Geometry Handout

ThePuzzlr
AMC 10 Crash Course

1 Beginning Note
Because I am not fluent in drawing geometry diagrams in the math typesetter I
use and for the sake of my sanity, this will not be a full-blown geometry handout
littered with examples, solutions, and proofs of theorems stated. Instead, it will
function more as a formula sheet that contains only some important definitions
and theorems from geometry. Sorry for this low-quality handout, but thank you
for understanding.

2 Geometry Strategies
2.1 General Problem-Solving Strategies
As in the Algebra Handout, we will restate the four general problem-solving
strategies from the General Problem-Solving Handout (see that handout for
more details) as they are essential to cracking difficult geometry problems.

1. Do something. Play around. Do NOT be afraid of scary notation.

2. Ask, ”Where have I seen this before?”
3. Try smaller cases and look for patterns.
4. Ask, ”What information have I not used yet?”

2.2 Geometry-Specific Strategies

Note that many of these strategies and their corresponding examples reference
concepts discussed in the later sections of this handout, so it may be helpful to
come back to this section after you have looked over the others.

1. Look at problems or parts of problems from different perspec-

tives; don’t get stuck in one perspective. We gave this as an algebra-
specific strategy in the Algebra Handout, but it is even more applicable to
geometry, as there are numerous ways to view the many parts of given ge-
ometric figures in a problem. Furthermore, one effective way to gain more

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 perspectives on a geometry problem is to think about how to construct a di-
agram for that problem. For example, if the problem defines an equilateral
triangle ABC such that A, B, and C lie on three distinct circles, it might
be helpful to consider exactly how you might construct such an equilateral
triangle given the three circles. Also, as a note, the rest of these strategies
really are only more specific ways to look at geometric situations from
different perspectives and so technically belong under this strategy, but it
is nice to separate them out because they are very powerful strategies on
their own.
2. Draw a BIG, preferably to-scale, diagram and label it accord-
ingly. Indeed, for many geometry problems, there are too many geometric
parts at play for you to be able to hold all of them in your head. Then,
in those cases, but even in general, it is an extremely good idea to draw a
BIG diagram and label it with information about the lengths, angles, etc.
as given or as you find them. Furthermore, the diagram should ideally be
roughly to-scale (you are allowed a ruler and compass during the compe-
tition), but admittedly I haven’t developed the habit of drawing diagrams
to-scale myself, so I can’t authoritatively preach it.
3. Look for equal angles (especially in parallel lines) and right an-
gles. This is extremely useful in geometry problems because oftentimes
the key to a solution is recognizing that a certain pair of triangles are
congruent, or using the Pythagorean Theorem as a result of a right an-
gle. Thus, be on the constant lookout for equal angles from parallel lines,
inscribed angles in circles, and congruent and similar triangles, as well as
right angles from right triangles and tangent lines to circles.
4. Draw extra lines. This is usually the hardest of these geometry-specific
strategies to implement, but also usually the most useful when followed
effectively. Specifically, relating to the previous strategy, additional lines
drawn to form equal or right angles (such as those drawn parallel to given
lines) often yield valuable information about the lengths and angles of the
geometric figures that were there before.
5. Simplify the problem geometrically. More specifically, in the case of
complex two-dimensional geometry, try to simplify the problem to only
involving triangles and circles, and perhaps some other special geomet-
ric figures (e.g., parallelograms, regular octagons); in the case of com-
plex three-dimensional geometry, take two-dimensional slices, or cross sec-
tions, through the three-dimensional objects you are working with to ana-
lyze those three-dimensional objects more deeply (and more conveniently,
since you can draw the cross sections much better than the original three-
dimensional objects on paper!). As an additional note, drawing extra
lines often gives us these simpler triangles and circles or these cross sec-
tions!

