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Zen Series High School Geometry

Contents

Introduction

Section 1: Right Triangles

12

Section 2: Altitudes, Medians, and More

18

Section 3: Quadrilaterals

26

Section 4: Circular Sectors and Segments

30

Section 5: Tangency

34

Section 6: Solid Geometry

39

Zen Series High School Geometry

Introduction
Purpose
If you are reading this, you probably like
math and enjoy thinking about challenging
problems. The purpose of this book is to
help you develop a robust set of strategies
for solving a broad range of problems. These
strategies are suciently broad-based to be
of value in the course of your education, and
possibly in your career, but our focus will be
on mathematics competitions.

problems are significantly harder than, or

at least dierent from, those that you are
likely to encounter in a homework
assignment. Finally, we assume that you
are willing to commit about an hour a day
for twenty weeks in order to achieve
greater success on the contests.

We assume that you are familiar with the

topics that are typically covered in high
school geometry and first- and secondyear algebra. However, you can still use
this book if there are gaps in your
knowledge. Each section will contain a
list of the tools (i.e. facts, formulas, and
techniques) that you will need to solve
the problems in the section. The internet
abounds with web sites that can help
you develop the needed tools.

If the above is at least somewhat descriptive

of you, then how are we defining success?
Well, to be clear from the outset, we do not
define it as getting a perfect score on a
national math contest. In fact, if you are
among the small group of students for whom
a perfect score is a realistic goal, you are
well beyond the level of what is being taught
here. Of course, if you enjoy the process of
participating and doing your best, you are
already having a successful experience in a
meaningful way. What this book and its
companion volumes can oer you in addition
is an opportunity to develop the techniques
and strategies needed to place among the
top 5-10% of the participants in a typical
contest. We hope you will agree that this is a
significant measure of success in the world
of math contests.

We assume that you have attempted, or

at least seen, a national high school
math contest. If not, you can obtain
mock contests, similar to the American
AMC 10 and AMC 12 contests, at
edfinity.com/catalog. We also assume
that you have had limited success in
solving the problems on the contests.
This is because the majority of contest

Each volume in this series is divided into six

sections, each of which illustrates the
application of a general problem-solving
method to problems in a specific content
area. Because each section is designed to
be mastered in about three hours, you
should be able to finish each volume in
about four weeks by devoting about an hour
a day to it.

Because no book can be appropriate for

students at all levels, we are making a few
assumptions about you:

Zen Series High School Geometry

The volumes can be read in any order, but we recommend the following sequence:

Weeks

1-4

Volume 1 (algebra)

Weeks

5-8

Volume 2 (geometry)

Weeks

9-12

Volume 3 (discrete math)

Weeks

13-16

Volume 4 (number theory)

Weeks

17-20

Volume 5 (advanced topics)

If youre still reading, youre ready to begin. Heres wishing you many hours of hard, but
enjoyable, work.

Zen Series High School Geometry

An Organized Approach to Problem Solving

There is no magical formula that will allow you to solve every mathematical problem that
you may encounter. However, problems are more likely to give up their solutions to you if
you approach them methodically, using thought processes that have proven to be
eective. The general four-step method described here is based on one developed by the
Hungarian mathematician George Polya (1887-1985) and has been adapted to apply to the
types of problems that commonly appear in contests. You should feel free to modify and
add to it as you gain experience with it.
Step 1:

Understand the problem.

In order to solve any problem, you must have a clear understanding of the question you
are being asked to answer. Even when the question is clear to you, but especially when it
isnt, you should take some time to organize your thoughts and focus on the problem
before starting to solve it.
Read through the problem once without focusing too much on the details. Just
recognize the subject area it appears to be dealing with and notice your gut feeling
about how dicult the solution is likely to be. If it seems especially hard, remind
yourself that a systematic approach can make seemingly hard problems easier.
Read the problem again more carefully, and make an eort to understand the
question. At this stage some or all of the following strategies may be helpful.
Break the problem statement down into short sentences or phrases, and
make a mental (or physical) note of the information given by each. A similar
strategy is to break the problem into parts.
Draw a picture. This is helpful in most geometry problems, but sketches are
also often useful for problems that involve graphs or are set in a physical
context.
Substitute numbers for symbols. For example, if the problem statement
contains a complicated condition placed on integers m and n, you might ask,
What does the condition mean when m = 2 and n = 3?
Restate the problem in your own words. Can you ask the question in
language that is easier for you to understand?
Choose a tool. That is, recall the facts and formulas that might be related to the
solution of the problem. If the problem is about right triangles, you may well need the
Pythagorean Theorem. Look for key words and expressions in the problem statement
Zen Series High School Geometry

that might suggest the use of certain tools. Also keep in mind that other tools might
suggest themselves to you as you proceed.
Step 2:

Devise a plan.

Sometimes you will be pretty sure that you know how to answer the question. It may be
clear, for example, that you need to create a system of two linear equations in two
variables and then solve the system. If so, then that is your plan. Often, however, there is
no obvious path to the answer. At such times, one or more of the following strategies may
help you to recognize a path to follow.
Look for structures and patterns. This strategy can take several forms, including
the following:
Name the unknowns. If the problem contains several statements that give
information about one or more unknown quantities, give symbolic names to
each unknown. If the problem involves quantities that can vary, name the
variables.
Look for relationships among the given quantities. If some given number is
the sum or product of two others, then how, if at all, might that be important?
Does the problem describe a triangle with side lengths in a familiar ratio such as
3:4:5?
Look for symmetry. Does a geometric figure have lines of symmetry? Do two
or more variables play identical roles in an equation or a system of equations?
Make a table. What sort of relationship exists between two variables in the
problem? Is it linear, quadratic, exponential, or something else?
Make a conjecture. If you observe a pattern in a problem, especially in a sequence
or an iterative process, make an educated guess about how the pattern might
continue. If possible, test your guess by examining a few cases.
Explore a related problem. This strategy can also take several forms, including the
following:
Change the conditions. Have you encountered problems that looked similar,
but with a slightly dierent set of conditions? If so, how did you solve those?
Might some aspects of the solution process be applicable here?
Use smaller numbers. When a problem involves large numbers, such as the
current year, you can often gain insight into the solution by solving the same
problem with a smaller number.
Zen Series High School Geometry

 Use simpler expressions. When a problem involves a complicated

expression, you can often gain insight into the solution by solving a similar
problem with a simpler expression.
Look at particular cases. One form of this strategy is to look at extreme
cases. For example, suppose you are told that a point P is located on side AB of
a triangle. If P is not specified as, say, the midpoint of AB or the foot of an
altitude, it might pay to ask what happens if P coincides with A or B.
Choose convenient numbers. If a question asks for the ratio of the areas of two
circles, you are often free to assume that one circle has radius 1. A similar strategy is
to choose convenient units.
Work backwards. Try to form a sentence like, I could answer the question if I
knew the answer to __________ (some other question), Then work on finding the
answer to the other question.
Take a possible step. If all else fails, think of some conclusion you can draw from
the given information, even if it doesnt appear to point toward an answer to the
question. Remember that any step you take allows you to view the problem from a
dierent perspective and may let you see features that were previously hidden.
Step 3:

Carry out the plan.

