Olympiad Maths Trainer 4

Terry Chew B.
Sc
-11 years o
10 l
4 d
THẾ GIỚI PUBLISHERS

OLYMPIAD MATHS TRAINER - 4
(10-11 years old)
ALL RIGHTS RESERVED

Vietnam edition copyright © Sivina Education Joint stock Company, 2016.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the
prior permission of the publishers.
ISBN: 978 - 604 - 77 - 2314 - 0

Printed in Viet Nam
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Không ủng hộ những hành vi vi phạm bản quyền. Chỉ mua bán bản in hợp pháp.
ĐƠN VỊ PHÁT HÀNH:

Công ty Cổ phần Giáo dục Sivina
Địa chỉ: Số 1, Ngõ 814, Đường Láng, Phường Láng Thượng, Quận Đống Đa, TP. Hà Nội
Điện thoại: (04) 8582 5555
Hotline: 097 991 9926
Website: http://lantabra.vn
http://hocgioitoan.com.vn
Olympiad Maths TraineR 4
FOREWORD
I first met Terry when he approached SAP to explore the possibility of

publishing Mathematical Olympiad type questions that he had researched,
wrote and compiled. What struck me at our first meeting was not the
elaborate work that he had consolidated over the years while teaching
and training students, but his desire to make the materials accessible
to all students, including those who deem themselves “not so good” in
mathematics. Hence the title of the original series was most appropriate:
Maths Olympiad — Unleash the Maths Olympian in You!
My understanding of his objective led us to endless discussions on how

to make the book easy to understand and useful to students of various levels.
It was in these discussions that Terry demonstrated his passion and creativity
in solving non-routine questions. He was eager to share these techniques with
his students and most importantly, he had also learned alternative methods
of solving the same problems from his group of bright students.
This follow-up series is a result of his great enthusiasm to constantly

sharpen his students’ mathematical problem-solving skills. I am sure those
who have worked through the first series, Maths Olympiad — Unleash
the Maths Olympian in You!, have experienced significant improvement
in their problem-solving skills. Terry himself is encouraged by the positive
feedback and delighted that more and more children are now able to work
through non-routine questions.
And we have something new to add to the growing interest in Mathematical

Olympiad type questions — Olympiad Maths Trainer is now on Facebook!
You can connect with Terry via this platform and share interesting problem-
solving techniques with other students, parents and teachers.
I am sure the second series will benefit not only those who are
preparing for mathematical competitions, but also all who are constantly
looking for additional resources to hone their problem-solving skills.

Michelle Yoo
Chief Publisher
SAP
A word from
the author . . .
Dear students, teachers and parents,
Welcome once more to the paradise of Mathematical Olympiad

where the enthusiastic young minds are challenged by the non-routine and
exciting mathematical problems!
My purpose of writing this sequel is twofold.
The old adage that “to do is to understand” is very true of mathematical

learning. This series adopts a systematic approach to provide practice for
the various types of mathematical problems introduced in my first series
of books.
In the first two books of this new series, students are introduced to 5
different types of mathematical problems every 12 weeks. They can then
apply different thinking skills to each problem type and gradually break
certain mindsets in problem-solving. The remaining four books comprise 6
different types of mathematical problems in the same manner. In essence,
students are exposed to stimulating and interesting mathematical problems
where they can work on creatively.
Secondly, the depth of problems in the Mathematical Olympiad

cannot be underestimated. The series contains additional topics such as
the Konigsberg Bridge Problem, Maximum and Minimum Problem, and
some others which are not covered in the first series, Maths Olympiad –
Unleash the Maths Olympian in You!
Every student is unique, and so is his or her learning style. Teachers

and parents should wholly embrace the strengths and weaknesses of each
student in their learning of mathematics and constantly seek improvements.
I hope you will enjoy working on the mathematical problems in this

series just as much as I enjoyed writing them.
Terry Chew
CONTENTS
Week 1 to Week 9
 The Four Operations
 Looking for a Pattern
 Sequence with a Common Difference
 Other Operations
 Using Models for Sum or Difference
 Catching up
Week 10 to Week 18
 The Principle of Addition
 The Principle of Multiplication
 Solve By Assuming
 Excess and Shortage Problems
 Counting
 Using Models for Multiplication
Week 19 to Week 24
 Permutation
 Combination
 Problems from Planting Trees
 Journey of the Train
Week 25 Test 1
Week 26 to Week 34
 Encountering
 Age Problems
 Solve By Replacement and Comparison
 Problem from Page Number
 Working Backwards
 Remainder Problems
Week 35 to Week 43
 Logic
 Number Games
 Solve Using Tables or Drawings
 Perimeter of Square and Rectangle
 Observation and Induction
 Venn Diagram
Week 44 to Week 49
 Average
 Geometry
 Maximum and Minimum
 Pigeonhole Principle
Week 50 Test 2
Worked Solutions (Week 1 - Week 50)

Olympiad Maths Trainer 4 WEEK 1
Name: Date:
Class: Marks: /24
Solve these questions. Show your working clearly. Each question

carries 4 marks.
1. Use a simple method to calculate each of the following.

