2020 AMC 8 Problems

Problem1
Luka is making lemonade to sell at a school fundraiser. His recipe
requires times as much water as sugar and twice as much sugar as lemon
juice. He uses cups of lemon juice. How many cups of water does he need?
e

Solution 1

Luka will need cups of sugar, and thus cups of water.

The answer is .

Solution 2
We have
that

so Luka needs cups.

Problem2
Four friends do yardwork for their neighbors over the weekend,

earning and respectively. They decide to split their

earnings equally among themselves. In total how much will the friend who

earned give to the others?

C

Solution

The friends earn in total. Since they

decided to split their earnings equally, it follows that each person will
get . Since the friend who earned will need to leave

with , he will have to give to the others.

Problem3
Carrie has a rectangular garden that measures feet by feet. She plants the
entire garden with strawberry plants. Carrie is able to plant strawberry plants

per square foot, and she harvests an average of strawberries per plant. How
many strawberries can she expect to harvest?

D
Solution 1

The area of the garden is square feet. Since Carrie

plants strawberry plants per square foot, there are a total

of strawberry plants, each of which produces strawberries

on average. Accordingly, she can expect to

harvest strawberries.

Solution 2
Looking at the units of each quantity, we observe that the answer will be the
product of the number of square feet, the number of plants per square foot, and
the number of strawberries per plant. This

gives .

Problem4
Three hexagons of increasing size are shown below. Suppose the dot pattern
continues so that each successive hexagon contains one more band of dots.
How many dots are in the next
hexagon?

Solution 1
Looking at the rows of each hexagon, we see that the first hexagon has dot,

the second has dots and the third

has dots, and given the way the hexagons are

constructed, it is clear that this pattern continues. Hence the fourth hexagon

has dots.

Solution 2

The first hexagon has dot, the second hexagon has dots, the third

hexagon dots, and so on. The pattern continues since to go from

hexagon to hexagon , we add a new ring of hexagons around the

outside of the existing ones, with each side of the ring having side

length . Thus the number of hexagons added

is (we subtract as each of the corner hexagons in

the ring is counted as part of two sides), confirming the pattern. We therefore
predict that that the fourth hexagon

has dots.

Solution 3 (variant of Solution 2)

Let the number of dots in the first hexagon be . By the same argument

as in Solution 2, we have for . Using this, we

find that , and .

Problem5
Three fourths of a pitcher is filled with pineapple juice. The pitcher is emptied by
pouring an equal amount of juice into each of cups. What percent of the total
capacity of the pitcher did each cup receive? C

Solution 1

Each cup is filled with of the amount of juice in the pitcher, so

the percentage is .

Solution 2

The pitcher is full, i.e. full. Therefore each cup

receives percent of the total capacity.

Solution 3

Assume that the pitcher has a total capacity of ounces. Since it is filled
three fourths with pineapple juice, it contains ounces of pineapple juice,

which means that each cup will contain ounces of pineapple juice.

Since the total capacity of the pitcher was ounces, it follows that each cup
received of the total capacity of the pitcher, yielding as the
answer.

Problem6
Aaron, Darren, Karen, Maren, and Sharon rode on a small train that has five cars
that seat one person each. Maren sat in the last car. Aaron sat directly behind D
Sharon. Darren sat in one of the cars in front of Aaron. At least one person sat S
between Karen and Darren. Who sat in the middle car? A
K
M
A
Solution
Write the order of the cars as , where the left end of the row
represents the back of the train and the right end represents the front. Call the

people , , , , and respectively. The first condition

gives , so we try , ,

and . In the first case, as sat in front of , we must

have or , both of which do not comply with the last

condition. In the second case, we obtain , which works, while the

third case is obviously impossible, since it results in there being no way for to

sit in front of . It follows that, with the only possible arrangement

being , the person sitting in the middle car is .

Problem7

How many integers between and have four distinct digits arranged

in increasing order? (For example, is one integer.)

C

Solution 1
Firstly, observe that the second digit of such a number cannot be or ,
because the digits must be distinct and increasing. The second digit also cannot

be as the number must be less than , so it must be . It remains to

choose the latter two digits, which must be distinct digits

from . That can be done

in ways; there is then only way to order the digits,

namely in increasing order. This means the answer is .

