Edward B.

Burger
David J. Chard
Earlene J. Hall
Paul A. Kennedy
Steven J. Leinwand
Freddie L. Renfro
Dale G. Seymour
Bert K. Waits
 Geometry Contents in Brief
CHAPTER 1 Foundations for Geometry .......................... 2

CHAPTER 2 Geometric Reasoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

CHAPTER 3 Parallel and Perpendicular Lines . . . . . . . . . . . . . . . . . . 142

CHAPTER 4 Triangle Congruence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
CHAPTER 5 Properties and Attributes of Triangles . . . . . . . . . . . 296
CHAPTER 6 Polygons and Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . 376

CHAPTER 7 Similarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450

CHAPTER 8 Right Triangles and Trigonometry . . . . . . . . . . . . . . . . 514

CHAPTER 9 Extending Perimeter, Circumference,
and Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584
C H A P T E R 10 Spatial Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650
C H A P T E R 11 Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 742

C H A P T E R 12 Extending Transformational Geometry . . . . . . . . . . 820

Student Handbook
TEKS TAKS Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
Problem Solving Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . S40
Skills Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S50
Postulates, Theorems, and Corollaries . . . . . . . . . . . . . . . . . S82
Selected Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S92
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S140
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S180
Symbols and Formulas . . . . . . . . . . . . . . . . . . . . Inside Back Cover

Copyright © 2007 by Holt, Rinehart and Winston

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AUTHORS
Edward B. Burger, Ph.D. Steven J. Leinwand spent
is Professor of Mathematics 22 years as the Mathematics
and Chair at Williams College Supervisor with the Connecticut
and is the author of numerous Department of Education.
articles, books, and videos. He is currently a Principal
He has won several of the Research Analyst at the
most prestigious writing and American Institutes for
teaching awards offered by Research.
the Mathematical Association
of America. Dr. Burger has
appeared on NBC TV, National
Public Radio, and has given
innumerable mathematical
performances around the world.

David J. Chard, Ph.D., Freddie L. Renfro,

is an Associate Dean of BA, MA, has 35 years of
Curriculum and Academic experience in Texas education
Programs at the University of as a classroom teacher
Oregon. He is the President and director/coordinator of
of the Division for Research Mathematics PreK-12 for school
at the Council for Exceptional districts in the Houston area.
Children, is a member of She has served as TEA TAAS/
the International Academy TAKS reviewer, team trainer
for Research on Learning for Texas Math Institutes, TEKS
Disabilities, and is the Principal Algebra Institute writer, and
Investigator on two major presenter at math workshops.
research projects for the U.S.
Department of Education.

Earlene J. Hall, Ed.D., Dale G. Seymour is a

is the middle school retired mathematics teacher,
mathematics supervisor for author, speaker and publisher.
Detroit Public Schools, and an Dale founded Creative
adjunct professor at Wayne Publications in 1968, and
State University in Detroit went on to found two other
Michigan where she teaches mathematics publishing
graduate courses in the companies. Creating
College of Education. mathematical sculptures is
one of his many hobbies.

Paul A. Kennedy, Bert K. Waits, Ph.D.,

Ph.D. is a professor in the is a Professor Emeritus of
Department of Mathematics Mathematics at The Ohio State
at Colorado State University. University and co-founder
Dr. Kennedy is a leader in of T3 (Teachers Teaching
mathematics education. His with Technology), a national
research focuses on developing professional development
algebraic thinking by using program.
multiple representations and
technology. He is the author of
numerous publications.
CONTRIBUTING AUTHORS
Linda Antinone Carmen Whitman
Fort Worth, TX Pflugerville, TX
Ms. Antinone teaches mathematics at R. L. Paschal Ms. Whitman travels nationally helping districts improve
High School in Fort Worth, Texas. She has received mathematics education. She has been a program
the Presidential Award for Excellence in Teaching coordinator on the mathematics team at the Charles
Mathematics and the National Radio Shack Teacher A. Dana Center, and has served as a secondary math
award. She has coauthored several books for Texas specialist for the Austin Independent School District.
Instruments on the use of technology in mathematics.

TEXAS REVIEWERS
Sharon Butler Mary Gesino
Adjunct Faculty Mathematics Department Co-Chair
Montgomery College of R. L. Turner High School
The Woodlands Carrollton, TX
Spring, TX
Lynn Guerra
Carey Carter Mathematics Teacher
Mathematics Teacher Patti Welder M.S.
Everman Joe C. Bean High School Victoria, TX
Everman, TX
Kathy Henry
Joan Chrismer-McNatt Mathematics Teacher
Mathematics Teacher Parkland High School
Clear Creek High School El Paso, TX
League City, TX

Roy L. Conwell, Jr.

Mathematics Department Chair
Sam Houston High School
Houston, TX

Melinda Crook
Mathematics Teacher �����������
����������
Sachse High School ����������� ������
Sachse, TX ���������� �������������
������� ��������
������
Mohammad Elkhatib ������� �����������
Mathematics Department Chair ���������� ��������������
�������
Jones High School ������������ ����������
Houston Community ������ �������� ������
College Instructor �������
�����������
Houston, TX ����������� ����������
��������
Roger Fuller
Mathematics Department Chair ��������������
Grand Prairie High School
Grand Prairie, TX
�������

������������������

�����������������
Cynthia Hodges Sarah Ritch
Mathematics Department Chair Mathematics Department Chair
Shoemaker High School Hebron High School
Killeen, TX Carrollton, TX

Connie Johnsen Terri Salas

Mathematics Teacher Mathematics Consultant
Harker Heights High School Corpus Christi, TX
Harker Heights, TX
Raymond Seymour
Diana Johnston Mathematics Department Chair, retired
Mathematics Teacher Kirby Middle School
Tuloso Midway High School San Antonio, TX
Corpus Christi, TX
Caren Sorrells
Lendy Jones Mathematics Coordinator
Algebra Teacher Birdville ISD
Liberty Hill Middle School Haltom City, TX
Killeen, TX
Stephanie Turner
Brenda Lynch Former Mathematics Teacher
Mathematics Department Chair Colleyville Heritage High School
Montgomery High School Colleyville, TX
Montgomery, TX
Anna Valdez
Vilma Martinez Geometry Teacher
Algebra Teacher Nikki Rowe High School
Nikki Rowe High School McAllen, TX
McAllen, TX
Pam Walker
Dr. Charlotte May Curriculum Teacher Specialist
Mathematics Teacher Nacogdoches ISD
Austin ISD Nacogdoches, TX
Austin, TX
Larry Ward
Mende Mays Mathematics Supervisor, retired
Algebra Teacher Carrollton-Farmers Branch ISD
Crockett Junior High Carrollton, TX
Odessa, TX
Carmen Whitman
Saundra Paschal Director, Mathematics for All Consulting
Mathematics Department Chair Pflugerville, TX
Lake View High School
San Angelo, TX

FIELD TEST PARTICIPANTS

Jill Morris Carey Carter
Navasota High School Alvarado High School
Navasota, TX Alvarado, TX

Ruth Stutzman Walter Babst

Jefferson Forest High School Bonita High School
Forest, VA La Verne, CA
 Stamp Designs: ©2007,
United States Postal Service.
Displayed with permission.
All rights reserved. Written
authorization from the
Postal Service is required
to use, reproduce, post,
transmit, distribute, or
publicly display these images.

PREPARING FOR TAKS

Holt Geometry provides many opportunities for
you to prepare for TAKS.

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?
tion s can yo question yo ur an
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answ answ you
and n how agorean

with and practice test-taking strategies.

it em pl ai th
test 6. Ex g the Py
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An effective way
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a second time
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to do this is to
use a
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same answer
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tiple an triple �ABC with A the
Mul (-2, 4), B(4, 6), andcoordinates of the centroid of
gore 10 3)
Pytha (-1, C(1, -1)?
5 (1, 5) �
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hod ld ans. Write the t of concurren

of this feature
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3. H find the t met u wou find their poin equations of
two medians
cy
to fferen. w yo of t of intersection. and
e ho tude swer �
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chec n yo ( = _ -2 + 4 4 +
)
of BC.
explains and shows
(
ca co , _ 6
ow le to = (1,5)
)
4+1 _
10. H e triang
2 2 E= _ 6 + (-1)
, = (2.5, 2.5)
th 2
co rrect? The median
from C to D conta 2
is

an example of a
It is verti ins C(1, -1
) and D(1, 5).
cal, so its equa
tion is x = 1.
The median
from A to E conta
ins A(-2, 4)

test-taking strategy.
−− _
slope of AE and E(2.5, 2.5
= 4 - 2.5 = _ 1.5 ).
-2 - 2.5 1
_
-4.5 = - 3
y - y1 = m x
( - x 1) Point-slope form
y - 4 = -_ 1
(x + 2) Subs
3 titute 4 for y 1
_
1, - for m,
and -2 for x 3
1.
Solve the syste x = 1
m
 y - 4 = -__1 (x + 2 to find the point of
3 ) intersection.
y - 4 = -_ 1
(1 + 2) Substitute 1
3 for x.
y=3
Simplify.
The coordina Problem
tes of the cent
correct answ roid are (1, 3 Solving
er. ). So choice H is the Strategies
Method 2: To • Draw a Diagr

The second page

check this answ am
By the Centroid er, use a diffe • Make a Mode
Theorem, the rent method. • Guess and
l
of the distance centroid of a Test
from each verte triangle is __2 • Work Backw
opposite side. −− x to the midp ard
oint of the3 • Find a Patte

guides you through

CD is vertical rn
and the coord with a length • Make a Table
inates of the of 6 units. __2 ( )
point that is
4 units up from3 6 = 4, • Solve a Simpl
er Problem
This method C is (1, 3). • Use Logical
confirms that Reasoning
choice H is the • Use a Venn

applications of the correct answ Diagr

er. • Make an Organ am
ized List
372 Chapter 5 Prop
erties and Attri

test-taking strategy.
butes of Trian
gles

TX2
TX2 Preparing for TAKS
 D TEST PREP
STANDARDIZE
Short Response explain why
∠2
12 and 13. m with transversal n,
am for Items 20. Given � �
Use this diagr lementary.
� and ∠3 are comp
� �
����
� �
� �
� � �
�
?

Use the TAKS Prep to apply

measure of ∠ACD tary angles.
12. What is the 100° are supplemen
40° 21. ∠G and ∠H 12)°, and m∠H = x°.
140° m∠G = (2x + be used to
KEYWORD: MG7
TestPrep
80° ion that can ion
a. Write an equatvalue of x. Solve the equat

test-taking strategies. mine the

�ABC? deter
of triangle is each step.
13. What type and justify CUM ULATIVlemen t but ∠G
Isosceles acute b. Explain why
∠H has a comp E ASS ESSMENT, CHA
Equilateral acute does not.Multiple Cho PTERS 1–4
e
ice parts
Isosceles obtus Use thecture s that for every 1000
conje diagr am for Items 6. Which condi
Scalene acute 22. A manager ces, 60 are defec
tive. 1 and 2. tiona
value as its invers l statement has the same
a factory produ parts in one
day, e? truth
ons for filling If the facto ry produces 1500 �
ted to be If n < 0, then 2
to learn the directi sure you are a. them can be
expec n > 0.
Take some time k to make how many of mana ger’s conjecture? If a triangle has
Check and rechec on the
��� � in a grid. only get credit defective based � your answer. three congruent
properly. You will it is an isosce sides, then

The TAKS Tip provides

in the grid in correc tly. how you found � les triangle.
filling
the boxes are filled Explain � to show that
if the ovals below r, solve the problem using data in the table below If an angle meas
b. Use the false. ures less than
To check your answe you originally conjecture is � an acute angle 90°, then it is
d from the one the manager’s .
a different metho time, you 5 If n is a negat
a mistake the first 1. Which of these 4 ive integer, then

test-taking tips to help you

used. If you made the same mistake when 2 congr3uence n < 0.
make Day prove1 d from the inform 1500 statem2500ents can be
are unlikely to 500 ation given 7. On a map,
nt way. 2000 in the figure an island has
you solve a differe Parts
1000
�AEB � �CED ? a reef has coord coordinates
inates (6, 8). (3, 5), and
90�ABD150 � �BCA represents 1 If each map
Defective �BAC 60 �150 �DAC 30 mile, what is unit

suceed on your tests.

�DEC � �DEA the island and the distance
onse
Gridded Resp Parts the reef to the between
2. What other mile? nearest tenth
+ 4)°, and −−
. m∠E = (3x information AC.
or isofneede
of a
14. �CDE � �JKL5)°. What is the value of x? −− �CEB �
perpendicu�AED lar bisect d to prove that 4.2 miles
m∠L = (6x - 23. BD is the −−− −− by the s
HL Cong
you can ruencfrom
make e Theorem? 9.0 miles
AD concl
the� AB usion 6.0 miles
and Frank live
on a. What are−− −−
−− −−−
CB � AD −− 15.8 miles
do, Carmen, is halfway this statem BE ent?
� AE −− −− in why BD
15. Lucy, Eduar . Eduardo’s house house. −− intersects AC at D.−− Expla
DE � CE −− 8. A line has
the same street ’s se BD an x-inte rcept of -8 and
house and Frank house
b.3.Suppo path from B
to AC. of 3. What is a y-intercept
between Lucy’s Which bicon est dition
een Carmen’s is the short the equation
is halfway betw ce between al statement
is true? of the line?
Lucy’s house . If the distan Tomorrow is y = -8x + 3
Monday if and 8
and Frank’s house is 150 ft, 3 y=_ x-8
and Lucy’s house en’s
not Saturday. only if today
is y=_ x+3 3
Eduardo’s house ce in feet between Carm Resp onse 8
what is the distan ?
ExtendedNext month is Janua les triang
−− −−
les. BC � EF,
y = 3x - 8
do’s house mont are isosce ry if and only if this 9. �JK
�� passes throu
house and Eduar 24. �ABC and
−− � DF.
�DEF
h is Decem
−− m∠C ber. and m∠E = 95°.
= 42.5°,
gh points J(1,
3) and K(-3,
and and AC Today Which of these 11).
- 2n. XY = 2, is a weekend
dayyou determined lines is perpe
, and JK = 10 yesterday was Explain how if and only if 1 ndicular to �JK
a. What is m∠D?

These pages include practice

16. �JKL �2 �XYZKL. Friday. y = -_ x+_ 1 ��?
YZ = n . Find answ
yourThis er. 2 3 y = -2x - _ 1
month had 31
days ifare congruent. y=_ 1
What is montthat �ABC
h had and �DEF and only if last x+6 5
emen t. b. Show 30 days. 3x + 2, find 2 y = 2x - 4
is its own suppl + 7 and AB =
17. An angle c. Given that EF = 2x you deter mined 10. If

with multiple choice and gridded

4. What must for x. Explain how PQ = 2(RS) + 4
its measure?
thanthe
valuebe true if PQ ��� intersects equation is true and RS = TU + 1, which
s. one pointer. �ST
�� at more by the Subst
154 square inche inch? your answ ? of Equality? itution Prope
of a circle is nearest rty
18. The area ference to the P, Q, S, and T
are collinear.
What is its circum PQ = TU + 5

response as seen on the TAKS.

of ∠Q. P, Q, S, and T
_1_ times the measure are noncoplana PQ = TU + 6
is 3 r.
ure of ∠P 2 is m∠P PQ
��� and ST ��� are oppo
19. The meas comp lementary, what site rays. PQ = 2(TU) +
are 5
If ∠P and ∠Q PQ
��� and �ST �� are perpe
PQ = 2(TU) +
ndicular.
in degrees? 6

Also includes short response 5. �ABC � �DEF

Find the value
-1 and 5 Cumu
, EF = x 2 - 7,
s of x.
and BC = 4x
lative Assessmen
t, Chap- ters
2.
1–4
11. Which of
293
that triangles
the following
are congruent?
is NOT valid
for proving

and extended response.

1 and 5 AAA
-1 and 6 SAS
2 and 3 ASA
HL

292 Chapter 4 Triang

le Congruenc
e

WEEK 9
to TAKS
Countdown

DA Y 1
et door meas
ures 18
DA Y 2
A shower curta
inches. A desig
in measures
ner is sewing
84 inches by
84
a line of ribbo
the bottom right
n
Countdown to TAKS
A standard cabin inches long. A cabinet left corner to
and 24 from the top of ribbon will
inches wide a custom many inches
asked to make corner. How to the neare st
maker has been ortion to the need? Round
small er in prop the designer
door that is _2_ . What will
hundredth of
an inch.
by a factor of 3
standard door
be the lengt
in inches?
h of the custo
m cabinet door

in the bubbles
Record your
on your answ
answer and fill
er document
value.
in the bubbles
. Be sure to use Use the Countdown to TAKS to practice
answer and fill the correct place
Record your
on your answ
er document
the correct place
value.
. Be sure to use
for the test every day.
DA Y 3 is true?
the following
���. Which of
��� � BD
��� and AC
��� � CD
AB
� �
� �
� � �

There are 24 pages of practice for

�
�
��
�� �
t to ∠5. �� ��
∠1 is congruen � �

TAKS. Each page is designed to be

�
ntary to ∠14. �� ��
∠2 is suppleme
t to ∠11.
∠8 is congruen
ntary to ∠13.
∠6 is suppleme

DA Y 5
the line in
used in a week so that all practice will
best represents
DA Y 4
What is the lengt
h of the given
segment to
Which equation
the graph?
�
be completed before the test is given.
the nearest unit?
� �
�

� �
�� �
� �
��

��
_1
y= x+3
2
1 y = 3x + 1
5 y = -2x - 3
8
10
1
_
y = - 2x + 3 Each week’s page has five
practice test items, one for
TX12 Countdown
to TAKS each day of the week.

�� ����
Test-Taking Tips
❑
✔ Get plenty of sleep the night before the
test. A rested mind thinks more clearly
❑
✔ Review the formula sheet that will be
supplied with the test. Make sure you
and you won’t feel like falling asleep know when to use each formula.
while taking the test.
❑
✔ First answer problems that you know
❑
✔ Draw a figure when one is not provided
with the problem. If a figure is given,
how to solve. If you do not know how to
solve a problem, skip it and come back
write any details from the problem on to it when you have finished the others.
the figure.
❑
✔ Use other test-taking strategies that can
❑
✔ Read each problem carefully. As you
finish each problem, read it again to
be found throughout this book, such
as working backward and eliminating
make sure your answer is reasonable. answer choices.

Preparing for TAKS TX3

COUNTDOWN TO TAKS
WEEK 1
DAY 1 DAY 2
A bag contains 88 tiles. Each tile has a If a = b and b = c, which statement must
different letter on it. There are 16 A tiles, be true?
12 S tiles, 14 O tiles, 18 B tiles, and 10 R a>c
tiles. The remaining tiles are U tiles. What
is the probability, as a percent, that a -a - c = 0
person picking a tile out of the bag selects a+c=0
the letter O or U? Round to the nearest a=c
whole percent.

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

DAY 3
The width of each square in the grid is 2 centimeters.
What is the diameter of the circle in centimeters?

Record your answer and fill in the bubbles on your

answer document. Be sure to use the correct place value.

DAY 4 DAY 5
Which shape is NOT included in the figure? Which statement best describes these two
figures?

Circle
Square
Triangle They cover the same area.

Trapezoid They are the same size.

They have the same number of sides.
The distance around each figure is
the same.

TX4
TX4 Countdown to TAKS
 Countdown to TAKS WEEK 2
DAY 1 DAY 2
̶̶
What is the length of FD? ∠ABC is an obtuse angle. Which of these
could be the measure of ∠ABC?
� �
0°
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53°
0 90°
3 108°
6
9

DAY 3
Which point is described by the coordinates (-2, 3)?
�
�
� �
�
�
�� � �

�
��

A
B
C
D

DAY 4 DAY 5
An architect is sketching a blueprint of a  bisects ∠AOC, and m∠AOC = 60°.
OB
patio for a new home. On the blueprint, What is m∠BOE in degrees?
̶̶̶
C is the midpoint of AD, which represents
�
one side of the patio. Point B is the
̶̶ �
midpoint of AC. If BC = 8 feet, what is the
̶̶̶ �
length of AD in feet?
���
� � � � � � �

Record your answer and fill in the bubbles

Record your answer and fill in the bubbles on your answer document. Be sure to use
on your answer document. Be sure to use the correct place value.
the correct place value.

Countdown to TAKS TX5

 Countdown to TAKS WEEK 3
DAY 1
The figure below shows the first three elements in a pattern. The area of the white
region in the first element is 8 cm 2, and the area of the white region in the second
element is 16 cm 2. What will the area of the white region be when an element
contains six circles?

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36 square centimeters
48 square centimeters
144 square centimeters
168 square centimeters

DAY 2 DAY 3
̶̶
Jack brought bagels to school. He gave Point X is the midpoint of HI. What is the
one-fourth of the bagels to the gym coordinate of the point X?
teacher and one-sixth of the bagels to
� �
his art teacher. The art teacher gave the
principal 2 bagels and now has 4 bagels �� �� �� �� � � � � �
left. How many bagels did Jack bring to
school? -4
0
Record your answer and fill in the bubbles
on your answer document. Be sure to use 1
the correct place value. 3

DAY 4 DAY 5
Which expression best represents the A line segment is drawn between the
perimeter of the figure below? points (5, 8) and (-1, 6). What is the
y-coordinate of the midpoint of the
segment?
�� �
Record your answer and fill in the bubbles
on your answer document. Be sure to use
the correct place value.
������

27x
5x + 11
9x + 9
11x + 5

TX6
TX6 Countdown to TAKS
 Countdown to TAKS WEEK 4
DAY 1 DAY 2
What value of x makes the equation Which conjecture best describes a rule for
6x - 12 = 3(5 - x) true? the pattern below?

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.
� � � ���
Rotate counterclockwise 90°
Rotate clockwise 90°
Rotate counterclockwise 180°
Rotate clockwise 180°

DAY 3
Given: A triangle is a right triangle.
Conclusion: Two of the sides are congruent.
This conclusion—
is true because right triangles have exactly one angle that measures 90°.
is true because all right triangles have two congruent angles.
is false because, for example, the sides of a 30°-60°-90° right triangle have
different lengths.
is false because a right triangle cannot have two congruent angles.

DAY 4 DAY 5
Which of the following best describes the Gabby tosses a fair number cube and
value of 4n + 1 when n is an integer? flips a coin. What is the probability, as a
The value is always negative. percent, that the cube lands on an even
number and the coin lands on heads?
The value is always positive. Round to the nearest whole percent.
The value is always even.
Record your answer and fill in the bubbles
The value is always odd. on your answer document. Be sure to use
the correct place value.

Countdown to TAKS TX7

 Countdown to TAKS WEEK 5
DAY 1
Janet is sending a set of documents to her client in an overnight package. The box
she uses is 18 inches long, 3 inches tall, and 12.25 inches wide. What is the volume
of the box in cubic inches?

Record your answer and fill in the bubbles on your answer document. Be sure to
use the correct place value.

DAY 2 DAY 3
Which of the following The school board budgets $2.5 × 10 4
statements is true, for transportation and $5.85 × 10 5 for
based on the figure? � supplies. How many times greater is the
∠2 and ∠4 are not �� supplies budget than the transportation
adjacent but budget?
�
form a linear pair. Record your answer and fill in the bubbles
∠2 and ∠4 are on your answer document. Be sure to use
adjacent angles that the correct place value.
form a linear pair.
∠1 and ∠3 are adjacent angles and
form a linear pair.
∠1 and ∠3 are not adjacent angles
but form a linear pair.

DAY 4 DAY 5
The figure below shows a pattern of right How many pairs of
triangles and their areas, A. Based on the vertical angles are
pattern, what will be the area of a right in the diagram?
triangle with a height of 64 units? 2
3
6
��
�
12
�
� � ��
������������ ������������� �������������
����� ����� �����

4 square units
100 square units
364 square units
1536 square units

TX8
TX8 Countdown to TAKS
 Countdown to TAKS WEEK 6
DAY 1 DAY 2
Rosie has a 25π-square-foot circular area Two angles are labeled in the figure below.
rug. She wants to make a square area Which of the following statements best
rug out of the same carpet as the circular describes this angle pair?
rug. If she uses the radius of the circular
rug as the side length of the square rug,
�
what will be the area of the square rug in
square feet?

Record your answer and fill in the bubbles �

on your answer document. Be sure to use
the correct place value.

They are complementary angles.

They are congruent angles.
They are supplementary angles.
They are parallel angles.

DAY 3
If line a is parallel to line b, and m∠8 = 62º, what is m∠1?

� �
� � �

� �
� �
�

28°
62°
118°
180°

DAY 4 DAY 5
The area of a circle is about 7 cm 2. By how B is in the interior of ∠AOC. Which of the
many times will the area increase if the following statements must be true?
radius of the circle is tripled? m∠AOB + m∠BOC = m∠AOC
Record your answer and fill in the bubbles m∠AOB = m∠BOC
on your answer document. Be sure to use
m∠AOB + m∠AOC = m∠BOC
the correct place value.
m∠BOC + m∠AOC = m∠AOB

Countdown to TAKS TX9

 Countdown to TAKS WEEK 7
DAY 1
Four rays are drawn from the origin to each of the following points: S(-2, 5),
T(0, 4), U(-1, -3), and V(2, 6). Which point is on the ray that forms an acute angle
with the ray in the figure?
�
�

�
�� � �

S
T ��

U
V

DAY 2 DAY 3
A forest ranger determined that the Five lines are plotted on a coordinate grid:
yearly revenue from his main camp site y = 2x + 3, y = x + 5, y = 4x - 6,
can be determined by the equation y = 2x - 3, and y = 0.5x. What is the
c = 18.5n, where n represents the mean value of the slopes?
number of campers. If the total revenue
Record your answer and fill in the bubbles
last year was $40,718.50, how many
on your answer document. Be sure to use
campers visited this site?
the correct place value.
Record your answer and fill in the bubbles
on your answer document. Be sure to use
the correct place value.

DAY 4 DAY 5
Which expression best represents the Sheena is drawing a line graph to relate
perimeter of the rectangle? the side length of a square to the area of
the square. Which of the following best
describes the graph?
�����
steep downward straight line
steep upward curve
��
horizontal line
4x + 1
upward straight line
6x + 4
8x + 2
3x 2 + 3x

TX10 Countdown to TAKS

 Countdown to TAKS WEEK 8
DAY 1
What is the slope of the given line segment?
-2 �
1
-_ �
2
1
�
2
�� � �

��

DAY 2 DAY 3
Eric is sketching a blueprint on a Which of the following is the best
coordinate grid. The blueprint includes a classification for the given triangle?
wall along the line y = -2x + 4. What is
the slope of a wall perpendicular to the
line on Eric’s blueprint?

Record your answer and fill in the bubbles

on your answer document. Be sure to use Equilateral
the correct place value.
Isosceles
Scalene
Right

DAY 4 DAY 5
̶̶
△SQT is an equilateral triangle. QR bisects Taylor spends 15% of his annual income
∠SQT. What are the measures of the on utilities, 25% on food, 35% on housing,
angles of △SQR? 15% on his car, and 10% on other
� expenses. Last year, Taylor earned $63,000.
This year, Taylor expects to make $70,000.
How many more dollars will he spend on
utilities this year than last year?

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.
� � �
30°-30°-30°
30°-60°-90°
30°-60°-60°
60°-60°-60°

Countdown to TAKS TX11

 Countdown to TAKS WEEK 9
DAY 1 DAY 2
A standard cabinet door measures 18 A shower curtain measures 84 inches by
inches wide and 24 inches long. A cabinet 84 inches. A designer is sewing a line of
maker has been asked to make a custom ribbon from the top left corner to the
door that is smaller in proportion to the bottom right corner. How many inches
standard door by a factor of __23 . What will of ribbon will the designer need? Round
be the length of the custom cabinet door to the nearest hundredth of an inch.
in inches?
Record your answer and fill in the bubbles
Record your answer and fill in the bubbles on your answer document. Be sure to use
on your answer document. Be sure to use the correct place value.
the correct place value.

DAY 3
AB  and AC
 ǁ CD . Which of the following is true?
 ǁ BD

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�

∠1 is congruent to ∠5. ��
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∠2 is supplementary to ∠14. �� � � �
��
∠8 is congruent to ∠11.
∠6 is supplementary to ∠13.

DAY 4 DAY 5
What is the length of the given segment to Which equation best represents the line in
the nearest unit? the graph?
� �
�
�

�
�� � �

�� � � �
��

1 1x + 3
y=_
2
5
y = 3x + 1
8
y = -2x - 3
10
1x + 3
y = -_
2

TX12 Countdown to TAKS

 Countdown to TAKS WEEK 10
DAY 1
Which set of angle measures can be used to conclude that lines x and y are parallel?

� �

� � � �

m∠1 = 87° and m∠3 = 93°

m∠1 = 82° and m∠4 = 98°
m∠1 = 80° and m∠2 = 100°
m∠3 = 88° and m∠4 = 92°

DAY 2 DAY 3
Terrence designed a patio based on the Which of the following conjectures is false?
̶̶ ̶̶
diagram. If AB ǁ DC and the measure of The product of an even number and
∠ADE = 108°, what is the measure of an odd number is even.
∠BAD in degrees?
The difference of two negative
� � numbers is a positive number.
If x is negative, then -x is positive.
If x is even, then x + 1 is odd.
� � �

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

DAY 4 DAY 5
How many line segments can be drawn Timothy sketches a sphere with a circle
through four points, no three of which are around the middle. He labels the radius of
collinear? the circle, which is the same as the radius
of the sphere. Which problem might he be
trying to solve?
Determining the angle at which Earth
tilts
Record your answer and fill in the bubbles
Calculating the mass of Earth
on your answer document. Be sure to use
the correct place value. Measuring the surface area of Earth
Finding the distance around the
equator

Countdown to TAKS TX13

 Countdown to TAKS WEEK 11
DAY 1 DAY 2
A cube-shaped box is being used to Jan drew the figure below and claims that
package little-league football helmets. A line ℓ is parallel to line m. Which of the
larger cube-shaped box is used to package following proves her statement true?
adult-size helmets. The surface area of the
�
smaller box is 864 square inches. The side
length of the large box is 6 inches longer
than the side length of the smaller box.
����
What is the surface area of the larger box �
in square inches?
���
Record your answer and fill in the bubbles ����
on your answer document. Be sure to use ����
���
the correct place value.

Angles on opposite sides of the

transversal are equal.
Corresponding angles on the same
side of the transversal are congruent.
More than two angles in the diagram
have the same value.
Two straight lines pass through the
same transversal.

DAY 3
Which of the following can you use to prove that two angles are complementary?
The sum of their measures is 90°.
The sum of their measures is 180°.
The angles have the same measure.
The measure of one angle is twice the other measure.

DAY 4 DAY 5
Carole purchased a filing cabinet and a fax  is a bisector of ∠XOY. Which of the
OZ
machine for a total of $127, not including following statements is NOT true?
tax. If the price of the filing cabinet is 2m∠ZOY = m∠XOY
$20 less than one-half the price of the fax
machine, how many dollars did the fax 2m∠XOZ = m∠XOY
machine cost? m∠ZOY = m∠XOY

Record your answer and fill in the bubbles 1 m∠XOY

m∠XOZ = _
2
on your answer document. Be sure to use
the correct place value.

TX14 Countdown to TAKS

 Countdown to TAKS WEEK 12
DAY 1
The graph shows the height of a tennis ball from the time it is served to the time
it hits the ground on the other side of the net. How many seconds elapse while the
ball is 7 feet or more above the ground?

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�

�
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��������

Record your answer and fill in the bubbles on your answer document. Be sure to
use the correct place value.

DAY 2 DAY 3
If x = 7.5, what is the area of the triangle Roberta is attaching wooden trim around a
in square units? stained glass window. The window is made
up of eight congruent isosceles triangles.
What length of trim does Roberta need in
order to surround the entire window?
��

22 centimeters �����

�� �� 78 centimeters �����
Record your answer and fill in the bubbles 176 centimeters
on your answer document. Be sure to use
624 centimeters
the correct place value.

DAY 4 DAY 5
How many different segments can be Which of these conditional statements is
created from eight points on a given true?
segment (including the segment’s If two angles are vertical angles, then
endpoints)? they are congruent.
8 If two angles are congruent, then
13 they are right angles.
28 If four points are given, then they lie
36 in exactly one plane.
If one angle of a triangle measures
60º, then the triangle is a right
triangle.

Countdown to TAKS TX15

 Countdown to TAKS WEEK 13
DAY 1 DAY 2
What are the coordinates of point P? A chemical substance begins with a
�
potency of 64. The sequence below gives
� � the potency of the substance as it changes
each hour thereafter. What is the potency
� of the substance after 7 hours?
�� � � 64, 32, 16, 8, …
�� Record your answer and fill in the bubbles
on your answer document. Be sure to use
(3, -2) the correct place value.
(-2, 3)
(3, 2)
(2, -3)

DAY 3
Which conjecture is true?
If a figure is a rectangle, its perimeter is equal to its area.
If a figure is a triangle, all three sides are congruent.
If a figure is a quadrilateral, then it has four sides.
If a figure is a circle, its area is always greater than its circumference.

DAY 4 DAY 5
The layout of a swimming pool is plotted △LMN is shown on the grid. What is the
̶̶̶
on the coordinate grid below. If each unit length of MN? Round to the nearest tenth
on the grid represents 2 meters, what is of a unit.
the length of the pool? �
�
�
�
� �

� �
� �� � �
� �

Record your answer and fill in the bubbles

5 meters on your answer document. Be sure to use
8 meters the correct place value.
10 meters
25 meters

TX16 Countdown to TAKS

 Countdown to TAKS WEEK 14
DAY 1
A ceramic tile is in the shape of a 30°-60°-90° triangle. The side across from the
30° angle is 6.25 centimeters long. How long is the hypotenuse of the tile?
3.125 centimeters
 centimeters
6.25 √3
12.5 centimeters
15 centimeters

DAY 2 DAY 3
What is the slope of this line after it is Which equation should Aretha use to find
translated 2 units down and 1 unit right? the distance between two points across
� a river?

� � �
�� � �

�� �

c = a2 + b2
Record your answer and fill in the bubbles
on your answer document. Be sure to use c=a+b
the correct place value. c 2 = √
a+b
c = √
a2 + b2

DAY 4 DAY 5
The sums of the angle measures of three Which line in the graph is described by the
polygons are given. Based on the pattern, equation y = x + 2?
what will be the sum of the measures of � �
a hexagon in degrees?
� �
�
�

�
� �
���� ���� ����
��
Record your answer and fill in the bubbles
on your answer document. Be sure to use ℓ
the correct place value. m
n
o

Countdown to TAKS TX17

 Countdown to TAKS WEEK 15
DAY 1 DAY 2
Three coordinates of ABCD are A(4, 5), A spinner has four equal sections colored
B(10, 5), C(7, 3), and D(1, 3). What is the red, blue, yellow, and green. Carl spins
̶̶ the spinner 50 times and records that the
length of DB to the nearest whole unit?
spinner lands on blue 12 times. What is the
Record your answer and fill in the bubbles experimental probability expressed as a
on your answer document. Be sure to use percent of spinning the spinner and having
the correct place value. it land on blue? Round to the nearest
whole percent.

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

DAY 3
̶̶
What is the midpoint of QR? �
�
(1, -2)
(-2, 1) �
�� � �
(1, 2)
�
(-1, -2) ��
�

DAY 4 DAY 5
Which of these statements is true? Which expression describes the total
All quadrilaterals are parallelograms. number of diagonals in a polygon with
n sides?
Every rectangle is a parallelogram.
No. of sides 3 4 5 6 7
Every parallelogram is also a
rectangle. No. of
0 2 5 9 14
diagonals
The diagonals of a rhombus are
congruent.
n(n - 3)
_
2
2n
3n
_
2
2n + 6
_
3

TX18 Countdown to TAKS

 Countdown to TAKS WEEK 16
DAY 1 DAY 2
The coordinates of the vertices of △ABC Natalia is using indirect measurement to
are (1, 1), (6, 1) and (1, 8). Which of the find the distance across a pond. Which
following could be the coordinates of the Pythagorean triple is represented by the
vertices of a triangle congruent to △ABC? triangle?
(-8, -2), (-3, -2), (-3, -9)
(4, 1), (6, 2), (8, 10)
(-2, 5), (-2, -9), (-8, 3)
(0, 0), (-1, 8), (5, 2)
���� ����

3-4-5
5-12-13 ����

8-15-17
7-24-25

DAY 3
Which of the following sets of measurements could represent the side lengths
of a right triangle?
3, 5, 9
4.5, 12, 8.5
6, 7, 10
2.5, 6, 6.5

DAY 4 DAY 5
Elle is designing a mural for the lobby What is the measure of ∠3 in degrees in
of an office building. What is the area in the regular hexagon?
square meters of her design?
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���

���
���
�
���

���
Record your answer and fill in the bubbles
on your answer document. Be sure to use
Record your answer and fill in the bubbles the correct place value.
on your answer document. Be sure to use
the correct place value.

Countdown to TAKS TX19

 Countdown to TAKS WEEK 17
DAY 1
Mrs. Euclid asked her students to write two equations that represent perpendicular
lines. Which response is correct?
y = x + 6 and y = x - 6
y+_ 3x - 4
2 x = 1 and y = _
3 2
1
_
y = x - 2 and y = -_ 1x + 3
2 2
y - 2x = 5 and y = 2x + 2

DAY 2 DAY 3
What is the perimeter of the composite What is the measure of ∠1 in the triangle
figure to the nearest centimeter? below?

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�����
�
�����

����� 30°
���� ���� 45°
������ ������
60°
�����
���� 90°

����

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

DAY 4 DAY 5
△ABC has a base of 12 units and a height The vertices of polygon ABCD are A(1, 5),
of 15 units. The base of △EFG is 8 units B(8, 5), C(8, 3), and D(1, 3). Which of the
less than the base of △ABC. If the two following statements about this polygon
triangles are similar, what is the height of is true?
△EFG in units? It is a square.
Record your answer and fill in the bubbles Its width is 2 units.
on your answer document. Be sure to use
Its perimeter is 6 units.
the correct place value.
Its area is 9 square units.

TX20 Countdown to TAKS

 Countdown to TAKS WEEK 18
DAY 1
Based on the pattern of similar triangles below, what is the value of x?
2
4

4 √3 �
8 �
�
�
� ���
��� ���
��� ������ ������

DAY 2 DAY 3
Which Pythagorean triple would be most A forensic scientist collects evidence
helpful in finding the value of a? samples at a crime scene. The samples
have the following weights in grams: 0.20,
0.75, 0.18, 0.92, 0.47, and 0.34. What is the
�� mean weight of the samples? Round to the
� nearest thousandth gram.

Record your answer and fill in the bubbles

on your answer document. Be sure to use
��
the correct place value.
3-4-5
5-12-14
8-15-17
7-24-25

DAY 4 DAY 5
Natalia plans to install glass doors across Which conjecture about
the front of her square fireplace opening polygons is NOT true?
and then seal the perimeter of the The area of a parallelogram is the
opening with a special caulk that can product of its base and height.
sustain high temperatures. What is the
perimeter of the opening? A rhombus has four right angles.
A square has four congruent sides.
A trapezoid has exactly one pair of
parallel sides.
��
���

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

Countdown to TAKS TX21

 Countdown to TAKS WEEK 19
DAY 1
Which two line segments are congruent? �
̶̶ ̶̶ �
AB and DF �
� � �
̶̶ ̶̶̶
CE and GH �
̶̶̶ ̶̶ �
GH and AB �
�� � �
̶̶ ̶̶
CD and DE
� �
��

DAY 2 DAY 3
Based on the table, which algebraic At a certain time of the day, a 24-foot tree
expression best represents the number casts an 18-foot shadow. How long is the
of triangles formed by drawing all of the shadow cast by a 4-foot mailbox at the
diagonals from one vertex in a polygon same time of day?
with n sides?

No. of sides 3 4 5 8 �����

No. of
triangles 1 2 3 6 ����
formed

n �����

2n - 1 Record your answer and fill in the bubbles

n-2 on your answer document. Be sure to use
the correct place value.
n+2
_
2

DAY 4 DAY 5
A school increases the width of its Trey is using triangular tiles to floor his
rectangular playground from 25 meters to bathroom. What is x?
40 meters and the length from 45 meters
to 60 meters. By how much does the
��� � ���
perimeter of the playground increase? �
30 meters ���
60 meters
Record your answer and fill in the bubbles
200 meters
on your answer document. Be sure to use
225 meters the correct place value.

TX22 Countdown to TAKS

 Countdown to TAKS WEEK 20
DAY 1
The figure shows the measure of each interior angle for several regular polygons.

��� ��� ���� ����

Which algebraic expression best represents the measure of an interior angle of a
regular polygon with n sides?
(n - 2)180
__ (n - 2)180
n
360n
_ 180n
_
n+2 2

DAY 2 DAY 3
Which coordinates represent a vertex of The two triangles in the figure are similar.
̶̶̶
the hexagon? What is the length of MN?
� �
�
��
�
� �
� � � ��
��
�� �
�� �

(0, 2)
�
(4, -2)
Record your answer and fill in the bubbles
(3, 2)
on your answer document. Be sure to use
(-2, 2) the correct place value.

DAY 4 DAY 5
Two regular pentagons have perimeters of Alissa is painting a diagonal line across
30 and 75 respectively. What scale factor a square tile. What is the length of the
relates the smaller figure to the larger line in centimeters? Round to the nearest
one? thousandth of a centimeter.
1 : 2.5
1:6
����
1 : 15
1 : 21

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

Countdown to TAKS TX23

 Countdown to TAKS WEEK 21
DAY 1
The table lists the measure of an exterior angle for the given regular polygon.
Which expression best represents the measure of an exterior angle of a regular
polygon with n sides?

Figure Quadrilateral Pentagon Decagon

Exterior angle 90° 72° 36°

360
_ 360 + n
_ 360
_
360n n
n-2 2+n

DAY 2 DAY 3
A word game uses a bag of 80 tiles. Forty When y = 65, x = 8. If y varies directly with
of the tiles have a consonant on them, x, what is y when x equals 15?
and the remaining 40 have a vowel: A,
Record your answer and fill in the bubbles
E, I, O, or U. There is an equal number of
on your answer document. Be sure to use
each vowel tile. What is the probability
the correct place value.
as a percent that Shelly selects an A tile
and then a U tile from the bag without
replacement? Round to the nearest
hundredth of a percent.

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

DAY 4 DAY 5
Which equation best describes the line The center of circle C is the midpoint
̶̶
containing the hypotenuse of this triangle? of AB. What are the coordinates of the
midpoint?
�
�

�
� � �

�
�� � � �
�� � �
1x + 3
y=_
2 (0, 4)
y=5 (1, 4)
y=x+3 (2, 4)
1x - 3
y = -_
2
(3, 3)

TX24 Countdown to TAKS

 Countdown to TAKS WEEK 22
DAY 1
If this pattern is continued, how many shaded triangles will there be in the fourth
element of the pattern?

� � �

9 27
13 40

DAY 2 DAY 3
What is the slope of the line? A delivery truck travels 13.5 mi east and
�
then 18 mi north. How far in miles is the
truck from its starting point?
�

�
�� � � �
�����

��

-_1
2
1
_ �������
3
Record your answer and fill in the bubbles
1
_ on your answer document. Be sure to use
2
the correct place value.
3

DAY 4 DAY 5
What are the side lengths of the triangle? An 18-foot ladder reaches the top of
a building when placed at an angle of
45° with the horizontal. What is the
� � approximate height of the building in
feet? Round to the nearest tenth of a foot.
�
Record your answer and fill in the bubbles
on your answer document. Be sure to use
3, 4, and 5 the correct place value.
2, 3, and 5
3, 3, and 3

3, 3, and 3 √2

Countdown to TAKS TX25

 Countdown to TAKS WEEK 23
DAY 1 DAY 2
△RST is a 30°-60°-90° triangle. What is the What is x if y is 12.8 and z is 16 in the right
y-coordinate of R if a = -5 and c = -2? triangle below?

������� � �

�
3.2
�������
������� 4.0
9.6
3 12.8

3 √2

3 √3
6

DAY 3
How does the slope of the hypotenuse of △ABC compare with that of △DBC?
They have the same value and sign. �
They have opposite signs. �
�
One is a multiple of the other.
They are reciprocals.
� � � �
�� � �
��

DAY 4 DAY 5
How many sides does a regular polygon A piñata in the shape of a basketball is
have if each interior angle measures 120°? filled with treats for a game during Hanj’s
birthday party. If the diameter of the
Record your answer and fill in the bubbles
piñata is 7 inches, what is the volume of
on your answer document. Be sure to use
the piñata in cubic inches? Round to the
the correct place value.
nearest tenth.

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.

TX26 Countdown to TAKS

 Countdown to TAKS WEEK 24
DAY 1
Quadrilaterals ABCD and WXYZ are similar. What is XY?
�
�

��
� � �
� �
� � � � �� �
3.5
21
24.5
35

DAY 2 DAY 3
The volume of a square pyramid is 108 What is the value of x in the regular
cubic millimeters. What is the height of the pentagon below?
pyramid in millimeters if one side on the
����
base is 4.5 millimeters?

Record your answer and fill in the bubbles

on your answer document. Be sure to use
the correct place value.
��

54°
90°
108°
180°

DAY 4 DAY 5
What is the second term in a proportion in The endpoints of a segment are
which the first, third, and fourth terms are Q(-2, 6) and R(5, -4). What is
3, 9, and 12, respectively? the length of the segment to the
nearest tenth?
Record your answer and fill in the bubbles
on your answer document. Be sure to use 3.6 units
the correct place value. 4.1 units
8.5 units
12.2 units

Countdown to TAKS TX27

 Texas Friendship
The State Capitol
in Austin Texas Essential 2 Geometric thinking
Knowledge
and spatial reasoning.
Spatial reasoning plays a
and Skills for critical role in geometry;
geometric figures
Geometry provide powerful ways to
represent mathematical

a Basic understandings. situations and to express

generalizations about
space and spatial
1 Foundation concepts for relationships. Students
use geometric thinking to
high school mathematics.
understand mathematical
As presented in
concepts and the
Grades K–8, the basic
relationships among
understandings of
them.
number, operation, and
quantitative reasoning;
Texas wildflowers patterns, relationships, 3 Geometric figures
and algebraic thinking; and their properties.
geometry; measurement; Geometry consists of
and probability and the study of geometric
statistics are essential figures of zero, one, two,
foundations for all work in and three dimensions
high school mathematics. and the relationships
Students continue to among them. Students
Houston skyline build on this foundation study properties and
as they expand their relationships having to do
understanding through with size, shape, location,
other mathematical direction, and orientation
experiences. of these figures.

TX28
 The state bird is
the Mockingbird.
Texas Essential Knowledge and Skills
The Bluebonnet is
the state flower.

4 The relationship for working with 6 Underlying mathematical

between geometry, other spatial figures and their processes. Many
mathematics, and other properties are essential processes underlie
disciplines. Geometry in understanding all content areas in
can be used to model underlying relationships. mathematics. As they do
and represent many Students use a variety of mathematics, students
mathematical and representations (concrete, continually use problem-
real-world situations. pictorial, numerical, solving, language
Students perceive the symbolic, graphical, and communication,
connection between and verbal), tools, and connections within and
geometry and the technology (including, but outside mathematics, and
real and mathematical not limited to, calculators reasoning (justification
worlds and use geometric with graphing capabilities, and proof ). Students
ideas, relationships, data collection devices, also use multiple
and properties to solve and computers) to solve representations,
problems. meaningful problems technology, applications
by representing and and modeling, and
transforming figures and numerical fluency in
5 Tools for geometric analyzing relationships. problem solving contexts.
thinking. Techniques

Statue of a Texas longhorn

TX29
 Texas Friendship

b Knowledge and skills. B recognize the historical

development of geometric
G.2 Geometric
structure. The student
systems and know analyzes geometric
G.1 Geometric mathematics is developed
for a variety of purposes;
relationships in order to
structure. The student make and verify conjectures.
and
understands the structure of,
and relationships within, an The student is expected to:
axiomatic system. C compare and contrast
the structures and A use constructions to
implications of Euclidean explore attributes of
The student is expected to:
and non-Euclidean geometric figures and to
geometries. make conjectures about
A develop an awareness
of the structure of a geometric relationships;
mathematical system, and
connecting definitions,
postulates, logical
reasoning, and theorems;

Big Bend National Park

TX30
 Texas Essential Knowledge and Skills

B make conjectures G.3 Geometric C use logical reasoning to

about angles, lines, structure. The student prove statements are
polygons, circles, applies logical reasoning true and find counter
and three-dimensional to justify and prove examples to disprove
figures and determine mathematical statements. statements that are false;
the validity of the
conjectures, choosing The student is expected to: D use inductive reasoning
from a variety of to formulate a conjecture;
approaches such and
as coordinate,
A determine the validity of
a conditional statement,
transformational,
its converse, inverse, E use deductive reasoning
or axiomatic.
and contrapositive; to prove a statement.

B construct and justify

statements about
geometric figures and
their properties;

TX31
 Texas Friendship

G.4 Geometric
West Texas structure. The student uses
a variety of representations
to describe geometric
relationships and solve
problems.

The student is expected to:

A select an appropriate
representation (concrete,
pictorial, graphical,
verbal, or symbolic) in
order to solve problems.

G.5 Geometric
patterns. The student uses
a variety of representations
to describe geometric
relationships and solve
problems.

The student is expected to:

A use numeric and

geometric patterns
to develop algebraic
expressions representing
geometric properties;

B use numeric and

geometric patterns to
make generalizations
about geometric
properties, including
properties of polygons,
ratios in similar figures
and solids, and angle
relationships in polygons
and circles;
TX32
 Texas Essential Knowledge and Skills

C use properties of B use nets to represent The student is expected to:

transformations and their and construct
compositions to make three-dimensional A use one- and
connections between geometric figures; and two-dimensional
mathematics and the coordinate systems to
real world, such as C use orthographic and represent points, lines,
tessellations; and isometric views of rays, line segments,
three-dimensional and figures;
D identify and apply geometric figures to
patterns from right represent and construct B use slopes and equations
triangles to solve three-dimensional of lines to investigate
meaningful problems, geometric figures and geometric relationships,
including special right solve problems. including parallel lines,
triangles (45-45-90 perpendicular lines,
and 30-60-90) and and special segments
triangles whose sides are G.7 Dimensionality and of triangles and other
Pythagorean triples. the geometry of location. polygons; and
The student understands that
coordinate systems provide C derive and use formulas
G.6 Dimensionality and convenient and efficient ways involving length, slope,
the geometry of location. of representing geometric and midpoint.
The student analyzes the figures and uses them
relationship between accordingly.
three-dimensional geometric
figures and related
two-dimensional
representations and uses
these representations to
solve problems.

The student is expected to:

A describe and draw the

intersection of a given
plane with various SeaWorld
three-dimensional
geometric figures;

TX33
 Texas Friendship

G.8 Congruence and G.9 Congruence and G.10 Congruence and

the geometry of size. the geometry of size. The the geometry of size. The
The student uses tools to student analyzes properties student applies the concept
determine measurements and describes relationships of congruence to justify
of geometric figures and in geometric figures. properties of figures and
extends measurement solve problems.
concepts to find perimeter, The student is expected to:
area, and volume in problem The student is expected to:
situations.
A formulate and test
conjectures about the A use congruence
The student is expected to: properties of parallel transformations to make
and perpendicular lines conjectures and justify
A find areas of regular based on explorations and properties of geometric
polygons, circles, and concrete models; figures including
composite figures; figures represented on a
B formulate and test coordinate plane; and
B find areas of sectors and conjectures about the
arc lengths of circles properties and attributes B justify and apply
using proportional of polygons and their triangle congruence
reasoning; component parts based relationships.
on explorations and
C derive, extend, and concrete models;
use the Pythagorean
Theorem; and C formulate and test
conjectures about the
D find surface areas and properties and attributes
volumes of prisms, of circles and the lines
pyramids, spheres, cones, that intersect them based
cylinders, and composites on explorations and
of these figures in concrete models; and
problem situations.
D analyze the characteristics
of polyhedra and other
three-dimensional figures
and their component
parts based on
explorations and
concrete models.

TX34
 Texas Essential Knowledge and Skills

G.11 Similarity and Texas State Fair

the geometry of shape.
The student applies the
concepts of similarity to
justify properties of figures
and solve problems.

The student is expected to:

A use and extend

similarity properties and
transformations to explore
and justify conjectures
about geometric figures;

B use ratios to solve

problems involving
similar figures;

C develop, apply, and

justify triangle similarity
relationships, such as
right triangle ratios,
trigonometric ratios, and
Pythagorean triples using
a variety of methods; and

D describe the effect on

perimeter, area, and
volume when one or more
dimensions of a figure are
changed and apply this
idea in solving problems.

TX35
 Foundations
for Geometry KEYWORD: MG7 TOC

ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

TEKS Euclidean and Construction Tools

G.7.A 1-1 Understanding Points, Lines, and Planes . . . . . . . . . . . . . . . . . . . 6
G.2.A Explore Properties Associated with Points . . . . . . . 12
G.3.B 1-2 Measuring and Constructing Segments . . . . . . . . . . . . . . . . . . . 13
G.3.B 1-3 Measuring and Constructing Angles . . . . . . . . . . . . . . . . . . . . . . 20
G.1.A 1-4 Pairs of Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Coordinate and Transformation Tools

G.8.A 1-5 Using Formulas in Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
On Track for TAKS: Algebra
Graphing in the Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . 42
G.1.A 1-6 Midpoint and Distance in the Coordinate Plane . . . . . . . . . . . 43
G.5.C 1-7 Transformations in the Coordinate Plane. . . . . . . . . . . . . . . . . . 50
G.2.A Explore Transformations ......................... 56
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Tools for Success

Test Prep Exercises 11, 19, 26, 33,

40–41, 49, 55
Reading Math 5 Know-It Notes 6, 7, 8, 13, 14, 16, 20, 21,
22, 24, 28, 29, 31, 36, 37, 43, 44, 45, 46, Multi-Step TAKS Prep 10, 18, 26, 33,
Writing Math 10, 18, 26, 33, 40, 48, 54 50, 52 34, 39, 48, 54, 58
Vocabulary 3, 4, 9, 17, 24, 31, 38, 47, Graphic Organizers 8, 16, 24, 31, 37, College Entrance Exam Practice 65
53, 60
46, 52
TAKS Tackler 66
Homework Help Online 9, 17, 24, 31,
TAKS Prep 68
38, 47, 53
 Geometric Reasoning
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

TEKS Inductive and Deductive Reasoning

G.3.D 2-1 Using Inductive Reasoning to Make Conjectures . . . . . . . . . . . 74
KEYWORD: MG7 TOC
On Track for TAKS: Number Theory
Venn Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
G.3.A 2-2 Conditional Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
G.3.E 2-3 Using Deductive Reasoning to Verify Conjectures . . . . . . . . . . 88
G.4.A Solve Logic Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
G.3.A 2-4 Biconditional Statements and Definitions . . . . . . . . . . . . . . . . . 96

Table of Contents
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Mathematical Proof
G.3.E 2-5 Algebraic Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
G.1.A 2-6 Geometric Proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
G.1.A Design Plans for Proofs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
G.1.A 2-7 Flowchart and Paragraph Proofs . . . . . . . . . . . . . . . . . . . . . . . . 118
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
G.4.A EXT Introduction to Symbolic Logic . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Tools for Success

Test Prep Exercises 79, 86, 93, 101,

109, 116, 125
Reading Math 73 Know-It Notes 75, 76, 81, 83, 84, 89,
90, 98, 104, 106, 107, 110, 111, 112, 113, Multi-Step TAKS Prep 78, 85, 92, 100,
Writing Math 78, 81, 86, 92, 96, 100, 102, 109, 115, 124, 126
118, 120, 122, 128
109, 111, 115, 125
Graphic Organizers 76, 84, 90, 98, 107, College Entrance Exam Practice 135
Vocabulary 71, 72, 77, 84, 91, 99, 107,
113, 122 TAKS Tackler 136
113, 122, 130
Homework Help Online 77, 84, 91, 99, TAKS Prep 138
107, 113, 122
 Parallel and
Perpendicular Lines
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

TEKS Lines with Transversals

3-1 Lines and Angles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
KEYWORD: MG7 TOC
On Track for TAKS: Algebra
Systems of Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
G.9.A Explore Parallel Lines and Transversals ......... 154
G.3.C 3-2 Angles Formed by Parallel Lines and Transversals . . . . . . . . . 155
G.3.C 3-3 Proving Lines Parallel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
G.2.A Construct Parallel Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
G.1.A 3-4 Perpendicular Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
G.2.A Construct Perpendicular Lines. . . . . . . . . . . . . . . . . . . . . . . . 179
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Coordinate Geometry
G.7.B 3-5 Slopes of Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
G.7.B Explore Parallel and Perpendicular Lines ......... 188
G.7.B 3-6 Lines in the Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
On Track for TAKS: Data Analysis
Scatter Plots and Lines of Best Fit . . . . . . . . . . . . . . . . . . . . . 198
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Tools for Success

Test Prep Exercises 150–151,

160–161, 168–169, 177–178, 187,
Writing Math 150, 160, 168, 177, Study Strategy 145 196–197
186, 196
Know-It Notes 146, 147, 148, 155, 156, Multi-Step TAKS Prep 150, 160, 168,
Vocabulary 143, 144, 148, 175, 185, 157, 162, 163, 173, 174, 182, 184, 185, 176, 180, 186, 196, 200
194, 202 190, 192, 193
College Entrance Exam Practice 207
Graphic Organizers 148, 157, 165, 174,
185, 193 TAKS Tackler 208
Homework Help Online 148, 158, 166, TAKS Prep 210
175, 185, 194
 Triangle Congruence
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

TEKS Triangles and Congruence

G.1.A 4-1 Classifying Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
KEYWORD: MG7 TOC
G.9.B Develop the Triangle Sum Theorem . . . . . . . . . . . . . . . . . . 222
G.2.B 4-2 Angle Relationships in Triangles . . . . . . . . . . . . . . . . . . . . . . . . 223
G.10.B 4-3 Congruent Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Proving Triangle Congruence

G.9.B Explore SSS and SAS Triangle Congruence . . . . . . . . . . . 240
G.10.B 4-4 Triangle Congruence: SSS and SAS . . . . . . . . . . . . . . . . . . . . . . 242
G.9.B Predict Other Triangle Congruence Relationships . . . . 250
G.10.B 4-5 Triangle Congruence: ASA, AAS, and HL . . . . . . . . . . . . . . . . . 252
G.1.A 4-6 Triangle Congruence: CPCTC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
On Track for TAKS: Algebra
Quadratic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
G.2.B 4-7 Introduction to Coordinate Proof . . . . . . . . . . . . . . . . . . . . . . . . 267
G.2.B 4-8 Isosceles and Equilateral Triangles . . . . . . . . . . . . . . . . . . . . . . . 273
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
G.2.A EXT Proving Constructions Valid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Tools for Success

Test Prep Exercises 221, 230, 236,

Reading Math 215, 273 Know-It Notes 216, 217, 218, 223, 224, 248, 258–259, 264–265, 272, 279
225, 226, 231, 233, 242, 243, 245, 252,
Writing Math 220, 229, 236, 248, 258, Multi-Step TAKS Prep 220, 229, 236,
254, 255, 262, 267, 269, 273, 274, 275,
264, 271, 278 238, 247, 258, 264, 271, 278, 280
276
Vocabulary 213, 214, 219, 227, 234, College Entrance Exam Practice 289
245, 256, 262, 270, 276, 284
Graphic Organizers 218, 226, 233, 245,
255, 262, 269, 276 TAKS Tackler 290
Homework Help Online 219, 227, 234, TAKS Prep 292
245, 256, 262, 270, 276
 Properties and
Attributes of Triangles
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

TEKS Segments in Triangles

G.3.B 5-1 Perpendicular and Angle Bisectors . . . . . . . . . . . . . . . . . . . . . . 300
KEYWORD: MG7 TOC
G.3.B 5-2 Bisectors of Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
G.3.B 5-3 Medians and Altitudes of Triangles . . . . . . . . . . . . . . . . . . . . . . 314
G.2.A Special Points in Triangles ...................... 321
G.7.B 5-4 The Triangle Midsegment Theorem . . . . . . . . . . . . . . . . . . . . . . 322
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Relationships in Triangles
On Track for TAKS: Algebra
Solving Compound Inequalities . . . . . . . . . . . . . . . . . . . . . . . 330
G.9.B Explore Triangle Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . 331
G.3.B 5-5 Indirect Proof and Inequalities in One Triangle . . . . . . . . . . . 332
G.3.B 5-6 Inequalities in Two Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
On Track for TAKS: Algebra
Simplest Radical Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
G.8.C Hands-on Proof of the Pythagorean Theorem . . . . . . . . 347
G.8.C 5-7 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
G.5.D 5-8 Applying Special Right Triangles . . . . . . . . . . . . . . . . . . . . . . . . 356
G.2.A Graph Irrational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370

Tools for Success

Test Prep Exercises 306, 313, 319,

326, 339, 345, 355, 362
Reading Math 299, 300 Know-It Notes 300, 301, 303, 307, 309,
310, 314, 317, 323, 324, 333, 334, 335, Multi-Step TAKS Prep 305, 312, 319,
Writing Math 306, 313, 318, 325, 338, 326, 328, 338, 344, 354, 361, 364
340, 342, 350, 351, 352, 356, 358, 359
344, 354, 361
Graphic Organizers 303, 310, 317, 324, College Entrance Exam Practice 371
Vocabulary 297, 298, 304, 311, 317, 324,
335, 342, 352, 359 TAKS Tackler 372
336, 352, 366
Homework Help Online 304, 311, 317, TAKS Prep 374
324, 336, 343, 352, 360
 Polygons and
Quadrilaterals
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377

TEKS Polygons and Parallelograms

G.2.A Construct Regular Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . 380
KEYWORD: MG7 TOC
G.5.B 6-1 Properties and Attributes of Polygons . . . . . . . . . . . . . . . . . . . 382
On Track for TAKS: Algebra
Relations and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
G.9.B Explore Properties of Parallelograms . . . . . . . . . . . . . . . . 390
G.3.B 6-2 Properties of Parallelograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
G.3.B 6-3 Conditions for Parallelograms. . . . . . . . . . . . . . . . . . . . . . . . . . . 398
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Other Special Quadrilaterals

G.3.B 6-4 Properties of Special Parallelograms . . . . . . . . . . . . . . . . . . . . . 408
G.2.A Predict Conditions for Special Parallelograms ... 416
G.3.B 6-5 Conditions for Special Parallelograms . . . . . . . . . . . . . . . . . . . 418
G.2.A Explore Isosceles Trapezoids .................... 426
G.3.B 6-6 Properties of Kites and Trapezoids . . . . . . . . . . . . . . . . . . . . . . 427
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448

Tools for Success

Test Prep Exercises 388, 397, 405,

414–415, 425, 434–435
Writing Math 379, 388, 397, 404, 414, Know-It Notes 383, 384, 385, 391, 392,
424, 434 394, 398, 399, 401, 408, 409, 411, 418,
Multi-Step TAKS Prep 387, 396, 404,
406, 414, 424, 434, 436
Vocabulary 377, 378, 386, 395, 412, 432, 419, 421, 427, 429, 431
438 Graphic Organizers 385, 394, 401, 411, College Entrance Exam Practice 443
421, 431 TAKS Tackler 444
Homework Help Online 386, 395, 402, TAKS Prep 446
412, 422, 432
 Similarity KEYWORD: MG7 TOC

ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451

TEKS Similarity Relationships

G.11.B 7-1 Ratio and Proportion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
G.5.B Explore the Golden Ratio ....................... 460
G.5.B 7-2 Ratios in Similar Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
G.11.A Predict Triangle Similarity Relationships ........ 468
G.11.B 7-3 Triangle Similarity: AA, SSS, and SAS . . . . . . . . . . . . . . . . . . . . 470
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479

Applying Similarity
G.5.B Investigate Angle Bisectors of a Triangle ........ 480
G.11.B 7-4 Applying Properties of Similar Triangles . . . . . . . . . . . . . . . . . 481
G.11.D 7-5 Using Proportional Relationships . . . . . . . . . . . . . . . . . . . . . . . . 488
G.11.A 7-6 Dilations and Similarity in the Coordinate Plane . . . . . . . . . . 495
On Track for TAKS: Algebra
Direct Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508

Tools for Success

Test Prep Exercises 459, 467, 477,

487, 493, 500
Reading Math 453, 455, 456 Know-It Notes 455, 457, 462, 464, 470,
Multi-Step TAKS Prep 458, 466, 476,
471, 473, 481, 482, 483, 484, 490, 497
Writing Math 459, 463, 466, 476, 486, 478, 486, 492, 499, 502
493, 499 Graphic Organizers 457, 464, 473, 484,
College Entrance Exam Practice 509
490, 497
Vocabulary 451, 452, 457, 465, 491, 498,
TAKS Tackler 510
504 Homework Help Online 457, 465, 474,
484, 491, 498 TAKS Prep 512
 Right Triangles and
Trigonometry
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515

TEKS Trigonometric Ratios

G.11.C 8-1 Similarity in Right Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
KEYWORD: MG7 TOC
G.2.A Explore Trigonometric Ratios ................... 524
G.11.C 8-2 Trigonometric Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
On Track for TAKS: Algebra
Inverse Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
G.11.C 8-3 Solving Right Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543

Applying Trigonometric Ratios

G.11.C 8-4 Angles of Elevation and Depression . . . . . . . . . . . . . . . . . . . . . 544
G.11.C Indirect Measurement Using Trigonometry . . . . . . . . . . 550
G.11.C 8-5 Law of Sines and Law of Cosines . . . . . . . . . . . . . . . . . . . . . . . 551
G.7.A 8-6 Vectors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
G.11.A EXT Trigonometry and the Unit Circle . . . . . . . . . . . . . . . . . . . . . . . . 570

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 517
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582

Tools for Success

Test Prep Exercises 523, 532, 540,

549, 558, 567
Reading Math 517, 534, 570 Know-It Notes 518, 519, 520, 525, 528,
Multi-Step TAKS Prep 522, 530, 539,
537, 546, 552, 553, 554, 561, 563
Writing Math 523, 525, 531, 540, 548, 542, 548, 557, 565, 568
557, 566, 571 Graphic Organizers 520, 528, 537, 546,
College Entrance Exam Practice 577
554, 563
Vocabulary 515, 516, 521, 529, 547, 563,
TAKS Tackler 578
572 Homework Help Online 521, 529, 537,
547, 555, 563 TAKS Prep 580
 Extending Perimeter,
Circumference, and Area
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585

TEKS Developing Geometric Formulas

On Track for TAKS: Algebra
KEYWORD: MG7 TOC Literal Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
G.5.A 9-1 Developing Formulas for Triangles and Quadrilaterals . . . . 589
G.5.A Develop π . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598
G.8.A 9-2 Developing Formulas for Circles and Regular Polygons . . . . 600
G.8.A 9-3 Composite Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 606
G.8.A Develop Pick’s Theorem for Area of
Lattice Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615

Applying Geometric Formulas

G.7.A 9-4 Perimeter and Area in the Coordinate Plane . . . . . . . . . . . . . . 616
G.11.D 9-5 Effects of Changing Dimensions Proportionally . . . . . . . . . . 622
On Track for TAKS: Probability
Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628
G.8.A 9-6 Geometric Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
G.8.A Use Geometric Probability to Estimate π . . . . . . . . . . . . . 637
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 638
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 644

Tools for Success

Test Prep Exercises 596–597, 605,

611–612, 621, 627, 636
Writing Math 596, 605, 611, 620, Study Strategy 587
626, 635 Multi-Step TAKS Prep 595, 604, 610,
Know-It Notes 589, 590, 591, 593, 600, 614, 620, 626, 635, 638
Vocabulary 585, 586, 603, 609, 633, 640 601, 602, 608, 619, 623, 624, 630, 633
College Entrance Exam Practice 645
Graphic Organizers 593, 602, 608, 619,
624, 633 TAKS Tackler 646
Homework Help Online 593, 603, 609, TAKS Prep 648
619, 625, 633
 Spatial Reasoning
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651

TEKS Three-Dimensional Figures

G.6.A 10-1 Solid Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
KEYWORD: MG7 TOC
G.9.D 10-2 Representations of Three-Dimensional Figures . . . . . . . . . . . 661
G.6.B Use Nets to Create Polyhedrons . . . . . . . . . . . . . . . . . . . . . . 669
G.7.C 10-3 Formulas in Three Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . 670
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679

Surface Area and Volume

G.8.D 10-4 Surface Area of Prisms and Cylinders . . . . . . . . . . . . . . . . . . . . 680
G.9.D Model Right and Oblique Cylinders . . . . . . . . . . . . . . . . . . 688
G.8.D 10-5 Surface Area of Pyramids and Cones . . . . . . . . . . . . . . . . . . . . 689
G.8.D 10-6 Volume of Prisms and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . 697
G.8.D 10-7 Volume of Pyramids and Cones . . . . . . . . . . . . . . . . . . . . . . . . . 705
On Track for TAKS: Algebra
Functional Relationships in Formulas . . . . . . . . . . . . . . . . . . 713
G.8.D 10-8 Spheres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714
G.11.D Compare Surface Areas and Volumes ........... 722
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 724
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725
G.1.C EXT Spherical Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 726

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 734
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 740

Tools for Success

Test Prep Exercises 659, 667, 677,

Writing Math 653, 659, 667, 676, 686, Know-It Notes 654, 656, 664, 670, 671, 687, 695, 703–704, 712, 721
695, 703, 711, 720 672, 673, 680, 681, 683, 689, 690, 692,
Multi-Step TAKS Prep 658, 666, 675,
697, 699, 700, 705, 707, 708, 714, 716,
Vocabulary 651, 657, 665, 674, 684, 693, 678, 686, 695, 703, 711, 720, 724
717, 726, 727
701, 709, 718, 730
College Entrance Exam Practice 735
Graphic Organizers 656, 664, 673, 683,
692, 700, 708, 717 TAKS Tackler 736
Homework Help Online 657, 665, 674, TAKS Prep 738
684, 693, 701, 709, 718
 Circles
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 743

TEKS Lines and Arcs in Circles

G.9.C 11-1 Lines That Intersect Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 746
KEYWORD: MG7 TOC
On Track for TAKS: Data Analysis
Circle Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 755
G.1.A 11-2 Arcs and Chords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 756
G.8.B 11-3 Sector Area and Arc Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 770
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 771

Angles and Segments in Circles

G.5.B 11-4 Inscribed Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 772
G.2.A Explore Angle Relationships in Circles .......... 780
G.5.B 11-5 Angle Relationships in Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . 782
G.9.C Explore Segment Relationships in Circles ....... 790
G.5.A 11-6 Segment Relationships in Circles . . . . . . . . . . . . . . . . . . . . . . . . 792
G.2.B 11-7 Circles in the Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . . . . . 799
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 806
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 807
G.1.A EXT Polar Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 808

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 744

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 745
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 810
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 814

Tools for Success

Test Prep Exercises 754, 763, 769,

Reading Math 745, 748 Know-It Notes 746, 747, 748, 749, 750, 778, 789, 798, 804
756, 757, 759, 764, 765, 766, 772, 773,
Writing Math 754, 756, 762, 769, 778, Multi-Step TAKS Prep 753, 762, 768,
774, 775, 782, 783, 784, 785, 786, 792,
788, 797, 804 770, 777, 788, 797, 803, 806
793, 794, 795, 799, 801
Vocabulary 743, 744, 751, 760, 767, College Entrance Exam Practice 815
776, 810
Graphic Organizers 750, 759, 766, 775,
786, 795, 801 TAKS Tackler 816
Homework Help Online 751, 760, 767, TAKS Prep 818
776, 786, 795, 802
 Extending
Transformational
Geometry
ARE YOU READY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 821

TEKS Congruence Transformations

G.10.A 12-1 Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 824 KEYWORD: MG7 TOC
G.10.A 12-2 Translations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 831
On Track for TAKS: Algebra
Transformations of Functions . . . . . . . . . . . . . . . . . . . . . . . . . 838
G.10.A 12-3 Rotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839
G.10.A Explore Transformations with Matrices . . . . . . . . . . . . 846
G.10.A 12-4 Compositions of Transformations . . . . . . . . . . . . . . . . . . . . . . . 848
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 854
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 855

Patterns
G.10.A 12-5 Symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856
G.5.C 12-6 Tessellations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 863
G.5.C Use Transformations to Extend Tessellations . . . . . . . . . 870
G.11.A 12-7 Dilations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 872
MULTI-STEP TAKS PREP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 880
READY TO GO ON? QUIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 881
G.5.C EXT Using Patterns to Generate Fractals . . . . . . . . . . . . . . . . . . . . . 882

Study Guide: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 822

Reading and Writing Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823
Study Guide: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 884
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 888
Problem Solving on Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 894

Tools for Success

Test Prep Exercises 829–830,

Writing Math 829, 836, 844, 852, 861, Study Strategy 823
836–837, 845, 853, 862, 869, 878
868, 878, 883
Know-It Notes 825, 826, 832, 833, 840,
Multi-Step TAKS Prep 829, 835, 843,
Vocabulary 821, 822, 827, 851, 859, 841, 848, 849, 850, 856, 857, 858, 866,
853, 854, 861, 868, 876, 880
866, 875, 884 873, 874
College Entrance Exam Practice 889
Graphic Organizers 826, 833, 841, 850,
858, 866, 874 TAKS Tackler 890
Homework Help Online 827, 834, 842, TAKS Prep 892
851, 859, 866, 875
 WHO USES MATHEMATICS?
The Career Path features are a set of interviews with young adults who are
either preparing for or just beginning in different career fields. These people
share what math courses they studied in high school, how math is used in
their field, and what options the future holds. Also, many exercises throughout
the book highlight skills used in various career fields.

KEYWORD: MG7 Career

Career Applications
Advertising 499
Agriculture 765 ELECTRICIAN p. 320
Animation 53, 835, 842 Electricians install and
maintain the systems that
Anthropology 802
provide many of the modern-
Archaeology 262, 787, 793 day comforts we rely on, such
Architecture 47, 467, 667 as climate control, lighting,
Art 483, 657, 873 and technology. Look on
Aviation 277, 546, 564 page 320 to find out how
Business 108, 194, 625 Alex Peralta got started on
this career path.
Carpentry 168, 418, 836
City Planning 305, 827
Communication 634, 802
Computer Graphics 495
Design 311, 317, 318 TECHNICAL WRITER p. 612
Electronics 692 Have you ever wondered who
Engineering 260, 554 writes manuals for operating
televisions or stereos? A technical
Finance 108, 522
writer not only writes manuals
Forestry 548 for operating electronics, but
Graphic Design 498, 752 also documents maintenance
Health 343 procedures for airplanes. Look
Industry 344 at the Career Path on page 612
Interior Decorating 609, 867 to find out how to become a
technical writer.
Landscaping 607, 686, 702
Manufacturing 38, 754
Marine Biology 698, 720
Mechanics 434
FURNITURE MAKER p. 805
Meteorology 801
A furniture maker must take
Music 24
precise measurements and be
Navigation 228, 567, 729 aware of spatial relationships
Nutrition 107 in order to build a quality
Oceanography 174 finished product. The Career
Optometry 877 Path on page 805 describes
the kind of experience
Photography 385, 459, 475
needed to be successful as
Political Science 79, 93
a furniture maker.
Real Estate 486
Surveying 25, 263, 556

xviii
xviii Who Uses Mathematics?
 similar pyramids? ������

26. Critical Thinking �ABC is not similar to �DEF, and �DEF is not similar
to �XYZ. Could �ABC be similar to �XYZ? Why or why not? Make a sketch to
support your answer.
27. Recreation To play shuffleboard, two teams take

WHYAnimation
LEARN MATHEMATICS?Recreation
turns sliding disks on a court. The dimensions of �
the scoring area for a standard shuffleboard court � �� �
are shown. What are JK and MN? � � �
� �
28. Prove the Transitive Property of Similarity. �
Given: �ABC ∼ �DEF, � �
�DEF ∼ �XYZ �������

Links to interesting topics, including Prove: �ABC ∼ �XYZ

29. Draw and label �PQR and �STU such that ___ = ___
PQ QR
�

ST TU

some in Texas, may accompany real- but �PQR is NOT similar to �STU.
30. Given: �KNJ is isosceles with �

world applications in the text. These

�
Meteorology ∠N as the vertex angle.
�
∠H � ∠L

links help you see how math is used in Prove: �GHJ ∼ �MLK �
� �
�

31. Meteorology Satellite photography makes it possible �

the real world. For a complete list of all to measure the diameter of a hurricane. The figure
shows that a camera’s aperture YX is 35 mm and its focal
�����
�

�
�

applications in Holt Geometry, see page This satellite image

shows Hurricane Lili as
length WZ is 50 mm. The satellite W holding the camera
is 150 mi above the hurricane, centered at C.
it moves across the Gulf
S162 in the Index. of Mexico. In October
2002, an estimated
a. Why is �XYZ ∼ �ABZ? What assumption must
you make about the position of the camera in � �
�
500,000 people
evacuated in advance The Top Thrill Dragster
order to make this conclusion?
b. What other triangles in the figure must be similar? Why?
of Lili’s hitting Texas.
is 420 feet tall and
c. Find the diameter AB of the hurricane.

Real-World
32. /////ERROR ANALYSIS///// Which solution for the �
��
�
includes
value of y is incorrect? Explaina the400-foot
error. �
�
��
�
Each frame of a � �
vertical drop. It twists
��������������������� ���������������������
�

computer-animated �����
� ���
� � � �� �� ��
���� ��� ���
� � ���
� �
�������������������������� � �� �
��� �����
���������������������������� �
270°Navigation
as it drops. 278
����� �
It ��

feature 835
Animation represents __
1 Food 195 ��������������������� ������������������

24 Geography 626 is one of 16 roller 174

������������������
Oceanography
��������������������

of a second of film. ��������������������� ���������

Geology 86, 804 coasters attriangles

isosceles361
Pets Cedar Point
Source: www.pixar.com 33. Write About It Two
Explain why amusement
have congruent vertex angles.

History 48, 413, 531, 566, 595 Racing 392 park.

the two triangles must be similar.

Animation Kites 428 476 Chapter 7 Similarity Recreation

Recreation 92, 674
Landscaping 607
Marine Biology 698, 720
Math History 41, 78, 257,
Animation 318, 493, 611, 703, 768
Measurement 404
Recreation
Mechanics 434
Meteorology 476, 675, 797
Monument 466 The Top Thrill Dragster
Mosaics 876 is 420 feet tall and
includes a 400-foot
Each frame of a
vertical drop. It twists
computer-animated
270° as itThe
drops.
TopItThrill Dragster
feature represents __1
Mosaics
24 is one of 16 roller
is 420 feet tall and
of a second of film.
coasters atincludes
Cedar Point
a 400-foot
Source: www.pixar.com
Each frame of a amusement park. drop. It twists
vertical
computer-animated
Archaeology 787 represents __ 1 270° as it drops. It
feature 24 is one of 16 roller
Architectureof a159, 220, 695
second of film.
752 www.pixar.com
AstronomySource:
coasters at Cedar Point
amusement park.
Bicycles 337
Bird-Watching 401
Biology 100, 604 Shuffleboard 305
This mosaic of the seal Space Shuttle 548
Chemistry 828
of the Republic of Texas Sports 19, 530, 635
Conservation 271
is one of six tile mosaics Surveying 353, 556
Design 313
that were installed on Transportation 183
Ecology 248
the front façade of the
Electronics 692 Travel 458
Sam Houston Regional
Engineering 115, 233 Library and Research
Entertainment 149, 683,
803, 833
Mosaics
Center in Liberty, Texas,
in fall 2001.
Fitness 539

Mosaics Why Learn Mathematics xix

xix
 HOW TO STUDY GEOMETRY
This book has many features designed to help you learn and study
effectively. Becoming familiar with these features will prepare you
for greater success on your exams.

Learn Triangle Congruence:

4-4
SSS and SAS
TEKS G.10.B Congruence and the geometry of size: justify and apply
triangle congruence relationships. Also G.2.A, G.3.B, G.3.E

The vocabulary is
Objectives Who uses this?
Apply SSS and SAS to Engineers used the property of
construct triangles and triangle rigidity to design the

Study the examples to

to solve problems.
internal support for the Statue

listed at the beginning

Prove triangles congruent of Liberty and to build bridges,
by using SSS and SAS. towers, and other structures.
(See Example 2.)

apply new concepts and

Vocabulary

of every lesson.
triangle rigidity
In Lesson 4-3, you proved triangles congruent
included angle
by showing that all six pairs of corresponding
parts were congruent.

The property of triangle rigidity gives you a shortcut

for proving two triangles congruent. It states that if
the side lengths of a triangle are given, the triangle
skills. Examples include
stepped out solutions.
can have only one shape.

For example, you only need to know that two triangles

have three pairs of congruent corresponding sides.
This can be expressed as the following postulate.

Postulate 4-4-1 Side-Side-Side (SSS) Congruence

Look for the Know-It-Note POSTULATE

If three sides of one
triangle are congruent
�
HYPOTHESIS

�
����
CONCLUSION

icons to identify important to three sides of ���� ����

���� � FDE
�ABC � �FDE
another triangle, then
the triangles � ���� � ����

Test your understanding

are congruent. �

information.
of examples by trying the
EXAMPLE 1 Using SSS to Prove Triangle Congruence �

Use SSS to explain why �PQR � �PSR.

−− −− −− −− � �
It is given that PQ � PS and that QR � SR. By
−− −−

Check It Out problems.

Adjacent triangles the Reflexive Property of Congruence, PR � PR.
share a side, so Therefore �PQR � �PSR by SSS. �
you can apply the
Reflexive Property � �
1. Use SSS to explain why

Check your work in the

to get a pair of �ABC � �CDA.
congruent parts.

� �

An included angle is an angle formed by two

adjacent sides of a polygon. ∠B is the included
−− −−
angle between sides AB and BC.
�
�
Selected Answers.
�

Practice 242 Chapter 4 Triangle Congruence

THINK AND DISCUSS �

�
1. Describe three ways you could
prove that �ABC � �DEF.
DEF
DEF.
�
2. Explain why the SSS and SAS � �
�
Postulates are shortcuts for
proving triangles congruent.

Use a graphic organizer 3. GET ORGANIZED Copy and

complete the graphic organizer.
Use it to compare the SSS and �������������������
��� ���

�����������������������

to summarize each lesson.

SAS postulates.

4-4
Exercises KEYWORD: MG7 4-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
−− −−
1. Vocabulary In �RST which angle is the included angle of sides ST and TR?

SEE EXAMPLE
p. 242
1 Use SSS to explain why the triangles in each pair are congruent.
2. �ABD � �CDB 3. �MNP � �MQP
If you get stuck, use the
Refer to the examples �
� �

internet for Homework

from the lesson to � � �

Help Online.
solve the Guided
� �

SEE EXAMPLE 2 4. Design This Texas flag consists of a blue,

p. 243 perpendicular stripe with a white star in the center.

Practice exercises.
The star consists of five triangles. GJ = LG = 20 in.,
and GK = GH = 13 in. Use SAS to explain why � � �
�JGK � �LGH.
� �

SEE EXAMPLE 3 Show that the triangles are congruent for the given value of the variable.
p. 244 5. �GHJ � �IHJ, x = 4 6. �RST � �TUR, x = 18
� ��
� ������ � �
���
� �

���
� � �
������ �������

Review 4-4 Triangle Congruence: SSS and SAS 245

For a complete
list of the
postulates and

Use the list on

theorems in
this chapter,
see p. S82.
Vocabulary

Study and review

acute triangle . . . . . . . . . . . . . . 216
auxiliary line . . . . . . . . . . . . . . . 223
base . . . . . . . . . . . . . . . . . . . . . . . 273
CPCTC . . . . . . . . . . . . . . . . . . . . . 260
equiangular triangle . . . . . . . . 216
equilateral triangle . . . . . . . . . 217
isosceles triangle . . . . . . . . . . . 217
legs of an isosceles triangle . . 273
obtuse triangle . . . . . . . . . . . . . 216
p. S82 to review the
vocabulary from
base angle . . . . . . . . . . . . . . . . . . 273
congruent polygons . . . . . . . . . 231
exterior . . . . . . . . . . . . . . . . . . . . 225
exterior angle . . . . . . . . . . . . . . 225
remote interior angle . . . . . . . 225
right triangle . . . . . . . . . . . . . . . 216 postulates and
theorems found in
coordinate proof . . . . . . . . . . . . 267 included angle. . . . . . . . . . . . . . 242 scalene triangle . . . . . . . . . . . . . 217

the entire chapter.

corollary . . . . . . . . . . . . . . . . . . . 224 included side . . . . . . . . . . . . . . . 252 triangle rigidity . . . . . . . . . . . . . 242
corresponding angles . . . . . . . 231 interior . . . . . . . . . . . . . . . . . . . . 225 vertex angle . . . . . . . . . . . . . . . . 273
corresponding sides. . . . . . . . . 231 interior angle . . . . . . . . . . . . . . . 225

Complete the sentences below with vocabulary words from the list above. the chapter.
1. A(n) ? is a triangle with at least two congruent sides.
−−−−
2. A name given to matching angles of congruent triangles is ? .
−−−−
3. A(n) ? is the common side of two consecutive angles in a polygon.
−−−−

4-1 Classifying Triangles (pp. 216–221) TEKS G.1.A

EXERCISES
Test yourself with
EXAMPLE
� Classify the triangle by its angle measures Classify each triangle by its angle measures and
and side lengths. side lengths.

practice problems
isosceles right triangle 4. 5.
���

��� ��� ����

from every lesson

4-2 Angle Relationships in Triangles (pp. 223–230)
EXAMPLE EXERCISES
TEKS G.1.A, G.2.B
in the chapter.
� Find m∠S. 12x = 3x + 42 + 6x Find m∠N.
���������� � 12x = 9x + 42 6. �

���� 3x = 42 ��
���
� �
x = 14 �� ����
�
m∠S = 6 (14) = 84° �

7. In�LMN, m∠L = 8x °, m∠M = (2x + 1)°, and

m∠N = (6x - 1)°.

284 Chapter 4 Triangle Congruence

xx
xx How To Study Geometry
TOOLS OF GEOMETRY
In geometry, it is important to use tools correctly in order to measure
accurately and produce accurate figures. One important tool is your pencil.
Always use a sharp pencil with a good eraser.

Ruler Protractor
The ruler shown has a mark every __18 inch, so the To use a protractor to
accuracy is to the nearest __18 inch. measure an angle, you For acute angles, use the
smaller measurement.
may need to extend
For obtuse angles, use
the sides of the angle.
the larger measurement.

� � � � � � � � � � �� �� �� �� �� �� �� �� �� �� �� ��

Line up one
� � � � � � � ray with 0.� �

Line up one Choose the

end with 0, measurement Place the center of your
not the edge. that is the closest. protractor on the vertex.

Compass Straightedge
A compass is used to draw arcs and circles. If A straightedge is used to draw a line through
you have trouble keeping the point in place, try two points. If you use a ruler as a straightedge,
keeping the compass still and turning the paper. do not use the marks on the ruler.

First place Place the straightedge

Keep your wrist
your pencil against your pencil
flexible. Turn the
on one and the other point.
compass with
points. Draw the line.
your index finger
Tilt the and thumb. �
compass � � � � � �
slightly. �
� � � �� �� ��
� ��
� �� �� �� ��
� ��
� �� �� �� ��
�
�
�
�

Geometry Software
Geometry software can be used to create figures and explore their properties.

Use the toolbar Use the menus to

to select, draw; construct, transform,
and label figures. and measure figures.

Drag points The parts of each figure are

to explore linked. To avoid deleting
properties a whole figure, hide parts
of a figure. instead of deleting them.

Tools of Geometry xxi

xxi
 Scavenger H
Use this scavenger hunt to discover a few of the
many tools in the Texas Edition of Holt Geometry
that you can use to become an independent learner.
On a separate sheet of paper, write the answers to each question
below. Within each answer, one letter will be in a yellow box.
After you have answered every question, identify the letters that
would be in yellow boxes and rearrange them to reveal the answer
to the question at the bottom of the page.

1. ■ ■ ■ ■ ■
What is the first Vocabulary term in the Study Guide: Preview
for Chapter 1?

2. ■ ■ ■ ■ ■ ■
What keyword should you enter for Homework Help for Lesson 3-3?

3. ■ ■ ■ ■ ■ ■ ■
In Lesson 8-2, what is Example 4 teaching you to find?

4. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
What theorem are you asked about in the Know-It Note on page 352?

5. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
What mathematician is featured in the Math History link on page 318?

6. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Whose job is described in the Career Path on page 612?

7. ■ ■ ■ ■ ■ ■
In the Study Guide: Review for Lesson 11-1, what do
the lines intersect?

8. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
What advice does Chapter 1’s TAKS Tackler give about how to
answer a multiple choice test item you don’t know how to solve?

What did the little acorn say when it grew up?

■■■■■■■■

xxii
xxii Scavenger Hunt
 You can practice using the four-step Problem Solving Plan to
solve problems in the Problem Solving on Location feature
located at the end of selected chapters. Each page focuses
on interesting people, and facts from the Lone Star State.

You can follow the flight path

of the hot air balloons in the
Great Texas Balloon Race
that starts in Longview.

The Grea Problem

t Texas Solving

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annual Gre
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Texas Hill Country

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between San
X to Y 3.1
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Y to L 2.4

Antonio and Austin.

Problem
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s
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Solving
on Loca
Diagram tion 295
Draw a
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Make a
Test
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ward
Work Back
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Find a Patt e
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Make a Problem
Texas Hill
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tour a cav then you’ll see
mo
TEXAS
a. If th. haven’t
ft deep, 0 ft in leng , then you
than 100 is more than 800 TAKS Grad
t of Sonora es 9–11 Obj.
a cave tha Caverns 10
n to the ft long. see a
haven’t bee at least 15,000 want to
b. If you but you t Natura
l
e that is n a mile,
seen a cav more tha should visi
t to walk then you
If you don’t wan of at least 150 ft,
c. a depth es in
cave with s. Ing rid complet th
Bridge Cav
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second tou ft in 1 h, what
is the leng Point Isa
ern has a 72 bel Light
3. Inner
Space Cav Ingrid walks 12,6
45 s. If
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house Port Isabe
l
18 min and tour? bluff on the el Lighthouse was
ond mainland. built in 1853
of the sec the only one Tod on
in Texas that ay, the fully restored a prominent
is open for lighthouse
climbing is
Choose one and viewing.
or more stra
1. Suppose tegies to solv
the e each prob
15 miles at beam from the ligh lem.
sea. thou
of water cove To the nearest squa se is visible for up
red by the re mile, wha to
beam as it
2. Given
that Eart rotates by t is the area
and that the h’s radius is app an angle of
roximately 60°?
sea level, top of the 4000 mile
find tower of a s
lighthouse
the horizon the distance from is 65 ft abo
. Round you the top of ve
(Hint: 65 r answer the tower
feet = 0.01 to the nea to
miles) rest mile.

Learn about the sizes and

For 3, use
the table.
3. Most ligh
thouses use
inventor, Fresnel lens
Augustine
Fresnel. The es, named after thei

order of lighthouse lenses,

orders,
rs of the table show r
measuremen circular lenses. The s the
tion 141 ts of the diagram show sizes, or
Lighthou
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on Loca se. What is Fresnal lens used in s some
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the Point
Isabel
?

such as the one at the

Point Isabel Lighthouse. First
Fresnel Len
Order
ses
Lens Diam
eter
�����
6 ft 1 in.
Second �������
4 ft 7 in.
Third
3 ft 3 in.
Fourth
1 ft 8 in.
Fifth
1 ft 3 in.
Sixth
1 ft 0 in.
894 Chapter 12
Extendin
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metry

Problem Solving on Location xxix

xxix
�����������������
��������
 Foundations
for Geometry
1A Euclidean and
Construction Tools
1-1 Understanding Points, Lines,
and Planes
Lab Explore Properties Associated
with Points
1-2 Measuring and Constructing
Segments
1-3 Measuring and Constructing
Angles
1-4 Pairs of Angles

1B Coordinate and
Transformation Tools
1-5 Using Formulas in Geometry
1-6 Midpoint and Distance in the
Coordinate Plane
1-7 Transformations in the
Coordinate Plane
Lab Explore Transformations

KEYWORD: MG7 ChProj

The lights encasing the

geodesic dome at the
top of Reunion Tower
are a familiar feature
of the Dallas skyline.

2 Chapter 1
 Vocabulary
Match each term on the left with a definition on the right.
1. coordinate A. a mathematical phrase that contains operations, numbers,
and/or variables
2. metric system
of measurement B. the measurement system often used in the United States
3. expression C. one of the numbers of an ordered pair that locates a point
on a coordinate graph
4. order of operations
D. a list of rules for evaluating expressions
E. a decimal system of weights and measures that is used
universally in science and commonly throughout the world

Measure with Customary and Metric Units

For each object tell which is the better measurement.
5. length of an unsharpened pencil 6. the diameter of a quarter
7_12_ in. or 9_34_ in. 1 m or 2_12_ cm
7. length of a soccer field 8. height of a classroom
100 yd or 40 yd 5 ft or 10 ft
9. height of a student’s desk 10. length of a dollar bill
30 in. or 4 ft 15.6 cm or 35.5 cm

Combine Like Terms

Simplify each expression.
11. -y + 3y - 6y + 12y 12. 63 + 2x - 7 - 4x
13. -5 - 9 - 7x + 6x 14. 24 - 3 + y + 7

Evaluate Expressions
Evaluate each expression for the given value of the variable.
15. x + 3x + 7x for x = -5 16. 5p + 10 for p = 78
17. 2a - 8a for a = 12 18. 3n - 3 for n = 16

Ordered Pairs �
�
�
Write the ordered pair for each point.
� �
19. A 20. B �
�
21. C 22. D �� � � �
�
23. E 24. F �� �
�
��

Foundations for Geometry 3

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
angle ángulo vocabulary terms in the chapter, consider the
following. You may refer to the chapter, the
area área glossary, or a dictionary if you like.
coordinate plane plano cartesiano 1. A definition is a statement that gives the
line línea meaning of a word or phrase. What do you
think the phrase undefined term means?
perimeter perímetro
2. Coordinates are numbers used to describe a
plane plano location. A plane is a flat surface. How can
point punto you use these meanings to understand the
term coordinate plane ?
transformation transformación
3. A point is often represented by a dot. What
undefined term término indefinido real-world items could represent points?
4. Trans- is a prefix that means “across,”
as in movement. A form is a shape. How can
you use these meanings to understand the
term transformation ?

1-2 1-7
Geometry TEKS Les. Tech. Les. Les. Les. Les. Les. Les. Tech.
1-1 Lab 1-2 1-3 1-4 1-5 1-6 1-7 Lab

G.1.A Geometric structure* develop an awareness of the structure ★ ★ ★ ★ ★ ★

of a mathematical system, connecting definitions, postulates ...
G.1.B Geometric structure* recognize the historical development of ★ ★
geometric systems and know mathematics is developed for a
variety of purposes
G.2.A Geometric structure* use constructions to explore attributes ★ ★ ★ ★
of geometric figures ...
G.2.B Geometric structure* make conjectures about angles, lines ... ★ ★ ★ ★ ★
and determine the validity of the conjectures, choosing from a
variety of approaches such as coordinate, transformational ...
G.3.B Geometric structure* construct and justify statements about ★ ★ ★
geometric figures and their properties
G.5.C Geometric patterns* use properties of transformations ... to ★
make connections between mathematics and the real world ...
G.7.A Dimensionality and the geometry of location* use one- and ★ ★
two-dimensional coordinate systems to represent points, lines,
rays, line segments ...
G.7.C Dimensionality and the geometry of location* develop and ★ ★
use formulas involving length, slope, and midpoint
G.8.A Congruence and the geometry of size* find areas of regular ★
polygons, circles ...
G.8.C Congruence and the geometry of size* derive, extend, and ★
use the Pythagorean Theorem
* Knowledge and skills are written out completely on pages TX28–TX35.

4 Chapter 1
Reading Strategy: Use Your Book for Success
Understanding how your textbook is organized will help you locate and use
helpful information.

As you read through an example problem, pay attention to the notes in

the margin. These notes highlight key information about the concept
and will help you to avoid common mistakes.

The Glossary is found The Index is located at the The Skills Bank is located in
in the back of your end of your textbook. If the back of your textbook.
textbook. Use it when you need to locate the page Look in the Skills Bank for
you need a definition where a particular concept help with math topics that
of an unfamiliar word is explained, use the Index were taught in previous
or phrase. to find the corresponding courses, such as the order
page number. of operations.

Try This
Use your textbook for the following problems.
1. Use the index to find the page where right angle is defined.

2. What formula does the Know-It Note on the first page of

Lesson 1-6 refer to?

3. Use the glossary to find the definition of congruent segments.

4. In what part of the textbook can you find help for solving equations?

Foundations for Geometry 5

 1-1 Understanding Points,
Lines, and Planes
TEKS G.7.A Dimensionality and the geometry of location: use one- and two-dimensional
coordinate systems to represent points, lines, rays, line segments .... Also G.1.A
Objectives Who uses this?
Identify, name, and draw Architects use representations of points, lines, and
points, lines, segments, planes to create designs of buildings. Light, color,
rays, and planes.
and geometric shapes are reflected in the design
Apply basic facts about of the Central Library in San Antonio, Texas.
points, lines, and planes.

The most basic figures in geometry are undefined

Vocabulary
undefined term
terms , which cannot be defined by using other
point figures. The undefined terms point, line, and plane
line are the building blocks of geometry.
plane
collinear
coplanar Undefined Terms
segment
endpoint TERM NAME DIAGRAM
ray
opposite rays A point names a location A capital letter
postulate and has no size. It is point P �
represented by a dot.

A line is a straight path A lowercase letter or

that has no thickness and two points on the line �
extends forever. � �
line ℓ, XY
 or YX


A plane is a flat surface A script capital letter

� �
that has no thickness and or three points not
extends forever. on a line � �
plane R or plane ABC

Points that lie on the same line are collinear . K, L, � � �

and M are collinear. K, L, and N are noncollinear.
Points that lie in the same plane are coplanar . �
Otherwise they are noncoplanar.

EXAMPLE 1 Naming Points, Lines, and Planes

Refer to the architectural design of
�
the Central Library building. �
A plane may be A Name four coplanar points.
�
named by any three K, L, M, and N all lie in plane R.
noncollinear points
on that plane. Plane B Name three lines.
ABC may also be , and CA
, BC
AB .
named BCA, CAB,
CBA, ACB, or BAC. � �
� �
1. Use the diagram to
name two planes.

6 Chapter 1 Foundations for Geometry

 Segments and Rays

DEFINITION NAME DIAGRAM

A segment , or line segment, The two endpoints
is the part of a line consisting ̶̶ ̶̶
AB or BA � �
of two points and all points
between them.

An endpoint is a point at A capital letter

one end of a segment or the C and D � �
starting point of a ray.

A ray is a part of a line Its endpoint and any other

� �
that starts at an endpoint point on the ray
and extends forever in one RS

direction. � �

Opposite rays are two The common endpoint and

rays that have a common any other point on each ray
endpoint and form a line. � � �
EF and EG
 

EXAMPLE 2 Drawing Segments and Rays

Draw and label each of the following.
A a segment with endpoints U and V �
�
� � �
B opposite rays with a common endpoint Q

2. Draw and label a ray with endpoint M that contains N.

A postulate , or axiom, is a statement that is accepted as true without proof.

Postulates about points, lines, and planes help describe geometric properties.

Postulates Points, Lines, and Planes

1-1-1 Through any two points there is exactly

one line.

1-1-2 Through any three noncollinear points there

is exactly one plane containing them.

1-1-3 If two points lie in a plane, then the line

containing those points lies in the plane.

�
EXAMPLE 3 Identifying Points and Lines in a Plane
Name a line that passes through two points. �
�
There is exactly one line n passing through
�
G and H.
�

3. Name a plane that contains three noncollinear points.

1- 1 Understanding Points, Lines, and Planes 7

 Recall that a system of equations is a set of two or more equations containing
two or more of the same variables. The coordinates of the solution of the system
satisfy all equations in the system. These coordinates also locate the point where
all the graphs of the equations in the system intersect.

An intersection is the set of all points that two or more figures have in common.
The next two postulates describe intersections involving lines and planes.

Postulates Intersection of Lines and Planes

1-1-4 If two lines intersect, then they intersect in exactly one point.

1-1-5 If two planes intersect, then they intersect in exactly one line.

Use a dashed line to show the hidden parts of any figure that you are drawing.
A dashed line will indicate the part of the figure that is not seen.

EXAMPLE 4 Representing Intersections

Sketch a figure that shows each of the following.
A A line intersects a plane, but B Two planes intersect in
does not lie in the plane. one line.
�

4. Sketch a figure that shows two lines intersect in one point in

a plane, but only one of the lines lies in the plane.

THINK AND DISCUSS

1. Explain why any two points are collinear.
2. Which postulate explains the fact that two straight roads cannot cross
each other more than once?
3. Explain why points and lines may be coplanar even when the plane
containing them is not drawn.
4. Name all the possible lines, segments, and rays for the points A and B.
Then give the maximum number of planes that can be determined by
these points.
5. GET ORGANIZED Copy and
���������������
complete the graphic organizer
below. In each box, name,
describe, and illustrate one
of the undefined terms.

8 Chapter 1 Foundations for Geometry

 1-1
Exercises KEYWORD: MG7 1-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Give an example from your classroom of three collinear points.
2. Make use of the fact that endpoint is a compound of end and point and name
.
the endpoint of ST

SEE EXAMPLE 1 Use the figure to name each of the following.

p. 6 3. five points �
4. two lines �
� �
5. two planes �
�
6. point on BD

�
SEE EXAMPLE 2 Draw and label each of the following.
p. 7 7. a segment with endpoints M and N
8. a ray with endpoint F that passes through G

SEE EXAMPLE 3 Use the figure to name each of the following. �

p. 7 9. a line that contains A and C � � �
10. a plane that contains A, D, and C �

SEE EXAMPLE 4 Sketch a figure that shows each of the following.

p. 8 11. three coplanar lines that intersect in a common point
12. two lines that do not intersect

PRACTICE AND PROBLEM SOLVING

Independent Practice Use the figure to name each of the following.
For See
Exercises Example 13. three collinear points �
� �
13–15 1 14. four coplanar points �
16–17 2 � �
15. a plane containing E
18–19 3
20–21 4
Draw and label each of the following.
TEKS TAKS 16. a line containing X and Y
Skills Practice p. S4 17. a pair of opposite rays that both contain R
Application Practice p. S28

Use the figure to name each of the following. �

18. two points and a line that lie in plane T
�
19. two planes that contain ℓ
�
� �
Sketch a figure that shows each of the following. �
�
20. a line that intersects two nonintersecting planes �

21. three coplanar lines that intersect in three

different points

1- 1 Understanding Points, Lines, and Planes 9

 22. This problem will prepare you for the
Multi-Step TAKS Prep on page 34. Name an
object at the archaeological site shown that
is represented by each of the following.
a. a point
b. a segment
c. a plane

Draw each of the following.

23. plane H containing two lines that intersect at M
24. ST
 intersecting plane M at R

Use the figure to name each of the following.

�
25. the intersection of TV 
 and US
�
� �
26. the intersection of US
 and plane R
̶̶ ̶̶ �
27. the intersection of TU and UV

Write the postulate that justifies each statement.

28. The line connecting two dots on a sheet of paper lies on the same sheet of paper as
the dots.
29. If two ants are walking in straight lines but in different directions, their paths cannot
cross more than once.
30. Critical Thinking Is it possible to draw three points that are noncoplanar? Explain.

Tell whether each statement is sometimes, always, or never true. Support your
answer with a sketch.
31. If two planes intersect, they intersect in a straight line.
32. If two lines intersect, they intersect at two different points.
33. AB
 is another name for BA
.
34. If two rays share a common endpoint, then they form a line.
35. Art Pointillism is a technique in which tiny dots of
complementary colors are combined to form a picture.
Which postulate ensures that a line connecting two of
these points also lies in the plane containing the points?
36. Probability Three of the labeled
�
points are chosen at random. � �
What is the probability that �
they are collinear?
37. Campers often use a cooking stove with three legs.
Which postulate explains why they might prefer this
design to a stove that has four legs?
38. Write About It Explain why three coplanar lines may
have zero, one, two, or three points of intersection.
Support your answer with a sketch.

10 Chapter 1 Foundations for Geometry

39. Which of the following is a set of noncollinear points?
�
P, R, T P, Q, R �
� �
Q, R, S S, T, U �
�

40. What is the greatest number of intersection points four coplanar lines can have?
6 2
4 0

41. Two flat walls meet in the corner of a classroom. Which postulate best describes
this situation?
Through any three noncollinear points there is exactly one plane.
If two points lie in a plane, then the line containing them lies in
the plane.
If two lines intersect, then they intersect in exactly one point.
If two planes intersect, then they intersect in exactly one line.

42. Gridded Response What is the greatest number of planes determined by

four noncollinear points?

CHALLENGE AND EXTEND

Use the table for Exercises 43–45.

Figure

Number of Points 2 3 4
Maximum Number
1 3
of Segments

43. What is the maximum number of segments determined by 4 points?

44. Multi-Step Extend the table. What is the maximum number of segments
determined by 10 points?
45. Write a formula for the maximum number of segments determined by n points.
46. Critical Thinking Explain how rescue teams could use two of the postulates from
this lesson to locate a distress signal.

SPIRAL REVIEW
47. The combined age of a mother and her twin daughters is 58 years. The mother
was 25 years old when the twins were born. Write and solve an equation to find the
age of each of the three people. (Previous course)

Determine whether each set of ordered pairs is a function. (Previous course)

   
48. ⎨(0, 1), (1, -1), (5, -1), (-1, 2)⎬ 49. ⎨(3, 8), (10, 6), (9, 8), (10, -6)⎬
   
Find the mean, median, and mode for each set of data. (Previous course)
50. 0, 6, 1, 3, 5, 2, 7, 10 51. 0.47, 0.44, 0.4, 0.46, 0.44

1- 1 Understanding Points, Lines, and Planes 11

 1-2
Explore Properties
Associated with Points
The two endpoints of a segment determine its length. Other points on the
segment are between the endpoints. Only one of these points is the midpoint
of the segment. In this lab, you will use geometry software to measure
Use with Lesson 1-2 lengths of segments and explore properties of points on segments.
TEKS G.2.A Geometric structure: use constructions to explore
attributes of geometric figures and to make conjectures
about geometric relationships. Also G.2.B, G.3.B
KEYWORD: MG7 Lab1
Activity
1 Construct a segment and label its endpoints A and C.

̶̶
2 Create point B on AC.

3 Measure the distances from A to B and from B to C.

Use the Calculate tool to calculate the sum of AB
and BC.
̶̶
4 Measure the length of AC. What do you notice
about this length compared with the measurements
found in Step 3?
̶̶
5 Drag point B along AC. Drag one of the endpoints
̶̶
of AC. What relationships do you think are true
about the three measurements?

̶̶
6 Construct the midpoint of AC and label it M.
̶̶̶ ̶̶̶
7 Measure AM and MC. What relationships do you
̶̶ ̶̶̶ ̶̶̶
think are true about the lengths of AC, AM, and MC ?
Use the Calculate tool to confirm your findings.
̶̶
8 How many midpoints of AC exist?

Try This
1. Repeat the activity with a new segment. Drag each of the points in your figure
(the endpoints, the point on the segment, and the midpoint). Write down any
relationships you observe about the measurements.
̶̶ ̶̶ ̶̶ ̶̶
2. Create a point D not on AC. Measure AD, DC, and AC. Does AD + DC = AC?
What do you think has to be true about D for the relationship to always be true?

12 Chapter 1 Foundations for Geometry

 1-2 Measuring and
Constructing Segments
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.2.A, G.2.B, G.7.C
Objectives Why learn this?
Use length and midpoint You can measure a segment to calculate the
of a segment. distance between two locations. Maps of a
Construct midpoints and race are used to show the distance between
congruent segments. stations on the course. (See Example 4.)

Vocabulary A ruler can be used to measure the distance between

coordinate two points. A point corresponds to one and
distance
only one number on the ruler. This number
length
is called a coordinate . The following
congruent segments
construction postulate summarizes this concept.
between
midpoint
bisect Postulate 1-2-1 Ruler Postulate
segment bisector
The points on a line can be put
into a one-to-one correspondence
with the real numbers. � �� � � � � � �

The distance between any two points is the absolute value of the difference
of the coordinates. If the coordinates of points A and B are a and b, then the
distance between A and B is ⎜a - b⎟ or ⎜b - a⎟. The distance between A and B
̶̶
is also called the length of AB, or AB.
� �
����������������������
� �

� � � �
EXAMPLE 1 Finding the Length of a Segment
�� �� �� �� � � � � � �
Find each length. ���
A DC B EF
DC = ⎜4.5 - 2⎟ EF = ⎜-4 - (-1)⎟
= ⎜2.5⎟ = ⎜-4 + 1⎟
= 2.5 = ⎜-3⎟
=3

Find each length. � � �

1a. XY �� �� �� � � � � � � �

PQ represents a_ 1b. XZ �
�����
�
�
number, while PQ
represents a geometric
figure. Be sure to Congruent segments are segments that have
the same length. In the diagram, PQ = RS, so you � �
use equality for _ _
numbers (PQ = RS) can write PQ ≅ RS. This is read as “segment PQ
and congruence
_ _for is congruent to segment RS.” Tick marks are � �
figures (PQ ≅ RS). used in a figure to show congruent segments. ����������

1- 2 Measuring and Constructing Segments 13

 You can make a sketch or measure and draw a segment. These may not be exact.
A construction is a way of creating a figure that is more precise. One way to
make a geometric construction is to use a compass and straightedge.

Construction Congruent Segment

_
Construct a segment congruent to AB. � �

  

� � � �
� � �

Draw ℓ. Choose a point on ℓ and Open the compass to distance AB. Place the point of the compass
label it C. at C and make an arc through ℓ.
Find the point where the arc
and ℓ intersect and label it D.
_ _
CD ≅ AB

EXAMPLE 2 Copying a Segment

_
Sketch, draw, and construct a segment � �
congruent to MN.
Step 1 Estimate and sketch.
_
Estimate
_ the length of MN and sketch � �
PQ approximately the same length.
Step 2 Measure and draw._
Use a ruler to measure MN. MN appears
_ � �
to be 3.1 cm. Use a ruler and draw XY to
have length 3.1 cm.
Step 3 Construct and compare.
Use a compass
_ and straightedge
_ to
construct ST congruent to MN.
_ _
A ruler shows that PQ and XY are _
approximately
_ the same length as MN,
� �
but ST is precisely the same length.

2. Sketch, draw, and construct

_ a �
segment congruent to JK. �

In order for you to say that a point B is between two points A and C,
all three of the points must lie on the same line, and AB + BC = AC.

Postulate 1-2-2 Segment Addition Postulate

If B is between A and C, � � �
then AB + BC = AC.

14 Chapter 1 Foundations for Geometry

EXAMPLE 3 Using the Segment Addition Postulate

A B is between A and C, AC = 14, and BC = 11.4. Find AB.

AC = AB + BC Seg. Add. Post.
14 = AB + 11.4 Substitute 14 for AC and 11.4 for BC.
- 11.4 - 11.4 Subtract 11.4 from both sides.
̶̶̶̶̶ ̶̶̶̶̶̶̶
2.6 = AB Simplify.
� ������ � �� �
B S is between R and T. Find RT. ��
RT = RS + ST Seg. Add. Post.
4x = (2x + 7) + 28 Substitute the given values.
4x = 2x + 35 Simplify.
- 2x - 2x Subtract 2x from both sides.
̶̶̶̶ ̶̶̶̶̶̶̶
2x = 35 Simplify.
_ _
2x = 35
Divide both sides by 2.
2 2
x= 35
_ , or 17.5
2 Simplify.
RT = 4x
= 4 (17.5) = 70 Substitute 17.5 for x.

1
3a. Y is between X and Z, XZ = 3, and XY = 1__
3
. Find YZ.
3b. E is between D and F. Find DF. � ������ � �� �
��
_
The midpoint M of AB is the point that bisects , _
or divides, the segment into
two congruent segments. If M is the midpoint of AB, then
AM = MB. So if AB = 6, then AM = 3 and MB = 3.

EXAMPLE 4 Recreation Application

The map shows the route for a race.
You are 365 m from drink station R
and 2 km from drink station S.
X R Y S
The first-aid station is located
at the midpoint of the two drink 365 m
stations. How far are you from 2 km
the first-aid station?
Let your current location be X and
the location of the first-aid station be Y.
XR + RS = XS Seg. Add. Post.
365 + RS = 2000 Substitute 365 for XR and 2000 for XS.
- 365 - 365 Subtract
Karen365 from both sides.
Minot
̶̶̶̶̶̶̶̶ ̶̶̶̶̶
RS = 1635 Simplify.
(415)883-6560 _
1
__
RY = 817.5 Y isFinal
the mdpt.
art fileof11/18/04
RS, so RY = 2
RS.

XY = XR + RY Marathon Route
= 365 + 817.5 = 1182.5 m
Holt Rinehart Winston
Substitute 365 for XR and 817.5 for RY.
Geometry SE 2007 Texas
You are 1182.5 m from the first-aid station.ge07sec01l02002a

4. What is the distance to a drink station located at the midpoint

between your current location and the first-aid station?

1- 2 Measuring and Constructing Segments 15

 A segment bisector is any ray, segment, or line that intersects a segment at
its midpoint. It divides the segment into two equal parts at its midpoint.

Construction Segment Bisector

  

_
Draw XY on a sheet of paper. Fold the paper so that Y is on Unfold the paper. The line
top of X. represented
_ by the crease
bisects XY. Label the midpoint M.
XM = MY

� �� � ������ �
EXAMPLE 5 Using Midpoints to Find Lengths
̶̶
B is the midpoint of AC, AB = 5x, and BC = 3x + 4. Find AB, BC, and AC.
Step 1 Solve for x.
_
AB = BC B is the mdpt. of AC.
5x = 3x + 4 Substitute 5x for AB and 3x + 4 for BC.
- 3x - 3x Subtract 3x from both sides.
̶̶̶̶ ̶̶̶̶̶̶
2x = 4 Simplify.
_ _
2x = 4 Divide both sides by 2.
2 2
x=2 Simplify.

Step 2 Find AB, BC, and AC.

AB = 5x BC = 3x + 4 AC = AB + BC
= 5 (2) = 10 = 3 (2) + 4 = 10 = 10 + 10 = 20

5. S is the midpoint of RT, RS = -2x, and ST = -3x - 2.

Find RS, ST, and RT.

THINK AND DISCUSS _

1. Suppose R is the midpoint of ST. Explain how SR and ST are related.
2. GET ORGANIZED Copy and complete the graphic organizer.
Make a sketch and write an equation to describe each relationship.

������������ �����������������
�������� ������
������
��������

16 Chapter 1 Foundations for Geometry

 1-2
Exercises KEYWORD: MG7 1-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
_ _
1. Line ℓ bisects XY at M and divides XY into two equal parts. Name a pair of congruent
segments.
2. __?__ is the amount of space between two points on a line. It is always expressed as a
nonnegative number. (distance or midpoint)
� � � �
SEE EXAMPLE 1 Find each length.
p. 13 3. AB 4. BC �� �� �� �� � � � � � �
���� ���
_
SEE EXAMPLE 2 5. Sketch, draw, and construct a segment congruent to RS.
p. 14 � �

SEE EXAMPLE 3 6. B is between A and C, AC = 15.8, and AB = 9.9. Find BC.

p. 15 � �� � �� �
7. Find MP.
������

SEE EXAMPLE 4 8. Travel If a picnic area is located at the midpoint

p. 15 between Lubbock and Amarillo, find the distance ������� �
to the picnic area from the sign. ��������� ��
_ �������� ���
SEE EXAMPLE 5 9. Multi-Step K is the midpoint of JL, JL = 4x - 2,
p. 16 and JK = 7. Find x, KL, and JL.
_
10. E bisects DF, DE = 2y, and EF = 8y - 3. Find DE, EF, and DF.

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each length. � � � �
For See
Exercises Example 11. DB 12. CD �� �� �� � �
������ ���
11–12 1 �

13 2 13. Sketch, draw, _

and construct a segment twice � �
14–15 3 the length of AB.
16 4
14. D is between C and E, CE = 17.1, and DE = 8. Find CD.
17–18 5
� ���� � � �
TEKS TAKS 15. Find MN.
������
Skills Practice p. S4
Application Practice p. S28
16. Sports During a football game, a quarterback
standing at the 9-yard line passes the ball to a �� �� �� �� �� �� �� �� ��
�������

�������

receiver at the 24-yard line. The receiver then

runs with the ball halfway to the 50-yard line. �� �� �� �� �� �� �� �� ��

How many total yards (passing plus running)

did the team gain on the play?
_
17. Multi-Step E is the midpoint of DF, DE = 2x + 4, and EF = 3x - 1.
Find DE, EF, and DF.
_
18. Q bisects PR, PQ = 3y, and PR = 42. Find y and QR.

1- 2 Measuring and Constructing Segments 17

 19. This problem will prepare you for the Multi-Step TAKS � �
Prep on page 34. Archaeologists at Valley Forge were eager
to find what remained of the winter camp that soldiers led � �
by George Washington called home for several months.
The diagram represents one of the restored log cabins.
_ � �
a. How is C related to AE?
b. If AC = 7 ft, EF = 2(AC) + 2, and AB = 2(EF) - 16,
what are AB and EF?

Use the diagram for Exercises 20–23.

2 . Find GH. �
20. GD = 4_ �
_ _3 _
21. CD ≅ DF, E bisects DF, and CD = 14.2. Find EF. �

22. GH = 4x - 1, and DH = 8. Find x. �

� �
_ _
23. GH bisects CF, CF = 2y - 2, and CD = 3y - 11. Find CD.

Tell whether each statement is sometimes, always, or never true. Support each of
your answers with a sketch.
24. Two segments that have the same length must be congruent.
_
25. If M is between A and B, then M bisects AB.
26. If Y is between X and Z, then X, Y, and Z are collinear.
_
27. /////ERROR ANALYSIS///// Below are two statements about the midpoint of AB.
Which is incorrect? Explain the error.
� � � �
�����������������
�����������������
���� ���� �����������������
�����������������
���� ����
������������ ������ ��������� ������������
��������� ������ ���������
���������

28. Carpentry A carpenter has a wooden dowel that is 72 cm long. She wants to cut it
into two pieces so that one piece is 5 times as long as the other. What are the lengths
of the two pieces?
29. The coordinate of M is 2.5, and MN = 4. What are the possible coordinates for N?
30. Draw three collinear points where E is between D and F. Then write an equation
using these points and the Segment Addition Postulate.

Suppose S is between R and T. Use the Segment Addition Postulate to solve for
each variable.
31. RS = 7y - 4 32. RS = 3x + 1 33. RS = 2z + 6
ST = y + 5 1x + 3
ST = _ ST = 4z - 3
2
RT = 28 RT = 18 RT = 5z + 12
34. Write About It In the diagram, B is not
between A and C. Explain. � �
�

35. Construction Use a compass and

straightedge to construct a segment � �
whose length is AB + CD. � �

18 Chapter 1 Foundations for Geometry

 36. Q is between P and R. S is between Q and R, and R_
is between Q and T. PT = 34,
QR = 8, and PQ = SQ = SR. What is the length of RT?
9 10 18 22
_ _ �
37. C is the midpoint of AD
_. B is the midpoint of AC. BC = 12. � � �
What is the length of AD?
12 24 36 48
_ _
38. Which expression correctly states that XY is congruent to VW?
_ _ _ _
XY ≅ VW XY ≅ VW XY = VW XY = VW

39. A, B, C, D, and E are collinear points. AE = _

34, BD = 16, � �
� �
and AB = BC = CD. What is the length of CE? �

10 16 18 24

CHALLENGE AND EXTEND

40. HJ is twice JK. J is between H and K. If HJ = 4x and HK = 78, find JK.
41. A, D, N, and X are collinear points. D is between N and A. NA + AX = NX.
Draw a diagram that represents this information.
Sports
Sports Use the following information for Exercises 42 and 43.
The table shows regulation distances between hurdles in women’s and men’s races.
In both the women’s and men’s events, the race consists of a straight track with
10 equally spaced hurdles.
Distance from Distance Distance from
Distance of Start to First Between Last Hurdle
Event Race Hurdle Hurdles to Finish
Joanna Hayes, of the Women’s 100 m 13.00 m 8.50 m
United States, clears a
hurdle on her way to Men’s 110 m 13.72 m 9.14 m
winning the gold medal
in the women’s 100 m 42. Find the distance from the last hurdle to the finish line for the women’s race.
hurdles during the
2004 Olympic Games. 43. Find the distance from the last hurdle to the finish line for the men’s race.
44. Critical Thinking Given that J, K, and L are collinear and that K is between
J and L, is it possible that JK = JL? If so, draw an example. If not, explain.

SPIRAL REVIEW
Evaluate each expression. (Previous course)
45. ⎜20 - 8⎟ 46. ⎜-9 + 23⎟ 47. -⎜4 - 27⎟

Simplify each expression. (Previous course)

48. 8a - 3(4 + a) - 10 49. x + 2(5 - 2x) - (4 + 5x)

Use the figure to name each of the following. (Lesson 1-1)

50. two lines that contain B �
�
51. two segments containing D
52. three collinear points � �
53. a ray with endpoint C

1- 2 Measuring and Constructing Segments 19

 1-3 Measuring and
Constructing Angles
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.1.A, G.1.B, G.2.A, G.2.B
Objectives Who uses this?
Name and classify angles. Surveyors use angles to help them
Measure and construct measure and map the earth’s surface.
angles and angle (See Exercise 27.)
bisectors.
A transit is a tool for measuring angles.
Vocabulary
It consists of a telescope that swivels horizontally
angle
and vertically. Using a transit, a surveyor
vertex
interior of an angle can measure the angle formed by his or
exterior of an angle her location and two distant points.
measure
An angle is a figure formed by two rays, or sides, with a common endpoint
degree
acute angle called the vertex (plural: vertices). You can name an angle several ways:
right angle by its vertex, by a point on each ray and the vertex, or by a number.
obtuse angle
The set of all points between the sides of �
straight angle
congruent angles the angle is the interior of an angle .
The exterior of an angle is the set of ��������
angle bisector
all points outside the angle. ��������
�
�
Angle Name �
∠R, ∠SRT, ∠TRS, or ∠1

You cannot name an angle just by its vertex if the point is the vertex of more
than one angle. In this case, you must use all three points to name the angle,
and the middle point is always the vertex.

EXAMPLE 1 Naming Angles �

A surveyor recorded the angles formed
by a transit (point T) and three distant
� �
points, Q, R, and S. Name three of �
�
the angles.
∠QTR, ∠QTS, and ∠RTS �

1. Write the different ways you can name the angles in the
diagram.

The measure of an angle is usually given in degrees. Since there are 360° in
a circle, one degree is ___
1
360
of a circle. When you use a protractor to measure
angles, you are applying the following postulate.

Postulate 1-3-1 Protractor Postulate

‹___› ‹___›
Given AB and a point O on AB, all rays that can be drawn from O can be put into
a one-to-one correspondence with the real numbers from 0 to 180.

20 Chapter 1 Foundations for Geometry

 Using a Protractor
Most protractors have two sets
�
of numbers around the edge.
When I measure an angle and
need to know which number to
use, I first ask myself whether the
angle is acute, right, or obtuse.
For example, ∠RST looks like it � �
is obtuse, so I know its measure
José Muñoz
must be 110°, not 70°.
Lincoln High School

You can use the Protractor Postulate �

to help you classify angles by their
measure. The measure of an angle is the �
absolute value of the difference of the
�
real numbers that the rays correspond �
 corresponds
with on a protractor. If OC
� �
 corresponds with d,
with c and OD
m∠DOC = ⎜d - c⎟ or ⎜c - d⎟. �

Types of Angles
Acute Angle Right Angle Obtuse Angle Straight Angle

Measures greater Measures 90° Measures greater Formed by two

than 0° and less than 90° and less opposite rays and
than 90° than 180° meaures 180°

EXAMPLE 2 Measuring and Classifying Angles

Find the measure of each angle. Then �
classify each as acute, right, or obtuse.
�
A ∠AOD
m∠AOD = 165°
�
∠AOD is obtuse.
� �
B ∠COD
�
m∠COD = ⎜165 - 75⎟ = 90°
∠COD is a right angle.

Use the diagram to find the measure of each angle. Then classify
each as acute, right, or obtuse.
2a. ∠BOA 2b. ∠DOB 2c. ∠EOC

1- 3 Measuring and Constructing Angles 21

 Congruent angles are angles that have the same �
measure. In the diagram, m∠ABC = m∠DEF, ���
�
so you can write ∠ABC ≅ ∠DEF. This is read as ����� �
“angle ABC is congruent to angle DEF.” Arc marks �
are used to show that the two angles are congruent.
� �

Construction Congruent Angle

Construct an angle congruent to ∠A.

    
� � �

� � � � � � � � �

Use a Place the compass Using the same Place the compass Use a
straightedge to point at A and compass setting, point at B and open straightedge to
draw a ray with draw an arc that place the compass it to the distance BC. .
draw DF
endpoint D. intersects both sides point at D and draw Place the point of
of ∠A. Label the an arc that intersects the compass at E and ∠D ≅ ∠A
intersection points the ray. Label the draw an arc. Label
B and C. intersection E. its intersection with
the first arc F.

The Angle Addition Postulate is very similar to the Segment Addition Postulate
that you learned in the previous lesson.

Postulate 1-3-2 Angle Addition Postulate

If S is in the interior of ∠PQR, then �

m∠PQS + m∠SQR = m∠PQR. �
(∠ Add. Post.) �
�

EXAMPLE 3 Using the Angle Addition Postulate �

�
m∠ABD = 37° and m∠ABC = 84°. Find m∠DBC.
m∠ABC = m∠ABD + m∠DBC ∠ Add. Post.
� �
84° = 37° + m∠DBC Substitute the given values.
Subtract 37 from both sides.
- 37 - 37
̶̶̶̶ ̶̶̶̶̶̶̶̶̶̶̶ Simplify.
47° = m∠DBC

�
3. m∠XWZ= 121° and m∠XWY = 59°. �
Find m∠YWZ.

� �

22 Chapter 1 Foundations for Geometry

 An angle bisector is a ray that divides an angle into two �
congruent angles. 
JK bisects ∠LJM; thus ∠LJK ≅ ∠KJM.
�
�

Construction Angle Bisector

Construct the bisector of ∠A.

  
� � � �
�

� �
� �
�
�
___›
Place the point of the compass at A Without changing the compass Use a straightedge
___
to draw AD.
›
and draw an arc. Label its points of setting, draw intersecting AD bisects ∠A.
intersection with ∠A as B and C. arcs from B and C. Label the
intersection of the arcs as D.

EXAMPLE 4 Finding the Measure of an Angle �

 bisects ∠ABC, m∠ABD = (6x + 3)°,
BD
and m∠DBC = (8x - 7)°. Find m∠ABD. � �
�
Step 1 Find x.
m∠ABD = m∠DBC Def. of ∠ bisector
(6x + 3)° = (8x - 7)° Substitute the given values.
+7 +7 Add 7 to both sides.
̶̶̶̶̶̶̶ ̶̶̶̶̶̶
6x + 10 = 8x Simplify.
- 6x - 6x Subtract 6x from both sides.
̶̶̶̶̶̶̶ ̶̶̶̶̶̶
10 = 2x Simplify.
_10 = 2x _ Divide both sides by 2.
2 2
5 = x Simplify.
Step 2 Find m∠ABD.
m∠ABD = 6x + 3
= 6 (5) + 3 Substitute 5 for x.
= 33° Simplify.

Find the measure of each angle.

___›
4a. QS bisects ∠PQR, m∠PQS = (5y - 1)°, and
m∠PQR = (8y + 12)°. Find m∠PQS.
__›
4b. JK bisects ∠LJM, m∠LJK = (-10x + 3)°, and
m∠KJM = (-x + 21)°. Find m∠LJM.

1- 3 Measuring and Constructing Angles 23

 THINK AND DISCUSS
1. Explain why any two right angles are congruent.
___›
2. BD bisects ∠ABC. How are m∠ABC, m∠ABD, and m∠DBC related?
3. GET ORGANIZED Copy and ������� ������� ����
complete the graphic organizer.
�����������
In the cells sketch, measure,
�����������
and name an example of each
angle type. ������������
��������������

1-3
Exercises KEYWORD: MG7 1-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. ∠A is an acute angle. ∠O is an obtuse angle. ∠R is a
right angle. Put ∠A, ∠O, and ∠R in order from least
to greatest by measure. �
2. Which point is the vertex of ∠BCD? Which rays form � �
the sides of ∠BCD?
� �
SEE EXAMPLE 1 3. Music Musicians use a metronome to keep time as
p. 20 they play. The metronome’s needle swings back and
forth in a fixed amount of time. Name all of the �
angles in the diagram.

SEE EXAMPLE 2 Use the protractor to find the measure of each � �

p. 21 angle. Then classify each as acute, right, or obtuse.
4. ∠VXW
5. ∠TXW �
�
6. ∠RXU
� �
�

SEE EXAMPLE 3 L is in the interior of ∠JKM. Find each of

p. 22 the following.
7. m∠JKM if m∠JKL = 42° and m∠LKM = 28°
8. m∠LKM if m∠JKL = 56.4° and m∠JKM = 82.5°

SEE EXAMPLE 4 Multi-Step BD

 bisects ∠ABC. Find each of the following.
p. 23 9. m∠ABD if m∠ABD = (6x + 4)° and m∠DBC = (8x - 4)°
10. m∠ABC if m∠ABD = (5y - 3)° and m∠DBC = (3y + 15)°

24 Chapter 1 Foundations for Geometry

 PRACTICE AND PROBLEM SOLVING
Independent Practice 11. Physics Pendulum clocks have been used since
For See 1656 to keep time. The pendulum swings back
Exercises Example
and forth once or twice per second. Name all of �
11 1
the angles in the diagram.
12–14 2 ��
15–16 3 � �
17–18 4 �

TEKS TAKS Use the protractor to find the measure of each angle.
Skills Practice p. S4 Then classify each as acute, right, or obtuse. � �
Application Practice p. S28
12. ∠CGE 13. ∠BGD 14. ∠AGB
� �
T is in the interior of ∠RSU. Find each of
the following.
� �
15. m∠RSU if m∠RST = 38° and
�
m∠TSU = 28.6°
16. m∠RST if m∠TSU = 46.7° and m∠RSU = 83.5°

Multi-Step SP
 bisects ∠RST. Find each of the following.
17. m∠RST if m∠RSP= (3x - 2)° and m∠PST = (9x - 26)°
18. m∠RSP if m∠RST = __52 y ° and m∠PST = (y + 5)°

Estimation Use the following information for Exercises 19–22.

