This is a short bridge from school exercises to written Olympiad arguments. You need basic algebra, divisibility and triangle geometry. Take one subject per session; spend about 15–25 minutes on a problem before opening its hint. Progress by what you can explain, not by how quickly you finish.

Original teaching exercises: these are written for this guide, not copied or attributed to a past contest. A familiar theorem may have many similar exercises elsewhere.

1. Algebra: use a constraint to simplify

Start after the square-based inequality lesson. A constraint can replace a variable or turn a difficult expression into a square. Always keep the domain and equality cases.

1. Find the smallest value

Real numbers x and y satisfy x + y = 6. Find the minimum of x² + y² and all pairs attaining it.

Hint

Substitute y = 6 − x, then complete the square.

Full solution

x² + y² = x² + (6 − x)² = 2x² − 12x + 36 = 2(x − 3)² + 18. The square is nonnegative, so the expression is at least 18. It equals 18 exactly when x = 3; then y = 3. This pair satisfies the constraint, so the bound is attained.

Check your reasoning: A bound is not a minimum until you show that an allowed pair attains it.

2. Turn an equation into a product

Find all positive integer pairs (x,y) satisfying xy = 2x + 2y.

Hint

Add 4 after moving the linear terms to the left.

Full solution

The equation is equivalent to (x − 2)(y − 2) = 4. Put u = x − 2 and v = y − 2. Since x,y are positive integers, u,v are integers at least −1. A negative pair with product 4 would need (−1,−4), (−2,−2) or (−4,−1), all outside these bounds. Thus u,v are positive. Their ordered factor pairs are (1,4), (2,2), (4,1). Hence (x,y) = (3,6), (4,4), (6,3). Substitution checks each pair.

Check your reasoning: Listing a few solutions is not enough; the factor-pair argument excludes every other case.

3. Use the equation again

If real x satisfies x² − 3x + 1 = 0, find x⁴ + 1/x⁴ without solving for x.

Hint

First show x is nonzero. Divide the equation by x.

Full solution

Zero does not satisfy the equation, so division by x is allowed. It gives x + 1/x = 3. Squaring gives x² + 2 + 1/x² = 9, so x² + 1/x² = 7. Square again: x⁴ + 2 + 1/x⁴ = 49. Therefore the requested value is 47.

Check your reasoning: Explain why a denominator cannot be zero before dividing.

2. Number theory: divisibility limits the search

Start after the number-theory starter lesson and its nine exercises. A remainder argument can rule out possibilities; a common divisor must divide any integer combination of the numbers.

4. A product of consecutive integers

Prove that n³ − n is divisible by 6 for every integer n.

Hint

Factorise. Which factors must occur among three consecutive integers?

Full solution

n³ − n = (n − 1)n(n + 1). Among three consecutive integers, one is a multiple of 3 and at least one is even. Thus the product is divisible by 2 and by 3. As 2 and 3 are coprime, it is divisible by 6. The argument also covers zero and negative integers.

Check your reasoning: Divisibility by a and b implies divisibility by ab only when their gcd is 1; here that condition holds.

5. Limit a gcd to two possibilities

For a positive integer n, show that gcd(2n + 1, n + 2) is either 1 or 3. When is it 3?

Hint

A common divisor divides 2(n + 2) − (2n + 1).

Full solution

Let d be the gcd. Since d divides both given numbers, it divides 2(n + 2) − (2n + 1) = 3. Therefore d is 1 or 3. Both numbers are divisible by 3 exactly when n ≡ 1 (mod 3): then n + 2 ≡ 0 and 2n + 1 ≡ 0. Hence d = 3 for n ≡ 1 (mod 3), and d = 1 otherwise.

Check your reasoning: Prove both directions of the condition for gcd 3, not only that the gcd divides 3.

6. Prove impossibility

Prove that x² + y² = 3z² has no positive integer solution.

Hint

Reduce modulo 3; then look for a smaller solution.

Full solution

A square is 0 or 1 modulo 3. To have x² + y² ≡ 0, both squares must be 0; thus 3 divides x and y. Write x = 3a and y = 3b. Substitution gives 3(a² + b²) = z², so 3 also divides z. Write z = 3c; then a² + b² = 3c². If any positive solution existed, choose one with the smallest positive z. The new positive solution has c = z/3 < z, a contradiction. Hence none exists.

Check your reasoning: This is descent: merely showing all three numbers are divisible by 3 is not yet a contradiction. The smaller positive solution completes it.

3. Geometry: combine a theorem with a second idea

Start after congruence and the isosceles-triangle lesson. Mark the assumptions on a diagram, name the triangles in matching order and explain each ratio.

7. Similarity and area

In triangle ABC, D lies on AB and E on AC, with DE ∥ BC and AD:DB = 2:1. Find area(ADE):area(ABC).

