The Book of Math Formulas

The Book of Mathematical Formulas & Strategies
OmegaLearn.org
Version 1.6.2
April 14, 2021
Contents
Preface 6
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Information about math competitions . . . . . . . . . . . . . . . . . . . . . . . . . 6
Free AMC 8 Fundamentals Course . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Free AMC 8 Advanced/MATHCOUNTS Course . . . . . . . . . . . . . . . . . . . 7
Free AMC 10/12 Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2021 AMC 10/12 Video Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1 Algebra 9
1.1 Mean, Median, Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.2 Arithmetic Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.3 Geometric Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.4 Special Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.5 Telescoping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.6 Speed, Distance, and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.7 Work, Rate, and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.8 System of Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.9 Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.9.1 Polynomial Manipulations . . . . . . . . . . . . . . . . . . . . . . . . 23
1.10 Algebraic Manipulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
1.10.1 Quadratic Factorizations . . . . . . . . . . . . . . . . . . . . . . . . . 26
1.10.2 Simon’s Favorite Factoring Trick . . . . . . . . . . . . . . . . . . . . 27
1.10.3 Cubic Factorizations . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
1.10.4 Higher Power Factorizations . . . . . . . . . . . . . . . . . . . . . . . 28
1.10.5 Sophie Germain’s Identity . . . . . . . . . . . . . . . . . . . . . . . . 29
1
OmegaLearn.org Contents
1.11 Floor and Ceiling Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

1.12 Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2 Number Theory 35
2.1 Primes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
2.2 Integer Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.3 Palindromes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.4 GCD/LCM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.5 Modular Arithmetic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2.6 Diophantine Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
2.7 Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.8 P-adic Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3 Counting and Probability 48

3.1 Basic Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.1.1 Factorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.1.2 Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.1.3 Permutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
3.1.4 Subsets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.2 Combinatoric Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.2.1 Complementary Counting . . . . . . . . . . . . . . . . . . . . . . . . 50
3.2.2 Overcounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.2.3 Casework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.3 Advanced Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
3.3.1 Word Rearrangements and Counting . . . . . . . . . . . . . . . . . . 51
3.3.2 Stars and Bars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
3.3.3 Binomial Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
3.3.4 Combinatorial Identities . . . . . . . . . . . . . . . . . . . . . . . . . 54
3.3.5 Pigeonhole Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
3.4 Probability and Expected Value . . . . . . . . . . . . . . . . . . . . . . . . . 56
3.4.1 Geometric Probability . . . . . . . . . . . . . . . . . . . . . . . . . . 58
3.4.2 Principle of Inclusion Exclusion (PIE) . . . . . . . . . . . . . . . . . 58
3.4.3 Bijections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
2
4 Geometry 62
4.1 Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
4.1.1 Area of a Triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
4.1.2 Special Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4.1.2.1 Equilateral Triangle . . . . . . . . . . . . . . . . . . . . . . 67
4.1.2.2 45-45-90 Triangle . . . . . . . . . . . . . . . . . . . . . . . . 68
4.1.2.3 30-60-90 Triangle . . . . . . . . . . . . . . . . . . . . . . . . 68
4.1.2.4 13-14-15 Triangle . . . . . . . . . . . . . . . . . . . . . . . . 69
4.1.3 Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . 70
4.1.4 Similar Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
4.1.5 Angle Bisector Theorem . . . . . . . . . . . . . . . . . . . . . . . . . 74
4.1.6 Viviani’s Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
4.1.7 van Schooten’s theorem . . . . . . . . . . . . . . . . . . . . . . . . . 75
4.2 Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
4.2.1 Square . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
4.2.2 Rectangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
4.2.3 Rhombus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
4.2.4 Parallelogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
4.2.5 Trapezoid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
4.3 Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.3.1 Circle Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.4 Power of a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
4.5 Area of Complex Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
4.6 Length of complex shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
4.7 Angle Chasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
4.8 Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
4.8.1 Angles of a Polygon . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
4.8.1.1 Hexagon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
4.8.1.2 Octagon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
4.9 Cyclic Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
4.10 3D Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
4.10.1 Cube . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
3
4.10.2 Rectangular Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

4.10.3 Cylinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
4.10.4 Cone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
4.10.5 Sphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
4.10.6 Tetrahedron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
4.10.7 Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
4.10.8 Polyhedron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
4.11 Advanced Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
4.12 Coordinate Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
4.12.1 Line in Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . . . . 111
4.12.2 Circle in Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . . . 112
5 Trigonometry 114
5.1 Trigonometric Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
5.2 More Trigonometric Identities . . . . . . . . . . . . . . . . . . . . . . . . . . 115
5.3 Important Trigonometric Values . . . . . . . . . . . . . . . . . . . . . . . . . 116
5.4 Unit Circle Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
5.5 Area of a Triangle using trigonometry . . . . . . . . . . . . . . . . . . . . . . 117
5.6 Law of Sines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
5.7 Law of Cosines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
5.8 Pythagorean Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
5.9 Double Angle Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
5.10 Addition and Subtraction Identities . . . . . . . . . . . . . . . . . . . . . . . 120
5.11 Half Angle Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
5.12 Sum to Product Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
5.13 Product to Sum Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
5.14 Periods and Graphs of Trigonometric Functions . . . . . . . . . . . . . . . . 122
6 Logarithms 123
6.2 Logarithmic Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
4
7 Complex Numbers 126

7.2 Conjugates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
7.3 Complex Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
7.4 Complex Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
7.5 Polar Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
7.6 Roots of Unity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
7.7 Complex Numbers for Trigonometry . . . . . . . . . . . . . . . . . . . . . . 131
8 Additional Techniques and Strategies 132

8.1 Meta-solving Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
8.2 Silly Mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
8.3 Other Strategies To Maximize Your Score . . . . . . . . . . . . . . . . . . . 140
Acknowledgements 143
5
Preface
Motivation
This book was created to share our passion for math with the entire math community. If you
have any feedback, find any errors, or think of any important formula that should be added
here, please email us at omegalearn.info@gmail.com.
We appreciate your support and will keep working hard to improve the book. We will
also raffle out some prizes including Brilliant Premium Subscriptions to anyone who fills out
this Raffle Form.
We will update the book regularly and add new formulas and strategies. Please check
OmegaLearn.org to get the Latest Version of This Book. The website also provides a com-
prehensive list of resources for various subjects like Math, Science, Programming, Physics,
Chemistry, Biology, and should be useful for students in all grade levels.
Most of the formulas and strategies covered in this book were discussed in our free on-
line classes. All the class videos are available on our YouTube channel. These classes should
provide a good foundation for anyone preparing for math competitions.
Information about math competitions

These videos provide some useful strategies for anyone just starting with math competitions
or working towards specific competitions like the AMC 10/12.
1. All you need to know about Math Competitions from Elementary to High School
2. How to prepare for AMC 10/12 and qualify for AIME and USA(J)MO
6
OmegaLearn.org Preface
Free AMC 8 Fundamentals Course

AMC 8 Fundamentals Course Details
This course covered the most important topics for the AMC 8 math competition. Here
is the list of topics that were covered:
1. Permutations & Combinations

2. Casework, Complementary Counting, Overcounting
3. Probability and Geometric Counting
4. Primes, Factorizations, Number of Factors, Divisibility
5. Modular Arithmetic, Digit Cycles, Algebraic Number Theory
6. Ratios/Proportions/Percents, System of Equations, Speed Time Distance
7. Mean/Median/Mode, Telescoping
8. Pythagorean Theorem/Triples, Area of Complex Shapes
9. Area of Complex Shapes, Extending Lines, Breaking Up Areas
10. Length of Complex Shapes, Angle Chasing
Free AMC 8 Advanced/MATHCOUNTS Course

AMC 8 Advanced/MATHCOUNTS Course Details
This course covered some advanced topics for the AMC 8 and MATHCOUNTS compe-
titions. Here is the list of topics that were covered:
1. Casework, Complementary Counting, Probability, Stars & Bars, Recursion

2. Arithmetic Sequence, Geometric Sequence, System of Equations
3. Number Theory, Money Problems, GCD/LCM, Triangular Numbers
4. Angle Chasing, Similar Triangles, 3D Geometry
5. Omega Learn Math Competition
6. Omega Learn Math Competition Problem Review
7. All you need to know to ACE the AMC 8
7
OmegaLearn.org Preface
Free AMC 10/12 Course

AMC 10/12 Course Details
This course covered the most important topics for the AMC 10/12 math competitions.
Here is the list of topics that were covered:
1. Quadratics, Polynomials, Vieta’s Formulas, Roots

Homework Solutions
2. Algebraic Manipulations, Factorizations, SFFT, Sophie Germain’s Identity

Homework solutions
3. Permutations, Combinations, Casework, Complementary Counting

Homework Solutions
4. Probability, Expected Value, Geometric Probability, States

Homework Solutions
5. Number Theory: Factors, Multiples, and Bases

Homework Solutions
6. GCD/LCM, Modular Arithmetic, Diophantine Equations

Homework Solutions
7. Triangles, Polygons, Basic Trigonometry

Homework Solutions
8. Circular Geometry, Power of a Point, Cyclic Quadrilaterals
9. Logarithms
10. Meta-solving Techniques - how to find answers without solving the problem
2021 AMC 10/12 Video Solutions

1. 2021 AMC 10A Solutions
2. 2021 AMC 12A Solutions
3. 2021 AMC 10B Solutions
4. 2021 AMC 12B Solutions
8
Chapter 1
Algebra
1.1 Mean, Median, Mode

Video Link(s)
Mean, Median, Mode
Definition 1.1.1 (Mean/Average).
sum of all terms

Mean = average of all terms =
number of terms
Definition 1.1.2 (Mode).
Mode = Most common term(s)
Remark 1.1.3
There could be multiple modes. If the problem says “unique mode”, it means that there
is only one mode.
Definition 1.1.4 (Median). After arranging the numbers in increasing or decreasing order:
If number of terms is odd,
Median = middle number
If number of terms is even,
Median = average of middle two numbers

9
OmegaLearn.org Chapter 1. Algebra
Definition 1.1.5.
Harmonic Mean of Numbers a1 , a2 , a3 , . . . , an
1 n
= = 1
+ 1
+ ··· + 1
1
a1
+ a1 +···+ a1
2 n a1 a2 an
n
This means the harmonic mean is

n
sum of reciprocals of all ak
1.2 Arithmetic Sequences

Video Link(s)
Arithmetic Sequence
Definition 1.2.1 (Arithmetic Sequence). An arithmetic sequence is a sequence of numbers

with the same difference between consecutive terms.
1, 4, 7, 10, 13, . . . , 40
is an arithmetic sequence because there is always a difference of 3 between consecutive terms.
Remark 1.2.2
Note that an arithmetic sequence can also have a negative common difference. For
example, in the arithmetic sequence
40, 37, 34, . . . , 4, 1
the common difference is −3.
Definition 1.2.3 (Arithmetic Sequence Notation). In general, the terms of an arithmetic

sequence can be represented as:
a1 , a2 , a3 , a4 , . . . , an
where
• d is the common difference between consecutive terms
• n is the number of terms
10
Theorem 1.2.4 (nth term in an Arithmetic Sequence)
an = a1 + (n − 1)d
which basically means the nth term of an arithmetic sequence is equal to
first term + (number of terms − 1)(common difference)
We also have that

an = am + (n − m)d
which means
the nth term = mth term + (number of terms − m)(common difference)
Theorem 1.2.5 (Number of Terms in an Arithmetic Sequence)

an − a1
n= +1
d
Essentially,
Last Term − First Term
Number of Terms = +1
Common Difference
11
Theorem 1.2.6 (Average of Terms in an Arithmetic Sequence)

a1 + an
Average of Terms =
2
a1 + a2 + · · · + an
Average of Terms =
n
which essentially means
First Term + Last Term

Average of Terms =
2
Sum of all Terms

Average of Terms =
Number of Terms
If the number of terms is even, x = average of middle 2 terms

.
If number of terms is odd, x = middle term
Theorem 1.2.7 (Sum of all Terms in an Arithmetic Sequence)

a1 + an
Sn = ×n
2
Sum of All Terms = Average of Terms × Number of Terms
We can also substitute

an = a1 + (n − 1)d
to get
2a1 + (n − 1) · d
Sn = ×n
2
12
1.3 Geometric Sequences

Video Link(s)
Geometric Sequences
Definition 1.3.1 (Geometric Sequence). A geometric sequence is a sequence of numbers

with the same ratio between consecutive terms.
1, 2, 4, 8, 16, 32 . . . , 1024
is a geometric sequence because there is always a ratio of 2 between consecutive terms.
Definition 1.3.2 (Geometric Sequence Notation). In general, the terms of a geometric
sequence can be represented as:
g1 , g2 , g3 , g4 , . . . , gn
where
• r is the common ratio between consecutive terms
• n is the number of terms
Remark 1.3.3
Note that a geometric sequence can also have a negative common ratio. For example the
sequence 1, −2, 4, −8, . . . , 512, −1024 has a common ratio of −2.
Theorem 1.3.4 (nth term in a Geometric Sequence)
gn = g1 · rn−1
which basically means
the nth term of a geometric sequence = first term × (common ratio)number of terms−1
A general form for calculating the nth term
gn = gm · r(n−m)
the nth term = mth term × common ratio(n−m)
13
Theorem 1.3.5 (Number of Terms in a Finite Geometric Sequence)

!
gn
n = logr +1
g1
Essentially,
Number of Terms = 1 more than the number of times we needed to multiplyr by g1 to get gn
Theorem 1.3.6 (Sum of all Terms in a Finite Geometric Sequence)

(1 − rn )
Sn = g1
1−r
1 − common ration
Sum of All Terms = First Term ×
1 − common ratio
Theorem 1.3.7 (Sum of all Terms in an Infinite Geometric Sequence)

