Convert "Passing Balls" to typst

lib/typst/local/handout/0.1.0/handout.typ

@@ -185,15 +185,18 @@
 //
 
 
-#let hint(content) = {
-  text(fill: rgb(100, 100, 100), style: "oblique", "Hint: ")
+#let note(content, type: none) = {
+  if type != none {
+    text(fill: rgb(100, 100, 100), style: "oblique", [#type: ])
+  }
   text(fill: rgb(100, 100, 100), content)
 }
 
-#let note(content) = {
-  text(fill: rgb(100, 100, 100), content)
+#let hint(content) = {
+  note(content, type: "Hint")
 }
 
+
 #let examplesolution(content) = {
   let c = oblue
 
@@ -281,6 +284,7 @@
   if show_solutions {
     warn
   }
+
   doc
 }
 

src/Warm-Ups/A Familiar Concept/main.tex

@@ -1,35 +0,0 @@
-\documentclass[
-	solutions,
-	hidewarning,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-
-\title{Warm-Up: A Familiar Concept}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-
-\begin{document}
-
-	\maketitle
-
-
-	\problem{}<one>
-	Let $v = [-5, -2, 0, 1, 4, 1000]$. Find all $x$ that minimize the following metric. \par
-	$$
-		\sum_{\forall i} |v_i - x| = |v_1 - x| + |v_2 - x| + ... + |v_6 - x|
-	$$
-	\vfill
-
-	\problem{}
-	Let $v = [-5, -2, 0, 1, 4, 1000, 1001]$. Find all $x$ that minimize the metric in \ref{one}.
-	\vfill
-
-	\problem{}
-	What is this metric usually called?
-
-\end{document}

src/Warm-Ups/A Familiar Concept/main.typ

@@ -0,0 +1,39 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: A Familiar Concept],
+  by: "Mark",
+)
+
+#problem()
+Let $v = [-5, -2, 0, 1, 4, 1000]$. Find all $x$ that minimize the following metric:
+
+#align(
+  center,
+  box(
+    inset: 3mm,
+    $
+      sum_(#sym.forall i) |v_i - x| = |v_1 - x| + |v_2 - x| + ... + |v_6 - x|
+    $,
+  ),
+)
+
+#v(1fr)
+
+#problem()
+Let $v = [-5, -2, 0, 1, 4, 1000, 1001]$. Find all $x$ that minimize the metric in the previous problem.
+
+#v(1fr)
+
+
+#problem()
+What is this metric usually called?
+
+
+#v(0.25fr)

src/Warm-Ups/Fuse Timers/main.tex

@@ -1,31 +0,0 @@
-\documentclass[
-	solutions,
-	hidewarning,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-
-\title{Warm-Up: Fuse Timers}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today.}
-
-\begin{document}
-
-	\maketitle
-
-
-	\problem{}
-	Suppose we have two strings and a lighter. Each string takes an hour to fully burn. \par
-	However, we do not know how fast each part of the string burns:
-	half might burn in 1 minute, and the rest could take 59.
-
-	\vspace{2mm}
-
-	How would we measure exactly 45 minutes using these strings?
-
-	\vfill
-
-\end{document}

src/Warm-Ups/Fuse Timers/main.typ

@@ -0,0 +1,21 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Fuse Timers],
+  by: "Mark",
+)
+
+#problem()
+Suppose we have two strings and a lighter. Each string takes exactly an hour to fully burn. \
+However, we do not know how fast each part of the string burns:
+half might burn in 1 minute, and the rest could take 59.
+
+#v(2mm)
+
+How can we measure exactly 45 minutes using these two strings?

src/Warm-Ups/Gallery/main.tex

@@ -1,121 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\makeatletter
-\newcommand{\thisone}{
-	\if@solutions
-	{\color{red} $\Leftarrow$ \texttt{this one}}
-	\else\fi
-}
-
-\title{Warm-Up: The Gallery}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-\begin{document}
-
-	\maketitle
-
-	A museum curator is arranging seven photographs on a gallery wall in accordance with the photographer's requirements.
-	They are titled as follows: Fence, Gardenias, Hibiscus, Irises, Katydid, Lotus, and Magnolia.
-
-	The photograph's requirements are as follows:
-	\begin{itemize}
-		\item Gardenias must be immediately before Katydid.
-		\item Hibiscus must be somewhere before Katydid but cannot be the first photograph.
-		\item Irises and Lotus must be next to one another.
-		\item Magnolia must be one of the first three photographs.
-		\item Fence must be either first or seventh.
-	\end{itemize}
-
-	\problem{}
-	Which of the below could be a valid ordering? \par
-	\note[Note]{We denote each painting by the first letter of its title.}
-	\begin{itemize}
-		\item \texttt{FHGMKIL}
-		\item \texttt{HMGKILF}
-		\item \texttt{ILMHGKF} \thisone{}
-		\item \texttt{LMIHGKF}
-		\item \texttt{MFHGKLI}
-	\end{itemize}
-	\vfill
-
-	\problem{}
-	If Irises is immediately before Gardenias, which of the following could be true?
-	\begin{itemize}
-		\item Gardenias is fourth
-		\item Hibiscus is fourth
-		\item Irises is third
-		\item Lotus is second
-		\item Magnolia is third \thisone{}
-	\end{itemize}
-	\vfill
-
-	\problem{}
-	The ordering of the photographs is fully determined if...
-	\begin{itemize}
-		\item Gardenias is fourth
-		\item Hibiscus is second
-		\item Irises is second
-		\item Lotus is first \thisone{}
-		\item Magnolia is third
-	\end{itemize}
-
-	\vfill
-	\pagebreak
-
-	\problem{}
-	If Magnolia is second, what CANNOT be true?
-	\begin{itemize}
-		\item Hibiscus is third
-		\item Hibiscus is fourth \thisone{}
-		\item Hibiscus is fifth
-		\item Gardenias is fourth
-		\item Gardenias is sixth
-	\end{itemize}
-
-	\vfill
-
-	\problem{}
-	Katydid cannot be in which position?
-	\begin{itemize}
-		\item Third \thisone{}
-		\item Fourth
-		\item Fifth
-		\item Sixth
-		\item Seventh
-	\end{itemize}
-	\vfill
-
-	\problem{}
-	If Gardenias is fourth, what must be true?
-	\begin{itemize}
-		\item Fence is first \thisone{}
-		\item Hibiscus is third
-		\item Irises is seventh
-		\item Magnolia is first
-		\item Magnolia is second
-	\end{itemize}
-	\vfill
-
-	\problem{}
-	Which one of the following,
-	if substituted for the second condition,
-	would have the same effect in determining the
-	arrangement of the photographs?
-
-	\begin{itemize}
-		\item If Fence is seventh, Hibiscus is second
-		\item Gardenias is somewhere after Hibiscus, and either Fence or Magnolia is first
-		\item Hibiscus must be somewhere between the first and sixth photographs
-		\item Unless Hibiscus is second, it must be somewhere between Magnolia and Gardenias \thisone{}
-		\item Katydid is somewhere after Hibiscus, which must be after Fence.
-	\end{itemize}
-	\vfill
-	\pagebreak
-\end{document}