Assume the corner of a sheet of paper is a right angle.
�
Use the corner to estimate the measure and classify �
each angle in the diagram. �
19. ∠BOA 20. ∠COA
� �
21. ∠EOD 22. ∠EOB
�
����������������
Use a protractor to draw an angle with each of the following measures.
23. 33° 24. 142° 25. 90° 26. 168°
27. Surveying A surveyor at point S discovers
that the angle between peaks A and B is 3 � �
times as large as the angle between peaks B �
and C. The surveyor knows that ∠ASC is a
right angle. Find m∠ASB and m∠BSC.
�

28. Math History As far back as the 5th century B.C., mathematicians have been
fascinated by the problem of trisecting an angle. It is possible to construct an angle
with __14 the measure of a given angle. Explain how to do this.

Find the value of x.

29. m∠AOC = 7x - 2, m∠DOC = 2x + 8, m∠EOD = 27 � �

30. m∠AOB = 4x - 2, m∠BOC = 5x + 10, m∠COD = 3x - 8 �

31. m∠AOB = 6x + 5, m∠BOC = 4x - 2, m∠AOC = 8x + 21 � �

32. Multi-Step Q is in the interior of right ∠PRS. If m∠PRQ �
is 4 times as large as m∠QRS, what is m∠PRQ?

1- 3 Measuring and Constructing Angles 25

 33. This problem will prepare you for the Multi-Step
TAKS Prep on page 34. An archaeologist standing at L
O looks for clues on where to dig for artifacts.
a. What value of x will make the angle between 3xº J
O
the pottery and the arrowhead measure 57°? (2x + 12)º

b. What value of x makes ∠LOJ ≅ ∠JOK?

K
c. What values of x make ∠LOK an acute angle?

Data Analysis Use the circle graph for Exercises 34–36.

34. Find m∠AOB, m∠BOC, m∠COD, and m∠DOA. ���������������������
Classify each angle as acute, right, or obtuse.
�
35. What if...? Next year, the music store will use
some of the shelves currently holding jazz music
to double the space for rap. What will m∠COD ���� �����
��� ���
and m∠BOC be next year? �
�
36. Suppose a fifth type of music, salsa, is added. �
����
If the space is divided equally among the five types, ��� ���
what will be the angle measure for each type of � ���
music in the circle graph?
37. Critical Thinking Can an obtuse angle be congruent to an acute angle?
Why or why not?
38. The measure of an obtuse angle is (5x + 45)°. What is the largest value for x?
___›
39. Write About It FH bisects ∠EFG. Use the Angle Addition Postulate to explain
why m∠EFH = __12 m∠EFG.
40. Multi-Step Use a protractor to draw a 70° angle. Then use a compass and
straightedge to bisect the angle. What do you think will be the measure of
each angle formed? Use a protractor to support your answer.

___›
41. m∠UOW = 50°, and OV bisects ∠UOW. �
What is m∠VOY? �
�
25° 130°
65° 155° � ��� �
�
42. What is m∠UOX?
50° 115° 140° 165°
___›
43. BD bisects ∠ABC, m∠ABC = (4x + 5)°, and m∠ABD = (3x - 1)°.
What is the value of x?
2.2 3 3.5 7

44. If an angle is bisected and then 30° is added to the measure of the bisected
angle, the result is the measure of a right angle. What is the measure of the
original angle?
30° 60° 75° 120°

45. Short Response If an obtuse angle is bisected, are the resulting angles acute or
obtuse? Explain.

26 Chapter 1 Foundations for Geometry

 CHALLENGE AND EXTEND
46. Find the measure of the angle formed by the hands of a clock when it is 7:00.
___›
47. QS bisects ∠PQR, m∠PQR = (x2)°, and m∠PQS = (2x + 6)°. Find all the possible
measures for ∠PQR.
48. For more precise measurements, a degree can be divided into 60 minutes, and each
minute can be divided into 60 seconds. An angle measure of 42 degrees, 30 minutes,
and 10 seconds is written as 42°30′10″. Subtract this angle measure from the
measure 81°24′15″.
49. If 1 degree equals 60 minutes and 1 minute equals 60 seconds, how many seconds
are in 2.25 degrees?
50. ∠ABC ≅ ∠DBC. m∠ABC = __
3x
2 ( ) ( )
+ 4 ° and m∠DBC = 2x - 27__14 °. Is ∠ABD a straight
angle? Explain.

SPIRAL REVIEW
51. What number is 64% of 35?
52. What percent of 280 is 33.6? (Previous course)

Sketch a figure that shows each___of the following. (Lesson 1-1)

_ ›
53. a line that contains AB and CB
_
54. two different lines that intersect MN
55. a plane and a ray that intersect only at Q

Find the length of each segment. (Lesson 1-2) ������

_ _ _ � ��
56. JK 57. KL 58. JL � � �

Using Technology Segment and Angle Bisectors

1. Construct
_ the bisector 2. Construct the bisector of ∠BAC. �
� �
of MN.
� �

_
a. Draw MN and construct the midpoint B. a. Draw ∠BAC.
___›
b. Construct a point A not on the segment. b. Construct the angle bisector AD and measure
‹___› _ ∠DAC and ∠DAB.
c. Construct
_ bisector AB and measure MB
and NB. c. Drag the angle and observe m∠DAB and
m∠DAC.
d. Drag M and N and observe MB and NB.

1- 3 Measuring and Constructing Angles 27

 1-4 Pairs of Angles
TEKS G.1.A Geometric structure: develop an awareness of the structure of a
mathematical system, connecting definitions, postulates .... Also G.2.B
Objectives Who uses this?
Identify adjacent, vertical, Scientists use properties of angle pairs to
complementary, and design fiber-optic cables. (See Example 4.)
supplementary angles.
Find measures of pairs
A fiber-optic cable is a strand of glass as thin
of angles.
as a human hair. Data can be transmitted
over long distances by bouncing light off the
Vocabulary
inner walls of the cable.
adjacent angles
linear pair Many pairs of angles have special relationships. Some relationships are because
complementary angles
of the measurements of the angles in the pair. Other relationships are because
supplementary angles
of the positions of the angles in the pair.
vertical angles

Pairs of Angles

Adjacent angles are two angles in the same plane with

a common vertex and a common side, but no common
�
interior points. ∠1 and ∠2 are adjacent angles.
�

A linear pair of angles is a pair of adjacent angles

whose noncommon sides are opposite rays. ∠3 and
∠4 form a linear pair. � �

EXAMPLE 1 Identifying Angle Pairs

Tell whether the angles are only adjacent, adjacent
�
and form a linear pair, or not adjacent.
A ∠1 and ∠2 � �
∠1 and ∠2 have a common vertex, B, a common � � �
�
, and no common interior points.
side, BC �
Therefore ∠1 and ∠2 are only adjacent angles. �
B ∠2 and ∠4
̶̶
∠2 and ∠4 share BC but do not have a common
vertex, so ∠2 and ∠4 are not adjacent angles.

C ∠1 and ∠3
∠1 and ∠3 are adjacent angles. Their noncommon sides, BC  and BA
,
are opposite rays, so ∠1 and ∠3 also form a linear pair.

Tell whether the angles are only �

adjacent, adjacent and form a �
linear pair, or not adjacent. � � �
� �
1a. ∠5 and ∠6 � �
�
1b. ∠7 and ∠SPU
1c. ∠7 and ∠8

28 Chapter 1 Foundations for Geometry

 Complementary and Supplementary Angles

Complementary angles are two angles

whose measures have a sum of 90°.
∠A and ∠B are complementary. ���
�
���
Supplementary angles are two angles
whose measures have a sum of 180°.
∠A and ∠C are supplementary. � ����
�

You can find the complement of an angle that measures x° by subtracting

its measure from 90°, or (90 - x)°. You can find the supplement of an angle
that measures x° by subtracting its measure from 180°, or (180 - x)°.

EXAMPLE 2 Finding the Measures of Complements and Supplements

Find the measure of each of the following.
A complement of ∠M
(90 - x)° �����
�
90° - 26.8° = 63.2°

B supplement of ∠N
(180 - x)°
����������
180° - (2y + 20)° = 180° - 2y - 20 �
= (160 - 2y)°

Find the measure of each of the following.

2a. complement of ∠E ������
2b. supplement of ∠F ����������
�
�

EXAMPLE 3 Using Complements and Supplements to Solve Problems

An angle measures 3 degrees less than twice the measure of its
complement. Find the measure of its complement.
Step 1 Let m∠A = x°. Then ∠B, its complement, measures (90 - x)°.
Step 2 Write and solve an equation.
m∠A = 2m∠B - 3
x = 2 (90 - x) - 3 Substitute x for m∠A and 90 - x for m∠B.
x = 180 - 2x -3 Distrib. Prop.
x = 177 - 2x Combine like terms.
+ 2x + 2x Add 2x to both sides.
̶ ̶
3x = 177 Simplify.
_ _
3x
=
177 Divide both sides by 3.
3 3
x = 59 Simplify.

The measure of the complement, ∠B, is (90 - 59 )° = 31°.

3. An angle’s measure is 12° more than _12_ the measure of its

supplement. Find the measure of the angle.

1- 4 Pairs of Angles 29
 EXAMPLE 4 Problem-Solving Application
Light passing through a fiber optic cable reflects
off the walls in such a way that ∠1 ≅ ∠2. ∠1
and ∠3 are complementary, and ∠2 and ∠4
are complementary. 4
If m∠1 = 38°, find m∠2, m∠3, and m∠4. 2
1
3
1 Understand the Problem

The answers are the measures of ∠2, ∠3, and ∠4.

List the important information: Light
• ∠1 ≅ ∠2
• ∠1 and ∠3 are complementary, and ∠2 and ∠4 are complementary.
• m∠1 = 38°

2 Make a Plan
If ∠1 ≅ ∠2, then m∠1 = m∠2.
If ∠3 and ∠1 are complementary, then m∠3 = (90 - 38)°.
If ∠4 and ∠2 are complementary, then m∠4 = (90 - 38)°.

3 Solve
By the Transitive Property of Equality, if m∠1 = 38° and m∠1 = m∠2, then
m∠2 = 38°. Since ∠3 and ∠1 are complementary, m∠3 = 52°. Similarly,
since ∠2 and ∠4 are complementary, m∠4 = 52°.

4 Look Back
The answer makes sense because 38° + 52° = 90°, so ∠1 and ∠3 are
complementary, and ∠2 and ∠4 are complementary. Thus m∠2 = 38°,
m∠3 = 52°, and m∠4 = 52°.

4. What if...? Suppose m∠3 = 27.6°. Find m∠1, m∠2, and m∠4.

Another angle pair relationship exists between

two angles whose sides form two pairs of
opposite rays. Vertical angles are two � �
nonadjacent angles formed by two intersecting � �
lines. ∠1 and ∠3 are vertical angles,
as are ∠2 and ∠4.

EXAMPLE 5 Identifying Vertical Angles

Name one pair of vertical angles. �
Do they appear to have the same measure?
�
Check by measuring with a protractor. �
∠EDF and ∠GDH are vertical angles
and appear to have the same measure. �
�
Check m∠EDF ≈ m∠GDH ≈ 135°.

5. Name another pair of vertical angles. Do they appear to have

the same measure? Check by measuring with a protractor.

30 Chapter 1 Foundations for Geometry

 THINK AND DISCUSS
1. Explain why any two right angles are supplementary.
2. Is it possible for a pair of vertical angles to also be adjacent? Explain.
3. GET ORGANIZED Copy and complete the graphic organizer below. In
each box, draw a diagram and write a definition of the given angle pair.

�������� �������������
���������������
������ ������

�������������
�����������
������
���������������

1-4
Exercises KEYWORD: MG7 1-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. An angle measures x°. What is the measure of its complement? What is the measure
of its supplement?
2. ∠ABC and ∠CBD are adjacent angles. Which side do the angles have in common?

SEE EXAMPLE 1 Tell whether the angles are only adjacent, adjacent �
p. 28 and form a linear pair, or not adjacent. �
3. ∠1 and ∠2 4. ∠1 and ∠3 � � �
�
��
5. ∠2 and ∠4 6. ∠2 and ∠3 �

SEE EXAMPLE 2 Find the measure of each of the following.

p. 29 7. supplement of ∠A 8. complement of ∠A
���������
9. supplement of ∠B 10. complement of ∠B �
�����
SEE EXAMPLE 3 11. Multi-Step An angle’s measure is 6 degrees more �
p. 29 than 3 times the measure of its complement.
Find the measure of the angle.

SEE EXAMPLE 4 12. Landscaping A sprinkler swings back and

p. 30 forth between A and B in such a way that
� �
∠1 ≅ ∠2. ∠1 and ∠3 are complementary,
� �
and ∠2 and ∠4 are complementary.
� �
If m∠1 = 18.5°, find m∠2, m∠3, and m∠4.

SEE EXAMPLE 5 13. Name each pair of vertical angles. � �

p. 30 �

� �

1- 4 Pairs of Angles 31
 PRACTICE AND PROBLEM SOLVING
Independent Practice Tell whether the angles are only adjacent, adjacent
For See and form a linear pair, or not adjacent. �
Exercises Example � �
14–17 1 14. ∠1 and ∠4 15. ∠2 and ∠3 �

18–21 2 16. ∠3 and ∠4 17. ∠3 and ∠1

22 3
23 4 Given m∠A = 56.4° and m∠B = (2x - 4)°, find the measure of each of the following.
24 5 18. supplement of ∠A 19. complement of ∠A

TEKS TAKS 20. supplement of ∠B 21. complement of ∠B

Skills Practice p. S4 22. Multi-Step An angle’s measure is 3 times the measure of its complement.
Application Practice p. S28 Find the measure of the angle and the measure of its complement.
23. Art In the stained glass pattern, ∠1 ≅ ∠2.
∠1 and ∠3 are complementary, and ∠2 and
∠4 are complementary. If m∠1 = 22.3°,
find m∠2, m∠3, and m∠4. 3 4
1 2

ge07sec01l0400a
24. Name the pairs � � �
of vertical angles. �
� �
�

25. Probability The angle measures 30°, 60°, 120°, and 150° are written on slips of
paper. You choose two slips of paper at random. What is the probability that the
angle measures are supplementary?

Multi-Step ∠ABD and ∠BDE are supplementary. Find the measures of both angles.
26. m∠ABD = 5x°, m∠BDE = (17x - 18)°
27. m∠ABD = (3x + 12)°, m∠BDE = (7x - 32)°
28. m∠ABD = (12x - 12)°, m∠BDE = (3x + 48)°

Multi-Step ∠ABD and ∠BDC are complementary. Find the measures of both angles.
29. m∠ABD = (5y + 1)°, m∠BDC = (3y - 7)°
30. m∠ABD = (4y + 5)°, m∠BDC = (4y + 8)°
31. m∠ABD = (y - 30)°, m∠BDC = 2y°
32. Critical Thinking Explain why an angle that is supplementary to an acute
angle must be an obtuse angle.

33. This problem will prepare you for the Multi-Step TAKS Prep on page 34. H is in the
interior of ∠JAK. m∠JAH = (3x - 8)°, and m∠KAH = (x + 2)°. Draw a picture of
each relationship. Then find the measure of each angle.
a. ∠JAH and ∠KAH are complementary angles.
b. ∠JAH and ∠KAH form a linear pair.
c. ∠JAH and ∠KAH are congruent angles.

32 Chapter 1 Foundations for Geometry

Determine whether each statement is true or false. If false, explain why.
34. If an angle is acute, then its complement must be greater than its supplement.
35. A pair of vertical angles may also form a linear pair.
36. If two angles are supplementary and congruent, the measure of each angle is 90°.
37. If a ray divides an angle into two complementary angles, then the original angle
is a right angle.
38. Write About It Describe a situation in which two angles are both congruent and
complementary. Explain.

39. What is the value of x in the diagram? � � �

15 45 �� ��
�
�
30 90

40. The ratio of the measures of two complementary angles is 1 : 2. What is the measure
of the larger angle? (Hint: Let x and 2x represent the angle measures.)
30° 45° 60° 120°

41. m∠A = 3y, and m∠B = 2m∠A. Which value of y makes ∠A supplementary to ∠B?
10 18 20 36

42. The measures of two supplementary angles are in the ratio 7 : 5. Which value is the
measure of the smaller angle? (Hint: Let 7x and 5x represent the angle measures.)
37.5 52.5 75 105

CHALLENGE AND EXTEND

43. How many pairs of vertical angles are in the diagram?
44. The supplement of an angle is 4 more than twice
its complement. Find the measure of the angle.
45. An angle’s measure is twice the measure of its complement.
The larger angle is how many degrees greater than the smaller angle?
46. The supplement of an angle is 36° less than twice the supplement of the
complement of the angle. Find the measure of the supplement.

SPIRAL REVIEW
Solve each equation. Check your answer. (Previous course)
47. 4x + 10 = 42 48. 5m - 9 = m + 4
49. 2(y + 3) = 12 50. -(d + 4) = 18

Y is between X and Z, XY = 3x + 1, YZ = 2x - 2, and XZ = 84. Find each of

the following. (Lesson 1-2)
51. x 52. XY 53. YZ

 bisects ∠WYZ. Given m∠WYX = 26°, find each of the following. (Lesson 1-3)
XY
54. m∠XYZ 55. m∠WYZ

1- 4 Pairs of Angles 33
 SECTION 1A

Euclidean and Construction Tools

Can You Dig It? A group of college and
high school students participated in an
archaeological dig. The team discovered four
fossils. To organize their search, Sierra used
a protractor and ruler to make a diagram of
where different members of the group found
fossils. She drew the locations based on the
location of the campsite. The campsite is
. The four fossils were
located at X on XB
found at R, T, W, and M.

1. Are the locations of the campsite at X

and the fossils at R and T collinear or � �
noncollinear?
̶̶ �
2. How is X related to RT? If RX = 10x - 6 ��
and XT = 3x + 8, what is the distance
between the locations of the fossils at � �
R and T? �

3. ∠RXB and ∠BXT are right angles. � � �

Find the measure of each angle formed �
by the locations of the fossils and the
campsite. Then classify each angle by
its measure.
4. Identify the special angle pairs shown in
the diagram of the archaeological dig.

�����������
�������������
�����������������������
���������������������
���������������������
��������������������
����������������

34 Chapter 1 Foundations for Geometry

 SECTION 1A

Quiz for Lessons 1-1 Through 1-4

1-1 Understanding Points, Lines, and Planes
Draw and label each of the following.
1. a segment with endpoints X and Y
2. a ray with endpoint M that passes through P
3. three coplanar lines intersecting at a point
4. two points and a line that lie in a plane
�
�
Use the figure to name each of the following. � �
5. three coplanar points � �
�
6. two lines �
�
7. a plane containing T, V, and X �
8. a line containing V and Z

� � � �
1-2 Measuring and Constructing Segments
Find the length of each segment. �� �� �� �� � � � � � �
̶̶ ̶̶ ̶̶ ����
9. SV 10. TR 11. ST
12. The diagram represents a ������ �
straight highway with three � � �
towns, Henri, Joaquin, and ��
Kenard. Find the distance
from Henri H to Joaquin J.
̶̶
13. Sketch, draw, and construct a segment congruent to CD. � �
̶̶
14. Q is the midpoint of PR, PQ = 2z, and PR = 8z - 12. Find z, PQ, and PR.

�
1-3 Measuring and Constructing Angles
15. Name all the angles in the diagram. �
� � �
�
Classify each angle by its measure.
16. m∠PVQ = 21° 17. m∠RVT = 96° 18. m∠PVS = 143°
 bisects ∠QRT, m∠QRS = (3x + 8)°, and m∠SRT = (9x - 4)°. Find m∠SRT.
19. RS
20. Use a protractor and straightedge to draw a 130° angle. Then bisect the angle.

1-4 Pairs of Angles

Tell whether the angles are only adjacent, adjacent and form a
linear pair, or not adjacent. � �
21. ∠1 and ∠2 22. ∠4 and ∠5 23. ∠3 and ∠4 � �
�

If m∠T = (5x - 10)°, find the measure of each of the following.

24. supplement of ∠T 25. complement of ∠T

Ready to Go On? 35
 1-5 Using Formulas
in Geometry
TEKS G.8.A Congruence and the geometry of size: find areas of regular
polygons, circles .... Also G.1.A, G.1.B
Objective Why learn this?
Apply formulas for Puzzles use geometric-shaped pieces.
perimeter, area, and Formulas help determine the amount of
circumference.
materials needed. (See Exercise 6.)
Vocabulary
perimeter The perimeter P of a plane figure is the sum of the
area side lengths of the figure. The area A of a plane
base figure is the number of nonoverlapping square
height units of a given size that exactly cover the figure.
diameter
�
radius
circumference
pi �

Perimeter and Area

RECTANGLE SQUARE TRIANGLE

� � �
� �

� �
P = 2ℓ + 2w or 2(ℓ + w) P = 4s P=a+b+c
A = ℓw A = s2 A = __
1
2
bh or ___
bh
2

The base b can

Project be any side of a triangle. The height h is a segment from a
Title
vertex that forms a right angle with a line containing the base. The height may
Geometry 2007 Student Edition
be a side of the triangle or in the interior or the exterior of the triangle.
Spec Number
ge07sec01l05002a
� � �
Created By
� � �
Krosscore Corporation

EXAMPLE 1 Finding Perimeter and Area

Find the perimeter and area of each figure.
A rectangle in which ℓ = 17 cm B triangle in which a = 8,
and w = 5 cm b = (x + 1), c = 4x, and h = 6
Perimeter is expressed
in linear units, such P = 2ℓ + 2w P=a+b+c
as inches (in.) or = 2 (17) + 2 (5) = 8 + (x + 1) + 4x
meters (m). Area is = 34 + 10 = 44 cm = 5x + 9
expressed in square
A = ℓw A=_ 1 bh
units, such as square
2
centimeters (cm 2 ).
= (17)(5) = 85 cm 2 = 1 (x + 1)(6) = 3x + 3
_
2

1. Find the perimeter and area of a square with s = 3.5 in.

36 Chapter 1 Foundations for Geometry

EXAMPLE 2 Crafts Application
The Texas Treasures quilt block includes 24 purple triangles. The base and
height of each triangle are about 3 in. Find the approximate amount of
fabric used to make the 24 triangles.
The area of one triangle is The total area of the 24 triangles is
1 bh = _
A=_
2
1 (3)(3) = 4_
2
1 in 2 .
2 ( _)
24 4 1 = 108 in 2 .
2

2. Find the amount of fabric used to make the four rectangles.

Each rectangle has a length of 6__12 in. and a width of 2__12 in.

In a circle a diameter is a segment that passes

through the center of the circle and whose ������
endpoints are on the circle. A radius of a
��������
circle is a segment whose endpoints are the ������
center of the circle and a point on the circle.
The circumference of a circle is the distance �������������
around the circle.

Circumference and Area of a Circle

The circumference C of a circle is given by the formula C = πd or C = 2πr.

The area A of a circle is given by the formula A = πr 2.

The ratio of a circle’s circumference to its diameter is the same for all circles.
This ratio is represented by the Greek letter π (pi) . The value of π is irrational.
Pi is often approximated as 3.14 or __
22
7
.

EXAMPLE 3 Finding the Circumference and Area of a Circle

Find the circumference and area of the circle.
C = 2πr A = πr 2
����
= 2π (3) = 6π = π (3) 2 = 9π
≈ 18.8 cm ≈ 28.3 cm 2

3. Find the circumference and area of a circle with radius 14 m.

THINK AND DISCUSS

1. Describe three different figures whose areas are each 16 in 2 .
2. GET ORGANIZED Copy and
��������� ��������
complete the graphic ��������
organizer. In each shape,
write the formula for its ������ ������
area and perimeter.

1- 5 Using Formulas in Geometry 37

 1-5
Exercises KEYWORD: MG7 1-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Explain how the concepts of perimeter and circumference are related.
2. For a rectangle, length and width are sometimes used in place of __?__.
(base and height or radius and diameter)

SEE EXAMPLE 1 Find the perimeter and area of each figure.

p. 36 3. 4. 5.
���� ����
����� ��� ���

�����
��� ���

SEE EXAMPLE 2 6. Manufacturing A puzzle contains a triangular

p. 37 piece with a base of 3 in. and a height of 4 in.
A manufacturer wants to make 80 puzzles.
Find the amount of wood used if each puzzle
contains 20 triangular pieces.

SEE EXAMPLE 3 Find the circumference and area of each circle. Use the π key on your calculator.
p. 37 Round to the nearest tenth.
7. 8. 9.
�����
����� �����

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the perimeter and area of each figure.
For See
Exercises Example 10. 11. 12.
��
10–12 1 ����� � �� ��
13 2
����� �
14–16 3

TEKS TAKS 13. Crafts The quilt pattern includes 32 small triangles.
Skills Practice p. S5
Each has a base of 3 in. and a height of 1.5 in. Find the
Application Practice p. S28
amount of fabric used to make the 32 triangles.

Find the circumference and area of each circle with

the given radius or diameter. Use the π key on your
calculator. Round to the nearest tenth.
14. r = 12 m 15. d = 12.5 ft 1 mi
16. d = _
2
Find the area of each of the following.
17. square whose sides are 9.1 yd in length
18. square whose sides are (x + 1) in length
19. triangle whose base is 5__12 in. and whose height is 2__14 in.

38 Chapter 1 Foundations for Geometry

Given the area of each of the following figures, find each unknown measure.
20. The area of a triangle is 6.75 m 2 . If the base of the triangle is 3 m, what is the height
of the triangle?
21. A rectangle has an area of 347.13 cm 2 . If the length is 20.3 cm, what is the width of
the rectangle?
22. The area of a circle is 64π. Find the radius of the circle.
23. /////ERROR ANALYSIS///// Below are two statements about the
area of the circle. Which is incorrect? Explain the error.
����
� � � �
� � � �
������������ ������������
� �������
� ������� � �������
� �������

�� �� �� ��
� ��������
� �������� � ��������
� ��������

Find the area of each circle. Leave answers in terms of π.

24. circle with a diameter of 28 m
25. circle with a radius of 3y
26. Geography The radius r of the earth at the
equator is approximately 3964 mi. Find the
distance around the earth at the equator. r
Use the π key on your calculator and round
to the nearest mile.
Equator
27. Critical Thinking Explain how the formulas for
the perimeter and area of a square may be derived
from the corresponding formulas for a rectangle.
28. Find the perimeter and area of a rectangle whose
length is (x + 1) and whose width is (x - 3). �����
Express your answer in terms of x.
29. Multi-Step If the height h of a triangle is 3 inches less �����
than the length of the base b, and the area A of the
triangle is 19 times the length of the base, find b and h.

30. This problem will prepare you for the Multi-Step

TAKS Prep on page 58.
A landscaper is to install edging around a garden.
The edging costs $1.39 for each 24-inch-long strip. ���� ����
The landscaper estimates it will take 4 hours to
���� ����
install the edging.
a. If the total cost is $120.30, what is the cost of the
material purchased?
b. What is the charge for labor?
c. What is the area of the semicircle to the nearest tenth?
d. What is the area of each triangle?
e. What is the total area of the garden to the nearest foot?

1- 5 Using Formulas in Geometry 39

 31. Algebra The large rectangle has length a + b and � �
width c + d. Therefore, its area is (a + b)(c + d).
�
a. Find the area of each of the four small rectangles
in the figure. Then find the sum of these areas. �
Explain why this sum must be equal to the product
(a + b)(c + d).
b. Suppose b = d = 1. Write the area of the large rectangle as a product of its length
and width. Then find the sum of the areas of the four small rectangles. Explain
why this sum must be equal to the product (a + 1)(c + 1).
c. Suppose b = d = 1 and a = c. Write the area of the large rectangle as a product of
its length and width. Then find the sum of the areas of the four small rectangles.
Explain why this sum must be equal to the product (a + 1) 2 .
32. Sports The table shows the minimum and maximum dimensions for rectangular
soccer fields used in international matches. Find the difference in area of the
largest possible field and the smallest possible field.

Minimum Maximum

Length 100 m 110 m

Width 64 m 75 m

Find the value of each missing measure of a triangle.

33. b = 2 ft; h = ft; A = 28 ft 2 34. b = ft; h = 22.6 yd; A = 282.5 yd 2

Find the area of each rectangle with the given base and height.
35. 9.8 ft; 2.7 ft 36. 4 mi 960 ft; 440 ft 37. 3 yd 12 ft; 11 ft

Find the perimeter of each rectangle with the given base and height.
38. 21.4 in.; 7.8 in. 39. 4 ft 6 in.; 6 in. 40. 2 yd 8 ft; 6 ft

Find the diameter of the circle with the given measurement. Leave answers in terms of π.
41. C = 14 42. A = 100π 43. C = 50π
44. A skate park consists of a two adjacent rectangular �����
regions as shown. Find the perimeter and area of
the park. ���� ����

45. Critical Thinking Explain how you would measure ����

a triangular piece of paper if you wanted to find its
area.
46. Write About It A student wrote in her journal, “To find the perimeter of a
rectangle, add the length and width together and then double this value.” Does her
method work? Explain.

47. Manda made a circular tabletop that has an area of 452 in2. Which is closest to
the radius of the tabletop?
9 in. 12 in. 24 in. 72 in.

48. A piece of wire 48 m long is bent into the shape of a rectangle whose length is
twice its width. Find the length of the rectangle.
8m 16 m 24 m 32 m
40 Chapter 1 Foundations for Geometry
 49. Which equation best represents the area A of the triangle?
A = 2x 2 + 4x
A = 4x(x + 2)
�����
A = 2x 2 + 2
A = 4x 2 + 8 ��

50. Ryan has a 30 ft piece of string. He wants to use the string to lay out the
boundary of a new flower bed in his garden. Which of these shapes would
use all the string?
A circle with a radius of about 37.2 in.
A rectangle with a length of 6 ft and a width of 5 ft
A triangle with each side 9 ft long
A square with each side 90 in. long

CHALLENGE AND EXTEND ������

51. A circle with a 6 in. diameter is stamped out
of a rectangular piece of metal as shown.
Find the area of the remaining piece of metal. �����
Math History Use the π key on your calculator and round
to the nearest tenth.
52. a. Solve P = 2ℓ + 2w for w.
b. Use your result from part a to find the width of a rectangle that has a perimeter
of 9 ft and a length of 3 ft.
53. Find all possible areas of a rectangle whose sides are natural numbers and whose
perimeter is 12.
The Ahmes Papyrus is
54. Estimation The Ahmes Papyrus dates from approximately 1650 B.C.E. Lacking
an ancient Egyptian
source of information a precise value for π, the author assumed that the area of a circle with a
about mathematics. diameter of 9 units had the same area as a square with a side length of 8 units.
A page of the Ahmes By what percent did the author overestimate or underestimate the actual area
Papyrus is about 1 foot of the circle?
wide and 18 feet long.
Source: scholars.nus.edu.sg
55. Multi-Step The width of a painting is __45 the measure of the length of the painting.
If the area is 320 in 2 , what are the length and width of the painting?

SPIRAL REVIEW
Determine the domain and range of each function. (Previous course)
   
56. ⎨(2, 4), (-5, 8), (-3, 4)⎬ 57. ⎨(4, -2), (-2, 8), (16, 0)⎬
   
Name the geometric figure that each item suggests. (Lesson 1-1)
58. the wall of a classroom 59. the place where two walls meet
60. Marion has a piece of fabric that is 10 yd long. She wants to cut it into 2 pieces so
that one piece is 4 times as long as the other. Find the lengths of the two pieces.
(Lesson 1-2)
_
61. Suppose that A, B, and C are collinear points. B is the midpoint of AC. The coordinate
of A is -8, and the coordinate of B is -2.5. What is the coordinate of C? (Lesson 1-2)
62. An angle’s measure is 9 degrees more than 2 times the measure of its supplement.
Find the measure of the angle. (Lesson 1-4)

1- 5 Using Formulas in Geometry 41

 Graphing in the
Coordinate Plane
Algebra
The coordinate plane is used to name and
locate points. Points in the coordinate plane ������
�
are named by ordered pairs of the form (x, y). ����������� ����������
See Skills Bank The first number is the x-coordinate. �
page S56 ������
The second number is the y-coordinate.
The x-axis and y-axis intersect at the origin, �� �� � � �
forming right angles. The axes separate the �� ������
coordinate plane into four regions, called ������������ �����������
quadrants, numbered with Roman numerals ��
placed counterclockwise.

Examples
1 Name the coordinates of P. �

Starting at the origin (0, 0), you count 1 unit to the right. �
�
Then count 3 units up. So the coordinates of P are (1, 3).
�
2 Plot and label H(-2, -4) on a coordinate plane. �
Name the quadrant in which it is located. �� �� � � �
Start at the origin (0, 0) and move 2 units left. Then move ��
4 units down. Draw a dot and label it H. H is in Quadrant III. �
��
You can also use a coordinate plane to locate places on a map.

Try This TAKS Grades 9–11 Obj. 6, 7

Name the coordinates of the �

point where the following �������� �
streets intersect.
��������

�������
��� �

����� �
���

1. Chestnut and Plum

��������
������

2. Magnolia and Chestnut

�����

��� �
�

3. Oak and Hawthorn

�
�����

�����
���

4. Plum and Cedar � ����

Name the streets that intersect �

����
at the given points. �� �� �� �� � � � � �
5. (-3, -1) 6. (4, -1)
�� ������
7. (1, 3) 8. (-2, 1)

42 Chapter 1 Foundations for Geometry ������������������������

����������������

���������������������
��������������������
 1-6 Midpoint and Distance
in the Coordinate Plane
TEKS G.1.A Geometric structure: develop an awareness of the structure of a
mathematical system, connecting definitions, postulates .... Also G.7.A, G.7.C, G.8.C
Objectives Why learn this?
Develop and apply the You can use a coordinate plane to help
formula for midpoint. you calculate distances. (See Example 5.)
Use the Distance Formula
and the Pythagorean
Major League baseball fields are laid out
Theorem to find the
according to strict guidelines. Once you
distance between
two points. know the dimensions of a field, you can
use a coordinate plane to find the distance
Vocabulary between two of the bases.
coordinate plane
A coordinate plane is a plane that is
leg
divided into four regions by a horizontal
hypotenuse
line (x-axis) and a vertical line (y-axis).
The location, or coordinates, of a point
are given by an ordered pair (x, y). Minute Maid Park, Houston

You can find the midpoint of a segment by using the coordinates of its
endpoints. Calculate the average of the x-coordinates and the average of
the y-coordinates of the endpoints.

Midpoint Formula
_
The midpoint M of AB with �
endpoints A(x 1, y 1) and B(x 2, y 2) �� �
is found by ��������
�
(
x1 + x2 _
M _
2
y + y2
, 1
2
. ) �����������
���������
� � ����
�
� ����
� �� �� ����
�������
� ��
�� �
�� �
�������� �
� �� ��
�����������
���������

EXAMPLE 1 Finding the Coordinates of a Midpoint

̶̶
Find the coordinates of the midpoint of CD �
�
with endpoints C(-2, -1) and D(4, 2).
�������

To make it easier to
M _ ( 2
y + y2
x1 + x2 _
, 1
2 ) �
picture the problem, �� � �
plot the segment’s
endpoints on a
-2 + 4 _
_
2
,
-1 + 2
2
2, _
= _
2 2
1
( ) ���������

coordinate plane. ��
= (1, _
2)
1

_
1. Find the coordinates of the midpoint of EF with endpoints
E(-2, 3) and F(5, -3).

1- 6 Midpoint and Distance in the Coordinate Plane 43

 EXAMPLE 2 Finding the Coordinates of an Endpoint
̶̶
M is the midpoint of AB. A has coordinates (2, 2), and M has coordinates
(4, -3). Find the coordinates of B.
Step 1 Let the coordinates of B equal (x, y).
2+x 2+y
Step 2 Use the Midpoint Formula: (4, -3) = _, _ .
2 2 ( )
Step 3 Find the x-coordinate. Find the y-coordinate.
2 + x 2+y
4 =_ Set the coordinates equal. -3 = _
2 2
2
2(4) = 2 _ (
+
2
x
)Multiply both sides by 2. 2(-3) = 2 _
2+y
2 ( )
8 =2+x Simplify. -6 = 2 + y
-2 -2 Subtract 2 from both sides. -2 -2
̶̶̶̶ ̶̶̶̶ ̶̶̶̶ ̶̶̶̶
6 =x Simplify. -8 = y
The coordinates of B are (6, -8).
_
2. S is the midpoint of RT. R has coordinates (-6, -1), and
S has coordinates (-1, 1). Find the coordinates of T.

The Ruler Postulate can be used to find the distance between two points on a
number line. The Distance Formula is used to calculate the distance between
two points in a coordinate plane.

Distance Formula

In a coordinate plane, the distance d between two points (x 1, y 1) and (x 2, y 2) is

d= √(
x 2 - x 1) 2 + (y 2 - y 1) 2 .

EXAMPLE 3 Using the Distance Formula

̶̶ ̶̶ � �
Find AB and CD. Then determine if AB ≅ CD.
�
Step 1 Find the coordinates of each point.
� � � �
A (0, 3), B (5, 1), C (-1, 1), and D (-3, -4) �
�� � �
�
Step 2 Use the Distance Formula.
� ��
d = √
(x 2 - x 1) 2 + (y 2 - y 1) 2
AB = √
(5 - 0) 2 + (1 - 3) 2 CD = √
⎡⎣-3 - (-1)⎤⎦ 2 + (-4 - 1) 2

= √
5 2 + (-2) 2 = √
(-2) 2 + (-5) 2
= √
25 + 4 = √
4 + 25

= √29 = √
29
_ _
Since AB = CD, AB ≅ CD .
_ _
3. Find EF and GH. Then determine if EF ≅ GH.

44 Chapter 1 Foundations for Geometry

 You can also use the Pythagorean Theorem to find the distance between
two points in a coordinate plane. You will learn more about the Pythagorean
Theorem in Chapter 5.

In a right triangle, the two sides that form the right angle are the legs .
The side across from the right angle that stretches from one leg to the other is
the hypotenuse . In the diagram, a and b are the lengths of the shorter sides,
or legs, of the right triangle. The longest side is called the hypotenuse and
has length c.

Theorem 1-6-1 Pythagorean Theorem

In a right triangle, the sum of the squares of the �

�
lengths of the legs is equal to the square of the
length of the hypotenuse.
a2 + b2 = c2 � � �
�� � �

�
��

EXAMPLE 4 Finding Distances in the Coordinate Plane

Use the Distance Formula and �
�������� �
the Pythagorean Theorem to find
the distance, to the nearest tenth,
from A to B. � � �
�� � �

� � ��������
��

Method 1 Method 2
Use the Distance Formula. Use the Pythagorean Theorem.
Substitute the values for the Count the units for sides a and b.
coordinates of A and B into
the Distance Formula.

AB = √
(x 2 - x 1) 2 + (y 2 - y 1) 2 a = 4 and b = 5.
c 2 = a2 + b2
= √
⎡⎣2 - (-2)⎤⎦ 2 + (-2 - 3) 2
= 42 + 52
= √
4 2 + (-5) 2 = 16 + 25

= √16 + 25 = 41

= √41 c = √ 41
≈ 6.4 c ≈ 6.4

Use the Distance Formula and the Pythagorean Theorem

to find the distance, to the nearest tenth, from R to S.
4a. R(3, 2) and S(-3, -1)
4b. R(-4, 5) and S(2, -1)

1- 6 Midpoint and Distance in the Coordinate Plane 45

 EXAMPLE 5 Sports Application
The four bases on a baseball field form
a square with 90 ft sides. When a player T(0,90) S(90,90)
throws the ball from home plate to
second base, what is the distance of
the throw, to the nearest tenth?
Set up the field on a coordinate
plane so that home plate H is
at the origin, first base F has
coordinates (90, 0), second base S
has coordinates (90, 90), and third
H(0,0) F(90,0)
base T has coordinates (0, 90).
The distance HS from home plate to second base is the length of the
ge07se_c01L06006a
hypotenuse of a right triangle.
HS = √
(x 2 - x 1) 2 + (y 2 - y 1) 2
= √
(90 - 0) 2 + (90 - 0) 2
= √
90 2 + 90 2

= √8100 + 8100
= √
16,200
≈ 127.3 ft

5. The center of the pitching mound has coordinates (42.8, 42.8).

When a pitcher throws the ball from the center of the mound
to home plate, what is the distance of the throw, to the
nearest tenth?

THINK AND DISCUSS

1. Can you exchange the coordinates (x 1, y 1) and (x 2, y 2) in the Midpoint
Formula and still find the correct midpoint? Explain.
2. A right triangle has sides lengths of r, s, and t. Given that s 2 + t 2 = r 2,
which variables represent the lengths of the legs and which variable
represents the length of the hypotenuse?
3. Do you always get the same result using the Distance Formula to find
distance as you do when using the Pythagorean Theorem? Explain
your answer.
4. Why do you think that most cities are laid out in a rectangular grid
instead of a triangular or circular grid?
5. GET ORGANIZED Copy and complete the graphic organizer below.
In each box, write a formula. Then make a sketch that will illustrate
the formula.

��������

�������� �������� �����������

������� ������� �������

46 Chapter 1 Foundations for Geometry

 1-6
Exercises KEYWORD: MG7 1-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary The ? is the side of a right triangle that is directly across from the
̶̶̶̶
right angle. (hypotenuse or leg)

SEE EXAMPLE 1 Find the coordinates of the midpoint of each segment.

_
p. 43 2. AB with endpoints A(4, -6) and B(-4, 2)
_
3. CD with endpoints C(0, -8) and D(3, 0)
_
SEE EXAMPLE 2 4. M is the midpoint of LN. L has coordinates (-3, -1), and M has coordinates (0, 1).
p. 44 Find the coordinates of N.
_
5. B is the midpoint of AC. A has coordinates (-3, 4), and B has coordinates
( )
-1__12 , 1 . Find the coordinates of C.

SEE EXAMPLE 3 Multi-Step Find the length of the given segments and �
�
�
p. 44 determine if they are congruent.
_ _ _ _
6. JK and FG 7. JK and RS
� �
SEE EXAMPLE 4 Use the Distance Formula and the Pythagorean Theorem �� � �
p. 45 to find the distance, to the nearest tenth, between each � �
pair of points. �
��
8. A(1, -2) and B(-4, -4) �
9. X(-2, 7) and Y(-2, -8)
10. V(2, -1) and W(-4, 8)

SEE EXAMPLE 5 11. Architecture The plan for a rectangular living

p. 46 room shows electrical wiring will be run in a
straight line from the entrance E to a light L at
the opposite corner of the room. What is the
length of the wire to the nearest tenth?

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the coordinates of the midpoint of each segment.
For See
_
Exercises Example 12. XY with endpoints X(-3, -7) and Y(-1, 1)
_
12–13 1 13. MN with endpoints M(12, -7) and N(-5, -2)
14–15 2 _
14. M is the midpoint of QR. Q has coordinates (-3, 5), and M has coordinates (7, -9).
16–17 3
Find the coordinates of R.
18–20 4 _
21 5 15. D is the midpoint of CE. E has coordinates (-3, -2), and D has coordinates 2__12 , 1 . ( )
Find the coordinates of C.
TEKS TAKS �
�
Multi-Step Find the length of the given segments and �
Skills Practice p. S5
Application Practice p. S28 determine if they are congruent.
_ _
16. DE and FG � �
_ _ �� � �
17. DE and RS � � �

��
�

1- 6 Midpoint and Distance in the Coordinate Plane 47

 Use the Distance Formula and the Pythagorean Theorem to find the distance, to the
nearest tenth, between each pair of points.
18. U(0, 1) and V(-3, -9) 19. M(10, -1) and N(2, -5) 20. P(-10, 1) and Q(5, 5)
21. Consumer Application Televisions and computer screens are usually advertised
based on the length of their diagonals. If the height of a computer screen is 11 in.
and the width is 14 in., what is the length of the diagonal? Round to the nearest inch.
22. Multi-Step
_ _ Use the _ Distance Formula to �
�
order AB, CD, and EF from shortest to longest. � �
23. Use the Pythagorean Theorem to find the distance
from A to E. Round to the nearest hundredth. �
� �
24. X has coordinates (a, 3a), and Y has coordinates �� � �
�
(-5a, 0). Find the coordinates of the midpoint of (XY). �
25. Describe a shortcut for finding the midpoint of a
segment when one of its endpoints has coordinates
(a, b) and the other endpoint is the origin.
�
On the map, each square of the grid represents
�
1 square mile. Find each distance to the nearest �����
����
tenth of a mile.
26. Find the distance along Highway 201 from Cedar
� �
�
City to Milltown. ��
������� �

History 27. A car breaks down on Route 1, at the midpoint ���������

between Jefferson and Milltown. A tow truck is sent �����������
out from Jefferson. How far does the truck travel to ��������
reach the car? �

28. History The Forbidden City in Beijing, China, is the world’s largest palace complex.
Surrounded by a wall and a moat, the rectangular complex is 960 m long and 750 m
wide. Find the distance, to the nearest meter, from one corner of the complex to the
The Forbidden City of opposite corner.
Imperial China is replicated 29. Critical Thinking Give an example of a line segment with midpoint (0, 0).
in Katy, Texas. The museum
has 6000 miniature
terra-cotta soldiers. The coordinates of the vertices of △ABC are A(1, 4), B(-2, -1), and C(-3, -2).
Source: www.forbidden- 30. Find the perimeter of △ABC to the nearest tenth.
gardens.com _ _
31. The height h to side BC is √
2 , and b is the length of BC . What is the area of △ABC ?
32. Write About It Explain why the Distance Formula is not needed to find the
distance between two points that lie on a horizontal or a vertical line.

33. This problem will prepare you for the Multi-Step �

�
TAKS Prep on page 58. Tania uses a coordinate
plane to map out plans for landscaping a � �
rectangular patio area. On the plan, one square �
represents 2 feet._
She plans to plant a tree at �� � �
the midpoint of AC. How far from each corner
of the patio does she plant the tree? Round
to the nearest tenth. �� � �

48 Chapter 1 Foundations for Geometry

34. Which segment has a length closest to 4 units? �
_ _ �
�
�
EF JK
_ _
GH LM � �
�
35. Find the distance, �
_ to the
_ nearest tenth, between the �� �
midpoints of LM and JK. �
� �
1.8 4.0 �� �
3.6 5.3

36. What are the coordinates of the midpoint of a line

segment that connects the points (7, -3) and (-5, 6)?
(6, -4__12 ) (2, __12 )
(2, 3) (1, 1__12 )
37. A coordinate plane is placed over the map of a town. A library is located at (-5, 1),
and a museum is located at (3, 5). What is the distance, to the nearest tenth, from
the library to the museum?
4.5 5.7 6.3 8.9

CHALLENGE AND EXTEND

38. Use the diagram to find the following. �
_
a. P is_
the midpoint of AB, and R is the midpoint � � � �
of BC. Find the coordinates of Q.
b. Find the area of rectangle PBRQ. �� �
� �
�
c. Find DB. Round to the nearest tenth. � �
39. The coordinates of X are (a - 5, -2a). The coordinates
of Y are (a + 1, 2a). If the distance between X and Y is
10, find the value of a.
40. Find two points on the y-axis that are a distance of 5 units from (4, 2).
41. Given ∠ACB is a right angle of △ABC, AC = x, and BC = y, find AB in terms
of x and y.

SPIRAL REVIEW
Determine if the ordered pair (-1, 4) satisfies each function. (Previous course)
42. y = 3x - 1 43. f(x) = 5 - x 2 44. g(x) = x 2 - x + 2

 bisects straight angle ABC, and BE

BD  bisects ∠CBD. �
Find the measure of each angle and classify it as acute, �
right, or obtuse. (Lesson 1-3)
45. ∠ABD 46. ∠CBE 47. ∠ABE � � �

Find the area of each of the following. (Lesson 1-5)

48. square whose perimeter is 20 in.
49. triangle whose height is 2 ft and whose base is twice its height
50. rectangle whose length is x and whose width is (4x + 5)

1- 6 Midpoint and Distance in the Coordinate Plane 49

 1-7 Transformations in the
Coordinate Plane
TEKS G.5.C Geometric patterns: use properties of transformations ... to make
connections between mathematics and the real world .... Also G.1.A
Objectives Who uses this?
Identify reflections, Artists use transformations to create
rotations, and
decorative patterns. (See Example 4.)
translations.
Graph transformations
The Alhambra, a 13th-century palace in
in the coordinate plane.
Grenada, Spain, is famous for the geometric
patterns that cover its walls and floors. To create
Vocabulary
transformation
a variety of designs, the builders based the
preimage patterns on several different transformations.
image
A transformation is a change in the
reflection �
rotation
position, size, or shape of a figure. The
original figure is called the preimage . ��
translation ��������
The resulting figure is called the image .
A transformation maps the preimage to �����
�
the image. Arrow notation (→) is used to �
describe a transformation, and primes ��
��
(′) are used to label the image. ��������������������

Transformations

REFLECTION ROTATION TRANSLATION

��
�� �� ��
� ��
�� �� � �
� �� � � �� ��
� ��
�
� � � �

A reflection (or flip) is a A rotation (or turn) A translation (or slide) is

transformation across a line, is a transformation a transformation in which
called the line of reflection. about a point P, all the points of a figure
Each point and its image called the center of move the same distance
are the same distance from rotation. Each point in the same direction.
the line of reflection. and its image are the
same distance from P.

EXAMPLE 1 Identifying Transformations

Identify the transformation. Then use arrow notation to describe the
transformation.

A � �� The transformation cannot be

a translation because each point
and its image are not in the
� ��
same position.
� ��

The transformation is a reflection. △EFG → △E′F′G′

50 Chapter 1 Foundations for Geometry

 Identify the transformation. Then use arrow notation to describe the
transformation.
B �� �� The transformation cannot be a
reflection because each point and
its image are not the same distance
from a line of reflection.

� �
�� ��
� �

The transformation is a 90° rotation. RSTU → R′S′T′U′

Identify each transformation. Then use arrow notation to

describe the transformation.
1a. � � 1b. �� ��
�� ��
�

��
� �
�� �� � �

EXAMPLE 2 Drawing and Identifying Transformations

A figure has vertices at A(-1, 4), B(-1, 1), �
�
and C (3, 1). After a transformation, the image
of the figure has vertices at A′(-1, -4), �
B′(-1, -1), and C′(3, -1). Draw the preimage �
� �
and image. Then identify the transformation.
�� �� �
Plot the points. Then use a straightedge to ��
��
connect the vertices.
��
The transformation is a reflection across the
x-axis because each point and its image are
the same distance from the x-axis.

2. A figure has vertices at E(2, 0), F(2, -1), G(5, -1), and H(5, 0).
After a transformation, the image of the figure has vertices at
E′(0, 2), F′(1, 2), G′(1, 5), and H′(0, 5). Draw the preimage and
image. Then identify the transformation.

To find coordinates for the image of a figure in a translation, add a to the

x-coordinates of the preimage and add b to the y-coordinates of the preimage.
Translations can also be described by a rule such as (x, y) → (x + a, y + b).

EXAMPLE 3 Translations in the Coordinate Plane �

�
�
Find the coordinates for the image of △ABC
after the translation (x, y) → (x + 3, y - 4).
� � �
Draw the image.
�� � �
Step 1 Find the coordinates of △ABC.
The vertices of △ABC are A(-1, 1),
B(-3, 3), and C(-4, 0). ��

1- 7 Transformations in the Coordinate Plane 51

 Step 2 Apply the rule to find the vertices �
� �
of the image.
A′(-1 + 3, 1 - 4) = A′(2, -3)
B′(-3 + 3, 3 - 4) = B′(0, -1) � � �
�� � �� �
C′(-4 + 3, 0 - 4) = C′(-1, -4)
Step 3 Plot the points. Then finish drawing ��
the image by using a straightedge to
��
connect the vertices.

3. Find the coordinates for the image �

�
of JKLM after the translation
(x, y) → (x - 2, y + 4). Draw the image. � �
�
�� � �

��
� �

EXAMPLE 4 Art History Application

The pattern shown is similar to a pattern y
on a wall of the Alhambra. Write a rule for
the translation of square 1 to square 2. 2
A‘
Step 1 Choose 2 points
1
Choose a point A on the preimage A
and a corresponding point A′ on the x
image. A has coordinates (3, 1), and
A′ has coordinates (1, 3). 3
Step 2 Translate
To translate A to A′, 2 units are
subtracted from the x-coordinate and
2 units are added to the y-coordinate.
Therefore, the translation rule is geo7sec01l07002a
(x, y) → (x - 2, y + 2).

4. Use the diagram to write a rule for the translation of square 1

to square 3.

THINK AND DISCUSS

1. Explain how to recognize a reflection when given a figure and its image.
2. GET ORGANIZED Copy and complete the graphic organizer. In each
box, sketch an example of each transformation.

���������������

���������� �������� �����������

52 Chapter 1 Foundations for Geometry

 1-7
Exercises KEYWORD: MG7 1-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Given the transformation △XYZ → △X′Y′Z′, name the preimage and image of
the transformation.
2. The types of transformations of geometric figures in the coordinate plane can be
described as a slide, a flip, or a turn. What are the other names used to identify
these transformations?

SEE EXAMPLE 1 Identify each transformation. Then use arrow notation to describe the transformation.
p. 50 3. � �� 4. �� ��

� �

� � �� �� �� ��

� �

SEE EXAMPLE 2 5. A figure has vertices at A(-3, 2), B(-1, -1), and C(-4, -2). After a transformation,
p. 51 the image of the figure has vertices at A′(3, 2), B′(1, -1), and C′(4, -2). Draw the
preimage and image. Then identify the transformation.
y
SEE EXAMPLE 3 6. Multi-Step The coordinates of the vertices 4
p. 51 of △DEF are D(2, 3), E(1, 1), and F (4, 0).
Find the coordinates for the image of △DEF 2
after the translation (x, y) → (x - 3, y - 2).
Draw the preimage and image. x
–4 4
SEE EXAMPLE 4 7. Animation In an animated film, a simple 1
p. 52 scene can be created by translating a figure
against a still background. Write a rule for
the translation that maps the rocket from –4
position 1 to position 2.

PRACTICE AND PROBLEM SOLVING

Independent Practice Identify each transformation. Then use arrow notation to describe the transformation.
For See
Exercises Example 8. �� �� 9. � �
8–9 1
10 2 � �
11 3
�� �� � �� ��
12 4

�
TEKS TAKS � �� ��
Skills Practice p. S5
Application Practice p. S28 �

10. A figure has vertices at J(-2, 3), K(0, 3), L(0, 1), and M(-2, 1). After a transformation,
the image of the figure has vertices at J′ (2, 1), K′(4, 1), L′(4, -1), and M′(2, -1).
Draw the preimage and image. Then identify the transformation.

1- 7 Transformations in the Coordinate Plane 53

 ge07sec01/07004a
11. Multi-Step The coordinates of the vertices of rectangle ABCD are A(-4, 1),
B(1, 1), C(1, -2), and D(-4, -2). Find the coordinates for the image of
rectangle ABCD after the translation (x, y) → (x + 3, y - 2). Draw the preimage
and the image.
12. Travel Write a rule for the translation y
that maps the descent of the hot
air balloon.

Which transformation is suggested by each x

of the following?
13. mountain range and its image on a lake
14. straight line path of a band
marching down a street
15. wings of a butterfly

Given points F(3, 5), G(-1, 4), and H(5, 0), draw △FGH and its reflection
across each of the following lines.
16. the x-axis 17. the y-axis
18. Find the vertices of one of the triangles on the graph. �
Then use arrow notation to write a rule for translating �

the other three triangles.

� �
�
A transformation maps A onto B and C onto D. �� � �
19. Name the image of A. 20. Name the preimage of B. � �

21. Name the image of C. 22. Name the preimage of D. ��

23. Find the coordinates for the image of △RST with
vertices R(1, -4), S(-1, -1), and T(-5, 1) after the
translation (x, y) → (x - 2, y - 8).
24. Critical Thinking Consider the translations (x, y) → (x + 5, y + 3) and
(x, y) → (x + 10, y + 5). Compare the two translations.

Graph each figure and its image after the given translation.
_
25. MN with endpoints M(2, 8) and N(-3, 4) after the translation (x, y) → (x + 2, y - 5)
_
26. KL with endpoints K(-1, 1) and L(3, -4) after the translation (x, y) → (x - 4, y + 3)
27. Write About It Given a triangle in the coordinate plane, explain how to draw
its image after the translation (x, y) → (x + 1, y + 1).

28. This problem will prepare you for the Multi-Step � �

TAKS Prep on page 58. Greg wants to rearrange the
triangular pattern of colored stones on his patio. �� ��
� �
What combination of transformations could he �
use to transform △CAE to the image on the �� � �� �
coordinate plane?

��

54 Chapter 1 Foundations for Geometry

29. Which type of transformation maps △XYZ to △X′Y′Z′? �
Reflection Translation �
Rotation Not here ��

30. △DEF has vertices at D(-4, 2), E(-3, -3), and F(1, 4). �
Which of these points is a vertex of the image of △DEF ��
��
after the translation (x, y) → (x - 2, y + 1)?
(-2, 1) (-5, -2)
(3, 3) (-6, -1)
31. Consider the translation (1, 4) → (-2, 3). What number was added to the
x-coordinate?
-3 -1 1 7

32. Consider the translation (-5, -7) → (-2, -1). What number was added to
the y-coordinate?
-3 3 6 8

CHALLENGE AND EXTEND

33. △RST with vertices R(-2, -2), S(-3, 1), and T(1, 1) is translated by
(x, y) → (x - 1, y + 3). Then the image, △R′S′T ′, is translated by
(x, y) → (x + 4, y - 1), resulting in △R "S"T ".
a. Find the coordinates for the vertices of △R "S"T ".
b. Write a rule for a single translation that maps △RST to △R"S"T ".
34. Find the angle through which the minute hand of a clock rotates over a period
of 12 minutes.
35. A triangle has vertices A(1, 0), B(5, 0), and C(2, 2). The triangle is rotated 90°
counterclockwise about the origin. Draw and label the image of the triangle.

Determine the coordinates for the reflection image of any point A(x, y) across the
given line.
36. x-axis 37. y-axis

SPIRAL REVIEW
Use factoring to find the zeros of each function. (Previous course)
38. y = x 2 + 12x + 35 39. y = x 2 + 3x - 18
40. y = x 2 - 18x + 81 41. y = x 2 - 3x + 2

Given m∠A = 76.1°, find the measure of each of the following. (Lesson 1-4)
42. supplement of ∠A 43. complement of ∠A

Use the Distance Formula and the Pythagorean Theorem to find the distance, to the
nearest tenth, between each pair of points. (Lesson 1-6)
44. (2, 3) and (4, 6) 45. (-1, 4) and (0, 8)
46. (-3, 7) and (-6, -2) 47. (5, 1) and (-1, 3)

1- 7 Transformations in the Coordinate Plane 55

 1-7
Explore Transformations
A transformation is a movement of a figure from its original position
(preimage) to a new position (image). In this lab, you will use geometry
software to perform transformations and explore their properties.

Use with Lesson 1-7 TEKS G.2.A Geometric structure: use constructions to
explore attributes of geometric figures and to make
conjectures about geometric relationships. Also G.2.B KEYWORD: MG7 Lab1

Activity 1
1 Construct a triangle using the segment tool.
Use the text tool to label the vertices A, B, and C.

2 Select points A and B in that order. Choose Mark

Vector from the Transform menu.

3 Select △ABC by clicking on all three segments of

the triangle.

4 Choose Translate from the Transform menu, using

Marked as the translation vector. What do you
notice about the relationship between your
preimage and its image?

5 What happens when you drag a vertex or a side

of △ABC?

Try This
For Problems 1 and 2 choose New Sketch from the File menu.
1. Construct a triangle and a segment outside the
triangle. Mark this segment as a translation vector
as you did in Step 2 of Activity 1. Use Step 4 of
Activity 1 to translate the triangle. What happens
when you drag an endpoint of the new segment?
2. Instead of translating by a marked vector, use
Rectangular as the translation vector and translate
by a horizontal distance of 1 cm and a vertical
distance of 2 cm. Compare this method with the
marked vector method. What happens when you
drag a side or vertex of the triangle?
3. Select the angles and sides of the preimage and image triangles. Use the tools
in the Measure menu to measure length, angle measure, perimeter, and area.
What do you think is true about these two figures?

56 Chapter 1 Foundations for Geometry

Activity 2
1 Construct a triangle. Label the vertices G, H, and I.

2 Select point H and choose Mark Center from the

Transform menu.

3 Select ∠GHI by selecting points G, H, and I in that

order. Choose Mark Angle from the Transform menu.

4 Select the entire triangle △GHI by dragging a

selection box around the figure.

5 Choose Rotate from the Transform menu, using

Marked Angle as the angle of rotation.

6 What happens when you drag a vertex or a side

of △GHI?

Try This
For Problems 4–6 choose New Sketch from the File menu.
4. Instead of selecting an angle of the triangle as the
rotation angle, draw a new angle outside of the
triangle. Mark this angle. Mark ∠GHI as Center and
rotate the triangle. What happens when you drag
one of the points that form the rotation angle?

5. Construct △QRS, a new rotation angle, and a

point P not on the triangle. Mark P as the center
and mark the angle. Rotate the triangle. What
happens when you drag P outside, inside, or on
the preimage triangle?
6. Instead of rotating by a marked angle, use Fixed
Angle as the rotation method and rotate by a
fixed angle measure of 30°. Compare this method
with the marked angle method.
7. Using the fixed angle method of rotation, can you
find an angle measure that will result in an image
figure that exactly covers the preimage figure?

1- 7 Technology Lab 57
 SECTION 1B

Coordinate and ������

Transformation Tools
�����
Pave the Way Julia wants
to use L-shaped paving stones
to pave a patio. Two stones
will cover a 12 in. by 18 in. ������
rectangle.

1. She drew diagram ABCDEF to represent ����

� �
the patio. Find the area and perimeter
of the patio. How many paving stones
would Julia need to purchase to pave � �
the patio? If each stone costs $2.25, �����
what is the total cost of the stones for
the patio? Describe how you calculated
your answer. � �
2. Julia plans to place a fountain at the
̶̶
midpoint of AF. How far is the fountain �� ��
from B, C, E, and F ? Round to the
nearest tenth.
3. Julia used a pair of paving stones to ��
��
create another pattern for the patio.
Describe the transformation she used
to create the pattern. If she uses just � �
one transformation, how many other
patterns can she create using two stones?
� �
Draw all the possible combinations.
Describe the transformation used to
create each pattern.
� �

58 Chapter 1 Foundations for Geometry

 SECTION 1B

Quiz for Lessons 1-5 Through 1-7

1-5 Using Formulas in Geometry
Find the perimeter and area of each figure.
1. ������ 2.
�������
��
�����

�������

3. �� 4.

������ ������� ��

�������
5. Find the circumference and area of a circle with a radius of 6 m. Use the π key on
your calculator and round to the nearest tenth.

1-6 Midpoint and Distance in the Coordinate Plane

̶̶
6. Find the coordinates for the midpoint of XY with endpoints X(-4, 6) �
�
and Y(3, 8). �
̶̶
7. J is the midpoint of HK, H has coordinates (6, -2), and J has
coordinates (9, 3). Find the coordinates of K. � �
8. Using the Distance Formula, find QR and ST to the nearest tenth. �� � �
̶̶ ̶̶ �
Then determine if QR ≅ ST.
9. Using the Distance Formula and the Pythagorean Theorem, ��
�
find the distance, to the nearest tenth, from F(4, 3) to G (-3, -2).

1-7 Transformations in the Coordinate Plane

Identify the transformation. Then use arrow notation to describe
the transformation.
10. � �� 11. �� ��

� � ��
��

� �
� � �� ��
12. A graphic designer used the translation (x, y) → (x - 3, y + 2) �
�
to transform square HJKL. Find the coordinates and graph
the image of square HJKL. � �
13. A figure has vertices at X (1, 1), Y (3, 1), and Z(3, 4). �
After a transformation, the image of the figure has vertices �� � �
at X′(-1, -1), Y′(-3, -1), and Z′(-3, -4). Graph the
preimage and image. Then identify the transformation. � �
��

Ready to Go On? 59
 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
acute angle . . . . . . . . . . . . . . . . . . 21 diameter . . . . . . . . . . . . . . . . . . . . 37 plane . . . . . . . . . . . . . . . . . . . . . . . . 6
adjacent angles . . . . . . . . . . . . . . 28 distance. . . . . . . . . . . . . . . . . . . . . 13 point . . . . . . . . . . . . . . . . . . . . . . . . 6
angle . . . . . . . . . . . . . . . . . . . . . . . 20 endpoint . . . . . . . . . . . . . . . . . . . . . 7 postulate . . . . . . . . . . . . . . . . . . . . . 7
angle bisector . . . . . . . . . . . . . . . 23 exterior of an angle . . . . . . . . . . 20 preimage . . . . . . . . . . . . . . . . . . . . 50
area . . . . . . . . . . . . . . . . . . . . . . . . 36 height . . . . . . . . . . . . . . . . . . . . . . 36 radius. . . . . . . . . . . . . . . . . . . . . . . 37
base . . . . . . . . . . . . . . . . . . . . . . . . 36 hypotenuse . . . . . . . . . . . . . . . . . 45 ray . . . . . . . . . . . . . . . . . . . . . . . . . . 7
between. . . . . . . . . . . . . . . . . . . . . 14 image . . . . . . . . . . . . . . . . . . . . . . . 50 reflection . . . . . . . . . . . . . . . . . . . 50
bisect . . . . . . . . . . . . . . . . . . . . . . . 15 interior of an angle . . . . . . . . . . 20 right angle . . . . . . . . . . . . . . . . . . 21
circumference . . . . . . . . . . . . . . . 37 leg . . . . . . . . . . . . . . . . . . . . . . . . . . 45 rotation . . . . . . . . . . . . . . . . . . . . . 50
collinear . . . . . . . . . . . . . . . . . . . . . 6 length . . . . . . . . . . . . . . . . . . . . . . 13 segment . . . . . . . . . . . . . . . . . . . . . 7
complementary angles . . . . . . . 29 line . . . . . . . . . . . . . . . . . . . . . . . . . . 6 segment bisector . . . . . . . . . . . . 16
congruent angles . . . . . . . . . . . . 22 linear pair . . . . . . . . . . . . . . . . . . . 28 straight angle . . . . . . . . . . . . . . . . 21
congruent segments . . . . . . . . . 13 measure . . . . . . . . . . . . . . . . . . . . 20 supplementary angles . . . . . . . . 29
construction . . . . . . . . . . . . . . . . 14 midpoint . . . . . . . . . . . . . . . . . . . . 15 transformation . . . . . . . . . . . . . . 50
coordinate . . . . . . . . . . . . . . . . . . 13 obtuse angle. . . . . . . . . . . . . . . . . 21 translation . . . . . . . . . . . . . . . . . . 50
coordinate plane . . . . . . . . . . . . 43 opposite rays . . . . . . . . . . . . . . . . . 7 undefined term . . . . . . . . . . . . . . . 6
coplanar . . . . . . . . . . . . . . . . . . . . . 6 perimeter . . . . . . . . . . . . . . . . . . . 36 vertex . . . . . . . . . . . . . . . . . . . . . . . 20
degree . . . . . . . . . . . . . . . . . . . . . . 20 pi . . . . . . . . . . . . . . . . . . . . . . . . . . 37 vertical angles . . . . . . . . . . . . . . . 30

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? divides an angle into two congruent angles.
̶̶̶̶̶̶
2. ? are two angles whose measures have a sum of 90°.
̶̶̶̶̶̶
3. The length of the longest side of a right triangle is called the ? .
̶̶̶̶̶̶

1-1 Understanding Points, Lines, and Planes (pp. 6–11) TEKS G.1.A, G.7.A

EXAMPLES EXERCISES
■  and ST
Name the common endpoint of SR . Name each of
� �
the following.
�
� � � �
� �
 and ST
SR are opposite rays with common �
endpoint S. �
�

4. four coplanar points

5. line containing B and C
6. plane that contains A, G, and E

60 Chapter 1 Foundations for Geometry

■ Draw and label three coplanar lines Draw and label each of the following.
intersecting in one point. 7. line containing P and Q
8. pair of opposite rays both containing C
�
�
� 9. CD
 intersecting plane P at B
�

1-2 Measuring and Constructing Segments (pp. 13–19) TEKS G.2.A, G.2.B, G.3.B, G.7.C

EXAMPLES EXERCISES
̶
■ Find the length of XY . � �
Find each length. � � � �
XY = ⎜-2 - 1⎟ 10. JL 11. HK
= ⎜-3⎟ = 3 �� � � �� �� � �
12. Y is between X and Z, ����
XY = 13.8, and XZ = 21.4.
■ S is between R and T. Find RT. Find YZ.
RT = RS + ST ������ ��� ��� ������
13. Q is between P and R.
3x + 2 = 5x - 6 + 2x
� � � Find PR. � � �
3x + 2 = 7x - 6
������
x=2 14. U is the midpoint of �������
̶
RT = 3 (2) + 2 = 8 TV , TU = 3x + 4, and
UV = 5x - 2. Find TU,
UV, and TV.
̶
15. E is the midpoint of DF , DE = 9x, and
EF = 4x + 10. Find DE, EF, and DF.

1-3 Measuring and Constructing Angles (pp. 20–27) TEKS G.1.A, G.1.B, G.2.A, G.2.B, G.3.B

EXAMPLES EXERCISES
■ Classify each angle as acute, right, or obtuse. 16. Classify each angle as acute, right, or obtuse.
� ∠ABC acute;
∠CBD acute; � �
�
∠ABD obtuse; ���
��� ∠DBE acute; ���
��� ��� ∠CBE obtuse � � �
� � �
17. m∠HJL = 116°.
̶ �
■ KM bisects ∠JKL, m∠JKM = (3x + 4)°, and Find m∠HJK. �
�����������
m∠MKL = (6x - 5)°. Find m∠JKL.
18. NP
 bisects ∠MNQ,
3x + 4 = 6x - 5 Def. of ∠ bisector m∠MNP = (6x - 12)°,
3x + 9 = 6x Add 5 to both sides. and m∠PNQ = (4x + 8)°. �����������
9 = 3x Subtract 3x from both sides. Find m∠MNQ. � �
x=3 Divide both sides by 3.

m∠JKL = 3x + 4 + 6x - 5
= 9x -1
= 9 (3) - 1 = 26°

Study Guide: Review 61

 1-4 Pairs of Angles (pp. 28–33) TEKS G.1.A, G.2.B

EXAMPLES EXERCISES
■ Tell whether the angles are only adjacent, Tell whether the angles are only adjacent, adjacent
adjacent and form a linear pair, or not and form a linear pair, or not adjacent.
adjacent.
19. ∠1 and ∠2
∠1 and ∠2 are only adjacent.
20. ∠3 and ∠4
� � ∠2 and ∠4 are not adjacent. � �
�
� � ∠2 and ∠3 are adjacent and 21. ∠2 and ∠5 � �
form a linear pair.
∠1 and ∠4 are adjacent and form
a linear pair.
Find the measure of the complement and
supplement of each angle.
■ Find the measure of the complement and
supplement of each angle. 22. 23.
90 - 67.3 = 22.7°
���������
180 - 67.3 = 112.7° ������
������
90 - (3x - 8) = (98 - 3x)°
180 - (3x - 8) = (188 - 3x)°
24. An angle measures 5 degrees more than 4 times
��������� its complement. Find the measure of the angle.

1-5 Using Formulas in Geometry (pp. 36–41) TEKS G.1.A, G.1.B, G.8.A

EXAMPLES EXERCISES
■ Find the perimeter and area of the triangle. Find the perimeter and area of each figure.
P = 2x + 3x + 5 + 10 25. ������ 26.
�� = 5x + 15 �����
�� ��
A=_ 1 (3x + 5)(2x)
2
������ = 3x 2 + 5x 27. 28. ������
��
�
■ Find the circumference and area of the circle ��
to the nearest tenth. �����

C = 2π r
= 2π (11) Find the circumference and area of each circle to the
����� nearest tenth.
= 22π
≈ 69.1 cm 29. 30.
A = πr2 ���� �����
= π (11) 2
= 121π
≈ 380.1 cm 2
31. The area of a triangle is 102 m 2. The base of the
triangle is 17 m. What is the height of the triangle?

62 Chapter 1 Foundations for Geometry

1-6 Midpoint and Distance in the Coordinate Plane (pp. 43–49) TEKS G.1.A, G.7.A,

G.7.C, G.8.C
EXAMPLES EXERCISES
̶ ̶
■ X is the midpoint of CD . C has coordinates Y is the midpoint of AB . Find the missing coordinates
(-4, 1), and X has coordinates (3, -2). of each point.
Find the coordinates of D. 32. A(3, 2); B(-1, 4); Y ( , )
(
(3, -2) = _-4 + x _
2
,
1+y
2 ) 33. A(5, 0); B ( , ); Y (-2, 3)
-4 + x 1+y
3= _ -2 = _ 34. A ( , ); B(-4, 4); Y (-2, 3)
2 2
6 = -4 + x -4 = 1 + y
Use the Distance Formula and the Pythagorean
10 = x -5 = y Theorem to find the distance, to the nearest tenth,
The coordinates of D are (10, -5). between each pair of points.
35. X(-2, 4) and Y(6, 1)
■ Use the Distance Formula and the
Pythagorean Theorem to find the distance, 36. H(0, 3) and K (-2, -4)
to the nearest tenth, from (1, 6) to (4, 2). 37. L(-4, 2) and M(3, -2)
d = √4
- (1) 2 + 2 - (6) 2 c2 = a 2 + b 2
= √
3 2 + (-4) 2 = 32 + 42
= √
9 + 16 = 9 + 16 = 25

= √25 
c = √25
= 5.0 = 5.0

1-7 Transformations in the Coordinate Plane (pp. 50–55) TEKS G.1.A, G.5.C

EXAMPLES EXERCISES
■ Identify the transformation. Then use arrow Identify each transformation. Then use arrow
notation to describe the transformation. notation to describe the transformation.
� �� 38. � � �� ��

� �
� � �� ��

The transformation is a reflection. �� ��

△ABC → △A′B′C′
39. � � �� ��

■ The coordinates of the vertices of rectangle

HJKL are H(2, -1), J (5, -1), K (5, -3), and
� � �� ��
L (2, -3). Find the coordinates of the image
of rectangle HJKL after the translation 40. The coordinates for the vertices of △XYZ are
(x, y) → (x - 4, y + 1). X(-5, -4), Y(-3, -1), and Z(-2, -2). Find the
H′ = (2 - 4, -1 + 1) = H′(-2, 0) coordinates for the image of △XYZ after the
J′ = (5 - 4, -1 + 1) = J′(1, 0) translation (x, y) → (x + 4, y + 5).
K′ = (5 - 4, -3 + 1) = K′(1, -2)
L′ = (2 - 4, -3 + 1) = L′(-2, -2)

Study Guide: Review 63

 1. Draw and label plane N containing two lines that intersect at B.
�
�
Use the figure to name each of the following. �
2. four noncoplanar points 3. line containing B and E � � �

4. The coordinate of A is -3, and the coordinate of B is 0.5. Find AB.

5. E, F, and G represent mile markers � ������ � �� �
along a straight highway. Find EF.
������
̶
6. J is the midpoint of HK . Find HJ, JK, and HK. � ������ � ������ �

Classify each angle by its measure.

7. m∠LMP = 70° 8. m∠QMN = 90° 9. m∠PMN = 125°
 bisects ∠RTS. If the m∠RTV = (16x - 6)° and m∠VTS = (13x + 9)°, what is the
10. TV
m∠RTV?
11. An angle’s measure is 5 degrees less than 3 times the measure of its supplement.
Find the measure of the angle and its supplement.

Tell whether the angles are only adjacent, adjacent and form a linear pair, or not adjacent.
12. ∠2 and ∠3 13. ∠4 and ∠5 14. ∠1 and ∠4
�
� �
15. Find the perimeter and area of a rectangle with b = 8 ft and h = 4 ft.
� �

Find the circumference and area of each circle to the nearest tenth.
16. r = 15 m 17. d = 25 ft 18. d = 2.8 cm
19. Find the midpoint of the segment with endpoints (-4, 6) and (3, 2).
̶
20. M is the midpoint of LN . M has coordinates (-5, 1), and L has coordinates (2, 4).
Find the coordinates of N.
̶ ̶
21. Given A(-5, 1), B(-1, 3), C(1, 4), and D (4, 1), is AB ≅ CD ? Explain.

Identify each transformation. Then use arrow notation to describe the transformation.
22. � �� �� 23. � � �� ��

� � �� ��

� � ��

24. A designer used the translation � �

�
(x, y) → (x + 3, y - 3) to transform a
triangular-shaped pin ABC. Find the
coordinates and draw the image � � �
of △ABC. �� � �

64 Chapter 1 Foundations for Geometry

FOCUS ON SAT
The SAT has three sections: Math, Critical Reading, and On SAT multiple-choice questions, you
Writing. Your SAT scores show how you compare with receive one point for each correct answer,
other students. It can be used by colleges to determine but you lose a fraction of a point for
admission and to award merit-based financial aid. each incorrect response. Guess only when
you can eliminate at least one of the
answer choices.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

1. Points D, E, F, and G are on a line, in that order. 4. What is the area of the square?
If DE = 2, FG = 5, and DF = 6, what is the value
(A) 16 �
of EG(DG)?
(B) 25
(A) 13 �
(C) 32
(B) 18
(D) 36
(C) 19 �
(E) 41 �� �
(D) 42
��
(E) 99

 bisects ∠PQR, m∠PQR = (4x + 2)°, and

2. QS 5. If ∠BFD and ∠AFC are right angles and
m∠SQR = (3x - 6)°. What is the value of x? m∠CFD = 72°, what is the value of x?
(A) 1 �
�
(B) 4 �
(C) 7 ��
� � �
(D) 10
(E) 19 Note: Figure not drawn to scale.
(A) 18
(B) 36
3. A rectangular garden is enclosed by a brick
border. The total length of bricks used to (C) 72
enclose the garden is 42 meters. If the length of (D) 90
the garden is twice the width, what is the area
of the garden? (E) 108

(A) 7 meters
(B) 14 meters
(C) 42 meters
(D) 42 square meters
(E) 98 square meters

College Entrance Exam Practice 65

 Multiple Choice: Work Backward
When you do not know how to solve a multiple-choice test item, use the answer
choices and work the question backward. Plug in the answer choices to see which
choice makes the question true.

̶
T is the midpoint of RC, RT = 12x - 8, and TC = 28. What is the value of x?
-4 3 ������� ��

2 28 � � �

̶
Since T is the midpoint of RC , then RT = RC, or 12x - 8 = 28.
Find what value of x makes the left side of the equation equal 28.

Try choice A: If x = -4, then 12x - 8 = 12 (-4) - 8 = -56.

This choice is not correct because length is always a positive number.

Try choice B: If x = 2, then 12x - 8 = 12 (2) - 8 = 16.

Since 16 ≠ 28, choice B is not the answer.

Try choice C: If x = 3, then 12x - 8 = 12 (3) - 8 = 28.

Since 28 = 28, the correct answer is C, 3.

Joel used 6400 feet of fencing to make a rectangular horse pen. The width of the
pen is 4 times as long as the length. What is the length of the horse pen?
25 feet 640 feet
�
480 feet 1600 feet
��
Use the formula P = 2ℓ + 2w. P = 6400 and w = 4 ℓ. You can work backward to
determine which answer choice is the most reasonable.

Try choice J: Use mental math. If ℓ = 1600, then 4 ℓ = 6400. This choice is not reasonable
because the perimeter of the pen would then be far greater than 6400 feet.

Try choice F: Use mental math. If ℓ = 25, then 4ℓ = 100. This choice is incorrect because
the perimeter of the pen is 6400 ft, which is far greater than 2 (25) + 2 (100).

Try choice H: If ℓ = 640, then 4ℓ = 2560. When you substitute these values into the
perimeter formula, it makes a true statement.

The correct answer is H, 640 ft.

66 Chapter 1 Foundations for Geometry

Read each test item and answer the questions When you work a test question backward start
that follow. ���� with choice C. The choices are usually listed
in order from least to greatest. If choice C is
incorrect because it is too low, you do not need
Item A
to plug in the smaller numbers.
The measure of an angle is 3 times as great
as that of its complement. Which value is the
measure of the smaller angle?
Item D
22.5° 63.5° △QRS has vertices at Q(3, 5), R(3, 9), and
S(7, 5). Which of these points is a vertex of
27.5° 67.5°
the image of △QRS after the translation
(x, y) → (x - 7, y - 6)?
1. Are there any definitions that you can use to � �
�
solve this problem? If so, what are they?
�
2. Describe how to work backward to find the
correct answer. � �
�

�
�
Item B � � � � �
In a town’s annual relay marathon race, the
second runner of each team starts at mile (-4, 3) (4, 1)
marker 4 and runs to the halfway point of the
(0, 0) (4, -3)
26-mile marathon. At that point the second
runner passes the relay baton to the third
runner of the team. How many total miles
7. Explain how to use mental math to find an
does the second runner of each team run?
answer that is NOT reasonable.
4 miles 9 miles
8. Describe, by working backward, how you
6.5 miles 13 miles can determine the correct answer.

3. Which answer choice should you plug in

first? Why? Item E
4. Describe, by working backward, how you  bisects ∠PTR. If m∠PTS = (9x + 2)° and
TS
know that choices F and G are not correct. m∠STR = (x + 18)°, what is the value of x?

�
�
Item C �
Consider the translation (-2, 8) → (8, -4). �
What number was added to the x-coordinate?
-10 2
-12 4
0 20
-6 10

9. Explain how to use mental math to find an

5. Which answer choice should you plug in answer that is NOT reasonable.
first? Why?
10. Describe how to use the answer choices
6. Explain how to work the test question to work backward to find which answer
backward to determine the correct answer. is reasonable.

TAKS Tackler 67
 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTER 1

Multiple Choice Use the diagram for Items 8–10.

Use the diagram for Items 1–3. ���

� �

�
�����
�
�
� � �
�
�
8. Which of these angles is adjacent to ∠MQN?
1. Which points are collinear? ∠QMN ∠QNP

A, B, and C A, B, and E ∠NPQ ∠PQN

B, C, and D B, D, and E
9. What is the area of △NQP?
2. What is another name for plane R? 3.7 square meters 7.4 square meters

Plane C Plane ACE 6.8 square meters 13.6 square meters

Plane AB Plane BDE

10. Which of the following pairs of angles are
complementary?
3. Use your protractor to find the approximate
measure of ∠ABD. ∠MNQ and ∠QNP

123° 77° ∠NQP and ∠QPN

117° 63° ∠MNP and ∠QNP

∠QMN and ∠NPQ
4. S is between R and T. The distance between ̶
R and T is 4 times the distance between S and T. 11. K is the midpoint of JL . J has coordinates
If RS = 18, what is RT? (2, -1), and K has coordinates (-4, 3).
24 14.4 What are the coordinates of L?

22.5 6 (3, -2) (-1, 1)

(1, -1) (-10, 7)
5. A ray bisects a straight angle into two congruent
angles. Which term describes each of the 12. A circle with a diameter of 10 inches has a
congruent angles that are formed? circumference equal to the perimeter of a square.
Acute Right To the nearest tenth, what is the length of each
side of the square?
Obtuse Straight
2.5 inches 5.6 inches
̶ 3.9 inches 7.9 inches
6. Which expression states that AB is congruent
̶
to CD ?
AB ≅ CD
̶
AB = CD
̶ 13. The map coordinates of a campground are
̶ ̶ (1, 4), and the coordinates of a fishing pier
AB = CD AB ≅ CD are (4, 7). Each unit on the map represents
1 kilometer. If Alejandro walks in a straight line
7. The measure of an angle is 35°. What is the from the campground to the pier, how many
measure of its complement? kilometers, to the nearest tenth, will he walk?
35° 55° 3.5 kilometers 6.0 kilometers
45° 145° 4.2 kilometers 12.1 kilometers

68 Chapter 1 Foundations for Geometry

 STANDARDIZED TEST PREP
For many types of geometry problems, it may be Short Response
���� helpful to draw a diagram and label it with the
23. △ABC has vertices A(-2, 0), B(0, 0), and
information given in the problem. This method
C(0, 3). The image of △ABC has vertices
is a good way of organizing the information and
A′(1, -4), B′(3, -4), and C′(3, -1).
helping you decide how to solve the problem.
a. Draw △ABC and its image △A′B′C′ on a
coordinate plane.
14. m∠R is 57°. What is the measure of its
supplement? b. Write a rule for the transformation of △ABC
using arrow notation.
33° 123°
43° 133° 24. You are given the measure of ∠4. You also know
the following angles are supplementary: ∠1 and
15. What rule would you use to translate a triangle ∠2, ∠2 and ∠3, and ∠1 and ∠4.
4 units to the right?
�
(x, y) → (x + 4, y) �
�
�

(x, y) → (x - 4, y)
(x, y) → (x, y + 4) Explain how you can determine the measures of
∠1, ∠2, and ∠3.
(x, y) → (x, y - 4)
̶ 25. Marian is making a circular tablecloth from a
16. If WZ bisects ∠XWY, which of the following rectangular piece of fabric that measures 6 yards
statements is true?
by 4 yards. What is the area of the largest circular
m∠XWZ > m∠YWZ piece that can be cut from the fabric? Leave your
m∠XWZ < m∠YWZ answer in terms of π. Show your work or explain
in words how you found your answer.
m∠XWZ = m∠YWZ
m∠XWZ ≅ m∠YWZ
Extended Response
17. The x- and y-axes separate the coordinate plane
into four regions, called quadrants. If (c, d) is
26. Demara is creating a design using a computer
illustration program. She begins by drawing the
a point that is not on the axes, such that c < 0
rectangle shown on the coordinate grid.
and d < 0, which quadrant would contain
point (c, d)? �� �
�
I III
� �
II IV
�
�� � �
Gridded Response
18. The measure of ∠1 is 4 times the measure of ��
its supplement. What is the measure, in degrees,
of ∠1?
a. Demara translates rectangle PQRS using the
rule (x, y) → (x - 4, y - 6). On a copy of the
19. The exits for Market St. and Finch St. are coordinate grid, draw this translation and label
3.5 miles apart on a straight highway. The exit each vertex.
for King St. is at the midpoint between these two
exits. How many miles apart are the King St. and b. Describe one way that Demara could have
Finch St. exits? moved rectangle PQRS to the same position in
part a using a reflection and then a translation.
20. R has coordinates (-4, 9). S has coordinates c. On the same coordinate grid, Demara reflects
(4, -6). What is RS? rectangle PQRS across the x-axis. She draws a
figure with vertices at (1, -3), (3, -3), (3, -5),
and (1, -5). Did Demara reflect rectangle PQRS
21. If ∠A is a supplement of ∠B and is a right angle,
correctly? Explain your answer.
then what is m∠B in degrees?

22. ∠C and ∠D are complementary. m∠C is 4 times

m∠D. What is m∠C?

Cumulative Assessment, Chapter 1 69

 Geometric
Reasoning
2A Inductive and Deductive
Reasoning
2-1 Using Inductive Reasoning to
Make Conjectures
2-2 Conditional Statements
2-3 Using Deductive Reasoning to
Verify Conjectures
Lab Solve Logic Puzzles
2-4 Biconditional Statements and
Definitions

2B Mathematical Proof
2-5 Algebraic Proof
2-6 Geometric Proof
Lab Design Plans for Proofs
2-7 Flowchart and Paragraph Proofs
Ext Introduction to Symbolic Logic

KEYWORD: MG7 ChProj

A corn maze from

the 7A Ranch near
Hondo

70 Chapter 2
 Vocabulary
Match each term on the left with a definition on the right.
1. angle A. a straight path that has no thickness and extends forever
2. line B. a figure formed by two rays with a common endpoint
3. midpoint C. a flat surface that has no thickness and extends forever
4. plane D. a part of a line between two points
5. segment E. names a location and has no size
F. a point that divides a segment into two congruent segments

Angle Relationships
Select the best description for each labeled angle pair.
6. 7. 8.
� �
� �
�
�

linear pair or adjacent angles or supplementary angles or

vertical angles vertical angles complementary angles

Classify Real Numbers

Tell if each number is a natural number, a whole number, an integer, or a rational number.
Give all the names that apply.
9. 6 10. –0.8 11. –3
12. 5.2 13. 3
_ 14. 0
8

Points, Lines, and Planes

Name each of the following.
15. a point �
�
16. a line
�
17. a ray � �
�
18. a segment �

19. a plane

Solve One-Step Equations

Solve.
20. 8 + x = 5 21. 6y = -12 22. 9 = 6s
23. p - 7 = 9 z =5
24. _ 25. 8.4 = -1.2r
5

Geometric Reasoning 71
 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
conjecture conjetura vocabulary terms in the chapter, consider
the following. You may refer to the chapter,
counterexample contraejemplo the glossary, or a dictionary if you like.
deductive reasoning razonamiento 1. The word counterexample is made up
deductivo of two words: counter and example. In
inductive reasoning razonamiento inductivo this case, counter means “against.” What
is a counterexample to the statement “All
polygon polígono numbers are positive”?
proof demostración 2. The root of the word inductive is ducere,
which means “to lead.” When you are
quadrilateral cuadrilátero
inducted into a club, you are “led into”
theorem teorema membership. When you use inductive
reasoning in math, you start with specific
triangle triángulo examples. What do you think inductive
reasoning leads you to?
3. In Greek, the word poly means “many,”
and the word gon means “angle.” How can
you use these meanings to understand the
term polygon ?

2-3 2-6
Geometry TEKS Les. Les. Les. Geo. Les. Les. Les. Geo. Les.
2-1 2-2 2-3 Lab 2-4 2-5 2-6 Lab 2-7 Ext.

G.1.A Geometric structure* develop an awareness of the ★ ★ ★

structure of a mathematical system, connecting
definitions, postulates, logical reasoning, and theorems
G.2.B Geometric structure* make conjectures ... and determine ★ ★ ★
the validity of the conjectures, ...
G.3.A Geometric structure* determine the validity of a ★ ★
conditional statement, its converse, inverse, and
contrapositive
G.3.B Geometric structure* construct and justify statements ★ ★ ★ ★ ★
about geometric figures and their properties
G.3.C Geometric structure* use logical reasoning to prove ★ ★ ★ ★ ★ ★ ★
statements are true and find counterexamples to
disprove statements that are false
G.3.D Geometric structure* use inductive reasoning to ★
formulate a conjecture
G.3.E Geometric structure* use deductive reasoning to prove a ★ ★ ★ ★ ★
statement
G.4.A Geometric structure* select an appropriate ★ ★
representation ... in order to solve problems
G.5.B Geometric patterns* use numeric and geometric patterns ★
to make generalizations about geometric properties ...
* Knowledge and skills are written out completely on pages TX28–TX35.

72 Chapter 2
Reading Strategy: Read and Interpret a Diagram
A diagram is an informational tool. To correctly read a diagram, you must
know what you can and cannot assume based on what you see in it.

✔ Collinear points ✘ Measures of segments

✔ Betweenness of points ✘ Measures of angles
✔ Coplanar points ✘ Congruent segments
✔ Straight angles and lines ✘ Congruent angles
✔ Adjacent angles ✘ Right angles
✔ Linear pairs of angles
✔ Vertical angles

If a diagram includes labeled information, such as an angle measure

or a right angle mark, treat this information as given.

� � �

✔ Points A, B, and C are collinear. ✘ ∠CBD is acute.

✔ Points A, B, C, and D are coplanar. ✘ ∠ABD is obtuse.
✔ B is between A and C. ̶̶ ̶̶
✘ AB ≅ BC
 is a line.
✔ AC
✔ ∠ABD and ∠CBD are adjacent angles.
✔ ∠ABD and ∠CBD form a linear pair.

Try This

List what you can and cannot assume from each diagram.

1. 2. � �
�

�
� � � �

Geometric Reasoning 73
 2-1 Using Inductive Reasoning
to Make Conjectures
TEKS G.3.D Geometric structure: use inductive reasoning to formulate a conjecture.
Also G.2.B, G.5.B
Objectives Who uses this?
Use inductive reasoning Biologists use inductive
to identify patterns and reasoning to develop
make conjectures.
theories about migration
Find counterexamples to patterns.
disprove conjectures.
Biologists studying the
Vocabulary
migration patterns of
inductive reasoning
conjecture California gray whales
counterexample developed two theories about
the whales’ route across
Monterey Bay. The whales
either swam directly across the
bay or followed the shoreline.

EXAMPLE 1 Identifying a Pattern

Find the next item in each pattern.
A Monday, Wednesday, Friday, …
Alternating days of the week make up the pattern.
The next day is Sunday.

B 3, 6, 9, 12, 15, …
Multiples of 3 make up the pattern. The next multiple is 18.

C ←, ↖, ↑, …
In this pattern, the figure rotates 45° clockwise each time.
The next figure is ↗.

1. Find the next item in the pattern 0.4, 0.04, 0.004, …

When several examples form a pattern and you assume the pattern will
continue, you are applying inductive reasoning. Inductive reasoning is the
process of reasoning that a rule or statement is true because specific cases are
true. You may use inductive reasoning to draw a conclusion from a pattern.
A statement you believe to be true based on inductive reasoning is called
a conjecture .

EXAMPLE 2 Making a Conjecture

Complete each conjecture.
A The product of an even number and an odd number is ̶̶̶
? .
List some examples and look for a pattern.
(2)(3) = 6 (2)(5) = 10 (4)(3) = 12 (4)(5) = 20
The product of an even number and an odd number is even.

74 Chapter 2 Geometric Reasoning

 Complete each conjecture.
B The number of segments formed by n collinear points is ̶̶̶
? .
Draw a segment. Mark points on the segment, and count the number of
individual segments formed. Be sure to include overlapping segments.

Points Segments
2 1
3 2+1=3
4 3+2+1=6
5 4 + 3 + 2 + 1 = 10

The number of segments formed by n collinear points is the sum of the

whole numbers less than n.

2. Complete the conjecture: The product of two odd numbers

is ? .
̶̶̶

EXAMPLE 3 Biology Application

To learn about the migration behavior of
California gray whales, biologists observed
whales along two routes. For seven days
they counted the numbers of whales seen
along each route. Make a conjecture
based on the data.

Numbers of Whales Each Day

Direct Route 1 3 0 2 1 1 0
Shore Route 7 9 5 8 8 6 7

More whales were seen along the shore route each day.
The data supports the conjecture that most California
gray whales migrate along the shoreline.

3. Make a conjecture about the lengths of male

and female whales based on the data.

Average Whale Lengths

Length of Female (ft) 49 51 50 48 51 47
Length of Male (ft) 47 45 44 46 48 48

To show that a conjecture is always true, you must prove it.

To show that a conjecture is false, you have to find only one example
in which the conjecture is not true. This case is called a counterexample .
A counterexample can be a drawing, a statement, or a number.

Inductive Reasoning
1. Look for a pattern
2. Make a conjecture.
3. Prove the conjecture or find a counterexample.

2- 1 Using Inductive Reasoning to Make Conjectures 75

 EXAMPLE 4 Finding a Counterexample
Show that each conjecture is false by finding a counterexample.
A For all positive numbers n, n 1 ≤ n. _
Pick positive values for n and substitute them into the equation to see
if the conjecture holds.
Let n = 1. Since _ 1
n = 1 and 1 ≤ 1, the conjecture holds.
Let n = 2. Since _ 1 _ 1 _1
n = 2 and 2 ≤ 2, the conjecture holds.
Let n = _1 . Since _
1 _ 1 = 2 and 2 ≰ _ 1 , the conjecture is false.
2 n= _ 1 2
2
n=_ 1 is a counterexample.
2
B For any three points in a plane, there are three different lines that
contain two of the points.
Draw three collinear points.

If the three points are collinear, the conjecture is false.

C The temperature in Abilene, Texas, never exceeds 100°F during the

spring months (March, April, and May).

Monthly High Temperatures (°F) in Abilene, Texas

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
88 89 97 99 107 109 110 107 106 103 92 89

The temperature in May was 107°F, so the conjecture is false.

Show that each conjecture is false by finding a counterexample.

4a. For any real number x, x 2 ≥ x.
4b. Supplementary angles are adjacent.
4c. The radius of every planet in the solar system is less than
50,000 km.
Planets’ Diameters (km)
Mercury Venus Earth Mars Jupiter Saturn Uranus Nepture Pluto
4880 12,100 12,800 6790 143,000 121,000 51,100 49,500 2300

THINK AND DISCUSS

1. Can you prove a conjecture by giving one
example in which the conjecture is true? ��
Explain your reasoning.
��
2. GET ORGANIZED Copy
and complete the graphic
organizer. In each box, ����������� ����������� ����������
describe the steps of the
inductive reasoning process.

76 Chapter 2 Geometric Reasoning

 2-1
Exercises KEYWORD: MG7 2-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Explain why a conjecture may be true or false.

SEE EXAMPLE 1 Find the next item in each pattern.

p. 74 2. March, May, July, … 1, _
3. _ 3, …
2, _ 4.
3 4 5 � � ���
SEE EXAMPLE 2 Complete each conjecture.
p. 74 5. The product of two even numbers is ? .
̶̶̶
6. A rule in terms of n for the sum of the first n odd positive integers is ? .
̶̶̶
SEE EXAMPLE 3 7. Biology A laboratory culture contains 150 bacteria. After twenty minutes, the
p. 75 culture contains 300 bacteria. After one hour, the culture contains 1200 bacteria.
Make a conjecture about the rate at which the bacteria increases.

SEE EXAMPLE 4 Show that each conjecture is false by finding a Age at

p. 76 counterexample. President Inauguration
8. Kennedy is the youngest U.S. president to be
Washington 57
inaugurated.
T. Roosevelt 42
9. Three points on a plane always form a triangle. Truman 60
Kennedy 43
10. For any real number x, if x 2 ≥ 1, then x ≥ 1.
Clinton 46

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the next item in each pattern.
For See
Exercises Example 11. 8 A.M., 11 A.M., 2 P.M., … 12. 75, 64, 53, … 13. △, □, ,…
11–13 1
14–15 2 Complete each conjecture.
16 3 14. A rule in terms of n for the sum of the first n even positive integers is ? .
̶̶̶
17–19 4
15. The number of nonoverlapping segments formed by n collinear points is ? .
̶̶̶
TEKS TAKS 16. Industrial Arts About 5% of the students at Lubbock High School usually
Skills Practice p. S6
participate in the robotics competition. There are 526 students in the school
Application Practice p. S29
this year. Make a conjecture about the number of students who will participate
in the robotics competition this year.

Show that each conjecture is false by finding a counterexample.

17. If 1 - y > 0, then 0 < y < 1.
18. For any real number x, x 3 ≥ x 2.
19. Every pair of supplementary angles includes one obtuse angle.

Make a conjecture about each pattern. Write the next two items.
20. 2, 4, 16, … 1, _
21. _ 1, _
1, … 22. –3, 6, –9, 12, …
2 4 8
23. Draw a square of dots. Make a conjecture about the
number of dots needed to increase the size of the square
from n × n to (n + 1) × (n + 1).

2- 1 Using Inductive Reasoning to Make Conjectures 77

 Determine if each conjecture is true. If not, write or draw a counterexample.
24. Points X, Y, and Z are coplanar.
25. If n is an integer, then –n is positive.
26. In a triangle with one right angle, two of the sides are congruent.
27. If BD
 bisects ∠ABC, then m∠ABD = m∠CBD.
28. Estimation The Westside High School Day Money Raised ($)
band is selling coupon books to raise
1 146.25
money for a trip. The table shows the
amount of money raised for the first four 2 195.75
days of the sale. If the pattern continues,
Math History estimate the amount of money raised
3 246.25
4 295.50
during the sixth day.
29. Write each fraction in the pattern _ 1 ,_ 3 , … as a repeating decimal. Then write a
2 ,_
11 11 11
description of the fraction pattern and the resulting decimal pattern.
30. Math History Remember that a prime number is a whole number greater than
1 that has exactly two factors, itself and 1. Goldbach’s conjecture states that every
even number greater than 2 can be written as the sum of two primes. For example,
Goldbach first stated 4 = 2 + 2. Write the next five even numbers as the sum of two primes.
his conjecture in a
letter to Leonhard 31. The pattern 1, 1, 2, 3, 5, 8, 13, 21, … is known as the Fibonacci sequence. Find the
Euler in 1742. Euler, next three terms in the sequence and write a conjecture for the pattern.
a Swiss mathematician �� �� ��
32. Look at a monthly calendar and pick any
who published over
800 papers, replied, “I three squares in a row—across, down, or
consider [the conjecture] diagonal. Make a conjecture about the �� �� ��
a theorem which is quite number in the middle.
true, although I cannot �� �� ��
demonstrate it.”
33. Make a conjecture about the value of 2n - 1
when n is an integer.
34. Critical Thinking The turnaround date for migrating gray whales occurs when
the number of northbound whales exceeds the number of southbound whales.
Make a conjecture about the turnaround date, based on the table below.
What factors might affect the validity of your conjecture in the future?

Migration Direction of Gray Whales

Feb. 16 Feb. 17 Feb. 18 Feb. 19 Feb. 20 Feb. 21 Feb. 22
Southbound 0 2 3 0 1 1 0
Northbound 0 0 2 5 3 2 1

35. Write About It Explain why a true conjecture about even numbers does not
necessarily hold for all numbers. Give an example to support your answer.

36. This problem will prepare you for “And how man
y hours a
day did you do
the Multi-Step TAKS Prep on page 102. lessons?”
said Alice, in a hu
a. For how many hours did the rry to
change the subj
Mock Turtle do lessons on ect.
the third day? “Ten hours the
first day,”
said the Mock Tu
b. On what day did the Mock rtle: “nine
the next, and so
Turtle do 1 hour of lessons? on.”

78 Chapter 2 Geometric Reasoning

37. Which of the following conjectures is false?
If x is odd, then x + 1 is even.
The sum of two odd numbers is even.
The difference of two even numbers is positive.
If x is positive, then –x is negative.

38. A student conjectures that if x is a prime number, then x + 1 is not prime.

Which of the following is a counterexample?
x = 11 x=6 x=3 x=2

39. The class of 2004 holds a reunion each year. In 2005, 87.5% of the 120 graduates
attended. In 2006, 90 students went, and in 2007, 75 students went. About how
many students do you predict will go to the reunion in 2010?
12 15 24 30

CHALLENGE AND EXTEND

40. Multi-Step Make a table of values for the rule x 2 + x + 11 when x is an integer
from 1 to 8. Make a conjecture about the type of number generated by the rule.
Continue your table. What value of x generates a counterexample?
41. Political Science Presidential elections are held every four years. U.S. senators
are elected to 6-year terms, but only __13 of the Senate is up for election every two
years. If __13 of the Senate is elected during a presidential election year, how many
years must pass before these same senate seats are up for election during another
presidential election year?
42. Physical Fitness Rob is training for the President’s Challenge physical fitness
program. During his first week of training, Rob does 15 sit-ups each day. He will add
20 sit-ups to his daily routine each week. His goal is to reach 150 sit-ups per day.
a. Make a table of the number of sit-ups Rob does each week from week 1 through
week 10.
b. During which week will Rob reach his goal?
c. Write a conjecture for the number of sit-ups Rob does during week n.
̶̶ ̶̶
43. Construction Draw AB. Then construct point C so that it is not on AB and is the
̶̶ ̶̶
same distance from A and B. Construct AC and BC. Compare m∠CAB and m∠CBA
and compare AC and CB. Make a conjecture.

SPIRAL REVIEW
Determine if the given point is a solution to y = 3x - 5. (Previous course)
44. (1, 8) 45. (-2, -11) 46. (3, 4) 47. (-3.5, 0.5)

Find the perimeter or circumference of each of the following. Leave answers in

terms of x. (Lesson 1-5)
48. a square whose area is x 2 49. a rectangle with dimensions x and 4x - 3
50. a triangle with side lengths of x + 2 51. a circle whose area is 9πx 2

A triangle has vertices (-1, -1), (0, 1), and (4, 0). Find the coordinates for the
vertices of the image of the triangle after each transformation. (Lesson 1-7)
52. (x, y) → (x, y + 2) 53. (x, y) → (x + 4, y - 1)

2- 1 Using Inductive Reasoning to Make Conjectures 79

 Venn Diagrams
Number Theory
Recall that in a Venn diagram, ovals are used to represent each set.
The ovals can overlap if the sets share common elements.

The real number system contains an infinite number of subsets.

The following chart shows some of them. Other examples of subsets
See Skills Bank are even numbers, multiples of 3, and numbers less than 6.
pages S53 and S81

Set Description Examples

Natural numbers The counting numbers 1, 2, 3, 4, 5, …

Whole numbers The set of natural numbers and 0 0, 1, 2, 3, 4, …

Integers The set of whole numbers and their opposites …, -2, -1, 0, 1, 2, …

Rational numbers The set of numbers that can be written as a ratio 3 , 5, -2, 0.5, 0
-_
of integers 4

Irrational numbers The set of numbers that cannot be written as a

π, √
10 , 8 + √
2
ratio of integers

Example
Draw a Venn diagram to show the relationship between the set of even numbers
and the set of natural numbers.

The set of even numbers includes all numbers that are divisible by 2. This includes
natural numbers such as 2, 4, and 6. But even numbers such as –4 and –10 are not
natural numbers.

So the set of even numbers includes some, but not all, elements in the set of
natural numbers. Similarly, the set of natural numbers includes some, but not all,
even numbers.
������������

Draw a rectangle to represent all real numbers.

������� �����
������� � ������� Draw overlapping ovals to represent the sets
�� �� of even and natural numbers. You may write
� �
��� individual elements in each region.
� ���

Try This TAKS Grades 9–11 Obj. 1, 10

Draw a Venn diagram to show the relationship between the given sets.
1. natural numbers, 2. odd numbers, 3. irrational numbers,
whole numbers whole numbers integers

80 Chapter 2 Geometric Reasoning

 2-2 Conditional
Statements
TEKS G.3.A Geometric structure: determine the validity of a conditional
statement, its converse, inverse, and contrapositive. Also G.3.C
Objectives Why learn this?
Identify, write, and To identify a species of butterfly, you must
analyze the truth value of know what characteristics one butterfly
conditional statements. species has that another does not.
Write the inverse,
converse, and
It is thought that the viceroy butterfly mimics
contrapositive of a
the bad-tasting monarch butterfly to avoid
conditional statement.
being eaten by birds. By comparing the
appearance of the two butterfly species,
Vocabulary
conditional statement you can make the following conjecture:
hypothesis
conclusion
If a butterfly has a curved black line on
truth value
negation its hind wing, then it is a viceroy.
converse
inverse
contrapositive Conditional Statements
logically equivalent
statements DEFINITION SYMBOLS VENN DIAGRAM
A conditional statement is a statement that
can be written in the form “if p, then q.”
�
The hypothesis is the part p of a conditional p→q
statement following the word if. �

The conclusion is the part q of a conditional

statement following the word then.

By phrasing a conjecture as an if-then statement, you can quickly identify

its hypothesis and conclusion.

EXAMPLE 1 Identifying the Parts of a Conditional Statement

Identify the hypothesis and conclusion of each conditional.
A If a butterfly has a curved black line on its hind wing, then it
is a viceroy.
“If p, then q” can Hypothesis: A butterfly has a curved black line on its hind wing.
also be written as
“if p, q,” “q, if p,” Conclusion: The butterfly is a Viceroy.
“p implies q,” and B A number is an integer if it is a natural number.
“p only if q.”
Hypothesis: A number is a natural number.
Conclusion: The number is an integer.

1. Identify the hypothesis and conclusion of the statement

“A number is divisible by 3 if it is divisible by 6.”
Many sentences without the words if and then can be written as
conditionals. To do so, identify the sentence’s hypothesis and conclusion
by figuring out which part of the statement depends on the other.

2- 2 Conditional Statements 81
 EXAMPLE 2 Writing a Conditional Statement
Write a conditional statement from each of the following.
A The midpoint M of a segment bisects the segment.
The midpoint M of a segment Identify the hypothesis
bisects the segment. and conclusion.
Conditional: If M is the midpoint of a segment,
then M bisects the segment.

B
�������
����������

The inner oval represents the hypothesis, and the outer oval
represents the conclusion.
Conditional: If an animal is a tarantula, then it is a spider.

2. Write a conditional statement from the sentence

“Two angles that are complementary are acute.”

A conditional statement has a truth value of either true (T) or false (F).
It is false only when the hypothesis is true and the conclusion is false.
Consider the conditional “If I get paid, I will take you to the movie.”
If I don’t get paid, I haven’t broken my promise. So the statement is still true.

To show that a conditional statement is false, you need to find only one
counterexample where the hypothesis is true and the conclusion is false.

EXAMPLE 3 Analyzing the Truth Value of a Conditional Statement

Determine if each conditional is true. If false, give a counterexample.
A If you live in El Paso, then you live in Texas.
When the hypothesis is true, the conclusion is also true because
El Paso is in Texas. So the conditional is true.

B If an angle is obtuse, then it has a measure of 100°.

You can draw an obtuse angle whose measure
is not 100°. In this case, the hypothesis is true,
but the conclusion is false. Since you can find a
counterexample, the conditional is false.
If the hypothesis is
false, the conditional C If an odd number is divisible by 2, then 8 is a perfect square.
statement is true,
regardless of the An odd number is never divisible by 2, so the hypothesis is false.
truth value of the The number 8 is not a perfect square, so the conclusion is false.
conclusion. However, the conditional is true because the hypothesis is false.

3. Determine if the conditional “If a number is odd, then it is

divisible by 3” is true. If false, give a counterexample.

The negation of statement p is “not p,” written as ∼p. The negation of the
̶̶ ̶̶
statement “M is the midpoint of AB ” is “M is not the midpoint of AB.”
The negation of a true statement is false, and the negation of a false statement
is true. Negations are used to write related conditional statements.

82 Chapter 2 Geometric Reasoning

 Related Conditionals

DEFINITION SYMBOLS
A conditional is a statement that can be written in the form
p→q
“If p, then q.”

The converse is the statement formed by exchanging the

q→p
hypothesis and conclusion.

The inverse is the statement formed by negating the

∼p → ∼q
hypothesis and the conclusion.

The contrapositive is the statement formed by both

∼q → ∼p
exchanging and negating the hypothesis and conclusion.

EXAMPLE 4 Biology Application

Write the converse, inverse, and contrapositive
of the conditional statement. Use the photos
to find the truth value of each.
If an insect is a butterfly, then it has four wings.
If an insect is a butterfly, then it has four wings.
Converse: If an insect has four wings,
then it is a butterfly.
A moth also is an insect with four wings. Butterfly
Moth So the converse is false.
Inverse: If an insect is not a butterfly, then it does not have four wings.
A moth is not a butterfly, but it has four wings. So the inverse is false.
Contrapositive: If an insect does not have four wings, then it is not
a butterfly.
Butterflies must have four wings. So the contrapositive is true.

4. Write the converse, inverse, and contrapositive of the

conditional statement “If an animal is a cat, then it has
four paws.” Find the truth value of each.

In the example above, the conditional statement and its contrapositive are both
The logical true, and the converse and inverse are both false. Related conditional statements
equivalence of a that have the same truth value are called logically equivalent statements .
conditional and its A conditional and its contrapositive are logically equivalent, and so are the
contrapositive is converse and inverse.
known as the Law
of Contrapositive.
Statement Example Truth Value
Conditional If m∠A = 95°, then ∠A is obtuse. T
Converse If ∠A is obtuse, then m∠A = 95°. F
Inverse If m∠A ≠ 95°, then ∠A is not obtuse. F
Contrapositive If ∠A is not obtuse, then m∠A ≠ 95°. T

However, the converse of a true conditional is not necessarily false.

All four related conditionals can be true, or all four can be false, depending
on the statement.

2- 2 Conditional Statements 83
 THINK AND DISCUSS
1. If a conditional statement is false, what are the truth values of its hypothesis
and conclusion?
2. What is the truth value of a conditional whose hypothesis is false?
3. Can a conditional statement and its converse be logically equivalent?
Support your answer with an example.
4. GET ORGANIZED Copy ���������������������
and complete the graphic
organizer. In each box, �������� ������� ��������������
write the definition and
give an example.

2-2
Exercises KEYWORD: MG7 2-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. The ? of a conditional statement is formed by exchanging the hypothesis
̶̶̶̶
and conclusion. (converse, inverse, or contrapositive)
2. A conditional and its contrapositive are ? because they have the same truth
̶̶̶̶
value. (logically equivalent or converses)

SEE EXAMPLE 1 Identify the hypothesis and conclusion of each conditional.

p. 81 3. If a person is at least 16 years old, then the person can drive a car.
4. A figure is a parallelogram if it is a rectangle.
5. The statement a - b < a implies that b is a positive number.

SEE EXAMPLE 2 Write a conditional statement from each of the following.

p. 82 6. Eighteen-year-olds are eligible to vote.
a 2< _
()
7. _
b
a when 0 < a < b.
b
8.
���������������
���������

SEE EXAMPLE 3 Determine if each conditional is true. If false, give a counterexample.

p. 82 9. If three points form the vertices of a triangle, then they lie in the same plane.
10. If x > y, then ⎜x⎟ > ⎜y⎟.
11. If the season is spring, then the month is March.

SEE EXAMPLE 4 12. Travel Write the converse, inverse, and contrapositive of the following conditional
p. 83 statement. Find the truth value of each.
If Brielle drives at exactly 30 mi/h, then she travels 10 mi in 20 min.

84 Chapter 2 Geometric Reasoning

 PRACTICE AND PROBLEM SOLVING
Independent Practice Identify the hypothesis and conclusion of each conditional.
For See
Exercises Example 13. If an animal is a tabby, then it is a cat.
13–15 1 14. Four angles are formed if two lines intersect.
16–18 2
15. If 8 ounces of cereal cost $2.99, then 16 ounces of cereal cost $5.98.
19–21 3
22–23 4
Write a conditional statement from each sentence.
TEKS TAKS 16. You should monitor the heart rate of a patient who is ill.
Skills Practice p. S6 17. After three strikes, the batter is out.
Application Practice p. S29
18. Congruent segments have equal measures.

Determine if each conditional is true. If false, give a counterexample.

19. If you subtract -2 from -6, then the result is -4.
20. If two planes intersect, then they intersect in exactly one point.
21. If a cat is a bird, then today is Friday.

Write the converse, inverse, and contrapositive of each conditional statement.

Find the truth value of each.
22. Probability If the probability of an event is 0.1, then the event is unlikely to occur.
23. Meteorology If freezing rain is falling, then the air temperature is 32°F or less.
(Hint: The freezing point of water is 32°F.)

Find the truth value of each statement. � �

24. E lies in plane R. 25. CD
 lies in plane F. �
� �
26. C, E, and D are coplanar. 27. Plane F contains ED
.
� �
28. B and E are collinear. 29. BC
 contains F and R.

Draw a Venn diagram.

30. All integers are rational numbers. 31. All natural numbers are real.
32. All rectangles are quadrilaterals. 33. Plane is an undefined term.

Write a conditional statement from each Venn diagram.

34. 35. 36.
������� ��������� ������

�������� ������ �������

37. This problem will prepare you for the “Tut, tut, child!”
said the
Multi-Step TAKS Prep on page 102. Duchess. “Every
thing’s got
a moral, if only
a. Identify the hypothesis and conclusion you can
find it.” And sh
in the Duchess’s statement. e squeezed
herself up closer
to Alice’s
b. Rewrite the Duchess’s claim as a side as she spok
e.
conditional statement.

2- 2 Conditional Statements 85
 Find a counterexample to show that the converse of each conditional is false.
38. If x = -5, then x 2 = 25.
39. If two angles are vertical angles, then they are congruent.
40. If two angles are adjacent, then they share a vertex.
41. If you use sunscreen, then you will not get sunburned.

Geology Geology Mohs’ scale is used to identify minerals. Mohs’ Scale

A mineral with a higher number is harder than a
mineral with a lower number. Hardness Mineral
1 Talc
Use the table and the statements below for Exercises 42–47.
2 Gypsum
Write each conditional and find its truth value.
3 Calcite
p: calcite q: not apatite 4 Fluorite
5 Apatite
r: a hardness of 3 s: a hardness less than 5
6 Orthoclase
Diamond is four times 42. p → r 43. s → q 44. q → s 7 Quartz
as hard as the next 8 Topaz
mineral on Mohs’ scale, 45. q → p 46. r → q 47. p → s
9 Corundum
corundum (ruby and
sapphire). 48. Critical Thinking Consider the conditional 10 Diamond
“If two angles are congruent, then they have the same
measure.” Write the converse, inverse, and contrapositive
and find the truth value of each. Use the related conditionals
to draw a Venn diagram that represents the relationship
between congruent angles and their measures.
49. Write About It When is a conditional statement false? Explain why a true
conditional statement can have a hypothesis that is false.

50. What is the inverse of “If it is Saturday, then it is the weekend”?

If it is the weekend, then it is Saturday.
If it is not Saturday, then it is the weekend.
If it is not Saturday, then it is not the weekend.
If it is not the weekend, then it is not Saturday.

51. Let a represent “Two lines are parallel to the same line,” and let b represent
“The two lines are parallel.” Which symbolic statement represents the conditional
“If two lines are NOT parallel, then they are parallel to the same line”?
a→b b→a ∼b → a b → ∼a

52. Which statement is a counterexample for the conditional statement

“If f(x) = √25
- x 2 , then f(x) is positive”?
x=0 x=3 x=4 x=5

53. Which statement has the same truth value as its converse?
If a triangle has a right angle, its side lengths are 3 centimeters, 4 centimeters,
and 5 centimeters.
If an angle measures 104°, then the angle is obtuse.
If a number is an integer, then it is a natural number.
If an angle measures 90°, then it is an acute angle.

86 Chapter 2 Geometric Reasoning

 CHALLENGE AND EXTEND
For each Venn diagram, write two statements beginning with Some, All, or No.
54. 55.
������ ����� �������� ������

56. Given: If a figure is a square, then it is a rectangle. Figure A is not a rectangle.

Conclusion: Figure A is not a square.
a. Draw a Venn diagram to represent the given conditional statement.
Use the Venn diagram to explain why the conclusion is valid.
b. Write the contrapositive of the given conditional. How can you use the
contrapositive to justify the conclusion?
57. Multi-Step How many true conditionals can you write using the statements below?
p: n is an integer. q: n is a whole number. r : n is a natural number.

SPIRAL REVIEW
Write a rule to describe each relationship. (Previous course)
58. x -8 4 7 9 59. x -3 -1 0 4 60. x -2 0 4 6
y -5 7 10 12 y -5 -1 1 9 y -9 -4 6 11

Determine whether each statement is true or false. If false, explain why. (Lesson 1-4)
61. If two angles are complementary and congruent, then the measure of each is 45°.
62. A pair of acute angles can be supplementary.
63. A linear pair of angles is also a pair of supplementary angles.

Find the next item in each pattern. (Lesson 2-1)

64. 1, 13, 131, 1313, … 65. 2, _2, _
2, _
2 ,… 66. x, 2x 2, 3x 3, 4x 4, …
3 9 27

KEYWORD: MG7 Career

Q: What high school math classes did you take?

A: I took three years of math: Pre-Algebra, Algebra, and Geometry.

Q: What training do you need to be a desktop publisher?

A: Most of my training was done on the job. The computer science and
typing classes I took in high school have been helpful.

Q: How do you use math?

A: Part of my job is to make sure all the text, charts, and photographs are
formatted to fit the layout of each page. I have to manipulate things
by comparing ratios, calculating areas, and using estimation.
Stephanie Poulin
Desktop Publisher Q: What future plans do you have?
Daily Reporter A: My goal is to start my own business as a freelance graphic artist.

2- 2 Conditional Statements 87
 2-3 Using Deductive Reasoning
to Verify Conjectures
TEKS G.3.E Geometric structure: use deductive reasoning to prove a statement.
Also G.2.B, G.3.B, G.3.C
Objective Why learn this?
Apply the Law of You can use inductive and deductive reasoning
Detachment and the to decide whether a common myth is accurate.
Law of Syllogism in
logical reasoning.
You learned in Lesson 2-1 that one counterexample is enough to disprove
Vocabulary a conjecture. But to prove that a conjecture is true, you must use deductive
deductive reasoning reasoning. Deductive reasoning is the process of using logic to draw
conclusions from given facts, definitions, and properties.

EXAMPLE 1 Media Application

Urban legends and modern myths spread
quickly through the media. Many Web
sites and television shows are dedicated
to confirming or disproving such myths.
Is each conclusion a result of inductive
or deductive reasoning?
A There is a myth that toilets and sinks
drain in opposite directions in the
Southern and Northern Hemispheres.
However, if you were to observe sinks
draining in the two hemispheres,
you would see that this myth is false.
Since the conclusion is based on a
pattern of observation, it is a result
of inductive reasoning.

B There is a myth that you should not

touch a baby bird that has fallen from
its nest because the mother bird will
disown the baby if she detects human
scent. However, biologists have shown
that birds cannot detect human scent.
Therefore, the myth cannot be true.
The conclusion is based on logical
reasoning from scientific research.
It is a result of deductive reasoning.

1. There is a myth that an eelskin wallet will demagnetize

credit cards because the skin of the electric eels used to
make the wallet holds an electric charge. However, eelskin
products are not made from electric eels. Therefore, the myth
cannot be true. Is this conclusion a result of inductive or
deductive reasoning?

In deductive reasoning, if the given facts are true and you apply the correct logic,
then the conclusion must be true. The Law of Detachment is one valid form of
deductive reasoning.

88 Chapter 2 Geometric Reasoning

 Law of Detachment

If p → q is a true statement and p is true, then q is true.

EXAMPLE 2 Verifying Conjectures by Using the Law of Detachment

Determine if each conjecture is valid by the Law of Detachment.
A Given: If two segments are congruent, then they have the same length.
̶̶ ̶̶
AB ≅ XY.
Conjecture: AB = XY
Identify the hypothesis and conclusion in the given conditional.
If two segments are congruent, then they have the same length.
̶̶ ̶̶
The given statement AB ≅ XY matches the hypothesis of a true
conditional. By the Law of Detachment AB = XY. The conjecture is valid.

B Given: If you are tardy 3 times, you must go to detention.

Shea is in detention.
Conjecture: Shea was tardy at least 3 times.
Identify the hypothesis and conclusion in the given conditional.
If you are tardy 3 times, you must go to detention.
The given statement “Shea is in detention” matches the conclusion of
a true conditional. But this does not mean the hypothesis is true. Shea
could be in detention for another reason. The conjecture is not valid.

2. Determine if the conjecture is valid by the Law of Detachment.

Given: If a student passes his classes, the student is eligible
to play sports. Ramon passed his classes.
Conjecture: Ramon is eligible to play sports.

Another valid form of deductive reasoning is the Law of Syllogism. It allows you
to draw conclusions from two conditional statements when the conclusion of
one is the hypothesis of the other.

Law of Syllogism

If p → q and q → r are true statements, then p → r is a true statement.

EXAMPLE 3 Verifying Conjectures by Using the Law of Syllogism

Determine if each conjecture is valid by the Law of Syllogism.
A Given: If m∠ A < 90°, then ∠ A is acute. If ∠ A is acute, then it is
not a right angle.
Conjecture: If m∠ A < 90°, then it is not a right angle.
Let p, q, and r represent the following.
p: The measure of an angle is less than 90°.
q: The angle is acute.
r : The angle is not a right angle.
You are given that p → q and q → r . Since q is the conclusion of the
first conditional and the hypothesis of the second conditional, you can
conclude that p → r . The conjecture is valid by the Law of Syllogism.

2- 3 Using Deductive Reasoning to Verify Conjectures 89

 Determine if each conjecture is valid by the Law of Syllogism.
B Given: If a number is divisible by 4, then it is divisible by 2.
If a number is even, then it is divisible by 2.
Conjecture: If a number is divisible by 4, then it is even.
Let x, y, and z represent the following.
It is possible to arrive
x : A number is divisible by 4.
at a true conclusion
by applying invalid y : A number is divisible by 2.
logical reasoning, z : A number is even.
as in Example 3B. You are given that x → y and z → y. The Law of Syllogism cannot be
used to draw a conclusion since y is the conclusion of both conditionals.
Even though the conjecture x → z is true, the logic used to draw the
conclusion is not valid.

3. Determine if the conjecture is valid by the Law of Syllogism.

Given: If an animal is a mammal, then it has hair.
If an animal is a dog, then it is a mammal.
Conjecture: If an animal is a dog, then it has hair.

EXAMPLE 4 Applying the Laws of Deductive Reasoning

Draw a conclusion from the given information.
A Given: If a team wins 10 games, then they play in the finals. If a team
plays in the finals, then they travel to Boston. The Ravens won
10 games.
Conclusion: The Ravens will travel to Boston.

B Given: If two angles form a linear pair, then they are adjacent.
If two angles are adjacent, then they share a side. ∠1 and
∠2 form a linear pair.
Conclusion: ∠1 and ∠2 share a side.

4. Draw a conclusion from the given information.

Given: If a polygon is a triangle, then it has three sides.
If a polygon has three sides, then it is not a
quadrilateral. Polygon P is a triangle.

THINK AND DISCUSS

1. Could “A square has exactly two sides” be the conclusion of a valid
argument? If so, what do you know about the truth value of the
given information?
2. Explain why writing conditional statements as symbols might help
you evaluate the validity of an argument.
3. GET ORGANIZED Copy and
complete the graphic organizer. �������������������
Write each law in your own
words and give an example ����������������� ����������������
of each.

90 Chapter 2 Geometric Reasoning

 2-3
Exercises KEYWORD: MG7 2-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Explain how deductive reasoning differs from inductive reasoning.

SEE EXAMPLE 1 Does each conclusion use inductive or deductive reasoning?

p. 88 2. At Bell High School, students must take Biology before they take Chemistry.
Sam is in Chemistry, so Marcia concludes that he has taken Biology.
3. A detective learns that his main suspect was out of town the day of the crime.
He concludes that the suspect is innocent.

SEE EXAMPLE 2 Determine if each conjecture is valid by the Law of Detachment.

p. 89 4. Given: If you want to go on a field trip, you must have a signed permission slip.
Zola has a signed permission slip.
Conjecture: Zola wants to go on a field trip.
5. Given: If the side lengths of a rectangle are 3 ft and 4 ft, then its area is 12 ft 2.
A rectangle has side lengths of 3 ft and 4 ft.
Conjecture: The area of the rectangle is 12 ft 2.

SEE EXAMPLE 3 Determine if each conjecture is valid by the Law of Syllogism.

p. 89 6. Given: If you fly from Texas to California, you travel from the central to the
Pacific time zone. If you travel from the central to the Pacific time zone,
then you gain two hours.
Conjecture: If you fly from Texas to California, you gain two hours.
7. Given: If a figure is a square, then the figure
is a rectangle. If a figure is a square,
then it is a parallelogram.
Conjecture: If a figure is a parallelogram,
then it is a rectangle.
�
SEE EXAMPLE 4 8. Draw a conclusion from the given information.
p. 90 Given: If you leave your car lights on overnight,
then your car battery will drain. If your
battery is drained, your car might not
start. Alex left his car lights on last night.

PRACTICE AND PROBLEM SOLVING

Independent Practice Does each conclusion use inductive or deductive reasoning?
For See
Exercises Example 9. The sum of the angle measures of a triangle is 180°. Two angles of
9–10 1 a triangle measure 40° and 60°, so Kandy concludes that the third angle
11 2 measures 80°.
12 3 10. All of the students in Henry’s Geometry class are juniors. Alexander takes
13 4 Geometry, but has another teacher. Henry concludes that Alexander is also
a junior.
TEKS TAKS
11. Determine if the conjecture is valid by the Law of Detachment.
Skills Practice p. S6
Given: If one integer is odd and another integer is even, their product is even.
Application Practice p. S29
The product of two integers is 24.
Conjecture: One of the two integers is odd.

2- 3 Using Deductive Reasoning to Verify Conjectures 91

 12. Science Determine if the conjecture is valid by the Law of Syllogism.
Given: If an element is an alkali metal, then it reacts with water. If an element is
in the first column of the periodic table, then it is an alkali metal.
Conjecture: If an element is in the first column of the periodic table,
then it reacts with water.
13. Draw a conclusion from the given information.
Given: If Dakota watches the news, she is informed about current events.
If Dakota knows about current events, she gets better grades in Social Studies.
Dakota watches the news.
14. Technology Joseph downloads a file in 18 minutes
with a dial-up modem. How long would it take to
download the file with a Cheetah-Net cable modem?

Recreation Recreation Use the true statements below for Exercises

15–18. Determine whether each conclusion is valid.
I. The Top Thrill Dragster is at Cedar Point amusement park in Sandusky, OH.
II. Carter and Mary go to Cedar Point.
III. The Top Thrill Dragster roller coaster reaches speeds of 120 mi/h.
IV. When Carter goes to an amusement park, he rides all the roller coasters.

The Top Thrill Dragster 15. Carter went to Sandusky, OH.

is 420 feet tall and
16. Mary rode the Top Thrill Dragster.
includes a 400-foot
vertical drop. It twists 17. Carter rode a roller coaster that travels 120 mi/h.
270° as it drops. It
is one of 16 roller 18. Mary rode a roller coaster that travels 120 mi/h.
coasters at Cedar Point
amusement park. 19. Critical Thinking Is the argument below a valid application of the Law of
Syllogism? Is the conclusion true? Explain your answers.
If 3 - x < 5, then x < -2. If x < -2, then -5x > 10. Thus, if 3 - x < 5, then -5x > 10.
20. /////ERROR ANALYSIS///// Below are two conclusions. Which is incorrect? Explain
the error.
If two angles are complementary, their measures add to 90°. If an angle measures
90°, then it is a right angle. ∠A and ∠B are complementary.
� � � �
���������������
��������������� ����������������
����������������
��������������
��������������

21. Write About It Write one example of a real-life logical argument that uses
the Law of Detachment and one that uses the Law of Syllogism. Explain why the
conclusions are valid.

