loose boxes, making the total order 10 cartons, 3 loose
boxes, and 1 single chocolate.
Alternative ii
The number of chocolates altogether in 2 cartons, 4 boxes, and 4 single chocolates is
(2 × 10 × 12) + (4 × 12) + 4 = 240 + 48 + 4 = 292.
The number of chocolates altogether in 7 cartons, 8 boxes, and 9 single chocolates is
(7 × 10 × 12) + (8 × 12) + 9 = 840 + 96 + 9 = 945.
So the combined order is 1237 chocolates.
Dividing 1237 chocolates into groups of 12 gives 103 boxes and 1 single chocolate left over.
Dividing 103 boxes into groups of 10 gives 10 cartons and 3 loose boxes left over.
So the combined order was 10 cartons, 3 loose boxes, and 1 single chocolate.
d Alternative i
The combination of 5 cartons, 3 boxes, and 2 chocolates converts to 5 cartons, 2 boxes, and 14 chocolates, which
converts to 4 cartons, 12 boxes, and 14 chocolates. The last customer buys 3 cartons, 5 boxes, and 6 chocolates.
This leaves 1 carton, 7 loose boxes, and 8 single chocolates.
Alternative ii
The number of chocolates in 5 cartons, 3 boxes, and 2 chocolates is (5 × 120) + (3 × 12) + 2 = 638. The number of
chocolates in 3 cartons, 5 boxes, and 6 chocolates is (3 × 120) + (5 × 12) + 6 = 426. So the number of chocolates
left after the last order is 638 − 426 = 212. Dividing 212 by 120 to find the number of cartons gives 1 carton and 92
chocolates. Dividing 92 by 12 to find the number of boxes gives 7 boxes and 8 chocolates. So Robin had 1 carton,
7 loose boxes, and 8 single chocolates remaining after repacking.

MP3 Drop Bears

a Using drop bear subtraction we get the following tree.

43 42

32 32 31

21 21 21

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b By working backwards from the given nest 53, we get the following partial tree.

64 63

53 53 52

c We label the nests with the letters A to F as shown.

B C

D E F

The only allowable nest below 43 is 32. So neither A nor C is 43. Hence one or more of B, D, E, F is 43.
If B is 43, then we have the following partial tree.

43 42

32 32 31

If D or E is 43, then we have the following partial tree.

54 53

43 43 42

Comment
If F is 43, then C is 54 and there is no address for E. So there are only two different partial trees.
d From the example in the introduction and the solution to Part a, we see that drop bear tree 52 is the mirror image
of drop bear tree 53 (ignoring the addresses).
The common address above 52 and 53 is 63. So drop bear tree 63 is symmetrical, as seen below.

53 52

43 42 42 41

32 32 31 32 31 31

21 21 21 21 21 21

This tree may also be found by trial and error.

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MP4 Pointy Numbers
a In any pointy number, there must be the same number of digits to the left of the point and to the right of the point.
So in total these contribute an even number of digits. The point itself does not repeat, so it contributes only 1 to
the total number of digits. Thus the total number of digits in a pointy number is odd.
b Alternative i
There can be at most nine digits on either side of the point in a pointy number. Since a pointy number cannot
begin with the digit 0, the only pointy number with nine digits either side of the point is 9876543210123456789,
which is therefore the largest pointy number.
Alternative ii
The maximum number of digits in an downward pointy number is achieved if the point is 0. So the largest downward
pointy number is 9876543210123456789, which has 19 digits.
The maximum number of digits in an upward pointy number is achieved if the point is 9. Since a pointy number
cannot start with 0, the largest upward pointy number is 12345678987654321, which has 17 digits.
Thus the largest pointy number is 9876543210123456789.
c For a number to be divisible by 5, its last digit must be 5 or 0. The first and last digits of a pointy number are the
same and 0 is not allowed as a first digit. So all pointy numbers that are divisible by 5 start with 5.
The largest upward pointy number that starts with 5 is 567898765. The largest downward pointy number that
starts with 5 is 54321012345. Since 54321012345 has more digits than 567898765, the largest pointy number that
is divisible by 5 is 54321012345.
d Alternative i
An even pointy number must end with an even digit and start with that digit. Since a pointy number cannot start
with 0, we only need to check pointy numbers starting with 2, 4, 6, or 8.
The only even upward pointy numbers with 7 digits are:

2345432, 4567654, 6789876.

The only even downward pointy numbers with 7 digits are:

4321234, 6543456, 8765678.

Alternative ii
List all 7-digit pointy numbers and note the even ones:

1234321, 2345432, 3210123, 3456543, 4321234, 4567654,

5432345, 5678765, 6543456, 6789876, 7654567, 8765678, 9876789.

The even numbers are underlined.

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2024 Maths Challenge
2024
Upper Primary Challenge Solutions - Upper Primary
Solutions

UP1 Mia’s Mosaics

a There are many possible mosaics. Only two are required. Here are three examples:
3 2 4 1 5
1 1 1 1
2
1
4
3 3
4
3 3
1 1 1
3 2 1 4 5

b The total area of the tiles is 15 + 16 + 20 + 20 + 21 + 24 + 28 = 144. Since 144 is 12 squared, the square frame must
have dimensions 12 × 12. There are many ways to fill the frame. Here is one way:
5 7

3 3

4 4

2
5
3

4 8

c The possible dimensions for the frame are 1 × 56, 2 × 28, 4 × 14, and 7 × 8. In the first two cases, more than 10
square tiles are required to fill the frames (the 1 × 56 frame can only be filled by fifty-six 1 × 1 square tiles, while
the 2 × 28 frame can only fit 1 × 1 or 2 × 2 square tiles, meaning it requires at least 14 square tiles to be filled).
There are many ways to fill frames of dimensions 4 × 14 and 7 × 8 with 10 square tiles. Here is one mosaic for each
frame:

4 4 1 1 1 1 1 1
1
4
3

4 4 3 3

3 3 1 1
1
3
2

2
4
2
4 2 2

d The total area of the tiles is (4 × 9) + (5 × 4) + (8 × 1) = 64. The only possible dimensions for a frame with area 64
are 1 × 64, 2 × 32, 4 × 16, or 8 × 8. It is not possible to fit a 3 × 3 tile into a frame with dimensions 1 × 64 or 2 × 32.
In a frame with dimensions 4 × 16, whenever a 3 × 3 tile is placed, it creates a gap of size 1 × 3 that can only be
filled by three 1 × 1 square tiles. This means that after placing three 3 × 3 tiles, we would need nine 1 × 1 tiles to
fill the gaps created. But only eight 1 × 1 tiles are available, so this frame cannot be filled.
So the frame must have dimensions 8 × 8 and is therefore a square. There are many ways to fill the square frame.
One mosaic is given below.

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1 1 2 2 2
1
2
1

2
3

3 1
1
3 3 1 1

UP2 Drop Bears

a Using drop bear subtraction, we get the following tree.

43 42

32 32 31

21 21 21

b We label the nests with the letters A to F as shown.

B C

D E F

The only allowable nest below 43 is 32. So neither A nor C is 43. Hence one or more of B, D, E, F is 43.
If B is 43, then we have the following partial tree.

43 42

32 32 31

If D or E is 43, then we have the following partial tree.

54 53

43 43 42

Comment
If F is 43, then C is 54 and there is no address for E. So there are only two different partial trees.

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c From the example in the introduction and the solution to Part a, we see that drop bear tree 52 is the mirror image
of drop bear tree 53 (ignoring the addresses).
The common address above 52 and 53 is 63. So drop bear tree 63 is symmetrical, as seen below.

53 52

43 42 42 41

32 32 31 32 31 31

21 21 21 21 21 21

This tree may also be found by trial and error.

d Alternative i
Start by drawing drop bear tree 72. (Most of tree 72 is tree 62, which is in the introduction.)

62 61

52 51 51

42 41 41 41

32 31 31 31 31

21 21 21 21 21

Now remove all nest addresses except for the 21s and then draw the mirror image of the tree. Working upwards
from the bottom row, add addresses to the vacant nests. The result is drop bear tree 75.

65 64

54 54 53

43 43 43 42

32 32 32 32 31

21 21 21 21 21

Alternative ii
To have five separate nests with address 21 in a tree, there must be five different paths in the tree from home to
those nests. To find those paths, we work upwards from 21 and place nests in a lattice as shown below, rather than
a tree.

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75 72

65 64 62 61

54 53 52 51

43 42 41

32 31

There are exactly five strictly downward paths from 72 to 21 and these form tree 72. There are exactly five strictly
downward paths from 75 to 21 and these form tree 75. Both trees are displayed in the Alternative i solution.
Comment
Note that if any extra nest N is added to the lattice, then tree N will have exactly one nest 21 or it will have more
than five nests 21.

UP3 Rotation Match

a The numbers inside the triangles indicate the sequence of positions of triangle ABC.

B C
• • •
3 2 1 A
• • •

•
0
• •
C B

b Triangle ABC can be moved from position 0 to position 2 by first pressing button B then A.

A B C
• • •
2
•
0 1
• • •
C B A

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c Triangle ABC can be moved from position 0 to position 4 with button sequence CCBA.

A
•

0
A B C B
• • • •
3 2 1
• • •
4
• • •
C B

d The orientations of triangle ABC in position 4 and in position 0 are the same. In particular, the side AB is vertical
with A above B. Each time a button is pressed, AB is rotated 90◦ clockwise. After one button press, AB becomes
horizontal. After two button presses, AB becomes vertical again but with A below B. After three button presses,
AB becomes horizontal again. So at least four button presses are required to move triangle ABC from position 0
to position 4.

UP4 Card Fractions

a Alternative i
2 14 2 10 5 25 2 2
We use a common denominator. Since 5 = 35 , 7 = 35 , 7 = 35 , we have 7 < 5 < 57 .
Alternative ii
2 2 5 2 2
Converting each fraction to a decimal, we have 5 = 0.4, 7 ≈ 0.28, 7 ≈ 0.71. Thus 7 < 5 < 57 .
Alternative iii
We know that 27 is less than 25 because they have the same numerator and therefore the larger denominator gives
the smaller fraction. Since 25 < 12 and 57 > 12 , we have 25 < 57 . So 27 < 25 < 57 .
Alternative iv
We use number lines.
2
0 7 1

2
0 5 1

5
0 7 1

2 2
Thus 7 < 5 < 57 .
b Since the left fraction is less than the middle fraction, the cards Andy flipped must be labelled 3 or less.
Since the right fraction is greater than the middle fraction, which is greater than 12 , the flipped number must be 3
or more.
So the number on the cards Andy flipped must be 3.
c The cards Andy flipped cannot be labelled 1 since 1 is still visible.
1 2 1 1
If the cards Andy flipped were labelled 2, the fractions would have values 6, 6 = 3, 2, which are indeed ordered
from smallest to largest.
3 1
If the cards were labelled with a number greater than 2, the middle fraction would be at least 6 = 2, while the
fraction on the right would be at most 13 , hence not greater than the middle fraction.
So the only possible number on the cards Andy flipped is 2.

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d Each fraction must be less than 1. So we know from the fraction on the right that the number on the A cards must
be less than 7, and from the middle fraction that the number on the B cards must be greater than 7.
The table below summarises the possible outcomes for different A and B numbers. In each case, the fractions can
be compared by any of the methods described in the solutions to Part a.

B A Comparison Outcome
7 6
8 6 8 > 7 A too small.
7 6
9 6 9 < 7 Possible.
7 A
9 ≤5 9 > 7 A too small.
7 6
10 6 10 < 7 Possible.
7 5
10 5 10 < 7 Possible.
7 A
10 ≤4 10 > 7 A too small.

So the only possible combinations of numbers on the cards labelled A and B are respectively:
6 and 9, 6 and 10, 5 and 10.

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2024 Maths Challenge
Junior Solutions 2024 Challenge Solutions - Junior

J1 Pointy Numbers
a For a number to be divisible by 5, its last digit must be 5 or 0. The first and last digits of a pointy number are
the same and 0 is not allowed as a first digit. So all pointy numbers that are divisible by 5 start with 5. The
largest upward pointy number that starts with 5 is 567898765. The largest downward number that starts with 5 is
54321012345. Therefore the largest pointy number that is divisible by 5 is 54321012345.
b Since the sum of three consecutive digits is three times the middle digit, that sum is always divisible by 3.
Alternative i
In a 7-digit pointy number, the sum of its first three digits is divisible by 3 and the sum of its last three digits is
divisible by 3. So the sum of all its digits is divisible by 3 if and only if its middle digit is divisible by 3. Since the
first digit and middle digit differ by 3, the first digit must also be divisible by 3.
Alternative ii
In a 7-digit pointy number, the sum of its 2nd, 3rd, and 4th digits is divisible by 3 and the sum of its 5th, 6th, and
7th digits is divisible by 3. So the sum of all its digits is divisible by 3 if and only if its first digit is divisible by 3.
Alternative iii
A 7-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 2, a ± 1, a.

So the sum of its digits is 7a ± 9. Hence the pointy number is divisible by 3 if and only if 3 divides 7a. This means
its first digit a must be divisible by 3.
Alternative iv
List all 7-digit pointy numbers and note the multiples of 3:

1234321, 2345432, 3210123, 3456543, 4321234, 4567654,

5432345, 5678765, 6543456, 6789876, 7654567, 8765678, 9876789.

The multiples of 3 are underlined. These can be found using a calculator or the rule for division by 3. The first
digit of each of these is divisible by 3.
c A number is divisible by 6 if and only if it is both even and divisible by 3.
Alternative i
For a pointy number to be even, its last (and therefore also first) digit must be even and not 0. We list all even
pointy numbers systematically in increasing order, noting that every pointy number must have an odd number of
digits:

212, 232, 434, 454, 656, 676, 878, 898,

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A 5-digit pointy number has the form
a, a ± 1, a ± 2, a ± 1, a.
So the sum of the digits is 5a ± 4. Checking positive even values of a, we find 5a + 4 is a multiple of 3 only for
a = 4, and 5a − 4 is a multiple of 3 only for a = 2 or a = 8. So the only 5-digit pointy numbers divisible by 6 are
21012, 45654, and 87678.
A 7-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 2, a ± 1, a.

So the sum of the digits is 7a ± 9, which is a multiple of 3 only for a = 6. So the only 7-digit pointy numbers
divisible by 6 are 6543456 and 6789876.
A 9-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 3, a ± 2, a ± 1, a.

So the sum of the digits is 9a ± 16. Since 16 is not divisible by 3, neither 9a + 16 nor 9a − 16 can be divisible by 3.
So no 9-digit pointy number is divisible by 6.
An 11-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 5, a ± 4, a ± 3, a ± 2, a ± 1, a.

So the sum of the digits is 11a ± 25. Checking positive even values of a, we find 11a + 25 is a multiple of 3 only for
a = 4, and 11a − 25 is a multiple of 3 and positive only for a = 8. So the only 11-digit pointy numbers divisible by
6 are 45678987654 and 87654345678.
A 13-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 5, a ± 6, a ± 5, a ± 4, a ± 3, a ± 2, a ± 1, a.

So the sum of the digits is 13a ± 36, which is a multiple of 3 only for a = 6. This is too big for an upward
pointy number, but works for a downward pointy number. So the only 13-digit pointy number divisible by 6 is
6543210123456.
A 15-digit pointy number has the form

a, a ± 1, . . . , a ± 6, a ± 7, a ± 6, . . . , a ± 1, a.

So the sum of the digits is 15a ± 49. Since 49 is not divisible by 3, neither 15a + 49 nor 15a − 49 can be divisible
by 3. So no 15-digit pointy number is divisible by 6.
A 17-digit pointy number has the form

a, a ± 1, . . . , a ± 7, a ± 8, a ± 7, . . . , a ± 1, a.

So the sum of the digits is 17a ± 64. Checking positive even values of a, we find 17a + 64 is a multiple of 3 only for
a = 4 (which is too big), and 17a − 64 is a multiple of 3 only for a = 2 (which is too small) or a = 8. So the only
17-digit pointy number divisible by 6 is 87654321012345678.
Finally, the only 19-digit pointy number is
9876543210123456789, which is not even and so not divisible by 6.
So in total there are 9 pointy numbers that are divisible by 6.
d First note that each pair of same-placed digits in the upward and downward pointy numbers will have the same
sum. Call that common sum n.
Because the two pointy numbers have the same number of digits, the sum of the two pointy numbers is

n + 10n + 100n + · · · = n(1 + 10 + 100 + · · · ).

Since the first (and therefore the last) digit of each pointy number must be at least 1, the value of n must be at
least 2. Since pointy numbers have at least three digits, the sum in brackets is at least 111. Thus the sum of the
two pointy numbers is not prime.

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J2 Drop Bears
a Using drop bear subtraction, we get the following partial tree.

148
L R

138 137

L R L R

128 127 127 126

L R L R L R L R

118 117 117 116 117 116 116 115

b Alternative i
From the solution to Part a, the nest at the end of the path RLR is 116. So the nest at the end of path RLRL is
106. Hence the nest at the end of path RLRLL is 96.
Alternative ii
The LR-path starts at Home, that is the nest with address 148. The LR-path RLRLL has five steps, so the first
number in the Home address must reduce from 14 to 14 − 5 = 9. The LR-path RLRLL has two R steps, so the
second number in the Home address must reduce from 8 to 8 − 2 = 6. So the nest at the end of the path has
address 96.
c Alternative i
The only nests above 107 are 117 and 118. From the solution to Part a, there are 3 nests with address 117 and
their LR-paths are LLR, LRL, RLL. There is only one nest with address 118 and its LR-path is LLL. So there are
four nests with address 107 and their LR-paths are LLRL, LRLL, RLLL, LLLR.
Alternative ii
To get from nest 148 to nest 107, we must reduce the second number 8 to 7, and the first number 14 to 10. Reducing
14 to 10 will take exactly four steps in the LR-path. Reducing 8 to 7 will take exactly one R step in the LR-path.
So the LR-path will have exactly three L steps. There are four different LR-paths that use one R step and three L
steps, namely RLLL, LRLL, LLRL, and LLLR.
d To get from nest 148 to nest 95, we must reduce the second number 8 to 5, and the first number 14 to 9. Reducing
14 to 9 will take exactly five steps in the LR-path. Reducing 8 to 5 will take exactly three R steps in the LR-path.
So the LR-path will have exactly two L steps. There are ten different LR-paths that use two L steps and three
R steps, namely:
LLRRR, LRLRR, LRRLR, LRRRL, RLLRR,
RLRLR, RLRRL, RRLLR, RRLRL, RRRLL.
Each of these LR-paths leads to a different nest, so drop bear tree 148 has exactly ten nests with address 95.

J3 Rotation Match
a The numbers inside the triangles indicate the sequence of positions of triangle ABC.

B C
• • •
3 2 1 A
• • •

•
0
• •
C B

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b Triangle ABC can be moved from position 0 to position 2 by first pressing button B then A.

A B C
• • •
2
•
0 1
• • •
C B A

c Triangle ABC can be moved from position 0 to position 4 with button sequence CCBA.

A
•

0
A B C B
• • • •
3 2 1
• • •
4
• • •
C B

d The orientations of triangle ABC in position 4 and in position 0 are the same. In particular, the side AB is vertical
with A above B. Each time a button is pressed, AB is rotated 90◦ clockwise. After one button press, AB becomes
horizontal. After two button presses, AB becomes vertical again but with A below B. After three button presses,
AB becomes horizontal again. So at least 4 button presses are required to move triangle ABC from position 0 to
position 4.

J4 Card Fractions
a Alternative i
We use a common denominator.
Since 48 = 20 5 25 4 32
40 , 8 = 40 , 5 = 40 , we have
4
8 < 5
8 < 45 .
Alternative ii
4 4 5 4 5
Converting each fraction to a decimal, we have 5 = 0.8, 8 = 0.5, 8 = 0.625. Thus 8 < 8 < 45 .
Alternative iii
We know that 48 < 58 because these fractions have the same denominator and 4 < 5. Since 5
8 < 6
8 = 3
4 and
4 16 15 3 5 4 4 5 4
5 = 20 > 20 = 4 , we have 8 < 5 . So 8 < 8 < 5 .
Alternative iv
We use number lines.
4
0 8 1

5
0 8 1

4
0 5 1

4 5
Thus 8 < 8 < 45 .

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b The cards Andy flipped cannot be labelled 1 since 1 is still visible.
1 2 1 1
If the cards Andy flipped were labelled 2, the fractions would have values 6, 6 = 3, 2, which are indeed ordered
from smallest to largest.
3
If the cards Andy flipped were labelled with a number greater than 2, the middle fraction would be at least 6 = 12 ,
while the fraction on the right would be at most 13 , hence not greater than the middle fraction.
So the only possible number on the cards Andy flipped is 2.
c Each fraction must be less than 1. So we know from the fraction on the right that the number on the A cards must
be less than 7, and from the middle fraction that the number on the B cards must be greater than 7.
The table below summarises the possible outcomes for different A and B numbers. In each case, the fractions can
be compared by any of the methods described in the solutions to Part a.

B A Comparison Outcome
7 6
8 6 8 > 7 A too small.
7 6
9 6 9 < 7 Possible.
7 A
9 ≤5 9 > 7 A too small.
7 6
10 6 10 < 7 Possible.
7 5
10 5 10 < 7 Possible.
7 A
10 ≤4 10 > 7 A too small.

So the only possible combinations of numbers on the cards labelled A and B are respectively: 6 and 9, 6 and 10, 5
and 10.
d Alternative i
1
Since 1 is the smallest number chosen and 2024 is the largest number chosen, we know 2024 must be the smallest
fraction. So writing M for the cards with the mystery number, the fractions must be ordered in the following way:

1 M 1
< <
2024 2024 M
As the value for the cards labelled M increases, the middle fraction gets larger while the last fraction gets smaller.
44 1
In particular, by testing different values for M, we can find that when M is 44, the middle fraction is 2024 = 46 ,
1 45
which is smaller than the last fraction, 44 , while when M is 45, the middle fraction is 2024 , which is larger than the
1 45
last fraction, 45 = 2025 . So the possible values for Andy’s unknown number are 2, 3, 4, . . . , 44, meaning it could be
any of 43 possible values.
Alternative ii
M 1
Simplify the inequality 2024 < M by multiplying both sides by 2024M. Since the multiplier is positive, we find
2
√ √
M < 2024, so M < 2024, which is slightly less than 2025 = 45. So M can take any integer value less than 45
and greater than 1, that is, there are 43 possible values for M.

J5 Factor Chains
a There are only four chains of length 6 using all of the numbers 1 to 6:
5 → 1 → 3 → 6 → 2 → 4 and its reverse
5 → 1 → 4 → 2 → 6 → 3 and its reverse.
Only one chain is required.
b The only possible neighbours of 3 are 1, 6, 9, 12, 15, 18.
The only possible neighbours of 4 are 1, 2, 8, 12, 16, 20.
So the two numbers with exactly six possible neighbours each are 3 and 4.
c Two factor chains of length 17 are shown. There are many others. Only one correct factor chain is required.
9 → 18 → 6 → 12 → 3 → 15 → 5 → 10 → 20 → 4 → 8 → 16 → 2 → 14 → 7 → 1 → 13
17 → 1 → 7 → 14 → 2 → 12 → 6 → 18 → 9 → 3 → 15 → 5 → 10 → 20 → 4 → 8 → 16
(Note that each chain of length 17 must start or end with one of the primes 11, 13, 17, 19.)

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d There are four primes between 10 and 20: 11, 13, 17, 19. Because the multiples of these primes are greater than 20,
each of them has only one possible neighbour, namely 1. If we try to use more than one of these primes, the longest
factor chain we can make has length 3; for example, 11 → 1 → 13. Therefore at least three of the primes must be
omitted from any longer factor chain. So it is not possible for such a chain to have length more than 20 − 3 = 17.

J6 Adjacent Additions
a There are several ways to move a counter from 1 to 100 in exactly four moves. Here are a few ways:
+2 +14 +28 +55
1 −−→ 3 −−→ 17 −−→ 45 −−→ 100
+11 +11 +22 +55
1 −−→ 12 −−→ 23 −−→ 45 −−→ 100
+11 +11 +32 +45
1 −−→ 12 −−→ 23 −−→ 55 −−→ 100
+11 +21 +22 +45
1 −−→ 12 −−→ 33 −−→ 55 −−→ 100
+12 +4 +28 +55
1 −−→ 13 −−→ 17 −−→ 45 −−→ 100
+12 +14 +18 +55
1 −−→ 13 −−→ 27 −−→ 45 −−→ 100
+12 +14 +28 +45
1 −−→ 13 −−→ 27 −−→ 55 −−→ 100
Only one correct sequence is required.
b The largest neighbour of 1 is 12. So, if a counter starts at 1, its second position will be at most 1 + 12 = 13.
For each of the positions 1 to 13, its largest neighbour is 24 or less. So the second position of the counter will be
at most 13 + 24 = 37.
For each of the positions 1 to 37, its largest neighbour is 48 or less. So the third position of the counter will be at
most 37 + 48 = 85.
The number 85 can be reached in three moves:
+12 +24 +48
1 −−→ 13 −−→ 37 −−→ 85

So the highest number that a counter can reach from 1 in three moves is 85.
c At each move, a counter’s position number increases, so it moves to the right in its current row or moves to a lower
row.
If a counter starts at 1 and moves out of the top row on the first move, then its second position will be at least
1 + 11 = 12 > 11.
If the counter starts at 1 and stays in the top row on the first move, then its second position will be 1 + 2 = 3. If
it then moves out of the top row, its third position will be at least 3 + 12 = 15 > 11.
If the counter stays in the top row on its second move, then its third position will be 3 + 2 = 5 or 3 + 4 = 7. If it
then moves out of the top row, its fourth position will be at least 5 + 6 = 11. Its fifth position will then be at least
11 + 1 = 12 > 11.
If the counter stays in the top row on its third move, then its fourth position will be 5 + 4 = 9. Its fifth position
will then be at least 9 + 8 = 17 > 11.
So a counter that starts at 1 is always on a number greater than 11 within four moves.
d The counter can stay on the grid with ten moves in several ways. Here is one such sequence:
+2 +2 +6 +1 +1 +2 +4 +8 +18 +35
1 −−→ 3 −−→ 5 −−→ 11 −−→ 12 −−→ 13 −−→ 15 −−→ 19 −−→ 27 −−→ 45 −−→ 80
We now show that it is not possible to stay on the grid with more than ten moves.
Alternative i
From Part c, after four moves the counter position will be at least 12. Hence its next position will be at least
12 + 1 = 13, its next at least 13 + 2 = 15, its next at least 15 + 4 = 19, its next at least 19 + 8 = 27, its next at least
27 + 16 = 43, its next at least 43 + 32 = 75, and its next at least 75 + 64 = 139, which is too large for the grid.
So altogether the counter can move a maximum of ten times.
Alternative ii
We begin by working backwards. Notice that if the counter is at position 56 or greater, its smallest neighbour is
at least 45, meaning its sum with its neighbour will be at least 56 + 45 = 101, which is too large for the grid. So if
the counter is at position 56 or greater, it has no moves remaining.
If the counter is at position 34 or greater, its smallest neighbour is at least 23, meaning its next position will be at
least 34 + 23 = 57, which is greater than 56. So if the counter is at position 34 or greater, it has at most one move
remaining.

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If the counter is at position 23 or greater, its smallest neighbour is at least 12, meaning its next position will be at
least 23 + 12 = 35, which is greater than 34. So if the counter is at position 23 or greater, it has at most two moves
remaining.
If the counter is at position 17 or greater, its smallest neighbour is at least 6, meaning its next position will be at
least 17 + 6 = 23. So if the counter is at position 17 or greater, it has at most three moves remaining.
If the counter is at position 14 or greater, its smallest neighbour is at least 3, meaning its next position wil be at
least 14 + 3 = 17. So if the counter is at position 14 or greater, it has at most four moves remaining.
From Part c, we know that after four moves the counter will be at position 12 or greater. Since the counter’s
position always increases after a move, after five moves it will be at position 13 or greater, and after six moves it
will be at position 14 or greater. From there, we have shown there are at most four moves remaining.
So altogether the counter can move a maximum of ten times.

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2024 Maths Challenge
2024 Challenge Solutions - Intermediate
Intermediate Solutions

I1 Pointy Numbers
a Since the sum of three consecutive digits is three times the middle digit, that sum is always divisible by 3.
Alternative i
In a 7-digit pointy number, the sum of its first three digits is divisible by 3 and the sum of its last three digits is
divisible by 3. So the sum of all its digits is divisible by 3 if and only if its middle digit is divisible by 3. Since the
first digit and middle digit differ by 3, the first digit must also be divisible by 3.
Alternative ii
In a 7-digit pointy number, the sum of its 2nd, 3rd, and 4th digits is divisible by 3 and the sum of its 5th, 6th, and
7th digits is divisible by 3. So the sum of all its digits is divisible by 3 if and only if its first digit is divisible by 3.
Alternative iii
A 7-digit pointy number has the form

a, a ± 1, a ± 2, a ± 3, a ± 2, a ± 1, a.

1234321, 2345432, 3210123, 3456543, 4321234, 4567654,

5432345, 5678765, 6543456, 6789876, 7654567, 8765678, 9876789.

The multiples of 3 are underlined. These can be found using a calculator or the rule for division by 3. The first
digit of each of these is divisible by 3.
b A number is divisible by 6 if and only if it is both even and divisible by 3.
Alternative i
For a pointy number to be even, its last (and therefore also first) digit must be even and not 0. We list all even
pointy numbers systematically in increasing order, noting that every pointy number must have an odd number of
digits:

212, 232, 434, 454, 656, 676, 878, 898,

21012, 23432, 43234, 45654, 65456, 67876, 87678,
2345432, 4321234, 4567654, 6543456, 6789876, 8765678,
234565432, 432101234, 456787654, 654323456, 876545678,
23456765432, 45678987654, 65432123456, 87654345678,
2345678765432, 6543210123456, 8765432345678,
234567898765432, 876543212345678,
87654321012345678.
The multiples of 3, which can be checked via their digit sum, are underlined. So in total there are nine pointy
numbers that are divisible by 6.
Alternative ii
A 3-digit pointy number has the form
a, a ± 1, a.
The sum of the digits is 3a ± 1. Neither 3a + 1 nor 3a − 1 can be divisible by 3. So no 3-digit pointy number is
divisible by 6.
A 5-digit pointy number has the form
a, a ± 1, a ± 2, a ± 1, a.
So the sum of the digits is 5a ± 4. Checking positive even values of a, we find 5a + 4 is a multiple of 3 only for
a = 4, and 5a − 4 is a multiple of 3 only for a = 2 or a = 8. So the only 5-digit pointy numbers divisible by 6 are
21012, 45654, and 87678.

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A 7-digit pointy number has the form
a, a ± 1, a ± 2, a ± 3, a ± 2, a ± 1, a.
So the sum of the digits is 7a ± 9, which is a multiple of 3 only for a = 6. So the only 7-digit pointy numbers
divisible by 6 are 6543456 and 6789876.
A 9-digit pointy number has the form
a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 3, a ± 2, a ± 1, a.
So the sum of the digits is 9a ± 16. Since 16 is not divisible by 3, neither 9a + 16 nor 9a − 16 can be divisible by 3.
So no 9-digit pointy number is divisible by 6.
An 11-digit pointy number has the form
a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 5, a ± 4, a ± 3, a ± 2, a ± 1, a.
So the sum of the digits is 11a ± 25. Checking positive even values of a, we find 11a + 25 is a multiple of 3 only for
a = 4, and 11a − 25 is a multiple of 3 and positive only for a = 8. So the only 11-digit pointy numbers divisible by
6 are 45678987654 and 87654345678.
A 13-digit pointy number has the form
a, a ± 1, a ± 2, a ± 3, a ± 4, a ± 5, a ± 6, a ± 5, a ± 4, a ± 3, a ± 2, a ± 1, a.
So the sum of the digits is 13a ± 36, which is a multiple of 3 only for a = 6. This is too big for an upward
pointy number, but works for a downward pointy number. So the only 13-digit pointy number divisible by 6 is
6543210123456.
A 15-digit pointy number has the form
a, a ± 1, . . . , a ± 6, a ± 7, a ± 6, . . . , a ± 1, a.
So the sum of the digits is 15a ± 49. Since 49 is not divisible by 3, neither 15a + 49 nor 15a − 49 can be divisible
by 3. So no 15-digit pointy number is divisible by 6.
A 17-digit pointy number has the form
a, a ± 1, . . . , a ± 7, a ± 8, a ± 7, . . . , a ± 1, a.
So the sum of the digits is 17a ± 64. Checking positive even values of a, we find 17a + 64 is a multiple of 3 only for
a = 4 (which is too big), and 17a − 64 is a multiple of 3 only for a = 2 (which is too small) or a = 8. So the only
17-digit pointy number divisible by 6 is 87654321012345678.
Finally, the only 19-digit pointy number is 9876543210123456789, which is not even and so not divisible by 6.
So in total there are nine pointy numbers that are divisible by 6.
c First note that each pair of same-placed digits in the upward and downward pointy numbers will have the same
sum. Call that common sum n.
Because the two pointy numbers have the same number of digits, the sum of the two pointy numbers is
n + 10n + 100n + · · · = n(1 + 10 + 100 + · · · ).
Since the first (and therefore the last) digit of each pointy number must be at least 1, the value of n must be at
least 2. Since pointy numbers have at least three digits, the sum in brackets is at least 111. Thus the sum of the
two pointy numbers is not prime.
d First note that each pair of corresponding digits in the 7-digit upward and downward pointy numbers will have the
same sum. Call that common sum n. The first digit of a 7-digit downward pointy number is at least 3 and first
digit of a 7-digit upward pointy number is at least 1. So n is at least 4.
When two 7-digit numbers are added, the result is either a 7-digit sum or an 8-digit sum starting with 1.
If the sum is a 7-digit palindrome, then it has the form nnnnnnn.
If n = 4, there is exactly one pair of pointy numbers:
{1234321, 3210123}.
If n = 5, there are exactly two pairs of pointy numbers:
{1234321, 4321234}, {2345432, 3210123}.
Similarly, for n = 6, 7, 8, 9, there are exactly 3, 4, 5, 6 pairs of pointy numbers respectively.
If the sum of the two 7-digit pointy numbers starts with 1 and is a palindrome, then it ends with 1. So n = 11. In
this case there are exactly five pairs of pointy numbers:
{2345432, 9876789}, {3456543, 8765678}, {4567654, 7654567}, {5678765, 6543456}, {6789876, 5432345}.

So the number of required pairs of 7-digit pointy numbers is

1 + 2 + 3 + 4 + 5 + 6 + 5 = 26.

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I2 Drop Bears
a Alternative i
Starting at 158, the LR-path RRLLRL gives this sequence of addresses: 158, 147, 136, 126, 116, 105, 95. So the
nest at the end of the path has address 95.
Alternative ii
The LR-path starts at Home, that is the nest with address 158. The LR-path RRLLRL has six steps, so the first
number in the Home address must reduce from 15 to 15 − 6 = 9. The LR-path has three R steps, so the second
number in the Home address must reduce from 8 to 8 − 3 = 5. So the nest at the end of the path has address 95.
b To reach 95 from 158, we must reduce 8 to 5, and 15 to 9. Reducing 15 to 9 will take exactly six steps. Reducing
8 to 5 will take exactly three R steps. So there will be exactly three L steps. There are twenty different LR-paths
that use three R steps and three L steps, namely:
RRRLLL, RRLRLL, RRLLRL, RRLLLR, RLRRLL,
RLRLRL, RLRLLR, RLLRRL, RLLRLR, RLLLRR,
LRRRLL, LRRLRL, LRRLLR, LRLRRL, LRLRLR,
LRLLRR, LLRRRL, LLRRLR, LLRLRR, LLLRRR.
Each of these LR-paths leads to a different nest, so drop bear tree 158 has exactly twenty nests with address 95.
c Since all nests with address 95 are on the same level, a postal path from one nest to the other must descend the
same number of branches as it ascends. This means the distance of any such postal path must be even. So no such
path with distance 7 exists.
d If a postal path begins or ends at a nest not at the lowest level, its distance can always be increased by starting or
ending lower in the tree. So a postal path with longest distance must start and end at the lowest level of drop bear
tree 158, meaning it must start and end at nests labelled 21.
Any such postal path that also visits the top of the tree must have maximum distance, since it will have ascended
and descended as many times as is possible in a drop bear tree without repeating any branches. To see that postal
paths of this sort exist, consider starting at the leftmost nest labelled 21, travelling upwards to the top of the tree,
and then travelling downwards to the rightmost nest labelled 21. This postal path must never repeat any branches,
since it enters the top nest from the left, and leaves it from the right.
Since a nest labelled 21 must be 15 − 2 = 13 layers below the top nest in drop bear tree 158, any longest postal
path must travel 13 branches upwards and 13 branches downwards. So the longest possible distance for a postal
path in drop bear tree 158 is 13 + 13 = 26.

I3 Digit Difference Residues

a If the DDR is 8, then the number before this (the step 1 number) must be one of 08, 80, 19, 91. We look at each
of these in turn.
If the step 1 number is 08, then the original 3-digit number must be 119, 991, or 880 (but not 008).
If the step 1 number is 80, then the number must be 199, 911, or 800 (but not 088).
If the step 1 number is 19, then the number must be 109 or 890.
If the step 1 number is 91, then the number must be 901.
Hence there are nine 3-digit numbers with a DDR of 8:
109, 119, 199, 800, 880, 890, 901, 911, 991.

b To produce a DDR of 0, the step 1 number must contain two equal digits. Then the original 3-digit number abc
(underline is used to indicate this is not a × b × c) must have one of the following forms:
• palindrome form: a = c with a ̸= 0, (a = b is possible).
• decreasing form: a > b > c with a − b = b − c.
• increasing form: a < b < c with b − a = c − b and a ̸= 0.
For the palindrome form aba, there are 9 choices of digit for a (1 to 9) and 10 separate choices for b (0 to 9). So
the number of palindromes is 9 × 10 = 90.
The following list shows all 20 numbers of decreasing form:
987 876 765 654 543 432 321 210
975 864 753 642 531 420
963 852 741 630
951 840

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Except for the four numbers in the list that end in 0, reversing these numbers gives all numbers of increasing form.
So there are 16 numbers of increasing form.
Hence the total number of 3-digit numbers with a DDR of 0 is 90 + 20 + 16 = 126.
c Two consecutive numbers differ by 1. If the final digit of the larger number is not 0, then the two numbers will be
the same except their last digits will differ by 1. So their step 1 numbers will be the same except their last digits
will also differ by 1. Hence the DDRs will differ by 1, that is, they are not the same. Thus if two consecutive
numbers have identical DDRs, then the final digit of the larger number must be 0.
From Part b, the only 3-digit numbers that end in 0 and have a DDR of 0 are 210, 420, 630, 840. The previous
consecutive numbers are, respectively, 209, 419, 629, 839, none of which has a DDR of 0.
So no two consecutive 3-digit numbers both have a DDR of 0.
d From the solution of Part c, if two consecutive numbers have identical DDRs, then the final digit of the larger
number is 0.
No 2-digit number ending in 0 has a DDR of 0. From Part c, no two consecutive 3-digit numbers have DDRs of 0.
So two consecutive numbers with DDRs of 0 must have at least four digits.
To find the smallest pair of consecutive numbers with a DDR of 0, we begin our search with 4-digit numbers that
start with 1. Since the larger number must end in 0, we start with numbers of the form 10a0. In this case, the step
1 number is 1aa, which can only have a DDR of 0 if a = 1. But then the original number is 1010 and the previous
consecutive number is 1009, which does not have a DDR of 0.
The next possible form to check is 11a0. In this case, the step 1 number starts with 0 and ends with a. If the
step 1 number is a palindrome, then a = 0, in which case the original number is 1100 and the previous consecutive
number is 1099, which does not have a DDR of 0. Otherwise, the step 1 number must be of the increasing form
012, in which case the original number is 1120 and the previous consecutive number is 1119, which does not have
a DDR of 0.
The next possible form to check is 12a0. In this case, the step 1 number starts with 1 and ends with a. If the
step 1 number is a palindrome, then a = 1, in which case the original number is 1210 and the previous consecutive
number is 1209, which does not have a DDR of 0. Otherwise, the step 1 number must be of the increasing form
135, in which case the original number is 1250 and the previous consecutive number is 1249, which does not have
a DDR of 0.
The next possible form to check is 13a0. In this case, the step 1 number starts with 2 and ends with a. If the
step 1 number is a palindrome, then a = 2, in which case the original number is 1320 and the previous consecutive
number is 1319, which does not have a DDR of 0. Otherwise, the step 1 number must be of the increasing form
258, in which case the original number is 1380 and the previous consecutive number is 1379, which we find does
have a DDR of 0.
So the smallest pair of consecutive numbers with DDRs of 0 is (1379, 1380).