If your activities in Step 2 reveal a sequence of calculations and logical implications that
will lead to the solution of the problem, then carry them out. For more dicult problems,
you may recognize how to begin and then get stuck in mid-solution. When that happens,
you can always reuse some of the strategies in Step 2. The following additional strategies
may also be helpful.
Reread the problem. Make sure you remember the problem statement correctly.
Also be on the lookout for any given information that you have not yet used in your
solution. Any piece of unused information is likely to be an important part of the rest
of the solution.
Know when to hold em, know when to fold em. This line is from an old popular
song, The Gambler. What it means is that there are times when it pays to persevere
with a plan and other times when it pays to cut your losses and formulate a new plan.
Knowing when to do each is largely a matter of experience, but when youre stuck,
try to make a judgment about whether you are on the right track.

Zen Series High School Geometry

Step 4:

Look back.

When you are pressed for time, as you are in most contests, you may be forced to record
your answer and move on to the next problem. However, if time permits:
Check your work. There is a reason that your teachers have always told you to
check your solutions of problems. Even the best students (and teachers!) make
careless mistakes, and because no partial credit is possible in most contests,
mistakes can be expensive.
Make sure your answer makes sense. Did you find that the boy in the problem is
running at a speed of 100 miles per hour? Does the triangle in the problem turn out to
have a negative area? If so, you have probably made a mistake.
The process of checking your work is essentially the same for each problem, so we wont
keep reminding you to do that. Our solutions will refer to Step 4 only if there is a quick way
to see whether your answer makes sense.
The solutions of the problems in these volumes will not always mention every strategy
that is being employed. For example, you should always read through a problem, and
you should always make sure your answer makes sense. However, each strategy that
appears in bold type above will be pointed out often enough to let you see when and
how to apply it.
Please dont misunderstand the purpose of this method. One of the statements from
above is worth repeating: there is no magical formula that will allow you to solve every
mathematical problem that you may encounter. Brilliant mathematicians from Newton to
Einstein often experienced failures, so when your hard work fails to produce a solution,
remember that you are in good company. However, if you use the method and tailor it to
your own learning style, you should find that you are failing at increasingly more dicult
problems and experiencing success more frequently.

Addendum: A Bit of Gamesmanship

If a math contest has a multiple-choice format, the given answer choices sometimes
provide a hint about the solution. If the choices for a geometry problem all involve 3,
chances are that the solution involves a 30 or 60 angle. Also, a bit of thought can
sometimes allow you to eliminate some of the choices. Perhaps you can see that the
answer must be an even integer and all but two of the choices are odd, and perhaps you
can also see that one of the two even choices is too big to be correct. In that case you can
choose the correct answer without ever solving the problem! Of course, you should read
and understand the solution later to improve your problem-solving skills, but in the
meantime you will have disposed of a contest problem with a minimum of eort.
Zen Series High School Geometry

Edfinitys Zen Masters Series

Edfinitys Zen Masters series is a collection of 10 digital titles (5 each for Middle and High
School) created for the modern educator and student. The titles are available only in digital
form and consist of carefully crafted problem collections designed to help students master
problem solving. Each title guides students through the themes of a specific topic (such as
Algebra or Probability), presenting concise expository content, select examples illustrating
specific problem solving techniques, and between 150-200 problems for middle school
and 60-75 problems for high school, expertly arranged to help the user achieve complete
mastery.
The volumes are each accompanied with optional access to an Edfinity digital
companion presenting all the problems in the title as a self-paced, online course with
auto-grading and performance analysis. Educators may enroll their students to track their
progress, or students/parents may enroll individually at edfinity.com/catalog. Access to
the guides provides educators access to rich, supplemental problem collections for
classroom use.
The Zen Masters Series is designed to serve broad usage by educators and students
alike, oering substantive general enrichment, development of foundational skills in
problem solving, and contest preparation. In addition to helping students prepare
eectively for local and major international contests, the problems provide robust attention
to standards and guidelines of the Common Core State Standards in Mathematics (USA),
GCSE (UK), Singapores Math curriculum, Australian Curriculum, and most other
international syllabi.

Zen Masters High School Series

Algebra, by David Wells

Geometry, by David Wells

Discrete Mathematics, by David Wells

Number Theory, by David Wells

Advanced Topics, by David Wells

Solutions Manual for each title by David Wells

Zen Series High School Geometry

10

Zen Masters Middle School Series

8 Tips to Solve Any Problem, by James Tanton

Numbers and the Number System, by James Tanton

Structure, Patterns and Logic, by James Tanton

Counting and Probability, by James Tanton

Relationships and Equations, by James Tanton

Geometry, by James Tanton

Solutions Manual for each title by James Tanton

Zen Series High School Geometry

11

1. Right Triangles
Prerequisites
Definitions
A triangle is acute if its largest angle is acute, right if its largest angle is a right angle, and
obtuse if its largest angle is obtuse. (Note that a triangle can have at most one angle that is
not acute.)
An equilateral triangle is a triangle all of whose sides have equal length. Equivalently,
an equilateral triangle is a triangle all of whose angles are equal.
An isosceles triangle is a triangle with at least two sides of equal length. Equivalently, an
isosceles triangle is a triangle with at least two equal angles. In particular, every equilateral
triangle is isosceles.
Caution: In some places, an isosceles triangle is defined as a triangle with exactly two
sides of equal length, or exactly two equal angles. According to that definition,
an equilateral triangle is not isosceles.
A scalene triangle is a triangle with three sides of unequal length. Equivalently, a scalene
triangle is a triangle with three unequal angles. In particular, a non-isosceles right triangle is
scalene.

Facts and formulas

The area of a triangle with base length b and altitude to that base of length h is

1
bh.
2

(Herons formula)
The area of a triangle with side lengths a, b, and c is
a+b+c
semiperimeter
.
2

s(a a)(s b)(s c), where s is the

(Pythagorean Theorem)
If a right triangle has legs of lengths a and b and a hypotenuse of length c, then
a 2 + b 2 = c 2.

Zen Series High School Geometry

12

In an isosceles right triangle, the length of the hypotenuse is

each leg.