22. This problem will prepare you for the Multi-Step TAKS Prep on page 102.
When Alice meets the Pigeon in Wonderland, the Pigeon thinks she
is a serpent. The Pigeon reasons that serpents eat eggs, and Alice
confirms that she has eaten eggs.
a. Write “Serpents eat eggs” as a conditional statement.
b. Is the Pigeon’s conclusion that Alice is a serpent valid?
Explain your reasoning.

92 Chapter 2 Geometric Reasoning

23. The Supershots scored over 75 points in each of ten straight games. The newspaper
predicts that they will score more than 75 points tonight. Which form of reasoning
is this conclusion based on?
Deductive reasoning, because the conclusion is based on logic
Deductive reasoning, because the conclusion is based on a pattern
Inductive reasoning, because the conclusion is based on logic
Inductive reasoning, because the conclusion is based on a pattern

24. HF
 bisects ∠EHG. Which conclusion is NOT valid? �
̶̶ ̶̶
E, F, and G are coplanar. EF ≅ FG �
∠EHF ≅ ∠FHG m∠EHF = m∠FHG �
�

25. Gridded Response If Whitney plays a low G on her piano, the frequency of the
note is 24.50 hertz. The frequency of a note doubles with each octave. What is the
frequency in hertz of a G note that is 3 octaves above low G?

CHALLENGE AND EXTEND

26. Political Science To be eligible to hold the office of the president of the United
States, a person must be at least 35 years old, be a natural-born U.S. citizen,
and have been a U.S. resident for at least 14 years. Given this information, what
conclusion, if any, can be drawn from the statements below? Explain your reasoning.
Andre is not eligible to be the president of the United States.
Andre has lived in the United States for 16 years.
27. Multi-Step Consider the two conditional statements below.
If you live in San Diego, then you live in California.
If you live in California, then you live in the United States.
a. Draw a conclusion from the given conditional statements.
b. Write the contrapositive of each conditional statement.
c. Draw a conclusion from the two contrapositives.
d. How does the conclusion in part a relate to the conclusion in part c?
28. If Cassie goes to the skate park, Hanna and Amy will go. If Hanna or Amy goes to
the skate park, then Marc will go. If Marc goes to the skate park, then Dallas will go.
If only two of the five people went to the skate park, who were they?

SPIRAL REVIEW
Simplify each expression. (Previous course)
29. 2(x + 5) 30. (4y + 6) - (3y - 5) 31. (3c + 4c) + 2(-7c + 7)

Find the coordinates of the midpoint of the segment connecting each pair of points.
(Lesson 1-6)
32. (1, 2) and (4, 5) 33. (-3, 6) and (0, 1) 34. (-2.5, 9) and (2.5, -3)

Identify the hypothesis and conclusion of each conditional statement. (Lesson 2-2)
35. If the fire alarm rings, then everyone should exit the building.
36. If two different lines intersect, then they intersect at exactly one point.
̶̶ ̶̶
37. The statement AB ≅ CD implies that AB = CD.

2- 3 Using Deductive Reasoning to Verify Conjectures 93

 2-3
Solve Logic Puzzles
In Lesson 2-3, you used deductive reasoning to analyze the truth values of
conditional statements. Now you will learn some methods for diagramming
conditional statements to help you solve logic puzzles.

TEKS G.4.A Geometric structure: select an appropriate representation ...

Use with Lesson 2-3 in order to solve problems

Activity 1
Bonnie, Cally, Daphne, and Fiona own a bird, cat, dog, and fish. No girl has a type
of pet that begins with the same letter as her name. Bonnie is allergic to animal
fur. Daphne feeds Fiona’s bird when Fiona is away. Make a table to determine who
owns which animal.
1 Since no girl has a type of pet that starts 2 Bonnie cannot have a cat or dog because
with the same letter as her name, place of her allergy. So she must own the fish,
an X in each box along the diagonal of and no other girl can have the fish.
the table.

Bird Cat Dog Fish Bird Cat Dog Fish

Bonnie × Bonnie × × × ✓
Cally × Cally × ×
Daphne × Daphne × ×
Fiona × Fiona ×

3 Fiona owns the bird, so place a check in 4 Therefore, Daphne owns the cat, and Cally
Fiona’s row, in the bird column. Place an X owns the dog.
in the remaining boxes in the same column
and row.

Bird Cat Dog Fish Bird Cat Dog Fish

Bonnie × × × ✓ Bonnie × × × ✓
Cally × × × Cally × × ✓ ×
Daphne × × × Daphne × ✓ × ×
Fiona ✓ × × × Fiona ✓ × × ×

Try This
1. After figuring out that Fiona owns the bird in
Danny Frank Jude Kian
Step 3, why can you place an X in every other
box in that row and column? Ally
2. Ally, Emily, Misha, and Tracy go to a dance with Emily
Danny, Frank, Jude, and Kian. Ally and Frank Misha
are siblings. Jude and Kian are roommates.
Misha does not know Kian. Emily goes with Tracy
Kian’s roommate. Tracy goes with Ally’s brother.
Who went to the dance with whom?

94 Chapter 2 Geometric Reasoning

Activity 2
A farmer has a goat, a wolf, and a cabbage. He wants to transport all three from one
side of a river to the other. He has a boat, but it has only enough room for the farmer
and one thing. The wolf will eat the goat if they are left alone together, and the goat
will eat the cabbage if they are left alone. How can the farmer get everything to the
other side of the river?

You can use a network to solve this kind of puzzle. A network is a diagram of
vertices and edges, also known as a graph. An edge is a curve or a segment that
joins two vertices of the graph. A vertex is a point on the graph.

1 Let F represent the farmer, W represent the wolf, ���������

G represent the goat, and C represent the cabbage.
Use an ordered pair to represent what is on
��������
each side of the river. The first ordered pair
is (FWGC, —), and the desired result is ������� � ������� �
(—, FWGC). ��������

2 Draw a vertex and label it with the first �������� ������� �

ordered pair. Then draw an edge and vertex
for each possible trip the farmer could
make across the river. If at any point a path ������� � ������� �
�������� ������� �
results in an unworkable combination of
things, no more edges can be drawn from
that vertex. ������� � ������� � ������� �

3 From each workable vertex, continue to draw ������� �

edges and vertices that represent the next trip
across the river. When you get to a vertex for
(—, FWGC), the network is complete. �������� �

4 Use the network to write out the solution in words.

Try This
3. What combinations are unworkable? Why?
4. How many solutions are there to the farmer’s transport problem?
How many steps does each solution take?
5. What is the advantage of drawing a complete
solution network rather than working out one
solution with a diagram?
6. Madeline has two measuring cups—a 1-cup
measuring cup and a _34_-cup measuring cup. Neither
cup has any markings on it. How can Madeline get
exactly __12 cup of flour in the larger measuring cup?
Complete the network below to solve the problem.
������

������ ��������� �

2- 3 Geometry Lab 95
 2-4 Biconditional Statements
and Definitions
TEKS G.3.A Geometric structure: determine the validity of a conditional statement,
its converse, inverse, and contrapositive. Also G.3.B
Objective Who uses this?
Write and analyze A gardener can plan the color of the
biconditional statements. hydrangeas she plants by checking the
pH of the soil.
Vocabulary
biconditional statement
The pH of a solution is a measure of the
definition
polygon concentration of hydronium ions in the solution.
triangle If a solution has a pH less than 7, it is an acid.
quadrilateral Also, if a solution is an acid, it has a pH less than 7.
� � ��

������ ������� �����

When you combine a conditional statement and its converse, you create a
biconditional statement. A biconditional statement is a statement that can be
The biconditional written in the form “p if and only if q.” This means “if p, then q” and “if q, then p.”
“p if and only if q”
can also be written means and
as “p iff q” or p ↔ q.
So you can define an acid with the following biconditional statement: A solution
is an acid if and only if it has a pH less than 7.

EXAMPLE 1 Identifying the Conditionals within a Biconditional Statement

Write the conditional statement and converse within each biconditional.
A Two angles are congruent if and only if their measures are equal.
Let p and q represent the following.
p : Two angles are congruent.
q : Two angle measures are equal.
The two parts of the biconditional p ↔ q are p → q and q → p.
Conditional: If two angles are congruent, then their measures are equal.
Converse: If two angle measures are equal, then the angles are
congruent.

B A solution is a base ↔ it has a pH greater than 7.

Let x and y represent the following.
x : A solution is a base.
y : A solution has a pH greater than 7.
The two parts of the biconditional x ↔ y are x → y and y → x.
Conditional: If a solution is a base, then it has a pH greater than 7.
Converse: If a solution has a pH greater than 7, then it is a base.

Write the conditional statement and converse within each

biconditional.
1a. An angle is acute iff its measure is greater than 0° and less
than 90°.
1b. Cho is a member if and only if he has paid the $5 dues.
Project Title
96 Chapter 2
Geometry 2007 Student Edition
Geometric Reasoning
Spec Number
ge07sec01l04002a
EXAMPLE 2 Writing a Biconditional Statement
For each conditional, write the converse and a biconditional statement.
A If 2x + 5 = 11, then x = 3.
Converse: If x = 3, then 2x + 5 = 11.
Biconditional: 2x + 5 = 11 if and only if x = 3.

B If a point is a midpoint, then it divides the segment into two

congruent segments.
Converse: If a point divides a segment into two congruent segments,
then the point is a midpoint.
Biconditional: A point is a midpoint if and only if it divides the segment
into two congruent segments.

For each conditional, write the converse and a biconditional

statement.
2a. If the date is July 4th, then it is Independence Day.
2b. If points lie on the same line, then they are collinear.

For a biconditional statement to be true, both the conditional statement and

its converse must be true. If either the conditional or the converse is false,
then the biconditional statement is false.

EXAMPLE 3 Analyzing the Truth Value of a Biconditional Statement

Determine if each biconditional is true. If false, give a counterexample.
A A square has a side length of 5 if and only if it has an area of 25.
Conditional: If a square has a side length
of 5, then it has an area of 25. The conditional is true.
Converse: If a square has an area of 25, then
it has a side length of 5. The converse is true.
Since the conditional and its converse are true, the biconditional is true.

B The number n is a positive integer ↔ 2n is a natural number.

Conditional: If n is a positive integer, then 2n
is a natural number. The conditional is true.
Converse: If 2n is a natural number, then n
is a positive integer. The converse is false.
__
1
If 2n = 1, then n = 2 , which is not an integer. Because the converse is
false, the biconditional is false.

Determine if each biconditional is true. If false, give a

counterexample.
3a. An angle is a right angle iff its measure is 90°.
3b. y = -5 ↔ y 2 = 25

In geometry, biconditional statements are used to write definitions. A definition

is a statement that describes a mathematical object and can be written as a true
biconditional. Most definitions in the glossary are not written as biconditional
statements, but they can be. The “if and only if” is implied.

2- 4 Biconditional Statements and Definitions 97

 In the glossary, a polygon is defined as a closed plane figure formed by three or
more line segments. Each segment intersects exactly two other segments only at
their endpoints, and no two segments with a common endpoint are collinear.

Polygons Not Polygons

A triangle is defined as ��������

a three-sided polygon,
and a quadrilateral is
��������� ��������������
a four-sided polygon.

������� �������

A good, precise definition can be used forward and backward. For example, if a
figure is a quadrilateral, then it is a four-sided polygon. If a figure is a four-sided
polygon, then it is a quadrilateral. To make sure a definition is precise, it helps to
write it as a biconditional statement.

EXAMPLE 4 Writing Definitions as Biconditional Statements

Write each definition as a biconditional.
A A triangle is a three-sided polygon.
Think of definitions A figure is a triangle if and only if it is a three-sided polygon.
as being reversible.
Postulates, however, B A segment bisector is a ray, segment, or line that divides a segment
are not necessarily into two congruent segments.
true when reversed. A ray, segment, or line is a segment bisector if and only if it divides a
segment into two congruent segments.

Write each definition as a biconditional.

4a. A quadrilateral is a four-sided polygon.
4b. The measure of a straight angle is 180°.

THINK AND DISCUSS

1. How do you determine if a biconditional statement is true or false?
2. Compare a triangle and a quadrilateral.
3. GET ORGANIZED Copy and complete the �������������
graphic organizer. Use the definition of a
polygon to write a conditional, converse, ����������� ��������
and biconditional in the appropriate boxes.

98 Chapter 2 Geometric Reasoning

 2-4
Exercises KEYWORD: MG7 2-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary How is a biconditional statement different from a conditional
statement?

SEE EXAMPLE 1 Write the conditional statement and converse within each biconditional.
p. 96 2. Perry can paint the entire living room if and only if he has enough paint.
3. Your medicine will be ready by 5 P.M. if and only if you drop your prescription
off by 8 A.M.

SEE EXAMPLE 2 For each conditional, write the converse and a biconditional statement.
p. 97 4. If a student is a sophomore, then the student is in the tenth grade.
5. If two segments have the same length, then they are congruent.

SEE EXAMPLE 3 Multi-Step Determine if each biconditional is true.

p. 97 If false, give a counterexample.
6. xy = 0 ↔ x = 0 or y = 0.
7. A figure is a quadrilateral if and only if it is a polygon.

SEE EXAMPLE 4 Write each definition as a biconditional.

p. 98 8. Parallel lines are two coplanar lines that never intersect.
9. A hummingbird is a tiny, brightly colored bird
with narrow wings, a slender bill, and a
long tongue.

PRACTICE AND PROBLEM SOLVING

Independent Practice Write the conditional statement and converse within each biconditional.
For See
Exercises Example 10. Three points are coplanar if and only if they lie in the same plane.
10–12 1 11. A parallelogram is a rectangle if and only if it has four right angles.
13–15 2
12. A lunar eclipse occurs if and only if Earth is between the Sun and the Moon.
16–17 3
18–19 4
For each conditional, write the converse and a biconditional statement.
TEKS TAKS 13. If today is Saturday or Sunday, then it is the weekend.
Skills Practice p. S6 14. If Greg has the fastest time, then he wins the race.
Application Practice p. S29
15. If a triangle contains a right angle, then it is a right triangle.

Multi-Step Determine if each biconditional is true. If false, give a counterexample.

16. Felipe is a swimmer if and only if he is an athlete.
17. The number 2n is even if and only if n is an integer.

Write each definition as a biconditional.

18. A circle is the set of all points in a plane that are a fixed distance from a given point.
19. A catcher is a baseball player who is positioned behind home plate and who catches
throws from the pitcher.

2- 4 Biconditional Statements and Definitions 99

 Algebra Determine if a true biconditional can be written from each conditional
statement. If not, give a counterexample.
20. If a = b, then ⎜a⎟ = ⎜b⎟. 21. If 3x - 2 = 13, then _ 4 x + 8 = 12.
5
22. If y 2 = 64, then 3y = 24. 23. If x > 0, then x 2 > 0.

Use the diagrams to write a definition for each figure.

24. 25.

Biology
����������� ������������������
�������� �������� ������ �����������

26. Biology White blood cells are cells that defend the body against invading
organisms by engulfing them or by releasing chemicals called antibodies.
Write the definition of a white blood cell as a biconditional statement.
White blood cells live
less than a few weeks. Explain why the given statement is not a definition.
A drop of blood can 27. An automobile is a vehicle that moves along the ground.
contain anywhere from
7000 to 25,000 white 28. A calculator is a machine that performs computations with numbers.
blood cells.
29. An angle is a geometric object formed by two rays.

Chemistry Use the table for Exercises 30–32.

pH Examples
Determine if a true biconditional statement can
be written from each conditional. 0 Battery Acid
4 Acid rain, tomato juice
30. If a solution has a pH of 4, then it is tomato juice.
6 Saliva
31. If a solution is bleach, then its pH is 13. 8 Sea water
13 Bleach, oven cleaner
32. If a solution has a pH greater than 7, then it is not
14 Drain cleaner
battery acid.

Complete each statement to form a true biconditional.

33. The circumference of a circle is 10π if and only if its radius is ? .
̶̶̶
34. Four points in a plane form a ? if and only if no three of them are collinear.
̶̶̶
35. Critical Thinking Write the definition of a biconditional statement as a
biconditional statement. Use the conditional and converse within the statement to
explain why your biconditional is true.
36. Write About It Use the definition of an angle bisector to explain what is meant
by the statement “A good definition is reversible.”

37. This problem will prepare you for the

Multi-Step TAKS Prep on page 102. y what you
“Then you should sa
a. Write “I say what I mean” re went on.
mean,” the March Ha
and “I mean what I say”
as conditionals. “I do,” Alice hastily
replied; “at least—at
b. Explain why the biconditional
least I mean what I
statement implied by Alice
say—that’s the same
is false. thing, you know.”

100 Chapter 2 Geometric Reasoning

38. Which is a counterexample for the biconditional “An angle measures 80° if and only
if the angle is acute”?
m∠S = 60° m∠S = 115° m∠S = 90° m∠S = 360°

39. Which biconditional is equivalent to the spelling phrase “I before E except after C”?
The letter I comes before E if and only if I follows C.
The letter E comes before I if and only if E follows C.
The letter E comes before I if and only if E comes before C.
The letter I comes before E if and only if I comes before C.

40. Which conditional statement can be used to write a true biconditional?

If a number is divisible by 4, then it is even.
If a ratio compares two quantities measured in different units, the ratio is a rate.
If two angles are supplementary, then they are adjacent.
If an angle is right, then it is not acute.

41. Short Response Write the two conditional statements that make up the
biconditional “You will get a traffic ticket if and only if you are speeding.”
Is the biconditional true or false? Explain your answer.

CHALLENGE AND EXTEND

42. Critical Thinking Describe what the Venn diagram of a true biconditional
statement looks like. How does this support the idea that a definition can be written
as a true biconditional?
43. Consider the conditional “If an angle measures 105°, then the angle is obtuse.”
a. Write the inverse of the conditional statement.
b. Write the converse of the inverse.
c. How is the converse of the inverse related to the original conditional?
d. What is the truth value of the biconditional statement formed by the inverse
of the original conditional and the converse of the inverse? Explain.
44. Suppose A, B, C, and D are coplanar, and A, B, and C are not collinear.
What is the truth value of the biconditional formed from the true conditional
“If m∠ABD + m∠DBC = m∠ABC, then D is in the interior of ∠ABC”? Explain.
45. Find a counterexample for “n is divisible by 4 if and only if n 2 is even.”

SPIRAL REVIEW
Describe how the graph of each function differs from the graph of the parent
function y = x 2. (Previous course)
1 x2 + 5
46. y = _ 47. y = -2x 2 - 1 48. y = (x - 2)(x + 2)
2
A transformation maps S onto T and X onto Y. Name each of the following. (Lesson 1-7)
49. the image of S 50. the image of X 51. the preimage of T

Determine if each conjecture is true. If not, give a counterexample. (Lesson 2-1)

n > 0.
52. If n ≥ 0, then _ 53. If x is prime, then x + 2 is also prime.
2
54. The vertices of the image of a figure under the translation (x, y) → (x + 0, y + 0)
have the same coordinates as the preimage.

2- 4 Biconditional Statements and Definitions 101

 SECTION 2A

Inductive and Deductive Reasoning

Rhyme or Reason
Alice’s Adventures in Wonderland
originated as a story told by
Charles Lutwidge Dodgson
(Lewis Carroll) to three
young traveling companions.
The story is famous for
its wordplay and logical
absurdities.

1. When Alice first meets the Cheshire Cat, she asks what sort
of people live in Wonderland. The Cat explains that everyone
in Wonderland is mad. What conjecture might the Cat make
since Alice, too, is in Wonderland?

2. “I don’t much care where—” said Alice.

“Then it doesn’t matter which way you go,” said the Cat.
“—so long as I get somewhere,” Alice added as an
explanation.
“Oh, you’re sure to do that,” said the Cat, “if you only
walk long enough.”

Write the conditional statement implied by the Cat’s

response to Alice.

3. “Well, then,” the Cat went on, “you see a dog growls
when it’s angry, and wags its tail when it’s pleased.
Now I growl when I’m pleased, and wag my tail when
I’m angry. Therefore I’m mad.”

Is the Cat’s conclusion valid by the Law of Detachment

or the Law of Syllogism? Explain your reasoning.

4. “You might just as well say,” added the Dormouse,

who seemed to be talking in his sleep, “that ‘I breathe
when I sleep’ is the same thing as ‘I sleep when I breathe’!”

Write a biconditional statement from the Dormouse’s

example. Explain why the biconditional statement is false.

102 Chapter 2 Geometric Reasoning

 SECTION 2A

Quiz for Lessons 2-1 Through 2-4

2-1 Using Inductive Reasoning to Make Conjectures
Find the next item in each pattern.
1. 1, 10, 18, 25, … 2. July, May, March, … 3. _ 1, _
1 , -_ 1 , ... 4. ∣, , , ...
8 4 2
5. A biologist recorded the following data about the weight
ID Number Weight (lb)
of male lions in a wildlife park in Africa. Use the table to
make a conjecture about the average weight of a male lion. A1902SM 387.2
6. Complete the conjecture “The sum of two negative numbers A1904SM 420.5
is ? .” A1920SM 440.6
̶̶̶̶ A1956SM 398.7
7. Show that the conjecture “If an even number is divided by A1974SM 415.0
2, then the result is an even number” is false by finding a
counterexample.

2-2 Conditional Statements

8. Identify the hypothesis and conclusion of the conditional statement
“An angle is obtuse if its measure is 107°.”

Write a conditional statement from each of the following.

9. A whole number is 10. 11. The diagonals of a
an integer. ���������� square are congruent.
�������

Determine if each conditional is true. If false, give a counterexample.

12. If an angle is acute, then it has a measure of 30°.
13. If 9x - 11 = 2x + 3, then x = 2.
14. Write the converse, inverse, and contrapositive of the statement “If a number is
even, then it is divisible by 4.” Find the truth value of each.

2-3 Using Deductive Reasoning to Verify Conjectures

15. Determine if the following conjecture is valid by the Law of Detachment.
Given: If Sue finishes her science project, she can go to the movie. Sue goes to
the movie.
Conjecture: Sue finished her science project.
16. Use the Law of Syllogism to draw a conclusion from the given information.
Given: If one angle of a triangle is 90°, then the triangle is a right triangle. If a triangle
is a right triangle, then its acute angle measures are complementary.

2-4 Biconditional Statements and Definitions

17. For the conditional “If two angles are supplementary, the sum of their measures is
180°,” write the converse and a biconditional statement.
18. Determine if the biconditional “ √x
 = 4 if and only if x = 16” is true. If false, give a
counterexample.

Ready to Go On? 103

 2-5 Algebraic Proof
TEKS G.3.E Geometric structure: use deductive reasoning to prove a statement.
Also G.3.B, G.3.C
Objectives Who uses this?
Review properties of Game designers and animators solve equations
equality and use them to to simulate motion. (See Example 2.)
write algebraic proofs.
Identify properties of
A proof is an argument that uses logic, definitions,
equality and congruence.
properties, and previously proven statements to
show that a conclusion is true.
Vocabulary
proof If you’ve ever solved an equation in Algebra, then you’ve already done a proof !
An algebraic proof uses algebraic properties such as the properties of equality
and the Distributive Property.

The Distributive
Property states that Properties of Equality
a(b + c) = ab + ac.
Addition Property of Equality If a = b, then a + c = b + c.

Subtraction Property of Equality If a = b, then a - c = b - c.

Multiplication Property of Equality If a = b, then ac = bc.
Division Property of Equality If a = b and c ≠ 0, then __ac = __
b
c.

Reflexive Property of Equality a=a

Symmetric Property of Equality If a = b, then b = a.

Transitive Property of Equality If a = b and b = c, then a = c.

Substitution Property of Equality If a = b, then b can be substituted for

a in any expression.

As you learned in Lesson 2-3, if you start with a true statement and each logical
step is valid, then your conclusion is valid.
An important part of writing a proof is giving justifications to show that every
step is valid. For each justification, you can use a definition, postulate, property,
or a piece of information that is given.

EXAMPLE 1 Solving an Equation in Algebra

Solve the equation -5 = 3n + 1. Write a justification for each step.
-5 = 3n + 1 Given equation
-1 -1 Subtraction Property of Equality
̶̶̶ ̶̶̶̶̶
-6 = 3n Simplify.
_ _
-6
=
3n
Division Property of Equality
3 3
-2 = n Simplify.
n = -2 Symmetric Property of Equality

1 t = -7. Write a justification for each step.

1. Solve the equation _
2

104 Chapter 2 Geometric Reasoning

 EXAMPLE 2 Problem-Solving Application
To simulate the motion of an object
in a computer game, the designer
uses the formula sr = 3.6p to find
the number of pixels the object
must travel during each second
of animation. In the formula,
s is the desired speed of the object
in kilometers per hour, r is the
scale of pixels per meter, and p
is the number of pixels traveled
per second.
The graphics in a game are based
on a scale of 6 pixels per meter.
The designer wants to simulate
a vehicle moving at 75 km/h.
How many pixels must the vehicle
travel each second? Solve the
equation for p and justify each step.

1 Understand the Problem

The answer will be the number of pixels traveled per second.

List the important information:
• sr = 3.6p • s = 75 km/h
• p: pixels traveled per second • r = 6 pixels per meter

2 Make a Plan
Substitute the given information into the formula and solve.

3 Solve
sr = 3.6p Given equation
(75)(6) = 3.6p Substitution Property of Equality
450 = 3.6p Simplify.
_ _
450
=
3.6p
Division Property of Equality
3.6 3.6
125 = p Simplify.
p = 125 pixels Symmetric Property of Equality

4 Look Back
Check your answer by substituting it back into the original formula.
sr = 3.6p
(75)(6) = 3.6 (125)
450 = 450 ✓

2. What is the temperature in degrees Celsius C when it is 86°F?

� � 5 (F - 32) for C and justify each step.
Solve the equation C = _
AB represents the 9
̶̶
length of AB, so you
can think of AB as a Like algebra, geometry also uses numbers, variables, and operations. For
variable representing example, segment lengths and angle measures are numbers. So you can use
a number.
these same properties of equality to write algebraic proofs in geometry.

2- 5 Algebraic Proof 105

 EXAMPLE 3 Solving an Equation in Geometry ������

Write a justification for each step. � ����� � ������ �

KM = KL + LM Segment Addition Postulate
5x - 4 = (x + 3) + (2x - 1) Substitution Property of Equality
5x - 4 = 3x + 2 Simplify.
2x - 4 = 2 Subtraction Property of Equality
2x = 6 Addition Property of Equality
x=3 Division Property of Equality

3. Write a justification for each step. �

m∠ABC = m∠ABD + m∠DBC
8x ° = (3x + 5)° + (6x - 16)° ��������� �
8x = 9x - 11 � ���������

-x = -11
x = 11 �
�����������

You learned in Chapter 1 that segments with equal lengths are congruent and
that angles with equal measures are congruent. So the Reflexive, Symmetric, and
Transitive Properties of Equality have corresponding properties of congruence.

Properties of Congruence

SYMBOLS EXAMPLE
Reflexive Property of Congruence
figure A ≅ figure A ̶̶ ̶̶
EF ≅ EF
(Reflex. Prop. of ≅)

Symmetric Property of Congruence

If figure A ≅ figure B, then figure B ≅ figure A.
If ∠1 ≅ ∠2, then ∠2 ≅ ∠1.
(Sym. Prop. of ≅)

Transitive Property of Congruence

If figure A ≅ figure B and figure B ≅ figure C, ̶̶ ̶̶ ̶̶ ̶̶
If PQ ≅ RS and RS ≅ TU,
then figure A ≅ figure C. ̶̶ ̶̶
then PQ ≅ TU.
(Trans. Prop. of ≅)

EXAMPLE 4 Identifying Properties of Equality and Congruence

Identify the property that justifies each statement.
A m∠1 = m∠1 Reflex. Prop. of =
̶̶ ̶̶ ̶̶ ̶̶
Numbers are equal B XY ≅ VW, so VW ≅ XY. Sym. Prop. of ≅
(=) and figures are
congruent (≅). C ∠ABC ≅ ∠ABC Reflex. Prop. of ≅

D ∠1 ≅ ∠2, and ∠2 ≅ ∠3. So ∠1 ≅ ∠3. Trans. Prop. of ≅

Identify the property that justifies each statement.

4a. DE = GH, so GH = DE. 4b. 94° = 94°
4c. 0 = a, and a = x. So 0 = x. 4d. ∠A ≅ ∠Y, so ∠Y ≅ ∠A.

106 Chapter 2 Geometric Reasoning

 THINK AND DISCUSS
k = 3.5.
1. Tell what property you would use to solve the equation _
6
2. Explain when to use a congruence symbol instead of an equal sign.
3. GET ORGANIZED Copy and complete the �������� �������� ����������
graphic organizer. In each box, write an
���������
example of the property, using the
���������
correct symbol.
����������

2-5
Exercises KEYWORD: MG7 2-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Write the definition of proof in your own words.

SEE EXAMPLE 1 Multi-Step Solve each equation. Write a justification for each step.
p. 104 2. y + 1 = 5 3. t - 3.2 = -8.3
x+3
4. 2p - 30 = -4p + 6 5. _ = 8
-2
6. _ 3
1n = _ 7. 0 = 2(r - 3) + 4
2 4

SEE EXAMPLE 2 8. Nutrition Amy’s favorite breakfast cereal has 102 Calories per serving. The equation
p. 105 C = 9f + 90 relates the grams of fat f in one serving to the Calories C in one serving.
How many grams of fat are in one serving of the cereal? Solve the equation for f and
justify each step.

9. Movie Rentals The equation C = $5.75 + $0.89m relates the number of movie
rentals m to the monthly cost C of a movie club membership. How many movies did
Elias rent this month if his membership cost $11.98? Solve the equation for m and
justify each step.

SEE EXAMPLE 3 Write a justification for each step.

p. 106 10. ������ ������� 11. ������

� �� � �� �
� � �
AB = BC PQ + QR = PR
5y + 6 = 2y + 21 3n + 25 = 9n -5
3y + 6 = 21 25 = 6n -5
3y = 15 30 = 6n
y=5 5=n

SEE EXAMPLE 4 Identify the property that justifies each statement.

p. 106
̶̶ ̶̶
12. AB ≅ AB 13. m∠1 = m∠2, and m∠2 = m∠4. So m∠1 = m∠4.
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
14. x = y, so y = x. 15. ST ≅ YZ, and YZ ≅ PR. So ST ≅ PR.

2- 5 Algebraic Proof 107

 PRACTICE AND PROBLEM SOLVING
Independent Practice Multi-Step Solve each equation. Write a justification for each step.
For See
16. 5x - 3 = 4(x + 2) 17. 1.6 = 3.2n 18. _z - 2 = -10
Exercises Example 3
16–21 1 1 p - 16 = 13
19. -(h + 3) = 72 20. 9y + 17 = -19 21. _ ( )
22 2 2
23–24 3 22. Ecology The equation T = 0.03c + 0.05b relates the numbers of cans c and
25–28 4 bottles b collected in a recycling rally to the total dollars T raised. How many cans
were collected if $147 was raised and 150 bottles were collected? Solve the equation
TEKS TAKS for c and justify each step.
Skills Practice p. S7
Application Practice p. S29 Write a justification for each step.
�
23. m∠XYZ = m∠2 + m∠3 24. m∠WYV = m∠1 + m∠2
4n - 6 = 58 + (2n - 12) 5n = 3(n - 2) + 58 ��������� ��� �
4n - 6 = 2n + 46 5n = 3n - 6 + 58 � � ����������
�
2n - 6 = 46 5n = 3n + 52 �
� �
2n = 52 2n = 52
�����������
n = 26 n = 26 �����������������

Identify the property that justifies each statement.

̶̶ ̶̶ ̶̶ ̶̶
25. KL ≅ PR, so PR ≅ KL. 26. 412 = 412
27. If a = b and b = 0, then a = 0. 28. figure A ≅ figure A
29. Estimation Round the numbers in the equation 2(3.1x - 0.87) = 94.36 to the
nearest whole number and estimate the solution. Then solve the equation,
justifying each step. Compare your estimate to the exact solution.

Use the indicated property to complete each statement.

30. Reflexive Property of Equality: 3x - 1 = ?
̶̶̶
31. Transitive Property of Congruence: If ∠ A ≅ ∠ X and ∠ X ≅ ∠T, then ? .
̶̶̶
̶̶ ̶̶
32. Symmetric Property of Congruence: If BC ≅ NP, then ? .
̶̶̶
33. Recreation The north campground is midway
between the Northpoint Overlook and the waterfall.
Use the midpoint formula to find the values of (1, y)
x and y, and justify each step. Northpoint
Overlook
34. Business A computer repair technician charges $35
for each job plus $21 per hour of labor and 110% of (3, 5)
North
the cost of parts. The total charge for a 3-hour job campground
was $169.50. What was the cost of parts for this job?
(x, 1)
Write and solve an equation and justify each step Waterfall
in the solution.
35. Finance Morgan spent a total of $1,733.65 on her car last year. She spent $92.50
on registration, $79.96 on maintenance, and $983 on insurance. She spent the
remaining money on gas. She drove a total of 10,820 miles.
a. How much on average did the gas cost per mile? Write and solve an equation
and justify each step in the solution.
b. What if…? Suppose Morgan’s car averages 32 miles per gallon of gas.
How much on average did Morgan pay for a gallon of gas?
36. Critical Thinking Use the definition of segment congruence and the properties of
equality to show that all three properties of congruence are true for segments.

108 Chapter 2 Geometric Reasoning

Final file 2/25/05
37. This problem will prepare you for the Multi-Step TAKS Prep on page 126.
Recall from Algebra 1 that the Multiplication and Division Properties of
Inequality tell you to reverse the inequality sign when multiplying or dividing
by a negative number.
a. Solve the inequality x + 15 ≤ 63 and write a justification for each step.
b. Solve the inequality -2x > 36 and write a justification for each step.

38. Write About It Compare the conclusion of a deductive proof and a conjecture
based on inductive reasoning.

̶̶ ̶̶
39. Which could NOT be used to justify the statement AB ≅ CD?
Definition of congruence Symmetric Property of Congruence
Reflexive Property of Congruence Transitive Property of Congruence

40. A club membership costs $35 plus $3 each time t the member uses the pool.
Which equation represents the total cost C of the membership?
35 = C + 3t C + 35 = 3t C = 35 + 3t C = 35t + 3

41. Which statement is true by the Reflexive Property of Equality?

̶̶ ̶̶ ̶̶ ̶̶
x = 35 CD = CD RT ≅ TR CD = CD

42. Gridded Response In the triangle, m∠1 + m∠2 + m∠3 = 180°. � �

If m∠3 = 2m∠1 and m∠1 = m∠2, find m∠3 in degrees. �

CHALLENGE AND EXTEND

43. In the gate, PA = QB, QB = RA, and PA = 18 in.
Find PR, and justify each step.
��
44. Critical Thinking Explain why there is
no Addition Property of Congruence. �
�
�
45. Algebra Justify each step in the solution �
of the inequality 7 - 3x > 19. �� �
�

SPIRAL REVIEW
46. The members of a high school band have saved $600 for a trip. They ����������������
deposit the
money in a savings account. What additional information is needed to find the
amount of interest the account earns during a 3-month period? (Previous course)

Use a compass and straightedge to construct each of the following. (Lesson 1-2)
̶̶ ̶̶̶
47. JK congruent to MN
� �
̶̶
48. a segment bisector of JK

Identify whether each conclusion uses inductive or deductive reasoning. (Lesson 2-3)
49. A triangle is obtuse if one of its angles is obtuse. Jacob draws a triangle with two
acute angles and one obtuse angle. He concludes that the triangle is obtuse.
50. Tonya studied 3 hours for each of her last two geometry tests. She got an A on both
tests. She concludes that she will get an A on the next test if she studies for 3 hours.

2- 5 Algebraic Proof 109

 2-6 Geometric Proof

2004 ©GarLanCo/Distributed by Universal Press Syndicate

TEKS G.1.A Geometric structure: develop an awareness of the structure of a
mathematical system, connecting definitions, postulates, logical reasoning, and
theorems. Also G.3.B, G.3.C, G.3.E
Objectives Who uses this?
Write two-column proofs. To persuade your parents to increase
Prove geometric your allowance, your argument must
theorems by using be presented logically and precisely.
deductive reasoning.
When writing a geometric proof, you use
Vocabulary
deductive reasoning to create a chain
theorem
of logical steps that move from the
two-column proof
hypothesis to the conclusion of the conjecture you are proving. By proving that
the conclusion is true, you have proven that the original conjecture is true.
�������������
������������
���������� ����������
������������
����������

When writing a proof, it is important to justify each logical step with a reason.
You can use symbols and abbreviations, but they must be clear enough so that
anyone who reads your proof will understand them.

EXAMPLE 1 Writing Justifications �

Write a justification for each step, given that ∠ A and
∠B are complementary and ∠ A ≅ ∠C. �
1. ∠ A and ∠B are complementary. Given information �
When a justification
is based on more 2. m∠ A + m∠B = 90° Def. of comp. 
than the previous 3. ∠A ≅ ∠C Given information
step, you can note 4. m∠ A = m∠C Def. of ≅ 
this after the reason,
as in Example 1 5. m∠C + m∠B = 90° Subst. Prop. of = Steps 2, 4
Step 5. 6. ∠C and ∠B are complementary. Def. of comp. 

1. Write a justification for each step, given that B is the midpoint

̶̶ ̶̶ ̶̶
of AC and AB ≅ EF. �
̶̶ �
1. B is the midpoint of AC. �
̶̶ ̶̶
2. AB ≅ BC
̶̶ ̶̶ �
3. AB ≅ EF
̶̶ ̶̶
4. BC ≅ EF �

A theorem is any statement that you can prove. Once you have proven a
theorem, you can use it as a reason in later proofs.

Theorem

THEOREM HYPOTHESIS CONCLUSION

2-6-1 Linear Pair Theorem ∠A and ∠B form ∠A and ∠B are
If two angles form a linear pair, a linear pair. supplementary.
then they are supplementary.

110 Chapter 2 Geometric Reasoning

 Theorem

THEOREM HYPOTHESIS CONCLUSION

2-6-2 Congruent Supplements
Theorem ∠1 and ∠2 are
If two angles are supplementary supplementary.
∠1 ≅ ∠3
to the same angle (or to two ∠2 and ∠3 are
congruent angles), then the supplementary.
two angles are congruent.

A geometric proof begins with Given and Prove statements, which restate the
hypothesis and conclusion of the conjecture. In a two-column proof , you list
the steps of the proof in the left column. You write the matching reason for each
step in the right column.

EXAMPLE 2 Completing a Two-Column Proof

Fill in the blanks to complete a two-column proof
of the Linear Pair Theorem.
Given: ∠1 and ∠2 form a linear pair. � �
Prove: ∠1 and ∠2 are supplementary.
� � �
Proof:
Statements Reasons
Since there is no 1. ∠1 and ∠2 form a linear pair. 1. Given
other substitution 2. BA
 and BC
 form a line. 2. Def. of lin. pair
property, the
Substitution Property 3. m∠ABC = 180° 3. Def. of straight ∠
of Equality is 4. a. ? 4. ∠ Add. Post.
̶̶̶̶̶̶
often written as 5. b. ? 5. Subst. Steps 3, 4
̶̶̶̶̶̶
“Substitution” or 6. ∠1 and ∠2 are supplementary. 6. c. ?
“Subst.” ̶̶̶̶̶̶

Use the existing statements and reasons in the proof to fill in the blanks.
a. m∠1 + m∠2 = m∠ABC The ∠ Add. Post. is given as the reason.
b. m∠1 + m∠2 = 180° Substitute 180° for m∠ABC.
c. Def. of supp.  The measures of supp.  add to 180° by def.

2. Fill in the blanks to complete a two-column proof of one case

of the Congruent Supplements Theorem.
Given: ∠1 and ∠2 are supplementary, and
∠2 and ∠3 are supplementary. �
�
Prove: ∠1 ≅ ∠3
�
Proof:
Statements Reasons

1. a. ? 1. Given
̶̶̶̶̶̶
2. m∠1 + m∠2 = 180° 2. Def. of supp. 
m∠2 + m∠3 = 180°
3. b. ? 3. Subst.
̶̶̶̶̶̶
4. m∠2 = m∠2 4. Reflex. Prop. of =
5. m∠1 = m∠3 5. c. ?
̶̶̶̶̶̶
6. d. ? 6. Def. of ≅ 
̶̶̶̶̶̶

2- 6 Geometric Proof 111

 Before you start writing a proof, you should plan out your logic. Sometimes you
will be given a plan for a more challenging proof. This plan will detail the major
steps of the proof for you.

Theorems

THEOREM HYPOTHESIS CONCLUSION

2-6-3 Right Angle Congruence
∠A and ∠B are
Theorem ∠A ≅ ∠B
right angles.
All right angles are congruent.

2-6-4 Congruent Complements

Theorem ∠1 and ∠2 are
If two angles are complementary complementary.
∠1 ≅ ∠3
to the same angle (or to two ∠2 and ∠3 are
congruent angles), then the complementary.
two angles are congruent.

EXAMPLE 3 Writing a Two-Column Proof from a Plan

Use the given plan to write a two-column proof
of the Right Angle Congruence Theorem. � �
Given: ∠1 and ∠2 are right angles.
Prove: ∠1 ≅ ∠2
If a diagram for a Plan: Use the definition of a right angle to write the measure of each angle.
proof is not provided, Then use the Transitive Property and the definition of congruent angles.
draw your own Proof:
and mark the given
information on it. Statements Reasons
But do not mark the
information in the 1. ∠1 and ∠2 are right angles. 1. Given
Prove statement 2. m∠1 = 90°, m∠2 = 90° 2. Def. of rt. ∠
on it. 3. m∠1 = m∠2 3. Trans. Prop. of =
4. ∠1 ≅ ∠2 4. Def. of ≅ 

3. Use the given plan to write a two-column proof of one case of

the Congruent Complements Theorem. �
Given: ∠1 and ∠2 are complementary,
and ∠2 and ∠3 are complementary. �
�
Prove: ∠1 ≅ ∠3
Plan: The measures of complementary angles add to 90°
by definition. Use substitution to show that the sums of
both pairs are equal. Use the Subtraction Property and the
definition of congruent angles to conclude that ∠1 ≅ ∠3.

The Proof Process

1. Write the conjecture to be proven.
2. Draw a diagram to represent the hypothesis of the conjecture.
3. State the given information and mark it on the diagram.
4. State the conclusion of the conjecture in terms of the diagram.
5. Plan your argument and prove the conjecture.

112 Chapter 2 Geometric Reasoning

 THINK AND DISCUSS
1. Which step in a proof should match the Prove statement?
2. Why is it important to include every logical step in a proof?
3. List four things you can use to justify a step in a proof.
4. GET ORGANIZED Copy and complete the graphic organizer.
In each box, describe the steps of the proof process.
�� �� �� �� ��

2-6
Exercises KEYWORD: MG7 2-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. In a two-column proof, you list the ? in the left column and the ? in
̶̶̶̶ ̶̶̶̶
the right column. (statements or reasons)
2. A ? is a statement you can prove. (postulate or theorem)
̶̶̶̶
SEE EXAMPLE 1 3. Write a justification for each step, given that m∠A = 60° and m∠B = 2m∠A.
p. 110 1. m∠A = 60°, m∠B = 2m∠A
2. m∠B = 2(60°)
3. m∠B = 120°
4. m∠A + m∠ B = 60° + 120° � �
5. m∠A + m∠B = 180°
6. ∠A and ∠B are supplementary.

SEE EXAMPLE 2 4. Fill in the blanks to complete the two-column proof.

p. 111 Given: ∠2 ≅ ∠3 �
� �
Prove: ∠1 and ∠3 are supplementary.
Proof:
Statements Reasons

1. ∠2 ≅ ∠3 1. Given
2. m∠2 = m∠3 2. a. ?
̶̶̶̶̶̶
3. b. ? 3. Lin. Pair Thm.
̶̶̶̶̶̶
4. m∠1 + m∠2 = 180° 4. Def. of supp. 
5. m∠1 + m∠3 = 180° 5. c. ? Steps 2, 4
̶̶̶̶̶
6. d. ? 6. Def. of supp. 
̶̶̶̶̶̶

SEE EXAMPLE 3 5. Use the given plan to write a two-column proof.

p. 112
̶̶ ̶̶ � � � �
Given: X is the midpoint of AY, and Y is the midpoint of XB.
̶̶ ̶̶
Prove: AX ≅ YB
̶̶ ̶̶ ̶̶ ̶̶
Plan: By the definition of midpoint, AX ≅ XY, and XY ≅ YB.
̶̶ ̶̶
Use the Transitive Property to conclude that AX ≅ YB.

2- 6 Geometric Proof 113

 PRACTICE AND PROBLEM SOLVING
Independent Practice 6. Write a justification for each step, given that BX
 bisects ∠ABC and m∠XBC = 45°.
For See
Exercises Example 1.  bisects ∠ABC.
BX
2. ∠ABX ≅ ∠XBC �
6 1
7–8 2 3. m∠ABX = m∠XBC �
9–10 3 4. m∠XBC = 45°
5. m∠ABX = 45°
6. m∠ABX + m∠XBC = m∠ABC �
TEKS TAKS �
7. 45° + 45° = m∠ABC
Skills Practice p. S7
8. 90° = m∠ABC
Application Practice p. S29
9. ∠ABC is a right angle.

Fill in the blanks to complete each two-column proof.

7. Given: ∠1 and∠2 are supplementary, and � �
∠3 and ∠4 are supplementary.
∠2 ≅ ∠3
� �
Prove: ∠1 ≅ ∠4
Proof:
Statements Reasons

1. ∠1 and ∠2 are supplementary. 1. Given

∠3 and ∠4 are supplementary.
2. a. ? 2. Def. of supp. 
̶̶̶̶̶
3. m∠1 + m∠2 = m∠3 + m∠4 3. b. ?
̶̶̶̶̶
4. ∠2 ≅ ∠3 4. Given
5. m∠2 = m∠3 5. Def. of ≅ 
6. c. ? 6. Subtr. Prop. of = Steps 3, 5
̶̶̶̶̶
7. ∠1 ≅ ∠4 7. d. ?
̶̶̶̶̶

8. Given: ∠BAC is a right angle. ∠2 ≅ ∠3 �

Prove: ∠1 and ∠3 are complementary. �
� �
Proof: � �
Statements Reasons

1. ∠BAC is a right angle. 1. Given

2. m∠BAC = 90° 2. a. ?
̶̶̶̶̶
3. b. ? 3. ∠ Add. Post.
̶̶̶̶̶
4. m∠1 + m∠2 = 90° 4. Subst. Steps 2, 3
5. ∠2 ≅ ∠3 5. Given
6. c. ? 6. Def. of ≅ 
̶̶̶̶̶
7. m∠1 + m∠3 = 90° 7. d. ? Steps 4, 6
̶̶̶̶̶
8. e. ? 8. Def. of comp. 
̶̶̶̶̶

Use the given plan to write a two-column proof.

̶̶ ̶̶ ̶̶ ̶̶ �
9. Given: BE ≅ CE, DE ≅ AE
̶̶ ̶̶
Prove: AB ≅ CD
Plan: Use the definition of congruent segments to write �
� �
the given information in terms of lengths. Then use
the Segment Addition Postulate to show that AB = CD �
̶̶ ̶̶
and thus AB ≅ CD.

114 Chapter 2 Geometric Reasoning

 Use the given plan to write a two-column proof.
10. Given: ∠1 and ∠3 are complementary, and ∠2 and ∠4 �
are complementary. ∠3 ≅ ∠4 �
�
Prove: ∠1 ≅ ∠2 �

Plan: Since ∠1 and ∠3 are complementary and ∠2 and

∠4 are complementary, both pairs of angle measures
add to 90°. Use substitution to show that the sums of both pairs are equal.
Since ∠3 ≅ ∠4, their measures are equal. Use the Subtraction Property of
Equality and the definition of congruent angles to conclude that ∠1 ≅ ∠2.

Find each angle measure.

11. m∠1 12. m∠2 13. m∠3
Engineering �
� ��� ���
�
���

14. Engineering The Bluff Dale Bridge is 140 feet

long and spans the Paluxy River in Bluff Dale,
Texas. If ∠1 ≅ ∠2, which theorem can you use
to conclude that ∠3 ≅ ∠4?
The Bluff Dale Bridge, 15. Critical Thinking Explain why there are
constructed by Texas two cases to consider when proving the
builder William Flinn Congruent Supplements Theorem and the
in 1891, is the oldest �
Congruent Complements Theorem. � � �
known cable-stayed
bridge in the United
States. Tell whether each statement is sometimes, always,
or never true.
16. An angle and its complement are congruent.
17. A pair of right angles forms a linear pair.
18. An angle and its complement form a right angle.
19. A linear pair of angles is complementary.

Algebra Find the value of each variable.

20. 21. 22.
���������
��������� ��������� ���
���������
�����������

23. Write About It How are a theorem and a postulate alike? How are they different?

24. This problem will prepare you for the Multi-Step TAKS Prep on page 126.
Sometimes you may be asked to write a proof without a specific
statement of the Given and Prove information being provided
for you. For each of the following situations, use the triangle
to write a Given and Prove statement.
�
a. The segment connecting the midpoints of two sides
of a triangle is half as long as the third side.
b. The acute angles of a right triangle are complementary. � �
c. In a right triangle, the sum of the squares of the legs
is equal to the square of the hypotenuse. � �

2- 6 Geometric Proof 115

 25. Which theorem justifies the conclusion that ∠1 ≅ ∠4?
Linear Pair Theorem
Congruent Supplements Theorem
Congruent Complements Theorem � �
Right Angle Congruence Theorem

26. What can be concluded from the statement m∠1 + m∠2 = 180°?
∠1 and ∠2 are congruent. ∠1 and ∠2 are complementary.
∠1 and ∠2 are supplementary. ∠1 and ∠2 form a linear pair.

27. Given: Two angles are complementary. The measure of one angle is 10° less than
the measure of the other angle. Conclusion: The measures of the angles are 85°
and 95°. Which statement is true?
The conclusion is correct because 85° is 10° less than 95°.
The conclusion is verified by the first statement given.
The conclusion is invalid because the angles are not congruent.
The conclusion is contradicted by the first statement given.

CHALLENGE AND EXTEND �

28. Write a two-column proof. �
Given: m∠LAN = 30°, m∠1 = 15° �
�
Prove: AM
 bisects ∠LAN. �
�
Multi-Step Find the value of the variable and the measure of each angle.
29. 30.
�����������
���������� �������������
�����������
�����������

SPIRAL REVIEW
The table shows the number of tires replaced by a Mileage on Replaced Tires
repair company during one week, classified by the
mileage on the tires when they were replaced. Mileage Tires
Use the table for Exercises 31 and 32. (Previous course) 40,000–49,999 60
31. What percent of the tires had mileage between 50,000–59,999 82
40,000 and 49,999 when replaced? 60,000–69,999 54
32. If the company replaces twice as many tires next 70,000–79,999 40
week, about how many tires would you expect to
80,000–89,999 14
have lasted between 80,000 and 89,999 miles?

Sketch a figure that shows each of the following. (Lesson 1-1)

33. Through any two collinear points, there is more than one plane containing them.
34. A pair of opposite rays forms a line.

Identify the property that justifies each statement. (Lesson 2-5)

̶̶ ̶̶ ̶̶ ̶̶
35. JK ≅ KL, so KL ≅ JK. 36. If m = n and n = p, then m = p.

116 Chapter 2 Geometric Reasoning

 2-6
Design Plans for Proofs
Sometimes the most challenging part of writing a proof is planning the
logical steps that will take you from the Given statement to the Prove
statement. Like working a jigsaw puzzle, you can start with any piece.
Write down everything you know from the Given statement. If you don’t
see the connection right away, start with the Prove statement and work
Use with Lesson 2-6 backward. Then connect the pieces into a logical order.
TEKS G.1.A Geometric structure: develop an awareness of the structure of a
mathematical system... Also G.3.B, G.3.C, G.3.E
�
Activity � �

Prove the Common Angles Theorem. �

Given: ∠AXB ≅ ∠CXD
Prove: ∠AXC ≅ ∠BXD
�

1 Start by considering the difference in the Given and Prove statements.

How does ∠AXB compare to ∠AXC? How does ∠CXD compare to ∠BXD?
In both cases, ∠BXC is combined with the first angle to get the second angle.

2 The situation involves combining adjacent angle measures, so list any definitions,
properties, postulates, and theorems that might be helpful.
Definition of congruent angles, Angle Addition Postulate, properties of equality,
and Reflexive, Symmetric, and Transitive Properties of Congruence

3 Start with what you are given and what you are trying to prove and then work
toward the middle.
∠AXB ≅ ∠CXD The first reason will be “Given.”
m∠AXB = m∠CXD Def. of ≅ 
??? ???
m∠AXC = m∠BXD Def. of ≅ 
∠AXC ≅ ∠BXD The last statement will be the Prove statement.

4 Based on Step 1, ∠BXC is the missing piece in the middle of the logical flow.
So write down what you know about ∠BXC.
∠BXC ≅ ∠BXC Reflex. Prop. of ≅
m∠BXC = m∠BXC Reflex. Prop. of =

5 Now you can see that the Angle Addition Postulate needs to be used to complete
the proof.
m∠AXB + m∠BXC = m∠AXC ∠ Add. Post.
m∠BXC + m∠CXD = m∠BXD ∠ Add. Post.

6 Reorder the pieces above to write a two-column proof of the Common Angles Theorem.

Try This
1. Describe how a plan for a proof differs from the actual proof.
2. Write a plan and a two-column proof. � 3. Write a plan and a two-column proof.
�
Given: BD
 bisects ∠ABC. Given: ∠LXN is a right angle.
Prove: 2m∠1 = m∠ABC � Prove: ∠1 and ∠2 are �
� complementary. �
� �
�
� � �

2-6 Geometry Lab 117

 2-7 Flowchart and
Paragraph Proofs
TEKS G.1.A Geometric structure: develop an awareness of the structure of a mathematical system,
connecting definitions, postulates, logical reasoning, and theorems. Also G.2.B, G.3.C, G.3.E
Objectives Why learn this?
Write flowchart and Flowcharts make it easy to see how the
paragraph proofs. steps of a process are linked together.
Prove geometric
theorems by using
A second style of proof is a flowchart proof ,
deductive reasoning.
which uses boxes and arrows to show the structure
of the proof. The steps in a flowchart proof move
Vocabulary
from left to right or from top to bottom, shown by
flowchart proof
paragraph proof the arrows connecting each box. The justification
for each step is written below the box.

Theorem 2-7-1 Common Segments Theorem

THEOREM HYPOTHESIS CONCLUSION

Given collinear points A, B, C, and D arranged
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
as shown, if AB ≅ CD, then AC ≅ BD. AB ≅ CD AC ≅ BD

� � � �

EXAMPLE 1 Reading a Flowchart Proof

Use the given flowchart proof to write a two-column
proof of the Common Segments Theorem.
̶̶ ̶̶
Given: AB ≅ CD
̶̶ ̶̶
Prove: AC ≅ BD � � � �
Flowchart proof:
�������������
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������������
����� ������������������ ���������������

��������� ������������������
�������� �������
�������� �������
�������
�������
���������������� ��������������� ������
������� ���������������

Two-column proof:
Statements Reasons
̶̶ ̶̶
1. AB ≅ CD 1. Given
2. AB = CD 2. Def. of ≅ segs.
3. BC = BC 3. Reflex. Prop. of =
4. AB + BC = BC + CD 4. Add. Prop. of =
5. AB + BC = AC, BC + CD = BD 5. Seg. Add. Post.
6. AC = BD 6. Subst.
̶̶ ̶̶
7. AC ≅ BD 7. Def. of ≅ segs.

118 Chapter 2 Geometric Reasoning

 1. Use the given flowchart proof to write a two-column proof.
Given: RS = UV, ST = TU
̶̶ ̶̶ � � � � �
Prove: RT ≅ TV
Flowchart proof:

�������������
����������������
������������
����� ���������������

����������������� �������� �������

�������������� ������ ���������������

EXAMPLE 2 Writing a Flowchart Proof

Use the given two-column proof to write a flowchart proof of the
Converse of the Common Segments Theorem.
̶̶ ̶̶
Given: AC ≅ BD
̶̶ ̶̶ � � � �
Prove: AB ≅ CD
Two-column proof:

Statements Reasons
̶̶ ̶̶
1. AC ≅ BD 1. Given
2. AC = BD 2. Def. of ≅ segs.
Like the converse
of a conditional 3. AB + BC = AC, BC + CD = BD 3. Seg. Add. Post.
statement, the 4. AB + BC = BC + CD 4. Subst. Steps 2, 3
converse of a 5. BC = BC 5. Reflex. Prop. of =
theorem is found
6. AB = CD 6. Subtr. Prop. of =
by switching the ̶̶ ̶̶
hypothesis and 7. AB ≅ CD 7. Def. of ≅ segs.
conclusion.
Flowchart proof:

��������������
������� �������
������������
����� �������������� ������������������

�������� ����������������� ������� �������

���������������� ������ ����������������� ���������������

2. Use the given two-column proof to write a flowchart proof.

Given: ∠2 ≅ ∠4
Prove: m∠1 = m∠3
� � � �
Two-column proof:

Statements Reasons

1. ∠2 ≅ ∠4 1. Given
2. ∠1 and ∠2 are supplementary. 2. Lin. Pair Thm.
∠3 and ∠4 are supplementary.
3. ∠1 ≅ ∠3 3. ≅ Supps. Thm.
4. m∠1 = m∠3 4. Def. of ≅ 

2-7 Flowchart and Paragraph Proofs 119

 A paragraph proof is a style of proof that presents the steps of the proof and
their matching reasons as sentences in a paragraph. Although this style of proof
is less formal than a two-column proof, you still must include every step.

Theorems

THEOREM HYPOTHESIS CONCLUSION

2-7-2 Vertical Angles Theorem ∠A and ∠B are
∠A ≅ ∠B
Vertical angles are congruent. vertical angles.

2-7-3 If two congruent angles are ∠1 ≅ ∠2 ∠1 and ∠2 are

supplementary, then each angle is ∠1 and ∠2 are right angles.
a right angle. (≅  supp. → rt. ) supplementary.

EXAMPLE 3 Reading a Paragraph Proof

Use the given paragraph proof to �
write a two-column proof of the � �
Vertical Angles Theorem.
Given: ∠1 and ∠3 are vertical angles.
Prove: ∠1 ≅ ∠3

Paragraph proof: ∠1 and ∠3 are vertical angles, so they are formed by

intersecting lines. Therefore ∠1 and ∠2 are a linear pair, and ∠2
and ∠3 are a linear pair. By the Linear Pair Theorem, ∠1 and ∠2
are supplementary, and ∠2 and ∠3 are���������������
supplementary. So by the
��������
Congruent Supplements Theorem, ∠1������ ≅ ∠3.
�������
Two-column proof:
Statements Reasons

1. ∠1 and ∠3 are vertical angles. 1. Given

2. ∠1 and ∠3 are formed by intersecting lines. 2. Def. of vert. 
3. ∠1 and ∠2 are a linear pair. 3. Def. of lin. pair
∠2 and ∠3 are a linear pair.
4. ∠1 and ∠2 are supplementary. 4. Lin. Pair Thm.
∠2 and ∠3 are supplementary.
5. ∠1 ≅ ∠3 5. ≅ Supps. Thm.

3. Use the given paragraph proof to write

a two-column proof.
Given: ∠WXY is a right angle. ∠1 ≅ ∠3 � �
�
Prove: ∠1 and ∠2 are complementary. �
Paragraph proof: Since ∠WXY is a right �
�
angle, m∠WXY = 90° by the definition �
of a right angle. By the Angle Addition
Postulate, m∠WXY = m∠2 + m∠3. By substitution,
m∠2 + m∠3 = 90°. Since ∠1 ≅ ∠3, m∠1 = m∠3 by
the definition of congruent angles. Using substitution,
m∠2 + m∠1 = 90°. Thus by the definition of
complementary angles, ∠1 and ∠2 are complementary.

120 Chapter 2 Geometric Reasoning

 Writing a Proof

When I have to write a proof and I don’t see how to start, I look at what I’m
supposed to be proving and see if it makes sense. If it does, I ask myself why.
Sometimes this helps me to see what the reasons in the proof might be.
If all else fails, I just start writing down everything I know based on the
diagram and the given statement. By brainstorming like this, I can usually
figure out the steps of the proof. You can even write each thing on a
Claire Jeffords separate piece of paper and arrange the pieces of paper like a flowchart.
Riverbend High School

EXAMPLE 4 Writing a Paragraph Proof

Use the given two-column proof to write a paragraph proof of
Theorem 2-7-3.
Given: ∠1 and ∠2 are supplementary. ∠1 ≅ ∠2 � �
Prove: ∠1 and ∠2 are right angles.
Two-column proof:
Statements Reasons

1. ∠1 and ∠2 are supplementary. 1. Given

∠1 ≅ ∠2
2. m∠1 + m∠2 = 180° 2. Def. of supp. 
3. m∠1 = m∠2 3. Def. of ≅  Step 1
4. m∠1 + m∠1 = 180° 4. Subst. Steps 2, 3
5. 2m∠1 = 180° 5. Simplification
6. m∠1 = 90° 6. Div. Prop. of =
7. m∠2 = 90° 7. Trans. Prop. of = Steps 3, 6
8. ∠1 and ∠2 are right angles. 8. Def. of rt. ∠

Paragraph proof: ∠1 and ∠2 are supplementary, so m∠1 + m∠2 = 180°

by the definition of supplementary angles. They are also congruent,
so their measures are equal by the definition of congruent angles.
By substitution, m∠1 + m∠1 = 180°, so m∠1 = 90° by the Division
Property of Equality. Because m∠1 = m∠2, m∠2 = 90° by the
Transitive Property of Equality. So both are right angles by the
definition of a right angle.

4. Use the given two-column proof to write a paragraph proof.

Given: ∠1 ≅ ∠4
Prove: ∠2 ≅ ∠3 � � � �
Two-column proof:
Statements Reasons

1. ∠1 ≅ ∠4 1. Given
2. ∠1 ≅ ∠2, ∠3 ≅ ∠4 2. Vert.  Thm.
3. ∠2 ≅ ∠4 3. Trans. Prop. of ≅ Steps 1, 2
4. ∠2 ≅ ∠3 4. Trans. Prop. of ≅ Steps 2, 3

2-7 Flowchart and Paragraph Proofs 121

 THINK AND DISCUSS
1. Explain why there might be more than one correct way to write a proof.
2. Describe the steps you take when writing a proof.
3. GET ORGANIZED
������������
Copy and complete the
graphic organizer.
���������� ��������� ���������
In each box, describe
the proof style in your own words.

2-7
Exercises KEYWORD: MG7 2-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. In a ? proof, the logical order is represented by arrows that connect each step.
̶̶̶̶
(flowchart or paragraph)
2. The steps and reasons of a ? proof are written out in sentences.
̶̶̶̶
(flowchart or paragraph)

SEE EXAMPLE 1 3. Use the given flowchart proof to write

p. 118 a two-column proof.
Given: ∠1 ≅ ∠2 � �
Prove: ∠1 and ∠2 are right angles.
Flowchart proof:
�������
�����

��������������� ��������������
�������������� �������������
�������������� �������������������

SEE EXAMPLE 2 4. Use the given two-column proof to write

p. 119 a flowchart proof.
� �
Given: ∠2 and ∠4 are supplementary. � �
Prove: m∠2 = m∠3
Two-column proof:

Statements Reasons

1. ∠2 and ∠4 are supplementary. 1. Given

2. ∠3 and ∠4 are supplementary. 2. Lin. Pair Thm.
3. ∠2 ≅ ∠3 3. ≅ Supps. Thm. Steps 1, 2
4. m∠2 = m∠3 4. Def. of ≅ 

122 Chapter 2 Geometric Reasoning

SEE EXAMPLE 3 5. Use the given paragraph proof to write a two-column proof.
p. 120 Given: ∠2 ≅ ∠4 �
Prove: ∠1 ≅ ∠3 �
Paragraph proof: �

By the Vertical Angles Theorem, ∠1 ≅ ∠2, and ∠3 ≅ ∠4. �

It is given that ∠2 ≅ ∠4. By the Transitive Property of

Congruence, ∠1 ≅ ∠4, and thus ∠1 ≅ ∠3.

SEE EXAMPLE 4 6. Use the given two-column proof to write a paragraph proof. � �
p. 121 Given: BD
 bisects ∠ABC. � � �
 bisects ∠FBH.
Prove: BG � � �
�
Two-column proof: � �

Statements Reasons

1. BD
 bisects ∠ABC. 1. Given
2. ∠1 ≅ ∠2 2. Def. of ∠ bisector
3. ∠1 ≅ ∠4, ∠2 ≅ ∠3 3. Vert.  Thm.
4. ∠4 ≅ ∠2 4. Trans. Prop. of ≅ Steps 2, 3
5. ∠4 ≅ ∠3 5. Trans. Prop. of ≅ Steps 3, 4
6. BG
 bisects ∠FBH. 6. Def. of ∠ bisector

PRACTICE AND PROBLEM SOLVING

Independent Practice 7. Use the given flowchart proof to write a two-column proof.
For See ̶̶
Exercises Example Given: B is the midpoint of AC.
AD = EC � � � � �
7 1
8 2 Prove: DB = BE
9 3 Flowchart proof:
10 4
�������������
������������������ ��������
������������
TEKS TAKS
����� �������������� �����
Skills Practice p. S7
Application Practice p. S29 �������� �������� ����������������� ��������
�������������� ��������������� ������ �����������������

8. Use the given two-column proof to write a flowchart proof.

Given: ∠3 is a right angle.
Prove: ∠4 is a right angle.
� �
Two-column proof:

Statements Reasons

1. ∠3 is a right angle. 1. Given

2. m∠3 = 90° 2. Def. of rt. ∠
3. ∠3 and ∠4 are supplementary. 3. Lin. Pair Thm.
4. m∠3 + m∠4 = 180° 4. Def. of supp. 
5. 90° + m∠4 = 180° 5. Subst. Steps 2, 4
6. m∠4 = 90° 6. Subtr. Prop. of =
7. ∠4 is a right angle. 7. Def. of rt. ∠

2-7 Flowchart and Paragraph Proofs 123

 9. Use the given paragraph proof to write a two-column proof.
�
Given: ∠1 ≅ ∠4 � �
�
Prove: ∠2 and ∠3 are supplementary.
� �
Paragraph proof:
∠4 and ∠3 form a linear pair, so they are supplementary by the Linear Pair
Theorem. Therefore, m∠4 + m∠3 = 180°. Also, ∠1 and ∠2 are vertical angles,
so ∠1 ≅ ∠2 by the Vertical Angles Theorem. It is given that ∠1 ≅ ∠4. So by the
Transitive Property of Congruence, ∠4 ≅ ∠2, and by the definition of congruent
angles, m∠4 = m∠2. By substitution, m∠2 + m∠3 = 180°, so ∠2 and ∠3 are
supplementary by the definition of supplementary angles.
10. Use the given two-column proof to write a paragraph proof.
Given: ∠1 and ∠2 are complementary.
Prove: ∠2 and ∠3 are complementary. �
�
Two-column proof: �

Statements Reasons

1. ∠1 and ∠2 are complementary. 1. Given

2. m∠1 + m∠2 = 90° 2. Def. of comp. 
3. ∠1 ≅ ∠3 3. Vert.  Thm.
4. m∠1 = m∠3 4. Def. of ≅ 
5. m∠3 + m∠2 = 90° 5. Subst. Steps 2, 4
6. ∠2 and ∠3 are complementary. 6. Def. of comp. 

Find each measure and name the theorem that justifies your answer.
11. AB ����� 12. m∠2 13. m∠3
����� ����� ���
� �
� � � �

Algebra Find the value of each variable.

14. ������ 15. 16.
��y�
������
���������� ����������
����
�x � � �x � �

17. /////ERROR ANALYSIS///// Below are two drawings for the given proof.
Which is incorrect? Explain the error.
̶̶ ̶̶
Given: AB ≅ BC �
� �
�
Prove: ∠A ≅ ∠C � �
� �
� �

18. This problem will prepare you for the Multi-Step TAKS Prep on page 126.
Rearrange the pieces to create a flowchart proof.
�������������
���������������� ���������� ��������� ����������������
��������������
��������������� ����������������� �������������� ����� ������

124 Chapter 2 Geometric Reasoning

19. Critical Thinking Two lines intersect, and one of the angles formed is a right
angle. Explain why all four angles are congruent.
20. Write About It Which style of proof do you find easiest to write? to read?

21. Which pair of angles in the diagram must be congruent?

� �
∠1 and ∠5 ∠5 and ∠8 � �
∠3 and ∠4 None of the above
� �
� �
22. What is the measure of ∠2? ���
38° 128° �
52° 142° � �

23. Which statement is NOT true if ∠2 and ∠6 are supplementary?

m∠2 + m∠6 = 180° �
� �
∠2 and ∠3 are supplementary. �
∠1 and ∠6 are supplementary. � �
m∠1 + m∠4 = 180°

CHALLENGE AND EXTEND

24. Textiles Use the woven pattern to write
a flowchart proof.
�
Given: ∠1 ≅ ∠3
Prove: m∠4 + m∠5 = m∠6 �

�
25. Write a two-column proof. �
� � �
Given: ∠AOC ≅ ∠BOD
� �
Prove: ∠AOB ≅ ∠COD �
26. Write a paragraph proof. �

Given: ∠2 and ∠5 are right angles. � �

� �
m∠1 + m∠2 + m∠3 = m∠4 + m∠5 + m∠6 � �
Prove: ∠1 ≅ ∠4
��������������
27. Multi-Step Find the value of each variable and
the measures of all four angles.
�����������������
���������
�������� �������������
������
�������
SPIRAL REVIEW
Solve each system of equations. Check your solution. (Previous course)
⎧ y = 2x + 14 ⎧7x - y = -33 ⎧ 2x + y = 8
28. ⎨ 29. ⎨ 30. ⎨
⎩ y = -6x + 18 ⎩ 3x + y = -7 ⎩ -x + 3y = 10

Use a protractor to draw an angle with each of the following measures. (Lesson 1-3)
31. 125° 32. 38° 33. 94° 34. 175°

For each conditional, write the converse and a biconditional statement. (Lesson 2-4)
35. If a positive integer has more than two factors, then it is a composite number.
36. If a quadrilateral is a trapezoid, then it has exactly one pair of parallel sides.

2-7 Flowchart and Paragraph Proofs 125

 SECTION 2B

Mathematical Proof
Intersection Inspection According to the U.S. Department
of Transportation, it is ideal for two intersecting streets to form
four 90° angles. If this is not possible, roadways should meet at
an angle of 75° or greater for maximum safety and visibility.

1. Write a compound inequality to represent the range of measures an

angle in an intersection should have.
2. Suppose that an angle in an intersection meets the guidelines specified
by the U.S. Department of Transportation. Find the range of measures
for the adjacent angle in the intersection.
The intersection of West Elm Street and Lamar Boulevard has a history of
car accidents. The Southland neighborhood association is circulating a
petition to have the city reconstruct the intersection. A surveyor measured
the intersection, and one of the angles measures 145°.

3. Given that m∠2 = 145°,

write a two-column proof
to show that m∠1 and m∠3 ����������� � �
are less than 75°. � �

4. Write a paragraph proof to

justify the argument that
the intersection of West Elm ����������
Street and Lamar Boulevard
should be reconstructed.

126 Chapter 2 Geometric Reasoning

 SECTION 2B

Quiz for Lessons 2-5 Through 2-7

2-5 Algebraic Proof

Solve each equation. Write a justification for each step.

1. m - 8 = 13 2. 4y - 1 = 27 x =2
3. -_
3
Identify the property that justifies each statement.
̶̶ ̶̶
4. m∠XYZ = m∠PQR, so m∠PQR = m∠XYZ. 5. AB ≅ AB
6. ∠4 ≅ ∠A, and ∠A ≅ ∠1. So ∠4 ≅ ∠1. 7. k = 7, and m = 7. So k = m.

2-6 Geometric Proof

8. Fill in the blanks to complete the two-column proof.
Given: m∠1 + m∠3 = 180°
Prove: ∠1 ≅ ∠4 � � � �
Proof:
Statements Reasons

1. m∠1 + m∠3 = 180° 1. a. ?

̶̶̶̶̶̶
2. b. ? 2. Def. of supp. 
̶̶̶̶̶̶
3. ∠3 and ∠4 are supplementary. 3. Lin. Pair Thm.
4. ∠3 ≅ ∠3 4. c. ?
̶̶̶̶̶
5. d. ? 5. ≅ Supps. Thm.
̶̶̶̶̶̶

9. Use the given plan to write a two-column proof of the Symmetric Property of
Congruence.
̶̶ ̶̶ � �
Given: AB ≅ EF
̶̶ ̶̶ � �
Prove: EF ≅ AB
̶̶ ̶̶
Plan: Use the definition of congruent segments to write AB ≅ EF as a statement
of equality. Then use the Symmetric Property of Equality to show that EF = AB.
̶̶ ̶̶
So EF ≅ AB by the definition of congruent segments.

2-7 Flowchart and Paragraph Proofs

�
Use the given two-column proof to write the following.
Given: ∠1 ≅ ∠3 �
�
Prove: ∠2 ≅ ∠4
Proof: �

Statements Reasons

1. ∠1 ≅ ∠3 1. Given
2. ∠1 ≅ ∠2, ∠3 ≅ ∠4 2. Vert.  Thm.
3. ∠2 ≅ ∠3 3. Trans. Prop. of ≅
4. ∠2 ≅ ∠4 4. Trans. Prop. of ≅

10. a flowchart proof 11. a paragraph proof

Ready to Go On? 127

 EXTENSION Introduction to Symbolic Logic
TEKS G.4.A Select an appropriate representation ... in order to solve problems.
Also G.3.C

Objectives Symbolic logic is used by computer programmers, mathematicians, and

Analyze the truth value philosophers to analyze the truth value of statements, independent of their
of conjunctions and actual meaning.
disjunctions.
Construct truth tables to A compound statement is created by combining two or more statements.
determine the truth value Suppose p and q each represent a statement. Two compound statements can
of logical statements. be formed by combining p and q: a conjunction and a disjunction.

Vocabulary
compound statement Compound Statements
conjunction
disjunction TERM WORDS SYMBOLS EXAMPLE
truth table
Conjunction A compound statement p AND q Pat is a band member
that uses the word and p⋀q AND Pat plays tennis.

Disjunction A compound statement p OR q Pat is a band member

that uses the word or p⋁q OR Pat plays tennis.

A conjunction is true only when all of its parts are true. A disjunction is true if
any one of its parts is true.

EXAMPLE 1 Analyzing Truth Values of Conjunctions and Disjunctions

Use p, q, and r to find the truth value of each compound statement.
p: Washington, D.C., is the capital of the United States.
q: The day after Monday is Tuesday.
r: California is the largest state in the United States.

A q⋁r B r⋀p
Since q is true, Since r is false,
the disjunction is true. the conjunction is false.

Use the information given above to find the truth value of

each compound statement.
1a. r ⋁ p 1b. p ⋀ q

A table that lists all possible combinations of truth values for a statement is
called a truth table . A truth table shows you the truth value of a compound
statement, based on the possible truth values of its parts.

Make sure you p q p→q p⋀q p⋁q

include all possible
combinations of T T T T T
truth values for T F F F T
each piece of
the compound F T T F T
statement. F F T F F

128 Chapter 2 Geometric Reasoning

 EXAMPLE 2 Constructing Truth Tables for Compound Statements
Construct a truth table for the compound statement ∼u ⋀ (v ⋁ w).
Since u, v, and w can each be either true or false, the truth table will
have (2)(2)(2) = 8 rows.

u v w ∼u v⋁w ∼u ⋀ (v ⋁ w)

The negation (~) of T T T F T F

a statement has the T T F F T F
opposite truth value.
T F T F T F
T F F F F F
F T T T T T
F T F T T T
F F T T T T
F F F T F F

2. Construct a truth table for the compound statement ∼u ⋀ ∼v.

EXTENSION
Exercises
Use p, q, and r to find the truth value of each compound statement.
p : The day after Friday is Sunday.
_
q: 1 = 0.5
2
r : If -4x - 2 = 10, then x = 3.
1. r ⋀ q 2. r ⋁ p 3. p ⋁ r
4. q ⋀ ∼q 5. ∼q ⋁ q 6. q ⋁ r

Construct a truth table for each compound statement.

7. s ⋀ ∼t 8. ∼u ⋁ t 9. ∼u ⋁ (s ⋀ t)

Use a truth table to show that the two statements are logically equivalent.
10. p → q; ∼q → ∼p 11. q → p; ∼p → ∼q
12. A biconditional statement can be written as (p → q) ⋀ (q → p). Construct a truth
table for this compound statement.
13. DeMorgan’s Laws state that ∼(p ⋀ q) = ∼p ⋁ ∼q and that ∼(p ⋁ q) = ∼p ⋀ ∼q.
a. Use truth tables to show that both statements are true.
b. If you think of disjunction and conjunction as inverse operations, DeMorgan’s
Laws are similar to which algebraic property?
14. The Law of Disjunctive Inference states that if p ⋁ q is true and p is false, then q
must be true.
a. Construct a truth table for p ⋁ q.
b. Use the truth table to explain why the Law of Disjunctive Inference is true.

Chapter 2 Extension 129

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
biconditional statement . . . . . . 96 definition . . . . . . . . . . . . . . . . . . . 97 paragraph proof . . . . . . . . . . . . 120
conclusion . . . . . . . . . . . . . . . . . . 81 flowchart proof . . . . . . . . . . . . . 118 polygon . . . . . . . . . . . . . . . . . . . . . 98
conditional statement . . . . . . . . 81 hypothesis . . . . . . . . . . . . . . . . . . 81 proof . . . . . . . . . . . . . . . . . . . . . . 104
conjecture . . . . . . . . . . . . . . . . . . 74 inductive reasoning . . . . . . . . . . 74 quadrilateral . . . . . . . . . . . . . . . . 98
contrapositive . . . . . . . . . . . . . . . 83 inverse . . . . . . . . . . . . . . . . . . . . . . 83 theorem . . . . . . . . . . . . . . . . . . . 110
converse . . . . . . . . . . . . . . . . . . . . 83 logically equivalent triangle . . . . . . . . . . . . . . . . . . . . . 98
counterexample . . . . . . . . . . . . . 75 statements . . . . . . . . . . . . . . . . 83 truth value . . . . . . . . . . . . . . . . . . 82
deductive reasoning . . . . . . . . . 88 negation . . . . . . . . . . . . . . . . . . . . 82 two-column proof . . . . . . . . . . 111

Complete the sentences below with vocabulary words from the list above.
1. A statement you can prove and then use as a reason in later proofs is a(n) ? .
̶̶̶
2. ? is the process of using logic to draw conclusions from given facts, definitions,
̶̶̶
and properties.
3. A(n) ? is a case in which a conjecture is not true.
̶̶̶
4. A statement you believe to be true based on inductive reasoning is called a(n) ? .
̶̶̶

2-1 Using Inductive Reasoning to Make Conjectures (pp. 74–79) TEKS G.2.B,

G.3.D, G.5.B
EXAMPLES EXERCISES
■ Find the next item in the pattern below. Make a conjecture about each pattern. Write
the next two items.
� � �������
5.
The red square moves in the counterclockwise � � ���
direction. The next figure is . 1, _
1, _
1, _
2, …
6. _ 7.
6 3 2 3 � � ���
■ Complete the conjecture “The sum of two
odd numbers is ? .” Complete each conjecture.
̶̶̶
List some examples and look for a pattern. 8. The sum of an even number and an odd number
1+1=2 3+5=8 7 + 11 = 18 is ? .
̶̶̶
The sum of two odd numbers is even. 9. The square of a natural number is ? .
̶̶̶

■ Show that the conjecture “For all non-zero Determine if each conjecture is true. If not, write or
integers, -x < x” is false by finding draw a counterexample.
a counterexample. 10. All whole numbers are natural numbers.
Pick positive and negative values for x and ̶̶ ̶̶ ̶̶
11. If C is the midpoint of AB, then AC ≅ BC.
substitute to see if the conjecture holds.
12. If 2x + 3 = 15, then x = 6.
Let n = 3. Since -3 < 3, the conjecture holds.
13. There are 28 days in February.
Let n = -5. Since -(-5) is 5 and 5 ≮ -5,
the conjecture is false. 14. Draw a triangle. Construct the bisectors of each
n = -5 is a counterexample. angle of the triangle. Make a conjecture about
where the three angle bisectors intersect.

130 Chapter 2 Geometric Reasoning

2-2 Conditional Statements (pp. 81–87) TEKS G.3.A, G.3.C

EXAMPLES EXERCISES
■ Write a conditional statement from the Write a conditional statement from each Venn
sentence “A rectangle has congruent diagram.
diagonals.” 15. 16.
If a figure is a rectangle, then it has congruent �������� �����
diagonals.
������ ������

■ Write the inverse, converse, and

contrapositive of the conditional statement Determine if each conditional is true. If false, give
“If m∠1 = 35°, then ∠1 is acute.” Find the a counterexample.
truth value of each. 17. If two angles are adjacent, then they have a
Converse: If ∠1 is acute, then m∠1 = 35°. common ray.
Not all acute angles measure 35°, so 18. If you multiply two irrational numbers, the
this is false. product is irrational.
Inverse: If m∠1 ≠ 35°, then ∠1 is not acute.
You can draw an acute angle that does not Write the converse, inverse, and contrapositive of
measure 35°, so this is false. each conditional statement. Find the truth value
Contrapositive: If ∠1 is not acute, then of each.
m∠1 ≠ 35°. An angle that measures 35° 19. If ∠X is a right angle, then m∠X = 90°.
must be acute. So this statement is true.
20. If x is a whole number, then x = 2.

2-3 Using Deductive Reasoning to Verify Conjectures (pp. 88–93) TEKS G.2.B,

G.3.B, G.3.C, G.3.E

EXAMPLES EXERCISES
■ Determine if the conjecture is valid by the Use the true statements below to determine whether
Law of Detachment or the Law of Syllogism. each conclusion is true or false.
Given: If 5c = 8y, then 2w = -15. If 5c = 8y, Sue is a member of the swim team. When the team
then x = 17. practices, Sue swims. The team begins practice when
Conjecture: If 2w = -15, then x = 17. the pool opens. The pool opens at 8 A.M. on weekdays
Let p be 5c = 8y, q be 2w = -15, and r be and at 12 noon on Saturday.
x = 17. 21. The swim team practices on weekdays only.
Using symbols, the given information is 22. Sue swims on Saturdays.
written as p → q and p → r. Neither the Law of
23. Swim team practice starts at the same time
Detachment nor the Law of Syllogism can be
every day.
applied. The conjecture is not valid.
Use the following information for Exercises 24–26.
■ Draw a conclusion from the given
information. The expression 2.15 + 0.07x gives the cost of a
long-distance phone call, where x is the number of
Given: If two points are distinct, then there minutes after the first minute.
is one line through them. A and B are
distinct points. If possible, draw a conclusion from the given
Let p be the hypothesis: two points are distinct. information. If not possible, explain why.
Let q be the conclusion: there is one line 24. The cost of Sara’s long-distance call is $2.57.
through the points.
25. Paulo makes a long-distance call that lasts
The statement “A and B are distinct points” ten minutes.
matches the hypothesis, so you can conclude
that there is one line through A and B. 26. Asa’s long-distance phone bill for the month
is $19.05.

Study Guide: Review 131

 2-4 Biconditional Statements and Definitions (pp. 96–101) TEKS G.3.A, G.3.B

EXAMPLES EXERCISES
■ For the conditional “If a number is divisible Determine if a true biconditional can be written
by 10, then it ends in 0”, write the converse from each conditional statement. If not, give a
and a biconditional statement. counterexample.
Converse: If a number ends in 0, then it is 2x = 2, then x = _
27. If 3 - _ 5.
divisible by 10. 5 2
28. If x < 0, then the value of x 4 is positive.
Biconditional: A number is divisible by 10
if and only if it ends in 0. 29. If a segment has endpoints at (1, 5) and (-3, 1),
then its midpoint is (-1, 3).
■ Determine if the biconditional “The sides of a 30. If the measure of one angle of a triangle is 90°,
triangle measure 3, 7, and 15 if and only if the then the triangle is a right triangle.
perimeter is 25” is true. If false, give
a counterexample. Complete each statement to form a true
Conditional: If the sides of a triangle measure biconditional.
3, 7, and 15, then the perimeter is 25. True. 31. Two angles are ? if and only if the sum of
̶̶̶
Converse: If the perimeter of a triangle is 25, their measures is 90°.
then its sides measure 3, 7, and 15. False; 32. x 3>0 if and only if x is ? .
a triangle with side lengths of 6, 10, and 9 ̶̶̶
also has a perimeter of 25. 33. Trey can travel 100 miles in less than 2 hours
if and only if his average speed is ? .
Therefore the biconditional is false. ̶̶̶
34. The area of a square is equal to s 2 if and only
if the perimeter of the square is ? .
̶̶̶

2-5 Algebraic Proof (pp. 104–109) TEKS G.3.B, G.3.C, G.3.E

EXAMPLES EXERCISES
■ Solve the equation 5x - 3 = -18. Write a Solve each equation. Write a justification for
justification for each step. each step.
5x - 3 = -18 Given 35. _m + 3 = -4.5 36. -47 = 3x - 59
-5
+3 +3 Add. Prop. of =
̶̶̶̶̶ ̶̶̶
5x = -15 Simplify. Identify the property that justifies each statement.
_ _
5x
=
-15
Div. Prop. of = 37. a + b = a + b
5 5
x = -3 Simplify. 38. If ∠RST ≅ ∠ABC, then ∠ABC ≅ ∠RST.

■ Write a justification for each step. �

39. 2x = 9, and y = 9. So 2x = y.
RS = ST Given ������� Use the indicated property to complete each
5x - 18 = 4x Subst. Prop. of = � statement.
x - 18 = 0 Subtr. Prop. of = �� 40. Reflex. Prop. of ≅: figure ABCD ≅ ?
x = 18 Add. Prop. of = ̶̶̶
� 41. Sym. Prop. of =: If m∠2 = m∠5, then ? .
̶̶̶
Identify the property that justifies each ̶̶ ̶̶ ̶̶ ̶̶
42. Trans. Prop. of ≅: If AB ≅ CD and AB ≅ EF,
statement.
then ? .
■ ∠X ≅ ∠2, so ∠2 ≅ ∠X. ̶̶̶
43. Kim borrowed money at an annual simple
Symmetric Property of Congruence
interest rate of 6% to buy a car. How much did
■ If m∠2 = 180° and m∠3 = 180°, then she borrow if she paid $4200 in interest over
m∠2 = m∠3. the life of the 4-year loan? Solve the equation
Transitive Property of Equality I = Prt for P and justify each step.

132 Chapter 2 Geometric Reasoning

 2-6 Geometric Proof (pp. 110–116) TEKS G.1.A, G.3.B, G.3.C, G.3.E

EXAMPLES EXERCISES
■ Write a justification for each step, 44. Write a justification for each step, given that ∠1
given that m∠2 = 2m∠1. � � and ∠2 are complementary, and ∠1 ≅ ∠3.
1. ∠1 and ∠2 comp.
1. ∠1 and ∠2 supp. Lin. Pair Thm.
2. m∠1 + m∠2 = 90°
2. m∠1 + m∠2 = 180° Def. of supp.  3. ∠1 ≅ ∠3 � �
3. m∠2 = 2m∠1 Given 4. m∠1 = m∠3 �

4. m∠1 + 2m∠1 = 180° Subst. Steps 2, 3 5. m∠3 + m∠2 = 90°

6. ∠3 and ∠2 comp.
5. 3m∠1 = 180° Simplify
6. m∠1 = 60° Div. Prop. of = 45. Fill in the blanks to complete
the two-column proof. �
̶̶ ̶̶
■ Use the given plan to write Given: TU ≅ UV
a two-column proof. Prove: SU + TU = SV � �
� �
̶̶ Two-column proof:
Given: AD bisects ∠BAC. ��
∠1 ≅ ∠3 � Statements Reasons
� �
Prove: ∠2 ≅ ∠3 � ̶̶ ̶̶
1. TU ≅ UV 1. a. ?
Plan: Use the definition of angle bisector to ̶̶̶̶
2. b. ? 2. Def. of ≅ segs.
show that ∠1 ≅ ∠2. Use the Transitive ̶̶̶̶
Property to conclude that ∠2 ≅ ∠3. 3. c. ? 3. Seg. Add. Post.
̶̶̶̶
4. SU + TU = SV 4. d. ?
Two-column proof: ̶̶̶̶

Statements Reasons
Find the value of each variable.
̶̶̶
1. AD bisects ∠BAC. 1. Given 46. �������� 47.
2. ∠1 ≅ ∠2 2. Def. of ∠ bisector
���������
3. ∠1 ≅ ∠3 3. Given ���������
���
4. ∠2 ≅ ∠3 4. Trans. Prop. of ≅

2-7 Flowchart and Paragraph Proofs (pp. 118–125) TEKS G.1.A, G.2.B, G.3.C, G.3.E

EXAMPLES EXERCISES
Use the two-column proof in the example for Use the given plan to write each of the following.
Lesson 2-6 above to write each of the following. Given: ∠ADE and ∠DAE are complementary.
■ a flowchart proof ∠ADE and ∠BAC are complementary.
�
Prove: ∠DAC ≅ ∠BAE
���������������� �������
Plan: Use the Congruent Complements � �
����� �����
Theorem to show that ∠DAE ≅ ∠BAC.
Since ∠CAE ≅ ∠CAE, ∠DAC ≅ ∠BAE �
������� �������
by the Common Angles Theorem. �
������������������ �����������������
48. a flowchart proof 49. a paragraph proof
■ a paragraph proof
̶̶ Find the value of each variable and name the
Since AD bisects ∠BAC, ∠1 ≅ ∠2 by the
definition of angle bisector. It is given that theorem that justifies your answer.
∠1 ≅ ∠3. Therefore, ∠2 ≅ ∠3 by the Transitive 50. ���� 51.
Property of Congruence. ���
���

Study Guide: Review 133

 Find the next item in each pattern.
1. 2. 405, 135, 45, 15, …
� � �������
3. Complete the conjecture “The sum of two even numbers is ? . ”
̶̶̶
4. Show that the conjecture “All complementary angles are adjacent” is false by finding
a counterexample.
5. Identify the hypothesis and conclusion of the conditional statement “The show is
cancelled if it rains.”
6. Write a conditional statement from the sentence “Parallel lines do not intersect.”

Determine if each conditional is true. If false, give a counterexample.

7. If two lines intersect, then they form four right angles.
8. If a number is divisible by 10, then it is divisible by 5.

Use the conditional “If you live in the United States, then you live in Kentucky” for
Items 9–11. Write the indicated type of statement and determine its truth value.
9. converse 10. inverse 11. contrapositive
12. Determine if the following conjecture is valid by the Law of Detachment.
Given: If it is colder than 50°F, Tom wears a sweater. It is 46°F today.
Conjecture: Tom is wearing a sweater.
13. Use the Law of Syllogism to draw a conclusion from the given information.
Given: If a figure is a square, then it is a quadrilateral. If a figure is a
quadrilateral, then it is a polygon. Figure ABCD is a square.
14. Write the conditional statement and converse within the biconditional “Chad will
work on Saturday if and only if he gets paid overtime.”
̶̶
15. Determine if the biconditional “B is the midpoint of AC iff AB = BC” is true. If false,
give a counterexample.

Solve each equation. Write a justification for each step.

16. 8 - 5s = 1 17. 0.4t + 3 = 1.6 18. 38 = -3w + 2

Identify the property that justifies each statement.

19. If 2x = y and y = 7, then 2x = 7. 20. m∠DEF = m∠DEF
̶̶ ̶̶ ̶̶ ̶̶
21. ∠X ≅ ∠P, and ∠P ≅ ∠D. So ∠X ≅ ∠D. 22. If ST ≅ XY, then XY ≅ ST.

Use the given plan to write a proof in each format.

�
Given: ∠AFB ≅ ∠EFD �
Prove: FB
 bisects ∠AFC. �
Plan: Since vertical angles are congruent, ∠EFD ≅ ∠BFC. �
Use the Transitive Property to conclude that ∠AFB ≅ ∠BFC.
� �
 bisects ∠AFC by the definition of angle bisector.
Thus FB
23. two-column proof 24. paragraph proof 25. flowchart proof

134 Chapter 2 Geometric Reasoning

FOCUS ON SAT MATHEMATICS SUBJECT TESTS
Some colleges require that you take the SAT Subject On SAT Mathematics Subject Test
Tests. There are two math subject tests—Level 1 and questions, you receive one point for each
Level 2. Take the Mathematics Subject Test Level 1 correct answer, but you lose a fraction
when you have completed three years of college-prep of a point for each incorrect response.
mathematics courses. Guess only when you can eliminate at
least one of the answer choices.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

1. In the figure below, m∠1 = m∠2. What is the 3. What is the contrapositive of the statement “If
value of y? it is raining, then the football team will win”?

��� (A) If it is not raining, then the football team

will not win.
� ���
� � (B) If it is raining, then the football team will
not win.
� �
� (C) If the football team wins, then it is raining.
�������� (D) If the football team does not win, then it is
not raining.
Note: Figure not drawn to scale. (E) If it is not raining, then the football team
(A) 10 (B) 30 will win.

(C) 40 (D) 50
(E) 60 4. Given the points D(1, 5) and E(-2, 3), which
conclusion is NOT valid?

2. The statement “I will cancel my appointment

̶̶
(A) The midpoint of DE is -_ (
1, 4 .
2 )
if and only if I have a conflict” is true. Which of (B) D and E are collinear.
the following can be concluded? (C) The distance between D and E is √
5.
I. If I have a conflict, then I will cancel ̶̶ ̶̶
(D) DE ≅ ED
my appointment.
(E) D and E are distinct points.
II. If I do not cancel my appointment,
then I do not have a conflict.
III. If I cancel my appointment, then I 5. For all integers x, what conclusion can be 2
have a conflict. drawn about the value of the expression __
x
?
2
(A) I only (B) II only (A) The value is negative.
(C) III only (D) I and III (B) The value is not negative.
(E) I, II, and III (C) The value is even.
(D) The value is odd.
(E) The value is not a whole number.

College Entrance Exam Practice 135

 Gridded Response: Record Your Answer
When responding to a gridded-response test item, you must fill out the grid on your
answer sheet correctly, or the item will be marked as incorrect.

Gridded Response: Solve the equation 1258 - 2(3x - 72) = -80.

� � � � The value of x is 247.

� � � � � � � • Using a pencil, write your answer in the answer boxes at the top of
� � � � � � �
� � � � � � �
the grid.
� � � � � � � • Put only one digit in each box. The decimal point has a designated
� � � � � � � column.
� � � � � � � • Do not leave a blank box in the middle of an answer.
� � � � � � � • For each digit, shade the bubble that is in the same column as the
� � � � � � �
� � � � � � �
digit in the answer box.
� � � � � � �

Gridded Response: The perimeter of a rectangle is 90 in. The width of the rectangle
is 18 in. Find the length of the rectangle in feet.

� � � � The length of the rectangle is 27 inches, but the problem asks for the
� � � � � � � measurement in feet.
� � � � � � �
� � � � � � � 27 inches = _9 , or 2.25, feet
� � � � � � � 4
� � � � � � � • Fractions and mixed numbers cannot be gridded, so you must grid
� � � � � � � the answer as 2.25.
� � � � � � � • Using a pencil, write your answer in the answer boxes at the top of
� � � � � � � the grid.
� � � � � � �
• Put only one digit in each box. The decimal point has a designated
� � � � � � �
column.
• Do not leave a blank box in the middle of an answer.
• For each digit, shade the bubble that is in the same column as the
digit in the answer box.

136 Chapter 2 Geometric Reasoning

 You cannot grid a negative number in a gridded-
Sample C
���� response item because the grid does not include
The length of a segment is 897__
2
units. A student
the negative sign (-). So if you get a negative 5
answer to a test item, rework the problem. gridded this answer as shown.
You probably made a math error.
� � � � � �
� � � � � � �
� � � � � � �
Read each statement and answer the questions � � � � � � �
that follow. � � � � � � �
� � � � � � �
� � � � � � �
Sample A � � � � � � �
The correct answer to a test item is 1.6. � � � � � � �
A student gridded this answer as shown. � � � � � � �
� � � � � � �
� � �
� � � � � � �
� � � � � � �
5. What answer does the grid show?
� � � � � � �
� � � � � � � 6. Explain why you cannot grid a fraction or
� � � � � � �
a mixed number.
� � � � � � �
� � � � � � � 7. Write the answer 897__25 in a form that could
� � � � � � �
� � � � � � �
be entered in the grid correctly.
� � � � � � � 8. Another student got an answer of
10,216.5 units. Explain why the student
knew this answer was wrong.
1. What error did the student make when
filling out the grid?
2. Another student got an answer of -1.6.
Explain why the student knew this answer Sample D
was wrong. The measure of an angle is 48.9°. A student
gridded this answer as shown.
� � � �
� � � � � � �
Sample B
The perimeter of a triangle is 2__
� � � � � � �
3
4
feet. A student � � � � � � �
gridded this answer as shown. � � � � � � �
� � � � � � �
� � � � � � � � � � � �
� � � � � � � � � � � � � �
� � � � � � � � � � � � � �
� � � � � � � � � � � � � �
� � � � � � � � � � � � � �
� � � � � � �
� � � � � � �
� � � � � � � 9. What answer does the grid show?
� � � � � � �
� � � � � � � 10. What error did the student make when
� � � � � � � filling out the grid?
11. Explain how to correctly grid the answer.
3. What error did the student make when
filling out the grid?
4. Explain how to correctly grid the answer.

TAKS Tackler 137

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–2

Multiple Choice 5. A diagonal of a polygon connects nonconsecutive
vertices. The table shows the number of diagonals
Use the figure below for Items 1 and 2. In the figure, in a polygon with n sides.
 bisects ∠ADC.
DB
Number of Number of
�
Sides Diagonals
4 2
�
5 5
6 9
7 14
�
�
If the pattern continues, how many diagonals
1. Which best describes the intersection of ∠ADB does a polygon with 8 sides have?
and ∠BDC ? 17 20
Exactly one ray 19 21
Exactly one point
Exactly one angle 6. Which type of transformation maps figure LMNP
onto figure L’M’N’P’?
Exactly one segment
�
2. Which expression is equal to the measure of
∠ADC ? �
2(m∠ADB)
90° - m∠BDC � �
�� ��
180° - 2(m∠ADC)
m∠BDC - m∠ADB
�� ��

3. What is the inverse of the statement, “If a Reflection Translation

polygon has 8 sides, then it is an octagon”? Rotation None of these
If a polygon is an octagon, then it has 8 sides.
If a polygon is not an octagon, then it does 7. Miyoko went jogging on July 25, July 28, July 31,
not have 8 sides. and August 3. If this pattern continues, when will
Miyoko go jogging next?
If an octagon has 8 sides, then it is a polygon.
August 5 August 7
If a polygon does not have 8 sides, then it is
not an octagon. August 6 August 8

4. Lily conjectures that if a number is divisible by 8. Congruent segments have equal measures.
15, then it is also divisible by 9. Which of the A segment bisector divides a segment into
̶̶
following is a counterexample? two congruent segments. XY intersects DE at X
̶̶
and bisects DE. Which conjecture is valid?
45 60
m∠YXD = m∠YXE
50 72
Y is between D and E.
DX = XE
DE = YE

138 Chapter 2 Geometric Reasoning

 STANDARDIZED TEST PREP
9. Which statement is true by the Symmetric Short Response
Property of Congruence?
̶̶ ̶̶ 16. Solve the equation 2(AB) + 16 = 24 to find the
ST ≅ ST length of segment AB. Write a justification for
15 + MN = MN + 15 each step.
If ∠P ≅ ∠Q, then ∠Q ≅ ∠P.
17. Use the given two-column proof to write a
If ∠D ≅ ∠E and ∠E ≅ ∠F, then ∠D ≅ ∠F.
flowchart proof.
� �
To find a counterexample for a biconditional
���� statement, write the conditional statement
and converse it contains. Then try to find a � � �
counterexample for one of these statements.
̶̶ ̶̶
Given: DE ≅ FH
Prove: DE = FG + GH
10. Which is a counterexample for the following
biconditional statement? Two-column proof:
A pair of angles is supplementary if and only if
Statements Reasons
the angles form a linear pair.
̶̶ ̶̶
The measures of supplementary angles add 1. DE ≅ FH 1. Given
to 180°. 2. DE = FH 2. Def. of ≅ segs.
A linear pair of angles is supplementary. 3. FG + GH = FH 3. Seg. Add. Post.
Complementary angles do not form a
4. DE = FG + GH 4. Subst.
linear pair.
Two supplementary angles are not adjacent.
18. Consider the following conditional statement.
11. K is between J and L. The distance between J If two angles are complementary, then the angles
and K is 3.5 times the distance between K and L. are acute.
If JK = 14, what is JL? a. Determine if the conditional is true or false.
10.5 24.5 If false, give a counterexample.
18 49 b. Write the converse of the conditional
statement.
12. What is the length of the segment connecting the c. Determine whether the converse is true or
points (-7, -5) and (5, -2)? false. If false, give a counterexample.

√13 
3 √17

√53 √
193
Extended Response
19. The figure below shows the intersection of
Gridded Response two lines.

13. A segment has an endpoint at (5, -2). The � �

midpoint of the segment is (2, 2). What is the
length of the segment?
�
14. ∠P measures 30° more than the measure of � �
its supplement. What is the measure of ∠P in
degrees?

a. Name the linear pairs of angles in the figure.

15. The perimeter of a square field is 1.6 kilometers. What conclusion can you make about each
What is the area of the field in square kilometers?
pair? Explain your reasoning.
b. Name the pairs of vertical angles in the figure.
What conclusion can you make about each
pair? Explain your reasoning.
c. Suppose m∠EBD = 90°. What are the measures
of the other angles in the figure? Write a
two-column proof to support your answer.

Cumulative Assessment, Chapters 1–2 139

 TEXAS TAKS Grades 9–11 Obj. 10

������

The Freescale Marathon

Every February, runners take to the streets of
Austin to participate in a 26-mile marathon. The
course travels mostly downhill, with a net drop in
elevation of more than 400 feet from beginning to
end. But don’t be fooled; many former participants
strongly recommend hill training for this course!

Choose one or more strategies to solve each

problem.
1. During the marathon, a runner maintains a
steady pace and completes the first 2.6 miles �����������������
in 20 minutes. After 1 hour 20 minutes, she has ��
completed 10.4 miles. Make a conjecture about
the runner’s average speed in miles per hour.
How long do you expect her to take to complete
the marathon?
2. The course features fully equipped aid stations with medical
support for the complete eight-hour duration of the race.
From mile 2 to mile 6, these stations are located every other
mile. After that, they are located every mile to the finish.
Portable toilets are available at each mile marker and at
the end of the course. At how many points are there both
an aid station and portable toilets?

For 3, use the map.

3. The course includes a straight section
��

���������

along Forty-fifth Street from Shoal

���������

Creek Boulevard to Duval Street.

The distance from Guadalupe Street
to Duval is twice the distance from
��������
Burnet Road to Lamar Boulevard. �������
����� ���

The distance from Lamar to Guadalupe �������

�����������

�������������

is 210 feet greater than the distance ��

from Shoal Creek to Burnet. What is
� ��

the distance from Guadalupe to Duval?

�����

140 Chapter 2 Geometric Reasoning

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
Show Caves Guess and Test
Work Backward
The region between San Antonio and Austin, known as the Texas Hill Find a Pattern
Make a Table
Country, is home to six of the seven show caves in the state. A show cave Solve a Simpler Problem
is a cave developed for public use, typically with amenities such as lighting Use Logical Reasoning
and groomed trails. The seventh show cave in Texas, the Caverns of Sonora, Use a Venn Diagram
is internationally recognized as one of the most beautiful in the world. Make an Organized List

Choose one or more strategies to

Texas Show Caves
solve each problem.
Cave Length Approximate Tour Length
1. Jared took a tour at least __58 mi long (ft) Depth (ft) (mi)
and saw a cave that is less than
10,000 ft in length. Which caves Cascade Caverns 1,700 132 0.25
might Jared have visited? Cave Without a Name 14,211 89 0.25
2. A travel brochure includes the Caverns of Sonora 20,000 150 1.5
following statements about Texas Inner Space Cavern 15,000 80 1.2
show caves. Determine whether
Longhorn Cavern 9,850 23 0.625
each statement is true or false.
If false, explain why. Natural Bridge Caverns 8,600 250 0.75
a. If you tour a cave that is more Wonder Cave 1,296 91 0.08
than 100 ft deep, then you’ll see
a cave that is more than 8000 ft in length.
b. If you haven’t been to the Caverns of Sonora, then you haven’t
seen a cave that is at least 15,000 ft long.
c. If you don’t want to walk more than a mile, but you want to see a
cave with a depth of at least 150 ft, then you should visit Natural
Bridge Caverns.
3. Inner Space Cavern has a second tour, which Ingrid completes in
18 min and 45 s. If Ingrid walks 12,672 ft in 1 h, what is the length
of the second tour?

Problem Solving on Location 141

 Parallel and
Perpendicular Lines

3A Lines with Transversals

3-1 Lines and Angles
Lab Explore Parallel Lines and
Transversals
3-2 Angles Formed by Parallel Lines
and Transversals
3-3 Proving Lines Parallel
Lab Construct Parallel Lines
3-4 Perpendicular Lines
Lab Construct Perpendicular Lines

3B Coordinate Geometry
3-5 Slopes of Lines
Lab Explore Parallel and
Perpendicular Lines
3-6 Lines in the Coordinate Plane

KEYWORD: MG7 ChProj

Sailboats at the
Corpus Christi
Municipal Marina

142 Chapter 3
 Vocabulary
Match each term on the left with a definition on the right.
1. acute angle A. segments that have the same length
2. congruent angles B. an angle that measures greater than 90° and less than 180°
3. obtuse angle C. points that lie in the same plane
4. collinear D. angles that have the same measure
5. congruent segments E. points that lie on the same line
F. an angle that measures greater than 0° and less than 90°

Conditional Statements
Identify the hypothesis and conclusion of each conditional. � �

6. If E is on AC
, then E lies in plane P.
7. If A is not in plane Q, then A is not on BD
. �

8. If plane P and plane Q intersect, then they intersect in a line. �

� �
Name and Classify Angles � �
Name and classify each angle.
9. 10. � 11. � 12. � � �
� �
�

� � �
�

Angle Relationships
Give an example of each angle pair. � �
�
13. vertical angles 14. adjacent angles
�
15. complementary angles 16. supplementary angles � �
�
Evaluate Expressions
Evaluate each expression for the given value of the variable.
17. 4x + 9 for x = 31 18. 6x - 16 for x = 43
19. 97 - 3x for x = 20 20. 5x + 3x + 12 for x = 17

Solve Multi-Step Equations

Solve each equation for x.
21. 4x + 8 = 24 22. 2 = 2x - 8
23. 4x + 3x + 6 = 90 24. 21x + 13 + 14x - 8 = 180

Parallel and Perpendicular Lines 143

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
alternate exterior angles ángulos alternos
vocabulary terms in the chapter, answer the
externos
following questions. You may refer to the
chapter, the glossary, or a dictionary if you like.
alternate interior angles ángulos alternos
internos 1. The root trans- means “across.” What do you
think a transversal of two lines does?
corresponding angles ángulos
correspondientes 2. The slope of a mountain trail describes
parallel lines líneas paralelas
the steepness of the climb. What might
the slope of a line describe?
perpendicular bisector mediatriz
3. What does the word corresponding mean?
perpendicular lines líneas perpendiculares What do you think the term corresponding
angles means?
same-side interior angles ángulos internos del
mismo lado 4. What does the word interior mean? What
might the phrase “interior of a pair of lines”
slope pendiente
describe? The word alternate means “to
transversal transversal change from one to another.” If two lines
are crossed by a third line, where do you
think a pair of alternate interior angles
might be?

3-2 3-3 3-4 3-6

Geometry TEKS Les. Tech. Les. Les. Geo. Les. Geo. Les. Tech. Les.
3-1 Lab 3-2 3-3 Lab 3-4 Lab 3-5 Lab 3-6

G.1.A Geometric Structure* develop an awareness ★ ★

of the structure of a mathematical system,
connecting definitions, postulates, logical
reasoning, and theorems
G.2.A Geometric Structure* use construction to ★ ★ ★
explore attributes of geometric figures
and to make conjectures about geometric
relationships
G.3.C Geometric Structure* use logical reasoning to ★ ★ ★ ★
prove statements are true ...
G.7.B Dimensionality and the geometry of ★ ★ ★
location* use slopes and equations of lines to
investigate geometric relationships, including
parallel lines, perpendicular lines ...
G.7.C Dimensionality and the geometry of ★
location* develop and use formulas involving
... slope ...
G.9.A Congruence and the geometry of ★ ★ ★ ★ ★ ★
size* formulate and test conjectures about the
properties of parallel and perpendicular lines
based on explorations
* Knowledge and skills are written out completely on pages TX28–TX35.

144 Chapter 3
Study Strategy: Take Effective Notes
Taking effective notes is an important study strategy. The Cornell system of note
taking is a good way to organize and review main ideas. In the Cornell system,
the paper is divided into three main sections. The note-taking column is where
you take notes during lecture. The cue column is where you write questions and
key phrases as you review your notes. The summary area is where you write a
brief summary of the lecture.

Step 1: Notes
Draw a vertical line
about 2.5 inches
from the left side of
Le ss on 6 pa ge 1 your paper. During
9/4/05 Ch apte r 2 class, write your
t with notes about the main
W hat ca n yo u Geometric proof: Star
e defs ., points of the lecture
us e to justify hypoth es is, an d th en us in the right column.
ach
step s in a pr oo f? po st s., an d th ms . to re
ea ch step .
Step 2: Cues conc lus ion . Ju st ify
After class, write
down key phrases
Lin ea r Pa ir Th eo re m
or questions in W hat kin d of ir,
If 2 ∠ s fo rm a lin . pa
the left column. an gle s fo rm a
th en th ey are su pp .
lin ea r pa ir?
ts Th eo re m
Cong ru ent Su pp lem en
W hat is tr ue e
Step 3: Summary If 2 ∠ s are su pp . to th
ab out two s),
Use your cues to sa me ∠ (or to 2 ≅ ∠
su pp lem ents of .
th en th e 2 ∠ s are ≅
restate the main
points in your th e sa me an gle?
own words. stulate s,
us es defin iti on s, po
Su m m ary: A pr oo f is tr ue .
d th eo re m s to sh ow th at a conc lus ion
an an gle s
Li ne ar Pa ir Th eo re m says th at two
Th e ta ry. Th e
pa ir are su pp lem en
th at fo rm a lin ea r th at two
ents Th eo re m says
Cong ru ent Su pp lem ent.
lem en ts to th e sa m e an gle are cong ru
su pp

Try This

1. Research and write a paragraph describing the Cornell system of note taking.
Describe how you can benefit from using this type of system.
2. In your next class, use the Cornell system of note taking. Compare these notes
to your notes from a previous lecture.

Parallel and Perpendicular Lines 145

 3-1 Lines and Angles

Objectives Who uses this?

Identify parallel, Card architects use playing cards to
perpendicular, and build structures that contain parallel
skew lines.
and perpendicular planes.
Identify the angles
formed by two lines
Bryan Berg uses cards to build structures like
and a transversal.
the one at right. In 1992, he broke the Guinness
World Record for card structures by building
Vocabulary
parallel lines a tower 14 feet 6 inches tall. Since then, he
perpendicular lines has built structures more than 25 feet tall.
skew lines
parallel planes
transversal Parallel, Perpendicular, and Skew Lines
corresponding angles
alternate interior angles Parallel lines (ǁ) are coplanar and do not � �
alternate exterior angles
intersect. In the figure, AB , and EG
 ǁ EF .
 ǁ FH
same-side interior angles � �
Perpendicular lines (⊥) intersect at 90° angles. In
the figure, AB , and EG
 ⊥ AE .
 ⊥ GH � �

Skew lines are not coplanar. Skew lines are not �

parallel and do not intersect. In the figure, AB
 �
and EG
 are skew.
Arrows are used to show
Parallel planes are planes that do not intersect. that AB  and EG
 ǁ EF .
 ǁ FH
In the figure, plane ABE ǁ plane CDG.

EXAMPLE 1 Identifying Types of Lines and Planes

�
Identify each of the following. �
A a pair of parallel segments �
̶̶ ̶̶ �
KN ǁ PS
Segments or
rays are parallel, B a pair of skew segments
perpendicular, ̶̶̶ ̶̶
LM and RS are skew.
or skew if the
lines that contain �
C a pair of perpendicular segments
them are parallel, ̶̶̶ ̶̶ �
MR ⊥ RS
perpendicular,
�
or skew.
D a pair of parallel planes
plane KPS ǁ plane LQR �

Identify each of the following. � �

1a. a pair of parallel segments �
�
1b. a pair of skew segments �
�
1c. a pair of perpendicular segments
� �
1d. a pair of parallel planes

146 Chapter 3 Parallel and Perpendicular Lines

 Angle Pairs Formed by a Transversal

TERM EXAMPLE
A transversal is a line that intersects � ��������
�
two coplanar lines at two different points.
� � �
The transversal t and the other two lines ��������
r and s form eight angles. � �
� �
� ��������
�

Corresponding angles lie on the same side of the

∠1 and ∠5
transversal t, on the same sides of lines r and s.

Alternate interior angles are nonadjacent angles

that lie on opposite sides of the transversal t, ∠3 and ∠6
between lines r and s.

Alternate exterior angles lie on opposite sides

∠1 and ∠8
of the transversal t, outside lines r and s.

Same-side interior angles or consecutive interior

angles lie on the same side of the transversal t, ∠3 and ∠5
between lines r and s.

EXAMPLE 2 Classifying Pairs of Angles

�
�
Give an example of each angle pair. � �
A corresponding angles B alternate interior angles
∠4 and ∠8 ∠4 and ∠6
� �
C alternate exterior angles D same-side interior angles
� �
∠2 and ∠8 ∠4 and ∠5

Give an example of each angle pair.

2a. corresponding angles
� �
2b. alternate interior angles � �
� �
2c. alternate exterior angles � �

2d. same-side interior angles

EXAMPLE 3 Identifying Angle Pairs and Transversals

Identify the transversal and classify each angle pair.
A ∠1 and ∠5
�
To determine which transversal: n; alternate interior angles � �
� �
line is the transversal
B ∠3 and ∠6
for a given angle
pair, locate the line transversal: m; corresponding angles �
that connects the �
vertices. C ∠1 and ∠4
�
transversal: ℓ; alternate exterior angles �

3. Identify the transversal and classify the angle pair ∠2 and ∠5 in

the diagram above.

3- 1 Lines and Angles 147

 THINK AND DISCUSS
1. Compare perpendicular and intersecting lines.
2. Describe the positions of two alternate exterior
angles formed by lines m and n with transversal p.
3. GET ORGANIZED Copy the diagram and graphic organizer.
In each box, list all the angle pairs of each type in the diagram.

� �
���������������
� �

� �
��������� ��������� ���������
� � �������������
�������� �������� ��������

3-1
Exercises KEYWORD: MG7 3-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary ? are located on opposite sides of a transversal, between the two
̶̶̶̶
lines that intersect the transversal. (corresponding angles, alternate interior angles,
alternate exterior angles, or same-side interior angles)

SEE EXAMPLE 1 Identify each of the following.

p. 146 2. one pair of perpendicular segments � �
� �
3. one pair of skew segments
� �
4. one pair of parallel segments
� �
5. one pair of parallel planes

SEE EXAMPLE 2 Give an example of each angle pair.

p. 147 6. alternate interior angles
� �
7. alternate exterior angles �
� �
�
8. corresponding angles �
�
9. same-side interior angles

SEE EXAMPLE 3 Identify the transversal and classify each angle pair.
p. 147 10. ∠1 and ∠2 �

11. ∠2 and ∠3
� �
12. ∠2 and ∠4 �
�
�
13. ∠4 and ∠5
�
�

148 Chapter 3 Parallel and Perpendicular Lines

 PRACTICE AND PROBLEM SOLVING �
Independent Practice Identify each of the following.
For See
Exercises Example 14. one pair of parallel segments
� �
14–17 1 15. one pair of skew segments
18–21 2
16. one pair of perpendicular segments
22–25 3 �
17. one pair of parallel planes
� �
TEKS TAKS
Skills Practice p. S8 Give an example of each angle pair.
Application Practice p. S30 18. same-side interior angles
� �
19. alternate exterior angles � �
� �
20. corresponding angles � �

21. alternate interior angles

Identify the transversal and classify each angle pair.

�
22. ∠2 and ∠3 �
�
23. ∠4 and ∠5 �
� �
�
24. ∠2 and ∠4
�
25. ∠1 and ∠2 �
26. Sports A football player runs across the
30-yard line at an angle. He continues
��� ��� ��� ���

in a straight line and crosses the goal line

at the same angle. Describe two parallel
lines and a transversal in the diagram.

�
��� ��� ��� ���

Name the type of angle pair shown in each letter.

27. F 28. Z 29. C

Entertainment Entertainment Use the following

information for Exercises 30–32.
�
In an Ames room, the floor is tilted and
the back wall is closer to the front wall �
on one side.
�
30. Name a pair of parallel segments in �
the diagram.
In an Ames room, two � �
31. Name a pair of skew segments in ��
people of the same
height that are standing the diagram. �
in different parts of 32. Name a pair of perpendicular segments
the room appear to be
in the diagram.
different sizes. ����������������

3- 1 Lines and Angles 149

 33. This problem will prepare you for the Multi-Step TAKS Prep on p 180.
Buildings that are tilted like the one shown are
sometimes called mystery spots.
a. Name a plane parallel to plane KLP, �
� � �
a plane parallel to plane KNP, and a plane
parallel to KLM. �
̶̶ ̶̶ ̶̶
b. In the diagram, QR is a transversal to PQ and RS. � �
What type of angle pair is ∠PQR and ∠QRS? � �

34. Critical Thinking Line ℓ is contained in plane P and line m is contained in

plane Q. If P and Q are parallel, what are the possible classifications of ℓ and m?
Include diagrams to support your answer.

Use the diagram for Exercises 35–40.

35. Name a pair of alternate interior angles
with transversal n. � �
�
36. Name a pair of same-side interior angles � � �
with transversal ℓ. �
� � �
37. Name a pair of corresponding angles � �
with transversal m.
38. Identify the transversal and classify the angle pair for ∠3 and ∠7.
39. Identify the transversal and classify the angle pair for ∠5 and ∠8.
40. Identify the transversal and classify the angle pair for ∠1 and ∠6.
41. Aviation Describe the type of lines formed
by two planes when flight 1449 is flying from
San Francisco to Atlanta at 32,000 feet and
flight 2390 is flying from Dallas to Chicago Chicago
San Francisco
at 28,000 feet.
Atlanta
42. Multi-Step Draw line p, then draw two Dallas
lines m and n that are both perpendicular to
p. Make a conjecture about the relationship
between lines m and n.
43. Write About It Discuss a real-world example of skew lines. Include a sketch.

Holt, Rinehart & Winston

High School Math

ge07sec03101007a Locator map showing cities

44. Which pair of angles in the diagram are alternate
interior angles? 3rd proof
�
�
∠1 and ∠5 �
� �
∠2 and ∠6 �
�
∠7 and ∠5 �

∠2 and ∠3

45. How many pairs of corresponding angles are in

�
the diagram? �
�
2 8 � �
� �
4 16 �

150 Chapter 3 Parallel and Perpendicular Lines

46. Which type of lines are NOT represented in the diagram?
Parallel lines Skew lines
Intersecting lines Perpendicular lines

47. For two lines and a transversal, ∠1 and ∠8 are alternate

exterior angles, and ∠1 and ∠5 are corresponding angles.
Classify the angle pair ∠5 and ∠8.
Vertical angles
Alternate interior angles
Adjacent angles
Same-side interior angles

48. Which angles in the diagram are NOT corresponding angles?

� �
∠1 and ∠5 ∠4 and ∠8 � �
∠2 and ∠6 ∠2 and ∠7 � �
� �

CHALLENGE AND EXTEND

Name all the angle pairs of each type in the diagram.
Identify the transversal for each pair.
� � � � �
49. corresponding 50. alternate interior � � � �

51. alternate exterior 52. same-side interior

� �� �� ��
53. Multi-Step Draw two lines and a transversal �� �� �� �� �
such that ∠1 and ∠3 are corresponding angles,
∠1 and ∠2 are alternate interior angles, and ∠3 �
and ∠4 are alternate exterior angles. What type �
of angle pair is ∠2 and ∠4?
54. If the figure shown is folded to form a cube,
which faces of the cube will be parallel?

SPIRAL REVIEW
Evaluate each function for x = -1, 0, 1, 2, and 3. (Previous course)
55. y = 4x 2 - 7 56. y = -2x 2 + 5 57. y = (x + 3)(x - 3)

Find the circumference and area of each circle. Use the π key on your calculator and
round to the nearest tenth. (Lesson 1-5)
58. 59.

����� �����

Write a justification for each statement, given that ∠1 and ∠3 are right angles.
(Lesson 2-6)
60. ∠1 ≅ ∠3
� �
61. m∠1 + m∠2 = 180° � �

62. ∠2 ≅ ∠4

3- 1 Lines and Angles 151

 Systems of Equations
Algebra
Sometimes angle measures are given as algebraic expressions. When you
know the relationship between two angles, you can write and solve a system
of equations to find angle measures.
See Skills Bank
page S67

Solving Systems of Equations by Using Elimination

Step 1 Write the system so that like terms are under one another.
Step 2 Eliminate one of the variables.
Step 3 Substitute that value into one of the original equations and solve.
Step 4 Write the answers as an ordered pair, (x, y).
Step 5 Check your solution.

Example 1
Solve for x and y.

Since the lines are perpendicular, all of the angles are right angles.
To write two equations, you can set each expression equal to 90°. ���������� ����������

(3x + 2y)° = 90°, (6x - 2y)° = 90°

Step 1 3x + 2y = 90
Write the system so that like terms are under one another.
6x - 2y = 90
̶̶̶̶̶̶̶̶
Step 2 9x + 0 = 180 Add like terms on each side of the equations.
The y-term has been eliminated.
x = 20 Divide both sides by 9 to solve for x.
Step 3 3x + 2y = 90 Write one of the original equations.
3(20) + 2y = 90 Substitute 20 for x.
60 + 2y = 90 Simplify.
2y = 30 Subtract 60 from both sides.
y = 15 Divide by 2 on both sides.
Step 4 (20, 15) Write the solution as an ordered pair.
Step 5 Check the solution by substituting 20 for x and 15 for y in the original equations.
3x + 2y = 90 6x - 2y = 90
3(20) + 2(15) 90 6(20) - 2(15) 90
60 + 30 90 120 - 30 90
90 90 ✓ 90 90 ✓

In some cases, before you can do Step 1 you will need to multiply one or
both of the equations by a number so that you can eliminate a variable.

152 Chapter 3 Parallel and Perpendicular Lines

Example 2
Solve for x and y.

(2x + 4y)° = 72° Vertical Angles Theorem ��� ����������

����������
(5x + 2y)° = 108° Linear Pair Theorem

The equations cannot be added or subtracted to eliminate a variable.

Multiply the second equation by -2 to get opposite y-coefficients.

5x + 2y = 108 → -2(5x + 2y) = -2(108) → -10x - 4y = -216

Step 1 2x + 4y = 72
Write the system so that like terms are under one another.
-10x - 4y = -216
̶̶̶̶̶̶̶̶̶̶̶̶
Step 2 -8x = -144 Add like terms on both sides of the equations.
The y-term has been eliminated.
x = 18 Divide both sides by -8 to solve for x.
Step 3 2x + 4y = 72 Write one of the original equations.
2(18) + 4y = 72 Substitute 18 for x.
36 + 4y = 72 Simplify.
4y = 36 Subtract 36 from both sides.
y= 9 Divide by 4 on both sides.
Step 4 (18, 9) Write the solution as an ordered pair.

Step 5 Check the solution by substituting 18 for x and 9 for y in the original equations.
2x + 4y = 72 5x + 2y = 108
3(18) + 4(9) 72 5(18) + 2(9) 108
36 + 36 72 90 + 18 108
72 72 ✓ 108 108 ✓

Try This TAKS Grades 9–11 Obj. 2, 4, 6

Solve for x and y.

1. 2.

����������� ����������� ���

���������� ������������

3. 4.

�����������
�����������
����������� ��� �����������

On Track for TAKS 153

 3-2
Explore Parallel Lines
and Transversals
Geometry software can help you explore angles that are formed when a
transversal intersects a pair of parallel lines.
TEKS G.9.A Congruence and the geometry of size:
Use with Lesson 3-2 formulate and test conjectures about the properties of
parallel and perpendicular lines based on explorations ....
KEYWORD: MG7 Lab3
Activity
1 Construct a line and label two points on
the line A and B.

2 Create point C not on AB . Construct

 through point C.
a line parallel to AB
Create another point on this line and
label it D.

3 Create two points outside the two

parallel lines and label them E and F.
Construct transversal EF
. Label the
points of intersection G and H.

4 Measure the angles formed by the parallel

lines and the transversal. Write the angle
measures in a chart like the one below.
Drag point E or F and chart with the
new angle measures. What relationships
do you notice about the angle measures?
What conjectures can you make?

Angle ∠AGE ∠BGE ∠AGH ∠BGH ∠CHG ∠DHG ∠CHF ∠DHF

Measure
Measure

Try This

1. Identify the pairs of corresponding angles in the diagram. What conjecture can
you make about their angle measures? Drag a point in the figure to confirm
your conjecture.
2. Repeat steps in the previous problem for alternate interior angles, alternate
exterior angles, and same-side interior angles.
3. Try dragging point C to change the distance between the parallel lines. What
happens to the angle measures in the figure? Why do you think this happens?

154 Chapter 3 Parallel and Perpendicular Lines

 3-2 Angles Formed by Parallel
Lines and Transversals
TEKS G.3.C Geometric structure: use logical reasoning to prove statements
are true .... Also G.3.E, G.9.A
Objective Who uses this?
Prove and use theorems Piano makers use parallel strings
about the angles formed for the higher notes. The longer
by parallel lines and a strings used to produce the
transversal.
lower notes can be viewed as
transversals. (See Example 3.)

When parallel lines are cut by a

transversal, the angle pairs formed
are either congruent or supplementary.

Postulate 3-2-1 Corresponding Angles Postulate

THEOREM HYPOTHESIS CONCLUSION

If two parallel lines are
∠1 ≅ ∠3
cut by a transversal, then
� � � � ∠2 ≅ ∠4
the pairs of corresponding �
� � � � ∠5 ≅ ∠7
angles are congruent.
∠6 ≅ ∠8
� �

EXAMPLE 1 Using the Corresponding Angles Postulate

���
Find each angle measure. � �
A m∠ABC ��
x = 80 Corr.  Post. �
m∠ABC = 80°

B m∠DEF ����������
(2x - 45)° = (x + 30)° Corr.  Post. �
x - 45 = 30 Subtract x from both sides.
x = 75 Add 45 to both sides. ���������
�
m∠DEF = x + 30
= 75 + 30 Substitute 75 for x. �
= 105°

1. Find m∠QRS. �
�� �
����
�

Remember that postulates are statements that are accepted without proof.
Since the Corresponding Angles Postulate is given as a postulate, it can be
used to prove the next three theorems.

3- 2 Angles Formed by Parallel Lines and Transversals 155

 Theorems Parallel Lines and Angle Pairs

THEOREM HYPOTHESIS CONCLUSION

3-2-2 Alternate Interior Angles
Theorem
If two parallel lines are cut by � � ∠1 ≅ ∠3
a transversal, then the pairs of � � ∠2 ≅ ∠4
alternate interior angles are
congruent.
If a transversal is
perpendicular to 3-2-3 Alternate Exterior Angles
Theorem � �
two parallel lines,
all eight angles are If two parallel lines are cut by ∠5 ≅ ∠7
congruent. a transversal, then the two ∠6 ≅ ∠8
pairs of alternate exterior � �
angles are congruent.

3-2-4 Same-Side Interior Angles

Theorem
� � m∠1 + m∠4 = 180°
If two parallel lines are cut by
a transversal, then the two � � m∠2 + m∠3 = 180°
pairs of same-side interior
angles are supplementary.

You will prove Theorems 3-2-3 and 3-2-4 in Exercises 25 and 26.

PROOF Alternate Interior Angles Theorem

�
�
Given: ℓ ǁ m �
Prove: ∠ 2 ≅ ∠3 �
�
Proof: ����� �������
����� ������������� �������

������� �����������������

������������

EXAMPLE 2 Finding Angle Measures

Find each angle measure. � �
����
A m∠EDF
� �
x = 125 �
��
m∠EDF = 125° Alt. Ext.  Thm. �
B m∠TUS � �
13x° + 23x° = 180° Same-Side Int.  Thm.
36x = 180 Combine like terms. ����
� ����
x=5 Divide both sides by 36. �
m∠TUS = 23 (5) = 115° Substitute 5 for x.

2. Find m∠ABD. � � �
����������
����������
�
�

156 Chapter 3 Parallel and Perpendicular Lines

 Parallel Lines and Transversals

When I solve problems with parallel If r ǁ s, all the acute angles are
lines and transversals, I remind congruent and all the obtuse angles
myself that every pair of angles is are congruent. The acute angles are
either congruent or supplementary. supplementary to the obtuse angles.

