Preface

“Why wasn’t this book available when my kids were those ages !!??”

Kathy Cordeiro, Frisco, TX

We welcome you to the world of mathematical problem solving! Once you

enter it, the chances are you will love it!
Some math problems, such as the ancient Greek problem of constructing
a regular heptagon, are so hard that it took more than 2000 years to fully
understand them. Whether you find yourself inspired or discouraged by this
fact, this book is for you! Why? Because throughout the book we teach an
important problem solving strategy: If you cannot solve a problem, you can
break it up into smaller problems that you can solve. As George Polya said,
“If there is a problem you cannot solve, then there is an easier problem you
can solve: find it.”
Why did we write this book? This book is the result of our desire to
create a set of introductory units for students showing interest in mathematical
problem solving and competitions, as well as for their parents, teachers, and
mentors. In doing this, we drew on our own experience working with young
mathletes and on the collective wisdom of mathematics educators around the
world. We aim to help parents and mentors challenge and teach their aspiring
young math problem solvers.
Who is this book for? By their very nature, these units are not targeted
at students of a particular age. Our experience shows that the topics contained
in this book are best suited for advanced fourth- and fifth-graders, as well as
for extremely talented third-graders. Also, we know of many students who
discovered competitive mathematics later (in sixth grade or subsequently),
and have benefited from the units in this book. Furthermore, the concepts
and problems presented could be used as enrichment material by teachers in
classrooms, parents teaching their kids at home, math team coaches, or in
math clubs and circles.
What prior knowledge is needed? This work is an introductory book
for mathematical problem solving and assumes very little prior knowledge. If a
student shows interest in competitive math, then he or she most likely knows
about integers, even and odd numbers, primes and composites, and solving
simple equations. While not much is expected in terms of prior mathematical
knowledge, a lot more is needed in order to follow the pace of the book. We
expect the student to be highly motivated and to have support and guidance
from an enthusiastic parent, teacher, or mentor. We would like to empha-
size the importance of mentoring at every stage of mathematical education,
especially at this early stage.
x Preface

What does this book teach? This book will help you advance in several
directions:
1. You will learn a lot more math: properties of integers and arith-
metic operations (divisibility, primes, prime factorization), simple al-
gebraic manipulations, methods to solve equations and systems of equa-
tions, numerical reasoning (fractions, percentages, proportions, aver-
ages, cryptarithmetic, magic squares), basic combinatorial reasoning (se-
quences, enumeration, pigeonhole principle, invariants), and puzzle-like
math (tangrams, math and chess, toothpick math).
2. You will learn a variety of problem solving strategies and will be chal-
lenged to explain your solutions, write proofs, and explore connections
with other problems.
3. You will learn about famous mathematicians, their discoveries, and
about important mathematical constants.
In support of the learning process, each unit first discusses new concepts,
illustrates them with examples, and then proceeds to exercises and problems.
Detailed solutions to all exercises and problems are provided in the second
part of the book. In order to teach students a variety of problem solving skills
and to instill the importance of multiple solutions to a problem, we give more
than one method of approach to numerous problems. The solutions we feature
provide good examples of reasoning and proof-writing. These are invaluable
skills for anyone who wants to pursue a career in mathematics, computer
science, engineering, or science.
How were the exercises and problems chosen? There are more than
350 fully solved exercises and problems in this book and numerous exam-
ples preceding them. They were drawn from a vast mathematical literature
and were inspired by various competitions, problem books, and journals from
around the world. They were carefully selected so that they promote ingenu-
ity, creativity, an open mind, and desire to tackle interesting and meaningful
questions. This book is unique because it is a collection of topics and problems
used in high quality programs for young gifted children. This is the first book
containing such diverse ideas, examples, and challenges at this level.
How far will this book take me? We think that a good way to answer
this question is to show a competition problem whose solution will be fully
understandable to students who complete much of this book:
Find all positive integers x and y such that

1! + 2! + 3! + . . . + x! = y 2

Take a minute to think about this problem, then continue reading. Spoiler
alert: The full solution is given in the footnote on the next page!
Preface xi