For −1 < r < 1,
g1
S∞ =
1−r
Remark 1.3.8
The reason the formula only works for |r| < 1 is because if |r| ≥ 1 the sum will diverge
or essentially be infinite. We can only find the sum of a converging geometric sequence
for which the sum approaches a constant value. Some Examples:
1 1 1 1
1+ + + + ··· = =2
2 4 8 1− 1
2
1 1 1 1 3
1+ + + + ··· = =
3 9 27 1− 1
3
2
1.4 Special Series
14
Theorem 1.4.1 (Sum of Numbers Formula)

(n)(n + 1)
1 + 2 + 3 + ··· + n =
2
Theorem 1.4.2 (Sum of Odd Numbers Formula)
1 + 3 + 5 + · · · + (2n − 1) = n2
In simple terms, the
Sum of first n odd numbers = n2
Theorem 1.4.3 (Sum of Even Numbers Formula)
2 + 4 + 6 + · · · + 2n = n(n + 1)
To intuitively think about it, just take 2 common from each term
(n)(n + 1)
2(1 + 2 + 3 + · · · + n) = 2 = n(n + 1)
2
In simple terms, the
Sum of first n even numbers = 2 × sum of first n numbers
Theorem 1.4.4 (Sum of Squares Formula)

(n)(n + 1)(2n + 1)
12 + 22 + · · · + n2 =
6
Theorem 1.4.5 (Sum of Cubes Formula)

!2
(n)(n + 1)
1 + 2 + ··· + n =
3 3 3
2
15
1.5 Telescoping
Video Link(s)
Telescoping
Concept 1.5.1 (Telescoping)

Expand the first few and last few terms, and cancel out any terms you see.
Remark 1.5.2
Generally, whenever you have long expressions that seem to be hard or impossible to
compute manually, telescoping is probably at play.
Concept 1.5.3 (Partial Fraction Decomposition)

Partial fraction decomposition is a telescoping technique in where you split terms into
multiple terms in order for terms to cancel. In general, to find the partial decomposition
of ab
1
for any arbitrary variables a and b, we write the equation
x y 1
+ =
a b ab
and then solve for x and y. For example, the partial fraction decomposition of
1
n(n + 1)
(in this case a = n and b = n + 1 is

1 1
−
n n+1
Using partial fraction decomposition, we can telescope and evaluate expressions easily.
1.6 Speed, Distance, and Time

Video Link(s)
Speed, Distance, and Time
16
Theorem 1.6.1
Distance = Speed × Time
Equivalently,
Distance
Speed =
Time
Distance
Time =
Speed
Theorem 1.6.2
Total Distance
Average Speed =
Total Time
Remark 1.6.3
A common mistake is to assume that average speed is the averages of all speeds (especially
when the distance you are traveling at each of those speeds are the same). Remember,
that’s not true unless you are traveling at those speeds for the same amount of time!
1.7 Work, Rate, and Time

Theorem 1.7.1
Work = Rate × Time
Equivalently,
Work
Rate =
Time
Work
Time =
Rate
17
1.8 System of Equations

Video Link(s)
System of Equations
Concept 1.8.1 (System of Equations Word Problems)

This is one of the most common topics on the AMC 10 especially. The trick to solving
these types of problems is to just assign variables to the unknowns in the problem and
solve them.
Concept 1.8.2 (Solving Systems of Equations)

Once you’ve found the system of equations in your word problem and/or the problem
itself gives you a system of equation, you should consider one or more of the following
methods for solving them.
1. Substitution
2. Elimination
3. Diagonal Product Method (Only for 2 variable Equations)
4. Adding/Subtracting Equations
5. Be on the lookout for common factorization tricks (see factorization section)
6. Constructing Polynomials from your equations using Vieta’s Formula (see Polyno-
mials Section)
7. Graphing your equation (I recommend you use graph paper)
8. Using Symmetry
9. Creating a geometric setup using geometric formulas such as the
• Law of Cosines
• Heron’s Formula
• Sin area formula
• Stewart’s theorem
• Trig Identities
(See the geometry section for information about these formulas)
18
1.9 Polynomials
Video Link(s)
Polynomials
Concept 1.9.1 (Discriminant)

In the quadratic formula,
b2 − 4ac
(the part inside the square root) is the discriminant of the quadratic.
1. If the discriminant b2 − 4ac is 0, then the quadratic has a double or repeated root
2. If the discriminant b2 − 4ac is positive, the quadratic has 2 different real roots
3. If the discriminant b2 − 4ac is negative, the quadratic has no real roots
Remark 1.9.2
Also note that the quadratic can only have integer solutions if the discriminant b2 − 4ac
is a perfect square.
Theorem 1.9.3 (Quadratic Formula)

The solutions to the quadratic equation
ax2 + bx + c = 0
are √
−b ± b2 − 4ac
x=
2a
19
Theorem 1.9.4 (Vieta’s Formula For Quadratics)

In a quadratic equation
ax2 + bx + c = 0
the sum of its roots is
−b
a
and the product of its roots is
c
a
.
Theorem 1.9.5 (Vieta’s Formula For Higher Degree Polynomials)

In a polynomial
an xn + an−1 xn−1 + ... + a1 x + a0 = 0
, with roots
r1 , r2 , r3 , ...rn
the following hold:
an−1
r1 + r2 + r3 + ... + rn (the sum of all products of 1 term) = −
an
an−2
r1 r2 + r1 r3 + .. + rn−1 rn (the sum of all products of 2 terms) =
an
an−3
r1 r2 r3 + r1 r2 r4 + ... + rn−2 rn−1 rn (the sum of all products of 3 terms) = −
an
..
.
a0
r1 r2 r3 . . . rn (the sum of all products of n terms) = (−1)n
an
Note that the negative and positive signs alternate. When summing the products
for an odd number of terms, we will have a negative sign and otherwise we will have a
positive sign.
20
Theorem 1.9.6 (Rational Root theorem)

In a polynomial
P (x) = an xn + an−1 xn−1 + . . . a1 x1 + a0
where an is nonzero and each ai is integral, all rational roots of the polynomial ± pq must
have
• p divides a0
• q divides an
Essentially,
• the numerators of all fractional roots divide the constant term of the polynomial
• the denominators of all fractional roots divide the coefficient of the largest degree
term.
Corollary 1.9.7 (Integer Root theorem)

In a polynomial
P (x) = an xn + an−1 xn−1 + . . . a1 x1 + a0
where an is nonzero and each ai is integral
• All integer roots of the polynomial must divide a0 or the constant term of the
polynomial
Remark 1.9.8
This means for polynomials with a leading coefficient of 1 (monic polynomials), the only
rational roots will be integers.
Theorem 1.9.9 (Remainder Theorem)

The remainder when when a polynomial P (x) is divided by x − r is P (r)
Corollary 1.9.10 (Factor Theorem)

x − r will divide a polynomial P (x) if P (r) = 0
This is a direct consequence of the remainder theorem.
21
Theorem 1.9.11 (Representation of Polynomial in terms of roots)

In a polynomial
P (x) = an xn + an−1 xn−1 + · · · + a1 x1 + a0
it can be expressed in the form
an (x − r1 )(x − r2 )(x − r3 ) . . . (x − rn )
where r1 , r2 , r3 , . . . , rn are the n roots of the polynomial.
Corollary 1.9.12 (Representation of Monic Polynomial in terms of roots)

In a polynomial
P (x) = xn + an−1 xn−1 + . . . a1 x1 + a0
(with leading coeffecient 1), it can be expressed in the form
(x − r1 )(x − r2 )(x − r3 ) . . . (x − rn )
where r1 , r2 , r3 , . . . , rn are the n roots of the polynomial.
Theorem 1.9.13 (Fundamental theorem of Algebra)

A polynomial of degree n (the largest term is to the power of n) has n complex roots
including multiplicity (for example, a double root would be counted as 2 roots when
including multiplicity)
Theorem 1.9.14 (Conjugate Root Theorem)

If a + bi is a root of a polynomial with real coefficients, then a − bi will be too.
Theorem 1.9.15
√ √
If a + b c is a root of a polynomial with rational coefficients, then a − b c will be too.
22
1.9.1 Polynomial Manipulations

Concept 1.9.16 (Reciprocal Roots)
In a polynomial
P (x) = an xn + an−1 xn−1 + ... + a1 x + a0
with roots r1 , r2 , r3 , . . . , rn ,
Q(x) = a0 xn + a1 xn−1 + ... + an−1 x + an
will have roots

1 1 1
, ,...,
r1 r2 rn
Essentially, when flipping the coefficients of a polynomial, it will have roots that are
reciprocals of the original roots.
Concept 1.9.17 (Roots That Are More or Less)

In a polynomial
P (x) = an xn + an−1 xn−1 + ... + a1 x + a0
with roots r1 , r2 , r3 , . . . , rn ,
Q(x) = an (x − k)n + an−1 (x − k)n−1 + ... + a1 (x − k) + a0
will have roots

r1 + k, r2 + k, r3 + k, . . . , rn + k
Remark 1.9.18
Remember, if the roots are k more, than we subtract k from each of the x terms in our
polynomial.
Remark 1.9.19
Polynomial Manipulations are useful when evaluating complex expressions in terms of
roots. For example, in order to evaluate
1 1 1
+ +
(r − 3)3 (s − 3)3 (t − 3)3
of a polynomial with roots r, s, t, rather than expanding it out and bashing with Vieta’s
23
Formulas, we can simplify construct a new polynomial with roots

1 1 1
, ,
(r − 3)3 (s − 3)3 (t − 3)3
by the above methods and then simply find the sum of the roots of the polynomial.
Theorem 1.9.20 (Newton Sums)

In a polynomial
P (x) = an xn + an−1 xn−1 + ... + a1 x + a0
with roots
r1 , r2 , r3 , . . . , rn
let S1 = r1 + r2 + · · · + rn
S2 = r12 + r22 + · · · + rn2
..
.
Sk = r1k + r2k + · · · + rnk
..
.
then the following holds true
an S1 + an−1 = 0
an S2 + an−1 S1 + 2an−2 = 0
an S3 + an−1 S2 + an−2 S1 + 3an−3 = 0
..
.
Note that anegative number = 0 as that might show up in your expansion.
Essentially, what this is saying is
1. Start off with a Sk value and multiply by it by the leftmost polynomial coefficient.
2. Then, multiply Sn−1 by the polynomial’s coefficient right after it.
3. Continue doing so and summing the products until either
• k = 0 in which case instead of multiplying S0 by last the last a term we

multiply k
• an−i becomes 0 in which case we simply add the last term and stop
4. Set your final sum of terms to be equal to 0
24
Theorem 1.9.21
If
1
x+ =a
x
then
1
x2 + 2
= a2 − 2
x
1
x3 + 3 = a3 − 3a
x
1
x4 + 4 = (a2 − 2)2 − 2
x
Definition 1.9.22 (Symmetric Polynomials). A polynomial
P (x) = an xn + an−1 xn−1 + ... + a1 x + a0
is symmetric if
an = a0
an−1 = a1
an−2 = a2
an−3 = a3
etc.
Basically, opposite coefficients are equal.
Concept 1.9.23 (Solving Symmetric Polynomials of Even Degree)

To solve a symmetric polynomial P (x) = a0 xn + a1 xn−1 + ... + a1 x + a0 of even degree,
n
• Divide by x 2
• Group the xk and 1

xk
terms together
• Make the substitution

1
y =x+
x
and write all the terms in your expression that way
• Solve the reduced polynomial
25
Remark 1.9.24
Note that by each Newton Sum Equation, we can iteratively calculate each Pk rather
than having to bash with Vieta’s Formulas.
1.10 Algebraic Manipulations
Video Link(s)
Algebraic Manipulations
1.10.1 Quadratic Factorizations
Theorem 1.10.1 (Exponent Rules)

1
x−a =
xa
xa × xb = xa+b
xa ÷ xb = xa−b
(xa )b = xab
Theorem 1.10.2 (Difference of Squares)
x2 − y 2 = (x − y)(x + y)
26
Theorem 1.10.3 (Binomial Square Expansions)
(x + y)2 = x2 + 2xy + y 2 = (x − y)2 + 4xy
(x − y)2 = x2 − 2xy + y 2 = (x + y)2 − 4xy
(x + y)2 + (x − y)2 = 2(x2 + y 2 )
(x + y)2 − (x − y)2 = 4xy
(x + y + z)2 = x2 + y 2 + z 2 + 2(xy + yz + xz)
Video Link(s)
Quadratic Factorizations
1.10.2 Simon’s Favorite Factoring Trick

Theorem 1.10.4 (Simon’s Favorite Factoring Trick)
xy + kx + jy + jk = (x + j)(y + k)
Remark 1.10.5
You can generally apply this factorization when you have xy, x, and y terms. After
applying the factorization, you can then find all possible values for each of your terms in
your factorization (remember negatives!).
Video Link(s)
Simon’s Favorite Factoring Trick
27
1.10.3 Cubic Factorizations

Video Link(s)
Cubic Factorizations
Theorem 1.10.6 (Difference of Cubes)

x3 − y 3 = (x − y)(x2 + xy + y 2 )
Theorem 1.10.7 (Sum of Cubes)

x3 + y 3 = (x + y)(x2 − xy + y 2 )
Theorem 1.10.8 (Binomial Cube Expansions)
(x + y)3 = x3 + 3xy(x + y) + y 3
(x + y)3 = x3 + 3x2 y + 3xy 2 + y 3
(x − y)3 = x3 − 3xy(x − y) − y 3
(x − y)3 = x3 − 3x2 y + 3xy 2 − y 3
(x + y + z)3 − 3xyz = (x + y + z)(x2 + y 2 + z 2 − xy − xz − yz)
1.10.4 Higher Power Factorizations

