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<title>Challenging Math Problems, High School Curriculum</title>
<tagline>High School Math Page provides more challenging math problems within the high school mathematics curriculum</tagline>
<link href="http://www.theproblemsite.com/problems/" rel="alternate" title="Challenging Math Problems, High School Curriculum" type="text/html" />
<modified>2009-01-29T00:28:27Z</modified>
<author>
<name>Douglas Twitchell</name>
</author>

<link rel="start" type="application/atom+xml" href="http://feeds.feedburner.com/theproblemsite_mathhs" /><feedburner:info xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" uri="theproblemsite_mathhs" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><entry>
<title>Flowers!  Flowers!</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2009/Jan_5.asp" rel="alternate" title="Flowers!  Flowers!" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2009/Jan_5.asp</id>
<issued>2009-01-05T00:00:00Z</issued>
<modified>2009-01-05T00:00:00Z</modified>
<summary>Doubling flowers; leave some number on each grave, with zero left at the end.</summary>
<content type="html">
<![CDATA[ There are 3 rivers and after each river lies a grave. So there are 3 rivers and 3 graves. A man wants to leave the SAME amount of flowers at each grave, and be left with none at the end. What happens though is that each time he passes through one of the rivers the number of flowers he has doubles. So he has to start off with what number of flowers, taking into consideration that they double, so that he is left with no flowers whatsoever at the end?<br><br>(5 points for a solution, with explanation;<br>6 points for all solutions, with explanation)<br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2009/Jan_5_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>Oh, no, another one of those ''year'' puzzles</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Dec_1.asp" rel="alternate" title="Oh, no, another one of those ''year'' puzzles" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Dec_1.asp</id>
<issued>2008-12-01T00:00:00Z</issued>
<modified>2008-12-01T00:00:00Z</modified>
<summary>Yes, it's another one of those puzzles that features an arbitrary number that just happens to equal the upcoming year</summary>
<content type="html">
<![CDATA[ <p><b>1. Prove that 1/64 &lt; (1/2)(3/4)(5/6)... (2009/2010) &lt; 1/44&nbsp;</b></p>
<p><b>2. Find the smallest positive integer N such that N! is a multiple of 10<sup>2009</sup>.</b></p><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Dec_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>The power of imagination</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Nov_1.asp" rel="alternate" title="The power of imagination" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Nov_1.asp</id>
<issued>2008-11-01T00:00:00Z</issued>
<modified>2008-11-01T00:00:00Z</modified>
<summary>Finding imaginary powers of an imaginary number</summary>
<content type="html">
<![CDATA[ Two problems...<br><br>1. What is i to the power i?  (hint: it's a real number!)<br><br>2. Give a good approximation* for i^i^i^...  (hint: exponentiation is right-associative.  That means a^b^c means a^(b^c), not (a^b)^c.)<br><br>*for grading purposes, I will define a "good approximation" of complex number x to be a number, z, such that |x-z|&lt;0.01<br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Nov_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>A Mixture Problem</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Oct_1.asp" rel="alternate" title="A Mixture Problem" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Oct_1.asp</id>
<issued>2008-10-01T00:00:00Z</issued>
<modified>2008-10-01T00:00:00Z</modified>
<summary>How shall I describe this problem.  Oh, I know: A Mixture Problem.</summary>
<content type="html">
<![CDATA[ <p><b>1. A man had a 10-gallon keg of wine and a jug.&nbsp; One day, he drew off a jugful of wine and filled up the keg with water.&nbsp;  Later on, when the wine and water had got
thoroughly mixed, he drew off another jugful and again filled up the keg with water.&nbsp; The keg then contained equal quantities of wine and water.&nbsp; What was the capacity of the jug?</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Oct_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>How many solutions?</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Sep_1.asp" rel="alternate" title="How many solutions?" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Sep_1.asp</id>
<issued>2008-09-01T00:00:00Z</issued>
<modified>2008-09-01T00:00:00Z</modified>
<summary>Two problems, each asking for the number of solutions (not the solutions themselves) of an equation.</summary>
<content type="html">
<![CDATA[ <p><b>1. Unique Solution: For which real numbers, a, does the equation</b></p>
<blockquote>
<blockquote>
<p><b>a 3<sup>x</sup> + 3<sup>-x</sup> = 3</b></p>
</blockquote>
<p><b>have a unique solution?</b></p>
  <p><span class="postbody">Source: </span> Crux Mathematica, April 2002, from a Finnish High School math contest.</p>
</blockquote>
  <p><b>2. Two Solutions: For what values of m does sqrt(x-5)=mx+2 have two solutions?</b></p>
<blockquote>
  <p>Source: unknown</p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Sep_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>Trig is fun!</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Aug_1.asp" rel="alternate" title="Trig is fun!" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Aug_1.asp</id>
<issued>2008-08-01T00:00:00Z</issued>
<modified>2008-08-01T00:00:00Z</modified>
<summary>Prove this identity: tan(x-y) + tan(y-z) + tan(z-x) = tan(x-y) * tan(y-z) * tan(z-x)</summary>
<content type="html">
<![CDATA[ <p><b>Prove the trigonometric identity tan(x - y) + tan(y - z) + tan(z  - x) = tan(x - y)
*tan(y -z)*tan(z - x)</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Aug_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>Set Sums</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Jul_1.asp" rel="alternate" title="Set Sums" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Jul_1.asp</id>
<issued>2008-07-01T00:00:00Z</issued>
<modified>2008-07-01T00:00:00Z</modified>
<summary>Prove if a set of nine numbers adds up to more than 200, then four of them add up to more than 100.</summary>
<content type="html">
<![CDATA[ <p><b>Prove that if any set of nine distinct integers has sum greater than 200, then
there is a subset of four of the integers whose sum is greater than 100.</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Jul_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>A Set of Rational Numbers</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Jun_1.asp" rel="alternate" title="A Set of Rational Numbers" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Jun_1.asp</id>
<issued>2008-06-01T00:00:00Z</issued>
<modified>2008-06-01T00:00:00Z</modified>
<summary>The set is described in a recursive manner.  Prove that it contains all rationals in (0,1)</summary>
<content type="html">
<![CDATA[ <p><b>Let S be a set of rational numbers with the following properties:<br>
1) 1/2 is an element of S<br>
2) If x is an element of S, then both 1/(x+1) is an element of S and x/(x+1) is an element of S<br>
Prove that S contains all rational numbers in the interval 0&lt;x&lt;1.</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Jun_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>Counting Puzzles</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/May_1.asp" rel="alternate" title="Counting Puzzles" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/May_1.asp</id>
<issued>2008-05-01T00:00:00Z</issued>
<modified>2008-05-01T00:00:00Z</modified>
<summary>Two puzzles that require a little combinatorial ingenuity</summary>
<content type="html">
<![CDATA[ <p><b>1. X is a set with n elements. Find the number of triples (A, B, C), where A, B, C are subsets of X, such that A is a subset of B and B is a subset of C.&nbsp;</b></p>
<p><b>2. Let m and n be integers greater than 1. Consider an m*n rectangular
grid of points in the plane. Some k of these points are colored red in such a
way that no three red points are the vertices of a right-angled triangle, two of
whose sides are parallel to the sides of the grid. Determine the greatest
possible value of k for any given values of m,n &gt; 1.</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/May_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