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3 Prerequisites
Similar to the Algebra Handout, since geometry is such a vast subject (much
more so, at least, than counting and probability and number theory, and even
so than algebra), we will not be able to start from zero in this handout and
build from there similar to the Counting and Probability and Number Theory
Handouts. Instead, we will assume that you know some basic geometry already,
on which we will build this handout. This basic geometry should include:

1. Knowing basic geometry vocabulary and notation. For example,

you should know what triangles and circles are, as well as the notation
that denotes them. We cannot possibly give a complete list of all of the
vocabulary and notation you should know to read this handout, though,
so we suggest that if you feel (as you’re reading through this handout)
that much of the terminology and notation is foreign, you seek out other
resources to learn about them – ”Basic Geometry Definitions” from St.
Clair College is a good place to start – while if or once you feel that only
a few terms or notations here or there are foreign, you simply look them
up online, preferably not with Wikipedia.
2. Relating angles in parallel lines intersected by transversals. That
is, given the eight angles formed by two parallel lines intersected by a
transversal, you can note which pairs of angles are equal in measure and
which are supplementary. The Khan Academy 8th-Grade Geometry Con-
tent is very helpful if you need a quick refresher.

4 Triangles
4.1 Introduction to Triangles
Theorem 1 (Sum of Angles in a Triangle). The sum of the angle measures in a
triangle is always 180◦ . In other words, for any triangle △ABC, m̸ A + m̸ B +
m̸ C = 180◦ .
Theorem 2 (The Triangle Inequality). The sum of any two side lengths in a
triangle is always greater than or equal to the third side length. In other words,
for any triangle △ABC, AB + BC ≥ AC. Furthermore, AB + BC = AC if and
only if B is on AC.

Theorem 3. For a triangle △ABC, AB = AC (and thus △ABC is isosceles)

if and only if m̸ B = m̸ C. A corollary to this is that △ABC is equilateral –
that is, AB = AC = BC – if and only if m̸ A = m̸ B = m̸ C.

4.2 Congruence
Definition 4.1 (Congruent Figures). Congruent figures are geometric figures
that are the exact same size and shape. Please note that this is only an infor-

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mal definition of geometric congruence; a more formal and precise definition of
congruence goes beyond the scope of this handout.
Therefore, if we have triangles △ABC and △DEF such that AB = DE,
AC = DF , BC = EF , m̸ A = m̸ D, m̸ B = m̸ E, and m̸ C = m̸ F , by
definition, these two triangles are congruent. Furthermore, we can denote this
congruence with the symbol ”∼ =” as follows:

△ABC ∼
= △DEF. (1)

Notice that, and this is extremely important, the corresponding vertices

of the congruent triangles are written in the same relative position
in the triangle names. For example, A corresponds to D in the triangle
congruence (those two vertices ”match up” in the triangle congruence), so they
are written in the same relative position in the triangle names in (1), namely,
as the first letter in each of the names.
We will now give some ways to determine if two triangles are congruent.

Theorem 4 (SSS Congruence; Side-Side-Side Congruence). △ABC ∼ = △DEF

if and only if AB = DE, AC = DF , and BC = EF . This way to determine that
two triangles are congruent is so named because we need three pairs of equal-
length sides of the triangles in question (i.e., side-side-side correspondences).
Theorem 5 (SAS Congruence; Side-Angle-Side Congruence). △ABC ∼ = △DEF
if and only if AB = DE, m̸ B = m̸ E, and BC = EF . This way to determine
that two triangles are congruent is so named because we need two pairs of equal-
length sides of the triangles in question as well as the fact that the pair of angles
in between those sides has equal measure (i.e., side-angle-side correspondences;
note that the ”angle” is in between the ”sides”).
Theorem 6 (ASA Congruence; Angle-Side-Angle Congruence). △ABC ∼ =
△DEF if and only if m̸ A = m̸ D, AB = DE, and m̸ B = m̸ E. This
way to determine that two triangles are congruent is so named because we need
two pairs of equal-measure angles of the triangles in question as well as the fact
that the pair of sides in between those angles has equal measure (i.e., angle-
side-angle correspondences; note that the ”side” is in between the ”angles”).