I4 Word Links
a L L L L
I S I K I N I N

N K N S S K K S

L L L L
S I K I N I N I

K N S N K S S K

These arrangements can be found by systematically listing all possibilities using the following argument. If the
letter I is not placed adjacent to the letter L, then the link between them would separate one of the remaining
letters from the other two and hence that link would eventually need to be crossed. Hence the I must be adjacent
to L. Similarly, the N must be placed adjacent to I or L, but not between them. Thus there are four ways of
placing L, I, N. For each of these arrangements, there are two ways of placing K and S. So we get the eight crossless
arrangements above.
b Alternative i
Working clockwise from the letter L, no matter where it is placed, there are 4 letters to choose from to fill the next
position. For each of those choices, there are 3 letters to choose from to fill the next position, then 2 for the next

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position, leaving only 1 letter for the last position. So the number of ways of placing I, N, K, S is 4 × 3 × 2 × 1 = 24.
From Part a, 8 of these arrangements are crossless. So the probability that a random arrangement of the five letters
8
in the word LINKS is crossless is 24 = 13 .
Alternative ii
After placing letter L, the letter I must be placed adjacent to it to avoid a crossing. The probability of this is 24 .
The letter N must then be placed in one of two positions to avoid a crossing. The probability of this is 23 . Then
the letter K can be placed in either of the two remaining positions and S in the last available position. So the
probability that a random arrangement of the five letters in the word LINKS is crossless is 24 × 23 = 13 .
c Alternative i
The first letter in a six-letter word can be placed in any of 6 positions. The second letter must be adjacent to it to
avoid a crossing. So there are 2 positions to choose from for the second letter. For each of these choices, there are
only 2 positions to choose from for the third letter to avoid a crossing. Similarly, there are then only 2 choices for
each of the fourth and fifth letters. So the number of crossless arrangements is 6 × 2 × 2 × 2 × 2 = 96.
Alternative ii
Regardless of where the first letter is placed, a six-letter arrangement is crossless if and only if the fifth letter
is adjacent to the sixth letter and the arrangement for the first five letters is crossless. From Part a, there are
exactly 8 five-letter crossless arrangements for each position of the first letter. So the number of six-letter crossless
arrangements is 6 × 2 × 8 = 96.
d All arrangements of two-letter and three-letter words are crossless, so their probability is 1. With the first letter
fixed, exactly 4 of the 6 arrangements of a four-letter word are crossless, so their probability is 2/3 > 0.01. From
Part b, the probability that a five-letter arrangement is crossless is 1/3 > 0.01.
Alternative i
Relative to the first letter, the number of arrangements of the remaining 5 letters in a six-letter word is 5 × 4 × 3 ×
2 × 1 = 120. So, from the first solution of Part c, the probability that a random arrangement of the six letters in a
word is crossless is 24 /120 = 2/15 > 1/100.
By a similar argument we have the following probabilities.
The probability that a random arrangement of the seven letters in a word is crossless is
25 /(6 × 5 × 4 × 3 × 2 × 1) = 2/45 > 1/100.
The probability that a random arrangement of the eight letters in a word is crossless is
26 /(7 × 6 × 5 × 4 × 3 × 2 × 1) = 4/315 > 1/100.
The probability that a random arrangement of the nine letters in a word is crossless is
27 /(8 × 7 × 6 × 5 × 4 × 3 × 2 × 1) = 1/315 < 1/100.
So the least number of letters for which the probability that a random arrangement is crossless is below 0.01 is nine.
Alternative ii
The first letter in an n-letter word can be placed in any of n positions. The second letter can then be placed in any
of n − 1 positions, and so on. So the number of arrangements for the n letters is 1 × 2 × 3 × · · · × n = n!.
Generalising the first solution of Part c, we see that the number of crossless arrangements in an n-letter word
is n2n−2 . So the probability of an arrangement being crossless is Pn = n2n−2 /n! = 2n−2 /(n − 1)!. Thus P6 =
16/120 = 2/15 > 0.01, P7 = 32/720 = 2/45 > 0.01, P8 = 26 /7! = 4/315 > 0.01, and P9 = 27 /8! = 1/315 < 0.01.
Hence the least number of letters for which the probability that a random arrangement is crossless is below 0.01 is
nine.

I5 Stacking Bowls

For convenience, we will refer to the centre of the circular opening of a bowl as the centre of the bowl.
a The diagram below shows a vertical cross-section that passes through the centres of both bowls. Let the distance
between the centres of the bowls be h.

1
1

h 2

√
Applying Pythagoras’ theorem to the √ right-angled triangle shown gives h2 = 22 − 12 = 3, hence h = 3. So the
highest point on the small bowl is 1 + 3 units above the table.

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b The diagram below shows a vertical cross-section that passes through the centres of both bowls. Let A be the
centre of the large bowl and C be the centre of the small bowl. Let BD be the diameter of the small bowl in this
cross-section, with B at the point of intersection with the table. Let the vertical line through C meet AB at E and
the small bowl at F . Note that F is the highest point on the small bowl.

D F

A E B

Since AB = BD = DA = 2, triangle √ ABD is equilateral. Since BC = CD = 1, by Pythagoras’ theorem in

right-angled triangle ABC, AC = 3. We also have ̸ BAC = 30◦ so ̸ ACE = 60◦ . Hence √ triangle ACE is half an
equilateral triangle that has AC as one side and CE as half of another side. So CE = 12 3.
√
The highest point on the small bowl is F E = F C + CE = 1 + 12 3 units above the table.
c We use the same cross-section as that in Part b. Let the horizontal line through C meet the small bowl at G. Then
G is the rightmost point of the small bowl.

C
G

A E B

The side length of the box is twice the horizontal distance from the centre of the large bowl to G, that is 2(AE +
CG) = 2(AE + 1).
√ √
From Part b, AC = 3 and CE = 12 3. Applying Pythagoras’ theorem to the right-angled triangle AEC gives
AE 2 = AC 2 − CE 2 = 3 − 34 = 94 , hence AE = 32 . Therefore the side length of the box is 2( 32 + 1) = 5 units.
√
From Part b, the highest point on the small bowl is 1 + 12 3 units above the table which is less than 2 units, the
highest point on the large bowl. Hence the height of the box is 2 units.
Therefore the box has dimensions 5 units × 5 units × 2 units.
d The diagram below shows the view of the configuration from above with the square S formed from the centres of
the four large bowls. Let C be the centre of S and let A be the centre of one of the large bowls.

• •

•
C

• •
A

√ √
The square
√ S has side length 4. Applying Pythagoras’ theorem, its diagonal has length 42 + 42 = 4 2. Therefore
AC = 2 2, half the length of the diagonal.
The diagram below shows the vertical cross-section of the configuration through a diagonal of S. Let B be the
centre of the small bowl and D be the highest point on the small bowl. Note that C, B, and D all lie on the same
vertical line. Let F be the point where the small bowl touches the bowl centred at A and let E be the point on the
table directly below F .

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D

F 1 B
2

A E C
√ √
Since AC = 2 2 and EC = F B = 1, we have AE = 2 2 − 1.
Applying Pythagoras’ theorem to △AEF gives
√ √
EF 2 = AF 2 − AE 2 = 22 − (2 2 − 1)2 = 4 2 − 5.
√
So CD = CB + BD = EF + BD = 4 2 − 5 + 1 ≈ 1.810 units.

I6 Zigzag Tilings
a

b Substituting x = 5 and y = 12 gives z = 5 + 2 × 12 = 29. So there are 29 ways to tile the 4-block zigzag. Continuing
in this way, we get the following list:

2, 5, 12, 29, 70, 169, 408, 985, 2378, 5741

So there are 5741 ways to tile the 10-block zigzag.

c Consider the zigzag that can be tiled in z ways. There are two ways to place a tile to cover the unit square at the
far left:

··· ···

In the first case, we are forced to place another tile parallel to the first, which completely tiles the first block, as
shown below. This leaves a reflected zigzag with 1 less block to tile. According to the list, this can be done in y
ways.

···

In the second case, we have two choices: place a tile parallel to the first or at right angles to it. If parallel, the first
block is completely tiled and the rest can be tiled in y ways as before.

···

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

41 Intermediate Solutions | 45
If the second tile is at right angles to the first, the positions of the third and fourth tiles are forced, as shown. So
the first two blocks are completely tiled. This leaves a zigzag that can be tiled in x ways.

···

So the total number of ways to tile the full zigzag is equal to y + y + x. That is, z = x + 2y.
d Suppose w, x, y, z are four consecutive terms in Bowie’s list, where w is known to be a multiple of 5. To establish
that the pattern continues, we want to show that z is also a multiple of 5.
Alternative i
From Part c we have z = x + 2y and y = w + 2x. Substituting for y in the first equation gives

z = x + 2y = x + 2(w + 2x) = x + 2w + 4x = 2w + 5x.

Given that w is a multiple of 5, so is 2w. Clearly 5x is also a multiple of 5. Hence z is a multiple of 5.

Alternative ii
Consider the zigzag that can be tiled in z ways. The dashed line is either crossed by a tile or it isn’t.

···

If the dashed line isn’t crossed, then there are 5 ways of tiling the first two blocks and x ways of tiling the remainder
of the zigzag.
If the dashed line is crossed by a tile, then that forces the following partial tiling.

···

In this case, there are 2 ways of tiling the first block and w ways of tiling the remainder of the zigzag.
So z = 5x + 2w and given that w is a multiple of 5, so is z.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

42 Intermediate Solutions | 46
Maths Challenge
Middle Primary Statistics

Mean Score/School Year/Problem

Number of Challenge Problem

School Year Overall Mean
Students 1 2 3 4

3 461 8.8 2.9 2.3 1.9 1.7

4 772 10.4 3.1 2.7 2.4 2.2

*ALL YEARS 1233 9.6 3 2.5 2.2 2.0

Please note:
* This total includes students who did not provide their school year.

Score Distribution (%)/Problem

Challenge Problem
Score 1 2 3 4
Mia's Mosaics Chocolate Shop Drop Bears Pointy Numbers

Did not attempt 0% 1% 2% 2%

0 6% 11% 18% 19%

1 8% 12% 13% 19%

2 11% 20% 20% 19%

3 30% 23% 23% 19%

4 45% 32% 24% 23%

Mean 3 2.5 2.2 2

Discrimination Factor 0.50 0.70 0.80 0.80

Please note:
The discrimination factor for a particular problem is calculated as follows:
1. The students are ranked in regard to their overall scores.
2. The mean score for the top 25% of these overall ranked students is calculated for that particular
problem including no attempts. Call this mean score the ‘mean top score’.
3. The mean score for the bottom 25% of these overall ranked students is calculated for that
particular problem including no attempts. Call this mean score the ‘mean bottom score’.
4. The discrimination factor = mean top score – mean bottom score
4
Thus the discrimination factor ranges from 1 to –1. A problem with a discrimination factor of 0.4 or
higher is considered to be a good discriminator.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge Middle Primary Statistics | 47
Maths Challenge
Upper Primary Statistics

Mean Score/School Year/Problem

Number of Challenge Problem

School Year Overall Mean
Students 1 2 3 4

5 1071 9.8 2.7 2.3 2.2 2.5

6 1364 11.5 3.1 2.7 2.8 3

*ALL YEARS 2435 10 2.8 2.2 2.2 2.8

Please note:
* This total includes students who did not provide their school year.

Score Distribution (%)/Problem

Challenge Problem
Score 1 2 3 4
Mia's Mosaics Drop Bears Rotation Match Card Fractions

Did not attempt 1% 1% 2% 2%

0 5% 12% 13% 8%

1 11% 12% 11% 11%

2 15% 20% 14% 10%

3 23% 20% 23% 28%

4 46% 34% 36% 41%

Mean 2.8 2.2 2.2 2.8

Discrimination Factor 0.6 0.7 0.8 0.6

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge Upper Primary Statistics | 48
Maths Challenge
Junior Statistics

Mean Score/School Year/Problem

Number of Overall Challenge Problem

School Year
Students Mean
1 2 3 4 5 6

7 1934 12.8 1.5 2.4 2.3 2.1 2.4 2.1

8 1738 14.2 1.7 2.6 2.6 2.4 2.6 2.3

*ALL YEARS 3672 13.5 1.6 2.5 2.5 2.3 2.5 2.2

Please note:
* This total includes students who did not provide their school year.

Score Distribution (%)/Problem

Challenge Problem
Score 1 2 3 4 5 6
Pointy Drop Bears Rotation Card Factor Adjacent
Numbers Match Fractions Chains Additions
Did not attempt 6% 7% 7% 7% 7% 8%

0 20% 13% 12% 13% 15% 18%

1 24% 7% 9% 12% 7% 5%

2 23% 14% 14% 20% 11% 16%

3 15% 22% 27% 25% 21% 26%

4 11% 38% 32% 24% 39% 27%

Mean 1.6 2.5 2.5 2.3 2.5 2.2

Discrimination Factor 0.7 0.8 0.8 0.8 0.9 0.8

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge Junior Statistics | 49
Maths Challenge
Intermediate Statistics

Mean Score/School Year/Problem

Challenge Problem
Number of Overall
School Year
Students Mean
1 2 3 4 5 6

9 1303 10.4 1.6 2.1 1.8 2.1 1.2 1.6

10 707 10.8 1.7 2.1 1.8 2.1 1.4 1.7
*ALL YEARS 2010 10.6 1.65 2.1 1.8 2.1 1.3 1.7

Please note:
* This total includes students who did not provide their school year.

Score Distribution (%)/Problem

Challenge Problem
1 2 3 4 5 6
Score Pointy Drop Bears Digit Word Links Stacking Zigzag
Numbers Difference Bowls Tilings
Residues

Did not attempt 8% 9% 9% 9% 13% 14%

0 22% 17% 18% 15% 36% 23%

1 20% 12% 18% 15% 14% 10%

2 21% 16% 20% 15% 10% 21%

3 15% 20% 18% 15% 14% 15%

4 15% 27% 17% 31% 14% 17%

Mean 1.65 2.1 1.8 2.1 1.3 1.7

Discrimination
0.8 0.9 0.8 0.9 0.8 0.8
Factor
Please note:
The discrimination factor for a particular problem is calculated as follows:
1. The students are ranked in regard to their overall scores.
2. The mean score for the top 25% of these overall ranked students is calculated for that particular
problem including no attempts. Call this mean score the ‘mean top score’.
3. The mean score for the bottom 25% of these overall ranked students is calculated for that
particular problem including no attempts. Call this mean score the ‘mean bottom score’.
4. The discrimination factor = mean top score – mean bottom score
4
Thus the discrimination factor ranges from 1 to –1. A problem with a discrimination factor of 0.4 or
higher is considered to be a good discriminator.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge Intermediate Statistics | 50
Thursday 12 September 2024

2024
2023 Australian
Australian
2023 Australian Intermediate
Intermediate Mathematics
Mathematics
Intermediate Olympiad
Olympiad
Mathematics - Questions
Olympiad - Questions
Problems Thursday 12 September 2024
Time allowed:
Time4allowed:
hours. 4 hours. NO calculators are to be used.
NO calculators are to be used.
Australian
QuestionsQuestions
1 to 8 only1 require their
to 8 only
Intermediate
numerical
require their numerical
Mathematics
answers allanswers
of which
all are
Olympiad
non-negative
of which integers less
are non-negative
2024
than 1000.
integers less than 1000.
QuestionsQuestions
9 and 10 require
9 and 10written
requiresolutions
written which may
solutions include
which mayproofs.
Questions include proofs.
The bonusQUESTIONS
marks
The for marks
bonus the Investigation in Question
for the Investigation in 10 may be10used
Question maytobedetermine prize winners.
used to determine prize winners.

a b
1. Positive
1. integers
Positivea integers
and b satisfy
a and(a
b+ b)(a −
satisfy (ab)+= 2023
b)(a and
− b) = 25
b + aand
= 2023 a . Find
b 25 value of a.
the
b + a = 12 . Find the value of a.
12 [2 marks][2 marks]
1. Two positive integers, a and b, satisfy the equation

224 + 221 + 221 + 221 2a

2. Three 2.
squares
Threeliesquares
inside alieright-angled triangle astriangle
inside a right-angled shown. asThe side lengths
shown. = . oflengths
The side the smallest
of theand largest
smallest squares
and largestare
squares are
28 and 6328
respectively. Find the side
and 63 respectively. Findlength of the
the side 2024
middle
length square.
of the 23b
middle square.
Find the value of a + b.
[2 marks]

2. The area of a right-angled triangle is 120 and each of its three sides has integer length.
Find the length of its hypotenuse.
[2 marks][2 marks]
[2 marks]

3. The ten
3. pairwise
ten(two
Quadrilateral
The at ABCD
pairwise a (two
time)atsums
has of five
perimeter
a time) distinct
sums cmintegers
60five
of and AB are
distinct 0, 1,length
has
integers 2,are
4, 0,
7,91,
8, 9, 4,
cm.
2, 10,7,11,
Sides 12.10,and
8, AD
9, 11, BC
12. are
Find the sum
parallel with distance 7 cm between them. Points E and F are chosen on sides BC and[2 AD
Findof the
the five
sum ofintegers.
the five integers. marks][2 marks]
respectively so that the line EF divides ABCD into two quadrilaterals with equal perimeters
and equal areas.
4. Given 4.
thatGiven
therethat
is only oneis pair
there onlyofone pair of{a,
integers b} such{a,
integers that 16aa bthat
b} such b
16ababbab, =
= 81a 81aab +
find ba ,b find
for integers
a + b fora integers
and b. a and b.
What is the area of quadrilateral ABCD? [2 marks][2 marks]
[3 marks]

5. There 5.
are There
severalare
different
severalways of arranging
different the numbers
ways of arranging the 1, 2, 3, 4, 1,
numbers 5, 2,
6 in3, a4,line.
5, 6 Each of these
in a line. Eacharrangements can
of these arrangements can
be the4. In of
base
be the
thea following
pyramid
base figure,
of a in whichalleach
pyramid inthe central
row
which dots
roware
is formed
each collinear
isfrom the one
formed and
from theone
below
the bottom
it by three
writing
below dots
it bythe areof
sum
writing collinear.
each
the sumpair of pair of
of each
There are
adjacent numbers.
adjacent Forexactly
example,
numbers. 2024
For the triangles
the that
following
example, haveispyramid
pyramid
following dots
built as
onisvertices
the on(nothe three
arrangement
built collinear
3, 6, 1, 5, 3,
arrangement dots
4, 6,
2. 1, 5,form
4, 2. a
triangle).
115115
5758 57 58
29 28 2930 28 30
16 13 1615 1315 15 15
9 7 9 6 7 9 6 6 9 6
3 6 3 1 6 5 1 4 5 2 4 2

How manyHow
arrangements of the numbers
many arrangements of the 1numbers
to 6 in a1 pyramid
to 6 in a base produce
pyramid baseaproduce
top number
a topthat is a multiple
number that is aofmultiple
5? of 5?
[3 marks][3 marks]

6. There 6.areThere
10 boysareand 10 girls
10 boys andlearning
10 girlsalearning
traditional dance. They
a traditional are They
dance. to be are
arranged
to be into 10 boy-girl
arranged into 10pairs.
boy-girl To pairs. To
avoid height mismatches,
avoid
How heightdots
many each
are boy
mismatches, is assigned
each
there? boy is aassigned
number afrom 1 to from
number 10 in1ascending order of heights,
to 10 in ascending order ofand each girl
heights, and each girl
is assignedisaassigned
number afrom 1 to from
number 10 in 1ascending order of heights.
to 10 in ascending order ofAheights.
boy may A partner
boy maywith a girlwith
partner if and onlyif ifand
a girl their
only if their
numbers differ by no
numbers more
differ bythan 1. For
no more example,
than 1. For Boy 4 mayBoy
example, partner
4 maywith Girlswith
partner 3, 4 or 5, but
Girls 3, 4 not
[3 marks]
or 5,2 but
and not 26.and
not Hownot 6. How
many ways can the
many waysboys
can and
the girls
boys beandpartnered for this dance?
girls be partnered for this dance? [4 marks][4 marks]
5. Three positive integers a, b, c satisfy
7. The number
7. The1/137,
number written
1/137,aswritten
a decimal,
as aisdecimal,
0.00729927 +00729927.
ais2 0.00729927 . ., which repeats
00729927.
b − c = 100 . ., whichevery 8 digits
repeats everyafter the decimal
8 digits after the decimal
(1)
point (butpoint
no smaller
(but nonumber
smallerofnumber
digits repeats.)
of digits What
repeats.)is2the smallest
What is thensmallest
such that 1/n, that
n such when1/n,
written
whenaswritten
a decimal,
as a decimal,
repeats every 8 digits
repeats everyafter the decimal
8 digits after thepoint
a +smaller
(butpoint
decimal no − cnonumber
b(but =smaller
124 ofnumber
digits repeats)?
of digits repeats)? [5 (2)
marks][5 marks]
Find a + b + c.
8. Each of
8. the digits
Each 0, 1,digits
of the 2, 3,0,4,1,5,2,6,3,7,4,8,5,9 6,
is 7,
coded
8, 9 by a letterbyselected
is coded a letterfrom A tofrom
selected J with [3 digits
noJtwo
A to withmarks] having
no two digits having
the same letter.
the sameFind the 3-digit
letter. Find the number coded by DEG if the integers corresponding
PLEASE TURN OVER THE PAGE FOR QUESTIONS 6, 7, 8, 9, 10 CAFDG and
3-digit number coded by DEG if the integers to ABACDE,
corresponding to CAFDG
ABACDE, and
CHHBAED CHHBAED ̸= 0)A,
(with A, C(with areC known
̸= 0) are to known
be the tosidebelengths
the sideoflengths
a triangle.
of a triangle. [5 marks][5 marks]
Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Problems | 51
Thursday 12 September 2024
2024Problems
AIMO
Questions

6. Let ABCD be a parallelogram in which the bisector of angle ABC intersects AD at P .

Given P D = 65 and BP = 78 = P C, find AB.
[4 marks]

7. A survey of N people was taken to determine which of the different types A, B, C of screen
entertainment they used, if any. The survey found:
• 50 people used B
• 61 did not use A
• 13 did not use C
• 74 used at least two of A, B, C.
Find the minimum value of N .
[4 marks]

8. A binary sequence is a sequence in which each term is 0 or 1.

A binary sequence (a0 , a1 , . . . , an−1 , an ) is dyadic if it has an even number of terms and
a0 + an = a1 + an−1 = a2 + an−2 = · · · = 1.
For example, (1, 0, 0, 1, 1, 0) is a dyadic sequence of length 6.
How many binary sequences are there of length 16 that are not dyadic, but are composed of
4 consecutive dyadic sequences each of length 4?
[4 marks]

9. Denote the number of positive factors of an integer n by F (n).

For example, the positive factors of 12 are 1, 2, 3, 4, 6, 12, so F (12) = 6.
In addition, the positive factors of 6 are 1, 2, 3, 6, so F (F (12)) = 4.
If F (F (n)) = 3 and F (F (6n)) = 7, find F (n).
[5 marks]

10. Suppose that a number of 5× 7 rectangles are placed on a large grid of unit squares so that each
rectangle covers exactly 35 of the unit squares. The rectangles can be placed either horizontally
or vertically and they may overlap.
Find the largest integer N for which it is not possible to cover exactly N unit squares in this
way.
[5 marks]

Investigation
Suppose instead we have rectangles of a single size 3 × n, for some positive integer n ≥ 6.
Placing them on the grid as above, what is the largest integer N for which it is not possible to
cover exactly N unit squares?
[4 bonus marks]

The Olympiad program is supported by the Australian Government Department of Industry, Science and
Resources through the Science Competitions: Mathematics and Informatics Olympiads grant opportunity.

© 2024 Australian Mathematics Trust

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Problems | 52
Thursday
Thursday 1212 September2024
September 2024

Australian Intermediate Mathematics Olympiad 2024

Solutions
Solutions
SOLUTIONS

1. We have
2a 224 + 3 × 221 221 (23 + 3) 221 × 11 218
b
= = 3 = 3 = . 1
23 2024 2 × 11 × 23 2 × 11 × 23 23

Hence 23 × 2a = 23b × 218 . Since 2 and 23 are primes and a and b are positive integers, b = 1
and a = 18. Therefore a + b = 19. 1

2. Method 1
Let x, y, z be the side lengths of the triangle with x ≤ y < z. From Pythagoras we have
x2 + y 2 = z 2 , and we are given (xy)/2 = 120. Since xy = 240 = 24 × 3 × 5, the ordered pair
(x, y) is one or more of (1,240), (2,120), (3,80), (4,60), (5,48), (6,40), (8,30), (10,24), (12,20),
(15,16). 1
For the first six pairs, we calculate (y + 1)2 − y 2 = 2y + 1. If that exceeds x2 , then x2 + y 2 is
not a square. For the remaining pairs, we calculate x2 + y 2 and check directly if it is square.
x y 2y + 1 > x2 ? x2 + y 2 square?
1 240 yes No
2 120 yes No
3 80 yes No
4 60 yes No
5 48 yes No
6 40 yes No
x2 + y 2
8 30 964 No
10 24 676 Yes (z = 26)
12 20 544 No
15 16 481 No

Thus the length of the hypotenuse is 26. 1

Comment
We could divide the (x, y) pairs by their highest common factors, giving (1,240), (1,60), (3,80),
(1,15), (5,48), (3,20), (4,15), (5,12), (3,5), (15,16), and then recall that (5,12) is the only pair
in this list that gives a Pythagorean triple.
Alternatively, we could list familiar pythagorean triples until we find one that gives a triangle
of area 120: (3,4,5), (6,8,10), (9,12,15), (12,16,20), (5,12,13), (10,24,26). The last suffices but
is it unique?

1
The Olympiad program is supported by the Australian Government Department of Industry, Science and
Resources through the Science Competitions: Mathematics and Informatics Olympiads grant opportunity.

© 2024 Australian Mathematics Trust

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 53
Thursday 12 September 2024
2024 Solutions
AIMO
Solutions

Method 2
Let x, y, z be the side lengths of the triangle with x ≤ y < z. From Pythagoras we have
x2 + y 2 = z 2 , and we are given xy = 240. So (x + y)2 = z 2 + 480 and (x − y)2 = z 2 − 480. Let
r = x + y. Then 480 = r2 − z 2 = (r + z)(r − z). Since (r + z) − (r − z) = 2z, both factors are
even. Since z 2 ≥ 480, the ordered pair (r − z, r + z) is one or more of (2,140), (4,120), (6,80),
(8,60). 1
For each of the ordered pairs, we calculate z and check if z 2 − 480 is a square.
r−z r+z z z 2 − 480 z 2 − 480 square?
2 140 69 4281 No (between 652 and 662 )
4 120 58 2884 No (between 532 and 542 )
6 80 37 889 No (between 292 and 302 )
8 60 26 196 yes (=142 )

Thus the length of the hypotenuse is 26. 1

3. Quadrilateral ABCD is shown below with the perimeter divided into segments of lengths
a, b, c, d, e, f .

B a E d C

b e
7

A c F f D 1

From the information on perimeter, we know that a + b + c = d + e + f .

From the information on area, we know that 7(c + a)/2 = 7(d + f )/2, hence c + a = d + f .
Therefore e = b = 9. 1
Since ABCD is a trapezium, its area is 7(a + d + c + f )/2.
We are given a + b + c + d + e + f = 60 and we know that b + e = 18.
Hence a + d + c + f = 42 and the area of the ABCD is (7 × 42)/2 = 147 cm2 . 1

© 2024 Australian Mathematics Trust 2 Page 5

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 54
Thursday 12 September 2024
2024 Solutions
AIMO
Solutions

4. Label the dots as shown.

B1
A C

Method 1
There are three types of triangle:
1. ABi C where 2 ≤ i ≤ n: there are n − 1 triangles of this type. 1
2. ABi Bj where 1 ≤ i < j ≤ n: the number of triangles
of this type equals the number of
ways to choose the ordered pair (i, j), namely n2 = 12 n(n − 1).
(Alternatively, there are n − i triangles of this type for each value of i.
So the number of these triangles is (n − 1) + (n − 2) + · · · + 2 + 1 = 21 n(n − 1).) 1
3. CBi Bj , where 1 ≤ i < j ≤ n: the number of triangles of this type is the same as the
number of triangles of type 2, namely 12 n(n − 1).
Therefore the total number of triangles is
1 1
(n − 1) + n(n − 1) + n(n − 1) = (n − 1) + n(n − 1) = (n − 1)(n + 1) = n2 − 1.
2 2
Solving n2 − 1 = 2024, we have n2 = 2025, hence n = 45.
So the number of dots is n + 2 = 47. 1

Method 2
All triples of dots form a triangle except for the bottom three dots and the triples of dots on
the central line. 1
So we have
n+2 n
2024 = − −1
3 3
6 × 2024 = (n + 2)(n + 1)n − n(n − 1)(n − 2) − 6 1
6 × 2025 = n(n2 + 3n + 2) − n(n2 − 3n + 2))
= 6n2
n = 45

Hence the number of dots is n + 2 = 47. 1

© 2024 Australian Mathematics Trust 3 Page 6

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 55
Thursday 12 September 2024
2024 Solutions
AIMO
Solutions

5. Subtract (1) from (2)

124 − 100 = (a + b2 − c) − (a2 + b − c)

24 = a + b2 − c − a2 − b + c
= (b2 − a2 ) + (a − b)
= (b − a)(b + a) − (b − a)
= (b − a)(b + a − 1) 1

Since b + a − 1 is positive, b − a must also be positive.

Moreover, b − a is the smaller factor since (b + a − 1) − (b − a) = 2a − 1 > 0.
So b − a = 1, 2, 3, or 4. 1
If b − a = 4, then b + a − 1 = 6. Adding gives 2b = 11, which is impossible.
If b − a = 3, then b + a − 1 = 8. Adding gives 2b = 12, hence b = 6, a = 3, and
c = 9 + 6 − 100, which is negative.
If b − a = 2, then b + a − 1 = 12. Adding gives 2b = 15, which is impossible.
If b − a = 1, then b + a − 1 = 24. Adding gives 2b = 26, hence b = 13, a = 12, and
c = 144 + 13 − 100 = 57.
Therefore a + b + c = 12 + 13 + 57 = 82. 1
Comment
Since (b − a) + (b + a − 1) = 2b − 1, which is odd, b − a and b + a − 1 have opposite parity.
So the pairs (2, 12) and (4, 6) can be eliminated immediately.

6. Since BP bisects ̸ ABC and BC ∥ AD and △BP C is isosceles, the dotted angles are equal.

B y C
• •
•

78 78

•
A x P 65 D 1

Since BC = AD, y = x + 65.

Method 1
Since triangles BP A and BCP are equiangular, they are similar. 1
Hence 78 x
=
y 78
782 = xy = x(x + 65)
0 = x2 + 5 × 13x − 62 × 132
= (x + 9 × 13)(x − 4 × 13) 1

Since x > 0, x = 4 × 13 = 52. Since △BAP is isosceles, AB = x = 52. 1

© 2024 Australian Mathematics Trust 4 Page 7

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 56
Thursday 12 September 2024
2024 Solutions
AIMO
Solutions

Method 2
Since △BAP is isosceles, AB = x. Since ABCD is a parallelogram, CD = x.
Draw lines through P and C perpendicular to BC and AD as indicated.

y y
B 2 2 C
• •
•

x x
78 78

•
A x P 65 D

Applying Pythagoras’ theorem to the appropriate right-angled triangles gives 1

y y
782 − ( )2 = x2 − (65 − )2
2 2
y
= x2 − 652 − ( )2 + 65y
2
782 = x2 − 652 + 65(x + 65)
0 = x2 + 5 × 13x − 62 × 132
= (x + 9 × 13)(x − 4 × 13) 1

Since x > 0, x = 4 × 13 = 52. So AB = x = 52. 1

7. Consider the following Venn diagram representing the number of people using various combi-
nations of entertainment types A, B, C.

a h

d f
g
b e c
B C

We have b + d + e + g = 50 (1)
b + e + c + h = 61 (2)
a + b + d + h = 13 (3)
d + e + f + g = 74 (4) 1

© 2024 Australian Mathematics Trust 5 Page 8

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Solutions

Method 1
Now N = (d + e + f + g) + a + (b + c + h)
= 74 + a + (61 − e)
= 74 + a + 61 − (50 − b − d − g)
= 85 + a + b + d + g ≥ 85 1

If N = 85, then a = b = d = g = 0. From (1), e = 50. From (3), h = 13.

This implies b + e + c + h ≥ 63, which contradicts (2). So N ≥ 86. 1
If N = 86, then we have 5 equations in 8 variables. To see if these have a solution try letting
a = b = c = 0 and then solving the 5 equations in the remaining 5 variables. Elimination gives
d = 1, e = 49, f = 24, g = 0, h = 12. Since a + b + c + d + e + f + g + h = 86, we have found a
solution which shows that the minimum value of N is 86. 1

Method 2
We find each of d, e, f, h in terms of a, b, c, g.
Calculating (1) + (3) − (2) gives 2d = 2 − a − b + c − g.
Calculating (1) + (2) − (3) gives 2e = 98 + a − b − c − g.
Calculating (4) − (1) gives f = 24 + b.
Calculating (2) + (3) − (1) gives 2h = 24 − a − b − c + g. 1
From this we have
N = a + b + c + g + (d + e + h) + f
= a + b + c + g + (124 − a − 3b − c − g)/2 + 24 + b
= 86 + (a + b + c + g)/2 ≥ 86 1

If a = b = c = g = 0, then d = 1, e = 49, f = 24, h = 12, and N = 86.

Hence the minimum value of N is 86. 1
Comment
Similar calculations show that the maximum value of N is 142.

8. A dyadic squence of length 4 must have the form (a, b, 1 − b, 1 − a) where each of a and b
is 0 or 1. There are 2 choices for a and 2 independent choices for b. So the number of dyadic
sequences of length 4 is 2 × 2 = 4. 1
Hence the number of sequences of length 16 composed of 4 consecutive dyadic sequences of
length 4, is 4 × 4 × 4 × 4 = 256. 1
Of these sequences, those that are dyadic must have the form

(a, b, 1 − b, 1 − a, c, d, 1 − d, 1 − c, c, d, 1 − d, 1 − c, a, b, 1 − b, 1 − a)

where each of a, b, c, d is 0 or 1. So the number of sequences of this type is 2 × 2 × 2 × 2 = 16.

