2/28/2020 How to Write a Math Solution | AoPS News

NEWS
Articles

View More

How to Write a Math Solution

JANUARY 1, 2012
by Richard Rusczyk and Matthew Crawford

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 1/41
2/28/2020 How to Write a Math Solution | AoPS News

High School AMC 8 MOEMS MATHCOUNTS AMC 12 AMC 10

Homeschool Middle School AIME Homework

You’ve figured out the solution to the problem—fantastic! But you’re not finished.
Whether you are writing solutions for a competition, a journal, a message board, or
just to show off for your friends, you must master the art of communicating your
solution clearly. Brilliant ideas and innovative solutions to problems are pretty
worthless if you can’t communicate them. In this article, we explore many aspects of
how to write a clear solution. Below is an index; each page of the article includes a
sample ‘How Not To’ solution and ‘How To’ solution. One common theme you’ll find
throughout each point is that every time you make an experienced reader have to
think to follow your solution, you lose.

As you read the ‘How To’ solutions, you may think some of them are overwritten.
Indeed, some of them could be condensed. Some steps we chose to prove could
probably be cited without proof. However, it is far better to prove too much too
clearly than to prove too little. Rarely will a reader complain that a solution is too
easy to understand or too easy on the eye.
One note of warning: many of the problems we use for examples are extremely
challenging problems. Beginners, and even intermediate students, should not be
upset if they have difficulty solving the problems on their own.

Table of Contents:

Have a Plan
Readers Are Not Interpreters
UseSpace
sdrawkcaB kniht, Write Forwards
Name Your Characters
A Picture is Worth a Thousand Words
Solution Readers, not Mindreaders
Follow the Lemmas
Clear Casework
Proofreed

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 2/41
2/28/2020 How to Write a Math Solution | AoPS News

Proofreed
Bookends

Have a Plan

Your goal in writing a clear solution is to prevent the reader from having to think. You
must express your ideas clearly and concisely. The experienced reader should never
have to wonder where you are headed, or why any claim you make is true. The first
step in writing a clear solution is having a plan. Make a simple outline of your
solution. Include the items you’ll need to define, and the order in which you will write
up the important parts of your solution. The outline will help ensure that you don’t
skip anything and that you put your steps in an order that’s easy to follow.
Here’s a sample problem:

A sphere of radius r is inscribed in a tetrahedron. Planes tangent to this sphere

and parallel to the faces of the tetrahedron cut off four small tetrahedra from the
tetrahedron; these small tetrahedra have inscribed spheres with radii a, b, c, d .
Show that:

a + b + c + d = 2r

Here’s a solution that looks short but is pretty tough to read:

How Not to Write the Solution:

Let our tetrahedron be ABC D . The small tetrahedron which includes vertex A is
similar to the big tetrahedron. Since the face of this tetrahedron parallel to face
BC D is tangent to the sphere inscribed in ABC D , the distance between

BC D and this parallel face of the small tetrahedron is 2r . Let’s call that small

tetrahedron AXY Z . Hence, the altitude from A in AXY Z is ha – 2r, where

ha is the length of the altitude from A to side BC D. Therefore the ratio of the

altitudes from A in AXY Z and ABC D is (ha − 2r)/ha . Since these two
tetrahedrons are similar with ratio a/r (since that’s the ratio of the corresponding
lengths, namely the radii of the inscribed spheres) we have a/r = (ha − 2r)/ha .
The volume of the tetrahedron is [A]ha /3 , where [A] is the area of triangle
BC D The volume of the tetrahedron can also be written rS /3 where S is the

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 3/41
2/28/2020 How to Write a Math Solution | AoPS News

BC D . The volume of the tetrahedron can also be written rS /3, where S is the
surface area of ABC D . We can prove that by letting I be the center of the
inscribed sphere. Then the volume of the tetrahedron is the sum of the volumes of
the tetrahedra I ABC , I ABD, I BC D , and I AC D. The volume of I ABC is
r[D]/3, where [D] is defined like we defined [A] above. We can similarly find the
volumes of the other 4 pieces. When we add them all up, we get

Volume of ABC D = ([A] + [B] + [C ] + [D])r/3 = rS /3.

We set that equal to our other volume expression and get ha = rS /[A] . If we
rearrange our equation from above, we have a = r– 2r /ha
2
. We can then put in
the ha expression we just found to get:

a = r– 2r[A]/S .

If we define [B] , [C ], and [D] just like we defined [A], we can use the same
argument to get:

b = r– 2r[B]/S ,

c = r– 2r[C ]/S ,

d = r– 2r[D]/S .

Adding these and our expression for A , we get:

a + b + c + d = 4r– 2r ⋅ ([A] + [B] + [C ] + [D])/S = 2r,

as desired.
(General solution method found by community member zabelman in the
Olympiad Geometry class.)

The main problem with the above solution is one of organization. We defined
variables after they popped up. Midway through the solution we sidetracked to prove
the volume of ABCD is rS /3. Sometimes we wrote important equations right in our
paragraphs instead of highlighting them by giving them their own lines.
If we outline before writing the solution, we won’t have these problems. We can list
what we need to define decide what items we need to prove before our main proof

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 4/41
2/28/2020 How to Write a Math Solution | AoPS News

what we need to define, decide what items we need to prove before our main proof
(we call these lemmas), and list the important steps so we know what to highlight.
Our scratch sheet with the outline might have the following:
Stuff to define: ABC D, ha , S , [A], AXY Z .

Order of things to prove:

1. Volume ABC D = rS /3 (lemma)

2. Show altitude AXY Z = ha – 2r

3. Use similarity to get a = r– 2r /ha

2

4. Equate volumes to get 1/ha = A/(rS )

5. sub 4 into 3 and add

This list looks obvious once you have it written up, but if you just plow ahead with the
solution without planning, you may end up skipping items and having to wedge them
in as we did in our ‘How Not to Write the Solution’.

