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WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

PELATIHAN AMC 10 & 12

SABTU, 11 FEBRUARI 2017

1. What is the value of

1. What is the value of when ?
when ?
when
?
SABTU, 11 FEBRUARI 2017 1. What is the value of when ? Jawab : Factorizing the

Jawab : Factorizing the numerator,

to

Jawab : Factorizing the numerator, to which is then becomes which is equal

which is

Jawab : Factorizing the numerator, to which is then becomes which is equal
Jawab : Factorizing the numerator, to which is then becomes which is equal

then becomes

Jawab : Factorizing the numerator, to which is then becomes which is equal

which is equal

2. If , what is ?
2. If
, what is
?
Jawab : which is .

Jawab :

Jawab : which is .

which is

.
.

3. Let

3. Let . What is the value of ?

. What is the value of

3. Let . What is the value of ?

?

Jawab : Substituting carefully,

Jawab : Substituting carefully,

Jawab : Substituting carefully,
becomes which is .
becomes
which is
.
of ? Jawab : Substituting carefully, becomes which is . 4. Zoey read books, one at
4. Zoey read books, one at a time. The first book took her day to
4. Zoey read books, one at a time. The first book took her day to

4. Zoey read books, one at a time. The first book took her day to read, the second book took her days to read, the third book took her days to read, and so on, with each book taking her more day to read than the previous book. Zoey finished the

took her days to read, and so on, with each book taking her more day to
took her days to read, and so on, with each book taking her more day to
took her days to read, and so on, with each book taking her more day to

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

first book on a Monday, and the second on a Wednesday. On what day the week did

she finish her

first book on a Monday, and the second on a Wednesday. On what day the week

th book?

On what day the week did she finish her th book? Jawab : The process took
On what day the week did she finish her th book? Jawab : The process took

Jawab : The process took

last day was

been the same day of the week, so the answer is

last day was been the same day of the week, so the answer is is divisible
last day was been the same day of the week, so the answer is is divisible

is divisible by

.
.

days, so the

, both must haveday was been the same day of the week, so the answer is is divisible by

the same day of the week, so the answer is is divisible by . days, so

days after the first day. Since

5. The mean age of Amanda's

5. The mean age of Amanda's cousins is , and their median age is . What

cousins is

, and their median age is5. The mean age of Amanda's cousins is . What is the sum of the ages

. What is the sumThe mean age of Amanda's cousins is , and their median age is of the ages

of the ages of Amanda's youngest and oldest cousins?

of the ages of Amanda's youngest and oldest cousins? Jawab : The sum of the ages

Jawab : The sum of the ages of the cousins is

an even number of cousins, so there is no single median, so

of the two in the middle. Therefore the sum of the ages of the two in the middle is

Therefore the sum of the ages of the two in the middle is times the mean,

times the mean, or

of the ages of the two in the middle is times the mean, or . There

. There are

of the ages of the two in the middle is times the mean, or . There

must be the median

.
.
of the ages of the two in the middle is times the mean, or . There
of the ages of the two in the middle is times the mean, or . There
of the ages of the two in the middle is times the mean, or . There

Subtracting from produces .

6. Laura added two three-digit positive integers. All six digits in these numbers are

positive integers. All six digits in these numbers are different. Laura's sum is a three-digit number

different. Laura's sum is a three-digit number . What is the smallest possible value

different. Laura's sum is a three-digit number . What is the smallest possible value for the

for the sum of the digits of ?

the smallest possible value for the sum of the digits of ? Jawab : Let the

Jawab : Let the two three-digit numbers she added

be and with

be and with
be at least

be at least

and

and , so and
and
, so
and

. The hundreds digits of these numbers must .