1
So the number of non-dyadic sequences of length 16 that are composed of 4 consecutive dyadic
sequences of length 4, is 256 − 16 = 240. 1

© 2024 Australian Mathematics Trust Page 9

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Thursday 12 September 2024
2024 Solutions
AIMO
Solutions

9. Recall
9. Recall if n if= npm
thatthat 1 m2
1= p2
1 p
1 m2
· 2· · , ·where
· · , where
p1 , pp21,,.p. 2. ,are
. . . distinct
are distinct
primes,
primes,
thenthen
F (n)F (n)
= (m=1(m+ 11)(m
+ 1)(m
2 + 21)+· ·1)
· . · ·From
· . From
this this
we also we alsoknow know
thatthat
F (n)F (n)
is odd
is odd
if and
if and
onlyonly
if n ifis na is a
square.
square.
TheTheonlyonly
integers
integers
withwith
3 factors
3 factors
are are
squares
squares
of primes.
of primes.
Therefore,
Therefore,
as Fas(FF(n))
(F (n))
= 3,=we3, have
we have
= p2= for
F (n)F (n) p2 some
for some
prime
prime
number
number
p. In
p. addition,
In addition,
the the
onlyonly
integers
integers
withwith
7 factors
7 factors
are are
sixthsixth
powers
powers
of primes.
of primes.
Since
Since
F (FF(6n))
(F (6n))
= 7,=we7, have
we have
F (6n) = q 6=for
F (6n) q 6 some
for some
primeprime
number
number
q. q. 1 1

Method
Method
1 1
2 2
Since
Since = p2=, we
F (n)F (n) p2 , have n =ntp=−1
we have −1
tp where
where
t is tprime, or nor=nrp−1
is prime, = rp−1
× sp−1
× sp−1
where
where
r and
r and
s ares are
primes.
primes. 1 1
2 2 2 2
1. If1.n If= ntp=−1
CaseCase −1
tp, then
, then × 23 × 3tp×−1
6n =6n2 = tp. −1
.
2 2 2
If t If
= t2 =or23,orthen
3, then
6n would
6n would 2 × 2(p× +
havehave (p 1)+factors.
1) factors.
ThisThis
means 2 × 2(p×
means (p21)+=1)q 6=, hence
+ q 6 , hence
2 2 5 5 2 2
q = q2.=So 2. pSo+p1 + = 12 =and
2 and
p =p 31,= which
31, whichis impossible.
is impossible.
̸= t2 ̸=
If t If and t ̸= t3,̸=then
2 and 3, then
6n would
6n would 2 × 2 × 2p2×factors.
havehave p2 factors.
ThisThis
means 2 × 2 × 2p2×=p2q 6=, hence
means q 6 , hence
2 24 4
q = q2.=So 2. pSo=p 2 =and 2 and
p = p4,=which
4, which
is also
is also
impossible.
impossible. 1 1
2. If2.n If= nrp−1
CaseCase = rp−1
× sp−1
× s,p−1
then
, then × 23 × 3rp−1
6n =6n2 = × rp−1
× sp−1
× s.p−1 .
2 2
̸= r2 ̸=
If r If and s ̸= s3,̸=then
2 and 3, then
6n would
6n would
havehave2 × 2 × 2p × p ×= p(2p)
= (2p)factors.
factors.
ThisThismeans 22 p222=p2q 6=, q 6 ,
means
3 3
hencehence
2p =2pq =, which
q , which
is impossible.
is impossible.
If r If
= r2 = and s ̸= s3,̸=then
2 and 3, then × 32p××2sp p−1
6n =6n3 = × s.p−1
This
. This
means
means = pq 6=, hence
2 × 2(p×+(p1)+×1)p × q 6 , hence
q = q2.=So 2. So
(p +(p1)+×1)p × = p32,
= which
32, which
is impossible.
is impossible.
̸= r2 ̸=
If r If and
2 and
s = s3,=then
3, then
we obtain
we obtain
the the
samesame contradiction.
contradiction. 1 1
Therefore
Therefore
r = r2 =and 2 and
s = s3 =and3 and
6n =6n2p=×2p3p×. 3This
p
. This
means
means 2
(p +(p1)+ 1)2q 6=and
= q 6 and = 1q 3=. qIf3 .q If q
p + p1 +
3 3
is odd,
is odd,
thenthen
p is peven.
is even.
ThisThis
meansmeans
p = p2,=hence
2, hence
q =q 3,=which
3, which
is impossible.
is impossible.Therefore
Therefore q = q2,= 2,
p = p7,=n7,= n26=×236 6× 36 , and
, and F (n)F = ×7×
(n)7 = = 749.
= 49. 1 1

Method
Method
2 2
Since
Since
n and
n and
6n cannot
6n cannot
bothboth
be squares,
be squares,
at least
at least
one one
of Fof(n)F (n)
and and
F (FF(6n))
(F (6n))
mustmust
be even.
be even.
Therefore
Therefore
p = p2 =
or2qor
= q2.= 2. 1 1
If p If
= p2,=then
2, then
F (n)F =(n)4.=Hence
4. Hencen =nr3=, where
r3 , where
r is rprime,
is prime,
or nor=nst,= where
st, where
s and s and
t aret distinct
are distinct
3
primes
primeswithwith
s < st.<So t. 6n
So is6none
is one (r3̸=(r2,̸=3),2, 23),
of 6rof 6r × 234×, 3 4×
, 324×, 6st
24 , 6st
(s ̸=(s2,̸=t 2,
̸= t3), × 232×s 32 s
̸= 23),
2 2 2 22 2 6 66 6
(s ̸=(s2),
̸= 32),
× 32 × 2 t̸=(t3),
t (t ̸= 23),×23 × . 3Hence
. Hence
F (6n) ≤ 16.
F (6n) ≤ 16.
ThisThis
contradicts
contradictsq ≥q 2 ≥=2 64. = 64.
Therefore
Therefore
p is podd.
is odd.
So qSo = q2 =and
2 and
F (6n)F (6n)
= 64. = 64. 1 1
If n Ifhas
n has
a prime
a prime
factor
factor
thatthat
is neither
is neither
2 nor 2 nor
3, then
3, then
the the
greatest
greatest
common
common divisordivisor
of Fof
(n)F (n)
and and
F (6n)
F (6n)
wouldwould
be greater
be greater
thanthan
1. This
1. This
is impossible
is impossible
sincesince
the the
onlyonly
prime prime
factor factor
of Fof
(n)F (n)
is p,is p,
whichwhich
is odd,
is odd,
and and
the the
onlyonly
primeprime
factor
factor
of Fof
(6n)
F (6n)
is 2.isTherefore n = n2a=3b2.a 3b .
2. Therefore 1 1
So FSo
(n)F =
(n)(a=+(a 1)(b + 1)+=1)p2=and
+ 1)(b p2 and
F (6n)
F (6n)
= (a=+(a 2)(b
+ 2)(b
+ 2)+=2)64. = 64.
From From
the the
second
second
equation,
equation,
the the
pairpair
(a, b)(a,isb)one
is one
or more
or more
of (0,
of 30),
(0, 30),
(2, 14),
(2, 14),
(6, 6),
(6,(14,
6), (14,
2), (30,
2), (30,
0). 0).
Of these,
Of these,
onlyonly
(6, 6)
(6,satisfies
6) satisfies
the the the
firstfirst
equation.
equation.
Hence
HenceF (n)F =
(n)49.
= 49. 1 1

© 2024 Australian Mathematics Trust 7 7 Page 10

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Thursday 12 September 2024
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AIMO
Solutions

10. We place 5 × 7 rectangles with their length horizontal. Starting with one rectangle in each case,
we produce five infinite families of coverings:

1. By overlaying the original rectangle with one shifted right 2 units, we cover precisely 45
unit squares; then adding rectangles shifted to the right, we can cover 45 + 5k unit squares
for any k ≥ 0. These are all the numbers from 45 that have a remainder of 0 when divided
by 5.
2. By overlaying the original rectangle with one shifted both right 1 unit and up 1 unit,
we cover precisely 46 unit squares; then adding rectangles shifted to the right, we can
cover 46 + 5k unit squares for any k ≥ 0. These are all the numbers from 46 that have a
remainder of 1 when divided by 5. 1
3. By overlaying the original rectangle with one shifted right 1 unit and another shifted up
1 unit, we cover precisely 47 unit squares; then adding rectangles shifted to the right, we
can cover 47 + 5k unit squares for any k ≥ 0. These are all the numbers from 47 that have
a remainder of 2 when divided by 5.
4. By overlaying the original rectangle with one shifted up 1 unit, one shifted right 1 unit,
and one shifted both right 1 unit and up 1 unit, we cover precisely 48 squares; then adding
rectangles shifted to the right, we can cover 48 + 5k unit squares for any k ≥ 0. These are
all the numbers from 48 that have a remainder of 3 when divided by 5. 1
5. By overlaying the original rectangle with one shifted up 2 units, we cover precisely 49 unit
squares; then adding rectangles shifted to the right, we can cover 49 + 5k unit squares for
any k ≥ 0. These are all the numbers from 49 that have a remainder of 4 when divided
by 5.
Each number greater than 44 is in one of these families according to its remainder when divided
by 5. Hence there is a covering of any number of squares greater than 44. We now show that
it is impossible to cover exactly 44 squares. 1
Let us assume that exactly 44 squares can be covered. This requires at least two rectangles.
If they are placed in different orientations, then the number of squares covered by both is at
most 5 × 5 = 25. Hence, the total number of covered squares is at least 35 + 35 − 25 = 45,
a contradiction. If two rectangles are placed in the same orientation, with one shifted both
horizontally and vertically with respect to the other, then the number of squares covered by both
is at most 4 × 6 = 24. Hence, the total number of covered squares is at least 35 + 35 − 24 = 46,
another contradiction. 1
So, to cover exactly 44 squares, the rectangles must all be horizontal translations of each other
or all are vertical translations of each other. But the number of squares covered in this way
must be a multiple of 5 or 7, a contradiction. Therefore, the largest value of N for which it is
not possible to cover exactly N squares is 44. 1

8
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AIMO
Solutions

Investigation

Method 1
Start with a 3 × n rectangle. We produce three infinite families of coverings:
1. By overlaying the original rectangle with one shifted both across 1 unit and down one unit,
we cover precisely 4n + 2 unit squares; then adding rectangles shifted to the right, we can
cover 4n + 2 + 3k unit squares for any k ≥ 0. These are all the numbers from 4n + 2 that
are congruent to n + 2 modulo 3.
2. By overlaying the original rectangle with one shifted down 1 unit and one shifted across 1
unit, we cover precisely 4n + 3 unit squares; then adding rectangles shifted to the right, we
can cover 4n + 3 + 3k unit squares for any k ≥ 0. These are all the numbers from 4n + 3
that are congruent to n modulo 3.
3. By overlaying the original rectangle one shifted down 1 unit, one shifted across 1 unit, and
one shifted both across 1 and down 1 unit, we cover precisely 4(n + 1) = 4n + 4 squares;
then adding rectangles shifted to the right, we can cover 4n + 4 + 3k unit squares for any
k ≥ 0. These are all the numbers from 4n + 4 that are congruent to n + 1 modulo 3.
1 bonus mark

Since n, n + 1, n + 2 are conguent modulo 3 to 0, 1, 2, in some order for any n, each number
greater than 4n+1 is in one of the families according to its remainder when divided by 3. Hence
there is a covering of any number of squares greater than 4n + 1. In addition, 4n squares are
covered by two overlapping rectangles with one shifted down one unit. Also, if n is conguent to
2 modulo 3, then 4n + 1 is divisible by 3 so 4n + 1 squares can be covered with some rectangles
overlapping horizontally. 1 bonus mark
We now claim that when n ≡ 0 or 1 mod 3, the number of unit squares covered cannot be 4n+1.
Suppose to the contrary that some arrangement of rectangles covers precisely 4n+1 unit squares.
If two rectangles are placed in different orientations, then the number of squares covered by both
is at most 3 × 3 = 9. Hence, the total number of covered squares is at least 3n + 3n − 9 = 6n − 9.
But as n > 5 it follows that 6n − 9 > 4n + 1, a contradiction. Thus all 3 × n rectangles
have the same orientation. If two rectangles are placed in the same orientation, with one
shifted both horizontally and vertically with respect to the other, then the number of squares
covered by both is at most 2(n − 1). Hence, the total number of covered squares is at least
3n + 3n − 2n + 2 = 4n + 2 > 4n + 1, a contradiction. Hence, if rectangles cover exactly
4n + 1 squares, then they must all be horizontal translations of each other or all are vertical
translations of each other. But the number of squares covered in this way must be a multiple
of 3 or n. This is impossible since 4n + 1 ≡ n + 1 ≡ 1 or 2 mod 3 and 4n + 1 ≡ 1 mod n.
1 bonus mark
We next claim that when n ≡ 2 mod 3, the number of unit squares covered cannot be 4n − 1.
Suppose to the contrary that some number of rectangles covers precisely 4n − 1 unit squares.
As above, the retangles must all be horizontal translations of each other or all are vertical
translations of each other, hence the number of squares covered must be a multiple of 3 or n.
This is impossible since 4n − 1 ≡ n − 1 ≡ 1 mod 3 and 4n − 1 ≡ n − 1 mod n.
We conclude that when n ≡ 0 or 1 mod 3 that the largest integer N for which it is not possible
to cover exactly N unit squares is 4n+1, and when n ≡ 2 mod 3, this N is 4n−1. 1 bonus mark

© 2024 Australian Mathematics Trust 9 Page 12

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 61
2024 AIMO
Thursday 12 September 2024
Solutions
Solutions

Method 2
Start with a 3 × n rectangle. We produce four infinite families of converings:
1. By adding rectangles shifted to the right, we can cover 3n + 3k unit squares for any k ≥ 0.
2. By overlaying the original rectangle with one shifted both across 1 unit and down one unit,
we cover precisely 4n + 2 unit squares; then adding rectangles shifted to the right, we can
cover 4n + 2 + 3k unit squares for any k ≥ 0.
3. By overlaying the original rectangle with one shifted down 1 unit, we cover precisely 4n
unit squares; then adding rectangles shifted to the right, we can cover 4n + 3k unit squares
for any k ≥ 0.
4. By overlaying the original rectangle one shifted down 1 unit, one shifted across 1 unit, and
one shifted both across 1 and down 1 unit, we cover precisely 4(n + 1) = 4n + 4 squares;
then adding rectangles shifted to the right, we can cover 4n + 4 + 3k unit squares for any
k ≥ 0. 1 bonus mark

Note that 3n+3k ≡ 0 mod 3, 4n+2+3k ≡ n+2 mod 3, 4n+3k ≡ n mod 3, and 4n+4+3k ≡ n+1
mod 3.
Now we consider the congruence classes of n mod 3 and consider what numbers of unit squares
can be covered in each case.
1. If n ≡ 0 mod 3 then 3n+3k covers all numbers ≡ 0 mod 3 from 3n upwards (including 4n+3
upwards); 4n + 4 + 3k covers all numbers ≡ 1 mod 3 from 4n + 4 upwards; and 4n + 2 + 3k
covers all numbers ≡ 2 mod 3 from 4n + 2 upwards. Thus the above constructions cover
all numbers of squares from 4n + 2 upwards.
2. If n ≡ 1 mod 3 then 3n + 3k covers all numbers ≡ 0 mod 3 from 3n upwards (including
4n + 2 upwards); 4n + 3k covers all numbers ≡ 1 mod 3 from 4n upwards (including 4n + 3
upwards); and 4n + 4 + 3k covers all numbers ≡ 2 mod 3 from 4n + 4 upwards. Thus the
above constructions cover all numbers of squares from 4n + 2 upwards.
3. If n ≡ 2 mod 3 then 3n + 3k covers all numbers ≡ 0 mod 3 from 3n upwards (including
4n + 1 upwards); 4n + 2 + 3k covers all numbers ≡ 1 mod 3 from 4n + 2 upwards; and
4n + 3k covers all numbers ≡ 2 mod 3 from 4n upwards. Thus the above constructions
cover all numbers of squares from 4n upwards. 1 bonus mark

We now claim that when n ≡ 0 or 1 mod 3, the number of unit squares covered cannot be 4n+1.
Suppose to the contrary that some arrangement of rectangles covers precisely 4n+1 unit squares.
If two rectangles are placed in different orientations, then the number of squares covered by both
is at most 3 × 3 = 9. Hence, the total number of covered squares is at least 3n + 3n − 9 = 6n − 9.
But as n > 5 it follows that 6n − 9 > 4n + 1, a contradiction. Thus all 3 × n rectangles
have the same orientation. If two rectangles are placed in the same orientation, with one
shifted both horizontally and vertically with respect to the other, then the number of squares
covered by both is at most 2(n − 1). Hence, the total number of covered squares is at least
3n + 3n − 2n + 2 = 4n + 2 > 4n + 1, a contradiction. Hence, if rectangles cover exactly
4n + 1 squares, then they must all be horizontal translations of each other or all are vertical
translations of each other. But the number of squares covered in this way must be a multiple
of 3 or n. This is impossible since 4n + 1 ≡ n + 1 ≡ 1 or 2 mod 3 and 4n + 1 ≡ 1 mod n.
1 bonus mark
We next claim that when n ≡ 2 mod 3, the number of unit squares covered cannot be 4n − 1.
Suppose to the contrary that some number of rectangles covers precisely 4n − 1 unit squares.
As above, the retangles must all be horizontal translations of each other or all are vertical
translations of each other, hence the number of squares covered must be a multiple of 3 or n.
This is impossible since 4n − 1 ≡ n − 1 ≡ 1 mod 3 and 4n − 1 ≡ n − 1 mod n.
We conclude that when n ≡ 0 or 1 mod 3 that the largest integer N for which it is not possible
to cover exactly N unit squares is 4n+1, and when n ≡ 2 mod 3, this N is 4n−1. 1 bonus mark

The Olympiad program is supported by the Australian Government Department of Industry, Science and
© 2024 Australian Mathematics Trust
10
Resources through the Science Competitions: Mathematics and Informatics Olympiads grant opportunity.
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Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Solutions | 62
2024 Australian Intermediate Mathematics Olympiad
Statistics

Distribution of Awards/School Year

Number of High
School Year Prize Distinction Credit Participation
Students Distinction
8 573 5 25 61 166 316

9 724 8 65 92 212 347

10 725 18 70 114 231 292

Other 456 1 23 39 94 299

All Years 2478 32 183 306 703 1254

Number of Correct Answers for Questions 1 to 8

School Year Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

8 280 410 4 6 370 68 0 0

9 400 539 5 15 479 129 0 0

10 467 548 10 26 450 151 0 0

Other 168 273 2 7 259 43 1 1

All Years 1315 1770 21 54 1558 391 1 1

Mean Score/Question/School Year

School Year Number of Students Q1-8 Q9 Q10 Overall Mean

8 573 8.7 0.3 0.1 9.0

9 724 9.9 0.4 0.2 10.5

10 725 10.9 0.5 0.4 11.7

Other 456 7.1 0.2 0.1 7.4

All Years 2478 9.4 0.4 0.2 9.9

Mathematics Contests The Australian Scene 2024 | 2024 Australian Intermediate Mathematics Olympiad Statistics | 63
Australian Mathematical Olympiad
Training Program
About the Australian Mathematical Olympiad Training Program

The Australian Mathematical Olympiad Committee

In 1980, a group of distinguished mathematicians formed the Australian Mathematical Olympiad
Committee (AMOC) to coordinate an Australian entry in the International Mathematical Olympiad (IMO).
This program has grown and developed over the years, responding to changing academic requirements
of students and community expectations, and is now delivered by a dedicated team of volunteers,
staff and contractors within the AMT’s Performance and Pathways team. The Maths Olympiad program
enables students to expand their understanding of mathematical problem solving, with AMOC members
providing valuable guidance and education.

2024 Australian Mathematical Olympiad Committee

Chair IMO Deputy Team Leader

Dr Norman Do, VIC Miss Michelle Chen, NSW
Deputy Chair EGMO Team Leader
Thanom Shaw, NSW Dr Yiying (Sally) Tsang, VIC
Chief Executive Officer EGMO Deputy Team Leader
Mr Nathan Ford, ACT Miss Grace He, VIC
Mathematician State Directors
Mr Mike Clapper, ACT Dr Greg Gamble, WA
Nhat Hoang, WA Deputy State Director
Chair, Senior Problems Committee
Dr Dzimitry Badziahin, NSW
Dr Ivan Guo, VIC
Mr Andy Tran, NSW Deputy State Director
Chair, Challenge and AIMO Mr Michael Bammann, SA
Dr Kevin McAvaney, VIC Dr Chris Wetherell, ACT
Director of Training
Dr Angelo Di Pasquale, VIC
IMO Team Leader
Mr Hadyn Tang, ACT

Mathematics Contests The Australian Scene 2024 | Australian Mathematical Olympiad Training Program | 65
The AMOC Senior Problems Committee
The Senior Problems Committee’s (SPC) role is the development, collection and moderation of
problems for senior and exceptionally gifted intermediate and junior secondary school students.
Each year the SPC provides examination papers for the AMOC Senior Contest and the Australian
Mathematical Olympiad. In addition, the SPC curates problems that are submitted for consideration to
the annual Asian Pacific Mathematics Olympiad, the European Girls’ Mathematical Olympiad and the
International Mathematical Olympiad.

2024 AMOC Senior Problems Committee

• Dr Ivan Guo (Chair), VIC • Mr Andrew Elvey Price, VIC

• Mr Mike Clapper, VIC • Dr Chaitanya Rao, VIC
• Miss Michelle Chen, VIC • Ms Thanom Shaw, NSW
• Dr Alice Devillers, WA • Mr Hadyn Tang, ACT
• Dr Angelo Di Pasquale, VIC • Dr Ian Wanless, VIC
• Dr Norman Do, VIC • Dr Chris Wetherell, ACT
• Dr Kevin McAvaney, VIC • Mr Sampson Wong, NSW
• Dr Daniel Mathews, VIC • Dr Yiying (Sally) Tsang, VIC
• Ms Dana Ma, VIC

Mathematics Contests The Australian Scene 2024 | Australian Mathematical Olympiad Training Program | 66
Summaries of Contests for the Australian Mathematical
Olympiad Training Program

2024 Australian Mathematical Olympiad

The Australian Mathematical Olympiad (AMO) consists of two papers of four questions worth seven
points each. It was sat on 6 and 7 February by 201 participants, including 14 from New Zealand. A
total of 24 students obtained Gold certificates, 31 students obtained Silver certificates and 53 students
obtained Bronze certificates. Of the remaining students, 24 received an Honourable Mention.

2024 Asian Pacific Mathematics Olympiad

In March students from nations around the Asia-Pacific region were invited to sit the 36th Asian Pacific
Mathematics Olympiad (APMO). The APMO consists of one paper of five questions worth seven
points each. Of the top ten Australian students who participated, there were seven Bronze and three
Honourable Mention certificates awarded. Australia placed 16th out of 39 participating countries.

2024 European Girls' Mathematical Olympiad

The 13th EGMO was hosted by Tskaltubo, Georgia. The EGMO consists of two papers of three
questions worth seven points each. They were attempted by teams of four students from 53 countries
on 13 and 14 April, with Australia placing 2nd. The results for Australia were four Gold medals.

2024 International Mathematical Olympiad

The 65th IMO was hosted by Bath, United Kingdom. The IMO consists of two papers of three questions
worth seven points each. They were attempted by teams of six students from 108 countries on 16 and
17 July, with Australia placing 38th. The results for Australia were one Gold, one Silver and two Bronze
medals, and two Honourable Mentions.

2024 AMOC Senior Contest

The AMOC Senior Contest (ASC) consists of one paper of five questions worth seven points each. It
was sat on 20 August by 127 students. A total of 12 students obtained Gold certificates, 19 students
obtained Silver certificates and 33 students obtained Bronze certificates. Of the remaining students,
43 received an Honourable Mention.

Mathematics Contests The Australian Scene 2024 | Summaries of Contests for the AMO Training Program | 67
Timetable for Selection of the Teams to the 2024 EGMO
and IMO
Each year, results from the Australian Mathematics Competition, the Maths for Young Australians
program, and other smaller mathematics competitions across the country, help identify hundreds of
gifted young Australian school students. A network of dedicated mathematicians and teachers has
been organised to support these students throughout the year, either by correspondence programs
or by special teaching sessions run in each state. These programs are known to the respective AMOC
State Directors.
These students are among others who sit the Australian Intermediate Mathematical Olympiad in
September, or who are invited to sit the AMOC Senior Contest in August. The outstanding students in
these contests, programs and other competitions are then identified and invited to attend the AMOC
School of Excellence which is held in November/December annually. The AMOC School of Excellence
selects four students plus one reserve for the European Girls’ Mathematical Olympiad, held in April
annually.
In February, approximately 140 students are invited to sit the Australian Mathematical Olympiad.
Approximately 20 students are then invited to represent Australia in the corresponding Asian Pacific
Mathematics Olympiad (APMO) in March. Approximately 65 students are invited to attend the AMOC
Selection School which is held in March/April annually, just prior to EGMO. The AMOC Selection
School selects six students plus one reserve to represent Australia at the International Mathematical
Olympiad, held in July annually. A mentor program for the Australian teams, plus other students from
the Maths Olympiad program, operates prior to EGMO and IMO.
The Maths Olympiad program is not meant to develop only future mathematicians. Overseas experience
has shown that many choose to work in the fields of engineering, computing, the physical and life
sciences while others will study law or go into the business world. We hope that the The program will
help students to think logically, creatively, deeply and with dedication and perseverance; that is, it will
prepare these talented students to be future leaders of Australia.

Month Activity
August • Outstanding students are identified from AMC results, MYA, other
competitions and recommendations, and eligible students from
previous training programs
• AMOC State Directors recommend students to participate in the Maths
Olympiad program, including students to sit contests.
• Various state-based programs
• AMOC Senior Contest
September • Australian Intermediate Mathematics Olympiad
• AMOC School of Excellence
November/December
• EGMO Team Selection
January • Summer Correspondence Program for those who attended the School
of Excellence
• EGMO Training Program begins

February • Australian Mathematical Olympiad

March • Asian Pacific Mathematics Olympiad
• AMOC Selection School
April • IMO Team Selection
• 2024 EGMO in Tskaltubo, Georgia
May • Mentor program for those who attended the 2024 Selection School
June • Australian Olympiad Teams Announcement (AOTA)
• Mentor program for those who attended the 2024 Selection School
July • 2024 IMO in Bath, United Kingdom

Mathematics Contests The Australian Scene 2024 | Timetable for Selection of the Teams to the 2024 EGMO and IMO | 68
Australia's Achievements at EGMO
Year City Country Gold Silver Bronze HM Rank
2018 Florence Italy 1 2 1 20 out of 52 teams

2019 Kyiv Ukraine 2 2 14 out of 49 teams

2020 Egmond aan Zee Netherlands 1 1 1 12 out of 53 teams

2021 Kutaisi Georgia 1 2 12 out of 54 teams

2022 Edger (hyprid) Hungary 4 3 out of 57 teams

2023 Portoroz Slovenia 3 1 3 out of 54 teams

2024 Tskaltubo Georgia 4 2 out of 54 teams

Australia's Achievements at IMO

Year City Country Gold Silver Bronze HM Rank
1981 Washington DC USA 1 23 out of 27 teams
1982 Budapest Hungary 1 21 out of 30 teams
1983 Paris France 1 2 19 out of 32 teams
1984 Prague Czechoslovakia 1 2 15 out of 34 teams
1985 Joutsa Finland 1 1 2 11 out of 38 teams
1986 Warsaw Poland 5 15 out of 37 teams
1987 Havana Cuba 3 15 out of 42 teams
1988 Canberra Australia 1 1 1 17 out of 49 teams
1989 Braunschweig Germany 2 2 22 out of 50 teams
1990 Beijing People's Republic 2 4 15 out of 54 teams
of China
1991 Sigtuna Sweden 3 2 20 out of 56 teams
1992 Moscow Russia 1 1 2 1 19 out of 56 teams
1993 Istanbul Turkey 1 2 3 13 out of 73 teams
1994 Hong Kong Hong Kong 2 3 3 12 out of 69 teams
1995 Toronto Canada 1 4 1 21 out of 73 teams
1996 Mumbai India 2 3 23 out of 75 teams
1997 Mar del Plata Argentina 2 3 1 9 out of 82 teams
1998 Taipei Taiwan 4 2 13 out of 76 teams
1999 Bucharest Romania 1 1 3 1 15 out of 81 teams
2000 Taejon Republic of Korea 1 3 1 16 out of 82 teams
2001 Washington DC USA 1 4 25 out of 83 teams
2002 Glasgow Scotland 1 2 1 1 26 out of 84 teams
2003 Tokyo Japan 2 2 2 26 out of 82 teams
2004 Athens Greece 1 1 2 1 27 out of 85 teams
2005 Merida Mexico 6 25 out of 91 teams

Mathematics Contests The Australian Scene 2024 | Timetable for Selection of the Teams to the 2024 EGMO and IMO | 69
Year City Country Gold Silver Bronze HM Rank
2006 Ljubljana Slovenia 3 2 1 26 out of 90 teams
2007 Hanoi Vietnam 1 4 1 22 out of 93 teams
2008 Madrid Spain 5 1 19 out of 97 teams
2009 Bremen Germany 2 1 2 1 23 out of 104 teams
2010 Astana Kazakhstan 1 3 1 1 15 out of 96 teams
2011 Amsterdam Netherlands 3 3 25 out of 101 teams
2012 Mar del Plata Argentina 2 4 27 out of 100 teams
2013 Santa Marta Colombia 1 2 3 15 out of 97 teams
2014 Cape Town South Africa 1 3 2 11 out of 101 teams
2015 Chiang Mai Thailand 2 4 6 out of 104 teams
2016 Hong Kong Hong Kong 2 4 25 out of 109 teams
2017 Rio de Janeiro Brazil 3 2 1 34 out of 111 teams
2018 Cluj–Napoca Romania 2 3 1 11 out of 109 teams
2019 Bath United Kingdom 2 1 3 18 out of 112 teams
2020 St Petersburg Russia 2 3 1 8 out of 105 teams
2021 St Petersburg Russia 2 2 1 1 18 out of 107 teams
2022 Oslo Norway 1 4 1 29 out of 104 teams
2023 Chiba Japan 1 2 2 1 23 out of 112 teams
2024 Bath United Kingdom 1 1 2 2 38 out of 108 teams

Mathematics Contests The Australian Scene 2024 | Timetable for Selection of the Teams to the 2024 EGMO and IMO | 70
Support for the Australian Mathematical Olympiad
Training Program

AMT’s Mathematical Olympiad programs are supported by the Australian Government Department
of Industry, Science and Resources through the Science Competitions: Mathematics and Informatics
Olympiads grant opportunity. They are also supported by Optiver, the Trust's National Sponsor of
the Australian Informatics and Mathematical Olympiads. We thank all of our partners for their valued
support and encouragement.

Mathematics Contests The Australian Scene 2024 | Support for the Australian Mathematical Olympiad Training Program | 71
2023 AMOC School of Excellence
The 2023 AMOC School of Excellence was held 25 November-3 December. It was a hybrid event
with the Senior stream attending in person at Newman College, The University of Melbourne. The
Intermediate and Junior streams were held online using the Zoom platform. The main qualifying exams
for this School are the AIMO and the AMOC Senior Contest.
A total of 95 students from around Australia plus one student from New Zealand attended the School.
The breakdown of the Australian students into the three streams were as follows.

Stream Female Male Total

Senior 10 12 22
Intermediate 6 18 24
Junior 11 38 49
Total 27 68 95

The main purposes of the School are to:

• select the team of four for the following year's EGMO from among the Senior group
• train students in all groups for possible future selection in an EGMO or IMO team.
In addition to preparing students for possible selection in an Australian mathematical Olympiad team,
the program helps all to develop their mathematical abilities, make new friends and enjoy the company
of other like-minded people.
The program covered the four major areas of number theory, geometry, combinatorics and algebra.
It included lectures, exams and a couple of teams events.
Three highly experienced Senior students were invited to give one Senior lecture each. Not only does
the entire class benefit, but the process of preparing to teach also benefits the teacher. The student
lecture assignments were as follows.

William Cheah Sequences

Cloris Xu Functional Equations
Iris Xu Integer Functions

They all did an excellent job! I note that Cloris and Iris both went on to win Bronze medals, and William
a Silver medal at the 2024 IMO.
Many thanks to Adrian Agisilaou, Ross Atkins, Andres Buritica, Matthew Cheah, Michelle Chen, Xiaohan
Chen, Xiaoyu Chen, Eunsu Choi, Yong See Foo, Ivan Guo, Natalie Guo, Grace He, Charles Li, Jongmin
Lim, David Lumsden, Dana Ma, Sizhe Pan, Preet Patel, Kim Ramchen, Zian Shang, Thanom Shaw, Hadyn
Tang, Andy Tran, Christopher Tran, Sally Tsang, Haibing Wang, Tony Wu, Grace Yuan and Harry Zhang,
who assisted in lecturing and marking.

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | 2023 AMOC School of Excellence | 72
Participants at the 2023 AMOC School of Excellence
Name Year School State
Senior
Alexander Artemov 10 Scotch College VIC
Joel Bariss 11 Perth Modern School WA
Hugo Chang 10 Melbourne Grammar School VIC
William Cheah 9 Scotch College VIC
Dawn Chen 11 St Cuthbert's College NZ
Inez Crosby 11 North Sydney Girls High School NSW
Matilda Grant 10 A B Paterson College QLD
Elizabeth Lau 8 Home Schooled VIC
Amber Li 9 Pymble Ladies' College NSW
Jingni Liao 11 Knox Grammar School NSW
Jason Miao 11 Knox Grammar School NSW
Laura (Xiangyue) Nan 10 Fintona Girls' School VIC
Jayden Pan 9 Shore School NSW
Alex Qiu 11 James Ruse Agricultural High School NSW
Marco Shen 9 The Scots College NSW
Olivia (Yihan) Sun 8 Lauriston Girls' School VIC
Justin Tran 10 Sydney Grammar School NSW
Liah (Zizhen) Wu 11 Presbyterian Ladies' College VIC
Polar Xiong 10 North Sydney Boys High School NSW
Cloris Xu 11 Baulkham Hills High School NSW
Iris Xu 11 Baulkham Hills High School NSW
Zihui Zhang 10 Clayfield College QLD
Joseph Zhu 8 Varsity College QLD
Intermediate
Jaskeerat Arora 9 Baulkham Hills High School NSW
Jeremy Arulampalam 9 Glenunga International High School SA
Mengze Cao 10 Seymour College Senior School SA
Amelia Chen 10 St Catherine's School VIC
Ivy Gao 9 James Ruse Agricultural High School NSW
Eamon Jia 10 Newington College NSW
Rhianna Kho 9 James Ruse Agricultural High School NSW

Annabel Li 8 Queenwood School For Girls NSW

Grace Li 10 The Mac.Robertson Girls' High School VIC
Joshua Li 9 Sydney Boys High School NSW
Eason Liang 9 Mansfield State High School QLD
William Liu 10 The King's School NSW
Alex Ma 8 Sydney Grammar School NSW
Hugo Ni 8 Newington College – Senior Campus NSW
Rayden Oliveiro 9 Perth Modern School WA
Brendan Plover 9 Penleigh and Essendon Grammar School VIC

Mathematics Contests The Australian Scene 2024 | 2023 AMOC School of Excellence | 73
Name Year School State
Chris Qiu 10 Trinity Grammar School VIC
Tanish Sarathy 10 Sydney Boys High School NSW
Peter Shan 10 James Ruse Agricultural High School NSW
Tao Wong 7 St Peter's College SA
Ryan (Zhuopeng) Yang 8 Scotch College VIC
Richard Yu 9 James Ruse Agricultural High School NSW
Arthur Zhao 9 Sydney Grammar School NSW
Lucas Zhu 10 The Scots College NSW
Junior
Anya Bath-Samarakoon 4 Abs Home School VIC
Fred Budiman 9 Melbourne High School VIC
Oscar Cheung 6 Canberra Grammar School ACT
Rebecca Deng 8 Methodist Ladies' College VIC
Yulin Deng 9 James Ruse Agricultural High School NSW
Gavin Dissanayake 8 James Ruse Agricultural High School NSW
Forrest Fu 6 MathsInside Studio VIC
Jun Gardiner 7 Scotch College VIC
Aris Gu 8 Camberwell Grammar School VIC
Cai Wen Guo 8 Pymble Ladies' College NSW
Zitong Hao 8 Baulkham Hills High School NSW
Ethan Hartono 8 Glen Waverley Secondary College VIC
Gregory Hor 7 Glenunga International High School SA
Bright Hu 8 Knox Grammar School NSW
Aaron Huang 9 Sydney Boys High School NSW
Angela Huang 8 Perth Modern School WA
Eugene Jeung 9 Brisbane Boys' College QLD
Carlos (Haoyang) Jin 9 Christ Church Grammar School WA
Alex Li 9 Sydney Grammar School NSW
Elena Li 9 North Sydney Girls High School NSW
Kaixin Li 9 Carey Baptist Grammar School VIC
Chen Liang 9 St Aloysius Catholic College TAS
Shengrui Liu 9 Chatswood High School NSW
Tim Luo 9 The Scots College NSW
Windsor Tao Ma 6 Caulfield Grammar School - Wheelers Hill VIC
Adam Nelson 9 All Saints' College WA
Christine Ou 6 Dr Jin Education NSW
Theodore Sanuri 9 North Sydney Boys High School NSW
Andy (Tinghao) Shan 9 James Ruse Agricultural High School NSW
Lillian Shen 8 Meriden School NSW
Melvin Tang 9 The Hills Grammar School NSW
Alisa Wang 9 Brisbane Girls Grammar School QLD

Mathematics Contests The Australian Scene 2024 | 2023 AMOC School of Excellence | 74
Name Year School State
Anbo Wang 8 Brighton Grammar School VIC
Qile Wang 7 Scotch College VIC
Zheyao Wei 7 Quantum Education VIC
Cameron Wong 8 Scotch College VIC
Lenis Wu 8 James Ruse Agricultural High School NSW
Ryan Wu 8 Knox Grammar School NSW
Megan Xiao 8 James Ruse Agricultural High School NSW
Aiden Yan 7 Scotch College VIC
Jay Yang 8 Knox Grammar School NSW
Ryan (Yanqing) Yang 7 Knox Grammar School NSW
Joshua Yao 9 James Ruse Agricultural High School NSW
Catherine Yu 9 Perth Modern School WA
Owen Zhai 9 Brisbane State High School QLD
Leon Zhang 7 Scotch College VIC
Zachary Zhang 9 Melbourne Grammar School VIC
Ray (Xiaorui) Zhuang 8 Scotch College VIC
Michael Zhuo 9 Sydney Boys High School NSW

Mathematics Contests The Australian Scene 2024 | 2023 AMOC School of Excellence | 75
AMO.
2024

2024 Australian Mathematical Olympiad

AUSTRALIAN
MATHEMATICAL
AUSTRALIAN OLYMPIAD OLYMPIAD
MATHEMATICAL
2024

Paper
Day 1
Tuesday 6 February 2024
Time allowed: 4 hours
No calculators are to be used.
Each question is worth seven points.

1. Determine all triples (k, m, n) of positive integers satisfying

k! + m! = k! × n! .

(If n is a positive integer, then n! = 1 × 2 × 3 × · · · × (n − 1) × n.)

2. Let ABCD be a cyclic quadrilateral. Point P is on line CB such that CP = CA

and B lies between C and P . Point Q is on line CD such that CQ = CA and D lies
between C and Q.
Prove that the incentre of triangle ABD lies on line P Q.
(The incentre of a triangle is the point where its angle bisectors intersect.)

3. Let a1 , a2 , . . . , an be positive real numbers, where n ≥ 2. For each permutation

(b1 , b2 , . . . , bn ) of (a1 , a2 , . . . , an ), define its score to be

b21 b22 b2
+ + · · · + n−1 .
b2 b3 bn

Show that there exist two permutations of (a1 , a2 , . . . , an ) whose scores differ by at
least 3|a1 − an |.

4. Consider a 2024 × 2024 grid of unit squares. Two distinct unit squares are adjacent
if they share a common side. Each unit square is to be coloured either black or white.
Such a colouring is called evenish if every unit square in the grid is adjacent to an
even number of black unit squares.
Determine the number of evenish colourings.

This program is supported by the Australian Government

Department of Industry, Science and Resources through the Science
Competitions: Mathematics and Informatics Olympiads grant opportunity.

© 2024 Australian Mathematics Trust

Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Paper | 76
AMO.
2024
AUSTRALIAN
MATHEMATICAL
AUSTRALIAN OLYMPIAD OLYMPIAD
MATHEMATICAL
2024

Day 2
Wednesday 7 February 2024
Time allowed: 4 hours
No calculators are to be used.
Each question is worth seven points.

5. The sequence of positive integers a1 , a2 , . . . , a2025 is defined as follows:

a1 = 22024 + 1
for each n = 1, 2, . . . , 2024, define an+1 to be the largest prime divisor of a2n − 1.

Determine the value of a2024 + a2025 .

6. In a school, there are 1000 students in each year level, from Year 1 to Year 12. The
school has 12 000 lockers, numbered from 1 to 12 000. The school principal requests
that each student is assigned their own locker, so that the following condition is
satisfied:

For every pair of students in the same year level, the difference between
their locker numbers must be divisible by their year-level number.

Can the principal’s request be satisfied?

7. Let ABCD be a square and let P be a point on side AB. The point Q lies outside
the square such that ∠ABQ = ∠ADP and ∠AQB = 90◦ . The point R lies on the
side BC such that ∠BAR = ∠ADQ.
Prove that the lines AR, CQ and DP pass through a common point.

