Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Doubly Isosceles

Age 14 to 16
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions
 



It is helpful to find what these two triangles have in common. Angle PQR (or SQR), shown in red on the right, is an angle in both triangles.







 
 


Triangle PQR is isosceles, so angle PRQ is equal to angle PQR. It is also shown in red in the diagram on the left.

The green angle at P is the angle that needs to be added to two red angles to make 180$^\circ$.






Triangle QRS is also isosceles, and its line of symmetry is through R. So angle RSQ is equal to angle SQR. It is also shown in red in the diagram on the right.

The angle at R also makes a sum of 180$^\circ$ when added to the two red angles. So it is equal to the green angle at P.

But this means that the triangles PQR and QRS are similar. 

We can use either that the scale factor between triangle QRS and triangle PQR is 2 (shown below in the diagram on the left), or that the ratio between the longer sides and the shorter side of each triangle is 1:2 (shown below in the diagram on the right).

 









Either of these facts about similar triangles tell us that QS = $\frac12$.
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Fitting In

The largest square which fits into a circle is ABCD and EFGH is a square with G and H on the line CD and E and F on the circumference of the circle. Show that AB = 5EF. Similarly the largest equilateral triangle which fits into a circle is LMN and PQR is an equilateral triangle with P and Q on the line LM and R on the circumference of the circle. Show that LM = 3PQ

Look Before You Leap

Can you spot a cunning way to work out the missing length?

Triangle Midpoints

You are only given the three midpoints of the sides of a triangle. How can you construct the original triangle?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo