Tuklás Matemátika Online

Problem Solving • Enrichment • News

Volume 21, Issue 4 (January 2020)
http://ateneo.edu/ls/sose/mathematics/tuklas

The Center of the Graph of a Polynomial

Let f (x) = a2 x2 + a1 x + a0 be a second- Example 2. Consider the cubic graph of the
degree polynomial. Then, by the Quadratic third-degree polynomial f (x) = x3 + 3x2 − 4x.
Formula, its zeros are given as follows:
p
−a1 ± a21 − 4a2 a0
x= .
2a2
Recall that the coordinates of the vertex V of
the parabola defined by f (x) is given by the
formula
a1 4a2 a0 − a21
 
V − , .
2a2 4a2

Example 1. Consider the parabola defined

by the second-degree polynomial f (x) = x2 −
2x − 8.
The vertex of this parabola is V (1, −9).
Equating f (x) to zero, we obtain the x-
intercepts of the graph, namely, x1 = −2 and
x2 = 4. Observe that the x-coordinate R = 1
of the vertex is the midpoint of the two x-
intercepts x1 and x2 of the parabola.
Taking the first derivative of f (x) and equat-
ing it to 0, we obtain
√
21
f 0 (x) = 3x2 + 6x − 4 = 0 =⇒ x = −1 ± .
3
With f 00 (x) = 6x + 6, the Second Derivative
Test says that the√ graph has a local maximum
at x1 = −1 − 13 21 because f 00 (x1 ) < 0 and
√
has a local minimum at x2 = −1 + 13 21 be-
cause f 00 (x2 ) > 0. The equation f 00 (x) = 0
gives x = −1. Since f 00 (x) < 0 for x < −1
and f 00 (x) > 0 for x > −1, we conclude that
the graph has a point of inflection at x = −1.
Observe that R = −1 is the midpoint of the
x-coordinates x1 and x2 of the local extremum
points of the graph.

General Observation 1 General Observation 2

Consider the parabola defined by the Consider the cubic graph defined by the
second-degree polynomial f (x) = a2 x2 + third-degree polynomial f (x) = a3 x3 +
a2
a1
a1 x+a0 . Let R = − 2a . Then it has vertex a2 x2 +a1 x+a0 . Let R = − 3a3
. Then it has
2
at the point (R, f (R))√and its x-intercepts point of inflection at the point (R, f (R))
a21 −4a2 a0 and its local
√ extremum points (if any) are
(if any) are located 2a2
units away a22 −3a3 a1
from R. located 3a3
units away from R.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City 1/16
Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 2/16

From General Observations 1 and 2, the Who is he?