src/Warm-Ups/Gallery/main.typ

@@ -0,0 +1,109 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: The Gallery],
+  by: "Mark",
+)
+
+#let thisone = if_solutions(
+  text(fill: ored, [#sym.arrow.l.double.long `this one`]),
+)
+
+A museum curator is arranging seven photographs on a gallery wall in accordance with the photographer's requirements.
+They are titled as follows: Fence, Gardenias, Hibiscus, Irises, Katydid, Lotus, and Magnolia.
+
+The photograph's requirements are as follows:
+#v(2mm)
+- Gardenias must be immediately before Katydid.
+- Hibiscus must be somewhere before Katydid but cannot be the first photograph.
+- Irises and Lotus must be next to one another.
+- Magnolia must be one of the first three photographs.
+- Fence must be either first or seventh.
+
+
+#problem()
+Which of the below could be a valid ordering? \
+#note([We denote each painting by the first letter of its title.], type: "Note")
+- `FHGMKIL`
+- `HMGKILF`
+- `ILMHGKF` #thisone
+- `LMIHGKF`
+- `MFHGKLI`
+
+#v(1fr)
+
+#problem()
+If Irises is immediately before Gardenias, which of the following could be true?
+- Gardenias is fourth
+- Hibiscus is fourth
+- Irises is third
+- Lotus is second
+- Magnolia is third #thisone
+
+#v(1fr)
+
+#problem()
+The ordering of the photographs is fully determined if...
+- Gardenias is fourth
+- Hibiscus is second
+- Irises is second
+- Lotus is first #thisone
+- Magnolia is third
+
+
+#v(1fr)
+#pagebreak()
+
+
+
+#problem()
+If Magnolia is second, what CANNOT be true?
+- Hibiscus is third
+- Hibiscus is fourth #thisone
+- Hibiscus is fifth
+- Gardenias is fourth
+- Gardenias is sixth
+
+
+#v(1fr)
+
+#problem()
+Katydid cannot be in which position?
+- Third #thisone
+- Fourth
+- Fifth
+- Sixth
+- Seventh
+
+#v(1fr)
+
+#problem()
+If Gardenias is fourth, what must be true?
+- Fence is first #thisone
+- Hibiscus is third
+- Irises is seventh
+- Magnolia is first
+- Magnolia is second
+
+#v(1fr)
+
+#problem()
+Which one of the following,
+if substituted for the second condition,
+would have the same effect in determining the
+arrangement of the photographs?
+
+- If Fence is seventh, Hibiscus is second
+- Gardenias is somewhere after Hibiscus, and either Fence or Magnolia is first
+- Hibiscus must be somewhere between the first and sixth photographs
+- Unless Hibiscus is second, it must be somewhere between Magnolia and Gardenias \
+  #if_solutions(text(fill: ored, [#sym.arrow.t.double `this one`]))
+- Katydid is somewhere after Hibiscus, which must be after Fence.
+
+#v(1fr)

src/Warm-Ups/Mario Kart/main.tex

@@ -1,54 +0,0 @@
-\documentclass[
-	solutions,
-	hidewarning,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\title{Warm-Up: Mario Kart}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-	A standard Mario Kart cup consists of 12 players and four races. \par
-	Each race is scored as follows:
-	\begin{itemize}
-		\item 15 points are awarded for first place;
-		\item 12 for second;
-		\item and $(13 - \text{place})$ otherwise.
-	\end{itemize}
-	In any one race, no players may tie.
-	A player's score at the end of a cup is the sum of their scores for each of the four races.
-
-	\vspace{2mm}
-
-	An $n$-way tie occurs when the top $n$ players have the same score at the end of a round. \par
-	What is the largest possible $n$, and how is it achieved?
-
-	\begin{solution}
-		A 12-way tie is impossible, since the total number of point is not divisible by 12.
-
-		\vspace{2mm}
-
-		A 11-way tie is possible, with a top score of 28:
-		\begin{itemize}
-			\item Four players finish $1^\text{st}$, $3^\text{ed}$, $11^\text{th}$, and $12^\text{th}$;
-
-			% spell:off
-			\item Four players finish $2^\text{nd}$, $4^\text{th}$, $9^\text{th}$, and $10^\text{th}$;
-			% spell:on
-
-			\item Two players finish fifth twice and seventh twice,
-			\item One player finishes sixth in each race.
-		\end{itemize}
-		The final player always finishes eighth, with a non-tie score of 20.
-	\end{solution}
-
-\end{document}

src/Warm-Ups/Mario Kart/main.typ

@@ -0,0 +1,41 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Mario Kart],
+  by: "Mark",
+)
+
+#problem()
+A standard Mario Kart cup consists of 12 players and four races. \
+Each race is scored as follows:
+- 15 points are awarded for first place;
+- 12 for second;
+- and $(13 - #text("place"))$ otherwise.
+
+In any one race, no players may tie. \
+A player's score at the end of a cup is the sum of their scores for each of the four races.
+
+#v(2mm)
+
+An $n$-way tie occurs when the top $n$ players have the same score at the end of a round. \
+What is the largest possible $n$, and how is it achieved?
+
+#solution([
+  A 12-way tie is impossible, since the total number of point is not divisible by 12.
+
+  #v(2mm)
+
+  A 11-way tie is possible, with a top score of 28:
+  - Four players finish $1^#text("st")$, $3^#text("ed")$, $11^#text("th")$, and $12^#text("th")$;
+  - Four players finish $2^#text("nd")$, $4^#text("th")$, $9^#text("th")$, and $10^#text("th")$; // spell:disable-line
+  - Two players finish fifth twice and seventh twice,
+  - One player finishes sixth in each race.
+  The final player always finishes eighth, with a non-tie score of 20.
+
+])