(a) 376 + 285 + 124 + 715
(b) 81 + 79 + 82 + 83 + 88
(c) 173 + 123 + 877 + 327
(d) 169 + 171 + 173 + 172 + 167
2. Complete each number pattern.

(a) 2, 4, 8, 16, ( ), ( ), ( ), ···
(b) 1, 4, 9, 16, ( ), ( ), ( ), ···
(c) 1, 1, 2, 3, 5, ( ), ( ), ( ), ···
(d) 2, 1, 4, 3, 6, 5, ( ), ( ), ···
3. Determine whether each of the following sequences has a

common difference. Find the common difference if there is. State
the first and last terms of each sequence.
(a) 5, 10, 15, 20, 25, 30, 35
(b) 1, 4, 7, 10, 13, 16, 19
Terry Chew WEEK 1 1

page 1
(c) 1, 4, 9, 16, 25, 36, 49
(d) 2, 4, 6, 8, 10, 12, 14
4. If a  b = (a + b) ÷ 2, evaluate
(a) 3  7,
(b) 4  (8  4).
5. There are a total of 660 passengers on two ships. 30 passengers

alight from Ship A and 70 passengers board Ship B. As a result,
the number of passengers on the two ships becomes the same.
How many passengers are there on each ship at first?
6. A car and a bicycle depart from Town A and Town B respectively

at the same time.
Town A Town B
The bicycle moves at 35 km/h and the car moves at 75 km/h.
How far is Town B from Town A if the car catches up with the
bicycle three hours later?
Olympiad Maths Trainer - 4 WEEK 1 2

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.

(a) 395 + 8 + 197 + 5 + 298 + 397
(b) 9998 + 3 + 99 + 997 + 4 + 9
(c) 9898 + 302 + 779 + 331
(d) 5678 + 543 + 123 + 477
2. Find the missing numbers.
3 15 5 45
27 37 57
3. Evaluate 1 + 3 + 5 + ··· + 49.
Terry Chew WEEK 2 3

page 1
4. If a b = 6 × a – 3 × b, evaluate
(a) 4 5,
(b) (5 3) 20.
5. Aloysius and Benjamin have $150 altogether. Aloysius’ mother

gives him another $40 and Benjamin spends $10 on a book.
Benjamin then has $10 more than Aloysius. How much money
does each of them have at first?
6. A hound spotted its prey at a distance of 50 m away. It started

to run towards its prey at a speed of 12 m/s but its prey could only
run at a speed of 7 m/s. How long did the hound take to catch up
with its prey?

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.

(a) 563 – 328 + 98 + 528
(b) 725 – 213 – 312 + 465
(c) 854 – (512 + 154) + 612
(d) 785 – (285 – 634) – 234
2. Find the missing numbers.
9 7 8
30 29
4 6 5 3 19
3. Compute 2 + 4 + 6 + 8 + ··· + 98 + 100.
Terry Chew WEEK 3 5

page 1
4. If 3  4 = 3 + 4 + 5 + 6 = 18 and 7  3 = 7 + 8 + 9 = 24,
(a) evaluate 2004  4.
(b) Find the value of n when 95  n = 686.
5. There are 120 books altogether on a bookshelf. The top shelf

holds 11 more books than the middle one. The bottom shelf
holds 5 books fewer than the middle one. How many books are
there on each shelf?
6. The side of a square building is 10 m long. A cat at Point A begins

to chase a rat spotted at Point B and they run around the building.
The cat runs at a speed of 2 m/s and the rat runs at a speed of 1
m/s. How soon will the cat catch up with the rat?
10 m
A

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.

(a) 77 × 6 ÷ 11
(b) 96 × 9 ÷ 12
(c) 65 × 7 ÷ 13
(d) 120 × 8 ÷ 15
2. Find the missing number in each of the following.

(a)
12 8 24
20 16 26 28
(b)
8 16 12 34
9 18 6
Terry Chew WEEK 4 7

page 1
3. Compute 1 + 2 + 3 + ··· + 99 + 100.
4. If a b = the remainder when a ÷ b, evaluate

(a) 2008 2007,
(b) 2010 (2000 300).
5. If a student is transferred from Class 3A to Class 3B, the two

classes will have the same number of students. If a student is
transferred from Class 3B to Class 3C, Class 3C will have two
more students than Class 3B. Between Class 3A and Class 3C,
which class has more students?
6. A fish swims past a kingfisher at a speed of 1 m/s. The fish is 4

m away from the kingfisher when the kingfisher gives chase and
catches it in 2 seconds. At what speed is the kingfisher gliding?

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.