Theorem 1.10.9 (nth power Factorizations)
Sum of odd powers
x2n+1 + y 2n+1 = (x + y)(x2n − x2n−1 y + x2n−2 y 2 − · · · − xy 2n−1 + y 2n )
Note: The signs in the second term alternate between positive and negative
xn − y n = (x − y)(xn−1 + xn−2 y + xn−3 y 2 + · · · + xy n−2 + y n−1 )

Note: The signs in second term are all positive
28
1.10.5 Sophie Germain’s Identity

Theorem 1.10.10 (Sophie Germain’s Identity)
x4 + 4y 4 = (x2 − 2xy + 2y 2 )(x2 + 2xy + 2y 2 )
Remark 1.10.11
Be on the lookout for 4th powers to apply Sophie Germain’s Identity!
Video Link(s)
Sophie Germain’s Identity
Concept 1.10.12 (Algebraic Manipulation Techniques)

Here are some ideas for algebraic manipulation:
1. Group terms that are similar together
2. Be on the lookout for factorizations
3. Take advantage of symmetry, you can use to it construct polynomials
4. Make smart substitutions that can simplify your expression (for example, if the
term √
49 − x2
appears multiple times in your expression just let
√
y = 49 − x2
to simplify it)
1.11 Floor and Ceiling Functions

Definition 1.11.1 (Floor, Ceiling, and Fractional Part Functions).
bxc = Greatest integer less than or equal to x
dxe = Smallest integer greater than or equal to x
{x} = Fractional part of x (the value after the decimal point)
29
Remark 1.11.2
[Common Floor and Ceiling Problems Techniques]
Most floor and ceiling problems can be solved using these techniques.
1. Make the substitution x = bxc + {x}
2. Use the floor or ceiling function to find an inequality

For example, if you know that y = bxc, then y ≤ x < y + 1
3. Graph your equations and look for intersection points (we recommend using graph
paper)
1.12 Inequalities
Video Link(s)
Inequalities and Optimizations Basics
Theorem 1.12.1 (Trivial Inequality)

For real x, x2 ≥ 0
This means all perfect squares are 0 or more.
Corollary 1.12.2 (Completing the Square)

In a quadratic Q(x) = ax2 + bx + c,
b2
• If a > 0, then the minimum value of Q(x) is c − 4a
and occurs when x = − 2a
b
b2
• If a < 0, then the maximum value of Q(x) is c − 4a
and occurs when x = − 2a
b
Remark 1.12.3
Simple, yet powerful. This is the core of all inequalities and how more advanced
inequalities are derived.
The rest of the inequalities are optional for the AMC 10 but are still good to know.
30
Theorem 1.12.4 (AM-GM Inequality For 2 variables)

For non-negative reals a and b,
a+b √
≥ ab
2
Basically, this means the average of 2 non-negative numbers (arithmetic mean) is always
at least as big as the square root of the product of the 2 numbers (the geometric mean).
Note that equality in this expression occurs when a = b.
Corollary 1.12.5
The minimum value of x + 1
x
is 2 and occurs when x = 1
Corollary 1.12.6 • The minimum value of a + b (if ab remains constant) occurs when
a=b
• The maximum value of ab (if a + b remains constant) occurs when a = b
Theorem 1.12.7 (AM-GM Inequality For More Variables)

For non-negative reals a1 , a2 , . . . an ,
a1 + a2 + · · · + an √
≥ n a1 · a2 · a3 · · · · an
n
Note that equality occurs when a1 = a2 · · · = an . (essentially all the variables are equal).
Another way to say this is

q
Average of n numbers = n
product of all n numbers
Remark 1.12.8
This means in general,
√
min(a1 + a2 + a3 + · · · + an ) = n · n
a1 · a2 · a3 · · · · an
a1 + a2 + · · · + an
n
max(a1 · a2 · a3 · · · · an ) =
n
31
Essentially,
q
min(sum of all numbers) = n · n
product of all numbers)
max(product of all numbers) = (average of all numbers)n
Remark 1.12.9
Generally, we use AM-GM to maximize products or minimize sums.
Theorem 1.12.10 (Weighted AM-GM Inequality)

For non-negative reals, ai , ci ,
c 1 · a1 + c 2 · a2 + · · · + c n · an q
≥ c1 +c2 +···+cn
ac11 · ac22 · ac33 · · · · · acnn
c1 + c2 + · · · + cn
Remark 1.12.11
Weighted AM-GM is very similar to AM-GM. One way to visualize weighted AM-GM
is that there are ck number of terms which are all equal to ak . So instead of writing
ak + ak + · · · + ak ck times in our sum we simply write ak · ck , and instead of writing
ak · ak · . . . ck times in our product we simply write ackk .
Remark 1.12.12
We use weighted AM-GM when we are trying to make the sum of all terms a constant
by multiplying weights to all (or some) the terms. Remember to divide by the weights
you multiplied at the end.
32
Theorem 1.12.13 (Cauchy Schwarz)

For reals ai and bi ,
(a1 · b1 + a2 · b2 + · · · + an · bn )2 ≤ (a21 + a22 + . . . a2n )(b21 + b22 + . . . b2n )
This means
(the sum of the products of all ak and bk )2 ≤
product of the sum of squares of all ak and bk
Equality holds when the ratio of

ai
bi
for all i is the same.
Remark 1.12.14
If you ever forget which side the ≥ sign faces, just try a small example like a1 = 1,
a2 = 2, b1 = 3, and b2 = 4.
Remark 1.12.15
You generally want to apply Cauchy Schwarz when you are dealing with sums of squares.
Corollary 1.12.16 (Titu’s Lemma)

For reals ai and bi ,
a21 a22 a2 (a1 + a2 + · · · + an )2

+ + ··· + n ≥
b1 b2 bn b1 + b 2 + b3 + · · · + bn
Alternately, √ √ √
a1 a2 an ( a1 + a2 + · · · + an )2
+ + ··· + ≥
b1 b2 bn b1 + b 2 + b3 + · · · + bn
Note that this is a direct consequence of Cauchy Schwartz.
33
Concept 1.12.17 (Techniques For Optimization Problems)

Steps to find maximum/minimum of expressions
1. Try to find another simple expression for maximization is greater than or equal to
the expression you are given OR minimization is less than the expression you are
given by using 1 (or possibly even more) of the inequalities
(a) Trivial Inequality

(b) AM-GM
(c) Weighted AM-GM (AM-GM weighted and unweighted are useful for maximiz-
ing products and minimizing sums)
(d) Cauchy Schwartz (Cauchy Schwartz is useful when dealing with sums of
squares)
2. Verify that the equality case of your inequality holds true with your problem
conditions
3. Simplify your equality case and solve for the answer
34
Chapter 2
Number Theory
2.1 Primes
Definition 2.1.1 (Primes). Primes are numbers that have exactly two factors: 1 and the
number itself. Ex. 2, 3, 5, 7, 11, 13, 17, 19, 23, etc. are all primes
Note: 1 is not a prime and 2 is the only even prime.
Remark 2.1.2
In order to check whether a number n is prime, we need to check all the primes that are
less than or equal to √
n
Concept 2.1.3 (Prime Factorization)

Prime factorization is a way to express each number as a product of primes.
Examples:
The prime factorization of 21 is 3 × 7
The prime factorization of 60 is 22 × 3 × 5
35
OmegaLearn.org Chapter 2. Number Theory
Theorem 2.1.4 (Number of Factors of a Number)

If the prime factorization of the number is expressed as:
pe11 × pe22 × · · · × pekk
then the number of factors of this number is
(e1 + 1)(e2 + 1) . . . (ek + 1)
Remark 2.1.5
Basically, in order to find the number of factors of a number:
1. Find the prime factorization of the number
2. Add 1 to all of the exponents
3. Multiply them together
Concept 2.1.6 (Divisibility Rules)

2 Last digit is even
3 Sum of digits is divisible by 3
4 Last 2 digits divisible by 4
5 Last digit is 0 or 5
6 Divisible by 2 and 3
7 Take out factors of 7 until you reach a small number that is either
divisible or not divisible by 7
8 Last 3 digits are divisible by 8
9 Sum of digits is divisible by 9
10 Last digit is 0
11 Calculate the sum of odd digits (O) and even digits (E). If |O − E|
is divisible by 11, then the number is also divisible by 11
Video Link(s)
Primes and Prime Factorization
36
Concept 2.1.7 (Digit Cycles)

To calculate large digit(s) of a number ab , a strategy that may work is to just look for
a pattern by computing the first few values of ab and then seeing that the pattern will
repeat for large values of b.
Video Link(s)
More on Digit Cycles
2.2 Integer Sequences

Video Link(s)
Integer Sequences
2.3 Palindromes
Definition 2.3.1. A palindrome is a number that reads the same forward and backward.
Video Link(s)
Palindromes
2.4 GCD/LCM
Definition 2.4.1 (Greatest Common Divisor). The Greatest Common Divisor (GCD) of
two or more integers (which are not all zero) is the largest positive integer that divides each
of the integers.
Note: This is also known as GCF (Greatest Common Factor), and the terms GCF and GCD
are often used interchangeably.
Definition 2.4.2 (Least Common Multiple). The Least Common Multiple (LCM) of two or
more integers (which are not all zero) is the smallest positive integer that is divisible by both
the numbers.
37
Concept 2.4.3
GCD/LCM Greatest common divisor of m and n = GCD(m, n) can be found by taking
the lowest prime exponents from the prime factorizations of m and n.
Least common multiple of m and n = LCM (m, n) can be found by taking the high-
est prime exponents from the prime factorizations of m and n.
Theorem 2.4.4
The product of GCD and LCM of two numbers is equal to the product of the two
numbers:
GCD(m, n) · LCM (m, n) = m · n
Theorem 2.4.5
If two numbers have a common factor c, then
gcd(ac, bc) = c · gcd(a, b)
Video Link(s)
More on GCD/LCM
Theorem 2.4.6 (Euclidean Algorithm)

The Euclidean algorithm states that
gcd(x, y) = gcd(x − ky, y)
where x > y and k is a positive integer.
Remark 2.4.7
We can apply the Euclidean Algorithm multiple times to easily find the GCD of large
numbers since after applying the Euclidean algorithm, we know have 2 smaller numbers
which we can apply the Euclidean Algorithm again until we get 2 very small numbers.
38
For example,
gcd(186, 92) = gcd((186 − (2 · 92)), 92)

= gcd(2, 92)
= gcd(2, (92 − (2 · 46)))
= gcd(2, 0)
=2
Video Link(s)
Euclidean Algorithm
Theorem 2.4.8 (Bezout’s Identity)

Integer solutions to the equation
ax + by = c
will only exist if and only if gcd(a, b) divides c
Video Link(s)
GCD/LCM Basics
GCD/LCM Advanced
2.5 Modular Arithmetic

Video Link(s)
Modular Arithmetic
Definition 2.5.1.
n ≡ a (mod b)
means the number ’n’ leaves the same remainder as ’a’ when divided by b
39
Theorem 2.5.2
If a = x (mod n) and b ≡ y (mod n), then
ab ≡ xy (mod n)
Theorem 2.5.3
If a ≡ x (mod n), then
am ≡ x m (mod n)
Theorem 2.5.4 (Euler’s Totient Function)

If number n has the prime factorization
pe11 · pe22 · pe33 . . . penn
then
1 1 1
! ! !
φ(n) = n · 1 − 1− ... 1 −
p1 p2 pn
where φ(n) denotes the number of positive integers less than or equal to n that are
relatively prime to n.
Steps to find totient of a number
1. Find prime factorization
2. For all primes, calculate and multiply

1
1−
pi
3. Multiply this product to the number n to get the totient
Theorem 2.5.5 (Euler’s Totient Theorem)
aφ(n) ≡ 1 (mod n)
if and only if
gcd(a, n) = 1
40
Video Link(s)
Euler’s Totient Function
Euler’s Totient Theorem
Corollary 2.5.6 (Fermat’s Little Theorem)
ap−1 ≡ 1 (mod p)
if an only if p is a prime and
gcd(a, n) = 1
Note that this follows directly from Euler’s Totient Theorem.
Fact 2.5.7. For any integer x,

x2 ≡ 0, 1 (mod 3)
x2 ≡ 0, 1 (mod 4)
Concept 2.5.8
If a is denoted as the modular inverse of b (mod n), then
ab ≡ 1 (mod n)
We also write that

a−1 ≡ b (mod n)
since a and b are inverses (mod n).
Theorem 2.5.9 (Wilson’s Theorem)
(p − 1)! ≡ p − 1 ≡ −1 (mod p)
41
Theorem 2.5.10 (Chinese Remainder Theorem)

If a positive number x satisfies
x ≡ a1 (mod n1 )
x ≡ a2 (mod n2 )
..
.
x ≡ ak (mod nk )
where all ni are relatively prime, then x has a unique solution (mod n1 · n2 · n3 . . . nk )
Remark 2.5.11
Be careful! This may not necessarily be true if any ni share common factors as then
congruences might contradict each other.
Video Link(s)
Chinese Remainder Theorem
42
Concept 2.5.12 (Solving Linear Congruences)

To solve a linear congruence with 2 congruences you can either
• Guess and Check until you reach a value that works and satisfies both mods
• Algebraic Method
1. Find 2 congruences
n ≡ r1 (mod m1 )
n ≡ r2 (mod m2 )
such that b and d are relatively prime
2. Rewrite them algebraically
n = k(m1 ) + r1
n = j(m2 ) + r2
3. Set them equal mod the smaller of m1 and m2 (in this case, say m2 > m1 )
k(m1 ) + r1 ≡ r2 (mod m2 ) =⇒ m1 ≡ (r2 − r1 ) · k −1 (mod m2 )
4. Guess and check to find the value of
k −1 (mod m2 )
5. Using the value of what b is (mod d), rewrite it algebraically.