point (R, f (R)) has special significance with Numbers... Simple
respect to the graph of f (x). We can, in as they seem, this
fact, extend this point of interest R for any mathematician
nth-degree polynomial f (x) for n ≥ 2. Let brought the
f (x) = an xn + an−1 xn−1 + . . . + a1 x + a0 be an concept of
nth-degree polynomial with real coefficients. numbers into
We know that the (n − 2)nd derivative of f (x) abstract form.
is a second-degree polynomial, namely Turn to Page 7 for the life and works of this
Japanese mathematician who is believed to be
1
f (n−2) (x) = n!an x2 + [(n − 1)!]an−1 x the mysterious founder of the cryptocurrency
2 “bitcoin.”
+ [(n − 2)!]an−2 ,
About Tuklás...
whose zeros are
r Tuklás Matemátika Online is a mini-
2n journal devoted to improving the problem-
a2n−1 − an an−2
an−1 n−1 solving skills of the students, engaging the
x=− ± . classrooms with enrichment materials, and
nan nan
updating the community with news about
Notice that the Quadratic Formula is sim- mathematics. Distributed free of charge by
ply a particular case of the formula of the last the Department of Mathematics of the Ate-
equation (simply take n = 2). Let neo de Manila University through its Pro-
gram of Excellence in Mathematics, Tuklás
an−1
R=− . is designed primarily for junior and senior
nan
high school students.
Nickalls [1] calls the point (R, f (R)) the N - Every volume of Tuklás has five full
point of the polynomial f (x), while the ex- issues (released in September, October,
pression November, January, and February) and
one special issue (March). Every full is-
sue has an expository article, problems
r
2n
a2n−1 − an an−2 from math competitions, elementary and
n−1
nan advanced problem proposals, solutions to
proposed problems, life and works of a fea-
is the symmetrical displacement of the points tured mathematician, an enrichment activ-
of interest relative to the N -point. Skurnick ity, and some news about math events.
[2] calls the point (R, f (R)) the center of the Please email all communications to
graph of f (x). Moreover, a result in algebra ateneo.tuklas@gmail.com
tells us that R = − ana
n−1
n
is the arithmetic mean
of all zeros of the nth-degree polynomial f (x). Tuklás Production Team
Jude C. Buot
References
Christian Paul O. Chan Shio
[1] R.W.D. Nickalls, The quadratic formula
Richard B. Eden
is a particular case, The Mathematical
Ian June L. Garces
Gazette 84 (2000), 276–280.
Mark L. Loyola
[2] R. Skurnick, Where is the centre of the Timothy Robin Y. Teng
graph of a polynomial?, The Mathemati- Mark Anthony C. Tolentino
cal Gazette 86 (2002), 59–65.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020)
Olympiad Corner
In this issue of Tuklás, we present some items from the Division Finals of the 2019
Metrobank-MTAP-DepEd Math Challenge. We thank again the Metrobank Foundation
for the permission to use the items.
1. (Grade 7, 15-Second Questions, Item 4)
How many sides does a regular polygon have
if the measure of each of its interior angles is
160◦ ?
Answer: 18
Solution. Let n be the number of sides of a
regular polygon. There is a formula that re-
lates n and the measure of each interior angle
in degrees:
360◦
= 180◦ − (interior angle in degrees).
n from roads that are perpendicular. If the car
2. (Grade 7, 15-Second Questions, Item 10)
If the polynomial 10x2 − 7x − 12 is divided by
2x+3, the quotient is 5x+b and the remainder
is 21. Find the value of b.
Answer: −11
Solution. Because 21 is the remainder, (10x2 −
7x−12)−21 must be divisible by 2x+3. That
is, one factor is 2x + 3 and the other must be
(10 ÷ 2)x + (−33 ÷ 3) = 5x − 11.
3. (Grade 7, 1-Minute Questions, Item 3) A
data set consisting of 8 whole numbers has
mean, median, and mode that are all equal to
3. What is the largest possible number in the
data set if the smallest number is 2?
Answer: 6
Solution. Let 2, a, b, c, d, e, f, g be the data set
of whole numbers, where 2 ≤ a ≤ b ≤ c ≤
d ≤ e ≤ f ≤ g. We want to maximize g.
Because the median is 3, we must have
c = d = 3. To maximize g, we must have
a = b = 2 and e = f = 3 (getting a mode of
3). Thus, the maximum g must be 6.
Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City
3/16
4. (Grade 8, 15-Second Questions, Item 10)
In an isosceles right triangle, the length of
each leg is 3 cm. What is the length of the
altitude to the hypotenuse of the triangle
√
3 2
Answer: 2
cm
Solution.
√ The hypotenuse of the triangle is
3 2 cm. The area of the triangle is 92 cm2 .
Then compute the area of the triangle using
the hypotenuse as the base.
5. (Grade 8, 1-Minute Questions, Item 3) A
car and a bus approach the same intersection
averages 60 kph and the bus 80 kph, what is
the distance between them 12 minutes after
they cross the intersection?
Answer: 20 km
Solution. In 12 minutes, the car is 12 km from
the intersection and bus is 16 km. Then use
the Pythagorean Theorem.
6. (Grade 9, 1-Minute Questions, Item 2)
Each side of equilateral 4ABC has length 6
cm. Let D be the midpoint of BC, and E the
point on AD such that BE bisects ∠B. Find
the perimeter of 4ABE.
√
Answer: 6 + 4 3 cm
Solution. Observe that AD ⊥ BC and 4BED
is a 30-60-90 triangle. Then use the fact that,
in a 30-60-90 triangle, the length of the side
opposite the 30◦ -angle is half that of the hy-
potenuse.
7. (Grade 9, 1-Minute Questions, Item 3)
Find all possible values of the real constant
k if the graph of y = 2x2 − (2k + 5)x + (4k + 2)
touches the x-axis at only one point.
Answer: 3/2
Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020)
Solution. A parabola crosses the x-axis at the
zeros of its equation. If it touches the x-axis
at only one point, then its equation has only
one zero. This means that the discriminant
must be zero.
8. (Grade 9, 1-Minute Questions, Item 4) In
a trapezoid, the midline, which is the segment
joining the midpoints of the non-parallel sides,
intersects the diagonals at P and Q. Find P Q
if the parallel sides have lengths 6 and 20 cm.
Answer: 7 cm
Solution. The length of the midline is 12 (6 +
20) = 13, and P Q = 13 − 2(3) = 7 cm.
9. (Grade 10, 15-Second Questions, Item 1)
Find the solution set of the inequality x(x +
1) < x.
Answer: ∅
Solution. The inequality is equivalent to x2 <
0, which has no real solutions.
10. (Grade 10, 15-Second Questions, Item 7)
A square is inscribed in a right triangle with
two of its sides lying on the legs of the trian-
gle. If the legs of the triangle are 6 and 12 cm
long, what is the area of the square?
Answer: 16 cm2
Solution. The diagonal of the square divides
the right triangle into two smaller triangles.
The sum of the areas of these triangles is equal
to the area of the big right triangle. Let x
be the length side of each side of the square.
Then
6x 12x (6)(12)
+ = =⇒ x2 = 16.
2 2 2
Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City
4/16
11. (Grade 10, 30-Second Questions, Item 1)
How many codewords can be formed from the
letters of the word DIVISION such that S and
N are next to each other?
Answer: 1 680
Solution. Treat S and N as one letter.
7!
× 2 = 1 680
3!
12. (Grade 10, 30-Second Questions, Item 5)
A circle passes through the points (1, 3),
(2, −2), and (6, 4). What is its radius?
√
Answer: 13 units
Solution. Observe that the given points are
vertices of an isosceles right triangle.
13. (Grade 10, 1-Minute Questions, Item 1)
The numbers 3, a, b, c, d,
√23 328 form a geomet-
ric sequence. What is 4 abcd?
√
Answer: 108 6
Solution. Let r be the common ratio of the se-
quence. Then 3r5 = 23 328, which gives r = 6.
√
4
√4
√4
√
abcd = 34 r10 = 34 · 610 = 108 6
14. (Grade 10, 1-Minute Questions, Item 2)
If 23 + 7x − 5x2 − 2x3 = a + b(x + 2) + c(x +
2)2 + d(x + 2)3 is an identity, what is c?
Answer: 7
Solution. Apply synthetic division three times
and the last remainder is the value of c.
15. (Grade 10, 1-Minute Questions, Item 5)
The hypotenuse AC of a right triangle ABC is
trisected at P and Q. If BP 2 +BQ2 = 10 cm2 ,
how long is AC?
√
Answer: 3 2 cm
Solution. Let R be the midpoint of AC and
RP = RQ = x. Then AP = P Q = QC = 2x
and RB = 3x (radius of the circumcircle of
4ABC). Apply Law of Cosines to 4BP R
and 4BQR to compute for BP 2 and BQ2 ,
respectively. Solve for x.
Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 5/16