2 times the length of

In a 306090 right triangle, the lengths of the side opposite the 30 angle, the side
opposite the 60 angle, and the hypotenuse are in the ratio 1 : 3 : 2.
(Converse of the Pythagorean Theorem)
If the side lengths a, b, and c of a triangle satisfy a 2 + b 2 = c 2, then the triangle is a right
triangle.
A triangle inscribed in a circle is a right triangle if and only if one side of the triangle is a
diameter of the circle.
The midpoint of the hypotenuse of a right triangle is equidistant from the three vertices.
If a right triangle has legs of lengths a and b and a hypotenuse of length c, then the
ab
altitude to the hypotenuse has length
.
c
If the altitude to the hypotenuse of a right triangle divides the hypotenuse into segments
of lengths x and y, then the length of the altitude is x y.

Basic skills
Before beginning this section, you should be able to do all of the following:
Find the area of a triangle using either the formula A =

1
bh or Herons formula.
2

Given the lengths of any two sides of a right triangle, use the Pythagorean Theorem to
find the length of the third side.
Use ratios of side lengths to recognize a given triangle as an isosceles right triangle or a
306090 right triangle.
Use the converse of the Pythagorean Theorem to determine whether a given triangle is
a right triangle.

Tools for Solving Contest Problems

Solving a geometry problem often involves adding an auxiliary line to a figure that is
given or described in the problem. If you can draw a line that creates a right triangle, you
can sometimes use the Pythagorean Theorem to find lengths of line segments.
Zen Series High School Geometry

13

EXAMPLE 1: A wall is tiled with two sizes of square tile as shown. The side lengths of the smaller
and larger tiles are a and b, respectively. The dashed lines (horizontal and slanted) form an angle
of 30. What is the ratio b : a?

A. 2 : 1B. (2 3) : 1C. (2 +

3) : 1D. (3 2) : 1E. (3 +

2) : 1

Answer C

Solution
Step 1:

Understand the problem

The given figure makes the question clear. You need to find the ratio of the side lengths of
the two sizes of squares. However, it isnt immediately clear how to proceed. You will
probably need to augment the figure with some auxiliary lines.
Step 2:

Devise a plan

Because the question involves only the ratio a : b, you can choose convenient numbers
and let a = 1. Then the problem is just to find b. In order to make use of the fact that the
angle between the two dashed lines is 30, you will probably need to draw an auxiliary line
to create a 306090 right triangle.
Begin by labeling some points. Let O be the point of intersection of the two dashed lines,
let P be the next point to the right where the horizontal dashed line intersects a corner of a
small square, and let Q be the next point to the right where the other dashed line
intersects a corner of a large square. You can create a 306090 right triangle by
dropping a perpendicular from Q to the horizontal dashed line. Let R be the foot of that
perpendicular. If you can express the side lengths of ORQ in terms of b, you should be
able to answer the question.

Zen Series High School Geometry

14

Step 3:

Carry out the plan

In order to carry out your plan, focus on the length of one side of ORQ at a time.
What about the hypotenuse OQ? If you look for structures and patterns in the figure,
you can see that OQ is also the hypotenuse of a right triangle with leg lengths 1 and b,

so the Pythagorean Theorem gives OQ = b 2 + 1. You can also find QR by noticing that
PRQ is an isosceles right triangle whose hypotenuse has length PQ = b 1. Therefore
2
QR =
(b 1). If you look for shortcuts, you can recognize that you dont need to find
2
OR. Because ORQ is a 306090 right triangle, you know that OQ = 2 QR. Therefore
2

b2 + 1 = 2

(b 1),

and after squaring both sides, the solutions for b are 2

is extraneous, so b = 2 +
2

3. However, the solution 2

3. (You can also conclude that you dont want the solution

3 by remembering that b > 1.)

Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. A rough estimate shows 2 + 3 to be between 3 and 4, so your
answer appears to be consistent with the given figure.
If a diameter of a circle appears to play a critical role in a problem, see whether it will be
helpful to inscribe a right triangle in the circle with that diameter as the hypotenuse.
EXAMPLE 2: A circle with center O has A D as a diameter. Point B lies on chord AC such that

BO = 5 and A BO = CD = 60. What is BC?

B
5

60
O

60
D

A. 3B. 5

3C. 5

3
2

D. 3 +

3E. 5

Answer E
Zen Series High School Geometry

15

Solution
Step 1:

Understand the problem

The figure makes the question clear. You may not see a path to the answer right away, but
you have several pieces of information about the figure, so it might not be too dicult.
Step 2:

Devise a plan

Look for relationships among the given quantities. There is a 60 angle and a 60 arc
in the figure, so watch for opportunities to recognize or create a 306090 right triangle.
Triangle AOB has a 60 angle, but it doesnt quite look like a right triangle. However, the
figure is not necessarily drawn to scale, so you should explore that possibility. Also, the
fact that AD is a diameter should give you the idea to draw segment CD and create
the right triangle ACD. It looks like it might be a 306090 triangle. Is it?
C
B
5
D

Make a conjecture. If ACD and AOB are both 306090 triangles, then knowing OB,
you can find AB and OA.
Then you will know AD = 2 OA, and you can find AC. Finally, knowing AB and AC, you can
find BC. This whole plan depends on whether you can verify your conjecture, so take a
possible step and begin to explore.
Step 3:

Carry out the plan

1
Begin by focusing on the angles. Because CD = 60, you know that CAD = (60) = 30.
2
That means that AOB is a 306090 triangle whose shorter leg has length OB = 5.
Therefore AB = 10, OA = 5 3, and AD = 2 OA = 10 3. Next look at ACD.
It is a right triangle with a 30 angle, so it is also a 306090 triangle, and the
3
length of its hypotenuse is AD = 10 3. Therefore AC =
10 3 = 15, and finally,
2
BC = AC AB = 15 10 = 5.

Zen Series High School Geometry

16

Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. You know now that the figure was not drawn to scale, because
AOB should be a right angle. If you move point B a little to the right on chord AC, so that
AOB appears to be a right angle, then segments OB and BC will appear to have the same
length, so your answer is reasonable.

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.1 Right Triangles (edfinity.com/catalog).

Zen Series High School Geometry

17

2. Altitudes, Medians, and More

Prerequisites
Facts and formulas
In each of the following, ABC has side lengths BC = a, CA = b, and AB = c.
The three altitudes of ABC intersect at a common point.
Let ha and hb denote the altitudes to the sides of length a and b (or their extensions),
h
b
respectively. Then a = .
hb
a
The three medians of ABC intersect at a common point.
The point of intersection of the medians, called the centroid of ABC, is located
way from each vertex to the opposite side along the median.