How to Write the Solution:

Let our original tetrahedron be ABC D . We define:

[A] = the area of the face of ABC D opposite A

ha = the length of the altitude from A to BC D

= the surface area of ABC D

S

AXY Z = one of the small tetrahedrons formed as described

Define [B] , [C ], [D] and hb , hc , hd similarly.
Lemma: The volume of tetrahedron ABC D is given by rS /3.
Proof: Let I be the center of the inscribed sphere. The volume of ABC D is the
sum of the volumes of the tetrahedra I ABC , I ABD, I BC D , and I AC D. The
volume of I ABC is (r)[D]/3, since the altitude from I to ABC is a radius of
the inscribed sphere of ABC D . We can similarly find the volumes of the other 4
pieces. Adding these four tetrahedra gives us:

Volume of ABC D = ABC D = ([A] + [B] + [C ] + [D])r/3 = rS /3

as desired.
Since face XY Z of small tetrahedron AXY Z is parallel to face BC D

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 5/41
2/28/2020 How to Write a Math Solution | AoPS News

Since face XY Z of small tetrahedron AXY Z is parallel to face BC D,

tetrahedron AXY Z is similar to ABC D . The ratio of corresponding lengths in
these tetrahedra equals the ratio of the radii of their inscribed spheres, or a/r .
Since XY Z is tangent to the sphere inscribed in ABC D , the distance between
BC D and XY Z is 2r. Hence, the altitude from A to XY Z is ha – 2r. Therefore
the ratio of the altitudes from A in the two tetrahedra is (ha – 2r)/ha . Hence,

a/r = (ha – 2r)/ha , or a = r– 2r /ha

2
.
The volume of the tetrahedron is ha [A]/3 . Setting this equal to the expression
from Lemma 1 yields:
ha = rS /[A] ,
and substituting this into equation (1), we get:
a = r– 2r[A]/S .
By the same argument, we have:

b = r– 2r[B]/S ,

c = r– 2r[C ]/S ,

d = r– 2r[D]/S .

Adding these and our expression for A , we get:

a + b + c + d = 4r– 2r ⋅ ([A] + [B] + [C ] + [D])/S = 2r,

as desired.
(General solution method found by community member zabelman in the
Olympiad Geometry class.)

Readers Are Not Interpreters

The first thing a reader sees on your paper isn’t the structure of your solution. It isn’t
the answer, it isn’t the words you choose. It’s how the solution sits on the paper. If the
reader has to decipher scrawl, you’re going to lose him. Ideally, you’ll typeset your
solution with a program like LaTeX. However, in most contests you don’t have the
luxury of turning to a computer and you’ll have to write it out by hand. There are few
very important rules of thumb when writing a solution by hand. Many are obvious,

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 6/41
2/28/2020 How to Write a Math Solution | AoPS News

some are less so. You should follow them all.

1. Use blank paper. Don’t use graph paper or lined paper – the lines often make
solutions harder to read. Never use paper that is torn out of a spiral notebook.
2. Respect margins. If you are starting with a completely blank piece of paper, draw
the margins on all four sides (top, bottom, right, left). Make your margins at least
0.5 inches, and preferably a full inch.
3. Write horizontally; never turn your writing when you reach the end of a line in
order to jam in a little more information. You can always start a new line or a new
page.
4. Leave space at the top for a ‘Page _ of _’ so the reader knows how many pages there
are, and what page she’s on. You probably won’t know how many pages you’ll write
when you start, but you can fill these out when you’re finished. If you get to the
bottom of a page and your solution must continue on another page, write
‘Continued’ at the bottom of that page so the reader knows we’re not finished. (This
also helps readers know if they’re missing pages.)
5. Don’t write in cursive. Print. And print clearly.
6. Use pen. If you must use pencil, do not erase – the smudges from erasers make a
mess.

7. When you make a mistake you’d like to omit, draw a single line through it and
move on. If it’s a large block to omit, draw an ‘X’ through it and move on. Don’t
scribble out large blocks of text.
8. If you left something out and want to add it at the end, put a simple symbol, like a
(*), at the point where you would like the new text to be considered added, and
leave a brief note, such as ‘Proof below.’ Below, you can write ‘(*) Addendum:’ and
proceed with the proof. Don’t use a bunch of arrows to direct the reader all over the
page.

Problem: Let S (n) be the sum of the digits of n . Find

4444
S (S (S (4444 ))).

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 7/41
2/28/2020 How to Write a Math Solution | AoPS News

Below are two solutions. Neither solution is picture-perfect; when you’re under time
pressure, it’s hard to write perfect-looking proofs. You should find the second one
much more enjoyable to read. When you’re writing solutions, keep the above tips in
mind, and just remember, ‘If they can’t read it, it’s not right.’

How Not to Write the Solution:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 8/41
2/28/2020 How to Write a Math Solution | AoPS News

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 9/41
2/28/2020 How to Write a Math Solution | AoPS News

That solution above is a mess. The one below took me just as long to write, and is
much easier to read.

How to Write the Solution:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 10/41
2/28/2020 How to Write a Math Solution | AoPS News

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 11/41
2/28/2020 How to Write a Math Solution | AoPS News

UseSpace

imagineyoutrytoreadaparagraphoftextthathasnopuncuationnocapitalsandjustenough
spaceinittobreakuplinessoitdoesntmessupbrowsersitsreallytoughtoreadandpretty
soonyoulldecidethatitsnotworthreadingandyoullgoandreadsomethingelseyouwont
realizehowterriblyharditistotypelikethisitshardbecausewhenyoureusedtowritingcle
arlyandusingspaceandpunctuationandsentencestructureitgetsreallyhardtowritewith
outitsimilarlyonceyougetusedtoproperlyusingspaceinwritingyoursolutionsitwillbesec
ondnatureandyoullactuallyfindithardtowriteanindecipherableproof

When you write your solution you should:

1. Give each important definition or equation its own line.

2. Don’t bury too much algebra in a paragraph. You can write line after line of algebra,
but put each step on its own line. Don’t cram the algebra in a paragraph.
3. Label equations or formulas or lemmas or cases you will use later very clearly.
4. Remember that there’s always more paper.

Problem: Let p(x) be a polynomial with degree 98 such that p(n) = 1/n for

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 12/41
2/28/2020 How to Write a Math Solution | AoPS News

Problem: Let p(x) be a polynomial with degree 98 such that p(n) = 1/n for
n = 1, 2, 3, 4, … , 99. Determine p(100).

Have fun reading this solution:

How Not to Write the Solution:

Let r(x) = x(p(x)– 1/x) = xp(x)– 1. Since p(x) is a polynomial with degree
98 , r(x) is a polynomial with degree 99 . Since r(x) = x(p(x)– 1/x), and we

are given that (p(x)– 1/x) = 0 for x = 1, 2, 3, … , 99, r(x) has roots
1, 2, … , 99. Since r(x) has degree 99 , these are the only roots of r(x), which

must thus have the form r(x) = c(x– 1)(x– 2) (x– 3) ⋯ (x– 99) for some
constant c. To find c, we first let x = 0 in equation r(x) = xp(x)– 1, yielding
r(0) = −1. Letting x = 0 in r(x) = c(x– 1)(x– 2) (x– 3) ⋯ (x– 99) yields

r(0) = −c(99!); hence, c = 1/99!. Thus, we have r(x) = (x– 1)(x– 2)

(x– 3) ⋯ (x– 99)/99!. We can combine the equations r(x) = xp(x)– 1 and

r(x) = (x– 1)(x– 2) (x– 3) ⋯ (x– 99)/99! and let x = 100 to find

100p(100)– 1 = (100– 1)(100– 2) (100– 3) … (100– 99)/99!, so

100p(100)– 1 = 99!/99! = 1, so p(100) = 1/50.