Solution 2 (without using the "choose" function)

As in Solution 1, we find that the first two digits must be , and the third digit
must be at least . If it is , then there are choices for the last digit,
namely , , , , or . Similarly, if the third digit is , there are choices for the
last digit, namely , , , and ; if , there are choices; if , there
are choices; and if , there is choice. It follows that the total number of such

integers is .

Problem8
Ricardo has coins, some of which are pennies ( -cent coins) and the rest
of which are nickels ( -cent coins). He has at least one penny and at least one
nickel. What is the difference in cents between the greatest possible and least
possible amounts of money that Ricardo can have?

Solution 1 10096 - 2024 = C (8072)

Clearly, the amount of money Ricardo has will be maximized when he has the
maximum number of nickels. Since he must have at least one penny, the greatest

number of nickels he can have is , giving a total

of cents. Analogously, the amount of money he has will be

least when he has the greatest number of pennies; as he must have at least one

nickel, the greatest number of pennies he can have is also , giving a total
of cents. Hence the required difference
is

Solution 2

Suppose Ricardo has pennies, so then he has nickels. In

order to have at least one penny and at least one nickel, we

require and , i.e. . The number of

cents he has is , so the maximum

is and the minimum is , and the

difference is
therefore

Problem9
Akash's birthday cake is in the form of a inch cube. The cake has
icing on the top and the four side faces, and no icing on the bottom. Suppose the

cake is cut into smaller cubes, each measuring inch, as shown

below. How many of the small pieces will have icing on exactly two sides?
 D

Solution 1
Notice that, for a small cube which does not form part of the bottom face, it will
have exactly faces with icing on them only if it is one of the center cubes of

an edge of the larger cube. There are such edges (as we exclude

the edges of the bottom face), so this case yields small cubes.
As for the bottom face, we can see that only the corner cubes have

exactly faces with icing, so the total is .

Solution 2
The following diagram shows of the small cubes having exactly faces with
icing on them; that is all of them except for those on the hidden face directly
opposite to the front face.
But the hidden face is an exact copy of the front face, so the answer

is

Problem10
Zara has a collection of marbles: an Aggie, a Bumblebee, a Steelie, and a
Tiger. She wants to display them in a row on a shelf, but does not want to put the
Steelie and the Tiger next to one another. In how many ways can she do this?

Solution 1
By the Georgeooga-Harryooga Theorem there

are way to arrange the marbles.

Solution by RedFireTruck

Solution 2

We can arrange our marbles like so .

To arrange the and we have ways.

To place the and in the blanks we have ways.

By fundamental counting principle our final answer is

Solution by RedFireTruck

Solution 3
Let the Aggie, Bumblebee, Steelie, and Tiger, be referred to

by and , respectively. If we ignore the constraint

that and cannot be next to each other, we get a total of ways to

arrange the 4 marbles. We now simply have to subtract out the number of ways
that and can be next to each other. If we place and next to each
other in that order, then there are three places that we can place them, namely in
the first two slots, in the second two slots, or in the last two slots

(i.e. ). However, we could also have

placed and in the opposite order (i.e. ).

Thus there are 6 ways of placing and directly next to each other. Next,
notice that for each of these placements, we have two open slots for

placing and . Specifically, we can place in the first open slot and in
the second open slot or switch their order and place in the first open slot

and in the second open slot. This gives us a total of ways to

place and next to each other. Subtracting this from the total number of
arrangements gives us total

arrangements .
We can also solve this problem directly by looking at the number of ways that we
can place and such that they are not directly next to each other. Observe
that there are three ways to place and (in that order) into the four slots so

they are not next to each other (i.e. ). However,

we could also have placed and in the opposite order

(i.e. ). Thus there are 6 ways of

placing and so that they are not next to each other. Next, notice that for

each of these placements, we have two open slots for placing and .

Specifically, we can place in the first open slot and in the second open slot

or switch their order and place in the first open slot and in the second open

slot. This gives us a total of ways to place and such that

they are not next to each other .

~junaidmansuri

Solution 4

Let's try complementary counting. There ways to arrange the 4 marbles.