Enrichment Corner

A shadow is a dark image formed when an

opaque object blocks light rays from a light
source. Though they tend to go unnoticed
most of the time, shadows actually have
significant applications. Humans unconsciously
use shadows in examining the shape, size,
and texture of an object. Without shadows
or artificially created ones, our eyes will
not be able to detect that an object such as a
cubic box has depth and is not flat like a square.

In photography, shadows are manipulated

to create illusions in a picture or to put focus
on its subject or background. In medical
imaging, shadows in the form of x-ray and CT
scans are used to help medical professionals in
their diagnoses.

The physical nature of a shadow formed by an object depends on various factors. These
include the shape of the object itself, the position of the light source and its distance from the
object, the angle at which the light rays hit the object, and the shape of the surface where the
shadow will be formed.

In the language of mathematics, we can think of a shadow as the image of an object O found
in the Euclidean 3-space under a special function f (x, y, z) called a projection. This function
sends a point (x, y, z) in O to a point (u, v) called a shadow point on the plane of projection.
The collection of all shadow points gives us the shadow of the object.

To understand this better, let us consider the decorated unit sphere in the figure above
with its equator lying on the xy-plane. The surface of the sphere painted red (assumed to be

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 6/16

opaque) will block any light and, hence, will form a shadow. The white decorations (assumed
to be transparent), on the other hand, will let light pass through. Putting the light source,
which emits light rays in all directions, at the north pole gives us the shadow of the decorated
sphere (colored blue for ease visualization).

In the above setting, we employed what is called
a stereographic projection. More specif-
x y
ically, we used the formula f1 (x, y, z) = 1−z , 1−z to obtain the square grid shadow and its
corresponding shadow pattern (a) in the xy-plane.

We can also consider a light source emitting only parallel light rays in the direction perpen-
dicular to the plane of projection. Projections following this assumption are said to be ortho-
graphic. Examples of orthographic projections are f2 (x, y, z) = (x, y) and f3 (x, y, z) = (x, z)
with the xy-plane and xz-plane, respectively, as the planes of projection. The resulting shadow
patterns arising from these two projections are illustrated in (b) and (c).

As an exercise, can you match (d) and (f) below with their shadow patterns? What type of
projection was used to produce each these shadow patterns?