src/Warm-Ups/Odd Dice/main.tex

@@ -1,132 +0,0 @@
-\documentclass[
-	nosolutions,
-	hidewarning,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-
-\usepackage{tikz}
-\usetikzlibrary{arrows.meta}
-\usetikzlibrary{shapes.geometric}
-
-% We put nodes in a separate layer, so we can
-% slightly overlap with paths for a perfect fit
-\pgfdeclarelayer{nodes}
-\pgfdeclarelayer{path}
-\pgfsetlayers{main,nodes}
-
-% Layer settings
-\tikzset{
-	% Layer hack, lets us write
-	% later = * in scopes.
-	layer/.style = {
-		execute at begin scope={\pgfonlayer{#1}},
-		execute at end scope={\endpgfonlayer}
-	},
-	%
-	% Arrowhead tweak
-	>={Latex[ width=2mm, length=2mm ]},
-	%
-	% Nodes
-	main/.style = {
-		draw,
-		circle,
-		fill = white,
-		line width = 0.35mm
-	}
-}
-
-\title{Warm Up: Odd Dice}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-
-	We say a set of dice $\{A, B, C\}$ is \textit{nontransitive}
-	if, on average, $A$ beats $B$, $B$ beats $C$, and $C$ beats $A$.
-	In other words, we get a counterintuitive \say{rock - paper - scissors} effect.
-
-	\vspace{2mm}
-
-	Create a set of nontransitive six-sided dice. \par
-	\hint{All sides should be numbered with positive integers less than 10.}
-
-	\begin{solution}
-		One possible set can be numbered as follows:
-		\begin{itemize}
-			\item Die $A$: $2, 2, 4, 4, 9, 9$
-			\item Die $B$: $1, 1, 6, 6, 8, 8$
-			\item Die $C$: $3, 3, 5, 5, 7, 7$
-		\end{itemize}
-
-		\vspace{4mm}
-
-		Another solution is below:
-		\begin{itemize}
-			\item Die $A$: $3, 3, 3, 3, 3, 6$
-			\item Die $B$: $2, 2, 2, 5, 5, 5$
-			\item Die $C$: $1, 4, 4, 4, 4, 4$
-		\end{itemize}
-	\end{solution}
-
-	\vfill
-
-	\problem{}
-	Now, consider the set of six-sided dice below:
-	\begin{itemize}
-		\item Die $A$: $4, 4, 4, 4, 4, 9$
-		\item Die $B$: $3, 3, 3, 3, 8, 8$
-		\item Die $C$: $2, 2, 2, 7, 7, 7$
-		\item Die $D$: $1, 1, 6, 6, 6, 6$
-		\item Die $E$: $0, 5, 5, 5, 5, 5$
-	\end{itemize}
-	On average, which die beats each of the others? Draw a graph. \par
-
-	\begin{solution}
-		\begin{center}
-		\begin{tikzpicture}[scale = 0.5]
-			\begin{scope}[layer = nodes]
-				\node[main] (a) at (-2, 0.2) {$a$};
-				\node[main] (b) at (0, 2) {$b$};
-				\node[main] (c) at (2, 0.2) {$c$};
-				\node[main] (d) at (1, -2) {$d$};
-				\node[main] (e) at (-1, -2) {$e$};
-			\end{scope}
-
-			\draw[->]
-				(a) edge (b)
-				(b) edge (c)
-				(c) edge (d)
-				(d) edge (e)
-				(e) edge (a)
-
-				(a) edge (c)
-				(b) edge (d)
-				(c) edge (e)
-				(d) edge (a)
-				(e) edge (b)
-			;
-		\end{tikzpicture}
-		\end{center}
-	\end{solution}
-
-	\vfill
-
-	Now, say we roll each die twice. What happens to the graph above?
-
-	\begin{solution}
-		The direction of each edge is reversed!
-	\end{solution}
-
-	\vfill
-	\pagebreak
-
-\end{document}

