2018-09-01 重点归纳
AMC12是针对高中学生的数学测验,该竞赛开始于2000年,分A赛和B赛,于每年的2月初和2月中举行,学生可任选参加一项即可。其主要目的在于激发学生对数学的兴趣,参予AMC12的学生应该不难发现测验的问题都很具挑战性,但测验的题型都不会超过学生的学习范围。这项测验希望每个考生能从竞赛中享受数学。那么接下来跟随小编来看一下AMC12的官方真题以及官方解答吧:
Each of the  students in a certain summer camp can either sing, dance, or act. Some students have more than one talent, but no student has all three talents. There are
 students in a certain summer camp can either sing, dance, or act. Some students have more than one talent, but no student has all three talents. There are  students who cannot sing,
 students who cannot sing,  students who cannot dance, and
 students who cannot dance, and  students who cannot act. How many students have two of these talents?
 students who cannot act. How many students have two of these talents?

Let  be the number of students that can only sing,
 be the number of students that can only sing,  can only dance, and
 can only dance, and  can only act.
 can only act.
Let  be the number of students that can sing and dance,
 be the number of students that can sing and dance,  can sing and act, and
 can sing and act, and  can dance and act.
 can dance and act.
From the information given in the problem,  and
 and  .
.
Adding these equations together, we get  .
.
Since there are a total of  students,
 students,  .
.
Subtracting these equations, we get  .
.
Our answer is 
An easier way to solve the problem: Since  students cannot sing, there are
 students cannot sing, there are  students who can.
 students who can.
Similarly  students cannot dance, there are
 students cannot dance, there are  students who can.
 students who can.
And  students cannot act, there are
 students cannot act, there are  students who can.
 students who can.
Therefore, there are  students in all ignoring the overlaps between
 students in all ignoring the overlaps between  of
 of  talent categories. There are no students who have all
 talent categories. There are no students who have all  talents, nor those who have none
 talents, nor those who have none  , so only
, so only  or
 or  talents are viable.
 talents are viable.
Thus, there are  students who have
 students who have  of
 of  talents.
 talents.
In  ,
,  ,
,  , and
, and  . Point
. Point  lies on
 lies on  , and
, and  bisects
 bisects  . Point
. Point  lies on
 lies on  , and
, and  bisects
 bisects  . The bisectors intersect at
. The bisectors intersect at  . What is the ratio
. What is the ratio  :
 :  ?
?


Applying the angle bisector theorem to  with
 with  being bisected by
 being bisected by  , we have
, we have
![\[\frac{CD}{AC}=\frac{BD}{AB}.\]](http://latex.artofproblemsolving.com/4/6/c/46c0249f218c58a83b554a2ffab96b53e2f1bbec.png)
Thus, we have

and cross multiplying and dividing by  gives us
 gives us
![\[3\cdot CD=4\cdot BD.\]](http://latex.artofproblemsolving.com/a/2/d/a2dd854790382d2cee0f4e2bd6d1f72be9f97e74.png)
Since  , we can substitute
, we can substitute  into the former equation. Therefore, we get
 into the former equation. Therefore, we get  , so
, so  .
.
Apply the angle bisector theorem again to  with
 with  being bisected. This gives us
 being bisected. This gives us

and since  and
 and  , we have
, we have
![\[\frac{6}{AF}=\frac{3}{FD}.\]](http://latex.artofproblemsolving.com/b/a/c/bac950ff683f65b4df76889f472f3a58c1223907.png)
Cross multiplying and dividing by  gives us
 gives us
![\[AF=2\cdot FD,\]](http://latex.artofproblemsolving.com/3/0/7/307a0f859788d999cdc21a6dffa42dc284dbe47c.png)
and dividing by  gives us
 gives us

Therefore,

By the angle bisector theorem, 
 so
 so 
Similarly,  .
.
Now, we use mass points. Assign point  a mass of
 a mass of  .
.
 , so
 , so 
Similarly,  will have a mass of
 will have a mass of 

So 
Denote ![$[\triangle{ABC}]$](http://latex.artofproblemsolving.com/e/a/1/ea10fad601af0fb0660213a0e841d49ba3dfcad0.png) as the area of triangle ABC and let
 as the area of triangle ABC and let  be the inradius. Also, as above, use the angle bisector theorem to find that
 be the inradius. Also, as above, use the angle bisector theorem to find that  . There are two ways to continue from here:
. There are two ways to continue from here:
 Note that
 Note that  is the incenter. Then,
 is the incenter. Then, ![$\frac{AF}{FD} = \frac{[\triangle{AFB}]}{[\triangle{BFD}]} = \frac{AB * \frac{r}{2}}{BD * \frac{r}{2}} = \frac{AB}{BD} =  \boxed{\textbf{(C)}\; 2 : 1}$](http://latex.artofproblemsolving.com/b/0/4/b044d5ddc28420135d6b984fec10d0fc2f79f655.png)
 Apply the angle bisector theorem on
 Apply the angle bisector theorem on  to get
 to get 
Draw the third angle bisector, and denote the point where this bisector intersects AB as P. Using angle bisector theorem, we see  . Applying Van Aubel's theorem,
. Applying Van Aubel's theorem,  , and so the answer is
, and so the answer is  .
.
以上就是小编对AMC12数学竞赛试题及答案的介绍,希望对你有所帮助,更多学习资料请持续关注AMC数学竞赛网!
 
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