�
�

�
�
Nancy Martin
East Branch
�
High School �

EXAMPLE 3 Music Application

�����������
The treble strings of a grand piano are
parallel. Viewed from above, the bass �����������
strings form transversals to the treble ���� ����
strings. Find x and y in the diagram.
By the Alternate Exterior Angles ������������ ��������������
Theorem, (25x + 5y)° = 125°.
By the Corresponding Angles Postulate, (25x + 4y)° = 120°.
25x + 5y = 125
- (25x + 4y = 120) Subtract the second equation from the first equation.
̶̶̶̶̶̶̶̶̶̶̶̶
y=5
25x + 5 (5) = 125 Substitute 5 for y in 25x + 5y = 125. Simplify and
solve for x.
x = 4, y = 5

3. Find the measures of the acute angles in the diagram.

THINK AND DISCUSS

1. Explain why a transversal that is perpendicular to two parallel lines
forms eight congruent angles.
2. GET ORGANIZED Copy the diagram and graphic organizer.
Complete the graphic organizer by explaining why each of the
three theorems is true.
� �������������
� �
�
����������� ����������� ���������
� ���� ���� �����������

3- 2 Angles Formed by Parallel Lines and Transversals 157

 3-2
Exercises KEYWORD: MG7 3-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Find each angle measure.
p. 155 1. m∠JKL 2. m∠BEF �
���� ���������� � �
�
�
�� ���������� �
� � � �
�

SEE EXAMPLE 2 3. m∠1 4. m∠CBY

� � �
p. 156
� � �
��� ���������
� � �

SEE EXAMPLE 3 5. Safety The railing of

p. 157 a wheelchair ramp is
parallel to the ramp.
Find x and y in
the diagram. ����������
����������

���
���

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each angle measure.
For See
Exercises Example 6. m∠KLM 7. m∠VYX
����������������
� � �
6–7 1 �� ������ � ���
8–11 2 � �
����
12 3 ����������
� �
TEKS TAKS
Skills Practice p. S8 8. m∠ ABC 9. m∠EFG
Application Practice p. S30
�
� �
�� ����
� �
���� ����
�
�

10. m∠PQR 11. m∠STU

���������� �
�
���������� � �
����������
�
� ����������

158 Chapter 3 Parallel and Perpendicular Lines

 12. Parking In the parking lot shown,
the lines that mark the width of each
space are parallel.
m∠1 = (2x - 3y)°
��� �
m∠2 = (x + 3y)°
�
Find x and y.

Find each angle measure. Justify each

answer with a postulate or theorem. � �
����������������
13. m∠1 14. m∠2 15. m∠3 � �

16. m∠4 17. m∠5 18. m∠6 ���� �

19. m∠7 � �

Algebra State the theorem or postulate that

is related to the measures of the angles in �
each pair. Then find the angle measures. �
�
20. m∠1 = (7x + 15)°, m∠2 = (10x - 9)° �

21. m∠3 = (23x + 11)°, m∠4 = (14x + 21)° �

Architecture 22. m∠4 = (37x - 15)°, m∠5 = (44x - 29)°
23. m∠1 = (6x + 24)°, m∠4 = (17x - 9)°

24. Architecture The Luxor Hotel in Las Vegas, Nevada, is a 30-story pyramid.
The hotel uses an elevator called an inclinator to take people up the side of the
pyramid. The inclinator travels at a 39° angle. Which theorem or postulate best
illustrates the angles formed by the path of the inclinator and each parallel floor?
The Luxor hotel is (Hint: Draw a picture.)
600 feet wide, 600 feet
long, and 350 feet high. 25. Complete the two-column proof of the Alternate
The atrium in the hotel Exterior Angles Theorem.
measures 29 million Given: ℓ ǁ m �
cubic feet. �
Prove: ∠1 ≅ ∠2 �
Proof:
Statements Reasons � �

1. ℓ ǁ m 1. Given
2. a. ? 2. Vert.  Thm.
̶̶̶̶̶
3. ∠3 ≅ ∠2 3. b. ?
̶̶̶̶̶
4. c. ? 4. d. ?
̶̶̶̶̶ ̶̶̶̶̶

26. Write a paragraph proof of the Same-Side

Interior Angles Theorem.
Given: r ǁ s �
�
Prove: m∠1 + m∠2 = 180° � �
�
Draw the given situation or tell why it is impossible.
27. Two parallel lines are intersected by a transversal so that the corresponding angles
are supplementary.
28. Two parallel lines are intersected by a transversal so that the same-side interior
angles are complementary.

3- 2 Angles Formed by Parallel Lines and Transversals 159

 29. This problem will prepare you for the Multi-Step
TAKS Prep on page 180.
In the diagram, which represents the side view of �

a mystery spot, m∠SRT = 25°. RT

 is a transversal �
to PS
 and QR.
�
a. What type of angle pair is ∠QRT and ∠STR?
b. Find m∠STR. Use a theorem or postulate to � �
justify your answer.

30. Land Development A piece of property

lies between two parallel streets as shown.
�
m∠1 = (2x + 6)°, and m∠2 = (3x + 9)°.
What is the relationship between
the angles? What are their measures? �

31. /////ERROR ANALYSIS///// In the figure,

m∠ABC = (15x + 5)°, and m∠BCD = (10x + 25)°. � �
Which value of m∠BCD is incorrect? Explain.

� �

� �
���������������������� ���������� �������������������
�����������������
����������������������������� ���
����������������������������� ���������������
�������������������������� ��������������������
������������������������ ����
�����������������������
����������������������������� ���
����������������������������� ���������� ������ �
������������ ��������������
� �����
����������� ���

������������������������ ������������������������

32. Critical Thinking In the diagram, ℓ ǁ m.

x = 1.
Explain why _
y �
�� ��
33. Write About It Suppose that lines ℓ and m
are intersected by transversal p. One of the ��
�
angles formed by ℓ and p is congruent to
every angle formed by m and p. Draw a diagram
showing lines ℓ, m, and p, mark any congruent
angles that are formed, and explain what you
know is true.

34. m∠RST = (x + 50)°, and m∠STU = (3x + 20)°. � �

Find m∠RVT.
15° 65°
27.5° 77.5° � � �

160 Chapter 3 Parallel and Perpendicular Lines

35. For two parallel lines and a transversal, m∠1 = 83°. For which pair of angle
measures is the sum the least?
∠1 and a corresponding angle
∠1 and a same-side interior angle
∠1 and its supplement
∠1 and its complement

36. Short Response Given a ǁ b with transversal t, � �

explain why ∠1 and ∠3 are supplementary.
� �

� �

CHALLENGE AND EXTEND

Multi-Step Find m∠1 in each diagram. (Hint: Draw a line parallel to the given
parallel lines.)
37. 38.
���� �

� ����
���
���

39. Find x and y in the diagram.

Justify your answer. �

�����������
���
40. Two lines are parallel. The measures ���
� �����������
of two corresponding angles are
a° and 2b°, and the measures of
two same-side interior angles are �
�
a° and b°. Find the value of a.

SPIRAL REVIEW
If the first quantity increases, tell whether the second quantity is likely to increase,
decrease, or stay the same. (Previous course)
41. time in years and average cost of a new car
42. age of a student and length of time needed to read 500 words

Use the Law of Syllogism to draw a conclusion from the given information.
(Lesson 2-3)
43. If two angles form a linear pair, then they are supplementary. If two angles are
supplementary, then their measures add to 180°. ∠1 and ∠2 form a linear pair.
44. If a figure is a square, then it is a rectangle. If a figure is a rectangle, then
its sides are perpendicular. Figure ABCD is a square.

Give an example of each angle pair. (Lesson 3-1)

� �
45. alternate interior angles � �
46. alternate exterior angles � �
� �
47. same-side interior angles

3- 2 Angles Formed by Parallel Lines and Transversals 161

 3-3 Proving
Lines Parallel
TEKS G.3.C Geometric structure: use logical reasoning to prove
statements are true .... Also G.1.A, G.3.E, G.9.A
Objective Who uses this?
Use the angles formed Rowers have to keep the
by a transversal to prove oars on each side parallel in
two lines are parallel.
order to travel in a straight
line. (See Example 4.)

Recall that the converse of a theorem is found by exchanging the hypothesis

and conclusion. The converse of a theorem is not automatically true. If it is true,
it must be stated as a postulate or proved as a separate theorem.

Postulate 3-3-1 Converse of the Corresponding Angles Postulate

THEOREM HYPOTHESIS CONCLUSION

If two coplanar lines are cut ∠1 ≅ ∠2
by a transversal so that a pair
�
of corresponding angles are
� mǁn
congruent, then the two lines
are parallel. �
�

EXAMPLE 1 Using the Converse of the Corresponding Angles Postulate

Use the Converse of the Corresponding Angles
Postulate and the given information to show � �
�
that ℓ ǁ m. � �

� �
A ∠1 ≅ ∠5 �
� �
∠1 ≅ ∠5 ∠1 and ∠5 are corresponding angles.
ℓǁm Conv. of Corr. ∠s Post.

B m∠4 = (2x + 10)°, m∠8 = (3x - 55)°, x = 65

m∠4 = 2 (65) + 10 = 140 Substitute 65 for x.
m∠8 = 3 (65) - 55 = 140 Substitute 65 for x.
m∠4 = m∠8 Trans. Prop. of Equality
∠4 ≅ ∠8 Def. of ≅ 
ℓǁm Conv. of Corr.  Post.

Use the Converse of the Corresponding � �

Angles Postulate and the given
information to show that ℓ ǁ m.
� � � �
1a. m∠1 = m∠3
� � � �
1b. m∠7 = (4x + 25)°,
m∠5 = (5x + 12)°, x = 13

162 Chapter 3 Parallel and Perpendicular Lines

 Postulate 3-3-2 Parallel Postulate

Through a point P not on line ℓ, there is exactly one line parallel to ℓ.

The Converse of the Corresponding Angles Postulate is used to construct parallel

lines. The Parallel Postulate guarantees that for any line ℓ, you can always
construct a parallel line through a point that is not on ℓ.

Construction Parallel Lines

 Draw a line ℓ and  Draw a line m through P  Construct an angle congruent to

a point P that is that intersects ℓ. Label the ∠1 at P. By the converse of the
not on ℓ. angle 1. Corresponding Angles Postulate, ℓ ǁ n.

� � � �

� �
� �
� � �

Theorems Proving Lines Parallel

THEOREM HYPOTHESIS CONCLUSION

3-3-3 Converse of the Alternate ∠1 ≅ ∠2
Interior Angles Theorem
If two coplanar lines are cut �
by a transversal so that a pair � mǁn
of alternate interior angles are �
�
congruent, then the two lines
are parallel.

3-3-4 Converse of the Alternate ∠3 ≅ ∠4

Exterior Angles Theorem
If two coplanar lines are cut by �
�
a transversal so that a pair of mǁn
alternate exterior angles are �
congruent, then the two lines �
are parallel.

3-3-5 Converse of the Same-Side m∠5 + m∠6 = 180°

Interior Angles Theorem
If two coplanar lines are cut by �
a transversal so that a pair of � mǁn
same-side interior angles are �
�
supplementary, then the two
lines are parallel.

You will prove Theorems 3-3-3 and 3-3-5 in Exercises 38–39.

3- 3 Proving Lines Parallel 163

 PROOF Converse of the Alternate Exterior Angles Theorem
Given: ∠1 ≅ ∠2
Prove: ℓ ǁ m �
Proof: It is given that ∠1 ≅ ∠2. Vertical angles are � �
congruent, so ∠1 ≅ ∠3. By the Transitive Property of
Congruence, ∠2 ≅ ∠3. So ℓ ǁ m by the Converse of the � �
Corresponding Angles Postulate.

EXAMPLE 2 Determining Whether Lines are Parallel

Use the given information and the theorems
you have learned to show that r ǁ s. � � � �

A ∠2 ≅ ∠6 � � � �

∠2 ≅ ∠6 ∠2 and ∠6 are alternate interior angles.

� �
rǁs Conv. of Alt. Int.  Thm.

B m∠6 = (6x + 18)°, m∠7 = (9x + 12)°, x = 10

m∠6 = 6x + 18
= 6 (10) + 18 = 78° Substitute 10 for x.
m∠7 = 9x + 12
= 9 (10) + 12 = 102° Substitute 10 for x.
m∠6 + m∠7 = 78° + 102°
= 180° ∠6 and ∠7 are same-side interior angles.
rǁs Conv. of Same-Side Int.  Thm.

Refer to the diagram above. Use the given information and the
theorems you have learned to show that r ǁ s.
2a. m∠4 = m∠8 2b. m∠3 = 2x°, m∠7 = (x + 50)°, x = 50

EXAMPLE 3 Proving Lines Parallel �

�
�
Given: ℓ ǁ m, ∠1 ≅ ∠3 �
Prove: r ǁ p �

� �

Proof:

Statements Reasons

1. ℓ ǁ m 1. Given
2. ∠1 ≅ ∠2 2. Corr.  Post.
3. ∠1 ≅ ∠3 3. Given
4. ∠2 ≅ ∠3 4. Trans. Prop. of ≅
5. r ǁ p 5. Conv. of Alt. Ext.  Thm.

3. Given: ∠1 ≅ ∠4, ∠3 and ∠4

are supplementary. �
�
�
Prove: ℓ ǁ m �

� � �

164 Chapter 3 Parallel and Perpendicular Lines

EXAMPLE 4 Sports Application
During a race, all members of a rowing
team should keep the oars parallel
on each side. If m∠1 = (3x + 13)°,
m∠2 = (5x - 5)°, and x = 9,
show that the oars are parallel.
A line through the center of 1
the boat forms a transversal
to the two oars on each side
of the boat.

2
�

∠1 and ∠2 are corresponding angles.

If ∠1 ≅ ∠2, then the oars are parallel.
Substitute 9 for x in each expression:
m∠1 = 3x + 13
= 3 (9) + 13 = 40° Substitute 9 for x in each expression.
m∠2 = 5x - 5
= 5 (9) - 5 = 40° m∠1 = m∠2, so ∠1 ≅ ∠2.

The corresponding angles are congruent, so the oars are parallel

by the Converse of the Corresponding Angles Postulate.

4. What if…? Suppose the corresponding angles on the

opposite side of the boat measure (4y - 2)° and (3y + 6)°,
where y = 8. Show that the oars are parallel.

THINK AND DISCUSS � �

1. Explain three ways of proving that two lines

� �
are parallel.
� � � �
2. If you know m∠1, how could you use � � �
the measures of ∠5, ∠6, ∠7, or ∠8 to
prove m ǁ n?
3. GET ORGANIZED Copy and complete the graphic organizer.
Use it to compare the Corresponding Angles Postulate with the
Converse of the Corresponding Angles Postulate.

��������
��������������
��������������

������������ ������������
������ ����������

3- 3 Proving Lines Parallel 165

 3-3
Exercises KEYWORD: MG7 3-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
� �
SEE EXAMPLE 1 Use the Converse of the Corresponding Angles Postulate
p. 162 and the given information to show that p ǁ q.
1. ∠4 ≅ ∠5 � � � �
2. m∠1 = (4x + 16)°, m∠8 = (5x - 12)°, x = 28 � � � �

3. m∠4 = (6x - 19)°, m∠5 = (3x + 14)°, x = 11

SEE EXAMPLE 2 Use the theorems and given information to show that r ǁ s. �
p. 164 4. ∠1 ≅ ∠5 �

5. m∠3 + m∠4= 180° � �

� �
� �
6. ∠3 ≅ ∠7 � �

7. m∠4 = (13x - 4)°, m∠8 = (9x + 16)°, x = 5

8. m∠8 = (17x + 37)°, m∠7 = (9x - 13)°, x = 6
9. m∠2 = (25x + 7)°, m∠6 = (24x + 12)°, x = 5

SEE EXAMPLE 3 10. Complete the following two-column proof.

� �
p. 164 Given: ∠1 ≅ ∠2, ∠3 ≅ ∠1 � �
Prove: XY ǁ WV
Proof: �
� �
Statements Reasons

1. ∠1 ≅ ∠2, ∠3 ≅ ∠1 1. Given
2. ∠2 ≅ ∠3 2. a. ?
̶̶̶̶̶
3. b. ? 3. c. ?
̶̶̶̶̶ ̶̶̶̶̶

SEE EXAMPLE 4 11. Architecture In the fire escape,

p. 165 m∠1 = (17x + 9)°, m∠2 = (14x + 18)°,
and x = 3. Show that the two landings �
are parallel.

PRACTICE AND PROBLEM SOLVING

Use the Converse of the Corresponding Angles Postulate �
and the given information to show that ℓ ǁ m. � �
12. ∠3 ≅ 7 �
�
13. m∠4 = 54°, m∠8 = (7x + 5)°, x = 7 �
� �
����������������
14. m∠2 = (8x + 4)°, m∠6 = (11x - 41)°, x = 15 �

15. m∠1 = (3x + 19)°, m∠5 = (4x + 7)°, x = 12 �

166 Chapter 3 Parallel and Perpendicular Lines

Independent Practice Use the theorems and given information to show that n ǁ p. �
For See
Exercises Example 16. ∠3 ≅ ∠6 �
�
12–15 1 17. ∠2 ≅ ∠7 �
�
16–21 2 �
18. m∠4 + m∠6 = 180°
22 3 �
�
23 4 19. m∠1 = (8x - 7)°, m∠8 = (6x + 21)°, x = 14 �
�
20. m∠4 = (4x + 3)°, m∠5 = (5x -22)°, x = 25
TEKS TAKS
Skills Practice p. S8 21. m∠3 = (2x + 15)°, m∠5 = (3x + 15)°, x = 30
Application Practice p. S30
22. Complete the following two-column proof. � �
̶̶ ̶̶
Given: AB ǁ CD, ∠1 ≅ ∠2, ∠3 ≅ ∠4
̶̶ ̶̶
Prove: BC ǁ DE
Proof: � � � �

Statements Reasons � � �
̶̶ ̶̶
1. AB ǁ CD 1. Given
2. ∠1 ≅ ∠3 2. a. ?
̶̶̶̶̶̶
3. ∠1 ≅ ∠2, ∠3 ≅ ∠4 3. b. ?
̶̶̶̶̶̶
4. ∠2 ≅ ∠4 4. c. ?
̶̶̶̶̶̶
5. d. ? 5. e. ?
̶̶̶̶̶̶ ̶̶̶̶̶̶

23. Art Edmund Dulac used perspective when drawing

the floor titles in this illustration for The Wind’s Tale
by Hans Christian Andersen. Show that DJ ǁ EK if
m∠1 = (3x + 2)°, m∠2 = (5x - 10)°, and x = 6.
� �
� �

� �
�
� �

�
� �

Name the postulate or theorem that proves that ℓ ǁ m.

� �
24. ∠8 ≅ ∠6 25. ∠8 ≅ ∠4 �
� �
26. ∠2 ≅ ∠6 27. ∠7 ≅ ∠5 � �
�
28. ∠3 ≅ ∠7 29. m∠2 + m∠3 = 180° � �

For the given information, tell which pair of lines

must be parallel. Name the postulate or theorem
that supports your answer.
� �
30. m∠2 = m∠10 31. m∠8 + m∠9 = 180° � � � �
� �
�� �
32. ∠1 ≅ ∠7 33. m∠10 = m∠6
�� ��
34. ∠11 ≅ ∠5 35. m∠2 + m∠5 = 180° �
�
36. Multi-Step Two lines are intersected by a �
transversal so that ∠1 and ∠2 are corresponding
angles, ∠1 and ∠3 are alternate exterior angles, and ∠3 and ∠4 are corresponding
angles. If ∠2 ≅ ∠4, what theorem or postulate can be used to prove the lines parallel?

3- 3 Proving Lines Parallel 167

 37. This problem will prepare you for the Multi-Step TAKS Prep on page 180.
In the diagram, which represents the side view of �
a mystery spot, m∠SRT = 25°, and m∠SUR = 65°.
�
a. Name a same-side interior angle of ∠SUR
̶̶ �
 and RT
for lines SU  with transversal RU.
What is its measure? Explain your reasoning. �
b. Prove that SU and RT
 are parallel. � �

38. Complete the flowchart proof of the Converse � �

of the Alternate Interior Angles Theorem.
Given: ∠2 ≅ ∠3 � �

Prove: ℓ ǁ m �
Proof:
�������
����� ������� �
��������

� �
�������� �
��������
��������
������������

39. Use the diagram to write a paragraph proof of the � �

Converse of the Same-Side Interior Angles Theorem. � � �
Given: ∠1 and ∠2 are supplementary.
Prove: ℓ ǁ m
40. Carpentry A plumb bob is a weight hung
at the end of a string, called a plumb line.
The weight pulls the string down so that the 123˚ Roof
plumb line is perfectly vertical. Suppose that
Plumb
the angle formed by the wall and the roof is line 123˚
123° and the angle formed by the plumb line
Wall
and the roof is 123°. How does this show that
the wall is perfectly vertical?
41. Critical Thinking Are the Reflexive,
Symmetric, and Transitive Properties true for
parallel lines? Explain why or why not.
Reflexive: ℓ ǁ ℓ
Symmetric: If ℓ ǁ m, then m ǁ ℓ.
Transitive: If ℓ ǁ m and m ǁ n, then ℓ ǁ n.
42. Write About It Does the information given
����
in the diagram allow you to conclude that �
a ǁ b? Explain. ���
�

43. Which postulate or theorem can be used to prove ℓ ǁ m?

Converse of the Corresponding Angles Postulate
Converse of the Alternate Interior Angles Theorem
�
Converse of the Alternate Exterior Angles Theorem
Converse of the Same-Side Interior Angles Theorem �

168 Chapter 3 Parallel and Perpendicular Lines

44. Two coplanar lines are cut by a transversal. Which condition does NOT guarantee
that the two lines are parallel?
A pair of alternate interior angles are congruent.
A pair of same-side interior angles are supplementary.
A pair of corresponding angles are congruent.
A pair of alternate exterior angles are complementary.

45. Gridded Response Find the value of x so that �

ℓ ǁ m. ����������
���������
�

CHALLENGE AND EXTEND

Determine which lines, if any, can be proven parallel �
using the given information. Justify your answers. �
�
� �
46. ∠1 ≅ ∠15 47. ∠8 ≅ ∠14 � �
� ��
� �
� ��
48. ∠3 ≅ ∠7 49. ∠8 ≅ ∠10 �� ��
��
��
50. ∠6 ≅ ∠8 51. ∠13 ≅ ∠11 �� �
�
52. m∠12 + m∠15 = 180° 53. m∠5 + m∠8 = 180°
54. Write a paragraph �
̶̶ ̶̶
proof that AE ǁ BD.

� ���� ��� �
�
Use the diagram for Exercises 55 and 56.
55. Given: m∠2 + m∠3 = 180° �
�
�
Prove: ℓ ǁ m � �
�
56. Given: m∠2 + m∠5 = 180°
�
Prove: ℓ ǁ n � �

SPIRAL REVIEW
Solve each equation for the indicated variable. (Previous course)
57. a - b = -c, for a 1 x - 10, for x
58. y = _ 59. 4y + 6x = 12, for y
2
Write the converse, inverse, and contrapositive of each conditional statement.
Find the truth value of each. (Lesson 2-2)
60. If an animal is a bat, then it has wings.
61. If a polygon is a triangle, then it has exactly three sides.
62. If the digit in the ones place of a whole number is 2, then the number is even.

�
Identify each of the following. (Lesson 3-1)
63. one pair of parallel segments
64. one pair of skew segments
� �
65. one pair of perpendicular segments
� �

3- 3 Proving Lines Parallel 169

 3-3
Construct Parallel Lines
In Lesson 3-3, you learned one method of constructing parallel lines using
a compass and straightedge. Another method, called the rhombus method,
uses a property of a figure called a rhombus, which you will study in
Chapter 6. The rhombus method is shown below.

TEKS G.2.A Geometric structure: use constructions to explore attributes of geometric

Use with Lesson 3-3 figures and to make conjectures about geometric relationships. Also G.9.A

Activity 1
1 Draw a line ℓ and a point P not on 2 Choose a point Q on the line. Place your
the line. compass point at Q and draw an arc
through P that intersects ℓ. Label the
intersection R.

�
�
� � �
�

3 Using the same compass setting as the 4 Draw PS

 ǁ ℓ.
first arc, draw two more arcs: one from P,
the other from R. Label the intersection
of the two arcs S.

� � �
�

� � � � � �

Try This
1. Repeat Activity 1 using a different point not on the line. Are your
results the same?
2. Using the lines you constructed in Problem 1, draw transversal PQ .
Verify that the lines are parallel by using a protractor to measure
alternate interior angles.
3. What postulate ensures that this construction is always possible?
4. A rhombus is a quadrilateral with four congruent sides. Explain why
this method is called the rhombus method.

170 Chapter 3 Parallel and Perpendicular Lines

Activity 2
1 Draw a line ℓ and point P on a piece of 2 Fold the paper through P so that both sides
patty paper. of line ℓ match up

3 Crease the paper to form line m. P should 4 Fold the paper again through P so that
be on line m. both sides of line m match up.

5 Crease the paper to form line n.

Line n is parallel to line ℓ through P.

Try This
5. Repeat Activity 2 using a point in a different place not on the line.
Are your results the same?
6. Use a protractor to measure corresponding angles.
How can you tell that the lines are parallel?
7. Draw a triangle and construct a line parallel to one side through
the vertex that is not on that side.
8. Line m is perpendicular to both ℓ and n. Use this statement
to complete the following conjecture: If two lines in a plane
are perpendicular to the same line, then ? .
̶̶̶̶̶̶̶̶̶̶

3- 3 Geometry Lab 171

 3-4 Perpendicular Lines
TEKS G.1.A Geometric structure: ... connecting definitions ... logical reasoning,
and theorems. Also G.2.A, G.3.C, G.3.E, G.9.A
Objective Why learn this?
Prove and apply theorems Rip currents are strong currents that
about perpendicular flow away from the shoreline and are
lines.
perpendicular to it. A swimmer who
gets caught in a rip current can get
Vocabulary
swept far out to sea. (See Example 3.)
perpendicular bisector
distance from a point
to a line The perpendicular bisector of a segment
is a line perpendicular to a segment at the
segment’s midpoint. A construction of a
perpendicular bisector is shown below.

Construction Perpendicular Bisector of a Segment

� �

� � � � � �
� �

̶̶
 Draw AB. Open the compass  Using the same compass setting,  Draw CD
. CD
 is the
wider than half of AB and draw an arc centered at B that perpendicular bisector
̶̶
draw an arc centered at A. intersects the first arc at C and D. of AB.

The shortest segment from a point to a line is perpendicular to the line.

This fact is used to define the distance from a point to a line as the length
of the perpendicular segment from the point to the line.

EXAMPLE 1 Distance From a Point to a Line

A Name the shortest segment from P to AC
. �
The shortest distance from a point to a line �����
�
is the length of the perpendicular segment,
̶̶ � � �
.
so PB is the shortest segment from P to AC

B Write and solve an inequality for x.

̶̶
PA > PB PB is the shortest segment.
x+3> 5 Substitute x + 3 for PA and 5 for PB.
-3 -3 Subtract 3 from both sides of the inequality.
̶̶̶̶ ̶̶̶
x> 2

1a. Name the shortest segment from A to BC

. �

1b. Write and solve an inequality for x. �����

�
� ��

172 Chapter 3 Parallel and Perpendicular Lines

 Theorems

THEOREM DIAGRAM EXAMPLE

3-4-1 If two intersecting lines form a
linear pair of congruent angles,
�
then the lines are perpendicular. ℓ⊥m
(2 intersecting lines form lin. �
pair of ≅  → lines ⊥.)

3-4-2 Perpendicular Transversal

Theorem �
In a plane, if a transversal
q⊥p
is perpendicular to one of �
two parallel lines, then it is �
perpendicular to the other line.

3-4-3 If two coplanar lines are

perpendicular to the same line, �
then the two lines are parallel rǁs
to each other. (2 lines ⊥ to �
�
same line → 2 lines ǁ.)

You will prove Theorems 3-4-1 and 3-4-3 in Exercises 37 and 38.

�
PROOF Perpendicular Transversal Theorem
� �
 ǁ DE
Given: BC 
 ⊥ BC
, AB
Prove: AB
 ⊥ DE
 � �
Proof:
 ǁ DE
It is given that BC , so ∠ABC ≅ ∠BDE by the Corresponding Angles
, so m∠ABC = 90°. By the definition
 ⊥ BC
Postulate. It is also given that AB
of congruent angles, m∠ABC = m∠BDE, so m∠BDE = 90° by the Transitive
 ⊥ DE
Property of Equality. By the definition of perpendicular lines, AB .

EXAMPLE 2 Proving Properties of Lines

Write a two-column proof. � �

Given: AD , AD
 ǁ BC  ⊥ AB  ⊥ DC
, BC 
Prove: AB 
 ǁ DC
� �
Proof:

Statements Reasons

1. AD , BC
 ǁ BC  ⊥ DC
 1. Given
2. AD
 ⊥ DC
 2. ⊥ Transv. Thm.
3. AD
 ⊥ AB
 3. Given
4. AB
 ǁ DC
 4. 2 lines ⊥ to same line → 2 lines ǁ.

2. Write a two-column proof. � �

Given: ∠EHF ≅ ∠HFG, FG ⊥ GH

� �
Prove: EH 
 ⊥ GH

3- 4 Perpendicular Lines 173

 EXAMPLE 3 Oceanography Application
Rip currents may be caused by a sandbar
parallel to the shoreline. Waves cause a
buildup of water between the sandbar
and the shoreline. When this water
breaks through the sandbar, it flows
out in a direction perpendicular to the Rip current
sandbar. Why must the rip current be
perpendicular to the shoreline?
Oceanography The rip current forms a transversal to
Sandbar Sandbar

the shoreline and the sandbar.

Shoreline
The National Weather
Service in Brownsville
provides a rip current
forecast for South Padre
Island and other Texas
beaches. Park officials
also post flags on the
beach to warn of rip
current danger.
The shoreline and the sandbar are parallel, and the rip current is
Source: www.ripcurrents.
perpendicular to the sandbar. So by the Perpendicular Transversal
noaa.gov Theorem, the rip current is perpendicular to the shoreline.

3. A swimmer who gets caught in a rip current should swim in

a direction perpendicular to the current. Why should the
path of the swimmer be parallel to the shoreline?

THINK AND DISCUSS

1. Describe what happens if two intersecting lines form a linear pair of
congruent angles.
2. Explain why a transversal that is perpendicular to two parallel lines
forms eight congruent angles.
3. GET ORGANIZED Copy and complete the graphic organizer. Use the
diagram and the theorems from this lesson to complete the table.

������� ������������������������ ���������������������������

���������
� �
�
���������
� ���������
�
���������
� �����

174 Chapter 3 Parallel and Perpendicular Lines

 3-4
Exercises KEYWORD: MG7 3-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
̶̶ ̶̶
1. Vocabulary CD is the perpendicular bisector of AB. CD
 intersects AB at C.
̶̶ ̶̶ ̶̶
What can you say about AB and CD? What can you say about AC and BC?

SEE EXAMPLE 1 2. Name the shortest segment from �

p. 172 .
point E to AD
������
3. Write and solve an inequality for x. �

� � � �

SEE EXAMPLE 2 4. Complete the two-column proof.

� �
p. 173 Given: ∠ABC ≅ ∠CBE, DE
 ⊥ AF

 ǁ DE
Prove: CB  � � � �
Proof:
Statements Reasons

1. ∠ABC ≅ ∠CBE 1. Given

2. CB
 ⊥ AF
 2. a. ?
̶̶̶̶̶̶
3. b. ? 3. Given
̶̶̶̶̶̶
4. CB
 ǁ DE
 4. c. ?
̶̶̶̶̶

SEE EXAMPLE 3 5. Sports The center line in a

p. 174 tennis court is perpendicular Service
to both service lines. Explain why line
the service lines must be parallel
to each other. Service
line
Center
line

PRACTICE AND PROBLEM SOLVING

Independent Practice 6. Name the shortest segment from � � �
For See ̶̶
point W to XZ.
Exercises Example �����
6–7 1 7. Write and solve an inequality for x. ��

8 2
8. Complete the two-column proof below. �
9 3 �
Given: AB , m∠1 + m∠2 = 180°
 ⊥ BC � �
 ⊥ CD
Prove: BC  � � �
TEKS TAKS
Skills Practice p. S8 Proof:
Application Practice p. S30
Statements Reasons

1. AB
 ⊥ BC
 1. Given
2. m∠1 + m∠2 = 180° 2. a. ?
ge07se_c03l04003ad ̶̶̶̶̶
3. ∠1 and ∠2 are supplementary. 3. Def. of supplementary
2nd pass
4. b. ? 3/18/05 4. Converse of the Same-Side Interior
̶̶̶̶̶
N Patel Angles Theorem
5. BC
 ⊥ CD
 5. c. ?
̶̶̶̶̶

3- 4 Perpendicular Lines 175

 9. Music The frets on a guitar are all ������
perpendicular to one of the strings.
Explain why the frets must be parallel
to each other.

����

For each diagram, write and solve an inequality for x.

10. 11.
������
������
�

������

Multi-Step Solve to find x and y in each diagram.

12. 13.
���
��� ����������
����������
������������������
��������
�������
14. ������� 15.
���������
���
�����������
��
��������

Determine if there is enough information given

in the diagram to prove each statement.
� �
16. ∠1 ≅ ∠2 17. ∠1 ≅ ∠3 � � �

18. ∠2 ≅ ∠3 19. ∠2 ≅ ∠4
20. ∠3 ≅ ∠4 21. ∠3 ≅ ∠5
22. Critical Thinking Are the Reflexive, Symmetric, and Transitive Properties
true for perpendicular lines? Explain why or why not.
Reflexive: ℓ ⊥ ℓ
Symmetric: If ℓ ⊥ m, then m ⊥ ℓ.
Transitive: If ℓ ⊥ m and m ⊥ n, then ℓ ⊥ n.

23. This problem will prepare you for the Multi-Step �

TAKS Prep on page 180.
In the diagram, which represents the side view of �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
a mystery spot, QR ⊥ PQ, PQ ǁ RS, and PS ǁ QR.
̶̶ ̶̶ ̶̶ ̶̶ �
a. Prove QR ⊥ RS and PS ⊥ RS.
̶̶ ̶̶ �
b. Prove PQ ⊥ PS. �

176 Chapter 3 Parallel and Perpendicular Lines

24. Geography Felton Avenue, Arlee
Avenue, and Viehl Avenue are all parallel.
Broadway Street is perpendicular to
Felton Avenue. Use the satellite photo
����� ���
and the given information to determine
the values of x and y. �����������

������������
25. Estimation Copy the diagram onto ���������
a grid with 1 cm by 1 cm squares.
����������
Estimate the distance from point P
to line ℓ.
����� ����
� ����������

26. Critical Thinking Draw a figure to show that Theorem 3-4-3 is not true
if the lines are not in the same plane.
̶̶ ̶̶ ̶̶
27. Draw a figure in which AB is a perpendicular bisector of XY but XY is not a
̶̶
perpendicular bisector of AB.
28. Write About It A ladder is formed by rungs that are perpendicular to the sides
������������������
of the ladder. Explain why the rungs of the ladder are parallel.
��������
�������
Construction Construct a segment�������
congruent to each given segment and then
construct its perpendicular bisector.
29. 30.

31. Which inequality is correct for the given diagram?

2x + 5 < 3x 2x + 5 > 3x ������
��
x>1 x>5

32. In the diagram, ℓ ⊥ m. Find x and y.

x = 5, y = 7 �
x = 7, y = 5
x = 90, y = 90
����������� �����������
x = 10, y = 5 �

33. If ℓ ⊥ m, which statement is NOT correct?

m∠2 = 90° �
m∠1 + m∠2 = 180°
� �
∠1 ≅ ∠2 �

∠1 ⊥ ∠2

3- 4 Perpendicular Lines 177

 34. In a plane, both lines m and n are perpendicular to both lines p and q.
Which conclusion CANNOT be made?
pǁq
mǁn
p⊥q
All angles formed by lines m, n, p, and q are congruent.

35. Extended Response Lines m and n are parallel. Line p intersects line m at A and
line n at B, and is perpendicular to line m.
a. What is the relationship between line n and line p? Draw a diagram to support
your answer.
b. What is the distance from point A to line n? What is the distance from point B
to line m? Explain.
c. How would you define the distance between two parallel lines in a plane?

CHALLENGE AND EXTEND

36. Multi-Step Find m∠1 in the diagram.
(Hint: Draw a line parallel to the given
parallel lines.)
�

37. Prove Theorem 3-4-1: If two intersecting lines

form a linear pair of congruent angles, then �
the two lines are perpendicular. �

38. Prove Theorem 3-4-3: If two coplanar lines

are perpendicular to the same line, then �
the two lines are parallel to each other.
�

SPIRAL REVIEW
39. A soccer league has 6 teams. During one season, each team plays each of the other
teams 2 times. What is the total number of games played in the league during one
season? (Previous course)

Find the measure of each angle. (Lesson 1-4)

�
� �
40. the supplement of ∠DJE
���
41. the complement of ∠FJG ���
� � �
42. the supplement of ∠GJH

For the given information, name the postulate �

or theorem that proves ℓ ǁ m. (Lesson 3-3) �
�
43. ∠2 ≅ ∠7 �
�
�
44. ∠3 ≅ ∠6
�
45. m∠4 + m∠6 = 180° �
�
�

178 Chapter 3 Parallel and Perpendicular Lines

 3-4
Construct
Perpendicular Lines
In Lesson 3-4, you learned to construct the perpendicular bisector of a
segment. This is the basis of the construction of a line perpendicular to
a given line through a given point. The steps in the construction are the
Use with Lesson 3-4 same whether the point is on or off the line.
TEKS G.2.A Geometric structure: use constructions to explore attributes of geometric
figures and to make conjectures about geometric relationships. Also G.9.A

Activity
Copy the given line ℓ and point P.
�

̶̶
1 Place the compass point on P and draw 2 Construct the perpendicular bisector of AB.
an arc that intersects ℓ at two points.
Label the points A and B.

�
�
� �
�

�
� �

Try This
Copy each diagram and construct a line perpendicular to line ℓ through point P.
Use a protractor to verify that the lines are perpendicular.
1. 2. �

� � �

3. Follow the steps below to construct two parallel lines. Explain why ℓ ǁ n.
Step 1 Given a line ℓ, Step 2 Construct line m Step 3 Construct line n
draw a point P not on ℓ. perpendicular to ℓ through P. perpendicular to m through P.

� � �
�

� � �

� �

3- 4 Geometry Lab 179

 SECTION 3A

Parallel and Perpendicular Lines

and Transversals
On the Spot Inside a mystery spot building,
objects can appear to roll uphill, and people can
look as if they are standing at impossible angles.
This is because there is no view of the outside,
so the room appears to be normal.

Suppose that the ground is perfectly level and

the floor of the building forms a 25° angle with
the ground. The floor and ceiling are parallel,
and the walls are perpendicular to the floor.

����������������� ����������������

1. A table is placed in the room. The legs of the

table are perpendicular to the floor, and the top
is perpendicular to the legs. Draw a diagram
and describe the relationship of the tabletop
to the floor, walls, and ceiling of the room.
2. Find the angle of the table top relative to the
ground. Suppose a ball is placed on the table.
Describe what would happen and how it
would appear to a person in the room.
3. Two people of the same height are standing on
opposite ends of a board that makes a 25° angle
with the floor, as shown. Explain how you
know that the board is parallel to the ground.
What would appear to be happening from the
point of view of a person inside the room?
�

�
�
�

4. In the room, a lamp hangs from the ceiling

along a line perpendicular to the ground.
Find the angle the line makes with the walls.
Describe how it would appear to a person
standing in the room.

180 Chapter 3 Parallel and Perpendicular Lines

 SECTION 3A

Quiz for Lessons 3-1 Through 3-4

3-1 Lines and Angles �

Identify each of the following. �

1. a pair of perpendicular segments �

2. a pair of skew segments �
� �
3. a pair of parallel segments
4. a pair of parallel planes �
�
Give an example of each angle pair.
� �
5. alternate interior angles 6. alternate exterior angles � �
7. corresponding angles 8. same-side interior angles
� �
� �

3-2 Angles Formed by Parallel Lines and Transversals

Find each angle measure.
9. 10. ���������� 11.
���� �����������
��

�����������
�����������

3-3 Proving Lines Parallel

Use the given information and the theorems and postulates
� �
you have learned to show that a ǁ b. � �
� � � �
12. m∠8 = (13x + 20)°, m∠6 = (7x + 38)°, x = 3
� �
13. ∠1 ≅ ∠5
14. m∠8 + m∠7 = 180°
15. m∠8 = m∠4
16. The tower shown is supported by guy wires such
that m∠1 = (3x + 12)°, m∠2 = (4x - 2)°, and
x = 14. Show that the guy wires are parallel.

3-4 Perpendicular Lines � �

17. Write a two-column proof.

Given: ∠1 ≅ ∠2, ℓ ⊥ n
Prove: ℓ ⊥ p

� �
�
�
� �

Ready to Go On? 181

 3-5 Slopes of Lines
TEKS G.7.B Dimensionality and the geometry of location: use slopes ... to investigate
geometric relationships, including parallel lines, perpendicular lines, .... Also G.7.A, G.7.C
Objectives Why learn this?
Find the slope of a line. You can use the graph of a line to
Use slopes to describe your rate of change, or speed,
identify parallel and when traveling. (See Example 2.)
perpendicular lines.
The slope of a line in a coordinate plane
Vocabulary
is a number that describes the steepness
rise
of the line. Any two points on a line can
run
slope be used to determine the slope.

Slope of a Line

DEFINITION EXAMPLE
The rise is the difference in the y-values of �������
two points on a line. �
���������
�
��������
The run is the difference in the x-values of �
two points on a line.
�
��������� �
The slope of a line is the ratio of rise to run. � � � � �
If (x1 , y1) and (x2 , y2) are any two points on
y2 - y1
a line, the slope of the line is m = _ x2 - x1 .
� � � �
�������� �������� ����
� �

EXAMPLE 1 Finding the Slope of a Line

Use the slope formula to determine the slope of each line.
A AB
 B CD

� �
�
� � �

� � �
�
� � �
�
A fraction with zero ��
� � � �
in the denominator �
is undefined because
it is impossible to
divide by zero.
Substitute (2, 3) for (x 1, y 1) and Substitute (4, -3) for (x 1, y 1)
(7, 5) for (x 2, y 2) in the slope and (4, 5) for (x 2, y 2) in the slope
formula and then simplify. formula and then simplify.
y2 - y1 5-3 _ 2 y2 - y1 5 - (-3) _ 8
m=_ _
x2 - x1 = 7 - 2 = 5 m=_ _
x2 - x1 = 4 - 4 = 0
The slope is undefined.

182 Chapter 3 Parallel and Perpendicular Lines

 Use the slope formula to determine the slope of each line.
C EF
 D GH

� �
� �
�
� �

�
� �
� �
�
� �
� � � � � � � � �

Substitute (3, 4) for (x 1, y 1) and Substitute (6, 2) for (x 1, y 1) and

(6, 4) for (x 2, y 2) in the slope (2, 6) for (x 2, y 2) in the slope
formula and then simplify. formula and then simplify.
y2 - y1 4-4 _ 0 y2 - y1 6-2 _ 4
m=_ _
x 2 - x 1 = 6 - 3 = 3 =0 m=_ _
x 2 - x 1 = 2 - 6 = -4 = -1

1. Use the slope formula to determine the slope of JK

 through
J(3, 1) and K(2, -1).

Summary: Slope of a Line

Positive Slope Negative Slope Zero Slope Undefined Slope

� � � �

� � � �

One interpretation of slope is a rate of change. If y represents miles traveled and

x represents time in hours, the slope gives the rate of change in miles per hour.

EXAMPLE 2 Transportation Application

Tony is driving from Dallas, Texas, to ��������������������
Atlanta, Georgia. At 3:00 P.M., he is
180 miles from Dallas. At 5:30 P.M., ���
����������
�������������

Transportation he is 330 miles from Dallas. Graph the ���

line that represents Tony’s distance ���
��������
from Dallas at a given time. Find and ���
interpret the slope of the line. ��
Use the points (3, 180) and (5.5, 330) � � � � � � �
to graph the line and find the slope.
��������
A trip from Dallas to 330 - 180 = _
150 = 60
Atlanta, Georgia covers m=_
5.5 - 3 2.5
781 miles and crosses
three states but is still The slope is 60, which means he is traveling at an average speed
shorter than a trip across of 60 miles per hour.
Texas. The distance
from Orange, Texas to
2. What if…? Use the graph above to estimate how far Tony will
El Paso via Interstate
10 is 859 miles. have traveled by 6:30 P.M. if his average speed stays the same.

3- 5 Slopes of Lines 183

 Slopes of Parallel and Perpendicular Lines

3-5-1 Parallel Lines Theorem

In a coordinate plane, two nonvertical lines are parallel if and only if
they have the same slope. Any two vertical lines are parallel.

3-5-2 Perpendicular Lines Theorem

In a coordinate plane, two nonvertical lines are perpendicular if and
only if the product of their slopes is -1. Vertical and horizontal lines
are perpendicular.

b
a , then the slope of a perpendicular line is - _
If a line has a slope of _
b a.
The ratios _a and - _ b
b a are called opposite reciprocals.

EXAMPLE 3 Determining Whether Lines Are Parallel, Perpendicular, or Neither

Graph each pair of lines. Use slopes to determine whether the lines are
parallel, perpendicular, or neither.

A AB  for A(2, 1), B(1, 5), C(4, 2),

 and CD �
and D(5, -2) �
5-1 =_ 4 = -4 �
 = _
slope of AB
1 - 2 -1
� �
slope of CD -2 - 2 = _
 = _ -4 = -4 � �
5-4 1
�� � � � �
The lines have the same slope, so they
�� �
are parallel.

B   for S(-2, 2), T(5, -1), U(3, 4),

 and UV
ST �
� �
and V(-1, -4)
�
 = _
slope of ST -1 - 2 = _ -3 = -_ 3 �
Four given points 5 - (-2) 7 7 �
do not always �� � �
determine two lines.  = _
slope of UV -4 - 4 = _ -8 = 2
-1 - 3 -4 �� �
Graph the lines to
make sure the points The slopes are not the same, so the lines �
are not collinear. are not parallel. The product of the slopes
is not -1, so the lines are not perpendicular.

C  and 
FG  for F(1, 1), G(2, 2), H(2, 1),
HJ �
and J(1, 2) �
2-1 =_
 = _
slope of FG 1 =1 �
2-1 1 � �
� �
2-1 =_ 1 = -1 �
 = _
slope of HJ �� �� �
1 - 2 -1
The product of the slopes is 1(-1) = -1, ��
so the lines are perpendicular.

Graph each pair of lines. Use slopes to determine whether the

lines are parallel, perpendicular, or neither.
3a. WX  for W(3, 1), X(3, -2), Y(-2, 3), and Z(4, 3)
 and YZ
3b. KL  for K(-4, 4), L(-2, -3), M(3, 1), and N(-5, -1)
 and MN
3c. BC  for B(1, 1), C(3, 5), D(-2, -6), and E(3, 4)
 and DE

184 Chapter 3 Parallel and Perpendicular Lines

 THINK AND DISCUSS
1. Explain how to find the slope of
a line when given two points.
��������������
2. Compare the slopes of horizontal
and vertical lines. ���� ������ �������
��������
3. GET ORGANIZED Copy and
�������������
complete the graphic organizer.

3-5 Exercises KEYWORD: MG7 3-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary The slope of a line is the ratio of its ? to its ? . (rise or run)
̶̶̶ ̶̶̶
SEE EXAMPLE 1 Use the slope formula to determine the slope of each line.
p. 182 2. MN
 3. CD

� �
� � �
�
� �
�
�
�� �� � �
� ��
�
�
��
�� � � � �

4. AB
 5. ST

� �
� �
�
� � � �
� �
�� �� � � � � � �
�� �� �

�� ��

SEE EXAMPLE 2 6. Biology A migrating bird flying at a constant speed travels 80 miles by 8:00 A.M. and
p. 183 200 miles by 11:00 A.M. Graph the line that represents the bird’s distance traveled.
Find and interpret the slope of the line.

SEE EXAMPLE 3 Graph each pair of lines. Use slopes to determine whether the lines are parallel,
p. 184 perpendicular, or neither.
7. HJ  for H(3, 2), J(4, 1), K(-2, -4), and M(-1, -5)
 and KM
8. LM  for L(-2, 2), M(2, 5), N(0, 2), and P(3, -2)
 and NP
9. QR  for Q(6, 1), R(-2, 4), S(5, 3), and T (-3, -1)
 and ST

3- 5 Slopes of Lines 185

 PRACTICE AND PROBLEM SOLVING
Independent Practice Use the slope formula to determine the slope of each line.
For See
Exercises Example 10. AB
 11. CD

� �
10–13 1 � �
�
14 2 �
15–17 3 � �
�
�� � � � �
�
TEKS TAKS
�
Skills Practice p. S9 � �
�� �� � � �
Application Practice p. S30 ��

12. EF
 13. GH
 �
�
� � �
� �
�
� �
� �� �� � �
�� � � � ��
��
�� �

14. Aviation A pilot traveling at a constant speed flies 100 miles by 2:30 P.M. and
475 miles by 5:00 P.M. Graph the line that represents the pilot’s distance flown.
Find and interpret the slope of the line.

Graph each pair of lines. Use slopes to determine whether the lines are parallel,
perpendicular, or neither.
15. AB  for A(2, -1), B(7, 2), C(2, -3), and D(-3, -6)
 and CD
16. XY  for X(-2, 5), Y (6, -2), Z(-3, 6), and W(4, 0)
 and ZW
17. JK  for J(-4, -2), K(4, -2), and L(-4, 6)
 and JL
18. Geography The Rio Grande has an elevation of about 1150 meters above sea level
in El Paso. The length of the river from that point to Brownsville where it enters the
sea is about 2400 km. Find and interpret the slope of the river.

For F(7, 6), G(-3, 5), H(-2, -3), J(4, -2), and K(6, 1), find each slope.
19. FG
 20. GJ
 21. HK
 22. GK

23. Critical Thinking The slope of AB  is greater than 0 and less than 1. Write an
inequality for the slope of a line perpendicular to AB.
24. Write About It Two cars are driving at the same speed. What is true about the
lines that represent the distance traveled by each car at a given time?

25. This problem will prepare you for the Multi-Step TAKS Prep on page 200.
A traffic engineer calculates the speed of vehicles as they pass a traffic light.
While the light is green, a taxi passes at a constant speed. After 2 s the taxi is
132 ft past the light. After 5 s it is 330 ft past the light.
a. Find the speed of the taxi in feet per second.
b. Use the fact that 22 ft/s = 15 mi/h to find the taxi’s speed in miles per hour.

186 Chapter 3 Parallel and Perpendicular Lines

26. AB  for A(1, 3), B(4, -2), C(6, 1), and D(x, y). Which are possible values of
 ⊥ CD
x and y?
x = 1, y = -2 x = 3, y = -4
x = 3, y = 6 x = -2, y = -4

27. Classify MN  for M(-3, 1), N(1, 3), P(8, 4), and Q(2, 1).
 and PQ
Parallel Vertical
Perpendicular Skew
� �
28. In the formula d = rt, d represents distance,
and r represents the rate of change, or slope. ��� �
Which ray on the graph represents a slope of ���
45 miles per hour? �
A C ���

B D ��

� � � � �

CHALLENGE AND EXTEND

 for J(a, b) and K(c, d).
Use the given information to classify JK
29. a = c 30. b = d
31. The vertices of square ABCD are A(0, -2), B(6, 4), C(0, 10), D(-6, 4).
a. Show that the opposite sides are parallel.
b. Show that the consecutive sides are perpendicular.
c. Show that all sides are congruent.
32. ST  for S(-3, 5), T(1, -1), V(x, -3), and W(1, y). Find a set of possible values
 ǁ VW
for x and y.
33. MN  for M(2, 1), N(-3, 0), P(x, 4), and Q(3, y). Find a set of possible values for
 ⊥ PQ
x and y.

SPIRAL REVIEW
Find the x- and y-intercepts of the line that contains each pair of points.
(Previous course)
34. (-5, 0) and (0, -5) 35. (0, 1) and (2, -7) 36. (1, -3) and (3, 3)

Use the given paragraph proof to write a two-column proof. (Lesson 2-7)
37. Given: ∠1 is supplementary to ∠3.
Prove: ∠2 ≅ ∠3
Proof: It is given that ∠1 is supplementary to ∠3. ∠1 and ∠2 are �

a linear pair by the definition of a linear pair. By the Linear Pair � �

Theorem, ∠1 and ∠2 are supplementary. Thus ∠2 ≅ ∠3 by the
Congruent Supplements Theorem.

Given that m∠2 = 75°, tell whether each statement is true or false.
� �
Justify your answer with a postulate or theorem. (Lesson 3-2)
� �
38. ∠1 ≅ ∠8 39. ∠2 ≅ ∠6 40. ∠3 ≅ ∠5
� �
� �

3- 5 Slopes of Lines 187

 3-6
Explore Parallel and
Perpendicular Lines
A graphing calculator can help you explore graphs of parallel and
perpendicular lines. To graph a line on a calculator, you can enter the
equation of the line in slope-intercept form. The slope-intercept form
Use with Lesson 3-6 of the equation of a line is y = mx + b, where m is the slope and b is
the y-intercept. For example, the line y = 2x + 3 has a slope of 2 and
crosses the y-axis at (0, 3).
TEKS G.7.B Dimensionality and the geometry of
location: use slopes and equations of lines to
investigate geometric relationships, including
parallel lines, perpendicular lines, .... KEYWORD: MG7 Lab3

Activity 1
1 On a graphing calculator, graph the lines y = 3x – 4,
y = –3x – 4, and y = 3x + 1. Which lines appear to
be parallel? What do you notice about the slopes of
the parallel lines?

2 Graph y = 2x. Experiment with other equations to

find a line that appears parallel to y = 2x. If necessary,
graph y = 2x on graph paper and construct a parallel
line. What is the slope of this new line?

3 Graph y = -_12_x + 3. Try to graph a line that appears

parallel to y = -__12 x + 3. What is the slope of this
new line?

Try This
1. Create two new equations of lines that you think will be parallel. Graph these to
confirm your conjecture.
2. Graph two lines that you think are parallel. Change the window settings on the
calculator. Do the lines still appear parallel? Describe your results.
3. Try changing the y-intercepts of one of the parallel lines. Does this change
whether the lines appear to be parallel?

188 Chapter 3 Parallel and Perpendicular Lines

On a graphing calculator, perpendicular lines may not appear to be perpendicular
on the screen. This is because the unit distances on the x-axis and y-axis can have
different lengths. To make sure that the lines appear perpendicular on the screen, use
a square window, which shows the x-axis and y-axis as having equal unit distances.

One way to get a square window is to use the Zoom feature. On the Zoom menu,
the ZDecimal and ZSquare commands change the window to a square window.
The ZStandard command does not produce a square window.

Activity 2
1 Graph the lines y = x and y = -x in a square window.
Do the lines appear to be perpendicular?

2 Graph y = 3x - 2 in a square window. Experiment with

other equations to find a line that appears perpendicular
to y = 3x - 2. If necessary, graph y = 3x - 2 on graph
paper and construct a perpendicular line. What is the
slope of this new line?

3 Graph y = __23 x in a square window. Try to graph a line

that appears perpendicular to y = __23 x. What is the
slope of this new line?

Try This
4. Create two new equations of lines that you think will be perpendicular. Graph
these in a square window to confirm your conjecture.
5. Graph two lines that you think are perpendicular. Change the window settings on
the calculator. Do the lines still appear perpendicular? Describe your results.
6. Try changing the y-intercepts of one of the perpendicular lines. Does this change
whether the lines appear to be perpendicular?

3- 6 Technology Lab 189

 3-6 Lines in the
Coordinate Plane
TEKS G.7.B Dimensionality and the geometry of location: use... equations of lines to
investigate... parallel lines, perpendicular lines, .... Also G.3.C, G.3.E, G.7.A, G.7.C
Objectives Why learn this?
Graph lines and write The cost of some health club plans
their equations in includes a one-time enrollment fee
slope-intercept and

©1996 John McPherson/Dist. by Universal Press Syndicate

and a monthly fee. You can use the
point-slope form.
equations of lines to determine which
Classify lines as parallel, plan is best for you. (See Example 4.)
intersecting, or
coinciding.
The equation of a line can be written in
Vocabulary many different forms. The point-slope and
point-slope form slope-intercept forms of a line are equivalent.
slope-intercept form Because the slope of a vertical line is
undefined, these forms cannot be used
to write the equation of a vertical line.

Forms of the Equation of a Line

FORM EXAMPLE
The point-slope form of a line is
y - 3 = 2(x - 4 )
y - y 1 = m(x - x 1), where m is the slope
m = 2, (x 1, y 1) = (3, 4 )
and (x 1, y 1) is a given point on the line.

The slope-intercept form of a line is y = mx + b, y = 3x + 6

where m is the slope and b is the y-intercept. m = 3, b = 6

The equation of a vertical line is x = a, where a

x=5
is the x-intercept.

The equation of a horizontal line is y = b, where y=2

b is the y-intercept.

You will prove the slope-intercept form of a line in Exercise 48.

PROOF Point-Slope Form of a Line

y2 - y1
Given: The slope of a line through points (x 1, y 1) and (x 2, y 2) is m = _
x2 - x1 .
Prove: The equation of the line through (x 1, y 1) with slope m is
y - y 1 = m(x - x 1).
Proof:
Let (x, y) be any point on the line.
y2 - y1
m=_ x2 - x1
Slope formula
y - y1
m=_ x - x1
Substitute (x, y) for (x 2 , y 2).
y - y1
_
(x - x 1)m = (x - x 1) x - x Multiply both sides by (x - x 1).
1
m(x - x 1) = (y - y 1) Simplify.
y - y 1 = m(x - x 1) Sym. Prop. of =

190 Chapter 3 Parallel and Perpendicular Lines

 EXAMPLE 1 Writing Equations of Lines
Write the equation of each line in the given form.
A the line with slope 3 through (2, 1) in point-slope form
y - y 1 = m(x - x 1) Point-slope form
y - 1 = 3(x - 2) Substitute 3 for m, 2 for x 1, and 1 for y 1.

B the line through (0, 4) and (-1, 2) in slope-intercept form

m=_ 2-4 =_ -2 = 2 Find the slope.
-1 - 0 -1
y = mx + b Slope-intercept form
4 = 2(0) + b Substitute 2 for m, 0 for x, and 4 for y to find b.
4=b Simplify.
y = 2x + 4 Write in slope-intercept form using m = 2
and b = 4.

C the line with x-intercept 2 and y-intercept 3 in point-slope form

A line with
m=_ 3 - 0 = -_3 Use the points (2, 0) and (0, 3) to find the slope.
y-intercept b
0-2 2
contains the point
y - y 1 = m(x - x 1) Point-slope form
(0, b).
A line with 3 (x - 2) 3 for m, 2 for x , and 0 for y .
Substitute -_
x-intercept a contains
y - 0 = -_ 2 1 1
2
the point (a, 0). 3 (x - 2) Simplify.
y = -_
2

Write the equation of each line in the given form.

1a. the line with slope 0 through (4, 6) in slope-intercept form
1b. the line through (-3, 2) and (1, 2) in point-slope form

EXAMPLE 2 Graphing Lines

Graph each line.
_
A y = 3x + 3 �������
2
�
The equation is given in slope-intercept form, �
with a slope of __32 and a y-intercept of 3.
��������
Plot the point (0, 3) and then rise 3 and
������
run 2 to find another point.
Draw the line containing the two points. �
� � �

B y + 3 = -2(x - 1) �
The equation is given in point-slope form, �
with a slope of -2 = ___
-2
1
through the �
point (1, -3) . �� � �
Plot the point (1, -3) and then rise -2 ��
and run 1 to find another point. �������
���������
Draw the line containing the two points.

�������

3- 6 Lines in the Coordinate Plane 191

 Graph the line.
C x=3 �
�
The equation is given in the form for a
vertical line with an x-intercept of 3. �
The equation tells you that the x-coordinate ������ �
of every point on the line is 3. Draw the �� �� � � �
vertical line through (3, 0). ��

��

Graph each line.

2a. y = 2x - 3 2 (x + 2)
2b. y - 1 = -_ 2c. y = -4
3

A system of two linear equations in two variables represents two lines. The lines
can be parallel, intersecting, or coinciding. Lines that coincide are the same line,
but the equations may be written in different forms.

Pairs of Lines

Parallel Lines Intersecting Lines Coinciding Lines

y = 5x + 8 y = 2x - 5 y = 2x - 4
y = 5x - 4 y = 4x + 3 y = 2x - 4

Same slope Different slopes Same slope

different y-intercept same y-intercept

EXAMPLE 3 Classifying Pairs of Lines

Determine whether the lines are parallel, intersect, or coincide.
A y = 2x + 3, y = 2x - 1
Both lines have a slope of 2, and the y-intercepts are different.
So the lines are parallel.

B y = 3x - 5, 6x - 2y = 10
Solve the second equation for y to find the slope-intercept form.
6x - 2y = 10
-2y = -6x + 10
y = 3x - 5
Both lines have a slope of 3 and a y-intercept of -5, so they coincide.

C 3x + 2y = 7, 3y = 4x + 7
Solve both equations for y to find the slope-intercept form.
3x + 2y = 7 3y = 4x + 7
y=_ 4x + _7 4.
2y = -3x + 7 The slope is _
3 3 3
y = -_3x + _
7 3.
The slope is -_
2 2 2
The lines have different slopes, so they intersect.

3. Determine whether the lines 3x + 5y = 2 and 3x + 6 = -5y

are parallel, intersect, or coincide.

192 Chapter 3 Parallel and Perpendicular Lines

EXAMPLE 4 Problem-Solving Application
Audrey is trying to decide between
Plan A Plan B
two health club plans. After how
many months would both plans’ Enrollment Fee $140 $60
total costs be the same? Monthly Fee $35 $55

1 Understand the Problem

The answer is the number of months after which the costs of the two plans
would be the same. Plan A costs $140 for enrollment and $35 per month.
Plan B costs $60 for enrollment and $55 per month.

2 Make a Plan
Write an equation for each plan, and then graph the equations.
The solution is the intersection of the two lines. Find the intersection
by solving the system of equations.

3 Solve �����������������
Plan A: y = 35x + 140
���
Plan B: y = 55x + 60 ��������
���

��������
0 = -20x + 80 Subtract the second ���
equation from ���
the first. ���
x=4 Solve for x. ��
y = 35 (4) + 140 = 280 Substitute 4 for x in � � � � �
the first equation.
������
The lines cross at (4, 280).
Both plans cost $280 after 4 months.

4 Look Back
Check your answer for each plan in the original problem. For 4 months,
plan A costs $140 plus $35(4) = $140 + $140 = $280. Plan B costs
$60 + $55(4) = $60 + $220 = $280, so the plans cost the same.

Use the information above to answer the following.

4. What if…? Suppose the rate for Plan B was also $35 per
month. What would be true about the lines that represent
the cost of each plan?

THINK AND DISCUSS

1. Explain how to use the slopes and y-intercepts to determine
if two lines are parallel.
2. Describe the relationship ����������� ���������������
between the slopes of ���� ����
perpendicular lines.
3. GET ORGANIZED Copy and ������������ ������������
complete the graphic organizer. ������ ����������

3- 6 Lines in the Coordinate Plane 193

 3-6
Exercises KEYWORD: MG7 3-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary How can you recognize the slope-intercept form of an equation?

SEE EXAMPLE 1 Write the equation of each line in the given form.
p. 191 2. the line through (4, 7) and (-2, 1) in slope-intercept form
3. the line through (-4, 2) with slope _3 in point-slope form.
4
4. the line with x-intercept 4 and y-intercept -2 in slope-intercept form

SEE EXAMPLE 2 Graph each line.

p. 191 5. y = -3x + 4 6. y + 4 = _2 (x - 6) 7. x = 5
3
SEE EXAMPLE 3 Determine whether the lines are parallel, intersect, or coincide.
p. 192 8. y = -3x + 4, y = -3x + 1 9. 6x - 12y = -24, 3y = 2x + 18
1
_ 2
_
10. y = x + , 3y = x + 2 11. 4x + 2y = 10, y = -2x + 15
3 3
SEE EXAMPLE 4 12. Transportation A speeding ticket in Conroe costs $115 for the first 10 mi/h over
p. 193 the speed limit and $1 for each additional mi/h. In Lakeville, a ticket costs $50 for
the first 10 mi/h over the speed limit and $10 for each additional mi/h. If the speed
limit is 55 mi/h, at what speed will the tickets cost approximately the same?

PRACTICE AND PROBLEM SOLVING

Homework Help Write the equation of each line in the given form.
For See
Exercises Example 13. the line through (0, -2) and (4, 6) in point-slope form
13–15 1 14. the line through (5, 2) and (-2, 2) in slope-intercept form
16–18 2 2 in point-slope form
15. the line through (6, -4) with slope _
19–22 3 3
23 4 Graph each line.
16. y - 7 = x + 4 1x - 2
17. y = _ 18. y = 2
TEKS TAKS 2
Skills Practice p. S9 Determine whether the lines are parallel, intersect, or coincide.
Application Practice p. S30
19. y = x - 7, y = -x + 3 5 x + 4, 2y = 5x - 4
20. y = _
2
21. x + 2y = 6, y = -_ 1x + 3 22. 7x + 2y = 10, 3y = 4x - 5
2
23. Business Chris is comparing two sales positions that he has been offered.
The first pays a weekly salary of $375 plus a 20% commission. The second pays a
weekly salary of $325 plus a 25% commission. How much must he make in sales
per week for the two jobs to pay the same?

Write the equation of each line in slope-intercept form. Then graph the line.
24. through (-6, 2) and (3, 6) 25. horizontal line through (2, 3)
2
26. through (5, -2) with slope _ 27. x-intercept 4, y-intercept -3
3
Write the equation of each line in point-slope form. Then graph the line.
28. slope -_1 , y-intercept 2 3 , x-intercept -2
29. slope _
2 4
30. through (5, -1) with slope -1 31. through (4, 6) and (-2, -5)

194 Chapter 3 Parallel and Perpendicular Lines

 32. ////ERROR ANALYSIS///// Write the equation of the line with slope -2 through the
point (-4, 3) in slope-intercept form. Which equation is incorrect? Explain.
�� ��
����� ����
����� ����
������
�����������
����� ���� ����
���� ����
������
����������
�����
��������
����
������������� ���� ��������
����
��������������
����
������ �������������
������ ���� ������� ��������������
������� ����

Determine whether the lines are perpendicular.

33. y = 3x - 5, y = -3x + 1 34. y = -x + 1, y = x + 2
35. y = -_ 3 x - 8,
2 x + 5, y = _ 36. y = -2x + 4, y = -_1x - 2
3 2 2

Multi-Step Given the equation of the line and point P not on the line, find the
equation of a line parallel to the given line and a line perpendicular to the given line
through the given point.
37. y = 3x + 7, P(2, 3) 38. y = -2x - 5, P(-1, 4)
39. 4x + 3y = 8, P(4, -2) 40. 2x - 5y = 7, P(-2, 4)

Multi-Step Use slope to determine if each triangle is a right triangle.

If so, which angle is the right angle?
Food 41. A(-5, 3), B(0, -2), C(5, 3) 42. D(1, 0), E(2, 7), F(5, 1)
43. G(3, 4), H(-3, 4), J(1, -2) 44. K(-2, 4), L(2, 1), M(1, 8)

45. Food A restaurant charges $8 for a large cheese pizza plus $1.50 per
topping. Another restaurant charges $11 for a large cheese pizza plus $0.75
per topping. How many toppings does a pizza have that costs the same at
both restaurants?
In 2004, the world’s
largest pizza was baked 46. Estimation Estimate the solution of
in Italy. The diameter of the system of equations represented by �
the pizza was 5.19 m the lines in the graph.
(about 17 ft) and it �
weighed 124 kg
Write the equation of the perpendicular bisector
(about 273 lb). �
of the segment with the given endpoints. �
47. (2, 5) and (4, 9) � � � �
48. (1, 1) and (3, 1)
49. (1, 3) and (-1, 4)
50. (-3, 2) and (-3, -10)
51. Line ℓ has equation y = -__12 x + 4, and point P has coordinates (3, 5).
a. Find the equation of line m that passes through P and is perpendicular to ℓ.
b. Find the coordinates of the intersection of ℓ and m.
c. What is the distance from P to ℓ?
52. Line p has equation y = x + 3, and line q has equation y = x - 1.
a. Find the equation of a line r that is perpendicular to p and q.
b. Find the coordinates of the intersection of p and r and the coordinates of
the intersection of q and r.
c. Find the distance between lines p and q.

3- 6 Lines in the Coordinate Plane 195

 53. This problem will prepare you for the Multi-Step TAKS Prep on page 200.
For a car moving at 60 mi/h, the equation d = 88t gives the distance in feet d
that the car travels in t seconds.
a. Graph the line d = 88t.
b. On the same graph you made for part a, graph the line d = 300. What does the
intersection of the two lines represent?
c. Use the graph to estimate the number of seconds it takes the car to travel 300 ft.

54. Prove the slope-intercept form of a line, given the point-slope form.
Given: The equation of the line through (x 1, y 1) with slope m is y - y 1 = m(x - x 1).
Prove: The equation of the line through (0, b) with slope m is y = mx + b.
Plan: Substitute (0, b) for (x 1, y 1) in the equation y - y 1 = m(x - x 1) and simplify.
55. Data Collection Use a graphing calculator and a motion detector to do the
following: Walk in front of the motion detector at a constant speed, and write the
equation of the resulting graph.
56. Critical Thinking A line contains the points (-4, 6) and (2, 2). Write a convincing
argument that the line crosses the x-axis at (5, 0). Include a graph to verify your
argument.
57. Write About It Determine whether the lines are �
�
parallel. Use slope to explain your answer.
�
�
�� �� � �
��

��

58. Which graph best represents a solution to this system of equations?

⎧-3x + y = 7
⎨
⎩ 2x + y = -3

�
�
�
�� � � �
� ��
�
� � �
��

�
�
�

� �
�� � �
�
�� �� �

196 Chapter 3 Parallel and Perpendicular Lines

59. Which line is parallel to the line with the equation y = -2x + 5?
 through A(2, 3) and B(1, 1)
AB 4x + 2y = 10
y=- x-31
_ x+_ 1 y=1
2 2
60. Which equation best describes the graph shown? �
y = -_3x + 3 y = -_ 2x + 2
�
2 3
y = 3x - 2
_ y=- x+32
_ �
3 3
�
�
� � � �

61. Which line includes the points (-4, 2) and (6, -3)?
y = 2x - 4 y = -_ 1x - 4
2
y = 2x y = -_x1
2

CHALLENGE AND EXTEND

62. A right triangle is formed by the x-axis, the y-axis, and the line y = -2x + 5.
Find the length of the hypotenuse.
63. If the length of the hypotenuse of a right triangle is 17 units and the legs lie along
the x-axis and y-axis, find a possible equation that describes the line that contains
the hypotenuse.
64. Find the equations of three lines that form a triangle with a hypotenuse of 13 units.
65. Multi-Step Are the points (-2, -4), (5, -2) and (2, -3) collinear? Explain the
method you used to determine your answer.
66. For the line y = x + 1 and the point P(3, 2), let d represent the distance from P to
a point (x, y) on the line.
a. Write an expression for d 2 in terms of x and y. Substitute the expression x + 1
for y and simplify.
b. How could you use this expression to find the shortest distance from P to the
line? Compare your result to the distance along a perpendicular line.

SPIRAL REVIEW
67. The cost of renting DVDs from an online company is $5.00 per month plus $2.50 for
each DVD rented. Write an equation for the total cost c of renting d DVDs from the
company in one month. Graph the equation. How many DVDs did Sean rent from
the company if his total bill for one month was $20.00? (Previous course)

Use the coordinate plane for Exercises 68–70. �

�
Find the coordinates of the midpoint of each segment. �
(Lesson 1-6)
̶̶ ̶̶ ̶̶ �
68. AB 69. BC 70. AC �
�� � � �
Use the slope formula to find the slope of each segment.
(Lesson 3-5) �
̶̶ ̶̶ ̶̶ ��
71. AB 72. BC 73. AC

3- 6 Lines in the Coordinate Plane 197

 Scatter Plots and
Lines of Best Fit
Data Analysis
Recall that a line has an infinite number of points on it. You can compute
the slope of a line if you can identify two distinct points on the line.

See Skills Bank

page S79

Example 1
The table shows several possible measures of an angle and x y = 180 - x
its supplement. Graph the points in the table. Then draw
the line that best represents the data and write the equation 30 150
of the line. 60 120
Step 1 Step 2 90 90
Use the table to write ordered Draw a line that passes
pairs (x, 180 - x) and then plot through all the points. 120 60
the points. 150 30
(30, 150), (60, 120), (90, 90),
(120, 60), (150, 30)

��� ���

��� ���

�� ��

�� ��

�� ��

� � �� �� �� ��� ���
�� �� �� ��� ���

Step 3 Choose two points from the line, such as (30, 150) and (120, 60).
Use them to find the slope.
y2 - y1
m=_ x2 - x1 Slope formula

=_60 - 150 Substitute (30, 150) for (x 1, y 1) and (120, 60) for (x 2, y 2).
120 - 30
=_-90 = -1 Simplify.
90
Step 4 Use the point-slope form to find the equation of the line and then simplify.

y - y 1 = m(x - x 1) Point-slope form

y - 150 = -1(x - 30) Substitute (30, 150) for (x 1, y 1) and -1 for m.

y = -x + 180 Simplify.

198 Chapter 3 Parallel and Perpendicular Lines

If you can draw a line through all the points in a set of data, the relationship is
linear. If the points are close to a line, you can approximate the relationship
with a line of best fit.

Example 2
A physical therapist evaluates a client’s progress by measuring Angle
the angle of motion of an injured joint. The table shows the Week Measure
angle of motion of a client’s wrist over six weeks. Estimate
the equation of the line of best fit. 1 30

Step 1 Step 2 2 36
Use the table to write ordered Use a ruler to estimate a line 3 46
pairs and then plot the points. of best fit. Try to get the edge
4 48
of the ruler closest to all the
(1, 30), (2, 36), (3, 46), (4, 48), points on the line. 5 54
(5, 54), (6, 62) 6 62

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��
��
�

�� ��
��
�� �
��
��

��
�

��
��
��
�� �

��
�

�� �
�
�
�

�� ��
� �
�
�
�
�
�

�
� �

� � � � � � � �
� � � � � �

Step 3 A line passing through (2, 36) and (6, 62) seems to be closest to all the points.
Draw this line. Use the points (2, 36) and (6, 62) to find the slope of the line.
y2 - y1 62 - 36
m=_ _
x 2 - x 1 = 6 - 2 = 6.5 Substitute (2, 36) for (x 1, y 1) and (6, 62) for (x 2 , y 2).

Step 4 Use the point-slope form to find the equation of the line and then simplify.

y - y 1 = m(x - x 1) Point-slope form

y - 36 = 6.5(x - 2) Substitute (2, 36) for (x 1, y 1) and 6.5 for m.

y = 6.5x + 23 Simplify.

Try This TAKS Grades 9–11 Obj. 2, 3, 9

Estimate the equation of the line of best fit for each relationship.
1. 2. the relationship 3. Data Collection Use a
�
� between an angle graphing calculator and a
� and its complement motion detector to do the
� following: Set the equipment
� so that the graph shows
� distance on the y-axis and time
�
�
on the x-axis. Walk in front of
� the motion dector while varying
your speed slightly and use the
� � � � � � � � � �
resulting graph.

On Track for TAKS 199

 SECTION 3B

Coordinate Geometry
Red Light, Green Light When a driver approaches
an intersection and sees a yellow traffic light,
she must decide if she can make it through
the intersection before the light turns red.
Traffic engineers use graphs and equations
to study this situation.

1. Traffic engineers can set the duration

of the yellow lights on Lincoln Road for
any length of time t up to 10 seconds.
For each value of t, there is a critical
distance d. If a car moving at the speed
limit is more than d feet from the light
when it turns yellow, the driver will
have to stop. If the car is less than
d feet from the light, the driver can
continue through the intersection.
The graph shows the relationship
between t and d. Find the speed limit
on Lincoln Road in miles per hour.
(Hint : 22 ft/s = 15 mi/h)

������������ ������������ ������������

�����������������������
������������� �������������������� ����������������
�������������

���
��������

��� ��������
�������
� � � � �
�����������
����������������
�������������������

2. Traffic engineers use the equation d = __

22
15
st to determine
the critical distance for various durations of a yellow light.
In the equation, s is the speed limit. The speed limit on
Porter Street is 45 mi/h. Write the equation of the critical
distance for a yellow light on Porter Street and then graph
the line. Does this line intersect the line for Lincoln Road?
If so, where? Is the line for Porter Street steeper or flatter
than the line for Lincoln Road? Explain how you know.

200 Chapter 3 Parallel and Perpendicular Lines

 SECTION 3B

Quiz for Lesson 3-5 Through 3-6

3-5 Slopes of Lines
Use the slope formula to determine the slope of each line. �

1. AC
 2. CD
 3. AB
 4. BD
 �

Find the slope of the line through the given points. � �

�
5. M(2, 3) and N(0, 7) 6. F (-1, 4) and G (5, -1)
�� � � �
7. P (4, 0) and Q(1, -3) 8. K (4, 2) and L (-3, 2)
�
9. Sonia is walking 4 miles home from school. She leaves at �
��
4:00 P.M., and gets home at 4:45 P.M. Graph the line that
represents Sonia’s distance from school at a given time.
Find and interpret the slope of the line.

Graph each pair of lines and use their slopes to determine

if they are parallel, perpendicular, or neither.
10. EF  for E(-2, 3), F(6, 1), G(6, 4), and H(2, 5)
 and GH
11. JK  for J(4, 3), K(5, -1), L(-2, 4), and M(3, -5)
 and LM
12. NP  for N(5, -3), P(0, 4), Q(-3, -2), and R(4, 3)
 and QR
13. ST  for S(0, 3), T(0, 7), V(2, 3), and W(5, 3)
 and VW

3-6 Lines in the Coordinate Plane

Write the equation of each line in the given form.
14. the line through (3, 8) and (-3, 4) in slope-intercept form
15. the line through (-5, 4) with slope _2 in point-slope form
3
16. the line with y-intercept 2 through the point (4, 1) in slope-intercept form

Graph each line.

17. y = -2x + 5 1 (x - 4)
18. y + 3 = _ 19. x = 3
4
Write the equation of each line.
20. � 21. � 22. �
� � �

� �
� � �
�� �� � � � �� � � � �� �� � � �
�� ��

�� ��

Determine whether the lines are parallel, intersect, or coincide.

23. y = -2x + 5 24. 3x + 2y = 8 25. y = 4x -5
y = -2x - 5 y = -_3x + 4 3x + 4y = 7
2

Ready to Go On? 201

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
alternate exterior angles. . . . . 147 parallel planes . . . . . . . . . . . . . . 146 same-side interior angles . . . . 147
alternate interior angles . . . . . 147 perpendicular bisector . . . . . . 172 skew lines . . . . . . . . . . . . . . . . . . 146
corresponding angles . . . . . . . 147 perpendicular lines . . . . . . . . . 146 slope . . . . . . . . . . . . . . . . . . . . . . . . .182
distance from a point-slope form . . . . . . . . . . . 190 slope-intercept form . . . . . . . . 190
point to a line . . . . . . . . . . . . 172 rise . . . . . . . . . . . . . . . . . . . . . . . . 182 transversal . . . . . . . . . . . . . . . . . 147
parallel lines . . . . . . . . . . . . . . . 146 run . . . . . . . . . . . . . . . . . . . . . . . . 182

Complete the sentences below with vocabulary words from the list above.
1. Angles on opposite sides of a transversal and between the lines it intersects are ? .
̶̶̶̶
2. Lines that are in different planes are ? .
̶̶̶̶
3. A(n) ? is a line that intersects two coplanar lines at two points.
̶̶̶̶
4. The ? is used to write the equation of a line with a given slope that passes
̶̶̶̶
through a given point.
5. The slope of a line is the ratio of the ? to the ? .
̶̶̶̶ ̶̶̶̶

3-1 Lines and Angles (pp. 146–151)

EXAMPLES EXERCISES
Identify each of the following. Identify each of the following.
� � � �
� � �
�

� �
�
� �
�
■ a pair of parallel segments 6. a pair of skew segments
̶̶ ̶̶
AB ǁ CD 7. a pair of parallel segments
■ a pair of parallel planes 8. a pair of perpendicular segments
plane ABC ǁ plane EFG 9. a pair of parallel planes
■ a pair of perpendicular segments
̶̶ ̶̶
AB ⊥ AE
■ a pair of skew segments
̶̶ ̶̶
AB and FG are skew.

202 Chapter 3 Parallel and Perpendicular Lines

Identify the transversal and Identify the transversal and
classify each angle pair. classify each angle pair. � �
■ ∠4 and ∠6
� �
10. ∠5 and ∠2 � �
� � �

p, corresponding angles � � � 11. ∠6 and ∠3

�
�
■ ∠1 and ∠2 �
12. ∠2 and ∠4 �
�
q, alternate interior angles 13. ∠1 and ∠2
■ ∠3 and ∠4
� �
p, alternate exterior angles
■ ∠6 and ∠7
r, same-side interior angles

3-2 Angles Formed by Parallel Lines and Transversals (pp. 155–161) TEKS G.2.A,

G.3.C, G.3.E, G.9.A

EXAMPLES EXERCISES
Find each angle measure. Find each angle measure.
■ m∠TUV 14. m∠WYZ
� �

���������� ��
� �
����������
� �

By the Same-Side Interior Angles Theorem,

(6x + 10) + (4x + 20) = 180. 15. m∠KLM
x = 15 Solve for x.
�
Substitute the value for x into the expression
�
for m∠TUV. ����������� �
m∠TUV = 4 (15) + 20 = 80°
�����������
■ m∠ABC

���������� 16. m∠DEF

�
�����������

���������� � �
�
� �
�����������
By the Corresponding Angles Postulate,
8x + 28 = 10x + 4. 17. m∠QRS
x = 12 Solve for x.
Substitute the value for x into the expression
� ���������� �
for one of the obtuse angles.
�����������
10(12) + 4 = 124°
�
∠ABC is supplementary to the 124° angle, so
m∠ABC = 180 - 124 = 56°.

Study Guide Review 203

 3-3 Proving Lines Parallel (pp. 162–169) TEKS G.1.A, G.3.C, G.3.E, G.9.A

EXAMPLES EXERCISES
Use the given information Use the given information
and theorems and � � and theorems and postulates � �
� � �
postulates you have � � � you have learned to show � �
�
learned to show that that c ǁ d. � �
p ǁ q. � �
�
�
� 18. m∠4 = 58°, m∠6 = 58°
■ m∠2 + m∠3 = 180°

∠2 and ∠3 are supplementary, so p ǁ q 19. m∠1 = (23x + 38)°, m∠5 = (17x + 56)°, x = 3
by the Converse of the Same-Side Interior 20. m∠6 = (12x + 6)°, m∠3 = (21x + 9)°, x = 5
Angles Theorem.
21. m∠1 = 99°, m∠7 = (13x + 8)°, x = 7
■ ∠8 ≅ ∠6
∠8 ≅ ∠6, so p ǁ q by the Converse of the
Corresponding Angles Postulate.
■ m∠1 = (7x - 3)°, m∠5 = 5x + 15, x = 9
m∠1 = 60°, and m∠5 = 60°. So ∠1 ≅ ∠5.
p ǁ q by the Converse of the Alternate
Exterior Angles Theorem.

3-4 Perpendicular Lines (pp. 172–178) TEKS G.1.A, G.2.A, G.3.C, G.3.E, G.9.A

EXAMPLES EXERCISES
■ Name the shortest � 22. Name the shortest segment �
̶̶
segment from from point K to LN.
̶̶ ����� �
point X to WY.
̶̶ � 23. Write and solve an
XZ �����
inequality for x. � �
� �
�
■ Write and solve an inequality for x.
�
x+3>3 ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
24. Given: AD ǁ BC, AD ⊥ AB, DC ⊥ BC
x >0 Subtract 3 from both sides. ̶̶ ̶̶
Prove: AB ǁ CD � �
■ Given: m ⊥ p, ∠1 and ∠2 are complementary.
Prove: p ǁ q �
�

� � �

�
�
�

Proof:
It is given that m ⊥ p. ∠1 and ∠2 are
complementary, so m∠1 + m∠2 = 90°.
Thus m ⊥ q. Two lines perpendicular to
the same line are parallel, so p ǁ q.

204 Chapter 3 Parallel and Perpendicular Lines

3-5 Slopes of Lines (pp. 182–187) TEKS G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
■ Use the slope formula � Use the slope formula to determine the slope of
�
to determine the slope � each line.
of the line. 25. � 26. �
� � � �
�
�� � � �
�
� �
�� �� � � �� � �
�

y2 - y1 _ 3 - (-3) _ �� ��
 = _ 6
slope of WX x 2 - x 1 = 2 - (-4) = 6 = 1
Use slopes to determine if the lines are parallel,
■ Use slopes to determine whether AB 
 and CD perpendicular, or neither.
are parallel, perpendicular, or neither for 27. EF  for E(8, 2), F(-3, 4), G (6, 1), and
 and GH
A(-1, 5), B(-3, 4), C(3, -1), and D(4, -3). H(-4, 3)
 = _
slope of AB 4-5 =_ 1
28. JK  for J(4, 3), K(-4, -2), L(5, 6), and
 and LM
-3 - (-1) 2
M(-3, 1)
-3 - (-1) -2
 = _ = _
slope of CD = -2
4-3 1 29. ST  for S(-4, 5), T(2, 3), U(3, 1), and
 and UV
The slopes are opposite reciprocals, so the V(4, 4)
lines are perpendicular.

3-6 Lines in the Coordinate Plane (pp. 190–197) TEKS G.3.C, G.3.E, G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
■ Write the equation of the line through (5, -2) Write the equation of each line in the given form.
with slope __
3
5
in slope-intercept form. 30. the line through (6, 1) and (-3, 5) in
3 (x - 5) slope-intercept form
y - (-2) = _ Point-slope form
5 31. the line through (-3, -4) with slope _ 2 in
3
y + 2 = 3x - 3
_ Simplify. slope-intercept form
5
y = 3x - 5
_ Solve for y. 32. the line with x-intercept 1 and y-intercept -2
5 in point-slope form

■ Determine whether the lines y = 4x + 6 and Determine whether the lines are parallel, intersect,
8x - 2y = 4 are parallel, intersect, or coincide. or coincide.
Solve the second equation for y to find the
slope-intercept form. 33. -3x + 2y = 5, 6x - 4y = 8

8x - 2y = 4 34. y = 4x - 3, 5x + 2y = 1

y = 4x - 2 35. y = 2x + 1, 2x - y = -1

Both the lines have a slope of 4 and have

different y-intercepts, so they are parallel.

Study Guide Review 205

 Identify each of the following. � �
1. a pair of parallel planes �
2. a pair of parallel segments
3. a pair of skew segments � �

�
Find each angle measure.
4. 5. 6.
����������
���������� �����������
��������� �����������
����������

Use the given information and the theorems and postulates you
have learned to show f ǁ g.
� �
� �
7. m∠4 = (16x + 20)°, m∠5 = (12x + 32)°, x = 3 � �
� �
8. m∠3 = (18x + 6)°, m∠5 = (21x + 18)°, x = 4 � �

Write a two-column proof. � �

9. Given: ∠1 ≅ ∠2, n ⊥ ℓ �
�
Prove: n ⊥ m �
�

Use the slope formula to determine the slope of each line.

10. � 11. � 12. �
� �
�
� � �
�
� �� �� � ��
�� � � � � �� �� � � � �
�� � �� � ��
�
� �� ��

13. Greg is on a 32-mile bicycle trail from Elroy, Wisconsin, to Sparta, Wisconsin.
He leaves Elroy at 9:30 A.M. and arrives in Sparta at 2:00 P.M. Graph the line
that represents Greg’s distance from Elroy at a given time. Find and interpret
the slope of the line.

14. Graph QR  for Q(3, 3), R(6, -5), S(-4, 6), and T(-1, -2). Use slopes to
 and ST
determine whether the lines are parallel, perpendicular, or neither.
15. Write the equation of the line through (-2, -5) with slope - _ 3 in point-slope form.
4
16. Determine whether the lines 6x + y = 3 and 2x + 3y = 1 are parallel, intersect,
or coincide.

206 Chapter 3 Parallel and Perpendicular Lines

FOCUS ON ACT
When you take the ACT Mathematics Test, you receive a Find out what percent of questions
separate subscore for each of the following areas: are from each area and concentrate on
• Pre-Algebra/Elementary Algebra, content that represents the greatest
• Intermediate Algebra/Coordinate Geometry, and percent of questions.
• Plane Geometry/Trigonometry.

You may want to time yourself as you take this practice

test. It should take you about 5 minutes to complete.

1. Which of the following is an equation of the 3. In the standard (x, y) coordinate plane, the
line that passes through the point (2, -3) and line that passes through (1, -7) and (-8, 5) is
is parallel to the line 4x - 5y = 1? perpendicular to the line that passes through
(A) -4x + 5y = -23
(3, 6) and (-1, b). What is the value of b?
(A) 2
(B) -5x - 4y = 2
(B) 3
(C) -2x - 5y = 11
(C) 7
(D) -4x - 5y = 7
(D) 9
(E) -5x + 4y = -22
(E) 10

2. In the figure below, line t crosses parallel lines

ℓ and m. Which of the following statements are 4. Lines m and n are cut by a transversal so
true? that ∠2 and ∠5 are corresponding angles.
� If m∠2 = (x + 18)° and m∠5 = (2x - 28)°,
which value of x makes lines m and n parallel?
� �
� 1
� � (F) 3_
3
(G) 33_1
� � 3
�
� � (H) 46
(J) 63_1
3
(K) 72
I. ∠1 and ∠6 are alternate interior angles.
II. ∠2 ≅ ∠4
III. ∠2 ≅ ∠8 5. What is the distance between point G(4, 2) and
the line through the points E(1, -2) and
(F) I only F(7, -2)?
(G) II only (A) 3
(H) III only (B) 4
(J) I and II only (C) 5
(K) II and III only (D) 6
(E) 7

College Entrance Exam Practice 207

 Any Question Type: Interpret Coordinate Graphs
When test items refer to a coordinate plane, it is important to interpret the
coordinate graphs correctly. It is also important to understand the relationship
between an equation and its graph.

Multiple Choice Which statement best describes the graph of the

following equations?
y = 2x + 6
2y = 4x + 6
The lines are parallel.
The lines are perpendicular.
The lines coincide.
The lines have the same y-intercept. �
�
It may help to graph the lines or visualize the graph in order to ����������
�
answer the question. The lines appear to be parallel.
�����������
Write the equations of both lines in slope-intercept form.
�
y = 2x + 6 The slope is 2 and the y-intercept is 6. �
�� �
y = 2x + 3 The slope is 2 and the y-intercept is 3.
The lines have the same slope and different y-intercepts, so they are
parallel. The answer is A.

Gridded Response What is the rate of change of the following graph?

�

�
�
� � �

��

Remember that the rate of change of the graph of a line is its slope. Choose two
points on the line and use their coordinates to calculate the slope of the line.
-2 - 0 = _
Use the points (5, 0) and (0, -2). m = _ 2
0-5 5
2 = 0.4. Enter 0.4 in the answer grid.
The slope is _
5

208 Chapter 3 Parallel and Perpendicular Lines

 A quick look at the graph of a line can tell you
Item C
���� whether the slope is positive or negative. This
Multiple Choice Which equation describes
may help you eliminate answer choices.
the line through the point (4, 2) that is
perpendicular to the line 3x - y = 7?
y = 3x - 10
Read each test item and answer the questions
that follow. y = -3x + 14
y=_ 1x + _2
Item A 3 3
y = -_1 x + 3_
1
Multiple Choice The line segment on the
3 3
graph shows the altitude of a hot air balloon
during a landing. Which statement best
describes the slope of the line segment? 7. Graph the line represented by 3x - y = 7.
���� What is its slope?
���������������

��� 8. Is the slope of a line perpendicular to the

line represented by 3x - y = 7 positive or
��� negative? Based on your answer, can you
eliminate any answer choices?
� ���� ���� 9. What is the slope of a line perpendicular to
�������������� the line represented by 3x - y = 7?
The balloon descends about 5 feet per
8 seconds.
The balloon descends about 8 feet per
Item D
5 seconds.
Multiple Choice Which graph best represents
The balloon descends about 1 foot per a solution to the following system of
2 seconds. equations?
-2x + y = 6
The balloon descends about 2 feet per
3x + y = -2
second.
� �
�
1. What are the coordinates of two points on � �
the graph? �� � � �� �
��
2. How does the scale of the graph affect the
appearance of the slope?
� �
3. How is the slope of the line related to the
�� � � � �
rate of descent? �
�� � ��

��
Item B
Gridded Response What is the y-intercept of
the line through (5, 2) that is parallel to the 10. What is the slope of the line represented
line x - 4y = 8? by -2x + y = 6? Based on your answer, can
you eliminate any answer choices?
4. Graph the line x - 4y = 8. What is its slope? 11. What is the slope of the line represented
by 3x + y = -2? Based on your answer, can
5. Write an equation in point-slope form for
you eliminate any answer choices?
the line through (5, 2) that is parallel to
x - 4y = 8.
6. How would you use the equation in point-
slope form to find the y-intercept of the line?

TAKS Tackler 209

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–3

Multiple Choice 6. What is the equation of the line that passes
through the points (-1, 8) and (4, -2)?
Use the diagram below for Items 1 and 2. 1x - 4
y = -2x + 6 y=_
2
� � 1x
y = -_ y = 2x + 10
2
��������� ����������
� � 7. Given the points R(-5, 3), S(-5, 4), T(-3, 4), and
� U(-3, 1), which line is perpendicular to TU
?
RS
 ST

1. What type of angle pair are ∠JKM and ∠KMN?
RT
 SU

Corresponding angles
Alternate exterior angles 8. Which of following is true if XY
 and UV
 are
Same-side interior angles skew?
Alternate interior angles  and UV
XY  are coplanar.
X, Y, and U are noncollinear.
2. What is m∠KML? XY
 ǁ UV

57° 102° XY
 ⊥ UV

80° 125°

Make sure that you answer the question that is

3. What is a possible value of x in the diagram?
���� asked. Some problems require more than one
step. You must perform all of the steps to get
�� ����� the correct answer.
��
̶̶
9. Point C is the midpoint of AB for A(1, -2) and
̶̶
2 4 B(7, 2). What is the length of AC? Round to the
3 5 nearest tenth.
3.0 5.0
4. A graphic artist used a computer illustration 3.6 7.2
program to draw a line connecting points with
coordinates (3, -1) and (4, 6). She needs to draw Use the diagram below for Items 10 and 11.
a second line parallel to the first line. What slope
should the second line have? �
�
1
_ 5
7
1
_ �
7
5

5. Which term describes a pair of vertical angles � � �

that are also supplementary?
10. AD
 bisects ∠CAE, and AE
 bisects ∠CAF.
Acute Right
If m∠DAF = 120°, what is m∠DAE?
Obtuse Straight
40° 60° 80° 100°

11. What is the intersection of AF

 and AD
?
̶̶
A F FD ∠DAF

210 Chapter 3 Parallel and Perpendicular Lines

 STANDARDIZED TEST PREP
12. Which statement is true by the Transitive Property Short Response
of Equality?
21. Given ℓ ǁ m with transversal t, explain why ∠1
If x + 3 = y, then y = x + 3. and ∠8 are supplementary.
If k = 6, then 2k = 12.
� �
If a = b and b = 8, then a = 8.
If m = n, then m + 7 = n + 7.
� � � �
�
� � � �
13. Which condition guarantees that r || s?
� �

� � � �
� 22. Read the following conditional statement.
� � � �
If two angles are vertical angles, then they are
congruent.
∠1 ≅ ∠2 ∠2 ≅ ∠3 a. Write the converse of this conditional
∠2 ≅ ∠7 ∠1 ≅ ∠4 statement.
b. Give a counterexample to show that the
14. What is the converse of the following statement? converse is false.
If x = 2, then x + 3 = 5.
23. Assume that the following statements are true
If x ≠ 2, then x + 3 = 5.
when the bases are loaded in a baseball game.
If x = 2, then x + 3 ≠ 5.
If a batter hits the ball over the fence, then the
If x + 3 ≠ 5, then x ≠ 2. batter hits a home run.
If x + 3 = 5, then x = 2. A batter hits a home run if and only if the result
is four runs scored.
a. If a batter hits the ball over the fence when
Gridded Response the bases are loaded, can you conclude that
four runs were scored? Explain your answer.
15. Two lines a and b are cut by a transversal so
that ∠1 and ∠2 are same-side interior angles. b. If a batter hits a home run when the bases are
If m∠1 = (2x + 30)° and m∠2 = (4x - 75)°, loaded, can you conclude that the batter hit
what value of x proves that a ǁ b? the ball over the fence? Explain your answer.

16. What is the slope of the line that passes through

(3, 7) and (-5, 1)? Extended Response
24. A car passes through a tollbooth at 8:00 A.M.
17. ∠1 and ∠2 form a linear pair. m∠1 = (4x + 18)° and begins traveling east at an average speed of
and m∠2 = (3x - 6)°. What is the value of x? 45 miles per hour. A second car passes through
the same tollbooth an hour later and begins
18. Points A, B, and C are collinear, and B is between traveling east at an average speed of 60 miles
A and C. AB = 16 and AC = 27. What is the per hour.
distance BC? a. Write an equation for each car that relates
the number of hours x since 8:00 A.M. to the
19. Ms. Nelson wants to put a chain-link fence around distance in miles y the car has traveled. Explain
3 sides of a square-shaped lawn. Chain-link what the slope of each equation represents.
fencing is sold in sections that are each 6 feet b. Graph the system of equations on the
wide. If Ms. Nelson’s lawn has an area of coordinate plane.
3600 square feet, how many sections of fencing
will she need? c. If neither car stops, at what time will the
second car catch up to the first car? Explain
how you determined your answer.
20. What is the next number in this pattern?
67, 76, 83, 88,…

Cumulative Assessment, Chapters 1–3 211

 Triangle
Congruence
4A Triangles and Congruence
4-1 Classifying Triangles
Lab Develop the Triangle Sum
Theorem
4-2 Angle Relationships in Triangles
4-3 Congruent Triangles

4B Proving Triangle
Congruence
Lab Explore SSS and SAS Triangle
Congruence
4-4 Triangle Congruence: SSS
and SAS
Lab Predict Other Triangle
Congruence Relationships
4-5 Triangle Congruence: ASA,
AAS, and HL
4-6 Triangle Congruence: CPCTC
4-7 Introduction to Coordinate Proof
4-8 Isosceles and Equilateral Triangles
Ext Proving Constructions Valid

KEYWORD: MG7 ChProj

The Bob Bullock Texas

State History Museum
opened in Austin in
April 2001.

212 Chapter 4
 Vocabulary
Match each term on the left with a definition on the right.
1. acute angle A. a statement that is accepted as true without proof
2. congruent segments B. an angle that measures greater than 90° and less than 180°
3. obtuse angle C. a statement that you can prove
4. postulate D. segments that have the same length
5. triangle E. a three-sided polygon
F. an angle that measures greater than 0° and less than 90°

Measure Angles
Use a protractor to measure each angle.
6. 7.

Use a protractor to draw an angle with each of the following measures.

8. 20° 9. 63° 10. 105° 11. 158°

Solve Equations with Fractions

Solve.
9 x + 7 = 25
12. _ 2 =_
13. 3x - _ 4
2 3 3
14. x - _1 =_12 21
15. 2y = 5y - _
5 5 2

Connect Words and Algebra

Write an equation for each statement.
16. Tanya’s age t is three times Martin’s age m.
17. Twice the length of a segment x is 9 ft.
18. The sum of 53° and twice an angle measure y is 90°.
19. The price of a radio r is $25 less than the price of a CD player p.
20. Half the amount of liquid j in a jar is 5 oz more than the amount of liquid b in a bowl.

Triangle Congruence 213

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
acute triangle triángulo acutángulo vocabulary terms in the chapter, consider the
following. You may refer to the chapter, the
congruent polygons polígonos congruentes glossary, or a dictionary if you like.
corollary corolario 1. The Latin word acutus means “pointed”
equilateral triangle triángulo equilátero
or “sharp.” Draw a triangle that looks
pointed or sharp. Do you think this is
exterior angle ángulo externo an acute triangle ?
interior angle ángulo interno 2. Consider the everyday meaning of the
word exterior. Where do you think
isosceles triangle triángulo isósceles an exterior angle of a triangle is located?
obtuse triangle triángulo obtusángulo 3. You already know the definition of an
right triangle triángulo rectángulo obtuse angle. Use this meaning to make a
conjecture about an obtuse triangle .
scalene triangle triángulo escaleno

4-2 4-4 4-5

Geometry TEKS Les. Geo. Les. Les. Geo. Les. Tech. Les. Les. Les. Les.
4-1 Lab 4-2 4-3 Lab 4-4 Lab 4-5 4-6 4-7 4-8 Ext.

G.1.A Geometric structure* develop an awareness ★ ★ ★ ★

of the structure of a mathematical system …
G.2.A Geometric structure* use constructions to ★ ★ ★ ★
explore attributes of geometric figures and
to make conjectures …
G.2.B Geometric structure* make conjectures about ★ ★ ★ ★
angles, lines, polygons … and determine
validity of the conjectures, choosing from
a variety of approaches …
G.5.A Geometric patterns* use … geometric patterns ★
to develop algebraic expressions representing
geometric properties
G.7.A Dimensionality and the geometry of ★
location* use one- and two-dimensional
coordinate systems to represent points, lines,
rays, line segments, and figures
G.9.B Congruence and the geometry of ★ ★ ★ ★ ★
size* formulate and test conjectures about
the properties and attributes of polygons …
based on explorations …
G.10.B Congruence and the geometry of size* justify ★ ★ ★ ★ ★ ★ ★ ★
and apply triangle congruence relationships
* Knowledge and skills are written out completely on pages TX28–TX35.

214 Chapter 4
Reading Strategy: Read Geometry Symbols
In Geometry we often use symbols to communicate information.
When studying each lesson, read both the symbols and the words slowly and
carefully. Reading aloud can sometimes help you translate symbols into words.

� ��
��������
�� �� �
������� ��������� ��� �������
���� ������� ����������

����
�����������
���
�����
������������
�� � ���
����������� ����� ��������� ���������
��������� ����������

� � �
�� ����������� ������������
������������� � ��������

Throughout this course, you will use these symbols and combinations of these
symbols to represent various geometric statements.

Symbol Combinations Translated into Words

ST
 ǁ UV
 Line ST is parallel to line UV.
̶̶ ̶̶̶
BC ⊥ GH Segment BC is perpendicular to segment GH.
p→q If p, then q.
m∠QRS = 45° The measure of angle QRS is 45 degrees.
∠CDE ≅ ∠LMN Angle CDE is congruent to angle LMN.

Try This
Rewrite each statement using symbols.
1. the absolute value of 2 times pi 2. The measure of angle 2 is 125 degrees.
3. Segment XY is perpendicular to line BC. 4. If not p, then not q.

Translate the symbols into words.

5. m∠FGH = m∠VWX 6. ZA
 ǁ TU

7. ∼p → q 8. ST
 bisects ∠TSU.

Triangle Congruence 215

 4-1 Classifying
Triangles
TEKS G.1.A Geometric structure: develop an awareness of the structure of a
mathematical system, connecting definitions, postulates, logical reasoning ...
Objectives Who uses this?
Classify triangles by Manufacturers use properties of
their angle measures and triangles to calculate the amount of
side lengths. material needed to make triangular
Use triangle classification objects. (See Example 4.)
to find angle measures
and side lengths.
A triangle is a steel percussion instrument
in the shape of an equilateral triangle.
Vocabulary
acute triangle
Different-sized triangles produce
equiangular triangle different musical notes when struck
right triangle with a metal rod.
obtuse triangle
equilateral triangle
Recall that a triangle (△) is a polygon
isosceles triangle with three sides. Triangles can be
scalene triangle classified in two ways: by their angle
measures or by their side lengths.
�
�
̶̶ ̶̶ ̶̶
AB, BC, and AC are the sides of △ABC.
A, B, and C are the triangle’s vertices.
�

Triangle Classification By Angle Measures

Acute Triangle Equiangular Triangle Right Triangle Obtuse Triangle

Three acute Three congruent One right One obtuse

angles acute angles angle angle

EXAMPLE 1 Classifying Triangles by Angle Measures

�
Classify each triangle by its angle measures.
���
A △EHG
∠EHG is a right angle. So △EHG is
��� ��� ���
a right triangle. � �
�
B △EFH
∠EFH and ∠HFG form a linear pair, so they are supplementary.
Therefore m∠EFH + m∠HFG = 180°. By substitution,
m∠EFH + 60° = 180°. So m∠EFH = 120°. △EFH is an
obtuse triangle by definition.

1. Use the diagram to classify △FHG by its angle measures.

216 Chapter 4 Triangle Congruence

 Triangle Classification By Side Lengths

Equilateral Triangle Isosceles Triangle Scalene Triangle

Three congruent sides At least two No congruent sides

congruent sides

EXAMPLE 2 Classifying Triangles by Side Lengths

Classify each triangle by its side lengths. �
A △ABC
When you look at a ̶̶ ̶̶ �� ��
From the figure, AB ≅ AC. So AC = 15,
figure, you cannot and △ABC is equilateral.
assume segments are � �
congruent based on �� � �
B △ABD
their appearance.
By the Segment Addition Postulate,
They must be marked
as congruent. BD = BC + CD = 15 + 5 = 20.
Since no sides are congruent, △ABD is scalene.

2. Use the diagram to classify △ACD by its side lengths.

EXAMPLE 3 Using Triangle Classification �

Find the side lengths of the triangle. ��������

�������
Step 1 Find the value of x.
̶̶ ̶̶ � �
JK ≅ KL Given
��������
JK = KL Def. of ≅ segs.
(4x - 1.3) = (x + 3.2) Substitute (4x - 13) for JK and (x + 3.2) for KL.
3x = 4.5 Add 1.3 and subtract x from both sides.
x = 1.5 Divide both sides by 3.

Step 2 Substitute 1.5 into the expressions to find the side lengths.
JK = 4x - 1.3
= 4 (1.5) - 1.3 = 4.7
KL = x + 3.2
= (1.5) + 3.2 = 4.7
JL = 5x - 0.2
= 5 (1.5) - 0.2 = 7.3

3. Find the side lengths of �

equilateral △FGH.
������ ������

� �
�������

4-1 Classifying Triangles 217

 EXAMPLE 4 Music Application
A manufacturer produces
musical triangles by bending
pieces of steel into the shape
of an equilateral triangle. �����
The triangles are available in
side lengths of 4 inches, 7 inches,
and 10 inches. How many
4-inch triangles can the
manufacturer produce from �����
a 100 inch piece of steel?
The amount of steel needed to
make one triangle is equal to �����
the perimeter P of the
equilateral triangle.
P = 3 (4)
= 12 in.
To find the number of triangles
that can be made from 100 inches.
of steel, divide 100 by the amount
of steel needed for one triangle.
1 triangles
100 ÷ 12 = 8_
3
There is not enough steel to complete a ninth triangle.
So the manufacturer can make 8 triangles from a
100 in. piece of steel.

Each measure is the side length of an equilateral triangle.

Determine how many triangles can be formed from a
100 in. piece of steel.
4a. 7 in. 4b. 10 in.

THINK AND DISCUSS

1. For △DEF, name the three pairs of consecutive sides and the vertex
formed by each.
2. Sketch an example of an obtuse isosceles triangle, or explain why it is
not possible to do so.
3. Is every acute triangle equiangular? Explain and support your answer
with a sketch.
4. Use the Pythagorean Theorem to explain why you cannot draw an
equilateral right triangle.
5. GET ORGANIZED Copy and complete ��������
the graphic organizer. In each box, ��������������
describe each type of triangle.
�������� ���������

218 Chapter 4 Triangle Congruence

 4-1
Exercises KEYWORD: MG7 4-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. In △JKL, JK, KL, and JL are equal. How does this help you classify △JKL by
its side lengths?
2. △XYZ is an obtuse triangle. What can you say about the types of angles in △XYZ?
�
SEE EXAMPLE 1 Classify each triangle by its angle measures. ���
p. 216 3. △DBC 4. △ABD 5. △ADC ���

��� ���
� �
�
�
SEE EXAMPLE 2 Classify each triangle by its side lengths.
p. 217 6. △EGH 7. △EFH 8. △HFG
�
���
� �
� �

SEE EXAMPLE 3 Multi-Step Find the side lengths of each triangle.

p. 217 9. 10.
�� ������� �������� �������
����

��������

SEE EXAMPLE 4 11. Crafts A jeweler creates triangular earrings by bending

p. 218 pieces of silver wire. Each earring is an isosceles triangle
with the dimensions shown. How many earrings can be
made from a piece of wire that is 50 cm long?
������

PRACTICE AND PROBLEM SOLVING

Independent Practice Classify each triangle by � �
For See its angle measures. ��� ���
Exercises Example
12. △BEA ���
12–14 1
15–17 2 � ���
13. △DBC
��� ���
18–20 3 � �
14. △ABC
21–22 4
�
Classify each triangle by its side lengths.
TEKS TAKS ��
15. △PST 16. △RSP 17. △RPT
Skills Practice p. S10
� �
Application Practice p. S31 �� �
Multi-Step Find the side lengths of each triangle.
18. ����� 19.
��������
������
������
��������

20. Draw a triangle large enough to measure. Label the vertices X, Y, and Z.
a. Name the three sides and three angles of the triangle.
b. Use a ruler and protractor to classify the triangle by its side lengths
and angle measures.

4-1 Classifying Triangles 219

 Carpentry Use the following information for Exercises 21 and 22. �
A manufacturer makes trusses, or triangular supports,
for the roofs of houses. Each truss is the shape of an
̶̶ ̶̶
isosceles triangle in which PQ ≅ PR. The length of the
̶̶ __4
base QR is 3 the length of each of the congruent sides.
21. The perimeter of each truss is 60 ft.
Find each side length. � �

22. How many trusses can the manufacturer make from 150 feet of lumber?

Draw an example of each type of triangle or explain why it is not possible.

23. isosceles right 24. equiangular obtuse 25. scalene right
26. equilateral acute 27. scalene equiangular 28. isosceles acute
29. An equilateral triangle has a perimeter of 105 in.
What is the length of each side of the triangle? �

Classify each triangle by its angles and sides. �

Architecture
30. △ABC 31. △ACD ��� ���
� �

32. An isosceles triangle has a perimeter of 34 cm. The congruent sides measure
(4x - 1) cm. The length of the third side is x cm. What is the value of x?
33. Architecture The base of the Flatiron Building is a triangle bordered by three
streets: Broadway, Fifth Avenue, and East Twenty-second Street. The Fifth Avenue side
is 1 ft shorter than twice the East Twenty-second Street side. The East Twenty-second
Street side is 8 ft shorter than half the Broadway side. The Broadway side is 190 ft.
a. Find the two unknown side lengths.
b. Classify the triangle by its side lengths.
34. Critical Thinking Is every isosceles triangle equilateral? Is every equilateral
Daniel Burnham triangle isosceles? Explain.
designed and built
the 22-story Flatiron
Building in New York Tell whether each statement is sometimes, always, or never true. Support your
City in 1902. answer with a sketch.
Source: 35. An acute triangle is a scalene triangle.
www.greatbuildings.com
36. A scalene triangle is an obtuse triangle.
37. An equiangular triangle is an isosceles triangle.
38. Write About It Write a formula for the side length s of an equilateral triangle,
given the perimeter P. Explain how you derived the formula.
39. Construction Use the method for constructing congruent segments to construct
an equilateral triangle.

40. This problem will prepare you for the Multi-Step TAKS Prep on page 238.
Marc folded a rectangular sheet of paper, ABCD, in half �����
̶̶
along EF. He folded the resulting square diagonally and �
then unfolded the paper to create the creases shown. � �

a. Use the Pythagorean Theorem to find DE and CE. ����

b. What is the m∠DEC? � �

�
c. Classify △DEC by its side lengths and by its angle measures.

220 Chapter 4 Triangle Congruence

41. What is the side length of an equilateral triangle with a perimeter of 36__23 inches?
36_ 2 inches 12_1 inches
3 3
1
18_ inches 12_2 inches
3 9
42. The vertices of △RST are R(3, 2), S(-2, 3), and T(-2, 1). Which of these best
describes △RST?
Isosceles Scalene Equilateral Right

43. Which of the following is NOT a correct

classification of △LMN? �
Acute Isosceles
����� ��� �����
Equiangular Right
��� ���
� �
�����

̶̶ ̶̶
44. Gridded Response △ABC is isosceles, and AB ≅ AC. AB = __12 x + __14 , and ( )
( )
BC = __52 - x . What is the perimeter of △ABC ?

CHALLENGE AND EXTEND

45. A triangle has vertices with coordinates (0, 0), (a, 0), and (0, a), where a ≠ 0.
Classify the triangle in two different ways. Explain your answer.
46. Write a two-column proof. �
Given: △ABC is equiangular.
EF ǁ AC � �
Prove: △EFB is equiangular.
� �
47. Two sides of an equilateral triangle measure (y + 10) units and (y 2 - 2) units.
If the perimeter of the triangle is 21 units, what is the value of y?
48. Multi-Step The average length of the �
sides of △PQR is 24. How much longer ������
������
then the average is the longest side?
� �
�������
SPIRAL REVIEW
Name the parent function of each function. (Previous course)
49. y = 5x 2 + 4 50. 2y = 3x + 4 51. y = 2(x - 8)2 + 6

Determine if each biconditional is true. If false, give a counterexample. (Lesson 2-4)

52. Two lines are parallel if and only if they do not intersect.
53. A triangle is equiangular if and only if it has three congruent angles.
54. A number is a multiple of 20 if and only if the number ends in a 0.

Determine whether each line is parallel to, is perpendicular to, or

coincides with y = 4x. (Lesson 3-6)
55. y = 4x + 2 56. 4y = -x + 8
1 y = 2x
57. _ 1x
58. -2y = _
2 2

4-1 Classifying Triangles 221

 4-2
Develop the Triangle
Sum Theorem
In this lab, you will use patty paper to discover a relationship between
the measures of the interior angles of a triangle.

Use with Lesson 4-2 TEKS G.9.B Congruence and the geometry of size: formulate and test
conjectures about the properties and attributes of polygons …
based on explorations. Also G.3.D G.4.A, G.5.A

Activity
1 Draw and label △ABC on a sheet of
notebook paper.

2 On patty paper draw a line ℓ and label

a point P on the line.

3 Place the patty paper on top of the

triangle you drew. Align the papers
̶̶
so that AB is on line ℓ and P and B
coincide. Trace ∠B. Rotate the triangle
and trace ∠C adjacent to ∠B. Rotate
the triangle again and trace ∠A
adjacent to ∠C. The diagram shows
your final step.

Try This
1. What do you notice about the three angles of the triangle that you traced?
2. Repeat the activity two more times using two different triangles. Do you get the
same results each time?
3. Write an equation describing the relationship among the measures of the angles
of △ABC.
4. Use inductive reasoning to write a conjecture about the sum of the measures of
the angles of a triangle.

222 Chapter 4 Triangle Congruence

 4-2 Angle Relationships
in Triangles
TEKS G.2.B Geometric structure: make conjectures about angles,
lines, polygons …. Also G.1.A
Objectives Who uses this?
Find the measures of Surveyors use triangles
interior and exterior to make measurements
angles of triangles. and create boundaries.
Apply theorems about (See Example 1.)
the interior and exterior
angles of triangles.
Triangulation is a method
used in surveying. Land is
Vocabulary
divided into adjacent triangles.
auxiliary line
corollary By measuring the sides and
interior angles of one triangle and
exterior applying properties of triangles, This engraving shows the county
interior angle surveyors can gather information surveyor and commissioners laying
exterior angle about adjacent triangles. out the town of Baltimore in 1730.
remote interior angle

Theorem 4-2-1 Triangle Sum Theorem

The sum of the angle measures of a triangle is 180°. �

m∠A + m∠B + m∠C = 180°

� �

The proof of the Triangle Sum Theorem uses an auxiliary line. An auxiliary line
is a line that is added to a figure to aid in a proof.

PROOF Triangle Sum Theorem

Given: △ABC �
�
Prove: m∠1 + m∠2 + m∠3 = 180° � � �

� �
� �
Proof:

����������������������
Whenever you draw
an auxiliary line, ��������������
you must be able to
justify its existence. ������� �������
Give this as the ���������������� ����������������
reason: Through any
two points there is
exactly one line. ��������� ��������� ����������������������
����������� ����������� ���������������������������������

����������������������
������

4-2 Angle Relationships in Triangles 223

 EXAMPLE 1 Surveying Application
The map of France commonly
used in the 1600s was significantly 70°
revised as a result of a triangulation
land survey. The diagram shows
part of the survey map. Use the 104°
diagram to find the indicated
angle measures.
88° 48°

A m∠NKM
m∠KMN + m∠MNK + m∠NKM = 180° △ Sum Thm.
88 + 48 + m∠NKM = 180 Substitute 88 for m∠KMN
and 48 for m∠MNK.
136 + m∠NKM = 180 Simplify.
m∠NKM = 44° Subtract 136 from both sides.

B m∠JLK
Step 1 Find m∠JKL.
m∠NKM + m∠MKJ + m∠JKL = 180° Lin. Pair Thm. & ∠ Add. Post.
44 + 104 + m∠JKL = 180 Substitute 44 for m∠NKM
and 104 for m∠MKJ.
148 + m∠JKL = 180 Simplify.
m∠JKL = 32° Subtract 148 from both sides.
Step 2 Use substitution and then solve for m∠JLK.
m∠JLK + m∠JKL + m∠KJL = 180° △ Sum Thm.
m∠JLK + 32 + 70 = 180 Substitute 32 for m∠JKL and
70 for m∠KJL.
m∠JLK + 102 = 180 Simplify.
m∠JLK = 78° Subtract 102 from both sides.

1. Use the diagram to find m∠MJK.

A corollary is a theorem whose proof follows directly from another theorem.

Here are two corollaries to the Triangle Sum Theorem.

Corollaries

COROLLARY HYPOTHESIS CONCLUSION

4-2-2 The acute angles of �
a right triangle are ∠D and ∠E are
complementary. complementary.
m∠D + m∠E = 90°
� �

4-2-3 The measure of �

each angle of
m∠A = m∠B = m∠C = 60°
an equiangular
triangle is 60°.
� �

You will prove Corollaries 4-2-2 and 4-2-3 in Exercises 24 and 25.

224 Chapter 4 Triangle Congruence

EXAMPLE 2 Finding Angle Measures in Right Triangles
One of the acute angles in a right triangle measures 22.9°. What is the
measure of the other acute angle?
Let the acute angles be ∠M and ∠N, with m∠M = 22.9°.
m∠M + m∠N = 90 Acute  of rt. △ are comp.
22.9 + m∠N = 90 Substitute 22.9 for m∠M.
m∠N = 67.1° Subtract 22.9 from both sides.

The measure of one of the acute angles in a right triangle is

given. What is the measure of the other acute angle?
2a. 63.7° 2b. x ° 2c. 48_ 2°
5

The interior is the set of all points inside the figure. The exterior is the set
of all points outside the figure. An interior angle is formed by two sides of
a triangle. An exterior angle is formed by one side of the triangle and the
extension of an adjacent side. Each exterior angle has two remote interior angles.
A remote interior angle is an interior angle that is not adjacent to the
exterior angle.

� ��������
∠4 is an exterior angle.
Its remote interior
��������
angles are ∠1 and ∠2.
� � �

Theorem 4-2-4 Exterior Angle Theorem

The measure of an exterior angle of a triangle is equal

�
to the sum of the measures of its remote interior angles.
m∠4 = m∠1 + m∠2
� � �

You will prove Theorem 4-2-4 in Exercise 28.

EXAMPLE 3 Applying the Exterior Angle Theorem �

���������
Find m∠J.
m∠J + m∠H = m∠FGH Ext. ∠ Thm.
����
5x + 17 + 6x - 1 = 126 Substitute 5x + 17 �
� � ����������
for m∠J, 6x - 1
for m∠H, and 126 for m∠FGH.
11x + 16 = 126 Simplify.
11x = 110 Subtract 16 from both sides.
x = 10 Divide both sides by 11.
m∠J = 5x + 17 = 5 (10) + 17 = 67°

3. Find m∠ACD. � ��������

�

���������
� � �

4-2 Angle Relationships in Triangles 225

 Theorem 4-2-5 Third Angles Theorem

THEOREM HYPOTHESIS CONCLUSION

If two angles of one triangle �
�
are congruent to two angles
of another triangle, then ∠N ≅ ∠T
� �
the third pair of angles �
are congruent. �

You will prove Theorem 4-2-5 in Exercise 27.

EXAMPLE 4 Applying the Third Angles Theorem �

Find m∠C and m∠F. ����������

�
∠C ≅ ∠F Third  Thm.
m∠C = m∠F Def. of ≅ . � �
y 2 = 3y 2 - 72 2
Substitute y for m∠C
��������������
and 3y 2 - 72 for m∠F.
-2y 2 = -72 Subtract 3y 2 from both sides. � �
2
y = 36 Divide both sides by -2.
So m∠C = 36°.
Since m∠F = m∠C, m∠F = 36°.

4. Find m∠P and m∠T. �

�����������
�

�
�
����� ��������
�

�
�

THINK AND DISCUSS

1. Use the Triangle Sum Theorem to explain why the supplement of one
of the angles of a triangle equals in measure the sum of the other two
angles of the triangle. Support your answer with a sketch.
2. Sketch a triangle and draw all of its exterior angles. How many exterior
angles are there at each vertex of the triangle? How many total exterior
angles does the triangle have?
3. GET ORGANIZED Copy and complete the graphic organizer.
In each box, write each theorem in words and then draw a diagram
to represent it.

������� ����� �������

��������������������
����������������������
��������������������

226 Chapter 4 Triangle Congruence

 4-2
Exercises KEYWORD: MG7 4-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. To remember the meaning of remote interior angle, think of a television remote
control. What is another way to remember the term remote?
2. An exterior angle is drawn at vertex E of △DEF. What are its remote interior angles?
3. What do you call segments, rays, or lines that are added to a given diagram?

SEE EXAMPLE 1 Astronomy Use the following

p. 224 information for Exercises 4 and 5. �����
An asterism is a group of stars that is ������������
����
easier to recognize than a constellation. �����������
One popular asterism is the Summer
Triangle, which is composed of the
stars Deneb, Altair, and Vega.
4. What is the value of y?
5. What is the measure of each
angle in the Summer Triangle?
�����������
������

SEE EXAMPLE 2 The measure of one of the acute angles

p. 225 in a right triangle is given. What is the
measure of the other acute angle?
6. 20.8° 7. y ° 2°
8. 24_
3
SEE EXAMPLE 3 Find each angle measure.
p. 225 9. m∠M 10. m∠L
� � �
�
��������� ���

���������
��� ���������
�
� �
�

11. In △ABC, m∠A = 65°, and the measure of an exterior angle at C is 117°.
Find m∠B and the m∠BCA.

SEE EXAMPLE 4 12. m∠C and m∠F 13. m∠S and m∠U
p. 226 � � �

�
�
���������
� � ����������
� �
����������� �������������� �

14. For △ABC and △XYZ, m∠A = m∠X and m∠B = m∠Y.
Find the measures of ∠C and ∠Z if m∠C = 4x + 7 and m∠Z = 3(x + 5).

4-2 Angle Relationships in Triangles 227

 PRACTICE AND PROBLEM SOLVING
Independent Practice 15. Navigation A sailor on ship A measures
For See the angle between ship B and the pier
Exercises Example Pier
and finds that it is 39°. A sailor on ship B
15 1
measures the angle between ship A Ship B
16–18 2
and the pier and finds that it is 57°. Ship A
19–20 3
What is the measure of the angle between
21–22 4 39º 57º
ships A and B?

TEKS TAKS
Skills Practice p. S10 The measure of one of the acute angles in a right triangle is given.
Application Practice p. S31 What is the measure of the other acute angle?
1°
16. 76_ 17. 2x° 18. 56.8°
4
Find each angle measure.
19. m∠XYZ 20. m∠C
��������� �
� �
� ���������
�����������
����������
��������� �
� � �

21. m∠N and m∠P 22. m∠Q and m∠S

� � � �����������
����������� ����������������
� �
� �
� � � ��������������

23. Multi-Step The measures of the angles of a triangle are in the ratio 1 : 4 : 7.
What are the measures of the angles? (Hint: Let x, 4x, and 7x represent the
angle measures.)
24. Complete the proof of Corollary 4-2-2. �

Given: △DEF with right ∠F

Prove: ∠D and ∠E are complementary.
Proof: � �

Statements Reasons

1. △DEF with rt. ∠F 1. a. ?

̶̶̶̶
2. b. ? 2. Def. of rt. ∠
̶̶̶̶
3. m∠D + m∠E + m∠F = 180° 3. c. ?
̶̶̶̶
4. m∠D + m∠E + 90° = 180° 4. d. ?
̶̶̶̶
5. e. ? 5. Subtr. Prop.
̶̶̶̶
6. ∠D and ∠E are comp. 6. f. ?
̶̶̶̶

25. Prove Corollary 4-2-3 using two different methods of proof.

Given: △ABC is equiangular.
Prove: m∠A = m∠B = m∠C = 60°
26. Multi-Step The measure of one acute angle in a right triangle is 1__14 times the
measure of the other acute angle. What is the measure of the larger acute angle?
27. Write a two-column proof of the Third Angles Theorem.

228 Chapter 4 Triangle Congruence

28. Prove the Exterior Angle Theorem. �
Given: △ABC with exterior angle ∠ACD
Prove: m∠ACD = m∠A + m∠B
(Hint: ∠BCA and ∠DCA form a linear pair.) �
� �
Find each angle measure. �
29. ∠UXW 30. ∠UWY ��� �
�
31. ∠WZX 32. ∠XYZ ��� �

� �
33. Critical Thinking What is the measure of any exterior angle of an equiangular
triangle? What is the sum of the exterior angle measures? � �
34. Find m∠SRQ, given that ∠P ≅ ∠U, ∠Q ≅ ∠T,
and m∠RST = 37.5°.
� �
� �
35. Multi-Step In a right triangle, one acute angle measure is 4 times the other acute
angle measure. What is the measure of the smaller angle?
36. Aviation To study the forces of lift and drag,
the Wright brothers built a glider, attached two Drag
ropes to it, and flew it like a kite. They modeled
the two wind forces as the legs of a right triangle.
Lift xº
a. What part of a right triangle is formed by
each rope? yº Rope

b. Use the Triangle Sum Theorem to write zº

an equation relating the angle measures
in the right triangle.
c. Simplify the equation from part b. What is the relationship between x and y?
d. Use the Exterior Angle Theorem to write an expression for z in terms of x.
e. If x = 37°, use your results from parts c and d to find y and z.
37. Estimation Draw a triangle and two exterior angles at each vertex. Estimate the
measure of each angle. How are the exterior angles atge07sec04ll02005a
each vertex related? Explain.
̶̶ ̶̶ ̶̶ ̶̶ �
ABoehm
38. Given: AB ⊥ BD, BD ⊥ DC, ∠A ≅ ∠C �
̶̶ ̶̶
Prove: AD ǁ CB

�
�
39. Write About It A triangle has angle measures of 115°, 40°, and 25°.
Explain how to find the measures of the triangle’s exterior angles.
Support your answer with a sketch.

40. This problem will prepare you for the Multi-Step TAKS Prep � �
on page 238.
�
One of the steps in making an origami crane � �
involves folding a square sheet of paper into the shape shown.
̶̶
a. ∠DCE is a right angle. FC bisects ∠DCE,
̶̶
and BC bisects ∠FCE. Find m∠FCB. �
b. Use the Triangle Sum Theorem to find m∠CBE.

4-2 Angle Relationships in Triangles 229

 41. What is the value of x?
��
19 57
52 71
��� ����

42. Find the value of s.

23 34 ���

28 56 ��� ����������

43. ∠A and ∠B are the remote interior angles of ∠BCD in △ABC. Which of these
equations must be true?
m∠A - 180° = m∠B m∠BCD = m∠BCA - m∠A
m∠A = 90° - m∠B m∠B = m∠BCD - m∠A

44. Extended Response The measures of the angles in a triangle are in the ratio
2 : 3 : 4. Describe how to use algebra to find the measures of these angles. Then find
the measure of each angle and classify the triangle.

CHALLENGE AND EXTEND

45. An exterior angle of a triangle measures 117°. Its remote interior angles measure
(2y 2 + 7)° and (61 - y 2)°. Find the value of y.
46. Two parallel lines are intersected by a transversal. What type of triangle is formed
by the intersection of the angle bisectors of two same-side interior angles? Explain.
(Hint: Use geometry software or construct a diagram of the angle bisectors of two
same-side interior angles.)
47. Critical Thinking Explain why an exterior angle of a triangle cannot be congruent
to a remote interior angle.
48. Probability The measure of each angle in a triangle is a multiple of 30°.
What is the probability that the triangle has at least two congruent angles?
49. In △ABC, m∠B is 5° less than 1__12 times m∠A. m∠C is 5° less than 2__12 times m∠A.
What is m∠A in degrees?

SPIRAL REVIEW
Make a table to show the value of each function when x is -2, 0, 1, and 4.
(Previous course)
50. f(x) = 3x - 4 51. f(x) = x 2 + 1 52. f(x) = (x - 3)2 + 5
̶̶̶
53. Find the length of NQ. Name the theorem �����
or postulate that justifies your answer. � � � �
(Lesson 2-7) ����� �����

Classify each triangle by its side lengths. (Lesson 4-1)

54. △ACD 55. △BCD 56. △ABD �

57. What if…? If CA = 8, What is the effect on the

classification of △ACD?
�
���

� �
� � �

230 Chapter 4 Triangle Congruence

 4-3 Congruent
Triangles
TEKS G.10.B Congruence and the geometry of size: justify and apply triangle
congruence relationships. Also G.2.B
Objectives Who uses this?
Use properties of
Machinists used triangles
congruent triangles.
to construct a model of the
Prove triangles congruent International Space Station’s
by using the definition of support structure.
congruence.
Geometric figures are congruent if
Vocabulary
they are the same size and shape.
corresponding angles
corresponding sides Corresponding angles and corresponding sides are in the
congruent polygons same position in polygons with an equal number of sides.
Two polygons are congruent polygons if and only if their
corresponding angles and sides are congruent. Thus triangles
that are the same size and shape are congruent.

