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By PokemonMaster, history, 4 months ago, translation, In English

At the recent IZhO in mathematics there were unusual problems, many of which trolled the majority of participants. P2 was solved by a trick, and many failed to find it. I also did not solve it: during the contest I acted too technically, which did not help. My approach was an attempt to squeeze the desired number between given ones, which is a stronger statement (but, as it turned out, equivalent) that I managed to prove after the contest.


Problem.

Let $$$n$$$ be a positive integer for which there exist positive integers $$$a$$$ and $$$b$$$ such that

$$$ \lfloor a\sqrt{10} \rfloor = n = \lfloor b\sqrt{11} \rfloor. $$$

Prove that there exists a positive integer $$$c$$$ such that

$$$ n = \left\lfloor c(11\sqrt{10} - 10\sqrt{11}) \right\rfloor. $$$

Official solution

Denote

$$$ \alpha = \sqrt{10}, \quad \beta = \sqrt{11}, \quad \gamma = 11\sqrt{10} - 10\sqrt{11}. $$$
$$$ \gamma = \frac{\sqrt{110}}{\sqrt{10} + \sqrt{11}} = \frac{1}{\alpha} + \frac{1}{\beta}. $$$
$$$ n \le a\alpha \lt n+1, $$$
$$$ n \le b\beta \lt n+1 $$$
$$$ \frac{a}{n+1} \lt \frac{1}{\alpha} \le \frac{a}{n}, $$$
$$$ \frac{b}{n+1} \lt \frac{1}{\beta} \le \frac{b}{n}. $$$

Adding, we obtain

$$$ \frac{a+b}{n+1} \lt \gamma \le \frac{a+b}{n}. $$$
$$$ n \le (a+b)\gamma \lt n+1, $$$

from which

$$$ n = \left\lfloor (a+b)(11\sqrt{10} - 10\sqrt{11}) \right\rfloor. $$$

My solution

Idea.

  1. We look for values $$$x_c$$$ that are squeezed between $$$a\sqrt{10}$$$ and $$$b\sqrt{11}$$$;
  2. we prove that such a $$$c$$$ exists and is unique;
  3. we show that for the remaining $$$c$$$ equality of integer parts is impossible.

Denote

$$$ x_c = c(11\sqrt{10} - 10\sqrt{11}) = \frac{c\sqrt{110}}{\sqrt{10} + \sqrt{11}}. $$$

Step 1. Squeezing condition

If

$$$ \min(a\sqrt{10}, b\sqrt{11}) \le x_c \le \max(a\sqrt{10}, b\sqrt{11}), $$$

then it immediately follows that

$$$ \lfloor x_c \rfloor = n. $$$

This is equivalent to the inequality

$$$ (x_c - a\sqrt{10})(x_c - b\sqrt{11}) \le 0. $$$

Compute the differences:

$$$ x_c - a\sqrt{10} = \frac{(c-a)\sqrt{110} - 10a}{\sqrt{10} + \sqrt{11}}, $$$
$$$ x_c - b\sqrt{11} = \frac{(c-b)\sqrt{110} - 11b}{\sqrt{10} + \sqrt{11}}. $$$

Since the denominator is positive, we obtain the equivalent condition

$$$ (c - a - a\sqrt{10/11})(c - b - b\sqrt{11/10}) \le 0. $$$

Hence,

$$$ c \in [L, R], $$$

where

$$$ L = \min(a + a\sqrt{10/11}; b + b\sqrt{11/10}), $$$
$$$ R = \max(a + a\sqrt{10/11}; b + b\sqrt{11/10}). $$$

Step 2. Uniqueness of the integer solution

The length of the segment equals

$$$ R - L = \left(\frac{1}{\sqrt{10}} + \frac{1}{\sqrt{11}}\right) \left|a\sqrt{10} - b\sqrt{11}\right|. $$$

From the conditions we have

$$$ |a\sqrt{10} - b\sqrt{11}| \lt 1, $$$

therefore

$$$ R - L \lt 1. $$$

Thus, at most one integer can lie in $$$[L, R]$$$.

At the same time,

$$$ {L, R} := { a + b - \frac{b\sqrt{11} - a\sqrt{10}}{\sqrt{11}},a + b - \frac{a\sqrt{10} - b\sqrt{11}}{\sqrt{10}}}, $$$

from which

$$$ a + b \in [L, R]. $$$

Therefore,

$$$ c = a + b $$$

is the unique integer solution; the necessary and sufficient conditions are verified.


Step 3. Absence of other solutions

From the inequality $$$b\sqrt{11} - a\sqrt{10} \lt 1$$$ it follows that

$$$ b\sqrt{110} - 10a \lt \sqrt{10}. $$$

Then

$$$ (a+b)\frac{\sqrt{110}}{\sqrt{10} + \sqrt{11}} - a\sqrt{10} \lt \frac{\sqrt{10}}{\sqrt{10} + \sqrt{11}}. $$$

Consequently,

$$$ (a+b-1)\frac{\sqrt{110}}{\sqrt{10} + \sqrt{11}} \lt a\sqrt{10} - 1, $$$

that is,

$$$ \left\lfloor x_{a+b-1} \right\rfloor \le n-1. $$$

Similarly,

$$$ \left\lfloor x_{a+b+1} \right\rfloor \ge n+1. $$$

Hence, no other values of $$$c$$$ exist.


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4 months ago, hide # |
 
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Auto comment: topic has been translated by PokemonMaster (original revision, translated revision, compare)

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In the official solution in a couple of places γ and 1/γ are swapped but overall everything is clear

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4 months ago, hide # |
 
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I don't think it's a troll solution as much as exploiting and rewarding certain problem solving techniques. You should always get a feel for a problem by trying to substitute some values that seem like they'd simplify expressions nicely. E.g. substitute $$$c=a$$$, $$$c=b$$$, just to see if the result is too large or too slow — ideally, if you can find a tight interval for the target $$$c$$$, it'll tell you what sort of properties $$$c$$$ could have.

Well, it turns out $$$c=a$$$ and $$$c=b$$$ give something like $$$n/2$$$. What if you add them? Looks like $$$a+b$$$, $$$a+b-1$$$, $$$a+b+1$$$ or something could give the right result.

It's similar to programming competitions. You don't know what you should be proving so you see what happens in some obvious cases and what they say about non-obvious ones. Guessing a construction that often works in construction problems hints that you're moving in the right direction.

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    4 months ago, hide # ^ |
     
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    You re right. If this was div2A problem it can be solved in a couple of minutes But in the olympiad setting this problem trolled many participants with strong technique and good level of cp. Official solution looks much simpler than how the problem actually felt for most contestants, whether they solved it or not. The solve rate was quite low.

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      4 months ago, hide # ^ |
       
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      You're reasoning backwards about skill. Having "strong technique and good level of cp" is determined by (average) results, it isn't something you declare and expect results to follow. If someone needs to know the complexity of the solution to solve the problem, that contestant has a lot to learn since that's a strong hint that allows pruning thinking approaches early on.

      What you describe sounds more like learning hammers early on and seeing everything as a nail, a common case since there's not all that much time for students to develop enough skills to reach an international olympiad. In programming it often manifests as fitting problems to solutions rather than finding solutions to problems. It shows why fundamentals are necessary.