Here’s the same solution, with nearly the same wording.

How to Write the Solution:

Let

r(x) = x(p(x) − 1/x) = xp(x) − 1. (1)

Since p(x) is a polynomial with degree 98 , r(x) is a polynomial with degree 99 .

Since r(x) = x(p(x)– 1/x) , and we are given that (p(x)– 1/x) = 0 for x =

1, 2, 3, … , 99,

r(x) has roots 1, 2, … , 99.

Since r(x) has degree 99 , these are the only roots of r(x), which must thus have:

r(x) = c(x − 1)(x − 2)(x − 3) ⋯ (x − 99) (2)

for some constant c. To find c, we first let x = 0 in equation (1) , yielding

r(0) = −1. Letting x = 0 in (2) yields r(0) = −c(99!) ; hence, c = 1/99! .

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 13/41
2/28/2020 How to Write a Math Solution | AoPS News

Thus, we have:

r(x) = (x − 1)(x − 2)(x − 3) ⋯ (x − 99)/99! (3)

We can combine equations (1) and (3) and let x = 100 to find

100p(100)– 1 = (100– 1)(100– 2)(100– 3) ⋯ (100– 99)/99!

100p(100)– 1 = 99!/99! = 1

p(100) = 1/50.

Which would you rather read?

sdrawkcaB knihT, Write Forwards

The following is an excerpt from a cookbook that was never written:

“Figuring out how to make an omelette is easy. Anybody who has eaten an omelette
knows that an omelette is typically made with several eggs filled with various foods
such as ham, peppers, onions, and bacon and is often cooked with cheese. The fact
that all these ingredients end up inside the egg means that we should begin cooking
the eggs flatly on a pan and then add the ingredients. We can then roll part of the egg

over the ingredients so as to trap them on the inside. If we needed some of the
ingredients precooked we could do that before adding them to the eggs…”

It is one thing to figure out how to make an omelette. It is another to explain to

somebody else how to make one. Starting our explanation from the beginning is
much clearer than starting with the finished omelette.

“Prepare vegetables and other desired omelette fillings. Beat eggs. Start cooking the
eggs. Add your fillings in the middle so that part of the egg can be pulled over the
ingredients. When the omelette is closed, continue to cook and flip the omelette until
the eggs look well-cooked.”

The reader doesn’t care how the process of cooking an omelette was unraveled by the
author. The reader just wants to know how to make an omelette.

Think of solutions as recipes. Start at the beginning and move forward. List the
ingredients and explain how and when to add them to the pot.

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 14/41
2/28/2020 How to Write a Math Solution | AoPS News

Here’s a sample problem:

Problem: Let a, b, and c denote the lengths of the sides of a triangle. Show that

2 2 2
a (−a + b + c) + b (a– b + c) + c (a + b– c) ≤ 3abc.

This solution might be a good way to see how we might come up with a solution from
scratch, but it’s not a particularly well-written proof:

How Not to Write the Solution:

We note that the inequality contains the factors (−a + b + c), (a– b + c), and
(a + b– c) . These factors point to using the triangle inequality so it seems natural

to leave the factors alone and invoke the fact that each is nonnegative.

Since each of these three factors is multiplied by the square of the length of a side
it might be possible to manipulate the inequality into something involving these
nonnegative triangle inequality factors multiplied by perfect squares. We could
then argue that this sum must also be nonnegative. We begin by moving 3abc to
the left hand side:

2 2 2
a (−a + b + c) = b (a– b + c) + c (a + b– c)– 3abc ≤ 0.

If we were to view 3abc as the sum of 3 terms that are each the product of ab, bc ,
or ca and one of the triangle inequality factors, we begin to get an idea as to how
the inequality can be reorganized. Since the inequality is cyclic, it seems natural to
take these products in a way that preserves the cyclic nature. For instance, we
multiply ab with (a + b– c) because a and b have the same sign in (a + b– c):

2 2
ab(a + b– c) = a b + ab − abc ≥ 0,

2 2
ab(−a + b + c) = −abc + b c + bc ≥ 0,

2 2
ca(a– b + c) = a c − abc + ac ≥ 0.

We see the −3abc in the sum of these products. Examining the other terms in

2 2
ab(a + b– c) = a b + ab – abc,

we notice that a2 b + ab2 are factors that would pop out of (a– b)2 (a + b– c).
Expanding the squared parts of expressions like (a − b)2 (a + b − c) we get

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 15/41
2/28/2020 How to Write a Math Solution | AoPS News

pa d g t e squa ed pa ts o e p ess o s e (a b) (a + b c) we get

2 2 2
(a– b) (a + b– c) = a (a + b– c)– 2ab(a + b– c) + b (a + b– c) ≥ 0,
2 2 2
(b– c) (−a + b + c) = b (−a + b + c)– 2bc(−a + b + c) + c (−a + b + c)

2 2 2
(c– a) (a– b + c) = c (a– b + c)– 2ca(a– b + c) + a (a– b + c) ≥ 0.

Adding these inequalities together we begin to see the inequality take shape:

2 2 2
a (a + b– c + a– b + c) + b (a + b– c– a + b + c) + c (−a + b + c + a– b +

2 2 2 2 2 2
− 2a b– 2ab + 2abc + 2abc– 2b c– 2bc – 2a c + 2abc– 2ac
2 2 2
= a (2a– 2b– 2c) + b (−2a + 2b– 2c) + c (−2a– 2b + 2c) + 6abc ≥ 0.

Multiplying this inequality by −1/2 reverses the inequality sign and gives us

2 2 2
a (−a + b + c) + b (a– b + c) + c (a + b– c)– 3abc ≥ 0.

Adding 3abc to both sides gives us

2 2 2
a (−a + b + c) + b (a– b + c) + c (a + b– c) ≥ 3abc

and we are done.

The cookbook style is easier to read and far more convincing:

How to Write the Solution:

According to the triangle inequality, the sum of any two sides of a triangle is at
least as great as the length of the third side. Thus, we have the inequalities

a– b– c ≤ 0,

b– c– a ≤ 0,

c– a– b ≤ 0.

Multiplying these by perfect squares leave each left-hand side nonpositive, so

2
(b– c) (a– b– c) ≤ 0,

2
(c– a) (b– c– a) ≤ 0,

2
(a– b) (c– a– b) ≤ 0,

or

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 16/41
2/28/2020 How to Write a Math Solution | AoPS News

2 2
(b – 2bc + c )(a– b– c) ≤ 0,

2 2
(c − 2ac + a )(b– c– a) ≤ 0,

2 2
(a – 2ab + b )(c– a– b) ≤ 0.