(a) 9 + 99 + 999 + 9999 + 99 999
(b) 28 + 298 + 2998 + 29 998 + 299 998
2. Observe the number pattern below:

1  ,  __
 __ 1  ,  __
2  ,  __
1  ,  __ 3  ,  __
2  ,  __ 1  ,  __ 3  ,  __
2  ,  __ 4  ,
1 2 2 3 3 3 4 4 4 4 ···
What fraction is the 35th term?
3. Compute 3 + 7 + 11 + ··· + 95 + 99.
Terry Chew WEEK 5 9

page 1
4. If a U b = a × b – a + b, evaluate
(a) 2 U 4,
(b) 3 U 5.
5. Catherine and Molly have $320 altogether. Molly and Tom have
$360 in all. Tom and Catherine have $240 altogether. How much
does each of them have?
6. Mark and Nigel were jogging along a circular track. They started
their jog from the same place and at the same time. Mark jogged
at a speed of 220 m/min and Nigel jogged at a speed of 180 m/
min. What was the circumference of the track if Mark caught up
with Nigel in 30 minutes?
Mark
Nigel

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.
1. Use distributive law to calculate each of the following.

(a) 42 × 34 + 58 × 34
(b) 37 × 54 + 63 × 54
(c) 156 × 32 – 56 × 32
(d) 233 × 46 – 133 × 46
2. The first three terms of a three-number pattern are (1, 3, 6), (2, 6, 9)
and (3, 9, 12).
Find the sum of the three numbers in the 100th term.
3. Find the sum of all multiples of 5 from 5 to 200.
Terry Chew WEEK 6 11

page 1
4. If a  b = a × b – (a + b), evaluate
(a) 5  6,
(b) 8  (3  4).
5. Some PE teachers bought a total of 83 balls for the school. The

number of basketballs is twice the number of footballs. The
number of volleyballs is 5 less than the number of footballs. How
many balls of each type did the teachers buy?
6.
start end
1200 m
A train, which is 200 m long, travels at a speed of 20 m/s. How

long does it take to pass a bridge that is 1200 m long?

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.

(a) 999 × 222 + 333 × 334
(b) 999 × 778 + 333 × 666

16, 23, 28, 38, 49, ···
What is the 6th term?
3. Find the sum of all multiples of 7 between 100 and 200.

page 1
4. If a  b = a + (a + 1) + (a + 2) + ··· + (a + b), evaluate
(a) 3  8,
(b) 8  3.
5. A family has four members. The father is 2 years older than the
mother. The sister is 2 years older than the brother. The sum of
all their present ages is 64. Three years ago, the sum of their
ages was 53. How old is each of them now?
6. Betty and Celine were jogging along a circular track surrounding

a lake. The track measured 640 m. If they started from the same
place and jogged in the same direction, Betty would take 16
minutes to catch up with Celine. If they jogged in the opposite
direction, they would meet every 4 minutes. How long did Betty
take to jog one round of the track?

page 2
Name: Date:
Class: Marks: /24

carries 4 marks.
1. Use a simple method to calculate 99 999 × 12 345.

121, 12 321, 1 234 321, 123 454 321, ···
What number is the 5th term?
3. Compute 1 + 2 + 3 + ··· + 49 + 50 + 49 + ···+ 3 + 2 + 1.

page 1
4. If m  n = m + (m – 1) + (m – 2) + ··· + (m – n), evaluate
(a) 7  5,
(b) m when m  4 = 20.
5. In the figure below, the big square is made up of a small square

and four identical rectangles. The area of the big square is 196
cm2. The area of the small square is 36 cm2. What is the width
of each rectangle?
36 cm2
6. A train takes 27 s to cross a bridge 420 m long. It takes 30 s to

pass through a tunnel 480 m long at the same speed.
(a) What is the speed of the train?
(b) What is the length of the train?

page 2

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Terry Chew B.

THẾ GIỚI PUBLISHERS

ALL RIGHTS RESERVED

ISBN: 978 - 604 - 77 - 2314 - 0

ĐƠN VỊ PHÁT HÀNH:

I first met Terry when he approached SAP to explore the possibility of

My understanding of his objective led us to endless discussions on how

This follow-up series is a result of his great enthusiasm to constantly

And we have something new to add to the growing interest in Mathematical

Welcome once more to the paradise of Mathematical Olympiad

My purpose of writing this sequel is twofold.

The old adage that “to do is to understand” is very true of mathematical

Secondly, the depth of problems in the Mathematical Olympiad

Every student is unique, and so is his or her learning style. Teachers

I hope you will enjoy working on the mathematical problems in this

Worked Solutions (Week 1 - Week 50)

Class: Marks: /24

Solve these questions. Show your working clearly. Each question

1. Use a simple method to calculate each of the following.

(c) 173 + 123 + 877 + 327

(d) 169 + 171 + 173 + 172 + 167

2. Complete each number pattern.

(b) 1, 4, 9, 16, ( ), ( ), ( ), ···

3. Determine whether each of the following sequences has a

(b) 1, 4, 7, 10, 13, 16, 19

Terry Chew WEEK 1 1

(d) 2, 4, 6, 8, 10, 12, 14

5. There are a total of 660 passengers on two ships. 30 passengers

6. A car and a bicycle depart from Town A and Town B respectively