Theorem 7 (AAS Congruence; Angle-Angle-Side Congruence). △ABC ∼ =

△DEF if and only if m̸ A = m̸ D, m̸ B = m̸ E, and BC = EF . This
way to determine that two triangles are congruent is so named because we need
two pairs of equal-measure angles of the triangles in question as well as the fact
that a pair of sides outside those angles has equal measure (i.e., angle-angle-side
correspondences; note that the ”side” is outside the ”angles”).

4.3 Similarity
Theorem 8 (Similar Figures). Similar figures are geometric figures that are
the same shape, but not necessarily the same size. That is, you can scale a figure

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(i.e., blow it up or shrink it down) to obtain a similar figure. Again, please note
that this is only an informal definition of geometric similarity; a more formal
and precise definition of similarity goes beyond the scope of this handout.
Similar to congruent triangles, we can use the symbol ”∼” to denote simi-
larity. For example,
△ABC ∼ △DEF (2)
shows that △ABC and △DEF are similar. Also, again similar to congru-
ent triangles, the corresponding vertices of the similar triangles are
written in the same relative position in the triangle names. Thus, as
consequences of △ABC and △DEF being the ”same shape”, (2) implies that
AB BC AC ̸ ̸ ̸ ̸ ̸ ̸
DE = EF = DF and m A = m D, m B = m E, and m C = m F . (Once
more we emphasize that our definition of similarity is not formal and rigorous, so
we cannot precisely prove that the given proportions between the side lengths of
similar triangles and the given equations between the triangles’ angle measures
hold true, but hopefully they are intuitively obvious as the similar triangles have
the ”same shape”.)
We will now state some ways to determine if two triangles are similar.
Theorem 9 (AA Similarity; Angle-Angle Similarity). △ABC ∼ △DEF if
and only if m̸ A = m̸ D and m̸ B = m̸ E. This way to determine that two
triangles are similar is so named because we need two pairs of equal-measure
angles of the triangles in question (i.e., angle-angle correspondences).
Theorem 10 (SAS Similarity; Side-Angle-Side Similarity). △ABC ∼ △DEF
AB AC
if and only if DE = DF and m̸ A = m̸ D. This way to determine that two
triangles are similar is so named because we need a proportion with two pairs of
side lengths of the triangles in question as well as the fact that the pair of angles
in between those sides has equal measure (i.e., side-angle-side correspondences;
note that the ”angle” is in between the ”sides”).
AB BC
Theorem 11 (SSS Similarity). △ABC ∼ △DEF if and only if DE = DF =
AC
DF . This way to determine that two triangles are similar is so named because
we need proportions with three pairs of side lengths of the triangles in question
(i.e., side-side-side correspondences).

4.4 Right Triangles

Theorem 12 (Pythagorean Theorem). In any right triangle, the square of
the length of its hypotenuse, the side opposite the right angle, is equal to the
sum of the squares of the lengths of its legs, the two sides adjacent to the
right angle. In other words, for any right triangle △ABC where m̸ C = 90◦ ,
AC 2 + BC 2 = AB 2 .
Theorem 13 (Converse of the Pythagorean Theorem). For any triangle △ABC,
if AC 2 + BC 2 = AB 2 , then △ABC is right with m̸ C = 90◦ .

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Theorem 14 (45-45-90 Triangles; Isosceles Right Triangles). For any triangle
△ABC, given s = AC,
m̸ A = m̸ C = 45◦ and m̸ B = 90◦ (3)
if and only if √
AC = BC = s and AB = s 2. (4)
These triangles are known as 45-45-90 triangles, named after the measures of
their angles, or isosceles right triangles, since they are right triangles which are
isosceles.
Theorem 15 (30-60-90 Triangles). For any triangle △ABC, given s = AC,
m̸ A = 60◦ , m̸ B = 30◦ , and m̸ C = 90◦ (5)
if and only if √
AC = s, BC = s 3, and AB = 2s. (6)