src/Warm-Ups/Odd Dice/main.typ

@@ -0,0 +1,117 @@
+#import "@local/handout:0.1.0": *
+#import "@preview/cetz:0.3.1"
+
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Odd Dice],
+  by: "Mark",
+)
+
+#problem()
+We say a set of dice ${A, B, C}$ is _nontransitive_
+if, on average, $A$ beats $B$, $B$ beats $C$, and $C$ beats $A$.
+In other words, we get a counterintuitive "rock - paper - scissors" effect.
+
+#v(2mm)
+
+Create a set of nontransitive six-sided dice. \
+#hint([All sides should be numbered with positive integers less than 10.])
+
+#solution([
+  One possible set can be numbered as follows:
+  - Die $A$: $2, 2, 4, 4, 9, 9$
+  - Die $B$: $1, 1, 6, 6, 8, 8$
+  - Die $C$: $3, 3, 5, 5, 7, 7$
+
+  #v(2mm)
+
+  Another solution is below:
+  - Die $A$: $3, 3, 3, 3, 3, 6$
+  - Die $B$: $2, 2, 2, 5, 5, 5$
+  - Die $C$: $1, 4, 4, 4, 4, 4$
+
+])
+
+#v(1fr)
+
+#problem()
+Now, consider the set of six-sided dice below:
+- Die $A$: $4, 4, 4, 4, 4, 9$
+- Die $B$: $3, 3, 3, 3, 8, 8$
+- Die $C$: $2, 2, 2, 7, 7, 7$
+- Die $D$: $1, 1, 6, 6, 6, 6$
+- Die $E$: $0, 5, 5, 5, 5, 5$
+On average, which die beats each of the others? Draw a diagram.
+
+#solution(
+  align(
+    center,
+    cetz.canvas({
+      import cetz.draw: *
+
+      let s = 0.8 // Scale
+      let t = 13pt * s // text size
+      let radius = 0.3 * s
+
+      // Points
+      let a = (-2 * s, 0.2 * s)
+      let b = (0 * s, 2 * s)
+      let c = (2 * s, 0.2 * s)
+      let d = (1.2 * s, -2.1 * s)
+      let e = (-1.2 * s, -2.1 * s)
+
+      set-style(
+        stroke: (thickness: 0.6mm * s),
+        mark: (
+          end: (
+            symbol: ">",
+            fill: black,
+            offset: radius + (0.025 * s),
+            width: 1.2mm * s,
+            length: 1.2mm * s,
+          ),
+        ),
+      )
+
+      line(a, b)
+      line(b, c)
+      line(c, d)
+      line(d, e)
+      line(e, a)
+      line(a, c)
+      line(b, d)
+      line(c, e)
+      line(d, a)
+      line(e, b)
+
+      circle(a, radius: radius, fill: oblue, stroke: none)
+      circle(b, radius: radius, fill: oblue, stroke: none)
+      circle(c, radius: radius, fill: oblue, stroke: none)
+      circle(d, radius: radius, fill: oblue, stroke: none)
+      circle(e, radius: radius, fill: oblue, stroke: none)
+
+      content(a, text(fill: white, size: t, [*A*]))
+      content(b, text(fill: white, size: t, [*B*]))
+      content(c, text(fill: white, size: t, [*C*]))
+      content(d, text(fill: white, size: t, [*D*]))
+      content(e, text(fill: white, size: t, [*E*]))
+    }),
+  ),
+)
+
+#v(1fr)
+
+#problem()
+Now, say we roll each die twice. What happens to the graph from the previous problem?
+
+#solution([
+  The direction of each edge is reversed!
+])
+
+#v(1fr)

src/Warm-Ups/Partition Products/main.tex

@@ -1,57 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\title{Warm-Up: Partition Products}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today.}
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-	Take any positive integer $n$. \par
-	Now, write it as sum of smaller positive integers: $n = a_1 + a_2 + ... + a_k$ \par
-	Maximize the product $a_1 \times a_2 \times ... \times a_k$
-
-
-
-	\begin{solution}
-
-		\textbf{Interesting Solution:}
-
-		Of course, all $a_i$ should be greater than $1$. \par
-		Also, all $a_i$ should be smaller than four, since $x \leq x(x-2)$ if $x \geq 4$. \par
-		Thus, we're left with sequences that only contain 2 and 3. \par
-		\note{Note that two twos are the same as one four, but we exclude fours for simplicity.}
-
-		\vspace{2mm}
-
-		Finally, we see that $3^2 > 2^3$, so any three twos are better repackaged as two threes. \par
-		The best sequence $a_i$ thus consists of a maximal number of threes followed by 0, 1, or 2 twos.
-
-		\linehack{}
-
-
-
-		\textbf{Calculus Solution:}
-
-		First, solve this problem for equal, non-integer $a_i$:
-
-		\vspace{2mm}
-
-		We know $n = \prod{a_i}$, thus $\ln(n) = \sum{\ln(a_i)}$. \par
-		If all $a_i$ are equal, we get $\ln(n) = k \times \ln(n / k)$. \par
-		Derive wrt $k$ and set to zero to get $\ln(n / k) = 1$ \par
-		So $k = n / e$ and $n / k = e \approx 2.7$
-
-		\vspace{2mm}
-
-		If we try to approximate this with integers, we get the same solution as above.
-	\end{solution}
-\end{document}

src/Warm-Ups/Partition Products/main.typ

@@ -0,0 +1,47 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Partition Products],
+  by: "Mark",
+)
+
+#problem()
+Take any positive integer $n$. \
+Now, write it as sum of smaller positive integers: $n = a_1 + a_2 + ...  a_k$ \
+Maximize the product $a_1 #sym.times a_2 #sym.times ... #sym.times a_k$
+
+
+#solution([
+  *Interesting Solution:*
+
+  Of course, all $a_i$ should be greater than $1$. \
+  Also, all $a_i$ should be smaller than four, since $x <= x(x-2)$ if $x >= 4$. \
+  Thus, we're left with sequences that only contain 2 and 3. \
+  #note([Note that two twos are the same as one four, but we exclude fours for simplicity.])
+
+  #v(2mm)
+
+  Finally, we see that $3^2 > 2^3$, so any three twos are better repackaged as two threes. \
+  The best sequence $a_i$ thus consists of a maximal number of threes followed by 0, 1, or 2 twos.
+
+  #v(8mm)
+
+  *Calculus Solution:*
+
+  First, solve this problem for equal, real $a_i$:
+  #v(2mm)
+  We know $n = product(a_i)$, thus $ln(n) = sum(ln(a_i))$. \
+  If all $a_i$ are equal, we get $ln(n) = k #sym.times ln(n / k)$. \
+  Derive wrt $k$ and set to zero to get $ln(n / k) = 1$ \
+  So $k = n / e$ and $n / k = e #sym.approx 2.7$
+
+  #v(2mm)
+
+  If we try to approximate this with integers, we get the same solution as above.
+])

src/Warm-Ups/Passing Balls/main.tex

@@ -1,47 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-\usepackage{graphicx}
-
-\title{Warm-Up: Passing Balls}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-
-	Twelve people are standing in a circle. Each is assigned a number between 1 and 12. \par
-	Participants numbered 1, 2, 3, and 4 hold red, green, yellow, and black balls, respectively. \par
-	Everyone else is empty-handed.
-
-	\vspace{2mm}
-
-	Each participant can pass their ball to any student that is exactly 5 positions away. \par
-	Balls cannot be passed to someone who has one in hand.
-
-	\vspace{2mm}
-
-	After a number of passes, the first four participants again hold all the balls. \par
-	Participant 1 has a black ball. Which balls are held by participants 2, 3, and 4?
-
-	\begin{solution}
-		\begin{itemize}
-			\item the graph of possible moves is isomorphic to a circle (since 5 and 12 are coprime),
-			\item but the balls get passed around, so swapping the place of any two balls is not allowed. \\
-			Therefore, the balls will stay in their initial (cyclic) order:
-		\end{itemize}
-
-		\begin{center}
-			\includegraphics[width=\textwidth]{pass-sol.png}
-		\end{center}
-	\end{solution}
-
-
-\end{document}