8. Let r = 0.d0 d1 d2 . . . be a real number (written in decimal form) where d0 , d1 , d2 , . . .

is an infinite sequence of digits.
For each integer n ≥ 0, let

en = 10n dn + 10n−1 dn−1 + · · · + 10d1 + d0

be the number formed by writing the digits dn , dn−1 , . . . , d1 , d0 in order from left to
right. (Leading zeros are permitted.)
Suppose that d0 = 6 and, for each integer n ≥ 0, the number en is equal to the
number formed by the rightmost n + 1 digits of e2n .
Prove that r is irrational.

This program is supported by the Australian Government

Department of Industry, Science and Resources through the Science
Competitions: Mathematics and Informatics Olympiads grant opportunity.

© 2024 Australian Mathematics Trust

Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Paper | 77
AUSTRALIAN
2024 MATHEMATICAL
Australian Mathematical Olympiad OLYMPIAD 2024
Solutions
Solutions
© 2024 Australian Mathematics Trust

1. Determine all triples (k, m, n) of positive integers satisfying

k! + m! = k! × n! .

(If n is a positive integer, then n! = 1 × 2 × 3 × · · · × (n − 1) × n.)

Solution
Answer: (r, r, 2) for r ≥ 1, and (r! − 2, r! − 1, r) for r ≥ 3.
The equation is equivalent to
m! = k!(n! − 1).

If n = 1, there are no solutions.

If n = 2, we get m = k which yields the family (r, r, 2).
If n ≥ 3, then m > k.

If m = k + 1, we get k + 1 = n! − 1 which yields the family (r! − 2, r! − 1, r).

If m ≥ k + 2, we get (k + 1)(k + 2) · · · m = n! − 1 which is a contradiction because
LHS is even and RHS is odd.

So we have the two solution families: (r, r, 2) for r ≥ 1 and (r! − 2, r! − 1, r) for r ≥ 3.

1
Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 78
2. Let ABCD be a cyclic quadrilateral. Point P is on line CB such that CP = CA and B
lies between C and P . Point Q is on line CD such that CQ = CA and D lies between C
and Q.
Prove that the incentre of triangle ABD lies on line P Q.
(The incentre of a triangle is the point where its angle bisectors intersect.)

Solution 1
Let I be the incentre of △ABD. It suffices to show that AP BI and AIDQ are cyclic, as
that would imply the required collinearity via

∠QIA + ∠AIP = ∠QDA + ∠ABP = 180◦ .

A B

Q
D

Since △P CA is isosceles and ABCD is cyclic,

1 1
∠AP C = 90◦ − ∠ACP = 90◦ − ∠ADB.
2 2
Using the fact that I is the incentre of △ABD,
1 1
∠AIB = 180◦ − (∠DAB + ∠DBA) = 90◦ + ∠ADB.
2 2
Hence ∠AP C + ∠AIB = 180◦ and AP BI is cyclic. By similar arguments, AIDQ is also
cyclic and the proof is complete.

Solution 2
Let the angle bisector of ∠DAB meet P Q at I. It suffices to prove that IB is the angle
bisector of ∠ABD.

2
Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 79
First, since CP Q is isosceles and ABCD is cyclic,
1 1
∠IAB = ∠DAB = 90◦ − ∠BCD = ∠IP C,
2 2
Hence AIBP is cyclic. Then, since C is the centre of the circle through Q, A and P ,
1 1
∠ABI = ∠AP Q = ∠ACQ = ∠ABD,
2 2
IB is indeed the angle bisector of ∠ABD, as required.
Remark. There’s a another variation of this solution which defines I to be the intersec-
tion of the angle bisector of ∠ADB and P Q. Angle chasing yields AIDQ is cyclic and
hence I is the required incentre.

Solution 3
Let circles AP B and AQD meet again at J. By (the converse of) the pivot theorem
applied to △CP Q and circles AQD, AP B, CBDA, the point J lies on line P Q.
Using circles AJBP , P AQ and ABCD, we have

2∠ABJ = 2∠AP J = 2∠AP Q = ∠ACQ = ∠ACD = ∠ABD.

So BJ bisects ∠ABD. Similarly DJ bisects ∠BDA. So J is the incentre of △ABD.

3
Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 80
3. Let a1 , a2 , . . . , an be positive real numbers, where n ≥ 2. For each permutation (b1 , b2 , . . . , bn )
of (a1 , a2 , . . . , an ), define its score to be

b21 b22 b2
+ + · · · + n−1 .
b2 b3 bn

Show that there exist two permutations of (a1 , a2 , . . . , an ) whose scores differ by at least
3|a1 − an |.

Solution 1
We compare the scores of the decreasing and increasing permutations. First, reorder the
sequence to b1 ≥ b2 ≥ b3 ≥ · · · ≥ bn . Consider the scores

b21 b22 b2n−1 b2n b2n−1 b22

+ + ··· + and + + ··· + .
b2 b3 bn bn−1 bn−2 b1
Their difference is
b21 b22 b2 b2 (b1 − b2 )(b21 + b1 b2 + b22 ) (bn−1 − bn )(b2n−1 + bn−1 bn + b2n )
− +· · ·+ n−1 − n = +· · ·+ .
b2 b1 bn bn−1 b1 b2 bn−1 bn

Since for positive reals x, y, we have x2 + xy + y 2 ≥ 3xy (which follows from (x − y)2 ≥ 0).
Hence the above difference is at least

3(b1 − b2 ) + 3(b2 − b3 ) + · · · + 3(bn−1 − bn ) = 3(b1 − bn ) ≥ 3|a1 − an |.

Solution 2
We may suppose without loss of generality that a1 ≥ a2 ≥ · · · ≥ an , since this maximises
the value of 3|a1 − an | and we are considering scores over all permutations.
For n = 2, take the permutations (a1 , a2 ) and (a2 , a1 ). The difference between the scores
is then
a21 a22 a31 − a32 a1 a2
− = = (a1 − a2 ) +1+ ≥ 3(a1 − a2 ),
a2 a1 a1 a2 a2 a1
where the inequality follows from the AM-GM inequality.
For n ≥ 3, take the permutations (an , an−1 , . . . , a2 , a1 ) and (a1 , an−1 , . . . , a2 , an ), which
differ only in the first and last terms. Then the difference between the scores for these
permutations is

a21 a22 a2n a22 a21 − a2n 2 1 1
+ − − = + a2 −
an−1 an an−1 a1 an−1 an a1

a1 an a22
= (a1 − an ) + +
an−1 an−1 a1 an
≥ 3(a1 − an ),

where the last inequality follows from the AM-GM inequality and a2 ≥ an−1 . This
completes the solution.

4
Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 81
4. Consider a 2024 × 2024 grid of unit squares. Two distinct unit squares are adjacent if
they share a common side. Each unit square is to be coloured either black or white. Such
a colouring is called evenish if every unit square in the grid is adjacent to an even number
of black unit squares.
Determine the number of evenish colourings.

Solution 1
Answer: 22024
We will prove that the answer for the m × m grid case is 2m .
Given two colourings A and B, we define their “sum” A ⊕ B, a new colouring, in the
following way. In the colouring A ⊕ B, a square is coloured white if and only if it has the
same colour in both A and B. This can also be viewed as a sum in modulo 2. Furthermore,
this sum can be computed for more than two colourings, such as A ⊕ B ⊕ C and so on.
Next, given two evenish colourings A and B, their sum A ⊕ B is also evenish. This is
because, for a fixed square S, the number of black adjacent squares in A ⊕ B corresponds
to the number of parity disagreements between A and B (adjacent to S), which must be
even.
Fix the top row of a colouring. In order for the whole colouring to be evenish, the
colouring of the second row is automatically determined, as every square in the top row
must be adjacent to an even number of black squares. Continuing in this fashion, row by
row, the colouring of the whole grid is automatically determined. The whole colouring is
evenish as long as every square in the bottom row is adjacent to an even number of black
squares. Thus the number of evenish colourings is at most the number of colourings for
the top row, which is 2m .
It remains to show that every colouring of the top row will determine an evenish colouring.
We first construct the case where precisely one square in the top row is coloured black.
This can be done using the following diamond-like pattern.

Note that this construction is symmetric under a rotation of 180◦ , so the adjacency
condition for bottom row is automatically satisfied, just like the top row.
Finally, consider an arbitrary top row colouring C. It can be written as the sum of top row
colourings C1 , C2 , . . ., each with only one black square. From before, each Ci determines
a unique evenish colouring. By summing these evenish colourings, we obtain an evenish
colouring with C as the top row. Therefore, every top row colouring determines a unique
evenish colouring, and the number of evenish colourings must be 2m .
Remark. Interested readers are invited to investigate the case of an m × n grid, which
is much more difficult!

5
Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 82
Solution 2
Call a unit square good if the number of black unit squares adjacent to it is even.
Note that the colours in the top row determine the numbers in the rest of the array row
by row. The only issue is that this doesn’t guarantee that the unit squares in the bottom
row are necessarily good. We will show that they are indeed good.
Let T denote the triangular-like region consisting of all squares that overlap the interior
of triangle ABO where A, B and O are the top-left vertex, top-right vertex and centre of
the 2024 × 2024 grid. The colours of the squares in T are induced by the top row of the
grid. Reflect T successively in lines AO, BO, AO, BO to fill in the colours of the squares
in the rest of the grid while also returning T to exactly where it was at the outset.
All squares not on the main diagonals of the grid are good because they were good in the
original T . And all squares on the main diagonals are also good due to symmetry.

A B

T
O

5. The sequence of positive integers a1 , a2 , . . . , a2025 is defined as follows:

a1 = 22024 + 1
for each n = 1, 2, . . . , 2024, define an+1 to be the largest prime divisor of a2n − 1.

Determine the value of a2024 + a2025 .

Solution We show that {a2024 , a2025 } = {2, 3} and thus the answer is 5.
First observe that if ak = 2 for some k, then from that point on the sequence values
alternate between 2 and 3. We will show that a2024 is equal to either 2 or 3.
If for some n ≤ 2024, an is even and thus equal to 2, then we are done. Thus we may
suppose an is odd (and greater than 3) for n ≤ 2024.
As an is odd, a2n −1 = (an −1)(an +1) = 2×2× (an2−1) × (an2+1) , and an+1 is the maximum of
2, the largest prime divisor of (an2−1) and the largest prime divisor of (an2+1) . In particular,

an + 1
an+1 ≤ .
2

By repeated use of the above inequality we obtain a2 ≤ 22023 + 1, a3 ≤ 22022 + 1 and so

on until we reach a2024 ≤ 21 + 1 = 3.
Hence the value 2 or 3 has been reached at some point in the sequence no later than a2024 ,
forcing the sum of a2024 and a2025 to equal 5.

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Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Solutions | 83
6. In a school, there are 1000 students in each year level, from Year 1 to Year 12. The school
has 12 000 lockers, numbered from 1 to 12 000. The school principal requests that each
student is assigned their own locker, so that the following condition is satisfied:

For every pair of students in the same year level, the difference between their
locker numbers must be divisible by their year-level number.

Can the principal’s request be satisfied?

Solution
The request can be satisfied.
First, the students in Year 12 are assigned the lockers numbered 12, 24, 36, . . . , 12 000 and
the request is clearly satisfied for these students.
There are now 11 000 unassigned lockers remaining. Thus, by the pigeonhole principle,
there are at least 1000 lockers whose numbers are all in the same equivalence class modulo
11. The Year 11 students are assigned these lockers. Because all these locker numbers
have the same remainder modulo 11, the difference of any two is a multiple of 11, and
the request is satisfied for the Year 11 students.
There are now 10 000 unassigned lockers remaining. Thus, there are at least 1000 lockers
whose numbers are all in the same equivalence class modulo 10. The Year 10 students
are assigned these lockers.
The process continues until finally there are precisely 1000 unassigned lockers remaining.
The Year 1 students are assigned these lockers. The request is now satisfied for all
students.

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7. Let ABCD be a square and let P be a point on side AB. The point Q lies outside the
square such that ∠ABQ = ∠ADP and ∠AQB = 90◦ . The point R lies on the side BC
such that ∠BAR = ∠ADQ.
Prove that the lines AR, CQ and DP pass through a common point.

Solution 1
We know ∠ADP = ∠ABQ ⇐⇒ ∠DP A = ∠QAB. Hence DP ∥ AQ, and so DP ⊥ BQ.
Let f denote the 90◦ rotation about the centre of the square that sends A to B. Let
X = f (Q). Thus f (CDAQB) = DABXC. Some consequences of this are:
∠ADQ = ∠BAX, which implies that A, R, and X are collinear.
△AQB ≡ △BXC which implies that Q, B, and X are collinear.
DQ ⊥ AX and QC ⊥ XD

Thus the lines AX, QC, and DP are the altitudes of △DQX, and are therefore concur-
rent. But these are the same as the lines AR, QC, and DP .

P R

Q B X

Solution 2
As in Solution 1, we have DP ⊥ BQ.
Let K denote the foot of the perpendicular from A to DP . Since ∠ADK = ∠ABQ, and
∠DKA = 90◦ = ∠BQA, and DA = BA, it follows that △ADK ≡ △ABQ (AAS).
Let X be the point such that △ABQ ≡ △BCX. An obvious angle consequence is that
Q, B, and X are collinear. Another consequence is that △DAQ ≡ △ABX (SAS) since
DA = AB, AQ = BX, and ∠DAQ = ∠ABX. Hence ∠ADQ = ∠BAX, which implies
that A, R, and X are collinear.
Let L = AX ∩ QC. We are required to show that DK passes through L. Let H be the
foot of the perpendicular from L to BQ. It suffices to show AK = QH.
From △LAQ ∼ △LXC we have
XH XL CX BQ
= = = .
HQ LA AQ AQ

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Adding 1 to both sides yields
BQ + AQ XH + HQ XQ XB + BQ AQ + BQ
= = = = .
AQ HQ HQ HQ HQ
Thus HQ = AQ = AK, as desired.

A K

Q H B X

10
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8. Let r = 0.d0 d1 d2 . . . be a real number (written in decimal form) where d0 , d1 , d2 , . . . is an
infinite sequence of digits.
For each integer n ≥ 0, let

en = 10n dn + 10n−1 dn−1 + · · · + 10d1 + d0

be the number formed by writing the digits dn , dn−1 , . . . , d1 , d0 in order from left to right.
(Leading zeros are permitted.)
Suppose that d0 = 6 and, for each integer n ≥ 0, the number en is equal to the number
formed by the rightmost n + 1 digits of e2n .
Prove that r is irrational.

Solution 1
Since e2n and en have the same rightmost n + 1 digits, their difference is a multiple of 10n .
Thus 10n | en (en − 1). Since en ≡ 6 (mod 10) it follows that en − 1 is odd and en is not
divisible by 5. Therefore we have

en ≡ 0 (mod 2n ) and en ≡ 1 (mod 5n ). (1)

Suppose for the sake of contradiction that 0.d0 d1 d2 . . . is rational so that d0 , d1 , d2 , . . . is

periodic. Hence the sequence has a leading part with r ≥ 0 terms, and then repeating
cycle with p ≥ 1 terms as follows.

d0 , . . . , dr−1 , dr , . . . , dr−1+p , dr+p , . . . , dr−1+2p , . . . , dr+(k−1)p , . . . , dr−1+kp , . . . (2)

A B B B

We will show that this is incompatible with (1).

Let X = dr−1 dr−1 . . . d0 and Y = dr−1+p dr−2+p . . . dr . For each positive integer k we
consider er−1+kp . We have
er−1+kp = X + 10r Y + 10r+p Y + · · · + 10r+(k−1)p Y
r+kp
10 − 10r
=X +Y .
10p − 1

Putting this into (1) yields

10r+kp − 10r
X +Y ≡0 (mod 2r−1+kp )
10p − 1
⇐⇒ X(10p − 1) − Y · 10r ≡ 0 (mod 2r−1+kp ) (3)
and
10r+kp − 10r
X +Y ≡1 (mod 5r−1+kp )
10p − 1
⇐⇒ (X − 1)(10p − 1) − Y · 10r ≡ 0 (mod 5r−1+kp ) (4)

Since the LHSs of (3) and (4) are constant and k can be arbitrarily large, this implies
that
X(10p − 1) − Y · 10r = 0 and (X − 1)(10p − 1) − Y · 10r = 0.
Subtracting these last two equations yields 10p − 1 = 0, which is a contradiction as p ≥ 1.

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Solution 2
As in Solution 1, we deduce (1), or en ≡ 0 (mod 2n ) and en ≡ 1 (mod 5n ).
For the sake of contradiction, suppose 0.d0 d1 d2 . . . is rational, so there exist positive
integers N and p such that di = di+p for all i > N . Then for all n > N we have

en+p − 10p en = C

for some C independent of n.

Taking this equation mod 2n+p , since (1) implies en+p ≡ 0 (mod 2n+p ) and 2p en ≡ 0
(mod 2n+p ), we find that

C = en+p − 5p (2p en ) ≡ 0 (mod 2n+p )

for all large n, which implies that C = 0.

Working in mod 5n+p , since (1) implies en+p ≡ 1 (mod 5n+p ) and 5p en ≡ 5p (mod 5n+p ),
we have
0 = C = en+p − 2p (5p en ) ≡ 1 − 10p (mod 5n+p ).
But this is a contradiction since p > 0. Therefore 0.d0 d1 d2 . . . is irrational.

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2024 Australian Mathematical Olympiad
Awards – Australian Students Only

Name Year School State

Perfect Score and Gold
William Cheah 10 Scotch College VIC
Gold
Joel Bariss 12 Perth Modern School WA
Max Beckmann 12 St Joseph's College Gregory Terrace QLD
Carlos (Haoyang) Jin 10 Christ Church Grammar Senior School WA
Amber Li 10 Pymble Ladies' College NSW
Jingni Liao 12 Knox Grammar School NSW
Kevin (Hangzhi) Liu 8 Scotch College VIC
Laura (Xiangyue) Nan 11 Fintona Girls' School VIC
Qiyang Ning 11 James Ruse Agricultural High School NSW
Alex Qiu 12 James Ruse Agricultural High School NSW
Olivia (Yihan) Sun 9 Lauriston Girls' School VIC
Ben Szabo-Virag 12 Mountain Creek State High School QLD
Justin Tran 11 Sydney Grammar School NSW
Tao Wong 8 St Peter's College SA
Cloris Xu 12 Baulkham Hills High School NSW
Iris Xu 12 Baulkham Hills High School NSW
Eason Yang 11 Trinity Grammar School VIC
Ethan Yap 12 Perth Modern School WA
Zihui Zhang 11 Clayfield College QLD
Arthur Zhao 10 Sydney Grammar School NSW
Joseph Zhu 9 Varsity College QLD
Silver
Siddharth Arora 11 Queensland Academy for Science, Mathematics and QLD
Technology
Max Campbell 12 Shenton College WA
Liam Celinski 10 North Sydney Boys High School NSW
George Chen 11 James Ruse Agricultural High School NSW
Inez Crosby 12 North Sydney Girls High School NSW
Elizabeth Lau 9 Home Schooled VIC
Jiamu Li 12 Scotch College VIC
Adrian Lin 12 Scotch College VIC
William Liu 11 The King's School NSW
Alex Ma 9 Sydney Grammar School NSW
Ivan Neduzhyi 12 Kardinia International College VIC
Rayden Oliveiro 10 Perth Modern School WA
Jayden Pan 10 Shore School NSW
Romel Perera 10 Taroona High School TAS
Kathryn Petersen 12 Brisbane Girls' Grammar School QLD

Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Awards – Australian Students Only | 89
Name Year School State
Atharva Sathe 12 Perth Modern School WA
Marco Shen 10 The Scots College NSW
Andy Wu 12 Christ Church Grammar Senior School WA
Megan Xiao 9 James Ruse Agricultural High School NSW
Polar Xiong 11 North Sydney Boys High School NSW
Evan Yang 9 James Ruse Agricultural High School NSW
Ryan (Yanqing) Yang 8 Knox Grammar School NSW
Ryan (Zhuopeng) Yang 9 Scotch College VIC
Ben Zhang 12 St Joseph's College Gregory Terrace QLD
Leon Zhou 10 James Ruse Agricultural High School NSW
Lucas Zhu 11 The Scots College NSW
Bronze
Anubhav Ammangi 12 Redeemer Baptist School NSW
Jaskeerat Arora 10 Baulkham Hills High School NSW
Alexander Artemov 11 Scotch College VIC
Jeremy Arulampalam 10 Glenunga International High School SA
Hugo Chang 11 Melbourne Grammar School VIC
Adam (Chengyu) Chu 11 Killara High School NSW
Tommy Chu 11 Scotch College VIC
Lachlan Dauth 12 Scotch College WA
Kezhuo (Joshua) Deng 10 Scotch College VIC
Oliver Downing 11 Melbourne High School VIC
Adam El-Fayoumi 12 Willetton Senior High School WA
Matilda Grant 11 A B Paterson College QLD
Zitong Hao 9 James Ruse Agricultural High School NSW
Gregory Hor 8 Glenunga International High School SA
Eugene Jeung 10 Brisbane Boys' College Senior School QLD
Eamon Jia 11 Newington College NSW
William Kempson 11 Christ Church Grammar School WA
Aidan Lim 11 Christ Church Grammar Senior School WA
Matthew Lin 10 Scotch College VIC
Shengrui Liu 10 Chatswood High School NSW
David Lu 11 Sydney Grammar School NSW
Jason Miao 12 Knox Grammar School NSW
Hugo Ni 9 Newington College – Senior Campus NSW
Christine Ou 7 Abbotsleigh NSW
Ethan Peng 8 Trinity Grammar School VIC
Yuxiang Peng 11 Caulfield Grammar School – Caulfield Campus VIC
Brendan Plover 10 Penleigh and Essendon Grammar School VIC
Vinay Raghavan 11 Haileybury – Senior School VIC
Theodore Sanuri 10 North Sydney Boys High School NSW
Tanish Sarathy 11 Sydney Boys High School NSW
Andy (Tinghao) Shan 10 James Ruse Agricultural High School NSW

Mathematics Contests The Australian Scene 2024 | 2024 Australian Mathematical Olympiad Awards – Australian Students Only | 90
Name Year School State
Peter Shan 11 James Ruse Agricultural High School NSW
Lillian Shen 9 Meriden School NSW
Mohijit Singh 11 Baulkham Hills High School NSW
Harrison Su 12 James Ruse Agricultural High School NSW
Anbo Wang 9 Brighton Grammar Senior School VIC
Matthew (Cunmeng)
9 Scotch College VIC
Wang
Nick Wang 12 Geelong Grammar School VIC
Qixuan (Eric) Xia 12 Hale School WA
Jayden Yip 10 Perth Modern School WA
Richard Yu 10 James Ruse Agricultural High School NSW
Victor Yuan 11 James Ruse Agricultural High School NSW
Owen Zhai 10 Brisbane State High School QLD
Anderson Zhao 11 The Scots College NSW
Yitong Zheng 12 Indooroopilly State High School QLD
Dennis Zhou 11 Brisbane Grammar School QLD
Ray (Xiaorui) Zhuang 9 Scotch College VIC
Honourable Mention
Fred Budiman 10 Melbourne High School VIC
Mengze Cao 11 Seymour College Senior School SA
Cindy Chen 10 Queensland Academy for Health Sciences QLD
Beatrice Chong 11 Perth Modern School WA
Forrest Fu 7 Scotch College VIC
Ivy Gao 10 James Ruse Agricultural High School NSW
Aris Gu 9 Camberwell Grammar School VIC
Ethan Hartono 9 Melbourne High School VIC
Bright Hu 9 Knox Grammar School NSW
Aaron Huang 10 Sydney Boys High School NSW
Rhianna Kho 10 James Ruse Agricultural High School NSW
Annabel Li 9 Queenwood School For Girls NSW
Grace Li 11 The Mac.Robertson Girls' High School VIC
Kaixin Li 10 Carey Baptist Grammar School VIC
Disen Liu 11 Sydney Boys High School NSW
Witter Onggara 11 Scotch College VIC
James Sarisky 10 Templestowe College VIC
Austin Song 11 Sydney Grammar School NSW
Floria Sun 10 St Peters Lutheran College QLD
Lenis Wu 9 James Ruse Agricultural High School NSW
Olivia Xu 11 Pymble Ladies' College NSW
Jay Yang 9 Knox Grammar School NSW
Joshua Yao 10 James Ruse Agricultural High School NSW
Zachary Zhang 10 Melbourne Grammar School VIC

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Australian Mathematical Olympiad 2024
Statistics

Score Distribution/Problem

Mark/Problem Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
0 7 84 93 100 22 150 141 184

1 6 15 29 24 6 3 6 12

2 20 13 14 16 24 0 3 0

3 16 3 3 9 17 0 1 0

4 8 2 4 9 17 0 2 1

5 25 2 0 10 10 1 4 1

6 59 2 8 3 19 1 1 1

7 60 80 50 30 86 46 43 2

Average 5.1 3.2 2.4 2 4.7 1.7 1.7 0.2

The average total score was 20.9 out of the maximum possible of 56.
Cuts for Gold, Silver and Bronze awards were 41, 30 and 17, respectively.1

1
AMO awards are given approximately as follows:
• Gold: top 10%.
• Silver: top 25%.
• Bronze: top 50%
• Honourable Mentions are awarded to those who get full marks for at least one problem, but who miss out on a Gold, Silver or
Bronze award.

Mathematics Contests The Australian Scene 2024 | Australian Mathematical Olympiad 2024 Statistics | 92
2024 Asian Pacific Mathematics Olympiad

Paper XXXVI Asian Pacific Mathematics Olympiad

March, 2024

Time allowed: 4 hours Each problem is worth 7 points

The contest problems are to be kept confidential until they are posted on the official APMO
website http: // apmo-official. org . Please do not disclose nor discuss the problems online
until that date. The use of calculators is not allowed.

Problem 1. Let ABC be an acute triangle. Let D be a point on side AB and E be a point
on side AC such that lines BC and DE are parallel. Let X be an interior point of BCED.
Suppose rays DX and EX meet side BC at points P and Q, respectively such that both P and
Q lie between B and C. Suppose that the circumcircles of triangles BQX and CP X intersect
at a point Y = X. Prove that points A, X, and Y are collinear.

Problem 2. Consider a 100 × 100 table, and identify the cell in row a and column b, 1 ≤
a, b ≤ 100, with the ordered pair (a, b). Let k be an integer such that 51 ≤ k ≤ 99. A k-knight
is a piece that moves one cell vertically or horizontally and k cells to the other direction; that
is, it moves from (a, b) to (c, d) such that (|a − c|, |b − d|) is either (1, k) or (k, 1). The k-knight
starts at cell (1, 1), and performs several moves. A sequence of moves is a sequence of cells
(x0 , y0 ) = (1, 1), (x1 , y1 ), (x2 , y2 ), . . . , (xn , yn ) such that, for all i = 1, 2, . . . , n, 1 ≤ xi , yi ≤ 100
and the k-knight can move from (xi−1 , yi−1 ) to (xi , yi ). In this case, each cell (xi , yi ) is said to
be reachable. For each k, find L(k), the number of reachable cells.

Problem 3. Let n be a positive integer and a1 , a2 , . . . , an be positive real numbers. Prove

that 2 i
n
1 2 2 1
i
≥ − n.
2 1 + ai 1 + a 1 a 2 . . . an 2
i=1

Problem 4. Prove that for every positive integer t there is a unique permutation
a0 , a1 , . . . , at−1
t+i
of 0, 1, . . . , t − 1 such that, for every 0 ≤ i ≤ t − 1, the binomial coefficient is odd and
2ai
2ai = t + i.

Problem 5. Line intersects sides BC and AD of cyclic quadrilateral ABCD in its interior
points R and S respectively, and intersects ray DC beyond point C at Q, and ray BA beyond
point A at P . Circumcircles of the triangles QCR and QDS intersect at N = Q, while
circumcircles of the triangles P AS and P BR intersect at M = P . Let lines M P and N Q meet
at point X, lines AB and CD meet at point K and lines BC and AD meet at point L. Prove
that point X lies on line KL.

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2024 Asian Pacific Mathematics Olympiad
Solutions APMO 2024 – Problems and Solutions
Problem 1
Let ABC be an acute triangle. Let D be a point on side AB and E be a point on side AC such
that lines BC and DE are parallel. Let X be an interior point of BCED. Suppose rays DX
and EX meet side BC at points P and Q, respectively such that both P and Q lie between B
and C. Suppose that the circumcircles of triangles BQX and CP X intersect at a point Y = X.
Prove that points A, X, and Y are collinear.
Solution 1

Y
Z
D E

B Q Z P C

Let be the radical axis of circles BQX and CP X. Since X and Y are on , it is sufficient to
show that A is on . Let line AX intersect segments BC and DE at Z and Z , respectively.
Then it is sufficient to show that Z is on . By BC DE, we obtain

BZ DZ PZ
= = ,
ZC ZE ZQ
thus BZ · QZ = CZ · P Z, which implies that Z is on .
Solution 2

A
T
S
Y

D E

B Q P C

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Let circle BQX intersect line AB at a point S which is different from B. Then ∠DEX =
∠XQC = ∠BSX, thus S is on circle DEX. Similarly, let circle CP X intersect line AC at a
point T which is different from C. Then T is on circle DEX. The power of A with respect
to the circle DEX is AS · AD = AT · AE. Since AD AB
= AE
AC
, AS · AB = AT · AC. Then A is
in the radical axis of circles BQX and CP X, which implies that three points A, X and Y are
collinear.
Solution 3
Consider the (direct) homothety that takes triangle ADE to triangle ABC, and let Y be the
image of Y under this homothety; in other words, let Y be the intersection of the line parallel
to BY through D and the line parallel to CY through E.

Y
Y

D E

B Q P C

The homothety implies that A, Y , and Y are collinear, and that ∠DY E = ∠BY C. Since
BQXY and CP XY are cyclic,
∠DY E = ∠BY C = ∠BY X + ∠XY C = ∠XQP + ∠XP Q = 180◦ − ∠P XQ = 180◦ − ∠DXE,
which implies that DY EX is cyclic. Therefore
∠DY X = ∠DEX = ∠P QX = ∠BY X,
which, combined with DY BY , implies Y X Y X. This proves that X, Y , and Y are
collinear, which in turn shows that A, X, and Y are collinear.
Marking scheme – Problem 1
All solutions found so far involve three steps: (1) constructing an extra point, (2) using a
geometric fact, and (3) reaching a fact that essentially finishes the problem. The marking
scheme reflects this common structure in the solutions, and should be followed for any solution
that shares this structure.
Step 1 : Constructing and explicitly defining points Z and Z (solution 1), points S and
T (solution 2), or point Y (solution 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 points

Step 2 : Proving that BZ
CZ
= DZ
ZE
= QZ PZ
(solution 1), AS · AD = BT · BE (solution 2), or

DY EX is cyclic (solution 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +2 points
Step 3 : Proving that BZ · QZ = CZ · P Z (solution 1), AS · AB = AT · AC (solution 2),
or Y X Y X (solution 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +2 points
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +1 point
Stating, with or without proof, that DEX and P QX are similar triangles . . . . . . 0 points

2
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Problem 2
Consider a 100 × 100 table, and identify the cell in row a and column b, 1 ≤ a, b ≤ 100, with
the ordered pair (a, b). Let k be an integer such that 51 ≤ k ≤ 99. A k-knight is a piece that
moves one cell vertically or horizontally and k cells to the other direction; that is, it moves from
(a, b) to (c, d) such that (|a − c|, |b − d|) is either (1, k) or (k, 1). The k-knight starts at cell
(1, 1), and performs several moves. A sequence of moves is a sequence of cells (x0 , y0 ) = (1, 1),
(x1 , y1 ), (x2 , y2 ), . . . , (xn , yn ) such that, for all i = 1, 2, . . . , n, 1 ≤ xi , yi ≤ 100 and the k-knight
can move from (xi−1 , yi−1 ) to (xi , yi ). In this case, each cell (xi , yi ) is said to be reachable. For
each k, find L(k), the number of reachable cells.

1002 − (2k − 100)2 if k is even
Answer: L(k) = 1002 −(2k−100)2 .
2
if k is odd

Solution
Cell (x, y) is directly reachable from another cell if and only if x − k ≥ 1 or x + k ≤ 100 or
y−k ≥ 1 or y+k ≤ 100, that is, x ≥ k+1 or x ≤ 100−k or y ≥ k+1 or y ≤ 100−k (∗). Therefore
the cells (x, y) for which 101 − k ≤ x ≤ k and 101 − k ≤ y ≤ k are unreachable. Let S be this
set of unreachable cells in this square, namely the square of cells (x, y), 101 − k ≤ x, y ≤ k.
If condition (∗) is valid for both (x, y) and (x ± 2, y ± 2) then one can move from (x, y) to
(x ± 2, y ± 2), if they are both in the table, with two moves: either x ≤ 50 or x ≥ 51; the
same is true for y. In the first case, move (x, y) → (x + k, y ± 1) → (x, y ± 2) or (x, y) →
(x ± 1, y + k) → (x ± 2, y). In the second case, move (x, y) → (x − k, y ± 1) → (x, y ± 2) or
(x, y) → (x ± 1, y − k) → (x ± 2, y).
Hence if the table is colored in two colors like a chessboard, if k ≤ 50, cells with the same
color as (1, 1) are reachable. Moreover, if k is even, every other move changes the color of
the occupied cell, and all cells are potentially reachable; otherwise, only cells with the same
color as (1, 1) can be visited. Therefore, if k is even then the reachable cells consists of all
cells except the center square defined by 101 − k ≤ x ≤ k and 101 − k ≤ y ≤ k, that is,
L(k) = 1002 − (2k − 100)2 ; if k is odd, then only half of the cells are reachable: the ones with
the same color as (1, 1), and L(k) = 12 (1002 − (2k − 100)2 ).

Marking scheme – Problem 2

Showing that all cells in S are unreachable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 points

If k is odd, after coloring the cells, proving that cells with opposite colors from (1, 1) are
unreachable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +1 point

– Only coloring the cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 points

Proving that one can move from (x, y) to (x ± 2, y ± 2) if (x ± 2, y ± 2) ∈

/ S . . +2 points

Concluding that all other cells are reachable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +1 point

Computation of L(k). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +1 point

3
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Problem 3
Let n be a positive integer and a1 , a2 , . . . , an be positive real numbers. Prove that

n 2i
1 2 2 1
i
≥ − n
.
i=1
2 1 + ai 1 + a1 a 2 . . . an 2

Solution
We first prove the following lemma:
Lemma 1. For k positive integer and x, y > 0,
2 k 2k 2k−1
2 2 2
+ ≥2 .
1+x 1+y 1 + xy
The proof goes by induction. For k = 1, we have
2 2
2 2 2
+ ≥2 ,
1+x 1+y 1 + xy
which reduces to
xy(x − y)2 + (xy − 1)2 ≥ 0.
2k−1 2k−1
2 2 2 2 2
For k > 1, by the inequality 2(A +B ) ≥ (A+B) applied at A = and B = 1+x 1+y
followed by the induction hypothesis
2 k 2 k 2k−1 2k−1 2
2 2 2 2
2 + ≥ +
1+x 1+y 1+x 1+y
2k−2 2 2k−1
2 2
≥ 2 =4 ,
1 + xy 1 + xy

from which the lemma follows.

The problem now can be deduced from summing the following applications of the lemma,
multiplied by the appropriate factor:
2n 2n 2n−1
1 2 1 2 1 2
+ n ≥
2n 1 + an 2 1+1 2n−1 1 + an · 1
2n−1 2n−1 2n−2
1 2 1 2 1 2
+ n−1 ≥
2n−1 1 + an−1 2 1 + an 2n−2 1 + an−1 an
2n−2 2n−2 2n−3
1 2 1 2 1 2
+ n−2 ≥
2n−2 1 + an−2 2 1 + an−1 an 2n−3 1 + an−2 an−1 an
···
2 k 2 k 2k−1
1 2 1 2 1 2
k
+ k ≥
2 1 + ak 2 1 + ak+1 . . . an−1 an 2k−1 1 + ak . . . an−2 an−1 an
···
2 2
1 2 1 2 2
+ ≥ .
2 1 + a1 2 1 + a2 . . . an−1 an 1 + a1 . . . an−2 an−1 an

Comment: Equality occurs if and only if a1 = a2 = · · · = an = 1.

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Comment: The main motivation for the lemma is trying to “telescope” the sum

1 n 2 i
1 2
+ ,
2n i=1 2i 1 + ai

that is,
2 2n−1 2n 2n
1 2 1 2 1 2 1 2
+ ··· + + n + n
2 1 + a1 2n−1 1 + an−1 2 1 + an 2 1+1

to obtain an expression larger than or equal to

2
.
1 + a1 a2 . . . an
It seems reasonable to obtain a inequality that can be applied from right to left, decreases the
exponent of the factor 1/2k by 1, and multiplies the variables in the denominator. Given that,
the lemma is quite natural:
2 k 2 k 2i−1
1 2 1 2 1 2
+ k ≥ ,
2k 1+x 2 1+y 2k−1 1 + xy
or 2 k 2k 2k−1
2 2 2
+ ≥2 .
1+x 1+y 1 + xy

Marking scheme – Problem 3

Proof of the lemma or an equivalent result (namely, the step that binds the chain of
inequalities that solves the problem) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (total) 4 points

– Only conjecturing the lemma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 points

– Base case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 points
– Induction step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +2 points

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +3 points

Observation: The 3 points from the conclusion may be awarded independently from the first
4 marks. For instance, if the student conjectures the lemma, do not prove it, but correctly
applies the lemma to finish the problem, they are awarded at least 3 points for the conclusion
(they may also earn 2 additional points, for instance, from performing the induction step but
failing to prove the base case.)

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Problem 4
Prove that for every positive integer t there is a unique permutation
a
0 , a1 , . . . , at−1 of 0, 1, . . . , t−
t+i
1 such that, for every 0 ≤ i ≤ t − 1, the binomial coefficient is odd and 2ai = t + i.
2ai
Solution
We constantly make use of Kummer’s theorem which, in particular, implies that nk is odd if
and only if k and n − k have ones in different positions in binary. In other words, if S(x) is the
set ofpositions of the digits 1 of x in binary (in which the digit multiplied by 2i is in position
i), nk is odd if and only if S(k) ⊆ S(n). Moreover, if we set k < n, S(k) is a proper subset of
S(n), that is, |S(k)| < |S(n)|.
We start with a lemma that guides us how the permutation should be set.