However, there are arrangements where Steelie and Tiger are next to
each other. (Think about permutations of the element ST, A, and B or TS, A, and

B). Thus,

Solution 5
We use complementary counting: we will count the numbers of ways where
Steelie and Tiger are together and subtract that from the total count. Treat the

Steelie and the Tiger as a "super marble." There are ways to arrange Steelie

and Tiger within this "super marble." Then there are ways to arrange the

"super marble" and Zara's two other marbles in a row. Since there are ways to
arrange the marbles without any restrictions, the answer is given

by

-franzliszt

Solution 6
We will use the following

The Georgeooga-
Harryooga Theorem states that if you have distinguishable objects and of
them cannot be together, then there are ways to
arrange the objects.

Let our group of objects be represented like so , , , ..., , . Let the

last objects be the ones we can't have together.
Then we can organize our objects like

so .

We have ways to arrange the objects in that list.

Now we have blanks and other objects so we

have ways to arrange the objects we can't

put together.

By fundamental counting principal our answer is .

Proof by RedFireTruck

Back to the problem. By the Georgeooga-Harryooga Theorem, our answer

is

Problem11
After school, Maya and Naomi headed to the beach, miles away. Maya decided
to bike while Naomi took a bus. The graph below shows their journeys, indicating
the time and distance traveled. What was the difference, in miles per hour,
between Naomi's and Maya's average speeds?
 E

Solution 1

Naomi travels miles in a time of minutes, which is equivalent to of an

hour. Since , her speed is mph. By a

similar calculation, Maya's speed is mph, so the answer

is .

Solution 2 (variant of Solution 1)

Naomi's speed of miles in minutes is equivalent to miles per
hour, while Maya's speed of miles in minutes (i.e. half an hour) is equivalent

to miles per hour. The difference is

consequently .

Problem12

For a positive integer , the factorial notation represents the product of the

integers from to . (For example, .) What value

of satisfies the following equation?

Solution 1

We have , and .

Therefore the equation becomes , and

so . Cancelling the s, it is clear

that .

Solution 2 (variant of Solution 1)

Since , we obtain , which

becomes and thus . We

therefore deduce .

Solution 3 (using answer choices)

We can see that the answers to contain a factor of , but there is no

such factor of in . Therefore, the answer must be .

Problem13

Jamal has a drawer containing green socks, purple socks, and orange
socks. After adding more purple socks, Jamal noticed that there is now

a chance that a sock randomly selected from the drawer is purple. How
many purple socks did Jamal add?

Solution 1

After Jamal adds purple socks, he has purple socks

and total socks. This means the

probability of drawing a purple sock is , so we obtain

Since , the answer is .

Solution 2 (variant of Solution 1)

As in Solution 1, we have the equation . Cross-multiplying

yields . Thus,

Jamal added purple socks.

Solution 3 (non-algebraic)
green socks and orange socks together should

be of the new total number of socks, so that new

total must be . It follows

that purple socks were added.

Problem14
There are cities in the County of Newton. Their populations are shown in the
bar chart below. The average population of all the cities is indicated by the
horizontal dashed line. Which of the following is closest to the total population of
all cities?

Solution 1

We can see that the dotted line is halfway between and , so is

at . As this is the average population of all cities, the total population

is simply .
Solution 2 (estimation)
The dashed line, which represents the average population of each city, is slightly

below . Since there are cities, the answer is slightly less

than , which is closest to

Problem15

Suppose of equals of What percentage of is

Solution 1

Since , multiplying the given condition by shows

that is percent of .

Solution 2

Letting (without loss of generality), the condition

becomes . Clearly, it

follows that is of , so the answer is .

Solution 3

We have and , so . Solving for ,

we multiply by to give , so the answer is .

Solution 4

We are given , so we may assume without loss of generality

that and . This means , and thus

answer is .

Problem 16
Each of the points and in the figure below represents a
different digit from to Each of the five lines shown passes through some of
these points. The digits along each line are added to produce five sums, one for
each line. The total of the five sums is What is the digit represented by

Solution
We can form the following expressions for the sum along each

line: Adding these together, we must

have ,

i.e. .

Since are unique integers between and , we

obtain

(where the order doesn't matter as addition is commutative), so our equation

simplifies to . This means .

Problem17
How many positive integer factors of have more than factors? (As an

example, has factors, namely and )

Solution 1

Since , we can simply list its

factors:

There are of these; only (i.e. of them) have at

most factors, so the remaining factors have more

than factors.

Solution 2
As in Solution 1, we prime factorize as , and we recall the
standard formula that the number of positive factors of an integer is found by
adding to each exponent in its prime factorization, and then multiplying these.