src/Warm-Ups/Passing Balls/main.typ

@@ -0,0 +1,38 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Passing Balls],
+  by: "Mark",
+)
+
+#problem()
+Twelve people are standing in a circle. Each is assigned a number between 1 and 12. \
+Participants numbered 1, 2, 3, and 4 hold red, green, yellow, and black balls, respectively. \
+Everyone else is empty-handed.
+
+#v(2mm)
+
+Each participant can pass their ball to any student that is exactly 5 positions away. \
+Balls cannot be passed to someone who has one in hand.
+
+#v(2mm)
+
+After a number of passes, the first four participants again hold all the balls. \
+Participant 1 has a black ball. Which balls are held by participants 2, 3, and 4?
+
+#solution([
+  The graph of possible moves is isomorphic to a circle (since 5 and 12 are coprime), \
+  but the balls get passed around, so swapping the place of any two balls is not allowed.
+
+  #v(3mm)
+
+  Therefore, the balls will stay in their initial (cyclic) order:
+  // TODO: do this in CeTZ
+  #figure(image("pass-sol.png", width: 90%))
+])

src/Warm-Ups/Prime Factors/main.tex

@@ -1,34 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber,
-	hidewarning
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-\title{Warm-Up: Prime Factors}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today.}
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-	What proportion of integers have $2$ as their smallest prime factor?
-	% 1^2
-	\vfill
-
-
-	\problem{}
-	What proportion of integers have $3$ as their second-smallest prime factor?
-	% 1/6
-	\vfill
-
-
-	\problem{}
-	What is the median second-smallest prime factor?
-	% 37
-	\vfill
-
-\end{document}

src/Warm-Ups/Prime Factors/main.typ

@@ -0,0 +1,29 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Prime Factors],
+  by: "Mark",
+)
+
+#problem()
+What proportion of integers have $2$ as their smallest prime factor?
+#solution([$1 div 2$])
+#v(1fr)
+
+
+#problem()
+What proportion of integers have $3$ as their second-smallest prime factor?
+#solution([$1 div 6$])
+#v(1fr)
+
+
+#problem()
+What is the median second-smallest prime factor?
+#solution([37])
+#v(1fr)

src/Warm-Ups/Regex/main.tex

@@ -1,153 +0,0 @@
-\documentclass[
-	solutions,
-	hidewarning,
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\usepackage{xcolor}
-\usepackage{soul}
-\usepackage{hyperref}
-
-\definecolor{Light}{gray}{.90}
-\sethlcolor{Light}
-\newcommand{\htexttt}[1]{\texttt{\hl{#1}}}
-
-
-\title{The Regex Warm-Up}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-\begin{document}
-
-	\maketitle
-
-
-	Last time, we discussed Deterministic Finite Automata. One interesting application of these mathematical objects is found in computer science: Regular Expressions. \par
-	This is often abbreviated \say{regex}, which is pronounced like \say{gif.}
-
-	\vspace{2mm}
-
-	Regex is a language used to specify patterns in a string. You can think of it as a concise way to define a DFA, using text instead of a huge graph. \par
-
-	Often enough, a clever regex pattern can do the work of a few hundred lines of code.
-
-	\vspace{2mm}
-
-	Like the DFAs we've studied, a regex pattern \textit{accepts} or \textit{rejects} a string. However, we don't usually use this terminology with regex, and instead say that a string \textit{matches} or \textit{doesn't match} a pattern.
-
-	\vspace{5mm}
-
-	Regex strings consist of characters, quantifiers, sets, and groups.
-
-	\vspace{5mm}
-
-	\textbf{Quantifiers} \par
-	Quantifiers specify how many of a character to match. \par
-	There are four of these: \htexttt{+}, \htexttt{*}, \htexttt{?}, and \htexttt{\{ \}}
-
-	\vspace{2mm}
-
-	\htexttt{+} means \say{match one or more of the preceding token} \par
-	\htexttt{*} means \say{match zero or more of the preceding token}
-
-	For example, the pattern \htexttt{ca+t} will match the following strings:
-	\begin{itemize}
-		\item \texttt{cat}
-		\item \texttt{caat}
-		\item \texttt{caaaaaaaat}
-	\end{itemize}
-	\htexttt{ca+t} will \textbf{not} match the string \texttt{ct}. \par
-	The pattern \htexttt{ca*t} will match all the strings above, including \texttt{ct}.
-	\vspace{2mm}
-
-
-	\htexttt{?} means \say{match one or none of the preceding token} \par
-	The pattern \htexttt{linea?r} will match only \texttt{linear} and \texttt{liner}.
-	\vspace{2mm}
-
-	Brackets \htexttt{\{min, max\}} are the most flexible quantifier. \par
-	They specify exactly how many tokens to match: \par
-	\htexttt{ab\{2\}a} will match only \texttt{abba}. \par
-	\htexttt{ab\{1,3\}a} will match only \texttt{aba}, \texttt{abba}, and \texttt{abbba}. \par
-	% spell:off
-	\htexttt{ab\{2,\}a} will match any \texttt{ab...ba} with at least two \texttt{b}s.
-	% spell:on
-
-	\vspace{5mm}
-
-	\problem{}
-	Write the patterns \htexttt{a*} and \htexttt{a+} using only \htexttt{\{ \}}.
-	\vfill
-
-	\problem{}
-	Draw a DFA equivalent to the regex pattern \htexttt{01*0}.
-	\vfill
-
-	\pagebreak
-
-
-
-
-
-
-	\textbf{Characters, Sets, and Groups} \par
-	In the previous section, we saw how we can specify characters literally: \par
-	\texttt{a+} means \say{one or more \texttt{a} character}
-
-	\vspace{2mm}
-
-	There are, of course, other ways we can specify characters.
-
-	\vspace{2mm}
-
-	The first such way is the \textit{set}, denoted \htexttt{[ ]}. A set can pretend to be any character inside it. \par
-	For example, \htexttt{m[aoy]th} will match \texttt{math}, \texttt{moth}, or \texttt{myth}. \par
-	\htexttt{a[01]+b} will match \texttt{a0b}, \texttt{a111b}, \texttt{a1100110b}, and any other similar string. \par
-	You may negate a set with a \htexttt{\textasciicircum}. \par
-	\htexttt{[\textasciicircum abc]} will match any character except \texttt{a}, \texttt{b}, or \texttt{c}, including symbols and spaces.
-
-	\vspace{2mm}
-
-	If we want to keep characters together, we can use the \textit{group}, denoted \htexttt{( )}. \par
-
-	Groups work exactly as you'd expect, representing an atomic\footnotemark{} group of characters. \par
-	\htexttt{a(01)+b} will match \texttt{a01b} and \texttt{a010101b}, but will \textbf{not} match \texttt{a0b}, \texttt{a1b}, or \texttt{a1100110b}.
-
-	\footnotetext{In other words, \say{unbreakable}}
-
-
-	\problem{}<regex>
-	You are now familiar with most of the tools regex has to offer. \par
-	Write patterns that match the following strings:
-	\begin{enumerate}[itemsep=1mm]
-		\item An ISO-8601 date, like \texttt{2022-10-29}. \par
-		\hint{Invalid dates like \texttt{2022-13-29} should also be matched.}
-
-		\item An email address. \par
-		\hint{Don't forget about subdomains, like \texttt{math.ucla.edu}.}
-
-		\item A UCLA room number, like \texttt{MS 5118} or \texttt{Kinsey 1220B}.
-
-		\item Any ISBN-10 of the form \texttt{0-316-00395-7}. \par
-		\hint{Remember that the check digit may be an \texttt{X}. Dashes are optional.}
-
-		\item A word of even length. \par
-		\hint{The set \texttt{[A-z]} contains every english letter, capitalized and lowercase. \\
-		\texttt{[a-z]} will only match lowercase letters.}
-
-		\item A word with exactly 3 vowels. \par
-		\hint{The special token \texttt{\textbackslash w} will match any word character. It is equivalent to \texttt{[A-z0-9\_]} \\ \texttt{\_} stands for a literal underscore.}
-
-		\item A word that has even length and exactly 3 vowels.
-
-		\item A sentence that does not start with a capital letter.
-	\end{enumerate}
-
-	\vfill
-
-	\problem{}
-	If you'd like to know more, check out \url{https://regexr.com}. It offers an interactive regex prompt, as well as a cheatsheet that explains every other regex token there is. \par
-	You will find a nice set of challenges at \url{https://alf.nu/RegexGolf}.
-	I especially encourage you to look into this if you are interested in computer science.
-\end{document}