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020)
Who is he? He is...
Shinichi Mochizuki, abstract number theorist
One morning on 30 August 2012, with-
out much fanfare, Shinichi Mochizuki of Ky-
oto University’s Research Institute for Math-
ematical Sciences (RIMS) posted on his web-
site a mathematical report which generated
a lot of buzz among many mathematical cir-
cles. Mochizuki claims to have a valid proof of
a decades-long open problem in number the-
ory, known as the abc conjecture. But what is
more baffling is that his proof is so abstract
that even renowned mathematicians working
on the same area of research are having a hard
time understanding his proof.
Shinichi Mochizuki
https://news.bitcoin.com/the-many-facts-pointing-to-
shinichi-being-satoshi/
Surprisingly, Mochizuki isn’t as keen in
helping his colleagues understand his work.
It has been reported that he almost always
doesn’t leave Kyoto and much prefers to dis-
cuss his work in Japanese despite being fluent
in English (he spent his formative years in the
United States and took his PhD in Princeton
University). Although not an introverted per-
son, as described by his peers, Mochizuki is
known to be a “creature of habit with an al-
most supernatural ability to concentrate.” [1]
Credited to two mathematicians, namely,
Joseph Oesterlé and David Masser, the abc
conjecture is a strikingly simple statement
that aims to connect the prime factors of two
integers a and b and their sum c. Roughly, the
conjecture states that if a lot of small primes
Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City
7/16
divide a and b then only a few, large ones di-
vide c. If proven to be true, the abc conjecture
would have profound implications on a lot of
unsolved Diophantine equations. [1]
In 1983, a young German mathematician
named Gerd Faltings proved that if the abc
conjecture is true, then you don’t just know
how many solutions there are in Diophantine
equations, “you can list them all.” [1]
As of this writing, there is no consen-
sus that Mochizuki’s proof is correct. Trou-
ble is, not only is it at least four hundred
pages long, it also develops a new type of
math called “Inter-universal Teichmüller the-
ory (IUT)” with only one expert on the planet
who claims to understand it. [2] His work is so
abstract that, according to him, it would take
10 years for a graduate student to understand
it. Because of Mochizuki’s bizarre personal-
ity and the controversy of his abstract the-
ory about numbers, hypertext inventor Ted
Nelson has theorized that Mochizuki may in
fact be the real name of Satoshi Nakamoto,
pseudonym of the mysterious founder of the
cryptocurrency “bitcoin.” [3]
References
[1] Castelvecchi, Davide. The biggest mystery
in mathematics: Shinichi Mochizuki and the
impenetrable proof, https://www.nature.com/
news/the-biggest-mystery-in-mathematics-
shinichi-mochizuki-and-the-impenetrable-
proof-1.18509
[2] Bonato, Anthony. The proof that no one under-
stands., https://anthonybonato.com/2016/08/
10/the-proof-no-one-understands/
[3] Mims, Christopher and Leo Mirani. Bitcoin’s
creator is Japanese mathematician Shinichi
Mochizuki, says hypertext inventor , https:
//qz.com/86255/the-mysterious-creator-of-
bitcoin-could-be-japanese-mathematician-
shinichi-mochizuki-says-the-inventor-of-
hypertext/
Photo of Mochizuki on Page 2 was accessed
from https://news.bitcoin.com/the-many-facts-
pointing-to-shinichi-being-satoshi/ on 27 Jan-
uary 2020.
Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 8/16

Problem Corner
We encourage students to solve each problem. The best correct solutions will be featured in
the next issue of Tuklás, while other correct solutions will be duly recognized. A solution is
considered correct if it includes a complete write-up of valid arguments that solve the problem.
Tuklás has moved over to an online submission portal that will automatically send your files
to the appropriate folders. Submit your solution files (scanned, photographed, or encoded) to

https://tinyurl.com/TuklasSubmission

Please note that this submission portal requires a Google (or Gmail) account. If you encounter
a problem using this site, please send an email to ateneo.tuklas@gmail.com.
For the following set of problems, the deadline of submission for the solutions is

10 March 2020.

Elementary Problems

E53. Two students begin walking from point
A to point B at the same constant rate and at
the same time. One student walks with steps
that are 60 centimeters apart, while the other
walks with steps that are 69 centimeters apart.
Their footsteps coincide when they first begin,
and the next time they coincide is 15 seconds
later. After 5 minutes of walking, they arrive
at point B. Compute the distance from A to
B in meters.
E54. Suppose we call a positive integer a good
number if each of its digits is a prime num-
ber. Find all three-digit good numbers whose
squares are five-digit good numbers.
E55. Prove that a quadratic equation ax2 +
bx + c = 0 with integer coefficients can never
have a discriminant equal to 47.
E56. Find all triples (x, y, z) of real numbers
satisfying x + y − z = −1, x2 − y 2 + z 2 = 1,
and −x3 + y 3 + z 3 = −1.