6. Substitute it back into the expression
n = k(m1 ) + r1
7. Convert it back to mods to get the final congruence
Concept 2.5.13
The solution to
n ≡ r1 (mod m1 )
n ≡ r2 (mod m2 )
is
n ≡ r1 + m1 (r2 − r1 ) · i
where i ≡ m−1
1 (mod m2 )
43
Remark 2.5.14
To solve a general congruence of more than 2 congruences, just solve them 2 at a time
until you are left with just 1 congruence.
Video Link(s)
More on Modular Arithmetic
2.6 Diophantine Equations

Video Link(s)
Diophantine Equations
Definition 2.6.1. A Diophantine equation is a polynomial equation such that the only
solutions of interest are the integer ones (an integer solution is such that all the variables
have integer values).
Concept 2.6.2 (Strategies to Solve Diophantine Equations)

Here are some ideas on how to solve diophantine equations
• Take mods of different numbers. This is generally useful when you
1. Show there are no solutions to a Diophantine equation

2. Show that there are only a specific type of solution
• You can try to bound the possible values of different terms. This is generally useful
when there are a finite number of solutions to your Diophantine equations
• Factoring, using the various factorizations (see the algebra section on this), can
help find all the solutions
• Make substitutions to simplify your Diophantine equation
• Look for conditions on what must be multiples/divisors of your variables and

rewrite your Diophantine equation in terms of that
44
2.7 Bases
Definition 2.7.1 (Bases). A number expressed in base-n is similar to base 10 except instead
of regrouping to a new place value every 10, we regroup every n.
A number in base n with digits am , am−1 . . . a2 , a1 , a0 can be expressed in the form
a0 · n0 + a1 · n1 + a2 · n2 + . . . am−1 · nm−1 + am · nm
where all ai are digits of the number
Video Link(s)
Base Conversion Basics
AMC 10/12 problems related to bases
Theorem 2.7.2 (Chicken McNugget Theorem)

The maximum value that cannot be expressed as the sum of non-negative multiples of a
and b is ab − a − b if a and b are relatively prime.
For relatively prime positive integers a, b ,there are exactly (a−1)(b−1)
2
positive integers
which cannot be expressed in the form ma + nb where m and n are positive integers.
Remark 2.7.3
This theorem is useful in finding solutions to problems like ”the maximum amount of
money that can’t be created with 3 cent and 5 cent coins”.
2.8 P-adic Evaluation
Definition 2.8.1. [Vp Notation] vp (n) is defined as the exponent of p in the prime factoriza-
tion of n.
For example, v5 (75) = 2 since 75 has 2 factors of 5. v2 (27) = 0 since 27 is odd and has no
factors of 2.
45
Theorem 2.8.2 (Vp Exponentiation Formula)
vp (nk ) = k · vp (n)
This basically means the power of p in a number nk is k times that of the power of p in
n.
Theorem 2.8.3 (Vp Product Formula)
vp (ab) = vp (a) + vp (b)
This basically means
exponent of p in ab = exponent of p in a + exponent of p in b
Theorem 2.8.4 (Vp Division Formula)

a
vp ( ) = vp (a) − vp (b)
b

a
exponent of p in = exponent of p in a − exponent of p in b
b
Theorem 2.8.5 (Vp Sum Formula)

If vp (a) 6= vp (b), then
vp (a + b) = min(vp (a), vp (b))
If vp (a) = vp (b), then

vp (a + b) ≥ min(vp (a), vp (b))
46
Theorem 2.8.6 (Lifting the exponent (LTE) for odd primes)

If
a ≡ b 6≡ 0 (mod p)
then
vp (an − bn ) = vp (a − b) + vp (n)
.
exponent of p in an − bn = ( exponent of p in a − b) + ( exponent of p in n)
if a and b leave the same remainder when divided by p that is not 0.
Remark 2.8.7
Be very careful of the first condition that is bold! Also remember 2 doesn’t work for p in
this equation! Sometimes when we can’t directly apply LTE to our exponent, we can
modify our exponents by rewriting our exponent terms.
Theorem 2.8.8 (Lifting the exponent (LTE) for 2)
v2 (an − bn ) = v2 (a2 − b2 ) + v2 (n) − 1
exponent of 2 in an − bn = ( exponent of 2 in a2 − b2 ) + ( exponent of p in n) − 1
Theorem 2.8.9 (Legendre’s Theorem)

$ % $ %
n n
vp (n!) = + 2 + ...
p p
This basically means the
number of factors of p in n! =
the number of multiples of p ≤ n + the number of multiples of p2 ≤ n + . . .
47
Chapter 3
Counting and Probability
3.1 Basic Definitions
3.1.1 Factorials
Definition 3.1.1. A Factorial is the product of all positive integers less than or equal to a
given positive integer. In other words n! = n × (n − 1) × (n − 2) × · · · × 1.
Video Link(s)
Permutations and Combinations
Theorem 3.1.2 (Factorials in Combinatorics)

The number of ways of arranging n objects in a line is n!
The number of ways of arranging n objects in a circle where rotations of the same
arrangement aren’t considered distinct is (n − 1)!
The number of ways of arranging n objects in a circle where rotations of the same
arrangement aren’t considered distinct and reflections of the same arrangement aren’t
considered distinct is (n−1)!
2
3.1.2 Combinations
Definition 3.1.3. A combination is a possible arrangement in a collection of items where
the order of the selection does not matter.
48
OmegaLearn.org Chapter 3. Counting and Probability
Theorem 3.1.4 (Combinations Formula)

The number of ways to choose k objects out of a total of n objects is
n · (n − 1) · · · · · (n − k + 1)
!
n n!
= =
k k! · (n − k)! k!
.
Remark 3.1.5
The second way of evaluating choosing expressions is faster for math contests.
Remark 3.1.6
Notice that ! !
n n
=
k n−k
This is true because we can see choosing k objects on the left hand side is the same as
choosing the k objects that will not be selected on the right hand side.
3.1.3 Permutations
Definition 3.1.7. A permutation is a possible arrangement of objects in a set where the
order of objects matters.
Theorem 3.1.8 (Permutations Formula)

The number of ways to order k objects out of n total objects is
n!
n
Pk =
(n − k)!
.
Remark 3.1.9
Usually, the words permute, order does matter, etc. imply a permutation while the
words choose, select, order does not matter, etc. imply a combination.
49
3.1.4 Subsets
Theorem 3.1.10
The number of subsets of a set of size n is 2n .
Remark 3.1.11
We have 2 choices for each element in the set: whether to include or not include the
element in our subset. This means that one of our subsets is the empty subset, where we
decide to not include all of the elements. If a problem trying to count subsets appears,
make sure to check whether we should count the empty subset.
3.2 Combinatoric Strategies

Video Link(s)
Casework, Complementary Counting and Overcounting
3.2.1 Complementary Counting

Complementary counting is the problem solving technique of counting the opposite of what we
want and subtracting that from the total number of cases. The keyword “at least” indicates
that complementary counting may be helpful.
3.2.2 Overcounting
Overcounting is the process of counting more than what you need and then systematically
subtracting the parts which do not belong.
3.2.3 Casework
Many counting or probability problems can be solved by dividing a problem into several cases
and calculating arrangements and probabilities for each case before summing them together.
Remark 3.2.1
Casework can be a very useful strategy to solve combinatorics problem, especially when
there are no other obvious approach.
50
Remark 3.2.2
Often times, we have to use casework in conjuction with other techniques like comple-
mentary counting.
3.3 Advanced Concepts
3.3.1 Word Rearrangements and Counting
Theorem 3.3.1 (Word Rearrangements)

The number of ways to order a word is
n!
d1 ! × d2 ! × d3 ! × . . .
where n is the number of letters and d1 , d2 , d3 , . . . are the number of times each of the
letters that occur more than 1 time appear in the word.
Remark 3.3.2
This is not only true for words! The number of ways of arranging objects or anything
else is also the same.
51
Theorem 3.3.3
The general formula for the number of rectangles of all sizes in a rectangular grid of size
m × n is
m+1 n+1
! !
×
2 2
.
Remark 3.3.4
Each combination of two horizontal lines and two vertical lines creates a unique rectangle.
We have
m+1
!
2
ways to choose two horizontal lines and
n+1
!
ways to choose two vertical lines.
Remark 3.3.5
A similar application of combinatorics is the classic problem of how many intersection
points occur in a n-gon. Becuase we know an intersection point is created by 2 lines and
each line is created by 2 points, the number of intersection points is simply the number
52
of ways to choose 4 points out of n, which is just

!
n
4
.
3.3.2 Stars and Bars

Video Link(s)
Stars and Bars Basics
Stars and Bars Advanced
Theorem 3.3.6 (Stars and Bars)

The number of ways to place n objects into k distinguishable bins is
n+k−1
!
Remark 3.3.7
The reason this is true is because you can consider placing k − 1 bars in n objects which
would have
n+k−1
!
n
ways of arranging. It’s important you understand this because problems may modify the
stars and bars a little...
Remark 3.3.8
Stars and Bars is extremely useful, and can often be adapted based on situations. For
example, if each bin has to have at least 1 object in it we assign each bin 1 object to
start off with and apply our formula with n − k objects and k distinguishable bins.
53
3.3.3 Binomial Theorem

Theorem 3.3.9 (Binomial Theorem)
For non-negative n,
! ! ! !
n n 0 n n−1 n n−2 2 n 0 n
(x + y) =n
x y + x y+ x y + ··· + xy
0 1 2 n
Remark 3.3.10
The binomial theorem has many powerful applications. It’s useful for expanding expres-
sions like
(x + y)n
Also, if we want to find the value of an expression like
(x + y)n (mod nk )
we can just expand the last k terms of the binomial expansion.
Theorem 3.3.11 (Binomial Identity)

The binomial identity states that
! ! !
n n n
+ + ··· + = 2n
0 1 n
3.3.4 Combinatorial Identities

Video Link(s)
Combinatorial Identities
Theorem 3.3.12 (Vandermonde’s Identity)

Vandermonde’s Identity states that
m+n
! ! ! ! ! ! !
n m n m n m
+ + ··· + =
0 m 1 m−1 m 0 n
.
54
Theorem 3.3.13 (Special Case of Vandermonde’s Identity)

!2
k
2k
!
k
=
X
i=0 i k
Concept 3.3.14 (Pascal’s Triangle)
Pascal’s triangle is pictured below. It can be represented in terms of combinations,

which is depicted in the image below.
Theorem 3.3.15 (Pascal’s Identity)

Pascal’s identity states that
n+1
! ! !
n n
+ =
k k+1 k+1
55
Theorem 3.3.16 (Hockey Stick Identity)

Hockey Stick Identity states
k+1 n+1
! ! ! !
k n
+ + ··· + =
k k k k+1
Theorem 3.3.17 (Hockey Stick Identity Generalization)

j+1 n+1
! ! ! ! !
j n j
+ + ··· + = −
k k k k+1 k+1
Theorem 3.3.18 (Choosing Odd Even Identity)

This identity states
m
n−1
! !
n
(−1) k
= (−1)m
X
k=0 k m
Remark 3.3.19
These identities can be helpful in combinatorics problem, but their applications may not
always be straightforward, so a good approach to many combinatorics problem may be
to just manipulate expressions.
3.3.5 Pigeonhole Principle

Theorem 3.3.20 (Generalized Pigeonhole Principle)
If you have at least nk + 1 objects to distribute into k groups, at least 1 group will have
n + 1 objects.
3.4 Probability and Expected Value
Definition 3.4.1. Probability is the chance something occurs.
56
Theorem 3.4.2 (Probability)

Total number of Desired Outcomes
probability =
Total Outcomes
Video Link(s)
Probability Basics
Probability Advanced
Definition 3.4.3. Expected value is the weighted average of outcomes.
Theorem 3.4.4 (Expected Value)

The expected value of some event X is
xi · P (xi )
X
where xi are the possible values of X and P (xi ) is the probability they occur.
Basically the expected value is just sum the probabilities of events happening times
the number or amount of that event
Remark 3.4.5
Often times, in finding the expected value, we can just look for symmetry instead
of summing each individual probability times number. For example, to calculate the
expected value of a dice roll rather than evaluating
1 1 1 1 1 1
· 1 + · 2 + · 3 + · 4 + · 5 + · 6 = 3.5
6 6 6 6 6 6
we can see that since all rolls from 1 to 6 are equally likely, the expected value is just
the average roll which is just the average of the 2 middle terms which is 3.5. (See the
arithmetic sequences section)
Video Link(s)
Expected Value
57
Theorem 3.4.6 (Linearity of Expectation)

For independent or dependent events,
E(x1 + x2 + · · · + xn ) = Ex1 + Ex2 + · · · + Exn
Basically, what this means is that the total expected value of n events is just the sum
of the expected values of each individual event.
Remark 3.4.7
This theorem is powerful as it as it allows us to find the expected value of the individual
events rather than of the whole thing at once.
3.4.1 Geometric Probability

Video Link(s)
Geometric Probability
Definition 3.4.8. Geometric probability is a way to calculate probability by measuring the

number of outcomes geometrically, in terms of length, area, or volume. The key to solving
geometric probability is
1. Try a few examples for the different cases, make sure to always mark the extreme cases
2. Try to figure out the region the shape maps out
3. Use geometry to find the area of this region
Remark 3.4.9
Geometric probability can be useful when the number of possible outcomes is infinite.
3.4.2 Principle of Inclusion Exclusion (PIE)