Say need many solutions, but

that

and with and and
and
with
and
and

is attainable.must . Say need many solutions, but that and with and and ; then we just

; then we just

having different digits which aren't

with and and is attainable. ; then we just having different digits which aren't or .There

or

with and and is attainable. ; then we just having different digits which aren't or .There

.There are

give which proves
give
which proves

7. The ratio of the measures of two acute angles is

, and the complement of one of

these two angles is twice as large as the complement of the other. What is the sum of

the degree measures of the two angles?

two angles is twice as large as the complement of the other. What is the sum

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

Jawab : We can set up a system of equations where

Jawab : We can set up a system of equations where and are the two acute
and
and

are the two acute

angles. WLOG, assume that

than the complement of

for

 

in order for the complement of

to be greater

. Therefore,
. Therefore,

. Therefore,

and

. Solving

in the first equation and substituting into the second equation yields

equation and substituting into the second equation yields Substituting this leaving value back into the first

Substituting this

leaving

into the second equation yields Substituting this leaving value back into the first equation yields .

value back into the first equation yields

.
.

equal toand substituting into the second equation yields Substituting this leaving value back into the first equation

,
,

8. What is the tens digit of

8. What is the tens digit of
yields . equal to , 8. What is the tens digit of Jawab : Notice that,
Jawab : Notice that, for to when , is even and yourself). Since is even,
Jawab : Notice that, for
to
when
,
is even and
yourself). Since
is
even,
and
.

is congruent

when

: Notice that, for to when , is even and yourself). Since is even, and .

is odd. (Check for

So the answer is

.
.
9. All three vertices of are lying on the parabola defined by , with at
9. All three vertices of
are lying on the parabola defined by
, with
at
the origin and
parallel to the
-axis. The area of the triangle is
. What is the
length of
?
The area of the triangle is . What is the length of ? Jawab : The

Jawab

:

Jawab : The area of the triangle is ,

The

area

of

the

triangle

is

,
,

so

,
,

giving a total

distance across the top of

,
,

which is

answer

.
.

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

10. A thin piece of wood of uniform density in the shape of an equilateral triangle with side

length inches weighs ounces. A second piece of the same type of wood, with the

same thickness, also in the shape of an equilateral triangle, has side length

in the shape of an equilateral triangle, has side length of inches. Which of the following
in the shape of an equilateral triangle, has side length of inches. Which of the following

of inches. Which of the following is closest to the weight, in ounces, of the second

piece?

triangle, has side length of inches. Which of the following is closest to the weight, in
is closest to the weight, in ounces, of the second piece? Jawab : We can solve

Jawab : We can solve this problem by using similar triangles, since two equilateral triangles are always similar. We can then use

.
.

We can then solve the equation to get

. We can then solve the equation to get which is closest to

which is closest to

. We can then solve the equation to get which is closest to

11. Carl decided to fence in his rectangular garden. He bought fence posts, placed one

on each of the four corners, and spaced out the rest evenly along the edges of the

and spaced out the rest evenly along the edges of the garden, leaving exactly yards between

garden, leaving exactly yards between neighboring posts. The longer side of his

garden, including the corners, has twice as many posts as the shorter side, including

the corners. What is the area, in square yards, of Carl’s garden?

has twice as many posts as the shorter side, including the corners. What is the area,
What is the area, in square yards, of Carl’s garden? Jawab : To do this problem,

Jawab : To do this problem, we have to draw a rectangle. We also have to keep track

of the fence posts. Putting a post on each corner leaves us with only posts. Now

there are twice as many posts on the longer side then the shorter side. From this we

posts on the longer side then the shorter side. From this we can see that we
posts on the longer side then the shorter side. From this we can see that we
posts on the longer side then the shorter side. From this we can see that we

can see that we can put posts on the longer side and posts on the shorter side.

put posts on the longer side and posts on the shorter side. On the shorter side,
put posts on the longer side and posts on the shorter side. On the shorter side,

On the shorter side, we have spaces between the posts. On the longer side, we

have 7 spaces between the 8 fence posts. There are yards between each post.

Therefore, the answer is

the longer side, we have 7 spaces between the 8 fence posts. There are yards between
the longer side, we have 7 spaces between the 8 fence posts. There are yards between
.
.

12. Two different numbers are selected at random from

and multiplied12. Two different numbers are selected at random from together. What is the probability that the

together. What is the probability that the product is even?

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

Jawab : The product will be even if at least one selected number is even, and odd if

none are. Using complementary counting, the chance that both numbers are odd

is

, so the answer isnumber is even, and odd if none are. Using complementary counting, the chance that both numbers

and odd if none are. Using complementary counting, the chance that both numbers are odd is

which is

.
.

