Topic 1: Geometry

Dr J Frost (jfrost@tiffin.kingston.sch.uk)
www.drfrostmaths.com
All Maths Challenge and Olympiad problems are ©
UK Mathematics Trust (www.ukmt.org.uk)

Last modified: 27th January 2017

Topic 1: Geometry
Part 1 – General Pointers
a. Adding helpful sides
b. Using variables for unknowns/Using known information

Part 2a – Angles
a. Fundamentals
b. Exterior/Interior Angles of a Polygon

Part 2b – Circle Theorems

a. Key Theorems
b. Using them backwards!
c. Intersecting Chord Theorem
Topic 1: Geometry
Part 3 – Lengths and Area
a. The “√2 trick”.
b. Forming equations
c. 3D Pythagoras and the “√3 trick”.
d. Similar Triangles
e. Area of sectors/segments
f. Inscription problems

Part 4 – Proofs

a. Generic Tips
b. Worked Examples
c. Proofs involving Area
ζ
Topic 1 – Geometry

Part 1: General Pointers

General tips and tricks that will help solve more difficult geometry
problems.
#1 Adding Lines
By adding extra lines to your diagram, you can often form shapes whose
properties we can exploit, or find useful angles.

Simple example: What’s

the area of this triangle?

5 12?
4 Adding the extra line in this case
allows us to form a right-angled
triangle, and thus we can exploit
Pythagoras Theorem.

6
#1 Adding Lines
By adding extra lines to your diagram, you can often form shapes whose
properties we can exploit, or find useful angles.

2 If you were working out the

length of the dotted line, what
line might you add and what
lengths would you identify?

We might add the red lines so that

we can use Pythagoras to work out

4 the length of the blue.

This would require ? us to work out
the length of the orange one (we’ll
see a quick trick for that later!).
#1 Adding Lines
By adding extra lines to your diagram, you can often form shapes whose
properties we can exploit, or find useful angles.

Suppose we were trying to

r find the radius of the
smaller circle r in terms of
r
R the radius of the larger
circle R. Adding what
r lines/lengths might help us
solve the problem?

By adding the radii of the smaller

R circle, the vertical/horizontal lines
allow us to find the distance
between the centres? of the circle,
by using the diagonal. We can form
an equation comparing R with an
expression just involving r.
#1 Adding Lines
By adding extra lines to your diagram, you can often form shapes whose
properties we can exploit, or find useful angles.

If the radius of top large circles

is 105, and the radius of the
bottom circle 14. What lines
might we add to find the radius
105 105 of the small internal circle?
105 105
r
105 r 105 Adding radii to points of
14
contact allow us to form some
14 triangles. And if we add the red
14 vertical line, then?we have
right-angled triangles for which
we can use Pythagoras!

Source: UKMT
#1 Adding Lines
 If the indicated chord has
length , and we’re trying to
 
𝑝 work out the area of the
shaded area in terms of , what
lines should we add to the
𝑟  1 diagram?
𝑟2
 

 
Again, add the radii of each
circle, allowing us to form a
right-angled triangle (since the
chord is a tangent to the
?
smaller circle). Then:

Source: [SMC 1999 Q18]

#1 Adding Lines

Question: What is angle x + y?


A: 270 B: 
300 C:
330

D: 
360  needed
E: More info
x°

y° Adding the
appropriate extra
line makes the
problem trivial.

y°

Source: [SMC 2006 Q3]

#1 Adding Lines

But don’t overdo it…

Only add lines to your diagram that are likely to help.
Otherwise you risk:
• Making your diagram messy/unreadable, and hence
make it hard to progress.
• Overcomplicating the problem.
#2 Introducing Variables
It’s often best to introduce variables for unknown angles/sides, particularly
when we can form expressions using these for other lengths.

𝒙
  Question: A square sheet of paper ABCD is folded
along FG, as shown, so that the corner B is folded
𝟐  𝒙 𝒚
onto the midpoint M of CD. Prove that the sides of
−𝒚
  triangle GCM have lengths of ratio 3 : 4 : 5.

Starting point: How might I label the sides?

Ensure you use information in the question! The

paper is folded over, so given the square is of side
2x, and we’ve folded over?at G, then clearly length
GM = 2x – y.
Then you’d just use Pythagoras!

Source: [Cayley 2010 Q5]

ζ
Topic 1 – Geometry

Part 2a: Angle Fundamentals

Problems that involve determining or using angles.
#1: Fundamentals
Make sure you can rapidly apply your laws of angles. Fill in everything you
know, introduce variables if necessary, and exploit equal length sides.
Give an expression for each missing angle.