Advanced Problems

A27. In 4ABC, a line parallel to BC in-

tersects side AB at D, and side AC at E.
Let P be an arbitrary point inside 4ABC.
Lines P B and P C intersect DE at F and
G, respectively. Let O1 and O2 be the cir-
cumcenters of 4P DG and 4P F E, respec-
tively. Show that AP ⊥ O1 O2 .

A28. A set of (distinct) positive integers is said to be uniform if after any of its elements is
removed, then the remaining elements can be partitioned into two subsets each of which has
equal sums of their elements. Find the least integer n > 1 such that there exists a uniform set
with n elements.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 9/16

Solution Corner
A problem may be solved in different ways. In this section, we feature some submitted solutions
to the problems that appeared in the previous issue of Tuklás.

Elementary Problems

E49. Using the numbers 1, 2, 3, 4, 5, 6, and 7, there are a total of 7! = 5040 seven-digit
numbers that can be formed if repetition of digits is not allowed. If these numbers are listed in
decreasing order, what is the 2019th number in the list?
Solution 1 by JOAQUIN IÑIGO G. CASTILLEJOS, Valenzuela City School of Mathematics
and Science.
Note that the number of ways to arrange n digits to form part of the 7-digit number is n!. In
order to narrow down on the 2019th number in the list, one may mark down subsets of the list.
7abcdef corresponds to permutations 1 to 720.
6abcdef corresponds to permutations 721 to 1440.
5abcdef corresponds to permutations 1441 to 2160.
The desired number is then part of this set.
57abcde corresponds to permutations 1441 to 1560.
56abcde corresponds to permutations 1561 to 1680.
54abcde corresponds to permutations 1681 to 1800.
53abcde corresponds to permutations 1801 to 1920.
52abcde corresponds to permutations 1921 to 2040.
The desired number is then part of this set.
527abcd corresponds to permutations 1921 to 1944.
526abcd corresponds to permutations 1945 to 1968.
524abcd corresponds to permutations 1969 to 1992.
523abcd corresponds to permutations 1993 to 2016.
From here, it is easier to enumerate.
5217643 is the 2017th permutation.
5217634 is the 2018th permutation.
5217463 is the 2019th permutation.
Therefore, the 2019th number in the list is 5217463.

Solution 2 by JOSEPH T. BANAYBANAY, Bayugan National Comprehensive High School.

First, note that the number of ways to arrange n digits to form part of the 7-digit number is n!.
To arrange the numbers in decreasing other, the first digit must be 7. Then, we have 6! = 720
ways the remaining digits. There are 720 ways to arrange the numbers with 7 as the first digit,
then it follows that it is the first 720 numbers of the arrangement. The next set of 720 numbers
have 6 as the first digit, the next have 5 as the first digit, and so on.
Since the 2019th number is located in the third set of 720 numbers, then its first digit is
5. The next digits can be found out by noticing a pattern. For the 1441st to 1560th number,
the second digit is 7. The 1561st to 1680th is 6, the 1681st to 1800th is 4, and so on with the
2019th number belong to the 1921st to 2040th number having the second digit of 2.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 10/16

Next, the 1921st to 1944th have the third digit 7, the 1945th to 1968th have the third digit
6, and so on. Since the 2019th belongs to the 2017th to 2040th number, then it has the third
digit of 1. Furthermore, the 2017th to 2022nd number have the fourth digit of 7. Since the
2019th number belongs to the 2017th to 2022nd number, then it has a fourth digit of 7.
Lastly, the digits 3, 4, and 6 are left unused. To find the 2019th number, we must find its
3rd greatest number that will be formed out of this digits. By arranging it in decreasing order,
we have 463 as the number. Therefore, the 2019th number in the list is 5217463.
Also solved by YUUKICHI B. ACOSTA, Pamantasan ng Lungsod ng Valenzuela; ELLIOT
XANDER S. ALBANO, MGC New Life Christian Academy; IMMANUEL JOSIAH A. BALETE,
St. Stephen’s High School; KARL HENRY M. DAHAO, General Tiburcio de Leon National
High School; and JHON CHRISTIAN N. ROZANO, Pamantasan ng Lungsod ng Valenzuela.

E50. If x and y are real numbers such that x + y = 2 and (x2 + y 2 )(x3 + y 3 ) = 20, what are
the possible values of xy?
Solution by IMMANUEL JOSIAH A. BALETE, St. Stephen’s High School.
By Vieta’s identities, x and y are the roots of the quadratic equation m2 − 2m + k = 0, where
k = xy. Since x and y must be real, the determinant must be nonnegative. Thus, 4 − 4k ≥ 0
or k ≤ 1.
Notice that x2 + y 2 = (x + y)2 − 2xy = 4 − 2k. Then,
(x2 + y 2 )(x3 + y 3 ) = 20
(x2 + y 2 )(x + y)(x2 − xy + y 2 ) = 20
(4 − 2k)(2)(4 − 3k) = 20
(2 − k)(4 − 3k) = 5
(3k − 1)(k − 3) = 0.
1
Therefore, k = 3
or k = 3. But since k ≤ 1, the only possible value of xy is 31 .
Also solved by ELLIOT XANDER S. ALBANO, MGC New Life Christian Academy; and
JOAQUIN IÑIGO G. CASTILLEJOS, Valenzuela City School of Mathematics and Science.