2
of the
3

The medians partition ABC into six triangles of equal area.

The three angle bisectors of ABC intersect at a common point.
The point of intersection of the angle bisectors is the center of the inscribed circle of
ABC and is equidistant from each side of ABC.
(Angle Bisector Theorem)
If the bisector of BAC meets BC at D, then

BD
c
= .
CD
b

The three perpendicular bisectors of the sides of ABC intersect at a common point.
The point of intersection of the perpendicular bisectors is the center of the circumscribed
circle of ABC and is equidistant from each vertex of ABC.
The perpendicular bisectors of the sides partition ABC into three pairs of congruent
right triangles.

Zen Series High School Geometry

18

Conditions for congruence and similarity

Two triangles are congruent if any of the following conditions are met:
(SSS) All three pairs of sides have equal length.
(SAS) Two pairs of sides have equal length, and the included angles are equal.
Caution: If two pairs of sides have equal length and two corresponding non-included
angles are equal (SSA), the triangles need not be congruent.
(ASA) Two pairs of angles are equal, and the included sides have equal length.
(AAS) Two pairs of angles are equal, and two corresponding non-included sides have
equal length.
Caution: The two non-included sides must correspond. For example, in ABC and
DEF, if A = D and B = E, the triangles are congruent if AB = DE, but
not necessarily congruent if AB = EF.
Two triangles are similar if any of the following conditions are met:
Any two pairs of angles are equal.
The three pairs of sides are all parallel.
The three pairs of sides are all perpendicular.
The lengths of the three pairs of sides are in the same ratio.
The lengths of two pairs of sides are in the same ratio, and the included angles are equal.

Tools for Solving Contest Problems

A problem is sometimes accompanied by a diagram in which a polygon is partitioned
into two or more subregions, and you are then asked to find the area of one of those
subregions. To solve the problem, you may need to look for altitudes and/or medians of
triangles. (The following example also illustrates that drawing a diagram approximately to
scale can give you clues about the solution of a problem.)
EXAMPLE 1: Rectangle A BCD has area 720, and points E on A B and F on CD are such that
DE = EF = FB. Diagonal AC intersects DE at X and EF at Y. What is the area of EXY?

A. 18B. 20C. 24D. 30E. 36

Answer D
Zen Series High School Geometry

19

Solution
Step 1:

Understand the problem

Draw a picture of rectangle ABCD and try to locate points E and F so that DE = EF = FB.
1
The process of doing this will probably convince you that E must be of the way from C
3
1
to B and F must be of the way from A to D. Make a conjecture that this is the case.
3
After drawing the diagonal AC, you can see EXY. It is the area of this triangle that you
need to find.
C

X
Y

Step 2:

Devise a plan

Your picture suggests several possible ways to partition rectangle ABCD, providing several
possible paths to the answer. Dont spend a lot of time deciding which approach might be
best, but take a possible step and choose something to focus on. One possible first step
is to look for symmetry in the picture. It appears to be symmetric about the point Y,
making Y the center of ABCD. Again, make a conjecture that this is the case. If so, you
should be able to find the area of CEY. Will that be helpful in answering the question?
Your picture also suggests that EX might be a median in CEY. For a third time, make a
conjecture that this is the case. If you can verify all three of your conjectures, then you will
be able to find the area of EXY.
Step 3:

Carry out the plan

1
1
BE and AF = DF,
2
2
so you might focus on DEF and BFE. They look congruent. Are they? They are
isosceles, so FBE = FEB and EFD = EDF, and FEB = EFD as alternate interior
angles. Therefore DEF and BFE are similar, and they share side EF = FE, so they are
congruent. Now let G be the midpoint of DF, so EG is both an altitude and a median in
DEF. Because EG is an altitude, it is parallel to CD, so CE = DG. Because EG is a
One way to verify your first conjecture is to prove that CE =

Zen Series High School Geometry

20

median, DG =
AF =

1
1
1
DF = BE. Therefore CE = BC. In a similar manner, it follows that
2
2
3

1
AD, and you first conjecture is verified.
3

You can verify your second conjecture if you can show that AY = CY, making Y the
midpoint of diagonal AC. To do so, you might focus on AFY and CEY, which appear
to be congruent. You know that AF = CE, AYF = CYE as vertical angles, and
FAY = CEY as alternate interior angles. Therefore AFY and CEY are congruent,
so AY = CY, and your second conjecture is verified. Now you can find the area of CEY.
1
If H is the foot of the perpendicular from Y to BC, then HY = CD. Therefore CEY
2
has area
1
1 1
1
1
1
CE HY =
BC
CD =
BC CD =
720 = 60.
)( 2
) 12
2
2(3
12
To verify your third conjecture, you need to show that CX = XY. There is no obvious
way to do that by focusing only on CEY, so step back and look at the whole picture.
1
Because Y is the midpoint of AC, it will be enough to show that CX = AC. To do that,
4
focus on CEX and ADX. Their corresponding sides are parallel, so they are similar,
1
1
1
1
and CE = AD, so CX = A X. Therefore CX = AC = CY, so EX is a median in
3
3
4
2
CEY. Finally, the area of EXY is half that of CEY, so it is 30.
If a problem involves the circumscribed circle of a triangle, see whether the
perpendicular bisectors of the sides can play a role in the solution. If a problem involves
the inscribed circle of a triangle, see whether the angle bisectors can play a role in the
solution.
EXAMPLE 2: A triangle has vertices at (a, 0), (0, a), and (9, 1), and its circumscribed circle has
area A. What is the minimum possible value of A?

A. 25B. 27C. 32D. 48E. 50

Answer C

Zen Series High School Geometry

21

Solution
Step 1:

Understand the problem

Draw a picture. Locate (9, 1) in the coordinate plane. You dont know the value of a, but
you can see that as the points (a, 0) and (0, a) move along the coordinate axes, the area of
the circle that passes through the three vertices will change. The area will probably be
minimized when a < 9, so locate the vertices with that in mind.
y

(0, a)
(9, 1)
x

(a, 0)

Step 2:

Devise a plan

After putting the points (a, 0) and (0, a) in your picture, sketch the triangle and its
circumscribed circle in order to visualize the problem better. You might be prompted to
choose a tool to help you sketch the circle. Recall that the center of the circumscribed
circle is the point where the perpendicular bisectors of the sides intersect. The points (a, 0)
and (0, a) are equidistant from the origin, and the perpendicular bisector of the line joining
them is the line y = x, so the center of the circle lies somewhere on that line. The circle will
be smallest when the center lies closest to (9, 1), so a possible path to the answer is to
minimize the distance from (9, 1) to the line y = x.
y
y=x