Lemma 1.
t−1
t−1

|S(t + i)| = t + |S(2i)|.
i=0 i=0

The proof is just realizing that S(2i) = {1+x, x ∈ S(i)} and S(2i+1) = {0}∪{1+x, x ∈ S(i)},
because 2i in binary is i followed by a zero and 2i + 1 in binary is i followed by a one. Therefore
t−1
2t−1
t−1
t−1
t−1
t−1

|S(t + i)| = |S(i)| − |S(i)| = |S(2i)| + |S(2i + 1)| − |S(i)|
i=0 i=0 i=0 i=0 i=0 i=0
t−1
t−1
t−1
t−1
t−1

= |S(i)| + (1 + |S(i)|) − |S(i)| = t + |S(i)| = t + |S(2i)|.
i=0 i=0 i=0 i=0 i=0

The lemma has an immediate corollary: since t + i > 2ai and t+i 2ai
is odd for all i, 0 ≤ i ≤ t − 1,
S(2ai ) ⊂ S(t + i) with |S(2ai )| ≤ |S(t + i)| − 1. Since the sum of |S(2ai )| is t less than the sum
of |S(t + i)|, and there are t values of i, equality must occur, that is, |S(2ai )| = |S(t + i)| − 1,
which in conjunction with S(2ai ) ⊂ S(t+i) means that t+i−2ai = 2ki for every i, 0 ≤ i ≤ t−1,
ki ∈ S(t + i) (more precisely, {ki } = S(t + i) \ S(2ai ).)
In particular, for t + i odd, this means that t + i − 2ai = 1, because the only odd power of 2 is
1. Then ai = t+i−12
for t + i odd, which takes up all the numbers greater than or equal to t−1 2
.
Now we need to distribute the numbers that are smaller than t−1 2
(call these numbers small ).
t+i t+i
If t + i is even then by Lucas’ Theorem 2ai ≡ ai (mod 2), so we pair numbers from t/2
2

to t − 1 (call these numbers big) with the small numbers.

Say that a set A is paired with another set B whenever |A| = |B| and there exists a bijection
π : A → B such that S(a) ⊂ S(π(a)) and |S(a)| = |S(π(a))| − 1; we also say that a and π(a) are
paired. We prove by induction in t that At = {0, 1, 2, . . . , t/2 − 1} (the set of small numbers)
and Bt = {t/2, . . . , t − 2, t − 1} (the set of big numbers) can be uniquely paired.
The claim is immediate for t = 1 and t = 2. For t > 2, there is exactly one power of two in Bt ,
since t/2 ≤ 2a < t ⇐⇒ a = log2 (t/2). Let 2a be this power of two. Then, since 2a ≥ t/2, no
number in At has a one in position a in binary. Since for every number x, 2a ≤ x < t, a ∈ S(x)
and a ∈ / S(y) for all y ∈ At , x can only be paired with x − 2a , since S(x) needs to be stripped
of exactly one position. This takes cares of x ∈ Bt , 2a ≤ x < t, and y ∈ At , 0 ≤ y < t − 2a .
Now we need to pair the numbers from A = {t − 2a , t − 2a + 1, . . . , t/2 − 1} ⊂ A with the
numbers from B = {t/2, t/2 + 1, . . . , 2a − 1} ⊂ B. In order to pair these t − 2(t − 2a ) =
2a+1 − t < t numbers, we use the induction hypothesis and a bijection between A ∪ B and
B2a+1 −t ∪ A2a+1 −t . Let S = S(2a − 1) = {0, 1, 2, . . . , a − 1}. Then take a pair x, y, x ∈ A2a+1 −t
and y ∈ B2a+1 −t and biject it with 2a − 1 − x ∈ B and 2a − 1 − y ∈ A . In fact,
a+1
2 −t a t t
0≤x≤ −1=2 − − 1 ⇐⇒ ≤ 2a − 1 − x ≤ 2a − 1
2 2 2

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and

2a+1 − t a t a+1 a a t
=2 − ≤y≤2 − t − 1 ⇐⇒ t − 2 ≤ 2 − 1 − y ≤ − 1.
2 2 2

Moreover, S(2a − 1 − x) = S \ S(x) and S(2a − 1 − y) = S \ S(y) are complements with respect
to S, and S(x) ⊂ S(y) and |S(x)| = |S(y)| − 1 implies S(2a − 1 − y) ⊂ S(2a − 1 − x) and
|S(2a − 1 − y)| = |S(2a − 1 − x)| − 1. Therefore a pairing between A and B corresponds to a
pairing between A2a+1 −t and B2a+1 −t . Since the latter pairing is unique, the former pairing is
also unique, and the result follows.
We illustrate the bijection by showing the case t = 23:

A23 = {0, 1, 2, . . . , 10}, B23 = {12, 13, 14, . . . , 22}.

The pairing is
12 13 14 15 16 17 18 19 20 21 22
,
8 9 10 7 0 1 2 3 4 5 6
in which the bijection is between

12 13 14 15 3 2 1 0 5 6 7 8
and → .
8 9 10 7 7 6 5 8 1 2 3 0

Marking scheme – Problem 4

Proving lemma 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 point

Showing that ai = t+i−1

2
if t + i is odd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +1 point

Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (total) 5 points

– Proving that pairing x with x − 2a , 2a ≤ x < t, a = log2 (t/2) is the only possibility
+1 point
– Finding the bijection x → 2a − 1 − x, with complete description of how it pairs the
current case with a previous case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +2 points
– Making the proper induction step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +2 points

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Problem 5
Line intersects sides BC and AD of cyclic quadrilateral ABCD in its interior points R and
S respectively, and intersects ray DC beyond point C at Q, and ray BA beyond point A at P .
Circumcircles of the triangles QCR and QDS intersect at N = Q, while circumcircles of the
triangles P AS and P BR intersect at M = P . Let lines M P and N Q meet at point X, lines
AB and CD meet at point K and lines BC and AD meet at point L. Prove that point X lies
on line KL.
Solution 1
We start with the following lemma.

Lemma 1. Points M, N, P, Q are concyclic.

Point M is the Miquel point of lines AP = AB, P S = , AS = AD, and BR = BC, and point
N is the Miquel point of lines CQ = CD, RC = BC, QR = , and DS = AD. Both points
M and N are on the circumcircle of the triangle determined by the common lines AD, , and
BC, which is LRS.
Then, since quadrilaterals QN RC, P M AS, and ABCD are all cyclic, using directed angles
(modulo 180◦ )

N M P = N M S + SM P = N RS + SAP = N RQ + DAB = N RQ + DCB

= N RQ + QCR = N RQ + QN R = N QR = N QP,

which implies that M N QP is a cyclic quadrilateral.

M
P
T =V
E
A S
B

R
N
QC D

Let E be the Miquel point of ABCD (that is, of lines AB, BC, CD, DA). It is well known
that E lies in the line t connecting the intersections of the opposite lines of ABCD. Let lines
N Q and t meet at T . If T = E, using directed angles, looking at the circumcircles of LAB
(which contains, by definition, E and M ), AP S (which also contains M ), and M N QP ,

T EM = LEM = LAM = SAM = SP M = QP M = QN M = T N M,

that is, T lies in the circumcircle ω of EM N . If T = E, the same computation shows that
LEM = EN M , which means that t is tangent to ω.

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Now let lines M P and t meet at V . An analogous computation shows, by looking at the
circumcircles of LCD (which contains E and N ), CQR, and M N QP , that V lies in ω as well,
and that if V = E then t is tangent to ω.
Therefore, since ω meet t at T , V , and E, either T = V if both T = E and V = E or
T = V = E. At any rate, the intersection of lines M P and N Q lies in t.
Solution 2
Barycentric coordinates are a viable way to solve the problem, but even the solution we have
found had some clever computations. Here is an outline of this solution.
Lemma 2. Denote by powω X the power of point X with respect to circle ω. Let Γ1 and
Γ2 be circles with different centers. Considering ABC as the reference triangle in barycentric
coordinates, the radical axis of Γ1 and Γ2 is given by
(powΓ1 A − powΓ2 A)x + (powΓ1 B − powΓ2 B)y + (powΓ1 C − powΓ2 C)z = 0.
Proof: Let Γi have the equation Γi (x, y, z) = −a2 yz − b2 zx − c2 xy + (x + y + z)(ri x + si y + ti z).
Then powΓi P = Γi (P ). In particular, powΓi A = Γi (1, 0, 0) = ri and, similarly, powΓi B = si
and powΓi C = ti .
Finally, the radical axis is
powΓ1 P = powΓ2 P
⇐⇒ Γ1 (x, y, z) = Γ2 (x, y, z)
⇐⇒ r1 x + s1 y + t1 z = r2 x + s2 y + t2 z
⇐⇒ (powΓ1 A − powΓ2 A)x + (powΓ1 B − powΓ2 B)y + (powΓ1 C − powΓ2 C)z = 0.
We still use the Miquel point E of ABCD. Notice that the problem is equivalent to proving
that lines M P , N Q, and EK are concurrent. The main idea is writing these three lines as
radical axes. In fact, by definition of points M , N , and E:
M P is the radical axis of the circumcircles of P AS and P BR;
N Q is the radical axis of the circumcircles of QCR and QDS;
EK is the radical axis of the circumcircles of KBC and KAD.
Looking at these facts and the diagram, it makes sense to take triangle KQP the reference
triangle. Because of that, we do not really need to draw circles nor even points M and N , as
all powers can be computed directly from points in lines KP , KQ, and P Q.

E
D

C
Q
R

P A B K

The notation will be P Q = a, P K = b, and QK = c. Also, let AK = q, BK = p, CK = r,

and DK = s. Using Menelaus’s theorem one can prove that
as(b − q) ar(b − p) aq(s − c) ap(r − c)
PS = , PR = , SQ = , RQ = .
sb − qc rb − pc sb − qc rb − pc
Now all powers can be computed:

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P AS P BR QCR QDS KBC KAD
Power of K wrt circumcircle of qb pb rc sc 0 0
a2 q(s−c) a2 p(r−c)
Power of Q wrt circumcircle of sb−qc rb−pc
0 0 −c(r − c) −c(s − c)
a2 r(b−p) a2 s(b−q)
Power of P wrt circumcircle of 0 0 rb−pc sb−qc
b(b − p) b(b − q)

One can promptly verify that

a2 q(s − c) a2 p(r − c)
powP AS Q − powP BR Q = − =u
sb − qc rb − pc
a2 s(b − q) a2 r(b − p)
powQDS P − powQCR P = − = −u
sb − qc rb − pc

(one way to do it is just sum fractions with the same denominator to obtain a2 − a2 = 0.)
Applying the lemma, the equations from P M , QN , and EK are

P M : b(q − p)x + uy = 0

QN : c(s − r)x − uz = 0

EK: c(s − r)y + b(q − p)z = 0

Now, if v = b(q − p) and w = c(s − r), it suffices to show that

v u 0

w 0 −u = 0,

0 w v

which is a straightforward computation.

Marking scheme – Problem 5

There is no need to show that the Miquel point E of ABCD lies in line t connecting the
intersections of the opposite lines of ABCD.

No marks should be deduced for diagram dependence in this problem.

Solution 1:

Proof of lemma 1, ie, M, N, P, Q are concyclic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 points

Proving that T lies in the circumcircle of EM N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +4 points

Conclusion (only awarded if all other points are obtained) . . . . . . . . . . . . . . . . . . . . +1 point

Solution 2:

Proof of lemma 2 (expressing radical axes from power of vertices) . . . . . . . . . . . . . . 2 points

Finding all relevant powers to compute the equations of the radical axes (ie, the table in
Solution 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +3 points

Conclusion (only awarded if all other points are obtained) . . . . . . . . . . . . . . . . . . . . +2 point

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2024 APMO Results
A country may enter as many students as they like in the APMO, however only their top 10 results
count as part of their official entry.

Results of Australia at 2024 APMO

Rank Full Name P1 P2 P3 P4 P5 Total Award

1 William Cheah 7 7 0 0 0 14 Bronze

2 Iris Xu 7 7 0 0 0 14 Bronze

3 Joel Bariss 7 7 0 0 0 14 Bronze

4 Zihui Zhang 7 7 0 0 0 14 Bronze

5 Cloris Xu 7 7 0 0 0 14 Bronze

6 Joseph Zhu 7 7 0 0 0 14 Bronze

7 Alex Qiu 7 7 0 0 0 14 Bronze

8 Eason Yang 7 7 0 0 0 14 Honourable Mention

9 Ben Szabo-Virag 7 7 0 0 0 14 Honourable Mention

10 Amber Li 7 7 0 0 0 14 Honourable Mention

The Gold, Silver and Bronze cutoffs for this year were 19, 15 and 13.1
Statistical information found in this report can also be found on the APMO's official website.
www.apmo-official.org

1
APMO rules limit the maximum number of awards each country can achieve to at most one Gold, at most three Gold + Silver,
and at most seven Gold + Silver + Bronze. In cases of equal scores, contestants having the same score must be ranked by their
country's APMO Organising Committee.

Mathematics Contests The Australian Scene 2024 | 2024 APMO Awards | 104
Distribution of Awards at the 2024 APMO

Rank Country Total Gold Silver Bronze HM

1 Republic of Korea 246 1 2 4 3
2 United States of America 223 1 2 4 3
3 Hong Kong 200 1 2 4 3
4 Thailand 177 1 2 4 3
5 Taiwan 171 1 2 4 3
6 Canada 169 1 2 4 3
7 India 166 1 2 4 3
8 Islamic Republic of Iran 161 1 2 4 3
9 Japan 160 1 2 4 3
10 Malaysia 158 1 2 4 3
11 Singapore 153 1 2 4 3
12 Brazil 151 1 2 4 3
13 Peru 147 0 3 4 3
14 Kazakhstan 145 0 3 4 3
15 Saudi Arabia 141 0 2 5 3
16 Australia 140 0 0 7 3
17 Ukraine 139 0 0 7 3
18 Indonesia 139 0 1 6 3
19 Bangladesh 133 0 2 5 3
20 Syria 130 0 0 7 3
21 Kyrgyzstan 127 1 2 3 4
22 Mexico 124 0 0 4 6
23 Uzbekistan 124 0 0 7 3
24 Philippines 123 1 0 4 4
25 Argentina 108 0 2 3 5
26 Morocco 96 0 1 1 7
27 Colombia 84 0 2 1 3
28 New Zealand 81 0 0 3 3
29 Azerbaijan 80 0 0 0 10
30 Costa Rica 57 0 0 1 5
31 Tajikistan 50 0 0 0 5
32 Sri Lanka 49 0 0 1 3
33 Uruguay 46 0 0 1 2
34 El Salvador 38 0 0 0 4
35 Macedonia 31 0 1 0 1
36 Panama 27 0 0 2 0
37 Nicaragua 18 0 0 0 2
38 Bolivia 16 0 0 1 0
39 Trinidad and Tobago 11 0 0 0 0

N.B. Some countries entered less than 10 contestants.

Mathematics Contests The Australian Scene 2024 | 2024 APMO Awards | 105
2024 AMOC Selection School
The 2024 AMOC Selection School was held 1–8 April. It was a hybrid event with the Senior and
Intermediate streams attending in person at Urban Camp, Melbourne. The Junior stream was held
online using the Zoom platform. The qualifying exam was the 2024 AMO.
A total of 63 students from around Australia attended the School. The breakdowns of the students into
the three streams were as follows.

Stream Female Male Total

Senior 7 11 18

Intermediate 4 16 20

Junior 2 23 25

Total 13 50 63

The main purposes of the Selection School are to:

• select the team of six for this year's IMO from among the Senior group
• complete the final training of the already selected team of four for this year's EGMO
• train students in all groups for possible future selection in an EGMO or IMO team.
The routine is similar to that for the AMOC School of Excellence.
Many thanks to Matthew Cheah, Michelle Chen, Eunsu Choi, Grace He, Charles Li , David Lumsden,
Dana Ma, Sizhe Pan, Preet Patel, Zian Shang, Micah Sinclair, Hadyn Tang, Andy Tran, Christopher Tran,
Sally Tsang and Jeremy Yip, who assisted in lecturing and marking.

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Selection School | 106
Participants at the 2024 AMOC Selection School
Name Year School State
Senior
Joel Bariss 12 Perth Modern School WA
William Cheah 10 Scotch College VIC
Elizabeth Lau 9 Home Schooled VIC
Amber Li 10 Pymble Ladies' College NSW
Jingni Liao 12 Knox Grammar School NSW
Kevin (Hangzhi) Liu 8 Scotch College VIC
Laura (Xiangyue) Nan 11 Fintona Girls' School VIC
Qiyang Ning 11 James Ruse Agricultural High School NSW
Alex Qiu 12 James Ruse Agricultural High School NSW
Olivia (Yihan) Sun 9 Lauriston Girls' School VIC
Ben Szabo-Virag 12 Mountain Creek State High School QLD
Justin Tran 11 Sydney Grammar School NSW
Tao Wong 8 St Peter's College SA
Polar Xiong 11 North Sydney Boys High School NSW
Cloris Xu 12 Baulkham Hills High School NSW
Iris Xu 12 Baulkham Hills High School NSW
Zihui Zhang 11 Clayfield College QLD
Joseph Zhu 9 Varsity College QLD
Intermediate
Jeremy Arulampalam 10 Glenunga International High School SA
Liam Celinski 10 North Sydney Boys High School NSW
Kezhuo (Joshua) Deng 10 Scotch College VIC
Ivy Gao 10 James Ruse Agricultural High School NSW
Alex Ma 9 Sydney Grammar School NSW
Hugo Ni 9 Newington College NSW
Rayden Oliveiro 10 Perth Modern School WA
Christine Ou 7 Abbotsleigh NSW
Romel Perera 10 Taroona High School TAS
Theodore Sanuri 10 North Sydney Boys High School NSW
Lillian Shen 9 Meriden School NSW
Marco Shen 10 The Scots College NSW
Matthew (Cunmeng) Wang 9 Scotch College VIC
Megan Xiao 9 James Ruse Agricultural High School NSW
Evan Yang 9 James Ruse Agricultural High School NSW
Ryan (Yanqing) Yang 8 Knox Grammar School NSW
Ryan (Zhuopeng) Yang 9 Scotch College VIC
Arthur Zhao 10 Sydney Grammar School NSW
Leon Zhou 10 James Ruse Agricultural High School NSW
Ray (Xiaorui) Zhuang 9 Scotch College VIC

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Selection School | 107
Name Year School State
Junior
Hercules Chen 9 James Ruse Agricultural High School NSW
Oscar Cheung 7 Canberra Grammar School ACT
Yulin Deng 10 James Ruse Agricultural High School NSW
Gavin Dissanayake 9 James Ruse Agricultural High School NSW
Forrest Fu 7 Scotch College VIC
Aris Gu 9 Camberwell Grammar School VIC
Zitong Hao 9 James Ruse Agricultural High School NSW
Gregory Hor 8 Glenunga International High School SA
Bright Hu 9 Knox Grammar School NSW
Elena Li 10 James Ruse Agricultural High School NSW

Kaixin Li 10 Carey Baptist Grammar School VIC

Shengrui Liu 10 Chatswood High School NSW

Tim Luo 10 The Scots College NSW
Ethan Peng 7 Trinity Grammar School VIC
Daniel Rosina 10 Geelong Grammar School - Timbertop Campus VIC
James Sarisky 10 Templestowe College VIC
Andy (Tinghao) Shan 10 James Ruse Agricultural High School NSW
Anbo Wang 9 Brighton Grammar School VIC
Sandy Wang 9 St Margaret's Berwick Grammar VIC
Lenis Wu 9 James Ruse Agricultural High School NSW
Jay Yang 9 Knox Grammar School NSW
Joshua Yao 10 James Ruse Agricultural High School NSW
Jayden Yip 10 Perth Modern School WA
Owen Zhai 10 Brisbane State High School QLD
Zachary Zhang 10 Melbourne Grammar School VIC

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Selection School | 108
Australia’s 2024 EGMO and IMO teams
The 2024 EGMO team was selected during the 2023 AMOC School of Excellence.
The members of the team were:

Name Year School State

Amber Li 10 Pymble Ladies' College NSW
Laura Nan 11 Fintona Girls' School VIC
Cloris Xu 12 Baulkham Hills High School NSW
Iris Xu 12 Baulkham Hills High School NSW
Reserve
Zihui Zhang 10 Clayfield College QLD

The 2024 IMO team was selected during the 2024 AMOC Selection School.
The members of the team were:

Name Year School State

William Cheah 10 Scotch College VIC
Amber Li 10 Pymble Ladies' College NSW
Laura Nan 11 Fintona Girls' School VIC
Alex Qiu 12 James Ruse Agricultural High School NSW
Cloris Xu 12 Baulkham Hills High School NSW
Iris Xu 12 Baulkham Hills High School NSW
Reserve
Polar Xiong 11 North Sydney Boys High School NSW

Mathematics Contests The Australian Scene 2024 | Australia’s 2024 EGMO and IMO teams | 109
The 2024 European Girls' Mathematical Olympiad

The 13th EGMO, Tskaltubo, Georgia

The 13th European Girls’ Mathematical Olympiad was held in April 2024 in the town of Tskaltubo in
Georgia. It welcomed 212 female participants of school age from 54 countries to compete in a two-day
competition, modelled on the International Mathematical Olympiad, and meet other like-minded young
people who share a love for mathematics.
The Australian EGMO Team has been very successful in recent years, having ranked 3rd in the world
for the last two years running. In 2024 we welcomed three returning Olympians from 2023: Laura Nan
(Year 11, Fintona Girls’ School, VIC), Cloris Xu (Year 12, Baulkham Girls’ High School, NSW) and Iris Xu
(Year 12, Baulkham Girls’ High School, NSW), and our new member Amber Li (Year 10, Pymble Ladies’
College, NSW).

The team getting ready to check in at Melbourne Airport.

Upon arrival in Georgia, we spent the first few days getting over jet lag and exploring the capital,
Tbilisi. We took a walk through some historic areas of the city, and enjoyed trying traditional Georgian
cuisine, including khinkali (large dumplings) and khachapuri (bread filled with cheese). The team
then met up with other EGMO delegations and travelled by bus four hours west to Tskaltubo, which
had been a popular spa resort town in the heyday of the Soviet era, but is now mostly surrounded by
peaceful fields and parkland.
The examination papers for the EGMO contest took place on Saturday 13th and Sunday 14th of April.
As at the IMO, there are six problems in total, with each day’s paper consisting of three problems to be
attempted over 4.5 hours. The problems were selected by a Committee from proposals made earlier
in the year from participating countries, and approved by the Jury (consisting of all participating Team
Leaders) on the day prior to the examinations. On that same day, the Jury also finalise wording for all
the problems, translate them into 39 languages and approve the translations.
The six problems on the 2023 EGMO contest papers may be described as follows:
1. An algebra problem involving numbers on a board, proposed by Slovakia
2. A classical geometry problem, proposed by the United Kingdom
3. A number theory problem regarding divisors of integers, proposed by the Netherlands
4. A combinatorics problem involving counting pairs of integers, proposed by Ukraine
5. An interesting number theory problem written as a functional inequality, proposed by Croatia
6. A very difficult algebra problem involving polynomials, proposed by Luxembourg and Belgium.

Mathematics Contests The Australian Scene 2024 | The 13th European Girls' Mathematical Olympiad | 110
The score distributions by problem number were as follows:

Mark P1 P2 P3 P4 P5 P6
0 22 62 135 67 42 152
1 13 9 13 34 76 48
2 24 6 11 24 29 7
3 42 13 5 7 9 4
4 7 6 7 3 1 0
5 15 11 2 4 3 0
6 23 6 2 3 11 1
7 66 99 37 70 41 0
Mean 4.20 4.09 1.69 3.03 2.51 0.38

The mean score for EGMO 2024 was 15.91 (out of 42), indicating it was a more difficult paper
compared with 2023 (mean score 19.09), but comparable to 2022 (mean score 15.14). The medal
cutoff scores were therefore slightly lower than last year, at 33 points for Gold, 22 for Silver, and 13 for
Bronze. The medal distributions1 were as follows.

Gold Silver Bronze Total

All teams (212 contestants) 25 38 52 115
Official European teams (148 contestants) 12 26 36 74
Proportion from Official European teams 8.1% 17.6% 24.3% 50.0%

Notably, no student received a full mark for Problem 6, so the top score in the contest, achieved by a
student from the USA, was 41 out of 42. The Australian Team performed extremely admirably, again
achieving a clean sweep of gold medals (last achieved in 2022). The team’s excellent and consistent
performance led Australia to achieve its best ever ranking in the EGMO of second place, after the
USA.2
• Amber Li, Year 10, Pymble Ladies’ College, NSW (Gold, ranked equal 6th)
• Xiangyue (Laura) Nan, Year 11, Fintona Girls’ School, VIC (Gold, ranked equal 6th)
• Cloris Xu, Year 12, Baulkham Hills High School, NSW (Gold, ranked equal 2nd)
• Iris Xu, Year 12, Baulkham Hills High School, NSW (Gold, ranked equal 23rd)
The following table shows the Australian EGMO team’s scores in detail.

Name P1 P2 P3 P4 P5 P6 Score Award

Amber Li 7 7 7 7 7 1 36 Gold Medal
Xiangyue (Laura) Nan 7 7 7 7 7 1 36 Gold Medal
Cloris Xu 7 7 7 7 7 3 38 Gold Medal
Iris Xu 7 7 7 7 3 2 33 Gold Medal
Australian Average 7 7 7 7 6 1.17 35.75
EGMO average 4.20 4.09 1.69 3.03 2.51 0.38 15.91

The table below shows the distribution of awards for each country at the 13th EGMO, 2024. The USA
was the top-ranking country, and Ukraine was the top-ranking official European country. This and other
statistical information can also be found on the official website of the EGMO, https://www.egmo.org

1
The total number of medals is approximately half the number of contestants. The numbers of Gold, Silver, and Bronze medals
are in the approximate ratio 1:2:3 and are chosen on the basis of the performances of members of o!cial European teams.
Medals are awarded to participants not on o!cial European teams on the basis of the boundaries set.
2
Countries are ranked each year on the EGMO’s official website according to the sum of the individual student scores from each
country.

Mathematics Contests The Australian Scene 2024 | The 13th European Girls' Mathematical Olympiad | 111
Country Size Total Gold Silver Bronze HM Rank
Albania 4 10 0 0 0 0 50
Algeria 4 19 0 0 0 1 47
Australia 4 143 4 0 0 0 2
Azerbaijan 4 43 0 0 1 2 35
Bangladesh 4 50 0 0 1 3 32
Belarus 4 81 1 1 0 1 19
Belgium 4 18 0 0 0 1 48
Bosnia and Herzegovina 4 61 0 1 1 2 28
Brazil 4 74 0 1 3 0 22
Bulgaria 4 57 0 0 3 0 29
Canada 4 104 0 3 1 0 7
Colombia 4 20 0 0 0 0 45
Croatia 4 87 1 2 0 0 11
Cyprus 4 33 0 0 1 0 40
Czech Republic 4 79 0 1 3 0 21
Denmark 4 38 0 0 1 1 37
Ecuador 2 0 0 0 0 0 54
Estonia 4 14 0 0 0 1 49
Finland 4 66 1 0 1 0 25
France 4 49 0 0 1 1 33
Georgia 4 49 0 1 0 2 33
Georgia B 4 20 0 0 0 0 45
Germany 4 104 1 2 0 0 7
Greece 4 30 0 0 0 1 43
Hungary 4 84 0 2 2 0 14
India 4 87 0 2 2 0 11
Ireland 4 11 0 0 0 0 50
Israel 2 55 1 0 1 0 30
Italy 4 81 0 2 1 1 19
Japan 4 94 0 3 1 0 9
Kazakhstan 4 82 0 2 2 0 17
Kosovo 4 9 0 0 0 0 53
Latvia 4 32 0 0 0 0 42
Lithuania 4 27 0 0 1 1 44
Mexico 4 6 0 0 3 1 27
Mongolia 4 69 0 1 2 0 23
Netherlands 4 53 0 0 3 0 31
North Macedonia 4 41 0 0 1 0 36
Norway 4 10 0 0 0 0 51
People’s Republic of China 4 141 3 1 0 0 3
Poland 4 84 0 3 0 1 14
Republic of Moldova 4 34 0 0 1 1 39
Romania 4 126 2 2 0 0 5
Saudi Arabia 4 33 0 0 1 1 40
Serbia 4 69 0 1 3 0 23

Mathematics Contests The Australian Scene 2024 | The 13th European Girls' Mathematical Olympiad | 112
Country Size Total Gold Silver Bronze HM Rank
Slovakia 4 93 1 1 2 0 10
Slovenia 4 82 0 1 3 0 17
Spain 4 35 0 0 0 3 38
Switzerland 4 66 0 0 3 1 35
Taiwan 4 85 1 1 1 0 13
Turkiye 4 114 2 1 1 0 6
Ukraine 4 131 3 1 0 0 4
United Kingdom 4 83 0 2 1 0 16
United States of America 4 151 4 0 0 0 1
Total (54 teams, 212 contestants) 25 38 52 28

The girls of the Australian 2024 EGMO Team are to be congratulated on their dedication, enthusiasm
and hard work in achieving these record results for their country. In addition, they have broken another
important record: this year, all four EGMO contestants have been selected onto Australia’s six-member
IMO team. (Previously, two girls was the record number on any Australian IMO team.) The team has
truly demonstrated to everyone that, given opportunity and support, girls do have what it takes to
excel in mathematics.
The success of the EGMO trip could not have been possible without the staff team. I would like to
thank Grace He (Deputy Leader), Charles Li and Laura Stewart for their work during the trip, as well as
Angelo Di Pasquale, Dana Ma, Donna Priol and many others who provided training and support behind
the scenes.

Laura, Amber, Cloris and Iris with their medals, and team mascot FLT3 with the
second prize trophy.
This year also marks the end of my time as EGMO Team Leader as I prepare to hand over the baton to
a new generation. I have been extremely privileged to serve as Deputy Team Leader in 2022 and Team
Leader in 2023 and 2024, witnessing these amazing achievements that I could not imagine when I
was a student and IMO team member more than 20 years ago. I congratulate the AMT on the valuable
work it has done in promoting equity for girls and women in mathematics.

Yiying (Sally) Tsang

EGMO Team Leader, Australia

Mathematics Contests The Australian Scene 2024 | The 13th European Girls' Mathematical Olympiad | 113
Paper

Language: English
2024
GEORGIA
E UROPEAN Day: 1
G IRLS’
M ATHEMATICAL
O LYMPIAD

Saturday, April 13, 2024

Problem 1. Two different integers u and v are written on a board. We perform a sequence of steps.
At each step we do one of the following two operations:

(i) If a and b are different integers on the board, then we can write a + b on the board, if it is not
already there.

(ii) If a, b and c are three different integers on the board, and if an integer x satisfies ax2 +bx+c = 0,
then we can write x on the board, if it is not already there.

Determine all pairs of starting numbers (u, v) from which any integer can eventually be written on
the board after a finite sequence of steps.

Problem 2. Let ABC be a triangle with AC > AB, and denote its circumcircle by Ω and incentre
by I. Let its incircle meet sides BC, CA, AB at D, E, F respectively. Let X and Y be two points on
˜ and DE
minor arcs DF ˜ of the incircle, respectively, such that ∠BXD = ∠DY C. Let line XY meet
line BC at K. Let T be the point on Ω such that KT is tangent to Ω and T is on the same side of
line BC as A. Prove that lines T D and AI meet on Ω.

Problem 3. We call a positive integer n peculiar if, for any positive divisor d of n, the integer
d(d + 1) divides n(n + 1). Prove that for any four different peculiar positive integers A, B, C and D,
the following holds:
gcd(A, B, C, D) = 1.
Here gcd(A, B, C, D) is the largest positive integer that divides all of A, B, C and D.

Language: English Time: 4 hours and 30 minutes

Each problem is worth 7 points

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Paper | 114
Language: English
2024
GEORGIA
E UROPEAN Day: 2
G IRLS’
M ATHEMATICAL
O LYMPIAD

Sunday, April 14, 2024

Problem 4. For a sequence a1 < a2 < · · · < an of integers, a pair (ai , aj ) with 1 ≤ i < j ≤ n is
called interesting if there exists a pair (ak , aℓ ) of integers with 1 ≤ k < ℓ ≤ n such that
aℓ − ak
= 2.
aj − ai

For each n ≥ 3, find the largest possible number of interesting pairs in a sequence of length n.

Problem 5. Let N denote the set of positive integers. Find all functions f : N → N such that the
following conditions are true for every pair of positive integers (x, y):

(i) x and f (x) have the same number of positive divisors.

(ii) If x does not divide y and y does not divide x, then

gcd(f (x), f (y)) > f (gcd(x, y)).

Here gcd(m, n) is the largest positive integer that divides both m and n.

Problem 6. Find all positive integers d for which there exists a degree d polynomial P with real
coefficients such that there are at most d different values among P (0), P (1), P (2), . . . , P (d2 − d).

Language: English Time: 4 hours and 30 minutes

Each problem is worth 7 points

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Paper | 115
The 2024 European Girls' Mathematical Olympiad
Solutions
Solutions to the 2024 European Girls’ Mathematical Olympiad

1. Solution (Laura Nan, Year 11, Fintona Girls’ School, VIC. Laura was a Gold Medallist
in the 2024 Australian EGMO team.)
We claim that the only pairs of (u, v) that work are the pairs where max(u, v) > 0,
u, v →= 0 and {u, v} →= {1, ↑1}.
We will prove this with several cases. We will first consider the cases that do not work.
Without loss of generality, let u > v.
Case 1 u ↓ 0
Since v < u ↓ 0, there are initially no positive integers on the board. Consider the
operation that puts the first positive integer x on the board.

• If operation (i) was used then there exist a, b ↓ 0 such that 0 < n = a + b ↓ 0.
Contradiction.
• If operation (ii) was used then we get that for some a, b, c ↓ 0 on the board,
ax2 + bx + c = 0. We know ax2 ↓ 0, bx ↓ 0 and c ↓ 0.
Since min(a, b, c) < max(a, b, c) ↓ 0, one of the above is a strict inequality and we
get ax2 + bx + c < 0. Contradiction.

Case 2 v = 0
Consider the operation that adds the next number on the board.

• We cannot use operation (i), since we get u + v = u and so we get no new number
on the board.
• We cannot use operation (ii), as there are only two numbers on the board.

Hence we cannot add any numbers to the board.

Case 3 u = 1, v = ↑1
We claim that only 0 can be added to the board.
As seen in Case 2, the first operation used must be (i) and so we get 1 + (↑1) = 0 and 0
gets added to the board.
Again from Case 2 we can see that no new numbers can be added to the board using
operation (i).
Now consider the six permutations of ↑1, 0, 1 as coe!cients of a quadratic equation:


 ↑x2 + 1 = 0, x = 1, ↑1





 x2 ↑ 1 = 0, x = 1, ↑1


↑x2 + x = 0, x = 1, 0

 x2 ↑ x = 0, x = 1, 0





 ↑x + 1 = 0, x = 1



x ↑ 1 = 0, x = 1.

So no other number can be added to the board.

In each of the remaining cases, we will see that it is possible for any integer to be eventually
written on the board after a finite sequence of steps. Note that from the previous cases,
we have u > 0 and v →= 0.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 116
Case 4 u > 0, v →= 0 and u + v →= 0
Consider the value of uv . If it is equal to ↑2 or ↑ 13 we take a = v, and b = u. Otherwise
we take a = u, b = v.
a
Note that this means the value of b
→= ↑2 or ↑ 13 .
Now we use operation (i) five times:

• a + b adds a + b to the board.

• (a + b) + a adds 2a + b to the board. (Possible as b →= 0)
• (2a + b) + b adds 2a + 2b to the board. (Possible as a →= 0)
• (2a + 2b) + a adds 3a + 2b to the board. (Possible as a →= ↑2b)
• (3a + 2b) + b adds 3a + 3b to the board. (Possible as 3a →= ↑b)

Note that a + b, 2a + 2b and 3a + 3b being on the board means u + v, 2(u + v) and 3(u + v)
are all on the board. Since u + v →= 0, they must all be distinct.
Next take the quadratic

(u + v)x2 + 3(u + v)x + 2(u + v) = (u + v)(x2 + 3x + 2) = (u + v)(x + 1)(x + 2).

Using operation (ii), on the above quadratic allows us to add ↑1 and ↑2 to the board
if they weren’t already there. Now that ↑1 and ↑2 are on the board, we claim that all
negative numbers can be obtained.
Take the largest negative number n not on the board, note that n ↓ ↑3. Since n is the
largest negative number not on the board, we have n + 1 ↓ ↑2 is on the board. Then
applying operation (i) as n + 1 + (↑1) lets us add n to the board. Repeating this as many
times as we want means all negative numbers can be obtained on the board.
Since u > 0 is on the board, and we have the largest k negative numbers on the board
(where k is arbitrarily large), then ↑u is on the board and taking u + (↑u) adds 0 to the
board.
Finally take the following quadratic

ux2 + 0 ↔ x ↑ ua2 .

Since u > 0, ↑ua2 < 0 is on the board for any a →= 0. Using operation (ii), on the above
quadratic allows us to add any a to the board.
Case 5 u + v = 0, u →= 1
Since u + v = 0, operation (i) adds 0 to the board.
Using operation (ii) on the quadratic ux2 + 0 ↔ x + v means 1 and ↑1 gets added to the
board.
We then obtain all other numbers by following Case 4 using u = u and v = ↑1.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 117
2. Solution 1 (Iris Xu, Year 12, Baulkham Hills High School, NSW. Iris was a Gold
Medallist in the 2024 Australian EGMO team.)
Using the given condition (↭BXD = ↭DY C) and also the alternate segment theorem
(↭XDB = ↭XY D), we have that

↭XBK = ↭BXD + ↭XDB

= ↭DY C + ↭XY D
= ↭XY C
= ↭KY C.

As ↭XKB = ↭CKY , triangles XKB and CKY are similar.

Therefore
KB · KC = KX · KY.

By power of K with respect to ”

KB · KC = KT 2 .

By power of K with respect to the circumcircle of DXY

KX · KY = KD2 .

Therefore
KT 2 = KX · KY = KD2
and so KT = KD.

A
T
E
F Y

X I

K C
B D

Q M

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 118
Therefore

↭KT D = ↭KDT
↭KT B + ↭BT D = ↭T CD + ↭DT C
↭T CB + ↭BT D = ↭T CB + ↭DT C
↭BT D = ↭DT C.

A
T

K B D C

Extend T D to intersect ” at point M . Since ↭BT M = ↭BT D = ↭DT C = ↭M T C, M

is the midpoint of the arc BC not containing A. Since AI is the bisector of ↭BAC, AI
also passes through M . Hence T D and AI meet at M on ”, as required.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 119
Solution 2 (O!cial Solution, by Problem Proposer)
Obtain KT = KD as in solution 1. (Note: this result can also be obtained by showing
that CY XB is cyclic; or sidestepping power of a point by observing that K is the radical
centre of the incircle DEF , the circumcircle ABC and the circle CY XB.)
Now let AI meet ” at M , the midpoint of arc BC not containing A. Let the tangent at
M meet KT at Q. Observe that QM ↗ KD so ↭T KD = ↭T QM and also KT = KD,
QT = QM . Hence ↘T KD ≃ ↘T QM . As T, K and Q are collinear, this means that
T, D, M are collinear so T D and AI meet at M which lies on ”.