Triangle ABC with segment DE parallel to BCD lies on AB and E on AC. DE is parallel to BC; AD:DB = 2:1. The drawing is a guide, not a measurement.ABCDE
D lies on AB and E on AC. DE is parallel to BC; AD:DB = 2:1. The drawing is a guide, not a measurement.

Hint

First find AD/AB, not AD/DB.

Full solution

Since AB = AD + DB, the ratio AD:AB is 2:3. Parallel lines give equal corresponding angles, so triangles ADE and ABC are similar. Their linear scale factor is 2/3; the ratio of areas is its square, 4/9. Thus the area ratio is 4:9.

Check your reasoning: The given ratio 2:1 compares two parts of AB. It is not the scale factor of the triangles.

8. Choose helpful coordinates

In a right triangle ABC with right angle A, let M be the midpoint of BC. Prove MA = MB = MC.

A right triangle with midpoint of the hypotenuseA = (0,0), B = (b,0), C = (0,c); M is the midpoint of BC. The right angle is at A.ABCM
A = (0,0), B = (b,0), C = (0,c); M is the midpoint of BC. The right angle is at A.

Hint

Put the two legs on the coordinate axes.

Full solution

Choose coordinates A = (0,0), B = (b,0), C = (0,c), where b,c > 0. The midpoint is M = (b/2,c/2). Therefore MA² = b²/4 + c²/4. Also MB² = (b/2 − b)² + c²/4 = b²/4 + c²/4, and MC² = b²/4 + (c/2 − c)² = b²/4 + c²/4. The three nonnegative lengths have equal squares, so they are equal.

Check your reasoning: Coordinates must represent an arbitrary right triangle; choosing equal legs would prove only a special case.

9. Repair a geometry argument

A student writes: “A quadrilateral has one pair of opposite angles adding to 180°, so all its angles are right.” Find the error and give a convex counterexample.

A nonrectangular cyclic quadrilateralA, B, C, D lie on a circle; the angles in order are 100°, 80°, 80°, 100°. Both opposite pairs add to 180°.ABCD
A, B, C, D lie on a circle; the angles in order are 100°, 80°, 80°, 100°. Both opposite pairs add to 180°.

Hint

The condition implies cyclicity, not four right angles.

Full solution

The student replaces a sum condition by two individual values. A convex cyclic quadrilateral can have angles 80°, 100°, 100°, 80° in order: the opposite pairs each sum to 180°, but no angle is right. For a concrete construction, take four points on a circle whose successive arcs measure 80°, 120°, 80°, 80°. The inscribed-angle theorem gives those angles (up to starting order). Thus the conclusion does not follow.

Check your reasoning: A counterexample must satisfy the hypothesis and violate the conclusion. Opposite-angle sums alone do not force a rectangle.

4. Combinatorics: choose what to count

Start after the pigeonhole lesson. Define the objects and boxes carefully. For an impossibility proof, find something every allowed move preserves.

10. Group by a hidden property

Choose six distinct numbers from 1 to 10. Prove that one chosen number divides another.

Hint

Write each number as a power of 2 times an odd number.

Full solution

Every positive integer has a unique form 2ᵏm with m odd and k ≥ 0. For numbers 1–10 the odd part m is one of 1,3,5,7,9, giving five boxes. Six chosen numbers force two into the same box. Write them 2ʳm and 2ˢm with r < s. Then the second divided by the first is 2ˢ⁻ʳ, an integer. Hence the first divides the second.

Check your reasoning: The boxes are defined by odd part, not by whether the number itself is odd.

11. Count each event twice

At a meeting, each handshake is between two different people and no pair shakes twice. Prove that the number of people who shake an odd number of hands is even.

Hint

Add everyone’s handshake count. How often does one handshake occur in that sum?

Full solution

Each handshake contributes 1 to each of two people’s counts, so the sum of all counts is twice the total number of handshakes and is even. The even individual counts contribute an even sum. Therefore the sum of the odd counts must also be even. A sum of k odd integers has the same parity as k, so k is even.

Check your reasoning: The total number of people need not be even; the conclusion concerns only those with odd counts.

12. An invariant rules out a target

There are nine coins, all heads up. A move flips exactly two distinct coins. Can you reach a position with exactly one tail?

Hint

Track the parity of the number of tails.

Full solution

A move changes the number of tails by +2, 0 or −2: it flips two heads, one head and one tail, or two tails. Thus the parity of the number of tails never changes. Initially it is 0, an even number. A position with exactly one tail has odd parity, so it is unreachable.

Check your reasoning: Cover every type of legal move before claiming an invariant. A long unsuccessful search is not a proof of impossibility.

Choose your next session

For each subject, close the solution and rewrite one argument from memory. Then try the mixed readiness check. If a step is still unclear, follow its prerequisite lesson before attempting a national paper. Once you can write complete arguments, choose a released paper at the first stage of your own national programme.