If you are familiar with the concepts covered in this book then you will
most likely find that (1, 1) and (3, 3) are solutions, and you will be able to
understand why these are the only solutions1 . Of course, understanding the
solution is one thing, finding it yourself is another. This book offers a critical
mass in terms of both the number and variety of related problems that will
allow many readers to solve problems by themselves, not just to understand
someone else’s solution.
What comes after this book? This book will give you a big boost in
your mathematical knowledge and problem solving skills, but there is much
more to learn. For example, we talk about what Gauss discovered about the
ancient Greek problem of constructing a regular heptagon and give his general
rule to determine which regular polygons are constructible and which are not,
but we do not really explain how Gauss figured it out. To understand that and
many other interesting results in mathematics, and to solve math problems
beyond the AMC 8 competition, students will need to continue to learn more
math and acquire more problem solving skills.
To support further interest from students, parents, and teachers, we con-
tinue to work on making more interesting mathematical topics and problems
available – this book is the first in a series. The following volumes will include
more elaborate and complex algebraic and geometric concepts.
Acknowledgments: BIG THANKS go to Drs. Jonathan Kane and
Richard Stong for their invaluable insights and feedback, as well as to our
mathletes Adrian Andreescu, Milena Djordjević-Kisačanin, and Vinjai Vale
for their support and inspiration.

Titu Andreescu Branislav Kisačanin

1
The proof is as follows: For x ≥ 5 the last digit of the expression on the left-hand side
is 3. Since squares of integers can end only in 0, 1, 4, 5, 6, or 9, and never in 3, there are
no solutions for x ≥ 5. Therefore, solutions are possible only when x < 5 and they are (1, 1)
and (3, 3).
Contents

Preface ix

Part 1 Concepts, Exercises, and Problems 1

Let’s Get Started ! . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1 Integers and Divisibility . . . . . . . . . . . . . . . . . . . . . . 5
1.2 Order of Operations . . . . . . . . . . . . . . . . . . . . . . . . 9
The Spotlight is on: Gauss . . . . . . . . . . . . . . . . . . . . . 12
1.3 The Sum of the First 100 Positive Integers . . . . . . . . . . . . 13
1.4 Common Factors . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.5 Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . 18
1.6 Compare the Powers . . . . . . . . . . . . . . . . . . . . . . . . 21
1.7 Problem Set 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
The Spotlight is on: Archimedes . . . . . . . . . . . . . . . . . . 26
1.8 The Last Digits of an Integer . . . . . . . . . . . . . . . . . . . 27
1.9 Prime Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
1.10 Using Notation in Computations . . . . . . . . . . . . . . . . . 33
1.11 Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
1.12 Problem Set 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
The Spotlight is on: Newton . . . . . . . . . . . . . . . . . . . . 43
1.13 Fun Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
1.14 Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
1.15 Number of Terms in a Finite Sequence and More . . . . . . . . 49
1.16 Consecutive Numbers . . . . . . . . . . . . . . . . . . . . . . . 52
1.17 Problem Set 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
The Spotlight is on: Euler . . . . . . . . . . . . . . . . . . . . . 55
1.18 Digits of Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 56
1.19 Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
1.20 Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
1.21 Percentages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
1.22 Problem Set 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
The Spotlight is on: π . . . . . . . . . . . . . . . . . . . . . . . 66
xiv Contents

1.23 Absolute Value . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

1.24 Factorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
1.25 Tangrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
1.26 Letters and Digits . . . . . . . . . . . . . . . . . . . . . . . . . 75
1.27 Problem Set 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
The Spotlight is on: e . . . . . . . . . . . . . . . . . . . . . . . 77
1.28 Simple Sums . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
1.29 Triangular Numbers . . . . . . . . . . . . . . . . . . . . . . . . 81
1.30 Polygonal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 83
1.31 Problem Set 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
The Spotlight is on: Fermat . . . . . . . . . . . . . . . . . . . . 86
1.32 Toothpicks Math I . . . . . . . . . . . . . . . . . . . . . . . . . 87
1.33 Math and Chess I . . . . . . . . . . . . . . . . . . . . . . . . . . 90
1.34 Cryptarithmetic I . . . . . . . . . . . . . . . . . . . . . . . . . . 93
1.35 Magic Squares I . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
1.36 Problem Set 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
The Spotlight is on: Fermat’s Last Theorem . . . . . . . . . . . 100
1.37 Toothpicks Math II . . . . . . . . . . . . . . . . . . . . . . . . . 101
1.38 Math and Chess II . . . . . . . . . . . . . . . . . . . . . . . . . 103
1.39 Cryptarithmetic II . . . . . . . . . . . . . . . . . . . . . . . . . 105
1.40 Magic Squares II . . . . . . . . . . . . . . . . . . . . . . . . . . 107
1.41 Problem Set 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
The Spotlight is on: Eratosthenes . . . . . . . . . . . . . . . . . 112