Properties of Congruent Polygons

CORRESPONDING CORRESPONDING
DIAGRAM ANGLES SIDES

� � �
̶̶ ̶̶
� ∠A ≅ ∠D AB ≅ DE
̶̶ ̶̶
∠B ≅ ∠E BC ≅ EF
Two vertices that ̶̶ ̶̶
� � ∠C ≅ ∠F AC ≅ DF
are the endpoints
of a side are called △ABC ≅ △DEF
consecutive vertices. ̶̶ ̶̶̶
� � ∠P ≅ ∠W PQ ≅ WX
For example, P and
Q are consecutive � � ̶̶ ̶̶
∠Q ≅ ∠X QR ≅ XY
vertices. ̶̶ ̶̶
� � � � ∠R ≅ ∠Y RS ≅ YZ
̶̶ ̶̶
polygon PQRS ≅ polygon WXYZ ∠S ≅ ∠ Z PS ≅ WZ

To name a polygon, write the vertices in consecutive order. For example, you
can name polygon PQRS as QRSP or SRQP, but not as PRQS. In a congruence
statement, the order of the vertices indicates the corresponding parts.

EXAMPLE 1 Naming Congruent Corresponding Parts �

△RST and △XYZ represent the triangles

of the space station’s support structure. �
If △RST ≅ △XYZ, identify all pairs � �
of congruent corresponding parts. �
Angles: ∠R ≅ ∠X, ∠S ≅ ∠Y, ∠T ≅ ∠Z
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
Sides: RS ≅ XY, ST ≅ YZ, RT ≅ XZ
�

1. If polygon LMNP ≅ polygon EFGH, identify all pairs of

corresponding congruent parts.

4-3 Congruent Triangles 231

 EXAMPLE 2 Using Corresponding Parts of Congruent Triangles
�
Given: △EFH ≅ △GFH �����

� �
���������� �
A Find the value of x.
∠FHE and ∠FHG are rt. . Def. of ⊥ lines
∠FHE ≅ ∠FHG Rt. ∠ ≅ Thm.
m∠FHE = m∠FHG Def. of ≅ 
(6x - 12)° = 90° Substitute values for m∠FHE and m∠FHG.

When you write 6x = 102 Add 12 to both sides.

a statement such x=7 Divide both sides by 6.
as △ABC ≅ △DEF,
you are also stating B Find m∠GFH.
which parts are m∠EFH + m∠FHE + m∠E = 180° △ Sum Thm.
congruent. m∠EFH + 90 + 21.6 = 180 Substitute values for m∠FHE
and m∠E.
m∠EFH + 111.6 = 180 Simplify.
m∠EFH = 68.4 Subtract 111.6 from both sides.
∠GFH ≅ ∠EFH Corr.  of ≅  are ≅.
m∠GFH = m∠EFH Def. of ≅ 
m∠GFH = 68.4° Trans. Prop. of =

Given: △ABC ≅ △DEF � � �

2a. Find the value of x. ���
������ �
2b. Find m∠F. ��

� �
�

EXAMPLE 3 Proving Triangles Congruent �

Given: ∠P and ∠M are right angles.
̶̶ �
R is the midpoint of PM. � �
̶̶ ̶̶̶ ̶̶ ̶̶
PQ ≅ MN, QR ≅ NR
Prove: △PQR ≅ △MNR �
Proof:
Statements Reasons

1. ∠P and ∠M are rt.  1. Given

2. ∠P ≅ ∠M 2. Rt. ∠ ≅ Thm.
3. ∠PRQ ≅ ∠MRN 3. Vert.  Thm.
4. ∠Q ≅ ∠N 4. Third  Thm.
̶̶̶
5. R is the mdpt. of PM. 5. Given
̶̶ ̶̶̶
6. PR ≅ MR 6. Def. of mdpt.
̶̶ ̶̶̶ ̶̶ ̶̶
7. PQ ≅ MN; QR ≅ NR 7. Given
8. △PQR ≅ △MNR 8. Def. of ≅ 

̶̶ ̶̶
3. Given: AD bisects BE. �
̶̶ ̶̶ �
BE bisects AD. �
̶̶ ̶̶
AB ≅ DE, ∠A ≅ ∠D �
Prove: △ABC ≅ △DEC �

232 Chapter 4 Triangle Congruence

 Overlapping Triangles

“With overlapping triangles, it helps me to redraw the triangles separately.

That way I can mark what I know about one triangle without getting confused
by the other one.”

��� ��� ��� ���

��� ��� ��� ���
��� ���
Cecelia Medina ��� � ��� ��� ���
Lamar High School

EXAMPLE 4 Engineering Application

The bars that give structural support
to a roller coaster form triangles.
� �
Since the angle measures and the
lengths of the corresponding sides are
Engineering the same, the triangles are congruent.
̶̶ ̶̶ ̶̶ ̶̶
Given: JK ⊥ KL, ML ⊥ KL, ∠KLJ ≅ ∠LKM,
̶̶ ̶̶ ̶̶ ̶̶ �
JK ≅ ML, JL ≅ MK
Prove: △JKL ≅ △MLK
Proof:
Statements Reasons � �
̶̶ ̶̶ ̶̶̶ ̶̶
1. JK ⊥ KL, ML ⊥ KL 1. Given
2. ∠JKL and ∠MLK are rt. . 2. Def. of ⊥ lines
3. ∠JKL ≅ ∠MLK 3. Rt. ∠ ≅ Thm.
The Rattler is one of the 4. ∠KLJ ≅ ∠LKM 4. Given
tallest wood-tracked 5. ∠KJL ≅ ∠LMK 5. Third  Thm.
roller coasters in the ̶̶ ̶̶̶ ̶̶ ̶̶̶
world. The ride sits on 6. JK ≅ ML, JL ≅ MK 6. Given
̶̶ ̶̶
the side of a cliff at Six 7. KL ≅ LK 7. Reflex. Prop. of ≅
Flags Fiesta Texas. It is 8. △JKL ≅ △MLK 8. Def. of ≅ 
5080 ft long and 179 ft
high. The coaster travels
at a speed of 65 mi/h. 4. Use the diagram to prove the following.
̶̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶̶
Given: MK bisects JL. JL bisects MK. JK ≅ ML, JK ǁ ML
Prove: △JKN ≅ △LMN

THINK AND DISCUSS

1. A roof truss is a triangular structure that
supports a roof. How can you be sure that
two roof trusses are the same size and shape?
�����������
2. GET ORGANIZED Copy and complete
the graphic organizer. In each box, name the
congruent corresponding parts. ������ �����

4-3 Congruent Triangles 233

 4-3
Exercises KEYWORD: MG7 4-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. An everyday meaning of corresponding is “matching.” How can this help you find the
corresponding parts of two triangles?
2. If △ABC ≅ △RST, what angle corresponds to ∠S?

SEE EXAMPLE 1 Given: △RST ≅ △LMN. Identify the congruent corresponding parts.
p. 231
̶̶ ̶̶
3. RS ≅ ? 4. LN ≅ ? 5. ∠S ≅ ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶
̶̶
6. TS ≅ ? 7. ∠L ≅ ? 8. ∠N ≅ ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶
SEE EXAMPLE 2 Given: △FGH ≅ △JKL. Find each value. �
p. 232 9. KL 10. x � ������� �
���������� ����
��
� �
� �
̶̶ ̶̶
SEE EXAMPLE 3 11. Given: E is the midpoint of AC and BD. � �
̶̶ ̶̶ ̶̶ ̶̶
p. 232 AB ≅ CD, AB ǁ CD �
Prove: △ABE ≅ △CDE
Proof: � �

Statements Reasons
̶̶ ̶̶
1. AB ǁ CD 1. a. ?
̶̶̶̶
2. ∠ABE ≅ ∠CDE, ∠BAE ≅ ∠DCE 2. b. ?
̶̶ ̶̶ ̶̶̶̶
3. AB ≅ CD 3. c. ?
̶̶ ̶̶ ̶̶̶̶
4. E is the mdpt. of AC and BD . 4. d. ?
̶̶̶̶
5. e. ? 5. Def. of mdpt.
̶̶̶̶
6. ∠AEB ≅ ∠CED 6. f. ?
̶̶̶̶
7. △ABE ≅ △CDE 7. g. ?
̶̶̶̶

SEE EXAMPLE 4 12. Engineering The McDonald

p. 233 Observatory has four research
telescopes and is a leading center
for astronomical study. Prove that
the triangles that make up the
observatory dome are congruent.
̶̶ ̶̶ ̶̶ ̶̶ ̶̶
Given: SU ≅ ST ≅ SR, TU ≅ TR,
∠UST ≅ ∠RST, � �
and ∠U ≅ ∠R
Prove: △RTS ≅ △UTS
� �
�
�

�
�

234 Chapter 4 Triangle Congruence

 PRACTICE AND PROBLEM SOLVING
Independent Practice Given: Polygon CDEF ≅ polygon KLMN. Identify the congruent corresponding parts.
For See ̶̶ ̶̶
Exercises Example 13. DE ≅ ? 14. KN ≅ ?
̶̶̶̶ ̶̶̶̶
13–16 1 15. ∠F ≅ ? 16. ∠L ≅ ?
̶̶̶̶ ̶̶̶̶
17–18 2
19 3 Given: △ABD ≅ △CBD. Find each value. �
20 4 ����� ��
17. m∠C 18. y
� �
TEKS TAKS �
���������� ���������
Skills Practice p. S10 ̶̶̶
Application Practice p. S31
19. Given: MP bisects ∠NMR. P is the midpoint of �
̶̶ ̶̶̶ ̶̶̶
NR. MN ≅ MR, ∠N ≅ ∠R
Prove: △MNP ≅ △MRP � �

Proof: �
Statements Reasons

1. ∠N ≅ ∠R 1. a. ?
̶̶̶ ̶̶̶̶
2. MP bisects ∠NMR. 2. b. ?
̶̶̶̶
3. c. ? 3. Def. of ∠ bisector
̶̶̶̶
4. d. ? 4. Third  Thm.
̶̶̶̶ ̶̶
5. P is the mdpt. of NR. 5. e. ?
̶̶̶̶
6. f. ? 6. Def. of mdpt.
̶̶̶̶ ̶̶̶
̶̶̶
7. MN ≅ MR 7. g. ?
̶̶̶ ̶̶̶ ̶̶̶̶
8. MP ≅ MP 8. h. ?
̶̶̶̶
9. △MNP ≅ △MRP 9. Def. of ≅ 

20. Hobbies In a garden, triangular flower A B

beds are separated by straight rows of
grass as shown.
Given: ∠ADC and ∠BCD are right angles.
̶̶ ̶̶ ̶̶ ̶̶ E
AC ≅ BD, AD ≅ BC
∠DAC ≅ ∠CBD
Prove: △ADC ≅ △BCD
D C
21. For two triangles, the following
corresponding parts are given:
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
GS ≅ KP, GR ≅ KH, SR ≅ PH,
∠S ≅ ∠P, ∠G ≅ ∠K, and ∠R ≅ ∠H.
Write three different congruence statements.
�
ge07se_c04l03005a �
22. The two polygons in the diagram are congruent.
�
Complete the following congruence
�
statement for the polygons. � �
polygon R ? ≅ polygon V ?
̶̶̶̶ ̶̶̶̶ �
�
Write and solve an equation for each of the following. �
23. △ABC ≅ △DEF. AB = 2x - 10, and DE = x + 20.
Find the value of x and AB.
24. △JKL ≅ △MNP. m∠L = (x 2 + 10)°, and m∠P = (2x 2 + 1)°. What is m∠L?
25. Polygon ABCD ≅ polygon PQRS. BC = 6x + 5, and QR = 5x + 7.
Find the value of x and BC.

4-3 Congruent Triangles 235

 26. This problem will prepare you for the Multi-Step TAKS Prep on page 238.
Many origami models begin with a square piece of paper, � �
JKLM, that is folded along both diagonals to make the
̶̶ ̶̶̶
creases shown. JL and MK are perpendicular bisectors
of each other, and ∠NML ≅ ∠NKL.
̶̶ ̶̶̶ �
a. Explain how you know that KL and ML are congruent.
b. Prove △NML ≅ △NKL. � �

27. Draw a diagram and then write a proof.

̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
Given: BD ⊥ AC. D is the midpoint of AC. AB ≅ CB, and BD bisects ∠ABC.
Prove: △ABD ≅ △CBD
28. Critical Thinking Draw two triangles that are not congruent but have an area of
4 cm 2 each.
� �
29. /////ERROR ANALYSIS///// Given △MPQ ≅ △EDF.
Two solutions for finding m∠E are shown.
Which is incorrect? Explain the error.
���
� � � �
� �
������������������������� ���������������������������
������������������������� ������������������������
���������� ����������������������

30. Write About It Given the diagram of the � �

triangles, is there enough information to prove
that △HKL is congruent to △YWX? Explain.

� � � �

31. Which congruence statement correctly indicates � �

that the two given triangles are congruent? �

△ABC ≅ △EFD △ABC ≅ △DEF

△ABC ≅ △FDE △ABC ≅ △FED �
�
�
32. △MNP ≅ △RST. What are the values of x and y? �
���������
x = 26, y = 21_1 x = 25, y = 20_2 � �
3 3 ���
��������������
x = 27, y = 20 1
x = 30 , y = 16_
_ 2
��� ���
3 3 � �
���������
�
33. △ABC ≅ △XYZ. m∠A = 47.1°, and m∠C = 13.8°. Find m∠Y.
13.8 76.2
42.9 119.1

34. △MNR ≅ △SPQ, NL = 18, SP = 33, SR = 10, RQ = 24, � �

and QP = 30. What is the perimeter of △MNR?
�
79 87
85 97 �
� �
�

236 Chapter 4 Triangle Congruence

 CHALLENGE AND EXTEND ��
35. Multi-Step Given that the perimeter of TUVW is 149 units, � �
find the value of x. Is △TUV ≅ △TWV? Explain. ������� ������

� �
������

36. Multi-Step Polygon ABCD ≅ polygon EFGH. ∠A is a right angle.

m∠E = (y 2 - 10)°, and m∠H = (2y 2 - 132)°. Find m∠D.
̶̶ ̶̶ �
37. Given: RS ≅ RT, ∠S ≅ ∠T
Prove: △RST ≅ △RTS

� �

SPIRAL REVIEW
Two number cubes are rolled. Find the probability of each outcome.
(Previous course)
38. Both numbers rolled are even. 39. The sum of the numbers rolled is 5.

Classify each angle by its measure. (Lesson 1-3)

40. m∠DOC = 40° 41. m∠BOA = 90° 42. m∠COA = 140°

Find each angle measure. (Lesson 4-2) �

43. ∠Q 44. ∠P 45. ∠QRS
���
���������

����������
�
� �

KEYWORD: MG7 Career

Q: What math classes did you take in high school?
A: Algebra 1 and 2, Geometry, Precalculus

Q: What kind of degree or certification will you receive?

A: I will receive an associate’s degree in applied science.
Then I will take an exam to be certified as an EMT
or paramedic.

Q: How do you use math in your hands-on training?

A: I calculate dosages based on body weight and age. I also
calculate drug doses in milligrams per kilogram per hour or
set up an IV drip to deliver medications at the correct rate.

Jordan Carter Q: What are your future career plans?

Emergency Medical
Services Program
A: When I am certified, I can work for a private ambulance service
or with a fire department. I could also work in a hospital,
transporting critically ill patients by ambulance or helicopter.

4-3 Congruent Triangles 237

 SECTION 4A

Triangles and Congruence

Origami Origami is the Japanese art of paper folding.
The Japanese word origami literally means “fold paper.”
This ancient art form relies on properties of geometry to
produce fascinating and beautiful shapes.

Each of the figures shows a step in making an origami

swan from a square piece of paper. The final figure shows
the creases of an origami swan that has been unfolded.

�
Step 1 Step 2 Step 3
� � �
� �
� �

� �

� � �
�
Fold the paper in half Fold corners A and C Fold in half along the
̶̶
diagonally and crease it. to the center line and center crease so that DE
̶̶
Turn it over. crease. Turn it over. and DF are together.

Step 4 Step 5 Step 6

�
��� ��� � ���

�
� �
� � �
� �

Fold the narrow point Fold the tip downward Fold up the flap to
upward at a 90° angle and crease. Push in the form the wing.
and crease. Push in the fold so that the head is
fold so that the neck is inside the neck.
inside the body.
�
� �
1. Use the fact that ABCD is a square
to classify △ABD by its side
lengths and by its angle measures.
̶̶ ̶̶
2. DB bisects ∠ABC and ∠ADC. DE
bisects ∠ADB. Find the measures �
of the angles in △EDB. Explain
how you found the measures.
̶̶
3. Given that DB bisects ∠ABC and
̶̶ ̶̶ ̶̶ ̶̶ � �
∠EDF, BE ≅ BF, and DE ≅ DF,
prove that △EDB ≅ △ FDB.

238 Chapter 4 Triangle Congruence

 SECTION 4A

Quiz for Lessons 4-1 Through 4-3

�
4-1 Classifying Triangles ���
���
Classify each triangle by its angle measures.
1. △ACD 2. △ABD 3. △ADE
��� ���
� �
� �
Classify each triangle by its side lengths.
�
4. △PQR 5. △PRS 6. △PQS
��� �

� �
4-2 Angle Relationships in Triangles �
Find each angle measure.
7. m∠M � 8. m∠ABC �
���

��������� ����������� �����������

� �
� � ��� � �

9. A carpenter built a triangular support structure for a roof. Two of the �

angles of the structure measure 37° and 55°. Find the measure of ∠RTP, ���
the angle formed by the roof of the house and the roof of the patio.
���
�
� �
4-3 Congruent Triangles
Given: △JKL ≅ △DEF. Identify the congruent corresponding parts.
̶̶ ̶̶
10. KL ≅ ? 11. DF ≅ ? 12. ∠K ≅ ? 13. ∠F ≅ ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶ ̶̶̶̶
� �
Given: △PQR ≅ △STU. Find each value. � �
14. PQ 15. y
������
�� ������
��� ���
̶̶ ̶̶ ̶̶ ̶̶
16. Given: AB , AB ≅ CD, AC ≅ BD,
 ǁ CD
̶̶ ̶̶ ̶̶ ̶̶ � �
AC ⊥ CD, DB ⊥ AB
Prove: △ACD ≅ △DBA
Proof:
� �
Statements Reasons

1. AB
 ǁ CD
 1. a. ?
̶̶̶̶̶
2. ∠BAD ≅ ∠CDA 2. b. ?
̶̶ ̶̶ ̶̶ ̶̶ ̶̶̶̶̶ � �
3. AC ⊥ CD, DB ⊥ AB 3. c. ?
̶̶̶̶̶
4. ∠ACD and ∠DBA are rt.  4. d. ?
̶̶̶̶̶
5. e. ? 5. Rt. ∠ ≅ Thm.
̶̶̶̶̶
6. f. ? 6. Third  Thm.
̶̶̶̶̶̶̶
̶̶ ̶̶ ̶̶
7. AB ≅ CD, AC ≅ BD 7. g. ?
̶̶̶̶̶
8. h. ? 8. Reflex Prop. of ≅
̶̶̶̶̶
9. △ACD ≅ △DBA 9. i . ?
̶̶̶̶̶

Ready to Go On? 239

 4-4
Explore SSS and SAS
Triangle Congruence
In Lesson 4-3, you used the definition of congruent triangles to prove
triangles congruent. To use the definition, you need to prove that all
three pairs of corresponding sides and all three pairs of corresponding
Use with Lesson 4-4 angles are congruent.

In this lab, you will discover some shortcuts for proving triangles congruent.

TEKS G.9.B Congruence and the geometry of size: formulate and test
conjectures about the properties and attributes of polygons …
Activity 1 based on explorations. Also G.4.A G.10.B

1 Measure and cut six pieces from the straws:

two that are 2 inches long, two that are
4 inches long, and two that are 5 inches long.

2 Cut two pieces of string that are each about

20 inches long.

3 Thread one piece of each size of straw onto

a piece of string. Tie the ends of the string
together so that the pieces of straw form a
triangle.

4 Using the remaining pieces, try to make

another triangle with the same side lengths
that is not congruent to the first triangle.

Try This
1. Repeat Activity 1 using side lengths of your choice. Are your results the same?
2. Do you think it is possible to make two triangles that have the same side lengths
but that are not congruent? Why or why not?
3. How does your answer to Problem 2 provide a shortcut for proving triangles
congruent?
4. Complete the following conjecture based on your results. Two triangles are
congruent if ? .
̶̶̶̶̶̶̶̶̶̶̶̶̶

240 Chapter 4 Triangle Congruence

Activity 2
1 Measure and cut two pieces from the straws:
one that is 4 inches long and one that is
5 inches long.

2 Use a protractor to help you bend a paper

clip to form a 30° angle.

3 Place the pieces of straw on the sides of the

30° angle. The straws will form two sides of
your triangle.

4 Without changing the angle formed by the

paper clip, use a piece of straw to make a
third side for your triangle, cutting it to fit
as necessary. Use additional paper clips
or string to hold the straws together in a
triangle.

Try This
5. Repeat Activity 2 using side lengths and an angle measure of your choice.
Are your results the same?
6. Suppose you know two side lengths of a triangle and the measure of the angle
between these sides. Can the length of the third side be any measure? Explain.
7. How does your answer to Problem 6 provide a shortcut for proving triangles
congruent?
8. Use the two given sides and the given angle from Activity 2 to form a triangle
that is not congruent to the triangle you formed. (Hint: One of the given sides
does not have to be adjacent to the given angle.)
9. Complete the following conjecture based on your results.
Two triangles are congruent if ? .
̶̶̶̶̶̶̶̶̶̶̶̶̶

4- 4 Geometry Lab 241

 4-4 Triangle Congruence:
SSS and SAS
TEKS G.10.B Congruence and the geometry of size: justify and apply
triangle congruence relationships. Also G.2.A, G.3.B, G.3.E
Objectives Who uses this?
Apply SSS and SAS to Engineers used the property of
construct triangles and triangle rigidity to design the
to solve problems.
internal support for the Statue
Prove triangles congruent of Liberty and to build bridges,
by using SSS and SAS. towers, and other structures.
(See Example 2.)
Vocabulary
triangle rigidity
In Lesson 4-3, you proved triangles congruent
included angle
by showing that all six pairs of corresponding
parts were congruent.

The property of triangle rigidity gives you a shortcut

for proving two triangles congruent. It states that if
the side lengths of a triangle are given, the triangle
can have only one shape.

For example, you only need to know that two triangles

have three pairs of congruent corresponding sides.
This can be expressed as the following postulate.

Postulate 4-4-1 Side-Side-Side (SSS) Congruence

POSTULATE HYPOTHESIS CONCLUSION

If three sides of one � �
triangle are congruent ����
to three sides of ���� ����
���� � △ABC ≅ △FDE
another triangle, then
the triangles � ���� � ����
are congruent. �

EXAMPLE 1 Using SSS to Prove Triangle Congruence �

Use SSS to explain why △PQR ≅ △PSR.

̶̶ ̶̶ ̶̶ ̶̶ � �
It is given that PQ ≅ PS and that QR ≅ SR. By
̶̶ ̶̶
Adjacent triangles the Reflexive Property of Congruence, PR ≅ PR.
share a side, so Therefore △PQR ≅ △PSR by SSS. �
you can apply the
Reflexive Property � �
1. Use SSS to explain why
to get a pair of △ABC ≅ △CDA.
congruent parts.

� �

�
An included angle is an angle formed by two
adjacent sides of a polygon. ∠B is the included
̶̶ ̶̶ �
angle between sides AB and BC.
�

242 Chapter 4 Triangle Congruence

 It can also be shown that only two pairs of congruent corresponding sides are
needed to prove the congruence of two triangles if the included angles are
also congruent.

Postulate 4-4-2 Side-Angle-Side (SAS) Congruence

POSTULATE HYPOTHESIS CONCLUSION

If two sides and the included �
�
angle of one triangle are �
congruent to two sides � △ABC ≅ △EFD
and the included angle of
another triangle, then the
triangles are congruent. � �

EXAMPLE 2 Engineering Application

The figure shows part of the support
structure of the Statue of Liberty.
Use SAS to explain why
△KPN ≅ △LPM. K M
The letters SAS ̶̶ ̶̶
are written in that It is given that KP ≅ LP
̶̶ ̶̶̶ P
order because the and that NP ≅ MP.
congruent angles By the Vertical Angles
must be between Theorem, ∠KPN ≅ ∠LPM.
pairs of congruent Therefore △KPN ≅ △LPM N L
corresponding sides. by SAS.

�
2. Use SAS to explain
why △ABC ≅ △DBC.
�
ge07se_c04l04009a �
3rd pass
4/25/5 �
cmurphy
The SAS Postulate guarantees that if you are given the lengths of two sides and
the measure of the included angle, you can construct one and only one triangle.

Construction Congruent Triangles Using SAS

Use a straightedge to draw two segments and one angle,

or copy the given segments and angle.

  
�

� � �
� � �

̶̶ ̶̶
Construct AB congruent to one Construct ∠A congruent to Construct AC congruent to
̶̶
of the segments. the given angle. the other segment. Draw CB
to complete △ABC.

4-4 Triangle Congruence: SSS and SAS 243

 EXAMPLE 3 Verifying Triangle Congruence
Show that the triangles are congruent
for the given value of the variable.
A △UVW ≅ △YXW, x = 3 � �
ZY = x - 1
=3-1=2 �
� ������
XZ = x = 3 �
�
XY = 3x - 5 �
� � �
= 3 (3) - 5 = 4 �����
̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶̶ ̶̶
UV ≅ YX. VW ≅ XZ, and UW ≅ YZ.
So △UVW ≅ △YXZ by SSS.

B △DEF ≅ △JGH, y = 7 �
�
JG = 2y + 1
��
= 2 (7) + 1 ���� ��
= 15 � �
GH = y 2 - 4y + 3 �����������
������ �����������
= (7) 2 - 4 (7) + 3
�
= 24 �
m∠G = 12y + 42
= 12 (7) + 42
= 126°
̶̶ ̶̶ ̶̶ ̶̶̶
DE ≅ JG. EF ≅ GH, and ∠E ≅ ∠G.
So △DEF ≅ △JGH by SAS.

�
3. △ADB ≅ △CDB, t = 4 ������

���
� �
�����������
������
�

EXAMPLE 4 Proving Triangles Congruent � �

�
̶̶ ̶̶
Given: ℓ ǁ m, EG ≅ HF
Prove: △EGF ≅ △HFG
�
Proof: � �
Statements Reasons
̶̶ ̶̶
1. EG ≅ HF 1. Given
2. ℓ ǁ m 2. Given
3. ∠EGF ≅ ∠HFG 3. Alt. Int.  Thm.
̶̶ ̶̶
4. FG ≅ FG 4. Reflex Prop. of ≅
5. △EGF ≅ △HFG 5. SAS Steps 1, 3, 4

̶̶ ̶̶ �
4. Given: QP
 bisects ∠RQS. QR ≅ QS
Prove: △RQP ≅ △SQP

�
� �

244 Chapter 4 Triangle Congruence

 THINK AND DISCUSS �
�
1. Describe three ways you could
prove that △ABC ≅ △DEF.
�
2. Explain why the SSS and SAS � �
�
Postulates are shortcuts for
proving triangles congruent.
3. GET ORGANIZED Copy and ��� ���
complete the graphic organizer.
Use it to compare the SSS and ������������������� �����������������������
SAS postulates.

4-4
Exercises KEYWORD: MG7 4-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
̶̶ ̶̶
1. Vocabulary In △RST which angle is the included angle of sides ST and TR?

SEE EXAMPLE 1 Use SSS to explain why the triangles in each pair are congruent.
p. 242 2. △ABD ≅ △CDB 3. △MNP ≅ △MQP
� �

� �
�

� �

SEE EXAMPLE 2 4. Design This Texas flag consists of a blue,

p. 243 perpendicular stripe with a white star in the center.
The star consists of five triangles. GJ = LG = 20 in.,
and GK = GH = 13 in. Use SAS to explain why � � �
△JGK ≅ △LGH.
� �

SEE EXAMPLE 3 Show that the triangles are congruent for the given value of the variable.
p. 244 5. △GHJ ≅ △IHJ, x = 4 6. △RST ≅ △TUR, x = 18
� ��
� ������ � �
���
� �

���
� � �
������ �������

4-4 Triangle Congruence: SSS and SAS 245

 ̶̶ ̶̶̶
SEE EXAMPLE 4 7. Given: JK ≅ ML, ∠JKL ≅ ∠MLK � �
p. 244 Prove: △JKL ≅ △MLK

Proof: � �

Statements Reasons
̶̶ ̶̶̶
1. JK ≅ ML 1. a. ?
̶̶̶̶
2. b. ? 2. Given
̶̶̶̶̶̶
̶̶
3. KL ≅ LK 3. c. ?
̶̶̶̶
4. △JKL ≅ △MLK 4. d. ?
̶̶̶̶

PRACTICE AND PROBLEM SOLVING

Independent Practice Use SSS to explain why the triangles in each pair are congruent.
For See
Exercises Example 8. △BCD ≅ △EDC 9. △GJK ≅ △GJL
8–9 1 � ����� � �
10 2 � �
11–12 3 ����� �����
13 4 � �
� � �
�����
TEKS TAKS
10. Theater The lights shining on a stage appear
Skills Practice p. S11
to form two congruent right triangles. � �
Application Practice p. S31 ̶̶ ̶̶
Given EC ≅ DB, use SAS to explain why
△ECB ≅ △DBC.
����������������
Show that the triangles are congruent for the given
value of the variable.
11. △MNP ≅ △QNP, y = 3 12. △XYZ ≅ △STU, t = 5
� � � �������
� �
������������ �� �� ��
�
� �
��
������� ����� � �
������
�
�
̶̶ ̶̶ ̶̶ �
13. Given: B is the midpoint of DC. AB ⊥ DC
Prove: △ABD ≅ △ABC

� �
�
Proof:
Statements Reasons
̶̶
1. B is the mdpt. of DC. 1. a. ?
̶̶̶̶
2. b. ? 2. Def. of mdpt.
̶̶̶̶
3. c. ? 3. Given
̶̶̶̶
4. ∠ABD and ∠ABC are rt. . 4. d. ?
̶̶̶̶
5. ∠ABD ≅ ∠ABC 5. e. ?
̶̶̶̶
6. f. ? 6. Reflex. Prop. of ≅
̶̶̶̶
7. △ABD ≅ △ABC 7. g. ?
̶̶̶̶

246 Chapter 4 Triangle Congruence

Which postulate, if any, can be used to prove the triangles congruent?
14. 15.

16. 17.
���� ����
��� ���
���� ����

18. Explain what additional information, if any, you would � �

need to prove △ABC ≅ △DEC by each postulate.
�
a. SSS b. SAS
� �

Multi-Step Graph each triangle. Then use the Distance Formula and the
SSS Postulate to determine whether the triangles are congruent.
19. △QRS and △TUV 20. △ABC and △DEF
Q (-2, 0), R (1, -2), S (-3, -2) A (2, 3), B (3, -1), C (7, 2)
T (5, 1), U (3, -2), V (3, 2) D (-3, 1), E (1, 2), F (-3, 5)

21. Given: ∠ZVY ≅ ∠WYV,

∠ZVW ≅ ∠WYZ, � �
̶̶̶ ̶̶
VW ≅ YZ
Prove: △ZVY ≅ △WYV �

Proof: � �

Statements Reasons

1. ∠ZVY ≅ ∠WYV, ∠ZVW ≅ WYZ 1. a. ?

̶̶̶̶
2. m∠ZVY = m∠WYV, 2. b. ?
̶̶̶̶
m∠ZVW = m∠WYZ
3. m∠ZVY + m∠ZVW = 3. Add. Prop. of =
m∠WYV + m∠WYZ
4. c. ? 4. ∠ Add. Post.
̶̶̶̶
5. ∠WVY ≅ ∠ZYV 5. d. ?
̶̶̶ ̶̶ ̶̶̶̶
6. VW ≅ YZ 6. e. ?
̶̶̶̶
7. f. ? 7. Reflex. Prop. of ≅
̶̶̶̶
8. △ZVY ≅ △WYV 8. g. ?
̶̶̶̶

22. This problem will prepare you for the Multi-Step TAKS Prep �
on page 280. The diagram shows two triangular trusses
that were built for the roof of a doghouse.
a. You can use a protractor to check that ∠A and ∠D
are right angles. Explain how you could make just � �
two additional measurements on each truss to �
ensure that the trusses are congruent.
b. You verify that the trusses are congruent and find
̶̶
that AB = AC = 2.5 ft. Find the length of EF to the
� �
nearest tenth. Explain.

4-4 Triangle Congruence: SSS and SAS 247

 23. Critical Thinking Draw two isosceles triangles that are �
not congruent but that have a perimeter of 15 cm each. ������� ��
24. △ABC ≅ △ADC for what value of x? Explain why � �
Ecology the SSS Postulate can be used to prove the two ������ ������
triangles congruent. �

25. Ecology A wing deflector is a triangular structure made of logs that is filled
with large rocks and placed in a stream to guide the current or prevent erosion.
Wing deflectors are often used in pairs. Suppose an engineer wants to build two
wing deflectors. The logs that form the sides of each wing deflector are perpendicular.
How can the engineer make sure that the two wing deflectors are congruent?

Wing deflectors are

designed to reduce the
width-to-depth ratio
of a stream. Reducing
the width increases the
velocity of the stream.

26. Write About It If you use the same two sides and included angle to repeat the
construction of a triangle, are your two constructed triangles congruent? Explain.
27. Construction Use three segments (SSS) to construct a scalene triangle. Suppose
you then use the same segments in a different order to construct a second triangle.
Will the result be the same? Explain.

28. Which of the three triangles below can be proven congruent by SSS or SAS?
�� ��� ����

I and II II and III I and III I, II, and III

29. What is the perimeter of polygon ABCD? �

�������
29.9 cm 49.8 cm
�����
39.8 cm 59.8 cm � �
������
�

30. Jacob wants to prove that △FGH ≅ △JKL using SAS.

̶̶ ̶̶ ̶̶ ̶̶
He knows that FG ≅ JK and FH ≅ JL. What additional
piece of information does he need?
∠F ≅ ∠J ∠H ≅ ∠L
∠G ≅ ∠K ∠F ≅ ∠G

31. What must the value of x be in order to prove that �

△EFG ≅ △EHG by SSS?
������ ������
1.5 4.67
4.25 5.5 � �
�� ��
�

248 Chapter 4 Triangle Congruence

 CHALLENGE AND EXTEND
�
32. Given:. ∠ADC and ∠BCD are
̶̶ ̶̶ �
supplementary. AD ≅ CB
�
Prove: △ADB ≅ △CBD
(Hint: Draw an auxiliary line.) �
̶̶ ̶̶ ̶̶ ̶̶
33. Given: ∠QPS ≅ ∠TPR, PQ ≅ PT, PR ≅ PS �
Prove: △PQR ≅ △PTS

� �
� �

Algebra Use the following information for Exercises 34 and 35. � �

Find the value of x. Then use SSS or SAS to write a paragraph
proof showing that two of the triangles are congruent.
̶̶ �
34. m∠FKJ = 2x° 35. FJ bisects ∠KFH. � �
m∠KFJ = (3x + 10)° m∠KFJ = (2x + 6)°
KJ = 4x + 8 m∠HFJ = (3x - 21)°
HJ = 6(x - 4) FK = 8x - 45
FH = 6x + 9

SPIRAL REVIEW
Solve and graph each inequality. (Previous course)
x -8≤5
36. _ 37. 2a + 4 > 3a 38. -6m - 1 ≤ -13
2
Solve each equation. Write a justification for each step. (Lesson 2-5)
39. 4x - 7 = 21 40. _ a + 5 = -8 41. 6r = 4r + 10
4
Given: △EFG ≅ △GHE. Find each value. (Lesson 4-3) � �
����
42. x
43. m∠FEG
44. m∠FGH
��� ���������
� �

Using Technology

Use geometry software to complete the following.

1. Draw a triangle and label the vertices A, B, and C.
Draw a point and label it D. Mark a vector from A to B
and translate D by the marked vector. Label the image E.
. Mark ∠BAC and rotate DE
Draw DE  about D by the
marked angle. Mark ∠ABC and rotate DE  about E by
the marked angle. Label the intersection F.
2. Drag A, B, and C to different locations.
What do you notice about the two triangles?
3. Write a conjecture about △ABC and △DEF.
4. Test your conjecture by measuring the sides and angles of △ABC and △DEF.

4-4 Triangle Congruence: SSS and SAS 249

 4-5
Predict Other Triangle
Congruence Relationships
Geometry software can help you investigate whether certain
combinations of triangle parts will make only one triangle.
If a combination makes only one triangle, then this arrangement
Use with Lesson 4-5 can be used to prove two triangles congruent.

TEKS G.9.B Congruence and the geometry of size: formulate … conjectures about the
properties and attributes of polygons … based on explorations. Also G.2.A, G.3.B, G.10.B
Activity 1
1 Construct ∠CAB measuring 45° and 2 Move ∠EDF so that DE .
 overlays BA
∠EDF measuring 110°.  intersect, label the
 and AC
Where DF
point G. Measure ∠DGA.

3 Move ∠CAB to the left and right without changing the measures of the angles.
Observe what happens to the size of ∠DGA.

4 Measure the distance from A to D. Try to change the shape of the triangle
without changing AD and the measures of ∠A and ∠D.

Try This
1. Repeat Activity 1 using angle measures of your choice. Are your results the same?
Explain.
2. Do the results change if one of the given angles measures 90°?
3. What theorem proves that the measure of ∠DGA in Step 2 will always be the same?
4. In Step 3 of the activity, the angle measures in △ADG stayed the same as the size
of the triangle changed. Does Angle-Angle-Angle, like Side-Side-Side, make only
one triangle? Explain.
̶̶ ̶̶
5. Repeat Step 4 of the activity but measure the length of AG instead of AD. Are your
results the same? Does this lead to a new congruence postulate or theorem?
6. If you are given two angles of a triangle, what additional piece of information
is needed so that only one triangle is made? Make a conjecture based on your
findings in Step 5.

250 Chapter 4 Triangle Congruence

Activity 2
̶̶
1 Construct YZ with a length of 6.5 cm.

̶̶
2 Using YZ as a side, construct ∠XYZ
measuring 43°.

3 Draw a circle at Z with a radius of 5 cm.

̶̶̶
Construct ZW, a radius of circle Z.

4 Move W around circle Z. Observe the possible

shapes of △YZW.

Try This
7. In Step 4 of the activity, how many different triangles were possible?
Does Side-Side-Angle make only one triangle?
8. Repeat Activity 2 using an angle measure of 90° in Step 2 and a circle with a
radius of 7 cm in Step 3. How many different triangles are possible in Step 4?
9. Repeat the activity again using a measure of 90° in Step 2 and a circle with a radius
of 4.25 cm in Step 3. Classify the resulting triangle by its angle measures.
10. Based on your results, complete the following conjecture. In a Side-Side-Angle
combination, if the corresponding nonincluded angles are ? , then only one
̶̶̶̶
triangle is possible.

4- 5 Technology Lab 251

 4-5 Triangle Congruence:
ASA, AAS, and HL
TEKS G.10.B Congruence and the geometry of size: justify and apply triangle
congruence relationships. Also G.1.A, G.1.B, G.2.A, G.3.B, G.3.C, G.3.E, G.9.B
Objectives Why use this?
Apply ASA, AAS, and HL Bearings are used to convey direction,
to construct triangles and helping people find their way to
to solve problems.
specific locations.
Prove triangles congruent
by using ASA, AAS,
Participants in an orienteering race use a
and HL.
map and a compass to find their way to
checkpoints along an unfamiliar course.
Vocabulary
included side Directions are given by bearings, which are
based on compass headings. For example,
to travel along the bearing S 43° E, you face
south and then turn 43° to the east.

An included side is the common side of two

consecutive angles in a polygon. The following
postulate uses the idea of an included side.
�
̶̶
� PQ is the included side
of ∠P and ∠Q.
�

Postulate 4-5-1 Angle-Side-Angle (ASA) Congruence

POSTULATE HYPOTHESIS CONCLUSION

If two angles and the included � �
side of one triangle are �
congruent to two angles and △ABC ≅ △DEF
the included side of another �
triangle, then the triangles
are congruent. � �

EXAMPLE 1 Problem-Solving Application

Organizers of an orienteering race are Bearing Distance
planning a course with checkpoints A,
B, and C. Does the table give enough A to B N 55° E 7.6 km
information to determine the location B to C N 26° W
of the checkpoints?
C to A S 20° W
1 Understand the Problem

The answer is whether the information in the table can

be used to find the position of checkpoints A, B, and C.
List the important information: The bearing from A
to B is N 55° E. From B to C is N 26° W, and from C
to A is S 20° W. The distance from A to B is 7.6 km.

252 Chapter 4 Triangle Congruence

 2 Make a Plan
�
Draw the course using vertical lines to show north-south
directions. Then use these parallel lines and the alternate ���
interior angles to help find angle measures of △ABC. ���
���
�
3 Solve ���
��� ������
m∠CAB = 55° - 20° = 35°
�
m∠CBA = 180° - (26° + 55°) = 99°
You know the measures of ∠CAB and ∠CBA and the length of the included
̶̶
side AB. Therefore by ASA, a unique triangle ABC is determined.

4 Look Back
One and only one triangle can be made using the information in the table,
so the table does give enough information to determine the location of all
the checkpoints.

1. What if...? If 7.6 km is the distance from B to C, is there

enough information to determine the location of all the
checkpoints? Explain.

EXAMPLE 2 Applying ASA Congruence

Determine if you can use ASA to prove △UVX ≅ △WVX. Explain.
∠UXV ≅ ∠WXV as given. Since ∠WVX is �
a right angle that forms a linear pair with
̶̶ ̶̶
∠UVX, ∠WVX ≅ ∠UVX. Also VX ≅ VX
by the Reflexive Property. Therefore
△UVX ≅ △WVX by ASA.
� � �

2. Determine if you can use ASA to � �

prove △NKL ≅ △LMN. Explain.

� �

Construction Congruent Triangles Using ASA

Use a straightedge to draw a segment and two angles,

or copy the given segment and angles.

    �

� �
� � � �
� �

△CDE
̶̶
Construct CD congruent to Construct ∠C congruent Construct ∠D congruent Label the intersection of
the given segment. to one of the angles. to the other angle. the rays as E.

4-5 Triangle Congruence: ASA, AAS, and HL 253

 You can use the Third Angles Theorem to prove another congruence relationship
based on ASA. This theorem is Angle-Angle-Side (AAS).

Theorem 4-5-2 Angle-Angle-Side (AAS) Congruence

THEOREM HYPOTHESIS CONCLUSION

If two angles and a nonincluded �
side of one triangle are
�
congruent to the corresponding
angles and nonincluded side � △GHJ ≅ △KLM
of another triangle, then the
triangles are congruent.
� � �

PROOF Angle-Angle-Side Congruence � �

̶̶ ̶̶̶
Given: ∠G ≅ ∠K, ∠J ≅ ∠M, HJ ≅ LM
Prove: △GHJ ≅ △KLM
� � � �
Proof:
Statements Reasons

1. ∠G ≅ ∠K, ∠J ≅ ∠M 1. Given
2. ∠H ≅ ∠L 2. Third  Thm.
̶̶ ̶̶̶
3. HJ ≅ LM 3. Given
4. △GHJ ≅ △KLM 4. ASA Steps 1, 3, and 2

EXAMPLE 3 Using AAS to Prove Triangles Congruent

Use AAS to prove the triangles congruent. �
̶̶ ̶̶ ̶̶ ̶̶ �
Given: AB ǁ ED, BC ≅ DC
Prove: △ABC ≅ △EDC �
Proof: � �

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�����

������� �����������
���������������� ���
�������
����� �������
����������������

3. Use AAS to prove the triangles congruent. �

̶̶
Given: JL bisects ∠KLM. ∠K ≅ ∠M
Prove: △JKL ≅ △JML � �

There are four theorems for right triangles that are not used for acute or obtuse
triangles. They are Leg-Leg (LL), Hypotenuse-Angle (HA), Leg-Angle (LA), and
Hypotenuse-Leg (HL). You will prove LL, HA, and LA in Exercises 21, 23, and 33.

254 Chapter 4 Triangle Congruence

 Theorem 4-5-3 Hypotenuse-Leg (HL) Congruence

THEOREM HYPOTHESIS CONCLUSION

If the hypotenuse and a leg of � � �
a right triangle are congruent
to the hypotenuse and a leg of △ABC ≅ △DEF
another right triangle, then the
triangles are congruent. � � �

You will prove the Hypotenuse-Leg Theorem in Lesson 4-8.

EXAMPLE 4 Applying HL Congruence

Determine if you can use the HL Congruence Theorem to prove the
triangles congruent. If not, tell what else you need to know.
A △VWX and △YXW
According to the diagram, △VWX and � �
�
△YXW are right triangles that share
̶̶̶ ̶̶̶ ̶̶̶
hypotenuse WX. WX ≅ WX by the Reflexive
̶̶̶ ̶̶
Property. It is given that WV ≅ XY, � �
therefore △VWX ≅ △YXW by HL.

B △VWZ and △YXZ

This conclusion cannot be proved by HL. According
to the diagram, △VWZ and △YXZ are right triangles,
̶̶̶ ̶̶ ̶̶̶
and WV ≅ XY. You do not know that hypotenuse WZ
̶̶
is congruent to hypotenuse XZ.

4. Determine if you can use the HL �

�
Congruence Theorem to prove
△ABC ≅ △DCB. If not, tell what
else you need to know. � �

THINK AND DISCUSS

1. Could you use AAS to prove that these
two triangles are congruent? Explain. ��� ��� ��� ���

2. The arrangement of the letters in ASA matches the arrangement

of what parts of congruent triangles? Include a sketch to support
your answer.
3. GET ORGANIZED Copy and complete the graphic organizer.
In each column, write a description of the method and then
sketch two triangles, marking the appropriate congruent parts.

���������������������������
����������� ��� ��� ��� ��� ��
�����
��������

4-5 Triangle Congruence: ASA, AAS, and HL 255

 4-5
Exercises KEYWORD: MG7 4-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
̶̶
1. Vocabulary A triangle contains ∠ABC and ∠ACB with BC “closed in” between
them. How would this help you remember the definition of included side?

SEE EXAMPLE 1 Surveying Use the table for Exercises 2 and 3. A

p. 252 A landscape designer surveyed the boundaries of
a triangular park. She made the following table for
the dimemsions of the land.
115 ft
A to B B to C C to A
Bearing E S 25° E N 62° W
Distance 115 ft ? ? B
C
2. Draw the plot of land described by the table.
Label the measures of the angles in the triangle.
3. Does the table have enough information to
determine the locations of points A, B, and C ? Explain.

SEE EXAMPLE 2 Determine if you can use ASA to prove the triangles congruent. Explain.
ge07sec_04l05003aa
p. 253 4. △VRS and △VTS, given that 5. △DEH and △FGH
̶̶
VS bisects ∠RST and ∠RVT
� � �

� � �
� �
�

SEE EXAMPLE 3 6. Use AAS to prove the triangles congruent. � �

p. 254 Given: ∠R and ∠P are right angles.
̶̶ ̶̶
QR ǁ SP
Prove: △QPS ≅ △SRQ
� �
Proof:
����������
������������������

������� ���������� �����������

����� ���������������� ����������

�������������������� �������
����� ����������

SEE EXAMPLE 4 Determine if you can use the HL Congruence Theorem to prove the triangles
p. 255 congruent. If not, tell what else you need to know.
7. △ABC and △CDA 8. △XYV and △ZYV
� � �

� �
� �
�

256 Chapter 4 Triangle Congruence

 PRACTICE AND PROBLEM SOLVING
Independent Practice Surveying Use the table for Exercises 9 and 10.
For See From two different observation towers a fire is sighted. The locations of the towers
Exercises Example
are given in the following table.
9–10 1
11–12 2 X to Y X to F Y to F
13 3 Bearing E N 53° E N 16° W
14–15 4
Distance 6 km ? ?
TEKS TAKS
9. Draw the diagram formed by observation tower X, observation tower Y,
Skills Practice p. S11
Application Practice p. S31
and the fire F. Label the measures of the angles.
10. Is there enough information given in the table to pinpoint the location of
the fire? Explain.

Determine if you can use ASA to prove the triangles congruent. Explain.
Math History 11. △MKJ and △MKL 12. △RST and △TUR
�
� �
� �
� �
�
̶̶ ̶̶ �
13. Given: AB ≅ DE, ∠C ≅ ∠F � �
Prove: △ABC ≅ △DEF
� � �
Euclid wrote the Proof:
mathematical text
The Elements around �������������������� ����������
2300 years ago. It may ����� ������������
be the second most
reprinted book in history. ������� �����������
���������� ����������

����������
�����

Determine if you can use the HL Congruence Theorem to prove the triangles
congruent. If not, tell what else you need to know.
14. △GHJ and △JKG � � 15. △ABE and △DCE, �
given that E is � �
the midpoint �
̶̶ ̶̶
� � of AD and BC
�

Multi-Step For each pair of triangles write a triangle congruence statement.

Identify the transformation that moves one triangle to the position of the
other triangle.
16. � 17. � � �

� � �
� �
�

18. Critical Thinking Side-Side-Angle (SSA) cannot be used to prove two

triangles congruent. Draw a diagram that shows why this is true.

4-5 Triangle Congruence: ASA, AAS, and HL 257

 19. This problem will prepare you for the Multi-Step TAKS Prep on page 280.
A carpenter built a truss to support the roof of a doghouse. �
̶̶ ̶̶
a. The carpenter knows that KJ ≅ MJ. Can the carpenter
conclude that △KJL ≅ △MJL? Why or why not?
b. Suppose the carpenter also knows that ∠JLK is
a right angle. Which theorem can be used to � �
show that △KJL ≅ △MJL? �

� �
20. /////ERROR ANALYSIS///// Two proofs that △EFH ≅ △GHF
are given. Which is incorrect? Explain the error.
� �
� �
�������������������������������� �����������������������������������
������������������������������ ������������������������������������
������������������������������� ��������������������������������������
�������������������������������� ��������������������������
�����������������������

21. Write a paragraph proof of the Leg-Leg (LL) Congruence Theorem. If the legs of
one right triangle are congruent to the corresponding legs of another right triangle,
the triangles are congruent.
22. Use AAS to prove the triangles congruent. � �
̶̶ ̶̶ ̶̶ ̶̶
Given: AD ǁ BC, AD ≅ CB
�
Prove: △AED ≅ △CEB
Proof: � �

Statements Reasons
̶̶̶ ̶̶
1. AD ǁ BC 1. a. ?
̶̶̶̶
2. ∠DAE ≅ ∠BCE 2. b. ?
̶̶̶̶
3. c. ? 3. Vert.  Thm.
̶̶̶̶
4. d. ? 3. Given
̶̶̶̶
5. e. ? 4. f. ?
̶̶̶̶ ̶̶̶̶
23. Prove the Hypotenuse-Angle (HA) Theorem. �
̶̶̶ ̶̶ ̶̶ ̶̶̶
Given: KM ⊥ JL, JM ≅ LM, ∠JMK ≅ ∠LMK
� �
Prove: △JKM ≅ △LKM
�

24. Write About It The legs of both right △DEF and right △RST are 3 cm and 4 cm.
They each have a hypotenuse 5 cm in length. Describe two different ways you could
prove that △DEF ≅ △RST.
25. Construction Use the method for constructing perpendicular lines to construct
a right triangle.

26. What additional congruence statement is necessary to prove �

△XWY ≅ △XVZ by ASA?
̶̶ ̶̶̶
∠XVZ ≅ ∠XWY VZ ≅ WY � �
̶̶ ̶̶ �
∠VUY ≅ ∠WUZ XZ ≅ XY � �

258 Chapter 4 Triangle Congruence

27. Which postulate or theorem justifies the congruence � �
statement △STU ≅ △VUT?
ASA HL
SSS SAS � �

28. Which of the following congruence statements is true? � �

∠A ≅ ∠B △AED ≅ △CEB
̶̶ ̶̶ �
CE ≅ DE △AED ≅ △BEC
� �
29. In △RST, RT = 6y - 2. In △UVW, UW = 2y + 7. ∠R ≅ ∠U, and ∠S ≅ ∠V.
What must be the value of y in order to prove that △RST ≅ △UVW?
1.25 2.25 9.0 11.5

30. Extended Response Draw a triangle. Construct a second triangle that has the
same angle measures but is not congruent. Compare the lengths of each pair of
corresponding sides. Consider the relationship between the lengths of the sides
and the measures of the angles. Explain why Angle-Angle-Angle (AAA) is not a
congruence principle.

CHALLENGE AND EXTEND

31. Sports This bicycle frame includes △VSU
and △VTU, which lie in intersecting planes.
From the given angle measures, can you
conclude that △VSU ≅ △VTU? Explain. �

m∠VUS = (7y - 2)° m∠VUT = 5_

2(
1x - _1 °
2 ) �
2y°
m∠USV = 5_ m∠UTV = (4x + 8)° �
3
m∠SVU = (3y - 6)° m∠TVU = 2x ° �

32. Given: △ABC is equilateral. C is the midpoint of � �

̶̶
DE. ∠DAC and ∠EBC are congruent
and supplementary.
�����������������
Prove: △DAC ≅ △EBC � � �

33. Write a two-column proof of the Leg-Angle (LA) Congruence Theorem. If a leg and
an acute angle of one right triangle are congruent to the corresponding parts of
another right triangle, the triangles are congruent. (Hint: There are two cases
to consider.)
34. If two triangles are congruent by ASA, what theorem could you use to prove that the
triangles are also congruent by AAS? Explain.

SPIRAL REVIEW
Identify the x- and y-intercepts. Use them to graph each line. (Previous course)
35. y = 3x - 6 36. y = -_1x + 4 37. y = -5x + 5
2
38. Find AB and BC if AC = 10. (Lesson 1-6) � �����
39. Find m∠C. (Lesson 4-2) �����
� �����

� �
� ������

4-5 Triangle Congruence: ASA, AAS, and HL 259

 4-6 Triangle
Congruence: CPCTC
TEKS G.1.A Geometric structure: develop an awareness of the structure of a mathematical
system, connecting definitions, postulates, logical reasoning … Also G.3.E, G.7.A, G.10.B
Objective Why learn this?
Use CPCTC to prove You can use congruent triangles to
parts of triangles are estimate distances.
congruent.

Vocabulary CPCTC is an abbreviation for the phrase

CPCTC “Corresponding Parts of Congruent
Triangles are Congruent.” It can be used
as a justification in a proof after you
have proven two triangles congruent.

EXAMPLE 1 Engineering Application

To design a bridge across a canyon, you �
need to find the distance from A to B.
Locate points C, D, and E as shown in
SSS, SAS, ASA, the figure. If DE = 600 ft, what is AB?
AAS, and HL use
corresponding parts ∠D ≅ ∠B, because they are both right angles.
̶̶ ̶̶ � ������ � ������ �
to prove triangles DC ≅ CB ,because DC = CB = 500 ft.
congruent. CPCTC ∠DCE ≅ ∠BCA, because vertical angles
uses congruent are congruent. Therefore △DCE ≅ △BCA
triangles to prove ̶̶ ̶̶
by ASA or LA. By CPCTC, ED ≅ AB, so �
corresponding AB = ED = 600 ft.
parts congruent.
����������������
1. A landscape architect sets up the
triangles shown in the figure to
find the distance JK across a pond. � �
What is JK? ����� �����

����� � �����
� �
�����

EXAMPLE 2 Proving Corresponding Parts Congruent

̶̶ ̶̶
Given: AB ≅ DC, ∠ABC ≅ ∠DCB � �
Prove: ∠A ≅ ∠D
Proof:
������� � �
�����

����������� ����������� �������

����� ��� �����

�������
������������������

̶̶ �
2. Given: PR bisects ∠QPS and ∠QRS.
̶̶ ̶̶
Prove: PQ ≅ PS � �

260 Chapter 4 Triangle Congruence

EXAMPLE 3 Using CPCTC in a Proof
̶̶ ̶̶ ̶̶ ̶̶ � �
Given: EG ǁ DF, EG ≅ DF
̶̶ ̶̶
Prove: ED ǁ GF
Proof: � �

Statements Reasons
̶̶ ̶̶
1. EG ≅ DF 1. Given
̶̶ ̶̶
2. EG ǁ DF 2. Given
3. ∠EGD ≅ ∠FDG 3. Alt. Int.  Thm.
̶̶̶ ̶̶̶
4. GD ≅ GD 4. Reflex. Prop. of ≅
5. △EGD ≅ △FDG 5. SAS Steps 1, 3, and 4
6. ∠EDG ≅ ∠FGD 6. CPCTC
̶̶ ̶̶
7. ED ǁ GF 7. Converse of Alt. Int.  Thm.

̶̶̶ ̶̶
3. Given: J is the midpoint of KM and NL. � �
̶̶ ̶̶̶ �
Prove: KL ǁ MN

� �

You can also use CPCTC when triangles are on a coordinate plane.
You use the Distance Formula to find the lengths of the sides of each triangle.
Then, after showing that the triangles are congruent, you can
make conclusions about their corresponding parts.

EXAMPLE 4 Using CPCTC in the Coordinate Plane

�
Given: A(2, 3), B(5, -1), C(1, 0), �
�
D(-4, -1), E(0, 2), F(-1, -2)
�
Prove: ∠ABC ≅ ∠DEF
�
Step 1 Plot the points on a coordinate plane. �� � �
Step 2 Use the Distance Formula to find the � �
lengths of the sides of each triangle. �
��
D= √(
x 2 - x 1)2 + (y 2 - y 1)2

AB = √(
5 -2)2 + (-1 - 3)2 DE = √(
0 - (-4)) + (2 - (-1))
2 2

= √ =5
9 + 16 = √25 = √ =5
16 + 9 = √25

BC = √
(1 - 5) + (0 - (-1))
2 2
EF = √
(-1 - 0)2 + (-2 - 2)2
= √ 
16 + 1 = √17 = √ 
1 + 16 = √17

AC = √(
1 - 2)2 + (0 - 3)2 DF = √
(-1 - (-4)) + (-2 - (-1))
2 2

= √1
 
+ 9 = √10 = √9

+ 1 = √
10
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
So AB ≅ DE, BC ≅ EF, and AC ≅ DF. Therefore △ABC ≅ △DEF by SSS,
and ∠ABC ≅ ∠DEF by CPCTC.

4. Given: J(-1, -2), K(2, -1), L(-2, 0), R(2, 3), S(5, 2), T(1, 1)
Prove: ∠JKL ≅ ∠RST

4-6 Triangle Congruence: CPCTC 261

 THINK AND DISCUSS
̶̶ ̶̶ ̶̶̶ ̶̶ � �
1. In the figure, UV ≅ XY, VW ≅ YZ,
and ∠V ≅ ∠Y. Explain why
△UVW ≅ △XYZ. By CPCTC, which
additional parts are congruent? � � � �
2. GET ORGANIZED Copy and complete the graphic organizer.
Write all conclusions you can make using CPCTC.

���� � ����

�����

4-6
Exercises KEYWORD: MG7 4-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary You use CPCTC after �
proving triangles are congruent. �
Which parts of congruent triangles
are referred to as corresponding parts?

SEE EXAMPLE 1 2. Engineering To find the height of

p. 260 a windmill, a rancher places a marker
at C and steps off the distance from � �
�
C to B. Then the rancher walks the
same distance from C in the opposite
direction and places a marker at D.
If DE = 6.3 m, what is AB?

̶̶ ̶̶ ̶̶ �
SEE EXAMPLE 2 3. Given: X is the midpoint of ST. RX ⊥ ST
p. 260
̶̶ ̶̶
Prove: RS ≅ RT
Proof: � �
�
�������������
������� �����������
����������
����� ��������������
��������������

������� ��������������
�������������� ���

��������������
������� �������
������
����� �������������� ��������������

262 Chapter 4 Triangle Congruence

 ̶̶ ̶̶ ̶̶ ̶̶
SEE EXAMPLE 3 4. Given: AC ≅ AD, CB ≅ DB �
̶̶
p. 261 Prove: AB bisects ∠CAD.
� �

�
Proof:
Statements Reasons
̶̶ ̶̶̶ ̶̶ ̶̶
1. AC ≅ AD, CB ≅ DB 1. a. ?
̶̶̶̶
2. b. ? 2. Reflex. Prop. of ≅
̶̶̶̶
3. △ACB ≅ △ADB 3. c. ?
̶̶̶̶
4. ∠CAB ≅ ∠DAB 4. d. ?
̶̶ ̶̶̶̶
5. AB bisects ∠CAD 5. e. ?
̶̶̶̶

SEE EXAMPLE 4 Multi-Step Use the given set of points to prove each congruence statement.
p. 261 5. E(-3, 3), F(-1, 3), G(-2, 0), J(0, -1), K(2, -1), L(1, 2); ∠EFG ≅ ∠JKL
6. A(2, 3), B(4, 1), C(1, -1), R(-1, 0), S(-3, -2), T(0, -4); ∠ACB ≅ ∠RTS

PRACTICE AND PROBLEM SOLVING

Independent Practice 7. Surveying To find the distance AB across A
For See a river, a surveyor first locates point C.
Exercises Example
He measures the distance from C to B.
7 1 500 ft
Then he locates point D the same distance B D
8–9 2 500 ft C
east of C. If DE = 420 ft, what is AB?
10–11 3
E
12–13 4
̶̶̶ ̶̶ ̶̶ ̶̶̶
8. Given: M is the midpoint of 9. Given: WX ≅ XY ≅ YZ ≅ ZW
TEKS TAKS ̶̶ ̶̶
PQ and RS. Prove: ∠W ≅ ∠Y
ge07sec04l06004_A
Skills Practice p. S11 ̶̶ ̶̶
Prove: QR ≅ PS
Application Practice p. S31
� � �

� �
�
� �
�
̶̶ ̶̶̶ ̶̶ ̶̶
10. Given: G is the midpoint of FH. 11. Given: LM bisects ∠JLK. JL ≅ KL
̶̶ ̶̶ ̶̶
EF ≅ EH Prove: M is the midpoint of JK.
Prove: ∠1 ≅ ∠2
� �

� � � �
�
� � �

Multi-Step Use the given set of points to prove each congruence statement.
12. R(0, 0), S(2, 4), T(-1, 3), U(-1, 0), V(-3, -4), W(-4, -1); ∠RST ≅ ∠UVW
13. A(-1, 1), B(2, 3), C(2, -2), D(2, -3), E(-1, -5), F(-1, 0); ∠BAC ≅ ∠EDF
̶̶
14. Given: △QRS is adjacent to △QTS. QS bisects ∠RQT. ∠R ≅ ∠T
̶̶ ̶̶
Prove: QS bisects RT.
̶̶ ̶̶
15. Given: △ABE and △CDE with E the midpoint of AC and BD
̶̶ ̶̶
Prove: AB ǁ CD

4-6 Triangle Congruence: CPCTC 263

 16. This problem will prepare you for the Multi-Step TAKS ������ �
Prep on page 280. ������ ������

The front of a doghouse has the dimensions shown. �� �

�
a. How can you prove that △ADB ≅ △ADC?
̶̶ ̶̶
b. Prove that BD ≅ CD.
̶̶ ̶̶
c. What is the length of BD and BC to the nearest tenth?

Multi-Step Find the value of x. �����������������

17. 18.
���������
������
������
����������

Use the diagram for Exercises 19–21.

19. Given: PS = RQ, m∠1 = m∠4 �
Prove: m∠3 = m∠2
� �
20. Given: m∠1 = m∠2, m∠3 = m∠4 � �
�
�
Prove: PS = RS
�
21. Given: PS = RQ, PQ = RS
̶̶ ̶̶
Prove: PQ ǁ RS
� �
22. Critical Thinking Does the diagram contain
enough information to allow you to conclude
̶̶ ̶̶̶
that JK ǁ ML? Explain. � �
23. Write About It Draw a diagram and explain how a surveyor can set up triangles
to find the distance across a lake. Label each part of your diagram. List which
sides or angles must be congruent.

24. Which of these will NOT be used as a reason in a proof �

̶̶ ̶̶
of AC ≅ AD?
SAS ASA
CPCTC Reflexive Property
� � �

25. Given the points K(1, 2), L(0, -4), M(-2, -3), and N(-1, 3),
which of these is true?
∠KNL ≅ ∠MNL ∠MLN ≅ ∠KLN
∠LNK ≅ ∠NLM ∠MNK ≅ ∠NKL

26. What is the value of y?

10 35 �� ���
�������
�����
20 85 ���������� �

27. Which of these are NOT used to prove angles congruent?

congruent triangles parallel lines
noncorresponding parts perpendicular lines

264 Chapter 4 Triangle Congruence

28. Which set of coordinates represents the vertices of a �
triangle congruent to △RST ? (Hint: Find the lengths � � �
of the sides of △RST.) �
(3, 4), (3, 0), (0, 0) (3, 1), (3, 3), (4, 6) �
�
( ) ( ) ( )
3, 3 , 0, 4 , 0, 0 (3, 0), (4, 4), (0, 6)
�
� � � �

CHALLENGE AND EXTEND � �

29. All of the edges of a cube are congruent. All of
�
the angles on each face of a cube are right angles. �
Use CPCTC to explain why any two diagonals on
̶̶ ̶̶
the faces of a cube (for example, AC and AF ) �
must be congruent. �
�
̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶
30. Given: JK ≅ ML, JM ≅ KL 31. Given: R is the midpoint of AB.
̶̶
Prove: ∠J ≅ ∠L S is the midpoint of DC.
̶̶ ̶̶
(Hint: Draw an auxiliary line.) RS ⊥ AB, ∠ASD ≅ ∠BSC
Prove: △ASD ≅ △BSC
� � � � �

� �
� � �
32. △ABC is in plane M. △CDE is
in plane P. Both planes have �
�����
C in common and ∠A ≅ ∠E. �
What is the height AB to the �
�
nearest foot? ����� � � �

SPIRAL REVIEW
33. Lina’s test scores in her history class are 90, 84, 93, 88, and 91. What is the minimum
score Lina must make on her next test to have an average test score of 90?
(Previous course)
34. One long-distance phone plan costs $3.95 per month plus $0.08 per minute of use.
A second long-distance plan costs $0.10 per minute for the first 50 minutes used
each month and then $0.15 per minute after that. Which plan is cheaper if you use
an average of 75 long-distance minutes per month? (Previous course)

A figure has vertices at (1, 3), (2, 2), (3, 2), and (4, 3). Identify the transformation of
the figure that produces an image with each set of vertices. (Lesson 1-7)
35. (1, -3), (2, -2), (3, -2), (4, -3)
�
36. (-2, -1), (-1, -2), (0, -2), (1, -1)
� �
37. Determine if you can use ASA to prove
△ACB ≅ △ECD. Explain. (Lesson 4-5) �
�

4-6 Triangle Congruence: CPCTC 265

 Quadratic Equations
Algebra
A quadratic equation is an equation that can be written in the
form ax 2 + bx + c = 0.

See Skills Bank

page S66

Example
̶̶ ̶̶ �
Given: △ABC is isosceles with AB ≅ AC. Solve for x.
� ������ �
Step 1 Set x 2 – 5x equal to 6 to get x 2 – 5x = 6.
Step 2 Rewrite the quadratic equation by subtracting 6
from each side to get x 2 – 5x – 6 = 0.
� �
Step 3 Solve for x.
Method 1: Factoring Method 2: Quadratic Formula

x 2 - 5x - 6 = 0 -b ± √
b 2 - 4ac
x = __
(x - 6)(x + 1) = 0 Factor. 2a
-(-5) ± √(
-5)2 - 4(1)(-6) Substitute 1 for
x - 6 = 0 or x + 1 = 0 Set each factor x = ___
equal to 0. 2(1) a, -5 for b,
5 ± √ 49 and -6 for c.
x=6 or x = -1 Solve. x=_ Simplify.
2
5±7
_
x= Find the square root.
2
x=_ 12 or x = _ -2 Simplify.
2 2
x = 6 or x = -1

Step 4 Check each solution in the original equation.

x 2 - 5x = 6 x 2 - 5x = 6
2 2
(6 ) - 5 (6 ) 6 (-1) - 5 (-1 ) 6
36 - 30 6 1+5 6
6 6 ✓ 6 6 ✓

Try This TAKS Grades 9–11 Obj. 5, 6

Solve for x in each isosceles triangle.

̶̶ ̶̶ ̶̶ ̶̶ �
1. Given: FE ≅ FG � 2. Given: JK ≅ JL
�� � ������
� ������

� � � �
��
̶̶ ̶̶ ̶̶ ̶̶ �
3. Given: YX ≅ YZ � �� 4. Given: QP ≅ QR
� �
�
� ������ � ������

� �

266 Chapter 4 Triangle Congruence

 4-7 Introduction to
Coordinate Proof
TEK G.2.B Geometric structure: make conjectures about ... polygons … and
determine validity of the conjectures. Also G.3.B, G.9.B, G.10.B
Objectives Who uses this?
Position figures in the The Bushmen in South Africa use
coordinate plane for use the Global Positioning System to
in coordinate proofs. transmit data about endangered
Prove geometric animals to conservationists.
concepts by using (See Exercise 24.)
coordinate proof.
You have used coordinate geometry
Vocabulary
to find the midpoint of a line segment
coordinate proof
and to find the distance between
two points. Coordinate geometry can
also be used to prove conjectures.

A coordinate proof is a style of proof that uses coordinate geometry

and algebra. The first step of a coordinate proof is to position the given
figure in the plane. You can use any position, but some strategies can
make the steps of the proof simpler.

Strategies for Positioning Figures in the Coordinate Plane

• Use the origin as a vertex, keeping the figure in Quadrant I.

• Center the figure at the origin.
• Center a side of the figure at the origin.
• Use one or both axes as sides of the figure.

EXAMPLE 1 Positioning a Figure in the Coordinate Plane

Position a rectangle with a length of 8 units and a width of 3 units in the
coordinate plane.
Method 1 You can center the longer Method 2 You can use the origin as
side of the rectangle at the origin. a vertex of the rectangle.
� �
������� � ������ � ������ ������

� �
� �
������� � � ������ � ������ � � ������

Depending on what you are using the figure to prove, one solution may
be better than the other. For example, if you need to find the midpoint
of the longer side, use the first solution.

1. Position a right triangle with leg lengths of 2 and 4 units in

the coordinate plane. (Hint: Use the origin as the vertex of
the right angle.)

4- 7 Introduction to Coordinate Proof 267

 Once the figure is placed in the coordinate plane, you can use slope, the
coordinates of the vertices, the Distance Formula, or the Midpoint Formula
to prove statements about the figure.

EXAMPLE 2 Writing a Proof Using Coordinate Geometry

Write a coordinate proof. �
Given: Right △ABC has vertices A(0, 6), � �
B(0, 0), and C(4, 0). D is the
̶̶ �
midpoint of AC. �
Prove: The area of △DBC is one half the �
area of △ABC. �
Proof: △ABC is a right triangle with height � � � �
AB and base BC.
area of △ABC = __12 bh
= __12 (4)(6) = 12 square units
By the Midpoint Formula, the coordinates of
(
0 + 4 ____
D = ____
2 )
, 6 +2 0 = (2, 3). The y-coordinate of D is the height
of △DBC, and the base is 4 units.
area of △DBC = __12 bh
= __12 (4)(3) = 6 square units
Since 6 = __12 (12), the area of △DBC is one half the area of △ABC.

2. Use the information in Example 2 to write a coordinate proof

showing that the area of △ADB is one half the area of △ABC.

A coordinate proof can also be used to prove that a certain relationship is

always true. You can prove that a statement is true for all right triangles
without knowing the side lengths. To do this, assign variables as the coordinates
of the vertices.

EXAMPLE 3 Assigning Coordinates to Vertices

Position each figure in the coordinate plane and give the coordinates of
each vertex.
A a right triangle with leg B a rectangle with
Do not use both axes lengths a and b length c and width d
when positioning
� � ������
a figure unless you ������ ������
know the figure
has a right angle. � �
������ ������ ������ ������

3. Position a square with side length 4p in the coordinate plane

and give the coordinates of each vertex.

If a coordinate proof requires calculations with fractions, choose coordinates

that make the calculations simpler. For example, use multiples of 2 when
you are to find coordinates of a midpoint. Once you have assigned the
coordinates of the vertices, the procedure for the proof is the same, except
that your calculations will involve variables.

268 Chapter 4 Triangle Congruence

 EXAMPLE 4 Writing a Coordinate Proof
̶̶
Given: ∠B is a right angle in △ABC. D is the midpoint of AC.
Prove: The area of △DBC is one half the area of △ABC.
Step 1 Assign coordinates to each vertex. Since you will use the
The coordinates of A are (0, 2 j), Midpoint Formula to find the
coordinates of D, use multiples
the coordinates of B are (0, 0),
of 2 for the leg lengths.
and the coordinates of C are (2n, 0).
Step 2 Position the figure in the coordinate plane. �
��������
Step 3 Write a coordinate proof. �
�
Proof: △ABC is a right triangle with height 2j
Because the x- and ������� ��������
and base 2n.
y-axes intersect at
right angles, they area of △ABC = __12 bh
can be used to form
= __12 (2n)(2j)
the sides of a right
triangle. = 2nj square units

By the Midpoint Formula, the coordinates of D = _____

2
, 2 (
2j + 0
0 + 2n _____
= (n, j). )
The height of △DBC is j units, and the base is 2n units.
area of △DBC = __12 bh
= __12 (2n)(j)
= nj square units
Since nj = __12 (2nj), the area of △DBC is one half the area of △ABC.

4. Use the information in Example 4 to write a coordinate

proof showing that the area of △ADB is one half the
area of △ABC.

THINK AND DISCUSS

1. When writing a coordinate proof why are variables used instead of
numbers as coordinates for the vertices of a figure?
2. How does the way you position a figure in the coordinate plane affect
your calculations in a coordinate proof?
3. Explain why it might be useful to assign 2p as a coordinate instead
of just p.
4. GET ORGANIZED Copy and complete the graphic organizer.
In each row, draw an example of each strategy that might be used
when positioning a figure for a coordinate proof.

�������������������� �������
�����������������������
������������������������
��������������������������������
����������������������������

4- 7 Introduction to Coordinate Proof 269

 4-7
Exercises KEYWORD: MG7 4-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary What is the relationship between coordinate geometry,
coordinate plane, and coordinate proof ?

SEE EXAMPLE 1 Position each figure in the coordinate plane.

p. 267 2. a rectangle with a length of 4 units and width of 1 unit
3. a right triangle with leg lengths of 1 unit and 3 units

SEE EXAMPLE 2 Write a proof using coordinate geometry. �

p. 268 4. Given: Right △PQR has coordinates P(0, 6), Q(8, 0), �
̶̶
and R(0, 0). A is the midpoint of PR.
̶̶ �
B is the midpoint of QR. �
Prove: AB = __12 PQ �
�
SEE EXAMPLE 3 Position each figure in the coordinate plane and give
� � � � �
p. 268 the coordinates of each vertex.
5. a right triangle with leg lengths m and n
6. a rectangle with length a and width b

SEE EXAMPLE 4 Multi-Step Assign coordinates to each vertex and write a coordinate proof.
p. 269
̶̶
7. Given: ∠R is a right angle in △PQR. A is the midpoint of PR.
̶̶
B is the midpoint of QR.
Prove: AB = __12 PQ

PRACTICE AND PROBLEM SOLVING

Independent Practice Position each figure in the coordinate plane.
For See
Exercises Example 8. a square with side lengths of 2 units
8–9 1 9. a right triangle with leg lengths of 1 unit and 5 units
10 2
11–12 3 Write a proof using coordinate geometry. �
13 4 � �
10. Given: Rectangle ABCD has coordinates A(0, 0), ��
B(0, 10), C(6, 10), and D(6, 0). E is the
TEKS TAKS ̶̶ ̶̶
midpoint of AB, and F is the midpoint of CD. �
Skills Practice p. S11 Prove: EF = BC �
Application Practice p. S31
� �
Position each figure in the coordinate plane and give �
the coordinates of each vertex.
�
11. a square with side length 2m
� � �
12. a rectangle with dimensions x and 3x � � � �

Multi-Step Assign coordinates to each vertex and write a coordinate proof.

̶̶ ̶̶
13. Given: E is the midpoint of AB in rectangle ABCD. F is the midpoint of CD.
Prove: EF = AD
14. Critical Thinking Use variables to write the general form of the endpoints
of a segment whose midpoint is (0, 0).

270 Chapter 4 Triangle Congruence

 15. Recreation A hiking trail begins at E(0, 0). Bryan hikes from the start of the trail to
a waterfall at W (3, 3) and then makes a 90° turn to a campsite at C(6, 0).
a. Draw Bryan’s route in the coordinate plane.
b. If one grid unit represents 1 mile, what is the total distance Bryan hiked?
Round to the nearest tenth.

Find the perimeter and area of each figure.

16. a right triangle with leg lengths of a and 2a units
17. a rectangle with dimensions s and t units

Find the missing coordinates for each figure.

18. � 19. �
������
������ ����������

Conservation � �
������ ������ ������ ����������

20. Conservation The Bushmen have sighted animals at the following coordinates:
(-25, 31.5), (-23.2, 31.4), and (-24, 31.1). Prove that the distance between two of
these locations is approximately twice the distance between two other.
21. Navigation Two ships depart from a port at P(20, 10). The first ship travels to
a location at A(-30, 50), and the second ship travels to a location at B(70, -30).
The origin of the
Each unit represents one nautical mile. Find the distance to the nearest nautical
springbok’s name may
come from its habit of mile between the two ships. Verify that the port is at the midpoint between the two.
pronking, or bouncing.
When pronking, a Write a coordinate proof.
springbok can leap up
22. Given: Rectangle PQRS has coordinates P(0, 2), Q(3, 2), R (3, 0), and S(0, 0).
to 13 feet in the air. ̶̶ ̶̶
Springboks can run up PR and QS intersect at T (1.5, 1).
to 53 miles per hour. Prove: The area of △RST is __14 of the area of the rectangle.

( y +y
x 1 + x 2 _____
23. Given: A(x 1, y 1), B(x 2, y 2), with midpoint M _____
2
, 12 2 )
Prove: AM = __12 AB
24. Plot the points on a coordinate plane and connect them to form △KLM and
△MPK. Write a coordinate proof.
Given: K (-2, 1), L(-2, 3), M(1, 3), P(1, 1)
Prove: △KLM ≅ △MPK
25. Write About It When you place two sides of a figure on the coordinate axes,
what are you assuming about the figure?

26. This problem will prepare you for the Multi-Step TAKS Prep on page 280.
�
������ �
Paul designed a doghouse to fit against the side of his house.
������
His plan consisted of a right triangle on top of a rectangle.
� �
a. Find BD and CE.
b. Before building the doghouse, Paul sketched his plan
on a coordinate plane. He placed A at the origin ������
̶̶
and AB on the y-axis. Find the coordinates of B, C, D,
and E, assuming that each unit of the coordinate � � �
plane represents one inch.

4- 7 Introduction to Coordinate Proof

����������������� 271
 27. The coordinates of the vertices of a right triangle are (0, 0), (4, 0), and (0, 2).
Which is a true statement?
The vertex of the right angle is at (4, 2).
The midpoints of the two legs are at (2, 0) and (0, 1).
The hypotenuse of the triangle is √6  units.
The shortest side of the triangle is positioned on the x-axis.

28. A rectangle has dimensions of 2g and 2f units. If one vertex is at the origin,
which coordinates could NOT represent another vertex?
(2f, g) (2f, 0) (2g, 2f) (-2f, 2g)
29. The coordinates of the vertices of a rectangle are (0, 0), (a, 0), (a, b), and (0, b).
What is the perimeter of the rectangle?
a+b ab 1 ab
_ 2a + 2b
2
30. A coordinate grid is placed over a map. City A is located at (-1, 2) and city C is
located at (3, 5). If city C is at the midpoint between city A and city B, what are
the coordinates of city B?
(1, 3.5) (-5, -1) (7, 8) (2, 7)

CHALLENGE AND EXTEND

Find the missing coordinates for each figure.
31. � � 32. � ������ �����������
������ �����������

�
������ ���������� ������ ����������

33. The vertices of a right triangle are at (-2s, 2s), (0, 2s), and (0, 0). What coordinates
could be used so that a coordinate proof would be easier to complete?
34. Rectangle ABCD has dimensions of 2f and 2g units. � ���������
̶̶ g ��������
The equation of the line containing BD is y = __f x, and �
̶̶ g
the equation of the line containing AC is y = - __f x + 2g. �

Use algebra to show that the coordinates of E are (f, g). ������� ��������

SPIRAL REVIEW
Use the quadratic formula to solve for x. Round to the nearest
hundredth if necessary. (Previous course)
35. 0 = 8x 2 + 18x - 5 36. 0 = x 2 + 3x - 5 37. 0 = 3x 2 - x - 10

Find each value. (Lesson 3-2)

38. x
39. y ����������

�� ���

40. Use A(-4, 3), B(-1, 3), C (-3, 1), D(0, -2), E(3, -2), and F (2, -4) to prove
∠ABC ≅ ∠EDF. (Lesson 4-6).

272 Chapter 4 Triangle Congruence

 4-8 Isosceles and
Equilateral Triangles
TEKS G.2.B Geometric structure: make conjectures about angles, lines, polygons …
and determine the validity of the conjectures .... Also G.3.C, G.10.B
Objectives Who uses this?
Prove theorems about Astronomers use geometric methods.
isosceles and equilateral (See Example 1.)
triangles.
Apply properties of Recall that an isosceles triangle has at least
isosceles and equilateral
two congruent sides. The congruent sides
triangles.
are called the legs . The vertex angle is
the angle formed by the legs. The side
Vocabulary
legs of an isosceles
opposite the vertex angle is called the base ,
triangle and the base angles are the two angles
vertex angle that have the base as a side.
base �
base angles ∠3 is the vertex angle.
∠1 and ∠2 are the
base angles.
� �

Theorems Isosceles Triangle

THEOREM HYPOTHESIS CONCLUSION

4-8-1 Isosceles Triangle Theorem �
If two sides of a triangle are ∠B ≅ ∠C
congruent, then the angles opposite
the sides are congruent. � �

4-8-2 Converse of Isosceles �

Triangle Theorem ̶̶ ̶̶
If two angles of a triangle are DE ≅ DF
congruent, then the sides opposite
those angles are congruent. � �

Theorem 4-8-1 is proven below. You will prove Theorem 4-8-2 in Exercise 35.

PROOF Isosceles Triangle Theorem �

̶̶ ̶̶
Given: AB ≅ AC � �
Prove: ∠B ≅ ∠C
Proof: �

Statements Reasons
The Isosceles ̶̶
1. Draw X, the mdpt. of BC. 1. Every seg. has a unique mdpt.
Triangle Theorem is ̶̶
2. Draw the auxiliary line AX. 2. Through two pts. there is exactly one line.
sometimes stated as ̶̶ ̶̶
“Base angles of an 3. BX ≅ CX 3. Def. of mdpt.
̶̶ ̶̶
isosceles triangle 4. AB ≅ AC 4. Given
are congruent.” ̶̶ ̶̶
5. AX ≅ AX 5. Reflex. Prop. of ≅
6. △ABX ≅ △ACX 6. SSS Steps 3, 4, 5
7. ∠B ≅ ∠C 7. CPCTC

4-8 Isosceles and Equilateral Triangles 273

 EXAMPLE 1 Astronomy Application
The distance from Earth to nearby �
stars can be measured using the
parallax method, which requires
observing the positions of a star
6 months apart. If the distance LM
to a star in July is 4.0 × 10 13 km, �����
explain why the distance LK to the �����
star in January is the same. (Assume � � �
���� ��� �������
the distance from Earth to the Sun Not drawn to scale
does not change.)
m∠LKM = 180 - 90.4, so m∠LKM = 89.6°. Since ∠LKM ≅ ∠M,
△LMK is isosceles by the Converse of the Isosceles Triangle Theorem.
Thus LK = LM = 4.0 × 10 13 km.

1. If the distance from Earth to a star in September is 4.2 × 10 13 km,

what is the distance from Earth to the star in March? Explain.
������������������
��������
�����
�������� �
EXAMPLE 2 Finding the Measure of an Angle
���
Find each angle measure.
A m∠C
m∠C = m∠B = x° Isosc. △ Thm. ��
m∠C + m∠B + m∠A = 180 △ Sum Thm. � �
x + x + 38 = 180 Substitute the given values.
2x = 142 Simplify and subtract 38 from both sides.
x = 71 Divide both sides by 2.
Thus m∠C = 71°.
� ���������
B m∠S
m∠S = m∠R Isosc. △ Thm.
2x° = (x + 30)° Substitute the given values. �
x = 30 Subtract x from both sides. ���
Thus m∠S = 2x° = 2(30) = 60°. �

� �
Find each angle measure. �
���
2a. m∠H 2b. m∠N ��� ����������

� � �

The following corollary and its converse show the connection between
equilateral triangles and equiangular triangles.

Corollary 4-8-3 Equilateral Triangle

COROLLARY HYPOTHESIS CONCLUSION

If a triangle is equilateral, then it is �
equiangular. ∠A ≅ ∠B ≅ ∠C
(equilateral △ → equiangular △)
� �

You will prove Corollary 4-8-3 in Exercise 36.

274 Chapter 4 Triangle Congruence

 Corollary 4-8-4 Equiangular Triangle

COROLLARY HYPOTHESIS CONCLUSION

�
If a triangle is equiangular, then it is
equilateral. ̶̶ ̶̶ ̶̶
DE ≅ DF ≅ EF
(equiangular △ → equilateral △)
� �

You will prove Corollary 4-8-4 in Exercise 37.

EXAMPLE 3 Using Properties of Equilateral Triangles

Find each value.
A x �
△ABC is equiangular. Equilateral △ → equiangular △
(3x + 15)° = 60° The measure of each ∠ of
an equiangular △ is 60°.
3x = 45 Subtract 15 from both sides. � �
����������
x = 15 Divide both sides by 3.

B t �
△JKL is equilateral. Equiangular △ → equilateral △
4t - 8 = 2t + 1 Def. of equilateral △ ������

2t = 9 Subtract 2t and add 8 to

� �
both sides. ������
t = 4.5 Divide both sides by 2.

3. Use the diagram to find JL.

EXAMPLE 4 Using Coordinate Proof

�
Prove that the triangle whose vertices are the ���������
midpoints of the sides of an isosceles triangle
is also isosceles.
A coordinate proof
̶̶ � �
may be easier if you Given: △ABC is isosceles. X is the mdpt. of AB.
place one side of the
̶̶ ̶̶
Y is the mdpt. of AC. Z is the mdpt. of BC.
triangle along the �
Prove: △XYZ is isosceles.
x-axis and locate a ������� � ��������
vertex at the origin Proof:
or on the y-axis. Draw a diagram and place the coordinates of △ABC and △XYZ as shown.
By the Midpoint Formula, the coordinates of X are _____
2 (
2a + 0 _____
, 2b 2+ 0 = (a, b), )
(
2a + 4a _____
the coordinates of Y are ______2 )
, 2b 2+ 0 = (3a, b), and the coordinates of Z
(4a + 0 ____
are _____
2 )
, 0 + 0 = (2a, 0).
2
By the Distance Formula, XZ = √(2a - a) + (0 - b) = √
 2 2
a 2 + b 2 , and
YZ = √
(2a - 3a)2 + (0 - b)2 = √
a2 + b2.
̶̶ ̶̶
Since XZ = YZ, XZ ≅ YZ by definition. So △XYZ is isosceles.

4. What if...? The coordinates of △ABC are A(0, 2b), B(-2a, 0),
and C(2a, 0). Prove △XYZ is isosceles.

4- 8 Isosceles and Equilateral Triangles 275

 THINK AND DISCUSS
1. Explain why each of the angles in an equilateral triangle measures 60°.
2. GET ORGANIZED Copy and complete the ��������
graphic organizer. In each box, draw and
mark a diagram for each type of triangle. ����������� �����������

4-8
Exercises KEYWORD: MG7 4-8

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Draw isosceles △JKL with ∠K as the vertex angle. Name the legs, base,
and base angles of the triangle.

SEE EXAMPLE 1 2. Surveying To find the distance QR across a river, a surveyor locates three points Q,
p. 274 R, and S. QS = 41 m, and m∠S = 35°. The measure of exterior ∠PQS = 70°. Draw a
diagram and explain how you can find QR.

SEE EXAMPLE 2 Find each angle measure.

p. 274 3. m∠ECD � � 4. m∠K � �
�
���
���
� �
�

5. m∠X � 6. m∠A �
���
� �
���������� ��������� ���
� �
SEE EXAMPLE 3 Find each value.
p. 275 7. y � � 8. x �
����

� �����������
� �
9. BC � 10. JK �
�������
�������
��� �
� �
������ �

SEE EXAMPLE 4 11. Given: △ABC is right isosceles. X is the �

̶̶ ̶̶ ̶̶ ��������
p. 275 midpoint of AC. AB ≅ BC
Prove: △AXB is isosceles. �

�
������� ��������

276 Chapter 4 Triangle Congruence

 PRACTICE AND PROBLEM SOLVING
Independent Practice 12. Aviation A plane is flying parallel
� �
For See
Exercises Example to the ground along AC . When the ������
�
12 1 plane is at A, an air-traffic controller
13–16 2 in tower T measures the angle to
17–20 3
the plane as 40°. After the plane has
traveled 2.4 mi to B, the angle to the
21 4
plane is 80°. How can you find BT? ���
TEKS TAKS ���
Skills Practice p. S11 �
Application Practice p. S31
Find each angle measure.
13. m∠E � 14. m∠TRU �
���

� ���
� � � �
�
� ������������������
���������
15. m∠F ����� ����
� 16. m∠A ���������
���������� � �
� �
� �����������
�
Find each value.
17. z � 18. y �
� ��
������������ �� �
������������
�
� �
�
19. BC ������������ 20. XZ �
�
� � ��

������������ ������������ �
�
�
��
�
�

21. Given: △ABC is isosceles. P is the midpoint � ���������

̶̶ ̶̶
of AB. Q is the midpoint of AC.
̶̶ ̶̶
AB ≅ AC
̶̶ ̶̶ � �
Prove: PC ≅ QB
�
������� ��������

Tell whether each statement is sometimes, always, or never true.

Support your answer with a sketch.
22. An equilateral triangle is an isosceles triangle.
23. The vertex angle of an isosceles triangle is congruent to the base angles.
24. An isosceles triangle is a right triangle.
25. An equilateral triangle and an obtuse triangle are congruent.
26. Critical Thinking Can a base angle of an isosceles triangle be an obtuse angle?
Why or why not?

4- 8 Isosceles and Equilateral Triangles 277

 27. This problem will prepare you for the Multi-Step TAKS �
Prep on page 280.
� �
The diagram shows the inside view of the support
̶̶ ̶̶
structure of the back of a doghouse. PQ ≅ PR,
̶̶ ̶̶
PS ≅ PT, m∠PST = 71°, and m∠QPS = m∠RPT = 18°.
a. Find m∠SPT.
b. Find m∠PQR and m∠PRQ. � �

Multi-Step Find the measure of each numbered angle.

�����������������
28. 29.
�� ���

� ��� � � �

30. Write a coordinate proof.

�
Given: ∠B is a right angle in isosceles right △ABC.
̶̶ ̶̶ ̶̶
X is the midpoint of AC. BA ≅ BC �
Prove: △AXB ≅ △CXB

� �
31. Estimation Draw the figure formed by (-2, 1), (5, 5), and (-1, -7). Estimate
the measure of each angle and make a conjecture about the classification of the
figure. Then use a protractor to measure each angle. Was your conjecture correct?
Why or why not?
32. How many different isosceles triangles have a perimeter of 18 and sides whose
lengths are natural numbers? Explain.

Multi-Step Find the value of the variable in each diagram.

33. 34.
����������

���������
���

35. Prove the Converse of the Isosceles Triangle Theorem.

�
36. Complete the proof of Corollary 4-8-3.
Navigation ̶̶ ̶̶ ̶̶
Given: AB ≅ AC ≅ BC
Prove: ∠A ≅ ∠B ≅ ∠C � �
̶̶ ̶̶
Proof: Since AB ≅ AC, a. ? by the Isosceles Triangle Theorem.
̶̶ ̶̶ ̶̶̶̶
Since AC ≅ BC, ∠A ≅ ∠B by b. ? . Therefore ∠A ≅ ∠C by c. ? .
̶̶̶̶ ̶̶̶̶
By the Transitive Property of ≅, ∠A ≅ ∠B ≅ ∠C.
37. Prove Corollary 4-8-4.
The taffrail log is
dragged from the stern 38. Navigation The captain of a ship traveling along AB  �
of a vessel to measure sights an island C at an angle of 45°. The captain measures
the speed or distance
the distance the ship covers until it reaches B, where
traveled during a
voyage. The log consists the angle to the island is 90°. Explain how to find the
��� ���
of a rotator, recording distance BC to the island. � �
device, and governor. 39. Given: △ABC ≅ △CBA
Prove: △ABC is isosceles.
40. Write About It Write the Isosceles Triangle Theorem and its converse
as a biconditional.

278 Chapter 4 Triangle Congruence

41. Rewrite the paragraph proof of the
Hypotenuse-Leg (HL) Congruence � �
Theorem as a two-column proof.
Given: △ABC and △DEF are right triangles.
∠C and ∠F are right angles.
̶̶ ̶̶ ̶̶ ̶̶
AC ≅ DF, and AB ≅ DE. � � � � �
Prove: △ABC ≅ △DEF
̶̶ ̶̶
Proof: On △DEF draw EF . Mark G so that FG = CB. Thus FG ≅ CB. From the diagram,
̶̶ ̶̶ ̶̶ ̶̶
AC ≅ DF and ∠C and ∠F are right angles. DF ⊥ EG by definition of perpendicular
lines. Thus ∠DFG is a right angle, and ∠DFG ≅ ∠C. △ABC ≅ △DGF by SAS.
̶̶̶ ̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶
DG ≅ AB by CPCTC. AB ≅ DE as given. DG ≅ DE by the Transitive Property.
By the Isosceles Triangle Theorem ∠G ≅ ∠E. ∠DFG ≅ ∠DFE since right angles
are congruent. So △DGF ≅ △DEF by AAS. Therefore △ABC ≅ △DEF by the
Transitive Property.

42. Lorena is designing a window so that ∠R, ∠S, ∠T, and ���
̶̶ ̶̶
∠U are right angles, VU ≅ VT, and m∠UVT = 20°. � �
What is m∠RUV? �
10° 20° �
�
70° 80°

43. Which of these values of y makes △ABC isosceles? �

1_1 1
7_ ��
4 2 ������

2_1 1
15_ �
2 2 � ������

44. Gridded Response The vertex angle of an isosceles

triangle measures (6t - 9)°, and one of the base angles
measures (4t)°. Find t.

CHALLENGE AND EXTEND

̶̶ ̶̶ ̶̶̶ ̶̶ �
45. In the figure, JK ≅ JL, and KM ≅ KL. Let m∠J = x°.
Prove m∠MKL must also be x°. ��
�
46. An equilateral △ABC is placed on a coordinate plane.
Each side length measures 2a. B is at the origin, and
C is at (2a, 0). Find the coordinates of A. � �
47. An isosceles triangle has coordinates A(0, 0) and B(a, b).
What are all possible coordinates of the third vertex?

SPIRAL REVIEW
Find the solutions for each equation. (Previous course)
48. x 2 + 5x + 4 = 0 49. x 2 - 4x + 3 = 0 50. x 2 - 2x + 1 = 0

Find the slope of the line that passes through each pair of points. (Lesson 3-5)
51. (2, -1) and (0, 5) 52. (-5, -10) and (20, -10) 53. (4, 7) and (10, 11)
54. Position a square with a perimeter of 4s in the coordinate plane and give the
coordinates of each vertex. (Lesson 4-7)

4- 8 Isosceles and Equilateral Triangles 279

 SECTION 4B

Proving Triangles Congruent

Gone to the Dogs You are planning to build
a doghouse for your dog. The pitched roof of
the doghouse will be supported by four trusses.
Each truss will be an isosceles triangle with the
dimensions shown. To determine the materials
you need to purchase and how you will construct
the trusses, you must first plan carefully.
�

�����
� �
�
������

1. You want to be sure that all four

trusses are exactly the same size
and shape. Explain how you
could measure three lengths
on each truss to ensure this.
Which postulate or theorem
are you using?
2. Prove that the two triangular
halves of the truss are congruent.
̶̶
3. What can you say about AD
̶̶
and DB? Why is this true?
Use this to help you find the
̶̶ ̶̶ ̶̶ ̶̶
lengths of AD, DB, AC, and BC.
4. You want to make careful plans on a coordinate plane
before you begin your construction of the trusses.
Each unit of the coordinate plane represents 1 inch.
How could you assign coordinates to vertices A, B, and C?
5. m∠ACB = 106°. What is the measure of each of the acute
angles in the truss? Explain how you found your answer.
6. You can buy the wood for the trusses at the building
supply store for $0.80 a foot. The store sells the wood in
6-foot lengths only. How much will you have to spend
to get enough wood for the 4 trusses of the doghouse?
(Hint: You need to use the Pythagorean Theorem to find
the two unknown side lengths of each truss.)

280 Chapter 4 Triangle Congruence

 SECTION 4B

Quiz for Lessons 4-4 Through 4-8

4-4 Triangle Congruence: SSS and SAS
1. The figure shows one tower and the cables of a suspension bridge. �
̶̶ ̶̶
Given that AC ≅ BC, use SAS to explain why △ACD ≅ △BCD.
̶̶ ̶̶ ̶̶
2. Given: JK bisects ∠MJN. MJ ≅ NJ �
� � �
Prove: △MJK ≅ △NJK
� �

4-5 Triangle Congruence: ASA, AAS, and HL

Determine if you can use the HL Congruence Theorem to prove the triangles
congruent. If not, tell what else you need to know.
3. △RSU and △TUS � � 4. △ABC and △DCB � �

� �
� �

Observers in two lighthouses K and L spot a ship S.

K to L K to S L to S
5. Draw a diagram of the triangle formed by the
lighthouses and the ship. Label each measure. Bearing E N 58° E N 77° W

6. Is there enough data in the table to pinpoint Distance 12 km ? ?

the location of the ship? Why?

4-6 Triangle Congruence: CPCTC � �

̶̶ ̶̶ ̶̶ ̶̶
7. Given: CD ǁ BE, DE ǁ CB
Prove: ∠D ≅ ∠B � �

4-7 Introduction to Coordinate Proof

8. Position a square with side lengths of 9 units in the coordinate plane
9. Assign coordinates to each vertex and write a coordinate proof.
̶̶ ̶̶
Given: ABCD is a rectangle with M as the midpoint of AB. N is the midpoint of AD.
Prove: The area of △AMN is __18 the area of rectangle ABCD.

4-8 Isosceles and Equilateral Triangles

Find each value.
� �
10. m∠C 11. ST

������ ������
� ���
���
� � �

12. Given: Isosceles △JKL has coordinates J(0, 0), K (2a, 2b), and L(4a, 0).
̶̶ ̶̶
M is the midpoint of JK, and N is the midpoint of KL.
Prove: △KMN is isosceles.

Ready to Go On? 281

 EXTENSION Proving Constructions Valid
TEK G.2.A Geometric structure: use constructions to explore attributes of
geometric figures and to make conjectures about geometric relationships.
Also G.3.B
Objective When performing a compass and straight edge construction, the compass
Use congruent triangles setting remains the same width until you change it. This fact allows you to
to prove constructions construct a segment congruent to a given segment. You can assume that two
valid. distances constructed with the same compass setting are congruent.

The steps in the construction of a figure can be justified by combining the

assumptions of compass and straightedge constructions and the postulates and
theorems that are used for proving triangles congruent.

You have learned that there exists exactly one midpoint on any line segment.
The proof below justifies the construction of a midpoint.

EXAMPLE 1 Proving the Construction of a Midpoint

Given: diagram showing the steps �
in the construction
̶̶
Prove: M is the midpoint of AB .

� �
�

Proof:
To construct a
midpoint, see the Statements Reasons
construction of ̶̶ ̶̶ ̶̶̶ ̶̶
a perpendicular 1. Draw AC, BC, AD, and BD . 1. Through any two pts. there is
bisector on p. 172. exactly one line.
̶̶ ̶̶ ̶̶̶ ̶̶
2. AC ≅ BC ≅ AD ≅ BD 2. Same compass setting used
̶̶ ̶̶
3. CD ≅ CD 3. Reflex. Prop. of ≅
4. △ACD ≅ △BCD 4. SSS Steps 2, 3
5. ∠ACD ≅ ∠BCD 5. CPCTC
̶̶̶ ̶̶̶
6. CM ≅ CM 6. Reflex. Prop. of ≅
7. △ ACM ≅ △BCM 7. SAS Steps 2, 5, 6
̶̶̶ ̶̶̶
8. AM ≅ BM 8. CPCTC
̶̶
9. M is the midpt. of AB. 9. Def. of mdpt.

1. Given: above diagram

̶̶
 is the perpendicular bisector of AB.
Prove: CD

282 Chapter 4 Triangle Congruence

 EXAMPLE 2 Proving the Construction of an Angle
Given: diagram showing the steps in the construction
Prove: ∠A ≅ ∠D � �

To review the
construction of an
angle congruent to � � � �
another angle, see
page 22. Proof: Since there is a straight line through any two points, you can draw
̶̶ ̶̶ ̶̶ ̶̶ ̶̶
BC and EF. The same compass setting was used to construct AC, AB, DF,
̶̶ ̶̶ ̶̶ ̶̶ ̶̶
and DE, so AC ≅ AB ≅ DF ≅ DE. The same compass setting was used
̶̶ ̶̶ ̶̶ ̶̶
to construct BC and EF, so BC ≅ EF. Therefore △BAC ≅ △EDF by SSS,
and ∠A ≅ ∠D by CPCTC.

2. Prove the construction for

bisecting an angle. (See page 23.)
� �

� �

EXTENSION
Exercises

Use each diagram to prove the construction valid.

1. parallel lines 2. a perpendicular through a point not
(See page 163 and page 170.) on the line (See page 179.)

�
�
� �

� � �

� � �

3. constructing a triangle using SAS 4. constructing a triangle using ASA

(See page 243.) (See page 253.)
� � � �

� � � � � � � �

Extension 283
 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
acute triangle . . . . . . . . . . . . . . 216 CPCTC . . . . . . . . . . . . . . . . . . . . . 260 isosceles triangle . . . . . . . . . . . 217
auxiliary line . . . . . . . . . . . . . . . 223 equiangular triangle . . . . . . . . 216 legs of an isosceles triangle . . 273
base . . . . . . . . . . . . . . . . . . . . . . . 273 equilateral triangle . . . . . . . . . 217 obtuse triangle . . . . . . . . . . . . . 216
base angle . . . . . . . . . . . . . . . . . . 273 exterior . . . . . . . . . . . . . . . . . . . . 225 remote interior angle . . . . . . . 225
congruent polygons . . . . . . . . . 231 exterior angle . . . . . . . . . . . . . . 225 right triangle . . . . . . . . . . . . . . . 216
coordinate proof . . . . . . . . . . . . 267 included angle. . . . . . . . . . . . . . 242 scalene triangle . . . . . . . . . . . . . 217
corollary . . . . . . . . . . . . . . . . . . . 224 included side . . . . . . . . . . . . . . . 252 triangle rigidity . . . . . . . . . . . . . 242
corresponding angles . . . . . . . 231 interior . . . . . . . . . . . . . . . . . . . . 225 vertex angle . . . . . . . . . . . . . . . . 273
corresponding sides. . . . . . . . . 231 interior angle . . . . . . . . . . . . . . . 225

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? is a triangle with at least two congruent sides.
̶̶̶̶
2. A name given to matching angles of congruent triangles is ? .
̶̶̶̶
3. A(n) ? is the common side of two consecutive angles in a polygon.
̶̶̶̶

4-1 Classifying Triangles (pp. 216–221) TEKS G.1.A

EXAMPLE EXERCISES
■ Classify the triangle by its angle measures Classify each triangle by its angle measures and
and side lengths. side lengths.
isosceles right triangle 4. 5.
���

��� ��� ����

4-2 Angle Relationships in Triangles (pp. 223–230) TEKS G.1.A, G.2.B

EXAMPLE EXERCISES
■ Find m∠S. 12x = 3x + 42 + 6x Find m∠N.
���������� � 12x = 9x + 42 6. �

���� 3x = 42 ��
���
� �
x = 14 �� ����
�
m∠S = 6 (14) = 84° �

7. In△LMN, m∠L = 8x °, m∠M = (2x + 1)°, and

m∠N = (6x - 1)°.

284 Chapter 4 Triangle Congruence

4-3 Congruent Triangles (pp. 231–237) TEKS G.2.B, G.10.B

EXAMPLE EXERCISES
■ Given: △DEF ≅ △JKL. Identify all pairs of Given: △PQR ≅ △XYZ. Identify the congruent
congruent corresponding parts. corresponding parts.
Then find the value of x. ̶̶
8. PR ≅ ? 9. ∠Y ≅ ?
̶̶̶̶ ̶̶̶
�
Given: △ABC ≅ △CDA � �
� Find each value. ���
� �
���������� 10. x
������� ������
� � 11. CD
The congruent pairs follow: ∠D ≅ ∠J, ∠E ≅ ∠K, � �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ���������
∠F ≅ ∠L, DE ≅ JK, EF ≅ KL, and DF ≅ JL.
Since m∠E = m∠K, 90 = 8x - 22. After 22 is
added to both sides, 112 = 8x. So x = 14.

4-4 Triangle Congruence: SSS and SAS (pp. 242–249) TEKS G.2.A, G.3.B, G.3.E, G.10.B

EXAMPLES EXERCISES
̶̶ ̶̶ ̶̶ ̶̶
■ Given: RS ≅ UT, and � � 12. Given: AB ≅ DE, �
̶̶ ̶̶ ̶̶ ̶̶
VS ≅ VT. V is DB ≅ AE �
the midpoint Prove: △ADB ≅ △DAE
̶̶ �
of RU.
� �
� �
Prove: △RSV ≅ △UTV �
Proof: ̶̶ ̶̶ �
13. Given: GJ bisects FH, �
̶̶ ̶̶
and FH bisects GJ.
Statements Reasons �
Prove: △FGK ≅ △HJK
̶̶ ̶̶
1. RS ≅ UT 1. Given
̶̶ ̶̶
2. VS ≅ VT 2. Given � �
̶̶ 14. Show that △ABC ≅ △XYZ when x = -6.
3. V is the mdpt. of RU. 3. Given
̶̶ ̶̶ �
4. RV ≅ UV 4. Def. of mdpt.
5. △RSV ≅ △UTV 5. SSS Steps 1, 2, 4 � �� �
� ������
���
■ Show that △ADB ≅ △CDB when s = 5. � �
��� ��
� � �
��

� ������ � 15. Show that △LMN ≅ △PQR when y = 25.

�����
�
� � ��
������� � � �

AB = s 2 - 4s AD = 14 - 2s � �
��
= 5 - 4 (5 )
2
= 14 - 2 (5 )
�
=5 =4 �
̶̶ ̶̶ ̶̶ ̶̶ ������������������
BD ≅ BD by the Reflexive Property. AD ≅ CD
̶̶ ̶̶ � �
and AB ≅ CB. So △ADB ≅ △CDB by SSS. �����

Study Guide: Review 285

 4-5 Triangle Congruence: ASA, AAS, and HL (pp. 252–259) TEKS G.1.A, G.1.B, G.2.A,

G.3.B, G.3.C, G.3.E, G.9.B, G.10.B

EXAMPLES EXERCISES
̶̶
■ Given: B is the midpoint of AE. 16. Given: C is the midpoint � �
̶̶
∠A ≅ ∠E, of AG.
̶̶ ̶̶ �
∠ABC ≅ ∠EBD HA ǁ GB
Prove: △ABC ≅ △EBD � � Prove: △HAC ≅ △BGC
� �
�
� �
̶̶̶ ̶̶
17. Given: WX ⊥ XZ, �
̶̶ ̶̶
Proof: YZ ⊥ ZX,
̶̶̶ ̶̶
Statements Reasons WZ ≅ YX
Prove: △WZX ≅ △YXZ �
1. ∠A ≅ ∠E 1. Given �
2. ∠ABC ≅ ∠EBD 2. Given
̶̶
3. B is the mdpt. of AE. 3. Given �
̶̶ ̶̶
4. AB ≅ EB 4. Def. of mdpt.
18. Given: ∠S and ∠V �
5. △ABC ≅ △EBD 5. ASA Steps 1, 4, 2 are right angles.
RT = UW.
m∠T = m∠W
Prove: △RST ≅ △UVW � �
�

� �

4-6 Triangle Congruence: CPCTC (pp. 260–265) TEKS G.1.A, G.3.E, G.7.A, G.10.B

EXAMPLES EXERCISES
̶̶ ̶̶
■ Given: JL and HK bisect each other. 19. Given: M is the midpoint �
̶̶
Prove: ∠JHG ≅ ∠LKG � �
of BD.
̶̶ ̶̶
BC ≅ DC
Prove: ∠1 ≅ ∠2 � �
�
� � � � �
̶̶ ̶̶
Proof: 20. Given: PQ ≅ RQ, �
̶̶ ̶̶
Statements Reasons PS ≅ RS
̶̶
̶̶ ̶̶
Prove: QS bisects ∠PQR.
1. JL and HK bisect 1. Given
each other.
̶̶ ̶̶
2. JG ≅ LG, and 2. Def. of bisect �
̶̶̶ ̶̶
HG ≅ KG.
� �
3. ∠JGH ≅ ∠LGK 3. Vert.  Thm.
̶̶
4. △JHG ≅ △LKG 4. SAS Steps 2, 3 21. Given: H is the midpoint of GL. � � �
̶̶̶
L is the midpoint of MK.
5. ∠JHG ≅ ∠LKG 5. CPCTC ̶̶̶ ̶̶ ̶̶ ̶̶̶
GM ≅ KJ, GJ ≅ KM ,
∠G ≅ ∠K
Prove: ∠GMH ≅ ∠KJL
� � �

286 Chapter 4 Triangle Congruence

4-7 Introduction to Coordinate Proof (pp. 267–272) TEKS G.2.B, G.3.B, G.9.B, G.10.B

EXAMPLES EXERCISES
■ Given: ∠B is a right angle in isosceles right Position each figure in the coordinate plane and give
̶̶
△ABC. E is the midpoint of AB. the coordinates of each vertex.
̶̶ ̶̶ ̶̶
D is the midpoint of CB. AB ≅ CB 22. a right triangle with leg lengths r and s
̶̶ ̶̶
Prove: CE ≅ AD
23. a rectangle with length 2p and width p
Proof: Use the coordinates A(0, 2a) , B(0, 0),
̶̶ ̶̶ 24. a square with side length 8m
and C(2a, 0). Draw AD and CE.
�
� For exercises 25 and 26 assign coordinates to each
vertex and write a coordinate proof.
� 25. Given: In rectangle ABCD, E is the midpoint of
̶̶ ̶̶
AB, F is the midpoint of BC, G is the
� ̶̶
midpoint of CD, and H is the midpoint
� � � ̶̶
of AD.
̶̶ ̶̶̶
By the Midpoint Formula, Prove: EF ≅ GH

(
0 + 0 2a + 0
E = _, _ = (0, a) and
2 2 ) 26. Given: △PQR has a right ∠Q .
̶̶
M is the midpoint of PR .
D= _
(
0 + 2a _
2
,
0+0
2 )
= (a, 0) Prove: MP = MQ = MR
27. Show that a triangle with vertices at (3, 5), (3, 2),
By the Distance Formula,
and (2, 5) is a right triangle.
CE = √
(2a - 0)2 + (0 - a)2
= √
4a 2 + a 2 = a √
5
AD = √
(a - 0)2 + (0 - 2a)2
= √
a 2 + 4a 2 = a √
5
̶̶ ̶̶
Thus CE ≅ AD by the definition of congruence.

4-8 Isosceles and Equilateral Triangles (pp. 273–279) TEKS G.2.B, G.3.C, G.10.B

EXAMPLE EXERCISES
■ Find the value of x. � Find each value.
m∠D + m∠E + m∠F = 180° ��� 28. x � �
by the Triangle Sum � ��� ����������
Theorem. m∠E = m∠F
by the Isosceles �
Triangle Theorem. �
m∠D + 2 m∠E = 180° Substitution
29. RS �
42 + 2 (3x) = 180 Substitute the given
�������� ����
values.
6x = 138 Simplify. � �
x = 23 Divide both sides by 6.
30. Given: △ACD is isosceles with ∠D as the vertex
̶̶
angle. B is the midpoint of AC .
AB = x + 5, BC = 2x - 3, and CD = 2x + 6.
Find the perimeter of △ACD.

Study Guide: Review 287

 1. Classify △ACD by its angle measures. �
��� �
Classify each triangle by its side lengths.
� �
2. △ACD 3. △ABC 4. △ABD � �

�
5. While surveying the triangular plot of land shown,
a surveyor finds that m∠S = 43°. The measure
of ∠RTP is twice that of ∠RTS. What is m∠R? ���
�
� �
Given: △XYZ ≅ △JKL
Identify the congruent corresponding parts.
̶̶ ̶̶
6. JL ≅ ? 7. ∠Y ≅ ? 8. ∠L ≅ ? 9. YZ ≅ ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶ ̶̶̶̶
̶̶ ̶̶
10. Given: T is the midpoint of PR and SQ. �
Prove: △PTS ≅ △RTQ �
� �

11. The figure represents a walkway with �

̶̶ � �
triangular supports. Given that GJ bisects
∠HGK and ∠H ≅ ∠K, use AAS to prove
△HGJ ≅ △KGJ

̶̶ ̶̶ � � ̶̶ ̶̶ � �
12. Given: AB ≅ DC, �
13. Given: PQ ǁ SR,
̶̶ ̶̶
AB ⊥ AC, ∠S ≅ ∠Q
̶̶ ̶̶ ̶̶ ̶̶
DC ⊥ DB Prove: PS ǁ QR
� � � �
Prove: △ABC ≅ △DCB
14. Position a right triangle with legs 3 m and 4 m long in the coordinate plane.
Give the coordinates of each vertex.
15. Assign coordinates to each vertex and write a coordinate proof.
Given: Square ABCD
̶̶ ̶̶
Prove: AC ≅ BD

Find each value.

16. y � 17. m∠S � �
���������� ���
� �
�
�
�

18. Given: Isosceles △ABC has coordinates A(2a, 0), B(0, 2b), and C(-2a, 0).
̶̶ ̶̶
D is the midpoint of AC, and E is the midpoint of AB.
Prove: △AED is isosceles.

288 Chapter 4 Triangle Congruence

FOCUS ON ACT
The ACT Mathematics Test is one of four tests in the There is no penalty for guessing on the
ACT. You are given 60 minutes to answer 60 multiple- ACT. If you are unsure of the correct
choice questions. The questions cover material typically answer, eliminate as many answer choices
taught through the end of eleventh grade. You will need as possible and make your best guess.
to know basic formulas but nothing too difficult. Make sure you have entered an answer
for every question before time runs out.
You may want to time yourself as you take this practice test.
It should take you about 5 minutes to complete.

1. For the figure below, which of the following 3. Which of the following best describes a triangle
must be true? with vertices having coordinates (-1, 0), (0, 3),
�
and (1, -4)?
(A) Equilateral
(B) Isosceles
�
� � (C) Right
I. m∠EFG > m∠DEF (D) Scalene
II. m∠EDF = m∠EFD (E) Equiangular
III. m∠DEF + m∠EDF > m∠EFG
(A) I only 4. In the figure below, what is the value of y?
(B) II only
��
(C) I and II only ����
(D) II and III only ����

(E) I, II, and III (F) 49

(G) 87
(H) 93
2. In the figure below, △ABD ≅ △CDB,
m∠A = (2x + 14)°, m∠C = (3x - 15)°, and (J) 131
m∠DBA = 49°. What is the measure of ∠BDA? (K) 136
� �

5. In △RST, RS = 2x + 10, ST = 3x - 2, and

RT = __12 x + 28. If △RST is equiangular, what
� �
is the value of x?
(F) 29°
(A) 2
(G) 49° 1
(B) 5_
(H) 59° 3
(C) 6
(J) 72°
(D) 12
(K) 101°
(E) 34

College Entrance Exam Practice 289

 Any Question Type:
Identify Key Words and Context Clues
When reading a test item, you should pay attention to key words and context clues given
in the problem statement. These clues will guide you in providing a correct response.

Multiple Choice What is the side length of an equilateral triangle with a perimeter
of 42__34 cm?
42__34 cm 21__38 cm
24__37 cm 14__14 cm

LOOK for key words and context clues and underline them. Identify what they mean.

What is the side length of an equilateral triangle with a perimeter of 42__34 in.?
equilateral triangle → a triangle with three congruent sides
perimeter → the distance around a figure
perimeter = 3 (length of one side)

42_3 = 3(x) You find the perimeter of an equilateral triangle by multiplying

4
the length of one side of the triangle by three.
42__34 3(x)
_ =_
3 3
171 · _
_ 1 =x The correct choice is D because the length of the side of the
4 3
equilateral triangle is 14__14 cm.
14 1 = x
_
4

Gridded Response The vertex angle of an isosceles triangle measures (5t - 5)°,
and one of the base angles measures (t + 5)°. Find t.
isosceles triangle → a triangle with at least two congruent sides
vertex angle → the angle formed by the legs
base angles → The side opposite the vertex angle is called the base,
and the base angles are the two angles that have the
base as a side.

2(measure of the base angle) + (measure of the vertex angle) = 180°

2 (t + 5 ) + (5t - 5 ) = 180
2t + 10 + 5t - 5 = 180
7t + 5 = 180
t = 25 The correct value for t is 25.

290 Chapter 4 Triangle Congruence

 If you do not understand what a word means, 6. How will you use the abbreviation SSS to
���� reread the sentences that contain the word and help you answer the question?
make a logical guess.

Item C
Read each test item and answer the questions Multiple Choice ∠X and ∠Y are the remote
that follow. interior angles of ∠YZW in △XYZ. Which of
these equations must be true?
Item A 180° - m∠X = m∠YZW
Multiple Choice Which value of k would
make △CDE isosceles? m∠X = m∠Y + 90°
� m∠X = m∠YZW - m∠Y
m∠YZW = m∠YZX - m∠YXZ
������ ������

7. Create a drawing that represents the

situation. Label the remote interior angles.
� �
������ 8. What is the relationship between the remote
1 interior angles and an exterior angle?
7 2_
3
9. How can you manipulate the relationship
6 12
_
given in Problem 8 to get one of the four
3
choices?

1. Whether a triangle is isosceles depends on

what characteristics of the triangle?
Item D
2. What do 2k + 1, 3k - 7, and 5k - 6
Multiple Choice Which of the following is a
represent in the model?
correct classification of △FGH?
3. How will you use the definition of an
�
isosceles triangle to find the correct value
of k? ���
�����

��� ���
� �
�����
Item B
Gridded Response What must the value of Acute Isosceles
x be in order to prove that △MNQ ≅ △PNQ
by SSS? Equiangular Scalene

�
������ �� 10. What are the two ways by which triangles
can be classified?
� �
11. What must be true for the triangle to be
������ �� classified as acute? as equiangular?
12. What must be true for the triangle to be
�
classified as isosceles? as scalene?

4. What statement are you trying to prove?

5. Explain the meaning of the symbol ≅.

TAKS Tackler 291

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–4

Multiple Choice 6. Which conditional statement has the same truth
value as its inverse?
Use the diagram for Items 1 and 2.
If n < 0, then n 2 > 0.
� If a triangle has three congruent sides, then
it is an isosceles triangle.
� � If an angle measures less than 90°, then it is
� an acute angle.
If n is a negative integer, then n < 0.
�

1. Which of these congruence statements can be 7. On a map, an island has coordinates (3, 5), and
proved from the information given in the figure? a reef has coordinates (6, 8). If each map unit
represents 1 mile, what is the distance between
△AEB ≅ △CED △ABD ≅ △BCA the island and the reef to the nearest tenth of a
△BAC ≅ △DAC △DEC ≅ △DEA mile?
4.2 miles 9.0 miles
2. What other information is needed to prove that
6.0 miles 15.8 miles
△CEB ≅ △AED by the HL Congruence Theorem?
̶̶̶ ̶̶ ̶̶ ̶̶̶
AD ≅ AB CB ≅ AD 8. A line has an x-intercept of -8 and a y-intercept
̶̶ ̶̶ ̶̶ ̶̶
BE ≅ AE DE ≅ CE of 3. What is the equation of the line?
y = -8x + 3 y=_ 8x - 8
3. Which biconditional statement is true? 3x + 3 3
y=_ y = 3x - 8
Tomorrow is Monday if and only if today is 8
not Saturday.  passes through points J(1, 3) and K(-3, 11).
9. JK
Next month is January if and only if this Which of these lines is perpendicular to JK
?
month is December. 1 _1 1
y=- x+_ y = -2x - _
Today is a weekend day if and only if 2 3 5
yesterday was Friday. 1
_
y= x+6 y = 2x - 4
2
This month had 31 days if and only if last
month had 30 days. 10. If PQ = 2(RS) + 4 and RS = TU + 1, which
equation is true by the Substitution Property
4. What must be true if PQ
 intersects ST
 at more of Equality?
than one point? PQ = TU + 5
P, Q, S, and T are collinear. PQ = TU + 6
P, Q, S, and T are noncoplanar. PQ = 2(TU) + 5
 and ST
PQ  are opposite rays. PQ = 2(TU) + 6
 and ST
PQ  are perpendicular.
11. Which of the following is NOT valid for proving
5. △ABC ≅ △DEF, EF = x 2 - 7, and BC = 4x - 2. that triangles are congruent?
Find the values of x. AAA SAS
-1 and 5 1 and 5 ASA HL
-1 and 6 2 and 3

292 Chapter 4 Triangle Congruence

 STANDARDIZED TEST PREP
Use this diagram for Items 12 and 13. Short Response
� � 20. Given ℓ ǁ m with transversal n, explain why ∠2
and ∠3 are complementary.
����
� �

�
� � �
�
� �
12. What is the measure of ∠ACD?
40° 100°
80° 140° 21. ∠G and ∠H are supplementary angles.
m∠G = (2x + 12)°, and m∠H = x°.
13. What type of triangle is △ABC? a. Write an equation that can be used to
Isosceles acute determine the value of x. Solve the equation
and justify each step.
Equilateral acute
b. Explain why ∠H has a complement but ∠G
Isosceles obtuse does not.
Scalene acute
22. A manager conjectures that for every 1000 parts
Take some time to learn the directions for filling a factory produces, 60 are defective.
���� in a grid. Check and recheck to make sure you are a. If the factory produces 1500 parts in one day,
filling in the grid properly. You will only get credit how many of them can be expected to be
if the ovals below the boxes are filled in correctly. defective based on the manager’s conjecture?
To check your answer, solve the problem using Explain how you found your answer.
a different method from the one you originally b. Use the data in the table below to show that
used. If you made a mistake the first time, you the manager’s conjecture is false.
are unlikely to make the same mistake when
you solve a different way. Day 1 2 3 4 5
Parts 1000 2000 500 1500 2500
Gridded Response
Defective
14. △CDE ≅ △JKL. m∠E = (3x + 4)°, and 60 150 30 90 150
Parts
m∠L = (6x - 5)°. What is the value of x?
̶̶ ̶̶
23. BD is the perpendicular bisector of AC.
15. Lucy, Eduardo, Carmen, and Frank live on
the same street. Eduardo’s house is halfway a. What are the conclusions you can make from
between Lucy’s house and Frank’s house. this statement?
Lucy’s house is halfway between Carmen’s house ̶̶ ̶̶ ̶̶
b. Suppose BD intersects AC at D. Explain why BD
and Frank’s house. If the distance between ̶̶
is the shortest path from B to AC.
Eduardo’s house and Lucy’s house is 150 ft,
what is the distance in feet between Carmen’s
house and Eduardo’s house?
Extended Response
̶̶ ̶̶
16. △JKL ≅ △XYZ, and JK = 10 - 2n. XY = 2, and 24. △ABC and △DEF are isosceles triangles. BC ≅ EF,
̶̶ ̶̶
YZ = n 2. Find KL. and AC ≅ DF. m∠C = 42.5°, and m∠E = 95°.
a. What is m∠D? Explain how you determined
17. An angle is its own supplement. What is your answer.
its measure? b. Show that △ABC and △DEF are congruent.
c. Given that EF = 2x + 7 and AB = 3x + 2, find
18. The area of a circle is 154 square inches. the value for x. Explain how you determined
What is its circumference to the nearest inch? your answer.

19. The measure of ∠P is 3__12 times the measure of ∠Q.

If ∠P and ∠Q are complementary, what is m∠P
in degrees?

Cumulative Assessment, Chapters 1–4 293

 TEXAS TAKS Grades 9–11 Obj. 10

Addison

Longview

Cavanaugh Flight Museum

Located on the grounds of the Addison Airport in
Addison, Texas, the Cavanaugh Flight Museum offers
visitors a thrilling voyage through the historyge07ts_c04psl001aa
of U.S.
military flight. The museum exhibits aircraft and other
2nd pass
military artifacts on almost 50,000 square feet of display
6/21/5
area. It also features an informative self-guided tour
and offers rides in two classic airplanes. cmurphy

Choose one or more strategies to solve each problem.

Airplane Number Number Year First

1. The table gives data on some of the
Built Left in 2005 Built
aircraft on display in the museum.
Suppose the number of each type of
N2S-4 Stearman 10,346 2136 1933 aircraft declines at the same rate each
Fairchild PT-19 4,889 272 1938 year. Find the yearly rate of change for
each given year. Round to the nearest
Spitfire Mk VIII 20,334 70 1943
whole number.
F9F-2 Panther 761 9 1947
� �
� �
2. Visitors to the museum can see a replica of
an N2S-4 Stearman “Yellow Peril,” a plane �
used to train pilots during World War II.
̶̶ ̶̶
The plane has two parallel wings AB and CD
that are connected by bracing wires. The
wires are arranged such that m∠EFG = 29°
̶̶
and GF bisects ∠EGD. What is m∠AEG? �

�
�
3. Visitors have the opportunity to ride in
either the N2S-4 Stearman or the AT-6
Texan. If the airport uses two cameras
��� mounted 1000 ft apart to determine the
position of a plane during landing and
��� takeoff, what is the distance d that the
������ plane in the diagram has moved along
�������� �������� the runway since it passed camera 1?

294 Chapter 4 Triangle Congruence

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
The Great Texas Balloon Race Guess and Test
Work Backward
The annual Great Texas Balloon Race is one of the most Find a Pattern
Make a Table
exciting hot air balloon events in Texas. “Balloon Glow,” Solve a Simpler Problem
in which balloons are tethered and illuminated in an Use Logical Reasoning
evening display, was begun in Longview, the race’s Use a Venn Diagram
starting point, in 1980. Traditionally held in July, the Make an Organized List
race attracts balloonists who compete to fly the
obstacle course the most accurately.

Choose one or more strategies to solve each problem.

1. The event starts in Longview, and ends near Estes,
Texas. The balloons do not fly from the start to the
finish in a straight line. They follow a zigzag course
to take advantage of the wind. Suppose one of the
balloons leaves Longview at a bearing of N 50° E
and follows the course shown. At what bearing
does the balloon approach Estes?
�
� �
���
���
� �
� �
���� �����
��������
�

2. The speed of the balloon depends on the current wind

speed. One event in The Great Texas Balloon Race
requires the balloonist to fly to a pole that is 2 mi from
the starting point. The balloonist must drop a small ring
around the pole, which is 20 ft tall. A second target is
1 mi from the first, a third target is another 3 mi from
the second, and a final target is 5 mi farther. If the wind
speed is 3.5 mi/h, how long will it take the balloonist
to finish the course? Round to the nearest hundredth
of an hour.
3. During the race, one of the balloons leaves Longview
L, flies to X, and then flies to Y. The team discovers a
problem with the balloon, so it must return directly to
Longview. Does the table contain enough information
to determine the return course to L? Explain.

� �
Bearing Distance (mi)
L to X N 42° E 3.1
�
X to Y S 59° E 2.4
� Y to L

Problem Solving on Location 295

 Properties and
Attributes of Triangles
5A Segments in Triangles
5-1 Perpendicular and Angle Bisectors
5-2 Bisectors of Triangles
5-3 Medians and Altitudes of Triangles
Lab Special Points in Triangles
5-4 The Triangle Midsegment
Theorem

5B Relationships in Triangles
Lab Explore Triangle Inequalities
5-5 Indirect Proof and Inequalities
in One Triangle
5-6 Inequalities in Two Triangles
Lab Hands-on Proof of the
Pythagorean Theorem
5-7 The Pythagorean Theorem
5-8 Applying Special Right Triangles
Lab Graph Irrational Numbers

KEYWORD: MG7 ChProj

The Broken Obelisk in

Houston was dedicated
in 1971 as a memorial to
Martin Luther King Jr.

296 Chapter 5
 Vocabulary
Match each term on the left with a definition on the right.
1. angle bisector A. the side opposite the right angle in a right triangle
2. conclusion B. a line that is perpendicular to a segment at its midpoint
3. hypotenuse C. the phrase following the word then in a conditional
statement
4. leg of a right
triangle D. one of the two sides that form the right angle in a
right triangle
5. perpendicular
bisector of a E. a line or ray that divides an angle into two congruent angles
segment F. the phrase following the word if in a conditional statement

Classify Triangles
Tell whether each triangle is acute, right, or obtuse.
6. 7. 8. 9.
���
��� �� � �� �
���
�� �
��� �� � �� �
�� � �� �

Squares and Square Roots

Simplify each expression.
10. 8 2 11. (-12)2 12. √
49 13. - √
36

Simplify Radical Expressions

Simplify each expression.

14. √
9 + 16 15. √
100 - 36 16. √
81
_
25
17. √
22

Solve and Graph Inequalities

Solve each inequality. Graph the solutions on a number line.
18. d + 5 < 1 19. -4 ≤ w - 7 20. -3s ≥ 6 m
21. -2 > _
10

Logical Reasoning
Draw a conclusion from each set of true statements.
22. If two lines intersect, then they are not parallel.
Lines ℓ and m intersect at P.
̶̶
23. If M is the midpoint of AB, then AM = MB.
If AM = MB, then AM = __12 AB and MB = __12 AB.

