18 questions on the standard circle theorems, each asking for the answer and the reason — as the exam does.
⭕ Circle theorems practice
Circle theorems are Higher tier only, and they are marked as much on the reason as on the number. This sheet asks for both, every time. It covers the angle at the centre being twice the angle at the circumference, the angle in a semicircle, angles in the same segment, opposite angles of a cyclic quadrilateral summing to 180°, the tangent meeting the radius at a right angle, the two tangents from a point being equal, the perpendicular from the centre bisecting a chord, and the alternate segment theorem. The later questions chain two theorems together, which is how they usually arrive on a paper. Write the theorem out in words rather than pointing at the diagram — 'angles in the same segment are equal' is the phrase that earns the mark, and it is the phrase that is easiest to leave out under time pressure.
- 1.A skateboard ramp is designed so that a straight rail RT is tangent to a circular curve at the point T, and TC is a chord of the curve from T to another point C on the curve. A second rail continues straight through T on the other side, so that the two rails together form a straight line, and the angle between that second rail and the chord TC is 109°. A support point D is placed on the curve, on the major arc TC. Work out the size of angle TDC, the angle subtended by the chord TC at D.
- 2.A regular polygon has an interior angle of 156°. Work out the number of sides of the polygon.
- 3.A straight line touches the edge of a circle at exactly one point and does not cross into the circle at all. Write down the term for this line.
- 4.O is the centre of a circle, and PT is a tangent to the circle at the point T. A is a point on the circle, with OA and OT both radii and angle AOT = 122°. At the point T, the chord TA lies between the radius TO and the tangent TP. Work out the size of angle ATP, the angle between the chord and the tangent.
- 5.From an external point P, two tangents PA and PB touch a circle with centre O at the points A and B. Angle APB = 50°. Work out the size of angle OAB.
- 6.A, B, C and D are points on a circle with centre O, placed in that order around the circle so that ABCD is a cyclic quadrilateral. B lies on the major arc AC and D lies on the minor arc AC. Angle AOC = 104°. Work out the size of angle ADC.
- 7.A regular polygon has 12 sides. Work out the size of one exterior angle of the polygon.
- 8.A, B, C and D are points on a circle, and ABCD is a cyclic quadrilateral with the vertices in that order around the circle. Angle ABC = 108° and angle ADC = 72°. Which circle theorem is the reason that angle ABC + angle ADC = 180°?
- 9.At a cycling event, a circular track has centre O. Two flags, F and M, are fixed on the track. A course marker P is also on the track, positioned so that angle FOP = 55° and angle POM = 43°, with P between F and M as seen from O. A spectator S stands on the major arc FM, on the opposite side of the track from P. The event programme needs angle FSM. Work out angle FSM.
- 10.A student is proving that opposite angles of a cyclic quadrilateral ABCD sum to 180°, letting a = angle DAB and c = angle BCD, and using the fact that the angle at the centre is twice the angle at the circumference. She has already written: 'By the angle at the centre theorem, the reflex angle BOD equals 2a and the non-reflex angle BOD equals 2c.' Which statement must come immediately after this one in a correct proof?
- 11.A circle has centre O. PQ, RS and TU are three chords of the circle, and only one of them passes through O. Write down what this tells you about that chord.
- 12.A regular hexagon is divided into six identical triangles by joining its centre to each of the six vertices. Work out the size of the angle of one of these triangles at the centre of the hexagon.
- 13.ABCD is a cyclic quadrilateral, with its vertices in that order around the circle. Angle DAB = 108°. Work out the size of angle BCD.
- 14.A tangent to a circle touches the circle at exactly one point, P. Work out the size of the angle between the tangent and the radius drawn to P.
- 15.To prove that the angle at the centre is twice the angle at the circumference, a student draws radii OA and OC, where A and C are points on the circle and O is the centre. The student's first step is: 'Since OA = OC, both being radii of the circle, triangle OAC is isosceles, so angle OAC = angle OCA.' Is this first step correct?
- 16.A, B and C are points on a circle with centre O, and AC is a diameter of the circle. Work out the size of angle ABC.