180°-x
x ?2

x
?
180°-2x

x YOU SHOULD
ACTIVELY SEEK OUT
?
x+y
y OPPORTUNITIES
TO USE THIS!!
The exterior angle of a triangle (with its extended line) is the
sum of the other two interior angles.
#1: Fundamentals
Make sure you can rapidly apply your laws of angles. Fill in everything you
know, introduce variables if necessary, and exploit equal length sides.

What is the expression for

a the missing side?

b Angles of quadrilateral add up to 360°.

270 –?a - b
#2: Interior/Exterior Angles of Regular Polygons
It’s useful to be able to quickly calculate the interior and exterior angles of a regular polygon.

To work out this angle, consider that

someone following this path has to
turn by this angle to be in the right
direction for the next edge. Once they
get back to their starting point, they
would have turned 360° in total.

The interior angle of the polygon can

Sides = 10 ?
144°
then be worked out using angles on
a straight line.
36°
?
#2: Interior/Exterior Angles of Regular Polygons
It’s useful to be able to quickly calculate the interior and exterior angles of a regular polygon.

?
Exterior angle = 60°
Interior angle = 120°
?

?
Exterior angle = 72°

?
Interior angle = 108°
#2: Interior/Exterior Angles of Regular Polygons
It’s useful to be able to quickly calculate the interior and exterior angles of a regular polygon.

 [IMC 1998 Q19] is a regular pentagon. is a straight line. .

What is the ratio ?

A B
F
x y z

C
E


A: 1:2:3 
B: 2:2:3 
C: 2:3:4


D: 3:4:5 
E: 3:4:6
#2: Interior/Exterior Angles of Regular Polygons
It’s useful to be able to quickly calculate the interior and exterior angles of a regular polygon.

 [IMC 1998 Q19] is a regular pentagon. is a straight line. .

What is the ratio ?

A B
F
x y z

C
E

 . So .
(because it’s a regular pentagon) and we’re told , so . It’s therefore an isosceles
triangle, so angle . Angles of a triangle add up to 180°, so .
The ratio is therefore , which when simplified is .
#2: Interior/Exterior Angles of Regular Polygons
It’s useful to be able to quickly calculate the interior and exterior angles of a regular polygon.

[SMC 1999 Q7] The size of each exterior angle of a

regular polygon is one quarter of the size of an interior
angle. How many sides does the polygon have?

A: 6  B: 8  C: 9 

D: 10 E: 12

  the ratio of the exterior to interior angle is , then the

If
exterior angle must be (since interior and exterior angle add
up to 180).
Thus there’s sides.
ζ
Topic 1 – Geometry

Part 2b: Circle Theorems

You should know most of these already. Although there’s a couple
you may not have used (e.g. intersecting chord theorem).
1 2 Alternative Segment
Theorem:
x The angle subtended by
a chord is the same as
the angle between the
diameter
chord and its tangent.

3 5
x
4
x x
x 180-x
x

2x

Angles in same
segment Angles of a cyclic
quadrilateral
Thinking backwards
For many of the circle theorems, the CONVERSE is true…

If a circle was circumscribed

around the triangle, side AB
would be the diameter of the
A B circle.

x
If the opposite angles of a
180-x quadrilateral add up to 180,
x
then the quadrilateral is a
cyclic quadrilateral.

Using the theorems this way round will be

particularly useful in Olympiad problems.
Thinking backwards
For many of the circle theorems, the CONVERSE is true…

4 We know that the angle at the centre is

twice the angle at the circumference.

Is the converse true, i.e. that if angle at

x some point inside the circle is twice that at
the circumference, then it must be at the
centre?

  If we formed lines to any point on this

No.
2x 2x blue circle (that goes through the centre of
the outer circle), then by the ‘angles in the
same segment’ theorem, the angle must
still be .
So our point isn’t necessarily at the centre.
Circle Theorems
 [SMC]: The smaller circle has radius 10 units; is a diameter. The
larger circle has centre , radius 12 units and cuts the smaller
circle at . What is the length of the chord ?
C

12 If we draw the
B diameter of the
A circle, we have a 90°
20
angle at C by our
Circle Theorems.
Then use Pythagoras.

A: 8  B: 10 C: 12


D: 10√2 E: 16
Circle Theorems
 [SMC]: In the figure, and are tangents to the circle. Given that , and , what is
the value of ?