Properties and Attributes of Triangles 297

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
altitude of a triangle altura de un triángulo
vocabulary terms in the chapter, consider the
following. You may refer to the chapter, the
centroid of a triangle centroide de un triángulo glossary, or a dictionary if you like.
circumcenter of a circuncentro de un 1. In Latin, co means “together with,”
triangle triángulo and currere means “to run.” How can
concurrent concurrente you use these meanings to understand
what concurrent lines are?
equidistant equidistante
2. The endpoints of a midsegment of a
incenter of a triangle incentro de un triángulo triangle are on two sides of the triangle.
median of a triangle mediana de un triángulo Where on the sides do you think the
endpoints are located?
midsegment of a segmento medio de un
triangle triángulo 3. The strip of concrete or grass in the middle
of some roadways is called the median.
orthocenter of a orthocentro de un
What do you think the term median of a
triangle triángulo
triangle means?
4. Think of the everyday meaning of altitude.
What do you think the altitude of a triangle is?

5-3 5-5 5-7 5-8

Geometry TEKS Les. Les. Les. Tech. Les. Geo. Les. Les. Geo. Les. Les. Geo.
5-1 5-2 5-3 Lab 5-4 Lab 5-5 5-6 Lab 5-7 5-8 Lab

G.2.A Geometric structure* use constructions to ★ ★ ★ ★ ★

explore attributes of geometric figures and to
make conjectures ...
G.3.B Geometric structure* construct and justify ★ ★ ★ ★ ★ ★ ★
statements about geometric figures and their
properties
G.5.D Geometric patterns* identify and apply ★ ★
patterns from right triangles ... including special
right triangles (45-45-90 and 30-60-90) and
triangles whose sides are Pythagorean triples
G.7.B Dimensionality and the geometry of location* ★ ★ ★ ★
... investigate geometric relationships,
including ... special segments of triangles ...
G.8.C Congruence and the geometry of size* derive, ★ ★
extend, and use the Pythagorean Theorem
G.9.B Congruence and the geometry of size* ★ ★ ★ ★
formulate and test conjectures about ...
polygons and their component parts ...
G.11.C Similarity and the geometry of shape* ★
develop, apply, and justify triangle similarity
relationships, such as ... Pythagorean triples ...
* Knowledge and skills are written out completely on pages TX28–TX35.

298 Chapter 5
Reading Strategy: Learn Math Vocabulary
Mathematics has a vocabulary all its own. To learn and remember new vocabulary
words, use the following study strategies.
• Try to figure out the meaning of a new word based on its context.
• Use a dictionary to look up the root word or prefix.
• Relate the new word to familiar everyday words.

Once you know what a word means,

write its definition in your own words.

Term Study Notes Definition

The prefix poly means A closed plane figure
Polygon “many” or “several.” formed by three or
more line segments
The prefix bi means “two.” Cuts or divides
Bisect something into
two equal parts
Think of a ski slope. The measure of the
Slope
steepness of a line
The root word intersect The set of points that
means “to overlap.” two or more lines have
Intersection
Think of the intersection in common
of two roads.

Try This
Complete the table below.

Term Study Notes Definition

1. Trinomial

2. Equiangular triangle

3. Perimeter

4. Deductive reasoning

Use the given prefix and its meanings to write a definition for each vocabulary word.

5. circum (about, around); circumference

6. co (with, together); coplanar

7. trans (across, beyond, through); translation

Properties and Attributes of Triangles 299

 5-1 Perpendicular and
Angle Bisectors
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.3.E, G.7.A, G.7.B, G.7.C, G.10.B
Objectives Who uses this?
Prove and apply theorems The suspension and steering lines of a
about perpendicular parachute keep the sky diver centered
bisectors.
under the parachute. (See Example 3.)
Prove and apply theorems
about angle bisectors.
When a point is the same distance from two or more
objects, the point is said to be equidistant from
Vocabulary
the objects. Triangle congruence theorems can be
equidistant
locus used to prove theorems about equidistant points.

Theorems Distance and Perpendicular Bisectors

THEOREM HYPOTHESIS CONCLUSION

5-1-1 Perpendicular Bisector �
�
Theorem
If a point is on the perpendicular
bisector of a segment, then it is
� � � XA = XB
equidistant from the endpoints
of the segment.
̶̶ ̶̶
XY ⊥ AB
̶̶ ̶̶
YA ≅ YB

5-1-2 Converse of the Perpendicular �

�
Bisector Theorem
̶̶ ̶̶
If a point is equidistant from XY ⊥ AB
the endpoints of a segment, ̶̶ ̶̶
� YA ≅ YB
then it is on the perpendicular � �
bisector of the segment.
XA = XB

You will prove Theorem 5-1-2 in Exercise 30.

PROOF Perpendicular Bisector Theorem �

�
̶̶
Given: ℓ is the perpendicular bisector of AB.
Prove: XA = XB
� � �
The word locus Proof:
̶̶ ̶̶
comes from the Since ℓ is the perpendicular bisector of AB, ℓ ⊥ AB and Y is the midpoint
̶̶
Latin word for of AB. By the definition of perpendicular, ∠AYX and ∠BYX are right
location. The plural ̶̶ ̶̶
angles and ∠AYX ≅ ∠BYX. By the definition of midpoint, AY ≅ BY.
of locus is loci, ̶̶ ̶̶
By the Reflexive Property of Congruence, XY ≅ XY. So △AYX ≅ △BYX
which is pronounced ̶̶ ̶̶
by SAS, and XA ≅ XB by CPCTC. Therefore XA = XB by the definition
LOW-sigh. of congruent segments.

A locus is a set of points that satisfies a given condition. The perpendicular

bisector of a segment can be defined as the locus of points in a plane that are
equidistant from the endpoints of the segment.

300 Chapter 5 Properties and Attributes of Triangles

EXAMPLE 1 Applying the Perpendicular Bisector Theorem and Its Converse
Find each measure. �
�
A YW ���
YW = XW ⊥ Bisector Thm.
YW = 7.3 Substitute 7.3 for XW.
� � �
B BC
̶̶
Since AB = AC and ℓ ⊥ BC, ℓ is the perpendicular �
̶̶ ��
bisector of BC by the Converse of the
�
Perpendicular Bisector Theorem. �
�
BC = 2CD Def. of seg. bisector ��
��
BC = 2 (16) = 32 Substitute 16 for CD. �

C PR
�
PR = RQ ⊥ Bisector Thm. �
� �
2n + 9 = 7n - 18 Substitute the given values.
9 = 5n - 18 Subtract 2n from both sides. ������ �������

27 = 5n Add 18 to both sides.

�
5.4 = n Divide both sides by 5.
So PR = 2 (5.4) + 9 = 19.8.

Find each measure. �

�
1a. Given that line ℓ is the perpendicular
̶̶
bisector of DE and EG = 14.6, find DG.
1b. Given that DE = 20.8, DG = 36.4,
� �
and EG = 36.4, find EF. �

Remember that the distance between a point and a line is the length of the
perpendicular segment from the point to the line.

Theorems Distance and Angle Bisectors

THEOREM HYPOTHESIS CONCLUSION

5-1-3 Angle Bisector Theorem
�
If a point is on the bisector
of an angle, then it is �
equidistant from the sides
AC = BC
of the angle.
�
�
∠APC ≅ ∠BPC

5-1-4 Converse of the Angle

�
Bisector Theorem
If a point in the interior �
of an angle is equidistant ∠APC ≅ ∠BPC
from the sides of the angle,
then it is on the bisector �
�
of the angle.
AC = BC

You will prove these theorems in Exercises 31 and 40.

5- 1 Perpendicular and Angle Bisectors 301

 Based on these theorems, an angle bisector can be defined as the locus of all
points in the interior of the angle that are equidistant from the sides of the angle.

EXAMPLE 2 Applying the Angle Bisector Theorems

�
Find each measure. ����
A LM �
LM = JM ∠ Bisector Thm.
LM = 12.8 Substitute 12.8 for JM. �
�

B m∠ABD, given that m∠ABC = 112°

̶̶ ̶̶ �
Since AD = DC, AD ⊥ BA, and
̶̶ ̶̶ ��
DC ⊥ BC, BD
 bisects ∠ABC
by the Converse of the Angle �
��
Bisector Theorem.
m∠ABD = _ 1 m∠ABC Def. of ∠ bisector
2 � �
1
_
m∠ABD = (112°) = 56° Substitute 112° for m∠ABC.
2
C m∠TSU
̶̶ ̶̶ ̶̶ ̶̶
Since RU = UT, RU ⊥ SR, and UT ⊥ ST, �
 bisects ∠RST by the Converse of the
SU
Angle Bisector Theorem.
m∠RSU = m∠TSU Def. of ∠ bisector
6z + 14 = 5z + 23 Substitute the given values. �
z + 14 = 23 Subtract 5z from both sides. ����������
� �
z=9 Subtract 14 from both sides.
����������
So m∠TSU = ⎣5 9 + 23⎤⎦° = 68°.
⎡ ( )

Find each measure. �

2a. Given that YW
 bisects ∠XYZ and
WZ = 3.05, find WX.
�
2b. Given that m∠WYZ = 63°, XW = 5.7,
and ZW = 5.7, find m∠XYZ. � �

EXAMPLE 3 Parachute Application

Each pair of suspension lines on a
parachute are the same length and are
equally spaced from the center of the
chute. How do these lines keep the sky
diver centered under the parachute? �
̶̶ ̶̶ �
It is given that PQ ≅ RQ. So Q is �
on the perpendicular bisector
̶̶
of PR by the Converse of the
Perpendicular Bisector Theorem.
̶̶
Since S is the midpoint of PR, �
̶̶
QS is the perpendicular bisector
̶̶
of PR. Therefore the sky diver
remains centered under the chute.

302 Chapter 5 Properties and Attributes of Triangles

 3. S is equidistant from each pair of suspension lines. What can
you conclude about QS?

EXAMPLE 4 Writing Equations of Bisectors in the Coordinate Plane

Write an equation in point-slope form for
the perpendicular bisector of the segment
with endpoints A(-1, 6) and B(3, 4).
̶̶
Step 1 Graph AB. �
̶̶ �
The perpendicular bisector of AB is
̶̶ ������
perpendicular to AB at its midpoint.
� �
̶̶
Step 2 Find the midpoint of AB.

( 2
y + y2
x1 + x2 _
_ , 1
2 ) Midpoint formula
�
�
� �
̶̶
(
-1 + 3 6 + 4
mdpt. of AB = _, _ = (1, 5)
2 2 )
Step 3 Find the slope of the perpendicular bisector.
y2 - y1
slope = _x2 - x1 Slope formula
̶̶ 4-6 =_ -2 = -_ 1
slope of AB = _
3 - (-1) 4 2
Since the slopes of perpendicular lines are opposite reciprocals,
the slope of the perpendicular bisector is 2.

Step 4 Use point-slope form to write an equation.

̶̶
The perpendicular bisector of AB has slope 2 and passes through (1, 5).
y - y 1 = m(x - x 1) Point-slope form
y - 5 = 2 (x - 1 ) Substitute 5 for y 1, 2 for m, and 1 for x 1.

4. Write an equation in point-slope form for the perpendicular

bisector of the segment with endpoints P(5, 2) and Q(1, -4).

THINK AND DISCUSS

̶̶ �
1. Is line ℓ a bisector of PQ? Is it a perpendicular
̶̶ �
bisector of PQ? Explain.
2. Suppose that M is in the interior of ∠JKL ��� ���
and MJ = ML. Can you conclude that KM 
is the bisector of ∠JKL? Explain. �
� �
� �
3. GET ORGANIZED Copy and complete
the graphic organizer. In each box, write
the theorem or its converse in your own words.

���������� ����������

������� �������� ������� ��������

5- 1 Perpendicular and Angle Bisectors 303

 5-1
Exercises KEYWORD: MG7 5-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary A ? is the locus of all points in a plane that are equidistant
̶̶̶̶
from the endpoints of a segment. (perpendicular bisector or angle bisector)

SEE EXAMPLE 1 Use the diagram for Exercises 2–4.

p. 301 2. Given that PS = 53.4, QT = 47.7, and QS = 53.4, �
find PQ. �
� �
3. Given that m is the perpendicular bisector
̶̶
of PQ and SQ = 25.9, find SP. �

4. Given that m is the perpendicular bisector

̶̶
of PQ, PS = 4a, and QS = 2a + 26, find QS.

SEE EXAMPLE 2 Use the diagram for Exercises 5–7.

p. 302 5. Given that BD
 bisects ∠ABC and CD = 21.9, find AD.
6. Given that AD = 61, CD = 61, and m∠ABC = 48°, �
find m∠CBD.
�
7. Given that DA = DC, m∠DBC = (10y + 3)°,
�
and m∠DBA = (8y + 10)°, find m∠DBC. �

SEE EXAMPLE 3 8. Carpentry For a king post truss to be L

p. 302 constructed correctly, P must lie on the
̶̶
bisector of ∠JLN. How can braces PK K M
̶̶̶
and PM be used to ensure that P is in
the proper location?
J N
P

SEE EXAMPLE 4 Write an equation in point-slope form for

p. 303 the perpendicular bisector of the segment
with the given endpoints.
9. M(-5, 4), N(1, -2) 10. U(2, -6), V (4, 0) ge07sec05l01003aa
11. J (-7, 5), K (1, -1)
1st pass
4/4/5
PRACTICE AND PROBLEM SOLVING
cmurphy
Independent Practice Use the diagram for Exercises 12–14.
For See �
Exercises Example 12. Given that line t is the perpendicular bisector
̶̶
12–14 1 of JK and GK = 8.25, find GJ. � � �
15–17 2 13. Given that line t is the perpendicular bisector
18 3
̶̶
of JK, JG = x + 12, and KG = 3x - 17, find KG.
19–21 4 �
14. Given that GJ = 70.2, JH = 26.5, and GK = 70.2, find JK.
TEKS TAKS
Use the diagram for Exercises 15–17.
Skills Practice p. S12
15. Given that m∠RSQ = m∠TSQ and TQ = 1.3, find RQ. �
Application Practice p. S32
� �
16. Given that m∠RSQ = 58°, RQ = 49, and TQ = 49,
find m∠RST.
17. Given that RQ = TQ, m∠QSR = (9a + 48)°, �
and m∠QST = (6a + 50)°, find m∠QST.

304 Chapter 5 Properties and Attributes of Triangles

 18. City Planning The planners for a new section of Elm Street
the city want every location on Main Street to be
equidistant from Elm Street and Grove Street.

Grove Street
How can the planners ensure that this is the case?

et
re
St
n
ai
M
Write an equation in point-slope form for the perpendicular
bisector of the segment with the given endpoints.
19. E(-4, -7), F (0, 1) 20. X(-7, 5), Y(-1, -1) 21. M(-3, -1), N (7, -5)
̶̶ ̶̶
22. PQ is the perpendicular bisector of ST. �
Find the values of m and n. ������ ������

� Holt,
�Rinehart & Winston
Geometry 2007
������� �������
ge07se_c05l01004a City Planning map
� 1st proof
Shuffleboard Use the diagram of a shuffleboard
Shuffleboard and the following information to find each length
�
� ���
in Exercises 23–28. �� ��
̶̶ ̶̶̶ ̶̶̶ ̶̶ �
KZ is the perpendicular bisector of GN, HM, and JL. � �
�
23. JK 24. GN 25. ML � ��
�� ��
�
26. HY 27. JL 28. NM
�
̶̶
29. Multi-Step The endpoints of AB are A(-2, 1) �
One of the first recorded
and B(4, -3). Find the coordinates of a point C
shuffleboard games ̶̶ ̶̶
was played in England other than the midpoint of AB that is on the perpendicular bisector of AB. How do
in 1532. In this game, you know it is on the perpendicular bisector?
Henry VIII supposedly
30. Write a paragraph proof of the Converse of the
lost £9 to Lord William.
Perpendicular Bisector Theorem. �
Given: AX = BX �
̶̶
Prove: X is on the perpendicular bisector of AB.
̶̶
Plan: Draw ℓ perpendicular to AB through X. Show that � �
̶̶ ̶̶ �
△AYX ≅ △BYX and thus AY ≅ BY. By definition, ℓ is
̶̶
the perpendicular bisector of AB.
�
31. Write a two-column proof of the Angle Bisector Theorem.
̶̶ ̶̶ �
 bisects ∠QPR. SQ ⊥ PQ
Given: PS , SR ⊥ PR
 �
Prove: SQ = SR
Plan: Use the definitions of angle bisector and perpendicular to �
identify two pairs of congruent angles. Show that △PQS ≅ △PRS
̶̶ ̶̶
and thus SQ ≅ SR.
32. Critical Thinking In the Converse of the Angle Bisector Theorem, why is it
important to say that the point must be in the interior of the angle?

33. This problem will prepare you for the Multi-Step TAKS Prep on page 328.
A music company has stores in Abby (-3, -2) and Cardenas (3, 6).
Each unit in the coordinate plane represents 1 mile.
a. The company president wants to build a warehouse that is equidistant from
the two stores. Write an equation that describes the possible locations.
b. A straight road connects Abby and Cardenas. The warehouse will be located
exactly 4 miles from the road. How many locations are possible?
c. To the nearest tenth of a mile, how far will the warehouse be from each store?

5- 1 Perpendicular and Angle Bisectors 305

 34. Write About It How is the construction of the perpendicular bisector of a segment
related to the Converse of the Perpendicular Bisector Theorem?

̶̶
35. If JK
 is perpendicular to XY at its midpoint M, which statement is true?
JX = KY JX = KX JM = KM JX = JY

36. What information is needed to conclude that EF

 is the bisector of ∠DEG?
m∠DEF = m∠DEG m∠GED = m∠GEF
m∠FEG = m∠DEF m∠DEF = m∠EFG

37. Short Response The city wants to build a visitor center t

ee
in the park so that it is equidistant from Park Street Str
Park
and Washington Avenue. They also want the visitor Museum
center to be equidistant from the museum and the
W Library
library. Find the point V where the visitor center ash
ing
should be built. Explain your answer. to
nA
ve
nu
e

CHALLENGE AND EXTEND

38. Consider the points P(2, 0), A(-4, 2), B(0, -6), and C (6, -3).
a. Show that P is on the bisector of ∠ABC.
b. Write an equation of the line that contains the bisector of ∠ABC.
39. Find the locus of points that are equidistant from the x-axis and y-axis.
40. Write a two-column proof of the Converse of the �
Angle Bisector Theorem.
̶̶ ̶̶ �
Given: VX ⊥ YX, VZ ⊥ YZ
, VX = VZ �
Prove: YV
 bisects ∠XYZ.
�
41. Write a paragraph proof.
̶̶ ̶̶ � �
Given: KN is the perpendicular bisector of JL.
̶̶ ̶̶̶
LN is the perpendicular bisector of KM.
̶̶ ̶̶̶ � � �
JR ≅ MT
Prove: ∠JKM ≅ ∠MLJ ge07sec05l01006a
3rd Pass � � �
2/24/05
SPIRAL REVIEW C Murphy

42. Lyn bought a sweater for $16.95. The change c that she received can be described
by c = t - 16.95, where t is the amount of money Lyn gave the cashier. What is the
dependent variable? (Previous course)

For the points R(-4, 2), S(1, 4), T(3, -1), and V (-7, -5), determine whether the
lines are parallel, perpendicular, or neither. (Lesson 3-5)
43. RS
 and VT
 44. RV
 and ST
 45. RT
 and VR


Write the equation of each line in slope-intercept form. (Lesson 3-6)

46. the line through the points (1, -1) and (2, -9)
47. the line with slope -0.5 through (10, -15)
48. the line with x-intercept -4 and y-intercept 5

306 Chapter 5 Properties and Attributes of Triangles

 5-2 Bisectors of Triangles
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.2.A, G.2.B, G.7.A, G.7.B
Objectives Who uses this?
Prove and apply An event planner can use
properties of perpendicular bisectors of triangles
perpendicular bisectors to find the best location for a
of a triangle.
fireworks display. (See Example 4.)
Prove and apply
properties of angle
Since a triangle has three sides, it has
bisectors of a triangle.
three perpendicular bisectors. When you
construct the perpendicular bisectors, you
Vocabulary
concurrent find that they have an interesting property.
point of concurrency
circumcenter of
a triangle
circumscribed Construction Circumcenter of a Triangle
incenter of a triangle
inscribed
  

The perpendicular
bisector of a side of
a triangle does not Draw a large scalene Fold the perpendicular Label the point where
always pass through acute triangle ABC on bisector of each side. the three perpendicular
the opposite vertex. a piece of patty paper. bisectors intersect as P.

When three or more lines intersect at one point, the lines are said to
be concurrent . The point of concurrency is the point where they intersect.
In the construction, you saw that the three perpendicular bisectors of a triangle
are concurrent. This point of concurrency is the circumcenter of the triangle .

Theorem 5-2-1 Circumcenter Theorem

�
The circumcenter of a triangle is equidistant from
the vertices of the triangle.
�
PA = PB = PC
�
�

The circumcenter can be inside the triangle, outside the triangle, or

on the triangle.

�
� �

�������������� ��������������� ��������������

5- 2 Bisectors of Triangles 307

 The circumcenter of △ABC is the center of �
its circumscribed circle. A circle that contains
all the vertices of a polygon is circumscribed
�
about the polygon.
� �

PROOF Circumcenter Theorem �

�
Given: Lines ℓ, m, and n are the perpendicular �
̶̶ ̶̶ ̶̶
bisectors of AB, BC, and AC, respectively. �
Prove: PA = PB = PC
� �
Proof:
P is the circumcenter of △ABC. Since P lies
̶̶ �
on the perpendicular bisector of AB, PA = PB
by the Perpendicular Bisector Theorem.
Similarly, P also lies on the perpendicular
̶̶
bisector of BC, so PB = PC. Therefore PA = PB = PC
by the Transitive Property of Equality.

EXAMPLE 1 Using Properties of Perpendicular Bisectors

̶̶ ̶̶ ̶̶ �
KZ, LZ, and MZ are the perpendicular bisectors
of △GHJ. Find HZ. ����

Z is the circumcenter of △GHJ. By the � � �

Circumcenter Theorem, Z is equidistant ���
����
from the vertices of △GHJ.
HZ = GZ Circumcenter Thm.
� �
HZ = 19.9 Substitute 19.9 for GZ. � ����

Use the diagram above. Find each length.

1a. GM 1b. GK 1c. JZ

EXAMPLE 2 Finding the Circumcenter of a Triangle

Find the circumcenter of △RSO with
vertices R(-6, 0), S(0, 4), and O(0, 0).
Step 1 Graph the triangle. ������ �
�
Step 2 Find equations for two �
perpendicular bisectors.
����� �������
Since two sides of the triangle lie along
the axes, use the graph to find the �
perpendicular bisectors of these two sides. � �
̶̶ �
The perpendicular bisector of RO is
x = -3, and the perpendicular bisector
̶̶
of OS is y = 2.
Step 3 Find the intersection of the two equations.
The lines x = -3 and y = 2 intersect at (-3, 2 ), the circumcenter
of △RSO.

308 Chapter 5 Properties and Attributes of Triangles

 2. Find the circumcenter of △GOH with vertices G(0, -9),
O(0, 0), and H(8, 0).

A triangle has three angles, so it has three angle bisectors. The angle bisectors
of a triangle are also concurrent. This point of concurrency is the incenter
of the triangle .

Theorem 5-2-2 Incenter Theorem

�
The incenter of a triangle is equidistant from the
sides of the triangle. � �
PX = PY = PZ
�
�
� �

You will prove Theorem 5-2-2 in Exercise 35.

Unlike the circumcenter, the incenter is always inside the triangle.

The distance
between a point and � � �
a line is the length
of the perpendicular
segment from the �������������� ��������������� ��������������
point to the line.

The incenter is the center of the triangle’s inscribed circle. �

A circle inscribed in a polygon intersects each line that
contains a side of the polygon at exactly one point.
�
� �

EXAMPLE 3 Using Properties of Angle Bisectors

̶̶ ̶̶
JV and KV are angle bisectors of △JKL. �
Find each measure.
̶̶
A the distance from V to KL ���
V is the incenter of △JKL. By the Incenter �
Theorem, V is equidistant from the sides �
of △JKL.
̶̶ ����
The distance from V to JK is 7.3. �
̶̶ �
So the distance from V to KL is also 7.3. ���

B m∠VKL
̶̶
m∠KJL = 2m∠VJL JV is the bisector of ∠KJL.
m∠KJL = 2 (19°) = 38° Substitute 19° for m∠VJL.
m∠KJL + m∠JLK + m∠JKL = 180° △ Sum Thm.
38 + 106 + m∠JKL = 180 Substitute the given values.
m∠JKL = 36° Subtract 144° from both sides.
1
_
m∠VKL = m∠JKL
̶̶
KV is the bisector of ∠JKL.
2
m∠VKL = 1 (36°) = 18°
_ Substitute 36° for m∠JKL.
2

5- 2 Bisectors of Triangles 309

 ̶̶ ̶̶
QX and RX are angle bisectors �
of △PQR. Find each measure.
̶̶ �
3a. the distance from X to PQ �
3b. m∠PQX ��� ���
� � ����

EXAMPLE 4 Community Application

The city of Odessa will host a fireworks
A
display for the next Fourth of July
celebration. Draw a sketch to show 20
where the display should be positioned
so that it is the same distance from all C
three viewing locations A, B, and C on 385 B
the map. Justify your sketch.
Let the three viewing locations be vertices of a triangle. By the
Circumcenter Theorem, the circumcenter of the triangle is equidistant
from the vertices. print-ready file 7/12/05
ge07ts_c05l02005a
�
Trace the map. Draw the triangle Geometry SE 2007 Texas
formed by the viewing locations. map of Odessa
To find the circumcenter, find the Holt Rinehart Winston
Karen Minot
perpendicular bisectors of each side. �
(415)883-6560
The position of the display is the � �
circumcenter, F.

4. A city plans to build a ���

����
firefighters’ monument in the � � ������

��������������
�� �
park between three streets. �����������������
Draw a sketch to show where
the city should place the
monument so that it is the �����
same distance from all three �����
��
streets. Justify your sketch.

THINK AND DISCUSS

�
1. Sketch three lines that are concurrent.
2. P and Q are the circumcenter and incenter of �
△RST, but not necessarily in that order. Which point
is the circumcenter? Which point is the incenter? �
Explain how you can tell without constructing
any of the bisectors. � �
3. GET ORGANIZED Copy and complete the graphic organizer.
Fill in the blanks to make each statement true.

������������ ��������
������������������������ ������������������������
���������� � �
������������� ������������
�������� �
������������������������ �
������������������������
����������������� � �
�����������������������������������
���������������������������
���������������

310 Chapter 5 Properties and Attributes of Triangles

 5-2
Exercises KEYWORD: MG7 5-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Explain why lines ℓ, m, and n are NOT concurrent.
2. A circle that contains all the vertices of a polygon is � �
? the polygon. (circumscribed about or inscribed in) �
̶̶̶̶
̶̶ ̶̶ ̶̶
SEE EXAMPLE 1 SN, TN, and VN are the perpendicular bisectors �
p. 308 of △PQR. Find each length. ����
3. NR 4. RV � �
���� � ����
5. TR 6. QN
� �
���� �

SEE EXAMPLE 2 Multi-Step Find the circumcenter of a triangle with the given vertices.
p. 308 7. O(0, 0), K(0, 12), L(4, 0)
8. A(-7, 0), O(0, 0), B(0, -10)
̶̶ ̶̶ ���
SEE EXAMPLE 3 CF and EF are angle bisectors of △CDE.
� �
p. 309 Find each measure. ���
�
̶̶ ����
9. the distance from F to CD
�
10. m∠FED
�

SEE EXAMPLE 4 11. Design The designer of the

p. 310 Newtown High School pennant
wants the circle around the bear
emblem to be as large as possible.
Draw a sketch to show where the
center of the circle should be located.
Justify your sketch.

PRACTICE AND PROBLEM SOLVING

̶̶ ̶̶ ̶̶
Independent Practice DY, EY, and FY are the perpendicular bisectors ���� �
For See � �
of △ABC. Find each length.
Exercises Example ����
12–15 1 12. CF 13. YC ���� �
�
16–17 2 �
14. DB 15. AY ����
18–19 3
20 4 �
Multi-Step Find the circumcenter of a triangle with the given vertices.
TEKS TAKS 16. M(-5, 0), N(0, 14), O(0, 0) 17. O(0, 0), V (0, 19), W(-3, 0)
Skills Practice p. S12
Application Practice p. S32 ̶̶ ̶̶ �
TJ and SJ are angle bisectors of △RST.
Find each measure. ���
̶̶
18. the distance from J to RS � ���
19. m∠RTJ �
� � ����

5- 2 Bisectors of Triangles 311

 20. Business A company repairs photocopiers in
Harbury, Gaspar, and Knowlton. Draw a sketch Harbury
Gaspar
to show where the company should locate
its office so that it is the same distance from
each city. Justify your sketch. Knowlton
21. Critical Thinking If M is the incenter of △JKL,
explain why ∠JML cannot be a right angle.

Tell whether each segment lies on a perpendicular bisector, �

an angle bisector, or neither. Justify your answer.
̶̶ ̶̶̶ ̶̶ Holt, Rinehart & Winston
22. AE 23. DG 24. BG Geometry 2007 �
� �
̶̶ ̶̶ ̶̶
25. CR 26. FR 27. DR ge07se_c05l02008a Bisector map
1st pass �
�
3/9/5 �
Tell whether each statement is sometimes, always, C Murphy
� �
or never true. Support your answer with a sketch.
28. The angle bisectors of a triangle intersect at a point outside the triangle.
29. An angle bisector of a triangle bisects the opposite side.
30. A perpendicular bisector of a triangle passes through the opposite vertex.
31. The incenter of a right triangle is on the triangle.
32. The circumcenter of a scalene triangle is inside the triangle.

Algebra Find the circumcenter of the triangle with the given vertices.
33. O(0, 0), A(4, 8), B(8, 0) 34. O(0, 0), Y (0, 12), Z(6, 6)
35. Complete this proof of the Incenter Theorem by filling in the blanks.
Given: AP  bisect ∠A, ∠B, and ∠C, respectively.
, and CP
, BP �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
PX ⊥ AC, PY ⊥ AB, PZ ⊥ BC �
Prove: PX = PY = PZ �
�
Proof: Let P be the incenter of △ABC. Since P
lies on the bisector of ∠A, PX = PY by a. ? . � �
̶̶̶̶ �
Similarly, P also lies on b. ? , so PY = PZ.
̶̶̶̶
Therefore c. ? by the Transitive Property of Equality.
̶̶̶̶
36. Prove that the bisector of the vertex angle of an isosceles
triangle is the perpendicular bisector of the base.
̶̶ ̶̶ �
Given: QS bisects ∠PQR. PQ ≅ RQ
̶̶
 is the perpendicular bisector of PR.
Prove: QS
Plan: Show that △PQS ≅ △RQS. Then use CPCTC to � �
̶̶ ̶̶ �
 ⊥ PR.
show that S is the midpoint of PR and that QS

37. This problem will prepare you for the Multi-Step TAKS Prep on page 328.
A music company has stores at A(0, 0), B(8, 0), and C (4, 3), where each unit of
the coordinate plane represents one mile.
a. A new store will be built so that it is equidistant from the three existing stores.
Find the coordinates of the new store’s location.
b. Where will the new store be located in relation to △ABC?
c. To the nearest tenth of a mile, how far will the new store be from each of the
existing stores?

312 Chapter 5 Properties and Attributes of Triangles

 38. Write About It How are the inscribed circle and the circumscribed circle of
a triangle alike? How are they different?
39. Construction Draw a large scalene acute triangle.
a. Construct the angle bisectors to find the incenter. Inscribe a circle in
the triangle.
b. Construct the perpendicular bisectors to find the circumcenter. Circumscribe
a circle around the triangle.

40. P is the incenter of △ABC. Which must be true? �

PA = PB YA = YB �
�
PX = PY AX = BZ �

� �
�
41. Lines r, s, and t are concurrent. The equation of
line r is x = 5, and the equation of line s is y = -2. �
�
Which could be the equation of line t? � �
y=x-7 y=x+3 �
������
y=x-3 y=x+7
�
42. Gridded Response Lines a, b, and c are the �
������
perpendicular bisectors of △KLM. Find LN.

CHALLENGE AND EXTEND �

43. Use the right triangle with the given coordinates. ��������

Design a. Prove that the midpoint of the hypotenuse

�
of a right triangle is equidistant from all
three vertices.
b. Make a conjecture about the circumcenter �
������� ��������
of a right triangle.
44. Design A trefoil is created by constructing a circle
at each vertex of an equilateral triangle. The radius
of each circle equals the distance from each vertex �
The trefoil shape, as
seen in this stained to the circumcenter of the triangle. If the distance
glass window, has from one vertex to the circumcenter is 14 cm,
�
been used in design what is the distance AB across the trefoil?
for centuries.

SPIRAL REVIEW
Solve each proportion. (Previous course)
45. _t =_ 10 46. _ 2.5 = _6 420 = _
47. _ 7 �
x y �
26 65 1.75 2
�
Find each angle measure. (Lesson 2-6) ���
48. m∠BFE 49. m∠BFC 50. m∠CFE � � �

Determine whether each point is on the perpendicular bisector

of the segment with endpoints S(0, 8) and T (4, 0). (Lesson 5-1)
51. X (0, 3) 52. Y (-4, 1) 53. Z(-8, -2)

5- 2 Bisectors of Triangles 313

 5-3 Medians and Altitudes
of Triangles
TEKS G.3.B Geometric structure: construct and justify statements about geometric
figures and their properties. Also G.2.A, G.2.B, G.7.A, G.7.B, G.7.C
Objectives Who uses this?
Apply properties of Sculptors who create mobiles of
medians of a triangle. moving objects can use centers
Apply properties of of gravity to balance the objects.
altitudes of a triangle. (See Example 2.)

Vocabulary
A median of a triangle is a segment whose
median of a triangle
endpoints are a vertex of the triangle and
centroid of a triangle
altitude of a triangle the midpoint of the opposite side.
orthocenter of a triangle �

������

� �
�

Every triangle has three medians, and the medians are concurrent,
as shown in the construction below.

Construction Centroid of a Triangle

 �  �  �
� � �
� � � �

� � � � � �
� � �

̶̶ ̶̶ ̶̶ ̶̶ ̶̶
Draw △ABC. Construct the Draw AY, BZ, and CX. These are Label the point where AY, BZ,
̶̶ ̶̶ ̶̶ ̶̶
midpoints of AB, BC, and AC. the three medians of △ABC. and CX intersect as P.
Label the midpoints of the
sides X, Y, and Z, respectively.

The point of concurrency of the medians of a triangle is the centroid of the

triangle . The centroid is always inside the triangle. The centroid is also called
the center of gravity because it is the point where a triangular region will balance.

Theorem 5-3-1 Centroid Theorem

�
The centroid of a triangle is located __23 of the distance
from each vertex to the midpoint of the opposite side.
� � �
2 AY
AP = _ 2 BZ
BP = _ 2 CX
CP = _
3 3 3
� �
�

314 Chapter 5 Properties and Attributes of Triangles

EXAMPLE 1 Using the Centroid to Find Segment Lengths
In △ABC, AF = 9, and GE = 2.4. Find each length. �
A AG
2 AF
AG = _ � �
Centroid Thm.
3 �
AG = 2 (9)
_ Substitute 9 for AF. � �
3 �
AG = 6 Simplify.

B CE
2 CE
CG = _ Centroid Thm.
3
CG + GE = CE Seg. Add. Post.
_
2 CE + GE = CE 2 CE for CG.
Substitute _
3 3
GE = _1 CE 2
_
Subtract CE from both sides.
3 3
1 CE
2.4 = _ Substitute 2.4 for GE.
3
7.2 = CE Multiply both sides by 3.

In △JKL, ZW = 7, and LX = 8.1. �

� �
Find each length.
1a. KW � � �
1b. LZ �

EXAMPLE 2 Problem-Solving Application

The diagram shows the plan for a triangular �
� �������
piece of a mobile. Where should the
sculptor attach the support so that the �
triangle is balanced?
� �������
1 Understand the Problem �
������� �
The answer will be the coordinates of
the centroid of △PQR. The important � � � � �
information is the location of the vertices,
P (3, 0), Q(0, 8), and R(6, 4).

2 Make a Plan
The centroid of the triangle is the point of intersection of
the three medians. So write the equations for two medians
and find their point of intersection.

3 Solve
̶̶ ̶̶
Let M be the midpoint of QR and N be the midpoint of QP.

(
0+6 8+4
M = _, _ = (3, 6)
2 2 ) ( 0+3 8+0
N = _, _ = (1.5, 4)
2 2 )
̶̶̶ ̶̶
PM is vertical. Its equation is x = 3. RN is horizontal.
Its equation is y = 4. The coordinates of the centroid are S(3, 4).

5- 3 Medians and Altitudes of Triangles 315

 4 Look Back
̶̶ ̶̶ 4 x + 8, which
Let L be the midpoint of PR. The equation for QL is y = -_
3
intersects x = 3 at S(3, 4).

2. Find the average of the x-coordinates and the average of the

y-coordinates of the vertices of △PQR. Make a conjecture
about the centroid of a triangle.

An altitude of a triangle is a perpendicular segment

�
from a vertex to the line containing the opposite side.
The height of a Every triangle has three altitudes. An altitude can be
triangle is the length inside, outside, or on the triangle.
of an altitude. �
̶̶ ̶̶
In △QRS, altitude QY is inside the triangle, but RX
̶̶ �
and SZ are not. Notice that the lines containing
�
the altitudes are concurrent at P. This point of
�
concurrency is the orthocenter of the triangle . � �

EXAMPLE 3 Finding the Orthocenter

Find the orthocenter of △JKL with vertices
J(-4, 2), K(-2, 6), and L(2, 2).
Step 1 Graph the triangle. ������� �
�
�
Step 2 Find an equation of the line
̶̶
containing the altitude from K to JL. �������

Since JL
 is horizontal, the altitude is
� �
vertical. The line containing it must pass
through K (-2, 6), so the equation of the �
line is x = -2. �� � �
���������
Step 3 Find an equation of the line containing
̶̶
the altitude from J to KL.

 = _
slope of KL 2 - 6 = -1
2 - (-2)
 is 1. This line must
The slope of a line perpendicular to KL
pass through J(-4, 2).
y - y 1 = m(x - x 1) Point-slope form
y - 2 = 1⎡⎣x - (-4)⎤⎦ Substitute 2 for y1, 1 for m, and -4 for x1.

y-2=x+4 Distribute 1.
y=x+6 Add 2 to both sides.

Step 4 Solve the system to find the coordinates of the orthocenter.

⎧x = -2
⎨
⎩y = x + 6
y = -2 + 6 = 4 Substitute -2 for x.

The coordinates of the orthocenter are (-2, 4).

̶̶
3. Show that the altitude to JK passes through the orthocenter
of △JKL.

316 Chapter 5 Properties and Attributes of Triangles

 THINK AND DISCUSS
1. Draw a triangle in which a median and an altitude are the same
segment. What type of triangle is it?
2. Draw a triangle in which an altitude is also a side of the triangle.
What type of triangle is it?
3. The centroid of a triangle divides each median into two segments.
What is the ratio of the two lengths of each median?
4. GET ORGANIZED Copy and complete the graphic organizer.
Fill in the blanks to make each statement true.

�������� �����������
������������������������ ������������������������
���������� � �
���������� ����������
������������������ �
���������������� �
�����������������������
���������������

5-3
Exercises KEYWORD: MG7 5-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. The ? of a triangle is located __23 of the distance from each vertex to the
̶̶̶̶
midpoint of the opposite side. (centroid or orthocenter)
2. The ? of a triangle is perpendicular to the line containing a side.
̶̶̶̶
(altitude or median)

SEE EXAMPLE 1 VX = 204, and RW = 104. Find each length. �

p. 315 3. VW 4. WX �
� �
5. RY 6. WY �
� �

SEE EXAMPLE 2 7. Design The diagram shows a plan for � �������

�
p. 315 a piece of a mobile. A chain will hang
from the centroid of the triangle. � �������
At what coordinates should the artist �
attach the chain? � � ������� �

SEE EXAMPLE 3 Multi-Step Find the orthocenter of a triangle with the given vertices.
p. 316 8. K(2, -2), L(4, 6), M(8, -2)
9. U(-4, -9), V (-4, 6), W(5, -3)
10. P(-5, 8), Q(4, 5), R(-2, 5)
11. C (-1, -3), D(-1, 2), E (9, 2)

5- 3 Medians and Altitudes of Triangles 317

 PRACTICE AND PROBLEM SOLVING �
Independent Practice PA = 2.9, and HC = 10.8. Find each length.
For See
�
12. PC 13. HP �
Exercises Example
12–15 1 � �
14. JA 15. JP
� �
16 2
17–20 3 16. Design In the plan for a table, the triangular top has coordinates (0, 10), (4, 0),
and (8, 14). The tabletop will rest on a single support placed beneath it.
TEKS TAKS Where should the support be attached so that the table is balanced?
Skills Practice p. S12
Application Practice p. S32 Multi-Step Find the orthocenter of a triangle with the given vertices.
17. X(-2, -2), Y(6, 10), Z(6, -6) 18. G(-2, 5), H(6, 5), J(4, -1)
19. R(-8, 9), S(-2, 9), T(-2, 1) 20. A(4, -3), B(8, 5), C(8, -8)
�
Find each measure. ���
21. GL 22. PL
� �
23. HL 24. GJ �
� �
25. perimeter of △GHJ 26. area of △GHJ � �
�
Algebra Find the centroid of a triangle with the given vertices.
27. A(0, -4), B(14, 6), C (16, -8) 28. X(8, -1), Y(2, 7), Z(5, -3)

Find each length. �

29. PZ 30. PX �������

�
31. QZ 32. YZ �
��
Math History � �
������� �

33. Critical Thinking Draw an isosceles triangle and its line of symmetry. What are
four other names for this segment?

Tell whether each statement is sometimes, always, or never true. Support your
answer with a sketch.
34. A median of a triangle bisects one of the angles.

In 1678, Giovanni Ceva 35. If one altitude of a triangle is in the triangle’s exterior, then a second altitude is also
published his famous in the triangle’s exterior.
theorem that states the
36. The centroid of a triangle lies in its exterior.
conditions necessary for
three Cevians (segments 37. In an isosceles triangle, the altitude and median from the vertex angle are the same
from a vertex of a line as the bisector of the vertex angle.
triangle to the opposite
side) to be concurrent. 38. Write a two-column proof.
The medians and ̶̶ ̶̶ ̶̶ ̶̶ �
Given: PS and RT are medians of △PQR. PS ≅ RT
altitudes of a triangle
meet these conditions. Prove: △PQR is an isosceles triangle. � � �
Plan: Show that △PTR ≅ △RSP and use CPCTC
� �
to conclude that ∠QPR ≅ ∠QRP.
39. Write About It Draw a large triangle on a sheet of paper and cut it out.
Find the centroid by paper folding. Try to balance the shape on the tip of
your pencil at a point other than the centroid. Now try to balance the shape
at its centroid. Explain why the centroid is also called the center of gravity.

318 Chapter 5 Properties and Attributes of Triangles

40. This problem will prepare you for the Multi-Step TAKS Prep on page 328.
The towns of Davis, El Monte, and Fairview have
City Location
the coordinates shown in the table, where each
unit of the coordinate plane represents one mile. Davis D(0, 0)
A music company has stores in each city and a El Monte E(0, 8)
distribution warehouse at the centroid of △DEF.
Fairview F(8, 0)
a. What are the coordinates of the warehouse?
b. Find the distance from the warehouse to the
Davis store. Round your answer to the nearest tenth of a mile.
c. A straight road connects El Monte and Fairview. What is the
distance from the warehouse to the road?

̶̶ ̶̶ ̶̶̶
41. QT, RV, and SW are medians of △QRS. Which statement is �
NOT necessarily true?
2 QT � � �
QP = _ RT = ST
3
RP = 2PV QT = SW � �
�
42. Suppose that the orthocenter of a triangle lies outside the
triangle. Which points of concurrency are inside the triangle?
I. incenter II. circumcenter III. centroid
I and II only II and III only �
I and III only I, II, and III
�
43. In the diagram, which of the following correctly �
̶̶
describes LN ?
Altitude Median �
�
� �
Angle bisector Perpendicular bisector

CHALLENGE AND EXTEND

44. Draw an equilateral triangle.
a. Explain why the perpendicular bisector of any side contains the vertex opposite
that side.
b. Explain why the perpendicular bisector through any vertex also contains the
median, the altitude, and the angle bisector through that vertex.
c. Explain why the incenter, circumcenter, centroid, and orthocenter are the
same point.
45. Use coordinates to show that the lines containing �
�������
the altitudes of a triangle are concurrent.
̶̶ ̶̶ ̶̶
a. Find the slopes of RS, ST, and RT.
b. Find the slopes of lines ℓ, m, and n.
c. Write equations for lines ℓ, m, and n. �
d. Solve a system of equations to find the �������
point P where lines ℓ and m intersect. �
�
e. Show that line n contains P. ������� �
f. What conclusion can you draw?
�

5- 3 Medians and Altitudes of Triangles 319

 SPIRAL REVIEW
46. At a baseball game, a bag of peanuts costs $0.75 more than a bag of popcorn.
If a family purchases 5 bags of peanuts and 3 bags of popcorn for $21.75,
how much does one bag of peanuts cost? (Previous course)

Determine if each biconditional is true. If false, give a counterexample. (Lesson 2-4)

47. The area of a rectangle is 40 cm 2 if and only if the length of
the rectangle is 4 cm and the width of the rectangle is 10 cm. �

48. A nonzero number n is positive if and only if -n is negative. �

�
��� �
̶̶ ̶̶ ̶̶̶ �
NQ, QP, and QM are perpendicular bisectors of △JKL.

�
��
Find each measure. (Lesson 5-2) ��� �
� ���
49. KL 50. QJ 51. m∠JQL �

Construction Orthocenter of a Triangle

  

Draw a large scalene acute triangle Find the altitude of each side by Mark the point where the three
ABC on a piece of patty paper. folding the side so that it overlaps lines containing the altitudes
itself and so that the fold intersects intersect and label it P. P is the
the opposite vertex. orthocenter of △ABC.

1. Repeat the construction for a scalene obtuse triangle 2. Make a conjecture about the location of the
and a scalene right triangle. orthocenter in an acute, an obtuse, and a right
triangle.

KEYWORD: MG7 Career

Q: What high school math classes did you take?

A: Algebra 1, Geometry, and Statistics.

Q: What type of training did you receive?

A: In high school, I took classes in electricity, electronics, and drafting.
I began an apprenticeship program last year to prepare for the
exam to get my license.

Q: How do you use math?

Alex Peralta
Electrician
A: Determining the locations of outlets and circuits on blueprints
requires good spatial sense. I also use ratios and proportions,
calculate distances, work with formulas, and estimate job costs.

320 Chapter 5 Properties and Attributes of Triangles

 5-3
Special Points in Triangles
In this lab you will use geometry software to explore properties of
the four points of concurrency you have studied.

TEKS G.2.A Geometric structure: use constructions to

explore attributes of geometric figures and to make
Use with Lesson 5-3 conjectures about geometric relationships. Also G.9.B KEYWORD: MG7 Lab5

Activity
1 Construct a triangle.

2 Construct the perpendicular bisector of each

side of the triangle. Construct the point of
intersection of these three lines. This is the
circumcenter of the triangle. Label it U and
hide the perpendicular bisectors.

3 In the same triangle, construct the bisector of

each angle. Construct the point of intersection
of these three lines. This is the incenter of the
triangle. Label it I and hide the angle bisectors.

4 In the same triangle, construct the midpoint of

each side. Then construct the three medians.
Construct the point of intersection of these three
lines. Label the centroid C and hide the medians.

5 In the same triangle, construct the altitude

to each side. Construct the point of intersection
of these three lines. Label the orthocenter O
and hide the altitudes.

6 Move a vertex of the triangle and observe the

positions of the four points of concurrency.
In 1765, Swiss mathematician Leonhard Euler
showed that three of these points are always
collinear. The line containing them is called
the Euler line.

Try This
1. Which three points of concurrency lie on the Euler line?
2. Make a Conjecture Which point on the Euler line is always between the
other two? Measure the distances between the points. Make a conjecture about
the relationship of the distances between these three points.
3. Make a Conjecture Move a vertex of the triangle until all four points
of concurrency are collinear. In what type of triangle are all four points of
concurrency on the Euler line?
4. Make a Conjecture Find a triangle in which all four points of concurrency
coincide. What type of triangle has this special property?

5- 3 Technology Lab 321

 5-4 The Triangle
Midsegment Theorem
TEKS G.7.B Dimensionality and the geometry of location: use slopes and equations
of lines to investigate... special segments of triangles and other polygons.
Objective Why learn this?
Prove and use properties You can use triangle midsegments
of triangle midsegments. to make indirect measurements of
distances, such as the distance across
Vocabulary a volcano. (See Example 3.)
midsegment of a triangle

A midsegment of a triangle is a
segment that joins the midpoints of
Also G.2.A, G.2.B, G.3.B, two sides of the triangle. Every triangle
G.5.A, G.9.B has three midsegments, which form
the midsegment triangle.
�

� �����������������������
�
�������������������������

� �
�

EXAMPLE 1 Examining Midsegments in the Coordinate Plane

̶̶ �
In △GHJ, show that midsegment KL is ��������
parallel to GJ and that KL = __
�
̶̶ 1
2
GJ. �
�
Step 1 Find the coordinates of K and L. �������

( )
� �
̶̶̶ -7 + (-5) -2 + 6
mdpt. of GH = _, _ �
2 2
�� �
= (-6, 2) ��
���������
̶̶
(
-5 + 1 6 + 2
mdpt. of HJ = _, _ = (-2, 4)
2 2 )
̶̶ ̶̶
Step 2 Compare the slopes of KL and GJ.
̶̶ 4-2 1 ̶̶ 2 - (-2) 1
slope of KL = _ =_ slope of GJ = _ = _
(
-2 - -6 ) 2 (
1 - -7) 2
̶̶ ̶̶
Since the slopes are the same, KL ǁ GJ.
̶̶ ̶̶
Step 3 Compare the lengths of KL and GJ.

KL = √⎡⎣ 2
-2 - (-6)⎤⎦ + (4 - 2) = 2 √
5 2

GJ = √
2 2
⎡1 - (-7)⎤ + ⎡2 - (-2)⎤ = 4 √5
⎣ ⎦ ⎣ ⎦
1 (4 √
5=_
Since 2 √ 1 GJ.
5 ), KL = _
2 2

1. The vertices of △RST are R(-7, 0), S(-3, 6), and T (9, 2).
̶̶ ̶̶
M is the midpoint of RT, and N is the midpoint of ST.
̶̶̶ ̶̶
Show that MN ǁ RS and MN = __12 RS.

322 Chapter 5 Properties and Attributes of Triangles

 The relationship shown in Example 1 is true for the three midsegments of
every triangle.

Theorem 5-4-1 Triangle Midsegment Theorem

A midsegment of a triangle is parallel to a side of �

the triangle, and its length is half the length of �
that side. �
�
̶̶ ̶̶ 1 AC
DE ǁ AC, DE = _
2 �

You will prove Theorem 5-4-1 in Exercise 38.

EXAMPLE 2 Using the Triangle Midsegment Theorem

Find each measure.
�
A UW �
1 ST ���
UW = _ △ Midsegment Thm. �
2 ��� ���
�
UW = 1 (7.4)
_ Substitute 7.4 for ST.
2 �
UW = 3.7 Simplify.
�
B m∠SVU
̶̶̶ ̶̶
UW ǁ ST △ Midsegment Thm.
m∠SVU = m∠VUW Alt. Int.  Thm.
m∠SVU = 41° Substitute 41° for m∠VUW.

� �
Find each measure. �
2a. JL 2b. PM 2c. m∠MLK ��
���� �
� ��
�

EXAMPLE 3 Indirect Measurement Application C

Anna wants to find the distance across the base of 700 m 920 m
Capulin Volcano, an extinct volcano in New Mexico. 775 m
B D
She measures a triangle at one side of the volcano
as shown in the diagram. What is AE ? 700 m 920 m

1 AE A E
BD = _ △ Midsegment Thm.
2
1 AE
775 = _ Substitute 775 for BD.
2
1550 = AE Multiply both sides by 2.
The distance AE across the base of the volcano is about 1550 meters.

3. What if…? Suppose Anna’s

result in Example 3 is correct.
To check it, she measures a A E
second triangle. How many 640 m 1005 m
meters will she measure H F
between H and F? 640 m 1005 m
G

5- 4 The Triangle Midsegment Theorem 323

 THINK AND DISCUSS � �
̶̶
1. Explain why XY is NOT a midsegment of � �
the triangle. � �

2. GET ORGANIZED Copy and complete

���������� ����������
the graphic organizer. Write the definition
of a triangle midsegment and list ��������
its properties. Then draw an example ����������
and a nonexample.
������� ����������

5-4
Exercises KEYWORD: MG7 5-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary The midsegment of a triangle joins the ? of two sides of the
̶̶̶̶
triangle. (endpoints or midpoints)
̶̶
SEE EXAMPLE 1 2. The vertices of △PQR are P(-4, -1), Q(2, 9), and R(6, 3). S is the midpoint of PQ,
̶̶ ̶̶ ̶̶
p. 322 and T is the midpoint of QR. Show that ST ǁ PR and ST = __12 PR.

SEE EXAMPLE 2 Find each measure. �

p. 323 3. NM 4. XZ ����
� ��� �
5. NZ 6. m∠LMN
7. m∠YXZ 8. m∠XLM � �
� ���
�
SEE EXAMPLE 3 9. Architecture In this A-frame house,
̶̶
p. 323 the width of the first floor XZ is 30 feet.
̶̶
The second floor CD is slightly above
and parallel to the midsegment of △XYZ. � �
Is the width of the second floor more
or less than 5 yards? Explain.
�
�

PRACTICE AND PROBLEM SOLVING

Independent Practice 10. The vertices of △ABC are A(-6, 11), B(6, -3), and C(-2, -5). D is the midpoint
̶̶ ̶̶ ̶̶ ̶̶
For See
Exercises Example
of AC, and E is the midpoint of AB. Show that DE ǁ CB and DE = __12 CB.
10 1 �
Find each measure. �
11–16 2 �
17 3 11. GJ 12. RQ ���
��
13. RJ 14. m∠PQR �� �
TEKS TAKS �
Skills Practice p. S12
15. m∠HGJ 16. m∠GPQ
Application Practice p. S32
�

324 Chapter 5 Properties and Attributes of Triangles

17. Carpentry In each support for the garden swing, �
̶̶
the crossbar DE is attached at the midpoints
̶̶ ̶̶
of legs BA and BC. The distance AC is 4__12 feet.
The carpenter has a timber that is 30 inches long.
� �
Is this timber long enough to be used as one of
the crossbars? Explain.
�
�

△KLM is the midsegment triangle of △GHJ. ��

�
�������������������
�
18. What is the perimeter of △GHJ?
� �������� �
19. What is the perimeter of △KLM? ������ �
��������
� �
20. What is the relationship between the perimeter
of △GHJ and the perimeter of △KLM? �

Algebra Find the value of n in each triangle.

21. 22. 23. ��

����� ������
�� ��
��

24. 25. ��
26.
��� �������
�����
������� ��

27. /////ERROR ANALYSIS///// Below are two solutions for �

finding BC. Which is incorrect? Explain the error.
� � �
��
���������� ����������
� �
���������� ������������ �
������� ���������

̶̶
28. Critical Thinking Draw scalene △DEF. Label X as the midpoint of DE,
̶̶ ̶̶
Y as the midpoint of EF, and Z as the midpoint of DF. Connect the three
midpoints. List all of the congruent angles in your drawing.
29. Estimation The diagram shows the sketch
Market Street (440 ft)
for a new street. Parallel parking spaces
Lake Avenue

will be painted on both sides of the street.

New street d
Each parallel parking space is 23 feet long. oa
el dR
About how many parking spaces can the city gfi
rin
Sp
accommodate on both sides of the new street?
Explain your answer.
̶̶ ̶̶ ̶̶
CG, EH, and FJ are midsegments of △ABD, △GCD, �
and △GHE, respectively. Find each measure.
30. CG 31. EH 32. FJ � ��
�
33. m∠DCG 34. m∠GHE 35. m∠FJH � �
� ���
36. Write About It An isosceles triangle has � �
� ��
two congruent sides. Does it also have two
congruent midsegments? Explain.

5- 4 The Triangle Midsegment Theorem 325

 37. This problem will prepare you for the Multi-Step TAKS Prep on page 328.
The figure shows the roads connecting towns A, B, and C. �
A music company has a store in each town and a ������
̶̶
distribution warehouse W at the midpoint of road XY.
� �
a. What is the distance from the warehouse to point X? �
����
b. A truck starts at the warehouse, delivers instruments to
� �
the stores in towns A, B, and C (in this order) and then ����
returns to the warehouse. What is the total length of
the trip, assuming the driver takes the shortest possible route?

38. Use coordinates to prove the Triangle Midsegment Theorem.

̶̶
a. M is the midpoint of PQ. What are its coordinates? � ���������
̶̶
b. N is the midpoint of QR. What are its coordinates?
̶̶ ̶̶̶ � �
c. Find the slopes of PR and MN. What can you
conclude? �

d. Find PR and MN. What can you conclude? ������� ��������

̶̶ ̶̶
39. PQ is a midsegment of △RST. What is the length of RT? �
9 meters
�
21 meters �
���������
45 meters � �
�����������
63 meters
̶̶
40. In △UVW, M is the midpoint of VU, and N is the
̶̶̶
midpoint of VW. Which statement is true?
VM = VN VU = 2VM
MN = UV VW = _1 VN
2
41. △XYZ is the midsegment triangle of △JKL, XY = 8, � ��
� �
YK = 14, and m∠YKZ = 67°. Which of the following ���
�
measures CANNOT be determined?
� �
KL m∠XZL
JY m∠KZY �

CHALLENGE AND EXTEND

42. Multi-Step The midpoints of the sides of a triangle are A(-6, 3), B(2, 1),
and C (0, -3). Find the coordinates of the vertices of the triangle.
43. Critical Thinking Classify the midsegment triangle of an equilateral triangle
by its side lengths and angle measures.

Algebra Find the value of n in each triangle.

44. 45.
�� �� �����
������
� ������� ���

326 Chapter 5 Properties and Attributes of Triangles

 46. △XYZ is the midsegment triangle of △PQR. �
Write a congruence statement involving
all four of the smaller triangles. What is � �
the relationship between the area of
△XYZ and △PQR? � �
�
̶̶ ̶̶ ̶̶
47. AB is a midsegment of △XYZ. CD is a midsegment of △ABZ. EF
̶̶̶
is a midsegment of △CDZ, and GH is a midsegment of △EFZ.
a. Copy and complete the table. �
� � �
Number of � � �
1 2 3 4
Midsegment
� � �
Length of
Midsegment
� � �
b. If this pattern continues, what will be the
length of midsegment 8?
c. Write an algebraic expression to represent
the length of midsegment n. (Hint: Think of
the midsegment lengths as powers of 2.)
� �
��

SPIRAL REVIEW
Suppose a 2% acid solution is mixed with a 3% acid solution. Find the percent of
acid in each mixture. (Previous course)
48. a mixture that contains an equal amount of 2% acid solution and 3% acid solution
49. a mixture that contains 3 times more 2% acid solution than 3% acid solution

A figure has vertices G(-3, -2), H(0, 0), J(4, 1), and K (1, -2).
Given the coordinates of the image of G under a translation, �
find the coordinates of the images of H, J, and K. (Lesson 1-7)
�
50. (-3, 2) 51. (1, -4) 52. (3, 0) � �
�
��� ���
Find each length. (Lesson 5-3)
� �
53. NX 54. MR 55. NP �

Construction Midsegment of a Triangle

 �  �  �

� � � �

� � � � � �

̶̶ ̶̶
Draw a large triangle. Label the Construct the midpoints of AB Draw the midsegment XY.
̶̶
vertices A, B, and C. and BC. Label the midpoints X
and Y, respectively.
̶̶ ̶̶ ̶̶
1. Using a ruler, measure XY and AC. How are the two 2. How can you use a protractor to verify that XY
̶̶
lengths related? is parallel to AC?

5- 4 The Triangle Midsegment Theorem 327

 SECTION 5A

Segments in Triangles
Location Contemplation �
��
A chain of music stores has locations in ������
��������
Ashville, Benton, and Carson. ��
The directors of the company are
��
using a coordinate plane to decide
on the location for a new distribution �� �������� ������
warehouse. Each unit on the plane ������ ������� �
represents one mile. � �� �� �� ��

1. A plot of land is available at the centroid of the triangle formed

by the three cities. What are the coordinates for this location?
2. If the directors build the warehouse at the centroid, about how far
will it be from each of the cities?
3. Another plot of land is available at the orthocenter of the triangle.
What are the coordinates for this location?
4. About how far would the warehouse be from each city if it were
built at the orthocenter?
5. A third option is to build the warehouse at the circumcenter of
the triangle. What are the coordinates for this location?
6. About how far would the warehouse be from each city if it were
built at the circumcenter?
7. The directors decide that the warehouse should be equidistant
from each city. Which location should they choose?

328 Chapter 5 Properties and Attributes of Triangles

 SECTION 5A

Quiz for Lessons 5-1 Through 5-4

5-1 Perpendicular and Angle Bisectors
Find each measure.
1. PQ � 2. JM 3. AC �
��� � �������
� � � � �
��� ���
��� ��
� � ������
��� � �

4. Write an equation in point-slope form for the perpendicular bisector of the segment
with endpoints M(-1, -3) and N (7, 1).

5-2 Bisectors of Triangles

̶̶ ̶̶ ̶̶ ̶̶ ̶̶
5. PX, PY, and PZ are the perpendicular 6. JK and HK are angle bisectors of △GHJ.
̶̶
bisectors of △RST. Find PS and XT. Find m∠GJK and the distance from K to HJ.
� ���
� ���� �
���� � �
���
��
� � �
�� �
��
�
����
� �

7. Find the circumcenter of △TVO with vertices T (9, 0), V (0, -4), and O(0, 0).

5-3 Medians and Altitudes of Triangles

�
8. In △DEF, BD = 87, and WE = 38. Find BW, CW, and CE.
9. Paula cuts a triangle with vertices at coordinates (0, 4), (8, 0),
and (10, 8) from grid paper. At what coordinates should she �
� �
place the tip of a pencil to balance the triangle?
10. Find the orthocenter of △PSV with vertices P (2, 4), S(8, 4), �
and V (4, 0). � �

5-4 The Triangle Midsegment Theorem

11. Find ZV, PM, and m∠RZV 12. What is the distance XZ
in △JMP. across the pond?
�
�� �
�
� ���� ����
��
� �
���� ����
� ��� � ����

� �

Ready to Go On? 329

 Solving Compound
Inequalities
Algebra
To solve an inequality, you use the Properties of Inequality
and inverse operations to undo the operations in the inequality
one at a time.
See Skills Bank
page S60
Properties of Inequality

PROPERTY ALGEBRA
Addition Property If a < b, then a + c < b + c.
Subtraction Property If a < b, then a - c < b - c.
If a < b and c > 0, then ac < bc.
Multiplication Property
If a < b and c < 0, then ac > bc.
a <_
If a < b and c > 0, then _ b.
c c
Division Property a >_
b.
If a < b and c < 0, then _
c c
Transitive Property If a < b and b < c, then a < c.
Comparison Property If a + b = c and b > 0, then a < c.

A compound inequality is formed when two simple inequalities are combined into
one statement with the word and or or. To solve a compound inequality, solve
each simple inequality and find the intersection or union of the solutions. The graph
of a compound inequality may represent a line, a ray, two rays, or a segment.

Example
Solve the compound inequality 5 < 20 - 3a ≤ 11. What geometric figure does
the graph represent?

5 < 20 - 3a AND 20 - 3a ≤ 11 Rewrite the compound inequality as two

simple inequalities.
-15 < -3a AND -3a ≤ -9 Subtract 20 from both sides.

5>a AND a≥3 Divide both sides by -3 and reverse the

inequality symbols.
3≤a<5 Combine the two solutions into a single statement.

� � � � � � � �
The graph represents a segment.

Try This TAKS Grades 9–11 Obj. 4

Solve. What geometric figure does each graph represent?

1. -4 + x > 1 OR -8 + 2x < -6 2. 2x - 3 ≥ -5 OR x - 4 > -1
3. -6 < 7 - x ≤ 12 4. 22 < -2 - 2x ≤ 54
5. 3x ≥ 0 OR x + 5 < 7 6. 2x - 3 ≤ 5 OR -2x + 3 ≤ -9

330 Chapter 5 Properties and Attributes of Triangles

 5-5
Explore Triangle Inequalities
Many of the triangle relationships you have learned so far involve a
statement of equality. For example, the circumcenter of a triangle
is equidistant from the vertices of the triangle, and the incenter is
equidistant from the sides of the triangle. Now you will investigate
some triangle relationships that involve inequalities.
Use with Lesson 5-5 TEKS G.9.B Congruence and the geometry of size: formulate and test
conjectures about ... polygons and their component parts based on
explorations and concrete models. Also G.5.B

Activity 1
1 Draw a large scalene triangle. Label the vertices A, B, and C.

2 Measure the sides and the angles. Copy the table below and
record the measures in the first row.

BC AC AB m∠A m∠B m∠C

Triangle 1
Triangle 2
Triangle 3
Triangle 4

Try This
1. In the table, draw a circle around the longest side length, and draw a circle around
the greatest angle measure of △ABC. Draw a square around the shortest side
length, and draw a square around the least angle measure.
2. Make a Conjecture Where is the longest side in relation to the largest angle?
Where is the shortest side in relation to the smallest angle?
3. Draw three more scalene triangles and record the measures in the table.
Does your conjecture hold?

Activity 2
1 Cut three sets of chenille stems to the following lengths.
3 inches, 4 inches, 6 inches
3 inches, 4 inches, 7 inches
3 inches, 4 inches, 8 inches

2 Try to make a triangle with each set of chenille stems.

Try This
4. Which sets of chenille stems make a triangle?
5. Make a Conjecture For each set of chenille stems, compare the sum of
any two lengths with the third length. What is the relationship?
6. Select a different set of three lengths and test your conjecture.
Does your conjecture hold?

5- 5 Geometry Lab 331

 5-5 Indirect Proof and Inequalities
in One Triangle
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.3.C, G.3.E, G.5.B
Objectives Why learn this?
Write indirect proofs. You can use a triangle inequality to

1996 ©GarLanCo/Distributed by Universal Press Syndicate

Apply inequalities in find a reasonable range of values for
one triangle. an unknown distance. (See Example 5.)

Vocabulary So far you have written proofs using direct

indirect proof
reasoning. You began with a true hypothesis
and built a logical argument to show that a
conclusion was true. In an indirect proof ,
you begin by assuming that the conclusion
is false. Then you show that this assumption
leads to a contradiction. This type of proof
is also called a proof by contradiction.

When writing an Writing an Indirect Proof

indirect proof, look
for a contradiction of 1. Identify the conjecture to be proven.
one of the following:
the given information, 2. Assume the opposite (the negation) of the conclusion is true.
a definition, a 3. Use direct reasoning to show that the assumption leads to a contradiction.
postulate, or a
theorem. 4. Conclude that since the assumption is false, the original conjecture must be true.

EXAMPLE 1 Writing an Indirect Proof

Write an indirect proof that a right triangle cannot have an obtuse angle.
Step 1 Identify the conjecture to be proven. �
Given: △JKL is a right triangle.
Prove: △JKL does not have an obtuse angle.
Step 2 Assume the opposite of the conclusion. � �
Assume △JKL has an obtuse angle. Let ∠K be obtuse.
Step 3 Use direct reasoning to lead to a contradiction.
m∠K + m∠L = 90° The acute  of a rt. △ are comp.
m∠K = 90° - m∠L Subtr. Prop. of =
m∠K > 90° Def. of obtuse ∠
90° - m∠L > 90° Substitute 90° - m∠L for m∠K.
m∠L < 0° Subtract 90° from both sides and solve for m∠L.
However, by the Protractor Postulate, a triangle cannot have an angle
with a measure less than 0°.
Step 4 Conclude that the original conjecture is true.
The assumption that △JKL has an obtuse angle is false.
Therefore △JKL does not have an obtuse angle.

1. Write an indirect proof that a triangle cannot have

two right angles.

332 Chapter 5 Properties and Attributes of Triangles

 The positions of the longest and shortest sides of a triangle are related to the
positions of the largest and smallest angles.

Theorems Angle-Side Relationships in Triangles

THEOREM HYPOTHESIS CONCLUSION

5-5-1 If two sides of a triangle are not �
congruent, then the larger angle
is opposite the longer side. m∠C > m∠A
(In △, larger ∠ is opp. longer side.) � �
AB > BC

5-5-2 If two angles of a triangle are �

not congruent, then the longer
�
side is opposite the larger angle. XY > XZ
(In △, longer side is opp. larger ∠.) �
m∠Z > m∠Y

You will prove Theorem 5-5-1 in Exercise 67.

PROOF Theorem 5-5-2 �

Given: m∠P > m∠R

Prove: QR > QP
Indirect Proof: � �
Consider all cases Assume QR ≯ QP. This means that either QR < QP or QR = QP.
when you assume
the opposite. If the Case 1 If QR < QP, then m∠P < m∠R because the larger angle is opposite
conclusion is QR > QP, the longer side. This contradicts the given information. So QR ≮ QP.
the negation includes
QR < QP and Case 2 If QR = QP, then m∠P = m∠R by the Isosceles Triangle Theorem.
QR = QP. This also contradicts the given information, so QR ≠ QP.
The assumption QR ≯ QP is false. Therefore QR > QP.

EXAMPLE 2 Ordering Triangle Side Lengths and Angle Measures

����
�

A Write the angles in order from smallest to largest.

̶̶ �
The shortest side is GJ, so the smallest angle is ∠H. ����
̶̶
The longest side is HJ, so the largest angle is ∠G. ����
The angles from smallest to largest are ∠H, ∠J, and ∠G.
�
B Write the sides in order from shortest to longest. �
m∠M = 180° - (39° + 54°) = 87° △ Sum Thm.
̶̶̶
The smallest angle is ∠L, so the shortest side is KM. ���
̶̶
The largest angle is ∠M, so the longest side is KL.
̶̶̶ ̶̶̶ ̶̶ ���
The sides from shortest to longest are KM, LM, and KL. � �

2a. Write the angles in order 2b. Write the sides in order
from smallest to largest. from shortest to longest.
�
����
� �

� �� ���
� �
�

5- 5 Indirect Proof and Inequalities in One Triangle 333

 A triangle is formed by three segments, but not every set of three segments can
form a triangle.

Segments with lengths of 7, 4, Segments with lengths of 7, 3, and

and 4 can form a triangle. 3 cannot form a triangle.

� � � �

� �

A certain relationship must exist among the lengths of three segments in order
for them to form a triangle.

Theorem 5-5-3 Triangle Inequality Theorem

The sum of any two side lengths of a triangle is greater �

than the third side length.
AB + BC > AC
BC + AC > AB
AC + AB > BC � �

You will prove Theorem 5-5-3 in Exercise 68.

EXAMPLE 3 Applying the Triangle Inequality Theorem

Tell whether a triangle can have sides with the given lengths. Explain.
A 3, 5, 7
3+57 3+75 5+73
8>7 ✓ 10 > 5 ✓ 12 > 3 ✓
Yes—the sum of each pair of lengths is greater than the third length.

B 4, 6.5, 11
4 + 6.5  11
To show that three
lengths cannot be 10.5 ≯ 11
the side lengths of No—by the Triangle Inequality Theorem, a triangle cannot have
a triangle, you only these side lengths.
need to show that
one of the three C n + 5, n 2, 2n, when n = 3
triangle inequalities
is false. Step 1 Evaluate each expression when n = 3.
n+5 n2 2n
3+5 3 2
2 (3)
8 9 6
Step 2 Compare the lengths.
8+96 8+69 9+68
17 > 6 ✓ 14 > 9 ✓ 15 > 8 ✓
Yes—the sum of each pair of lengths is greater than the third length.

Tell whether a triangle can have sides with the given lengths.
Explain.
3a. 8, 13, 21 3b. 6.2, 7, 9 3c. t - 2, 4t, t 2 + 1, when t = 4

334 Chapter 5 Properties and Attributes of Triangles

EXAMPLE 4 Finding Side Lengths
The lengths of two sides of a triangle are 6 centimeters and 11 centimeters.
Find the range of possible lengths for the third side.
Let s represent the length of the third side. Then apply the Triangle
Inequality Theorem.
s + 6 > 11 s + 11 > 6 6 + 11 > s
s>5 s > -5 17 > s
Combine the inequalities. So 5 < s < 17. The length of the third side is
greater than 5 centimeters and less than 17 centimeters.

4. The lengths of two sides of a triangle are 22 inches and

17 inches. Find the range of possible lengths for the third side.

EXAMPLE 5 Travel Application 377

Mason
183
35

The map shows the approximate 87

Johnson
distances from San Antonio to City
Austin
290
Mason and from San Antonio 10

to Austin. What is the range of 111 mi 281 San

Marcos
distances from Mason to Austin? 78 mi 10

Let d be the distance from San Antonio Seguin

90
Mason to Austin. 35

d + 111 > 78 d + 78 > 111 111 + 78 > d △ Inequal. Thm.

d > -33 d > 33 189 > d Subtr. Prop. of Inequal.
33 < d < 189 Combine the
ge07se_c05l05002a
inequalities.
ABeckmann
The distance from Mason to Austin is greater
than 33 miles and less than 189 miles.

5. The distance from San Marcos to Johnson City is 50 miles,

and the distance from Seguin to San Marcos is 22 miles.
What is the range of distances from Seguin to Johnson City?

THINK AND DISCUSS

1. To write an indirect proof that an angle is obtuse, a student assumes
that the angle is acute. Is this the correct assumption? Explain.
2. Give an example of three measures that can
be the lengths of the sides of a triangle.
Give an example of three lengths that �
cannot be the sides of a triangle.
� �
3. GET ORGANIZED Copy and
complete the graphic organizer.
In each box, explain what you ������� �������
��������
know about △ABC as a result ����������
����� �����
�������
of the theorem.

5- 5 Indirect Proof and Inequalities in One Triangle 335

 5-5
Exercises KEYWORD: MG7 5-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Describe the process of an indirect proof in your own words.

SEE EXAMPLE 1 Write an indirect proof of each statement.

p. 332 2. A scalene triangle cannot have two congruent angles.
3. An isosceles triangle cannot have a base angle that is a right angle.

SEE EXAMPLE 2 4. Write the angles in order 5. Write the sides in order
p. 333 from smallest to largest. from shortest to longest.
� �
�� ���
���� � ���
�
� �� �

SEE EXAMPLE 3 Tell whether a triangle can have sides with the given lengths. Explain.
p. 334 6. 4, 7, 10 7. 2, 9, 12 8. 3_1 , 3_
1, 6 9. 3, 1.1, 1.7
2 2
10. 3x, 2x - 1, x 2, when x = 5 11. 7c + 6, 10c - 7, 3c 2, when c = 2

SEE EXAMPLE 4 The lengths of two sides of a triangle are given. Find the range of possible lengths
p. 335 for the third side.
12. 8 mm, 12 mm 13. 16 ft, 16 ft 14. 11.4 cm, 12 cm

SEE EXAMPLE 5 15. Design The refrigerator, stove, and sink in ����
p. 335 a kitchen are at the vertices of a path called
the work triangle.
a. If the angle at the sink is the largest, which
side of the work triangle will be the longest?
�����
b. The designer wants the longest side of this
triangle to be 9 feet long. Can the lengths of
the other sides be 5 feet and 4 feet? Explain. ������

PRACTICE AND PROBLEM SOLVING

Independent Practice Write an indirect proof of each statement.
For See
Exercises Example 16. A scalene triangle cannot have two congruent midsegments.
16–17 1 17. Two supplementary angles cannot both be obtuse angles.
18–19 2
18. Write the angles in order 19. Write�����������������
the sides in order
20–25 3
from smallest to largest. from ���������
shortest to longest.
26–31 4
32 5 � �
�
����
����
TEKS TAKS � ���
Skills Practice p. S13 ���� � �
Application Practice p. S32
Tell whether a triangle can have sides with the given lengths. Explain.
20. 6, 10, 15 21. 14, 18, 32 22. 11.9, 5.8, 5.8 23. 103, 41.9, 62.5
24. z + 8, 3z + 5, 4z - 11, when z = 6 25. m + 11, 8m, m 2 + 1, when m = 3

336 Chapter 5 Properties and Attributes of Triangles

 The lengths of two sides of a triangle are given. Find the range of possible lengths
for the third side.
26. 4 yd, 19 yd 27. 28 km, 23 km 28. 9.2 cm, 3.8 cm
Bicycles 5 in.
1 in., 3_ 5 ft, 6_
1 ft
29. 3.07 m, 1.89 m 30. 2_ 31. 3_
8 8 6 2
32. Bicycles The five steel tubes of this B
mountain bike frame form two triangles. 54.1 cm
List the five tubes in order from shortest 50.8 cm
to longest. Explain your answer. 50º C

33. Critical Thinking The length of A 64º

the base of an isosceles triangle is 15. 66º 56º
Lance Armstrong, What is the range of possible lengths
of Austin, broke his
for each leg? Explain. D
own record in 2005
and became the first
person to win seven List the sides of each triangle in order from shortest to longest.
consecutive titles in the 34. � 35. �
Tour de France cycling ��������� ����������
competition. Only one
other person has won �����������
five consecutive times.
� �
� ��� ���������
�
ge07se_ c05105005aa
In each set of statements,
1st Pass name the two that contradict each other.
2/7/05triangle.
36. △PQR is a right 37. ∠Y is supplementary to ∠Z.
N Patel
△PQR is a scalene triangle. m∠Y < 90°
△PQR is an acute triangle. ∠Y is an obtuse angle.
̶̶ ̶̶ ̶̶
38. △JKL is isosceles with base JL. 39. AB ⊥ BC
̶̶ ̶̶
In △JKL, m∠K > m∠J AB ≅ CD
̶̶ ̶̶
In △JKL, JK > LK AB ǁ BC
40. Figure A is a polygon. 41. x is even.
Figure A is a triangle. x is a multiple of 4.
Figure A is a quadrilateral. x is prime.

Compare. Write <, >, or =. �

�
42. QS PS 43. PQ QS ���
���
44. QS QR 45. QS RS ���
���
� �
46. PQ RS 47. RS PS
� �
�
48. m∠ABE m∠BEA 49. m∠CBE m∠CEB
� �
� �
50. m∠DCE m∠DEC 51. m∠DCE m∠CDE � �
52. m∠ABE m∠EAB 53. m∠EBC m∠ECB � �
�
List the angles of △JKL in order from smallest to largest.
54. J(-3, -2), K(3, 6), L(8, -2) 55. J(-5, -10), K(-5, 2), L(7, -5)
56. J(-4, 1), K(-3, 8), L(3, 4) 57. J(-10, -4), K(0, 3), L(2, -8)
58. Critical Thinking An attorney argues that her client did not commit a burglary
because a witness saw her client in a different city at the time of the burglary.
Explain how this situation is an example of indirect reasoning.

5- 5 Indirect Proof and Inequalities in One Triangle 337

 59. This problem will prepare you for the Multi-Step TAKS Prep on page 364.
The figure shows an airline’s routes between four cities. ������ �
a. The airline’s planes fly at an average speed of �
500 mi/h. What is the range of time it might take ������
������
to fly from Auburn (A) to Raymond (R)?
b. The airline offers one frequent-flier mile for every � �
mile flown. Is it possible to earn 1800 miles by flying
from Millford (M) to Auburn (A)? Explain.

Multi-Step Each set of expressions represents the lengths of

the sides of a triangle. Find the range of possible values of n.
60. n, 6, 8 61. 2n, 5, 7 62. n + 1, 3, 6
63. n + 1, n + 2, n + 3 64. n + 2, n + 3, 3n - 2 65. n, n + 2, 2n + 1
66. Given that P is in the interior of △XYZ, prove that XY + XP + PZ > YZ.
67. Complete the proof of Theorem 5-5-1 �
by filling in the blanks.
� �
Given: RS > RQ
Prove: m∠RQS > m∠S �
�
� �
Proof:
̶̶ ̶̶ ̶̶
Locate P on RS so that RP = RQ. So RP ≅ RQ by a. ? . Then ∠1 ≅ ∠2
̶̶̶̶
by b. ? , and m∠1 = m∠2 by c. ? . By the Angle Addition Postulate,
̶̶̶̶ ̶̶̶̶
m∠RQS = d. ? . So m∠RQS > m∠1 by the Comparison Property of
̶̶̶̶
Inequality. Then m∠RQS > m∠2 by e. ? . By the Exterior Angle Theorem,
̶̶̶̶
m∠2 = m∠3 + f. ? . So m∠2 > m∠S by the Comparison Property of
̶̶̶̶
Inequality. Therefore m∠RQS > m∠S by g. ? .
̶̶̶̶ �
68. Complete the proof of the Triangle Inequality Theorem.
� �
Given: △ABC
Prove: AB + BC > AC, AB + AC > BC, AC + BC > AB �
�
�
Proof: �
One side of △ABC is as long as or longer than each of the other sides.
̶̶
Let this side be AB. Then AB + BC > AC, and AB + AC > BC. Therefore what
remains to be proved is AC + BC > AB.

Statements Reasons

1. a. ? 1. Given
̶̶̶̶
2. Locate D on AC
 so that BC = DC. 2. Ruler Post.
3. AC + DC = b. ? 3. Seg. Add. Post.
̶̶̶̶
4. ∠1 ≅ ∠2 4. c. ?
̶̶̶̶
5. m∠1 = m∠2 5. d. ?
̶̶̶̶
6. m∠ABD = m∠2 + e. ? 6. ∠ Add. Post.
̶̶̶̶
7. m∠ABD > m∠2 7. Comparison Prop. of Inequal.
8. m∠ABD > m∠1 8. f. ?
̶̶̶̶
9. AD > AB 9. g. ?
̶̶̶̶
10. AC + DC > AB 10. h. ?
̶̶̶̶
11. i. ? 11. Subst.
̶̶̶̶

69. Write About It Explain why the hypotenuse is always the longest side of a
right triangle. Explain why the diagonal of a square is longer than each side.

338 Chapter 5 Properties and Attributes of Triangles

70. The lengths of two sides of a triangle are 3 feet and 5 feet. Which could be
the length of the third side?
3 feet 8 feet 15 feet 16 feet

71. Which statement about △GHJ is false? �

GH < GJ GH + HJ < GJ
m∠H > m∠J △GHJ is a scalene triangle.
��� ���
72. In △RST, m∠S = 92°. Which is the longest side of △RST? �
̶̶ ̶̶ �
RS RT
̶̶
ST Cannot be determined

CHALLENGE AND EXTEND

73. Probability A bag contains five sticks. The lengths of the sticks are 1 inch, 3 inches,
5 inches, 7 inches, and 9 inches. Suppose you pick three sticks from the bag at
random. What is the probability you can form a triangle with the three sticks?
74. Complete this indirect argument that √ 2 is irrational. Assume that a. ? .
p ̶̶̶̶
Then  √ __
2 = q , where p and q are positive integers that have no common factors.
Thus 2 = b. ? , and p 2 = c. ? . This implies that p 2 is even, and thus
̶̶̶̶ ̶̶̶̶
p is even. Since p 2 is the square of an even number, p 2 is divisible by 4 because
d. ? . But then q 2 must be even because e. ? , and so q is even. Then p and
̶̶̶̶ ̶̶̶̶
q have a common factor of 2, which contradicts the assumption that p and q have
no common factors.
75. Prove that the perpendicular segment from a point to �
a line is the shortest segment from the point to the line.
̶̶
Given: PX ⊥ ℓ. Y is any point on ℓ other than X.
Prove: PY > PX � � �
Plan: Show that ∠2 and ∠P are complementary. Use � �
the Comparison Property of Inequality to show that
90° > m∠2. Then show that m∠1 > m∠2 and thus PY > PX.

SPIRAL REVIEW
Write the equation of each line in standard form. (Previous course)
76. the line through points (-3, 2) and (-1, -2)
77. the line with slope 2 and x-intercept of -3

Show that the triangles are congruent for the given value of the variable. (Lesson 4-4)
78. △PQR ≅ △TUS, when x = -1 79. △ABC ≅ △EFD, when p = 6
� � �
� �
���������� � �
�� �����
� ����� � ����������
� �� ������
�
� � ����
�� �����
� �
�
� ��

Find the orthocenter of a triangle with the given vertices. (Lesson 5-3)
80. R(0, 5), S(4, 3), T (0, 1) 81. M(0, 0), N (3, 0), P (0, 5)

5- 5 Indirect Proof and Inequalities in One Triangle 339

 5-6 Inequalities in
Two Triangles
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures and their properties. Also G.3.E
Objective Who uses this?
Apply inequalities in Designers of this circular swing
two triangles. ride can use the angle of the
swings to determine how high
the chairs will be at full speed.
(See Example 2.)

In this lesson, you will apply

inequality relationships between two triangles.

Theorems Inequalities in Two Triangles

THEOREM HYPOTHESIS CONCLUSION

5-6-1 Hinge Theorem �
If two sides of one triangle
are congruent to two sides
of another triangle and � �
� BC > EF
the included angles are not
congruent, then the longer
third side is across from the � �
larger included angle. m∠A > m∠D

5-6-2 Converse of the

�
Hinge Theorem
If two sides of one triangle
are congruent to two sides
� � � m∠ J > m∠M
of another triangle and
the third sides are not
congruent, then the larger � �
included angle is across
from the longer third side. GH > KL

You will prove Theorem 5-6-1 in Exercise 35.

PROOF Converse of the Hinge Theorem �

̶̶ ̶̶ ̶̶ ̶̶ �
Given: PQ ≅ XY, PR ≅ XZ, QR > YZ
Prove: m∠P > m∠X
� � � �
Indirect Proof:
Assume m∠P ≯ m∠X. So either m∠P < m∠X, or m∠P = m∠X.
Case 1 If m∠P < m∠X, then QR < YZ by the Hinge Theorem.
This contradicts the given information that QR > YZ. So m∠P ≮ m∠X.
Case 2 If m∠P = m∠X, then ∠P ≅ ∠X. So △PQR ≅ △XYZ by SAS.
̶̶ ̶̶
Then QR ≅ YZ by CPCTC, and QR = YZ. This also contradicts
the given information. So m∠P ≠ m∠X.
The assumption m∠P ≯ m∠X is false. Therefore m∠P > m∠X.

340 Chapter 5 Properties and Attributes of Triangles

EXAMPLE 1 Using the Hinge Theorem and Its Converse

A Compare m∠PQS and m∠RQS. �

Compare the side lengths in △PQS and △RQS. � �
PQ = RQ QS = QS PS > RS
By the Converse of the Hinge Theorem, � ��� � ��� �
m∠PQS > m∠RQS.

B Compare KL and MN. �

�
�
Compare the sides and angles in △KLN and △MNL. ���

KN = ML LN = LN m∠LNK < m∠NLM

���
By the Hinge Theorem, KL < MN. � � �

C Find the range of values for z.

�
Step 1 Compare the side lengths in ��
△TUV and △TWV. ���������
� �
TV = TV VU = VW TU < TW ���
By the Converse of the Hinge Theorem, ��
m∠UVT < m∠WVT. �
6z - 3 < 45 Substitute the given values.
z<8 Add 3 to both sides and divide both sides by 6.

Step 2 Since ∠UVT is in a triangle, m∠UVT > 0°.

6z - 3 > 0 Substitute the given value.
z > 0.5 Add 3 to both sides and divide both sides by 6.

Step 3 Combine the inequalities.

The range of values for z is 0.5 < z < 8.

Compare the given measures.

1a. m∠EGH and m∠EGF 1b. BC and AB
�� � �
� �
� ��
� ��� ��� �
�
� �
� ��

EXAMPLE 2 Entertainment Application

The angle of the swings in a circular
swing ride changes with the speed
of the ride. The diagram shows the B
position of one swing at two different A
speeds. Which rider is farther from
the base of the swing tower? Explain.
The height of the tower and the
length of the cable holding the chair ge07sec05L06002_A
are the same in both triangles.
The angle formed by the swing in position A is smaller than the angle
formed by the swing in position B. So rider B is farther from the base
of the tower than rider A by the Hinge Theorem.

5- 6 Inequalities in Two Triangles 341

 2. When the swing ride is at full speed, the chairs are farthest
from the base of the swing tower. What can you conclude
about the angles of the swings at full speed versus low speed?
Explain.

EXAMPLE 3 Proving Triangle Relationships

Write a two-column proof. � �
̶̶ ̶̶
Given: KL ≅ NL
Prove: KM > NM �

�
Proof: �

Statements Reasons
̶̶ ̶̶
1. KL ≅ NL 1. Given
̶̶̶ ̶̶̶
2. LM ≅ LM 2. Reflex. Prop. of ≅
3. m∠KLM = m∠NLM + m∠KLN 3. ∠ Add. Post.
4. m∠KLM > m∠NLM 4. Comparison Prop. of Inequal.
5. KM > NM 5. Hinge Thm.

Write a two-column proof. � �

̶̶ � �
�
3a. Given: C is the midpoint of BD.
m∠1 = m∠2
� �
m∠3 > m∠4 � �
Prove: AB > ED
3b. Given: ∠SRT ≅ ∠STR �
TU > RU �
Prove: m∠TSU > m∠RSU
�

THINK AND DISCUSS

1. Describe a real-world object that shows the Hinge
Theorem or its converse.
���
2. Can you make a conclusion about the triangles shown
at right by applying the Hinge Theorem? Explain.
3. GET ORGANIZED Copy and complete the graphic
organizer. In each box, use the given triangles to
write a statement for the theorem. ���

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� �
� � � �

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�������������
�������������

342 Chapter 5 Properties and Attributes of Triangles

 5-6
Exercises KEYWORD: MG7 5-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Compare the given measures.
p. 341 1. AC and XZ 2. m∠SRT and m∠QRT 3. KL and KN
� � �
� �
� ���� �
�
�
�
� �
� �
�
� � ��� �
���� �
� � �
� � �

Find the range of values for x.

4. 5. � 6. ���
�������� � � ���
���
�����
���
��� � ������
������

SEE EXAMPLE 2 7. Health A therapist can take measurements to

p. 341 gauge the flexibility of a patient’s elbow joint.
In which position is the angle measure at
the elbow joint greater? Explain.
�����
SEE EXAMPLE 3 8. Write a two-column proof. � �
̶̶ ������
p. 342 Given: FH is a median of △DFG.
m∠DHF > m∠GHF
Prove: DF > GF �

PRACTICE AND PROBLEM SOLVING

Independent Practice Compare the given measures.
For See
Exercises Example 9. m∠DCA and m∠BCA 10. m∠GHJ and m∠KLM 11. TU and SV
9–14 1 � � �
� � ��
15 2 �
� � ���
16 3 �� �� �
� �
� ��
TEKS TAKS �
���
� � � � � �
Skills Practice p. S13 �� ��
�
Application Practice p. S32
Find the range of values for z.
12. 13. ��������� 14. ������
���
����
�� ���
�� ������
�������
��� ��

5- 6 Inequalities in Two Triangles 343

 15. Industry The operator of a backhoe changes the distance between the cab and the
bucket by changing the angle formed by the arms. In which position is the distance
from the cab to the bucket greater? Explain.
��� ����

������
���

16. Write a two-column proof. � �

̶̶ ̶̶̶ ̶̶ ̶̶̶ �
Given: JK ≅ NM, KP ≅ MQ, JQ > NP
Prove: m∠K > m∠M
� �
� �
̶̶
17. Critical Thinking ABC is an isosceles triangle with base BC. XYZ is an isosceles
̶̶ ̶̶ ̶̶
triangle with base YZ. Given that AB ≅ XY and m∠A = m∠X, compare BC and YZ.
�
Compare. Write <, >, or =.
��� �
18. m∠QRP m∠SRP 19. m∠QPR m∠QRP
�
20. m∠PRS m∠RSP 21. m∠RSP m∠RPS � �

22. m∠QPR m∠RPS 23. m∠PSR m∠PQR ���

�

Make a conclusion based on the Hinge Theorem or �

its converse. (Hint : Draw a sketch.)
̶̶ ̶̶ ̶̶ ̶̶
24. In △ABC and △DEF, AB ≅ DE, BC ≅ EF, m∠B = 59°, and m∠E = 47°.
̶̶ ̶̶ ̶̶
25. △RST is isosceles with base RT. The endpoints of SV are vertex S and a point V on RT.
RV = 4, and TV = 5.
̶̶̶ ̶̶ ̶̶ ̶̶̶
26. In △GHJ and △KLM, GH ≅ KL, and GJ ≅ KM.
∠G is a right angle, and ∠K is an acute angle.
̶̶̶ ̶̶
27. In △XYZ, XM is the median to YZ, and YX > ZX.
28. Write About It The picture shows a door hinge
in two different positions. Use the picture to explain
why Theorem 5-6-1 is called the Hinge Theorem.
29. Write About It Compare the Hinge Theorem to the SAS Congruence Postulate.
How are they alike? How are they different?

30. This problem will prepare you for the Multi-Step TAKS Prep on page 364.
The solid lines in the figure show an airline’s routes between four cities.
a. A traveler wants to fly from Jackson (J) to Shelby (S), �
but there is no direct flight between these cities. Given ������
that m∠NSJ < m∠HSJ, should the traveler first fly ������
to Newton Springs (N) or to Hollis (H) if he wants �
to minimize the number of miles flown? Why? �
�
b. The distance from Shelby (S) to Jackson (J) is 182 mi.
What is the minimum number of miles the traveler will have to fly?

344 Chapter 5 Properties and Attributes of Triangles

 ̶̶ �
31. ML is a median of △JKL. Which inequality best
�������� � �
describes the range of values for x?
x>2 3 < x < 4_2 �
3 �������� �
�
x > 10 3 < x < 10 �
�
̶̶
32. DC is a median of △ABC. Which of the following statements is true?
BC < AC BC > AC AD = DB DC = AB

33. Short Response Two groups

start hiking from the same camp.
Group A hikes 6.5 miles due west A B
and then hikes 4 miles in the
direction N 35° W. Group B hikes

4m

i
m
4
i
6.5 miles due east and then hikes 6.5 mi 6.5 mi
4 miles in the direction N 45° E.
At this point, which group is closer
to the camp? Explain.

CHALLENGE AND EXTEND �

34. Multi-Step In △XYZ, XZ = 5x + 15, XY = 8x - 6, �

and m∠XVZ > m∠XVY. Find the range of values
Third sketchfor x.
� �
ge07se_c05106009aa
35. Use these steps to write a paragraph proof of �
the Hinge Theorem.
topo map �
�
̶̶ ̶̶ ̶̶ ̶̶ Geometry 2007 SE
Given: AB ≅ DE, BC ≅ EF, m∠ABC > m∠DEF
Prove: AC > DF
Holt Rinehart Winston � �
�
Karen Minot
a. Locate P outside △ABC so that ∠ABP ≅ ∠DEF
(415)883-6560 �
̶̶ ̶̶ �
and BP ≅ EF. Show that △ABP ≅ △DEF and
̶̶ ̶̶ �
thus AP ≅ DF.
� �
̶̶ ̶̶ ̶̶
b. Locate Q on AC so that BQ bisects ∠PBC. Draw QP.
̶̶ ̶̶
Show that △BQP ≅ △BQC and thus QP ≅ QC.

c. Justify the statements AQ + QP > AP, AQ + QC = AC, AQ + QC > AP,

AC > AP, and AC > DF.

SPIRAL REVIEW
Find the range and mode, if any, of each set of data. (Previous course)
36. 2, 5, 1, 0.5, 0.75, 2 37. 95, 97, 89, 87, 85, 99 38. 5, 5, 7, 9, 4, 4, 8, 7

For the given information, show that m ǁ n. � �

State any postulates or theorems used. (Lesson 3-3) � � � � �
� � � �
39. m∠2 = (3x + 21)°, m∠6 = (7x + 1)°, x = 5
40. m∠4 = (2x + 34)°, m∠7 = (15x + 27)°, x = 7
�

Find each measure. (Lesson 5-4) ���

� �
41. DF 42. BC 43. m∠BFD ��� ���
� �
�

5- 6 Inequalities in Two Triangles 345

 Simplest Radical Form
Algebra
When a problem involves square roots, you may be asked to give the
answer in simplest radical form. Recall that the radicand is the expression
under the radical sign.
See Skills Bank
page S55

Simplest Form of a Square-Root Expression

An expression containing square roots is in simplest form when

• the radicand has no perfect square factors other than 1.
• the radicand has no fractions.
• there are no square roots in any denominator.

To simplify a radical expression, remember that the square root of a product is equal to the product
of the square roots. Also, the square root of a quotient is equal to the quotient of the square roots.

√ab a · √
 = √ b , when a ≥ 0 and b ≥ 0

√a
√_ab = _ , when a ≥ 0 and b > 0
√
b

Examples
Write each expression in simplest radical form.


A √216 B _
6
√2

√216 216 has a perfect-square factor _6 There is a square root in
√2 the denominator, so the
of 36, so the expression is not
expression is not in simplest
in simplest radical form.
radical form.

( )
Multiply by a form of 1 to
√(
36)(6) Factor the radicand. _6 _√
2
eliminate the square root
√2 √
2 in the denominator.
 · √
√36 6 Product Property of Square Roots
6 √2 Simplify.
6 √
6 Simplify. _
2
3 √
2 Divide.

Try This TAKS Grades 9–11 Obj. 2

Write each expression in simplest radical form.


1. √720 2. √
_3
16
10
3. _
√
2
4. √_13 
5. √4 5

346 Chapter 5 Properties and Attributes of Triangles

 5-7
Hands-on Proof of the
Pythagorean Theorem
In Lesson 1-6, you used the Pythagorean Theorem to find the distance
between two points in the coordinate plane. In this activity, you will build
figures and compare their areas to justify the Pythagorean Theorem.
Use with Lesson 5-7 TEKS G.8.C Congruence and the geometry of size: derive, extend, and use the
Pythagorean Theorem. Also G.9.B

Activity
1 Draw a large scalene right triangle on graph paper. Draw three copies of
the triangle. On each triangle, label the shorter leg a, the longer leg b,
and the hypotenuse c.

2 Draw a square with a side length of b - a. Label each side of the square.

3 Cut out the five figures. Arrange them to make

the composite figure shown at right.

4 You can think of this composite figure as

being made of the two squares outlined in red.
What are the side length and area of the small
red square? of the large red square?

5 Use your results from Step 4 to write an algebraic

expression for the area of the composite figure.

6 Now rearrange the five figures to make a single square

with side length c. Write an algebraic expression for the
area of this square.

Try This
1. Since the composite figure and the square with side length c are made of the
same five shapes, their areas are equal. Write and simplify an equation to
represent this relationship. What conclusion can you make?
2. Draw a scalene right triangle with different side lengths. Repeat the activity.
Do you reach the same conclusion?

5- 7 Geometry Lab 347

 5-7 The Pythagorean Theorem
TEKS G.8.C Congruence and the geometry of size: derive, extend, and use the
Pythagorean Theorem. Also G.1.B, G.5.B, G.5.D, G.11.C
Objectives Why learn this?
Use the Pythagorean You can use the Pythagorean Theorem
Theorem and its converse to determine whether a ladder is in
to solve problems.
a safe position. (See Example 2.)
Use Pythagorean
inequalities to classify
The Pythagorean Theorem is probably
triangles.
the most famous mathematical
relationship. As you learned in Lesson 1-6,
Vocabulary
Pythagorean triple it states that in a right triangle, the sum
of the squares of the lengths of the legs
equals the square of the length of the
hypotenuse.

����
� ���������
For more on the �
�
Pythagorean Theorem,
see the Theorem
Builder on page xxvi. �

The Pythagorean Theorem is named for the Greek mathematician Pythagoras,

who lived in the sixth century B.C.E. However, this relationship was known to
earlier people, such as the Babylonians, Egyptians, and Chinese.

There are many different proofs of the Pythagorean Theorem. The one below
uses area and algebra.

PROOF Pythagorean Theorem

�
Given: A right triangle with leg lengths a �
and b and hypotenuse of length c � � �
Prove: a2 + b 2 = c 2
� � �
Proof: Arrange four copies of the triangle as shown. �
The area A of a
The sides of the triangles form two squares.
square with side 2
length s is given by The area of the outer square is (a + b) . The �
�
�
the formula A = s 2. area of the inner square is c 2. The area of each �
The area A of a blue triangle is __12 ab.
� �
triangle with base b
area of outer square = area of 4 blue triangles + area of inner square
and height h is given
by the formula (a + b) 2 = 4 _(2 )
1 ab + c 2 Substitute the areas.
A = __12 bh.
a 2 + 2ab + b 2 = 2ab + c 2 Simplify.
a2 + b2 = c2 Subtract 2ab from both sides.

The Pythagorean Theorem gives you a way to find unknown side lengths when
you know a triangle is a right triangle.

348 Chapter 5 Properties and Attributes of Triangles

EXAMPLE 1 Using the Pythagorean Theorem
Find the value of x. Give your answer in simplest radical form.
A a2 + b2 = c2 Pythagorean Theorem
2 2 2
6 +4 =x Substitute 6 for a, 4 for b, and x for c.
� � 2
52 = x Simplify.
=x
√52 Find the positive square root.

x = √(
4)(13) = 2 √
13 Simplify the radical.
�
�
B a2 + b2 = c2 Pythagorean Theorem
5 + (x - 1)2 = x 2
2
Substitute 5 for a, x - 1 for b,
and x for c.
����� � 25 + x 2 - 2x + 1 = x 2 Multiply.
-2x + 26 = 0 Combine like terms.
26 = 2x Add 2x to both sides.
x = 13 Divide both sides by 2.

Find the value of x. Give your answer in simplest radical form.

1a. � 1b. �����

�
� �
��

EXAMPLE 2 Safety Application

To prevent a ladder from shifting, safety
experts recommend that the ratio of a : b
be 4 : 1. How far from the base of the wall
should you place the foot of a 10-foot
ladder? Round to the nearest inch.
a
Let x be the distance in feet from the
foot of the ladder to the base of the wall.
Then 4x is the distance in feet from the
b
top of the ladder to the base of the wall.
a2 + b2 = c2 Pythagorean Theorem
(4x) 2 + x 2 = 10 2 Substitute.
17x 2 = 100 Multiply and combine like terms.

x2 = _100 Divide both sides by 17.

17

x= √
100 ≈ 2 ft 5 in.
_
17
Find the positive square root
and round it.

2. What if...? According to the recommended ratio, how high

will a 30-foot ladder reach when placed against a wall?
Round to the nearest inch.

A set of three nonzero whole numbers

Common Pythagorean Triples
a, b, and c such that a 2 + b 2 = c 2 is
called a Pythagorean triple . 3, 4, 5 5, 12, 13, 8, 15, 17 7, 24, 25

5- 7 The Pythagorean Theorem 349

 EXAMPLE 3 Identifying Pythagorean Triples
Find the missing side length. Tell if the side lengths form a Pythagorean
triple. Explain.
A
��

��

a2 + b2 = c2 Pythagorean Theorem
12 2 + b 2 = 15 2 Substitute 12 for a and 15 for c.
b 2 = 81 Multiply and subtract 144 from both sides.
b=9 Find the positive square root.
The side lengths are nonzero whole numbers that satisfy the equation
a 2 + b 2 = c 2, so they form a Pythagorean triple.

B ��

a2 + b2 = c2 Pythagorean Theorem
9 2 + 15 2 = c 2 Substitute 9 for a and 15 for b.
306 = c 2 Multiply and add.
c = √306 = 3 √34
 Find the positive square root and simplify.
The side lengths do not form a Pythagorean triple because
 is not a whole number.
3 √34

Find the missing side length. Tell if the side lengths form
a Pythagorean triple. Explain.
3a. 3b. ��
��
�

��

3c. 3d.
�
��
��
���

The converse of the Pythagorean Theorem gives you a way to tell if a triangle
is a right triangle when you know the side lengths.

Theorems 5-7-1 Converse of the Pythagorean Theorem

THEOREM HYPOTHESIS CONCLUSION

If the sum of the squares of the �
lengths of two sides of a triangle �
is equal to the square of the � △ABC is a
length of the third side, then � � right triangle.
the triangle is a right triangle. �
a2 + b2 = c2

You will prove Theorem 5-7-1 in Exercise 45.

350 Chapter 5 Properties and Attributes of Triangles

 You can also use side lengths to classify a triangle as acute or obtuse.

Theorems 5-7-2 Pythagorean Inequalities Theorem

In △ABC, c is the length of the longest side.

If c 2 > a 2 + b 2, then △ABC is If c 2 < a 2 + b 2, then △ABC is

an obtuse triangle. an acute triangle.
� �
� � �
�
� � � �
� �

To understand why the Pythagorean inequalities are true, consider △ABC.

If c 2 = a 2 + b 2, then If c 2 > a 2 + b 2, then If c 2 < a 2 + b 2, then

△ABC is a right c has increased. By c has decreased. By
triangle by the the Converse of the the Converse of the
Converse of the Hinge Theorem, m∠C Hinge Theorem, m∠C
Pythagorean Theorem. has also increased. has also decreased.
So m∠C = 90°. So m∠C > 90°. So m∠C < 90°.
� � �

� � � � �
�
� � � �
� � �
� �

EXAMPLE 4 Classifying Triangles

Tell if the measures can be the side lengths of a triangle. If so, classify
the triangle as acute, obtuse, or right.
A 8, 11, 13
Step 1 Determine if the measures form a triangle.
By the Triangle Inequality Theorem, 8, 11, and 13 can be the
side lengths of a triangle.
By the Triangle Step 2 Classify the triangle.
Inequality Theorem, c2 ≟ a2 + b2 Compare c 2 to a 2 + b 2.
the sum of any two
13 2 ≟ 8 2 + 11 2 Substitute the longest side length for c.
side lengths of a
triangle is greater 169 ≟ 64 + 121 Multiply.
than the third side 169 < 185 Add and compare.
length.
Since c 2 < a 2 + b 2, the triangle is acute.

B 5.8, 9.3, 15.6

Step 1 Determine if the measures form a triangle.
Since 5.8 + 9.3 = 15.1 and 15.1 ≯ 15.6, these cannot be the
side lengths of a triangle.

Tell if the measures can be the side lengths of a triangle.

If so, classify the triangle as acute, obtuse, or right.
4a. 7, 12, 16 4b. 11, 18, 34 4c. 3.8, 4.1, 5.2

5- 7 The Pythagorean Theorem 351

 THINK AND DISCUSS
1. How do you know which numbers to substitute for c, a,
and b when using the Pythagorean Inequalities?
2. Explain how the figure at right demonstrates the
Pythagorean Theorem.
3. List the conditions that a set of three numbers must
satisfy in order to form a Pythagorean triple.
4. GET ORGANIZED Copy and complete �����������
the graphic organizer. In each box, �������������
summarize the Pythagorean
relationship.
��������������� �����������
�����������
����������� ������������
�������
������� �������

5-7
Exercises KEYWORD: MG7 5-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Do the numbers 2.7, 3.6, and 4.5 form a Pythagorean triple?
Explain why or why not.

SEE EXAMPLE 1 Find the value of x. Give your answer in simplest radical form.
p. 349 2. � 3. 4.
� � � �
�
�
�� �����

SEE EXAMPLE 2 5. Computers The size of a computer monitor is usually

p. 349 given by the length of its diagonal. A monitor’s aspect
ratio is the ratio of its width to its height. This monitor ������
has a diagonal length of 19 inches and an aspect ratio
of 5 : 4. What are the width and height of the monitor?
Round to the nearest tenth of an inch.

SEE EXAMPLE 3 Find the missing side length. Tell if the side lengths form a ������������������
p. 350 Pythagorean triple. Explain.
6. 7. 8. ���

� ��
� ��
���

SEE EXAMPLE 4 Multi-Step Tell if the measures can be the side lengths of a triangle.
p. 351 If so, classify the triangle as acute, obtuse, or right.
9. 7, 10, 12 10. 9, 11, 15 11. 9, 40, 41
12. 1_ 3 , 3_
1 , 1_ 1 13. 5.9, 6, 8.4 14. 11, 13, 7 √
6
2 4 4

352 Chapter 5 Properties and Attributes of Triangles

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find the value of x. Give your answer in simplest radical form.
For See � ��
Exercises Example 15. 16. 17. �
�
15–17 1 �
� � �
18 2 �����
19–21 3
22–27 4 18. Safety The safety rules for a
playground state that the height of the
TEKS TAKS slide and the distance from the base
����
Skills Practice p. S13 of the ladder to the front of the slide
Application Practice p. S32 must be in a ratio of 3 : 5. If a slide is �����
about 8 feet long, what are the height
�����
of the slide and the distance from the
base of the ladder to the front of the
slide? Round to the nearest inch.

Find the missing side length. Tell if the side lengths form a Pythagorean triple. Explain.
19. 20. 21. �
��� �� ��
���
�

Multi-Step Tell if the measures can be the side lengths of a triangle. If so, classify
the triangle as acute, obtuse, or right.
Surveying 22. 10, 12, 15 23. 8, 13, 23 24. 9, 14, 17
1 , 2, 2_
25. 1_ 1 26. 0.7, 1.1, 1.7 27. 7, 12, 6 √
5
2 2
28. Surveying It is believed that surveyors in ancient Egypt laid out right angles using
a rope divided into twelve sections by eleven equally spaced knots. How could the
surveyors use this rope to make a right angle?

Ancient Egyptian
29. /////ERROR ANALYSIS///// Below are two solutions for finding x.
Which is incorrect? Explain the error. ��
surveyors were referred
to as rope-stretchers. �� �
� ������
The standard surveying ���������������������
����� �����������
����������������������
�����
rope was 100 royal �
� �
��
�� �����
�
� ����� ����
�� ����������
���� �� �����
� ���
����� ����
���� ����
�� ����
cubits. A cubit is
52.4 cm long. �����������
����� ������������
����
���������
����������
����� ���������
���
����������
����

Find the value of x. Give your answer in simplest radical form.

30. 31. 32.
� �� �� � �
� �
�

�� � �
�
33. 34. 35.
�����
�
� �� �� �� �� �� �
��

� � � �

5- 7 The Pythagorean Theorem 353

 36. Space Exploration The International Space
Station orbits at an altitude of about 250 miles
������� ����
above Earth’s surface. The radius of Earth is
approximately 3963 miles. How far can an
astronaut in the space station see to the ������
horizon? Round to the nearest mile.
37. Critical Thinking In the proof of the
Pythagorean Theorem on page 348, how do
you know the outer figure is a square?
How do you know the inner figure is a square? ������������������

Multi-Step Find the perimeter and the area of each figure. Give your answer in
�����������������
simplest radical form. ��������
38. 39. ����� 40. ��
� � ��������
� � �
��
��

41. 42. 43. �

�
�� �� � �
��
� �
�

44. Write About It When you apply both the Pythagorean Theorem and its converse,
you use the equation a 2 + b 2 = c 2. Explain in your own words how the two theorems
are different. � �
45. Use this plan to write a paragraph proof of the
Converse of the Pythagorean Theorem. � � � �

Given: △ABC with a 2 + b 2 = c 2

Prove: △ABC is a right triangle. � � � �
� �
Plan: Draw △PQR with ∠R as the right angle, leg lengths of a and b, and a hypotenuse
of length x. By the Pythagorean Theorem, a 2 + b 2 = x 2. Use substitution to
compare x and c. Show that △ABC ≅ △PQR and thus ∠C is a right angle.
46. Complete these steps to prove the Distance Formula. �������������
�
Given: J(x 1, y 1) and K(x 2, y 2) with x 1 ≠ x 2 and y 1 ≠ y 2
Prove: JK = √
(x 2 - x 1) 2 + (y 2 - y 1) 2
̶̶ �
a. Locate L so that JK is the hypotenuse of right △JKL. ������������� �
What are the coordinates of L?
b. Find JL and LK.
c. By the Pythagorean Theorem, JK 2 = JL 2 + LK 2. Find JK.

47. This problem will prepare you for the Multi-Step TAKS Prep on page 364.
The figure shows an airline’s routes between four cities.
�
a. A traveler wants to go from Sanak (S) to Manitou (M).
�������
To minimize the total number of miles traveled, ������
should she first fly to King City (K) or to Rice Lake (R)? � �
b. The airline decides to offer a direct flight from Sanak (S) ������
to Manitou (M). Given that the length of this flight is �
more than 1360 mi, what can you say about m∠SRM?

354 Chapter 5 Properties and Attributes of Triangles

 ̶̶ ̶̶ ̶̶̶ �
48. Gridded Response KX, LX, and MX are the perpendicular
bisectors of △GHJ. Find GJ to the nearest tenth of a unit.
�
49. Which number forms a Pythagorean triple with 24 and 25? � �
1 7 26 49 �
�
50. The lengths of two sides of an obtuse triangle are 7 meters � �
�
and 9 meters. Which could NOT be the length of the third side?
4 meters 5 meters 11 meters 12 meters
� �
51. Extended Response The figure shows the first six triangles � �
in a pattern of triangles. �
a. Find PA, PB, PC, PD, PE, and PF in simplest radical form. � �

b. If the pattern continues, what would be the length of the �

hypotenuse of the ninth triangle? Explain your answer. �
c. Write a rule for finding the length of the hypotenuse �
of the nth triangle in the pattern. Explain your answer. �
� �
�

CHALLENGE AND EXTEND

52. Algebra Find all values of k so that (-1, 2), (-10, 5), and (-4, k) are the vertices
of a right triangle.
53. Critical Thinking Use a diagram of a right triangle to explain why
a + b > √a

2
+ b 2 for any positive numbers a and b.
54. In a right triangle, the leg lengths are a and b, and the length of the altitude to the
hypotenuse is h. Write an expression for h in terms of a and b. (Hint: Think of the
area of the triangle.)
55. Critical Thinking Suppose the numbers a, b, and c form a Pythagorean triple.
Is each of the following also a Pythagorean triple? Explain.
a. a + 1, b + 1, c + 1 b. 2a, 2b, 2c
2 2 2
c. a , b , c d. √ a , √
b , √
c

SPIRAL REVIEW
Solve each equation. (Previous course)
56. (4 + x)12 - (4x + 1)6 = 0 2x - 5 = x
57. _ 58. 4x + 3(x + 2) = -3(x + 3)
3
Write a coordinate proof. (Lesson 4-7)
59. Given: ABCD is a rectangle with A(0, 0), B(0, 2b), C(2a, 2b), and D(2a, 0).
̶̶
M is the midpoint of AC.
Prove: AM = MB

Find the range of values for x. (Lesson 5-6)

60. 61. �
� �
��������� � ���
���
���
�

� �
� � �
� � �
������

5- 7 The Pythagorean Theorem 355

 5-8 Applying Special
Right Triangles
TEKS G.5.D Geometric patterns: identify and apply patterns from right triangles to solve
meaningful problems, including special right triangles (45-45-90 and 30-60-90)...
Objectives Who uses this?
Justify and apply You can use properties of special
properties of 45°-45°-90° right triangles to calculate the correct
triangles.
size of a bandana for your dog.
Justify and apply (See Example 2.)
properties of 30°-60°-90°
triangles.
A diagonal of a square divides it into two
congruent isosceles right triangles. Since
the base angles of an isosceles triangle are
congruent, the measure of each acute angle
is 45°. So another name for an isosceles
right triangle is a 45°-45°-90° triangle.
Also G.3.B, G.5.A, G.7.A
A 45°-45°-90° triangle is one type of special
right triangle. You can use the Pythagorean
Theorem to find a relationship among the
side lengths of a 45°-45°-90° triangle.

a2 + b2 = c2 Pythagorean Theorem
x2 + x2 = y2 Substitute the given values.
� ���
� 2x 2 = y 2 Simplify.
2x 2 = √
√ y2 Find the square root of both sides.
���
� x √2 = y Simplify.

Theorem 5-8-1 45°-45°-90° Triangle Theorem

In a 45°-45°-90° triangle, both legs are congruent, �

and the length of the hypotenuse is the length
of a leg times √2. � ��
��
�� ���
�
AC = BC = ℓ AB = ℓ √
2
���
� �
�

EXAMPLE 1 Finding Side Lengths in a 45°-45°-90° Triangle

Find the value of x. Give your answer in simplest radical form.
�
A
���
�

By the Triangle Sum Theorem, the measure of the third angle of the
triangle is 45°. So it is a 45°-45°-90° triangle with a leg length of 7.
x = 7 √
2 Hypotenuse = leg √
2

356 Chapter 5 Properties and Attributes of Triangles

 Find the value of x. Give your answer in simplest radical form.
B
� �

�
The triangle is an isosceles right triangle, which is a 45°-45°-90° triangle.
The length of the hypotenuse is 3.
3 = x √
2 Hypotenuse = leg √ 2
3
_=x Divide both sides by √2.
√2
3 √2
_ 
=x Rationalize the denominator.
2

Find the value of x. Give your answer in simplest radical form.

1a. 1b.
�
�������
�
��
�
��� ���
��

EXAMPLE 2 Craft Application

��
��
Tessa wants to make a bandana for her
dog by folding a square of cloth into a
45°-45°-90° triangle. Her dog’s neck has a

��
��
circumference of about 32 cm. The folded

�
�
bandana needs to be an extra 16 cm long
so Tessa can tie it around her dog’s neck.

��
What should the side length of the square

��
be? Round to the nearest centimeter.
�
Tessa needs a 45°-45°-90° triangle with a hypotenuse of 48 cm.
48 = ℓ √
2 Hypotenuse = leg √2
ℓ= _48 ≈ 34 cm Divide by √
2 and round.
√2

2. What if...? Tessa’s other dog is wearing a square bandana

with a side length of 42 cm. What would you expect the
circumference of the other dog’s neck to be? Round to the
nearest centimeter.
�
A 30°-60°-90° triangle is another special right triangle.
You can use an equilateral triangle to find a relationship
between its side lengths. ��� ���
�� ��
�
Draw an altitude in △PQR. Since △PQS ≅ △RQS,
̶̶ ̶̶ ��� ���
PS ≅ RS. Label the side lengths in terms of x, and use � �
the Pythagorean Theorem to find y. � �
�
a2 + b2 = c2 Pythagorean Theorem
2
x + y = (2x )
2 2
Substitute x for a, y for b, and 2x for c.
2 2
y = 3x Multiply and combine like terms.

√y2 = √3x 2 Find the square root of both sides.

y = x √
3 Simplify.

5- 8 Applying Special Right Triangles 357

 Theorem 5-8-2 30°-60°-90° Triangle Theorem

In a 30°-60°-90° triangle, the length of the hypotenuse is �

is 2 times the length of the shorter leg, and the length of
the longer leg is the length of the shorter leg times √
3.
���
AC = s AB = 2s BC = s √
3 �� � ���
�
��

���
� �
�

EXAMPLE 3 Finding Side Lengths in a 30°-60°-90° Triangle

Find the values of x and y. Give your answers in simplest radical form.
A

��� ��
�

���
�

16 = 2x Hypotenuse = 2(shorter leg)

8=x Divide both sides by 2.
y = x √3 Longer leg = (shorter leg) √
3
y=8 3 √ Substitute 8 for x.
If two angles of
a triangle are not B �
� ���
congruent, the shorter
side lies opposite the ���
smaller angle. ��

11 = x √
3 Longer leg = (shorter leg) √
3
_11 = x Divide both sides by √
3.
√3
11 √
_ 3
=x Rationalize the denominator.
3
y = 2x Hypotenuse = 2(shorter leg)

y=2 (_) 11 √
3
3 11 √
3
3
Substitute _ for x.

22 √
3
y=_ Simplify.
3

Find the values of x and y. Give your answers in simplest

radical form.
3a. 3b.
��� �������
�
�� �
�
�
���
� �

3c. 3d.
�� � �
�
��� ���
� �

358 Chapter 5 Properties and Attributes of Triangles

 30°-60°-90° Triangles

To remember the side relationships in a 30°-60°-90° triangle, I draw a simple

” triangle like this.
“1-2- √3
2 = 2(1), so
��� � hypotenuse = 2(shorter leg).
�
√3 = √3(1), so
���
longer leg = √3 (shorter leg).
Marcus Maiello ����
�
��
Johnson High School

EXAMPLE 4 Using the 30°-60°-90° Triangle Theorem

The frame of the clock shown is an equilateral
triangle. The length of one side of the frame
is 20 cm. Will the clock fit on a shelf that is
18 cm below the shelf above it?
Step 1 Divide the equilateral triangle into
two 30°-60°-90° triangles.
The height of the frame is the length of the longer leg.
Step 2 Find the length x of the shorter leg.
20 = 2x Hypotenuse = 2(shorter leg) ��� �����
10 = x Divide both sides by 2. �
���
Step 3 Find the length h of the longer leg. �
h = 10 √
3 ≈ 17.3 cm Longer leg = (shorter leg) √
3
The frame is approximately 17.3 centimeters tall.
So the clock will fit on the shelf.

4. What if…? A manufacturer wants to make a larger clock

with a height of 30 centimeters. What is the length of each
side of the frame? Round to the nearest tenth.

THINK AND DISCUSS

1. Explain why an isosceles right triangle is a 45°-45°-90° triangle.
2. Describe how finding x in triangle I is different from finding x
in triangle II.
I. �
II. �
� ��� ���
��� ���
�
3. GET ORGANIZED Copy and complete �����������������������
the graphic organizer. In each box,
sketch the special right triangle and ����������� �����������
label its side lengths in terms of s. �������� ��������

5- 8 Applying Special Right Triangles 359

 5-8
Exercises KEYWORD: MG7 5-8

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Find the value of x. Give your answer in simplest radical form.
p. 356 1. 2. �� 3.
��� �
�� � �
�
���
������
�
��

SEE EXAMPLE 2 4. Transportation The two arms of the railroad sign are

�
p. 357 perpendicular bisectors of each other. In Pennsylvania,

�
��

��
the lengths marked in red must be 19.5 inches. �������� �

��
�
What is the distance labeled d? Round to the nearest

��
�
�
tenth of an inch.

�
�
SEE EXAMPLE 3 Find the values of x and y. Give your answers in simplest radical form.
p. 358 5. � 6. � 7. � ������
�
��
���
� ���
� ��� ���
��� � ��
�

SEE EXAMPLE 4 8. Entertainment Regulation billiard balls are

p. 359 2__14 inches in diameter. The rack used to group
15 billiard balls is in the shape of an equilateral
triangle. What is the approximate height of the
triangle formed by the rack? Round to the
nearest quarter of an inch.

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the value of x. Give your answer in simplest radical form.
For See
Exercises Example 9. 10. � 11.
���
�
9–11 1 ��� �������
�
��
�
12 2 ��� �����
��
��
13–15 3 ��
16 4
12. Design This tabletop is an isosceles � �

TEKS TAKS right triangle. The length of the

Skills Practice p. S13
front edge of the table is 48 inches.
What is the length w of each side edge? ������
Application Practice p. S32
Round to the nearest tenth of
an inch.

Find the value of x and y. Give your answers in simplest radical form.
13. 14. � 15. �
�
��� ��� ���
��
� �
��� �������
�
� �� � �
�

360 Chapter 5 Properties and Attributes of Triangles

 16. Pets A dog walk is used in dog agility
competitions. In this dog walk, each ramp
makes an angle of 30° with the ground. 12 ft
Pets a. How long is one ramp? 4.5 ft
30° 30°
b. How long is the entire dog walk,
including both ramps?

Multi-Step Find the perimeter and area of each figure.

Give your answers in simplest radical form.
17. a 45°-45°-90° triangle with hypotenuse length 12 inches
18. a 30°-60°-90° triangle with hypotenuse length 28 centimeters
19. a square with diagonal length 18 meters
Agility courses test the
skill of both the dog and 20. an equilateral triangle with side length 4 feet
the dog’s handler. Dog
agility competitions in 21. an equilateral triangle with height 30 yards
the United States are 22. Estimation The triangle loom is made from
regulated by the U.S. wood strips shaped into a 45°-45°-90° triangle.
Dog Agility Association,
Pegs are placed every __12 inch along
headquartered in
Garland, Texas. the hypotenuse and every __14 inch along
each leg. Suppose you make a loom with
an 18-inch hypotenuse. Approximately
how many pegs will you need?
23. Critical Thinking The angle measures of
a triangle are in the ratio 1 : 2 : 3. Are the side
lengths also in the ratio 1 : 2 : 3? Explain your answer.

Find the coordinates of point P under the given conditions. Give your answers in
simplest radical form.
24. △PQR is a 45°-45°-90° triangle with vertices Q(4, 6) and R(-6, -4), and m∠P = 90°.
P is in Quadrant II.
25. △PST is a 45°-45°-90° triangle with vertices S(4, -3) and T (-2, 3), and m∠S = 90°.
P is in Quadrant I.
26. △PWX is a 30°-60°-90° triangle with vertices W (-1, -4) and X (4, -4), and
m∠W = 90°. P is in Quadrant II.
27. △PYZ is a 30°-60°-90° triangle with vertices Y (-7, 10) and Z (5, 10), and m∠Z = 90°.
P is in Quadrant IV.
28. Write About It Why do you think 30°-60°-90° triangles and 45°-45°-90° triangles
are called special right triangles?

29. This problem will prepare you for the Multi-Step TAKS Prep on page 364.
The figure shows an airline’s routes among four cities. �
The airline offers one frequent-flier mile for each mile flown ���
(rounded to the nearest mile). How many frequent-flier miles
do you earn for each flight? �
a. Nelson (N) to Belton (B)
b. Idria (I) to Nelson (N)
���
c. Belton (B) to Idria (I) � �
������

5- 8 Applying Special Right Triangles 361

 30. Which is a true statement? �

AB = BC √2  
AC = BC √3
AB = BC √3  
AC = AB √2 ���
� �
31. An 18-foot pole is broken during a storm.
The top of the pole touches the ground 12 feet
from the base of the pole. How tall is the
part of the pole left standing?
5 feet 13 feet �����
6 feet 22 feet

32. The length of the hypotenuse of an isosceles right triangle is 24 inches. What is the
length of one leg of the triangle, rounded to the nearest tenth of an inch?
13.9 inches 33.9 inches
17.0 inches 41.6 inches

33. Gridded Response Find the area of the rectangle ���

��
���
to the nearest tenth of a square inch. �
���

CHALLENGE AND EXTEND

Multi-Step Find the value of x in each figure.
34. 35.
�
��� ���
��� ���
���
� � �

36. Each edge of the cube has length e.

a. Find the diagonal length d when e = 1, e = 2, and e = 3.
� �
Give the answers in simplest radical form.
b. Write a formula for d for any positive value of e.
�
37. Write a paragraph proof to show that the altitude to the �
hypotenuse of a 30°-60°-90° triangle divides the hypotenuse
into two segments, one of which is 3 times as long as the other.

SPIRAL REVIEW
2
Rewrite each function in the form y = a(x - h) - k and find the axis of symmetry.
(Previous course)
38. y = x 2 + 4x 39. y = x 2 - 10x -2 40. y = x 2 + 7x +15 �

Classify each triangle by its angle measures. (Lesson 4-1)

��� ��� ���
41. △ ADB 42. △BDC 43. △ ABC � �
�

Use the diagram for Exercises 44–46. (Lesson 5-1)

44. Given that PS = SR and m∠PSQ = 65°, find m∠PQR. �
�
45. Given that UT = TV and m∠PQS = 42°, find m∠VTS. �
�
46. Given that ∠PQS ≅ ∠SQR, SR = 3TU, and PS = 7.5, find TV. �
� �

362 Chapter 5 Properties and Attributes of Triangles

 5-8
Graph Irrational Numbers
Numbers such as √ 2 and √ 3 are irrational. That is, they cannot be written
as the ratio of two integers. In decimal form, they are infinite nonrepeating
decimals. You can round the decimal form to estimate the location of
these numbers on a number line, or you can use right triangles to construct
their locations exactly.
Use with Lesson 5-8 TEKS G.2.A Geometric structure: use constructions to explore attributes of geometric
figures and to make conjectures about geometric relationships. Also G.5.B

Activity
1 Draw a line. Mark two points near the left 2 Set your compass to 1 unit and mark
side of the line and label them 0 and 1. increments at 2, 3, 4, and 5 units to
The distance from 0 to 1 is 1 unit. construct a number line.

� � � � � � � �

3 Construct a perpendicular to the line 4 Using your compass, mark 1 unit up from
through 1. the number line and then draw a right
triangle. The legs both have length 1, so by
the Pythagorean Theorem, the hypotenuse
has a length of √2.

� � � � � � � � � � � �

5 Set your compass to the length of the 6 Repeat Steps 3 through 5, starting at √
2,
hypotenuse. Draw an arc centered at 0 to construct a segment of length √3.
that intersects the number line at √
2.

����
���

� � ��
�� �
�� � � � � � � ��� � � �
�����

Try This
1. Sketch the two right triangles from Step 6. Label the side lengths and use the
Pythagorean Theorem to show why the construction is correct.
2. Construct √
4 and verify that it is equal to 2.
5 through √
3. Construct √ 9 and verify that √
9 is equal to 3.
4. Set your compass to the length of the segment from 0 to √ 2.
Mark off another segment of length √ 2 to show that √
8 is equal to 2 √
2.