- 17.AB is a diameter of a circle with centre O, and C is a point on the circle. A student writes four statements to prove that angle ACB = 90°. Statement 1: OA = OC, since both are radii, so triangle OAC is isosceles with angle OAC = angle OCA. Statement 2: OB = OC, since both are radii, so triangle OBC is isosceles with angle OBC = angle OCB. Statement 3: in triangle ABC, the three angles sum to 360°, so angle OAC + angle OBC + angle ACB = 360°, meaning 2 × angle ACB = 360° and angle ACB = 180°. Statement 4: A, O and B lie on a straight line, since AB is a diameter through the centre O. Which one of these four statements is mathematically incorrect?
- 18.A, B and C are points on a circle with centre O. B is on the major arc AC. Angle AOC = 116°. Work out the size of angle ABC.
Answer key
- (a) 71° — Method: first use the straight line through T to find the tangent-chord angle RTC, then apply the alternate segment theorem, which states that this angle equals the angle subtended by the chord in the alternate segment. Working: the two rails form a straight line through T, so angle RTC = 180 − 109 = 71 degrees. D lies in the alternate segment of the chord TC, so angle TDC = angle RTC = 71°. Answer: 71°. Find angle RTC FIRST from the straight line before applying the theorem: using the given 109° directly, doubling the tangent-chord angle, or taking its complement from 90° all give the wrong angle at D.
- (c) 15 — The exterior angle is 180° − 156° = 24°, and the number of sides of a regular polygon is 360° divided by the exterior angle, so 360 ÷ 24 = 15. 24° is the exterior angle itself, stopping one step before the final division. 17 comes from finding 15 correctly and then adding 2, muddling the exterior angle rule with the (n − 2) that appears in the interior angle sum formula. 7.5 comes from dividing 180 by the exterior angle instead of 360, using the angles on a straight line rather than the total of the exterior angles of a polygon.
- (d) tangent — A line that touches a circle at exactly one point, without crossing into the circle, is called a tangent. A chord is a straight line joining two points ON the circle, so it touches at two points, not one. A radius runs from the centre to the circle's edge, not along the outside of it. A diameter is a chord that passes through the centre, also touching the circle at two points.
- (b) 61° — Triangle OAT is isosceles because OA = OT, both radii, so its base angles are equal: angle OTA = angle OAT = (180° − 122°) ÷ 2 = 29°. The tangent PT meets the radius OT at 90°, by the tangent–radius theorem, so angle OTP = 90°. Since TA lies between TO and TP, angle OTP splits into angle OTA and angle ATP: angle ATP = 90° − 29° = 61°. Stopping after the isosceles step and reporting the base angle itself gives 29°. Finding the base angles as 180° − 122° without halving, then subtracting from 90°, gives 90° − 58° = 32°. Adding the base angle to 90° instead of subtracting it gives 90° + 29° = 119°. Subtract the base angle from the right angle, and 61° is what's left.
- (a) 25° — PA and PB are tangents from the same external point, so PA = PB and OAPB is a kite with right angles at A and B, by the tangent–radius theorem: angle OAP = angle OBP = 90°. The four angles of the kite sum to 360°, so angle AOB = 360° − 90° − 90° − 50° = 130°. Triangle OAB is isosceles because OA = OB, both radii, so its base angles are equal: angle OAB = (180° − 130°) ÷ 2 = 25°. Using angle APB itself as the apex angle of triangle OAB instead of angle AOB gives (180° − 50°) ÷ 2 = 65°. Using a triangle's angle sum on the four-sided kite, and so counting only one of its two right angles, treats angle AOB as 180° − 90° − 50° = 40°, and halving what is then left of triangle OAB gives (180° − 40°) ÷ 2 = 70°. Finding angle AOB = 130° correctly but forgetting to halve for the isosceles base angle gives 180° − 130° = 50°. Halve that remaining angle, and 25° is what's left for angle OAB.
- (b) 128° — Angle AOC and angle ABC stand on the same arc AC (the minor arc, which does not contain B), so by the angle at the centre theorem angle ABC = 104° ÷ 2 = 52°. ABCD is a cyclic quadrilateral, so its opposite angles ABC and ADC sum to 180°: angle ADC = 180° − 52° = 128°. A candidate who finds angle ABC = 52° correctly but then treats opposite angles as equal, as in a parallelogram, instead of supplementary, writes down 52° and stops there. Skipping the halving step and using 104° as angle ABC gives 180° − 104° = 76°. Reading off the given centre angle itself as the final answer, without applying either theorem, gives 104°. Work through both theorems in order and you land on 128°.