(0, a)
(9, 1)
(a, 0)

Zen Series High School Geometry

22

Step 3:

Carry out the plan

The line y = x has a slope of 1, so the shortest distance from that line to the point (9, 1) is
along a line with slope 1. The equation of that line is y = 10 x, and it intersects the line
y = x at (5, 5). The distance from (9, 1) to (5, 5) is

(9 5)2 + (1 5)2 = 4 2, so a circle

2

centered at (5, 5) and containing (9, 1) has area (4 2) = 32.

y
y=x

(5, 5)
y = 10 x

(0, a)

(9, 1)
(a, 0)

Step 4:

Look back

Before concluding that the answer is 32, make sure your answer makes sense. Is a
circle of radius 4 2 and centered at (5, 5) large enough to reach the coordinate axes?
Yes, because the distance from (5, 5) to each axis is 5 < 4 2. (It is not hard to verify that
the possible values of a are 5 7.)
Note 1: If the third vertex of the triangle is (6, 4), then you cant find the center of the
smallest circumscribed circle by minimizing the distance from (6, 4) to the line y = x. For an
extra challenge, try solving this problem.
If a problem involves ratios of side lengths of a triangle, see whether the Angle Bisector
Theorem can play a role in the solution.
EXAMPLE 3: Point D is on the circumscribed circle of A BC such that A D bisects BAC. Given
7
that A B = 10, AC = 11, and A D = CD, what is BC?
4

A.

25
21
23
B.
C. 12D.
E. 13
2
2
2

Answer C
Zen Series High School Geometry

23

Solution
Step 1:

Understand the problem

Draw a picture of the circle and ABC, and draw AD so that it appears to bisect BAC.
7
If AD doesnt appear to be approximately CD, it might be worth the time to redraw the
4
picture. However, dont spend too much time trying to get it right. Any picture you draw
should make the question clear. You need to find BC, the length of the third side of the
triangle.
B
D
E

Step 2:

Devise a plan

Your picture doesnt immediately suggest a path to the answer. The solution may require
you to augment the picture by drawing the auxiliary segment BD. This creates a lot of
triangles, and some pairs of them appear to be similar. A possible strategy is to find some
pair of similar triangles to which you can apply the information given in the problem. Take
a possible step and pick a pair of triangles to focus on.
B
D
E

Step 3:

Carry out the plan

Let E be the point of intersection of AD and BC. What pair of triangles should you focus
on? ABE and CDE? ACE and BDE? It isnt dicult to prove that the triangles in
each pair are similar to each other. (See Note 1.) However, before investing too much time
Zen Series High School Geometry

24

and energy in either pair, you should reread the problem to recall the information you
7
have. The fact that AD = CD suggests that you should look for a pair of triangles
4
whose sides include AD and CD. Also, the fact that AD bisects BAC suggests that you
should look for a pair of triangles whose angles include BAD and DAC. What about
ADC and ABE? Are they similar? You know that BAE = DAC, and because ABE
and ADC subtend the same arc on the circle, they are also equal. Therefore ABE
and ADC are in fact similar.
Now how can you use what you know in order to answer the question? You know that
AB
AD
7
40
. Now you can answer the question if you can
=
= and AB = 10, so BE =
7
BE
DC
4
find EC. In order to do that, choose a tool by noticing that AE is an angle bisector in
ABC, so E divides BC into segments in the ratio BE : EC = AB : AC = 10 : 11. If you now
look for shortcuts, you can save a bit of work. You dont need to find EC. Just notice
40
10
that
= BE =
BC, and solving gives BC = 12.
7
10 + 11
Note 1: In order to verify that ABE and CDE are similar, note that AEB = CED
because they are vertical angles, and ABE = CDE because they subtend the same arc
on the circle. Similarly, you can verify that ACE and BDE are similar. In fact, the same
argument shows that the diagonals of any cyclic quadrilateral partition the quadrilateral
into two pairs of similar triangles.

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.2 Altitudes, Medians, and More (edfinity.com/catalog).

Zen Series High School Geometry

25

3. Quadrilaterals
Prerequisites
Definitions
A square is a quadrilateral with four right angles and four sides of equal length.
A rectangle is a quadrilateral with four right angles. In particular, every square is a
rectangle.
A rhombus is a quadrilateral with four sides of equal length. In particular, every square is
a rhombus.
A parallelogram is a quadrilateral with two pairs of parallel sides. Equivalently, a
parallelogram is a quadrilateral with two pairs of opposite sides of equal length, or a
quadrilateral with two pairs of opposite angles of equal measure. In particular, every
rectangle is a parallelogram, and every rhombus is a parallelogram.
A trapezoid is a quadrilateral with at least one pair of parallel sides. In particular, every
parallelogram is a trapezoid.
Caution: In some places, a trapezoid is defined as a quadrilateral with exactly one pair of
parallel sides. According to that definition, a parallelogram is not a trapezoid.

Facts and formulas

A square with side length s has perimeter 4s and area s 2.
A rectangle with length l and width w has perimeter 2(l + w) and area lw.
The diagonals of a rhombus bisect each other at right angles.
The area of a rhombus is half the product of the lengths of its diagonals.
A parallelogram with base length b and altitude to that base of length h has area bh.
The diagonals of a parallelogram bisect each other.
A trapezoid with parallel sides of lengths b1 and b2 at a distance h from each other has
h(b1 + b2)
area
.
2
Zen Series High School Geometry

26

Basic skills
Before beginning this section, you should be able to do all of the following:
Use the appropriate formulas to find the perimeter of a square or a rectangle.
Use the appropriate formulas to find the area of a square, rectangle, rhombus,
parallelogram, or trapezoid.
Find the dimensions of a rectangle with a given perimeter and area.

Tools for Solving Contest Problems

Problems about quadrilaterals can often be solved by partitioning the quadrilateral into
triangles.
EXAMPLE 1: What is the radius of a circle inscribed in a rhombus with diagonals of length 10
and 24?