Part 2 Solutions to Exercises and Problems 115

2.1 Integers and Divisibility . . . . . . . . . . . . . . . . . . . . . . 117
2.2 Order of Operations . . . . . . . . . . . . . . . . . . . . . . . . 118
2.3 The Sum of the First 100 Positive Integers . . . . . . . . . . . . 120
2.4 Common Factors . . . . . . . . . . . . . . . . . . . . . . . . . . 122
2.5 Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . 123
2.6 Compare the Powers . . . . . . . . . . . . . . . . . . . . . . . . 126
2.7 Problem Set 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
2.8 The Last Digits of an Integer . . . . . . . . . . . . . . . . . . . 131
2.9 Prime Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
2.10 Using Notation in Computations . . . . . . . . . . . . . . . . . 135
2.11 Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
2.12 Problem Set 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
2.13 Fun Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
2.14 Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
2.15 Number of Terms in a Finite Sequence and More . . . . . . . . 147
2.16 Consecutive Numbers . . . . . . . . . . . . . . . . . . . . . . . 149
2.17 Problem Set 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Contents xv

2.18 Digits of Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 154

2.19 Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
2.20 Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
2.21 Percentages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
2.22 Problem Set 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
2.23 Absolute Value . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
2.24 Factorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
2.25 Tangrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
2.26 Letters and Digits . . . . . . . . . . . . . . . . . . . . . . . . . 175
2.27 Problem Set 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
2.28 Simple Sums . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
2.29 Triangular Numbers . . . . . . . . . . . . . . . . . . . . . . . . 182
2.30 Polygonal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 185
2.31 Problem Set 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
2.32 Toothpicks Math I . . . . . . . . . . . . . . . . . . . . . . . . . 189
2.33 Math and Chess I . . . . . . . . . . . . . . . . . . . . . . . . . . 194
2.34 Cryptarithmetic I . . . . . . . . . . . . . . . . . . . . . . . . . . 196
2.35 Magic Squares I . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
2.36 Problem Set 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
2.37 Toothpicks Math II . . . . . . . . . . . . . . . . . . . . . . . . . 206
2.38 Math and Chess II . . . . . . . . . . . . . . . . . . . . . . . . . 209
2.39 Cryptarithmetic II . . . . . . . . . . . . . . . . . . . . . . . . . 213
2.40 Magic Squares II . . . . . . . . . . . . . . . . . . . . . . . . . . 216
2.41 Problem Set 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Part 1

Concepts, Exercises, and

Problems
 3

Let’s Get Started !

What is the greatest number? In fact, there is no such thing as the
greatest number. Why? If someone tells us that the greatest number is, for
example, a quintillion, we can easily construct a slightly bigger number by
simply adding 1 to our friend’s number.
An even bigger number is a quintillion multiplied by itself, in other words,
quintillion squared. Here is another way, which yields a much, much bigger
number than what our friend came up with: a quintillion is a number that we
write as 1 followed by 18 zeros. Now, try to imagine a number written as 1
followed by a quintillion zeros!

Googolplex – one of the greatest numbers with a name. Let us first

try to imagine a number written as 1 followed by 100 zeros. That number
is called googol. Its name probably sounds familiar, and that is because the
Internet search website Google was named after this number. So, googol is

googol = 10000
| . . · 10 · 10 · 10} = 10100 .
. . 0000} = |10 · 10 · 10 · .{z
.{z
100 zeros 100 tens

Then, make a big leap and try to imagine a number that has googol zeros!
This incredibly large number is called googolplex.

. . 0000} = 10googol = 1010 .

100
googolplex = 10000
| .{z
googol zeros

According to the famous astronomer and writer Carl Sagan, googol is

greater than the number of all elementary particles (electrons, protons, neu-
trons) in our Universe. Furthermore, even if we had enough paper and ink
to write googolplex on, with all of its googol zeros, the paper needed to do
this would not fit into the known Universe! Yet, googolplex is not the great-
est named number, because mathematicians name ever greater numbers when
they need them in their work: Skewes’, Moser’s, and Graham’s numbers are
much, much greater then googolplex.
4 Part 1 Concepts, Exercises, and Problems

Numbers with names. The following table lists several large numbers with
special names. In different languages these numbers have similar names, with
some confusing twists. The scientific notation, like 103 for one thousand or
106 for one million, is universal.

