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All lessons / Reaching for a perfect score

Reaching for a perfect score — the climb to 20+

This page collects every “Want to climb higher?” expansion from across the lessons in one spot. The 15-target reader can ignore it. The kid going for the perfect score lives here.

These are the advanced ideas that turn an 18 into a 23 — identities, theorems, and meta-tools that cover the “#22–25 territory” on each topic. They’re also embedded in each lesson’s appendix (under the “Want to climb higher?” expander), so you can study one topic at a time too.

Heads up: most of this material is harder than the AMC 8 main band needs. Don’t feel obligated to learn all of it. Use it as a reference when you’ve already mastered a lesson’s main content and want the next layer.

CLIMB · ARITHMETIC & OPERATIONS

Arithmetic & Operations — Read the numbers before you crunch them.

Exponent fluency for the hard end of the test

The 20+ problems lean on exponent moves done in your head, not on a single rule. Carry these:

  • Read every exponent as a copy-count so the laws are obvious: same base → multiply adds powers \(a^m \cdot a^n = a^{m+n}\), divide subtracts \(a^m \div a^n = a^{m-n}\), power-of-a-power multiplies \((a^m)^n = a^{mn}\).
  • The staircase fixes the edge cases without memorizing: \(a^0 = 1\) and \(a^{-n} = 1/a^n\) are just steps below \(a^1\), each dividing by the base.
  • Square big numbers fast with \((a + b)^2 = a^2 + 2ab + b^2\): e.g. \(21^2 = 20^2 + 2\cdot 20 + 1 = 441\). The middle \(2ab\) is the piece most kids drop.
  • Scientific notation turns ugly products into magnitude bookkeeping: \((a \times 10^m)(b \times 10^n) = ab \times 10^{m+n}\) — multiply the fronts, add the exponents, count zeros.
A quick way to catch arithmetic slips — casting out nines

A 19th-century shortcut for checking arithmetic without redoing it. It catches most slips in seconds.

The fact: a number and its digit sum leave the same leftover when divided by 9. (Why? 10, 100, 1000, … all leave leftover 1 when divided by 9, so each digit contributes only itself.)

How to use it. Compute your answer, then check:

  1. Take the digit sum of each input; keep adding digits until one digit is left.
  2. Combine those single digits the same way the problem combines the inputs (+ if you added, × if you multiplied).
  3. Take the digit sum of your computed answer.
  4. The two single digits should match. If they do not, you slipped.

Try it. Is 472 + 351 = 823? Digit sums: 4+7+2 = 13 → 4; 3+5+1 = 9 → 0 (since 9 acts like 0 here). Combine: 4 + 0 = 4. Digit sum of 823: 8+2+3 = 13 → 4. ✓ They match, so the answer is consistent.

It does not catch every error — swapping two digits leaves the digit sum unchanged — but it catches most, fast.

→ Back to the Arithmetic & Operations lesson

CLIMB · NUMBER THEORY

Number Theory — What whole numbers are made of.

Want to climb higher? — advanced number-theory tools (#22–#25 territory)
  • Perfect-square filter (mod 3, mod 4). A perfect square can ONLY have these remainders:
     · mod 3: 0 or 1 (never 2). So if N ≡ 2 (mod 3), N is NOT a perfect square.
     · mod 4: 0 or 1 (never 2 or 3). So if N ≡ 2 or 3 (mod 4), N is NOT a perfect square.
    Great for “is X a perfect square?” questions — rules out most numbers in one glance.
  • Product of divisors of n: nd/2 where d is the number of divisors. (Pair each divisor with its partner; the product of every pair is n — the same pairing idea behind the divisor-sum trick in chapter 4.)
  • Chicken McNugget Theorem. If a and b are coprime positive integers, the largest amount you CANNOT make as a non-negative combination of a’s and b’s is ab − a − b. (For 4 and 7: the largest unmakeable amount is 4·7 − 4 − 7 = 17.)
  • Legendre’s formula (exponent of prime p in n!): vp(n!) = ⌊n/p⌋ + ⌊n/p²⌋ + ⌊n/p³⌋ + … — useful for “how many trailing zeros does 100! have?” (answer: v5(100!) = 20 + 4 = 24).

→ Back to the Number Theory lesson

CLIMB · FRACTIONS, DECIMALS & PERCENTS

Fractions, Decimals & Percents — Three names for the same number.