Q By Alternative Segment
P b° Theorem

By ‘Exterior Angle of
50
x° Triangle’

By Alternative Segment
Theorem
a°
N o t to By ‘Exterior Angle of
s c a le 40+x Triangle’
50
c° x Angles of this triangle add up to
180, so: 2x + 110 = 180
R S Therefore x = 35

A: 20 B: 25 C: 30

D: 35 E: 40
Intersecting Chord Theorem

 
𝑎  
𝑥
𝑎𝑏=𝑥𝑦
 

 
𝑦  
𝑏
Intersecting Secant Lengths Theorem
A secant is a line which passes through a circle.

𝐵
 

𝐴
 

𝑃
 

𝐶 
𝐷
 

 
𝑃𝐴 ⋅ 𝑃𝐵=𝑃𝐶 ⋅ 𝑃𝐷
You may also wish to check out the Intersecting Secant Angles Theorem
Ptolemy’s Theorem

A
B
 

You’ll be able to practice this

in Geometry Worksheet 3.
D C

i.e. The product of the diagonals of a cyclic quadrilateral is the sum of

the products of the pairs of opposite sides.
Angle Bisector Theorem
One final theorem not to do with circles…

𝐵
  ratio of these…

 If the line bisects and , then

𝐷
 
  𝐵𝐷 𝐴𝐵
=
𝐷𝐶 𝐴𝐶
 𝜃
 𝜃
𝐶 
𝐴
 

…is the same as the

ratio of these.
Forming circles around regular polygons
By circumscribing a regular polygon, we can exploit circle theorems.
[IMC 2003 Q22] The diagram shows a regular dodecagon (a polygon with twelve equal
sides and equal angles). What is the size of the marked angle?

This angle is much easier to

work out. It’s 5 12ths of the way
around a full rotation, so 150°.

By our circle theorems, x is

therefore half of this.

?
Angle = 75°
ζ
Topic 1 – Geometry

Part 3: Lengths and Areas

The “√2 trick”
For an isosceles right-angled triangle (i.e. with angles 90, 45, 45), you can
very quickly get the non-diagonal length from the diagonal, or vice versa.

Question: What factor bigger is the diagonal relative to

the other sides?

 
Therefore:
45° If we have the non-diagonal

𝑥
  √ 2? 𝑥
  length: multiply by .
If we have the diagonal
length: divide by .

45°
 𝑥
The “√2 trick”
For an isosceles right-angled triangle (i.e. with angles 90, 45, 45), you can
very quickly get the non-diagonal length from the diagonal, or vice versa.

Find the length of the middle side without

computation:

45°

? 5
3

45°
  5
3
√?2
The “√2 trick”

The radius of the circle is 1. What is the side length of the square inscribed inside it?

  1
√2
or 1
1
√2
 

√2
 
?
3D Pythagoras
 [SMC 1999 Q19] is a vertex of a cuboid and and are three
points on the edges as shown. , and . What is the area, in cm2,
of triangle ?

Q
P R


A: √15/4 
B: 5/2 C: √6


D: 2√2 
E: √10
3D Pythagoras
 [SMC 1999 Q19] is a vertex of a cuboid and and are three
points on the edges as shown. , and . What is the area, in cm2,
of triangle ?

2√2
Q 2
P 2 R
√5 1 √5
S

  the height of this triangle by

So
 
√𝟓 √𝟓
 
Pythagoras is .
So that area is

√ 𝟐  √ 𝟐
 
3D Pythagoras

Question: What’s the longest diagonal of a cube with unit length?

1
√𝟑
 

1 √𝟐
 

 Byusing Pythagoras twice, we get .

The trick: to get the longest diagonal of a
? length by . If
cube, multiply the side
getting the side length, divide by .
3D Pythagoras
[SMC] A cube is inscribed within a sphere of
diameter 1m. What is the surface area of the cube?

 
Longest diagonal of the cube is the
diameter of the sphere (1m).
So side length of cube is m.
Surface area = m2

2
A: 2m 2
B: 3m 2
C: 4m

2
D: 5m 2
E: 6m
Forming Equations
To find unknowns, form equations by using Pythagoras Theorem and
equating length expressions where the lengths are the same.

 Returningto this previous problem,

what is in terms of ?

 
𝒓   Equating lengths:
 
𝒓  𝑹
 
𝒓 ?

R
Forming Equations
To find unknowns, form equations by using Pythagoras Theorem and
equating length expressions where the lengths are the same.