E51. Let bxc denote the greatest integer less than or equal to x. Compute
$2019 %
X 1
√ √ .
k=0
3k + 4 + 3k + 1

Solution 1 by IMMANUEL JOSIAH A. BALETE, St. Stephen’s High School.

Notice that
2019 2019 √ √
X 1 X 3k + 4 − 3k + 1
√ √ =
k=0
3k + 4 + 3k + 1 k=0 3
2019 √ 2019 √
X 3k + 4 X 3k + 1
= −
k=0
3 k=0
3
2020 √ 2019 √
X 3k + 1 X 3k + 1
= −
k=1
3 k=0
3

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 11/16

√ 2019 √ ! 2019 √ !
6061 X 3k + 1 1 X 3k + 1
= + − +
3 k=1
3 3 k=1 3
√
6061 − 1
= .
3
Moreover, √
√ 1 6061 − 1 2
77 < 6061 < 78 =⇒ 25 < < 25 .
3 3 3
Therefore, $2019 %
X 1
√ √ = 25.
k=0
3k + 4 + 3k + 1

Solution 2 by SAMUEL M. BAUTISTA, Valenzuela City School of Mathematics and Science.

1 1
When k = 0, the term is p p = .
3(0) + 4 + 3(0) + 1 3
√
1 1 7−2
When k = 1, the term is p p =√ = .
3(1) + 4 + 3(1) + 1 7+2 3
√ √
1 1 10 − 7
When k = 2, the term is p p =√ √ = .
3(2) + 4 + 3(2) + 1 10 + 7 3
√ √
1 1 13 − 10
When k = 3, the term is p p =√ √ = .
3(3) + 4 + 3(3) + 1 13 + 10 3
√
1 1 4 − 13
When k = 4, the term is p p = √ = .
3(4) + 4 + 3(4) + 1 4 + 13 3
..
. √ √
1 1 6058 − 6055
When k = 2018, the term is p p =√ √ = .
3(2018) + 4 + 3(2018) + 1 6058 + 6055 3
√ √
1 1 6061 − 6058
When k = 2019, the term is p p =√ √ = .
3(2019) + 4 + 3(2019) + 1 6061 + 6058 3

In general,
√ √ √ √
1 3k + 4 − 3k + 1 3k + 4 − 3k + 1
√ √ = = .
3k + 4 + 3k + 1 (3k + 4) − (3k + 1) 3
√
After canceling terms in the summation, the remaining terms are 1/3, −2/3, and 6061/3.
That is, the sum is √ √
1 + (−2) + 6061 6061 − 1
= ≈ 25.6.
3 3
Therefore, the desired value is b25.6c = 25.
Also solved by ELLIOT XANDER S. ALBANO, MGC New Life Christian Academy; JOSEPH
T. BANAYBANAY, Bayugan National Comprehensive High School; JOAQUIN IÑIGO G.
CASTILLEJOS, Valenzuela City School of Mathematics and Science; KARL HENRY M. DA-
HAO, General Tiburcio de Leon National High School; JERSON P. GAYAGAYA, Valenzuela

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 12/16

City School of Mathematics and Science; and JHON CHRISTIAN N. ROZANO, Pamantasan
ng Lungsod ng Valenzuela.

E52. (Brazil Math Olympiad 2002, Problem 2) Let ABCD be a cyclic quadrilateral. Suppose
there is a point M on side CD such that triangle ADM and quadrilateral ABCM have the
same perimeter and the same area. Prove that ABCD has two congruent sides.
Solution by IMMANUEL JOSIAH A. BALETE, St. Stephen’s High School.
Let AB = a, BC = b, CM = c, M D = x, and
DA = y. With these values, we have

AB + BC + CM + M A = AM + M D + DA
a+b+c=x+y

Moreover, we also have

[ABCM ] = [AM D]
[ABC] + [ACM ] = [AM D].

Notice that [ACM ] : [AM D] = CM : M D = c : x, and

1
[ABC] ab sin ∠ABC ab sin ∠ABC ab sin ∠ABC ab
= 12 = ◦
= = .
[AM D] 2
xy sin ∠ADC xy sin(180 − ∠ABC) xy sin ∠ABC xy

Since [ACM ] = [AM D] = c : x and [ABC] : [AM D] = ab : xy, we have that

[ABC] : [ACM ] : [AM D] = ab : cy : xy.