A. 4B.

59
58
60
C.
D.
E. 5
14
13
13

Answer D

Solution
Step 1:

Understand the problem

Draw a picture of the rhombus, trying to make the diagonals appear to have lengths
in a ratio of about 10 : 24 = 5 : 12. Then sketch the inscribed circle whose radius you need
to find.
A

Step 2:

Devise a plan

Begin by recalling what you know about rhombi. Because the problem involves the
diagonals of the rhombus, choose a tool and recall that the diagonals must bisect each
other at right angles. Is this fact the key to the solution? If you look for relationships
Zen Series High School Geometry

27

among the given quantities, you might notice that the ratio of the lengths of the
diagonals, 5 : 12, includes two numbers in the Pythagorean triple (5, 12, 13). In fact, if the
diagonals intersect at E, then AEB is a right triangle with leg lengths 5 and 12. Take a
possible step and explore the consequences of this observation.
A

Step 3:

Carry out the plan

Augment your picture by drawing a radius EF with F on AB. After drawing it, you can see that
EF is also the altitude to the hypotenuse in AEB. Therefore EF AB = EB AE = 5 12 = 60.
60
Because AB = 13, it follows that the radius of the circle is EF =
.
13
F
B

Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. Your picture indicates that EF is a bit shorter than EB = 5, so your
60
answer of
4.6 is reasonable.
13
Contest problems frequently relate to figures in which a rectangle is inscribed in a
triangle, a trapezoid, or some other polygon. Such problems can often be solved by
focusing on the portions of the polygon that lie outside the rectangle.
EXAMPLE 2: Trapezoid A BCD has A B as its longer base. Rectangle EFGH is inscribed in A BCD
such that G and H are the midpoints of BC and DA, respectively. Given that the area of EFGH is25,
what is the area of A BCD?

A. 45B. 48C. 49D. 50E. 52

Answer D
Zen Series High School Geometry

28

Solution
Step 1:

Understand the problem

Draw a picture of the trapezoid and the inscribed rectangle, making sure that G and H
appear to be the midpoints of the appropriate sides of ABCD. Your picture makes the
question clear.
D

H
A

Step 2:

G
E

Devise a plan

Your picture shows that the portion of trapezoid ABCD outside the rectangle consists
of the smaller trapezoid GHDC, BFG, and AEH. If you look for structures and
patterns, you might notice that the smaller trapezoid and the two triangles look as
though they could be folded over the edges of the rectangle to cover the rectangle
without overlapping. If this is the case, then their combined area is equal to that of the
rectangle, so the area of ABCD is 2 25 = 50. If this is a problem on a timed contest, you
might make a conjecture that this is the case, enter an answer of 50, and move on to the
next problem. However, if time permits, you should see whether your conjecture is valid.
Step 3:

Carry out the plan

One way to see whether your conjecture is valid is to extend EH and FG to intersect line
CD at I and J, respectively. Then the corresponding sides of AEH and DIH are parallel,
so the triangles are similar, and DH = AH, so the triangles are congruent. Similarly, BFG
and CJG are congruent. Therefore the combined areas of trapezoid GHDC, BFG, and
AEH is equal to the area of rectangle GHIJ. Furthermore, HE = HI, so rectangles EFGH
and GHIJ are congruent, implying that your conjecture is valid, and the area of ABCD is 50.
I

C J

H
A

G
E

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.3 Quadrilaterals (edfinity.com/catalog).
Zen Series High School Geometry

29

4. Circular Sectors and Segments

Prerequisites
Definitions
A sector of a circle is a portion of its interior that is bounded by two radii and an arc. If the
angle between the radii is , then the sector is a minor sector if < 180 and a major sector
if > 180. It is a semicircle if = 180.
A segment of a circle is a portion of its interior that is bounded by a chord and an arc of
less than 180. Note that a segment cannot contain the center of the circle.

Facts and formulas

A sector with central angle radians in a circle with radius r has area

1 2
r .
2

Basic skills
Before beginning this section, you should be able to do all of the following:
Use the appropriate formula to find the area of a circular sector.

Tools for Solving Contest Problems

A circular segment can be regarded as a circular sector with an isosceles triangle
removed. ( The sides of the triangle are the two radii of the sector and the chord of the
segment.) If you have enough information to find the areas of the sector and the triangle,
you can find the area of the segment.

PR
EXAMPLE 1: A circle with radius 1 has diameter PQ. Point R lies on this circle such that = 4.
QR
The segment cut o by chord PR has area A, and the segment cut o by chord Q R has area B.
What is A B?

A.

7
3
2
B. C.
D.
E.
5
4
10
5
20

Answer C
Zen Series High School Geometry

30

Solution
Step 1:

Understand the problem

Draw a picture of the circle and chords PR and QR. Now you can see the two regions
referred to in the problem.

R
P

Step 2:

Devise a plan

From the given information, you can find the measures of POR and QOR, and you know
the radius of the circle, so you can find the areas of the sectors with those two angles.
Choose a tool by recalling that a sector can be partitioned into a segment and an
isosceles triangle. Add radius OR to your picture, then work backward to recognize that
you can answer the question if you can find the areas of POR and QOR. The angles in
those triangles dont appear to be convenient to work with, but take a possible step and
see what you can learn about the triangles.

R
P

Step 3:

Carry out the plan

You can see right away that POR and QOR have bases PO and QO, respectively,
each of length 1. A perpendicular drawn from R to PQ is an altitude for each triangle,
so they have the same area. How can you find that area? You know that PRQ must be a
right triangle. Does that help? Before you spend too much time on these questions, stop
and look for shortcuts. Reread the problem to recall that you dont need to find the
Zen Series High School Geometry

31

areas A and B of the two segments, but only the dierence A B. Because POR and
QOR have the same area, the value of A B is the dierence between the areas of the
sectors with angles POR and QOR. These angles are supplementary and in the ratio
2

and
, respectively. The radius of the circle is 1,
4 : 1, so they have radian measures
5
10
2
2

=
so the two sectors have areas
and
, respectively. Therefore A B =
.
5
5
10
10
10
To find the area of a plane region bounded by several line segments and/or circular arcs,
you sometimes need to use the Inclusion-Exclusion Principle. That is, add the areas of two
overlapping regions, then subtract the area of the region where they overlap.
EXAMPLE 2: A semicircle of radius 1 has center C and diameter A B. Point D is on the semicircle

such that CD A B. Circular arcs AE, BF , and EF have centers A, B, and D, respectively. What is
the area of the shaded region below?

A. (3 2 2)B. (2 2 2) 1C.

D. (2
2 )
2

2)E.

(2

Answer B

Solution
Step 1:

Understand the problem

Read through the problem to see how the boundary of the shaded region is being
defined. It will help to read the problem again to make sure you understand where each
arc is centered.
Step 2:

Devise a plan

Break the problem into parts. You know the radius of the semicircle, so you can find the

radii of arcs AE and BF . The angles of both arcs appear to be 45, so you should be able

to find the areas of the corresponding sectors. The angle of arc EF appears to be 90,
and you can probably find its radius, so you should also be able to find the area of its
Zen Series High School Geometry

32

corresponding sector. Then what? Can you just add the areas of all three of those sectors

and subtract the area of the semicircle? No, because the sectors of arcs AE and BF
overlap. Look at the diagram to see that the region of overlap is ADB, and its area is
being counted twice. That means that your plan is to add the areas of the three sectors,
then subtract the area of the semicircle and the area of ADB.
Step 3:

Carry out the plan

The radii of arcs AE and BF are each equal to the diameter of the semicircle, which is 2.

