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This Web page is intended to record solutions submitted by students in
grades three through twelve.
Submissions will be posted starting February 1, 2005.
Rules: use the digits in the year 2005 and the operations of +, -, x, ÷, sqrt (square root), ^ (raise to a power), and ! (factorial), along with grouping symbols, to write expressions for the counting numbers 1 through 100. Please read and follow the rules carefully. Teachers may print out worksheets for students to record their findings, or print sheets of manipulatives for students to use.
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| Solution | Name | Grade | School |
| 20/.5-0! | Simon Alger | 10 | Cannons Creek |
| 20/.5-0! | JP Allport | 7 | RSM Intermediate |
| 5!/(2+0!)-0! | Ben Che | 8 | Dartmouth Middle School |
| 5!/(2+0!)-0! | Dave Frizzell | 6 | Johnson Middle School |
| [5!/(2+0!)]-0! | Lisa Gardner | 9 | Buchholz High School |
| 5!/(2+0!)-0! | Stephen Hall | 7 | The Gordon School |
| 5!/(2+0!)-0! | Adam Lemaire | 11 | McCann Technical High School |
| 5!/(0!+2)-0! | Ian Mark | 5 | Underwood School, Newton, MA |
| 5!/(2+0!)-0! | Sarah Miller | 8 | Mount Olive Middle School |
| 20/.5-0! | Margaret Mohrenweiser | 9 | West Milford High School |
| 5!/(0!+2)-0! | Mark M. | 6 | Parker Middle School |
| 5!/(2+0!)-0! | Colby Nadeau | 6 | Johnson Middle School |
| 5!/(2+0!)-0! | Kanako Nakagawa | 5 | Canadian Academy Japan, Kobe |
| 2/.05-0! | Alex Ordway | 6 | Johnson Middle School |
| (5!/(2+0!))-0! | Quang Pham | 11 | Central High School |
| 5!/(2+0!)-0! | Shannon Prendergast | 6 | Johnson Middle School |
| 5!/(2+0!)-0! | Chris Salls | 8 | Mendive |
| 5!/(2+0!)-0! | Carolyn Tracey | 6 | Johnson Middle School |
| 5!/(2+0!)-0! | Brynne Verbel | 8 | Mount Olive Middle School |
| (5!)/(2+0!)-0! | Amanda Von Lindern | 8 | Mount Olive Middle School |
| 5!/(0!+2)-0! | Pia Emilie Holm Weitling | 7 | International School of Toulouse |
| 5!/(2+0!)-0! | CJ Wood | 6 | Johnson Middle School |
| (20/.5)-0! | Jenna MacLellan and Emily Falvey | 6 | Johnson Middle School |
Please notify Judy Ann Brown of any errors.
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