5- 8 Geometry Lab 363

 SECTION 5B

Relationships in Triangles
Fly Away! A commuter airline serves
the four cities of Ashton, Brady, Colfax,
and Dumas, located at points A, B, C,
and D, respectively. The solid lines in
� ������ �
the figure show the airline’s existing
���
routes. The airline is building an
airport at H, which will serve as a hub.
�
This will add four new routes to their
̶̶ ̶̶ ̶̶ ̶̶̶
��� schedule: AH, BH, CH, and DH.
� �

1. The airline wants to locate the airport so that the combined distance to
the cities (AH + BH + CH + DH) is as small as possible. Give an indirect
argument to explain why the airline should locate the airport at the
̶̶ ̶̶
intersection of the diagonals AC and BD. (Hint: Assume that a different
point X inside quadrilateral ABCD results in a smaller combined
distance. Then consider how AX + CX compares to AH + CH.)
2. Currently, travelers who want to go from Ashton to Colfax must first fly
to Brady. Once the airport is built, they will fly from Ashton to the new
airport and then to Colfax. How many miles will this save compared to
the distance of the current trip?
3. Currently, travelers who want to go from Brady to Dumas must first fly
to Colfax. Once the airport is built, they will fly from Brady to the new
airport and then to Dumas. How many miles will this save?
4. Once the airport is built, the airline plans to serve a meal only on its
longest flight. On which route should they serve the meal? How do
you know that this route is the longest?

364 Chapter 5 Properties and Attributes of Triangles

 SECTION 5B

Quiz for Lessons 5-5 Through 5-8

5-5 Indirect Proof and Inequalities in One Triangle
1. Write an indirect proof that the supplement of an acute angle cannot be
an acute angle.
2. Write the angles of ���� 3. Write the sides of �
� �
△KLM in order from △DEF in order from
smallest to largest. ���� �� shortest to longest.
���
� � �

Tell whether a triangle can have sides with the given lengths. Explain.
4. 8.3, 10.5, 18.8 5. 4s, s + 10, s 2, when s = 4
6. The distance from Kara’s school to the theater is 9 km. The distance from her school
to the zoo is 16 km. If the three locations form a triangle, what is the range of
distances from the theater to the zoo?

5-6 Inequalities in Two Triangles

7. Compare PR and SV. 8. Compare m∠KJL and 9. Find the range of
m∠MJL. values for x.
��� � �
� �������
���� � �
� �
��� �� � ���
��� � ���
���� ��
�
� ��� � � � � �
�� ��

5-7 The Pythagorean Theorem

10. Find the value of x. � 11. Find the missing side length.
� ��
Give the answer in Tell if the side lengths form a
simplest radical form. Pythagorean triple. Explain.
�
�
12. Tell if the measures 10, 12, and 16 can be the side lengths of a triangle.
If so, classify the triangle as acute, obtuse, or right.
�����
13. A landscaper wants to place a stone walkway from one corner of the
rectangular lawn to the opposite corner. What will be the length of �
����� ��
the walkway? Round to the nearest inch. ���
�

5-8 Applying Special Right Triangles

14. A yield sign is an equilateral triangle with a side length of 36 inches. ������
What is the height h of the sign? Round to the nearest inch. ��� ���

Find the values of the variables. Give your answers in simplest radical form. �����
�
15. 16. 17. ������
�
��
�
�
� ��� � �
� ���
���
��

Ready to Go On? 365

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
altitude of a triangle . . . . . . . . 316 equidistant . . . . . . . . . . . . . . . . . 300 median of a triangle . . . . . . . . 314
centroid of a triangle . . . . . . . . 314 incenter of a triangle . . . . . . . . 309 midsegment of a triangle . . . . 322
circumcenter of a triangle . . . 307 indirect proof. . . . . . . . . . . . . . . 332 orthocenter of a triangle . . . . 316
circumscribed . . . . . . . . . . . . . . 308 inscribed . . . . . . . . . . . . . . . . . . . 309 point of concurrency . . . . . . . . 307
concurrent . . . . . . . . . . . . . . . . . 307 locus. . . . . . . . . . . . . . . . . . . . . . . 300 Pythagorean triple . . . . . . . . . . 349

Complete the sentences below with vocabulary words from the list above.
1. A point that is the same distance from two or more objects is ? from the objects.
̶̶̶̶
2. A ? is a segment that joins the midpoints of two sides of the triangle.
̶̶̶̶
3. The point of concurrency of the angle bisectors of a triangle is the ? .
̶̶̶̶
4. A ? is a set of points that satisfies a given condition.
̶̶̶̶

5-1 Perpendicular and Angle Bisectors (pp. 300–306) TEKS G.3.B, G.3.E, G.7.A,

G.7.B, G.7.C, G.10.B

EXAMPLES EXERCISES
Find each measure. � Find each measure.
� �
■ JL 5. BD � 6. YZ
̶̶ ̶̶̶ �
Because JM ≅ MK and ���
̶̶̶ ̶̶ ̶̶̶ ���
ML ⊥ JK, ML is the ������ ������
� �
perpendicular bisector
̶̶ �
� �
of JK. ��� �
���
JL = KL ⊥ Bisector Thm.
�
JL = 7.9 Substitute 7.9 for KL. 7. HT 8. m∠MNP
� ���
�
■ m∠PQS, given that m∠PQR = 68° � ����������
�
̶̶ ̶̶ � � �
Since SP = SR, SP ⊥ QP, � �
̶̶ ̶̶ ��� �
 bisects
and SR ⊥ QR, QS � ���������
��
∠PQR by the Converse of �
the Angle Bisector Theorem. � Write an equation in point-slope form for the
�� �
perpendicular bisector of the segment with the
given endpoints.
1 m∠PQR
m∠PQS = _ Def. of ∠ bisector 9. A(-4, 5), B(6, -5) 10. X(3, 2), Y(5, 10)
2
m∠PQS = 1 (68°) = 34°
_ Substitute 68° Tell whether the given information allows you to
2
for m∠PQR. conclude that P is on the bisector of ∠ABC.
11. � 12. �
� �
� � � �
� �
� �

366 Chapter 5 Properties and Attributes of Triangles

5-2 Bisectors of Triangles (pp. 307–313) TEKS G.2.A, G.2.B, G.3.B, G.7.A, G.7.B

EXAMPLES EXERCISES �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
■ DG, EG, and FG �
��� � PX, PY, and PZ are the ����
are the perpendicular � perpendicular bisectors of
bisectors of △ABC. � ��� △GHJ. Find each length. � � �
Find AG. � �
13. GY 14. GP
G is the circumcenter of △ABC. ��� ��
By the Circumcenter Theorem, �
15. GJ 16. PH
� �
G is equidistant from the vertices of △ABC. ���� �

AG = CG Circumcenter Thm. ̶̶ ̶̶ �
UA and VA are angle
AG = 5.1 Substitute 5.1 for CG. bisectors of △UVW.
Find each measure. ���
̶̶ ̶̶ � � �
■ QS and RS ��� �� ��� 17. the distance from � ��
̶̶ ���
are angle bisectors � A to UV
of △PQR. Find the � �
̶̶ 18. m∠WVA
distance from S to PR. �
S is the incenter of △PQR. By the Incenter
Find the circumcenter of a triangle with the
Theorem, S is equidistant from the sides of
̶̶ given vertices.
△PQR. The distance from S to PQ is 17, so the
̶̶ 19. M(0, 6), N(8, 0), O(0, 0)
distance from S to PR is also 17.
20. O(0, 0), R(0, -7), S(-12, 0)

5-3 Medians and Altitudes of Triangles (pp. 314–320) TEKS G.2.A, G.2.B, G.3.B,

G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
■ In △JKL, JP = 42. Find JQ. � In △DEF, DB = 24.6, and �
2 JP
JQ = _
� EZ = 11.6. Find each length. �
Centroid Thm.
3 �
2 � 21. DZ 22. ZB �
_
JQ = (42) Substitute 42 for JP. � �
�
3 23. ZC 24. EC
JQ = 28 Multiply. � �
� �
■ Find the orthocenter of △RST with vertices
R(-5, 3), S(-2, 5), and T (-2, 0). � Find the orthocenter of a triangle with the
̶̶ � �
Since ST is vertical, the given vertices.
� �
equation of the line 25. J(-6, 7), K(-6, 0), L(-11, 0)
containing the altitude �
̶̶ � 26. A(1, 2), B(6, 2), C(1, -8)
from R to ST is y = 3.
̶̶ 3-0 �� � � 27. R(2, 3), S(7, 8), T(8, 3)
slope of RT = _ = -1
-5 - (-2)
̶̶ 28. X(-3, 2), Y(5, 2), Z(3, -4)
The slope of the altitude to RT is 1.
This line must pass through S(-2, 5). 29. The coordinates of a triangular piece of a mobile
y - y 1 = m(x - x 1) Point-slope form are (0, 4), (3, 8), and (6, 0). The piece will hang
from a chain so that it is balanced. At what
y - 5 = 1(x + 2) Substitution coordinates should the chain be attached?
⎧y = 3
Solve the system ⎨ to find that the
⎩y = x + 7
coordinates of the orthocenter are (-4, 3).

Study Guide: Review 367

 5-4 The Triangle Midsegment Theorem (pp. 322–327) TEKS G.2.A, G.2.B, G.3.B,

G.5.A, G.7.B, G.9.B

EXAMPLES EXERCISES
� �
Find each measure. ���� Find each measure.
����
■ NQ � 30. BC 31. XZ � ����
�
� ��� ���
By the △ Midsegment 32. XC 33. m∠BCZ
1 KL = 45.7. �
�
Thm., NQ = _ � 34. m∠BAX 35. m∠YXZ
�
�
2 �
■ m∠NQM 36. The vertices of △GHJ are G(-4, -7), H(2, 5),
̶̶ ̶̶̶ ̶̶̶
NP ǁ ML △ Midsegment Thm. and J (10, -3). V is the midpoint of GH, and
̶̶ ̶̶̶ ̶̶
m∠NQM = m∠PNQ Alt. Int.  Thm. W is the midpoint of HJ. Show that VW ǁ GJ
m∠NQM = 37° Substitution and VW = __2 GJ.
1

5-5 Indirect Proof and Inequalities in One Triangle (pp. 332–339) TEKS G.3.B,

G.3.C, G.3.E, G.5.B

EXAMPLES EXERCISES �
� ��� ��� �
� ���
■ Write the angles of △RST 37. Write the sides of △ABC
��� ��� ��� �
in order from smallest in order from shortest
to largest. to longest. �
� ��� ���
The smallest angle is opposite the shortest 38. Write the angles of △FGH in �
side. In order, the angles are ∠S, ∠R, and ∠T. order from smallest to largest. � ���
39. The lengths of two sides of a triangle are
■ The lengths of two sides of a triangle are 13.5 centimeters and 4.5 centimeters. Find the
15 inches and 12 inches. Find the range of range of possible lengths for the third side.
possible lengths for the third side.
Let s be the length of the third side. Tell whether a triangle can have sides with the given
lengths. Explain.
s + 15 > 12 s + 12 > 15 15 + 12 > s
s > -3 s>3 27 > s 40. 6.2, 8.1, 14.2 41. z, z, 3z, when z = 5

By the Triangle Inequality Theorem, 42. Write an indirect proof that a triangle cannot
3 in. < s < 27 in. have two obtuse angles.

5-6 Inequalities in Two Triangles (pp. 340–345) TEKS G.3.B, G.3.E

EXAMPLES EXERCISES
Compare the given measures. Compare the given measures.
�
■ KL and ST � 43. PS and RS 44. m∠BCA and m∠DCA
� � ���
KJ = RS, JL = RT, and � ��� � ��� � �
��
m∠J > m∠R. By the �� ��� ��� �
� ��
Hinge Theorem, �
��� � ��
KL > ST. � ��
� � ��
�
■ m∠ZXY and m∠XZW � Find the range of values for n.
���
XY = WZ, XZ = XZ, and �
45. � 46. �
��
�
YZ < XW. By the Converse ���
�
��� ��� � ���
of the Hinge Theorem,
� �
m∠ZXY < m∠XZW. � ��� ��� �
� � ���������
� � �
�������

368 Chapter 5 Properties and Attributes of Triangles

 5-7 The Pythagorean Theorem (pp. 348–355) TEKS G.1.B, G.5.B, G.5.D, G.8.C, G.11.C

EXAMPLES EXERCISES
■ Find the value of x. Give your answer in Find the value of x. Give your answer in simplest
simplest radical form. radical form.
a2 + b2 = c2 Pyth. Thm. 47. � 48.
2 2 2 ��
6 +3 =x Substitution
� �
� 45 = x 2 Simplify.
�
x = 3 √
5 Find the positive � �
square root
� and simplify. Find the missing side length. Tell if the sides form a
Pythagorean triple. Explain.
■ Find the missing side length. Tell if the sides
49. � 50. �
form a Pythagorean triple. Explain.
a2 + b2 = c2 Pyth. Thm. ���
��
a + (1.6) 2 = 2 2
2
Substitution ��� ��
� a 2 = 1.44 Solve for a 2.
��� a = 1.2 Find the positive Tell if the measures can be the side lengths of a
square root. triangle. If so, classify the triangle as acute, obtuse,
or right.
The side lengths do not form a Pythagorean
triple because 1.2 and 1.6 are not whole 51. 9, 12, 16 52. 11, 14, 27
numbers. 53. 1.5, 3.6, 3.9 54. 2, 3.7, 4.1

5-8 Applying Special Right Triangles (pp. 356–362) TEKS G.3.B, G.5.A, G.5.D, G.7.A

EXAMPLES EXERCISES
Find the values of the variables. Give your Find the values of the variables. Give your answers in
answers in simplest radical form. simplest radical form.
■ ��� This is a 45°-45°-90° triangle. 55. �� 56.
�� x = 19 √ 2 Hyp. = leg √2 ��� ���� �
� ���
�
�

■ �� This is a 45°-45°-90° triangle. 57. 58. �

��� ��� ���
15 = x √
2 Hyp. = leg √
2 ��� �
� �������
�
��
�
��� ���� ���
_15 = x Divide both sides by √
2.
√2 59. � 60. ��
15 √
_ 2 ��� ���
=x Rationalize the denominator.
2 � �
��� �

■
�
This is a 30°-60°-90° triangle.
�
22 = 2x Hyp. = 2(shorter leg) Find the value of each variable. Round to the
��� ��� nearest inch.
��
Divide both sides by 2.
61. � 62.
11 = x
����� �����
y = 11 √
3 Longer leg = (shorter leg) √
3 ����� �
� �
���
�����
�

Study Guide: Review 369

 Find each measure.
1. KL 2. m∠WXY 3. BC
� � ��
� � ������� �������
��� ���� ��� �
�
� � �� ��
� ���� ��
�
̶̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶
4. MQ, NQ, and PQ are the 5. EG and FG are angle 6. In △XYZ, XC = 261,
perpendicular bisectors of bisectors of △DEF. and ZW = 118.
△RST. Find RS and RQ. Find m∠GEF and the Find XW, BW, and BZ.
̶̶
� distance from G to DF. �
��� ��� � �
� � � �
� �
� ��� ��� �
� � ��� �
� ��� �
� � �

7. Find the orthocenter of △JKL with vertices J(-5, 2), K(-5, 10), and L(1, 4).
��
� �
8. In △GHJ at right, find PR, GJ, and m∠GRP.
��
9. Write an indirect proof that two obtuse angles cannot ���
� �
form a linear pair. �
�
10. Write the angles of 11. Write the sides of � �
��� ��� ���
△BEH in order from ��� △RTY in order from
���
smallest to largest. shortest to longest.
� ��� � �

12. The distance from Arville to Branton is 114 miles. The distance from Branton
to Camford is 247 miles. If the three towns form a triangle, what is the range
of distances from Arville to Camford?
�
13. Compare m∠SPV � �� 14. Find the range of
and m∠ZPV. � values for x. ��
�� ���
�� � �
� ���������� �
� ��
�
��
15. Find the missing side length in the triangle. Tell if the
side lengths form a Pythagorean triple. Explain.
��
16. Tell if the measures 18, 20, and 27 can be the side lengths of a
triangle. If so, classify the triangle as acute, obtuse, or right.
17. An IMAX screen is 62 feet tall and 82 feet wide. What is the length of the screen’s
diagonal? Round to the nearest inch.

Find the values of the variables. Give your answers in simplest radical form.
18. �� 19. ��
20. �
��� � ��� �
���
�
� �

370 Chapter 5 Properties and Attributes of Triangles

FOCUS ON SAT MATHEMATICS SUBJECT TESTS
Some questions on the SAT Mathematics Subject Tests If you have both a scientific and a
require the use of a calculator. You can take the test graphing calculator, bring the graphing
without one, but it is not recommended. The calculator calculator to the test. Make sure you
you use must meet certain criteria. For example, spend time getting used to a new
calculators that make noise or have typewriter-like calculator before the day of the test.
keypads are not allowed.

You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

1. In △ABC, m∠C = 2m∠A, and CB = 3 units. 3. The side lengths of a right triangle are 2, 5,
What is AB to the nearest hundredth unit? and c, where c > 5. What is the value of c?
� (A) √
21
(B) √
29
� �
(C) 7
(A) 1.73 units (D) 9
(B) 4.24 units (E) √
145
(C) 5.20 units
(D) 8.49 units
4. In the triangle below, which of the following
(E) 10.39 units CANNOT be the length of the unknown side?
(A) 2.2
2. What is the perimeter of △ABC if D is the (B) 6 ��
�
̶̶ ̶̶
midpoint of AB, E is the midpoint of BC, and
̶̶ (C) 12.8
F is the midpoint of AC?
(D) 17.2
�
(E) 18.1
���� ����
����
� �
5. Which of the following points is on the
perpendicular bisector of the segment with
endpoints (3, 4) and (9, 4)?
� �
� (A) (4, 2)
Note: Figure not drawn to scale.
(B) (4, 5)
(A) 8 centimeters (C) (5, 4)
(B) 14 centimeters (D) (6, -1)
(C) 20 centimeters (E) (7, 4)
(D) 28 centimeters
(E) 35 centimeters

College Entrance Exam Practice 371

 Any Question Type: Check with a Different Method
It is important to check all of your answers on a test. An effective way to do this is to use a
different method to answer the question a second time. If you get the same answer with
two different methods, then your answer is probably correct.

Multiple Choice What are the coordinates of the centroid of �

△ABC with A(-2, 4), B(4, 6), and C(1, -1)? �
�
(1, 5) (1, 3) �
(2.5, 2.5) (3, 1)
Method 1: The centroid of a triangle is the point of concurrency �
of the medians. Write the equations of two medians and �� � � � �
find their point of intersection. �
̶̶ ̶̶
Let D be the midpoint of AB and let E be the midpoint of BC.

(
-2 + 4 4 + 6
D = _, _ = (1,5)
2 2 ) ( 4 + 1 6 + (-1)
E = _, _ = (2.5, 2.5)
2 2 )
The median from C to D contains C(1, -1) and D(1, 5).
It is vertical, so its equation is x = 1.

The median from A to E contains A(-2, 4) and E(2.5, 2.5).

̶̶ 4 - 2.5 = _ 1.5 = -_ 1
slope of AE = _
-2 - 2.5 -4.5 3
y - y 1 = m(x - x 1) Point-slope form
1 (x + 2)
y - 4 = -_ 1 for m,
Substitute 4 for y 1, -_
3 3
and -2 for x 1.
⎧x = 1
Solve the system ⎨ __
1
to find the point of intersection.
⎩ y - 4 = - 3 (x + 2)
1 (1 + 2)
y - 4 = -_ Substitute 1 for x.
3 Problem
y=3 Simplify. Solving
Strategies
The coordinates of the centroid are (1, 3). So choice H is the
• Draw a Diagram
correct answer. • Make a Model
• Guess and Test
Method 2: To check this answer, use a different method. • Work Backward
By the Centroid Theorem, the centroid of a triangle is __23 • Find a Pattern
of the distance from each vertex to the midpoint of the • Make a Table
̶̶ • Solve a Simpler Problem
opposite side. CD is vertical with a length of 6 units. __23 (6) = 4, • Use Logical Reasoning
and the coordinates of the point that is 4 units up from C is (1, 3). • Use a Venn Diagram
• Make an Organized List
This method confirms that choice H is the correct answer.

372 Chapter 5 Properties and Attributes of Triangles

 If you can’t think of a different method to use to
Item C
���� check your answer, circle the question and come
Gridded Response Find the
back to it later.
area of the square in square ���

�
centimeters.

��
�� ��
���
Read each test item and answer the questions
that follow.
5. How can you use special right triangles to
Item A answer this question?
Multiple Choice Given that ℓ is the
̶̶ 6. Explain how you can check your answer by
perpendicular bisector of AB, AC = 3n + 1,
and BC = 6n - 11, what is the value of n? using the Pythagorean Theorem.

�
�
Item D
������ �������� Multiple Choice Which coordinates for point
Z form a right triangle with the points X(-8, 4)
and Y(0, -2)?
� �
� Z(4, 4) Z(3, 2)
Z(4, 6) Z(8, 4)
-4 4
_
3
3
_ 4
4 7. Explain how to use slope to determine if
△XYZ is a right triangle.
8. How can you use the Converse of the
1. How can you use the given answer choices Pythagorean Theorem to check your answer?
to solve this problem?
2. Describe how to solve this problem directly.

Item E
Multiple Choice What are the coordinates of
Item B the orthocenter of △RST?
Multiple Choice Which number forms a � �
Pythagorean triple with 15 and 17?
�
5 8 �
�
7 10 �
�
�� �� � � �
��
3. How can you use the given answer choices
to find the answer?
4. Describe a different method you can use to
check your answer. (0, 2) (-1, 3)
(0, 1) (1, 2)

9. Describe how you would solve this problem

directly.
10. How can you use the third altitude of
the triangle to confirm that your answer
is correct?

TAKS Tackler 373

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–5

Multiple Choice 6. What is the area of an equilateral triangle that
̶̶ ̶̶ has a perimeter of 18 centimeters?
1. GJ is a midsegment of △DEF, and HK is a
̶̶ 9 square centimeters
midsegment of △GFJ. What is the length of HK?
9 √
3 square centimeters
� �����������
18 square centimeters
�
� 18 √
3 square centimeters
������������ ����
� ̶̶ ̶̶
7. In △ABC and △DEF, AC ≅ DE, and ∠A ≅ ∠E.
� Which of the following would allow you
�
� to conclude by SAS that these triangles are
congruent?
2.25 centimeters ̶̶ ̶̶
AB ≅ DF
4 centimeters ̶̶ ̶̶
AC ≅ EF
7.5 centimeters ̶̶ ̶̶
BA ≅ FE
9 centimeters ̶̶ ̶̶
CB ≅ DF

2. In △RST, SR < ST, and RT > ST. If 8. For the segment below, AB = __12 AC, and CD = 2BC.
m∠R = (2x + 10)° and m∠T = (3x - 25)°, ̶̶̶
Which expression is equal to the length of AD?
which is a possible value of x?
25 35 � � � �
30 40
2AB + BC
3. The vertex angle of an isosceles triangle measures 2AC + AB
(7a - 2)°, and one of the base angles measures
3AB
(4a + 1)°. Which term best describes this triangle?
4BC
Acute
Equiangular
9. In △DEF, m∠D = 2(m∠E + m∠F). Which term best
Right describes △DEF?
Obtuse Acute
Equiangular
4. The lengths of two sides of an acute triangle are
Right
8 inches and 10 inches. Which of the following
could be the length of the third side? Obtuse
5 inches 12 inches
10. Which point of concurrency is always located
6 inches 13 inches
inside the triangle?
The centroid of an obtuse triangle
5. For the coordinates M(-1, 0), N(-2, 2), P(10, y),
̶̶̶ ̶̶
and Q(4, 6), MN ǁ PQ . What is the value of y? The circumcenter of an obtuse triangle
-18 6 The circumcenter of a right triangle
-6 18 The orthocenter of a right triangle

374 Chapter 5 Properties and Attributes of Triangles

 STANDARDIZED TEST PREP
Short Response
���� If a diagram is not provided, draw your own. ̶̶
Use the given information to label the diagram. 17. In △RST, S is on the perpendicular bisector of RT,
m∠S = (4n + 16)°, and m∠R = (3n - 18)°.
Find m∠R. Show your work and explain how
you determined your answer.
11. The length of one leg of a right triangle is 3 ̶̶ ̶̶ ̶̶ ̶̶
times the length of the other, and the length of 18. Given that BD ǁ AC and AB ≅ BD, explain
the hypotenuse is 10. What is the length of the why AC < DC.
longest leg?
� �
3 
√10
���

3 √10 12 √
5

12. Which statement is true by the Transitive Property

���
of Congruence?
� �
If ∠A ≅ ∠T, then ∠T ≅ ∠A.
If m∠L = m∠S, then ∠L ≅ ∠S.
19. Write an indirect proof that an acute triangle
5QR + 10 = 5(QR + 2) cannot contain a pair of complementary angles.
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
If BD ≅ DE and DE ≅ EF, then BD ≅ EF. Given: △XYZ is an acute triangle.
Prove: △XYZ does not contain a pair of
complementary angles.
Gridded Response
13. P is the incenter of △JKL. The distance from P 20. Find the coordinates of the orthocenter of △JKL.
̶̶ ̶̶
to KL is 2y - 9. What is the distance from P to JK? Show your work and explain how you found
your answer.
�
����������
�
� �

�
�
�
��� ��� �
� � �
�� �� �� �

14. In a plane, r ǁ s, and s ⊥ t. How many right angles

are formed by the lines r, s, and t?
Extended Response
15. What is the measure, in degrees, of ∠H? 21. Consider the statement “If a triangle is
� equiangular, then it is acute.”
�
a. Write the converse, inverse, and contrapositive
��������� ���������
of this conditional statement.
b. Write a biconditional statement from the
conditional statement.
�
c. Determine the truth value of the biconditional
statement. If it is false, give a counterexample.
d. Determine the truth value of each statement
���������� below. Give an example or counterexample to
� justify your reasoning.
�
“For any conditional, if the inverse and
contrapositive are true, then the biconditional
16. The point T is in the interior of ∠XYZ. If is true.”
m∠XYZ = (25x + 10)°, m∠XYT = 90°, and
“For any conditional, if the inverse and
m∠TYZ = (9x)°, what is the value of x?
converse are true, then the biconditional
is true.”

Cumulative Assessment, Chapters 1–5 375

 Polygons and
Quadrilaterals
6A Polygons and
Parallelograms
Lab Construct Regular Polygons
6-1 Properties and Attributes of
Polygons
Lab Explore Properties of
Parallelograms
6-2 Properties of Parallelograms
6-3 Conditions for Parallelograms

6B Other Special
Quadrilaterals
6-4 Properties of Special
Parallelograms
Lab Predict Conditions for Special
Parallelograms
6-5 Conditions for Special
Parallelograms
Lab Explore Isosceles Trapezoids
6-6 Properties of Kites and
Trapezoids

KEYWORD: MG7 ChProj

This tile mosaic

showing the Alamo and
surrounding buildings
is on the Riverwalk in
San Antonio.

376 Chapter 6
 Vocabulary
Match each term on the left with a definition on the right.
1. exterior angle A. lines that intersect to form right angles
2. parallel lines B. lines in the same plane that do not intersect
3. perpendicular lines C. two angles of a polygon that share a side
4. polygon D. a closed plane figure formed by three or more segments
that intersect only at their endpoints
5. quadrilateral
E. a four-sided polygon
F. an angle formed by one side of a polygon and the extension
of a consecutive side

Triangle Sum Theorem

Find the value of x.
6. 7. �� 8. �� 9. ���
���
��� ��
��� ���
�� ��� ��

Parallel Lines and Transversals

Find the measure of each numbered angle.
10. 11. 12.
�
� ���� �� ��� �
���
�
� � ���
� �

Special Right Triangles

Find the value of x. Give the answer in simplest radical form.
13. � 14. 15. � 16. ������
�
��
�� � ��� ��
��
��� ���
������
�
��
��� �
�������
�
�� �������
�
�� �� � ��� �

Conditional Statements
Tell whether the given statement is true or false. Write the converse. Tell whether the
converse is true or false.
17. If two angles form a linear pair, then they are supplementary.
18. If two angles are congruent, then they are right angles.
19. If a triangle is a scalene triangle, then it is an acute triangle.

Polygons and Quadrilaterals 377

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the vocabulary
concave cóncavo terms in the chapter, consider the following.
You may refer to the chapter, the glossary, or a
diagonal diagonal dictionary if you like.
isosceles trapezoid trapecio isósceles 1. The word concave is made up of two parts:
con and cave. Sketch a polygon that looks
kite cometa
like it caves in.
parallelogram paralelogramo
2. If a triangle is isosceles, then it has two
rectangle rectángulo congruent legs. What do you think is a
special property of an isosceles trapezoid ?
regular polygon polígono regular
3. A parallelogram has four sides. What do
rhombus rombo you think is a special property of the sides
square cuadrado
of a parallelogram?

trapezoid trapecio

6-1 6-2 6-5 6-6

Geometry TEKS Geo. Les. Geo. Les. Les. Les. Tech. Les. Tech. Les.
Lab 6-1 Lab 6-2 6-3 6-4 Lab 6-5 Lab 6-6

G.2.A Geometric structure* use constructions to explore ★ ★ ★ ★ ★ ★ ★

attributes of geometric figures and to make conjectures
about geometric relationships
G.2.B Geometric structure* make conjectures about ... ★ ★ ★ ★ ★ ★ ★ ★ ★ ★
polygons ... and determine the validity of the
conjectures, choosing from a variety of approaches ...
G.3.B Geometric structure* construct and justify statements ★ ★ ★ ★ ★ ★ ★ ★ ★ ★
about geometric figures and their properties
G.3.E Geometric structure* use deductive reasoning to prove ★ ★ ★ ★ ★
a statement
G.5.B Geometric patterns* use numeric and geometric ★ ★
patterns to make generalizations about geometric
properties, including properties of polygons,... and angle
relationships in polygons ...
G.7.A Dimensionality and the geometry of location* use one- ★ ★ ★ ★ ★ ★
and two-dimensional coordinate systems to represent ...
figures
G.7.B Dimensionality and the geometry of location* use slopes ★ ★ ★ ★ ★
and equations of lines to investigate geometric relationships ...
G.7.C Dimensionality and the geometry of location* ... ★ ★ ★ ★ ★
use formulas involving length, slope, and midpoint
G.9.B Congruence and the geometry of size* formulate and ★ ★ ★ ★
test conjectures about the properties and attributes
of polygons and their component parts based on
explorations and concrete models
* Knowledge and skills are written out completely on pages TX28–TX35.

378 Chapter 6
Writing Strategy:
Write a Convincing Argument
Throughout this book, the icon identifies
exercises that require you to write an explanation
or argument to support an idea. Your response to a
Write About It exercise shows that you have a solid
From Lesso
understanding of the mathematical concept. n 5-4
36. Write A
To be effective, a written argument should contain bout It
An isosceles tr
• a clear statement of your mathematical claim. iangle
has two congr
uent
• evidence or reasoning that supports your claim. sides. Does it
also
have two con
gruent
midsegments
?
Explain.

Step 1 Make a statement of your mathematical claim.

Draw a sketch to investigate the properties of the midsegments of
an isosceles triangle. You will find that the midsegments parallel
to the legs of the isosceles triangle are congruent.
Claim: The midsegments parallel to the legs of an isosceles triangle
are congruent.

Step 2 Give evidence to support your claim.

Identify any properties or theorems that support your claim. In this case,
the Triangle Midsegment Theorem states that the length of a midsegment
of a triangle is __12 the length of the parallel side.
To clarify your argument, label your diagram and use it in your response.

Step 3 Write a complete response.

Yes, the two midsegments parallel to the legs of an isosceles triangle
̶̶ ̶̶ ̶̶ ̶̶
are congruent. Suppose △ABC is isosceles with AB ≅ AC. XZ and YZ
are midsegments of △ABC. By the Triangle Midsegment Theorem,
̶̶ ̶̶
XZ = __12 AC and YZ = __12 AB. Since AB ≅ AC, AB = AC. So __12 AB = __12 AC
by the Multiplication Property of Equality. By substitution,
̶̶ ̶̶
XZ = YZ, so XZ ≅ YZ.

Try This
Write a convincing argument.

1. Compare the circumcenter and the incenter of a triangle.

2. If you know the side lengths of a triangle, how do you determine

which angle is the largest?

Polygons and Quadrilaterals 379

 6-1
Construct Regular Polygons
In Chapter 4, you learned that an equilateral triangle is a triangle with three
congruent sides. You also learned that an equilateral triangle is equiangular,
meaning that all its angles are congruent.

In this lab, you will construct polygons that are both equilateral and
equiangular by inscribing them in circles.
Use with Lesson 6-1
TEKS G.2.A Geometric structure: use constructions to explore attributes of
geometric figures and to make conjectures .... Also G.2.B, G.3.B, G.3.D, G.5.B, G.9.B

Activity 1
�
̶̶
1 Construct circle P. Draw a diameter AC.
̶̶
2 Construct the perpendicular bisector of AC. Label the intersections
� �
of the bisector and the circle as B and D. �
̶̶ ̶̶ ̶̶ ̶̶
3 Draw AB, BC, CD, and DA. The polygon ABCD is a regular quadrilateral.
This means it is a four-sided polygon that has four congruent sides and �
four congruent angles.

Try This
1. Describe a different method for constructing a regular quadrilateral.
2. The regular quadrilateral in Activity 1 is inscribed in the circle. What is the
relationship between the circle and the regular quadrilateral?
3. A regular octagon is an eight-sided polygon that has eight congruent sides
and eight congruent angles. Use angle bisectors to construct a regular octagon
from a regular quadrilateral.

Activity 2
1 Construct circle P. Draw a point A on the circle.
� �
2 Use the same compass setting. Starting at A, draw arcs to mark off
equal parts along the circle. Label the other points where the arcs
�
intersect the circle as B, C, D, E, and F. � �

̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
3 Draw AB, BC, CD, DE, EF, and FA. The polygon ABCDEF is a regular
hexagon. This means it is a six-sided polygon that has six congruent � �
sides and six congruent angles.

Try This
4. Justify the conclusion that ABCDEF is a regular hexagon. (Hint: Draw
̶̶ ̶̶ ̶̶
diameters AD, BE, and CF. What types of triangles are formed?)
5. A regular dodecagon is a 12-sided polygon that has 12 congruent sides and
12 congruent angles. Use the construction of a regular hexagon to construct
a regular dodecagon. Explain your method.

380 Chapter 6 Polygons and Quadrilaterals

Activity 3
̶̶
1 Construct circle P. Draw a diameter AB.
̶̶
2 Construct the perpendicular bisector of AB. Label one point where the bisector
intersects the circle as point E.
̶̶
3 Construct the midpoint of radius PB. Label it as point C.

4 Set your compass to the length CE. Place the compass point at C and draw an arc
̶̶
that intersects AB. Label the point of intersection D.

5 Set the compass to the length ED. Starting at E, draw arcs to mark off equal parts
along the circle. Label the other points where the arcs intersect the circle as F, G,
H, and J.
̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶
6 Draw EF, FG, GH, HJ, and JE. The polygon EFGHJ is a regular pentagon.
This means it is a five-sided polygon that has five congruent sides and
five congruent angles.

� � � �

� � � �
� � � � � � � �
� � � � � � � � � � �

� � � �

Steps 1–3 Step 4 Step 5 Step 6

Try This
6. A regular decagon is a ten-sided polygon that has ten congruent sides and
ten congruent angles. Use the construction of a regular pentagon to construct
a regular decagon. Explain your method.
7. Measure each angle of the regular polygons in Activities 1–3 and complete the
following table.

REGULAR POLYGONS
Number of Sides 3 4 5 6
Measure of Each Angle 60°
Sum of Angle Measures 180°

8. Make a Conjecture What is a general rule for finding the sum of the angle
measures in a regular polygon with n sides?
9. Make a Conjecture What is a general rule for finding the measure of each angle
in a regular polygon with n sides?

6-1 Geometry Lab 381

 6-1 Properties and
Attributes of Polygons
TEKS G.5.B Geometric patterns: use … patterns to make generalizations
about ... properties of ... and angle relationships in polygons ....
Objectives Why learn this?
Classify polygons based The opening that lets light
on their sides and angles. into a camera lens is created
Find and use the by an aperture, a set of
measures of interior blades whose edges may form
and exterior angles a polygon. (See Example 5.)
of polygons.
In Lesson 2-4, you learned
Vocabulary
the definition of a polygon.
side of a polygon
vertex of a polygon Now you will learn about the
diagonal parts of a polygon and about
regular polygon ways to classify polygons.
concave
convex Each segment that forms a polygon
Number Name of
is a side of the polygon . The common
of Sides Polygon
endpoint of two sides is a vertex of the
polygon . A segment that connects any 3 Triangle
two nonconsecutive vertices is a diagonal . 4 Quadrilateral
Also G.2.B, G.3.B, 5 Pentagon
� �
G.4.A, G.5.A, G.7.A 6 Hexagon
���� � 7 Heptagon
������
� 8 Octagon
�������� 9 Nonagon
�
10 Decagon
You can name a polygon by the number 12 Dodecagon
of its sides. The table shows the n n-gon
names of some common polygons.
Polygon ABCDE is a pentagon.

EXAMPLE 1 Identifying Polygons

Tell whether each figure is a polygon. If it is a polygon, name it by the
number of its sides.
A B C

polygon, pentagon not a polygon polygon, octagon

Tell whether each figure is a polygon. If it is a polygon,

name it by the number of its sides.
1a. 1b. 1c.

All the sides are congruent in an equilateral polygon. All the angles are congruent
in an equiangular polygon. A regular polygon is one that is both equilateral and
equiangular. If a polygon is not regular, it is called irregular.

382 Chapter 6 Polygons and Quadrilaterals

 A polygon is concave if any part of a diagonal
contains points in the exterior of the polygon.
If no diagonal contains points in the exterior,
then the polygon is convex . A regular polygon ������� ������
������������� �������������
is always convex.

EXAMPLE 2 Classifying Polygons

Tell whether each polygon is regular or irregular. Tell whether it is concave
or convex.
A B C

irregular, convex regular, convex irregular, concave

Tell whether each polygon is regular or irregular. Tell whether it

is concave or convex.
2a. 2b.

To find the sum of the interior angle measures of a convex polygon, draw all
possible diagonals from one vertex of the polygon. This creates a set of triangles.
The sum of the angle measures of all the triangles equals the sum of the angle
measures of the polygon.
By the Triangle
Sum Theorem, the
sum of the interior
angle measures of
a triangle is 180°.
�������� ������������� �������� �������

Sum of Interior
Polygon Number of Sides Number of Triangles Angle Measures
Triangle 3 1 (1)180° = 180°
Quadrilateral 4 2 (2)180° = 360°
Pentagon 5 3 (3)180° = 540°
Hexagon 6 4 (4)180° = 720°
n-gon n n-2 (n - 2)180°

In each convex polygon, the number of triangles formed is two less than the
number of sides n. So the sum of the angle measures of all these triangles
is (n - 2) 180°.

Theorem 6-1-1 Polygon Angle Sum Theorem

The sum of the interior angle measures of a convex polygon

with n sides is (n - 2)180°.

6- 1 Properties and Attributes of Polygons 383

 EXAMPLE 3 Finding Interior Angle Measures and Sums in Polygons

A Find the sum of the interior angle measures of a convex octagon.

(n - 2)180° Polygon ∠ Sum Thm.
(8 - 2)180° An octagon has 8 sides, so substitute 8 for n.
1080° Simplify.

B Find the measure of each interior angle of a regular nonagon.

Step 1 Find the sum of the interior angle measures.
(n - 2)180° Polygon ∠ Sum Thm.
(9 - 2)180° = 1260° Substitute 9 for n and simplify.
Step 2 Find the measure of one interior angle.
1260° = 140°
_ The int.  are ≅, so divide by 9.
9
C Find the measure of each interior angle of � �
�� ���
quadrilateral PQRS.
(4 - 2)180° = 360° Polygon ∠ Sum Thm. ��� ��
m∠P + m∠Q + m∠R + m∠S = 360° Polygon ∠ Sum Thm. � �
c + 3c + c + 3c = 360 Substitute.
8c = 360 Combine like terms.
c = 45 Divide both sides by 8.
m∠P = m∠R = 45°
m∠Q = m∠S = 3 (45°) = 135°

3a. Find the sum of the interior angle measures of a convex 15-gon.
3b. Find the measure of each interior angle of a regular decagon.

In the polygons below, an exterior angle has been measured at each vertex.
Notice that in each case, the sum of the exterior angle measures is 360°.

An exterior angle is ���� ���

���
formed by one side ���
of a polygon and ���� ���
���� ����
the extension of a
consecutive side. ������������������������ �������������������
�����������������

Theorem 6-1-2 Polygon Exterior Angle Sum Theorem

The sum of the exterior angle measures, one angle at each vertex, of a convex
polygon is 360°.

EXAMPLE 4 Finding Exterior Angle Measures in Polygons

A Find the measure of each exterior angle of a regular hexagon.

A hexagon has 6 sides and 6 vertices.
sum of ext.  = 360° Polygon Ext. ∠ Sum Thm.
360° = 60°
measure of one ext. ∠ = _ A regular hexagon has 6 ≅ ext. ,
6
so divide the sum by 6.
The measure of each exterior angle of a regular hexagon is 60°.

384 Chapter 6 Polygons and Quadrilaterals

 B Find the value of a
� ���
in polygon RSTUV. ��� �
� ���
�
��� ���
�

7a° + 2a° + 3a° + 6a° + 2a° = 360° Polygon Ext. ∠ Sum Thm.
20a = 360 Combine like terms.
a = 18 Divide both sides by 20.

4a. Find the measure of each exterior �

angle of a regular dodecagon. ��� ���
�
4b. Find the value of r in polygon JKLM. �
��� ���
�

EXAMPLE 5 Photography Application

The aperture of the camera is
formed by ten blades. The blades
overlap to form a regular decagon.
What is the measure of ∠CBD? �
�
�
∠CBD is an exterior angle of a �
regular decagon. By the Polygon
Exterior Angle Sum Theorem,
the sum of the exterior angle
measures is 360°.
360° = 36°
m∠CBD = _ A regular decagon has 10 ≅ ext.  ,
10
so divide the sum by 10.

5. What if…? Suppose the shutter were formed by 8 blades.

What would the measure of each exterior angle be?

THINK AND DISCUSS

1. Draw a concave pentagon and a convex pentagon. Explain the
difference between the two figures.
2. Explain why you cannot use the expression ____
360°
n to find the measure of
an exterior angle of an irregular n-gon.
3. GET ORGANIZED Copy and complete the graphic organizer. In each
cell, write the formula for finding the indicated value for a regular
convex polygon with n sides.
��������������� ���������������
���������������������
�����������������

6- 1 Properties and Attributes of Polygons 385

 6-1
Exercises KEYWORD: MG7 6-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Explain why an equilateral polygon is not necessarily a regular polygon.

SEE EXAMPLE 1 Tell whether each outlined shape is a polygon. If it is a polygon, name it by the
p. 382 number of its sides.
2. 3. 4. 5.

SEE EXAMPLE 2 Tell whether each polygon is regular or irregular. Tell whether it is concave or convex.
p. 383 6. 7. 8.

SEE EXAMPLE 3 9. Find the measure of each interior angle of pentagon ABCDE. �
p. 384 10. Find the measure of each interior angle of ���
�
���
a regular dodecagon.
��� �
11. Find the sum of the interior angle ���
measures of a convex 20-gon. ���
� �
� �
�� �
SEE EXAMPLE 4 12. Find the value of y in polygon JKLM. � ���
p. 384 �
13. Find the measure of each exterior �
� �
�� ���
angle of a regular pentagon. �

SEE EXAMPLE 5 Safety Use the photograph of the traffic sign for
p. 385 Exercises 14 and 15. � �
14. Name the polygon by the number of its sides.
15. In the polygon, ∠P, ∠R, and ∠T are right angles,
and ∠Q ≅ ∠S. What are m∠Q and m∠S? � �

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each figure is a polygon. If it is a polygon, name it by the number
For See of its sides.
Exercises Example
16–18 1 16. 17. 18.
19–21 2
22–24 3
25–26 4
27–28 5
Tell whether each polygon is regular or irregular. Tell whether it is concave or convex.
TEKS TAKS 19. 20. 21.
Skills Practice p. S14
Application Practice p. S33

386 Chapter 6 Polygons and Quadrilaterals

22. Find the measure of each interior angle of quadrilateral RSTV. �
���
23. Find the measure of each interior angle of a regular 18-gon. �
���
24. Find the sum of the interior angle measures of a convex heptagon.
��� ���
� �
25. Find the measure of each exterior angle of a regular nonagon.
26. A pentagon has exterior angle measures of
5a°, 4a°, 10a°, 3a°, and 8a°. Find the value of a.
� �
Crafts The folds on the lid of the gift box form a
�
regular hexagon. Find each measure.
27. m∠JKM
�
28. m∠MKL

Algebra Find the value of x in each figure.

29. 30. �� ��������� 31.
����
����

�������� �� ��������� �� ��

Find the number of sides a regular polygon must have to meet each condition.
32. Each interior angle measure equals each exterior angle measure.
33. Each interior angle measure is four times the measure of each exterior angle.
34. Each exterior angle measure is one eighth the measure of each interior angle.

Name the convex polygon whose interior angle measures have each given sum.
35. 540° 36. 900° 37. 1800° 38. 2520°

Multi-Step An exterior angle measure of a regular polygon is given. Find the

number of its sides and the measure of each interior angle.
39. 120° 40. 72° 41. 36° 42. 24°
43. /////ERROR ANALYSIS///// Which conclusion is incorrect?
Explain the error.
� �
������������������������ ����������������������������

44. Estimation Graph the polygon formed by the points A(-2, -6), B(-4, -1),
C(-1, 2), D(4, 0), and E(3, -5). Estimate the measure of each interior angle.
Make a conjecture about whether the polygon is equiangular. Now measure each
interior angle with a protractor. Was your conjecture correct?

45. This problem will prepare you for the Multi-Step TAKS Prep on page 406.
In this quartz crystal, m∠A = 95°, m∠B = 125°,
�
m∠E = m∠D = 130°, and ∠C ≅ ∠F ≅ ∠G. �
�
a. Name polygon ABCDEFG by the number of sides.
�
b. What is the sum of the interior angle measures �
of ABCDEFG? �
�
c. Find m∠F.

6- 1 Properties and Attributes of Polygons 387

 46. The perimeter of a regular polygon is 45 inches. The length of one side
is 7.5 inches. Name the polygon by the number of its sides.

Draw an example of each figure.

47. a regular quadrilateral 48. an irregular concave heptagon
49. an irregular convex pentagon 50. an equilateral polygon that is not equiangular

51. Write About It Use the terms from the lesson to describe
the figure as specifically as possible.
52. Critical Thinking What geometric figure does a regular
polygon begin to resemble as the number of sides increases?

53. Which terms describe the figure shown?

I. quadrilateral II. concave III. regular
I only I and II
II only I and III

54. Which statement is NOT true about a regular 16-gon?

It is a convex polygon.
It has 16 congruent sides.
The sum of the interior angle measures is 2880°.
The sum of the exterior angles, one at each vertex, is 360°.

55. In polygon ABCD, m∠A = 49°, m∠B = 107°, and m∠C = 2m∠D. What is m∠C?
24° 68° 102° 136°

CHALLENGE AND EXTEND

56. The interior angle measures of a convex pentagon are consecutive multiples of 4.
Find the measure of each interior angle.
57. Polygon PQRST is a regular pentagon. Find the values of x, y, and z. �
58. Multi-Step Polygon ABCDEFGHJK is a regular decagon.
̶̶ ̶̶ ��
Sides AB and DE are extended so that they meet at point L � �� �
in the exterior of the polygon. Find m∠BLD.
59. Critical Thinking Does the Polygon Angle Sum Theorem work
��
for concave polygons? Draw a sketch to support your answer.
� �

SPIRAL REVIEW
Solve by factoring. (Previous course)
60. x 2 + 3x - 10 = 0 61. x 2 - x - 12 = 0 62. x 2 - 12x = -35

The lengths of two sides of a triangle are given. Find the range of possible lengths
for the third side. (Lesson 5-5)
63. 4, 4 64. 6, 12 65. 3, 7

Find each side length for a 30°-60°-90° triangle. (Lesson 5-8)

66. the length of the hypotenuse when the length of the shorter leg is 6
67. the length of the longer leg when the length of the hypotenuse is 10

388 Chapter 6 Polygons and Quadrilaterals

 Relations and Functions
Algebra
Many numeric relationships in geometry can be represented by algebraic
relations. These relations may or may not be functions, depending on
their domain and range.

A relation is a set of ordered pairs. All the first coordinates in the set of
ordered pairs are the domain of the relation. All the second coordinates
See Skills Bank
page S61 are the range of the relation.

A function is a type of relation that pairs each element in the domain with
exactly one element in the range.

Example
Give the domain and range of the relation y = _
6
. Tell whether the relation is a function.
x-6
Step 1 Make a table of values for the relation.

x -6 0 5 6 7 12
y -0.5 -1 -6 Undefined 6 1

Step 2 Plot the points and connect them �

with smooth curves. �

�
�
�� � � � ��
��

��

Step 3 Identify the domain and range.

Since y is undefined at x = 6, the domain of the relation is the set of all real
numbers except 6. Since there is no x-value such that y = 0, the range of
the relation is the set of all real numbers except 0.

Step 4 Determine whether the relation is a function.

From the graph, you can see that only one y-value exists for each x-value,
so the relation is a function.

Try This TAKS Grades 9–11 Obj. 2

Give the domain and range of each relation. Tell whether the relation is a function.
(x - 2)180
1. y = (x - 2)180 2. y = 360 3. y = _ x
360
4. y = _ 5. x = 3y - 10 6. x 2 + y 2 = 9
x
7. x = -2 8. y = x 2 + 4 9. -x + 8y = 5

On Track for TAKS 389

 6-2
Explore Properties
of Parallelograms
In this lab you will investigate the relationships among the angles and sides
of a special type of quadrilateral called a parallelogram. You will need to
apply the Transitive Property of Congruence. That is, if figure A ≅ figure B
Use with Lesson 6-2 and figure B ≅ figure C, then figure A ≅ figure C.
TEKS G.9.B Congruence and the geometry of size: formulate and test conjectures about ...
polygons ... based on explorations and concrete models. Also G.2.B, G.3.B, G.10.A
Activity
1 Use opposite sides of an index card to draw a set of
parallel lines on a piece of patty paper. Then use opposite
sides of a ruler to draw a second set of parallel lines that
intersects the first. Label the points of intersection A, B,
C, and D, in that order. Quadrilateral ABCD has two pairs
of parallel sides. It is a parallelogram.

2 Place a second piece of patty paper over the first and trace
ABCD. Label the points that correspond to A, B, C, and D
as Q, R, S, and T, in that order. The parallelograms ABCD
and QRST are congruent. Name all the pairs of congruent
corresponding sides and angles.
̶̶ ̶̶
3 Lay ABCD over QRST so that AB overlays ST. What do
you notice about their lengths? What does this tell
̶̶ ̶̶ ̶̶
you about AB and CD? Now move ABCD so that DA
̶̶
overlays RS. What do you notice about their lengths?
̶̶ ̶̶
What does this tell you about DA and BC?

4 Lay ABCD over QRST so that ∠A overlays ∠S. What do

you notice about their measures? What does this tell
you about ∠A and ∠C? Now move ABCD so that ∠B
overlays ∠T. What do you notice about their measures?
What does this tell you about ∠B and ∠D?
̶̶ ̶̶
5 Arrange the pieces of patty paper so that RS overlays AD.
̶̶ ̶̶
What do you notice about QR and AB? What does this
tell you about ∠A and ∠R? What can you conclude about
∠A and ∠B?
̶̶ ̶̶
6 Draw diagonals AC and BD. Fold ABCD so that A matches
C, making a crease. Unfold the paper and fold it again
so that B matches D, making another crease. What do
you notice about the creases? What can you conclude
about the diagonals?

Try This
1. Repeat the above steps with a different parallelogram. Do you get the
same results?
2. Make a Conjecture How do you think the sides of a parallelogram are
related to each other? the angles? the diagonals? Write your conjectures
as conditional statements.

390 Chapter 6 Polygons and Quadrilaterals

 6-2 Properties of Parallelograms
TEKS G.3.B Geometric structure: construct and justify statements about geometric
figures and their properties. Also G.2.B, G.3.E, G.7.A, G.7.B, G.7.C, G.10.B
Objectives Who uses this?
Prove and apply Race car designers can use
properties of a parallelogram-shaped
parallelograms. linkage to keep the
Use properties of wheels of the car vertical
parallelograms to on uneven surfaces.
solve problems. (See Example 1.)

Vocabulary
Any polygon with four sides
parallelogram
is a quadrilateral. However,
some quadrilaterals have
special properties. These special
quadrilaterals are given their own names.

A quadrilateral with two pairs of parallel sides is a parallelogram . To write the

name of a parallelogram, you use the symbol .
Opposite sides of
a quadrilateral do � �
̶̶ ̶̶ ̶̶ ̶̶
not share a vertex. Parallelogram ABCD AB ǁ CD, BC ǁ DA
Opposite angles do ABCD
not share a side. � �

Theorem 6-2-1 Properties of Parallelograms

THEOREM HYPOTHESIS CONCLUSION

If a quadrilateral is a � � ̶̶ ̶̶
parallelogram, then its AB ≅ CD
̶̶ ̶̶
opposite sides are congruent. BC ≅ DA
( → opp. sides ≅) � �

PROOF Theorem 6-2-1 � �

� �
Given: JKLM is a parallelogram.
̶̶ ̶̶̶ ̶̶ ̶̶
Prove: JK ≅ LM, KL ≅ MJ � �
Proof: � �

Statements Reasons

1. JKLM is a parallelogram. 1. Given

̶̶ ̶̶̶ ̶̶ ̶̶
2. JK ǁ LM, KL ǁ MJ 2. Def. of 
3. ∠1 ≅ ∠2, ∠3 ≅ ∠4 3. Alt. Int.  Thm.
̶̶ ̶̶
4. JL ≅ JL 4. Reflex. Prop. of ≅
5. △JKL ≅ △LMJ 5. ASA Steps 3, 4
̶̶ ̶̶̶ ̶̶ ̶̶
6. JK ≅ LM, KL ≅ MJ 6. CPCTC

6- 2 Properties of Parallelograms 391

 Theorems Properties of Parallelograms

THEOREM HYPOTHESIS CONCLUSION

6-2-2 If a quadrilateral is a � �
parallelogram, then ∠A ≅ ∠C
its opposite angles are
congruent. � � ∠B ≅ ∠D
( → opp.  ≅)
6-2-3 If a quadrilateral is a � � m∠A + m∠B = 180°
parallelogram, then its m∠B + m∠C = 180°
consecutive angles are
supplementary. � � m∠C + m∠D = 180°
( → cons.  supp.) m∠D + m∠A = 180°

6-2-4 If a quadrilateral is a � � ̶̶ ̶̶
parallelogram, then its � AZ ≅ CZ
diagonals bisect each ̶̶ ̶̶
BZ ≅ DZ
other. ( → diags. � �
bisect each other)

You will prove Theorems 6-2-3 and 6-2-4 in Exercises 45 and 44.

EXAMPLE 1 Racing Application

The diagram shows the parallelogram-shaped
linkage that joins the frame of a race car R
to one wheel of the car. In PQRS,
QR = 48 cm, RT = 30 cm, and m∠QPS = 73°. Q
T
Racing Find each measure.
A PS S
̶̶ ̶̶
PS ≅ QR  → opp. sides ≅
P
PS = QR Def. of ≅ segs.
PS = 48 cm Substitute 48 for QR.

B m∠PQR
Texas Motor Speedway, m∠PQR + m∠QPS = 180°  → cons.  supp.
located in Fort Worth, is m∠PQR + 73 = 180 Substitute 73 for m∠QPS.
home to both NASCAR m∠PQR = 107° Subtract 73 from both sides.
and Indy car racing
events. With seating C PT
for 150,061 spectators, ̶̶ ̶̶
PT ≅ RT  → diags. bisect each other
it is the second-largest
sporting facility in PT = RT Def. of ≅ segs.
the country. PT = 30 cm Substitute 30 for RT.

In KLMN, LM = 28 in.,
LN = 26 in., and m∠LKN = 74°.
Find each measure. �

1a. KN �
1b. m∠NML � �
1c. LO
�

392 Chapter 6 Polygons and Quadrilaterals

 EXAMPLE 2 Using Properties of Parallelograms to Find Measures
ABCD is a parallelogram. Find each measure. �������
� �
���������
A AD
̶̶ ̶̶
AD ≅ BC  → opp. sides ≅
AD = BC Def. of ≅ segs.
7x = 5x + 19 Substitute the given values.
2x = 19 Subtract 5x from both sides. ����������
� �
x = 9.5 Divide both sides by 2. ��

AD = 7x = 7 (9.5) = 66.5

B m∠B
m∠A + m∠B = 180°  → cons.  supp.
(10y - 1) + (6y + 5) = 180 Substitute the given values.
16y + 4 = 180 Combine like terms.
16y = 176 Subtract 4 from both sides.
y = 11 Divide both sides by 16.
m∠B = (6y + 5)° = ⎡⎣6 (11) + 5⎤⎦° = 71°

EFGH is a parallelogram. � �
����
Find each measure. �� ��
���
2a. JG �� � ��
2b. FH � �

EXAMPLE 3 Parallelograms in the Coordinate Plane

Three vertices of ABCD are A(1, -2), B(-2, 3),
and D(5, -1). Find the coordinates of vertex C.
Since ABCD is a parallelogram, both pairs of
opposite sides must be parallel.
Step 1 Graph the given points. �
� �
̶̶
Step 2 Find the slope of AB by counting � ��
When you are
the units from A to B. �� �
drawing a figure in
the coordinate plane,
The rise from -2 to 3 is 5. � �
the name ABCD The run from 1 to -2 is -3.
�� � �
gives the order of Step 3 Start at D and count the same �
the vertices. number of units. �� �
A rise of 5 from -1 is 4.
A run of -3 from 5 is 2. Label (2, 4) as vertex C.
̶̶ ̶̶
Step 4 Use the slope formula to verify that BC ǁ AD.
̶̶ 4-3 =_ 1
slope of BC = _
(
2 - -2 ) 4
̶̶ -1 - (-2) 1
slope of AD = _ = _
5-1 4
The coordinates of vertex C are (2, 4).

3. Three vertices of PQRS are P(-3, -2), Q(-1, 4), and S(5, 0).
Find the coordinates of vertex R.

6- 2 Properties of Parallelograms 393

 EXAMPLE 4 Using Properties of Parallelograms in a Proof
Write a two-column proof. � �
�
A Theorem 6-2-2
Given: ABCD is a parallelogram.
� �
Prove: ∠BAD ≅ ∠DCB, ∠ABC ≅ ∠CDA
Proof:
Statements Reasons

1. ABCD is a parallelogram. 1. Given

̶̶ ̶̶ ̶̶̶ ̶̶
2. AB ≅ CD, DA ≅ BC 2.  → opp. sides ≅
̶̶ ̶̶
3. BD ≅ BD 3. Reflex. Prop. of ≅
4. △BAD ≅ △DCB 4. SSS Steps 2, 3
5. ∠BAD ≅ ∠DCB 5. CPCTC
̶̶ ̶̶
6. AC ≅ AC 6. Reflex. Prop. of ≅
7. △ABC ≅ △CDA 7. SSS Steps 2, 6
8. ∠ABC ≅ ∠CDA 8. CPCTC

B Given: GHJN and JKLM are �

�
parallelograms. H and M are
�
collinear. N and K are collinear. � �
Prove: ∠G ≅ ∠L
� �
Proof:
Statements Reasons

1. GHJN and JKLM are parallelograms. 1. Given

2. ∠HJN ≅ ∠G, ∠MJK ≅ ∠L 2.  → opp.  ≅
3. ∠HJN ≅ ∠MJK 3. Vert.  Thm.
4. ∠G ≅ ∠L 4. Trans. Prop. of ≅

4. Use the figure in Example 4B to write a two-column proof.

Given: GHJN and JKLM are parallelograms.
H and M are collinear. N and K are collinear.
Prove: ∠N ≅ ∠K

THINK AND DISCUSS

1. The measure of one angle of a parallelogram is � �
71°. What are the measures of the other angles? �
2. In VWXY, VW = 21, and WY = 36. Find as
many other measures as you can.
� �
Justify your answers.
3. GET ORGANIZED Copy and complete the graphic organizer. In each
cell, draw a figure with markings that represents the given property.

����������������������������
���� ���� ���� ����� �������������
������� ������� ��� ������� �����������

394 Chapter 6 Polygons and Quadrilaterals

 6-2
Exercises KEYWORD: MG7 6-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Explain why the figure at right is NOT a parallelogram.
2. Draw PQRS. Name the opposite sides and opposite angles.

SEE EXAMPLE 1 Safety The handrail is made from congruent

p. 392 parallelograms. In ABCD, AB = 17.5, DE = 18, �
and m∠BCD = 110°. Find each measure.
3. BD 4. CD �
� �
5. BE 6. m∠ABC
7. m∠ADC 8. m∠DAB �

SEE EXAMPLE 2 JKLM is a parallelogram. Find each measure. � �

���������
p. 393 9. JK 10. LM ��
�������
11. m∠L 12. m∠M ���������
� �
SEE EXAMPLE 3 13. Multi-Step Three vertices of DFGH are D(-9, 4), F(-1, 5), and G(2, 0).
p. 393 Find the coordinates of vertex H.
�
SEE EXAMPLE 4 14. Write a two-column proof.
̶̶ ̶̶ � �
p. 394 Given: PSTV is a parallelogram. PQ ≅ RQ
Prove: ∠STV ≅ ∠R � �
�

PRACTICE AND PROBLEM SOLVING �

Independent Practice Shipping Cranes can be used to load
For See cargo onto ships. In JKLM, JL = 165.8,
Exercises Example
JK = 110, and m∠JML = 50°. Find the
15–20 1 � �
measure of each part of the crane. �
21–24 2
25 3 15. JN 16. LM
26 4 17. LN 18. m∠JKL
19. m∠KLM 20. m∠MJK
TEKS TAKS �
Skills Practice p. S14
Application Practice p. S33

WXYZ is a parallelogram. Find each measure. � ���� �

�� ��
21. WV 22. YW
� � � ��
���
23. XZ 24. ZV � �

25. Multi-Step Three vertices of PRTV are P(-4, -4), R(-10, 0),
and V(5, -1). Find the coordinates of vertex T.
� �
26. Write a two-column proof.
Given: ABCD and AFGH are parallelograms. � �
Prove: ∠C ≅ ∠G � �
�

6- 2 Properties of Parallelograms 395

 Algebra The perimeter of PQRS is 84. Find the length of each side of PQRS
under the given conditions.
27. PQ = QR 28. QR = 3(RS) 29. RS = SP - 7 30. SP = RS 2
31. Cars To repair a large truck, a mechanic
might use a parallelogram lift. In the lift,
̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
FG ≅ GH ≅ LK ≅ KJ, and FL ≅ GK ≅ HJ.
a. Which angles are congruent to ∠1?
Justify your answer. � �
�
� � �
b. What is the relationship between �
� �
� �
∠1 and each of the remaining �
� �
labeled angles? Justify your answer.

Complete each statement about KMPR. Justify your answer. � �

̶̶̶ �
32. ∠MPR ≅ ? 33. ∠PRK ≅ ? 34. MT ≅ ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶
̶̶ ̶̶̶ ̶̶̶
35. PR ≅ ? 36. MP ǁ ? 37. MK ǁ ? � �
̶̶̶̶ ̶̶̶̶ ̶̶̶̶
38. ∠MPK ≅ ? 39. ∠MTK ≅ ? 40. m∠MKR + m∠PRK = ?
̶̶̶̶ ̶̶̶̶ ̶̶̶̶

Find the values of x, y, and z in each parallelogram.

41. �� �� 42. ��� 43. �� ����

�� ��� �� �� �� ��� ��
��� ��

44. Complete the paragraph proof of Theorem 6-2-4 � �

by filling in the blanks. � �
�
Given: ABCD is a parallelogram.
̶̶ ̶̶ � �
Prove: AC and BD bisect each other at E. � �
Proof: It is given that ABCD is a parallelogram. By the definition of a parallelogram,
̶̶
AB ǁ a. ? . By the Alternate Interior Angles Theorem, ∠1 ≅ b. ? , and
̶̶̶̶ ̶̶ ̶̶ ̶̶̶̶
∠3 ≅ c. ? . AB ≅ CD because d. ? . This means that △ABE ≅ △CDE
̶̶̶̶ ̶̶ ̶̶ ̶̶̶̶ ̶̶ ̶̶ ̶̶ ̶̶
by e. ? . So by f. ? , AE ≅ CE, and BE ≅ DE. Therefore AC and BD
̶̶̶̶ ̶̶̶̶
bisect each other at E by the definition of g. ? .
̶̶̶̶
45. Write a two-column proof of Theorem 6-2-3: If a quadrilateral is a parallelogram,
then its consecutive angles are supplementary.

Algebra Find the values of x and y in each parallelogram.

46. �� 47.
� ��
� � �� �
������ ���� ��

48. This problem will prepare you for the Multi-Step TAKS �
Prep on page 406. �

In this calcite crystal, the face ABCD is a parallelogram.

a. In ABCD, m∠B = (6x + 12)°, and
m∠D = (9x - 33)°. Find m∠B.
b. Find m∠A and m∠C. Which theorem or theorems
�
did you use to find these angle measures? �

396 Chapter 6 Polygons and Quadrilaterals

49. Critical Thinking Draw any parallelogram. Draw a second parallelogram whose
corresponding sides are congruent to the sides of the first parallelogram but
whose corresponding angles are not congruent to the angles of the first.
a. Is there an SSSS congruence postulate for parallelograms? Explain.
b. Remember the meaning of triangle rigidity. Is a parallelogram rigid? Explain.

50. Write About It Explain why every parallelogram is a quadrilateral but every
quadrilateral is not necessarily a parallelogram.

51. What is the value of x in PQRS? � �

����������
15 30
20 70 ���������
� �

52. The diagonals of JKLM intersect at Z. Which statement is true?

JL = KM JL = _1 KM 1 JZ
JL = _ JL = 2JZ
2 2
53. Gridded Response In ABCD, BC = 8.2, and CD = 5. What is the perimeter
of ABCD?

CHALLENGE AND EXTEND

The coordinates of three vertices of a parallelogram are given. Give the coordinates
for all possible locations of the fourth vertex.
54. (0, 5), (4, 0), (8, 5) 55. (-2, 1), (3, -1), (-1, -4)
56. The feathers on an arrow form two congruent parallelograms ��
that share a common side. Each parallelogram is the reflection ��
of the other across the line they share. Show that y = 2x.
57. Prove that the bisectors of two consecutive angles
of a parallelogram are perpendicular.

SPIRAL REVIEW
Describe the correlation shown in each scatter plot as positive, negative,
or no correlation. (Previous course)
58. � 59. �
� �
� �
� �
� �
� �
� � � � � � � � � �

Classify each angle pair. (Lesson 3-1)

60. ∠2 and ∠7 61. ∠5 and ∠4 � � � �
� � � �
62. ∠6 and ∠7 63. ∠1 and ∠3

An interior angle measure of a regular polygon is given. Find the number of

sides and the measure of each exterior angle. (Lesson 6-1)
64. 120° 65. 135° 66. 156°

6- 2 Properties of Parallelograms 397

 6-3 Conditions for
Parallelograms
TEKS G.3.B Geometric structure: construct and justify statements about geometric
figures and their properties. Also G.2.A, G.2.B, G.3.E, G.7.A, G.7.B, G.7.C
Objective Who uses this?
Prove that a given A bird watcher can use a parallelogram
quadrilateral is a mount to adjust the height of a pair
parallelogram.
of binoculars without changing the
viewing angle. (See Example 4.)

You have learned to identify the properties

of a parallelogram. Now you will be given
the properties of a quadrilateral and
will have to tell if the quadrilateral is
a parallelogram. To do this, you can
use the definition of a parallelogram
or the conditions below.

Theorems Conditions for Parallelograms

THEOREM EXAMPLE
6-3-1 If one pair of opposite sides of a � �
quadrilateral are parallel and congruent,
then the quadrilateral is a parallelogram.
� �
(quad. with pair of opp. sides ǁ and ≅ → )
6-3-2 If both pairs of opposite sides of a
In the converse � �
quadrilateral are congruent, then the
of a theorem, the
quadrilateral is a parallelogram.
hypothesis and � �
conclusion are
(quad. with opp. sides ≅ → )
exchanged.
6-3-3 If both pairs of opposite angles of a
� �
quadrilateral are congruent, then the
quadrilateral is a parallelogram.
� �
(quad. with opp.  ≅ → )
You will prove Theorems 6-3-2 and 6-3-3 in Exercises 26 and 29.

PROOF Theorem 6-3-1 � �

� �
̶̶ ̶̶ ̶̶ ̶̶
Given: KL ǁ MJ, KL ≅ MJ
Prove: JKLM is a parallelogram.
� �
Proof: � �
̶̶ ̶̶ ̶̶ ̶̶
It is given that KL ≅ MJ. Since KL ǁ MJ, ∠1 ≅ ∠2 by the
Alternate Interior Angles Theorem. By the Reflexive Property
̶̶ ̶̶
of Congruence, JL ≅ JL. So △JKL ≅ △LMJ by SAS. By CPCTC,
̶̶ ̶̶̶
∠3 ≅ ∠4, and JK ǁ LM by the Converse of the Alternate
Interior Angles Theorem. Since the opposite sides of JKLM
are parallel, JKLM is a parallelogram by definition.

398 Chapter 6 Polygons and Quadrilaterals

 The two theorems below can also be used to show that a given quadrilateral
is a parallelogram.

Theorems Conditions for Parallelograms

THEOREM EXAMPLE
6-3-4 If an angle of a quadrilateral is
� �
supplementary to both of its consecutive ����������
angles, then the quadrilateral is
a parallelogram. �� ����������
� �
(quad. with ∠ supp. to cons.  → )
6-3-5 If the diagonals of a quadrilateral bisect � �
each other, then the quadrilateral �
is a parallelogram.
(quad. with diags. bisecting each � �
other → )

You will prove Theorems 6-3-4 and 6-3-5 in Exercises 27 and 30.

EXAMPLE 1 Verifying Figures are Parallelograms �

������
�
A Show that ABCD is a parallelogram ������
for x = 7 and y = 4. ������

Step 1 Find BC and DA. � �

��
BC = x + 14 Given DA = 3x
BC = 7 + 14 = 21 Substitute and simplify. DA = 3x = 3 (7) = 21
Step 2 Find AB and CD.
AB = 5y - 4 Given CD = 2y + 8
AB = 5 (4) - 4 = 16 Substitute and simplify. CD = 2 (4) + 8 = 16
Since BC = DA and AB = CD, ABCD is
a parallelogram by Theorem 6-3-2.

B Show that EFGH is a � �

���������� ����������
parallelogram for z = 11
and w = 4.5.
����������
� �
m∠F = (9z + 19)° Given
m∠F = ⎡⎣9 (11) + 19⎤⎦° = 118° Substitute 11 for z and simplify.
m∠H = (11z - 3)° Given
m∠H = ⎡⎣11 (11) - 3⎤⎦° = 118° Substitute 11 for z and simplify.
m∠G = (14w - 1)° Given
m∠G = ⎡⎣14 (4.5) - 1⎤⎦° = 62° Substitute 4.5 for w and simplify.

Since 118° + 62° = 180°, ∠G is supplementary to both ∠F and ∠H.

EFGH is a parallelogram by Theorem 6-3-4.

1. Show that PQRS is a � �

����������� ����������
parallelogram for �� �������
a = 2.4 and b = 9.
� �

6- 3 Conditions for Parallelograms 399

 EXAMPLE 2 Applying Conditions for Parallelograms
Determine if each quadrilateral must be a parallelogram. Justify your
answer.
A B

No. One pair of opposite Yes. The diagonals bisect each

sides are parallel. A different other. By Theorem 6-3-5,
pair of opposite sides are the quadrilateral is a
congruent. The conditions for parallelogram.
a parallelogram are not met.

Determine if each quadrilateral must be a parallelogram.

Justify your answer.
2a. 2b.

EXAMPLE 3 Proving Parallelograms in the Coordinate Plane

Show that quadrilateral ABCD is a parallelogram by using the given
definition or theorem.
A A(-3, 2), B(-2, 7), C(2, 4), D(1, -1); definition of parallelogram
Find the slopes of both pairs of opposite sides.
̶̶ 7-2 5 =5
slope of AB = _ =_ �
-2 - (-3) 1 �
To say that a ̶̶ -1 - 4 _
quadrilateral is a slope of CD = _ = -5 = 5
1-2 -1 � �
parallelogram by
definition, you must
̶̶ _
slope of BC = 4 - 7 =_ -3 = - 3_ � �
2 - (-2) 4 4 �
show that both pairs
of opposite sides ̶̶ 2 - (-1)
slope of DA = _ = _ 3 = -3 _ �� �� � �
�
�
are parallel. -3 - 1 -4 4

Since both pairs of opposite sides are

parallel, ABCD is a parallelogram by definition.

B F(-4, -2), G(-2, 2), H(4, 3), J(2, -1); Theorem 6-3-1
Find the slopes and lengths of one pair of opposite sides.
̶̶
slope of GH = _ 3-2 = 1 _ �
4 - (-2) 6 �� �
�
̶̶ -2 - (-1)
slope of JF = _ = _ -1 = 1 _ �
-4 - 2 -6 6
�� � �
GH = √⎡⎣
4 - (-2)⎤⎦2 + (3 - 2)2 = √37

�
�� �
��
JF = √
(-4 - 2)2 + ⎡⎣-2 - (-1)⎤⎦2 = √
37
̶̶̶ ̶̶ ̶̶̶ ̶̶
GH and JF have the same slope, so GH ǁ JF.
̶̶̶ ̶̶
Since GH = JF, GH ≅ JF. So by Theorem 6-3-1,
FGHJ is a parallelogram.

400 Chapter 6 Polygons and Quadrilaterals

 3. Use the definition of a parallelogram to show that the
quadrilateral with vertices K(-3, 0), L(-5, 7), M(3, 5),
and N(5, -2) is a parallelogram.

You have learned several ways to determine whether a quadrilateral is a

parallelogram. You can use the given information about a figure to decide
which condition is best to apply.

Conditions for Parallelograms

To show that a Both pairs of opposite sides are parallel. (definition)

quadrilateral is a One pair of opposite sides are parallel and congruent. (Theorem 6-3-1)
parallelogram, you
only have to show Both pairs of opposite sides are congruent. (Theorem 6-3-2)
that it satisfies one Both pairs of opposite angles are congruent. (Theorem 6-3-3)
of these sets
of conditions. One angle is supplementary to both of its consecutive angles. (Theorem 6-3-4)
The diagonals bisect each other. (Theorem 6-3-5)

EXAMPLE 4 Bird-Watching Application

In the parallelogram mount, there are �

bolts at P, Q, R, and S such that PQ = RS
and QR = SP. The frame PQRS moves
Bird-Watching when you raise or lower the binoculars. � �
Why is PQRS always a parallelogram?
When you move the binoculars, �
the angle measures change, but PQ, QR,
RS, and SP stay the same. So it is always
true that PQ = RS and QR = SP. Since �
both pairs of opposite sides of the
quadrilateral are congruent, PQRS is �
The westernmost bald
always a parallelogram.
eagle nest in Texas is
9 miles north of Llano,
where a family of bald 4. The frame is attached to the tripod at points A and B such
eagles can be seen from that AB = RS and BR = SA. So ABRS is also a parallelogram.
the side of the highway How does this ensure that the angle of the binoculars
during their winter stays the same?
nesting season.

THINK AND DISCUSS

1. What do all the theorems in this lesson have in common?
2. How are the theorems in this lesson different from the theorems in
Lesson 6-2?
3. GET ORGANIZED Copy and ��������������
complete the graphic organizer. ��������������
In each box, write one of the six
conditions for a parallelogram.
Then sketch a parallelogram and
label it to show how it meets the condition.

6- 3 Conditions for Parallelograms 401

 6-3
Exercises KEYWORD: MG7 6-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 1. Show that EFGH is a parallelogram 2. Show that KLPQ is a parallelogram
p. 399 for s = 5 and t = 6. for m = 14 and n = 12.5.
� � �
�� ���������� ���������
�� �
������ �� �
� � ��
����������
� � �

SEE EXAMPLE 2 Determine if each quadrilateral must be a parallelogram. Justify your answer.
p. 400 3. 4. 5.

SEE EXAMPLE 3 Show that the quadrilateral with the given vertices
p. 400 is a parallelogram.
6. W(-5, -2), X(-3, 3), Y(3, 5), Z(1, 0)
7. R(-1, -5), S(-2, -1), T(4, -1), U(5, -5)

SEE EXAMPLE 4 8. Navigation A parallel rule can be used

p. 401 to plot a course on a navigation chart.
� �
The tool is made of two rulers connected
̶̶
at hinges to two congruent crossbars AD
̶̶
and BC. You place the edge of one ruler on
your desired course and then move the
� �
second ruler over the compass rose on the
chart to read the bearing for your course.
̶̶ ̶̶ ̶̶ ̶̶
If AD ǁ BC, why is AB always parallel to CD ?

PRACTICE AND PROBLEM SOLVING

Independent Practice 9. Show that BCGH is a parallelogram 10. Show that TUVW is a parallelogram for
For See for x = 3.2 and y = 7. for a = 19.5 and b = 22.
Exercises Example
9–10 1 ������� � ������� �
� �
11–13 2 ����������
������
14–15 3 ������
����������
16 4 � �
������ � ������� �

TEKS TAKS Determine if each quadrilateral must be a parallelogram. Justify your answer.
Skills Practice p. S14
11. 12. 13.
Application Practice p. S33

Show that the quadrilateral with the given vertices is a parallelogram.

14. J(-1, 0), K(-3, 7), L(2, 6), M(4, -1)
15. P(-8, -4), Q(-5, 1), R(1, -5), S(-2, -10)

402 Chapter 6 Polygons and Quadrilaterals

16. Design The toolbox has cantilever trays �
that pull away from the box so that you
can reach the items beneath them. �
Two congruent brackets connect each �
tray to the box. Given that AD = BC,
̶̶ ̶̶ �
how do the brackets AB and CD keep
the tray horizontal?

Determine if each quadrilateral must be a parallelogram.

Justify your answer.
17. ��� 18. 19. ��
���� ���
��� ���
��
���� ���� ���

Algebra Find the values of a and b that would make the quadrilateral
a parallelogram.
20. ������ 21. ���������

������ �������
��������� ����������

������

22. 23. ����

������ ��
������ �����������
�����������
��
��

�����
��

24. Critical Thinking Draw a quadrilateral that has congruent diagonals but
is not a parallelogram. What can you conclude about using congruent diagonals
as a condition for a parallelogram?
25. Social Studies The angles at the corners
of the flag of the Republic of the Congo
are right angles. The red and green triangles
are congruent isosceles right triangles.
Why is the shape of the yellow stripe a
parallelogram?
26. Complete the two-column proof of Theorem 6-3-2
by filling in the blanks.
̶̶ ̶̶
Given: AB ≅ CD, � �
̶̶ ̶̶ � �
BC ≅ DA
Prove: ABCD is a parallelogram. � �
� �
Proof:
Statements Reasons
̶̶ ̶̶ ̶̶ ̶̶̶
1. AB ≅ CD, BC ≅ DA 1. Given
̶̶ ̶̶
2. BD ≅ BD 2. a. ?
̶̶̶̶̶
3. △DAB ≅ b. ? 3. c. ?
̶̶̶̶̶ ̶̶̶̶̶
4. ∠1 ≅ d. ? , ∠4 ≅ e. ? 4. CPCTC
̶̶̶̶̶ ̶̶̶̶̶
̶̶ ̶̶ ̶̶ ̶̶̶
5. AB ǁ CD, BC ǁ DA 5. f. ?
̶̶̶̶̶
6. ABCD is a parallelogram. 6. g. ?
̶̶̶̶̶

6- 3 Conditions for Parallelograms 403

 27. Complete the paragraph proof of Theorem 6-3-4
by filling in the blanks. � �
Given: ∠P is supplementary to ∠Q.
∠P is supplementary to ∠S.
Prove: PQRS is a parallelogram. � �

Proof:
It is given that ∠P is supplementary to a. ? and b. ? .
̶̶̶̶ ̶̶̶̶
Measurement By the Converse of the Same-Side Interior Angles Theorem,
̶̶ ̶̶
QR ǁ c. ? and PQ ǁ d. ? . So PQRS is a parallelogram
̶̶̶̶ ̶̶̶̶
by the definition of e. ? . �
̶̶̶̶
28. Measurement In the eighteenth century, �
Gilles Personne de Roberval designed a scale
with two beams and two hinges. In ABCD, �
̶̶
E is the midpoint of AB, and F is the midpoint
̶̶
Ancient balance scales of CD. Write a paragraph proof that AEFD and
had one beam that EBCF are parallelograms.
�
moved on a single
hinge. The stress on the Prove each theorem. � � �
hinge often made the
scale imprecise. 29. Theorem 6-3-3 �
Given: ∠E ≅ ∠G, ∠F ≅ ∠H
� �
Prove: EFGH is a parallelogram.
Plan: Show that the sum of the interior angles of EFGH
is 360°. Then apply properties of equality to show that
m∠E + m∠F = 180° and m∠E + m∠H = 180°.
̶̶ ̶̶̶ ̶̶ ̶̶
Then you can conclude that EF ǁ GH and FG ǁ HE.
30. Theorem 6-3-5
̶̶ ̶̶̶ � �
Given: JL and KM bisect each other.
Prove: JKLM is a parallelogram. �

Plan: Show that △JNK ≅ △LNM and � �

△KNL ≅ △MNJ. Then use the fact that
̶̶ ̶̶̶ ̶̶ ̶̶
the corresponding angles are congruent to show JK ǁ LM and KL ǁ MJ.
31. Prove that the figure formed by two midsegments of a triangle and their
corresponding bases is a parallelogram.

32. Write About It Use the theorems from Lessons 6-2 and 6-3 to write three
biconditional statements about parallelograms.
33. Construction Explain how you can construct a parallelogram based on the
conditions of Theorem 6-3-1. Use your method to construct a parallelogram.

34. This problem will prepare you for the Multi-Step

TAKS Prep on page 406.
� �
A geologist made the following observations
while examining this amethyst crystal.
Tell whether each set of observations allows
the geologist to conclude that PQRS is a
parallelogram. If so, explain why.
� �
̶̶ ̶̶ ̶̶ ̶̶
a. PQ ≅ SR, and PS ǁ QR.
̶̶ ̶̶
b. ∠S and ∠R are supplementary, and PS ≅ QR.
̶̶ ̶̶
c. ∠S ≅ ∠Q, and PQ ǁ SR.

404 Chapter 6 Polygons and Quadrilaterals

35. What additional information would allow you to � �
conclude that WXYZ is a parallelogram? �
̶̶ ̶̶̶ ̶̶̶ ̶̶̶
XY ≅ ZW WY ≅ WZ
̶̶̶ ̶̶ � �
WX ≅ YZ ∠XWY ≅ ∠ZYW

36. Which could be the coordinates of the fourth vertex of ABCD with A(-1, -1),
B(1, 3), and C(6, 1)?
D(8, 5) D(4, -3) D(13, 3) D(3, 7)

37. Short Response The vertices of quadrilateral RSTV are R(-5, 0), S(-1, 3),
T(5, 1), and V(2, -2). Is RSTV a parallelogram? Justify your answer.

CHALLENGE AND EXTEND

38. Write About It As the upper
platform of the movable
staircase is raised and lowered,
the height of each step changes.
How does the upper platform
remain parallel to the ground?
39. Multi-Step The diagonals of a
parallelogram intersect at (-2, 1.5).
Two vertices are located at (-7, 2)
and (2, 6.5). Find the coordinates
of the other two vertices.
̶̶ ̶̶
40. Given: D is the midpoint of AC, and E is the midpoint of BC. �
̶̶ ̶̶ 1 AB
Prove: DE ǁ AB, DE = _
2
̶̶ ̶̶ ̶̶ ̶̶ � �
(Hint: Extend DE to form DF so that EF ≅ DE.
Then show that DFBA is a parallelogram.)
� �

SPIRAL REVIEW
 
Complete a table of values for each function. Use the domain ⎨-5, -2, 0, 0.5⎬.
 
(Previous course)
x+2
41. f(x) = 7x - 3 42. f(x) = _ 43. f(x) = 3x 2 + 2
2
Use SAS to explain why each pair of triangles are congruent. (Lesson 4-4)
44. △ABD ≅ △CDB 45. △TUW ≅ △VUW
� � �

� �

� � �

For JKLM, find each measure. (Lesson 6-2)

46. NM 47. LM � �
�� � ��
���
48. JL 49. JK �������
�� � ������
��
����� ��
� �

6- 3 Conditions for Parallelograms 405

 SECTION 6A

Polygons and Parallelograms

Crystal Clear A crystal is a mineral
formation that has polygonal faces.
Geologists classify crystals based on the
types of polygons that the faces form.

�
�

�
1. What type of polygon is ABCDE in the �
̶̶ ̶̶
fluorite crystal? Given that AE ǁ CD, �
m∠B = 120°, m∠E = 65°, and
∠C ≅ ∠D, find m∠A.

�
�
2. The pink crystals are called rhodochrosite.
� The face FGHJ is a parallelogram.
� Given that m∠F = (9x - 13)° and
m∠J = (7x + 1)°, find m∠G. Explain
how you found this angle measure.

3. While studying the amazonite crystal, a geologist �

̶̶̶ ̶̶
found that MN ≅ QP and ∠NQP ≅ ∠QNM. Can the �
geologist conclude that MNPQ is a parallelogram?
Why or why not? Justify your answer. �
�

406 Chapter 6 Polygons and Quadrilaterals

 SECTION 6A

Quiz for Lessons 6-1 Through 6-3

6-1 Properties and Attributes of Polygons
Tell whether each figure is a polygon. If it is a polygon, name it by the number of its sides.
1. 2. 3. 4.

5. Find the sum of the interior angle measures of a convex 16-gon.

6. The surface of a trampoline is in the shape of a regular hexagon. �
Find the measure of each interior angle of the trampoline. ��� ��� �
7. A park in the shape of quadrilateral PQRS is bordered by four ����
sidewalks. Find the measure of each exterior angle of the park. �
�
8. Find the measure of each exterior angle of a regular decagon.
����

6-2 Properties of Parallelograms

A pantograph is used to copy drawings. Its legs form a �
parallelogram. In JKLM, LM = 17 cm, KN = 13.5 cm,
and m∠KJM = 102°. Find each measure. �

9. KM 10. KJ 11. MN � �
12. m∠JKL 13. m∠JML 14. m∠KLM
15. Three vertices of ABCD are A(-3, 1), B(5, 7), �
and C(6, 2). Find the coordinates of vertex D.

WXYZ is a parallelogram.
Find each measure. � �
����������
16. WX 17. YZ ������ ��������

18. m∠X 19. m∠W ����������

� �

6-3 Conditions for Parallelograms

20. Show that RSTV is a parallelogram 21. Show that GHJK is a parallelogram
for x = 6 and y = 4.5. for m = 12 and n = 9.5.
� ������
� � �
����������
������
������
� � ���������� �����������
������ � �

Determine if each quadrilateral must be a parallelogram. Justify your answer.

22. 23. 24.

25. Show that a quadrilateral with vertices C(-9, 4), D(-4, 8), E(2, 6), and F(-3, 2)
is a parallelogram.

Ready to Go On? 407

 6-4 Properties of Special
Parallelograms
TEKS G.3.B Geometric structure: construct and justify statements about
geometric figures .... Also G.2.A, G.2.B, G.3.E, G.7.A, G.7.B, G.7.C
Objectives Who uses this?
Prove and apply Artists who work with stained glass
properties of rectangles, can use properties of rectangles to
rhombuses, and squares.
cut materials to the correct sizes.
Use properties of
rectangles, rhombuses,
A second type of special � �
and squares to
quadrilateral is a
solve problems.
rectangle. A rectangle is
a quadrilateral with four � �
Vocabulary ��������������
rectangle right angles.
rhombus
square

Theorems Properties of Rectangles

THEOREM HYPOTHESIS CONCLUSION

6-4-1 If a quadrilateral is a � �
rectangle, then it is a ABCD is a
parallelogram. (rect. → ) parallelogram.
� �

6-4-2 If a parallelogram is a � �
rectangle, then its diagonals ̶̶ ̶̶
AC ≅ BD
are congruent.
� �
(rect. → diags. ≅)
You will prove Theorems 6-4-1 and 6-4-2 in Exercises 38 and 35.

Since a rectangle is a parallelogram by Theorem 6-4-1, a rectangle “inherits”

all the properties of parallelograms that you learned in Lesson 6-2.

EXAMPLE 1 Craft Application

An artist connects stained glass pieces � �
with lead strips. In this rectangular window,
the strips are cut so that FG = 14 in. and
FH = 20 in. Find JG.
̶̶ ̶̶
EG ≅ FH Rect. → diags. ≅
�
EG = FH = 20 Def. of ≅ segs.
_1
JG = EG  → diags. bisect
2
each other � �
1 (20) = 10 in.
JG = _ Substitute and simplify.
2

Carpentry The rectangular gate has H J

diagonal braces. Find each length. L 30.8 in.
1a. HJ 1b. HK
G 48 in. K

408 Chapter 6 Polygons and Quadrilaterals

 A rhombus is another special quadrilateral. A rhombus � �
is a quadrilateral with four congruent sides.
������������

� �

Theorems Properties of Rhombuses

THEOREM HYPOTHESIS CONCLUSION

6-4-3 If a quadrilateral is a rhombus, � �
then it is a parallelogram. ABCD is a
(rhombus → ) parallelogram.
� �

6-4-4 If a parallelogram is a � �
rhombus, then its diagonals are ̶̶ ̶̶
perpendicular. AC ⊥ BD
(rhombus → diags. ⊥) � �

6-4-5 If a parallelogram is a rhombus, � � ∠1 ≅ ∠2

�� �
then each diagonal bisects a pair � ∠3 ≅ ∠4
of opposite angles. ∠5 ≅ ∠6
�
(rhombus → each diag. � � �
�
� ∠7 ≅ ∠8
bisects opp. )

You will prove Theorems 6-4-3 and 6-4-4 in Exercises 34 and 37.

�
PROOF Theorem 6-4-5
� ��
Given: JKLM is a rhombus.
̶̶
Prove: JL bisects ∠KJM and ∠KLM.
̶̶̶ � � �
KM bisects ∠JKL and ∠JML.
�
Proof:
̶̶ ̶̶ ̶̶ ̶̶̶
Since JKLM is a rhombus, JK ≅ JM, and KL ≅ ML by the definition
̶̶ ̶̶
of a rhombus. By the Reflexive Property of Congruence, JL ≅ JL.
Thus △JKL ≅ △JML by SSS. Then ∠1 ≅ ∠2, and ∠3 ≅ ∠4 by CPCTC.
̶̶
So JL bisects ∠KJM and ∠KLM by the definition of an angle bisector.
̶̶̶
By similar reasoning, KM bisects ∠JKL and ∠JML.

Like a rectangle, a rhombus is a parallelogram. So you can apply the properties

of parallelograms to rhombuses.

EXAMPLE 2 Using Properties of Rhombuses to Find Measures

RSTV is a rhombus. Find each measure. ������
� �
A VT
Def. of rhombus ������� �
ST = SR
4x + 7 = 9x - 11 Substitute the given values.
18 = 5x Subtract 4x from both sides � �
and add 11 to both sides.
3.6 = x Divide both sides by 5.
VT = ST Def. of rhombus
VT = 4x + 7 Substitute 4x + 7 for ST.
VT = 4 (3.6) + 7 = 21.4 Substitute 3.6 for x and simplify.

6- 4 Properties of Special Parallelograms 409

 RSTV is a rhombus. Find each measure. ��������
� �
B m∠WSR
m∠SWT = 90° Rhombus → diags. ⊥
� ����������
2y + 10 = 90 Substitute 2y + 10 for m∠SWT.
y = 40 Subtract 10 from both sides
� �
and divide both sides by 2.
m∠WSR = m∠TSW Rhombus → each diag. bisects opp. 
m∠WSR = (y + 2)° Substitute y + 2 for m∠TSW.
m∠WSR = (40 + 2)° = 42° Substitute 40 for y and simplify.

CDFG is a rhombus. Find each measure. �

2a. CD
� �
2b. m∠GCH if m∠GCD = (b + 3)° �
�� �������
and m∠CDF = (6b - 40)° �

Rectangles, rhombuses,
and squares are � �
A square is a quadrilateral with four right angles and
sometimes referred four congruent sides. In the exercises, you will show
to as special
that a square is a parallelogram, a rectangle, and
parallelograms. � �
a rhombus. So a square has the properties of all three. �����������

EXAMPLE 3 Verifying Properties of Squares

Show that the diagonals of square ABCD �
� �������
are congruent perpendicular bisectors ��������
of each other.
̶̶ ̶̶
Step 1 Show that AC and BD are congruent.
�������
AC = √⎡⎣
2 - (-1)⎤⎦2 + (7 - 0)2 = √
58 �������� �
�� �� � � �
BD = √⎡⎣
4 - (-3)⎤⎦2 + (2 - 5)2 = √58

̶̶ ̶̶
Since AC = BD, AC ≅ BD.
̶̶ ̶̶
Step 2 Show that AC and BD are perpendicular.
̶̶
slope of AC = _ 7-0 = 7 _
2 - (-1) 3
̶̶
slope of BD = _ 2-5 =_ -3 = - 3 _
4 - (-3) 7 7
Since (_)( _ )
7
3
-
3
7
̶̶ ̶̶
= -1, AC ⊥ BD.
̶̶ ̶̶
Step 3 Show that AC and BD bisect each other.

(
̶̶ -1 + 2 0 + 7
mdpt. of AC : _, _ = 1 ,
2 2 ) (_ _)
2 2
7

(
̶̶ -3 + 4 5 + 2
mdpt. of BD : _, _ = 1 ,
2 2 ) (_ _)
2 2
7

̶̶ ̶̶
Since AC and BD have the same midpoint, they bisect each other.
The diagonals are congruent perpendicular bisectors of each other.

3. The vertices of square STVW are S(-5, -4), T(0, 2),

V(6, -3), and W(1, -9). Show that the diagonals of square
STVW are congruent perpendicular bisectors of each other.

410 Chapter 6 Polygons and Quadrilaterals

 Special Parallelograms

To remember the properties of rectangles, rhombuses, and squares,

I start with a square, which has all the properties of the others.
To get a rectangle that is not a square, I stretch the square in
one direction. Its diagonals are still congruent, but they are
no longer perpendicular.
To get a rhombus that is not a square, I go back to the square and
Taylor Gallinghouse slide the top in one direction. Its diagonals are still perpendicular
Central High School and bisect the opposite angles, but they aren’t congruent.

EXAMPLE 4 Using Properties of Special Parallelograms in Proofs

̶̶ � �
Given: EFGH is a rectangle. J is the midpoint of EH.
Prove: △FJG is isosceles.
� �
Proof: �

Statements Reasons

1. EFGH is a rectangle. 1. Given

̶̶
J is the midpoint of EH.
2. ∠E and ∠H are right angles. 2. Def. of rect.
3. ∠E ≅ ∠H 3. Rt. ∠ ≅ Thm.
4. EFGH is a parallelogram. 4. Rect. → 
̶̶ ̶̶̶
5. EF ≅ HG 5.  → opp. sides ≅
̶̶ ̶̶
6. EJ ≅ HJ 6. Def. of mdpt.
7. △FJE ≅ △GJH 7. SAS Steps 3, 5, 6
̶̶ ̶̶
8. FJ ≅ GJ 8. CPCTC
9. △FJG is isosceles. 9. Def. of isosc. △

̶̶ �
4. Given: PQTS is a rhombus with diagonal PR.
̶̶ ̶̶
Prove: RQ ≅ RS � �
�

THINK AND DISCUSS

1. Which theorem means “The diagonals of a rectangle are congruent”?
Why do you think the theorem is written as a conditional?
2. What properties of a rhombus are the same as the properties of all
parallelograms? What special properties does a rhombus have?
3. GET ORGANIZED Copy and ��������������
complete the graphic organizer.
Write the missing terms in the
��������������
three unlabeled sections. Then
write a definition of each term.

6- 4 Properties of Special Parallelograms 411

 6-4
Exercises KEYWORD: MG7 6-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary What is another name for an equilateral quadrilateral? an equiangular
quadrilateral? a regular quadrilateral?
� �
SEE EXAMPLE 1 Engineering The braces of the bridge support
p. 408 lie along the diagonals of rectangle PQRS.
RS = 160 ft, and QS = 380 ft. Find each length. �
2. TQ 3. PQ
4. ST 5. PR
� �

SEE EXAMPLE 2 ABCD is a rhombus. Find each measure. �������

� �
p. 409 6. AB 7. m∠ABC � ���������
����
������
SEE EXAMPLE 3 8. Multi-Step The vertices of square JKLM � �
p. 410 are J(-3, -5), K(-4, 1), L(2, 2), and M(3, -4).
Show that the diagonals of square JKLM are
congruent perpendicular bisectors of each other.
̶̶ ̶̶ � �
SEE EXAMPLE 4 9. Given: RECT is a rectangle. RX ≅ TY
p. 411 Prove: △REY ≅ △TCX

� � � �

PRACTICE AND PROBLEM SOLVING

Independent Practice Carpentry A carpenter measures the diagonals of
For See a piece of wood. In rectangle JKLM, JM = 25 in., �
and JP = 14__
Exercises Example 1
2
in. Find each length.
10–13 1 �
14–15 2 10. JL 11. KL �
�
16 3 12. KM 13. MP
17 4
�
VWXY is a rhombus. Find each measure.
TEKS TAKS 14. VW �
Skills Practice p. S15
�������
15. m∠VWX and m∠WYX if �
Application Practice p. S33 � �
m∠WVY = (4b + 10)° �������
and m∠XZW = (10b - 5)° �

16. Multi-Step The vertices of square PQRS are P(-4, 0), Q(4, 3), R(7, -5),
and S(-1, -8). Show that the diagonals of square PQRS are
congruent perpendicular bisectors of each other.
̶̶ � �
17. Given: RHMB is a rhombus with diagonal HB.
�
Prove: ∠HMX ≅ ∠HRX
�
�
Find the measures of the numbered angles in each rectangle.
18. � � 19. �
�
20. �
� � � � �
�
��� �
� � ��� �

412 Chapter 6 Polygons and Quadrilaterals

 Find the measures of the numbered angles in each rhombus.
21. � 22. �
� � 23. �
��� � � �
� �
� � �
��� � � ���

Tell whether each statement is sometimes, always, or never true.

(Hint: Refer to your graphic organizer for this lesson.)
24. A rectangle is a parallelogram. 25. A rhombus is a square.
26. A parallelogram is a rhombus. 27. A rhombus is a rectangle.
28. A square is a rhombus. 29. A rectangle is a quadrilateral.
History
30. A square is a rectangle. 31. A rectangle is a square.
32. Critical Thinking A triangle is equilateral if and only if the triangle is equiangular.
Can you make a similar statement about a quadrilateral? Explain your answer.

33. History There are five shapes of clay tiles in

this tile mosaic from the ruins of Pompeii.
a. Make a sketch of each shape of tile and
tell whether the shape is a polygon.
Pompeii was located in b. Name each polygon by its number of
what is today southern sides. Does each shape appear to be
Italy. In C.E. 79, Mount
regular or irregular?
Vesuvius erupted and
buried Pompeii in c. Do any of the shapes appear to be
volcanic ash. The ruins special parallelograms? If so, identify
have been excavated them by name.
and provide a glimpse
d. Find the measure of each interior angle
into life in ancient Rome.
of the center polygon.

34. /////ERROR ANALYSIS///// Find and correct

� �
the error in this proof of Theorem 6-4-3.
Given: JKLM is a rhombus.
Prove: JKLM is a parallelogram. � �
Proof:
It is given that JKLM is a rhombus. So by the definition of a rhombus,
̶̶ ̶̶̶ ̶̶ ̶̶
JK ≅ LM, and KL ≅ MJ. Theorem 6-2-1 states that if a quadrilateral is
a parallelogram, then its opposite sides are congruent. So JKLM is a
parallelogram by Theorem 6-2-1.
35. Complete the two-column proof of Theorem 6-4-2 by filling in the blanks.
Given: EFGH is a rectangle. � �
̶̶ ̶̶
Prove: FH ≅ GE
Proof: � �

Statements Reasons

1. EFGH is a rectangle. 1. Given

2. EFGH is a parallelogram. 2. a. ?
̶̶ ̶̶̶̶̶
3. EF ≅ b. ? 3.  → opp. sides ≅
̶̶ ̶̶̶̶̶̶̶
4. EH ≅ EH 4. c. ?
̶̶̶̶̶
5. ∠FEH and ∠GHE are right angles. 5. d. ?
̶̶̶̶̶
6. ∠FEH ≅ e. ? 6. Rt. ∠ ≅ Thm.
̶̶̶̶̶
7. △FEH ≅ △GHE 7. f. ?
̶̶ ̶̶ ̶̶̶̶̶
8. FH ≅ GE 8. g. ?
̶̶̶̶̶

6- 4 Properties of Special Parallelograms 413

 36. This problem will prepare you for the Multi-Step TAKS Prep on page 436.
The organizers of a fair plan to fence off a plot of land given by the coordinates
A(2, 4), B(4, 2), C(-1, -3), and D(-3, -1).
a. Find the slope of each side of quadrilateral ABCD.
b. What type of quadrilateral is formed by the fences? Justify your answer.
c. The organizers plan to build a straight path connecting A and C and another
path connecting B and D. Explain why these two paths will have the
same length.

37. Use this plan to write a proof of Theorem 6-4-4. � �

Given: VWXY is a rhombus. �
̶̶ ̶̶̶
Prove: VX ⊥ WY
� �
Plan: Use the definition of a rhombus and the properties
of parallelograms to show that △WZX ≅ △YZX.
Then use CPCTC to show that ∠WZX and ∠YZX are right angles.
38. Write a paragraph proof of Theorem 6-4-1. � �
Given: ABCD is a rectangle.
Prove: ABCD is a parallelogram. � �

39. Write a two-column proof. �

Given: ABCD is a rhombus. E, F, G, and � �
H are the midpoints of the sides. � �
Prove: EFGH is a parallelogram.
� �
�
Multi-Step Find the perimeter and area of each figure. Round to the nearest
hundredth, if necessary.
40. 41. 42. ����
���
����
��� �����

����
43. Write About It Explain why each of these conditional statements is true.
a. If a quadrilateral is a square, then it is a parallelogram.
b. If a quadrilateral is a square, then it is a rectangle.
c. If a quadrilateral is a square, then it is a rhombus.
44. Write About It List the properties that a square “inherits” because it is
(1) a parallelogram, (2) a rectangle, and (3) a rhombus.

45. Which expression represents the measure of ∠J in � �

��
rhombus JKLM?
x° (180 - x)°
2x° (180 - 2x)° � �

46. Short Response The diagonals of rectangle QRST intersect at point P.

If QR = 1.8 cm, QP = 1.5 cm, and QT = 2.4 cm, find the perimeter of △RST.
Explain how you found your answer.

414 Chapter 6 Polygons and Quadrilaterals

 47. Which statement is NOT true of a rectangle?
Both pairs of opposite sides are congruent and parallel.
Both pairs of opposite angles are congruent and supplementary.
All pairs of consecutive sides are congruent and perpendicular.
All pairs of consecutive angles are congruent and supplementary.

CHALLENGE AND EXTEND

48. Algebra Find the value of x in the rhombus. ������������
����������
49. Prove that the segment joining the midpoints of
two consecutive sides of a rhombus is perpendicular
to one diagonal and parallel to the other.
50. Extend the definition of a triangle midsegment to write a definition for the
midsegment of a rectangle. Prove that a midsegment of a
rectangle divides the rectangle into two congruent rectangles.
51. The figure is formed by joining eleven congruent squares.
How many rectangles are in the figure?

SPIRAL REVIEW
52. The cost c of a taxi ride is given by c = 2 + 1.8(m - 1), where m is the length of
the trip in miles. Mr. Hatch takes a 6-mile taxi ride. How much change should
he get if he pays with a $20 bill and leaves a 10% tip? (Previous course)

Determine if each conditional is true. If false, give a counterexample. (Lesson 2-2)

53. If a number is divisible by -3, then it is divisible by 3.
54. If the diameter of a circle is doubled, then the area of the circle will double.

Determine if each quadrilateral must be a parallelogram. Justify your answer.

(Lesson 6-3)
55. 56. ��� ����

���

Construction Rhombus

 �  �  � �  � �

� � � � � � � �

̶̶ ̶̶ ̶̶ ̶̶
Draw PS. Set the compass Place the compass point Place the compass point Draw PQ, QR, and RS.
̶̶
to the length of PS. Place at Q and draw an arc to at S and draw an arc that
the compass point at P and the right of Q. intersects the arc drawn
̶̶
draw an arc above PS. Label from Q. Label the point
a point Q on the arc. of intersection R.

6- 4 Properties of Special Parallelograms 415

 6-5
Predict Conditions for
Special Parallelograms
In this lab, you will use geometry software to predict the conditions that are
sufficient to prove that a parallelogram is a rectangle, rhombus, or square.

Use with Lesson 6-5 TEKS G.2.A Geometric structure: use constructions to
explore attributes of geometric figures and to make
conjectures about geometric relationships. Also G.2.B, KEYWORD: MG7 Lab6
G.3.B, G.9.B
Activity 1
̶̶ ̶̶
1 Construct AB and AD with a common endpoint A.
̶̶
Construct a line through D parallel to AB.
̶̶
Construct a line through B parallel to AD.

2 Construct point C at the intersection of the

̶̶
two lines. Hide the lines and construct BC
̶̶
and CD to complete the parallelogram.

3 Measure the four sides and angles of the

parallelogram.

4 Move A so that m∠ABC = 90°. What type of

special parallelogram results?

5 Move A so that m∠ABC ≠ 90°.

̶̶ ̶̶
6 Construct AC and BD and measure their lengths.
Move A so that AC = BD. What type of special
parallelogram results?

Try This
1. How does the method of constructing ABCD in Steps 1 and 2 guarantee
that the quadrilateral is a parallelogram?
2. Make a Conjecture What are two conditions for a rectangle?
Write your conjectures as conditional statements.

416 Chapter 6 Polygons and Quadrilaterals

Activity 2
1 Use the parallelogram you constructed in
Activity 1. Move A so that AB = BC.
What type of special parallelogram results?

2 Move A so that AB ≠ BC.

3 Label the intersection of the diagonals as E.

Measure ∠AEB.

4 Move A so that m∠AEB = 90°. What type of

special parallelogram results?

5 Move A so that m∠AEB ≠ 90°.

6 Measure ∠ABD and ∠CBD. Move A so that

m∠ABD = m∠CBD. What type of special
parallelogram results?

Try This
3. Make a Conjecture What are three conditions for a rhombus?
Write your conjectures as conditional statements.
4. Make a Conjecture A square is both a rectangle and a rhombus.
What conditions do you think must hold for a parallelogram to be a square?

6- 5 Technology Lab 417

 6-5 Conditions for Special
Parallelograms
TEKS G.3.B Geometric structure: construct and justify statements about geometric
figures and their properties. Also G.2.A, G.2.B, G.3.E, G.7.A, G.7.B, G.7.C
Objective Who uses this?
Prove that a given Building contractors and
quadrilateral is a carpenters can use the
rectangle, rhombus,
conditions for rectangles to
or square.
make sure the frame for a
house has the correct shape.

When you are given a

parallelogram with certain
properties, you can use the
theorems below to determine
whether the parallelogram is
a rectangle.

Theorems Conditions for Rectangles

THEOREM EXAMPLE
6-5-1 If one angle of a parallelogram is a � �
right angle, then the parallelogram
is a rectangle.
( with one rt. ∠ → rect.) � �

6-5-2 If the diagonals of a parallelogram � �

are congruent, then the parallelogram
is a rectangle.
( with diags. ≅ → rect.) � �
̶̶ ̶̶
AC ≅ BD

You will prove Theorems 6-5-1 and 6-5-2 in Exercises 31 and 28.

EXAMPLE 1 Carpentry Application

A contractor built a wood frame � �
for the side of a house so that
̶̶ ̶̶ ̶̶ ̶̶
XY ≅ WZ and XW ≅ YZ. Using a
tape measure, the contractor
found that XZ = WY. Why must
the frame be a rectangle?
Both pairs of opposite sides of
WXYZ are congruent, so WXYZ is
a parallelogram. Since XZ = WY,
the diagonals of WXYZ are � �
congruent. Therefore the frame
is a rectangle by Theorem 6-5-2.

418 Chapter 6 Polygons and Quadrilaterals

 1. A carpenter’s square can be used to test that an
angle is a right angle. How could the contractor
use a carpenter’s square to check that the frame
is a rectangle?

Below are some conditions you can use to determine whether

a parallelogram is a rhombus.

Theorems Conditions for Rhombuses

THEOREM EXAMPLE
6-5-3 If one pair of consecutive sides of a � �
parallelogram are congruent, then the
parallelogram is a rhombus.
( with one pair cons. sides ≅ → rhombus) � �

6-5-4 If the diagonals of a parallelogram are � �

In order to apply perpendicular, then the parallelogram
Theorems 6-5-1 is a rhombus.
through 6-5-5, the � �
quadrilateral must be
( with diags. ⊥ → rhombus)
a parallelogram.
6-5-5 If one diagonal of a parallelogram bisects a � �
pair of opposite angles, then the parallelogram
is a rhombus.
( with diag. bisecting opp.  → rhombus) � �

You will prove Theorems 6-5-3 and 6-5-4 in Exercises 32 and 30.

PROOF Theorem 6-5-5

� �
Given: JKLM is a parallelogram. �
�
̶̶
JL bisects ∠KJM and ∠KLM.
Prove: JKLM is a rhombus. �
�
Proof: � �

Statements Reasons

1. JKLM is a parallelogram. 1. Given

̶̶
JL bisects ∠KJM and ∠KLM.
2. ∠1 ≅ ∠2, ∠3 ≅ ∠4 2. Def. of ∠ bisector
̶̶ ̶̶
3. JL ≅ JL 3. Reflex. Prop. of ≅
4. △JKL ≅ △JML 4. ASA Steps 2, 3
̶̶ ̶̶
5. JK ≅ JM 5. CPCTC
6. JKLM is a rhombus. 6.  with one pair cons.
sides ≅ → rhombus

To prove that a given quadrilateral is a square, it is sufficient to show that

the figure is both a rectangle and a rhombus. You will explain why this is
true in Exercise 43.

6- 5 Conditions for Special Parallelograms 419

 EXAMPLE 2 Applying Conditions for Special Parallelograms
�
Determine if the conclusion is valid. If not, tell what
additional information is needed to make it valid.
̶̶ ̶̶ ̶̶ ̶̶ � �
A Given: AB ≅ CD, BC ≅ AD,
̶̶ ̶̶ ̶̶ ̶̶
AD ⊥ DC, AC ⊥ BD
Conclusion: ABCD is a square.
�
Step 1 Determine if ABCD is a parallelogram.
̶̶ ̶̶ ̶̶ ̶̶
AB ≅ CD, BC ≅ AD Given
ABCD is a parallelogram. Quad. with opp. sides ≅ → 
Step 2 Determine if ABCD is a rectangle.
̶̶ ̶̶
AD ⊥ DC, so ∠ADC is a right angle. Def. of ⊥
You can also
prove that a given ABCD is a rectangle.  with one rt. ∠ → rect.
quadrilateral is a Step 3 Determine if ABCD is a rhombus.
rectangle, rhombus, ̶̶ ̶̶
AC ⊥ BD Given
or square by using
the definitions of the ABCD is a rhombus.  with diags. ⊥ → rhombus
special quadrilaterals. Step 4 Determine if ABCD is a square.
Since ABCD is a rectangle and a rhombus, it has four right angles
and four congruent sides. So ABCD is a square by definition.
The conclusion is valid.
̶̶ ̶̶
B Given: AB ≅ BC
Conclusion: ABCD is a rhombus.
The conclusion is not valid. By Theorem 6-5-3, if one pair of
consecutive sides of a parallelogram are congruent, then the
parallelogram is a rhombus. To apply this theorem, you must first
know that ABCD is a parallelogram.

�
2. Determine if the conclusion is valid.
If not, tell what additional information
is needed to make it valid.
� �
Given: ∠ABC is a right angle.
Conclusion: ABCD is a rectangle.

EXAMPLE 3 Identifying Special Parallelograms in the Coordinate Plane

Use the diagonals to determine whether a parallelogram with
the given vertices is a rectangle, rhombus, or square. Give all the
names that apply.
A A(0, 2), B(3, 6), C(8, 6), D(5, 2) �
������� �������
Step 1 Graph ABCD. �
Step 2 Determine if ABCD is a rectangle.
�
AC = √(
8 - 0)2 + (6 - 2)2
�
������� �������
 = 4 √
= √80 5 �
�
BD = √(5 - 3)

2 2
+ (2 - 6) � � � �

20 = 2 √
= √ 5
Since 4 √
5 ≠ 2 √
5 , ABCD is not a rectangle.
Thus ABCD is not a square.

420 Chapter 6 Polygons and Quadrilaterals

 Step 3 Determine if ABCD is a rhombus.
̶̶ 6 - 2
slope of AC = _ =1 _ ̶̶ 2 - 6
slope of BD = _ = -2
8-0 2 5-3
(_) ̶̶ ̶̶
Since 1 (-2) = -1, AC ⊥ BD. ABCD is a rhombus.
2
B E(-4, -1), F(-3, 2), G(3, 0), H(2, -3)
Step 1 Graph EFGH. �
��������
Step 2 Determine if EFGH is a rectangle. �
�������
�
EG = √⎡⎣
3 - (-4)⎤⎦2 + ⎡⎣0 - (-1)⎤⎦2
�� �
= √
50 = 5 √
2
���������
FH = √
⎡⎣2 - (-3)⎤⎦2 + (-3 - 2)2 �� ��������
= √
50 = 5 √
2
Since 5 √
2 = 5 √
2 , the diagonals are congruent.
EFGH is a rectangle.
Step 3 Determine if EFGH is a rhombus.
̶̶ 0 - (-1)
slope of EG = _ = 1 _
3 - (-4) 7
̶̶ _ -3 - 2 -5
slope of FH = = _ = -1
2 - (-3) 5

(_) ̶̶ ̶̶
Since 1 (-1) ≠ -1, EG ⊥
7
/ FH.

So EFGH is a not a rhombus and cannot be a square.

Use the diagonals to determine whether a parallelogram

with the given vertices is a rectangle, rhombus, or square.
Give all the names that apply.
3a. K(-5, -1), L(-2, 4), M(3, 1), N(0, -4)
3b. P(-4, 6), Q(2, 5), R(3, -1), S(-3, 0)

THINK AND DISCUSS

1. What special parallelogram is formed when the diagonals of a
parallelogram are congruent? when the diagonals are perpendicular?
when the diagonals are both congruent and perpendicular?
2. Draw a figure that shows why this statement is not necessarily true:
If one angle of a quadrilateral is a right angle, then the quadrilateral
is a rectangle.
3. A rectangle can also be defined as a parallelogram with a right angle.
Explain why this definition is accurate.
4. GET ORGANIZED Copy and complete
the graphic organizer. In each box, �������������������������
�������������
write at least three conditions for
the given parallelogram.
��������� �������

�� ��
�� ��
�� ��

6- 5 Conditions for Special Parallelograms 421

 6-5
Exercises KEYWORD: MG7 6-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
X
SEE EXAMPLE 1 1. Gardening A city garden club is planting a
p. 418 square garden. They drive pegs into the ground W Y
at each corner and tie strings between each pair. V
̶̶̶ ̶̶ ̶̶ ̶̶̶
The pegs are spaced so that WX ≅ XY ≅ YZ ≅ ZW.
How can the garden club use the diagonal strings
Z
to verify that the garden is a square?

SEE EXAMPLE 2 Determine if the conclusion is valid. If not, tell what

� �
p. 420 additional information is needed to make it valid.
̶̶ ̶̶
2. Given: AC ≅ BD
Conclusion: ABCD is a rectangle.
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
3. Given: AB ǁ CD, AB ≅ CD, AB ⊥ BC
ge07sec06l05004a
� �
Conclusion: ABCD is a rectangle. ABeckmann

SEE EXAMPLE 3 Multi-Step Use the diagonals to determine whether a parallelogram with the
p. 420 given vertices is a rectangle, rhombus, or square. Give all the names that apply.
4. P(-5, 2), Q(4, 5), R(6, -1), S(-3, -4)
5. W(-6, 0), X(1, 4), Y(2, -4), Z(-5, -8)

PRACTICE AND PROBLEM SOLVING

Independent Practice 6. Crafts A framer uses a clamp to hold � �
For See together the pieces of a picture frame.
Exercises Example ̶̶ ̶̶
The pieces are cut so that PQ ≅ RS and
6 1 ̶̶ ̶̶ �
QR ≅ SP. The clamp is adjusted so that
7–8 2 � �
PZ, QZ, RZ, and SZ are all equal.
9–10 3
Why must the frame be a rectangle?
TEKS TAKS
Determine if the conclusion is valid. If not, tell what
Skills Practice p. S15
additional information is needed to make it valid. �
Application Practice p. S33 ̶̶ ̶̶ ̶̶ ̶̶
7. Given: EG and FH bisect each other. EG ⊥ FH
Conclusion: EFGH is a rhombus. � �
̶̶
8. Given: FH bisects ∠EFG and ∠EHG.
�
Conclusion: EFGH is a rhombus.

Multi-Step Use the diagonals to determine whether a parallelogram with the

given vertices is a rectangle, rhombus, or square. Give all the names that apply.
9. A(-10, 4), B(-2, 10), C(4, 2), D(-4, -4)
10. J(-9, -7), K(-4, -2), L(3, -3), M(-2, -8)

Tell whether each quadrilateral is a parallelogram, rectangle, rhombus, or square.

Give all the names that apply.
11. 12. 13.

422 Chapter 6 Polygons and Quadrilaterals

Tell whether each quadrilateral is a parallelogram, rectangle, rhombus, or square.
Give all the names that apply.
14. 15. 16.

̶̶ ̶̶
17. /////ERROR ANALYSIS///// In ABCD, AC ≅ BD. Which conclusion is incorrect?
Explain the error. � �
� �
�������������������� �����������������
� �

Give one characteristic of the diagonals of each figure that would make the
conclusion valid.
18. Conclusion: JKLM is a rhombus. 19. Conclusion: PQRS is a square.
� � � �
� �

� � � �

The coordinates of three vertices of ABCD are given. Find the coordinates of D
so that the given type of figure is formed.
20. A(4, -2), B(-5, -2), C(4, 4); rectangle 21. A(-5, 5), B(0, 0), C(7, 1); rhombus
22. A(0, 2), B(4, -2), C(0, -6); square 23. A(2, 1), B(-1, 5), C(-5, 2); square

Find the value of x that makes each parallelogram the given type.
24. rectangle 25. rhombus 26. square
������

������
��������� ������������

27. Critical Thinking The diagonals of a quadrilateral are perpendicular bisectors

of each other. What is the best name for this quadrilateral? Explain your answer.
28. Complete the two-column proof of Theorem 6-5-2 by filling in the blanks.
Given: EFGH is a parallelogram. � �
̶̶ ̶̶
EG ≅ HF
Prove: EFGH is a rectangle.
� �
Proof:
Statements Reasons
̶̶ ̶̶
1. EFGH is a parallelogram. EG ≅ HF 1. Given
̶̶ ̶̶̶
2. EF ≅ HG 2. a. ?
̶̶̶̶̶
3. b. ? 3. Reflex. Prop. of ≅
̶̶̶̶̶
4. △EFH ≅ △HGE 4. c. ?
̶̶̶̶̶
5. ∠FEH ≅ d. ? 5. e. ?
̶̶̶̶̶ ̶̶̶̶̶
6. ∠FEH and ∠GHE are supplementary. 6. f. ?
̶̶̶̶̶
7. g. ? 7. ≅  supp. → rt. 
̶̶̶̶̶
8. EFGH is a rectangle. 8. h. ?
̶̶̶̶̶

6- 5 Conditions for Special Parallelograms 423

 29. This problem will prepare you for the Multi-Step TAKS Prep on page 436.
A state fair takes place on a plot of land given by the coordinates
A(-2, 3), B(1, 2), C(2, -1), and D(-1, 0).
a. Show that the opposite sides of quadrilateral ABCD are parallel.
b. A straight path connects A and C, and another path connects B and D.
Use slopes to prove that these two paths are perpendicular.
c. What can you conclude about ABCD? Explain your answer.

30. Complete the paragraph proof of Theorem 6-5-4 � �

by filling in the blanks. �
̶̶ ̶̶
Given: PQRS is a parallelogram. PR ⊥ QS
Prove: PQRS is a rhombus. � �
Proof:
It is given that PQRS is a parallelogram. The diagonals of a
̶̶
parallelogram bisect each other, so PT ≅ a. ? . By the
̶̶ ̶̶̶̶
Reflexive Property of Congruence, QT ≅ b. ? . It is given
̶̶ ̶̶ ̶̶̶̶
that PR ⊥ QS, so ∠QTP and ∠QTR are right angles by the
definition of c. ? . Then ∠QTP ≅ ∠QTR by the d. ? .
̶̶̶̶ ̶̶ ̶̶̶̶
So △QTP ≅ △QTR by e. ? , and QP ≅ f. ? , by CPCTC.
̶̶̶̶ ̶̶̶̶
By Theorem 6-5-3, if one pair of consecutive sides of a
parallelogram are congruent, then the parallelogram is a
g. ? . Therefore PQRS is rhombus.
̶̶̶̶
31. Write a two-column proof of Theorem 6-5-1. � �
Given: ABCD is a parallelogram. ∠A is a right angle.
Prove: ABCD is a rectangle. � �
32. Write a paragraph proof of Theorem 6-5-3. � �
̶̶ ̶̶
Given: JKLM is a parallelogram. JK ≅ KL
Prove: JKLM is a rhombus. � �

33. Algebra Four lines are represented by the equations below.

ℓ: y = -x + 1 m: y = -x + 7 n: y = 2x + 1 p: y = 2x + 7
a. Graph the four lines in the coordinate plane.
b. Classify the quadrilateral formed by the lines.
c. What if…? Suppose the slopes of lines n and p change to 1.
Reclassify the quadrilateral.
34. Write a two-column proof. �
�
Given: FHJN and GLMF are parallelograms. �
̶̶ ̶̶ �
FG ≅ FN �
Prove: FGKN is a rhombus. �
�
�
35. Write About It Use Theorems 6-4-2 and 6-5-2 to write a biconditional statement
about rectangles. Use Theorems 6-4-4 and 6-5-4 to write a biconditional statement
about rhombuses. Can you combine Theorems 6-4-5 and 6-5-5 to write a
biconditional statement? Explain your answer.

Construction Use the diagonals to construct each figure. Then use the theorems
from this lesson to explain why your method works.
36. rectangle 37. rhombus 38. square

424 Chapter 6 Polygons and Quadrilaterals

 ̶̶ ̶̶
39. In PQRS, PR and QS intersect at T. What additional information � �
is needed to conclude that PQRS is a rectangle? �
̶̶ ̶̶ ̶̶ ̶̶
PT ≅ QT PT ⊥ QT
̶̶ ̶̶ ̶̶
PT ≅ RT PT bisects ∠QPS. � �

40. Which of the following is the best name for figure WXYZ with vertices W(-3, 1),
X(1, 5), Y(8, -2), and Z(4, -6)?
Parallelogram Rectangle Rhombus Square

41. Extended Response � �

a. Write and solve an equation to find the value of x. ���
����
b. Is JKLM a parallelogram? Explain. �
c. Is JKLM a rectangle? Explain. ���������
d. Is JKLM a rhombus? Explain.
� �
�����������

CHALLENGE AND EXTEND � �

̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ �
42. Given: AC ≅ DF, AB ≅ DE, AB ⊥ BC, DE ⊥ EF,
̶̶ ̶̶ ̶̶ ̶̶
BE ⊥ EF, BC ǁ EF
Prove: EBCF is a rectangle. � �
43. Critical Thinking Consider the following statement: If a
quadrilateral is a rectangle and a rhombus, then it is a square. �
a. Explain why the statement is true.
b. If a quadrilateral is a rectangle, is it necessary to show that all four sides are
congruent in order to conclude that it is a square? Explain.
c. If a quadrilateral is a rhombus, is it necessary to show that all four angles are
right angles in order to conclude that it is a square? Explain.
44. Cars As you turn the crank of a car jack,
the platform that supports the car raises.
Use the diagonals of the parallelogram to
explain whether the jack forms a
rectangle, rhombus, or square.

SPIRAL REVIEW
Sketch the graph of each function. State whether the function is linear or nonlinear.
(Previous course)
45. y = -3x + 1 46. y = x2 - 4 47. y = 3

Find the perimeter of each figure. Round to the nearest tenth. (Lesson 5-7)
48. 49. �
�
�
�
�� ��
Find the value of each variable that would make ��
the quadrilateral a parallelogram. (Lesson 6-3) ����������

50. x 51. y 52. z ������ ������

���������� ������ �����������

6- 5 Conditions for Special Parallelograms 425

 6-6
Explore Isosceles Trapezoids
In this lab you will investigate the properties and conditions of an isosceles
trapezoid. A trapezoid is a quadrilateral with one pair of parallel sides,
called bases. The sides that are not parallel are called legs. In an isosceles
trapezoid, the legs are congruent.

Use with Lesson 6-6 TEKS G.2.A Geometric structure: use constructions to
explore attributes of geometric figures and to make
conjectures about geometric relationships. Also G.2.B, KEYWORD: MG7 Lab6
G.3.B, G.9.B
Activity 1
̶̶ ̶̶
1 Draw AB and a point C not on AB. Construct a parallel line ℓ through C.
̶̶ ̶̶
2 Draw point D on line ℓ. Construct AC and BD.

3 Measure AC, BD, ∠CAB, ∠ABD, ∠ACD, and ∠CDB.

4 Move D until AC = BD. What do you notice about

m∠CAB and m∠ABD? What do you notice about
m∠ACD and m∠CDB?

5 Move D so that AC ≠ BD. Now move D so that

m∠CAB = m∠ABD. What do you notice about
AC and BD?

Try This
1. Make a Conjecture What is true about the base angles of an isosceles
trapezoid? Write your conjecture as a conditional statement.
2. Make a Conjecture How can the base angles of a trapezoid be used to
determine if the trapezoid is isosceles? Write your conjecture as a
conditional statement.

Activity 2
̶̶ ̶̶
1 Construct AD and CB.

2 Measure AD and CB.

3 Move D until AC = BD. What do you notice

about AD and CB?

4 Move D so that AC ≠ BD. Now move D so that

AD = BC. What do you notice about AC and BD?

Try This
3. Make a Conjecture What is true about the diagonals of an isosceles trapezoid?
Write your conjecture as a conditional statement.
4. Make a Conjecture How can the diagonals of a trapezoid be used to determine
if the trapezoid is isosceles? Write your conjecture as a conditional statement.

426 Chapter 6 Polygons and Quadrilaterals

 6-6 Properties of Kites
and Trapezoids
TEKS G.3.B Geometric structure: construct and justify statements about geometric
figures and their properties. Also G.2.A, G.2.B, G.3.E, G.7.A, G.7.B, G.7.C
Objectives Why learn this?
Use properties of kites The design of a simple kite flown at
to solve problems. the beach shares the properties of
Use properties of the geometric figure called a kite.
trapezoids to solve
problems. A kite is a quadrilateral with
exactly two pairs of congruent
Vocabulary consecutive sides.
kite
trapezoid
base of a trapezoid �
leg of a trapezoid
base angle of a trapezoid � �
isosceles trapezoid
midsegment of a �
trapezoid
���������

Theorems Properties of Kites

THEOREM HYPOTHESIS CONCLUSION

6-6-1 If a quadrilateral is a kite, �
then its diagonals are ̶̶ ̶̶
� � AC ⊥ BD
perpendicular.
(kite → diags. ⊥) �

6-6-2 If a quadrilateral is a kite, �

then exactly one pair ∠B ≅ ∠D
of opposite angles are � � ∠A ≇ ∠C
congruent.
(kite → one pair opp.  ≅) �

You will prove Theorem 6-6-1 in Exercise 39.

PROOF Theorem 6-6-2

̶̶ ̶̶ ̶̶ ̶̶̶ �
Given: JKLM is a kite with JK ≅ JM and KL ≅ ML.
Prove: ∠K ≅ ∠M, ∠KJM ≇ ∠KLM � �
Proof:
Step 1 Prove ∠K ≅ ∠M. �
̶̶ ̶̶ ̶̶ ̶̶̶
It is given that JK ≅ JM and KL ≅ ML. By the Reflexive Property
̶̶ ̶̶
of Congruence, JL ≅ JL. This means that △JKL ≅ △JML by SSS.
So ∠K ≅ ∠M by CPCTC.
Step 2 Prove ∠KJM ≇ ∠KLM.
If ∠KJM ≅ ∠KLM, then both pairs of opposite angles of JKLM
are congruent. This would mean that JKLM is a parallelogram.
But this contradicts the given fact that JKLM is a kite.
Therefore ∠KJM ≇ ∠KLM.

6- 6 Properties of Kites and Trapezoids 427

 EXAMPLE 1 Problem-Solving Application �
Alicia is using a pattern to make a kite.
She has made the frame of the kite
by placing wooden sticks along the
������
diagonals. She also has cut four
triangular pieces of fabric and
� �
has attached them to the frame.
������
To finish the kite, Alicia must cover � ������
the outer edges with a cloth binding.
There are 2 yards of binding in one
package. What is the total amount of ������
binding needed to cover the edges
of the kite? How many packages of
Kites binding must Alicia buy?

1 Understand the Problem

The answer has two parts. �

• the total length of binding Alicia needs
• the number of packages of binding Alicia must buy

2 Make a Plan
The diagonals of a kite are perpendicular, so the four triangles are right
triangles. Use the Pythagorean Theorem and the properties of kites to find
The Zilker Kite Festival, the unknown side lengths. Add these lengths to find the perimeter of the kite.
held in Austin, Texas,
has been an annual
event since 1929. It is 3 Solve
the longest continuously
running kite festival in PQ = √
16 2 + 13 2 Pyth. Thm.
the country. Participants  = 5 √17
= √425  in.
compete in categories ̶̶ ̶̶
such as highest kite,  in.
RQ = PQ = 5 √17 PQ ≅ RQ
steadiest kite, strongest PS = √
16 2 + 22 2 Pyth. Thm.
kite, largest kite, and
most unusual kite.  = 2 √
= √740 185 in.
̶̶ ̶̶
RS = PS = 2 √
185 in. RS ≅ PS
perimeter of PQRS = 5 √
17 + 5 √  + 2 √185
17 + 2 √185  ≈ 95.6 in.
Alicia needs approximately 95.6 inches of binding.
One package of binding contains 2 yards, or 72 inches.
95.6 ≈ 1.3 packages of binding
_
72
In order to have enough, Alicia must buy 2 packages of binding.