Then, from the equation earlier, we obtain

[ABC] + [ACM ] = [AM D]

ab + cy = xy.

From a + b + c = x + y, we can substitute x = a + b + c − y into ab + cy = xy, which gives us

ab + cy = (a + b + c − y)y
ab + cy = (a + b)y + cy − y 2
ab − (a + b)y + y 2 = 0
(a − y)(b − y) = 0
a = y or b = y.

Then, either AB = AD or BC = AD, and, therefore, ABCD has two congruent sides.
No other solutions were received.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 13/16

Advanced Problems

A25. (Turkey IMO Selection Test 2014, Problem 4) Find all pairs (m, n) of positive odd
integers such that 3m + 1 is divisible by n and n2 + 3 is divisible by m.
Solution by BRYCE AINSLEY A. SANCHEZ, Grace Christian College.
Let k = 3m+1
n
∈ N. Since m and n are odd, then 3m + 1 and 3m+1
n
must both be even, so k
must be even.
Claim: If n ≥ 19, then k = 2 or 4.
3m+1 kn−1
Proof of the Claim. Rearranging k = n
gives 3m = kn − 1, or m = 3
. Note that

kn − 1
m | (n2 + 3) =⇒ | (n2 + 3)
3
=⇒ (kn − 1) | (3n2 + 9)
=⇒ (kn − 1) | (3n2 k + 9k)
=⇒ (kn − 1) | [3n2 k + 9k − 3n(kn − 1)]
=⇒ (kn − 1) | (3n + 9k)
=⇒ kn − 1 ≤ 3n + 9k
=⇒ kn − 3n − 9k + 27 ≤ 28
=⇒ (n − 9)(k − 3) ≤ 28.

When n ≥ 19, then n − 9 ≥ 10, so

(n − 9) (k − 3) ≤ 28
28
k−3≤
n−9
28
k−3≤
10
k ≤ 5.8.

Since k is an even positive integer, it follows that k = 2 or 4, as claimed.

By the Claim, given that n ≥ 19, we check the cases where k = 2 or 4.
When k = 2, then m = 2n−1
3
, so must have 3 | (2n − 1).

2n − 1
m | (n2 + 3) =⇒ | (n2 + 3)
3
=⇒ (2n − 1) | (3n2 + 9)
=⇒ (2n − 1) | [4(3n2 + 9) − (6n + 3)(2n − 1)]
=⇒ (2n − 1) | 39
=⇒ 2n − 1 = 3 or 39
=⇒ n = 20.

However, since n is an odd number, there are no solutions for this case.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 14/16

4n−1
When k = 4, then m = 3
, so we must have 3 | (4n − 1).

4n − 1
m | (n2 + 3) =⇒ | (n2 + 3)
3
=⇒ (4n − 1) | (3n2 + 9)
=⇒ (4n − 1) | [16(3n2 + 9) − (12n + 3)(4n − 1)]
=⇒ (4n − 1) | 147
=⇒ 4n − 1 = 3, 21 or 147
=⇒ n = 37.

This case gives (m, n) = (49, 37).

We now check the cases where n < 19. Note that 3 - (3m + 1) and n | (3m + 1) imply that
3 - n. Hence, we only need to check n = 1, 5, 7, 11, 13, or 17.
For n = 1: 1 | (3m + 1), m | 4 =⇒ m = 1 (m is odd). Therefore, we obtain (m, n) = (1, 1).
For n = 5: m | 28 =⇒ m = 1 or 7 (m is odd). But 5 | (3m + 1), which fails to hold for
both values of m. Hence, there is no solution for this case.
For n = 7: m | 52 =⇒ m = 1 or 13 (m is odd). But 7 | (3m + 1), which fails to hold for
both values of m. Hence, there is no solution again for this case.
For n = 11: m | 124 =⇒ m = 1 or 31 (m is odd). But 11 | (3m + 1), which fails to hold
for both values of m. Hence, there is no solution again for this case.
For n = 13: m | 172 =⇒ m = 1 or 43 (m is odd). But 13 | (3m + 1), which only holds for
m = 43. Therefore, we get (m, n) = (43, 13).
For n = 17: m | 292 =⇒ m = 1 or 73 (m is odd). But 17 | (3m + 1), which fails to hold
for both values of m. Hence, there is no solution again for this case.
Therefore, the ordered pairs that satisfy the problem are (m, n) = (1, 1), (43, 13), and
(49, 37).
No other solutions were received.

A26. (Slovenia Second IMO Selection Examination 2014, Problem 2) Let N be the set of
positive integers. Find all functions f : N → N that satisfy the following conditions:
(i) for any positive integers a and b that are not relatively prime, f (a)f (b) = f (ab), and
(ii) for any positive integers a and b, there exists a (non-degenerate) triangle whose sides
have lengths f (a), f (b), and f (a + b − 1).