Adding these inequalities we get

2 2 2
a (a + b– c + a– b + c) + b (a + b– c– a + b + c) + c (−a + b + c + a– b

2 2 2 2 2 2
− 2a b– 2ab + 2abc + 2abc– 2b c– 2bc – 2a c + 2abc– 2ac
2 2 2
= a (2a– 2b– 2c) + b (−2a + 2b– 2c) + c (−2a– 2b + 2c) + 6abc ≥ 0.

Adding 6abc to both sides and dividing by 2 we have the desired

2 2 2
a (−a + b + c) + b (a– b + c) + c (a + b– c) ≤ 3abc.

Name Your Characters

A large thin-shelled vehicle for a young fowl that was created by a huge female bird
sat on a wall. The large thin-shelled vehicle for a young fowl that was created by a
huge female bird had a great fall. All the horses of the great man who lived in a large
castle that ruled over the people in the land and all the men of the great man who

lived in a large castle that ruled over the people in the land couldn’t put the large
thin-shelled vehicle for a young fowl that was created by a huge female bird back
together again.
Proofs are a lot like stories. When writing a solution your job is tell a math story in a
way your audience will understand and enjoy. Instead of writing about ‘A large thin-
shelled vehicle for a young fowl that was created by a huge female bird,’ we call that
big egg ‘Humpty-Dumpty’ and tell the story. Likewise, a well-written proof often
involves naming the important quantities or ideas that play a part in the story of your
solution. Naming your characters can also help you find solutions to problems, so it’s
not something you should wait until proof-writing time to do.
When you do name your characters, you name them simply, clearly, and write up
front, so the reader knows exactly where to go to find out exactly who this n person is
and what that f (x) function stands for.

Here’s an example problem:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 17/41
2/28/2020 How to Write a Math Solution | AoPS News

p p

Problem: Show that for any set of 100 integers that there is some subset such
that the sum of its elements is a multiple of 100.

The solution below is hard to read because the integers and the sums that are the key
to the solution remain unnamed.

How Not to Write the Solution:

Suppose we put the numbers in our set in some fixed order. If we start from the
beginning, there are 100 sums we can make by just adding up starting from the
beginning number. We could add up the first 2 numbers, or the first 4 , the first
57, or whatever. If one of these sums is a multiple of 100, then we are done. If
none of the sums is a multiple of 100, then we need to consider the remainders
when each of these terms is divided by 100. There are 100 total remainders since
there are 100 sums. Since none of them is 0 , there are at most 99 different
remainders among these 100 remainders. Therefore, two of these remainders
must be the same since if there weren’t at least two the same there could only be
99 total remainders (since we know none is zero). Now, take the difference
between the two sums which have the same remainder when divided by 100. This
difference must have a remainder of 0 when divided by 100. Suppose we have

subtracted the sum with fewer numbers from the one with more numbers. When
we take this difference, all the numbers in the second sum cancel with numbers in
the first sum, because each sum is just adding up numbers in our set starting with
the first one but the second sum is shorter. Due to this cancellation, the difference
of these two sums which have the same remainder when divided by 100 results in
a sum of numbers in the original set. We have shown that this difference has a
remainder of 0 when divided by 100, so this is our desired sum of numbers in the
set that are divisible by 100.

The solution below is easy to read because the main characters have names.
Specifically, we name the integers in the set and the sums of the elements in subsets
that we examine. These names allow us to follow the characters throughout the story.
They also allow the writer to describe the characters more completely and succinctly.

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 18/41
2/28/2020 How to Write a Math Solution | AoPS News

How to Write the Solution:

Call the 100 integers n1 , n2 , … , n100 .

Let Sk = n1 + n2 + ⋯ + nk for k = 1, 2, … , 100.

Case 1: If S1 , S2 , … , S100 are all distinct (mod 100), then exactly one of them
must be a multiple of 100.
Case 2: Otherwise, the 100 sums, Sk , have at most 99 distinct residues (mod 100)
and by the Pigeonhole Principle two of the sums, Sk , have the same residue (mod
100).

Thus means there exist some integers j and k , 0 < j < k < 101 , such that

Sk ≡ Sj (mod 100);

thus,

Sk ≡ 0 (mod 100).

Now, consider the subset with elements nj+1 , nj+2 , … , nk . The sum of the
elements of this subset is

n j+1 + n j+2 + ⋯ + n k

= (n 1 + n 2 + ⋯ + n k )– (n 1 + n 2 + ⋯ + n j )

Sk ≡ 0 (mod 100).

Thus this sum is a multiple of 100 and we are done.

A Picture is Worth a Thousand Words

When you’re writing a solution to a geometry problem, or any problem involving a

picture, you should include the diagram. If you don’t include the diagram, you often
make the grader have to draw it for you. Even if the diagram is given in the problem,
you should include it in your solution. If you make your reader go looking somewhere
else for a diagram, you are very likely to lose their attention.
Draw your diagram precisely. Use a geometry rendering program if you are

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 19/41
2/28/2020 How to Write a Math Solution | AoPS News

typesetting your solution, or use a ruler and compass if you are writing your solution
by hand.

Here’s an example:

Problem: A point D is placed on side BC of triangle ABC . Circles are inscribed

in ABD and AC D. Their common exterior tangent (other than BC ) meets AD
at K . Prove that the length of AK is independent of D.

Here’s a solution without a diagram:

How to Write the Solution:

Let our circles be O and O′ . Let M and M ′ be on O and O′ such that M M ′ is
the common tangent through K . Let L and L′ be the points where AD meets
circles O and O′ , respectively. Let N and N ′ be the points where BC meets
circles O and O′ , respectively.

We will show that AK = (AB + AC – BC )/2, and thus show that the length of
AK is independent of D.

Since tangents from a point to a circle are equal, we have both DN = DL and
DN
′
= DL
′
. Thus,

′ ′ ′ ′
NN = DN + DN = DL + DL = 2DL + LL .

Similarly, we have

′ ′ ′ ′ ′
MM = M K + KM = KL + KL = 2K L + LL .

Since M M ′ = NN
′
by symmetry, we conclude that K L = DL . Hence,

′ ′ ′ ′
MM = NN = DL + LL + K L = K D.

We can compute N N ′ , and hence K D , in terms of AD and the sides of the

triangle:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 20/41
2/28/2020 How to Write a Math Solution | AoPS News

DN = (AB + AD + BD)/2– AB
′
DN = (AC + AD + C D)/2– AC

Thus,

′ ′
NN = N D + DN = AD + BC /2– AC /2– AB/2.

Since N N ′ = KD , we have

AD– K D = AK = (AC + AB– BC )/2,

as desired. Since A , B , and C are independent of D, we conclude that the length

AK is independent of D.

(Solution method found by community member 3cnfsat in the Olympiad

Geometry class)

Here’s a solution that includes the diagram:

How to Write the Solution:

Let our circles be O and O′ . Let M and M ′ be on O and O′ such that M M ′ is

the common tangent through K . Let L and L′ be the points where AD meets
circles O and O′ , respectively. Let N and N ′ be the points where BC meets

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 21/41
2/28/2020 How to Write a Math Solution | AoPS News

circles O and O′ , respectively.