decimal scientific SI prefix English French German

1,000 103 kilo (k) thousand mille Tausend

1,000,000 106 mega (M) million million Million

1,000,000,000 109 giga (G) billion milliard Milliarde

1,000,000,000,000 1012 tera (T) trillion billion Billion

1,000,000,000,000,000 1015 peta (P) quadrillion billiard Billiarde

1,000,000,000,000,000,000 1018 exa (E) quintillion trillion Trillion

10 . . 0}
| .{z 10100 googol gogol Googol
100

100
10 . . 0}
| .{z 1010 googolplex gogolplex Googolplex
googol
Integers and Divisibility 5

1.1 Integers and Divisibility

Integers (also called whole numbers) are the numbers . . . , −2, −1, 0, 1, 2, . . .
For the set of integers Z we write Z = {. . . , −2, −1, 0, 1, 2, . . .}.
The set of natural numbers N is a subset of the set of integers. We write
this as N ⊂ Z (read: set N is a subset of set Z). Some mathematicians
consider natural numbers to be positive integers, that is, N = {1, 2, 3, . . .},
while others consider zero to be among natural numbers. In this book we
will be specific about this and say, for example, “find positive integers such
that. . . ” in order to avoid any confusion. Either way, we will explore many
interesting problems and properties related to integers.

Divisibility of integers
You certainly know that some integers are divisible by 3, while others are not.
For example, among numbers 1, 2, 3, . . . , 12, only 3, 6, 9, 12 are divisible by 3.
If a and n stand for any integers, we say that n is divisible by a if n is a
product of a and another integer. In that case, we also say that n is a multiple
of a and that a divides n. In mathematical notation this is written as a|n
(read: a divides n).
In this book we use · to denote multiplication, so, for example, 15 = 3 · 5.
We say that 15 is divisible by 3. We also say that 15 is a multiple of 3 and
that 3 divides 15. This is written 3|15.
If n is not a multiple of a, we say that n is not divisible by a. Another
way to say this is that a does not divide n.
If n is a two-digit number, we can write it as n = xy. This tells us that
its first digit is x and second digit is y. We can also write n = 10x + y. More
generally, if n has digits dk , . . . , d1 , d0 , we write

n = dk . . . d1 d0 = 10k dk + . . . + 10d1 + d0 .

Rules for divisibility

Many interesting math problems can be solved using the following simple rules.
When we state these rules, it is with if and only if to indicate that these rules
have no exceptions (the if part) and that they cover all possible cases (the
only if part).

• Divisibility by 2: An integer is divisible by 2 if and only if its last digit

is even.
Example: The numbers 100, 102, 104, 106, and 108 are divisible by 2,
while numbers 101, 103, 105, 107, and 109 are not.
6 Part 1 Concepts, Exercises, and Problems

• Divisibility by 3: An integer is divisible by 3 if and only if the sum of

its digits is divisible by 3.
Example: The number 77777 is not divisible by 3 because 7 + 7 + 7 +
7 + 7 = 35 and 35 is not divisible by 3.

• Divisibility by 4: An integer is divisible by 4 if and only if the number

formed by its last two digits is divisible by 4.
Example: The number 10032 is divisible by 4 because 32 is divisible
by 4.

• Divisibility by 5: An integer is divisible by 5 if and only if its last digit

is 0 or 5.
Example: The number 50505051 is not divisible by 5 because its last
digit is neither 0 nor 5.

• Divisibility by 6: An integer is divisible by 6 if and only if it is divisible

by both 2 and 3.
Example: The number 123458 is divisible by 2 (it ends with an even
digit) but not by 3 (the sum of its digits is not divisible by 3), so it is
not divisible by 6.

• Divisibility by 7: The number with digits ak , ak−1 , . . . , a1 , a0 is divis-

ible by 7 if and only if

7 | (a2 a1 a0 − a5 a4 a3 + a8 a7 a6 − . . . ).

Example: The number 1112444333555444666 is divisible by 7 because

666 − 444 + 555 − 333 + 444 − 112 + 1 = 777, which is divisible by 7.

• Divisibility by 8: An integer is divisible by 8 if and only if the number

formed by its last three digits is divisible by 8.
Example: The number 777888 is divisible by 8 because 888 is divisible
by 8.

• Divisibility by 9: A number is divisible by 9 if and only if the sum of

its digits is divisible by 9.
Example: The number 12345678 is divisible by 9, because 1 + 2 + 3 +
4 + 5 + 6 + 7 + 8 = (1 + 8) + (2 + 7) + (3 + 6) + (4 + 5) = 4 · 9 = 36 is
divisible by 9.
Integers and Divisibility 7

• Divisibility by 10: An integer is divisible by 10 if and only if it is

divisible by both 2 and 5, that is, if and only if its last digit is 0.
Example: The number 1 · 2 · 3 · 4 · . . . · 63 · 64 is divisible by 10 because 2
and 5 are among its factors. (In fact, it ends in 14 zeros, because there
are 63 twos and 14 fives among its prime factors.)