13. At Megapolis Hospital one year, multiple-birth statistics were as follows: Sets of twins,

triplets, and quadruplets accounted for of the babies born. There were four times

as many sets of triplets as sets of quadruplets, and there was three times as many

as sets of quadruplets, and there was three times as many sets of twins as sets

sets of twins as sets of triplets. How many of these babies were in sets of

quadruplets?

and there was three times as many sets of twins as sets of triplets. How many
How many of these babies were in sets of quadruplets? Jawab : We can set up

Jawab : We can set up a system of equations where

is the sets of twins,Jawab : We can set up a system of equations where is the sets of triplets,

can set up a system of equations where is the sets of twins, is the sets

is the

up a system of equations where is the sets of twins, is the sets of triplets,

sets of triplets, and is the sets of quadruplets.

Solving for and in the second and third equations and substituting into the first

second and third equations and substituting into the first . equation yields Since we are trying
second and third equations and substituting into the first . equation yields Since we are trying
second and third equations and substituting into the first . equation yields Since we are trying
second and third equations and substituting into the first . equation yields Since we are trying
second and third equations and substituting into the first . equation yields Since we are trying
second and third equations and substituting into the first . equation yields Since we are trying
.
.

equation yields

Since we are trying to find the number of babies and NOT the number of sets of, the solution is not , but rather . Therefore, we strategically use the second initial equation to realize that , leaving us with the number of babies born as

quadruplets equal to

us with the number of babies born as quadruplets equal to 14. How many squares whose

14. How many squares whose sides are parallel to the axes and whose vertices have

coordinates that are integers lie entirely within the region bounded by the line

, the line

and the lineaxes and whose vertices have coordinates that are integers lie entirely within the region bounded by

vertices have coordinates that are integers lie entirely within the region bounded by the line ,
vertices have coordinates that are integers lie entirely within the region bounded by the line ,
the region bounded by the line , the line and the line Jawab : The vertical

Jawab : The vertical line is just to the right of , the horizontal line is just , and the sloped line will always be above the value of . This means they will always miss being on a coordinate with integer coordinates so you just have to count the number of squares to the left, above, and under these lines. After counting the number of 1x1, 2x2, 3x3, squares and getting 30, 15, and 5 respectively, and we end

up with

lines. After counting the number of 1x1, 2x2, 3x3, squares and getting 30, 15, and 5
lines. After counting the number of 1x1, 2x2, 3x3, squares and getting 30, 15, and 5
lines. After counting the number of 1x1, 2x2, 3x3, squares and getting 30, 15, and 5
lines. After counting the number of 1x1, 2x2, 3x3, squares and getting 30, 15, and 5

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

15. All the numbers

are written in a array of squares, one

number in each square, in such a way that if two numbers are consecutive then they

in such a way that if two numbers are consecutive then they occupy squares that share
in such a way that if two numbers are consecutive then they occupy squares that share
in such a way that if two numbers are consecutive then they occupy squares that share

occupy squares that share an edge. The numbers in the four corners add up to . What is the number in the center?

four corners add up to . What is the number in the center? Jawab : Consecutive

Jawab : Consecutive numbers share an edge. That means that it is possible to walk

by single steps north, south, east, or west. Consequently, the squares in

from to

south, east, or west. Consequently, the squares in from to the diagram with different shades have
south, east, or west. Consequently, the squares in from to the diagram with different shades have
south, east, or west. Consequently, the squares in from to the diagram with different shades have

the diagram with different shades have different parity:

But there are only four even numbers in the set, so the five darker squares must contain the odd numbers, which sum to . Therefore if the sum of the numbers in the corners is , the number in the centre must be , which is

answer

sum to . Therefore if the sum of the numbers in the corners is , the
sum to . Therefore if the sum of the numbers in the corners is , the
sum to . Therefore if the sum of the numbers in the corners is , the
.
.