5 Circles
5.1 Introduction to Circles
Definition 5.1 (Circle Terminology). Let ⊙O be a circle. Then, a tangent line,
or tangent for short, to ⊙O is a line that only intersects ⊙O once; this point
of intersection is the point of tangency. Similarly, two tangent circles are two
circles that only intersect once; again, this point of intersection is the point of
tangency. A secant line, or secant for short, of ⊙O is a line that intersects ⊙O
twice. A chord of ⊙O is a line segment whose endpoints are on ⊙O. Thus, we
can view chords of ⊙O as the parts of secants of ⊙O which are inside ⊙O.
Theorem 16. A radius of a circle ⊙O is perpendicular to a chord of ⊙O if and
only if the radius bisects the chord (i.e., the radius cuts the chord in half; the
radius passes through the chord’s midpoint).

5.2 Angles in Circles and Tangency

Definition 5.2 (Measures of Circular Arcs). The measure of any minor arc
⌢
AB of a circle ⊙O is
⌢
m AB= m̸ AOB. (7)
Definition 5.3 (Inscribed Angles). An angle ̸ ABC is an inscribed angle of a
⌢
circle ⊙O if A, B, and C are on ⊙O. Then, we refer to the arc AC as the arc
that ̸ ABC subtends.
Theorem 17 (Inscribed Angle Theorem). An inscribed angle measures half
that of the arc it subtends. That is, for any inscribed angle ̸ ABC of any circle,
1 ⌢
m̸ ABC = m AC . (8)
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Theorem 18. For an arbitrary tangent line to any circle, the radius of that
circle to the point of tangency must be perpendicular to the tangent line. In
other words, for a circle ⊙O with a tangent line ℓ and corresponding point of
tangency P , OP ⊥ ℓ.
Theorem 19. For any two tangent circles, the line segment which connects
their centers passes through the point of tangency. That is, if ⊙A and ⊙B are
tangent at point P , AB contains P .

5.3 Lengths in Circles

Theorem 20 (Power of a Point Theorem). Consider a circle ⊙O, a point P ,
and a line ℓ passing through P . If ℓ intersects ⊙O twice at points A and B,
define the power of point P for ℓ as (P A)(P B). If ℓ is tangent to ⊙O at point
C, define power of point P for ℓ as (P C)2 . Then, for all ℓ that intersect ⊙O
at least once, the power of point P for those ℓ is constant. For example, if line
m passing through point P intersects circle ⊙O at points A and B while line n
also passing through P intersects ⊙O at points C and D, we must have

(P A)(P B) = (P C)(P D). (9)

6 Area
As a note, we will denote the area of a figure F as [F ]; in other sources, you
may see this area denoted as AF .

Theorem 21 (Area of a Triangle Formula, The Simplest One). Given a triangle

△ABC of base b and corresponding height h,
1
[△ABC] = bh. (10)
2
Theorem 22 (Area of a Triangle Formula, Heron’s Formula). Given a triangle
△ABC of side lengths a, b, and c, define s, the semiperimeter of the triangle,
as s = a+b+c
2 . Then,
p
[△ABC] = s(s − a)(s − b)(s − c). (11)

Theorem 23 (Area of a Trapezoid). Given a trapezoid ABCD with bases b1

and b2 and height h,
1
[ABCD] = (b1 + b2 )h. (12)
2
Theorem 24 (Area of a Parallelogram). Given a parallelogram ABCD with
base b and corresponding height h,

[ABCD] = bh. (13)

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Theorem 25 (Area of a Rectangle). Given a rectangle ABCD of length ℓ and
width w,
[ABCD] = ℓw. (14)
Theorem 26 (Area of an Orthogonal Quadrilateral). First, define ABCD to be
an orthogonal quadrilateral if AC ⊥ BD. (This is so named as ”perpendicular”
and ”orthogonal” are interchangeable; the ”perpendicular” diagonals can also
be described as ”orthogonal” diagonals.) Then,
1
[ABCD] = (AC)(BD). (15)
2
Theorem 27 (Area of a Circle). Given a circle ⊙O of radius r,

⊙ O = πr2 . (16)

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