Want to climb higher? — telescoping, repeaters, and mixed-number speed
  • Two-apart split: 1 / (n · (n+2)) = ½[1/n − 1/(n+2)]. So 1/(1·3) + 1/(3·5) + 1/(5·7) + … telescopes too, now with a 1/2 out front.
  • Product telescoping with (1 + 1/k): (1 + 1/1)(1 + 1/2)(1 + 1/3) … (1 + 1/n) = (2/1)(3/2)(4/3) … ((n+1)/n) = n + 1. Each numerator kills the next denominator. The whole product collapses to n + 1.
  • The harmonic series. 1 + 1/2 + 1/3 + … does NOT telescope — it grows without bound (slowly). Don’t try.
  • Any repeating decimal → fraction. Let x equal the decimal, multiply by a power of 10 to slide one whole period, subtract: 0.3 → 10x−x = 3 → x = 1/3. For a partly-repeating decimal, slide so the loops line up before subtracting: 0.28 → 10x−x = 2.6 → x = 26/90 = 13/45.
  • Repeat-block length. For 1/d (in lowest terms, no factor of 2 or 5 in d), the repeating block has length at most d−1 — the remainders cycle: 1/7 = 0.142857, a block of 6.
  • Mixed-number arithmetic fast. For a single hard subtraction, flip both to improper over a common bottom (no borrowing). For a long sum, estimate: each mixed number is its whole part plus a bit under 1, so the total is a little above the sum of the whole parts — often enough to pick the smallest whole number above it.

→ Back to the Fractions, Decimals & Percents lesson

CLIMB · RATIOS, RATES & PROPORTIONS

Ratios, Rates & Proportions — Same ratio in two places.

Want to climb higher? — advanced rate ideas (#22–#25 territory)
  • Pick convenient numbers. When only the shape of a trip is given (fractions, percents, no real distance/time), choose the total yourself to kill the denominators — thirds → use 3, quarters → use 4. The answer can't depend on the real size.
  • Round-track repeated meetings. Opposite ways: they meet every track ÷ (v₁ + v₂). Same way: the faster laps the slower every track ÷ (vfast − vslow).
  • Three-worker together-time (alone a, b, c): T = 1 / (1/a + 1/b + 1/c). Same pattern, three terms.
  • Filling AND draining at once. Fill rate 1/a, drain rate 1/d give net rate 1/a − 1/d — the drain subtracts.
  • Mixture problems. Mixing x liters of A% with y liters of B% gives concentration (xA + yB) / (x + y) — a weighted average.
  • Train passes a person vs. a station. Past a point: train travels its own length. Past a station: train length + station length. Time = length ÷ train speed.
  • Continuous compound interest (rare here): ert grows faster than discrete (1+r)t for the same r, t.

→ Back to the Ratios, Rates & Proportions lesson

CLIMB · ALGEBRA & PATTERNS

Algebra & Patterns — Turn the story into a letter.

Want to climb higher? — advanced algebra tricks (#22–#25 territory)
  • Symmetric-sum trick. When several equations share a symmetric structure (e.g., 2x + y + z = a, x + 2y + z = b, x + y + 2z = c), ADD them all. The left side simplifies to a clean multiple of (x + y + z). Solve for the symmetric sum first; then individual variables.
  • Sum & product of two numbers. If x + y = S and xy = P, then x and y are the roots of t² − St + P = 0. So x² + y² = S² − 2P. Useful when the problem gives you S and P without giving x and y individually.
  • Simon’s Favorite Factoring Trick (SFFT). An equation like xy + 3x + 2y = 17 can be tamed by adding a constant to both sides to factor: xy + 3x + 2y + 6 = 23 ⇒ (x+2)(y+3) = 23. Now hunt integer factor pairs of 23.
  • Sum/difference of cubes: a³ + b³ = (a + b)(a² − ab + b²); a³ − b³ = (a − b)(a² + ab + b²).
  • Reduce and Expand (for scary numbers). Faced with 'the 100th figure' or 'a 26-team league', don't fight the big number — shrink it to the first 4–5 cases, tabulate, and read the first differences between terms. If the terms have no fixed step, the jumps usually do (triangular numbers 1, 3, 6, 10 jump by 2, 3, 4, 5). Find the rule small, then grow it back.

→ Back to the Algebra & Patterns lesson

CLIMB · GEOMETRY & MEASUREMENT

Geometry & Measurement — Draw the picture. Then look for symmetry.

Want to climb higher? — four advanced geometry facts (#22–#25 territory)
  • British Flag Theorem. For any point P inside a rectangle ABCD: PA² + PC² = PB² + PD². Squared distances to opposite corners stay equal — wherever P sits.
  • Euler’s polyhedron formula. For any flat-faced solid: V − E + F = 2. Cube: 8 − 12 + 6 = 2 ✓. Tetrahedron: 4 − 6 + 4 = 2 ✓.
  • Inradius of a right triangle (legs a, b, hypotenuse c): r = (a + b − c) / 2. The circle in a 3-4-5 triangle has radius (3 + 4 − 5)/2 = 1.
  • Heron’s formula (area from sides only): with s = (a+b+c)/2, area = √(s(s−a)(s−b)(s−c)). Avoid unless you must — a height or a decomposition is usually cleaner.