[Maclaurin 2006 Q3]

This is a less obvious line to add, Two circles are drawn
but allows us to use Pythagoras in a rectangle of 6 by
to form an equation. 4, such that the larger
circle touches three
sides of the rectangle,
whereas the smaller
2 one only touches 2.
𝒓
4

  Determine the radius

of the smaller circle.
2  
𝟒−𝒓  
𝒓
 
6
This gives us two solutions: reject the one that would
make the smaller circle larger than the big one.
 Forming Equations
To find unknowns, form equations by using Pythagoras Theorem and
equating length expressions where the lengths are the same.

As always, draw lines between the centres of touching  [Maclaurin 2011 Q5]
circles.
If and are the radii of
the larger circles, and
the radius of the
smaller one, prove
 𝑥+ 𝑦 that:
𝑎  + 𝑎  + 𝑎  −𝑏
𝑎
  −𝑐 𝑏
𝑐 𝑐
 𝑏 + 𝑏
  −𝑐
  𝑥   𝑦

As
  always, try to find right-angled triangles. Drawing a rectangle round our
triangle will create 3 of them.
Fill in the lengths. We don’t know the bases of the two bottom triangles, so just
call them and . This would mean the width of the top triangle is .
Forming Equations
 [Maclaurin 2011 Q5]
If and are the radii of
the larger circles, and
 𝑥+ 𝑦 the radius of the
𝑎
  −𝑏 smaller one, prove
𝑎  + 𝑎  +
𝑏
𝑎  − 𝑐 𝑐 that:
+ 𝑐
 𝑏 𝑏
  −𝑐
  𝑥   𝑦

 
Similarly:
From from the top triangle:

Substituting: Dividing by :
Notice that the LHS is a perfect square!
Inscription Problems
Question: A circle is inscribed inside a regular hexagon, which is in
turn inscribed in another circle.
What fraction of the outer circle is taken up by the inner circle?

 √ 3
2 30
  °
 1   3
¿ ?
4

You
  might as well make the radius of the outer circle 1.
Using the triangle and simple trigonometry, the radius
of the smaller circle is therefore .
The proportion taken up by the smaller circle is
therefore .
Similar Triangles
When triangles are similar, we can form an equation.
Key Theory: If two triangles are  𝑎 𝑐
similar, then their ratio of width  𝑏  𝑑 =
to height is the same.  𝑎
 𝑐 𝑏 𝑑

3  ?− 𝑥 5 [IMC 1998 Q25] A square is inscribed inside a

3 3-4-5 triangle. Determine the fraction of the
 𝑥 triangle occupied by the square.

 𝑥 4  −
  𝟐𝟒
?𝑥 ¿ ?
4 𝟒𝟗
Similar Triangles
 
𝐷 A particular common
occurrence is to have one

𝜃
  triangle embedded in
another, where the indicated
angles are the same.

 
𝛽
𝜃
 

 
𝐴  
𝐵 𝐶
 

 
Why are triangles and similar?
 
They share a second common angle at .
We’ll see an example of this later on in this module.
Segment of a circle
Some area related problems require us to calculate a segment.

This line is
known as a
chord.

The area bound

between a chord and
the circumference is
A ‘slice’ of a known as a segment.
(it resembles the shape of an
circle is orange segment!)
known as a
sector.
Segment of a circle
Some area related problems require us to calculate a segment.

# A Remember that we can find

the area of a segment by
starting with the sector and
cutting out the triangle.
r
But this technique of cutting
θ B out a straight edged
O r polygon from a sector can
be used to find areas of
more complex shapes also,
as we’ll see.
Segment of a circle
Some area related problems require us to calculate a segment.

The radius of the circle is 1.

The arc is formed by a circle
whose centre is the point A.
What is the area shaded?

What might be going through

A your head at this stage...
“Perhaps I should find the
radius of this other circle?”

?
Radius of circle centred at A: √2
Segment of a circle
Some area related problems require us to calculate a segment.

B
Let’s put in our information first...

What’s the area of this sector?

1
√2 Area of sector = π/2
?

A
O 1 Now we need to remove this
triangle from it to get the
segment.

Area of triangle = 1?

C
Segment of a circle
Some area related problems require us to calculate a segment.

B
So area of segment = (π/2) - 1

1 Therefore (by cutting the

√2 segment area from a semicircle):

A Area of shaded area

O 1 π π
= - ( –? 1) = 1
2 2

C
Segment of a circle
Some area related problems require us to calculate a segment.