A
T
E
F Y

X I

K C
B D

Q M

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 120
3. Solution (Amber Li, Year 10, Pymble Ladies’ College, NSW. Amber was a Gold Medal-
list in the 2024 Australian EGMO team.)
Claim Every peculiar number n can be written in the form p or pq, where p, q are
prime and q = p2 ↑ p ↑ 1.
Proof of claim
Firstly, note that every prime p is peculiar, because 1(1 + 1) and p(p + 1) both divide
p(p + 1).
Suppose a peculiar number n is composite. Let n = kp, where p is the smallest prime
divisor of n, and k is the largest divisor of n (not including n). Now
k(k + 1) | n(n + 1)
⇐ k(k + 1) | kp(kp + 1)
⇐ k + 1 | p(kp + 1)
⇐ k + 1 | p(kp + 1) ↑ p(k + 1)
⇐ k + 1 | pk(p ↑ 1).

Since (k, k + 1) = 1,
k + 1 | p(p ↑ 1). (1)
Hence k < p2 . But all prime factors of k are at least p, so k itself must be prime.
If k = p, then
p(p + 1) | p2 (p2 + 1)
⇐ p + 1 | p(p2 + 1)
⇐ p + 1 | p2 + 1
⇐ p + 1 | p2 + 1 ↑ (p2 ↑ 1)
⇐ p+1|2
which is a contradiction.
Therefore k = q, a prime, and n = pq, where q > p.
From (1), we have q + 1 | p(p ↑ 1). If p does not divide q + 1, then q + 1 | p ↑ 1 which is
impossible as q > p. Thus p | q + 1 and so q = mp ↑ 1 for some integer m ⇒ 2.
Analogously to (1), we also have p + 1 | q(q ↑ 1). Since q > p, if q | p + 1 then the only
option is p = 2, q = 3 but then d = 3, n = 6 does not satisfy the initial condition. Thus
q ⊋ p + 1 and so p + 1 | q ↑ 1. Since q = mp ↑ 1,
p + 1 | mp ↑ 2
⇐ p + 1 | (mp + m) ↑ (mp ↑ 2)
⇐ p+1|m+2
⇐ m+2 ⇒ p+1
⇐ m ⇒ p ↑ 1.

Since q + 1 | p(p + 1), mp ↓ p(p ↑ 1) so m ↓ p ↑ 1. Therefore m = p ↑ 1, and

q = mp ↑ 1 = p2 ↑ p ↑ 1, as desired.
Now consider any prime p and peculiar numbers A, B, C and D. At most one of these
peculiar numbers can be equal to p. At most one other has p as its smaller prime divisor
(i.e. is in the form pq where q = p2 ↑ p ↑ 1). At most one other has p as its larger prime
divisor (i.e. is in the form pq where p = q 2 ↑ q ↑ 1). Hence p can divide at most 3 peculiar
numbers. Therefore gcd(A, B, C, D) = 1, as required.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 121
4. Solution (Found by all members of the Australian EGMO team)

Construction
n→1
Consider the sequence a1 = 0, ai = 2i→1 for i ⇒ 2. It has at least 2
+ 1 interesting
pairs:
n→1
• Whenever 1 ↓ i < j ↓ n ↑ 1, the pair (ai , aj ) is interesting, contributing 2
interesting pairs:
aω →ak 2j →0
– If i = 1, take k = 1 and ω = j + 1: aj →ai
= 2j→1 →0
= 2.
aω →ak 2j →2i
– If i ⇒ 2, take k = i + 1 and ω = j + 1: aj →ai
= 2j→1 →2i→1
= 2.
aω →ak 2n→1 →0
• The pair (an→1 , an ) is interesting – take k = 1, ω = n: aj →ai
= 2n→1 →2n→2
= 2.

Upper bound

It remains to show that every sequence of length n has at most n2 ↑ (n ↑ 2) interesting
pairs, or equivalently, at least n ↑ 2 pairs that are not interesting.
Call a pair (ai , aj ) distant if 1 ↓ i < j ↓ n and aj ↑ ai > 12 (an ↑ a1 ). No distant pairs
(ai , aj ) are interesting since whenever 1 ↓ k < ω ↓ n,
aω ↑ ak an ↑ a1 an ↑ a1
↓ < an →a1 = 2.
aj ↑ ai aj ↑ ai 2

a1 a1 +an an
2

• For each 2 ↓ i ↓ n ↑ 1, consider ai relative to a1 +an

2
:
a1 +an
– If ai < 2
, then (ai , an ) is distant.
a1 +an
– If ai > 2
, then (a1 , ai ) is distant.
a1 +an
– If ai = 2
, this doesn’t generate any additional distant pairs.
a1 +an
Since at most one such ai can be equal to 2
, this gives at least (n ↑ 2) ↑ 1 distant
pairs.
• The pair (a1 , an ) is distant.

Therefore every sequence of length n has at least n ↑ 2 distant pairs, none of which are
interesting.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 122
5. Solution
Answer f (x) = pd(x)→1 , where p is a prime and d(x) is the number of factors of x.
It is easy to see that the above solution satisfies condition (i).
For condition (ii) we have x ⊋ y, y ⊋ x so gcd(x, y) < min(x, y) meaning

gcd(f (x), f (y)) = pmin(d(x),d(y))→1 > pd(gcd(x,y))→1 = f (gcd(x, y))

so condition (ii) is also satisfied.

First it is easy to see that 1 is the only number with one factor, so f (1) = 1.
Consider f (2). Since 2 only has two factors, and only primes have two factors, f (2) = p
for some prime p.
Consider another prime q →= 2, it also has two factors and hence f (q) is prime as well.
Now take condition (ii), 2 does not divide any other primes and no prime q > 2 divides
2, so we get

gcd(f (2), f (q)) > f (gcd(2, q))

gcd(p, f (q)) > f (1) = 1.

Since gcd(p, f (q)) | p, we get gcd(p, f (q)) = 1 or p, combined with the above inequality,
we get gcd(p, f (q)) = p.
Hence p | f (q) and since f (q) is prime we have f (q) = p for any prime q.
We will now finish the proof by inducting in two di#erent ways.

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 123
Alternative Finish 1 (Laura Nan, Year 11, Fintona Girls’ School, VIC. Laura was a
Gold Medallist in the 2024 Australian EGMO team.)
We begin by proving that p | f (x) for all x > 1.
For any x > 1, take a prime q ↑ that doesn’t divide x, clearly x also doesn’t divide q ↑ .
Then from the second condition we have

gcd(f (q ↑ ), f (x)) > gcd(q ↑ , x))

⇐ gcd(p, f (x) > 1
⇐ gcd(p, f (x) = p
⇐ p | f (x)

We will now begin inducting on the number of distinct prime factors n of x.

For the base case, we prove that f (q a→1 ) = pa→1 for all positive integer a and primes q.
First consider prime a. We know d(q a→1 ) = a and so d(f (q a→1 )) = a, since a is prime this
means f (q a→1 ) = ra→1 for some prime r. From above we have that p | f (q a→1 ) and we
have that f (q a→1 ) = pa→1 for all prime a.
Now we consider composite a.
Let r1 and r2 be consecutive primes such that r1 < a ↓ r2 , then from Bertrand’s postulate,
we get r1 < a ↓ r2 < 2r1 .
Now take an arbitrarily large prime s, we have d(q r1 →1 s) = 2r1 . Then since p | f (q r1 →1 s)
we have f (q r1 →1 s) = prr1 →1 , pr1 →1 r or p2r1 →1 for some prime r →= p.
Consider
gcd(f (q r1 →1 s), f (q r2 →1 )) > f (q r1 ↑ 1)
⇐ gcd(f (q r1 →1 s), pr2 →1 ) > pr1 →1
⇐ pr1 | f (q r→1 s)
⇐ f (q r→1 s) = p2r1 →1 .

Then, using condition 2 we get

gcd(f (q r1 →1 s), f (q a→1 )) > f (q r1 →1 )

⇐ gcd(p2r1 →1 , f (q a→1 ) > pr1 →1
⇐ pr1 | f (q a→1 ).

Since r1 + 1 > r1 > a2 , it follows that f (q a→1 ) cannot have any prime factors other than p
as otherwise
d(f (q a→1 )) > (r1 + 1) ↔ 2 > a
which is a contradiction.
So f (q a→1 ) = pa→1 for all a.
This concludes the base cases.
We will now handle the inductive step.
Assume f (x) = pd(x)→1 for all x with k distinct prime factors. Let q and r be primes such
that q | x and r ⊋ x. Note that xq has n = k, xr has n = k + 1 and d(xr) = 2 ↔ d(x).

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 124
Then we have
gcd(f (xq), f (xr)) > f (x)
⇐ gcd(pd(xq)→1 , f (xr)) > pd(x)→1
⇐ pd(x) | f (xr)
⇐ f (xr) = p2d(x)→1 .

We will now prove f (xrm ) = p(m+1)d(x)→1 for all positive integers m via induction on m.
Base case m = 1 is proven above.
Assume f (xrm ) = p(m+1)d(x)→1 for m = l and for all x with k distinct prime factors.
Noting that d(xrl+1 ) = (l + 2)d(x) < (2l + 2)d(x) = 2(l + 1)d(x), we have

gcd(f (xqrl ), f (xrl+1 )) > f (xrl )

⇐ gcd(p(l+1)d(xq)→1 , f (xrl+1 )) > p(l+1)d(x)→1
⇐ p(l+1)d(x) | f (xrl+1 )
l+1 )→1
⇐ f (xrl+1 ) = p(l+2)d(x)→1 = pd(xr .

So induction on m is complete.
Since all integers x with k + 1 distinct prime factors can be written as x↑ rm where x↑ has
k distinct prime factors, r is prime and r ⊋ x↑ .
Then we have that for all integers x with n = k + 1, f (x) = pd(x)→1 and so induction on
k complete.
Hence f (x) = pd(x)→1 for all integers x, where p is any prime.

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Alternative Finish 2 (Cloris Xu, Year 12, Baulkham Hills High School, NSW. Cloris
was a Gold Medallist in the 2024 Australian EGMO team.)
We will use strong induction on the value of d(x).
Base casea d(x) = 1 and d(x) = 2 were proven at the outset.
Assume for all x with d(x) ↓ k we have f (x) = pd(x)→1 . Consider all x with d(x) = k + 1,
we will prove that f (x) = pk .
We separate into two cases:
Case 1 x has at least two prime factors, call them q and r.
Let x = q a rb N , where a, b, N are positive integers, q ⊋ N and r ⊋ N . Without loss of
generality we may assume that a ↓ b.
Consider y = q a→1 rb+1 N . We have

d(y) = a(b + 2)d(N )

= (ab + a + a)d(N )
< (ab + a + b + 1)d(N )
= (a + 1)(b + 1)d(N )
= d(x) = k + 1.

Since d(y) < k + 1, we have f (y) = pd(y)→1 .

Since x ⊋ y, y ⊋ x and d(q a→1 rb N ) = a(b + 1)d(N ) < (a + 1)(b + 1)d(N ) = k + 1, we can
use condition (ii) to get
gcd(f (x), pd(y)→1 ) > f (gcd(x, y))
⇐ gcd(f (x), pd(y)→1 ) > f (q a→1 rb N )
⇐ gcd(f (x), pd(y)→1 ) > pa(b+1)d(N )→1
⇐ pa(b+1)d(N ) | f (x).

Let f (x) = pt ↔ M where p ⊋ M . Then

(a + 1)(b + 1)d(N ) = d(x)

= d(f (x))
= d(M )(t + 1)
⇒ d(M )(a(b + 1)d(N ) + 1)
> d(M )(a(b + 1)d(N )).

Since a, b and d(N ) are all positive, we get

a+1 1
d(M ) < = 1 + ↓ 2.
a a
Hence d(M ) < 2 ⇐ d(M ) = 1.
Hence M = 1, and so f (x) is a pure power of p, and so f (x) = pd(x)→1 = pk .
Case 2 x has only one prime factor, in other words, x = q k where q is a prime.
Suppose k + 1 is prime, then d(f (x)) = d(x) = k + 1. This means f (x) = rk for some
prime r.

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Choosing arbitrarily large prime s, from condition (ii) we have

gcd(f (x), f (s)) > f (gcd(x, s))

⇐ gcd(f (x), p) > f (1) = 1
⇐ gcd(f (x), p) = p
⇐ p | f (x)
⇐ f (x) = pk .

Now suppose that k + 1 is not prime.

Let n be the smallest prime divisor of k + 1 and m = k+1 n
↓ k+1
2
↓ k for all k ⇒ 1, not
that this means m is the largest divisor of k + 1 not including k + 1 itself.
Consider y = q m→1 rn→1 where r is a random prime not equal to q. Note d(y) = mn = k+1.
Then from case 1 of our inductive step we know f (y) = pmn→1 = pk . Using condition (ii),
as x ⊋ y (k > m ↑ 1) and y ⊋ x (r ⊋ x) we get

gcd(f (x), f (y)) > f (gcd(x, y))

⇐ gcd(f (x), pk ) > f (q m→1 )
⇐ gcd(f (x), pk ) > pm→1
⇐ pm | f (x).

Let f (x) = pt N where p ⊋ N . Then we have

k + 1 = d(x)
= d(f (x))
= (t + 1)d(N )
⇒ (m + 1)d(N ).

Since t + 1 divides k + 1 and is bigger than m, the second largest divisor of k + 1, we get
that t + 1 = k + 1 and so t = k.
This means d(N ) = 1 and so N = 1.
Hence f (x) = pk , and the induction is complete.
Therefore f (x) = pd(x)→1 for all integers x, where p is any prime.

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6. Answer Only d = 1, 2 and 3.
Solution 1 (An extension of the presentation of Cloris Xu’s progress to a complete
solution along lines suggested by Liang Xiao, the CHN leader.)
First, we’ll construct examples to show that d = 1, 2 and 3 work.

• For d = 1, take P (x) = x.

• For d = 2, take P (x) = x(x ↑ 1).
• For d = 3, take P (x) = x(x ↑ 4)(x ↑ 5), noting that P (1) = P (2) = P (6) = 12.

Now suppose for a contradiction that d ⇒ 4 and P is a polynomial satisfying the conditions
given in the question.
Since P has degree d, it attains each y-value at most d times. Since there are d(d ↑ 1) + 1
x-values among 0, 1, . . . , d2 ↑ d, it therefore attains precisely d di#erent values among
P (0), P (1), . . . , P (d2 ↑ d). Let these y values be y1 < y2 < · · · < yd , with yi being
attained with multiplicity ni among P (0), P (1), . . . , P (d2 ↑ d).
Moreover, by the pigeonhole principle, some yk is attained exactly nk = d times. If P
attains this yk at ε1 < ε2 < · · · < εd , then we may write P (x) = a(x↑ε1 )(x↑ε2 ) . . . (x↑
εd ) + yk . Note that the scaling constant a and vertical translation don’t a#ect whether P
satisfies the conditions given in the question, so we may assume without loss of generality
that a = 1 and yk = 0. So,

P (x) = (x ↑ ε1 )(x ↑ ε2 ) . . . (x ↑ εd )

with ε1 , ε2 , . . . , εn ⇑ {0, 1, . . . , d2 ↑ d}. Therefore, P is an integer polynomial.

Next, consider a y-value yω →= yk that is attained nω = d or d ↑ 1 times. Then P (x) = yω
has exactly d real roots (with multiplicity). Let these be ϑ1 ↓ ϑ2 ↓ · · · ↓ ϑd . The
polynomial P (x) ↑ yω = (x ↑ ϑ1 )(x ↑ ϑ2 ) . . . (x ↑ ϑd ) has the same coe!cients as P (x),
except for the constant term. So, by Vieta’s formulae4 the following are equal (here, the
ai refer to the coe!cients of P (x)):

ϖ1 := ↑ad→1 = εi = ϑi (†)
i i

ϖ1,1 := ad→2 = εi εj = ϑi ϑj
i<j i<j

ϖ2 := ϖ12 ↑ 2ϖ1,1 = εi2 = ϑi2 (‡)
i i

So, since we know the εi are integers, so is ϖ1 . We also know by assumption that at least
d ↑ 1 of the ϑi are integers, so in fact all d of them are integers. We won’t need this fact,
but will use a similar idea to show the following:
Claim Suppose ni = d. Then ni→1 , ni+1 ↓ d↑2. (For convenience, define n0 = nd+1 = 0.)

4
and using that the degree d of P is at least 3

Mathematics Contests The Australian Scene 2024 | The 2024 European Girls' Mathematical Olympiad – Solutions | 128
y
P (x)

y=1
x
ϑ1 ε1 ε2 ϑ2 ϑ3 ε3 ε4 ϑ4

An example for d = 4.

Proof of claim We’ll show that ni+1 ↓ d ↑ 2. The proof that ni→1 ↓ d ↑ 2 is identical.
Suppose for sake of contradiction that ni+1 = d or d ↑ 1.
Since the εi and ϑi form adjacent level sets, we may pair the εi and ϑi when n = d in
the following manner:
ϑi = εi + (↑1)d→i . (⇓)

When n = d ↑ 1, we can pair all but one pair of the ai s and bj s with each other in this
manner (possibly with mismatching indices), which forces the final pair to also satisfy
this relation by (†). So (⇓) holds in this case, too.
Substituting (⇓) into equation (‡) and cancelling gives

2(εd ↑ εd→1 ) + 2(εd→2 ↑ εd→3 ) + · · · + 2 · (↑1)d→i (ε1 ) + d = 0,

a contradiction since the LHS is positive.

As an easy corollary, the claim instantly gives a contradiction for even d ⇒ 4, since
n2i→1 + n2i ↓ 2(d ↑ 1) which implies n1 + n2 + · · · + nd ↓ d(d ↑ 1) < d2 ↑ d + 1.
So, we now focus on the odd d ⇒ 5 case. Since n1 + n2 + · · · + nd = d2 ↑ d + 1, the claim
implies n1 = n3 = · · · = nd = d, and n2 = n4 = · · · = nd→1 = d ↑ 2.
We’ll do a slightly modified version of the proof of the claim.
Consider the full level sets ε1 , ε2 , . . . , εd satisfying P (εi ) = y1 and ϑ1 , ϑ2 , . . . , ϑd satisfying
P (ϑi ) = y3 .
Note that
ϑi = εi + 2 · (↑1)d→i (ϱ)
for all i, with two exceptions i↓ and i↓↓ which instead satisfy (⇓). By (†), both i↓ and i↓↓
must be odd. Substituting (ϱ) and (⇓) into (‡) gives

4(εd ↑ εd→1 ) + 4(εd→2 ↑ εd→3 ) + · · · + 4(ε3 ↑ ε2 ) + 4ε1 + 4d = 2(εi↑ + εi↑↑ ) + 6.

Since the P (εi ) = y1 are the lowest level set, they satisfy ε2i+1 ↑ ε2i = 1, so the above
simplifies further to
d↑1
4· + 4d = 2(εi↑ + εi↑↑ ) ↑ 4ε1 + 6
2
⇐ (εi↑ ↑ ε1 ) + (εi↑↑ ↑ ε1 ) = 3d ↑ 4.

Note ε5 ↑ ε1 ⇒ 4d ↑ 2 · d→1
2
> 3d ↑ 4, so i↓ and i↓↓ are 1 and 3 in some order. But
ε3 ↑ ε1 ↓ 2d < 3d ↑ 4 since d ⇒ 5, a contradiction.

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Solution 2
As in Solution 1, we list solutions for d = 1, 2 and 3, and establish that when d ⇒ 4,
P takes exactly d distinct values y1 < y2 < · · · < yd at x = 0, 1, . . . , d2 ↑ d and can be
written in the form
P (x) = (x ↑ ε1 )(x ↑ ε2 ) . . . (x ↑ εd )
with ε1 , ε2 , . . . , εn ⇑ {0, 1, . . . , d2 ↑ d}.
Therefore, P has exactly d ↑ 1 local extrema at x = ς1 , ς2 , . . . , ςd→1 dividing R into d
intervals I1 = (↑⇔, ς1 ], I2 = [ς1 , ς2 ], I3 = [ς2 , ς3 ], . . . , Id→1 = [ςd→2 , ςd→1 ], Id = [ςd→1 , ⇔),
with P strictly increasing on Id , Id→2 , . . . and strictly increasing on Id→1 , Id→3 , . . . .
For each 1 ↓ i ↓ d, let the set of relevant x-ordinates in each interval be Ji = Ii ↖
{0, 1, . . . , d2 ↑ d}, each with size mi = |Ji |. Then

m1 + m2 + · · · + md ⇒ d(d ↑ 1) + 1,
(⇓)
mi ↓ d for all i,

so by the pigeonhole principle again there exists some Jω containing exactly mω = d points.

y
P (x)

↔ ↔
I1 I2 I3 I4

An example for d = 4. J2 and J3 both contain 4 points.

Next, we will establish some restrictions on the sizes of the Ji .

For convenience, list the elements of each Ji as Ji = {xi , xi + 1, . . . , xi + mi ↑ 1}. Call
a Ji increasing if the underlying Ii is strictly increasing, and decreasing if Ii is strictly
decreasing. Say Ji is complete if mi = d, and almost complete if mi = d ↑ 1. If Ji is
almost complete, P misses exactly one of y1 , y2 , . . . , yn on Ji . If P misses yj on Ji , say Ji
misses yj .
Lemma 1 There is at most one complete increasing Ji , and at most one complete
decreasing Ji .

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y
P (x)

x
Ia Ib

An example for d = 5.

Proof of Lemma 1 Suppose Ja and Jb are both complete and increasing, so xa →= xb .

Then the polynomial P (x + xb ↑ xa ) ↑ P (x) has degree at most d ↑ 1 yet has at least d
roots – one at each x ⇑ Ja . So it is the zero polynomial. But then the polynomial P is
periodic with period xb ↑ xa , a contradiction. So there is at most one complete increasing
Ji . Similarly, there is at most one complete decreasing Ji .
This is good news, since by (⇓) we know all but at most one Ji are complete or almost
complete. Next, we should examine what happens when Ja and Jb have opposite directions
– that is, one of them is increasing and the other is decreasing.
Say P has a vertical axis of symmetry at x = c if P (x) = P (2c ↑ x).
Lemma 2 Suppose Ja and Jb have opposite directions.
(i) If Ja and Jb are both complete, then P has a vertical axis of symmetry at x =
xa +xb +d→1
2
.
(ii) If Ja is complete and Jb is almost complete, then either d is odd and Jb misses the
middle value y d+1 , or P has a vertical axis of symmetry at x = xa +xb +d→1+ε
2
, where
2
φ ⇑ {0, ↑1} if b > a and φ ⇑ {0, 1} if b < a.

P (x)
x
Ia Ib

An example for d = 5.

Proof of Lemma 2 Let d = 2n if d is even, and d = 2n ↑ 1 if d is odd. If d is

even, then in both (i) and (ii) we may find n consecutive points in Jb . This is also the

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case when d is odd and Jb does not miss the middle value y d+1 . Let these n points be
2
x↑b , x↑b + 1, . . . , x↑b + n ↑ 1. Because Ja is complete and Ja and Jb have opposite directions,
we can find n consecutive points x↑a , x↑a + 1 . . . , x↑b + n ↑ 1 in Ja such that

P (x↑a ) = P (x↑b + n ↑ 1)
P (x↑a + 1) = P (x↑b + n ↑ 2)
..
.
P (xa + n ↑ 1) = P (x↑b ).
↑

Then the polynomial P (x) ↑ P (x↑a + x↑b + n ↑ 1 ↑ x) has 2n roots at x↑a , x↑a + 1, . . . , x↑a +
n ↑ 1, x↑b , x↑b + 1, . . . , x↑b + n ↑ 1. However, it has degree at most d ↑ 1 if d is even (the
leading coe!cients cancel), and degree exactly d if d is odd (the leading coe!cients do
not cancel). In any case, it has degree at most 2n ↑ 1, so must be the zero polynomial.
x↓ +x↓ +n→1
This gives P a vertical axis of symmetry at x = a b2 .
By analysing the n chosen consecutive points, it can be shown that this vertical axis of
symmetry is as claimed in the lemma.
Lemma 2 is useful because of the following fact:
Lemma 3 If d is odd, P cannot have a vertical axis of symmetry. If d is even, P has at
most one vertical axis of symmetry.
Proof of Lemma 3 If d is odd we cannot have P (x) = P (2c ↑ x), since the leading
coe!cients of the LHS and RHS are 1 and ↑1, respectively.
If d is even and P (x) = P (2c1 ↑ x) = P (2c2 ↑ x) with c1 →= c2 , then P (x + 2(c2 ↑ c1 )) =
P (2c2 ↑ (2c1 ↑ x)) = P (2c1 ↑ x) = P (x) so P is periodic with period 2(c2 ↑ c1 ), a
contradiction.
Now suppose d ⇒ 4 is even. By Lemma 1, there are either one or two complete sets Ji .
If there is only one, say Ja , by (⇓) every other set Ji is almost complete. In particular,
there are two almost complete sets Jb and Jc with opposite directions to Ja . If there are
two complete sets Ja and Jb , then by (⇓) there is certainly at least one almost complete
Jc . By Lemma 1, Ja and Jb have opposite directions, so without loss of generality let
Ja have opposite direction to Jb and Jc . In either case, applying Lemma 2 on the pairs
(Ja , Jb ) and (Ja , Jc ) produces two distinct vertical axes of symmetry, a contradiction to
Lemma 3.
Otherwise, d is odd and d ⇒ 5. By Lemma 3, P has no axes of symmetry, so Lemma 2(i)
tells us that there’s a unique complete Ji , say Ja . By (⇓) we know that every other set
Ji is almost complete. So, by Lemma 2(ii), each Ji in the opposite direction to Ja misses
the middle value y d+1 . We’ll now tweak the argument in Lemma 1 slightly to prove:
2

Claim If Ji has the same direction as Ja , then Ji cannot miss P (xa ) unless i = 1.

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y
P (x)

y d+1
2

P (xa )
xa
x
Ii→1 Ii Ia

An example for d = 5.

Proof of Claim If Ji is complete, then i = a, and Ji does not miss P (xa ) = P (xi ) by
definition.
Otherwise, Ji is almost complete, has the same direction as Ja and misses P (xa ) yet i →= 1.
Hence Ji→1 exists, and has opposite direction to Ji . It therefore has opposite direction to
Ja and misses y d+1 →= P (xa ) ⇑ {y1 , yd }. In particular, it does not miss P (xa ), which is its
2
final y-value. But then P (xi ↑ 1) = P (xa ), and the polynomial P (x + xi ↑ 1 ↑ xa ) ↑ P (x)
has degree at most d ↑ 1 yet has at least d roots – one at each x ⇑ Ja . So P is periodic,
a contradiction.
This proves that Ji cannot miss P (xa ) unless i = 1.

y
P (x)

y d+1
2

P (xa )
xa
x
Ia Ib Ib+1 Ic Ic+1

An example for d = 5.

Since d ⇒ 5, we can choose Jb and Jc with opposite direction to Ja , such that b, c →= d (b

and c need not be distinct from a). Then Jb+1 and Jc+1 exist, have the same direction as
Ja , and by the claim neither miss P (xa ). So P (xb+1 ) = P (xc+1 ) = P (xa ). In particular,
P (xb + d) = P (xc + d). So P (x + xc ↑ xb ) ↑ P (x) has degree at most d ↑ 1, but has at
least d roots at x ⇑ Jb ↙ {xb + d}. So P is periodic, a contradiction.

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2024 Mentor Program
Students who attended the AMOC Selection School are invited to participate in the mentor program
which runs from April to July.
For Seniors, the purpose of the mentor program is to prepare the IMO team for the IMO, and prepare
other non-year-12 Seniors to be serious EGMO and IMO team contenders in future years. This is our top
tier of training. In 2024 it consisted of doing 16 trial IMO papers. Students completed one or two such
training papers each week.
For Juniors and Intermediates, the purpose of the mentor program is to help them train up for
the AMOC Senior Contest held in August. This contest is used to select the Seniors and some
Intermediates for the AMOC School of Excellence. In 2024 it consisted of six training papers sent out
at fortnightly intervals.
For all streams, their work was marked, feedback given, and solutions discussed with each group using
the Zoom platform.
I am pleased to report that most students who attended the 2024 AMOC Selection School accepted
the invitation to take part in the mentor program.

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | 2024 Mentor Program | 134
2024 IMO Team Preparation School
This year's joint pre-IMO training camp with the UK IMO team was held in Oxford. Both teams sit the
same practice exams agreed to beforehand by the trainers from both teams.
The team arrived in Oxford on 8 July. On each of the next five days the Australian and UK teams sat a
4.5 hour trial IMO in the morning. The exams were marked so that later that afternoon there would be
a quick debrief and the students would get their results back.
The final exam was the Mathematical Ashes which is part of our ongoing friendly rivalry with the UK
team. The result was 104-81 in the UK's favour. The high Ashes scores boded well for both teams at
the IMO.
My thanks go to Hadyn Tang, Michelle Chen and Charles Li who cared for the bulk of academic matters
in Oxford. Also, thanks to Andy Tran who supported the team, in particular while Hadyn, Michelle and
Charles were busy marking.

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | 2024 IMO Team Preparation School | 135
2024 Mathematics Ashes
F5 2024 IMO Training Exam
2024 Mathematical Ashes AUS and UNK
Paper
F5 IMO Training Exam AUS and UK
2024 Mathematical Ashes Saturday, July 13, 2024
Saturday, July 13, 2024

Problem 1. Let m and n be positive integers greater than 1. Consider an m ⇥ n grid with a coin
lying tail-side up in each unit square of the grid. To perform a move, one must execute the following
sequence of steps:

1. select a 2 ⇥ 2 square S in the grid; then

2. flip the coins in the top-left and bottom-right unit squares of S; then
3. flip the coin in either the top-right or bottom-left unit square of S.

Determine all pairs (m, n) for which it is possible that every coin shows head-side up after performing
a finite number of moves.

Problem 2. Let a1 < a2 < a3 < · · · be positive integers such that ak+1 divides 2(a1 + a2 + · · · + ak )
for every positive integer k. Suppose that for infinitely many primes p, there exists a positive integer
k such that p divides ak .
Prove that for every positive integer n, there exists a positive integer k such that n divides ak .

Problem 3. Let ABC be an acute-angled triangle with circumcircle !. A circle is internally

tangent to ! at A and also tangent to BC at D. Let AB and AC intersect at P and Q respectively.
Let M and N be points on line BC such that B is the midpoint of DM and C is the midpoint of
DN . Lines M P and N Q meet at K and intersect again at I and J respectively. The ray KA
meets the circumcircle of triangle IJK at X 6= K.
Prove that \BXP = \CXQ.

Language: English Time: 4 hours and 30 minutes

Questions must not be published Each problem is worth 7 points

Mathematics Contests The Australian Scene 2024 | Mathematics Ashes Paper | 136
2024 Mathematics Ashes
Results

Australia P1 P2 P3 Total
William Cheah 7 7 7 21
Amber Li 2 6 1 9
Laura Nan 7 6 0 13
Alex Qiu 7 7 7 21
Cloris Xu 7 7 0 14
Iris Xu 2 1 0 3
Total 32 34 15 81

United Kingdom P1 P2 P3 Total

Alex Chui 7 7 7 21
Sam Griffiths 7 7 1 15
Isaac King 7 7 7 21
Mikaeel Shah 7 7 5 19
Samuel Sturge 7 6 1 14
Haolin Zhao 7 7 0 14
Total 42 41 21 104

Mathematics Contests The Australian Scene 2024 | Mathematics Ashes Results | 137
2024 International Mathematical Olympiad
The 65th International Mathematical Olympiad (IMO) was held 11–22 July 2024 in the city of Bath,
United Kingdom. This was the fourth time that the United Kingdom has hosted the IMO.
A total of 609 high school students from 108 countries participated. Of these, 81 were female.
As per normal IMO rules, each participating country may enter a team of up to six students, a Team
Leader and a Deputy Team Leader.1
Participating countries also submit problem proposals for the IMO. This year there were 229 problem
proposals from 63 countries. The IMO Problem Selection Committee shortlisted 31 of these for
potential use on the IMO exams.
At the IMO the Team Leaders, as an international collective, form what is called the Jury. The Jury
makes the important decisions that shape each year’s IMO. Their first task is to set the two IMO
competition papers from the aforementioned shortlist and approve marking schemes. During this
period the Leaders and their observers are trusted to keep all information about the contest problems
completely confidential.
The six problems that ultimately appeared on the IMO exam papers may be described as follows.
1. A very easy algebra problem proposed by Colombia.
2. A medium number theory problem proposed by Indonesia.
3. A very difficult combinatorics problem about sequences proposed by Australia.
4. An easy classical geometry problem proposed by Poland.
5. A medium game-style combinatorics problem proposed by Hong Kong.
6. A very difficult algebra problem about functions proposed by Japan.
These six problems were posed in two exams held on Tuesday 16 July and Wednesday 17 July. Each
exam paper had three problems. The contestants worked individually. They were allowed four and a
half hours per paper to attempt the problems. Each problem was scored out of a maximum of seven
points.
After the exams, the Leaders and their Deputies spent about two days assessing the work of the
students from their own countries, guided by marking schemes which had been agreed to earlier. A
local team of markers called Coordinators also assessed the papers. They too were guided by the
marking schemes but are allowed some flexibility if, for example, a Leader brought something to their
attention in a contestant’s exam script that is not covered by the marking scheme. The Team Leader
and Coordinators must agree on scores for each student of the Leader’s country in order to finalise
scores. Any disagreements that cannot be resolved in this way are ultimately referred to the Jury. No
such referrals occurred this year.
The contestants found Problems 1 and 4 to be the easiest with average scores of 5.57 and 4.85,
respectively. Problem 6 was the hardest, with only 5 contestants receiving full marks on it. It averaged
just 0.40 overall. The score distributions by problem number were as follows.

Mark P1 P2 P3 P4 P5 P6
0 29 217 501 129 316 482
1 54 80 40 39 97 76
2 22 129 38 19 3 27
3 35 10 10 10 9 9
4 13 2 3 4 1 2
5 12 9 2 8 18 7
6 31 6 7 7 11 1
7 413 156 8 393 154 5
Mean 5.57 2.54 0.44 4.85 2.25 0.40

1
The IMO regulations also permit countries to enter a small number of additional staff as Observers. These may fulfil various
roles such as meeting child safety obligations, assisting with marking and coordination, or learning about how to host an IMO.

Mathematics Contests The Australian Scene 2024 | 2024 International Mathematical Olympiad | 138
Medal cuts were set at 29 points for Gold, 22 for Silver and 16 for Bronze. Medal distributions2 were as
follows.

Gold Silver Bronze Total

Number 58 123 145 326
Proportion 9.5% 20.2% 23.8% 53.5%

These awards were presented at the closing ceremony. Of those who did not get a medal, 170
contestants received an Honourable Mention for scoring full marks on at least one problem.
Haojia Shi of the People’s Republic of China was the sole contestant who achieved the most excellent
feat of a perfect score of 42. He was given a standing ovation during the presentation of medals at the
closing ceremony. Terence Tao presented him with his Gold medal.
Congratulations to the Australian IMO team on their performance this year! The team finished 38th
in the rankings3, winning one Gold medal4, one Silver medal, two Bronze medals and two Honourable
Mentions.
The Gold medallist was:
• Laura Nan, year 11, Fintona Girls’ School, VIC. Laura is Australia’s first ever female IMO Gold
medallist. She was also one of five girls at the IMO who was a recipient of the Mirzakhani Award5,
being the outstanding female IMO contestant from Southeast Asia.
The Silver medallist was:
• William Cheah, year 10, Scotch College, VIC.
The Bronze medallists were:
• Cloris Xu, year 12, Baulkham Hills High School, NSW
• Iris Xu, year 12, Baulkham Hills High School, NSW.
Honourable Mentions were awarded to:
• Amber Li, year 10, Pymble Ladies’ College, NSW
• Alex Qiu, year 12, James Ruse Agricultural High School, NSW.

2
The total number of medals is approved by the Jury and should not normally exceed half the total number of
contestants. The numbers of Gold, Silver and Bronze medals should be approximately in the ratio 1:2:3.
3
The ranking of countries is not officially part of the IMO general regulations. However, countries are ranked
each year on the IMO’s official website according to the sum of the individual student scores from each country.
4
This is now the seventh year in a row that the Australian IMO team has won at least one Gold medal.
5
Named for Fields Medal winner Maryam Mirzakhani, these awards aim to encourage girls in mathematics.

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The following table shows the Australian team’s scores in detail.

Name P1 P2 P3 P4 P5 P6 Total Award

William Cheah 7 7 2 7 1 0 24 Silver medal
Amber Li 2 2 0 7 0 0 11 Honourable mention
Laura Nan 7 7 1 7 7 1 30 Gold medal
Alex Qiu 7 1 0 7 0 0 15 Honourable mention
Cloris Xu 7 2 0 7 1 0 17 Bronze medal
Iris Xu 7 2 0 7 0 0 16 Bronze medal
Total 37 21 3 42 9 1 113 38th/108
Australian average 6.17 3.50 0.50 7.00 1.50 0.17 18.83
IMO average 5.57 2.54 0.44 4.85 2.25 0.40 16.05

Three members of the 2024 Australian IMO team are eligible for the 2025 IMO team.
The 2024 IMO was organised by Purposeful Ventures with the support of XTX Markets. Hosts for future
IMOs have been secured as follows.
10–20 July, 2025 Sunshine Coast, Australia
2026 People’s Republic of China
2027 Hungary
2028 Saudi Arabia
Much of the statistical information found in this report can also be found on the official website of
the IMO. www.imo-official.org

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | 2024 International Mathematical Olympiad | 140
Australian IMO team after Closing Ceremony. Left to right: Cloris Xu, Iris Xu, Laura Nan,
William Cheah, Amber Li and Alex Qiu.

Australian IMO team after Closing Ceremony including Deputy Leader Michelle Chen (left)
and Team Leader Hadyn Tang (right).

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Australian IMO team relaxing while exploring Bletchley Park.