16. The sum of an infinite geometric series is a positive number

in the series is

geometric series is a positive number in the series is . What is the smallest possible

. What is the smallest possible value of

geometric series is a positive number in the series is . What is the smallest possible
geometric series is a positive number in the series is . What is the smallest possible

, and the second term

is the smallest possible value of , and the second term Jawab : After observation we
Jawab : After observation we realize that in order to minimize our sum with being
Jawab
:
After
observation
we
realize
that
in
order
to
minimize
our
sum
with being the reciprocal of r. The common ratio has to be in the form
of
with being an integer as anything more than divided by would give a
larger sum than a ratio in the form of
.

.

The first term has to be

. The first term has to be , so then in order to minimize the sum,

, so then in order to minimize the sum, we have minimize

. The first term has to be , so then in order to minimize the sum,

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

The smallest possible value for

The smallest possible value for such that it is an integer that's greater than is .

such that it is an integer that's greater than

value for such that it is an integer that's greater than is . So our first

is

.
.

So our first term is

Solution 2 by No_One

that's greater than is . So our first term is Solution 2 by No_One and our

and our common ratio is

. Thus the sum isthat it is an integer that's greater than is . So our first term is Solution

that's greater than is . So our first term is Solution 2 by No_One and our

or

.
.

17. All the numbers are assigned to the six faces of a cube, one number to

each face. For each of the eight vertices of the cube, a product of three numbers is

computed, where the three numbers are the numbers assigned to the three faces that

include that vertex. What is the greatest possible value of the sum of these eight

products?

to the three faces that include that vertex. What is the greatest possible value of the
possible value of the sum of these eight products? Jawab : We first find the factorization

Jawab : We first find the factorization

Solution1.By using AM-GM, we

We first find the factorization Solution1.By using AM-GM, we using the method in get, . To

using the method in

get,

factorization Solution1.By using AM-GM, we using the method in get, . To maximize, the factorization, we

. To maximize, the

factorization, we get the answer is

factorization Solution1.By using AM-GM, we using the method in get, . To maximize, the factorization, we

18. In how many ways can

18. In how many ways can be written as the sum of an increasing sequence of

be written as the sum of an increasing sequence of two or

more consecutive positive integers?

sequence of two or more consecutive positive integers? Jawab : Factor . Suppose we take an

Jawab : Factor

Jawab : Factor . Suppose we take an odd number of consecutive integers, centered on .

. Suppose we take an odd number

Jawab : Factor . Suppose we take an odd number of consecutive integers, centered on .

of consecutive

integers, centered on

. Then with
. Then
with

of

, the possible values of

, the possible values of

of , the possible values of are

are

on

respectively.

respectively.

, the possible values of are on respectively. . Looking at the factors centred Suppose instead

. Looking at the factors, the possible values of are on respectively. centred Suppose instead we take an even number

centred

Suppose instead we take an even number

the factors centred Suppose instead we take an even number of consecutive integers, centred . Looking

of consecutive integers, centred

. Looking again at thewe take an even number of consecutive integers, centred on and . Then with factors of

on and . Then with
on
and
. Then
with

factors of

on

centred . Looking again at the on and . Then with factors of on , the

, the possible values of

centred . Looking again at the on and . Then with factors of on , the

centredintegers, centred . Looking again at the on and . Then with factors of on ,

are

centred . Looking again at the on and . Then with factors of on , the

respectively.

Thus the answer is

.
.

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

19. Rectangle has and . Point lies on so that point lies on so that
19. Rectangle
has
and
.
Point
lies
on
so
that
point
lies on
so that
and point
lies on
so
that
. Segments
and
intersect
at
and
, respectively. What
is the value of
?
at and , respectively. What is the value of ? Jawab :Since the opposite sides of
at and , respectively. What is the value of ? Jawab :Since the opposite sides of
Jawab :Since the opposite sides of a rectangle are parallel and due to vertical angles,
Jawab
:Since
the
opposite
sides
of
a
rectangle
are parallel
and
due to vertical angles,
. Furthermore, the
ratio
between
the
side
lengths
of
the
two
triangles
is
.
Labeling
and
,
we see that
turns out
to be equal
to
.
Since the denominator of
must now be a multiple of 7, the only possible solution
in the answer choices is
.

20. A dilation of the planethat is, a size transformation with a positive scale factor

sends the circle of radius

sends the circle of radius centered at to the circle of radius centered

centered at

sends the circle of radius centered at to the circle of radius centered
to the circle of radius centered

to the circle of radius centered

at

. What distance does the origin

. What distance does the origin

at . What distance does the origin , move under this transformation?

