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Harvard-MIT November Tournament #0j4g

Harvard-MIT November TournamentHard

From module Angle Chasing Mastery

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Understand the scale
Scale 0.5: Easiest math competition problems, often solvable even for early middle school students without experience. 1: Problems strictly for beginners, often at a moderate middle school level. 1.5: Problems for stronger beginner students, on the level of the middling problems in most middle school contests. 2: For motivated beginners, harder questions from the previous categories. 2.5: More advanced beginner problems, hardest questions from previous categories. 3: Early intermediate problems that require more creative thinking. 3.5: Tougher early intermediate problems that consistently stretch into higher-level creative thinking or conceptual knowledge. 4: Intermediate-level problems. 4.5: Upper intermediate problems approaching the upper bound for non-invitational sprint math competitions. 5: More difficult AIME problems or simple proof-based Olympiad-style problems. 6: High-level AIME-styled questions or introductory Olympiad-level questions. 7: Tougher Olympiad-level questions, may require more technical knowledge. 8: High-level Olympiad-level questions. 9: Expert Olympiad-level questions. 9.5: The hardest problems appearing on Olympiads which the strongest students could reasonably solve. 10: Historically notorious problems, generally unsuitable for even very hard competitions because they are exceedingly tedious, long, and difficult.
Cyclic quadrilateralsTriangle trigonometryAngle chasing

Problem

Problem:

Let G1G2G3G_{1} G_{2} G_{3} be a triangle with G1G2=7G_{1} G_{2}=7, G2G3=13G_{2} G_{3}=13, and G3G1=15G_{3} G_{1}=15. Let G4G_{4} be a point outside triangle G1G2G3G_{1} G_{2} G_{3} so that ray G1G4→\overrightarrow{G_{1} G_{4}} cuts through the interior of the triangle, G3G4=G4G2G_{3} G_{4}=G_{4} G_{2}, and ∠G3G1G4=30∘\angle G_{3} G_{1} G_{4}=30^{\circ}. Let G3G4G_{3} G_{4} and G1G2G_{1} G_{2} meet at G5G_{5}. Determine the length of segment G2G5G_{2} G_{5}.

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