Definition 3.4.10. The principle of inclusion and exclusion (PIE) is a counting technique
that computes the number of elements that satisfy at least one of several properties while
guaranteeing that elements satisfying more than one property are not counted twice.
Definition 3.4.11 (Union Symbol). |A ∪ B| is the union of elements in both A and B

(duplicates are only written once)
58
Definition 3.4.12 (Intersection Symbol). |A ∩ B| is the intersection of elements in both A
and B (only those elements which are in both sets)
Theorem 3.4.13 (Principle of Inclusion Exclusion for 2 Sets)

Given two sets, |A1 | and |A2 |
|A1 ∪ A2 | = |A1 | + |A2 | − |A1 ∩ A2 |
.
Basically, we count the number of possibilities in 2 ”things” and subtract the dupli-
cates.
Theorem 3.4.14 (Principle of Inclusion Exclusion for 3 Sets)

Given three sets, |A1 |, |A2 |, |A3 |,
|A1 ∪ A2 ∪ A3 | = |A1 | + |A2 | + |A3 | − |A1 ∩ A2 | − |A1 ∩ A3 | − |A1 ∩ A3 | + |A1 ∩ A2 ∩ A3 |
.
In this formula, we count the number of possibilities in 3 ”things”, subtract the
possibilities that are duplicates in all 3 pairs of sets, and add back the number of
duplicates in all 3 sets.
Theorem 3.4.15 (Principle of Inclusion Exclusion Generalized)

If (Ai )1≤i≤n are finite sets, then:
n n

[
= |Ai ∩ Aj | + |Ai ∩ Aj ∩ Ak | − · · · + (−1)n−1 |A1 ∩ · · · ∩ An |
X X X

Ai |Ai | −

i=1 i=1 i<j i<j<k
3.4.3 Bijections
Concept 3.4.16
A bijection is a one to one mapping between the elements of two sets. Bijections can
be useful because they allow you to convert difficult problems to ones that can be more
easily calculated. When approaching a difficult problem that may involve bijections, you
should start out by trying examples and looking for patterns.
59
Concept 3.4.17 (Recursion)

Recursion is the process solving the problem for small values and writing a recurrence
equation to iteratively calculate the values for larger values.
Steps to Solve Recursion Problems:
1. Base Cases: Manually find the values for small values of n
2. Recursion Equation: Look at the different cases for any general value of n (ex.
whether the last digit is 0 or 1)
• If you are stuck, you can try a few small cases and look for a pattern
3. Iteratively calculate higher values of n until you reach your answer
Remark 3.4.18
Note that you can get the answer to many recursion problems by using engineering
induction (see the meta-solving section).
Video Link(s)
Recursion
Concept 3.4.19 (States)

We use states in problems when we are trying to find the probability of ”a win” from
different positions or turns
When encountering states problems we use the following steps
1. Assign variables to the probabilities of winning from the different positions
2. Write your equations for the probability of winning from each of these positions in
terms of the other states
3. Solve your system of equations
Remark 3.4.20 (Symmetry in States)

Always be on the lookout for symmetry in states problems (positions where you have an
equal probability of winning from) to help simplify your equations.
60
Remark 3.4.21
Often times in state problems when you have a lot of states, you may have to write a
state recursion equation.
Video Link(s)
Probability States
61
Chapter 4
Geometry
4.1 Triangles
Video Link(s)
Area of Triangles
4.1.1 Area of a Triangle

There are many ways to calculate the area of a triangle. Here are some of the most useful
formulas for calculating the area of a triangle:
Theorem 4.1.1 (Using base and height)

A triangle with base b and height h has an area of
1
·b·h
2
62
OmegaLearn.org Chapter 4. Geometry
Theorem 4.1.2 (Heron’s Formula)

A triangle with sides a, b, c and semiperimeter s has an area of
q
s(s − a)(s − b)(s − c)
Definition 4.1.3 (In-radius). The inradius of a triangle is the radius of the inscribed circle
in the triangle.
Theorem 4.1.4 (Using inradius)

A triangle with inradius r (the radius of the circle that can be inscribed in a triangle)
and semiperimeter s has an area of:
inradius · semiperimeter
rs
Remark 4.1.5
Note that if we know the area of the triangle and it’s semi-perimeter, we can apply the
inradius formula to find the inradius of the triangle.
Definition 4.1.6 (Circumradius). The circum-radius of a triangle is the radius of circle that
a triangle is inscribed in.
63
Theorem 4.1.7 (Using circumradius)

A triangle with circumradius R (the radius of the circle that the triangle can be inscribed
in) and sides a, b, c has an area of
abc
4R
Remark 4.1.8
Similar to the inradius problem, if we know all 3 sides of a triangle, we can apply Heron’s
and easily calculate the circumradius of the triangle.
Theorem 4.1.9 (Using Trigonometry)

A triangle with 2 sides a and b, which has an angle between the sides to be C, has an
area of
1
· a · b · sin(C)
2
64
Video Link(s)
Using Trigonometry for finding area
Theorem 4.1.10 (Pick’s Theorem)

If a polygon has vertices with integer coordinates (lattice points) then the area of the
polygon is
b
i+ −1
2
where i is the number of lattice points inside the polygon and b is the number of lattice
points on the boundary of the polygon.
Basically, this is
Number of boundary lattice points
Area = Number of interior lattice points + −1
2
65
Theorem 4.1.11 (Shoelace Theorem using coordinates)

Suppose the polygon P has vertices (a1 , b1 ), (a2 , b2 ), ... , (an , bn ), listed in clockwise
order. Then the area (A) of P is
1
A= |(a1 b2 + a2 b3 + · · · + an b1 ) − (b1 a2 + b2 a3 + · · · + bn a1 )|
2
You can also go counterclockwise order, as long as you find the absolute value of the
answer.
The Shoelace Theorem gets its name because if one lists the coordinates in a column,
(a1 , b1 )
(a2 , b2 )
..
.
(an , bn )
(a1 , b1 )
and marks the pairs of coordinates to be multiplied,
Remark 4.1.12 (Intuitive Way of Thinking about Shoelace Theorem)

Steps to Shoelace Theorem
1. Line up all of your polygon’s coordinates in a vertical line
2. Repeat your first coordinate at the bottom of your line
3. Let the sum of products of all rightward diagonally pairs be A
4. Let the sum of products of all leftward diagonally pairs be B
5. Find
1
|A − B|
2
66
4.1.2 Special Triangles

4.1.2.1 Equilateral Triangle
Theorem 4.1.13
If the side length of an equilateral triangle is a
√
3
Height of the triangle = a
2
This follows directly from the 30 − 60 − 90 triangle.

√
3 2
Area of the triangle = a
4
67
4.1.2.2 45-45-90 Triangle
Theorem 4.1.14
If the side length of a 45-45-90 triangle is a
√ √
hypotenuse of the triangle = 2 × side length = 2a
1 1
Area of the triangle = × side length2 = a2
2 2
4.1.2.3 30-60-90 Triangle
Theorem 4.1.15
If the short leg length of a 30-60-90 triangle is a
√ √
Long Leg of the triangle = 3 × short leg = 3a
hypotenuse of the triangle = 2 × short leg = 2a
√ √
3 3 2
Area = × short leg2 = a
2 2
68
4.1.2.4 13-14-15 Triangle
Theorem 4.1.16
If the three sides of a triangle are 13, 14, and 15, it can be divided into two right triangles
with side lengths:
5, 12, 13 and 9, 12, 15
Area of this triangle = 84
69
4.1.3 Pythagorean Theorem

Theorem 4.1.17 (Pythagorean Theorem)
A right triangle with legs a and b and hypotenuse c satisfies the following relation:
c 2 = a2 + b 2
Fact 4.1.18. Important Pythagorean Triples

3, 4, 5
5, 12, 13
7, 24, 25
8, 15, 17
9, 40, 41
20, 21, 29
If all numbers in a pythagorean triple are multiplied by a constant, the resulting num-
bers still form a pythagorean triple.
For example: These are all pythagorean triples:

3, 4, 5
6, 8, 10
9, 12, 15
12, 16, 20
15, 20, 25
70
Theorem 4.1.19 (Special Properties of right triangles)

In a right triangle ABC where B is the right angle, the following triangles are similar
4ABC ∼ 4ADB ∼ 4BDC
s
AB · BC
Length of the perpendicular to the hypotenuse (BD) =
AC
Also note that:
AD · CD = BD2
AD · AC = AB2
CD · CA = CB2
71
Theorem 4.1.20 (Median in a Right Triangle)

In a right triangle ABC, let the median from point B intersect AC at a point P. Then
AP = BP = CP.
Basically, in a right triangle AC is the diameter of the circumcircle, and PC, PA, and
PB are radii of the circumcircle.
Video Link(s)
More on Pythagorean Theorem and Area Formulas
72
4.1.4 Similar Triangles
Concept 4.1.21 (Similarity Test)

Two triangles are similar if the three angles in the triangle are the same. In other words,
the triangles are the same shape multiplied by a scale factor.
In general, triangles are similar if:
• AA similarity: Two angles of the triangles are same, which basically means that
the third angle will be equal)
• SAS similarity (Side Angle Side): Two sides are proportional and the angle between
the sides is equal
• SSS similarity (Side Side Side): All three sides are proportional
• HL similarity (Hypotenuse Leg): In a right triangle, the hypotenuse and leg are
proportional
• LL similarity (LL Leg): In a right triangle, the two legs are proportional
Warning: SSA does not mean triangles are similar
An easy way to detect similar triangles is if bases of triangles are parallel and the
sides of the triangles are collinear (see figure below)
73
Theorem 4.1.22
For similar triangles:
1. All the angles of the triangles are same
2. All corresponding sides have same ratio
3. Area ratio is the square of side length ratio
Video Link(s)
Similar Triangles Basic
Similar Triangles Advanced
4.1.5 Angle Bisector Theorem

Theorem 4.1.23 (Angle Bisector Theorem)
If the line AD bisects angle A, then
AB AC
=
BD CD
Video Link(s)
More on Angle Bisector Theorem
74
4.1.6 Viviani’s Theorem

Theorem 4.1.24
If P is a point inside an equilateral triangle ABC, then the sum of the distances from P
to the sides of the triangle is equal to the length of its altitude.
Basically, if the height of the triangle is h, and PQ, PR, and PS are altitudes to AB,
BC, and AC respectively, then:
PQ + PR + PS = h
4.1.7 van Schooten’s theorem

Theorem 4.1.25 (van Schooten’s theorem)
Let P be a point on the minor arc BC of equilateral triangle ABC. Then
PA = PB + PC
Theorem 4.1.26
For a point P inside an equilateral triangle ABC and side length s,
3(P A4 + P B 4 + P C 4 + s4 ) = (P A2 + P B 2 + P C 2 + s2 )2
75
4.2 Quadrilaterals
4.2.1 Square
Theorem 4.2.1 (Area of a Square)
Any square with side length s has an area of
s2
and a perimeter of
4s
4.2.2 Rectangle
Theorem 4.2.2 (Area of a Rectangle)
Any rectangle with base b and height h has an area of
bh
and a perimeter of
2b + 2h
76
Theorem 4.2.3 (British Flag Theorem)

If a point P is chosen inside rectangle ABCD, then
(P A)2 + (P C)2 = (P B)2 + (P D)2
4.2.3 Rhombus
Theorem 4.2.4 (Area of a Rhombus)
A rhombus with diagonals d1 and d2 has an area of
1
d1 d2
2
and a perimeter of q
2× d21 + d22
77
4.2.4 Parallelogram
Theorem 4.2.5 (Area of a Parallelogram)
A parallelogram with base b and height h has an area of
bh
4.2.5 Trapezoid
Theorem 4.2.6 (Area of a Trapezoid)
A trapezoid with 2 bases b1 and b2 and a height h has an area of
b1 + b2
·h
2
78
4.3 Circles
Video Link(s)
Circular Geometry Basics Circular Geometry Advanced, Power of a point, Cyclic Q
4.3.1 Circle Properties

Theorem 4.3.1 (Area and Circumference)
A circle with radius r has
Area = πr2
Circumference = 2πr
Theorem 4.3.2 (Arcs of a circle)

An arc of a circle with radius r and angle a°
a°
Area of a sector = πr2 × = π × radius2 × fraction of circle in sector
360
a°
Length of the arc = 2πr × = 2π × radius × fraction of circle in sector
360
Definition 4.3.3 (Angle of an arc). This is the angle that the arc makes at the center of
the circle.
79
Theorem 4.3.4 (Inscribed Arc Theorem)

The angle formed by an arc in the center or the arc angle is double of the angle formed
on the edge.
Corollary 4.3.5 (Inscribed Right Triangle)

Inscribed triangle with diameter as one side is always a right triangle.
Definition 4.3.6 (Chord). A Chord is a line segment between any two distinct points on
the circle. The diameter of the circle is the longest chord in the circle.
80
Theorem 4.3.7
The perpendicular bisector of any chord passes through the center. In the figure below,
the perpendicular bisectors of AB and CD intersect at the center O.
Corollary 4.3.8 • Congruent chords are equidistant from the center of a circle.
• If two chords in a circle are congruent, then their intercepted arcs are congruent.
• If two chords in a circle are congruent, then they determine two central angles that
are congruent.
Theorem 4.3.9
The angle marked in the diagram is half of the difference of the 2 red arcs.
_ _
BD − AC
∠AP C =
2
81
Theorem 4.3.10
If two chords AB and CD intersect at P, then the ∠BP C and ∠AP D are equal to the
average of the two arcs.
_ _
BC + AD
∠BP C = ∠AP D =
2
Theorem 4.3.11
If a tangent R intersects the circle at Q, and a chord QP is drawn, then the ∠RQP is
equal to half the arc angle
Remark 4.3.12
Circles are really useful for angle chasing so keep an eye out for the inscribed arc theorem
that can be used in many angle chasing problems.
Remark 4.3.13
A useful trick to solving angle chasing problems with regular polygons is to draw a circle
around the polygon and use the inscribed arc theorem.
82
Theorem 4.3.14
Equal chords mark out equal arcs
This basically means that if you have 2 chords of the same length, the sector of the
circle they mark out will be equal
Definition 4.3.15 (Tangent). A tangent is any line from a point external to the circle that
just touches the circle.
Theorem 4.3.16 (Right Angle Tangency Point)

If you connect the center of a circle to the point where the circle and a line are tangent,
they will form a right angle.
Remark 4.3.17
This property is very useful in circle problems as it allows us to work with right angles.
In addition, another helpful technique is drawing useful radii to various points in your
diagram as that opens up new information to work with.
83
4.4 Power of a Point

Video Link(s)
Power of a point
Theorem 4.4.1 (Power of Point For 2 Tangents)

From a given point P external to a circle, the two tangents to the circle are equal.
PS = PT
Theorem 4.4.2 (Power of Point For 2 Secants)

If AB and CD are two secants in a circle, which intersect at a point P, the line segments
satisfy the following property:
PA · PB = PC · PD
84
Theorem 4.4.3 (Power of a Point For Secants and Tangents)

If P is a point external to the circle, PT is a tangent to the circle, and the secants AB
and CD intersect P, then the line segments satisfy the following property:
PA · PB = PC · PD = PT2
Remark 4.4.4
It’s a common mistake to get confused and think P A · AB = P C · CD. Just remember
that all line segments must have the point P (maybe that’s why it is called the ”Power
of a Point”)
Theorem 4.4.5
If AB and CD are two secants in a circle, which intersect at a point P inside the circle,
the line segments satisfy the following property:
P A · P B = P C · P D = r2 − OP 2
where r is the radius of the circle
85
Theorem 4.4.6
If AB and CD are two secants in a circle, which intersect at a point P outside the circle,
the line segments satisfy the following property:
P A · P B = P C · P D = OP 2 − r2
where r is the radius of the circle
Remark 4.4.7
Power of a point is useful when dealing with circles and chord lengths.
86
Definition 4.4.8 (Curvature). The curvature of a circle is 1 divided by its radius 1r .
Theorem 4.4.9
In a tangential quadrilateral (i.e. one in which a circle can be inscribed) the two sums of
lengths of opposite sides are the same.
AB + CD = AD + BC
87
Theorem 4.4.10 (Descartes Theorem)

Let the radii of the 3 black externally tangent circles be r1 , r2 , andr3 . Let the radius of
the green circle be s1 . Then we have
1 1 1 1 12 12 12 12
2 !
+ + − =2 + + +
r1 r2 r3 s1 r1 r2 r3 s1
Note the term s11 is negative because the green circle is internally tangent to the other
circles, which means its curvature is negative.
Also, let the radius of the red circle be s2 . Then we know
1 1 1 1 12 12 12 12
2 !
+ + + =2 + + +
r1 r2 r3 s2 r1 r2 r3 s2
Note the term s12 is positive because the red circle is externally tangent to the other
circles which means its curvature is positive.
Remark 4.4.11
This formula also works if instead of a circle, one of the circles was a line. In that case,
we can just say 1r = 0.
88
Theorem 4.4.12 (Carnot’s Theorem)

in a triangle ABC with circumradius R and inradius r, the signed sum of perpendicular
distances from the circumcenter O to the sides is:
OP + OQ + OR = R + r
Note: The sign of the distance is chosen to be negative if the line lies outside the
triangle as shown below
In the figure below, OQ is negative as the segment lies outside the triangle
OP + OR − OP = R + r
89
4.5 Area of Complex Shapes
Concept 4.5.1
Tricks to finding the area of complex shapes
• Divide the shape into “nicer” areas which are easier to calculate
• Extend Lines
– You generally want to extend lines when they form nicer shapes/areas to work
with, such as triangles
• Break up areas
– A common way to do so is to drop altitudes as doing so generally allows you

to form right triangles
Remark 4.5.2
A common technique is to find the area of shapes and then find the area of a shape in
terms of a variable (like altitude, inradius, circumradius, etc.) and then solve for that
variable.
90
4.6 Length of complex shapes
Video Link(s)
Length of Complex Shapes
Concept 4.6.1
Finding Length of Complex Shapes
• Having equal angles means equal lengths and vice versa
• Be on the lookout for 90 degree angles, as you can use Pythagorean theorem
• Split the length into multiple components by using some of these techniques
– Drawing extra lines

– Dropping Altitudes
• Extending lines to create similar triangles, special triangles, etc. and then subtract-
ing the extra length
91
4.7 Angle Chasing
Concept 4.7.1 (Angle Chasing Tricks) • Sum of Angles in Triangle is 180
• A triangle with 2 angles equal will have their corresponding sides equal and a
triangle with 2 sides equal will have their corresponding angles equal (isosceles
triangle)
• Opposite angles in intersecting lines are equal
• Corresponding angles in parallel lines are equal
• The angle made by the arc at the center of the circle is double the angle made by
the arc at the boundary of the circle
Concept 4.7.2 (Complementary Angle)

Complementary angles are a pair of angles with the sum of 90 degrees
Concept 4.7.3 (Supplementary Angle)

Supplementary angles are a pair of angles with the sum of 180 degrees
92
Concept 4.7.4 (Intersecting lines)

When two lines intersect, the vertical angles are equal. Vertical angles are each of the
pairs of opposite angles made by two intersecting lines. ”Vertical” in this case means
they share the same Vertex (corner point), not the usual meaning of up-down.
Concept 4.7.5
Parallel Lines: Corresponding angles equal
4.8 Polygons
Video Link(s)
Area of complex shapes 1 Area of Complex Shapes 2
4.8.1 Angles of a Polygon

Theorem 4.8.1
Sum of interior angle of a polygon = (n − 2) · 180
(n − 2)
Interior angle of a regular polygon = · 180
n
360
Exterior angle of a regular polygon =
n
93
Fact 4.8.2. Important Interior Angles
Number of sides in regular polygon Interior Angle of regular polygon

3 60
4 90
5 108
6 120
8 135
9 140
10 144
94
4.8.1.1 Hexagon
Theorem 4.8.3
Sum of interior angle of a regular hexagon = (6 − 2) · 180 = 720
(6 − 2)
Interior angle of a regular hexagon = · 180 = 120
6
360
Exterior angle of a regular hexagon = = 60
6
√
3 2
Area of a regular hexagon = 6 · s
4
Length of the diagonal of a regular hexagon = 2s
95
4.8.1.2 Octagon
Theorem 4.8.4
Sum of interior angle of a regular octagon = (8 − 2) · 180 = 1080
(8 − 2)
Interior angle of a regular octagon = · 180 = 135
6
360
Exterior angle of a regular octagon = = 45
8
√
Area of a regular octagon = 2(1 + 2)s2
Remark 4.8.5
A regular hexagon can be divided into 6 congruent equilateral triangles.
Video Link(s)
Angle Chasing Basics
Angle Chasing Advanced
96
4.9 Cyclic Quadrilaterals
Video Link(s)
Cyclic Quadrilaterals
Theorem 4.9.1 (Properties of a Cyclic quadrilateral)
Sum of opposite angles = 180
97
Theorem 4.9.2 (Ptolemy’s Theorem)

In a cyclic quadrilateral ABCD
Product of diagonals = Sum of the product of both pairs of opposite sides
AC · BD = AB · CD + AD · BC
Video Link(s)
Ptolemy’s Theorem
98
Theorem 4.9.3 (Brahmagupta’s Formula)

In a cyclic quadrilateral with side lengths a, b, c, d, the area of the quadrilateral can be
found as:
q
A= (s − a)(s − b)(s − c)(s − d)
where s is the semiperimeter of the quadrilateral and can be calculated as

a+b+c+d
s=
2
Basically, to find the area of a cyclic quadrilateral
1. Find the perimeter and divide by 2
2. Subtract each of the side lengths from it to get 4 values
3. Multiply your 4 values
4. Take the square root of your product
99
4.10 3D Geometry
4.10.1 Cube
Theorem 4.10.1 (Volume and Surface Area of a cube)
Volume of a cube = side length3 = a3

Surface area of a cube = 6 × side length2 = 6a2
√ √
Length of space diagonal of a cube = 3 × side length = 3a
4.10.2 Rectangular Prism

Theorem 4.10.2 (Volume and Surface Area of a rectangular prism)
Volume of a rectangular prism = l × w × h = product of all 3 dimensions

Surface area of a rectangular prism = 2(lw + wh + lh)
√
Length of space diagonal of a rectangular prism = l2 + b2 + h2
100
4.10.3 Cylinder
Theorem 4.10.3 (Volume and Surface Area of a cylinder)
Volume of a cylinder = πr2 h
Surface area of a cylinder = 2πr2 + 2πrh

(4.1)
= 2πr(r + h)
101
4.10.4 Cone
Theorem 4.10.4 (Volume and Surface Area of a cone)
1
Volume of a cone = πr2 h
3
1
Volume of a Cone = π · radius2 · height
3
Surface area of a cone = πr2 + πrs = πr(r + s)

where s is the lateral or slant height
which can also be written as
π · radius2 + π · radius × slant height
Remark 4.10.5
The slant height s can be calculated by the following formula
√
s = r2 + h2
or q
slant height = radius2 + height2
102
4.10.5 Sphere
Theorem 4.10.6 (Volume and Surface Area of a sphere)
4
Volume of a sphere = πr3
3
Surface area of a sphere = 4πr2
103
4.10.6 Tetrahedron
Theorem 4.10.7 (Volume of a tetrahedron)
1
Volume of any tetrahedron = · base area · height
3
Theorem 4.10.8 (Volume of a regular tetrahedron (all sides equal))

√
2 3
Volume of a regular tetrahedron = s
12
4.10.7 Pyramid
Theorem 4.10.9 (Volume of a pyramid)
1
Volume of any pyramid = · base area · height
3
104
Theorem 4.10.10 (Volume of a regular pyramid (all sides equal))

When the pyramid has a square base, and all the sides are equal
√
2 3
Volume of a regular pyramid = s
6
Concept 4.10.11 (Cavalieri’s principle)

If there are two solids of equal altitude, the sections made by planes parallel to and at
the same distance from their respective bases are always equal, then the volumes of the
two solids are equal
105
4.10.8 Polyhedron
Theorem 4.10.12 (Euler’s Polyhedron Formula)
Edges = Faces + Vertices - 2
E = F+V-2
Remark 4.10.13
If you ever forget this theorem, just think of a cube and remember that it has 6 faces, 8
vertices, and 12 edges.
Remark 4.10.14
Note that in a polyhedron, if we know or can get information about the number of
faces/edges coming out of 1 point, and the number of vertices shared for every face/edge,
we can easily calculate the number of faces/edges from the number of vertices and vice
versa.
Video Link(s)
3D Geometry
4.11 Advanced Formulas
Definition 4.11.1 (Median). A median is a line connecting a point to the midpoint of the
opposite side.
106
Definition 4.11.2 (Centroid). In a triangle, the intersection of all 3 medians in a triangle is

the centroid.
Theorem 4.11.3
The centroid of a triangle is on the median and it is 2
3
of the way from from one of
vertices to the midpoint of the opposite side.
Definition 4.11.4 (Circumcenter). The circumcenter of a triangle is the intersection of all

3 perpendicular bisectors (the line that bisects a segment and is perpendicular to it). This
point is also the center of the circumcircle and equidistant from all the three vertices.
Definition 4.11.5 (Incenter). The incenter of a triangle is the intersection of all the angle
bisectors. This point is also the center of the incircle, and equidistant from all the three sides.
107
Theorem 4.11.6
Inradius r of a right triangle:
1
r = (a + b − c)
2
where a and b are the legs of the triangle, and c is the hypotenuse.
Definition 4.11.7 (Cevian). A cevian is any line from any vertex of a triangle to the opposite
side. Medians and angle bisectors are special cases of cevians.
Theorem 4.11.8 (Ceva’s Theorem)

In a triangle ABC, and let D, E, F be points on lines BC, CA, AB, respectively. Lines
AD, BE, CF are concurrent if and only if
BD CE AF
· · =1
DC EA F B
Note: It is not necessary that these cevians lie within the triangle
Remark 4.11.9
A way to remember this is that you are going around the triangle multiplying ratios.
108
Theorem 4.11.10 (Menelaus’s Theorem)

If line P Q intersecting AB on 4ABC, where P is on BC, Q is on the extension of AC,
and R on the intersection of P Q and AB, then
P B QC AR
· · = 1.
CP QA RB
109
Theorem 4.11.11 (Stewart’s Theorem)

Given a triangle 4ABC with sides of length a, b, c opposite vertices of A, B, C respectively.
If cevian AD is drawn so that BD = m, DC = n and AD = d, we have that
man + dad = bmb + cnc
Remark 4.11.12
A way to remember this is the saying ”A Man and his Dad put a Bomb in the Sink
Corollary 4.11.13 (Stewart’s For Angle Bisector)

If AD is an angle bisector, then d2 + mn = bc.
Note that this follows from Stewart’s Theorem and the Angle Bisector Theorem.
Corollary 4.11.14 (Stewart’s Theorem For Medians)
If AD is a median, then d2 = 12 (b2 + c2 ) − 41 a2
110
Theorem 4.11.15 (Euler’s Geometry Theorem)

Euler’s theorem states that the distance d between the circumcenter and incenter of a
triangle is given by
d2 = R(R − 2r)
or equivalently
1 1 1
+ =
R−d R+d r
where R and r denote the circumradius and inradius respectively.
4.12 Coordinate Geometry
4.12.1 Line in Coordinate Plane

Definition 4.12.1 (Equation of a Line). The equation of a line is ax + by + c = 0.
Definition 4.12.2 (Slope-Intercept Form). An equation of a line in slope-intercept form is
y = mx + b
111
Theorem 4.12.3 (Slope of a line through 2 points)

The slope of a line passing through 2 points (x1 , y1 ) and (x2 , y2 ) is
y2 − y1
x2 − x1
Theorem 4.12.4 (Slope of a line through angle)

The slope of a line with an angle of θ above the x-axis is tan(θ)
Theorem 4.12.5 (Distance between 2 points)

The distance between 2 points (x1 , y1 ) and (x2 , y2 ) is
q
(x1 − x2 )2 + (y1 − y2 )2
Theorem 4.12.6 (Point to line formula)

The distance between a point (x0 , y0 ) and a line ax + by + c = 0 is
|a · x0 + b · y0 + c|
√
a2 + b 2
.
Remark 4.12.7
Be careful not to get the equation of the line confused with ax + by = c
Remark 4.12.8
Note that this distance represents the shortest possible distance which would be length
of the perpendicular line.
Remark 4.12.9
This formula is a bit confusing so an easy way to remember the numerator is that it’s
just the equation of the line with the values of the point plugged in as the x and y values
4.12.2 Circle in Coordinate Plane
112
Theorem 4.12.10 (Equation of a Circle)

A circle with center (a, b) and radius r has equation
(x − a)2 + (y − b)2 = r2
Theorem 4.12.11 (Equation of a Parabola)

A parabola with vertex (a, b) has an equation of y = k(x − a)2 + b for any real non-zero
constant k.
Theorem 4.12.12 (Equation of an Ellipse)

An ellipse has an equation of
x2 y 2
+ 2 =1
a2 b
where the length of the 2 radii of the ellipse are a and b
Remark 4.12.13
Note that when a = b, it becomes a circle.
Theorem 4.12.14 (Equation of a Hyperbola)

A hyperbola has an equation of
x2 y 2
− 2 =1
a2 b
where the the rectangle that the hyperbola can fit inside has a width of a and length of
b. A hyperbola consists of 2 symmetric parts that can be reflected across the y-axis.
113
Chapter 5
Trigonometry
Note: This topic is mainly relevant for AMC 12, but knowing some concepts like Law of
Cosines can help make some AMC 10 problems easier to solve.
5.1 Trigonometric Identities

Theorem 5.1.1 (Trigonometric Identities)
Opposite
Sine: sin(a) =
Hypotenuse
Adjacent
Cosine: cos(a) =
Hypotenuse
Opposite sin(a)
Tangent: tan(a) = =
Adjacent cos(a)
Remark 5.1.2
To remember the relationships, just use the mnemonics SOH, CAH, TOA:
114
OmegaLearn.org Chapter 5. Trigonometry
SOH = Sin is Opposite over Hypotenuse

CAH = Cos is Adjacent over Hypotenuse
TOA = Tan is Opposite over Adjacent
5.2 More Trigonometric Identities
Theorem 5.2.1 (More Trigonometric Identities)

Hypotenuse 1
Cosecant: csc(a) = =
Opposite sin(a)
Hypotenuse 1
Secant: sec(a) = =
Adjacent cos(a)
Adjacent 1 cos(a)
Cotangent: cot(a) = = =
Opposite tan(a) sin(a)
115
5.3 Important Trigonometric Values
cos 0° = 1 √ sin 0° = 0 √
cos 15° = 23+1
√
2
sin 15° = 23−1
√
2
√
cos 30° = √23 sin 30° = 1√
2
cos 45° = 22 sin 45° = √22
cos 60° = 21√ sin 60° = √23
cos 75° = 23−1√
2
sin 75° = 23+1
√
2
cos 0° = 1 sin 0° = 0
cos 90° = 0 sin 90° = 1 √
cos 120° = − 21√ sin 120° = √23
cos 135° = − √22 sin 135° = 22
cos 150° = − 23 sin 150° = 21
cos 180° = 1 sin 0° = 0
116
5.4 Unit Circle Identities
Theorem 5.4.1 (Unit Circle Identities)
sin(−a) = − sin(a)
sin(a) = sin(180 − a)
cos(a) = cos(−a)
cos(a) = − cos(180 − a)
tan(a) = − tan(180 − a)
tan(−a) = − tan(a)
5.5 Area of a Triangle using trigonometry
Theorem 5.5.1 (Area of a Triangle using trigonometry)

In a triangle with side lengths, a, b, c, where the angle between sides a and b is denoted
by C
1
Area of the triangle = · ab · sin(C)
2
117
5.6 Law of Sines

Theorem 5.6.1 (Law of Sines)
In a triangle with sides a, b, c and angles A, B, and C where the side a is opposite to
the angle A, the side b is opposite to the angle B, and the side c is opposite the angle C,
we have
a b c
= = = 2R
sin A sin B sin C
where R is the circumradius of the triangle.
5.7 Law of Cosines

Theorem 5.7.1 (Law of Cosines)
In a triangle with side lengths, a, b, c, where the angle between sides a and b is denoted
by C
c2 = a2 + b2 − 2ab · cos C
Video Link(s)
Solving area problems using trigonometry
118
5.8 Pythagorean Identities

Theorem 5.8.1 (Pythagorean Identities)
sin2 (a) + cos2 (a) = 1
tan2 (a) + 1 = sec2 (a)
cot2 (a) + 1 = csc2 (a)
5.9 Double Angle Identities

Theorem 5.9.1 (Double Angle Identities)
sin(2a) = 2 sin(a) cos(a)
cos(2a) = cos2 (a) − sin2 (a) = 2 cos2 (a) − 1 = 1 − 2 sin2 (a)
2 tan(a)
tan(2a) =
1 − tan2 (a)
119
5.10 Addition and Subtraction Identities
Theorem 5.10.1 (Addition and Subtraction Identities)
sin(a + b) = sin(a) cos(b) + sin(b) cos(a)
sin(a − b) = sin(a) cos(b) − sin(a) cos(b)
cos(a + b) = cos(a) cos(b) − sin(a) sin(b)
cos(a − b) = cos(a) cos(b) + sin(a) sin(b)
tan(a) + tan(b)
tan(a + b) =
1 − tan a tan b
tan(a) − tan(b)
tan(a − b) =
1 + tan a tan b
5.11 Half Angle Identities
Theorem 5.11.1 (Half Angle Identities)

s
a 1 − cos(a)

sin =±
2 2
s
a 1 + cos(a)

cos =±
2 2
120
5.12 Sum to Product Identities
Theorem 5.12.1 (Sum to Product Identities)

a+b
! !
a−b
sin(a) + sin(b) = 2 sin cos
2 2
a+b
! !
a−b
sin(a) − sin(b) = 2 sin cos
2 2
a+b
! !
a−b
cos(a) + cos(b) = 2 cos cos
2 2
a+b
! !
a−b
cos(a) − cos(b) = −2 sin sin
2 2
5.13 Product to Sum Identities
Theorem 5.13.1 (Product to Sum Identities)

1
sin(a) sin(b) = (cos(a − b) − cos(a + b))
2
1
cos(a) cos(b) = (cos(a − b) + cos(a + b))
2
1
sin(a) cos(b) = (sin(a + b) + sin(a − b))
2
Definition 5.13.2. A periodic function is a trigonometric function which repeats a pattern

of y-values at regular intervals. One complete repetition of the pattern is called a cycle. The
period of a function is the horizontal length of one complete cycle.
Period of sin, cos, and tan is 2π
121
5.14 Periods and Graphs of Trigonometric Functions

Concept 5.14.1 (Sine Graph)
Concept 5.14.2 (Cosine Graph)
Concept 5.14.3 (Tan Graph)
Remark 5.14.4
Long trigonometric expressions can be evaluated by telescoping, using identities in clever
ways, complex number substitutions (see complex numbers section below).
122
Chapter 6
Logarithms
Note: This topic is mainly relevant for AMC 12.
Video Link(s)
Logarithms
Definition 6.1.1 (Logarithm). A logarithm is the power to which a number must be raised
in order to get some other number.
Logarithms are expressed as

a = logb n
where b is the base and n is the number.
Basically, we are trying to calculate how many times we need to multiply the base to
get the number a, or what power do we need to raise the base to get the number a.
Theorem 6.1.2 (Converting to Logarithm and Exponents)
logx y = a =⇒ xa = y
.
123
OmegaLearn.org Chapter 6. Logarithms
6.2 Logarithmic Formulas
Theorem 6.2.1 (Important Formulas)
loga ar = r
loga bc = loga b + loga c
b
loga = loga b − loga c
c
loga bc = c loga b
logb logc logc

loga b · logb c = · = = loga c
loga logb loga
1
logb a =
loga b
logd a
logb a =
logd b
Remark 6.2.2
This last formula is known as the ”Base Change Formula” and is the most useful of them
all. Often times in logarithm problems you can just expand out your expression in terms
of this formula and simplify the expression to get the answer.
Remark 6.2.3
These formulas are extremely important for working with logarithms and should definitely
be memorized.
Remark 6.2.4
If you ever forget which way the sign of these logarithms are, you can just try a small
example like log10 100 + log10 1000 = log10 100, 000 so from here for example you could
figure out the sum of logarithms identity.
124
OmegaLearn.org Chapter 6. Logarithms
Theorem 6.2.5 (Advanced Formulas)

n
logam an =
m
1

loga = − loga b
b
log 1 b = − loga b
a
Remark 6.2.6
These formulas are less important and aren’t necessary for most logarithm problems,
but still good to know.
125
Chapter 7
Complex Numbers
Note: This topic is mainly relevant for AMC 12.
Definition 7.1.1. A complex number is a number that can be expressed in the form a + bi,
where a and b are real numbers, and i represents the “imaginary unit”. a is the real part of
our number, and bi is the imaginary part. Complex numbers are often represented by the
variable z.
√
Definition 7.1.2. i = −1, i2 = −1, i3 = −i, i4 = 1
Remark 7.1.3
√
Powers of i cycle every 4 terms, so i4n = i4 = 1, i4n+1 = i = −1, i4n+2 = i2 =
−1, i4n+3 = i3 = −i
Theorem 7.1.4 (Adding Complex Numbers)
(a + bi) + (c + di) = (a + c) + (b + d)i
Theorem 7.1.5 (Subtracting Complex Numbers)
(a + bi) − (c + di) = (a − c) + (b − d)i
126
OmegaLearn.org Chapter 7. Complex Numbers
Theorem 7.1.6 (Multiplying Complex Numbers)
(a + bi) · (c + di) = (ac − bd) + (bc + ad)i
Definition 7.1.7 (Real and Imaginary Parts). The imaginary part of a complex number
a + bi is b and the real part is a.
Remark 7.1.8
The imaginary part does not include a factor of i.
7.2 Conjugates
Definition 7.2.1. A complex conjugate is found by flipping the sign of the imaginary part
of complex number, and is represented as z̄.
Theorem 7.2.2 (Finding Conjugates)
z = a + bi = a − bi
Theorem 7.2.3 (Multiplying Complex Numbers with their Conjugates)
(a + bi)(a − bi) = a2 + b2
7.3 Complex Roots

Definition 7.3.1. A polynomial of degree n has n roots, and these roots may be complex.
For binomials, if our discriminant is negative we have complex roots.
7.4 Complex Plane

Definition 7.4.1. A complex number can also be represented geometrically by expressing
a + bi as (a, b) on the Complex plane. The x-axis represents the Real axis and the y-axis
represents the Imaginary axis.
127
Definition 7.4.2. The magnitude of a complex number is represented by |z|, and is the
distance of a complex number (a, b) from the origin.
Theorem 7.4.3 (Magnitude of a Complex Number)

√
|z| = |a + bi| = a2 + b 2
7.5 Polar Form

Definition 7.5.1. The angle that the positive real axis makes with the ray that connects
the origin with a complex number is called the argument of that complex number and is
represented by θ.
Theorem 7.5.2 (Argument of a Complex Number)

The argument θ of a complex number a + bi is
b
tan θ =
a
.
Definition 7.5.3. The distance between 0 and a complex number is sometimes called the
modulus of that complex number and is represented by r.
Theorem 7.5.4 (Modulus of a Complex Number)

The modulus r of a complex number a + bi is
√
r = |a + bi| = a2 + b 2
Definition 7.5.5. Polar form is another way to represent a complex number based on its
modulus r and argument θ.
Theorem 7.5.6 (Polar Form)
z = a + bi = r(cos θ + i sin θ) = r cis θ
128
Remark 7.5.7
cis θ is just short for cos θ + i sin θ
Remark 7.5.8
Trigonometric ratios tell us that cos θ = ar and sin θ = rb , which we can rearrange to see
that r cos θ = a and r sin θ = b. Plugging in these values gives us the polar form formula.
Remark 7.5.9
cos θ + i sin θ can also be written as cis θ.
Theorem 7.5.10 (Euler’s Formula)

Euler’s Formula tells us that
cos θ + i sin θ = eiθ
, which tells us that
z = a + bi = r(cos θ + i sin θ) = reiθ
.
Remark 7.5.11
Euler’s Identity is a special case of Euler’s Formula and tells us that
eπi = −1
Theorem 7.5.12 (De Moivre’s Theorem)