, move under this transformation?

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

 

Jawab : The center of dilation must lie on the line

Jawab : The center of dilation must lie on the line , which can be

, which can be

 

expressed

expressed
. Also, the ratio of dilation must be equal to , which is the

. Also, the ratio of dilation must be equal to

, which is the

ratio of the radii of the circles. Thus, we are looking for a point

such

that

ratio of the radii of the circles. Thus, we are looking for a point such that

(for the

-coordinates), and

ratio of the radii of the circles. Thus, we are looking for a point such that

. Solving

 

these, we get

these, we get and

and

these, we get and . This means that any point on the plane

. This means that any point

. This means that any point on the plane

on the plane

will dilate to the point

will dilate to the point

, which means that the

 

point

point dilates to . Thus, the origin

dilates to

point dilates to . Thus, the origin

. Thus, the origin

 

moves

moves units.

units.

 

21. What

is

the

area

of

the

region

enclosed

by

the

graph

of

the

 

equation

equation
 
by the graph of the   equation   Jawab : WLOG note that if a point
by the graph of the   equation   Jawab : WLOG note that if a point

Jawab : WLOG note that if a point in the first quadrant satisfies the equation, so do its corresponding points in the other three quadrants. Therefore, we can assume

that

We can rearrange the equation to

get

circle with center four circles with overlap.

to get circle with center four circles with overlap. , which implies that and , and
to get circle with center four circles with overlap. , which implies that and , and
to get circle with center four circles with overlap. , which implies that and , and

, which implies that

and

, and multiply by

with overlap. , which implies that and , and multiply by at the end. and radius

at the end.

, which implies that and , and multiply by at the end. and radius , which
, which implies that and , and multiply by at the end. and radius , which

and radius

implies that and , and multiply by at the end. and radius , which describes a

, which describes a

It's clear we now want to find the union of

describes a It's clear we now want to find the union of note that if you

note that if you connect

we now want to find the union of note that if you connect There are several

There are several ways to find the area, but to its other three respective points in the other three

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

quadrants, you get a square of area

for a total area of

, along with four half-circles of diameterquadrants, you get a square of area for a total area of which is . ,

which is

.
.
quadrants, you get a square of area for a total area of , along with four
,
,

22. A set of teams held a round-robin tournament in which every team played every other

games; there were no ties.

team exactly once. Every team won

games and lostgames; there were no ties. team exactly once. Every team won How many sets of three

no ties. team exactly once. Every team won games and lost How many sets of three

How many sets of three teams

were there in whichthere were no ties. team exactly once. Every team won games and lost How many sets

team exactly once. Every team won games and lost How many sets of three teams were

beat

,
,
team exactly once. Every team won games and lost How many sets of three teams were

beat ,

team exactly once. Every team won games and lost How many sets of three teams were

and beat

team exactly once. Every team won games and lost How many sets of three teams were
were there in which beat , beat , and beat sets of three teams must Jawab

sets of three teams mustJawab : There are either be a fork (in which one team beat both the

Jawab : There are

either be a fork (in which one team beat both the others) or a cycle:

teams. Any of thea fork (in which one team beat both the others) or a cycle: But we know

one team beat both the others) or a cycle: teams. Any of the But we know

But we know that every team beat

exactly

always exactly

and all the rest must be cycles.

choices for

always exactly and all the rest must be cycles. choices for other teams, so for each

other teams, so for each possible

be cycles. choices for other teams, so for each possible and at the head of a

andbe cycles. choices for other teams, so for each possible at the head of a fork,

be cycles. choices for other teams, so for each possible and at the head of a

at the head of a fork, there areexactly and all the rest must be cycles. choices for other teams, so for each possible

be cycles. choices for other teams, so for each possible and at the head of a

. Therefore there are

forks,

Thus the answer is

Thus the answer is which is .

which is

.
.