Thus has factors. The only

number which has one factor is . For a number to have exactly two factors, it

must be prime, and the only prime factors of are , , and . For a
number to have three factors, it must be a square of a prime (this follows from the
standard formula mentioned above), and from the prime factorization, the only
square of a prime that is a factor of is . Thus, there are factors
of which themselves have , , or factors (namely , , , ,

and ), so the number of factors of that have more than factors

is .

Problem18

Rectangle is inscribed in a semicircle with diameter as shown

in the figure. Let and let What is the area

of

Solution 1
Let be the center of the semicircle. The diameter of the semicircle

is , so . By symmetry, is in fact the

midpoint of , so . By the Pythagorean theorem

in right-angled triangle (or ), we have that (or )

is . Accordingly, the area

of is .

Solution 2 (coordinate geometry)

Let the midpoint of segment be the origin. Evidently,

point and . Since points and share -

coordinates with and respectively, it suffices to find the -coordinate

of (which will be the height of the rectangle) and multiply this by (which

we know is ). The radius of the semicircle is , so the

whole circle has equation ; as already stated, has the

same -coordinate as , i.e. , so substituting this into the equation shows

that . Since at , the y-coordinate of is . Therefore,

the answer is .
(Note that the synthetic solution (Solution 1) is definitely faster and more elegant.
However, this is the solution that you should use if you can't see any other easier
strategy.)

Solution 3
We can use a result from the Art of Problem Solving Introduction to Algebra book:

for a semicircle with diameter , such that the part is on one side and
the part is on the other side, the height from the end of the side (or the start

of the side) is . To use this, we scale the figure down by ; then the

height is . Now, scaling back

up by , the height is . The answer

is .

Problem19
A number is called flippy if its digits alternate between two distinct digits. For

example, and are flippy, but and are not. How

many five-digit flippy numbers are divisible by

Solution 1

A number is divisible by precisely if it is divisible by and . The latter

means the last digit must be either or , and the former means the sum of the
digits must be divisible by . If the last digit is , the first digit would
be (because the digits alternate), which is not possible. Hence the last digit
must be , and the number is of the form . If the unknown digit is ,
we
deduce

.
We know exists modulo because 2 is relatively prime to 3, so we
conclude that (i.e. the second and fourth digit of the number) must be a
multiple of . It can be , , , or , so there

are options: , , , and .

Solution 2 (variant of Solution 1)

As in Solution 1, we find that such numbers must start with and alternate
with (i.e. must be of the form ), where the two digits between the s
need to be the same. Call that digit . For the number to be divisible by , the

sum of the digits must be divisible by ; since the sum of the three s is ,

which is already a multiple of , it must also be the case that is

a multiple of . Thus, the problem reduces to finding the number of digits
from to for which is a multiple of . This leads to , , , or , so

there are possible numbers (namely , , ,

and ).

Problem20
A scientist walking through a forest recorded as integers the heights of trees
standing in a row. She observed that each tree was either twice as tall or half as
tall as the one to its right. Unfortunately some of her data was lost when rain fell
on her notebook. Her notes are shown below, with blanks indicating the missing
numbers. Based on her observations, the scientist was able to reconstruct the
lost data. What was the average height of the trees, in meters?
Solution 1
We will show that , , , , and meters are the heights of the trees
from left to right. We are given that all tree heights are integers, so since Tree 2
has height meters, we can deduce that Trees 1 and 3 both have a height
of meters. There are now three possible cases for the heights of Trees 4 and
5 (in order for them to be integers), namely heights of and , and ,
or and . Checking each of these, in the first case, the average

is meters, which doesn't end in as the problem requires. Therefore, we

consider the other cases. With and , the average is meters, which
again does not end in , but with and , the average is meters,

which does. Consequently, the answer is .

Solution 2
As in Solution 1, we shall show that the heights of the trees
are , , , , and meters. Let be the sum of the heights, so that

the average height will be meters. We note that , so in order

for to end in , must be one more than a multiple of . Moreover, as all

the heights are integers, the heights of Tree 1 and Tree 3 are both meters. At
this point, our table looks as

follows:
If Tree 4 now has a height of , then Tree 5 would need to have height , but
in that case would equal , which is not more than a multiple of . So we
instead take Tree 4 to have height . Then the sum of the heights of the first 4
trees is , so using a height of for Tree 5

gives , which is more than a multiple

of (whereas gives , which is not). Thus the average height of

the trees is meters.