We will show that AK = (AB + AC – BC )/2, and thus show that the length of
AK is independent of D.

Since tangents from a point to a circle are equal, we have both DN = DL and
DN = DL . Thus,
′ ′

′ ′ ′ ′
NN = DN + DN = DL + DL = 2DL + LL .

Similarly, we have

′ ′ ′ ′ ′
MM = M K + KM = KL + KL = 2K L + LL .

Since M M ′ = NN
′
by symmetry, we conclude that K L = DL . Hence,

′ ′ ′ ′
MM = NN = DL + LL + K L = K D.

We can compute N N ′ , and hence K D , in terms of AD and the sides of the

triangle:

DN = (AB + AD + BD)/2– AB
′
DN = (AC + AD + C D)/2– AC

Thus,

′ ′
NN = N D + DN = AD + BC /2– AC /2– AB/2.

Since N N ′ = KD , we have

AD– K D = AK = (AC + AB– BC )/2,

as desired. Since A , B , and C are independent of D, we conclude that the length

AK is independent of D.

(Solution method found by community member 3cnfsat in the Olympiad

Geometry class)

In our solution above, we used the fact that the length of the segments from a vertex

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 22/41
2/28/2020 How to Write a Math Solution | AoPS News

of a triangle (like vertex D of triangle ABD above) to the points of tangency of the
inscribed circle with the sides of the triangle from that vertex (segments DN and DL
above) equals half the perimeter of the triangle minus the opposite side of the
triangle. Applying this principle to find length DN in triangle ABD gives us:

DN = (AB + AD + BD)/2– AB

If you aren’t familiar with this fact, try to prove it yourself (and write a nice solution).
Every good geometer reaches for this fact as easily as they reach for the Pythagorean
Theorem.

Solution Readers, not Mindreaders

A full solution does not just mean a correct answer. You should justify every notable
step of your solution. An experienced reader should never wonder ‘Why is that true?’
while reading your solution. She should also never be left in doubt as to whether or
not you know why it is true.

It’s not always clear what steps you can assume the reader understands and what
steps you have to explain. Here area few guidelines:

1. If you can cite a theorem that has a name, then you don’t have to prove the
theorem. You can cite the theorem and move on, as in, ‘By the Pythagorean
Theorem, AC = 3 .’

2. If you are very confident the step is well known but you don’t know a name, you can
say ‘By a well-known theorem, the area of ABC equals rs, where r is the inradius
and s is the semiperimeter.’ You can also leave out the ‘By a well-known theorem’
bit, particularly for extremely common results such as the one just stated. (If you
don’t know that result, try proving it on your own.)
3. If you still aren’t sure whether to prove a certain step or assume it’s well-known,
you have a decision to make. If you can prove it in one or two lines, go ahead and
do so. If it’s going to take a lot of work to prove but you know how to do it, then at
least outline the proof (and give a more thorough one if you have time). If you’re
taking a contest and have no idea how to prove it, cite it and move on. Maybe you’ll
get lucky and it will be a ‘well-known theorem’. If you’re writing an educational
paper and you don’t know how to prove it, then your paper isn’t finished until you
figure it out.

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 23/41
2/28/2020 How to Write a Math Solution | AoPS News

gu e t out.
4. When writing a string of algebraic steps, each step should follow obviously from the
one before it. Don’t write something like, ‘Thus, we have

2 2
x (x– 4) + (x + 1) + 5x– 4(x + 2) = −2,

so x = 1 is the only solution.’ You should include clear simple steps that make it
clear that the above is equivalent to (x– 1)3 = 0 .
5. You can invoke symmetry or analogy when the cases are precisely the same. For
example, suppose you want to prove that the area of any triangle ABC is given by

[ABC ] = (ab sin C + bc sin A + ac sin B)/6,

where a = BC b = AC , , and c = AB , and [ABC ] is the area of ABC . If you

prove that

[ABC ] = (ab/2)(sin C ),

then you can just write, ‘Similarly, we have

′
[ABC ] = (bc/2)(sin A) = (ac/2)(sin B).

6. When in doubt, explain it. Many of the solutions presented in this article have a
little overkill in them. It’s better to prove too much than too little.

Here is a sample problem:

Problem: Find all integral solutions to the equation

2 2
(m + 1)(n + 1) + 2(m– n)(1– mn) = 4(mn + 1).

(Problem by Titu Andreescu).

This is totally unacceptable:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 24/41
2/28/2020 How to Write a Math Solution | AoPS News

How Not to Write the Solution 1:

(1, 2), (−3, 0), (0, 3), (−2, −1), (1, 0), (−3, 2), (0, −1), (−2, 3)

The above is an answer, not a solution. This ‘solution’ lacks any evidence that these
solutions actually work, and doesn’t show that there are no other solutions.
Moreover, it brings the reader no closer to understanding the solution.

How Not to Write the Solution 2:

The given equation rearranges to

(m + 1)(n– 1) = ±2,

so the solutions are

(1, 2), (−3, 0), (0, 3), (−2, −1), (1, 0), (−3, 2), (0, −1), (−2, 3).

The above solution is better than the first one; a motivated reader at least has a
glimmer of a path to the solution, but it’s not at all clear how the original equation
rearranges to the given equation, nor how the show solutions follow.

How to Write the Solution:

We expand the first term and the right-hand side then regroup terms:

2 2
(m + 1)(n + 1) + 2(m– n)(1– mn) = 4(mn + 1)

2 2 2 2
m n + m + n + 1 + 2(m– n)(1– mn) = 4mn + 4

2 2 2 2
m n − 2mn + 1 + m – 2mn + n + 2(m– n)(1– mn) = 4

2 2
(mn– 1) + (m– n) – 2(m– n)(mn– 1) = 4

This left side is the square of [(mn– 1)– (m– n)] , so we have:

2
[(mn– 1)(m– n)] = 4

2
[mn– m + n– 1] = 4

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 25/41
2/28/2020 How to Write a Math Solution | AoPS News

[ ]

2
[(m + 1)(n– 1)] = 4

(m + 1)(n– 1) = ±2,

Case 1: For (m + 1)(n– 1) = 2 , we have the systems of equations:

m + 1 = 1

n– 1 = 2

(0, 3)

m + 1 = 2

n– 1 = 1

(1, 2)

m + 1 = −1

n– 1 = −2

(−2, −1)

m + 1 = −2

n– 1 = −1

(−3, 0)

Case 2: For (m + 1)(n– 1) = −2 , we have the systems of equations:

m + 1 = 1

n– 1 = −2

(0, −1)

m + 1 = −2

n– 1 = 1

(−3, 2)

m + 1 = −1

n– 1 = 2

(−2, 3)

m + 1 = 2

n– 1 = −1

(1, 0)

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 26/41
2/28/2020 How to Write a Math Solution | AoPS News

Thus, the solutions are (1, 2), (−3, 0), (0, 3), (−2, −1), (1, 0), (−3, 2),
(0, −1), (−2, 3).