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Some IMO Country Totals
Rank Country Total
1 United States of America 192
2 People’s Republic of China 190
3 Republic of Korea 168
4 India 167
5 Belarus 165
6 Singapore 162
6 United Kingdom 162
8 Hungary 155
9 Poland 151
9 Turkey 151
11 Taiwan 149
12 Romania 145
13 Bosnia and Herzegovina 144
14 Italy 143
14 Japan 143
16 Israel 142
16 Mongolia 142
18 Hong Kong 140
19 Islamic Republic of Iran 137
20 Brazil 134
21 France 133
22 Serbia 132
23 Canada 131
24 Mexico 129
25 Austria 127
25 Kazakhstan 127
27 Bulgaria 126
27 Greece 126
29 Kyrgyzstan 122
29 Peru 122
31 Germany 120
31 New Zealand 120
33 Malaysia 118
33 Vietnam 118
35 Croatia 116
35 Slovakia 116
35 Thailand 116
38 Armenia 113
38 Australia 113
38 Ukraine 113

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Distribution of Awards at the 2024 IMO
Country Total Gold Silver Bronze HM
Albania 51 0 0 1 3
Algeria 86 1 0 0 4
Argentina 90 0 1 3 1
Armenia 113 0 0 5 1
Australia 113 1 1 2 2
Austria 127 0 5 0 1
Azerbaijan 64 0 0 1 5
Bangladesh 83 0 0 2 4
Belarus 165 4 0 2 0
Belgium 80 0 1 2 1
Bhutan 8 0 0 0 0
Bolivia 26 0 0 1 1
Bosnia and Herzegovina 144 3 1 2 0
Botswana 15 0 0 0 1
Brazil 134 1 3 2 0
Bulgaria 126 0 3 2 1
Canada 131 0 4 1 1
Chile 17 0 0 0 1
Colombia 87 0 0 2 4
Costa Rica 82 0 0 2 3
Croatia 116 0 3 2 1
Cuba 68 0 0 0 5
Cyprus 88 0 2 1 3
Czech Republic 103 0 2 2 2
Denmark 88 0 0 2 4
Dominican Republic 39 0 0 0 3
Ecuador 46 0 0 1 2
El Salvador 17 0 0 0 1
Estonia 91 0 1 1 4
Finland 85 0 1 1 3
France 133 1 3 1 1
Georgia 108 1 0 3 1
Germany 120 0 2 4 0
Ghana 4 0 0 0 0
Greece 126 1 2 3 0
Honduras 1 0 0 0 0
Hong Kong 140 0 5 1 0
Hungary 155 2 3 1 0
Iceland 35 0 0 0 2
India 167 4 1 0 1
Indonesia 111 1 0 3 2
Iraq 50 0 0 2 1
Ireland 67 0 0 0 4
Islamic Republic of Iran 137 1 3 1 1

Mathematics Contests The Australian Scene 2024 | The 64th International Mathematical Olympiad | 144
Country Total Gold Silver Bronze HM
Israel 142 2 2 2 0
Italy 143 1 3 2 0
Ivory Coast 19 0 0 0 0
Japan 143 2 2 1 1
Kazakhstan 127 0 3 2 1
Kenya 7 0 0 0 0
Kosovo 48 0 0 0 4
Kyrgyzstan 122 1 3 0 2
Latvia 87 0 0 2 4
Liechtenstein 14 0 0 0 1
Lithuania 94 1 0 2 2
Luxembourg 60 0 0 1 3
Macau 56 0 0 0 5
Malaysia 118 0 2 4 0
Mexico 129 1 2 2 1
Mongolia 142 1 2 3 0
Myanmar 30 0 0 0 3
Nepal 28 0 0 0 2
Netherlands 109 0 1 4 1
New Zealand 120 0 3 3 0
Nicaragua 16 0 0 1 0
North Macedonia 107 1 0 2 3
Norway 85 0 0 3 3
Oman 4 0 0 0 0
Pakistan 64 0 1 1 1
Panama 10 0 0 0 1
Paraguay 20 0 0 0 1
People’s Republic of China 190 5 1 0 0
Peru 122 0 2 3 1
Philippines 102 0 1 3 2
Poland 151 1 4 1 0
Portugal 71 0 0 1 4
Puerto Rico 18 0 0 0 1
Republic of Korea 168 2 4 0 0
Republic of Moldova 84 0 1 2 2
Romania 145 1 4 1 0
Rwanda 39 0 0 0 4
Saudi Arabia 111 0 1 4 1
Serbia 132 0 4 1 1
Singapore 162 1 5 0 0
Slovakia 116 1 1 3 1
Slovenia 92 0 1 1 3
South Africa 93 0 1 2 1
Spain 80 0 0 2 3
Sri Lanka 71 0 0 2 4
Sweden 102 0 1 3 2
Switzerland 106 1 0 1 4
Mathematics Contests The Australian Scene 2024 | The 64th International Mathematical Olympiad | 145
Country Total Gold Silver Bronze HM
Syria 64 0 0 1 4
Taiwan 149 2 2 2 0
Tajikistan 80 0 0 2 3
Thailand 116 0 3 1 2
Trinidad and Tobago 37 0 0 0 2
Tunisia 67 0 0 1 3
Turkey 151 2 2 2 0
Turkmenistan 107 0 2 2 2
Uganda 22 0 0 0 1
Ukraine 113 0 2 3 1
United Arab Emirates 1 0 0 0 0
United Kingdom 162 2 3 1 0
United States of America 192 5 1 0 0
Uruguay 48 0 0 0 3
Uzbekistan 110 0 2 3 0
Venezuela 14 0 0 0 0
Vietnam 118 0 2 3 1
Total (108 teams, 609 contestants) 58 123 145 170
N.B. Not all countries entered a full team of six students.

Angelo Di Pasquale
Director of Training, AMOC

Mathematics Contests The Australian Scene 2024 | The 64th International Mathematical Olympiad | 146
Paper

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Mathematics Contests The Australian Scene 2024 | 2024 IMO Exam Papers | 148
2024 International Mathematical Olympiad
Solutions
1. Solution (Cloris Xu, year 12, Baulkham Hills High School, NSW. Cloris was a Bronze
medallist with the 2024 Australian IMO team.)

Answer All even integers

We call ω good if →ω↑ + →2ω↑ + · · · + →nω↑ is a multiple of n for each positive integer n.
We seek all good numbers ω.
Observe that for any real number ω, we have

→ω + 2↑ + →2(ω + 2)↑ + · · · + →n(ω + 2)↑ = →ω + 2↑ + →2ω + 4↑ + · · · + →nω + 2n↑

= →ω↑ + 2 + →2ω↑ + 4 + · · · + →nω↑ + 2n
= →ω↑ + →2ω↑ + · · · + →nω↑ + 2 + 4 + · · · + 2n
= →ω↑ + →2ω↑ + · · · + →nω↑ + n(n + 1)
↓ →ω↑ + →2ω↑ + · · · + →nω↑ (mod n).

Therefore ω is good if and only if ω + 2 is good. Hence it suffices to study those ω for
which ↔1 < ω ↗ 1.
Case 1 ω = 1
For n = 2, we have →ω↑ + →2ω↑ = 3, which is not a multiple of 2.
Case 2 0 < ω < 1
1
There is an integer k ↘ 1 such that k+1 ↗ ω < k1 . So →ω↑ = →2ω↑ = · · · = →kω↑ = 0, while
1
→(k + 1)ω↑ = 1. The last equality is due to k+1 ↗ ω < k1 ↗ k+1
2
for k ↘ 1.
It follows that

→ω↑ + →2ω↑ + · · · + →kω↑ + →(k + 1)ω↑ = 0 + 0 + · · · + 0 + 1 = 1

which is not a multiple of k + 1.

Case 3 ω = 0
For each positive integer n, we have

→ω↑ + →2ω↑ + · · · + →nω↑ = 0 + 0 + · · · + 0 = 0

which is a multiple of n. Hence ω = 0 is good.

Case 4 ↔1 < ω < 0
There is an integer k ↘ 1 such that ↔ k1 < ω ↗ ↔ k+1
1
. So →ω↑ = →2ω↑ = · · · = →kω↑ = ↔1,
2
while →(k + 1)ω↑ = ↔2. The last equality is due to ↔ k+1 ↗ ↔ k1 < ω ↗ ↔ k+1
1
for k ↘ 1.
It follows that

→ω↑ + →2ω↑ + · · · + →kω↑ + →(k + 1)ω↑ = ↔1 ↔ 1 ↔ · · · ↔ 1 ↔ 2 = ↔(k + 1) ↔ 1

which is not a multiple of k + 1.

We have shown that the only good ω with ↔1 < ω ↗ 1 is ω = 0. But since ω is good if
and only if ω + 2 is good, we see that the only good numbers are the even integers. ↭

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 149
2. Solution 1 (Laura Nan, year 11, Fintona Girls’ School, VIC. Laura was a Gold medallist
with the 2024 Australian IMO team.)

Answer (a, b) = (1, 1)

Consider both numbers modulo ab + 1 (so division by a, b is allowed).

By the pigeonhole principle, two of a1 , a2 , . . . , aab+2 are congruent modulo ab + 1. Suppose
that ax ↓ ay (mod ab + 1) with y > x. Then aj ↓ 1 (mod ab + 1), where j = y ↔ x ↘ 1.
Similarly, bk ↓ 1 (mod ab + 1) for some positive integer k.
Let n = mjk where m will be chosen later. We have

an = (aj )mk
↓1 (mod ab + 1)
↓ ↔ab (mod ab + 1)
n→1
≃ a ↓ ↔b (mod ab + 1)
n→1
≃ a +b↓0 (mod ab + 1).

Similarly,
bn→1 + a ↓ 0 (mod ab + 1).

If we choose m sufficiently large so that n ↔ 1 > N , we find that

ab + 1 | gcd(an→1 + b, bn→1 + a) = g.

Since n > N , we also require ab+1 | g | an +b, and so an +b ↓ 0 (mod ab+1). Combining
this with an ↓ 1 (mod ab + 1) from earlier, we derive ab + 1 | b + 1.
Since ab + 1 ↘ b + 1 ↘ 1, this is possible only if a = 1.
Likewise b = 1.
It remains to note that if a = b = 1, then gcd (an + b, bn + a) = gcd (2, 2) = 2 for all n. ↭

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 150
Solution 2 (William Cheah, year 10, Scotch College, VIC. William was a Silver medallist
with the 2024 Australian IMO team.)

We prove that ab + 1 | g as in solution 1.

Let d = gcd(a, b). Hence there are relatively prime positive integers x and y such that
a = dx and b = dy. For all sufficiently large n, we have

g = gcd(an + b, bn + a)
= gcd(xn dn + yd, y n dn + xd)
= d · gcd(xn dn→1 + y, y n dn→1 + x).

So we may write g = dh, where h = gcd(xn dn→1 + y, y n dn→1 + x).

If there exists a prime p such that p | h and p | x, then p | xn dn→1 + y, and so p | y, which
contradicts gcd(x, y) = 1. Hence gcd(h, x) = 1, and similarly gcd(h, y) = 1.
For all sufficiently large n, we have the following pair of divisibility sequences.

h | xn dn→1 + y | xn y n dn→1 + y n+1

h | xn dn→1 + y | xn y n dn→1 + xn+1

Considering the difference gives

h | xn+1 ↔ y n+1 .

Taking n = kε(h) for sufficiently large k and applying Euler’s theorem (we can do this
since gcd(h, x) = gcd(h, y) = 1), yields

xn+1 ↓ y n+1 (mod h)

1+kω(h) 1+kω(h)
⇐ x ↓y (mod h)
ω(h) k ω(h) k
⇐ x · (x ) ↓ y · (y ) (mod h)
k k
⇐ x·1 ↓y·1 (mod h)
⇐ x↓y (mod h).

So for all n ↘ N we have

0 ↓ xn dn→1 + y (mod h)
= xan→1 + y
↓ xan→1 + x (mod h)
≃ an→1 ↓ ↔1 (mod h)

Taking n = 2N + 1 yields a2N ↓ ↔1 (mod h).

Taking n = N + 1 yields aN ↓ ↔1 (mod h), and squaring this yields a2N ↓ 1 (mod h).
Combining the two results gives ↔1 ↓ 1 (mod h), and so h = 1 or 2.
Therefore we have ab < ab + 1 ↗ g = dh ↗ ah ↗ 2a, and so b < 2. Similarly a < 2.
Consequently a = b = 1.
As in solution 1 we verify that if a = b = 1, then g = 2 for all n ↘ 2. ↭

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 151
3. Solution 1 (IMO Problem Selection Committee)

Let M > max(a1 , . . . , aN ).

We first prove that some integer appears infinitely many times. If not, then the sequence
contains arbitrarily large integers. The first time each integer larger than M appears, it
is followed by a 1. So 1 appears infinitely many times, which is a contradiction.
Now we prove that every integer x ↘ M appears at most M ↔ 1 times. If not, consider the
first time that any x ↘ M appears for the M th time. Up to this point, each appearance
of x is preceded by an integer which has appeared x ↘ M times. So there must have been
at least M numbers that have already appeared at least M times before x does, which is
a contradiction.
Thus there are only finitely many numbers that appear infinitely many times. Let the
largest of these be k. Since k appears infinitely many times there must be infinitely many
integers greater than M which appear at least k times in the sequence, so each integer
1, 2, . . . , k ↔ 1 also appears infinitely many times. Since k + 1 doesn’t appear infinitely
often there must only be finitely many numbers which appear more than k times. Let the
largest such number be l ↘ k. From here on we call an integer x big if x > l, medium if
l ↘ x > k and small if x ↗ k. To summarise, each small number appears infinitely many
times in the sequence, while each big number appears at most k times in the sequence.
Choose a large enough N ↑ > N such that aN → is small, and in a1 , . . . , aN → :

• every medium number has already made all of its appearances;

• every small number has made more than max(k, N ) appearances.

Since every small number has appeared more than k times, past this point each small
number must be followed by a big number. Also, by definition each big number appears
at most k times, so it must be followed by a small number. Hence the sequence alternates
between big and small numbers after aN → .
Lemma 1 Let g be a big number that appears after aN → . If g is followed by the small
number h, then h equals the amount of small numbers which have appeared at least g
times before that point.
Proof By the definition of N ↑ , the small number immediately preceding g has appeared
more than max(k, N ) times, so g > max(k, N ). And since g > N , the g th appearance
of every small number must occur after aN and hence is followed by g. Since there are
k small numbers and g appears at most k times, g must appear exactly k times, always
following a small number after aN . Hence on the hth appearance of g, exactly h small
numbers have appeared at least g times before that point. ↭
Denote by a[i,j] the subsequence ai , ai+1 , . . . , aj .
Lemma 2 Suppose that i and j satisfy the following conditions:

(a) j > i > N ↑ + 2,

(b) ai is small and ai = aj ,
(c) no small value appears more than once in a[i,j→1] .

Then ai→2 is equal to some small number in a[i,j→1] .

Proof Let I be the set of small numbers that appear at least ai→1 times in a[1,i→1] . By
Lemma 1, ai = |I|. Similarly, let J be the set of small numbers that appear at least
aj→1 times in a[1,j→1] . Then by Lemma 1, aj = |J | and hence by (b), |I| = |J |. Also by
definition, ai→2 ⇒ I and aj→2 ⇒ J .

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 152
Suppose the small number aj→2 is not in I. This means aj→2 has appeared less than ai→1
times in a[1,i→1] . By (c), aj→2 has appeared at most ai→1 times in a[1,j→1] , hence aj→1 ↗ ai→1 .
Combining with a[1,i→1] ⇑ a[1,j→1] , this implies I ⇓ J . But since aj→2 ⇒ J \ I, this
contradicts |I| = |J |. So aj→2 ⇒ I, which means it has appeared at least ai→1 times in
a[1,i→1] and one more time in a[i,j→1] . Therefore aj→1 > ai→1 .
By (c), any small number appearing at least aj→1 times in a[1,j→1] has also appeared
aj→1 ↔ 1 ↘ ai→1 times in a[1,i→1] . So J ⇓ I and hence I = J . Therefore, ai→2 ⇒ J , so it
must appear at least aj→1 ↔ ai→1 = 1 more time in a[i,j→1] . ↭
For each small number an with n > N ↑ + 2, let pn be the smallest number such that
an+pn = ai is also small for some i with n ↗ i < n + pn . In other words, an+pn = ai is
the first small number to occur twice after an→1 . If i > n, Lemma 2 (with j = n + pn )
implies that ai→2 appears again before an+pn , contradicting the minimality of pn . So i = n.
Lemma 2 also implies that pn ↘ pn→2 . So pn , pn+2 , pn+4 , . . . is a nondecreasing sequence
bounded above by 2k (as there are only k small numbers). Therefore, pn , pn+2 , pn+4 , . . .
is eventually constant and the subsequence of small numbers is eventually periodic with
period at most k. ↭

Comment
Since every small number appears infinitely often, Solution 1 additionally proves that
the sequence of small numbers has period k. The repeating part of the sequence of small
numbers is thus a permutation of the integers from 1 to k. It can be shown that every
permutation of the integers from 1 to k is attainable in this way.

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 153
Solution 2 (IMO Problem Selection Committee)

We follow Solution 1 until after Lemma 1.

For each n > N ↑ we keep track of how many times each of 1, 2, . . . , k has appeared in a1 ,
. . . , an . We will record this information in an updating (k + 1)-tuple

(b1 , b2 , . . . , bk ; j)

where each bi records the number of times i has appeared. The final element j of the
(k + 1)-tuple, also called the active element, represents the latest small number that has
appeared in a1 , . . . , an .
As n increases, the value of (b1 , b2 , . . . , bk ; j) is updated whenever an is small. The (k + 1)-
tuple updates deterministically based on its previous value. In particular, when an = j is
small, the active element is updated to j and we increment bj by 1. The next big number
is an+1 = bj . By Lemma 1, the next value of the active element, or the next small number
an+2 , is given by the number of b terms greater than or equal to the newly updated bj , or

|{i | 1 ↗ i ↗ k, bi ↘ bj }|. (1)

Each sufficiently large integer which appears i + 1 times must also appear i times, with
both of these appearances occurring after the initial block of N . So there exists a global
constant C such that bi+1 ↔ bi ↗ C. Suppose that for some r, br+1 ↔ br is unbounded from
below. Since the value of br+1 ↔ br changes by at most 1 when it is updated, there must
be some update where br+1 ↔ br decreases and br+1 ↔ br < ↔(k ↔ 1)C. Combining with
the fact that bi ↔ bi→1 ↗ C for all i, we see that at this particular point, by the triangle
inequality

min(b1 , . . . , br ) > max(br+1 , . . . , bk ). (2)

Since br+1 ↔ br just decreased, the new active element is r. From this point on, if the new
active element is at most r, by (1) and (2), the next element to increase is once again
from b1 , . . . , br . Thus only b1 , . . . , br will increase from this point onwards, and bk will no
longer increase, contradicting the fact that k must appear infinitely often in the sequence.
Therefore |br+1 ↔ br | is bounded.
Since |br+1 ↔br | is bounded, it follows that each of |bi ↔b1 | is bounded for i = 1, . . . , k. This
means that there are only finitely many different states for (b1 ↔ b1 , b2 ↔ b1 , . . . , bk ↔ b1 ; j).
Since the next active element is completely determined by the relative sizes of b1 , b2 , . . . , bk
to each other, and the update of b terms depends on the active element, the active element
must be eventually periodic. Therefore the small numbers subsequence, which is either
a1 , a3 , a5 , . . . or a2 , a4 , a6 , . . ., must be eventually periodic. ↭

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 154
4. Solution 1 (William Cheah, year 10, Scotch College, VIC. William was a Silver medallist
with the 2024 Australian IMO team.)

This solution uses directed angles throughout.

Consider the reflection through the point I. It sends line AB to the line through Y parallel
to AB, line AI to line AI, and line AC to the line through X parallel to AC. Since AB,
AI and AC are concurrent at A, their reflections in I are concurrent at a point, J say,
where I is the midpoint of AJ.
Using cyclic ABP C and AC ⇔ JX, we have

↫P BX = ↫P BC = ↫P AC = ↫AJX

and so BP JX is cyclic. Similarly CP JY is cyclic.

Since L, I and K are the midpoints of AB, AJ and AC, respectively, the dilation centred
at A with factor 2 sends ↖LIK to ↖BJC. Hence ↫KIL = ↫CJB. We may now compute

↫KIL + ↫Y P X = ↫CJB + ↫Y P J + ↫JP X

= ↫CJB + ↫Y CJ + ↫JBX
= ↫CJB + ↫BCJ + ↫JBC
= 180↓ (angle sum ↖CJB)

as desired. ↭

L K

B X Y C

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 155
Solution 2 (Alex Qiu, year 12, James Ruse Agricultural High School, NSW. Alex was
awarded an Honourable Mention with the 2024 Australian IMO team.)
Let F denote the place where the line through X parallel to AC touches ϑ. Let ϑ touch
BC at H. Let ↫ACB = 2ϖ.
From F X ⇔ AC, we have ↫CXF = 180↓ ↔2ϖ. Since XF and XH are common tangents to
ϑ, we have by symmetry that IX bisects ↫HXF . So ↫IXF = ↫HXI = ↫CXI = 90↓ ↔ϖ.
Since ↫ICX = ϖ, the angle sum in triangle CIX gives ↫XIC = 90↓ .
It is well known that P B = P I = P C so that P is the centre of circle BIC. Let IX
intersect circle BIC for a second time at C ↑ . Since C ↑ I ↙ IC, it follows that C ↑ C is a
diameter of circle BIC, and that P is the midpoint of CC ↑ .
From cyclic BICC ↑ , we have ↫CC ↑ X = ↫CC ↑ I = ↫CBI = ↫IBA. From cyclic ABP C,
we have ↫XCC ↑ = ↫BCP = ↫BAP = ↫BAI. Hence ↖AIB ∝ ↖CXC ↑ (AA). Since L
is the midpoint of AB and P is the midpoint of CC ↑ , it follows that L corresponds to P
under the similarity. Therefore ↫AIL = ↫P XC = ↫P XY . Similarly ↫KIA = ↫XY P .
Using this, along with the angle sum in triangle P XT , we find
↫KIL = ↫KIA + ↫AIL = ↫XY P + ↫P XY = 180↓ ↔ ↫Y P X
as desired. ↭

L K
I

F
B C
X H Y

C↑

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 156
5. Solution (A simplification of the solution by Laura Nan, year 11, Fintona Girls’ School,
VIC. Laura was a Gold medallist with the 2024 Australian IMO team.)
Answer Turbo can win at most three attempts
Turbo cannot win in two attempts because he could encounter a monster the moment
he enters the second row. Then going back for a second attempt, Turbo could encounter
a monster the moment he enters the third row. This is because the only safe square in
the third row cannot be accessed directly from the second row because it is immediately
below the monster in the second row.
We will show how Turbo can win in at most three attempts.
First Turbo enters row 2 and scans it until he finds the monster in that row. Now Turbo
knows that all squares below this monster are safe. From this we get two cases.
Case 1 The monster in row 2 is not on an edge
Turbo follows one of the two red paths shown in the diagram and wins. This is because no
column contains more than one monster. And the third row contains exactly one monster.

Case 2 The monster in row 2 is on an edge (say the left edge)

Turbo follows the blue path shown in the diagram.
• If there is no monster on the blue path, then Turbo wins on his second attempt.
• If a monster is encountered while moving horizontally on the blue path, then Turbo
follows the red path to win on his third attempt.
• If a monster is encountered while moving vertically on the blue path, then Turbo
follows the green path to win on his third attempt.

′ ′
′

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 157
6. Solution (IMO Problem Selection Committee)

Answer The smallest possible value of c is 2.

We will use the following notation throughout the solution.

• a ∞ b if f (a) = b
• a ∝ b if a ∞ b or b ∞ a
• P (x, y) denotes the statement that x + f (y) ∝ f (x) + y
• g(x) = f (x) + f (↔x)

With this notation, the problem asks us to determine the maximal possible size of
{g(x) : x ⇒ Q} for which P (x, y) is true for all x, y ⇒ Q.
To start with, note that the given condition with y = x yields the following for all x ⇒ Q.

f (x + f (x)) = x + f (x) (1)

Let us prove that any aquaesulian function f is injective.

Suppose that f (a) = f (b). Then since a + f (b) ∝ b + f (a), we may assume, without loss
of generality, that f (a + f (b)) = b + f (a). But since f (b) = f (a), this along with (1) yields
b + f (a) = f (a + f (a)) = a + f (a), and so a = b. This establishes injectivity, as desired.
Putting x = 0 into (1) and using injectivity yields f (0) = 0.
Considering P (x, ↔f (x)) yields x + f (↔f (x)) ∝ 0.

• If f (x+f (↔f (x)) = 0, then since f is injective and f (0) = 0, we find f (↔f (x)) = ↔x.
• If f (0) = x + f (↔f (x), then since f (0) = 0, we find f (↔f (x)) = ↔x.

Either way, we have shown that f (↔f (x)) = ↔x for all x ⇒ Q. This implies that f is a
bijection. Also replacing x with ↔x in this yields the following for all x ⇒ Q.

f (↔f (↔x)) = x. (2)

This implies that g(x) = f (x) ↔ f →1 (x), where f →1 denotes the inverse function of f .
Suppose, for the sake of contradiction, that g(x) = u and g(y) = v for distinct u, v ∈= 0.
Let a = f →1 (x) and b = f →1 (y). By definition we have

a∞x∞a+u
b ∞ y ∞ b + v.

Considering P (a, y) and P (x, b), respectively, yield x + y ∝ a + b + v and x + y ∝ a + b + u.

But a + b + v ∈= a + b + u. Since f is a bijection, x + y has only one incoming and one
outgoing arrow. So we must have either a + b + u ∞ x + y ∞ a + b + v or the same with
the arrows reversed. Without loss of generality we may assume that this is the correct
direction for the arrows.
From (2), we have ↔a ↔ u ∞ ↔x ∞ ↔a. Considering P (x + y, ↔a ↔ u) gives y ∝ b + v ↔ u.
Thus b + v ↔ u is equal to either b + v or b. This gives u = 0 or v, which contradicts our
assumption about u and v. So g(x) achieves at most one nonzero value, and so c ↗ 2.
To complete the proof, it still remains to find an aquaesulian function for which c = 2.

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 158
Consider the function f (x) = →x↑ ↔ {x}.1
First, we show that f satisfies P (x, y). Given x, y ⇒ Q, we have the following.

f (x) + y = →x↑ ↔ {x} + →y↑ + {y} = (→x↑ + →y↑) + ({y} ↔ {x})

x + f (y) = →x↑ + {x} + →y↑ ↔ {y} = (→x↑ + →y↑) + ({x} ↔ {y})

• If {x} < {y}, then the fractional part of f (x) + y is {y} ↔ {x} and the floor is
→x↑ + →y↑. Hence f (x) + y ∞ x + f (y).
• Likewise, if {x} > {y}, then x + f (y) ∞ f (x) + y.
• If {x} = {y}, then f (x) + y = x + f (y) = →x↑ + →y↑ is an integer.

In all cases, P (x, y) is satisfied, and so f is aquaesulian.

Finally, observe that if x is an integer then g(x) = 0, and if x is not an integer then
g(x) = ↔2, so there are two values for g(x) as required. ↭

Comment
The above proof works just the same over the set of real numbers.

1
Note that →x↑ denotes the floor of x (that is, the largest integer less than or equal to x) and {x} = x ↔ →x↑
denotes the fractional part of x.

Mathematics Contests The Australian Scene 2024 | 2024 IMO Solutions | 159
DATE

Tuesday 20 August 2024

AMOC SENIOR
CONTEST AMOC SENIOR CONTEST
2024
2024 AMOC Senior Contest
Tuesday 20 August 2024
Paper Time allowed: 4 hours
No calculators are to be used
Each question is worth 7 points

1. Consider a row of 1 000 001 coloured beads satisfying the following two conditions:

two beads have the same colour whenever there are exactly 99 beads between them
for every positive integer k less than or equal to 1 000 001, the kth bead from the
left has the same colour as the kth bead from the right.

Determine the maximum number of different colours of beads that could appear in
the row.

2. For each positive integer n, the number f (n) is also a positive integer. Furthermore:

f (1) = 1
f (n + 1) = n + 2 − f (f (n)) for all positive integers n.

Prove that f (m) ≥ f (n) for all positive integers m ≥ n.

3. Let n be an integer greater than 5. Penny writes the numbers 2, 3, 4, . . ., n on a

blackboard. Then she erases all prime numbers greater than n/3. Penny wishes to
rearrange the numbers remaining on the board in a circle so that each pair of neighbouring
numbers has a common divisor greater than 1.
Determine all values of n for which this is possible.

4. At a school, there are a number of clubs. A club is a set of students. Each club contains at
least one student. A student may be in more than one club, but cannot be in every club.
Surprisingly, for any two clubs A and B at the school, their union A ∪ B is also a club.
Is it guaranteed that there is a club containing an even number of students?
(Note: The union A ∪ B of two sets A and B is the set containing all elements that are
in A or in B (or in both).)

5. Let ABC be a triangle with AB < AC and let Γ be its circumcircle. The perpendicular
line from A to BC meets Γ again at D. Let M be the midpoint of BC. Line DM meets
Γ again at E. Suppose that P is a point on side BC with P A = P C. Suppose that line
CE meets the circumcircle of triangle BP E again at F .
Prove that the line through F parallel to BC, the perpendicular bisector of BC, and
line AB are concurrent.

The Olympiad program is supported by the Australian Government Department of Industry, Science and
Resources through
The Olympiad the Science
program Competitions:
is supported Mathematics
by the Australian and Informatics
Government Olympiads
Department grant opportunity.
of Industry, Science and
Resources through the Science Competitions: Mathematics and Informatics Olympiads grant opportunity.
© 2024 Australian Mathematics Trust
© 2024 Australian Mathematics Trust
© 2024 Australian Mathematics Trust
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Paper | 160
2024 AMOCSENIOR
AMOC Senior Contest
CONTEST 2024
Solutions
Solutions
© 2024 Australian Mathematics Trust
1. Consider a row of 1 000 001 coloured beads satisfying the following two conditions:

Determine the maximum number of different colours of beads that could appear in the row.

Solution
Answer: 51.
Since 1 000 001 ≡ 1 (mod 100), we can label the beads

1, 2, 3, . . . , 100, 1, 2, 3, . . . , 100, . . . , 1, 2, 3, . . . , 100, 1.

By the first condition, beads with the same label must have the same colour.
By the second condition, the colours must be symmetric with respect to the centre. So
for each k = 2, 3, . . . , 50, beads with label k must have the same colour as beads with
label 102 − k. Replacing the label 102 − k by k yields

1, 2, . . . , 50, 51, 50, . . . , 2, 1, . . . , 1, 2, . . . , 50, 51, 50, . . . , 2, 1.

More precisely, beads numbered 100n + r has label min(r, 100 − r).
Hence the answer is 51, which can be achieved by using different colours for different
labels.

1
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 161
2. For each positive integer n, the number f (n) is also a positive integer. Furthermore:

f (1) = 1
f (n + 1) = n + 2 − f (f (n)) for all positive integers n.

Prove that f (m) ≥ f (n) for all positive integers m ≥ n.

Solution
We will prove the following statement by strong induction. For all positive integers n,

f (n + 1) − f (n) = 0 or 1.

The base case holds since f (1) = 1 and f (2) = 2.

Suppose that for i = 1, . . . , k, we have f (i + 1) − f (i) = 0 or 1. Since f (1) = 1 and the
function increases by 1 or 0 each time, we must have f (k) ≤ k.
We now prove the statement for k + 1. By definition

f (k + 2) − f (k + 1) = (k + 2 − f (f (k + 1))) − (k + 1 − f (f (k)))

= 1 − f (f (k + 1)) − f (f (k)) .

For the value of f (f (k + 1)) − f (f (k)), there are two cases.

If f (k + 1) = f (k), then f (f (k + 1)) = f (f (k)).

If f (k + 1) = f (k) + 1, then by noting that f (k) ≤ k, we may apply the induction
hypothesis to i = f (k) to obtain f (f (k + 1)) = f (f (k) + 1) = f (f (k)) or f (f (k)) + 1.

In both cases we have f (f (k + 1)) − f (f (k)) = 0 or 1. Thus

f (k + 2) − f (k + 1) = 1 − (f (f (k + 1)) − f (f (k))) = 0 or 1,

completing the induction.

Therefore the function must be non-decreasing, as required.

2
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 162
3. Let n be an integer greater than 5. Penny writes the numbers 2, 3, 4, . . ., n on a
blackboard. Then she erases all prime numbers greater than n/3. Penny wishes to
rearrange the numbers remaining on the board in a circle so that each pair of neighbouring
numbers has a common divisor greater than 1.
Determine all values of n for which this is possible.

Solution
Answer: it is possible for all n greater than 5 except for n = 9, 10 or 11.
For n = 6, 7, 8, we have 3 > n3 so all odd numbers are erased. The remaining numbers
are all even and can be arranged arbitrarily.
Next we show that no arrangements exist for n = 9, 10, 11. Suppose an arrangement is
possible and consider the placement of 3. The only other multiples of 3 are 6 and 9, so
they must be the neighbours. But then the other neighbour of 9 cannot be a multiple of
3, a contradiction.
For n ≥ 12, let’s divide the numbers to be arranged into groups based on their largest
prime divisor (so the groups are disjoint). For the group associated with a prime p > 3,
note that 2p and 3p must be in the group since p ≤ n3 . Arrange this group into the
following block
Bp = [2p, other multiples of p, 3p]
where the multiples of p other than 2p and 3p are arranged in the middle arbitrarily. For
the two groups containing 2 and 3, we combine them into a single block according to

B ∗ = [12, other multiples of 3, 6, other multiples of 2].

Note that the adjacency rules are satisfied within each block.
Let B̂p denote the reverse of Bp . A construction is then given by

B ∗ , B5 , B̂7 , B11 , B̂13 , . . .

To check the validity of this construction, it suffices to note that every non-reversed block
Bp starts with a multiple of 2 and ends with a multiple of 3, while B ∗ starts with a
multiple of 6 and ends with a multiple of 2.

3
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 163
4. At a school, there are a number of clubs. A club is a set of students. Each club contains at
least one student. A student may be in more than one club, but cannot be in every club.
Surprisingly, for any two clubs A and B at the school, their union A ∪ B is also a club.
Is it guaranteed that there is a club containing an even number of students?
(Note: The union A ∪ B of two sets A and B is the set containing all elements that are
in A or in B (or in both).)

Solution 1
Answer: Yes.

For the sake of contradiction, assume every |Si | is odd. Let S = i Si . From the union
condition, S must be one of the sets, so |S| must be odd.
Let Ti = S \ Si , then |Ti | must be even. Since the family of Si is closed under unions, the
family of Ti must be closed on intersections as S \ (Si ∪ Sj ) = (S \ Si ) ∩ (S \ Sj ) = Ti ∩ Tj .
The empty intersection condition on Si implies that

Ti = (S \ Si ) = S \ Si = S.
i i i

Finally, the inclusion-exclusion principle gives

N +1 .
|S| = |Ti | − |Ti ∩ Tj | + |Ti ∩ Tj ∩ Tk | − · · · + (−1) T i
i i<j i<j<k i

Recall that the family of Ti is closed under intersections, so the right-hand-side of the
equation above only contains even numbers. But the left-hand-side is odd, contradiction.

Solution 2
Let X = {S1 , S2 , . . . , SN }. Suppose, for the sake of contradiction, that each |Si | is odd.
We prove by induction that the intersection of any k of the Si contains an odd number of
elements. This is true for k = 1. Assume it is true for some k ≥ 1. If A1 , . . . , Ak , Ak+1 ∈
X, then using |A ∪ B| = |A| + |B| − |A ∩ B| and the inductive assumption, we have

|A1 ∩ · · · ∩ Ak ∩ Ak+1 | = |A1 ∩ · · · ∩ Ak | + |Ak+1 | − |(A1 ∩ · · · ∩ Ak ) ∪ Ak+1 |

≡ 1 + 1 + |(A1 ∩ · · · ∩ Ak ) ∪ Ak+1 | (mod 2)
≡ |(A1 ∩ · · · ∩ Ak ) ∪ Ak+1 | (mod 2)
= |(A1 ∪ Ak+1 ) ∩ (A2 ∪ Ak+1 ) ∩ · · · ∩ (Ak ∪ Ak+1 )|
= |B1 ∩ B2 ∩ · · · ∩ Bk |
≡ 1 (mod 2)

by the inductive assumption on B1 , . . . , Bk where Bj = Aj ∪ Ak+1 ∈ X because X is

closed under unions. This concludes the induction.
Hence S1 ∩ S2 ∩ · · · ∩ SN contains an odd number of elements and is therefore nonempty.
Contradiction.

Solution 3
Assume that such sets exist that are all of odd size. Renumber the sets so that |S1 | ≤
|S2 | ≤ . . . ≤ |SN |. Note that SN −1 ∪ SN = SN . Let B = SN \SN −1 . Since |B| + |SN −1 | =
|SN |, |B| is even.
Consider any set Si where 1 ≤ i ≤ N − 2 (if such exist). If Si contains some, but not
all elements in B, then Si ∪ SN −1 would be larger than SN −1 but smaller than SN , a
contradiction. So Si either contains no elements in B or all elements in B.
Call this action a chop: remove all elements in B from every set, and remove SN . Since
each set contains all or none of B and |B| is even, each set still has odd size. Since the
same elements are removed from every set, the sets remain closed over unions. Hence,
there are now at most N − 1 sets that fulfill the criteria given. Note that SN which was
removed had contained every element now remaining.
Repeating a similar chop with the new sets, again and again, eventually leads to one
final set. This set has odd size, so is not empty. Now reversing the chops we find that
the elements of this last remaining set had originally belonged to every set. This is a
contradiction.

5
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 165
5. Let ABC be a triangle with AB < AC and let Γ be its circumcircle. The perpendicular
line from A to BC meets Γ again at D. Let M be the midpoint of BC. Line DM meets
Γ again at E. Suppose that P is a point on side BC with P A = P C. Suppose that line
CE meets the circumcircle of triangle BP E again at F .
Prove that the line through F parallel to BC, the perpendicular bisector of BC, and line
AB are concurrent.

Solution 1
We use directed angles modulo 180◦ . Let the line through F parallel to BC meet AB at
G, and let the perpendicular bisector of BC meet AC at Q.

G F

E
Q

B P C
M

By angle chasing
∠AQB = 2∠ACB = ∠AP B,
so ABQP is cyclic (blue circle).
By the converse of the Radical Axis Theorem on circles (ABQP ) and (BP EF ) and the
radical centre C, AQEF is cyclic (red circle).
Since
∠AGF = ∠ABC = ∠AEF,
AEF G is cyclic. Therefore AQEF G is a cyclic pentagon (red circle).
Next,
∠CEM = ∠CAD = ∠CQM

6
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 166
implies that CEQM is cyclic (green circle). Thus

∠GQE = ∠GF E = ∠M CE = ∠M QE,

so G, Q, M are collinear, as required.

Remark. The solution repeatedly used the following lemma: Suppose ABCD is cyclic.
Let E be a point on line BC and F be a point such that EF ∥ AB. Then EF DC is
cyclic if and only if F lies on line AD.