src/Warm-Ups/Regex/main.typ

@@ -0,0 +1,141 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [The Regex Warm-Up],
+  by: "Mark",
+)
+
+
+Last time, we discussed Deterministic Finite Automata. One interesting application of these mathematical objects is found in computer science: Regular Expressions. \
+This is often abbreviated "regex," which is pronounced like "gif."
+
+#v(2mm)
+
+Regex is a language used to specify patterns in a string. You can think of it as a concise way to define a DFA, using text instead of a huge graph. \
+
+Often enough, a clever regex pattern can do the work of a few hundred lines of code.
+
+#v(2mm)
+
+Like the DFAs we've studied, a regex pattern _accepts_ or _rejects_ a string. However, we don't usually use this terminology with regex, and instead say that a string _matches_ or _doesn't match_ a pattern.
+
+#v(5mm)
+
+Regex strings consist of characters, quantifiers, sets, and groups.
+
+#v(5mm)
+
+
+
+*Quantifiers* \
+Quantifiers specify how many of a character to match. \
+There are four of these: `+`, `*`, `?`, and `{ }`.
+
+#v(4mm)
+
+`+` means "match one or more of the preceding token" \
+`*` means "match zero or more of the preceding token"
+
+For example, the pattern `ca+t` will match the following strings:
+- `cat`
+- `caat`
+- `caaaaaaaat`
+`ca+t` will *not* match the string `ct`. \
+The pattern `ca*t` will match all the strings above, including `ct`.
+
+
+#v(4mm)
+
+
+`?` means "match one or none of the preceding token" \
+The pattern `linea?r` will match only `linear` and `liner`.
+
+#v(4mm)
+
+Brackets `{min, max}` are the most flexible quantifier. \
+They specify exactly how many tokens to match: \
+`ab{2}a` will match only `abba`. \
+`ab{1,3}a` will match only `aba`, `abba`, and `abbba`. \
+`ab{2,}a` will match any `ab...ba` with at least two `b`s. // spell:disable-line
+
+#problem()
+Write the patterns `a*` and `a+` using only `{ }`.
+#v(1fr)
+
+#problem()
+Draw a DFA equivalent to the regex pattern `01*0`.
+#v(1fr)
+
+#pagebreak()
+
+
+
+
+
+
+*Characters, Sets, and Groups* \
+In the previous section, we saw how we can specify characters literally: \
+`a+` means "one or more `a` characters" \
+There are, of course, other ways we can specify characters.
+
+#v(4mm)
+
+The first such way is the _set_, denoted `[ ]`. A set can pretend to be any character inside it. \
+For example, `m[aoy]th` will match `math`, `moth`, or `myth`. \
+`a[01]+b` will match `a0b`, `a111b`, `a1100110b`, and any other similar string. \
+
+#v(4mm)
+
+We can negate a set with a `^`. \
+`[^abc]` will match any single character except `a`, `b`, or `c`, including symbols and spaces.
+
+#v(4mm)
+
+If we want to keep characters together, we can use the _group_, denoted `( )`. \
+
+Groups work exactly as you'd expect, representing an atomic#footnote([In other words, "unbreakable"]) group of characters. \
+`a(01)+b` will match `a01b` and `a010101b`, but will *not* match `a0b`, `a1b`, or `a1100110b`.
+
+#problem()
+You are now familiar with most of the tools regex has to offer. \
+Write patterns that match the following strings:
+
+- An ISO-8601 date, like `2022-10-29`. \
+  #hint([Invalid dates like `2022-13-29` should also be matched.])
+
+- An email address. \
+  #hint([Don't forget about subdomains, like `math.ucla.edu`.])
+
+- A UCLA room number, like `MS 5118` or `Kinsey 1220B`.
+
+- Any ISBN-10 of the form `0-316-00395-7`. \
+  #hint([Remember that the check digit may be an `X`. Dashes are optional.])
+
+- A word of even length. \
+  #hint([
+    The set `[A-z]` contains every english letter, capitalized and lowercase. \
+    `[a-z]` will only match lowercase letters.
+  ])
+
+- A word with exactly 3 vowels. \
+  #hint([
+    The special token `\w` will match any word character. \
+    It is equivalent to `[A-z0-9_]`. `_` represents a literal underscore.
+  ])
+
+- A word that has even length and exactly 3 vowels.
+
+- A sentence that does not start with a capital letter.
+#v(1fr)
+
+#problem()
+If you'd like to know more, check out `https://regexr.com`.
+It offers an interactive regex prompt,
+as well as a cheatsheet that explains every other regex token there is. \
+You can find a nice set of challenges at `https://alf.nu/RegexGolf`.