Solution by IMMANUEL JOSIAH A. BALETE, St. Stephen’s High School.

Let a = b = 2. Then from the first condition, [f (2)]2 = f (4). Also, from the second condition,
f (2), f (2), and f (3) are sides of a triangle. By Triangle Inequality, we have f (3) < 2f (2).
Next, let a = 2 and b = 3. By the second condition, f (2), f (3), and f (4) are sides of a
triangle. Since f (4) = [f (2)]2 , we know that f (2) ≤ f (4). Also, by Triangle Inequality again,
we have f (4) − f (2) < f (3). From f (4) = [f (2)]2 and f (3) < 2f (2), we have

f (4) − f (2) < f (3) < 2f (2)

[f (2)]2 − f (2) < f (3) < 2f (2)
[f (2)]2 − f (2) < 2f (2)

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 15/16

[f (2)]2 − 3f (2) < 0

f (2)[f (2) − 3] < 0
0 < f (2) < 3
f (2) = 1 or 2.

We now consider the following cases:

Case 1: f (2) = 1
Let a = 2. From the second condition, 1, f (b), and f (b + 1) are sides of a triangle. By
Triangle Inequality, we have

f (b) − 1 < f (b + 1) < f (b) + 1 or − 1 < f (b + 1) − f (b) < 1.

Then, f (b + 1) = f (b). Since this is true for all b and f (2) = 1, it clearly follows that f (x) = 1
for x ∈ N.
Case 2: f (2) = 2
From the first condition, we know that f (4) = [f (2)]2 = 4. Similarly, for any positive integer
k, we have
f (2k ) = f (2)f (2k−1 ) = [f (2)]2 f (2k−2 ) = · · · = [f (2)]k = 2k .
We then let a = 2. From the second condition, 2, f (b), and f (b + 1) are sides of a triangle.
By Triangle Inequality, we have

f (b) − 2 < f (b + 1) < f (b) + 2 or − 2 < f (b + 1) − f (b) < 2.

Then, f (b + 1) − f (b) = −1, 0, or 1 for all b. Notice that

2k = f (2k+1 ) − f (2k )
= [f (2k+1 ) − f (2k+1 − 1)] + [f (2k+1 − 1) − f (2k+1 − 2)] + · · · + [f (2k + 1) − f (2k )]
≤ 1 + 1 + · · · + 1 = 2k ,

where equality occurs only when each f (2k +i)−f (2k +i−1) = 1. Therefore, f (b+1)−f (b) = 1
for all b ≥ 2, and given f (2) = 2, it clearly follows that f (x) = x for all x ≥ 2.
This leaves us with the value for f (1). Since all integers are relatively prime to 1, we need
not consider the first condition. As for the second condition, let a = 1 and b be any integer
greater than 1 (if a = b = 1, the condition is clearly satisfied). Then f (1), b, and b must be
sides of a triangle. By Triangle Inequality again, 0 < f (1) < 2b for all b ≥ 2. This means that
the only possible value for f (1) is 1, 2, or 3.
Therefore, the functions f : N → N that satisfy the given problem are
  
1 if x = 1 2 if x = 1 3 if x = 1
f (x) = 1, f (x) = , f (x) = , and f (x) =
x if x ≥ 2 x if x ≥ 2 x if x ≥ 2.

No other solutions were received.

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City

Tuklás Matemátika Online, Volume 21, Issue 4 (January 2020) 16/16

One, two, three... Smile!

The 22nd Philippine Mathematical Olympiad

Photo credit: Valenzuela City School of Mathematics and Science Mathematics Club

First Place
BRYCE AINSLEY A. SANCHEZ - Grade 11
Grace Christian College

Second Place
IMMANUEL JOSIAH A. BALETE - Grade 11
St. Stephen’s High School

Third Place
RAPHAEL DYLAN T. DALIDA - Grade 9
Philippine Science High School - Main Campus

Congratulations!
This year... The National Finals of the 22nd Philippine Mathematical Olympiad (PMO) was
held in Far Eastern University - Manila last 18 January 2020. Twenty-two high school students
from all around the country competed in the Finals, which consisted of a written phase in the
morning and an oral phase in the afternoon.
The PMO is a joint project of the Department of Science and Technology - Science Education
Institute (DOST-SEI) and the Mathematical Society of the Philippines (MSP). It is the oldest
and most prestigious nationwide mathematics competition among high school students and
is the first step of the selection process for the country’s representatives to the International
Mathematical Olympiad (IMO).

Department of Mathematics, Ateneo de Manila University, Loyola Heights, Quezon City