Follow the lemmas

Often you will have to prove multiple preliminary items before tackling the main
problem. In writing a proof, we often choose to separate these parts from the main
proof by labeling each as a ‘Lemma’ and clearly delimiting the lemma and its proof
from the rest of the solution.

Here’s a sample problem with two different solutions that employ lemmas. We’ve
used a little overkill in writing the solutions with lemmas to highlight how well we can
clarify solutions with lemmas. Both of these solutions are made significantly easier to
read by clearly breaking the solution into pieces.

Problem: From vertex A of triangle ABC , perpendiculars AM and AN are

drawn to the bisectors of the exterior angles of the triangle at B and C . Prove that
MN is equal to half the perimeter of ABC .

Here are two solutions:

How Not to Write the Solution 1:

Let the line through A parallel to BC meet line BM at J . Let the line through J
parallel to AB meet line BC at K . Let M N hit AB at X and AC at Y .

Since J K ∥ AB and AJ ∥ BK , J K BA is a parallelogram. Since

∠ABM = (∠A + ∠C )/2.

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 27/41
2/28/2020 How to Write a Math Solution | AoPS News

∠ABM (∠A + ∠C )/2.

From right triangle BAM , we find

∠BAM = 90– ∠ABM = ∠B/2.

Since AJ ∥ BC , we have ∠J AB = ∠B , so M A bisects ∠BAJ . Thus,

∠J AM = ∠BAM and triangles BAM and J AM are congruent by ASA.
Thus, AJ = AB and parallelogram J K BA is a rhombus.

The diagonals of a rhombus bisect each other, so triangles AM J and K M B are

congruent. Thus, the altitudes from M to AJ and BK are equal and M is
equidistant from lines AJ and line BK . By symmetry, this is also true for N .
Thus, M N ∥ BC and M N is equidistant from AJ and BC .
Since M X ,
∥ BK △AM X ∼ △AK B . Since AM = AK /2 , we have
M X = K B/2 . Since J K BA is a rhombus, K B = AB , so M X = AB/2 , as
desired.

By symmetry, we also have N Y = AC /2. Since XY is the midline of ABC

parallel to side BC , we have XY = BC /2. Thus,

M N = M X + XY + Y N = AB/2 + AC /2 + BC /2,

as desired.

(Solution method found by community member fanzha in the Olympiad

Geometry class)

Clear Casework

Sometimes the solution to a problem comes down to investigating a few different

cases. In your solution, you should identify the cases clearly and show that these cases
cover all possibilities.
Here’s a sample problem:

Problem: How many positive 3-digit integers are such that one digit equals the
product of the other 2 digits?
(Thi bl f th A t f P bl S l i I t d ti t C ti &

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 28/41
2/28/2020 How to Write a Math Solution | AoPS News

(This problem comes from the Art of Problem Solving Introduction to Counting &
Probability course.)

Here are two solutions:

How Not to Write the Solution:

There are the 9 hundreds. There are 248, 284, 482, 428, 824, and 842. There are
,
339 933 , and 393. There is 236, and 5 others just like with 248. There are also 3
numbers like 224. Also, there are 111 and 122 and 133 and 144 and so on. Each
of those can be ordered in 3 ways, except for the 111, which can be ordered in only
one way. So, there are 52.

The solution above is short, and the answer is correct, but it’s not at all clear that all
possibilities have been discovered. Also, it’s pretty tough to see that we have found
exactly 52 solutions – the reader is forced to go through and count themselves.

The solution below clearly covers all possible cases and leaves no doubt that the total
is 52.

How to Write the Solution:

We divide our investigation into cases based on the smallest digit of each number.
Case 1: The smallest digit is 0 .

If the smallest digit is 0 , then the number must contain a second 0 . Thus, this case
consists of numbers of the form n00, where 1 ≤ n ≤ 9 is any digit from 1 to 9 .
There are thus 9 numbers with smallest digit 0 that satisfy the problem.
Case 2: The smallest digit is 1 .
If the smallest digit is 1 , the number must be of the form nn1, or permutations of
this form (i.e. n1n or 1nn). However, these 3 permutations are the same when
n = 1 . Hence, we have 3 permutations each for 2 ≤ n ≤ 9 and only 1 for
n = 1 , for a total of 1+ 3(8) = 25 numbers with smallest digit 1 that satisfy the
problem.
Case 3: The smallest digit is 2 .

If the smallest digit is 2 , then the number is of the form 2mn , where n = 2m,
and permutations of this form. Our only options here are (m, n) = (2, 4) , which

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 29/41
2/28/2020 How to Write a Math Solution | AoPS News

gives us 3 numbers (224, 242, 422) , (m, n) = (3, 6) , which gives us 6 numbers
(permutations of 236), and (m, n) = (4, 8) , which also gives us 6 numbers.
Hence, there are 3+ 6+ 6 = 15 numbers with smallest digit 2 .
Case 4: The smallest digit is 3 .
There are 3 solutions in this case: 339, 393, 933.
Case 5: The smallest digit is larger than 3 .

If the smallest digit is larger than 3 , the smallest product we can form with two of
the digits is 4(4) = 16, which is not a single digit number. Hence, there are no
numbers that satisfy the problem with smallest digit larger than 3 .
Since every possible 3-digit number falls in exactly one of these cases, we conclude
that there are

9 + 25 + 15 + 3 = 52

numbers that satisfy the problem.

Proofreed

Comunicacating complex idas is not ease and can b even harder wen don’t edit the
presentaion of those ideas for our adience. It pays to oganize are work in ways taht

are easy to read to be sur that the audiense gets the point, and to bee sure that your
saying what you meen.
If I always wrote that way, nobody would ever read anything I wrote.
Proof-read and edit your work. God may do crosswords in pen, but you’re going to
make mistakes. Making sure that you wrote in a way that expresses your ideas clearly
and correctly is second in importance only to having the right answer.
Make sure your equations and inequalities use your variables the way you intend. You
don’t want to write “abc + bcd” when you mean “abd + acd.” This not only makes
deciphering the rest of your proof difficult but might also throw off your own
calculations.
Practice writing proofs. We all make occasional spelling or grammar errors, but the
effects of errors multiply and too many of them make otherwise good ideas
unreadable. Remember that “repetition is the mother of all skill.”

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 30/41
2/28/2020 How to Write a Math Solution | AoPS News

Problem: x, y , and z are real numbers such that

x + y + z = 5 and xy + yz + zx = 3.

Determine with proof the largest value that any one of the three numbers can be.