<entry>
<title>Reconstruct the numbers</title>
<author>
<name>Graeme</name>
</author>
<link href="http://www.theproblemsite.com/problems/mathhs/2008/Apr_1.asp" rel="alternate" title="Reconstruct the numbers" type="text/html" />
<id>http://www.theproblemsite.com/problems/mathhs/2008/Apr_1.asp</id>
<issued>2008-04-01T00:00:00Z</issued>
<modified>2008-04-01T00:00:00Z</modified>
<summary>Given the paiwise sums of five numbers, can you figure out what the five numbers are?</summary>
<content type="html">
<![CDATA[ <p><b>1. When I sum five numbers in every possible pair combination, I get the values: 0,1,2,4,7,8,9,10,11,12.� What are the original 5 numbers?</b></p>
<p><b>2. When I sum a different set of five numbers in every possible group of 3, I get the values: 0,3,4,8,9,10,11,12,14,19.� What are the original 5 numbers?</b></p>
<p><b>3. Is it possible to find a set of 5 numbers in either case above which results in the sums 1-10?&nbsp;
Find an example or prove it impossible.</b></p>
<p><b>4. If the above problem is not possible, what is the longest series of sequential sums you can find?  For example, problems 1 and 2 have six and five sequential sums, (7-12) and (8-12) respectively.</b></p>
<blockquote>
  <p><span class="postbody">Source: unknown</span></p>
</blockquote><br><br><i><a href="http://www.theproblemsite.com/problems/mathhs/2008/Apr_1_solution.asp" target="_blank">Read The Solution</a></i> ]]>
</content>
</entry>

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