• Divisibility by 11: We can use any of the following criteria for 11:
Integer a with digits ak , ak−1 , . . . , a1 , a0 is divisible by 11 if and only if

(1) 11 | (a0 − a1 + a2 − a3 + a4 − . . . ) or
(2) 11 | (a1 a0 + a3 a2 + a5 a4 + a7 a6 + . . . ) or
(3) 11 | (a2 a1 a0 − a5 a4 a3 + a8 a7 a6 − . . . ).

Example: We can use the first criterion to show that 132121 is divisible
by 11 because 1 − 2 + 1 − 2 + 3 − 1 = 0 is divisible by 11. We can also
use the second criterion, which gives us 21 + 21 + 13 = 55, which is
divisible by 11. The third criterion also shows this number is divisible
by 11 because 121 − 132 = −11 is divisible by 11.

• Divisibility by 12: An integer is divisible by 12 if and only if it is

divisible by 4 and 3.
Example: The number 23456565432 is divisible by 4 and by 3, therefore
it is divisible by 12.

• Divisibility by 13: An integer a with digits ak , ak−1 , . . . , a1 , a0 is di-

visible by 13 if and only if

13 | (a2 a1 a0 − a5 a4 a3 + a8 a7 a6 − . . . ).

Example: The number 1112444333555444666 is not divisible by 13 be-

cause 666 − 444 + 555 − 333 + 444 − 112 + 1 = 777 and 777 = 3 · 7 · 37 is
not divisible by 13.

Note the similarity in the criteria for 2, 4, and 8, the criteria for 3 and 9,
and the criteria for 7, 11, and 13. While the numbers in the first two groups
are related as powers of 2 and 3, respectively, the connection between the
numbers in the third group may not be as evident. What connects them is
the fact that 7 · 11 · 13 = 1001.
For 11, we can also use the fact that it has remainder 1 when divided by
10 (that is the basis for the first divisibility criterion for 11), and also the
fact 99 = 9 · 11 has remainder −1 when divided by 100 (that is the basis for
the second divisibility criterion for 11). This gives us a hint that there is a
criterion for divisibility by 9 similar to the second criterion for 11.
8 Part 1 Concepts, Exercises, and Problems

Note also that the criterion for divisibility by 33 = 27 is not analogous to

the criteria for 3 and 9, with the first counterexample being the number 27
itself: it is certainly divisible by 27, but its digits do not sum up to a number
divisible by 27. We can create a criterion for divisibility by 27 (and 37) based
on the fact that 27 · 37 = 999.
All these criteria are consequences of a general criterion due to Pascal:
Pascal’s Criterion. If

a = 10k ak + 10k−1 ak−1 + . . . + 10a1 + a0 = ak ak−1 . . . a1 a0 ,

then m | a if and only if m | (rk ak + rk−1 ak−1 + . . . + r1 a1 + r0 a0 ), where ri

(i = 0, 1, 2, . . . , k) are the remainders of 10i when divided by m.

Exercises and Problems

1. Is googolplex divisible by 3?

2. Which of the following numbers are not divisible by 4: 99998, 100000,

100002, 100004?
3. Determine the 2013th digit after the decimal point in the decimal repre-
7
sentation of 27 . Hint: It is useful to know that 999 = 27 · 37 and that
1
999 = 0.001001001001 . . .

4. It is useful to know how to determine a prime factorization of a number.

For example, 120 = 23 · 3 · 5. Also, we talk about the product of digits of a
number, for example, the product of digits of 172 is 1 · 7 · 2 = 14.
(a) Give examples of a few numbers whose product of digits is 216. Deter-
mine the smallest such number.
(b) Is there any number whose product of digits is 140? If there is, provide
at least one example; if not, explain why not.
(c) Is there any number whose product of digits is 220? If there is, provide
at least one example; if not, explain why not.

5. A number has as digits 2000 ones, 2000 twos, and all other digits are zeros.
Can that number be a perfect square (that is, a square of another integer)?
Hint: Use criteria for divisibility by 3 and by 9.
6. Find all 3-digit numbers abc such that ab+bc+ca = abc. Note: In problems
like this, a, b, c are digits. Leading 0 is not allowed, so 1 ≤ a, b, c ≤ 9.
7. What is the remainder when 20132013 . . . 2013 (consisting of the number
2013 repeated 2013 times) is divided by 333, 333?