AMC Y5-6 Advanced Course
For Years 5–6 with secure foundations. Develop upper-primary problem-solving through the Australian AMC pathway.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →Define exactly what counts as one outcome, then split the possibilities into disjoint cases. For an ordered three-position route, fixing the middle position is useful. For non-crossing pairings, fixing one partner divides the remaining circle into smaller independent groups.
The official samples include adjacency and distinct-item restrictions, as well as sums where changing the order does not create a new outcome. Read that distinction before calculating. An ordered route A–B–E differs from E–B–A; an unordered collection of those three labels does not.
Our original examples make the rules explicit. Before listing cases, state whether positions are fixed, whether an item can be reused, and whether a rotation or reversal changes the outcome. A correct arithmetic total built on the wrong definition is still the wrong count.
Count ordered routes using three different tiles, where each move crosses a shared edge. If the middle tile has d neighbours, there are d choices for the first tile and d−1 choices for the last: the first and last must differ. Thus that middle position contributes d(d−1) routes.
| Middle positions | Neighbours each | Contribution |
|---|---|---|
| A, C, D, F | 2 | 4 × 2 × 1 = 8 |
| B, E | 3 | 2 × 3 × 2 = 12 |
| Total | 20 ordered routes |
Every valid route has exactly one middle tile, so the cases cannot overlap. Each permitted pair of different neighbours gives one route, so the count also misses none. This completeness explanation matters as much as the calculation. As a check, reversing a route gives a different valid route, and twenty is even.
Change the board to a 2×2 square. Each of four tiles has two neighbours, giving 4×2×1 = 8 ordered routes. Adding diagonal moves changes the neighbour counts, so the earlier answer cannot simply be reused.
Six labelled positions are fixed around a circle. Join them into three pairs with straight chords that do not cross. Position 1 can be paired with 2, 4 or 6. A partner in an odd-labelled position would leave an odd number of points on each side; those points cannot pair internally without a crossing.
Pairing 1 with 2 leaves four points, which have two non-crossing pairings. Pairing 1 with 4 leaves two points on each side, giving one possibility. Pairing 1 with 6 again leaves four points, giving two. The total is 2 + 1 + 2 = 5. The positions are fixed, so we do not also count different seating arrangements.
The four-point count is easy to check directly: two adjacent-pair patterns work, while pairing opposite points crosses. For eight fixed points, the same reasoning gives 5 + 2 + 2 + 5 = 14. Derive this from the smaller counts rather than starting with a named formula.
Test a small instance, label the cases, and check why every outcome enters exactly one case. If order is irrelevant, a condition such as a<b<c can avoid listing permutations of the same collection. If order matters, do not divide by a symmetry merely because the picture looks similar.
Keep a practice note stating the counting decision, not only the final number. That note makes the method reusable when the next question changes the board, the number of positions or the repetition rule.
Explore the complete curriculum, then start the free lessons in your own learning account. These existing AMC and AIMO courses develop related skills; they are not dedicated AJMO courses or official competition entry.
For Years 5–6 with secure foundations. Develop upper-primary problem-solving through the Australian AMC pathway.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →For Years 7–8 ready to extend beyond foundations. Build geometry, number-theory and counting techniques.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →For students ready for deeper problems and written reasoning. Inspect the level before choosing the stretch.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →Its neighbours determine both adjacent moves, and each three-tile route has one middle position. This creates complete, non-overlapping cases.
Not in our three-distinct-tile example. If repeated tiles are permitted, the counting rule changes.
Five applies to six fixed labelled positions paired by non-crossing chords under the stated rules. Seating permutations or different equivalence rules change the problem.
Choose an ordering such as a<b<c to represent each collection once, then count only those representatives.