→ Back to the Geometry & Measurement lesson

CLIMB · COUNTING & PROBABILITY

Counting & Probability — Count carefully. Don't compute.

Want to climb higher? — advanced counting tools (#22–#25 territory)
  • PIE for 3 sets: |A ∪ B ∪ C| = |A| + |B| + |C| − |A∩B| − |A∩C| − |B∩C| + |A∩B∩C|.
  • Pascal’s identity: C(n, k) + C(n, k+1) = C(n+1, k+1). (Useful for building Pascal’s triangle row-by-row.)
  • Binomial sum: C(n,0) + C(n,1) + … + C(n,n) = 2n. (Same fact as “number of subsets” — two views.)
  • Linearity of expectation: E[X + Y] = E[X] + E[Y], even when X and Y are NOT independent. Lets you compute the expected total without disentangling cases.
  • Recursion-as-counting: when a problem builds on smaller cases, count f(1), f(2), f(3) and look for a relation like f(n) = f(n−1) + f(n−2) (Fibonacci). Then chase the recurrence.
  • Count two ways / invariants: find one total that two different counts must both equal and let them pin each other down — e.g. sum of handshake counts = 2×(handshakes), so the number of odd-degree people is even (degree-sum parity); or “count the losers” in a knockout (n−1 games).

→ Back to the Counting & Probability lesson

CLIMB · LOGIC & WORD PROBLEMS

Logic & Word Problems — Turn the story into a table.

Want to climb higher? — logic tools for #22–#25 territory
  • Extremal answers need TWO halves. For ‘least possible largest’ or ‘greatest possible least’, pair a lower bound (a counting reason it can’t do better) with a construction (an actual example that hits the bound). One half alone never settles it.
  • Liar puzzles at scale — count, don’t case. When dozens of people make claims around a table, stop branching and count: honest speakers must all agree on a shared fact, so different answers cap how many can be honest, and the liars’ fixed values often pin the true total.
  • Reduce-and-expand to a formula. Push the small cases far enough to name the rule, then prove it: pairwise connections give \(\dfrac{n(n-1)}{2}\); ‘last move’ counting gives recurrences like \(f(n)=f(n-1)+f(n-2)\). A guessed pattern is a #25 trap; a proven one is a tool.
  • Cycles beat brute force. Units digits, weekdays, and repeating sequences all reduce a giant position to (position mod L) — and remainder 0 lands on the LAST slot. Verify the cycle length on a tiny case before you trust it.
  • Pigeonhole for ‘must’ questions. ‘How many must you take to guarantee …’ is solved by filling the worst case to the brim, then adding one more.

→ Back to the Logic & Word Problems lesson

CLIMB · SPATIAL & VISUAL REASONING

Spatial & Visual Reasoning — Fold it, turn it, see it from the other side

REACHING FOR 20+

  • View-reconstruction. Given front, top, and side views, rebuild the cube count by laying the footprint down and raising each column. For the maximum, push every column as high as the views allow; for the minimum, raise only what the views force.
  • Corner-sum pairing. On a numbered cube, two corners at opposite ends of a space diagonal touch all six faces once, so opposite-corner sums are equal — pair a known corner with the unknown and solve in one equation.
  • Inclusion–exclusion on solids. For tunnels or lines through a cube, overcount per tunnel, then subtract the cubes at crossings exactly once (a triple crossing is shared by three, so handle it carefully).
  • Reflect-to-straighten. Turn a bent touch-the-line (or bouncing-beam, or fold) path into one straight segment by reflecting the endpoint; then a right triangle gives the length.
  • Symmetry-halving. When a figure is symmetric, up-count equals down-count — tally one and double.

→ Back to the Spatial & Visual Reasoning lesson

CLIMB · TEST-DAY HABITS

Test-day Habits — Save the points you already know how to win.

For the last handful of problems (#20–25), two moves do most of the heavy lifting:

  • Engineering induction. When the problem has a variable like “\(n\) people in a row,” compute \(n=1, 2, 3\), write the answers in a column, and find the pattern. It isn’t a proof, but contest patterns are honest. (Lines cutting a plane: \(1, 2, 4, 7, 11, \ldots\) — each new line adds one more region than the last.)
  • Use the freedom. If a problem says it holds for any triangle / rectangle / number, then any example gives the right answer — so pick the easiest one (equilateral, square, the number 1 or 10). The setter promised the answer doesn’t depend on your choice.
  • The structural fact. If a hard problem feels like drowning in possibilities, you’re missing one fact that connects every given (e.g. “every game has one winner and one loser” \(\Rightarrow\) total wins = total losses). Slow down and hunt for it before computing.

→ Back to the Test-day Habits lesson