Problem21

A game board consists of squares that alternate in color between black and

white. The figure below shows square in the bottom row and square in the
top row. A marker is placed at A step consists of moving the marker onto one
of the adjoining white squares in the row above. How many -step paths are

there from to (The figure shows a sample path.)

Solution 1
Notice that, in order to step onto any particular white square, the marker must
have come from one of the or white squares immediately beneath it (since
the marker can only move on white squares). This means that the number of
ways to move from to that square is the sum of the numbers of ways to move
from to each of the white squares immediately beneath it. To solve the
problem, we can accordingly construct the following diagram, where each
number in a square is calculated as the sum of the numbers on the white squares
immediately beneath that square (and thus will represent the number of ways to
remove from to that square, as already

stated). The answer is

therefore .

Solution 2
Suppose we "extend" the chessboard infinitely with additional columns to the
right, as shown below. The red line shows the right-hand edge of the original
board.
 The total number of paths

from to , including invalid paths which cross over the red line, is then the
number of paths which make steps up-and-right and steps up-and-left, which

is . We need to subtract the number of invalid

paths, i.e. the number of paths that pass through or . To get to , the
marker has to make up-and-right steps, after which it can proceed

to with steps up-and-left and step up-and-right. Thus, the number of paths

from to that pass through is . Similarly, the

number of paths that pass through is . However, we

have now double-counted the invalid paths which pass through both and ;
from the diagram, it is clear that there are only of these (as the marker can get
from to by a step up-and-left and a step-up-and-right in either order).

Hence the number of invalid paths is , and the number of

valid paths from to is .

Problem22
When a positive integer is fed into a machine, the output is a number
calculated according to the rule shown below.

For example, starting with an input of the machine will

output Then if the output is repeatedly inserted into the

machine five more times, the final output is

When the same -step

process is applied to a different starting value of the final output is What is

the sum of all such integers

Solution 1
We start with the final output of and work backwards, taking care to consider all
possible inputs that could have resulted in any particular output. This produces
the following set of possibilities at each
stage:

where, for example, must come from (as there is no

integer satisfying ), but could come

from or (as , and is even while is odd).

By construction, the last set in this sequence contains all the numbers which will
lead to the number at the end of the -step process, and their sum

is .
Solution 2 (variant of Solution 1)
As in Solution 1, we work backwards from , this time showing the possible
cases in a tree diagram:

The possible numbers are those at the "leaves" of the tree (the ends of the

various branches), which are , , , and . Thus the answer

is .

Solution 3 (algebraic)
We begin by finding the inverse of the function that the machine uses. Call the

input and the output . If is even, , and if is

odd, . We can therefore see that when is even

and when is odd. Therefore, starting with , if is

even, , and if is odd, , but the latter is not valid since is not
actually odd. This means that the 2nd-to-last number in the sequence has to

be . Now, substituting into the inverse formulae, if is even, (which

is indeed even), and if is odd, , which is not an integer. This means
the 3rd-to-last number in the sequence has to be . Substituting in , if is

even, , but if is odd, . Both of these are valid solutions, so the

4th-to-last number can be either or . If it is , then by the argument we have
just made, the 5th-to-last number has to be , the 6th-to-last number has to
be , and the 7th-to-last number, which is the first number, must be
either or . In this way, we have ultimately found two

solutions: and .

On the other hand, if the 4th-to-last number is , substituting into the inverse

formulae shows that the 5th-to-last number is either or , but the latter is not

an integer. Substituting shows that if is even, , but if I is

odd, , and both of these are valid. If the 6th-to-last number is , then

the first number must be , since is not an integer; if the 6th-to-last number

is then the first number has to be , as is not an integer. This means that,

in total, there are solutions for , specifically, , , , and , which sum

to .

Problem23
Five different awards are to be given to three students. Each student will receive
at least one award. In how many different ways can the awards be distributed?