If all proofs were written this poorly I would cry:

How Not to Write the Solution:

We will manipulate the given equations to make use of the fact that the square of
any real number is negative:

2 2
(x + y) = (5– x) ,

xy = 3– z(x + y) = 3– z(5– z).

Now we note that

2
0 ≤ (x– y) = (x + y)– 4xy.

We can substitute for both x + y and xy giving us an inequality involving only the
variable z:
2 2 2 2
0 ≤ (x + y) – 4xy = 25– 10z + z – 12 + 20z– 4z = 3z + 10z + 13.

Since this inequality holds for z we can determine all possible values of z:

2
0 ≥ −3z + 10z + 13 = −(z + 1)(3z– 13).

The iequality holds when −1 ≥ z ≥ 13/3 .

Since the given equations for x , y, and z can be manipulated to same quadratic
inequality in x , y, or z, they each have a minimum of 13/3. This happens when
x = y = 13 and z = 13/3.

Graders will be happier when reading this solution:

How to Write the Solution:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 31/41
2/28/2020 How to Write a Math Solution | AoPS News

We will manipulate the given equations to make use of the fact that the square of
any real number is nonnegative:

2 2
(x + y) = (5– x) ,

xy = 3– z(x + y) = 3– z(5– z).

Now we note that

2 2
0 ≤ (x– y) = (x + y) – 4xy.

We can substitute for both x + y and xy giving us an inequality involving only the
variable z:

2 2 2 2
0 ≤ (x + y) – 4xy = 25– 10z + z – 12 + 20z– 4z = −3z + 10z + 13.

Since this inequality holds for z we can determine all possible values of z:

2
0 ≤ −3z + 10z + 13 = −(z + 1)(3z– 13).

The inequality holds when −1 ≤ z ≤ 13/3 .

Since the given equations for x , y, and z can be manipulated to form this same
quadratic inequality inx , y, or z, they each have maximum possible values of 13/3
. This maximum can be achieved when x = y = 1/3 and z = 13/3 .

Bookends

We have several shelves full of math books in our offices. When we don’t have
bookends on either end, eventually the books at the ends fall over. Then more fall
over, then more, and it’s a hassle to find and retrieve books without spilling others all
over the place.
Similarly, when you have a complicated solution, you should place bookends on your
solution so the reader doesn’t get lost in the middle. Start off saying what you’re going
to do, then do it, then say what you did. Explaining your general method before doing
it is particularly important with standard techniques such as contradiction or
induction. For example, you might start with, ‘We will show by contradiction that
there are infinitely many primes. Assume the opposite, that there are exactly n
primes ….’

When you finish your solution, make it clear you are finished. State the final result,
which should be saying that you did exactly what the problem asked you to do e g

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 32/41
2/28/2020 How to Write a Math Solution | AoPS News

which should be saying that you did exactly what the problem asked you to do, e.g.
‘Thus, we have shown by contradiction that there are infinitely many prime numbers.’
You can also decorate the end of proofs with such items as QE D or AY D or
WWWWW or Undefined control sequence \blacksquare or //.

Here’s a sample problem:

Problem: Let I be the incenter of triangle ABC . Prove

2
(I A)(I B)(I C ) = 4r

where R is the circumradius of ABC and r is the inradius of ABC .

(Problem from Sam Vandervelde of the Mandelbrot Competition. Note

that the incenter of a triangle is the center of the circle inscribed in the triangle.
The inradius is the radius of this circle. The circumradius is the radius of the
circle that passes through the vertices of ABC .)

As this is our last problem, we’ll include many of our no-nos in the ‘How Not’
solution. Good luck piecing it together.

How Not to Write the Solution:

From △AI C we have ∠AI C ∘

= 180 – ∠AC I – ∠C AI = 180 – α/2– γ/2 =
∘

∘ ∘
180 – (180 – β)/2 = 90
∘
+ β/2 and from △E BC we have ∠E BC =
– β)/2 = 90 + β/2, so ∠AI C = ∠E BC .
∘ ∘
∠ABC + ∠ABQ = β + (180

Thus, △AI C ∼ △E BC by Angle-Angle Similarity. By symmetry, we conclude

△BI C ∼ △E AC .

[AI E ] = (AI )(AE )/2 = (x)(by/z)/2 = bxy/2z [AI C ] = br/2 , , and

[E BC ] = [AI C ](BC /I C )
2
= (br/2)(a/z)
2 2
= a br/2z
2
, so [E AC B] =

bxy/2z + br/2+ a br/2z

2 2
= axy/2z + ar/2+ ab r/2z
2 2
. Thus,
(b– a)(xy/2z + r + abr/2z ) = 0
2
. If b = a , then ab– z 2
= xyz/r follows
from the Pythagorean Theorem and the Angle Bisector Theorem. Otherwise,
ab– z
2
= xyz/r follows immediately.
Draw altitude I E of AI C . [E I C ] 2
= (z /2) sin γ = r(s– c)/2 , and [ABC ] =

(ab/2) sin γ = rs , so [(ab– z 2 )/2] sin γ = rc . Then the Law of Sines and the
earlier equation give our result.

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 33/41
2/28/2020 How to Write a Math Solution | AoPS News

Short, ugly, and completely incomprehensible.

How to Write the Solution:

We let

a = BC , b = AC , c = AB

s = (a + b + c)/2

α = ∠BAC , β = ∠ABC , γ = ∠ABC ,

[ABC ] = area of polygon ABC

x = I A, y = I B, z = I C

Let the external bisectors of angles A and B of △ABC meet at E as shown.

Point E is equidistant from lines AB, AC , and BC , so it is on angle bisector C I
as well. We will show

2 2 2
[E AC B] bxy/2z + br/2 + a br/2z axy/2z + ar/2 + ab r/2z

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 34/41
2/28/2020 How to Write a Math Solution | AoPS News

[E AC B] = bxy/2z + br/2 + a br/2z = axy/2z + ar/2 + ab r/2z

and

2
(sin γ)(ab– z )/2 = rc. (2)

From (1) we will show that ab– z 2 = xyz/r , which we will combine with (2) and
known triangle relationships to show the desired result.
Lemma 1: △AI C ∼ △E BC and △BI C ∼ △E AC .
Proof: By symmetry, the two results are equivalent. We will show the first. Since
CI bisects ∠AC B , we have ∠AC I = ∠BC E .
From △AI C we have

∘ ∘ ∘ ∘
∠AI C = 180 – ∠AC I – ∠C AI = 180 – α/2– γ/2 = 180 – (180 – β)/2 =

and from △E BC we have

∘ ∘
∠E BC = ∠ABC + ∠ABQ = β + (180 – β)/2 = 90 + β/2,

so △AI C ∼ △E BC by Angle-Angle Similarity. By symmetry, we conclude

△AI C ∼ △E BC . Undefined control sequence \blacksquare
Lemma 2:

2 2 2 2
[E AC B] = bxy/2z + br/2 + a br/2z = axy/2z + ar/2 + ab r/2z

Proof: We find the area of E AC B by splitting it into pieces:

[E AC B] = [AI E ] + [AI C ] + [E BC ]

First we tackle [AI E ] by showing it is a right triangle with legs x and by/z. From
Lemma 1, we have △BI C ∼ △E AC . Hence, AE /I B = AC /I C , or

AE = (AC )(I B)/I C = by/z.