src/Warm-Ups/Travellers/main.tex

@@ -1,30 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-\title{Warm-Up: Travellers}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-	Four travellers are on a plane, each moving along a straight line at an arbitrary constant speed. \par
-	No two of their paths are parallel, and no three intersect at the same point. \par
-	We know that traveller A has met travelers B, C, and D, \par
-	and that traveller B has met C and D (and A). Show that C and D must also have met. \par
-
-	\begin{solution}
-		When a body travels at a constant speed, its graph with respect to time is a straight line. \par
-		So, we add time axis in the third dimension, perpendicular to our plane. \par
-		Naturally, the projection of each of these onto the plane corresponds to a road.
-
-		Now, note that two intersecting lines define a plane and use the conditions in the problem to show that no two lines are parallel.
-	\end{solution}
-
-\end{document}

src/Warm-Ups/Travellers/main.typ

@@ -0,0 +1,26 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Travellers],
+  by: "Mark",
+)
+
+#problem()
+Four travellers are on a plane, each moving along a straight line at an arbitrary constant speed. \
+No two of their paths are parallel, and no three intersect at the same point. \
+We know that traveller A has met travelers B, C, and D, \
+and that traveller B has met C and D (and A). Show that C and D must also have met.
+
+#solution([
+  When a body travels at a constant speed, its graph with respect to time is a straight line. \
+  So, we add time axis in the third dimension, perpendicular to our plane. \
+  Naturally, the projection of each of these onto the plane corresponds to a road.
+
+  Now, note that two intersecting lines define a plane and use the conditions in the problem to show that no two lines are parallel.
+])

src/Warm-Ups/Zeno's Furniture/main.tex

@@ -1,150 +0,0 @@
-\documentclass[
-	solutions,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\makeatletter
-\newcommand{\thisone}{
-	\if@solutions
-	{\color{red} $\Leftarrow$ \texttt{this one}}
-	\else\fi
-}
-
-\title{Zeno's Furniture}
-\uptitlel{Warm Ups}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today}
-
-\begin{document}
-
-	\maketitle
-
-	Zeno Furniture sells exactly five types of furniture:
-	\begin{itemize}
-		\item Footstools
-		\item Hutches
-		\item Sideboards
-		\item Tables
-		\item Vanities
-	\end{itemize}
-	Irene buys four items, each of a different type,
-	and each made of exactly one kind of wood:
-	\begin{itemize}
-		\item Maple
-		\item Oak
-		\item Pine
-		\item Rosewood
-	\end{itemize}
-
-	The following conditions govern Irene's purchases:
-	\begin{itemize}
-		\item Any vanity she buys is Maple.
-		\item Any rosewood item she buys is a sideboard.
-		\item If she buys a vanity, she does not buy a footstool.
-		\item If she buys a footstool, she also buys a table made of the same material.
-		\item Irene does not buy an oak table.
-		\item Exactly two of the items she buys are made of the same kind of wood.
-	\end{itemize}
-
-
-
-
-	\problem{}
-	Which one of the following could be an accurate
-	list of the items Irene buys? \par
-	\begin{itemize}
-		\item maple footstool, maple hutch, rosewood sideboard, maple table
-		\item oak hutch, rosewood sideboard, pine table, oak vanity
-		\item rosewood hutch, maple sideboard, oak table, maple vanity
-		\item pine footstool, rosewood sideboard, pine table, maple vanity
-		\item maple footstool, pine hutch, oak sideboard, maple table \thisone{}
-	\end{itemize}
-	\vfill
-
-
-	\problem{}
-	If Irene buys one item made of rosewood and two items made
-	of maple, then which one of the following pairs could be two
-	of the items she buys?
-	\begin{itemize}
-		\item a rosewood sideboard and an oak footstool
-		\item an oak hutch and a pine sideboard
-		\item an oak hutch and a maple table \thisone{}
-		\item a maple sideboard and a maple vanity
-		\item a maple hutch and a maple table
-	\end{itemize}
-	\vfill
-	\pagebreak
-
-
-	\problem{}
-	Which one of the following is a complete and accurate list
-	of all the woods any footstool that Irene buys could be made of?
-	\begin{itemize}
-		\item maple, oak
-		\item maple, pine \thisone{}
-		\item maple, rosewood
-		\item maple, oak, pine
-		\item maple, oak, pine, rosewood
-	\end{itemize}
-	\vfill
-
-
-	\problem{}
-	Suppose Irene buys a footstool. Then which one of the following
-	is a complete and accurate list of items and any one of which she
-	could buy in maple?
-	\begin{itemize}
-		\item footstool, hutch, sideboard, table, vanity
-		\item footstool, hutch, sideboard, table \thisone{}
-		\item footstool, hutch, sideboard
-		\item footstool, hutch
-		\item footstool
-	\end{itemize}
-	\vfill
-
-	\problem{}
-	Which one of the following cannot be the two items Irene
-	buys that are made of the same wood as each other?
-	\begin{itemize}
-		\item footstool, hutch \thisone{}
-		\item hutch, sideboard
-		\item hutch, table
-		\item sideboard, vanity
-		\item table, vanity
-	\end{itemize}
-	\vfill
-	\pagebreak
-
-	\problem{}
-	If Irene does not buy an item made of maple, then each of the
-	following must be true except...
-	\begin{itemize}
-		\item Irene buys a footstool
-		\item Irene buys a pine hutch \thisone{}
-		\item Irene buys a rosewood sideboard
-		\item Irene buys exactly one item made of oak
-		\item Irene buys exactly two items made of pine
-	\end{itemize}
-	\vfill
-
-
-	\problem{}
-	Suppose the condition that Irene does not buy an oak table is
-	replaced with the condition that she does not buy a pine table.
-	If all the other conditions hold as originally given, which of the
-	following cannot be true?
-	\begin{itemize}
-		\item Irene buys an oak footstool.
-		\item Irene buys a hutch and a table made of the same wood.
-		\item Irene buys a vanity, but she does not buy an oak table.
-		\item Irene buys a maple table and an oak hutch.
-		\item Irene buys a rosewood sideboard and exactly two items made of pine. \thisone{}
-	\end{itemize}
-	\vfill
-	\pagebreak
-
-\end{document}