Solution 1 (Complementary Counting)

Without the restriction that each student receives at least one award, we could
simply take each of the awards and choose one of the students to give it to,

so that there would be ways to distribute the awards. We now need

to subtract the cases where at least one student doesn't receive an award. If a
student doesn't receive an award, there are choices for which student that is,

then ways of choosing a student to receive each of the awards, for a

total of . However, if students both don't receive an award, then
such a case would be counted twice among our , so we need to add back in
these cases. Of course, students both not receiving an award is equivalent to
only student receiving all awards, so there are simply choices for which
student that would be. It follows that the total number of ways of distributing the

awards is .

Solution 2
Firstly, observe that it is not possible for a single student to
receive or awards because this would mean that one of the other students
receives no awards. Thus, each student must receive either , , or awards. If
a student receives awards, then the other two students must each
receive award; if a student receives awards, then another student must also
receive awards and the remaining student must receive award. We consider
each of these two cases in turn. If a student receives three awards, there

are ways to choose which student this is, and ways to give that
student out of the awards. Next, there are students left and awards to
give out, with each student getting one award. There are clearly just ways to

distribute these two awards out, giving ways to distribute

the awards in this case.
In the other case, a student receives awards. We first have to choose which of

the two students we will select to give two awards each to. There are ways

to do this, after which there are ways to give the first student his two

awards, leaving awards yet to distribute. There are then ways to give
the second student his awards. Finally, there is only student and award
left, so there is only way to distribute this award. This results

in ways to distribute the awards in this

case. Adding the results of these two cases, we

get .

Solution 3 (variation of Solution 2)

If each student must receive at least one award, then, as in Solution 2, we
deduce that the only possible ways to split up the awards

are and (i.e. one student gets three awards and the others get
one each, or two students each get two awards and the other student is left with
the last one). In the first case, there are choices for which student

gets awards, and choices for which awards they get. We are
then left with awards, and there are exactly choices depending on which
remaining student gets which. This yields a total for this case

of . For the second case, there are similarly choices for

which student gets only award, and choices for which award he gets. There
are then remaining awards, from which we choose to give to one student

and to give to the other, which can be done in ways (and we can
say that e.g. the chosen this way go to the first remaining student and the
other go to the second remaining student, which counts all possibilities). This
means the total for the second case is , and the answer

is .

Problem24

A large square region is paved with gray square tiles, each

measuring inches on a side. A border inches wide surrounds each tile. The
figure below shows the case for . When , the gray tiles
cover of the area of the large square region. What is the ratio for this
larger value of

Solution 1

The area of the shaded region is . To find the area of the large square,
we note that there is a -inch border between each of the pairs of
consecutive squares, as well as from between first/last squares and the large

square, for a total of times the length of the border, i.e. .

Adding this to the total length of the consecutive squares, which is , the side

length of the large square is , yielding the

equation . Taking the square root of both sides

(and using the fact that lengths are non-negative)

gives , and cross-multiplying now

gives
.

Solution 2
Without loss of generality, we may let (since will be determined by the

scale of , and we are only interested in the ratio ). Then, as the total area of

the gray tiles is simply , the large square has area ,

making the side of the large square . As in Solution 1, the the

side length of the large square consists of the total length of the gray tiles
and lots of the border, so the length of the border

is . Since if , the answer

is .

Solution 3 (using answer choices)

As in Solution 2, we let without loss of generality. For sufficiently
large , we can approximate the percentage of the area covered by the gray tiles
by subdividing most of the region into congruent squares, as
shown: Each red square has

side length , so by

solving , we obtain .
The actual fraction of the total area covered by the gray tiles will be slightly less

than , which

implies .

Hence (and thus , since we are assuming ) is less than , and the

only choice that satisfies this is .

Problem25

Rectangles and and squares and shown below,

combine to form a rectangle that is 3322 units wide and 2020 units high. What is

the side length of in units?

Solution 1

Let the side length of each square be . Then, from the diagram, we can

line up the top horizontal lengths of , , and to cover the top side of the

large rectangle, so . Similarly, the short side

of will be , and lining this up with the left side of to cover the

vertical side of the large rectangle gives . We

subtract the second equation from the first to obtain , and

thus .

Solution 2
Assuming that the problem is well-posed, it should be true in the particular case

where and . Let the sum of the side lengths

of and be , and let the length of rectangle be . Under our

assumption, we then have the system which we solve to

find that .

Solution 3 (fast)
Since the sum of the side lengths of each pair of squares/rectangles has a sum

of or , and a difference of , we see that the answer

is .