Solution 2
Let G = AB ∩ M Q with Q as in the first solution.
Circles ABP Q and BP EF from the official solution serve to guarantee that AQEF is
cyclic. After this we can forget circles ABP Q and BP EF . All that is needed from here is
that AD ∥ QM because this implies CM QE is cyclic. E.g. ∠ECA = ∠EDA = ∠EQM .
From circles ABC and M QC, we see that E is the Miquel point of lines BG, BC, M G, AC.
Hence AQEG is cyclic. Combined with cyclic AQEF yields that AQEF G is cyclic.
Finally Reim’s theorem on circles AQEF G and CM QE yields F G ∥ BC, as desired. (Or
angle chase: ∠M GF = ∠QEC = 180◦ − ∠CM G.) □

G F

B M C

7
Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Solutions | 167
2024 AMOC Senior Contest
Awards

Name Year School State

Gold with Perfect Score
William Cheah 10 Scotch College VIC
Laura (Xiangyue) Nan 11 Fintona Girls' School VIC
Justin Tran 11 Sydney Grammar School NSW
Gold
Elizabeth Lau 9 Home Schooled VIC
Kevin (Hangzhi) Liu 8 Scotch College VIC
Qiyang Ning 11 James Ruse Agricultural High School NSW
Romel Perera 10 Taroona High School TAS
Polar Xiong 11 North Sydney Boys High School NSW
Ryan Yanqing Yang 8 Knox Grammar School NSW
Jayee Zhang 9 Scotch College VIC
Zihui Zhang 11 Clayfield College QLD
Dennis Zhou 11 Brisbane Grammar School QLD
Silver
Jaskeerat Arora 10 Baulkham Hills High School NSW
Queensland Academy for Science Mathematics and
Siddharth Arora 11 QLD
Technology
Kezhuo (Joshua) Deng 10 Scotch College VIC
Matilda Grant 11 A B Paterson College QLD
Amber Li 10 Pymble Ladies' College NSW
Queensland Academy for Science Mathematics and
Eason Liang 10 QLD
Technology
Matthew Lin 10 Scotch College VIC
Shengrui Liu 10 Chatswood High School NSW
Alex Ma 9 Sydney Grammar School NSW
Rayden Oliveiro 10 Perth Modern School WA
Jayden Pan 10 Shore School NSW
Mohijit Singh 11 Baulkham Hills High School NSW
Olivia (Yihan) Sun 9 Lauriston Girls' School VIC
Anbo Wang 9 Brighton Grammar Senior School VIC
Tao Wong 8 St Peter's College SA
Eason Yang 11 Trinity Grammar School VIC
Ryan (Zhuopeng) Yang 9 Scotch College VIC
Owen Zhai 10 Brisbane State High School QLD
Arthur Zhao 10 Sydney Grammar School NSW
Bronze
Jeremy Arulampalam 10 Glenunga International High School SA
Anya Bath-Samarakoon 5 Abs Home School VIC
Fred Budiman 10 Melbourne High School VIC

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Awards | 168
Name Year School State
Bronze
Oscar Cheung 7 Canberra Grammar School ACT
Zitong Hao 9 James Ruse Agricultural High School NSW
Bright Hu 9 Knox Grammar School NSW
Eamon Jia 11 Newington College NSW
Haoyang Jin 10 Christ Church Grammar Senior School WA
Grace Li 11 The Mac.Robertson Girls' High School VIC
Kaixin Li 10 Carey Baptist Grammar School VIC
David Lin 9 Dr Michael Sun's School For Maths – NSW NSW
William Liu 11 The King's School NSW
Tim Luo 10 The Scots College NSW
Cyrus Nemati 10 Whitsunday Anglican School QLD
Hugo Ni 9 Newington College NSW
Brendan Plover 10 Penleigh and Essendon Grammar School VIC
Daniel Rosina 10 Geelong Grammar School – Timbertop Campus VIC
Tanish Sarathy 11 Sydney Boys High School NSW
Peter (Qile) Shan 11 James Ruse Agricultural High School NSW
Marco Shen 10 The Scots College NSW
Charlotte Sun 9 James Ruse Agricultural High School NSW
Ryan Wu 9 Knox Grammar School NSW
Ron Xue 10 Scotch College VIC
Evan Yang 9 James Ruse Agricultural High School NSW
Jay Yang 9 Knox Grammar School NSW
Richard Yu 10 James Ruse Agricultural High School NSW
Leon Zhang 8 Scotch College VIC
Zachary Zhang 10 Melbourne Grammar School VIC
Anderson Zhao 11 The Scots College NSW
Leon Zhou 10 James Ruse Agricultural High School NSW
Joseph Zhu 9 Varsity College QLD
Lucas Zhu 11 The Scots College NSW
Ray (Xiaorui) Zhuang 9 Scotch College VIC
Honourable Mention
Hugo Chang 11 Melbourne Grammar School VIC
Amelia Chen 11 St Catherine's School VIC
Hercules Chen 9 James Ruse Agricultural High School NSW
Yulin Deng 10 James Ruse Agricultural High School NSW
Gavin Dissanayake 9 James Ruse Agricultural High School NSW
Yanfu Fan 10 Canberra High School ACT
Forrest Fu 7 Scotch College VIC
Ivy Gao 10 James Ruse Agricultural High School NSW
Jun Gardiner 8 Scotch College VIC
Queensland Academy for Science Mathematics and
Bhavy Garg 10 QLD
Technology
Ethan Hartono 9 Melbourne High School VIC

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Awards | 169
Name Year School State
Honourable Mention
Ash Hennessy 11 Penrhos College WA
Gregory Hor 8 Glenunga International High School SA
Aaron Huang 10 Sydney Boys High School NSW
Angela Huang 9 Perth Modern School WA
Nathaniel Kusuma 10 Rossmoyne Senior High School WA
Cassie Lee 9 Perth Modern School WA
Mark Lee 9 Perth Modern School WA
Elena Li 10 James Ruse Agricultural High School NSW
Joshua Li 10 Sydney Boys High School NSW
Ziyan (Yuki) Li 11 Presbyterian Ladies' College (PLC Perth) WA
Philip Liu 9 Scotch College VIC
David Lu 11 Sydney Grammar School NSW
Chuyu (Anna) Luo 8 SCEGGS Darlinghurst NSW
Windsor Tao Ma 7 Caulfield Grammar School – Wheelers Hill Campus VIC
Adam Nelson 10 All Saints' College WA
Christine Ou 7 Abbotsleigh NSW
Theodore Sanuri 10 North Sydney Boys High School NSW
James Sarisky 10 Templestowe College VIC
Lillian Shen 9 Meriden School NSW
Ally Shi 11 St Hilda’s Anglican School for Girls WA
Floria Sun 10 St Peters Lutheran College QLD
Melvin Tang 10 The Hills Grammar School NSW
Tanush Veludandi 10 Canberra High School ACT
Matthew (Cunmeng) Wang 9 Scotch College VIC
Sandy Wang 9 St Margaret's Berwick Grammar VIC
Aiden Wen 9 James Ruse Agricultural High School NSW
Vincent Wu 9 St Joseph's College, Gregory Terrace QLD
Megan Xiao 9 James Ruse Agricultural High School NSW
Joshua Yao 10 James Ruse Agricultural High School NSW
Caiyan (Catherine) Yu 10 Perth Modern School WA
Renee Zhou 10 Perth Modern School WA
Youjia Zhou 11 Penrhos College WA

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Awards | 170
2024 AMOC Senior Contest
Statistics

Score Distribution by Problem Number

Mark/Problem Q1 Q2 Q3 Q4 Q5
0 0 44 18 63 113
1 0 18 23 24 2
2 4 6 9 5 2
3 7 2 5 3 0
4 8 6 2 5 1
5 4 4 12 2 0
6 9 6 21 4 2
7 95 41 37 21 7
Average 6.3 3.2 4 1.9 0.6

The average total score was 16.0 out of the maximum possible of 35.
Cuts for Gold, Silver and Bronze awards were 28, 22 and 15, respectively.1

1
ASC awards are given approximately as follows:
• Gold: top 10%.
• Silver: top 25%.
• Bronze: top 50%
• Honourable Mentions are awarded to those who get full marks for at least one problem, but who miss out on a Gold, Silver
or Bronze award.

Mathematics Contests The Australian Scene 2024 | 2024 AMOC Senior Contest Statistics | 171
Origins of Some Questions

AMOC Senior Contest 2024

Question 1 was submitted by Jamie Simpson.
Question 2 was submitted by Ivan Guo.
Question 3 was submitted by Brenton Gray and Mikaela Gray.
Question 4 was submitted by William Steinberg.
Question 5 was submitted by Andres Buritica Monroy.

Australian Mathematical Olympiad 2024

Question 1 was submitted by Chris Wetherell.
Question 2 was submitted by Sampson Wong.
Question 3 was submitted by William Steinberg.
Question 4 was submitted by Ethan Tan.
Question 5 was submitted by Brenton Gray.
Question 6 was submitted by Brenton Gray.
Question 7 was submitted by Oleksiy Yevdokimov.
Question 8 was submitted by Angelo Di Pasquale.

Asian Pacific Mathematics Olympiad 2024

No problems submitted by the AMOC Senior Problems Committee appeared on this competition.

European Girls’ Mathematical Olympiad 2024

No problems submitted by the AMOC Senior Problems Committee appeared on this competition.

International Mathematical Olympiad 2024

Two problems on the IMO Shortlist were composed by William Steinberg and submitted by the AMOC
Senior Problems Committee. One of them appeared as Question 3 on the IMO.

Mathematics Contests The Australian Scene 2024 | Origins of Some Questions | 172
Honour Roll
Honour Roll 1979–2024
Because of changing titles and affiliations, the most senior title achieved and later affiliations are
generally used, except for the Interim committee, where they are listed as they were at the time.

Interim Committee 1979–1980

Mr P J O'Halloran Canberra College of Advanced Education, Chair
Prof A L Blakers University of Western Australia
Dr J M Gani Australian Mathematical Society
Prof B H Neumann Australian National University
Prof G E Wall University of Sydney
Mr J L Williams University of Sydney

Australian Mathematical Olympiad Committee

The Australian Mathematical Olympiad Committee was founded at a meeting of the Australian Academy of
Science at its meeting of 2–3 April 1980.
* Denotes Executive Position

Chair*
Prof B H Neumann Australian National University 7 years; 1980–1986
Prof G B Preston Monash University 10 years; 1986–1995
Prof A P Street University of Queensland 6 years; 1996–2001
Prof C Praeger University of Western Australia 18 years; 2002–2019
Dr N Do Monash University 5 years; 2020–2024

Deputy Chair*
Prof P J O'Halloran University of Canberra 15 years; 1980–1994
Prof A P Street University of Queensland 1 year; 1995
Prof C Praeger University of Western Australia 7 years; 1996–2001, 2020
Assoc Prof D Hunt University of New South Wales 14 years; 2002–2015
Prof A Hassell Australian National University 3 years; 2016–2018
Dr N Do Monash University 1 year; 2019
Ms T Shaw New South Wales 4 years; 2021–2024

Executive Director*
Prof P J O'Halloran University of Canberra 15 years; 1980–1994
Prof P J Taylor University of Canberra 18 years; 1994–2012
Adj Prof M Clapper University of Canberra 4 years; 2013–2016
Mr N Ford University of Canberra 8 years; 2017–2024

AMT Mathematician
Mr M Clapper Australian Maths Trust 6 years; 2017–2022

Secretary
Prof J C Burns Australian Defence Force Academy 9 years; 1980–1988
Vacant 4 years; 1989–1992
Mrs K Doolan Victorian Chamber of Mines 6 years; 1993–1998

Treasurer*
Prof J C Burns Australian Defence Force Academy 8 years; 1981–1988
Prof P J O'Halloran University of Canberra 2 years; 1989–1990
Ms J Downes CPA 5 years; 1991–1995
Dr P Edwards Monash University 8 years; 1995–2002
Prof M Newman Australian National University 6 years; 2003–2008
Dr P Swedosh The King David School, Victoria 15 years; 2009–2023

Director of Mathematics for Young Australians*

Mr J B Henry Deakin University 17 years; 1990–2006

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 174
Dr K McAvaney Deakin University 19 years; 2006–2024

Chair, Senior Problems Committee

Prof B C Rennie James Cook University 1 year; 1980
Mr J L Williams University of Sydney 6 years; 1981–1986
Assoc Prof H Lausch Monash University 27 years; 1987–2013
Dr N Do Monash University 6 years; 2014–2019
Dr I Guo Monash University, Victoria 5 years; 2020–2024

Director of Training*
Mr J L Williams University of Sydney 7 years; 1980–1986
Mr G Ball University of Sydney 3 years; 1987–1989
Dr D Paget University of Tasmania 6 years; 1990–1995
Dr M Evans Scotch College, Victoria 3 months; 1995
Assoc Prof D Hunt University of New South Wales 5 years; 1996–2000
Dr A Di Pasquale University of Melbourne 24 years; 2001–2024

IMO Team Leader

Mr J L Williams University of Sydney 5 years; 1981–1985
Assoc Prof D Hunt University of New South Wales 9 years; 1986, 1989, 1990, 1996–2001
Dr E Strzelecki Monash University 2 years; 1987, 1988
Dr D Paget University of Tasmania 5 years; 1991–1995
Mr I Guo University of Sydney 1 year; 2011
Dr A Di Pasquale University of Melbourne 21 years; 2002–2010, 2012–2023
Mr H Tang Australian National University 1 year; 2024

IMO Deputy Team Leader

Prof G Szekeres University of New South Wales 2 years; 1981–1982
Mr G Ball University of Sydney 7 years; 1983–1989
Dr D Paget University of Tasmania 1 year; 1990
Mr J Graham University of Sydney 3 years; 1991–1993
Dr M Evans Scotch College, Melbourne 3 years; 1994–1996
Dr A Di Pasquale University of Melbourne 5 years; 1997–2001
Mr D Mathews University of Melbourne 3 years; 2002–2004
Mr N Do University of Melbourne 4 years; 2005–2008
Mr I Guo University of Sydney 4 years; 2009–2010, 2012–2013
Mr G White University of Sydney 1 year; 2011
Mr A Elvey Price University of Melbourne 5 years; 2014–2018
Mr S Wong University of Sydney 5 years; 2019–2023
Miss M Chen NSW 1 year; 2024

EGMO Team Leader

Ms T Shaw SCEGGS Darlinghurst 5 years; 2018–2022
Dr Y Tsang Victoria 2 years; 2023-2024

EGMO Deputy Team Leader

Ms M Chen University of Melbourne 4 years; 2018–2021
Dr Y Tsang Victoria 1 year; 2022
Ms D Ma Zendesk 1 year; 2023
Miss G He VIC 1 year; 2024

State Directors
Australian Capital Territory
Prof M Newman Australian National University 1 year; 1980
Mr D Thorpe ACT Department of Education 2 years; 1981–1982
Dr R A Bryce Australian National University 7 years; 1983–1989
Mr R Welsh Canberra Grammar School 1 year; 1990
Mrs J Kain Canberra Grammar School 5 years; 1991–1995
Mr J Carty ACT Department of Education 17 years; 1995–2011

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 175
Mr J Hassall Burgmann Anglican School 2 years; 2012–2013
Dr C Wetherell Australian Maths Trust 11 years; 2014–2024

New South Wales

Dr M Hirschhorn University of New South Wales 1 year; 1980
Mr G Ball University of Sydney 16 years; 1981–1996
Dr W Palmer University of Sydney 19 years; 1997–2015
A/Prof D Daners University of Sydney 1 year; 2016
Dr D Badziahin University of Sydney 6 years; 2017–2022

Northern Territory
Dr I Roberts Charles Darwin University 11 years; 2013–2023

Queensland
Dr N H Williams University of Queensland 21 years; 1980–2000
Dr G Carter Queensland University of Technology 10 years; 2001–2010
Dr V Scharaschkin University of Queensland 4 years; 2011–2014
Dr A Offer Queensland 5 years; 2015–2019
Dr B Gray Queensland 5 years; 2019–2023

South Australia
Mr K Hamann Rostrevor 19 years; 1980–1982, 1991–2005; 2013
Mr V Treilibs SA Department of Education 8 years; 1983–1990
Dr M Peake Adelaide 7 years; 2006–2012
Mr D Martin Adelaide 5 years; 2014–2018
Mr M Bammann Adelaide 6 years; 2019–2024

Tasmania
Mr J Kelly Tasmanian Department of Education 8 years; 1980–1987
Dr D Paget University of Tasmania 8 years; 1988–1995
Mr W Evers St Michael's Collegiate School 9 years; 1995–2003
Dr K Dharmadasa University of Tasmania 17 years; 2004–2020

Victoria
Dr D Holton University of Melbourne 3 years; 1980–1982
Mr B Harridge Melbourne High School 1 year; 1982
Ms J Downes CPA 6 years; 1983–1988
Mr L Doolan Melbourne Grammar School 9 years; 1989–1998
Dr P Swedosh The King David School 26 years; 1998–2023

Western Australia
Dr N Hoffman WA Department of Education 3 years; 1980–1982
Assoc Prof P Schultz University of Western Australia 14 years; 1983–1988,
1991–1994, 1996–1999
Assoc Prof W Bloom Murdoch University 2 years; 1989–1990
Dr E Stoyanova WA Department of Education 7 years; 1995, 2000–2005
Dr G Gamble University of Western Australia 19 years; 2006–2024

Editor
Prof P J O'Halloran University of Canberra 1 year; 1983
Dr A W Plank University of Southern Queensland 11 years; 1984–1994
Dr A Storozhev Australian Maths Trust 15 years; 1994–2008

Editorial Consultant
Dr O Yevdokimov University of Southern Queensland 14 years; 2009–2022

Other Members of AMOC (showing organisations represented where applicable)

Mr W J Atkins Australian Mathematics Foundation 18 years; 1995–2012
Mr J Bament O'Loughlin Catholic College 3 years; 2020–2022
Mr M Bammann South Australia 1 year; 2018
Dr S Britton University of Sydney 8 years; 1990–1998
Prof G Brown Australian Academy of Science 10 years; 1980, 1986–1994
Dr R A Bryce Australian Mathematical Society 8 years; 1991–1998
Mathematics Challenge for Young Australians 14 years; 1999–2012

Mathematics Contests The Australian Scene 2020 | Honour Roll 1979–2024 | 176
Mr G Cristofani Department of Education and Training 2 years; 1993–1994
Mr J Dean Tasmania 2 years; 2017–2018
Ms L Davis IBM Australia 4 years; 1991–1994
Dr W Franzsen Australian Catholic University 9 years; 1990–1998
Dr J Gani Australian Mathematical Society 1 year; 1980
Assoc Prof T Gagen ANU AAMT Summer School 6 years; 1993–1998
Ms P Gould Department of Education and Training 2 years; 1995–1996
Mr K Hamann South Australia 4 years; 2015–2018
Mr N Hoang Western Australia 5 years; 2018–2022
Prof G M Kelly University of Sydney 6 years; 1982–1987
Prof R B Mitchell University of Canberra 5 years; 1991–1995
Ms A Nakos Mathematics for Young Australians 22 years; 2003–2024
Mr S Neal Department of Education and Training 4 years; 1990–1993
Prof M Newman Australian National University 13 years; 1986–1998
Mathematics Challenge for Young Australians 21 years; 1999–2019,
(Treasurer during the interim) 2003–2008
Prof R B Potts University of Adelaide 1 year; 1980
Mr H Reeves Australian Association of Maths Teachers/ 16 years; 1988–1998,
Australian Mathematics Foundation 2014–2018
Mr N Reid IBM Australia 3 years; 1988–1990
Mr M Roberts Tasmania 4 years; 2014–2017
Mr R Smith Telecom Australia 5 years; 1990–1994
Ms J Sprakel Mathematics Challenge for Young Australians 9 years; 2012–2020
Prof P J Taylor Australian Mathematics Foundation 6 years; 1990–1994, 2013
Dr S Thornton New South Wales 5 years; 2020–2024
Prof N S Trudinger Australian Mathematical Society 3 years; 1986–1988
Assoc Prof I F Vivian University of Canberra 1 year; 1990
Dr M W White IBM Australia 9 years; 1980–1988

Associate Membership (inaugurated in 2000)

Ms S Britton 17 years; 2000–2016
Dr M Evans 22 years; 2000–2022
Dr W Franzsen 17 years; 2000–2016
Prof T Gagen 17 years; 2000–2016
Mr H Reeves 15 years; 2000–2014
Mr G Ball 13 years; 2004–2016
Mr I Guo 2 years; 2018–2019

Maths for Young Australians

Maths Challenge Committee
Dr K McAvaney Deakin University (Director) 19 years; 2006–2024,
Member 2 years; 2005–2006
Mr B Henry Victoria (Director) 17 years; 1990–2006
Member 16 years; 2006-2021
Prof P J O'Halloran University of Canberra 5 years; 1990–1994
Dr A Albrecht University of South Australia 3 years; 2019–2021
Dr R A Bryce Australian National University 23 years; 1990–2012
Mr M Clapper Australian Maths Trust 9 years; 2013–2021
Ms L Corcoran Australian Capital Territory 3 years; 1990–1992
Ms B Denney New South Wales 15 years; 2010–2024
Mr J Dowsey University of Melbourne 8 years; 1995–2002
Mr A R Edwards Department of Education, Queensland 33 years; 1990–2022
Dr M Evans Scotch College, Victoria 6 years; 1990–1995
Dr S Gardiner University of NSW, Sydney 2 years; 2023–2024
Assoc Prof H Lausch Monash University 24 years; 1990–2013
Ms K McAsey Victoria 2 years; 2023–2024
Dr A Mitchell Sassafras Primary School, Victoria 1 year; 2024
Mrs L Mottershead New South Wales 33 years; 1992–2024
Miss A Nakos Temple Christian College, South Australia 32 years; 1993–2024
Dr M Newman Australian National University 33 years; 1990–2022
Mr T Ogawa Northbridge Public School, NSW 2 years; 2023–2024
Ms F Peel St Peter's College, South Australia 2 years; 1999–2000

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 177
Dr I Roberts Charles Darwin University, NT 11 years; 2013–2023
Ms T Shaw SCEGGS, NSW 12 years; 2013–2024
Ms K Sims Blue Mountains Grammar School 26 years; 1999–2024
Ms J Sprakel Australian Mathematical Sciences Institute 19 years; 2002–2020
Dr A Storozhev Attorney General's Department 23 years; 1994–2016
Prof P Taylor Australian Maths Trust 20 years; 1995–2014
Mrs A Thomas New South Wales 18 years; 1990–2007
Dr S Thornton Exec. Dir. reSolve 27 years; 1998–2024
Miss G Vardaro Wesley College, Victoria 31 years; 1993–2006, 2008–2024
Dr C Wetherell Australian Maths Trust 8 years; 2017–2024

Visiting members of Challenge Committee

Prof E Barbeau University of Toronto, Canada 1991, 2004, 2008
Ms A Barkla Riverina Anglican College, NSW, Australia 2024
Prof G Berzsenyi Rose Hulman Institute of Technology, USA 1993, 2002
Dr L Burjan Department of Education, Slovakia 1993
Dr V Burjan Institute for Educational Research, Slovakia 1993
Mrs A Ferguson Canada 1992
Prof B Ferguson University of Waterloo, Canada 1992, 2005
Dr D Fomin St Petersburg State University, Russia 1994
Prof F Holland University College, Cork, Ireland 1994
Dr A Liu University of Alberta, Canada 1995, 2006, 2009
Prof Q Zhonghu Academy of Science, China 1995
Dr A Gardiner University of Birmingham, United Kingdom 1996
Prof P H Cheung Hong Kong 1997
Prof R Dunkley University of Waterloo, Canada 1997
Dr S Shirali India 1998
Mr M Starck New Caledonia 1999
Dr R Geretschlager Austria 1999, 2013
Dr A Soifer United States of America 2000
Prof M Falk de Losada Colombia 2000
Mr H Groves United Kingdom 2001
Prof J Tabov Bulgaria 2001, 2010
Prof A Andzans Latvia 2002
Prof Dr H-D Gronau University of Rostock, Germany 2003
Prof J Webb University of Cape Town, South Africa 2003, 2011
Mr A Parris Lynwood High School, Christchurch, NZ 2004
Dr A McBride University of Strathclyde, United Kingdom 2007
Prof P Vaderlind Stockholm University, Sweden 2009, 2012
Prof A Jobbings United Kingdom 2014
Assoc Prof D Wells United States of America 2015
Emer. Fellow P Neumann Queen's College Oxford UK 2016
Dr C Jones Alabama State University, USA 2018, 2020, 2022
Dr P Couch Lamar University, USA 2018, 2020, 2022
Mr S Blasberg West Valley College, USA 2019, 2020, 2022
Mr K Stupakov Independent University of Moscow, Russia 2023, 2024
Dr V Starichkova 2024
Mr A Hwang 2024
Mr S Farrar 2024

Past and present moderators for Maths Challenge

Mr W Akhurst New South Wales
Ms N Andrews ACER, Camberwell, Victoria
Dr Z Bacskai Australian Capital Territory
Mr L Bao Leopold Primary School, Victoria
Prof E Barbeau University of Toronto, Canada
Mr M Bammann South Australia
Mr R Blackman Victoria
Dr S Blasberg USA
Ms J Breidahl St Paul's Woodleigh, Victoria
Ms S Brink Glen Iris, Victoria
Prof J C Burns Australian Defence Force Academy
Mr J Carty ACT Department of Education, Australian Capital Territory

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 178
Mr A Canning Queensland
Mrs F Cannon New South Wales
Dr E Casling Australian Capital Territory
Mr P Christensen Queensland
Mr M Clapper Victoria
Mr B Darcy South Australia
Ms B Denney New South Wales
Mr J Dowsey Victoria
Mr S Ewington Sydney Grammar School, New South Wales
Br K Friel Trinity Catholic College, New South Wales
Dr D Fomin St Petersburg University, Russia
Mrs P Forster Penrhos College, Western Australia
Mr T Freiberg Queensland
Mr W Galvin University of Newcastle, New South Wales
Mr S Gardiner University of Sydney, New South Wales
Mr M Gardner North Virginia, USA
Ms P Graham Tasmania
Mr B Harridge University of Melbourne
Ms J Hartnett Queensland
Mr G Harvey Australian Capital Territory
Ms I Hill South Australia
Ms N Hill Victoria
Dr N Hoffman Edith Cowan University, Western Australia
Prof F Holland University College, Cork, Ireland
Ms R Humberstone Scotch College, Victoria
Mr D Jones Coffs Harbour High School, New South Wales
Ms R Jorgensen Australian Capital Territory
Dr T Kalinowski University of New England, New South Wales
Mr L Katz Victoria
Assoc Prof H Lausch Victoria
Mr J Lawson St Pius X School, Chatswood, New South Wales
Mr R Longmuir China
Mr T Love Western Australia
Dr K McAvaney Deakin University
Ms K McAsey Penleigh and Essendon Grammar School, Victoria
Ms J McIntosh University of Melbourne
Ms N McKinnon Victoria
Ms T McNamara Victoria
Mr G Meiklejohn Queensland School Curriculum Council, Queensland
Prof M. Newman ANU, Australian Capital Territory
Mr M O'Connor AMSI, Victoria
Mr T Ogawa New South Wales
Mr J Oliver Northern Territory
Mr S Palmer New South Wales
Dr W Palmer University of Sydney
Mr A Peck Mt Carmel College, Tasmania
Mr G Pointer Marryatville High School, South Australia
Prof H Reiter University of North Carolina, USA
Mr M Richardson Yarraville Primary School, Victoria
Mr J Rizos Victoria
Dr F Rose Victoria
Mr G Samson Nedlands Primary School, Western Australia
Mr J Sattler Parramatta High School, New South Wales
Mr A Saunder Victoria
Mr W Scott Seven Hills West Public School, New South Wales
Mr R Shaw Hale School, Western Australia
Ms T Shaw New South Wales
Dr B Sims University of Newcastle
Dr H Sims Victoria
Ms K Sims Blue Mountains Grammar School, New South Wales
Prof J Smit The Netherlands
Ms C Smith St Paul's School, Queensland
Ms D Smith Inquisitive Minds, New South Wales

Mathematics Contests The Australian Scene 2019 | Honour Roll 1979–2024 | 179
Mrs M Spandler New South Wales
Mr G Spyker Curtin University
Ms C Stanley Queensland Curriculum & Assessment Authority (Primary), Queensland
Ms R Stone Plympton Primary School, South Australia
Dr E Strzelecki Monash University, Victoria
Dr M Sun New South Wales
Mr P Swain Ivanhoe Girls Grammar School, Victoria
Dr P Swedosh The King David School, Victoria
Prof J Tabov Academy of Sciences, Bulgaria
Mrs A Thomas New South Wales
Ms K Trudgian Queensland
Ms J Vincent Melbourne Girls Grammar School, Victoria
Mr J Watts New South Wales
Prof J Webb University of Capetown, South Africa
Assoc Prof D Wells North Carolina, USA
Dr J West Western Australia

Maths Enrichment Development

Mathematics Enrichment Series Committee – Development Team (1992–1995)

Mr B Henry Victoria (Chairman)
Prof P O'Halloran University of Canberra (Director)
Mr G Ball University of Sydney
Dr M Evans Scotch College, Victoria
Mr K Hamann South Australia
Assoc Prof H Lausch Monash University
Dr A Storozhev Australian Maths Trust, Australian Capital Territory

Pólya Enrichment Series – Development Team (1992–1995)

Mr G Ball University of Sydney (Editor)
Mr K Hamann South Australia (Editor)
Prof J Burns Australian Defence Force Academy
Mr J Carty Merici College, Australian Capital Territory
Dr H Gastineau-Hill University of Sydney
Mr B Henry Victoria
Assoc Prof H Lausch Monash University
Prof P O'Halloran University of Canberra
Dr A Storozhev Australian Maths Trust, Australian Capital Territory

Pólya Enrichment Series – Development Team (2013–2015)

Adj Prof M Clapper Australian Maths Trust (Editor)
Dr R Atkins New Zealand
Dr A Di Pasquale University of Melbourne
Dr R Geretschlager Austria
Dr D Mathews Monash University
Dr K McAvaney Australian Maths Trust

Euler Enrichment Series – Development Team (1992–1995)

Dr M Evans Scotch College, Victoria (Editor)
Mr B Henry Victoria (Editor)
Mr L Doolan Melbourne Grammar School, Victoria
Mr K Hamann South Australia
Assoc Prof H Lausch Monash University
Prof P O'Halloran University of Canberra
Mrs A Thomas Meriden School, New South Wales

Gauss Enrichment Series – Development Team (1993–1995)

Dr M Evans Scotch College, Victoria (Editor)
Mr B Henry Victoria (Editor)
Mr W Atkins University of Canberra
Mr G Ball University of Sydney
Prof J Burns Australian Defence Force Academy
Mr L Doolan Melbourne Grammar School, Victoria
Mr A Edwards
Mathematics Contests The
Mildura High School, Victoria
Australian Scene 2024 | Honour Roll 1979–2024 | 180
Mr N Gale Hornby High School, New Zealand
Dr N Hoffman Edith Cowan University
Prof P O'Halloran University of Canberra
Dr W Pender Sydney Grammar School, New South Wales
Mr R Vardas Dulwich Hill High School, New South Wales

Noether Enrichment Series – Development Team (1994–1995)

Dr M Evans Scotch College, Victoria (Editor)
Dr A Storozhev Australian Maths Trust, Australian Capital Territory (Editor)
Mr B Henry Victoria
Dr D Fomin St Petersburg University, Russia
Mr G Harvey New South Wales

Newton Series – Development Team (2001–2002)

Mr B Henry Victoria (Editor)
Mr J Dowsey University of Melbourne
Mrs L Mottershead New South Wales
Ms G Vardaro Annesley College, South Australia
Ms A Nakos Temple Christian College, South Australia
Mrs A Thomas New South Wales

Dirichlet Series – Development Team (2001–2003)

Mr B Henry Victoria (Editor)
Mr A Edwards Ormiston College, Queensland
Ms A Nakos Temple Christian College, South Australia
Mrs L Mottershead New South Wales
Mrs K Sims Chapman Primary School, Australian Capital Territory
Mrs A Thomas New South Wales

Ramanujan Enrichment Series – Development Team (2014–2016)

Mr B Henry Victoria (Editor)
Adj Prof M Clapper Australian Maths Trust
Ms A Nakos Temple Christian College, South Australia
Mr A Edwards Department of Education, Queensland
Dr K McAvaney Australian Maths Trust
Dr I Roberts Charles Darwin University, NT

Australian Intermediate Mathematics Olympiad Committee

Dr K McAvaney Deakin University (Chair) 18 years; 2007–2024
Mr M Clapper Australian Maths Trust 11 years; 2014–2024
Mr J Dowsey University of Melbourne 18 years; 1999–2016
Dr M Evans Australian Mathematical Sciences Institute 24 years; 1999–2022
Mr B Henry Victoria (Chair) 8 years; 1999–2006
Member 15 years; 2007–2021
Assoc Prof H Lausch Monash University 17 years; 1999–2015
Mr R Longmuir China 2 years; 1999–2000
Dr D Mathews Monash University 8 years; 2017–2024
Dr W Taylor Sandringham College 3 years; 2022–2024
Dr D Treeby Presbyterian Ladies' College, Victoria 4 years; 2020–2023
Mr C McCombe Sandringham College 1 year; 2024

AMOC Senior Problems Committee

Current members
Mr M Clapper Australian Maths Trust 12 years; 2013–2024
Miss M Chen University of Melbourne 6 years; 2019–2024
Dr A Devillers University of Western Australia 9 years; 2016–2024
Dr A Di Pasquale University of Melbourne 24 years; 2001–2024
Dr N Do Monash University (Chair) 7 years; 2014–2020
(Member) 16 years; 2003–2013; 2020–2024

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 181
Dr I Guo Monash University (Chair) 5 years; 2020–2024
(Member) 13 years; 2008–2020
Dr K McAvaney Victoria 29 years; 1996–2024
Ms D Ma Zendesk 2 years; 2023-2024
Dr D Mathews Monash University 24 years; 2001–2024
Mr A Elvey Price University of Melbourne 7 years; 2018–2024
Dr C Rao Victoria 26 years; 1999–2024
Ms T Shaw SCEGGS Darlinghurst 7 years; 2018–2024
Mr H Tang Australian National University 2 years; 2023-2024
Dr Y Tsang Victoria 3 years; 2022-2024
Dr I Wanless Monash University 25 years; 2000–2024
Dr C Wetherell Australian Maths Trust 6 years; 2019–2024
Mr S Wong University of Sydney 5 years; 2020–2024

Previous members
Mr G Ball University of Sydney 16 years; 1982–1997
Mr M Brazil LaTrobe University 5 years; 1990–1994
Dr M S Brooks University of Canberra 8 years; 1983–1990
Dr G Carter Queensland University of Technology 10 years; 2001–2010
Dr M Evans Australian Mathematical Sciences Institute 27 years; 1990–2016
Mr J Graham University of Sydney 1 year; 1992
Dr M Herzberg Telecom Australia 1 year; 1990
Dr A Offer Queensland 9 years; 2012–2021
Assoc Prof D Hunt University of New South Wales 29 years; 1986–2014
Dr J Kupka Monash University 16 years; 2003–2018
Assoc Prof H Lausch Monash University (Chair) 27 years; 1987–2013
(Member) 2 years; 2014–2015
Dr L Kovacs Australian National University 5 years; 1981–1985
Dr D Paget University of Tasmania 7 years; 1989–1995
Dr B Saad Monash University 28 years; 1994–2021
Prof P Schultz University of Western Australia 8 years; 1993–2000
Dr J Simpson Curtin University 20 years; 1999–2018
Dr L Stoyanov University of Western Australia 5 years; 2001–2005
Dr E Strzelecki Monash University 5 years; 1986–1990
Dr E Szekeres University of New South Wales 7 years; 1981–1987
Prof G Szekeres University of New South Wales 7 years; 1981–1987
Emer Prof P Taylor Australian Maths Trust 1 year; 2013
Dr N H Williams University of Queensland 20 years; 1981–2000

Mathematics School of Excellence

Dr S Britton University of Sydney (Coordinator) 2 years; 1990–1991
Mr L Doolan Melbourne Grammar (Coordinator) 6 years; 1992, 1993–1997
Mr W Franzsen Australian Catholic University (Coordinator) 2 years; 1990–1991
Dr D Paget University of Tasmania (Director) 6 years; 1990–1995
Assoc Prof D Hunt University of New South Wales (Director) 5 years; 1996–2000
Dr A Di Pasquale University of Melbourne (Director) 24 years; 2001–2024

International Mathematical Olympiad Selection School

Mr G Ball University of Sydney (Director) 6 years; 1984–1989
Mr L Doolan Melbourne Grammar (Coordinator) 3 years; 1989–1991
Dr S Britton University of Sydney (Coordinator) 7 years; 1992–1998
Mr W Franzsen Australian Catholic University (Coordinator) 8 years; 1992–1996; 1999–2001
Dr D Paget University of Tasmania (Director) 6 years; 1990–1995
Mr J L Williams University of Sydney (Director) 2 years; 1982–1983
Assoc Prof D Hunt University of New South Wales (Director) 5 years; 1996–2000
Dr A Di Pasquale University of Melbourne (Director) 24 years; 2001–2024

Mathematics Contests The Australian Scene 2024 | Honour Roll 1979–2024 | 182
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2024 Australian Scene

Uploaded by

2024 Australian Scene

Uploaded by

Mathematics Contests

The Australian Scene 2024

Australian Maths Trust

Copyright © 2024 Australian Mathematics Trust

Cover image: via Pexels

MATHS FOR YOUNG AUSTRALIANS

AUSTRALIAN MATHEMATICAL OLYMPIAD TRAINING PROGRAM

Mathematics Contests The Australian Scene 2024 | Contents | ii

Mathematics Contests The Australian Scene 2024 | Contents | iii

Australian Intermediate Mathematics Olympiad

2024 Challenge Committee

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 3

2024 Australian Intermediate Mathematics Olympiad Committee

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 4

MP1 Mia’s Mosaics

MP2 Chocolate Shop

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

• 53 is an address since 5 is greater than 3,

a Draw drop bear tree 53.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

MP4 Pointy Numbers

a Explain why all pointy numbers have an odd number of digits.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP1 Mia’s Mosaics

UP2 Drop Bears

• 53 is an address since 5 is greater than 3

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

a Draw drop bear tree 53.

UP3 Rotation Match

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP4 Card Fractions

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

a What is the largest pointy number that is divisible by 5?

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

a Use all the numbers from 1 to 6 to make a factor chain of length 6.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

• If digits are adjacent, then they differ by 1.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

I3 Digit Difference Residues

a Find the nine 3-digit numbers that all have a DDR of 8.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

Draw the other seven ways of tiling a 3-block zigzag.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

MP1 Mia’s Mosaics

b The total number of unit squares (1 × 1) in the tiles is

d The total number of unit squares in the tiles is

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

MP3 Drop Bears

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

c We label the nests with the letters A to F as shown.

If D or E is 43, then we have the following partial tree.

This tree may also be found by trial and error.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

2345432, 4567654, 6789876.

The only even downward pointy numbers with 7 digits are:

4321234, 6543456, 8765678.

1234321, 2345432, 3210123, 3456543, 4321234, 4567654,

5432345, 5678765, 6543456, 6789876, 7654567, 8765678, 9876789.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP1 Mia’s Mosaics

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP2 Drop Bears

b We label the nests with the letters A to F as shown.

If D or E is 43, then we have the following partial tree.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

This tree may also be found by trial and error.

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP3 Rotation Match

Mathematics Contests The Australian Scene 2024 | 2024 Maths Challenge

UP4 Card Fractions

Mathematics Contests The Australian Scene 2024 | Contents | ii

Mathematics Contests The Australian Scene 2024 | Contents | iii

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 3

Mathematics Contests The Australian Scene 2024 | Membership of MYA Committees | 4