To find the angles of the arcs, notice that D is the midpoint of the semicircular arc AB,

so ADB is an isosceles right triangle, and BAD = ABD = 45 = radians. Therefore

4

the sector of arc AE has area (2)2 = . Look for symmetry to see that the sector
2 4
2

of arc BF has the same area.

Next, how can you find the radius of arc EF ? Remember that arc AE is centered at B,
so BE = AB = 2. You also know that the hypotenuse of ADB has length 2, so its

leg BD has length 2, and the radius of EF is DE = BE BD = 2 2. Its angle is

EDF = ADB = 90 = radians, so the area of the corresponding sector is

2
2
1
3
(2 2) =
2 . The sum of the areas of the three sectors is
(2
)
2 2

3
+

(2) (2

5
2 =

)
(2

2 .
)

Now you need to subtract the areas of the semicircle and ADB. the semicircle has radius 1,

so its area is (1)2 = . Each leg of ADB has length 2, so the triangle has area
2
2
2
1
( 2) = 1. Therefore the area of the shaded region is
2
5

(2

2 1 = (2
)
2

2) 1.

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.4 Circular Sectors and Segments (edfinity.com/catalog).

Zen Series High School Geometry

33

5. Tangency
Prerequisites
Definitions
Two circles are tangent to each other if they intersect in exactly one point. If the interiors
of the circles are disjoint, they are externally tangent. If the interior of one circle is
contained in the interior of the other, they are internally tangent.
A tangent line to a circle is a line that intersects the circle in exactly one point. A
common tangent to two circles is a line that is tangent to both circles. If the circles both lie
on the same side of the line, it is a common external tangent. If they lie on opposite sides
of the line, it is a common internal tangent.

Facts and formulas

A tangent line to a circle is perpendicular to the radius drawn to the point of tangency.
The two tangent lines drawn to a circle from a point outside the circle have the same
length.

Tools for Solving Contest Problems

When a problem involves tangent circles, the solution often involves the line segments
joining their centers. After drawing those lines, you can often augment your picture with
other line segments to create right triangles. You can then use the Pythagorean Theorem as
a tool to answer the question.
EXAMPLE 1: Three circles are drawn on the same side of a straight line. The first circle has
radius 4 and is tangent to the line. The second and third circles are congruent to each other and
are tangent to each other, to the line and to the first circle. What is the common radius of the
second and third circles?

A. 12B. 16C. 18D. 20E. 24

Answer B

Zen Series High School Geometry

34

Solution
Step 1:

Understand the problem

Draw a picture of the line and the first circle, then figure out where to put the other two
circles. You can quickly convince yourself that if they are both to be tangent to the first
circle and to the line, neither of them can be internally tangent to it. That means that they
must sit on the line on opposite sides of the first circle, and if they are to be tangent to
each other, they must each be larger than the first circle.

Step 2:

Devise a plan

Let A be the center of the first circle, and let B and C be the centers of the other two circles.
It will probably be helpful to connect the centers of the circles, so draw ABC. If you look
for symmetry, you might guess that it will also be useful to let D be the point of tangency
of the second and third circles and draw AD. That divides ABC into two right triangles, one
of which is ADB. Can you use that triangle to answer the question? Name the unknowns
and let r be the common radius of the second and third circles. Then you can express the
lengths AB and BD in terms of r. If you can also find a way to express AD in terms of r, then
you can use the Pythagorean Theorem to create an equation in r. You can then answer the
question by solving the equation. Even if you cant yet see how to express AD in terms of r,
take a possible step and carry out the part of the plan that you have formed.

Step 3:

Carry out the plan

In ADB, side BD is a radius of one of the large circles, and side AB connects the centers
of that circle and the first circle, so BD = r and AB = r + 4. Now how can you find AD?
Zen Series High School Geometry

35

Recall when problems involve tangent lines to circles, the solutions often involve radii to
the points of tangency, so choose a tool by drawing radii AE and BF, where E and F are
on the line. Then all angles of quadrilateral BDEF are right angles, and BF = BD = r, so
BDEF is a square. Therefore DE = r, so AD = DE AE = r 4. Now use the Pythagorean
Theorem to create the equation
(r 4)2 + r 2 = (r + 4)2.
The unique positive solution is r = 16.

A
F

Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. Your answer implies that each large circle is 4 times the size of the
small circle, and that result should be consistent with your picture.
When a problem involves tangent lines to circles, the solution often involves the radii to
the points of tangency. After drawing those lines, you can often augment your picture with
other line segments to create pairs of congruent or similar right triangles.
EXAMPLE 2: Points B and C lie on line segment A D with A B = BC = CD = 30. Segments A B, BC,
and CD are diameters of circles with centers O, N and P, respectively. Segment AG is tangent to
circle P at G and intersects circle N at points E and F. What is EF?

A. 20B. 12 3C. 15 2D. 24E. 25

Answer D
Zen Series High School Geometry

36

Solution
Step 1:

Understand the problem

Read through the problem to notice all the conditions that are placed on the circles and
line segments in the diagram. Then read the problem again to make sure that the
diagram matches the description. That is, the circles that appear to be tangent actually
are, they all actually have diameters on AD, and AG actually is tangent to circle P at G.
Step 2:

Devise a plan

The solution will probably require you to add some auxiliary lines to the diagram. What
lines are likely to be useful? Radius PG to the point of tangency with AG seems to be a
good choice, and radii NE and NF may be helpful as well. Now look for symmetry in the
picture to see that it might be a good idea to add segment MN parallel to PG, with M on
EF. That does two potentially helpful things. It divides isosceles ENF into two congruent
right triangles, and it creates a pair of similar right triangles, namely PGA and NMA.

You may be able to use the similarity of NMA to PGA to find the value of MN, then use
the Pythagorean Theorem to find MF, and double that value to get EF and answer the
question. Even if you cant yet visualize every calculation in the process, take a possible
step and focus on the two similar right triangles.
Step 3:

Carry out the plan

Each circle has radius 15, so PGA has one leg of length PG = 15 and hypotenuse of
length AP = 30 + 30 + 15 = 75. The corresponding sides of NMA have lengths NM and
AN
45
PG =
15 = 9. Now focus on right NMF, which has
AN = 30 + 15 = 45, so NM =
AP
75
one leg of length NM = 9 and hypotenuse of length NF = 15. The Pythagorean Theorem
gives MF =

152 92 = 12, and EF = 2 MF = 24.