Question: Here are 4

overlapping quarter circles of
unit radius. What’s the area of
the shaded region?
Segment of a circle
Start with sector.

Cut out
these two
triangles.

Which
leaves this
region.
Area of a Triangle
  1
1 Using base and height: 𝑏h ?
2
2 Using two sides and   1
angle between them: 𝑎𝑏 sin 𝐶?
2
3 Using three sides:
√ 𝑠 ( 𝑠 − 𝑎 ) ( 𝑠 −𝑏 )( 𝑠 − 𝑐 )
 

? perimeter.
 where , i.e. half the

 
𝑎
𝑐
 

h
  This is known as
Heron’s Formula
𝐶
 

 
𝑏
Area of a Triangle

 The circle has unit radius.

What is the area of the
shaded region? (in terms
𝜃
  of )

𝜃
   

4𝜃
 

𝜃
 
?

𝜃
 

 (Note that in general, )

ζ
Topic 1 – Geometry

Part 4: Proofs
Some Quick Definitions
“Inscribe”
For a shape to put inside another so that at
least some of the points on the inner shape
are on the perimeter of the outer shape.

“Circumscribe”
To surround a shape with a circle, such that
the vertices of the shape are on the
circumference of the circle.

It is possible to circumscribe any triangle and

any regular polygon.

“Collinear”
Points are collinear if a single straight line can
be drawn through all of them.
Centres of Triangles

Incentre Circumcentre
 𝑎
 𝑎

Intersection of angle bisectors. Intersection of perpendicular bisectors

Note that the incentre is the centre of the inscribed Similarly, this is the centre of a circumscribing circle.
circle (hence the name!)

Centroid Orthocentre

Intersection of medians
Intersection of altitudes
(i.e. a line from a vertex to the opposite
The circumcentre, centroid and orthocentre are side such that the altitude and this side
collinear! The line that passes through these are perpendicular)

three centres is known as an Euler Line.

Golden Rules of Geometric Proofs
 
Often we need to prove that some line bisects others, or that lengths/angles are the
same. Here’s a few golden rules of proofs:

1. Think about the significance of each piece of information given to you:

a. We have a tangent?
We’ll likely be able to use the Alternate Segment Theorem (which you should
expect to use a lot!). If there’s a chord attached, use it immediately. If there’s
isn’t a chord, consider adding an appropriate one so we can use the theorem!
Also, the presence of the radius (or adding the radius) gives us a angle.
b. Two circles touch?
We have a tangent. The centres of the circles and the point of contact are
collinear, and we can use the tips in (a).
c. We’re given the diameter?
The angle subtended by any point on the circumference is .
2. Use variables to represent appropriate unknown angles/lengths.
3. Look out for similar triangles whenever you notice angles that are the
same. This allows us to compare lengths.
4. As usual, look out for lengths which are the same (e.g. radii of a circle).
5. Justify your assumptions. It’s incredibly easy to lose easy marks in the
BMO due to lack of appropriate justification.
Example
 Two circles are internally tangent at a point . A chord of the outer circle touches
the inner circle at a point . Prove that bisects .
[Source: UKMT Mentoring]

𝐵
 

𝑃
   I’ve added the
angle , so that
Construct your diagram! our proof boils
 
𝐴 down to
showing that .

?
 𝑎

𝑇
 
Our usual good starting point is to label an unknown angle to help us work out
other angles. But which would be best?
 We have a tangent to not one but two circles! We clearly want to use the
Alternate Segment Theorem. So let’s say?label

 
𝐵
𝑃
 

 
𝐴

 𝑎
 𝑏

𝑋
  𝑇
 
What angle can we fill in next. Is there perhaps a line I can add to my diagram to
use the Alternate Segment Theorem a second time?
 By the Alternate Segment Theorem, .
But notice that the line is a chord attached
? to a tangent. If we added an
appropriate line, we can use the theorem again: .

𝐵
 

𝑃
 
 𝒃

 
𝐴  𝒂+𝒃 𝑈
 

 𝑎
 𝑏

 
𝑋 𝑇
 
 We can just use very basic angle rules (angles on a straight line, internal angles of
a triangle) to find that . Now what’s the final step?
 That line added is convenient a chord attached to a tangent. So we can apply the
Alternate Segment Theorem a third time.?.
And we’re done, because we’ve shown !