- (a) 30° — Method: the exterior angles of any convex polygon add up to 360°, and in a regular polygon they are all equal, so divide 360° by the number of sides. Working: 360 ÷ 12 = 30. Answer: 30°. The distractors: 150° is the interior angle, 180 − 30, which answers for the wrong angle at the vertex; 15° comes from dividing 180 by 12, using the angles on a straight line instead of the full turn; 36° comes from dividing 360 by 12 − 2 = 10, carrying the subtraction of 2 out of the interior angle sum formula into a calculation that does not need it.
- (d) Opposite angles in a cyclic quadrilateral sum to 180° — ABCD is a cyclic quadrilateral, and angle ABC and angle ADC are a pair of opposite angles in it — they don't sit next to each other around the quadrilateral. The theorem that fixes the sum of a cyclic quadrilateral's opposite angles at 180° is exactly the one needed here. The other three theorems don't apply to this figure at all: the angle-in-a-semicircle theorem gives a 90° angle only when one side is a diameter, and no diameter is mentioned; the angle-at-the-centre theorem needs a centre point and an inscribed angle on the same arc, and no centre is given here; the tangent–radius theorem gives a 90° angle only where a tangent line touches the circle, and there is no tangent in this figure. Only the cyclic-quadrilateral theorem fits what is actually drawn.
- (d) 49° — Method: first combine the two given angles at the centre to find the whole central angle FOM, then apply the angle-at-the-centre theorem, which halves the central angle to give the angle at the circumference on the major arc. Working: angle FOM = angle FOP + angle POM = 55 + 43 = 98 degrees. Since S is on the major arc FM, angle FSM = 98 ÷ 2 = 49 degrees. Answer: 49°. Add BOTH given angles to find the whole angle FOM before you halve anything: halving only one of them, doubling the total instead of halving it, or subtracting from 180° all give the wrong angle for the programme.
- (a) Reflex + non-reflex angle BOD = 360°, so 2a + 2c = 360°. — A correct proof must build in a strictly logical order: the reflex and non-reflex angles at O, which together make a complete turn about the centre, must be added to 360° before 2a and 2c can be combined and divided. The statement 'Reflex + non-reflex angle BOD = 360°, so 2a + 2c = 360°' is the only one that follows directly from having 2a and 2c already established, and it is exactly what is needed before the final division step. Jumping straight to 'Divide by 2 throughout to get a + c = 180°' skips the step that justifies why 2a + 2c equals 360° in the first place — there is nothing yet to divide. Repeating 'Angle BOD is 2a and 2c, by the centre theorem' does not move the proof forward at all, since that fact has already been established in the sentence given. Introducing 'OB = OD are radii, so triangle OBD is isosceles' brings in an unrelated triangle and an unrelated method that plays no part in this particular proof.
- (b) It is the longest of the three chords — Method: in any circle the length of a chord is decided by how far the chord lies from the centre, because a chord passing nearer the centre cuts further across the circle. Working: the chord through O lies at a distance of zero from the centre, and no chord can lie closer than that, so no chord of the circle can be longer than it; a chord through the centre is a diameter. The other two chords lie at some distance greater than zero, so each of them falls short of that maximum. Answer: It is the longest of the three chords. The distractors: It is the shortest of the three chords comes from reversing the rule and picturing a chord near the centre as a short line tucked inside; It is the same length as the other two chords comes from carrying the fact that all radii of a circle are equal across to chords, which are not all equal; It is half the length of each of the other two chords comes from confusing a chord through the centre with a radius, which really is half a diameter.
- (d) 60° — Method: the six angles at the centre together make one complete turn of 360°, and because the hexagon is regular they are all equal, so divide 360° by 6. Working: 360 ÷ 6 = 60. Answer: 60°. The distractors: 120° is the interior angle of a regular hexagon, 720 ÷ 6, which is the angle at a vertex and not the angle at the centre; 45° comes from dividing 360 by 8, treating the hexagon as though it had eight sides; 30° comes from halving the angle at the centre, as though each of the six triangles were split again by a line of symmetry.
- (c) 72° — Method: opposite angles in a cyclic quadrilateral always sum to 180°. Working: angle DAB and angle BCD are opposite angles of the cyclic quadrilateral ABCD, so angle BCD = 180 − 108 = 72 degrees. Answer: 72°. Opposite angles in a cyclic quadrilateral are SUPPLEMENTARY, not equal, so do not simply copy the given angle; and do not subtract from 360°, which is the rule for angles round a point, or confuse this with the angle-in-a-semicircle theorem, which gives a fixed 90° that has nothing to do with this quadrilateral.