src/Warm-Ups/Zeno's Furniture/main.typ

@@ -0,0 +1,131 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: Zeno's Furniture],
+  by: "Mark",
+)
+
+#let thisone = if_solutions(
+  text(fill: ored, [#sym.arrow.l.double.long `this one`]),
+)
+
+
+Zeno's Furniture sells exactly five types of furniture: \
+Footstools, Hutches, Sideboards, Tables, and Vanities.
+
+#v(3mm)
+
+Each can be made of exactly one kind of wood: \
+Maple, Oak, Pine, or Rosewood
+
+#v(3mm)
+
+Irene buys four items, each of a different type. \
+The following conditions govern Irene's purchases:
+- Any vanity she buys is Maple.
+- Any rosewood item she buys is a sideboard.
+- If she buys a vanity, she does not buy a footstool.
+- If she buys a footstool, she also buys a table made of the same material.
+- Irene does not buy an oak table.
+- Exactly two of the items she buys are made of the same kind of wood.
+
+
+
+#v(5mm)
+
+
+#problem()
+Which one of the following could be an accurate
+list of the items Irene buys? \
+- maple footstool, maple hutch, rosewood sideboard, maple table
+- oak hutch, rosewood sideboard, pine table, oak vanity
+- rosewood hutch, maple sideboard, oak table, maple vanity
+- pine footstool, rosewood sideboard, pine table, maple vanity
+- maple footstool, pine hutch, oak sideboard, maple table #thisone
+
+#v(1fr)
+
+
+#problem()
+If Irene buys one item made of rosewood and two items made
+of maple, then which one of the following pairs could be two
+of the items she buys?
+- a rosewood sideboard and an oak footstool
+- an oak hutch and a pine sideboard
+- an oak hutch and a maple table #thisone
+- a maple sideboard and a maple vanity
+- a maple hutch and a maple table
+
+#v(1fr)
+#pagebreak()
+
+
+#problem()
+Which one of the following is a complete and accurate list
+of all the woods any footstool that Irene buys could be made of?
+- maple, oak
+- maple, pine #thisone
+- maple, rosewood
+- maple, oak, pine
+- maple, oak, pine, rosewood
+
+#v(1fr)
+
+
+#problem()
+Suppose Irene buys a footstool. Then which one of the following
+is a complete and accurate list of items and any one of which she
+could buy in maple?
+- footstool, hutch, sideboard, table, vanity
+- footstool, hutch, sideboard, table #thisone
+- footstool, hutch, sideboard
+- footstool, hutch
+- footstool
+
+#v(1fr)
+
+#problem()
+Which one of the following cannot be the two items Irene
+buys that are made of the same wood as each other?
+- footstool, hutch #thisone
+- hutch, sideboard
+- hutch, table
+- sideboard, vanity
+- table, vanity
+
+#v(1fr)
+#pagebreak()
+
+
+
+
+#problem()
+If Irene does not buy an item made of maple, then each of the
+following must be true except...
+- Irene buys a footstool
+- Irene buys a pine hutch #thisone
+- Irene buys a rosewood sideboard
+- Irene buys exactly one item made of oak
+- Irene buys exactly two items made of pine
+
+#v(1fr)
+
+
+#problem()
+Suppose the condition that Irene does not buy an oak table is
+replaced with the condition that she does not buy a pine table.
+If all the other conditions hold as originally given, which of the
+following cannot be true?
+- Irene buys an oak footstool.
+- Irene buys a hutch and a table made of the same wood.
+- Irene buys a vanity, but she does not buy an oak table.
+- Irene buys a maple table and an oak hutch.
+- Irene buys a rosewood sideboard and exactly two items made of pine. #thisone
+
+#v(1fr)

src/Warm-Ups/fmod/main.tex

@@ -1,22 +0,0 @@
-\documentclass[
-	solutions,
-	hidewarning,
-	singlenumbering,
-	nopagenumber
-]{../../../lib/tex/ormc_handout}
-\usepackage{../../../lib/tex/macros}
-
-
-\title{Warm-Up: \texttt{fmod}}
-\uptitler{\smallurl{}}
-\subtitle{Prepared by Mark on \today.}
-
-\begin{document}
-
-	\maketitle
-
-	\problem{}
-	I'm sure you're all familiar with how \texttt{mod(a, b)} and \texttt{remainder(a, b)} work with integers. \par
-	Devise an equivalent for floats (i.e, real numbers).
-
-\end{document}

src/Warm-Ups/fmod/main.typ

@@ -0,0 +1,16 @@
+#import "@local/handout:0.1.0": *
+
+#show: doc => handout(
+  doc,
+  quarter: link(
+    "https://betalupi.com/handouts",
+    "betalupi.com/handouts",
+  ),
+
+  title: [Warm-Up: `fmod`],
+  by: "Mark",
+)
+
+#problem()
+I'm sure you're all familiar with how `mod(a, b)` and `remainder(a, b)` \ work when `a` and `b` are integers.
+Devise an equivalent for floats (i.e, real numbers).