Here is another problem from the 2020 Math Calendar.

As a hint, recall that all the answers are integer days of the month. And the solution employs a technique familiar to these pages.

See Autumn Sum

Leave a reply

Here is another problem from the 2020 Math Calendar.

As a hint, recall that all the answers are integer days of the month. And the solution employs a technique familiar to these pages.

See Autumn Sum

The following problem comes from a 1961 exam set collected by Ed Barbeau of the University of Toronto. The discontinued exams (by 2003) were for 5^{th} year Ontario high school students seeking entrance and scholarships for the second year at a university.

“If *s _{n}* denotes the sum of the first

.”

Unfortunately, the “Grade XIII” exam problem sets were not provided with answers, so I have no confirmation for my result. There may be a cunning way to manipulate the series to get a solution, but I could not see it off-hand. So I employed my tried and true power series approach to get my answer. It turned out to be power series manipulations on steroids, so there must be a simpler solution that does not use calculus. I assume the exams were timed exams, so I am not sure how a harried student could come up with a quick solution. I would appreciate any insights into this.

See Serious Series

This is a delightful and surprising problem from Presh Talwalkar.

“This puzzle was created by a MindYourDecisions fan in India. What is the value of the infinite product? The numerators are the odd nth roots of [Euler’s constant] e and the denominators are even nth roots of e.”

See Euler Magic

If you will pardon the pun, this is a diabolical problem from the collection *Five Hundred Mathematical Challenges*.

“**Problem 5**. Calculate the sum

__________

It has a non-calculus solution, but that involves a bunch of manipulations that were not that evident to me, or at least I doubt if I could have come up with them. I was able to reframe the problem using one of my favorite approaches, power series (or polynomials). The calculations are a bit hairy in any case, but I was impressed that my method worked at all.

See the Number of the Beast

Here is another Brain Bogglers problem from 1987.

“Exactly four minutes after starting to run—when the take-up reel was rotating one and a half times as fast as the projecting reel—the film broke. (The hub diameter of the smaller take-up reel is 8 cm and the hub diameter of the projecting reel is 12 cm.) How many minutes of film remain to be shown?”

This feels like another problem where there is insufficient information to solve it, and that makes it fun and challenging. In fact, I was stumped for a while until I noticed something that was the key to completing the solution.

See the Movie Projector Problem.

This 2005 four-star problem from Colin Hughes at *Maths Challenge* is also a bit challenging.

“**Problem**

For any set of real numbers, R = {x, y, z}, let sum of pairwise products,

________________S = xy + xz + yz.

Given that x + y + z = 1, prove that S ≤ 1/3.”

Again, I took a different approach from Maths Challenge, whose solution began with an unexplained premise.

See the Pairwise Products

This 2007 four-star problem from Colin Hughes at *Maths Challenge* is definitely a bit challenging.

“**Problem**

For any positive integer, k, let Sk = {x1, x2, … , xn} be the set of [non-negative] real numbers for which x1 + x2 + … + xn = k and P = x1 x2 … xn is maximised. For example, when k = 10, the set {2, 3, 5} would give P = 30 and the set {2.2, 2.4, 2.5, 2.9} would give P = 38.25. In fact, S10 = {2.5, 2.5, 2.5, 2.5}, for which P = 39.0625.

Prove that P is maximised when all the elements of S are equal in value and rational.”

I took a different approach from Maths Challenge, but for me, it did not rely on remembering a somewhat obscure formula. (I don’t remember formulas well at my age—only procedures, processes, or proofs, which is ironic, since at a younger age it was just the opposite.) It is also clear from the Maths Challenge solution that the numbers were assumed to be non-negative.

See Maximum Product.

This is from the UKMT Senior Challenge of 1999.

What is the sum to infinity of the convergent series

____________________________________A_7/4_____B_2_____C_√5_____D_9/4_____E_7/3”

This is a challenging problem from *Mathematical Quickies* (1967).

“Evaluate the infinite product:”

I came up with a motivated solution using some standard techniques from calculus. *Mathematical Quickies* had a solution that did not employ calculus, but one which I felt used unmotivated tricks. See the Infinite Product Problem.

I was astonished that this problem was suitable for 8th graders. First of all the formula for the volume of a cone is one of the least-remembered of formulas, and I certainly never remember it. So my only viable approach was calculus, which is probably not a suitable solution for an 8th grader.

Presh Talwalkar: “This was sent to me as a competition problem for 8th graders, so it would be a challenge problem for students aged 12 to 13. When a conical bottle rests on its flat base, the water in the bottle is 8 cm from its vertex. When the same conical bottle is turned upside down, the water level is 2 cm from its base. What is the height of the bottle? (Note “conical” refers to a right circular cone as is common usage.) I at first thought this problem was impossible. But it actually can be solved. Give it a try and then watch the video for a solution.”

See the Conical Bottle Problem.