- (c) 90° — A tangent to a circle always meets the radius drawn to the point of contact at a right angle, so the angle between the tangent and the radius at P is 90°. 180° confuses the tangent with the diameter through P, as if the radius continued in a straight line into the tangent. 45° halves the true angle by mistake. 60° comes from confusing this fact with the angle of an equilateral triangle.
- (b) Yes — OA = OC (radii), so the base angles are equal. — Method: check the definition of a radius and the isosceles triangle property the step relies on. Working: every radius of a circle has the same length, so OA = OC regardless of where A and C sit on the circle — this alone makes triangle OAC isosceles, and the base angles opposite the two equal sides, angle OAC and angle OCA, must be equal. The verdict is Yes, for exactly that reason. Claiming OA and OC are only equal if they are drawn to 'the very same point' misunderstands what a radius is — A and C can be any two points on the circle and OA still equals OC. Claiming the triangle is isosceles because angle AOC is 90° reverses the logic: nothing in the step has fixed angle AOC at 90°, and even if it had, that alone would not explain why OA = OC. Claiming the triangle would need to be equilateral confuses isosceles (two equal sides) with equilateral (three equal sides) — only two sides, OA and OC, are being compared here.
- (a) 90° — Method: the angle in a semicircle theorem states that the angle subtended at the circumference by a diameter is always a right angle, whatever the circle's size. Working: since AC is a diameter, the angle ABC subtended at the circumference by AC is 90 degrees, regardless of the circle's radius. Answer: 90°. This result holds for every position of B on the circle and for every size of circle, so no length or radius is ever needed: do not confuse angle ABC with the straight angle along the diameter itself, which is 180°, and do not halve the right angle again.
- (b) Statement 3 — a triangle's angles are said to sum to 360° — The angles of any triangle sum to 180°, not 360° — Statement 3 uses the wrong total, and that error is what sends its final line to the impossible claim that angle ACB = 180°. The correct working is angle OAC + angle OBC + angle ACB = 180°, and since angle ACB = angle OCA + angle OCB, this gives 2 × angle ACB = 180°, so angle ACB = 90°, which is the actual theorem. Statement 1 correctly identifies OA and OC as equal radii, making triangle OAC isosceles — nothing wrong there. Statement 2 correctly does the same for triangle OBC. Statement 4 correctly states that A, O and B are collinear, since a diameter passes through the centre — also nothing wrong there. Statement 3 is the one to flag: it is the angle sum it quotes that is wrong, not the diagram or the radii.
- (b) 58° — Method: the angle at the centre is TWICE the angle at the circumference when both stand on the same arc. Working: angle AOC is the angle at the centre standing on arc AC, and angle ABC is the angle at the circumference standing on the same arc AC, with B on the major arc, so angle AOC = 2 × angle ABC. Rearranging, angle ABC = 116 ÷ 2 = 58 degrees. Answer: 58°. Halve the centre angle, do not double it, and use the angle AOC exactly as given, 116°: you do not need its reflex angle here, because B sits on the major arc, which is precisely the arrangement the theorem is stated for.
What is on this worksheet?
The sheet holds 18 questions drawn from the MathsUK bank — the content area covered: Geometry and measures (statements G10, G9, G3). It is pitched at GCSE Higher and takes about 40 minutes to work through in full. It is built for independent practice, with full answers at the end for self-marking.
How to use the sheet well
- Print it or open it on screen — both work. Printing is A4; the screen view fits phones and tablets.
- Do all 18 questions before checking — about 40 minutes is the guide, but there is no time pressure.
- Check the answers — press “Show answers” or print the answer page separately.
- Redo the questions you got wrong — twice as effective as doing 18 fresh ones.
- “New questions” — builds a fresh sheet on the same statements, so you can practise again without repeats.
Why this sheet helps
MathsUK worksheets use questions graded by difficulty and a fair spread of correct-answer positions (the answer is not always (a)) — so the student really has to think about each question rather than guess a pattern. Every question is tagged to a DfE content statement and checked before it enters the bank. The answers come with a step-by-step explanation, not just a value — so a wrong answer becomes a lesson.
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