Zen Series High School Geometry

37

Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. The value of EF must be less than 30, the diameter of circle N, but
the diagram makes it appear that EF is greater than 15, the radius of circle N. Your answer
of 24 is consistent with these observations.

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.5 Tangency (edfinity.com/catalog).

Zen Series High School Geometry

38

6. Solid Geometry
Prerequisites
Facts and formulas
A rectangular parallelepiped (rectangular box) with edge lengths x, y, and z has volume
x yz and surface area 2(x y + yz + z x). In particular, a cube with edge length s has volume
s 3 and surface area 6s 2.
A prism with base area A and height h has volume Ah.
A pyramid with base area A and height h has volume
A sphere with radius r has volume

1
Ah.
3

4 3
r and surface area 4r 2.
3

A cylinder with radius r and height h has volume r 2h, lateral surface area 2rh, and total
surface area 2r(r + h).
A cone with radius r and height h has volume
total surface area r(r +

1 2
r h, lateral surface area r r 2 + h 2 , and
3

r 2 + h 2 ). Alternately, if the cone has slant height s, the lateral

surface area is rs and the total surface area is r(r + s).

Basic skills
Before beginning this section, you should be able to do all of the following:
Use appropriate formulas to find the volume or surface area of a three-dimensional
geometric object.
Visualize a three-dimensional geometric object when given a prose description of it.
Visualize and draw a two-dimensional cross section of a three-dimensional geometric object.

Tools for Solving Contest Problems

Drawing a well-chosen cross section can often reduce a problem in solid geometry to a
problem in plane geometry.

Zen Series High School Geometry

39

EXAMPLE 1: What is the radius of a sphere that is tangent to each side of an octahedron of edge
length 6?

A.

3B. 2C.

6D. 2 2E. 3

Answer C

Solution
Step 1:

Understand the problem

Draw a picture. Your picture should be a two-dimensional cross section, but what cross
section will be most helpful? Visualize the sphere within the octahedron to see where the
points of tangency occur. The sphere is not tangent to any edge of the octahedron, but is
tangent to the center of each triangular face. To draw your picture, let A and C be opposite
vertices of the octahedron, and let B and D be midpoints of two opposite edges that do
not contain A or C. In the plane of these four points, the sphere is a circle inscribed in the
rhombus ABCD. The radius of that circle will be the radius of the sphere.
A

Step 2:

Devise a plan

In order to answer the question, you will probably need to add some auxiliary lines to your
picture. Look for symmetry to see that it might be useful to draw diagonals AC and BD of
the rhombus. They intersect at a point O, which is the center of the sphere. It is also likely
to be useful to draw at least one radius to a point of tangency, so draw a radius OE, where
E is on AB. Now in right AOB, the radius OE is perpendicular to AB, so it is the altitude to
the hypotenuse. You can probably find all of the side lengths of AOB, and that
information should provide a path to the solution.
Zen Series High School Geometry

40

E
B

Step 3:

Carry out the plan

Segment AB is an altitude of an equilateral triangle with side length 6, so AB = 3 3.

Because B and D are midpoints of opposite edges of the octahedron, BD is equal to the
octahedrons edge length. That is, BD = 6, so OB = 3. The Pythagorean Theorem applied
to AOB then gives AO =

(3 3) 32 = 3 2. Now you have enough information to

find OE. Because OE is the altitude to the hypotenuse, AB OE = AO OB. That is,
(3 3)(OE ) = (3 2)(3), and solving gives the radius of the sphere as OE = 6.
Step 4:

Look back

Even if time doesnt permit you to check your work, take a moment to make sure your
answer makes sense. The radius of the inscribed sphere should be a bit less than half the
edge length of the octahedron, and 6 2.5, which is a bit less than half of 6, so your
answer is reasonable.
A three-dimensional geometric object that is hard to visualize often has symmetries that
can help you analyze it.
EXAMPLE 2: The four vertices of a regular tetrahedron consist of two opposite vertices of the top
face of a unit cube together with two opposite vertices of the bottom face. What is the volume of
this tetrahedron?

A.

3
2
1
1
1
B. C.
D.
E.
4
3
4
3
2

Answer B
Zen Series High School Geometry

41

Solution
Step 1:

Understand the problem

Draw a picture of the cube, then sketch some edges of the tetrahedron. The question is
clear enough, but the path to the answer may not be obvious.

Step 2:

Devise a plan

Four vertices of the cube are also vertices of the tetrahedron, and four are not. Let A be a
vertex of the cube that is not a vertex of the tetrahedron, and let B, C, and D be the
vertices of the cube adjacent to A. Then BCD is a face of the tetrahedron, and the
pyramid ABCD lies within the cube and outside the tetrahedron. Look for symmetry to
recognize that the complement of the tetrahedron in the cube consists of four pyramids,
all congruent to ABCD. Three edges of pyramid ABCD are mutually perpendicular, so it
should be easy to find the volume of ABCD, and from there you can answer the question.
(See Note 1 for an alternate path to the answer).
D

B
A

Step 3:

Carry out the plan

You can view pyramid ABCD as having base ABC and altitude AD. The base is an
1
isosceles right triangle with leg length AB = AC = 1, so its area is , and the altitude has
2
Zen Series High School Geometry

42

1 1
1
1 = . The volume of the
3 2
6
1
1
cube is 1, so the volume of the tetrahedron is 1 4 = .
6
3
length AD = 1. Therefore the volume of the pyramid is

Note 1: Another way to look for symmetry is to recognize that each edge of the
tetrahedron is a face diagonal of the cube, so the tetrahedron is regular with edge
length 2. Therefore its base is an equilateral triangle with side length 2, so the
3

( 2) =

. To find its altitude, let X be a vertex

4
2
of the base triangle, let Y be the center of the base, and let Z be the top vertex of the
tetrahedron. Then right XY Z has hypotenuse of length XZ = 2 and one leg of length
base area of the tetrahedron is

XY =

3
3

2=

6
3

. The Pythagorean Theorem applied to XY Z then gives the altitude

of the tetrahedron as Y Z =

tetrahedron is

( 2)

( 3 )
6

2 3
3

. Therefore the volume of the

3 2 3
1
1

= .
3 2
3
3

Note 2: If you proceed as in Note 1 and happen to know that a regular tetrahedron with
s3 2
edge length s has volume
, you can arrive at the answer almost immediately.
12

Exercises
Solve problems 1 to 10 in the Edfinity problem set Zen Series High School Geometry
Section 2.6 Solid Geometry (edfinity.com/catalog).

Zen Series High School Geometry

43