For a complex number z = reiθ and a real number n,
z n = (reiθ )n = rn [cos(nθ) + i sin(nθ)]
Remark 7.5.13
We can use this to evaluate expressions like
(3 + 2i)8
much easier because we just convert to polar form and apply De Moivre’s Theorem.
129
Remark 7.5.14
DeMoivre’s Theorem is very useful when dealing with complex numbers and exponents.
Theorem 7.5.15 (Rotating a Point)

To rotate a point θ radians counterclockwise, covert a coordinate to its corresponding
complex number and multiply it by eiθ . Converting this back to ordered pairs gives us
our answer.
Concept 7.5.16
Complex numbers and their relations to circles makes them easy to work with for many
geometry problems, especially when dealing with polygons such as equilateral triangles
or squares.
How to solve geometry problems using complex numbers:
1. Assign a complex number to 1 or more of the coordinates
2. To find the complex numbers for other points, multiple/divide by eiθ
3. Use the information you have to solve for what you are asked in the problem
Remark 7.5.17
We can also view algebraic complex number problems geometrically.
7.6 Roots of Unity
Definition 7.6.1. Roots of unity are the complex solutions to an equation xn = 1, for some
positive integer n. There will always be n solutions to xn = 1.
Theorem 7.6.2 (Roots of Unity)

The set of the nth roots of unity is
e2kπi/n
for
k ∈ {1, 2, . . . n}
.
130
7.7 Complex Numbers for Trigonometry

Theorem 7.7.1 (Sin and Cos values in terms of complex numbers)
eiπ + ei(180−π)
sin θ =
2i
eiπ + ei(−π)
cos θ =
2
eiπ + ei(180−π)
tan θ = i
eiπ + ei(−π)
Remark 7.7.2
By using these substitutions, we can bash out the value of trigonometric expressions
easily without clever manipulation of trigonometric identities that would be needed to
solve the problem otherwise.
131
Chapter 8
Additional Techniques and Strategies
8.1 Meta-solving Techniques

Video Link(s)
Meta-solving Techniques
Definition 8.1.1. Meta-solving is finding the answer to a problem without actually solving
it.
Remark 8.1.2
These techniques may not work for all problems. These techniques are especially useful
when the problem provides answer choices.
Remark 8.1.3 (Meta-Solving Warning)

Don’t get too carried away with these techniques to the point where you don’t even try
to solve the problem legitimately.
Concept 8.1.4 (Engineering Induction)

Engineering Induction is the process of trying and finding the value to small cases and
assuming it’s true for larger ones.
Steps for Engineering Induction Problems:
1. Try small cases
2. Look for a pattern amongst those small cases (there may not always be one)
3. Assume the pattern can continue for larger cases and find the answer
132
OmegaLearn.org Chapter 8. Additional Techniques and Strategies
Remark 8.1.5
We can try to apply engineering induction when we see the values in the problem seem
hard/impossible to compute.
133
Concept 8.1.6 (Looking for unique properties of numbers)

Rather than computing the exact answer, we can compute unique properties of your
answer choices so that you can eliminate all answer choices that don’t satisfy the property
and so that you will be left with 1 answer choice (or possibly more in which case you can
just guess from the remaining ones)
Some unique properties you can look for in your answer choices and try to compute are
• Units Digit
• Last 2 digits
• Parity (Even, Odd)
• Perfect square or not one
• Prime/composite
• Modulus (remainders when divided by 3, 4, 5, etc.)
• Denominators of common fractions (or what they must divide)
• Multiples/Factors of numbers
• etc.
Remark 8.1.7
These last 2 properties are especially useful in combinatorics problems as you can easily
find numbers you have to multiply with each other to get your answer.
Concept 8.1.8
Look for the option choices that are the ”odd one out” or that are different from all
others
• Look for outliers (primes, large/small numbers, odd/even numbers, powers of 2,

etc)
134
Concept 8.1.9 (Trying all the Option choices)

In some problems, you can
• Try all the option choices into the conditions in the problem
• Look at the conditions in the problem and see which of the option choices could
work
• etc.
After doing so, you will either have a better guess or exact answer.
Concept 8.1.10 (Elimination of Option Choices)

Tying closely to the previous technique, you can also usually eliminate option choices
based on
• Unique properties of Numbers (See Above)
• How large or small the number must be
Remark 8.1.11
We would recommend guessing ONLY if you can narrow it to 2 or 3 option choices.
Concept 8.1.12 (Estimation of Answer)

Often times in problems (especially geometry) you can easily find an approximate answer
and see which of the option choices most closely matches what you got.
In geometry, a common strategy to do so is to mark out areas approximately equal to

those of areas you know.
135
Concept 8.1.13 (Using Freedom in Problems)

Assuming facts when you have freedom in the problem statement can be very useful.
Essentially, as long as the problem is not telling you ”this fact is not true” (so, whatever
assumption you want to make will satisfy the problem’s conditions) you can assume the
fact is true to simplify your problem and make it really easy to solve.
For example, if you are asked to find some universal ratio in a triangle and you aren’t
specifically told that the triangle isn’t equilateral, you can just assume the triangle is
equilateral and solve the remaining problem from there.
Remark 8.1.14
Make sure not to assume false information! Be very careful that your assumption can be
true.
In our previous example, if we were told the triangle had 2 sides of length 7 and
8, then our assumption would be false, so it wouldn’t work then.
136
8.2 Silly Mistakes
Silly mistakes are very common and can really lower your score on the AMC 10/12. Here are
some tips on how to avoid the different kinds of silly mistakes:
Concept 8.2.1 (Avoiding Arithmetic Errors)

A good way to avoid arithmetic errors is to
• Do your computation 2 ways (e.g. If you have to do 87 · 93, you can multiply them
with 87 on the top and with 93 on top)
• Be more organized, and write more steps
Concept 8.2.2 (Avoiding Mathematical Errors)

An easy way to avoid mathematical errors is to
• Do your work neatly!
• Make boxes for each problem on scratch paper per problem
• Don’t skip steps
• Check your work, following the tip above will make it easier to do so
• Do your steps methodically
• Try to substitute your answer back into the problem (if you can)
• Try an alternate solution to confirm your answer
• Estimate what the answer has to be, and see if your answer is close to what your
estimate is
137
Concept 8.2.3 (Avoid Reading Errors)

Reading the problem wrong is one of the most common mistakes. Often times, you might
forget about important key words like
• inclusive, except
• even, odd
• prime, composite
• integer, natural, real, complex
Some strategies to avoid them are
• After solving the problem, reread the question part of the problem to make sure
you are answering what the question asks for!
• Underline key words while reading (that’s probably gonna be hard this year with
the test being online, but as an alternative you can take note of the important
words on your scratch paper)
Concept 8.2.4 (Avoid Missing a Final Step Errors)

Sometimes in problems, you might be so caught up in moving forward in the test that
you might forget an important step at the end.
For example, in a problem you might think ”I’ll multiply by 5 to whatever answer
I get” and then you find that answer but forget to multiply by 5. A way to avoid this is:
• Write ”Remember ...” big and bold on your scratch or the question paper
Remark 8.2.5
A very common reading mistake is getting confused between the words non-negative and
positive. Remember, non-negative includes 0 while positive doesn’t!
Concept 8.2.6 (Avoid Making False Assumptions)

Often times, you might just think something is true and assume it’s true for the rest
of the problem, when really it was false. Proving all your assumptions can be too time
consuming. However we recommend at least seeing some sort of reasoning for why your
assumption should be correct (unless of course you are using one of the meta-solving
techniques).
138
Concept 8.2.7 (Avoid Casework Errors)

Many times, in casework problems you might
• Undercount possibilities
• Overcount possibilities
• Miss edges/extreme cases
Some strategies to avoid them are
• Be methodical in your casework
• Make sure all your cases work
– An easy way to do this is just to try a few examples in your case to see if they
actually work
– Especially, make sure to check if extremes work
– Make sure all your cases are disjoint and that you are not overcounting
anything that’s common between the cases
– Make sure your cases cover all possibilities that the problem asks for
– Solve the problem in multiple ways (for example, by both casework and
complementary counting)
Remark 8.2.8
I know that some of these strategies may take a lot of extra time to follow so we
recommend analyzing how you are making silly mistakes and from there see which
strategies you will want to follow.
139
8.3 Other Strategies To Maximize Your Score
Concept 8.3.1 (Plan Your Time)

Make sure to plan your time.
• Questions 1-10 are generally easy, 11-20 are medium, 21-25 are hard
• Sometimes one of the early questions can be hard or bashy, or a later question can
be easy
• Don’t get stuck on a question. Move on and come back to it later.
• Star any question you are unsure about but you feel you can solve it, or any
questions that you solved but are not confident of your answer
• Budget your time properly
• Leave enough time for last 10 problems
• Leave some time to review starred problems and check your work
Concept 8.3.2 (Guessing Strategies)

If you want to guess, make sure to keep these things in mind:
• You get 1.5 points for leaving a question blank, so if you don’t know how to solve
the problem, just leave it blank
• Try using meta-solving strategies above
• If you can narrow down the choices to 2-3 options, only then make an educated
guess
140
Concept 8.3.3 (Test Day Strategies)

Here are some test day strategies:
• Don’t try to cram or study on the day before the test
– Just review a few formulas or strategies from this book
• Be relaxed
– Get a good night’s sleep

– Eat a healthy meal
– Meditate
– Eat dark chocolate
– Listen to music
– Or whatever else makes you feel relaxed
Concept 8.3.4 (Problem Solving Strategies)

Try to remember these problem solving strategies:
• When you are stuck, try to use the information in the problem you haven’t used
yet
• When solving a problem, think of what technique would likely be at play
• Don’t get too stuck with one approach to a problem, move on, and come back to
the problem with a fresh perspective
• In problems that seem complex, try small cases to look for a pattern that can allow
you to figure out how to approach the problem and what patterns may exist (this
is similar to engineering induction)
Concept 8.3.5 (AIME Qualification)

To qualify for AIME, based on recent cutoff scores, you will need a score of at least
105. However you should aim for 110+ to be safe. For this, you’ll need a 17-0-8 split
(right-wrong-skipped), a 18-5-2 split, a 19-6-0 split or something better.
Concept 8.3.6 (USAJMO/USAMO Qualification)

To qualify for USAJMO/USAMO, you’ll probably need a score of at least 120 to have a
good chance (of course this also depends heavily on your AIME score).
141
Remark 8.3.7
Another strategy for the AMC 10/12B is that if you are expecting a AIME qualifying
score on the AMC 10/12A, then you should try to solve more problems and take a
”higher risk higher reward” approach for the AMC 10/12B, however if you didn’t do
good on the A, you should take a safe path.
Remark 8.3.8
Last, but most important, don’t stress out too much about how you will do! It’s just a
math contest, and you’ll probably have many more opportunities in the future.
Good luck to you on your math competitions. We hope you found this
book useful! We really appreciate your feedback and can be reached at
omegalearn.info@gmail.com. Thanks!
142
Acknowledgments
Thanks to these amazing contributors for reviewing the book and helping to make it better:
Alexander C.
Kevin L.
Steve H.
Yushen L.
We would also like to thank all our math teachers and coaches who have helped in our
mathematical journey over the years. Their guidance and encouragement was invaluable in
pursuing our passion for math.
Ms. Betty Chan

Mrs. Rita Korsunsky
143

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What topics are covered in the book?

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What strategies are discussed for math competitions?

What strategies are discussed for math competitions?

The Book of Mathematical Formulas & Strategies

1.11 Floor and Ceiling Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

3 Counting and Probability 48

4.10.2 Rectangular Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

7 Complex Numbers 126

8 Additional Techniques and Strategies 132

Information about math competitions

Free AMC 8 Fundamentals Course

1. Permutations & Combinations

Free AMC 8 Advanced/MATHCOUNTS Course

1. Casework, Complementary Counting, Probability, Stars & Bars, Recursion

Free AMC 10/12 Course

1. Quadratics, Polynomials, Vieta’s Formulas, Roots

2. Algebraic Manipulations, Factorizations, SFFT, Sophie Germain’s Identity

3. Permutations, Combinations, Casework, Complementary Counting

4. Probability, Expected Value, Geometric Probability, States

5. Number Theory: Factors, Multiples, and Bases

6. GCD/LCM, Modular Arithmetic, Diophantine Equations

7. Triangles, Polygons, Basic Trigonometry

8. Circular Geometry, Power of a Point, Cyclic Quadrilaterals

2021 AMC 10/12 Video Solutions

2. 2021 AMC 12A Solutions

3. 2021 AMC 10B Solutions

4. 2021 AMC 12B Solutions

1.1 Mean, Median, Mode

Definition 1.1.1 (Mean/Average).

sum of all terms

Definition 1.1.2 (Mode).

Mode = Most common term(s)

If number of terms is even,

Median = average of middle two numbers

This means the harmonic mean is

1.2 Arithmetic Sequences

Definition 1.2.1 (Arithmetic Sequence). An arithmetic sequence is a sequence of numbers

40, 37, 34, . . . , 4, 1

the common difference is −3.

Definition 1.2.3 (Arithmetic Sequence Notation). In general, the terms of an arithmetic

• d is the common difference between consecutive terms

• n is the number of terms

Theorem 1.2.4 (nth term in an Arithmetic Sequence)

first term + (number of terms − 1)(common difference)

We also have that

the nth term = mth term + (number of terms − m)(common difference)

Theorem 1.2.5 (Number of Terms in an Arithmetic Sequence)

Theorem 1.2.6 (Average of Terms in an Arithmetic Sequence)

which essentially means

First Term + Last Term

Sum of all Terms

If the number of terms is even, x = average of middle 2 terms

Theorem 1.2.7 (Sum of all Terms in an Arithmetic Sequence)

which essentially means

Sum of All Terms = Average of Terms × Number of Terms

We can also substitute

1.3 Geometric Sequences