Since

[AI E ] = (AI )(AE )/2 = (x)(by/z)/2 = bxy/2z (3)

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 35/41
2/28/2020 How to Write a Math Solution | AoPS News

[AI E ] = (AI )(AE )/2 = (x)(by/z)/2 = bxy/2z. (3)

For triangle AI C we note that the altitude from I to AC is the inradius of ABC ,
so

[AI C ] = br/2. (4)

Finally, since △AI C ∼ △E BC , we have

2 2 2 2
[E BC ] = [AI C ](BC /I C ) = (br/2)(a/z) = a br/2z . (5)

Adding (3), (4), and (5) yields

2 2
[E AC B] = bxy/2z + br/2 + a br/2z (6)

By symmetry, we note that [E AC B] also equals our expression in (6) with a and
b interchanged and x and y interchanged. Hence, we have the desired

2 2 2 2
[E AC B] = bxy/2z + br/2 + a br/2z = axy/2z + ar/2 + ab r/2z

Undefined control sequence \blacksquare

Lemma 3 : ab– z 2 = xyz/r .

Proof: Rearranging our result from Lemma 1 yields

2 2 2 2
(bxy/2z + br/2 + a br/2z )– (axy/2z + ar/2 + ab r/2z ) = 0

2 2 2 2
(bxy/2z– axy/2z) + (br/2– ar/2) + (a br/2z – ab r/2z ) = 0

2
(b − a)(xy/2z) + (b– a)(r/2)– (b– a)(abr/2z ) = 0

2
(b– a)(xy/2z + r/2– abr/2z ) = 0

Thus, one of the terms in this product equals 0.

Case 1: b– a = 0 .

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 36/41
2/28/2020 How to Write a Math Solution | AoPS News

If b = a then ABC is isosceles and α = β . Hence, the extension of angle

bisector C I is perpendicular to AB at point D as shown. Since I is the incenter
of ABC and I D ,
⊥ AB I D = r since I D is an inradius of ABC . Also,

∠I AB = α/2 = β/2 = ∠I BA,

so I B = IA (i.e. x = y ). Thus, the equation we wish to prove, ab– z 2 = xyz/r ,

is in this case equivalent to

2 2 2
a –z = x z/r. (7)

From right triangles C AD and I AD, we have

2 2 2
(c/2) + r = x , (8)

2 2 2
(c/2) + (z + r) = a . (9)

The Angle Bisector Theorem gives us a/z = AC /C I = AD/DI = (c/2)/r , or

c/2 = ar/z. (10)

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 37/41
2/28/2020 How to Write a Math Solution | AoPS News

Substituting (10) into (8) yields

2 2 2 2 2
a r /z + r = x ,

2 2 2 2 2 2
a r + r z = x z ,

2 2 2
(r/z)(a + z ) = x z/r. (11)

Substituting (10) into (9) gives

2 2 2 2 2
a r /z + (z + r) = a ,

2 2 2 2 2 2
a r + z (z + r) = a z ,

2 2 2 2 2 2
z (z + r) = a z –a r ,

2 2 2 2 2
z (z + r) = a (z – r ),

( 2
z z + r) = a (z– r),

2 2 2 3
a r + z r = a z– z ,

2 2 2 2
(r/z)(a + z ) = a –z . (12)

Combining (11) and (12) gives us the desired a2 – z 2 = x z/r

2
.

Case 2: xy/2z + r/2– abr/2z 2 = 0.

Multiplying this equation by 2z 2 /r yields

2
xyz/r + z – ab = 0,

from which the desired ab– z 2 = xyz/r immediately follows.

Thus, the lemma is proved. Undefined control sequence \blacksquare

Lemma 4: (sin γ)(ab– z 2 )/2 = rc .

Proof:

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 38/41
2/28/2020 How to Write a Math Solution | AoPS News

We draw altitude I F perpendicular to BC as shown. We employ the following

known triangle relationships:

C F = s– c

[ABC ] = (ab/2) sin γ = rs

Just as [ABC ] = (ab/2) sin γ , we have

C F = [(C F )(I C )/2] sin(γ/2)

C F = [z cos(γ/2)][z/2 sin(γ/2)]

2
C F = (z /2) cos(γ/2) sin(γ/2)

2
C F = (z /4) sin γ

where we have used sin 2γ = 2 sin γ cos γ in the last step.

Since C F I is right, we have [C F I ] = r(s– c)/2 . Hence, we have two
expressions for [ABC ]– 2[C F I ]:

2
(ab/2) sin γ– 2(z /4) sin γ = rs– 2[r(s– c/2]

2
[(ab– z /2] sin γ = rs

as desired. Undefined control sequence \blacksquare

We now complete our proof Dividing the result of Lemma 4 by (sin γ)/2 gives

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 39/41
2/28/2020 How to Write a Math Solution | AoPS News

We now complete our proof. Dividing the result of Lemma 4 by (sin γ)/2 gives

2
ab– z = 2rc/(sin γ).

Since Lemma 3 gives us ab– z 2 = xyz/r and the Extended Law of Sines gives us
sin γ = c/2R , the equation above becomes

xyz/r = 2rc/(c/2R)

xyz/r = 4Rr

2
xyz = 4Rr

Thus, we have shown that if I is the incenter of triangle ABC , we have

2
(I A)(I B)(I C ) = 4Rr ,

where R is the circumradius of ABC and r is the inradius of ABC .

Note, we proved some intermediate results we probably didn’t have to (such as the
fact that E is on ray C I ) when the results were quick and easy to prove. Others we
stated by fiat, such as [ABC ] = rs , since the proofs are more involved, and we feel
pretty safe that these results can be cited as known results without proof.

The above is a pretty daunting proof. What our solution doesn’t give is any indication
of how we might have come up with this solution. If you didn’t find the above solution
on your own, see if you can figure out how you might have come up with it now that
you have seen it.

Enter your email below to receive monthly digests of AoPS News

articles, updates, and more!

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 40/41
2/28/2020 How to Write a Math Solution | AoPS News

Email SUBSCRIBE

Recent Articles

Writing Problems: A Hidden Gem of AoPS Classes

AoPS Recommended Reads: Halloween Graphic Novels

Why Won’t My Child Show Any Work?

https://artofproblemsolving.com/news/articles/how-to-write-a-solution 41/41