23. In regular hexagon

23. In regular hexagon , points , , , and are chosen on sides , ,

, points

, ,
,
,

, and

are chosen on sides23. In regular hexagon , points , , , and , , and respectively, so lines

In regular hexagon , points , , , and are chosen on sides , , and
,
,

, and

hexagon , points , , , and are chosen on sides , , and respectively, so

respectively, so lines

, ,
,
,

, and

chosen on sides , , and respectively, so lines , , , and are parallel and

are parallel and

to the area of

,

equally spaced. What is the ratio of the area of hexagon

hexagon

so lines , , , and are parallel and to the area of , equally spaced.

?so lines , , , and are parallel and to the area of , equally spaced.

Jawab :

Jawab :

Jawab :

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

First, like in the first solution, split the large hexagon into 6 equilateral triangles. Each

equilateral triangle can be split into three rows of smaller equilateral triangles. The first

row will have one triangle, the second three, the third five. Once you have drawn these

the second three, the third five. Once you have drawn these lines, it's just a matter

lines, it's just a matter of counting triangles. There are small triangles in

just a matter of counting triangles. There are small triangles in hexagon , and small triangles
just a matter of counting triangles. There are small triangles in hexagon , and small triangles

hexagon , and small triangles in the whole hexagon.

Thus, the answer is

.
.

24. How many four-digit integers

digit integers

number is

24. How many four-digit integers digit integers number is , where , have the property that

, where

many four-digit integers digit integers number is , where , have the property that the three
many four-digit integers digit integers number is , where , have the property that the three

, have the property that the three two-many four-digit integers digit integers number is , where form an increasing arithmetic sequence? One such

form an increasing arithmetic sequence? One such

, with

, ,
,
,

, and

.
.
arithmetic sequence? One such , with , , , and . Jawab : The numbers are

Jawab : The numbers are

zero, and that

.
.

and

. Note that onlyJawab : The numbers are zero, and that . and can be To form the sequence,

: The numbers are zero, and that . and . Note that only can be To

can be

To form the sequence, we need This can be rearranged as

. Notice that since the left- , the right-hand side can only be or .
. Notice that since the left-
, the right-hand side can only be
or
. (A value
would contradict
and
.) Therefore we have two
.

hand side is a multiple of

of

cases:

Case 1

Case 1 If If If for , then , then , then , so , so

If

If

If

for

, then

, then

, then

, so , so , so
, so
, so
, so

. This gives

. This gives

. .
.
.

, giving

, so , so , so . This gives . This gives . . , giving

. There is no solution

. Added together, this gives us

answers for Case 1.

Case 2

This means that the digits themselves are in arithmetic sequence. This gives

us answers, .Adding the
us answers,
.Adding the

two cases together, we find the answer to be

.
.
25. Let , where denotes the greatest integer less than or equal to . How
25. Let
, where
denotes the greatest integer less than or
equal to
. How many distinct values does
assume for
?

WARDAYA COLLEGE DEPARTMENT OF MATHEMATICS

Jawab : Since

Jawab : Since , we have The function can then be simplified into which becomes

, we have

Jawab : Since , we have The function can then be simplified into which becomes

The function can then be simplified into

which becomes

Jawab : Since , we have The function can then be simplified into which becomes
Jawab : Since , we have The function can then be simplified into which becomes

can equal integers from 0 to k-1.We can see that for each value of k, Clearly, the value of changes only

We can see that for each value of k,

Clearly, the value of

We can see that for each value of k, Clearly, the value of changes only when

changes only when x is equal to any of the

.
.

fractions

So we want to count how many distinct fractions have the form

we want to count how many distinct fractions have the form where . where We can

where

.
.

whereto count how many distinct fractions have the form where . We can find this easily

how many distinct fractions have the form where . where We can find this easily by

We can find this easily by computing

Function. Basically

(after simplification). This comes out to be

Because the value of

of

is the Euler Totient

comes out to be Because the value of of is the Euler Totient counts the number
comes out to be Because the value of of is the Euler Totient counts the number

counts the number of fractions with

.
.

as its denominator

counts the number of fractions with . as its denominator is at least 0 and can

is at least 0 and can increase 31 times, there are a total

.
.
with . as its denominator is at least 0 and can increase 31 times, there are

different possible values of

there are a total . different possible values of www.wardayacollege.com www.antonwardaya.com 02129336036