𝐵
 

𝑃
 
 𝒂  𝒃

 
𝐴  𝒂+𝒃 𝑈
 

 𝒂
 𝑎
 𝑏

𝑋
  𝑇
 
One more…
 Two intersecting circles and have a common tangent which touches at and at .
The two circles intersect at and , where is closer to than M is. Prove that the
triangles and have equal areas. [Source: UKMT Mentoring]

 
𝑃
𝑄
 

𝑁 diagram!
Construct your
 

? (It’s important
to make your
circles different
𝑀
  sizes to keep
things general)
We have a tangent, so what would be a sensible first step?
We also have some chords, so we should use the Alternate Segment Theorem!
?

𝑃
 

 𝑎
 𝑏
𝑄
 

𝑁
 

 𝑎  𝑏

𝑀
 
 We have to show the two triangles have equal area. They have the same base (i.e.
) so we need to show they have the same perpendicular height. What could we
do?
  common strategy is to extend a line onto another. If we can show , then we’ve
A
? from and to the line is the same.
indirectly shown that the perpendicular distances
Click to show this on diagram
 
𝑃  
𝑋
 𝑎
 𝑏
𝑄
 

𝑁
 

 𝑎  𝑏  We can see from the

rectangle that if we
can show is the
midpoint of , then
the perpendicular
heights of the
𝑀
  triangle are both half
the width of the
rectangle, i.e. equal.
 So how could we prove that ?

 
Look out for similar triangles! Notice that triangles and both share the angle and the
angle . So they’re similar. Thus . So . Similarly,
? . So , and thus . And we’re done!

 
𝑃  
𝑋
 𝑎
 𝑏
𝑄
 

𝑁
 

 𝑎  𝑏

𝑀
 
Final Example
 Two circles and touch at . They have a common tangent which meets at and
and . The points and are different. Let be a diameter of . Prove that , and lie on
a straight line.
[Source: BMO Round 1 - 2013]
 
𝐴
𝐵
 

Construct your diagram!

𝑋
 
?
 𝑎

 
 “Prove that , and lie on a straight line (i.e. are collinear).”
How could we do this?
We just need to show that
?
 
𝐴
 
𝐵

 
𝑋
 𝑎

𝑃
 
 Now it’s a case of gradually filling in angles!
(But put in mind that we can’t assume is straight, because that’s the very thing
we’re trying to prove)  2: is diameter so
 1: is isosceles.
 
𝐴   Either Alternate
3:

 𝑎
𝑌
  Segment Theorem,
3?
1  80−
5? 2 𝑎   6?
2𝑎 𝐵
  or given that

4? 90
 𝑎 −𝑎
  7?   is isosceles since
4:
 90
2?−𝑎 triangle formed by
𝑂
 
two tangents.
1? 𝑎
 
𝑋 𝑄
 

  is isosceles (by
7:
same reasoning)
 𝑎

 How do we know when we’re done?

𝑃
 
?
Other types of Geometric Proof
“A triangle has lengths of at most 2, 3 and 4 respectively. Determine, with
proof, the maximum possible area of the triangle.”
[Source: BMO Round 1 – 2003]

What might be going through your head:

“Well the question wants us to maximise area, so maybe I should
think about the formula for the area of a triangle?”

Formulae for area of a triangle:

  𝐴 =𝑏𝑎𝑠𝑒 × h𝑒𝑖𝑔h𝑡   𝐴 = 1 𝑎𝑏 sin 𝐶

2
Other types of Geometric Proof
“A triangle has lengths of at most 2, 3 and 4 respectively. Determine, with
proof, the maximum possible area of the triangle.”
[Source: BMO Round 1 – 2003]

Method 1 Method 2
  𝐴 =𝑏𝑎𝑠𝑒 × h𝑒𝑖𝑔h𝑡   𝐴 = 1 𝑎𝑏 sin 𝐶
2
Increasing
  or will clearly
increase , so for 2 of the
sides, we can set them to  will be maximum
the maximum length. when .

Consider
  two sides of the triangle. The height
? (and hence the
of triangle will be maximised
area) when they’re apart. And we know the
making either of these two lengths larger will
increase the area of the triangle. We then just
have to consider right-angled triangles with
sides (2, 3) or (2, 4) or (3, 4) and see if the
third side is valid (we’ll do this in a second).
The
  just like before, we have to consider each
possible pair of sides which are fixed.
?
• If we have and as the base and height,
then by Pythagoras, the hypotenuse is ,
which is less than 4, so is fine!
• If we have and , the hypotenuse is which
is greater than 4, so our triangle is invalid.
The same obviously happens if we use and
4.
• Thus the maximum possible area is 3.