4 Look Back
To estimate the perimeter, change the side lengths into decimals and round.
 ≈ 21, and 2 √
5 √17 185 ≈ 27. The perimeter of the kite is approximately
2(21) + 2(27) = 96. So 95.6 is a reasonable answer.

1. What if...? Daryl is going to make a kite by doubling all

the measures in the kite above. What is the total amount
of binding needed to cover the edges of his kite? How many
packages of binding must Daryl buy?

428 Chapter 6 Polygons and Quadrilaterals

 EXAMPLE 2 Using Properties of Kites
�
In kite EFGH, m∠FEJ = 25°, and m∠FGJ = 57°.
Find each measure. �
� �
A m∠GFJ
m∠FJG = 90° Kite → diags. ⊥ �
m∠GFJ + m∠FGJ = 90 Acute  of rt. △ are comp.
m∠GFJ + 57 = 90 Substitute 57 for m∠FGJ.
m∠GFJ = 33° Subtract 57 from both sides.

B m∠JFE
△FJE is also a right triangle, so m∠JFE + m∠FEJ = 90°. By substituting
25° for m∠FEJ, you find that m∠JFE = 65°.

C m∠GHE
∠GHE ≅ ∠GFE Kite → one pair opp.  ≅
m∠GHE = m∠GFE Def. of ≅ 
m∠GFE = m∠GFJ + m∠JFE ∠ Add. Post.
m∠GHE = 33° + 65° = 98° Substitute.

In kite PQRS, m∠PQR = 78°, and �

�
m∠TRS = 59°. Find each measure.
�
2a. m∠QRT 2b. m∠QPS 2c. m∠PSR
� �

A trapezoid is a quadrilateral with exactly �����������

� �
one pair of parallel sides. Each of the parallel
����
sides is called a base . The nonparallel sides
are called legs . Base angles of a trapezoid ��� ���
are two consecutive angles whose common ����
side is a base. � �
�����������

If the legs of a trapezoid are congruent, the trapezoid is an isosceles trapezoid .

The following theorems state the properties of an isosceles trapezoid.

Theorems Isosceles Trapezoids

THEOREM DIAGRAM EXAMPLE

6-6-3 If a quadrilateral is an � �
isosceles trapezoid, then
∠A ≅ ∠D
each pair of base angles
∠B ≅ ∠C
are congruent. � �
(isosc. trap. → base  ≅)
6-6-4 If a trapezoid has one pair of
congruent base angles, then � �
ABCD
the trapezoid is isosceles.
is isosceles.
(trap. with pair base  � �
≅ → isosc. trap.)
Theorem 6-6-5 is � � ̶̶ ̶̶
a biconditional 6-6-5 A trapezoid is isosceles if AC ≅ DB ↔
statement. So it is and only if its diagonals are ABCD is
true both “forward” congruent. isosceles.
� �
and “backward.” (isosc. trap. ↔ diags. ≅)

6- 6 Properties of Kites and Trapezoids 429

 EXAMPLE 3 Using Properties of Isosceles Trapezoids

A Find m∠Y. � �
m∠W + m∠X = 180° Same-Side Int.  Thm.
117 + m∠X = 180 Substitute 117 for m∠W.
m∠X = 63° Subtract 117 from both sides. ����
∠Y ≅ ∠X Isosc. trap. → base  ≅ � �
m∠Y = m∠X Def. of ≅ 
m∠Y = 63° Substitute 63 for m∠X.

B RT = 24.1, and QP = 9.6. Find PS. �

̶̶ ̶̶ �
QS ≅ RT Isosc. trap. → diags. ≅ �
QS = RT Def. of ≅ segs.
�
QS = 24.1 Substitute 24.1 for RT. �
QP + PS = QS Seg. Add. Post.
9.6 + PS = 24.1 Substitute 9.6 for QP and 24.1 for QS.
PS = 14.5 Subtract 9.6 from both sides.

3a. Find m∠F. 3b. JN = 10.6, and NL = 14.8. Find KM.

� � � �
�
���
� � � �

EXAMPLE 4 Applying Conditions for Isosceles Trapezoids

� �
A Find the value of y so that EFGH is isosceles.
∠E ≅ ∠H Trap. with pair base  ≅
→ isosc. trap. � �
m∠E = m∠H Def. of ≅  ����������� ����������

2y 2 - 25 = y 2 + 24 Substitute 2y 2 - 25 for m∠E

and y 2 + 24 for m∠H.
y 2 = 49 Subtract y 2 from both sides and
add 25 to both sides.
y = 7 or y = -7 Find the square root of both sides.

B JL = 5z + 3, and KM = 9z - 12. Find the value of z �

so that JKLM is isosceles.
̶̶ ̶̶̶ �
JL ≅ KM Diags. ≅ → isosc. trap.
JL = KM Def. of ≅ segs.
5z + 3 = 9z - 12 Substitute 5z + 3 for JL and
� �
9z - 12 for KM.
15 = 4z Subtract 5z from both sides and
add 12 to both sides.
3.75 = z Divide both sides by 4.

4. Find the value of x so that � �

PQST is isosceles. ����������� �����������

� �

430 Chapter 6 Polygons and Quadrilaterals

 The midsegment of a trapezoid is the segment whose
endpoints are the midpoints of the legs. In Lesson 5-1, ����������
you studied the Triangle Midsegment Theorem. The
Trapezoid Midsegment Theorem is similar to it.

Theorem 6-6-6 Trapezoid Midsegment Theorem

The midsegment of a trapezoid � � ̶̶ ̶̶ ̶̶ ̶̶

is parallel to each base, and XY ǁ BC, XY ǁ AD
its length is one half the sum � � 1 (BC + AD )
XY = _
of the lengths of the bases. 2
� �

You will prove the Trapezoid Midsegment Theorem in Exercise 46.

EXAMPLE 5 Finding Lengths Using Midsegments

Find ST. � �
MN = _1 (ST + RU) Trap. Midsegment Thm. ��
� �
2
31 = 1 (ST + 38 )
_ Substitute the given values. � �
2 ��
62 = ST + 38 Multiply both sides by 2.
24 = ST Subtract 38 from both sides.

5. Find EH. ��
� �
����
� �

� �

THINK AND DISCUSS

1. Is it possible for the legs of a trapezoid to be parallel? Explain.
2. How is the midsegment of a trapezoid similar to a midsegment of a
triangle? How is it different?
3. GET ORGANIZED Copy and complete the graphic organizer. Write the
missing terms in the unlabeled sections. Then write a definition of each
term. (Hint: This completes the Venn diagram you started in Lesson 6-4.)

��������������

��������������

���������� ������� ���������

6- 6 Properties of Kites and Trapezoids 431

 6-6
Exercises KEYWORD: MG7 6-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. In trapezoid PRSV, name the bases, � �
the legs, and the midsegment.
� �
2. Both a parallelogram and a kite have
� �
two pairs of congruent sides. How are
the congruent sides of a kite different from
the congruent sides of a parallelogram? �
SEE EXAMPLE 1 3. Crafts The edges of the kite-shaped glass in
p. 428 the sun catcher are sealed with lead strips.
JH, KH, and LH are 2.75 inches, and MH is �
5.5 inches. How much lead is needed to � �
seal the edges of the sun catcher? If the
craftsperson has two 3-foot lengths of lead,
how many sun catchers can be sealed?

SEE EXAMPLE 2 In kite WXYZ, m∠WXY = 104°,

p. 429 and m∠VYZ = 49°. �
Find each measure.
4. m∠VZY �

5. m∠VXW �

6. m∠XWZ � �

SEE EXAMPLE 3 7. Find m∠A. 8. RW = 17.7, and SV = 23.3.

p. 430 � � Find TW.
� �
���
�

� � � �

SEE EXAMPLE 4 9. Find the value of z so 10. MQ = 7y - 6, and LP = 4y + 11.

p. 430 that EFGH is isosceles. Find the value of y so that
LMPQ is isosceles.
� � �
�
��������� ������ �� ����
� �
� �

SEE EXAMPLE 5 11. Find QR. 12. Find AZ.

p. 431 � � � �
� ���� �
�
�� ���
� � � �
��
�

432 Chapter 6 Polygons and Quadrilaterals

 PRACTICE AND PROBLEM SOLVING
�����
Independent Practice 13. Design Each square section in the iron railing
For See contains four small kites. The figure shows
Exercises Example �����
the dimensions of one kite. What length of
13 1
iron is needed to outline one small kite? ����� ������
14–16 2
How much iron is needed to outline one
17–18 3
complete section, including the square?
19–20 4
21–22 5
In kite ABCD, m∠DAX = 32°, and m∠XDC = 64°. �����������������
�
Find each measure.
TEKS TAKS
14. m∠XDA 15. m∠ABC 16. m∠BCD �
�
�
Skills Practice p. S15
Application Practice p. S33
�
17. Find m∠Q. 18. SZ = 62.6, and KZ = 34. Find RJ.
� � �
���� �
� �
� � �

19. Algebra Find the value of a so that XYZW is isosceles. � �

�����������
Give your answer as a simplified radical.
� �
����������

20. Algebra GJ = 4x - 1, and FH = 9x - 15. Find the value � �

of x so that FGHJ is isosceles.
� �

21. Find PQ. � 22. Find KR. � �

� � ����
� �
� �
� �
� � ����
���
Tell whether each statement is sometimes, always, or never true.
23. The opposite angles of a trapezoid are supplementary.
24. The opposite angles of a kite are supplementary.
25. A pair of consecutive angles in a kite are supplementary.
26. Estimation Hal is building a trapezoid-shaped
frame for a flower bed. The lumber costs $1.29 6 ft 6 ft
per foot. Based on Hal’s sketch, estimate the cost
of the lumber. (Hint: Find the angle measures
in the triangle formed by the dashed line.) 60°
20 ft

Find the measure of each numbered angle.

27. �
28. � 29.
�
��� � ���

��� ���
��� � ���� �

30. 31. � 32. ����������

���
� ����
�
��� ���
���
���
� ����

ge
6- 6 Properties of Kites and Trapezoids 433 AB
 33. This problem will prepare you for the Multi-Step TAKS Prep on page 436.
The boundary of a fairground is a quadrilateral with vertices at E(-1, 3), F(3, 4),
G(2, 0), and H(-3, -2).
a. Use the Distance Formula to show that EFGH is a kite.
b. The organizers need to know the angle measure at each vertex. Given that
m∠H = 46° and m∠F = 62°, find m∠E and m∠G.

Algebra Find the length of the midsegment of each trapezoid.

34. 35. ����� 36. ������

��� ��� ����� ��

��
Mechanics ������ ������

37. Mechanics A Peaucellier cell is made of seven rods �

�
connected by joints at the labeled points. AQBP is a
̶̶ ̶̶
rhombus, and OA ≅ OB. As P moves along a circular
path, Q moves along a linear path. In the position
shown, m∠AQB = 72°, and m∠AOB = 28°.
� �
What are m∠PAQ, m∠OAQ, and m∠OBP?
The Peaucellier cell,
invented in 1864, 38. Prove that one diagonal of a kite bisects a pair of
converts circular motion opposite angles and the other diagonal. � �
into linear motion. This
type of linkage was 39. Prove Theorem 6-6-1: If a quadrilateral is a kite,
supposedly used in the then its diagonals are perpendicular.
fans that ventilated the
Houses of Parliament Multi-Step Give the best name for a quadrilateral with the given vertices.
in London prior to the
invention of electric fans. 40. (-4, -1), (-4, 6), (2, 6), (2, -4) 41. (-5, 2), (-5, 6), (-1, 6), (2, -1)
42. (-2, -2), (1, 7), (4, 4), (1, -5) 43. (-4, -3), (0, 3), (4, 3), (8, -3)
44. Carpentry The window frame is a regular octagon.
� �
It is made from eight pieces of wood shaped like
congruent isosceles trapezoids. What are � �
m∠A, m∠B, m∠C, and m∠D?
45. Write About It Compare an isosceles trapezoid to a
trapezoid that is not isosceles. What properties do the
figures have in common? What properties does one
have that the other does not?
46. Use coordinates to verify the Trapezoid Midsegment Theorem. �
̶̶ � ��������
a. M is the midpoint of QP. What are its coordinates? � �������
̶̶
b. N is the midpoint of RS. What are its coordinates?
̶̶ ̶̶ ̶̶̶ � �
c. Find the slopes of QR, PS, and MN. What can
you conclude? �
d. Find QR, PS, and MN. Show that MN = __12 (PS + QR). � ������ � �����������

̶̶ ̶̶
47. In trapezoid PQRS, what could be the lengths of QR and PS? � �
6 and 10 8 and 32 � �� �
6 and 26 10 and 24
� �

434 Chapter 6 Polygons and Quadrilaterals

 48. Which statement is never true for a kite?
The diagonals are perpendicular.
One pair of opposite angles are congruent.
One pair of opposite sides are parallel. �

Two pairs of consecutive sides are congruent.

� �
49. Gridded Response What is the length of the
� �
midsegment of trapezoid ADEB in inches? ������

CHALLENGE AND EXTEND

50. Write a two-column proof. (Hint: If there is a line and a point � �
not on the line, then there is exactly one line through the
point perpendicular to the given line. Use this fact to draw
̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶̶
auxiliary lines UX and VY so that UX ⊥ WZ and VY ⊥ WZ.) � �
� �
̶̶ ̶̶̶
Given: WXYZ is a trapezoid with XZ ≅ YW.
Prove: WXYZ is an isosceles trapezoid. � �
��������
51. The perimeter of isosceles trapezoid ABCD is 27.4 � �
inches. If BC = 2(AB), find AD, AB, BC, and CD. � �

SPIRAL REVIEW
52. An empty pool is being filled with water. After 10 hours, 20% of the pool is full.
If the pool is filled at a constant rate, what fraction of the pool will be full after
25 hours? (Previous course)

Write and solve an inequality for x. (Lesson 3-4)

53. 54. �
�����
�� �� �������

Tell whether a parallelogram with the given vertices is a rectangle, rhombus,

or square. Give all the names that apply. (Lesson 6-5)
55. (-3, 1), (-1, 3), (1, 1), and (-1, -1) 56. (1, 1), (4, 5), (4, 0), and (1, -4)

Construction Kite

  �  �  �
� �

� � � � � � � �
� � �

̶̶
Draw a segment AC. Construct line ℓ as the Draw a point B on ℓ Draw a point D on ℓ
̶̶ ̶̶ ̶̶
perpendicular bisector above AC. Draw AB below AC so that
̶̶ ̶̶ ̶̶
of AC. Label the and CB. DX ≠ BX. Draw AD
̶̶
intersection as X. and CD.

1. Critical Thinking How would you modify the construction above so that ABCD is a concave kite?

6- 6 Properties of Kites and Trapezoids 435

 SECTION 6B

Other Special Quadrilaterals

A Fair Arrangement The organizers of a county fair
are using a coordinate plane to plan the layout of the
fairground. The fence that surrounds the fairground will
have vertices at A(-1, 4), B(7, 8), C(3, 0), and D(-5, -4).

1. The organizers consider creating two straight paths through the

fairground: one from point A to point C and another from point B
to point D. Use a theorem from Lesson 6-4 to prove that these paths
would be perpendicular.
2. The organizers instead decide to put an entry � �
gate at the midpoint of each side of the fence,
as shown. They plan to create straight paths �
�
that connect the gates. Show that the paths
̶̶ ̶̶ ̶̶ ̶̶ �
PQ, QR, RS, and SP form a parallelogram. �
̶̶ ̶̶
3. Use the paths PR and SQ to tell whether � �
PQRS is a rhombus, rectangle, or square.
4. One section of the fair will contain all the rides and games.
The organizers will fence off this area within the fairground by
̶̶ ̶̶
using the existing fences along AB and BC and adding fences
̶̶ ̶̶
along AE and CE , where E has coordinates (-1, 0). What type of
quadrilateral will be formed by these four fences?
5. To construct the fences, the organizers need to know the angle
measures at each vertex. Given that m∠B = 37°, find the measures
of the other angles in quadrilateral ABCE.

436 Chapter 6 Polygons and Quadrilaterals

 SECTION 6B

Quiz for Lessons 6-4 Through 6-6

6-4 Properties of Special Parallelograms
The flag of Jamaica is a rectangle with stripes along the diagonals. � �
In rectangle QRST, QS = 80.5, and RS = 36. Find each length.
1. SP 2. QT 3. TR 4. TP
�
GHJK is a rhombus. Find each measure. � ������
�
5. HJ �
� �
6. m∠HJG and m∠GHJ if m∠JLH = (4b - 6)° ������
and m∠JKH = (2b + 11)° � �
̶̶ ̶̶ �
7. Given: QSTV is a rhombus. PT ≅ RT
̶̶ ̶̶ � �
Prove: PQ ≅ RQ
� �
����������������
�
��������
������
6-5 Conditions for Special Parallelograms ��������
Determine if the conclusion is valid. If not, tell what additional information
is needed to make it valid. � �
̶̶ ̶̶
8. Given: AC ⊥ BD
Conclusion: ABCD is a rhombus.
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
9. Given: AB ≅ CD, AC ≅ BD, AB ǁ CD
Conclusion: ABCD is a rectangle. � �

Use the diagonals to determine whether a parallelogram with the given vertices is a
rectangle, rhombus, or square. Give all the names that apply.
10. W(-2, 2), X(1, 5), Y(7, -1), Z(4, -4) 11. M(-4, 5), N(1, 7), P(3, 2), Q(-2, 0)
̶̶ ̶̶ ̶̶̶ ̶̶ �
12. Given: VX and ZX are midsegments of △TWY. TW ≅ TY
�
Prove: TVXZ is a rhombus.
� �
�
�
6-6 Properties of Kites and Trapezoids
In kite EFGH, m∠FHG = 68°, and m∠FEH = 62°. Find each measure. �
13. m∠FEJ 14. m∠EHJ �
� �
15. m∠FGJ 16. m∠EHG
17. Find m∠R. 18. YZ = 34.2, and VX = 53.4. Find WZ. �
� � � �
���
�

� � � �

19. A dulcimer is a trapezoid-shaped stringed instrument.

The bases are 43 in. and 23 in. long. If a string is
attached at the midpoint of each leg of the trapezoid,
how long is the string?

Ready to Go On? 437

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
base of a trapezoid . . . . . . . . . . 429 kite . . . . . . . . . . . . . . . . . . . . . . . . 427 rhombus . . . . . . . . . . . . . . . . . . . 409
base angle of a trapezoid . . . . 429 leg of a trapezoid . . . . . . . . . . . 429 side of a polygon . . . . . . . . . . . . 382
concave . . . . . . . . . . . . . . . . . . . . 383 midsegment of a trapezoid . . 431 square . . . . . . . . . . . . . . . . . . . . . 410
convex . . . . . . . . . . . . . . . . . . . . . 383 parallelogram . . . . . . . . . . . . . . 391 trapezoid. . . . . . . . . . . . . . . . . . . 429
diagonal . . . . . . . . . . . . . . . . . . . 382 rectangle . . . . . . . . . . . . . . . . . . . 408 vertex of a polygon . . . . . . . . . . 382
isosceles trapezoid . . . . . . . . . . 429 regular polygon. . . . . . . . . . . . . 382

Complete the sentences below with vocabulary words from the list above.
1. The common endpoint of two sides of a polygon is a(n) ? .
̶̶̶̶
2. A polygon is ? if no diagonal contains points in the exterior.
̶̶̶̶
3. A(n) ? is a quadrilateral with four congruent sides.
̶̶̶̶
4. Each of the parallel sides of a trapezoid is called a(n) ? .
̶̶̶̶

6-1 Properties and Attributes of Polygons (pp. 382–388) TEKS G.2.B, G.3.B, G.4.A,

G.5.A, G.5.B, G.7.A

EXAMPLES EXERCISES
■ Tell whether the figure is a polygon. If it is a Tell whether each figure is a polygon. If it is a
polygon, name it by the number of its sides. polygon, name it by the number of its sides.
The figure is a closed plane figure 5. 6. 7.
made of segments that intersect only
at their endpoints, so it is a polygon.
It has six sides, so it is a hexagon.
Tell whether each polygon is regular or irregular.
■ Tell whether the polygon is regular or Tell whether it is concave or convex.
irregular. Tell whether it is concave or convex. 8. 9. 10.
The polygon is equilateral, but it is
not equiangular. So it is not regular.
No diagonal contains points in the
exterior, so it is convex. Find each measure.
11. the sum of the interior angle measures
Find each measure.
of a convex dodecagon
■ the sum of the interior angle measures of
a convex 11-gon 12. the measure of each �
interior angle of a
(n - 2)180° Polygon ∠ Sum Thm. ���
regular 20-gon � ��
(11 - 2)180° = 1620° Substitute 11 for n. � �
13. the measure of each ���
■ the measure of each exterior angle of a exterior angle of a
regular pentagon � ���
regular quadrilateral ���
�
sum of ext.  = 360° Polygon Ext. ∠ 14. the measure of each ���
SumThm. interior angle of �
360° = 72°
measure of one ext. ∠ = _ hexagon ABCDEF
5

438 Chapter 6 Polygons and Quadrilaterals

 6-2 Properties of Parallelograms (pp. 391–397) TEKS G.2.B, G.3.B, G.3.E,

G.7.A, G.7.B, G.7.C, G.10.B

EXAMPLES EXERCISES
■ In PQRS, m∠RSP = 99°, � � In ABCD, m∠ABC = 79°, �
PQ = 19.8, and RT = 12.3. � BC = 62.4, and BD = 75. �
�
Find PT. Find each measure.
� � 15. BE 16. AD �
̶̶ ̶̶ �
PT ≅ RT  → diags. bisect each other 17. ED 18. m∠CDA
PT = RT Def. of ≅ segs.
PT = 12.3 Substitute 12.3 for RT. 19. m∠BCD 20. m∠DAB

JKLM is a � � WXYZ is a parallelogram.

��������
�
parallelogram. Find ����� Find each measure.
����� ����
������ �
each measure. ��� 21. WX 22. YZ
� � � ���
■ LK 23. m∠W 24. m∠X ������
̶̶ ̶̶
JM ≅ LK  → opp. sides ≅ �
25. m∠Y 26. m∠Z
JM = LK Def. of ≅ segs.
2y - 9 = y + 7 Substitute the given values. 27. Three vertices of RSTV are R(-8, 1), S(2, 3), and
y = 16 Solve for y. V(-4, -7). Find the coordinates of vertex T.
LK = 16 + 7 = 23
28. Write a two-column proof.
■ m∠M Given: GHLM is a parallelogram.
m∠J + m∠M = 180°  → cons.  supp. ∠L ≅ ∠JMG �
(x + 4) + 3x = 180 Substitute the given Prove: △GJM is isosceles. �
values. � �
x = 44 Solve for x.
m∠M = 3 (44) = 132°
� �

6-3 Conditions for Parallelograms (pp. 398–405) TEKS G.2.A, G.2.B, G.3.B,

G.3.E, G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
■ Show that MNPQ is a � ������ � Show that the quadrilateral is a parallelogram for the
parallelogram for ������
given values of the variables.
��
a = 6 and b = 1.6. 29. m = 13, n = 27 30. x = 25, y = 7
� ������ � � � �������
� �
���������� ���������
MN = 2a + 5 QP = 4a - 7
MN = 2 (6) + 5 = 17 QP = 4 (6) - 7 = 17 ��������� ��� ���������
� � � �
MQ = 7b NP = 2b + 8 �������
MQ = 7 (1.6) = 11.2 NP = 2 (1.6) + 8 = 11.2
Determine if the quadrilateral must be a
Since its opposite sides are congruent,
parallelogram. Justify your answer.
MNPQ is a parallelogram.
31. 32.
■ Determine if the quadrilateral
must be a parallelogram.
Justify your answer. 33. Show that the quadrilateral with vertices B(-4, 3),
No. One pair of opposite angles are congruent, D(6, 5), F(7, -1), and H(-3, -3) is
and one pair of consecutive sides are a parallelogram.
congruent. None of the conditions for a
parallelogram are met.

Study Guide: Review 439

 6-4 Properties of Special Parallelograms (pp. 408–415) TEKS G.2.A, G.2.B, G.3.B,

G.3.E, G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
In rectangle JKLM, � � In rectangle ABCD, CD = 18, and CE = 19.8.
KM = 52.8, and JM = 45.6. � Find each length. � �
Find each length. 34. AB 35. AC �
� �
■ KL
36. BD 37. BE � �
JKLM is a . Rect. → 
KL = JM = 45.6  → opp. sides ≅
In rhombus WXYZ, WX = 7a + 1,
WZ = 9a - 6, and VZ = 3a. �
■ NL
JL = KM = 52.8 Rect. → diags. ≅ Find each measure. �
�
�
1 JL = 26.4 38. WZ 39. XV
NL = _  → diags. bisect
2 �
each other 40. XY 41. XZ
■ PQRS is a rhombus. � �
Find m∠QPR, given that � In rhombus RSTV, m∠TZV = (8n + 18)°,
m∠QTR = (6y + 6)° and and m∠SRV = (9n + 1)°.
m∠SPR = 3y°. � � Find each measure. � �
�
m∠QTR = 90° Rhombus → diags. ⊥ 42. m∠TRS 43. m∠RSV
6y + 6 = 90 Substitute the given value.
44. m∠STV 45. m∠TVR � �
y = 14 Solve for y.
m∠QPR = m∠SPR Rhombus → each
m∠QPR = 3 (14) ° = 42° diag. bisects opp.  Find the measures of the numbered angles in
each figure.
■ The vertices of square ABCD are A(5, 0), 46. rectangle MNPQ 47. rhombus CDGH
B(2, 4), C(-2, 1), and D(1, -3). Show that � � � �
� ��� �
�
the diagonals of square ABCD are congruent � �
perpendicular bisectors of each other. �
� � �
� � �
AC = BD = 5 √ 2 Diags. are ≅. ���
̶̶ � �
slope of AC = - 1
_ Product of slopes is -1,
7 Show that the diagonals of the square with the given
̶̶ so diags. are ⊥.
slope of BD = 7 vertices are congruent perpendicular bisectors of
̶̶ each other.
mdpt. of AC
̶̶
= mdpt. of BD = _( )
3, _
2 2
1
Diags. bisect
each other.
48. R(-5, 0), S(-1, -2), T(-3, -6), and U(-7, -4)
49. E(2, 1), F(5, 1), G(5, -2), and H(2, -2)

6-5 Conditions for Special Parallelograms (pp. 418–425) TEKS G.2.A, G.2.B, G.3.B,

G.3.E, G.7.A, G.7.B, G.7.C

EXAMPLES EXERCISES
�
■ Determine if the conclusion Determine if the conclusion is � �
is valid. If not, tell what valid. If not, tell what additional
additional information is � � information is needed to make
needed to make it valid. it valid. � �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
Given: LP ⊥ KN � 50. Given: ER ⊥ FS, ER ≅ FS
Conclusion: KLNP is a rhombus. Conclusion: EFRS is a square.
The conclusion is not valid. ̶̶ ̶̶
51. Given: ER and FS bisect each other.
If the diagonals of a parallelogram are ̶̶ ̶̶
ER ≅ FS
perpendicular, then the parallelogram is a Conclusion: EFRS is a rectangle.
rhombus. To apply this theorem, you must first ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
know that KLNP is a parallelogram. 52. Given: EF ǁ RS, FR ǁ ES, EF ≅ ES
Conclusion: EFRS is a rhombus.

440 Chapter 6 Polygons and Quadrilaterals

■ Use the diagonals to tell whether a Use the diagonals to tell whether a parallelogram
parallelogram with vertices P(-5, 3), with the given vertices is a rectangle, rhombus,
Q(0, 1), R(2, -4), and S(-3, -2) is a or square. Give all the names that apply.
rectangle, rhombus, or square. Give all 53. B(-3, 0), F(-2, 7), J(5, 8), N(4, 1)
the names that apply.
54. D(-4, -3), H(5, 6), L(8, 3), P(-1, -6)
 = 7 √
PR = √98 2 Distance Formula
 = 3 √
QS = √18 2 Distance Formula 55. Q(-8, -2), T(-6, 8), W(4, 6), Z(2, -4)

Since PR ≠ QS, PQRS is not a rectangle and

not a square.
̶̶ 7 = -1
slope of PR = _ Slope Formula
-7
̶̶ 3
slope of QS = _ =1 Slope Formula
3
Since the product of the slopes is -1,
the diagonals are perpendicular. PQRS is
a rhombus.

6-6 Properties of Kites and Trapezoids (pp. 427–435) TEKS G.2.A, G.2.B, G.3.B,

� G.3.E, G.7.A, G.7.B, G.7.C

EXAMPLES � EXERCISES
�
■ In kite PQRS, m∠SRT = 24°, and In kite WXYZ, m∠VXY = 58°, �
m∠TSP = 53°. Find m∠SPT. �
� and m∠ZWX = 50°.
�
△PTS is a right triangle. Kite → diags. ⊥ Find each measure. � �
m∠SPT + m∠TSP = 90° Acute  of rt. △ 56. m∠XYZ 57. m∠ZWV
are comp. �
58. m∠VZW 59. m∠WZY
m∠SPT + 53 = 90 Substitute 53 for m∠TSP.
m∠SPT = 37° Subtract 53 from both sides.
Find each measure.
� � 60. m∠R and m∠S 61. BZ if ZH = 70
■ Find m∠D.
and EK = 121.6
���
� � � � �
��� �
m∠C + m∠D = 180° Same-Side Int.  Thm. �
51 + m∠D = 180 Substitute 51 for m∠C. � �
� �
m∠D = 129° Subtract.
� � 62. MN 63. EQ
■ In trapezoid HJLN, �� ���
� � � � �
JP = 32.5, and HL = 50.
Find PN. � ���
� � � � �
̶̶ ̶̶
JN ≅ HL Isosc. trap. → diags. ≅ � �� � � �
JN = HL = 50 Def. of ≅ segs.
JP + PN = JN Seg. Add. Post. 64. Find the value of n so that PQXY is isosceles.
32.5 + PN = 50 Substitute. � �
PN = 17.5 Subtract 32.5 from both sides. ����������
��� �������
�

■ Find WZ. �� � �
� �
� ���� �
Give the best name for a quadrilateral whose vertices
� � have the given coordinates.
1 (XY + WZ)
AB = _ Trap. Midsegment Thm. 65. (-4, 5), (-1, 8), (5, 5), (-1, 2)
2
1 (42 + WZ)
73.5 = _ Substitute. 66. (1, 4), (5, 4), (5, -4), (1, -1)
2
147 = 42 + WZ Multiply both sides by 2. 67. (-6, -1), (-4, 2), (0, 2), (2, -1)
105 = WZ Solve for WZ.

Study Guide: Review 441

 Tell whether each figure is a polygon. If it is a polygon, name it by the number of its sides.
1. 2. �
���
� ���
�
3. The base of a fountain is in the shape of a quadrilateral, as shown.
Find the measure of each interior angle of the fountain.
4. Find the sum of the interior angle measures of a convex nonagon. ����
� ����
5. Find the measure of each exterior angle of a regular 15-gon. �

6. In EFGH, EH = 28, HZ = 9, and 7. JKLM is a parallelogram.

m∠EHG = 145°. Find FH and m∠FEH. Find KL and m∠L.
� � �
� � ������
������
��������� ���������
� � �
�
8. Three vertices of PQRS are P(-2, -3), R(7, 5), and S(6, 1). Find the coordinates of Q.
9. Show that WXYZ is � � 10. Determine if CDGH �
�� ��
a parallelogram for ��� must be a parallelogram.
��� � � �
a = 4 and b = 3. ��� � � Justify your answer.
� �
�
11. Show that a quadrilateral with vertices K(-7, -3), L(2, 0), S(5, -4),
and T(-4, -7) is a parallelogram.
12. In rectangle PLCM, � � 13. In rhombus EHKN, � �
LC = 19, and LM = 23. � m∠NQK = (7z + 6)°, and �
Find PT and PM. m∠ENQ = (5z + 1)°.
� � Find m∠HEQ and m∠EHK.
� �

Determine if the conclusion is valid. If not, tell what additional information is

� �
needed to make it valid.
̶̶ ̶̶ ̶̶̶ ̶̶̶ ̶̶ ̶̶̶ ̶̶̶ ̶̶ ̶̶̶ ̶̶̶
14. Given: NP ≅ PQ ≅ QM ≅ MN 15. Given: NP ≅ MQ, NM ≅ PQ, NQ ≅ MP
Conclusion: MNPQ is a square. Conclusion: MNPQ is a rectangle. � �

Use the diagonals to determine whether a parallelogram with the given vertices
is a rectangle, rhombus, or square. Give all the names that apply.
16. A(-5, 7), C(3, 6), E(7, -1), G(-1, 0) 17. P(4, 1), Q(3, 4), R(-3, 2), S(-2, -1)
� �
18. m∠JFR = 43°, and 19. PV = 61.1, and � �
m∠JNB = 68°. � YS = 24.7. �
Find m∠FBN. Find MY.
� � � �

20. Find HR.

� �
� �����
���������� �
� �
������

442 Chapter 6 Polygons and Quadrilaterals

FOCUS ON SAT
The scores for each SAT section range from 200 to 800. If you have time, go back through each
Your score is calculated by subtracting a fraction for section of the test and check as many
each incorrect multiple-choice answer from the total of your answers as possible. Try to use a
number of correct answers. No points are deducted for different method of solving the problem
incorrect grid-in answers or items you left blank. than you used the first time.

You may want to time yourself as you take this practice test. It should take you
about 6 minutes to complete.

1. Given the quadrilateral below, what value of x 3. Which of the following terms best describes the
would allow you to conclude that the figure is a figure below?
parallelogram?
(A) Rhombus
������
(B) Trapezoid
����� ������
(C) Quadrilateral
������
(D) Square
(A) -2
(E) Parallelogram
(B) 0
(C) 1
(D) 2 4. Three vertices of MNPQ are M(3, 1), N(0, 6),
and P(4, 7). Which of the following could be the
(E) 3 coordinates of vertex Q?
(A) (7, 0)

2. In the figure below, if ABCD is a rectangle, what (B) (–1, 1)

type of triangle must △ABE be? (C) (7, 2)
� � (D) (11, 3)
(E) (9, 4)
�
� �
5. If ABCDE is a regular pentagon, what is the
(A) Equilateral measure of ∠C?
(B) Right (A) 45°
(C) Equiangular (B) 60°
(D) Isosceles (C) 90°
(E) Scalene (D) 108°
(E) 120°

College Entrance Exam Practice 443

 Multiple Choice: Eliminate Answer Choices
For some multiple-choice test items, you can eliminate one or more of the answer
choices without having to do many calculations. Use estimation or logic to help you
decide which answer choices can be eliminated.

What is the value of x in the figure?

���
3° 83° ��� ��

63° 153° ���

The sum of the exterior angle measures of a convex polygon is 360°.

By rounding, you can estimate the sum of the given angle measures.
����
100° + 30° + 140° + 30° = 300°

If x = 153°, the sum of the angle measures would be far greater than 360°.
So eliminate D.

If x = 3°, the sum would be far less than 360°. So eliminate A.

From your estimate, it seems likely that the correct choice is B, 63°.
Confirm that this is correct by doing the actual calculation.

98° + 32° + 63° + 135° + 32° = 360°

The correct answer is B, 63°.

What is m∠B in the isosceles trapezoid? � �

����
216° 72°
108° 58°
Base angles of an isosceles trapezoid are congruent. � �
Since ∠D and ∠B are not a pair of base angles, their
measures are not equal. Eliminate G, 108°.

∠D and ∠C are base angles, so m∠C = 108°. ∠B and ∠C are same-side interior
angles formed by parallel lines. So they are supplementary angles. Therefore
the measure of angle B cannot be greater than 180°. You can eliminate F.

m∠B = 180° - 108° = 72°

The correct answer is H, 72°.

444 Chapter 6 Polygons and Quadrilaterals

 Try to eliminate unreasonable answer choices.
Item C
���� Some choices may be too large or too small or
In isosecles trapezoid ABCD, AC = 18.2, and
may have incorrect units.
DG = 6.3. What is GB?
� �

Read each test item and answer the questions

�
that follow.
� �
Item A
The diagonals of rectangle MNPQ intersect at 24.5 6.3
S. If MN = 4.1 meters, MS = 2.35 meters, and
MQ = 2.3 meters, what is the area of △MPQ 11.9 2.9
to the nearest tenth?
� �
� ̶̶
6. Will the measure of GB be more than, less
̶̶
than, or equal to the measure of AC? What
� � answer choices can you eliminate and why?
7. Explain how to use estimation to answer
4.7 square meters
this problem.
5.4 meters
9.4 square meters
12.8 meters Item D
In trapezoid LMNP, XY = 25 feet. What are two
̶̶ ̶̶
possible lengths for LM and PN ?
1. Are there any answer choices you can
� �
eliminate immediately? If so, which choices
and why?
2. Describe how to use estimation to eliminate �����
� �
at least one more answer choice.

� �
Item B 18 feet and 32 feet
What is the sum of the interior angles of a
convex hexagon? 49 feet and 2 feet
10 feet and 15 feet
7 inches and 43 inches

180° 720°
8. Which answer choice can you eliminate
500° 1080° immediately? Why?
9. A student used logic to eliminate choice H.
3. Can any of the answer choices be eliminated Do you agree with the student’s decision?
immediately? If so, which choices and why? Explain.

4. How can you use the fact that 500 is not a 10. A student used estimation and answered
multiple of 180 to eliminate choice G? this problem with G. Explain the mistake
the student made.
5. A student answered this problem with J.
Explain the mistake the student made.

TAKS Tackler 445

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–6

Multiple Choice Use the figure below for Items 6 and 7.

1. The exterior angles of a triangle have measures � �

of (x + 10)°, (2x + 20)°, and 3x°. What is the
measure of the smallest interior angle of the
triangle? �
� �
15° 55°
̶̶ ̶̶̶
35° 65° 6. If JK ǁ ML, what additional information do
you need to prove that quadrilateral JKLM is
2. If a plant is a monocot, then its leaves have a parallelogram?
parallel veins. If a plant is an orchid, then it is a ̶̶ ̶̶
JM ≅ KL
monocot. A Mexican vanilla plant is an orchid. ̶̶̶ ̶̶
MN ≅ LN
Based on this information, which conclusion is
NOT valid? ∠MLK and ∠LKJ are right angles.
The leaves of a Mexican vanilla plant ∠JML and ∠KLM are supplementary.
have parallel veins.
A Mexican vanilla plant is a monocot. 7. Given that JKLM is a parallelogram and that
m∠KLN = 25°, m∠JMN = 65°, and m∠JML = 130°,
All orchids have leaves with parallel veins. which term best describes quadrilateral JKLM?
All monocots are orchids. Rectangle
Rhombus
3. If △ABC ≅ △PQR and △RPQ ≅ △XYZ, which of
the following angles is congruent to ∠CAB? Square
∠QRP ∠YXZ Trapezoid
∠XZY ∠XYZ
8. For two lines and a transversal, ∠1 and ∠2 are
same-side interior angles, ∠2 and ∠3 are vertical
4. Which line coincides with the line 2y + 3x = 4?
angles, and ∠3 and ∠4 are alternate exterior
3y + 2x = 4 angles. Which classification best describes the
y=_ 2x + 2 angle pair ∠2 and ∠4?
3
a line through (-1, 1) and (2, 3) Adjacent angles
a line through (0, 2) and (4, -4) Alternate interior angles
Corresponding angles
5. What is the value of x in polygon ABCDEF? Vertical angles
� ̶̶ ̶̶
� 9. For △ABC and △DEF, ∠A ≅ ∠F, and AC ≅ EF.
��� ���������
Which of the following would allow you
to conclude that these triangles are
����������� � congruent by AAS?
� ���������
∠ABC ≅ ∠EDF

���������
∠ACB ≅ ∠EDF
������
� � ∠BAC ≅ ∠FDE
12 24 ∠CBA ≅ ∠FED
18 36

446 Chapter 6 Polygons and Quadrilaterals

 STANDARDIZED TEST PREP
10. The vertices of ABCD are A(1, 4), B(4, y), Short Response
C(3, -2), and D(0, -3). What is the value of y?
17. In △ABC, AE = 9x - 11.25, and AF = x + 4.
3 5
4 6 �

11. Quadrilateral RSTU is a kite. What is the length

̶̶
of RV?
� �
�
�
�����
� �
� � �
������
a. Find the value of x. Show your work and
� explain how you found your answer.
̶̶ ̶̶
4 inches 6 inches b. If DF ≅ EF, show that △AFD ≅ △CFE.
State any theorems or postulates used.
5 inches 13 inches
18. Consider quadrilateral ABCD.
12. What is the measure of each interior angle in a
regular dodecagon? � �
30° 150° �
�
144° 162° �
�
13. The coordinates of the vertices of quadrilateral
RSTU are R(1, 3), S(2, 7), T(10, 5), and U(9, 1). �� �� � �
Which term best describes quadrilateral RSTU?
��
Parallelogram Rhombus �
Rectangle Trapezoid
a. Show that ABCD is a trapezoid. Justify your
answer.
Mixed numbers cannot be entered into the grid b. What are the coordinates for the endpoints
���� for gridded-response questions. For example, of the midsegment of trapezoid ABCD?
if you get an answer of 7__14 , you must grid either
7.25 or __
29
4
. 19. Suppose that ∠M is complementary to ∠N and
∠N is complementary to ∠P. Explain why the
measurements of these three angles cannot be
Gridded Response the angle measurements of a triangle.
14. If quadrilateral MNPQ is a parallelogram, what is
the value of x?
Extended Response
� � ̶̶ ̶̶
��������� 20. Given △ABC and △XYZ, suppose that AB ≅ XY
̶̶ ̶̶
and BC ≅ YZ.
a. If AB = 5, BC = 6, AC = 8, and m∠B < m∠Y,
�� � ��������� explain why △XYZ is obtuse. Justify your
� � reasoning and state any theorems or
postulates used.
15. What is the greatest number of line segments b. If AB = 3, BC = 5, AC = 5, and m∠B > m∠Y,
̶̶
determined by six coplanar points when no three find the length of XZ so that △XYZ is a right
are collinear? triangle. Justify your reasoning and state any
theorems or postulates used.
16. Quadrilateral RSTU is a rectangle with c. If AB = 8 and BC = 4, find the range of possible
̶̶ ̶̶ ̶̶
diagonals RT and SU. If RT = 4a + 2 and values for the length of AC. Justify your answer.
SU = 6a - 25, what is the value of a?

Cumulative Assessment, Chapters 1–6 447

 TEXAS TAKS Grades 9–11 Obj. 10

Arlington

Georgetown

Southwestern University
Southwestern University, a nationally recognized liberal
arts university in Georgetown, Texas, is Texas’s oldest
university. Southwestern was officially chartered in 1875
but was formed from the resourcesge07ts_c0 6psl001aa
of four existing schools—Rutersville College
2nd pass
(chartered in 1840), Wesleyan College (chartered in 1844), McKenzie College
(chartered in 1848), and Soule University
6/20/5 (chartered in 1856).
cmurphy �
Choose one or more strategies to solve each problem.
1. The trusses that line the ceiling of the McCombs Campus
Center are made of triangular shapes. The center shape � � �
̶̶
resembles an equilateral triangle. If the side AC of the
triangle is 42 inches long, about how tall is the center
̶̶
truss CD? Round to the nearest inch.
2. The floor of the Rockwell Rotunda in the McCombs Campus
Center is in the shape of a regular octagon. What is the
measure of each interior angle of the rotunda floor?
3. Each section of the stained-glass window
is made of five polygonal shapes. Name
each polygon by the number of its sides.
Tell whether each polygon appears to be
regular or irregular, and concave or convex.
Identify which of the five polygons appear
to be special quadrilaterals.
4. Square ABEG at the center of the marble
fireplace is composed of three shapes—
a smaller square DCFG and two
�
congruent quadrilaterals ABCD
� �
and EBCF. Find the angle
� � �
measures in ABCD, and explain
why ABCD must be a trapezoid.
�

448 Chapter 6 Polygons and Quadrilaterals

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
Titan Guess and Test
Work Backward
When it opened in April 2001 at Six Flags Find a Pattern
Make a Table
Over Texas in Arlington, Titan became Solve a Simpler Problem
the tallest roller coaster in Texas and Use Logical Reasoning
the third tallest in the world. Titan trains Use a Venn Diagram
travel up to 85 mi/h and cover over Make an Organized List
5312 feet of track. The first hill features
a 255-foot drop at a 65° angle into
a dark, 120-foot-long tunnel!

Choose one or more strategies to

solve each problem.
1. If a Titan train takes 3 minutes
and 30 seconds to travel the entire
track, what is the roller coaster’s
average speed in miles per hour?
2. If a Titan train travels through the tunnel
at its maximum speed, about how long does
it take the train to pass through the tunnel?
Round to the nearest hundredth of a second.
3. Titan has three trains, each of which holds 30 passengers.
If the roller coaster can accommodate 1600 passengers
per hour, about how many trains run each hour?

The figure below shows the structure of the first hill of Titan.
For 4–6, use the figure.

�����
� �

� � ������

� ������ � � �
�����

4. Titan reaches its maximum height at the top

of the first hill. The ascent covers a horizontal
distance AE of about 350 feet. What is the
̶̶
length of the ascent AB to the nearest foot?
̶̶
5. The length of the descent CD is about
270 feet. What is FD to the nearest foot?
6. Event organizers plan to hang a banner
across the first hill of Titan from X to Y,
̶̶
where X is the midpoint of AB and Y is
̶̶
the midpoint of CD. What is the width
of the banner to the nearest foot?

449
 Similarity

7A Similarity Relationships
7-1 Ratio and Proportion
Lab Explore the Golden Ratio
7-2 Ratios in Similar Polygons
Lab Predict Triangle Similarity
Relationships
7-3 Triangle Similarity: AA, SSS,
and SAS

7B Applying Similarity
Lab Investigate Angle Bisectors of
a Triangle
7-4 Applying Properties of Similar
Triangles
7-5 Using Proportional Relationships
7-6 Dilations and Similarity in the
Coordinate Plane

KEYWORD: MG7 ChProj

The Lighthouse Rock

is located in Palo Duro
Canyon or “the Grand
Canyon of Texas.”

450 Chapter 7
 Vocabulary
Match each term on the left with a definition on the right.
1. side of a polygon A. two nonadjacent angles formed by two intersecting lines
2. denominator B. the top number of a fraction, which tells how many parts
of a whole are being considered
3. numerator
C. a point that corresponds to one and only one number
4. vertex of a polygon
D. the intersection of two sides of a polygon
5. vertical angles
E. one of the segments that form a polygon
F. the bottom number of a fraction, which tells how many
equal parts are in the whole

Simplify Fractions
Write each fraction in simplest form.
16
6. _ 14
7. _ 33
8. _ 56
9. _
20 21 121 80

Ratios
Use the table to write each ratio in simplest form. Ryan’s CD Collection
10. jazz CDs to country CDs
Rock 36
11. hip-hop CDs to jazz CDs Jazz 18
12. rock CDs to total CDs Hip-hop 34
13. total CDs to country CDs Country 24

Identify Polygons
Determine whether each figure is a polygon. If so, name it by the number of sides.
14. 15. 16. 17.

Find Perimeter
Find the perimeter of each figure. � �
18. rectangle PQRS � ������
� 19. regular hexagon �����
ABCDEF � �
������
� � � �
20. rhombus JKLM � � 21. regular pentagon � �
UVWXY �������
������
� �
� � �

Similarity 451
 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
dilation dilatación vocabulary terms in the chapter, consider the
following. You may refer to the chapter, the
proportion proporción glossary, or a dictionary if you like.
ratio razón 1. When an eye doctor dilates your eyes,
scale escala
the pupils become enlarged. What might
it mean for one geometric figure to be
scale drawing dibujo a escala a dilation of another figure?
scale factor factor de escala 2. A blueprint is a scale drawing of a building.
What do you think is the definition of
similar semejante a scale drawing ?
similar polygons polígonos semejantes 3. What does the word similar mean in
similarity ratio razón de semejanza everyday language? What do you think the
term similar polygons means?
4. Bike riders often talk about gear ratios. Give
examples of situations where the word ratio
is used. What do these examples have in
common?

7-2 7-3 7-4

Geometry TEKS Les. Tech. Les. Tech. Les. Tech. Les. Les. Les.
7-1 Lab 7-2 Lab 7-3 Lab 7-4 7-5 7-6

G.1.B Geometric structure* recognize the historical development of ★

geometric systems and know mathematics is developed for a
variety of purposes
G.2.A Geometric structure* use constructions to explore attributes ★ ★ ★
of geometric figures and to make conjectures about
geometric relationships
G.3.B Geometric structure* construct and justify statements about ★ ★ ★
geometric figures and their properties
G.5.B Geometric patterns* use numeric and geometric patterns to ★ ★ ★ ★ ★ ★
make generalizations about geometric properties, including
properties of polygons, ratios in similar figures ...
G.9.B Congruence and the geometry of size* formulate and test ★ ★ ★ ★ ★
conjectures about the properties and attributes of polygons ...
based on explorations and concrete models
G.11.A Similarity and the geometry of shape* use and extend ★ ★ ★ ★ ★ ★
similarity properties and transformations to explore and
justify conjectures about geometric figures.
G.11.B Similarity and the geometry of shape* use ratios to solve ★ ★ ★ ★ ★
problems involving similar figures
G.11.D Similarity and the geometry of shape* describe the effect on ★
perimeter, area ... when one or more dimensions of a figure
are changed and apply this idea in solving problems
* Knowledge and skills are written out completely on pages TX28–TX35.

452 Chapter 7
Reading Strategy: Read and Understand the Problem
Many of the concepts you are learning are used in real-world situations.
Throughout the text, there are examples and exercises that are real-world
word problems. Listed below are strategies for solving word problems.

Problem Solving Strategies

• Read slowly and carefully. Determine what information is given and what
you are asked to find.
• If a diagram is provided, read the labels and make sure that you understand
the information. If you do not, resketch and relabel the diagram so it makes
sense to you. If a diagram is not provided, make a quick sketch and label it.
• Use the given information to set up and solve the problem.
• Decide whether your answer makes sense.

From Lesson 6-1: Look at how the Polygon Exterior Angle Theorem
is used in photography.
�
Photography Application �
�
The aperture of the camera shown is formed by �
ten blades. The blades overlap to form a regular
decagon. What is the measure of ∠CBD?

Step Procedure Result

Understand • List the important information. ∠CBD is one of the exterior

the Problem • The answer will be the measure angles of the regular decagon
of ∠CBD. formed by the apeture.

Make a Plan • A diagram is provided, and it is

labeled accurately. �
�
�
�

Solve • You can use the Polygon Exterior

Angle Theorem. Then divide to find the 360° = 36°
m∠CBD = _
10
measure of one of the exterior angles.
Look Back • The answer is reasonable since a
10(36°) = 360°
decagon has 10 exterior angles.

Try This �
��
Use the problem-solving strategies for the following problem. �
�
1. A painter’s scaffold is constructed so that the braces lie
�
along the diagonals of rectangle PQRS. Given RS = 28 ��
and QS = 85, find QT. �

Similarity 453
 7-1 Ratio and
Proportion
TEKS G.11.B Similarity and the geometry of shape: use ratios to solve
problems involving similar figures. Also G.5.B, G.7.B, G.7.C
Objectives Who uses this?
Write and simplify ratios. Filmmakers use ratios and
Use proportions to solve proportions when creating special
problems. effects. (See Example 5.)

Vocabulary The Lord of the Rings movies transport

ratio
viewers to the fantasy world of Middle
proportion
Earth. Many scenes feature vast fortresses,
extremes
means sprawling cities, and bottomless mines.
cross products To film these images, the moviemakers
used ratios to help them build highly
detailed miniature models.

A ratio compares two numbers by division.

The ratio of two numbers a and b can be
written as a to b, a : b, or _ab_, where b ≠ 0.
For example, the ratios 1 to 2, 1 : 2,
and __12 all represent the same comparison.

EXAMPLE 1 Writing Ratios

�
Write a ratio expressing the slope of ℓ. ��� �
y2 - y1
rise = _ �������
Slope = _ run x2 - x1
����
�
In a ratio, the
denominator of the 3 - (-1) ���������
= _ Substitute the given values.
fraction cannot be 4 - (-2)
zero because division
by zero is undefined.
4
=_=_ 2
Simplify.
6 3

1. Given that two points on m are C(-2, 3) and D(6, 5), write a
ratio expressing the slope of m.

�
A ratio can involve more than two numbers.
For the rectangle, the ratio of the side lengths � �
may be written as 3 : 7 : 3 : 7.
�

EXAMPLE 2 Using Ratios

The ratio of the side lengths of a quadrilateral is 2 : 3 : 5 : 7, and its perimeter
is 85 ft. What is the length of the longest side?
Let the side lengths be 2x, 3x, 5x, and 7x. Then 2x + 3x + 5x + 7x = 85.
After like terms are combined, 17x = 85. So x = 5. The length of the
longest side is 7x = 7(5) = 35 ft.

2. The ratio of the angle measures in a triangle is 1 : 6 : 13.

What is the measure of each angle?

454 Chapter 7 Similarity

 A proportion is an equation stating that two ratios are equal. In the
proportion __a
b
= __
c
d
, the values a and d are the extremes . The values b and c are
the means . When the proportion is written as a : b = c : d, the extremes are in
the first and last positions. The means are in the two middle positions.

In Algebra 1 you learned the Cross Products Property. The product of the
extremes ad and the product of the means bc are called the cross products .
The Cross Products
Property can also
be stated as, “In
a proportion, the Cross Products Property
product of the
a =_
c and b and d ≠ 0, then ad = bc.
�
�������
����
extremes is equal In a proportion, if _ � �
b d
to the product of
�������
the means.”

EXAMPLE 3 Solving Proportions

Solve each proportion.

A _5 = _
45
y 63
5(63) = y (45) Cross Products Prop.
315 = 45y Simplify.
y=7 Divide both sides by 45.

B _
x+2 _
= 24
6 x+2
(x + 2) 2 = 6(24) Cross Products Prop.
(x + 2) 2 = 144 Simplify.
x + 2 = ±12 Find the square root of both sides.
x + 2 = 12 or x + 2 = -12 Rewrite as two eqns.
x = 10 or x = -14 Subtract 2 from both sides.

Solve each proportion.

3 =_ x 2y _
3a. _ 3b. _ = 8
8 56 9 4y
d =_ 6 x + 3 9
3c. _ 3d. _=_
3 2 4 x+3

The following table shows equivalent forms of the Cross Products Property.

Properties of Proportions
ALGEBRA NUMBERS

The proportion _a = _c is equivalent to _ _

The proportion 1 = 2 is equivalent to
b d 3 6
the following: the following:

ad = bc 1(6) = 3(2)
_b = _d _3 = _6
a c 1 2
_a = _b _1 = _3
c d 2 6

7- 1 Ratio and Proportion 455

 EXAMPLE 4 Using Properties of Proportions
Given that 4x = 10y, find the ratio of x to y in simplest form.
4x = 10y
Since x comes before x =_
_ 10
y Divide both sides by 4y.
y in the sentence, 4
x will be in the x =_
_ 5
y Simplify.
numerator of the 2
fraction.
4. Given that 16s = 20t, find the ratio t : s in simplest form.

EXAMPLE 5 Problem-Solving Application

During the filming of The Lord of the
Rings, the special-effects team built
a model of Sauron’s tower with a
height of 8 m and a width of 6 m.
If the width of the full-size tower
is 996 m, what is its height?

1 Understand the Problem

The answer will be the height of

the tower.

2 Make a Plan
Let x be the height of the tower.
Write a proportion that compares
the ratios of the height to the width.
height of model tower
___ height of full-size tower
= ___
width of model tower width of full-size tower
8 =_
_ x
6 996
3 Solve
8 =_
_ x
6 996
6x = 8(996) Cross Products Prop.
6x = 7968 Simplify.
x = 1328 Divide both sides by 6.
The height of the full-size tower is 1328 m.

4 Look Back
Check the answer in the original problem. The ratio of the height to
the width of the model is 8 : 6, or 4 : 3. The ratio of the height to the
width of the tower is 1328 : 996. In simplest form, this ratio is also 4 : 3.
So the ratios are equal, and the answer is correct.

5. What if...? Suppose the special-effects team made a different

model with a height of 9.2 m and a width of 6 m. What is the
height of the actual tower?

456 Chapter 7 Similarity

 THINK AND DISCUSS
1. Is the ratio 6 : 7 the same ratio as 7 : 6? Why or why not?
2. Susan wants to know if the fractions __37 and __
12
28
are equivalent. Explain
how she can use the properties of proportions to find out.
3. GET ORGANIZED Copy and complete the ���������� ����������
graphic organizer. In the boxes, write the
definition of a proportion, the properties
����������
of proportions, and examples and
nonexamples of a proportion.
�������� �����������

7-1
Exercises KEYWORD: MG7 7-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Name the means and extremes in the proportion _ 1 =_
2.
3 6
2. Write the cross products for the proportion _s = _
u.
v
t
SEE EXAMPLE 1 Write a ratio expressing the slope of each line. � �
� �
p. 454 3. ℓ 4. m 5. n
�
SEE EXAMPLE 2 6. The ratio of the side lengths of a quadrilateral �
p. 454 is 2 : 4 : 5 : 7, and its perimeter is 36 m.
�� �� �
What is the length of the shortest side?
��
7. The ratio of the angle measures in a triangle is �
��
5 : 12 : 19. What is the measure of the largest angle?

SEE EXAMPLE 3 Solve each proportion.

p. 455 x =_
8. _ 40 7 =_
9. _ 21 6 =_
10. _ t
2 16 y 27 58 29
y 27 x-1
16 = _ x2 = _
x
11. _ = _ y 12. _ 13. _
3 x-1 4 18 6

SEE EXAMPLE 4 14. Given that 2a = 8b, find the ratio of a

p. 456 to b in simplest form.
15. Given that 6x = 27y, find the ratio y : x
in simplest form.

SEE EXAMPLE 5 16. Architecture The Arkansas State

p. 456 Capitol Building is a smaller version of
the U.S. Capitol Building. The U.S. Capitol
is 752 ft long and 288 ft tall. The Arkansas
State Capitol is 564 ft long. What is the
height of the Arkansas State Capitol?

7- 1 Ratio and Proportion 457

 PRACTICE AND PROBLEM SOLVING
Independent Practice Write a ratio expressing the slope of each line. � �
�
For See
Exercises Example 17. ℓ 18. m 19. n �
�
17–19 1 20. The ratio of the side lengths of an isosceles triangle
�
20–21 2 is 4 : 4 : 7, and its perimeter is 52.5 cm. What is the
�� �� � �
22–27 3 length of the base of the triangle?
28–29 4
21. The ratio of the angle measures in a parallelogram
30 5 �� �
is 2 : 3 : 2 : 3. What is the measure of each angle?
TEKS TAKS
Solve each proportion.
Skills Practice p. S16
6 =_
22. _ 9 23. _x =_
50 24. _z =_
3
Application Practice p. S34
8 y 14 35 12 8
2m + 2 12 5y 125 x+2 5
25. _ = _ 26. _ = _y 27. _ = _
3 2m + 2 16 12 x-2
28. Given that 5y = 25x, find the ratio of x to y in simplest form.
Travel
29. Given that 35b = 21c, find the ratio b : c in simplest form.

30. Travel Madurodam is a park in

the Netherlands that contains a
complete Dutch city built entirely
of miniature models. One of the
models of a windmill is 1.2 m tall
and 0.8 m wide. The width of the
actual windmill is 20 m. What is
its height?

Given that __
a
b
= __
5
7
, complete each of
For more than 50 years,
Madurodam has been the following equations.
Holland’s smallest city. 31. 7a = 32. _ b 33. _a=
The canal houses, market, a= 5
airplanes, and windmills 34. Sports During the 2003 NFL season,
are all replicated on
the Dallas Cowboys won 10 of their
a 1 : 25 scale.
16 regular-season games. What is
Source: madurodam.nl
their ratio of wins to losses in
simplest form?

Write a ratio expressing the slope of the line through each pair of points.
35. (-6, -4) and (21, 5) 36. (16, -5) and (6, 1)
37. (6_12 , -2) and (4, 5_12 ) 38. (-6, 1) and (-2, 0)

39. This problem will prepare you for the Multi-Step TAKS Prep on page 478.
A claymation film is shot on a set that is a scale model of an actual city.
On the set, a skyscraper is 1.25 in. wide and 15 in. tall. The actual skyscraper
is 800 ft tall.
a. Write a proportion that you can use to find the width of the actual skyscraper.
b. Solve the proportion from part a. What is the width of the actual skyscraper?

458 Chapter 7 Similarity

40. Critical Thinking The ratio of the lengths of a quadrilateral’s consecutive
sides is 2 : 5 : 2 : 5. The ratio of the lengths of the quadrilateral’s diagonals is 1 : 1.
What type of quadrilateral is this? Explain.
41. Multi-Step One square has sides 6 cm long. Another has sides 9 cm long.
Find the ratio of the areas of the squares.
42. Photography A photo shop makes prints of photographs in a variety of sizes.
Every print has a length-to-width ratio of 5 : 3.5 regardless of its size. A customer
wants a print that is 20 in. long. What is the width of this print?
43. Write About It What is the difference between a ratio and a proportion?

44. An 18-inch stick breaks into three pieces. The ratio of the lengths of the pieces is
1 : 4 : 5. Which of these is NOT a length of one of the pieces?
1.8 inches 3.6 inches 7.2 inches 9 inches

45. Which of the following is equivalent to __35 = __xy ?

3 =_
_ 5 y
x =_
_
y x 3x = 5y 3(5) = xy
3 5
46. A recipe for salad dressing calls for oil and vinegar in a ratio of 5 parts oil to 2 parts
vinegar. If you use 1__14 cups of oil, how many cups of vinegar will you need?
_1 5
_ 2_1 6_1
2 8 2 4
47. Short Response Explain how to solve the proportion __ 36
72
= __
15
x for x. Tell what you
must assume about x in order to solve the proportion.

CHALLENGE AND EXTEND

� �
48. The ratio of the perimeter of rectangle ABCD � �
to the perimeter of rectangle EFGH is 4 : 7. � �
Find x.
� � � � � �
a+b c+d
49. Explain why __ab = __
c
d
and ____
b
= ____
d
are equivalent proportions.

50. Probability The numbers 1, 2, 3, and 6 are randomly placed in these four boxes:
___ ? ___. What is the probability that the two ratios will form a proportion?

x 2 + 9x + 18
51. Express the ratio _________
2
in simplest form.
x - 36

SPIRAL REVIEW
Complete each ordered pair so that it is a solution to y - 6x = -3. (Previous course)
52. (0, ) 53. ( , 3) 54. (-4, )
Find each angle measure. (Lesson 3-2)
� ���
55. m∠ABD 56. m∠CDB �

Each set of numbers represents the side lengths � � ����������

of a triangle. Classify each triangle as acute, right,
or obtuse. (Lesson 5-7)
57. 5, 8, 9 58. 8, 15, 20 59. 7, 24, 25

7- 1 Ratio and Proportion 459

 7-2
Explore the Golden Ratio
In about 300 B.C.E., Euclid showed in his book Elements how to calculate the
golden ratio. It is claimed that this ratio was used in many works of art and
architecture to produce rectangles of pleasing proportions. The golden ratio
also appears in the natural world and it is said even in the human face.
If the ratio of a rectangle’s length to its width is equal to the golden ratio,
Use with Lesson 7-2 it is called a golden rectangle.
TEKS G.5.B Geometric patterns: use numeric and
geometric patterns to make generalizations about
geometric properties ... ratios in similar figures .... KEYWORD: MG7 Lab7
Activity 1 Also G.1.A, G.2.B, G.5.A

1 Construct a segment and label its endpoints A

̶̶
and B. Place P on the segment so that AP is
̶̶
longer than PB. What are AP, PB, and AB? What
is the ratio of AP to PB and the ratio of AB to
AP? Drag P along the segment until the ratios
are equal. What is the value of the equal ratios
to the nearest hundredth?

2 Construct a golden rectangle beginning with

̶̶
a square. Create AB. Then construct a circle
̶̶
with its center at A and a radius of AB.
̶̶
Construct a line perpendicular to AB through
A. Where the circle and the perpendicular
line intersect, label the point D. Construct
perpendicular lines through B and D and label
their intersection C. Hide the lines and the
circle, leaving only the segments to complete
the square.

̶̶
3 Find the midpoint of AB and label it M.
Create a segment from M to C. Construct a
̶̶̶
circle with its center at M and radius of MC.
Construct a ray with endpoint A through B.
Where the circle and the ray intersect, label
the point E. Create a line through E that is
perpendicular to AB. Show the previously
hidden line through D and C. Label the
point of intersection of these two lines F.
Hide the lines and circle and create segments
to complete golden rectangle AEFD.
̶̶ ̶̶ ̶̶
4 Measure AE, EF,and BE. Find the ratio of AE
to EF and the ratio of EF to BE. Compare
these ratios to those found in Step 1.
What do you notice?

460 Chapter 7 Similarity

Try This
1. Adjust your construction from Step 2 so that the side of the original square
̶̶̶
is 2 units long. Use the Pythagorean Theorem to find the length of MC.
̶̶
Calculate the length of AE. Write the ratio of AE to EF as a fraction and as a
decimal rounded to the nearest thousandth.
̶̶
2. Find the length of BE in your construction from Step 3. Write the ratio of EF
to BE as a fraction and as a decimal rounded to the nearest thousandth.
Compare your results to those from Try This Problem 1. What do you notice?
3. Each number in the Fibonacci sequence (1, 1, 2, 3, 5, 8, 13 …) is created by adding
the two preceding numbers together. That is, 1 + 1 = 2, 1 + 2 = 3, 2 + 3 = 5,
and so on. Investigate the ratios of the numbers in the sequence by finding the
̶̶̶
quotients. __11 = 1, __21 = 2, __32 = 1.5, __53 = 1.666, __85 = 1.6, and so on. What do you notice
as you continue to find the quotients?

Tell why each of the following is an example of the appearance of the

Fibonacci sequence in nature.
4. 5.

Determine whether each picture is an example of an application of the golden

rectangle. Measure the length and the width of each and decide whether the
ratio of the length to the width is approximately the golden ratio.

6. 7.

������ ������

������
����

7- 2 Technology Lab 461

 7-2 Ratios in Similar
Polygons
TEKS G.5.B Geometric patterns: use ... geometric patterns
to make generalizations about ratios in similar figures ...
Objectives Why learn this?
Identify similar polygons. Similar polygons are used
Apply properties of to build models of actual
similar polygons to solve objects. (See Example 3.)
problems.
Figures that are similar (∼)
Vocabulary
have the same shape but not
similar
necessarily the same size.
similar polygons
similarity ratio

� � � �

△1 is similar to △2(△1 ∼ △2). △1 is not similar to △3(△1 ≁ △3).

Similar Polygons

DEFINITION DIAGRAM STATEMENTS

Two polygons �
� �
are similar polygons ∠A ≅ ∠E
� ���
if and only if their ��
� � � � ∠B ≅ ∠F
Also G.11.A, G.11.B corresponding angles �
are congruent and ∠C ≅ ∠G
their corresponding �� ����
∠D ≅ ∠H
sides are proportional.
� �
___
AB
= ___
BC
= ___
CD
= ___
DA
= __1
� EF FG GH HE 2

ABCD ∼ EFGH

EXAMPLE 1 Describing Similar Polygons

Identify the pairs of congruent angles and corresponding sides.
∠Z ≅ ∠R and ∠Y ≅ ∠Q. By the Third Angles Theorem, ∠X ≅ ∠S.

_ 6 =_
XY = _ 2, _
YZ = _
12 = _
2, �
SQ 9 3 QR 18 3 � ����
�
XZ = _
_ 9 =_2
� �
SR 13.5 3 � �
��
� �
��

1. Identify the pairs of congruent ��

� �
angles and corresponding sides.
�
���� �
���
���
� ��� �
� �
�

462 Chapter 7 Similarity

 A similarity ratio is the ratio of the lengths of �
�
�
the corresponding sides of two similar polygons. �
The similarity ratio of △ABC to △DEF is __36 , or __12 . � � � �
The similarity ratio of △DEF to △ABC is __63 , or 2. � �
�
�

EXAMPLE 2 Identifying Similar Polygons

Determine whether the polygons are similar. If so, write the similarity ratio
and a similarity statement.
��
A rectangles PQRS and TUVW �
��� � � �
� �
Step 1 Identify pairs of
� � � �
congruent angles.
∠P ≅ ∠T, ∠Q ≅ ∠U,
∠R ≅ ∠V, and ∠S ≅ ∠W All  of a rect. are rt.  and are ≅.

Writing a similarity Step 2 Compare corresponding sides.

statement is like PQ _ PS = _
3, _
writing a congruence
_ = 12 = _ 4 =_2
TU 16 4 TW 6 3
statement—be sure
to list corresponding
Since corresponding sides are not proportional, the rectangles are
vertices in the same not similar.
order.
B △ABC and △DEF �
�
Step 1 Identify pairs of congruent angles. ��
∠A ≅ ∠D, ∠B ≅ ∠E Given �� ��
��
∠C ≅ ∠F Third  Thm. �
� �
Step 2 Compare corresponding sides. �� ���
�
AB =_
_ 20 = _ BC = _
4, _ 24 = _ AC = _
4, _ 16 = _
4
DE 15 3 EF 18 3 DF 12 3
Thus the similarity ratio is __43 , and △ABC ∼ △DEF.

2. Determine if △JLM ∼ △NPS. ��

If so, write the similarity ratio
�� �
and a similarity statement. ��
�� ��

� �� � � �� �

Proportions with Similar Figures

When I set up a proportion, I make sure

each ratio compares the figures in the
��
same order. To find x, I wrote __
10
= __6x . � �
4 �
This will work because the first ratio � �
�
compares the lengths starting with �
� �
rectangle ABCD. The second ratio
compares the widths, also starting � �
Anna Woods
Westwood High School
with rectangle ABCD. ABCD ∼ EFGH

7- 2 Ratios in Similar Polygons 463

 EXAMPLE 3 Hobby Application
A Railbox boxcar can be used to transport auto parts. If the length of the
actual boxcar is 50 ft, find the width of the actual boxcar to the nearest
tenth of a foot.
Let x be the width of the actual boxcar in feet. The rectangular model of a
boxcar is similar to the rectangular boxcar, so the corresponding lengths
are proportional.
�����

When you work with �����

proportions, be sure
the ratios compare
corresponding
measures.
length of boxcar __
__ = width of boxcar
length of model width of model
50 = _
_ x
7 2
7x = (50)(2) Cross Products Prop.
7x = 100 Simplify.
x ≈ 14.3 Divide both sides by 7.
The width of the model is approximately 14.3 ft.

3. A boxcar has the dimensions shown. A model of the boxcar is

1.25 in. wide. Find the length of the model to the nearest inch.
��������
�����
���� ������ ����� ��������

THINK AND DISCUSS

1. If you combine the symbol for similarity with the equal sign,
what symbol is formed?
2. The similarity ratio of rectangle ABCD to rectangle EFGH is __19 .
How do the side lengths of rectangle ABCD compare to the
corresponding side lengths of rectangle EFGH?
3. What shape(s) are always similar?
4. GET ORGANIZED Copy and ���������� ����������
complete the graphic organizer. ���������
Write the definition of similar
polygons, and a similarity �������
statement. Then draw examples ��������
and nonexamples of similar
polygons. �������� �����������

464 Chapter 7 Similarity

 7-2
Exercises KEYWORD: MG7 7-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Give an example of similar figures in your classroom.

SEE EXAMPLE 1 Identify the pairs of congruent angles and corresponding sides.
p. 462 � �
2. � � 3. �
� � �� ��� �
� � � �
� �
� �
� ��� ��� � �� ��� �
� � � �
� � �
SEE EXAMPLE 2 Multi-Step Determine whether the polygons are similar. If so, write the similarity
p. 463 ratio and a similarity statement.
4. rectangles ABCD and EFGH 5. △RMP and △UWX
� � ��
� ��� � �� �
� � �
�� �� � �� ��
� � �
� � �
� �

SEE EXAMPLE 3 6. Art The town of Goodland, Kansas, claims

p. 464 that it has one of the world’s largest easels.
It holds an enlargement of a van Gogh
painting that is 24 ft wide. The original
painting is 58 cm wide and 73 cm tall.
If the reproduction is similar to the original,
what is the height of the reproduction to
the nearest foot?

PRACTICE AND PROBLEM SOLVING

Independent Practice Identify the pairs of congruent angles and corresponding sides.
For See
Exercises Example 7. �� 8. �
� �
�
7–8 1 �� � �
�� ���� ��
9–10 2 � � �
�� � �� � � �
��
11 3 � � �
�� � � �
TEKS TAKS
Multi-Step Determine whether the polygons are similar. If so, write the similarity
Skills Practice p. S16
ratio and a similarity statement.
Application Practice p. S34
9. △RSQ and △UXZ 10. rectangles ABCD and JKLM
� �� �� �
��
�
� � � �
���
�� ��
�� �� ��
��
��� � �
� �� � � � �

7- 2 Ratios in Similar Polygons 465

 11. Hobbies The ratio of the model
car’s dimensions to the actual
car’s dimensions is __1
56
. The model
has a length of 3 in. What is the
length of the actual car?
12. Square ABCD has an area of 4 m 2.
Square PQRS has an area of 36 m 2.
What is the similarity ratio of
square ABCD to square PQRS?
What is the similarity ratio of
square PQRS to square ABCD?

Tell whether each statement is sometimes, always, or never true.

13. Two right triangles are similar.
14. Two squares are similar.
15. A parallelogram and a trapezoid are similar.
16. If two polygons are congruent, they are also similar.
17. If two polygons are similar, they are also congruent.

Monument 18. Critical Thinking Explain why any two regular polygons having the same
number of sides are similar.

Find the value of x.

19. ABCD ∼ EFGH 20. △MNP ∼ △ XYZ
� ����� � ��
� � � � � �
�����
� ������ ��
� � � �
������� �
� �

The height of the 21. Estimation The Statue of Liberty’s hand is 16.4 ft long. Assume that your own body
Statue of Liberty from is similar to that of the Statue of Liberty and estimate the length of the Statue of
the foundation of the Liberty’s nose. (Hint : Use a ruler to measure your own hand and nose. Then set up a
pedestal to the torch proportion.)
is 305 ft. Her index
finger measures 8 ft, 22. Write the definition of similar polygons as two conditional statements.
and the fingernail is
13 in. by 10 in. 23. JKLM ∼ NOPQ. If m∠K = 75°, name two 75° angles in NOPQ.
Source: 24. A dining room is 18 ft long and 14 ft wide. On a blueprint for the house, the dining
libertystatepark.org
room is 3.5 in. long. To the nearest tenth of an inch, what is the width of the dining
room on the blueprint?
25. Write About It Two similar polygons have a similarity ratio of 1 : 1. What can you
say about the two polygons? Explain.

26. This problem will prepare you for the Multi-Step TAKS Prep on page 478.
A stage set consists of a painted backdrop with some wooden flats in front of it.
One of the flats shows a tree that has a similarity ratio of __12 to an actual tree.
To give an illusion of distance, the backdrop includes a small painted tree that
has a similarity ratio of __
1
10
to the tree on the flat.
a. The tree on the backdrop is 0.9 ft tall. What is the height of the tree on the flat?
b. What is the height of the actual tree?
c. Find the similarity ratio of the tree on the backdrop to the actual tree.

466 Chapter 7 Similarity

27. Which value of y makes the two rectangles similar?
� ����
3 25.2
��� ���
8.2 28.8

28. △CGL ∼ △MPS. The similarity ratio of △CGL to ��

̶̶ � �
△MPS is __52 . What is the length of PS?
�� ��
8 50
�
12 75 � �

29. Short Response Explain why 1.5, 2.5, 3.5 and 6, 10, �
12 cannot be corresponding sides of similar triangles.

CHALLENGE AND EXTEND

30. Architecture An architect is designing a building that is 200 ft long and
140 ft wide. She builds a model so that the similarity ratio of the model to the
building is ___
1
500
. What is the length and width of the model in inches?
31. Write a paragraph proof. �
̶̶ ̶̶ � �
Given: QR ǁ ST � �
� � �
Prove: △PQR ∼ △PST
� �
��
̶̶ �
32. In the figure, D is the midpoint of AC.
�
a. Find AC, DC, and DB. �
b. Use your results from part a to help you
� �
�
explain why △ABC ∼ △CDB.
33. A golden rectangle has the following property: �
If a square is cut from one end of the rectangle, �
� �
the rectangle that remains is similar to the
original rectangle.
�
a. Rectangle ABCD is a golden rectangle.
Write a similarity statement for rectangle
ABCD and rectangle BCFE. � � � ����� �
b. Write a proportion using the corresponding
sides of these rectangles.
c. Solve the proportion for ℓ. (Hint : Use the Quadratic Formula.)
d. The value of ℓ is known as the golden ratio. Use a calculator to
find ℓ to the nearest tenth.

SPIRAL REVIEW
34. There are four runners in a 200-meter race. Assuming there are no ties, in how many
different orders can the runners finish the race? (Previous course)
̶̶ ̶̶ ̶̶ ̶̶ �
In kite PQRS, PS ≅ RS, QR ≅ QP, m∠QPT = 45°, and
m∠RST = 20°. Find each angle measure. (Lesson 6-6) �
� �
35. m∠QTR 36. m∠PST 37. m∠TPS
�
Complete each of the following equations, given that _ = _. (Lesson 7-1)
x y
4 10
38. 10x = 10 =
39. _ x=
40. _
y y

7- 2 Ratios in Similar Polygons 467

 7-3
Predict Triangle
Similarity Relationships
In Chapter 4, you found shortcuts for determining that two triangles
are congruent. Now you will use geometry software to find ways to
determine that triangles are similar.
Use with Lesson 7-3
TEKS G.11.A Similarity and the geometry of
shape: use and extend similarity properties and
transformations to explore and justify conjectures KEYWORD: MG7 Lab7
Activity 1 about geometric figures. Also G.2.A, G.3.B, G.9.B

̶̶
1 Construct △ABC. Construct DE longer than
̶̶
any of the sides of △ABC. Rotate DE around
̶̶
D by rotation ∠BAC. Rotate DE around E by
rotation ∠ABC. Label the intersection point of
the two rotated segments as F.

2 Measure angles to confirm that ∠BAC ≅ ∠EDF

and ∠ABC ≅ ∠DEF. Drag a vertex of △ABC
̶̶
or an endpoint of DE to show that the two
triangles have two pairs of congruent angles.

3 Measure the side lengths of both triangles.

Divide each side length of △ABC by the
corresponding side length of △DEF.
Compare the resulting ratios. What do you notice?

Try This
1. What theorem guarantees that the third pair of angles in the triangles are also
congruent?
2. Will the ratios of corresponding sides found in Step 3 always be equal? Drag
̶̶
a vertex of △ABC or an endpoint of DE to investigate this question. State a
conjecture based on your results.

Activity 2
1 Construct a new △ABC. Create P in the
interior of the triangle. Create △DEF by
enlarging △ABC around P by a multiple
of 2 using the Dilation command. Drag P
outside of △ABC to separate the triangles.

468 Chapter 7 Similarity

2 Measure the side lengths of △DEF to confirm that each side is twice as long as
the corresponding side of △ABC. Drag a vertex of △ABC to verify that this
relationship is true.

3 Measure the angles of both triangles. What do you notice?

Try This
3. Did the construction of the triangles with three pairs of sides in the same ratio
guarantee that the corresponding angles would be congruent? State a conjecture
based on these results.
4. Compare your conjecture to the SSS Congruence Theorem from Chapter 4.
How are they similar and how are they different?

Activity 3
1 Construct a different △ABC. Create P in the
̶̶ ̶̶
interior of the triangle. Expand AB and AC
around P by a multiple of 2 using the Dilation
command. Create an angle congruent to
∠BAC with sides that are each twice as long
̶̶ ̶̶
as AB and AC.

2 Use a segment to create the third side of

a new triangle and label it △DEF. Drag P
outside of △ABC to separate the triangles.

3 Measure each side length and determine the

relationship between corresponding sides
of △ABC and △DEF.

4 Measure the angles of both triangles.

What do you notice?

Try This
5. Tell whether △ABC is similar to △DEF. Explain your reasoning.
6. Write a conjecture based on the activity. What congruency theorem
is related to your conjecture?

7- 3 Technology Lab 469

 7-3 Triangle Similarity:
AA, SSS, and SAS
TEKS G.11.B Similarity and the geometry of shape: use ratios to solve
problems involving similar figures. Also G.5.B, G.11.A
Objectives Who uses this?
Prove certain triangles Engineers use similar triangles
are similar by using AA, when designing buildings, such as
SSS, and SAS.
the Pyramid Building in San Diego,
Use triangle similarity to California. (See Example 5.)
solve problems.
There are several ways to prove certain
triangles are similar. The following
postulate, as well as the SSS and SAS
Similarity Theorems, will be used in
proofs just as SSS, SAS, ASA, HL, and AAS
were used to prove triangles congruent.

Postulate 7-3-1 Angle-Angle (AA) Similarity

POSTULATE HYPOTHESIS CONCLUSION

If two angles of one triangle �
�
are congruent to two angles
△ABC ∼ △DEF
of another triangle, then the � �
triangles are similar. � �

EXAMPLE 1 Using the AA Similarity Postulate �

Explain why the triangles are similar and

write a similarity statement. �
̶̶ ̶̶
Since PT ǁ SR, ∠P ≅ ∠R, and ∠T ≅ ∠S by �
�
the Alternate Interior Angles Theorem.
Therefore △PQT ∼ △RQS by AA ∼. �

�
1. Explain why the triangles
�
are similar and write a ���
similarity statement.
���

� � � �

Theorem 7-3-2 Side-Side-Side (SSS) Similarity

THEOREM HYPOTHESIS CONCLUSION

If the three sides of one � �
triangle are proportional
to the three corresponding △ABC ∼ △DEF
� �
sides of another triangle,
then the triangles are similar. �
�

You will prove Theorem 7-3-2 in Exercise 38.

470 Chapter 7 Similarity

 Theorem 7-3-3 Side-Angle-Side (SAS) Similarity

THEOREM HYPOTHESIS CONCLUSION

If two sides of one triangle �
are proportional to two �
sides of another triangle △ABC ∼ △DEF
� �
and their included angles
are congruent, then the � �
triangles are similar. ∠B ≅ ∠E

You will prove Theorem 7-3-3 in Exercise 39.

EXAMPLE 2 Verifying Triangle Similarity

Verify that the triangles are similar. � �
�
A △PQR and △PRS � � �
PQ _ QR _ 6 =_
_ = 4 =_ 2, _ = 4 =_
2, _
PR = _ 2 � � �
PR 6 3 RS 6 3 PS 9 3
Therefore △PQR ∼ △PRS by SSS ∼.
�
B △JKL and △JMN
� �
∠J ≅ ∠J by the Reflexive Property of ≅. � �
JK JL _
_ =_ 2 =_1, _ = 3 =_ 1 � �
JM 6 3 JN 9 3
Therefore △JKL ∼ △JMN by SAS ∼. � �

2. Verify that △TXU ∼ △VXW. �

��

� ��
� �� �
��
�

EXAMPLE 3 Finding Lengths in Similar Triangles

�
Explain why △ABC ∼ △DBE and then find BE.
Step 1 Prove triangles are similar. � ��
�
̶̶ ̶̶
As shown AC ǁ ED, ∠A ≅ ∠D, and ∠C ≅ ∠E
��
by the Alternate Interior Angles Theorem. �� �
Therefore △ABC ∼ △DBE by AA ∼. �
Step 2 Find BE.
AB = _
_ BC
Corr. sides are proportional.
DB BE
36 = _
_ 54 Substitute 36 for AB, 54 for DB, and 54 for BC.
54 BE
36(BE) = 54 2 Cross Products Prop.
36(BE) = 2916 Simplify.
BE = 81 Divide both sides by 36.

3. Explain why △RSV ∼ △RTU �� �

� �
and then find RT. �
��
�
�

7- 3 Triangle Similarity: AA, SSS, and SAS 471

 EXAMPLE 4 Writing Proofs with Similar Triangles
̶̶ �
Given: A is the midpoint of BC.
̶̶
D is the midpoint of BE.
� �
Prove: △BDA ∼ △BEC
Proof: � �

Statements Reasons
̶̶
1. A is the mdpt. of BC. 1. Given
̶̶
D is the mdpt. of BE.
̶̶ ̶̶ ̶̶ ̶̶
2. BA ≅ AC, BD ≅ DE 2. Def. of mdpt.
3. BA = AC, BD = DE 3. Def. of ≅ seg.
4. BC = BA + AC, BE = BD + DE 4. Seg. Add. Post.
5. BC = BA + BA, BE = BD + BD 5. Subst. Prop.
6. BC = 2BA, BE = 2BD 6. Simplify.
BC = 2, _
7. _ BE = 2 7. Div. Prop. of =
BA BD
BC = _
8. _ BE 8. Trans. Prop. of =
BA BD
9. ∠B ≅ ∠B 9. Reflex. Prop. of ≅
10. △BDA ∼ △BEC 10. SAS ∼ Steps 8, 9

̶̶ �
4. Given: M is the midpoint of JK.
̶̶
N is the midpoint of KL, �
̶̶ �
and P is the midpoint of JL.
Prove: △JKL ∼ △NPM � �
(Hint : Use the Triangle �
Midsegment Theorem and SSS ∼.)

EXAMPLE 5 Engineering Application

̶̶ ̶̶
The photo shows a gable roof. AC ǁ FG. Use similar triangles to prove
△ABC ∼ △FBG and then find BF to the nearest tenth of a foot.

�
� �
������
���
��

� ����� �

Step 1 Prove the triangles are similar.

̶̶ ̶̶
AC ǁ FG Given
∠BFG ≅ ∠BAC Corr.  Thm.
∠B ≅ ∠B Reflex. Prop. of ≅
Therefore △ABC ∼ △FBG by AA ∼.

472 Chapter 7 Similarity

 Step 2 Find BF.
BA = _
_ BF
Corr. sides are proportional.
AC FG
17 = _
_ BF Substitute the given values.
24 6.5
Cross Products Prop.
17(6.5) = 24(BF)
Simplify.
110.5 = 24(BF)
Divide both sides by 24.
4.6 ft ≈ BF

5. What if…? If AB = 4x, AC = 5x, and BF = 4, find FG.

You learned in Chapter 2 that the Reflexive, Symmetric, and Transitive Properties
of Equality have corresponding properties of congruence. These properties also
hold true for similarity of triangles.

Properties of Similarity
Reflexive Property of Similarity

△ABC ∼ △ABC (Reflex. Prop. of ∼)

Symmetric Property of Similarity

If △ABC ∼ △DEF, then △DEF ∼ △ABC. (Sym. Prop. of ∼)

Transitive Property of Similarity

If △ABC ∼ △DEF and △DEF ∼ △XYZ, then △ABC ∼ △XYZ.

(Trans. Prop. of ∼)

THINK AND DISCUSS

1. What additional information, if any, would you �
you need in order to show that △ABC ∼ △DEF �
by the AA Similarity Postulate? �
� �
2. What additional information, if any, would �
you need in order to show that △ABC ∼ △DEF � ��
by the SAS Similarity Theorem?
3. Do corresponding sides of similar triangles need
to be proportional and congruent? Explain.
4. GET ORGANIZED Copy and complete the graphic organizer.
If possible, write a congruence or similarity theorem or postulate
in each section of the table. Include a marked diagram for each.

���������� ����������
���
���
��

7- 3 Triangle Similarity: AA, SSS, and SAS 473

 7-3
Exercises KEYWORD: MG7 7-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Explain why the triangles are similar and write a similarity statement.
p. 470 1. � 2. �

�
�
���
��� ���
� �
��� � �
� � �

SEE EXAMPLE 2 Verify that the triangles are similar.

p. 471 3. △DEF and △JKL 4. △MNP and △MRQ
�
�� �
�
� �
� � �� � �
� � �
� �� �� �
� �
�

SEE EXAMPLE 3 Multi-Step Explain why the triangles are similar and then find each length.
p. 471 5. AB 6. WY
� �
� ���� �
�
� �
� � � �
�
� �� �

⎯ ̶̶
SEE EXAMPLE 4 7. Given: MN ǁ KL 8. Given: SQ = 2QP, TR = 2RP
p. 472 Prove: △JMN ∼ △JKL Prove: △PQR ∼ △PST
� �
� � � �

� � � �

9. The coordinates of A, B, and C are A(0, 0), B(2, 6), and C(8, -2). What theorem or
postulate justifies the statement △ABC ∼ △DEF, if the coordinates of D and E are
twice the coordinates of B and C?

SEE EXAMPLE 5 10. Surveying In order to measure

p. 472 the distance AB across the 733 m A
meteorite crater, a surveyor at
S locates points A, B, C, and D C
as shown. What is AB to the 586 m
nearest meter? nearest kilometer? 533 m
S

644 m
D

800 m B

474 Chapter 7 Similarity

 PRACTICE AND PROBLEM SOLVING
Independent Practice Explain why the triangles are similar and write a similarity statement.
For See �
Exercises Example 11. � 12. �
�
11–12 1 ���
13–14 2 ��� �
15–16 3 � �
� �
17–18 4
19 5 � �

Verify that the given triangles are similar.

TEKS TAKS
13. △KLM and △KNL 14. △UVW and △XYZ
Skills Practice p. S16
�����
� � �
Application Practice p. S34 � �
����
�
� � �����
�
���� �
�

�����
� � � � � � � �
����
�
� �

Multi-Step Explain why the triangles are similar and then find each length.
15. AB � 16. PS �

� �
� � � ��
� � ��
� �
����

PR = _QR
17. Given: CD = 3AC, CE = 3BC 18. Given: _
MR NR
Prove: △ABC ∼ △DEC Prove: ∠1 ≅ ∠2
� � �
�
� � �
�
� � �
�

19. Photography The picture shows a

person taking a pinhole photograph
of himself. Light entering the opening 15 in.
reflects his image on the wall, forming
similar triangles. What is the height 5 ft 5 in.
4 ft 6 in.
of the image to the nearest tenth of
an inch?

Draw △JKL and △MNP. Determine if you can conclude that △JKL ∼ △MNP based
on the given information. If so, which postulate or theorem justifies your response?
JK KL JK KL = _ JL JL KL
20. ∠K ≅ ∠N, _ = _ 21. _ = _ 22. ∠J ≅ ∠M, _ = _
MN NP MN NP MP MP NP

Find the value of x.

23. � � � 24. � �
� � ������ �����
� �
����� �� ��
�
� �
�
ge07sec07l03004a
AB
7- 3 Triangle Similarity: AA, SSS, and SAS 475
 25. This problem will prepare you for the
Multi-Step TAKS Prep on page 478. �����
�
The set for an animated film includes three
small triangles that represent pyramids. �������
������ �������
a. Which pyramids are similar? Why? �
b. What is the similarity ratio of the � �����
similar pyramids? ������

26. Critical Thinking △ABC is not similar to △DEF, and △DEF is not similar
to △XYZ. Could △ABC be similar to △XYZ? Why or why not? Make a sketch to
support your answer.
27. Recreation To play shuffleboard, two teams take
turns sliding disks on a court. The dimensions of �
the scoring area for a standard shuffleboard court � �� �
are shown. What are JK and MN? � � �
� �
28. Prove the Transitive Property of Similarity. �
Given: △ABC ∼ △DEF, � �
△DEF ∼ △XYZ �������
Prove: △ABC ∼ △XYZ �
PQ QR
29. Draw and label △PQR and △STU such that ___ = ___
TU ST
but △PQR is NOT similar to △STU.
30. Given: △KNJ is isosceles with �
�
Meteorology ∠N as the vertex angle.
�
∠H ≅ ∠L
Prove: △GHJ ∼ △MLK � �
� �

31. Meteorology Satellite photography makes it possible �

�
�
to measure the diameter of a hurricane. The figure �����
shows that a camera’s aperture YX is 35 mm and its focal �
This satellite image length WZ is 50 mm. The satellite W holding the camera
shows Hurricane Lili as is 150 mi above the hurricane, centered at C.
it moves across the Gulf
of Mexico. In October a. Why is △XYZ ∼ △ABZ ? What assumption must
2002, an estimated you make about the position of the camera in � �
order to make this conclusion? �
500,000 people
evacuated in advance b. What other triangles in the figure must be similar? Why?
of Lili’s hitting Texas.
c. Find the diameter AB of the hurricane.
32. /////ERROR ANALYSIS///// Which solution for the �
��
�
value of y is incorrect? Explain the error. � ��
� �
� �
�
��������������������� ���������������������
�����
�� �����
���� ������
������
�������������������������� ���
� �����
���
�
��� ������
���������������������������� �
�

��������������������� ������������������
������������������ ��������������������
��������������������� ���������

33. Write About It Two isosceles triangles have congruent vertex angles.
Explain why the two triangles must be similar.

476 Chapter 7 Similarity

 ̶̶ �
34. What is the length of TU? �
36 48 ��
40 90
� �
�� � �� � ��
35. Which dimensions guarantee that △BCD ∼ △FGH?
FG = 11.6, GH = 8.4 �
FG = 12, GH = 14 ��
�
FG = 11.4, GH = 11.4
� � � �
FG = 10.5, GH = 14.5 ��

36. ABCD ∼ EFGH. Which similarity postulate or theorem lets you conclude
that △BCD ∼ △FGH?
AA SAS � � � �

SSS None of these � � � �

37. Gridded Response If 6, 8, and 12 and 15, 20, and x are the lengths of the
corresponding sides of two similar triangles, what is the value of x?

CHALLENGE AND EXTEND

38. Prove the SSS Similarity Theorem. �
�
Given: _ BC = _
AB = _ AC
DE EF DF
Prove: △ABC ∼ △DEF � �
� �
̶̶ ̶̶ ̶̶
(Hint : Assume that AB < DE and choose point X on DE so that AB ≅ DX.
̶̶ ⎯ ̶̶
Then choose point Y on DF so that XY ǁ EF. Show that △DXY ∼ △DEF
and that △ABC ≅ △DXY.)
39. Prove the SAS Similarity Theorem. �
�
Given: ∠B ≅ ∠E, _AB = _ BC
DE EF
� �
Prove: △ABC ∼ △DEF � �
̶̶ ̶̶ ̶̶
(Hint : Assume that AB < DE and choose point X on DE so that EX ≅ BA.
̶̶
Then choose point Y on EF so that ∠EXY ≅ ∠EDF. Show that △XEY ∼ △DEF
and that △ABC ≅ △XEF.)
40. Given △ABC ∼ △XYZ, m∠A = 50°, m∠X = (2x + 5y)°, m∠Z = (5x + y)°, and
that m∠B = (102 - x)°, find m∠Z.

SPIRAL REVIEW
41. Jessika’s scores in her last six rounds of golf were 96, 99, 105, 105, 94, and 107.
What score must Jessika make on her next round to make her mean score 100?
(Previous course)

Position each figure in the coordinate plane and give possible coordinates of each
vertex. (Lesson 4-7)
42. a right triangle with leg lengths of 4 units and 2 units
43. a rectangle with length 2k and width k

Solve each proportion. Check your answer. (Lesson 7-1)

2x = _35 5y 25 b-5 =_7
44. _ 45. _ = _ 46. _
10 25 450 10y 28 b-5

7- 3 Triangle Similarity: AA, SSS, and SAS 477

 SECTION 7A

Similarity Relationships
Lights! Camera! Action! Lorenzo, Maria, Sam, and Tia are working on a video
project for their history class. They decide to film a scene where the characters in
the scene are on a train arriving at a town. Since Lorenzo collects model trains, they
decide to use one of his trains and to build a set behind it. To create the set, they
use a film technique called forced
perspective. They want to use small
objects to create an illusion of great
distance in a very small space.

1. Lorenzo’s model train is __

1
87
the size
of the original train. He measures
the engine of the model train and
finds that it is 2__12 in. tall. What is
the height of the real engine to
the nearest foot?
2. The closest building to the train
needs to be made using the
same scale as the train. Maria
and Sam estimate that the height
of an actual station is 20 ft.
How tall would they need to
build their model of the train
station to the nearest __14 in.?
3. To give depth to their scene,
they want to construct partial ��������
buildings behind the train ����
station. Lorenzo decided to build
a restaurant. If the height of the
restaurant is actually 24 ft, how ����������
tall would they need to build
their model of the restaurant �������
to the nearest inch?
4. The other buildings on the set
will have triangular roofs.
Which of the roofs are similar
to each other? Why?
������

������ ������

����
����������
����� �����
���� ����

���� �����
��������� ������������������

478 Chapter 7 Similarity

 SECTION 7A

Quiz for Lessons 7-1 Through 7-3

7-1 Ratio and Proportion
Write a ratio expressing the slope of each line. �
�
1. ℓ 2. m
�
3. n 4. x-axis
�
�� �
Solve each proportion.
y 12 16 = _
20
5. _ = _ 6. _ �
6 9 24 t �� �
x-2 =_ 9 2 =_ y
7. _ 8. _
4 x-2 3y 24
9. An architect’s model for a building is 1.4 m long and 0.8 m wide.
The actual building is 240 m wide. What is the length of the building?

7-2 Ratios in Similar Polygons

Determine whether the two polygons are similar. If so, write the similarity ratio
and a similarity statement.
10. rectangles ABCD and WXYZ 11. △JMR and △KNP
�� �
�� � �
� �
�
�� �� ��
� � �� �� ��
� � ���
� �
��� ��
� �
��

12. Leonardo da Vinci’s famous portrait the Mona Lisa is 30 in. long and 21 in. wide.
Janelle has a refrigerator magnet of the painting that is 3.5 cm wide. What is the
length of the magnet?

7-3 Triangle Similarity: AA, SSS, and SAS

13. Given: ABCD 14. Given: MQ = __13 MN, MR = __13 MP
Prove: △EDG ∼ △FBG Prove: △MQR ∼ △MNP
� � �
�
� � �
�
� �
� �

15. A geologist wants to measure the length XY of a rock formation.

To do so, she locates points U, V, X, Y, and Z as shown.
What is XY? � �
����� � �����
����� �����
� �
�����

Ready to Go On? 479

 7-4
Investigate Angle
Bisectors of a Triangle
In a triangle, an angle bisector divides the opposite side into
two segments. You will use geometry software to explore
the relationships between these segments.
Use with Lesson 7-4 TEKS G.5.B Geometric patterns: use... geometric
patterns to make generalizations about geometric
properties, including properties of polygons, ratios KEYWORD: MG7 Lab7
in similar figures... Also G.2.A, G.3.B, G.9.B
Activity 1
1 Construct △ABC. Bisect ∠BAC and create the
point of intersection of the angle bisector
̶̶
and BC. Label the intersection D.
̶̶ ̶̶ ̶̶ ̶̶
2 Measure AB, AC, BD, and CD. Use these
measurements to write ratios. What are the
results? Drag a vertex of △ABC and examine
the ratios again. What do you notice?

Try This
1. Choose Tabulate and create a table using the four lengths and the ratios from
Step 2. Drag a vertex of △ABC and add the new measurements to the table.
What conjecture can you make about the segments created by an angle bisector?
2. Write a proportion based on your conjecture.

Activity 2
1 Construct △DEF. Create the incenter of the
triangle and label it I. Hide the angle bisectors of
̶̶
∠E and ∠F. Find the point of intersection of EF
and the bisector of ∠D. Label the intersection G.

2 Find DI, DG, and the perimeter of △DEF.

̶̶
3 Divide the length of DI by the length of DG.
̶̶ ̶̶
Add the lengths of DE and DF. Then divide
this sum by the perimeter of △DEF. Compare
the two quotients. Drag a vertex of △DEF and
examine the quotients again. What do you notice?

4 Write a proportion based on your quotients. What conjecture can you make about
this relationship?

Try This
3. Show the hidden angle bisector of ∠E or ∠F. Confirm that your conjecture
is true for this bisector. Drag a vertex of △DEF and observe the results.
4. Choose Tabulate and create a table with the measurements you used in
your proportion in Step 4.

480 Chapter 7 Similarity

 7-4 Applying Properties
of Similar Triangles
TEKS G.11.B Similarity and the geometry of shape: use ratios to solve problems
involving similar figures. Also G.2.A, G.3.B, G.5.B, G.9.B, G.11.A
Objectives Who uses this?
Use properties of similar Artists use similarity and proportionality
triangles to find segment to give paintings an illusion of depth.
lengths. (See Example 3.)
Apply proportionality and
triangle angle bisector
Artists use mathematical techniques to
theorems.
make two-dimensional paintings appear
three-dimensional. The invention of
perspective was based on the observation
that far away objects look smaller and
closer objects look larger.

Mathematical theorems like the Triangle

Proportionality Theorem are important
in making perspective drawings.

Theorem 7-4-1 Triangle Proportionality Theorem

THEOREM HYPOTHESIS CONCLUSION

If a line parallel to a side of �
a triangle intersects the other � �
two sides, then it divides AE = _
_ AF
those sides proportionally. EB FC
� �
̶̶ ̶̶
EF ǁ BC

You can use a compass-and-straightedge construction to verify this theorem.

Although the construction is not a proof, it should help convince you that
the theorem is true. After you have completed the construction, use a ruler
̶̶ ̶̶ ̶̶ ̶̶
to measure AE, EB, AF, and FC to see that ___
AE
EB
= ___
AF
FC
.

Construction Triangle Proportionality Theorem

Construct a line parallel to a side of a triangle.

� � �
  
� �
�

� � � � � �

Use a straightedge to draw △ABC. Label E on AB. Construct ∠E ≅ ∠B. Label the
̶̶
intersection of EF
 and AC as F.
̶̶
 ǁ BC by the Converse of the
EF
Corresponding Angles Postulate.

7- 4 Applying Properties of Similar Triangles 481

 EXAMPLE 1 Finding the Length of a Segment �
�
�
Find CY. �
̶̶ ̶̶
It is given that XY ǁ BC, so ___
AX
= ___
AY
XB YC � �
� ��
by the Triangle Proportionality Theorem.
9 =_
_ 10
Substitute 9 for AX, 4 for XB, and 10 for AY.
4 CY
9(CY ) = 40 Cross Products Prop.

CY = _40 , or 4_
4 Divide both sides by 9.
9 9

1. Find PN. � �
� �
� �
�

Theorem 7-4-2 Converse of the Triangle Proportionality Theorem

THEOREM HYPOTHESIS CONCLUSION

If a line divides two sides of a � AE = _
_ AF
triangle proportionally, then EB FC ̶̶
� � EF
 ǁ BC
it is parallel to the third side.

� �

You will prove Theorem 7-4-2 in Exercise 23.

EXAMPLE 2 Verifying Segments are Parallel

̶̶̶ ̶̶
Verify that MN ǁ KL. �� � ��
� �
JM _
_ = 42 = 2 ��
MK 21
�
JN ��
_ =_ 30 = 2 �
NL 15
JM JN ̶̶̶ ̶̶
Since ___
MK
= ___
NL
, MN ǁ KL by the Converse of the
Triangle Proportionality Theorem.

2. AC = 36 cm, and BC = 27 cm. �

̶̶ ̶̶ �
Verify that DE ǁ AB. �����

� �
� �����

Corollary 7-4-3 Two-Transversal Proportionality

THEOREM HYPOTHESIS CONCLUSION

If three or more parallel lines � �
intersect two transversals, AC = _
_ BD
then they divide the � � CE DF
transversals proportionally.
� �

You will prove Corollary 7-4-3 in Exercise 24.

482 Chapter 7 Similarity

 EXAMPLE 3 Art Application ������ ������
� ������
An artist used perspective to draw � �
�
guidelines to help her sketch a row of
parallel trees. She then checked the
drawing by measuring the distances �
between the trees. What is LN ? �
�
̶̶ ̶̶ ̶̶̶ ̶̶̶ ������
AK ǁ BL ǁ CM ǁ DN Given �
_KL = _ AB 2-Transv. Proportionality Corollary
LN BD
BD = BC + CD Seg. Add. Post.
BD = 1.4 + 2.2 = 3.6 cm Substitute 1.4 for BC and 2.2 for CD.
2.6 = _
_ 2.4 Substitute the given values.
LN 3.6
2.4 (LN) = 3.6 (2.6) Cross Products Prop.
LN = 3.9 cm Divide both sides by 2.4.

3. Use the diagram to find LM and MN to the nearest tenth.

The previous theorems and corollary lead to the following conclusion.

Theorem 7-4-4 Triangle Angle Bisector Theorem

THEOREM HYPOTHESIS CONCLUSION

An angle bisector of a triangle �
divides the opposite side into
two segments whose lengths BD = _
_ AB
are proportional to the lengths DC AC
of the other two sides. � �
�
(△ ∠ Bisector Thm.)

You will prove Theorem 7-4-4 in Exercise 38.

EXAMPLE 4 Using the Triangle Angle Bisector Theorem �

�����
Find RV and VT. �� �
___
RV
= ___
SR
by the △ ∠ Bisector Thm. ������
VT ST
x+2
_ 10 � �
=_ Substitute the given values. ��
2x + 1 14
You can check your 14(x + 2) = 10(2x + 1) Cross Products Prop.
answer by substituting 14x + 28 = 20x + 10 Dist. Prop.
the values into the 18 = 6x Simplify.
proportion.
___ x=3 Divide both sides by 6.
RV
VT
= __
SR
ST
__ RV = x + 2 VT = 2x + 1 Substitute 3 for x.
5
= __
10
7
__
14
=3+2=5 = 2 (3) + 1 = 7
5
7
= __5
7

4. Find AC and DC. �

�����
�

� ��������
��� � �
�

7- 4 Applying Properties of Similar Triangles 483

 THINK AND DISCUSS
̶̶ ̶̶ �
1. XY ǁ BC. Use what you know about similarity
and proportionality to state as many � �
different proportions as possible.
� �

2. GET ORGANIZED Copy and complete � ����������

the graphic organizer. Draw a figure ��������������� ���������������
for each proportionality theorem ���� ����
or corollary and then measure it.
Use your measurements to write an ���������������
if-then statement about each figure.
���������
������������
���������������
����
���������

7-4
Exercises KEYWORD: MG7 7-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Find the length of each segment.
p. 482
̶̶̶ ̶̶ �
1. DG � 2. RN �
�� �� �
�
� �
�� � �
�� �
� �

SEE EXAMPLE 2 Verify that the given segments are parallel.

p. 482
̶̶ ̶̶ ̶̶ ̶̶ �
3. AB and CD 4. TU and RS
� � ��

��� ��� �
� � ��
��� ���
� �
���� � ��
�

SEE EXAMPLE 3 5. Travel The map shows the area around

p. 483 Herald Square in Manhattan, New York, and
����������������������

the approximate length of several streets.

��������
If the numbered streets are parallel, what is
������ ������
the length of Broadway between 34th St.
���

��������
��

and 35th St. to the nearest foot?

��

������
�

��������

484 Chapter 7 Similarity

SEE EXAMPLE 4 Find the length of each segment.
p. 483
̶̶ ̶̶ ̶̶ ̶̶
6. QR and RS 7. CD and AD
� � � �����
� �
�� ��
� ������
� �
����� � �����
�

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the length of each segment.
For See ̶̶ ̶̶
Exercises Example 8. KL � � 9. XZ �
�
8–9 1
� � � �
10–11 2 � ��
� ��
12 3 � ��
�
13–14 4 � �
�

TEKS TAKS Verify that the given segments are parallel.

̶̶ ̶̶ ̶̶̶ ̶̶
Skills Practice p. S17 10. AB and CD � 11. MN and QR �
Application Practice p. S34 �
�
�� � ��

� �
� �
�� � ���������� ��� �
� � �
�
12. Architecture The wooden treehouse
has horizontal siding that is parallel to
the base. What are LM and MN to the �������
�������
nearest hundredth?
�
� � ������
� �
� ������
� �
�

Find the length of each segment.

̶̶ ̶̶ ̶̶ ̶̶
13. BC and CD �������� ����� �
14. ST and TU
�
� � �
��
������ �
�� ��
����
�
� �� �

 ǁ DE
In the figure, BC . Complete each proportion.
 ǁ FG
AB
15. _ = _ AC 16. _ = _ AE �
BD DF EG
� �
DF = _
17. _ EG AF = _
18. _
CE AB AC � �
BD = _ AB = _
BF � �
19. _ 20. _
CE EG AC
21. The bisector of an angle of a triangle divides the opposite side of the triangle into
segments that are 12 in. and 16 in. long. Another side of the triangle is 20 in. long.
What are two possible lengths for the third side?

7- 4 Applying Properties of Similar Triangles 485

 22. This problem will prepare you for the Multi-Step TAKS Prep on page 502.
Jaclyn is building a slide rail, the narrow,
� �������
slanted beam found in skateboard parks. �
a. Write a proportion that Jaclyn can use �
̶̶ �
to calculate the length of CE. �

b. Find CE. �����

����� ����� �����
c. What is the overall length of the
� � � � �
slide rail AJ?

23. Prove the Converse of the Triangle Proportionality Theorem. �

Given: _AE = _AF
EB FC � �
̶̶
Prove: EF
 ǁ BC � �
24. Prove the Two-Transversal Proportionality Corollary.
� �
Given: AB , CD
 ǁ CD  ǁ EF

Prove: AC
_ = _BD � � �
CE DF
 through X.)
(Hint : Draw BE � �

25. Given that PQ

 ǁ RS
 ǁ TU

� � � ��
�����
a. Find PR, RT, QS, and SU. �

b. Use your results from part b to write a �����

� �
�����
proportion relating the segment lengths.
� �
Find the length of each segment.
̶̶ � ̶̶
26. EF 27. ST �
�� ��
��
��
�
�� � �
� � �
� �
�� � �
�

�
28. Real Estate A developer is laying out lots
along Grant Rd. whose total width is 500 ft. ���������
Given the width of each lot along Chavez St.,
what is the width of each of the lots along
Grant Rd. to the nearest foot?
29. Critical Thinking Explain how to use a sheet
of lined notebook paper to divide a segment
into five congruent segments. Which theorem ������ ������ �����
����������
or corollary do you use?
̶̶ ̶̶ ̶̶ ̶̶ �
30. Given that DE ǁ BC, XY ǁ AD �� ����������������
Find EC. �� �
� �
��� �� � ��
� �

31. Write About It In △ABC, AD  bisects ∠BAC. Write a proportionality statement
for the triangle. What theorem supports your conclusion?

486 Chapter 7 Similarity

 ̶̶ ̶̶ � �
32. Which dimensions let you conclude that UV ǁ ST ?
�� ��
SR = 12, TR = 9 SR = 35, TR = 28 � �
SR = 16, TR = 20 SR = 50, TR = 48
̶̶ �
33. In △ABC, the bisector of ∠A divides BC into segments with
̶̶
lengths 16 and 20. AC = 25. Which of these could be the length of AB?
12.8 16 18.75 20

34. On the map, 1st St. and 2nd St. are parallel. What is
the distance from City Hall to 2nd St. along Cedar Rd.? .
Rd
en
1.8 mi 4.2 mi Asp
mi
2.8
3.2 mi 5.6 mi City i Library
Hall 2 .1 m
2.4 mi
35. Extended Response Two segments are divided Cedar Rd.

proportionally. The first segment is divided into 1st St. 2nd St.
lengths 20, 15, and x. The corresponding lengths in
the second segment are 16, y, and 24. Find the value
of x and y. Use these values and write six proportions.

CHALLENGE AND EXTEND

̶̶ �
36. The perimeter of △ABC is 29 m. AD bisects ∠A.
Find AB and AC. ����
�
37. Prove that if two triangles are similar, then the ����
ratio of their corresponding angle bisectors is
� �
the same as the ratio of their corresponding sides.
38. Prove the Triangle Angle Bisector Theorem. �
̶̶
Given: In △ABC, AD bisects ∠A. �
Prove: _BD = _ AB
DC AC
̶̶ ̶̶ ̶̶
Plan: Draw BX ǁ AD and extend AC to X. Use properties
of parallel lines and the Converse of the Isosceles � � �
̶̶ ̶̶
Triangle Theorem to show that AX ≅ AB.
Then apply the Triangle Proportionality Theorem.
̶̶
39. Construction Draw AB any length. Use parallel lines and the properties
̶̶
of similarity to divide AB into three congruent parts.

SPIRAL REVIEW
Write an algebraic expression that can be used to find the nth term of each
sequence. (Previous course)
40. 5, 6, 7, 8,… 41. 3, 6, 9, 12,… 42. 1, 4, 9, 16,…
̶̶
43. B is the midpoint of AC. A has coordinates (1, 4), and B has coordinates (3, -7).
Find the coordinates of C. (Lesson 1-6)

Verify that the given triangles are similar. (Lesson 7-3)

��� �
44. △ABC and △ADE � � 45. △JKL and △MLN � �
� � ���
� ���

� �
� � � �

7- 4 Applying Properties of Similar Triangles 487

 7-5 Using Proportional
Relationships
TEKS G.11.D Similarity and the geometry of shape: describe the effect on perimeter,
area ... when ... dimensions of a figure are changed .... Also G.1.B, G.5.A, G.11.A, G.11.B
Objectives Why learn this?
Use ratios to make Proportional relationships help
indirect measurements. you find distances that cannot be
Use scale drawings to measured directly.
solve problems.
Indirect measurement is any method
Vocabulary
that uses formulas, similar figures, and/or
indirect measurement
proportions to measure an object.
scale drawing
scale The following example shows one
indirect measurement technique.

Eiffel Tower replica in Paris, Texas

EXAMPLE 1 Measurement Application

D
A student wanted to find the height of a statue
of a pineapple in Nambour, Australia. She
measured the pineapple’s shadow and her
own shadow. The student’s height is 5 ft 4 in.
What is the height of the pineapple?
Step 1 Convert the measurements to inches.
AC = 5 ft 4 in. = (5 ⋅ 12) in. + 4 in. = 64 in.
BC = 2 ft = (2 ⋅ 12) in. = 24 in.
EF = 8 ft 9 in. = (8 ⋅ 12) in. + 9 in. = 105 in.
Whenever dimensions
are given in both Step 2 Find similar triangles. A
feet and inches, you Because the sun’s rays are parallel,
must convert them ∠1 ≅ ∠2. Therefore △ABC ∼ △DEF
to either feet or by AA ∼. 1 2
inches before doing B
any calculations. Step 3 Find DF. 2 ft C E 8 ft 9 in. F

AC = _
_ BC Corr. sides are proportional.
DF EF
64 = _
_ 24 Substitute 64 for AC, 24 for BC, and 105 for EF.
DF 105
ge07se_ c07105002aa
24(DF) = 64 ⋅ 105 Cross Products
AB Prop.
DF = 280 Divide both sides by 24.
The height of the pineapple is 280 in., or 23 ft 4 in.

1. A student who is 5 ft 6 in. tall measured shadows �

to find the height LM of a flagpole.
What is LM?

����������
� � �
���� � �����������

488 Chapter 7 Similarity

 A scale drawing represents an object as smaller than or larger than its
actual size. The drawing’s scale is the ratio of any length in the drawing
to the corresponding actual length. For example, on a map with a scale of
1 cm : 1500 m, one centimeter on the map represents 1500 m in actual distance.

EXAMPLE 2 Solving for a Dimension

The scale of this map of Elm Dallas Public
downtown Dallas is Ma
in erce Library

S. E
mm n
Co kso

rva
1.5 cm : 300 m. Find the Jac

Fie
El Centro o d City Hall

y
ld
Wo

S. A
actual distance between College

S. A arke
g
un

ka
Union Station and the Yo

S. M

ust

rd
S. H

in
Dallas Public Library.

ou

S. G
sto

t
n

S. L

riff
Use a ruler to measure

am

in

ton
the distance between

ar
Union Station

Can
30
Union Station and the 0 300 m
A proportion Dallas Public Library. Scale
may compare The distance is 6 cm.
measurements that
have different units. To find the actual distance x write a proportion comparing
the map distance to the actual distance.
6 =_
_ 1.5 Holt, Rinehart & Winston
x 300 Geometry © 2007

ge07sec07105003a Dallas Area Street map

1.5x = 6(300) Cross Products Prop.
2nd proof
1.5x = 1800 Simplify.
x = 1200 Divide both sides by 1.5.
The actual distance is 1200 m, or 1.2 km.

2. Find the actual distance between City Hall

and El Centro College.

EXAMPLE 3 Making a Scale Drawing

The Lincoln Memorial in
Washington, D.C., is
approximately 57 m long and
36 m wide. Make a scale drawing
of the base of the building
using a scale of 1 cm : 15 m.

Step 1 Set up proportions

to find the length ℓ and
width w of the scale drawing.
_ ℓ =_ 1 _w =_ 1
57 15 36 15
15ℓ = 57 15w = 36
ℓ = 3.8 m w = 2.4 cm ������

Step 2 Use a ruler to draw a rectangle

with these dimensions. ������

3. The rectangular central chamber of the Lincoln Memorial is

74 ft long and 60 ft wide. Make a scale drawing of the floor of
the chamber using a scale of 1 in. : 20 ft.

7- 5 Using Proportional Relationships 489

 Similar Triangles Similarity, Perimeter, and Area Ratios

STATEMENT RATIO
△ABC ∼ △DEF AB = _
AC = _BC = _
1
� Similarity ratio: _
DE DF EF 2
�
perimeter △ABC 12 = _
1
� � �� � Perimeter ratio: __ = _
perimeter △DEF 24 2
� �
()
2
� area △ABC = _
Area ratio: __ 6 =_
1 = _
1
� �
� area △DEF 24 4 2

The comparison of the similarity ratio and the ratio of perimeters and areas of
similar triangles leads to the following theorem.

Theorem 7-5-1 Proportional Perimeters and Areas Theorem

If the similarity ratio of two similar figures is __

a
b
, then the ratio of their perimeters
__
a a2
__ a 2
__
is b , and the ratio of their areas is 2 , or b .
b ()
You will prove Theorem 7-5-1 in Exercises 44 and 45.

EXAMPLE 4 Using Ratios to Find Perimeters and Areas

Given that △RST ∼ △UVW, find the �
�
perimeter P and area A of △UVW. ���������
The similarity ratio of � ����������
� �
△RST to △UVW is __ 16
20
, or __45 . ����� � �
�����
By the Proportional Perimeters and Areas Theorem, the ratio of the triangles’
()
2
perimeters is also __45 , and the ratio of the triangles’ areas is __45 , or __
16
25
.
Perimeter Area
36 = _
_ 4 48 = _
_ 16
P 5 A 25
4P = 5(36) 16A = 25 ⋅ 48
P = 45 ft A = 75 ft 2
The perimeter of △UVW is 45 ft, and the area is 75 ft 2.

4. △ABC ∼ △DEF, BC = 4 mm, and EF = 12 mm. If P = 42 mm

and A = 96 mm 2 for △DEF, find the perimeter and area
of △ABC.

THINK AND DISCUSS

1. Explain how to find the actual distance between two cities 5.5 in. apart
on a map that has a scale of 1 in. : 25 mi.
���������������
2. GET ORGANIZED Copy and
complete the graphic organizer.
Draw and measure two similar ���������� �������� ��������
����� ���������� �����
figures. Then write their ratios.

490 Chapter 7 Similarity

 7-5
Exercises KEYWORD: MG7 7-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Finding distances using similar triangles is called ? .
̶̶̶̶
(indirect measurement or scale drawing )

SEE EXAMPLE 1 2. Measurement To find the height of a dinosaur in

p. 488 a museum, Amir placed a mirror on the ground 40 ft
from its base. Then he stepped back 4 ft so that
he could see the top of the dinosaur in
the mirror. Amir’s eyes were approximately
5 ft 6 in. above the ground. What is the
height of the dinosaur?

SEE EXAMPLE 2 The scale of this blueprint of an art gallery is 1 in. : 48 ft. �
Find the actual lengths of the following walls. � �
p. 489
̶̶ ̶̶
3. AB 4. CD �
� �
̶̶ ̶̶
5. EF 6. FG � �

SEE EXAMPLE 3 Multi-Step A rectangular classroom is 10 m long and 4.6 m wide.

p. 489 Make a scale drawing of the classroom using the following scales.
7. 1 cm : 1 m 8. 1 cm : 2 m 9. 1 cm : 2.3 m
����
SEE EXAMPLE 4 Given: rectangle MNPQ ∼ rectangle RSTU � �
p. 490 10. Find the perimeter of ����
� �
rectangle RSTU.
���������
11. Find the area of rectangle RSTU. ������������
� � � �

PRACTICE AND PROBLEM SOLVING

Independent Practice 12. Measurement Jenny is 5 ft
For See 2 in. tall. To find the height of
Exercises Example
a light pole, she measured her
12 1
shadow and the pole’s shadow.
13–14 2
What is the height of the pole? ����������
15–17 3
18–19 4
������� ����������

TEKS TAKS Space Exploration Use the following

Skills Practice p. S17 information for Exercises 13 and 14.
Application Practice p. S34 This is a map of the Mars Exploration �
Rover Opportunity’s predicted landing
site on Mars. The scale is 1 cm : 9.4 km. �
� �
What are the approximate measures of
the actual length and width of the ellipse?
̶̶ ̶̶
13. KJ 14. NP

Multi-Step A park at the end of a city block is a right triangle with legs 150 ft and
200 ft long. Make a scale drawing of the park using the following scales.
15. 1.5 in. : 100 ft 16. 1 in. : 300 ft 17. 1 in. : 150 ft

7- 5 Using Proportional Relationships 491

 Given that pentagon ABCDE ∼ pentagon FGHJK, ���� �
find each of the following. �
���� �
18. perimeter of pentagon FGHJK � � ����� �
� ����������� �
19. area of pentagon FGHJK �
� � � �
Estimation Use the scale on the map for
Exercises 20–23. Give the approximate distance �������
of the shortest route between each pair of sites. �����
20. campfire and the lake ������

21. lookout point and the campfire ����

��������
22. cabins and the dining hall
23. lookout point and the lake � ����� �����������

Given: △ABC ∼ △DEF

24. The ratio of the perimeter of △ABC to the perimeter of △DEF is __89 .
What is the similarity ratio of △ABC to △DEF ?
25. The ratio of the area of △ABC to the area of △DEF is __
16
.
������������������
25
What is the similarity ratio of △ABC to △DEF? ����������������
����������������������
26. The ratio of the area of △ABC to the area of △DEF is __ 4
.
���������������������
81
What is the ratio of the perimeter of △ABC to the perimeter of △DEF?
�����������
27. Space Exploration The scale of this model of the �������������
space shuttle is
1 ft : 50 ft. In the actual space shuttle, the main cargo bay measures
15 ft wide by 60 ft long. What are the dimensions of the cargo
bay in the model?
28. Given that △PQR ∼ △WXY, find each ratio.
�
perimeter of △PQR
a. __ �
perimeter of △WXY
area of △PQR ����� �����
b. __
area of △WXY � �
�����
c. How does the result in part a � �
�����
compare with the result in part b?
29. Given that rectangle ABCD ∼ EFGH . The area of rectangle ABCD is 135 in 2.
The area of rectangle EFGH is 240 in 2. If the width of rectangle ABCD is 9 in.,
what is the length and width of rectangle EFGH?
30. Sports An NBA basketball court is 94 ft long and 50 ft wide. Make a scale drawing
of a court using a scale of __14 in. : 10 ft.

31. This problem will prepare you for the Multi-Step TAKS Prep on page 502.
A blueprint for a skateboard ramp has a scale of 1 in. : 2 ft. On the blueprint,
the rectangular piece of wood that forms the ramp measures 2 in. by 3 in.
a. What is the similarity ratio of the blueprint to the actual ramp?
b. What is the ratio of the area of the ramp on the blueprint to its actual area?
c. Find the area of the actual ramp.

492 Chapter 7 Similarity

 32. Estimation The photo shows
a person who is 5 ft 1 in. tall
standing by a statue in Jamestown,
North Dakota. Estimate the actual
Math History height of the statue by using a
ruler to measure her height and
the height of the statue in
the photo.
33. Math History In A.D. 1076,
the mathematician Shen Kua
was asked by the emperor
of China to produce maps of
all Chinese territories. Shen
In 1075 C.E., Shen Kua
created a calendar created 23 maps, each drawn
for the emperor by with a scale of 1 cm : 900,000 cm.
measuring the positions How many centimeters long would
of the moon and a 1 km road be on such a map?
planets. He plotted exact ̶̶ ̶̶ ̶̶ �
coordinates three times 34. Points X, Y, and Z are the midpoints of JK, KL, and LJ,
a night for five years. respectively. What is the ratio of the area of △JKL � �
Source: history.mcs. to the area of △XYZ?
st-andrews.ac.uk � �
�
35. Critical Thinking Keisha is making two scale drawings of her school. In one
drawing, she uses a scale of 1 cm : 1 m. In the other drawing, she uses a scale of
1 cm : 5 m. Which of these scales will produce a smaller drawing? Explain.
36. The ratio of the perimeter of square ABCD to the ��
� �
perimeter of square EFGH is __49 . Find the side �����
� �
lengths of each square.
37. Write About It Explain what it would mean � �
to make a scale drawing with a scale of 1 : 1. � �
38. Write About It One square has twice the area of another square. Explain why it is
impossible for both squares to have side lengths that are whole numbers.

39. △ABC ∼ △RST, and the area of △ABC is 24 m 2. �

What is the area of △RST ?
�
16 m 2 36 m 2 �
2 � ����
29 m 54 m 2
����

40. A blueprint for a museum uses a scale of __14 in. : 1 ft.

One of the rooms on the blueprint is 3__34 in. long. � �
How long is the actual room?
4 ft 15 ft 45 ft 180 ft

41. The similarity ratio of two similar pentagons is __94 . What is the ratio of the
perimeters of the pentagons?
_2 3
_ 9
_ 81
_
3 2 4 16
42. Of two similar triangles, the second triangle has sides half the length of the first.
Given that the area of the first triangle is 16 ft 2, find the area of the second.
4 ft 2 8 ft 2 16 ft 2 32 ft 2

7- 5 Using Proportional Relationships 493

 CHALLENGE AND EXTEND ���
43. Astronomy The city of Eugene, Oregon, has a
scale model of the solar system nearly 6 km long. ����
The model’s scale is 1 km : 1 billion km. �����

a. Earth is 150,000,000 km from the Sun. How many

meters apart are Earth and the Sun in the model?
b. The diameter of Earth is 12,800 km. What is the
diameter, in centimeters, of Earth in the model?
44. Given: △ABC ∼ △DEF
AB + BC + AC AB �
Prove: __ = _
DE + EF +DF DE �
45. Given: △PQR ∼ △WXY �����
Area △PQR PR 2 �����
Prove: __ = _
Area △WXY WY 2 � � � �

46. Quadrilateral PQRS has side lengths of 6 m, 7 m, 10 m, and 12 m.

The similarity ratio of quadrilateral PQRS to quadrilateral WXYZ is 1 : 2.
a. Find the lengths of the sides of quadrilateral WXYZ.
b. Make a table of the lengths of the sides of both figures.
c. Graph the data in the table.
d. Determine an equation that relates the lengths of the sides of quadrilateral
PQRS to the lengths of the sides of quadrilateral WXYZ.

SPIRAL REVIEW
Solve each equation. Round to the nearest hundredth if necessary. (Previous course)
47. (x - 3) 2 = 49 48. (x + 1) 2 - 4 = 0 49. 4(x + 2) 2 - 28 = 0

Show that the quadrilateral with the given vertices is a parallelogram. (Lesson 6-3)
50. A(-2, -2), B(1, 0), C (5, 0), D (2, -2) 51. J(1, 3), K (3, 5), L (6, 2), M (4, 0)
52. Given that 58x = 26y, find the ratio y : x in simplest form. (Lesson 7-1)

KEYWORD: MG7 Career

Q: What math classes did you take in high school?
A: Algebra, Geometry, and Probability and Statistics

Q: What math-related classes did you take in college?

A: Trigonometry, Precalculus, Drafting, and System Design

Q: How do photogrammetrists use math?

A: Photogrammetrists use aerial photographs to make detailed
maps. To prepare maps, I use computers and perform a lot of
scale measures to make sure the maps are accurate.

Elaine Koch Q: What are your future plans?

Photogrammetrist
A: My favorite part of making maps is designing scale drawings.
Someday I’d like to apply these skills toward architectural work.

494 Chapter 7 Similarity

 7-6 Dilations and Similarity
in the Coordinate Plane
TEKS G.11.A Similarity and the geometry of shape: use ...
properties and transformations to ... justify conjectures ....
Objectives Who uses this?
Apply similarity Computer programmers
properties in the use coordinates to enlarge
coordinate plane. or reduce images.
Use coordinate proof to
prove figures similar.
Many photographs on the Web
are in JPEG format, which is
Vocabulary
short for Joint Photographic
dilation
Experts Group. When you drag
scale factor
a corner of a JPEG image in
order to enlarge it or reduce it,
the underlying program uses
coordinates and similarity to
change the image’s size.
Also G.2.B, G.9.B
A dilation is a transformation that changes the size of a figure but not its shape.
The preimage and the image are always similar. A scale factor describes how
much the figure is enlarged or reduced. For a dilation with scale factor k, you can
find the image of a point by multiplying each coordinate by k: (a, b) → (ka, kb).

EXAMPLE 1 Computer Graphics Application

The figure shows the position of
a JPEG photo. Draw the border of �
the photo after a dilation with
scale factor __
3
2
. � �

Step 1 Multiply the vertices of the

photo A(0, 0), B(0, 4), C(3, 4),
and D(3, 0) by __32 .

If the scale factor of Rectangle Rectangle

a dilation is greater ABCD A'B'C'D'
��
than 1 (k > 1), it is
( 3 _ _)
A(0, 0) → A' 0 ⋅ , 0 ⋅
3
→ A'(0, 0)
� �

an enlargement. 2 2 �� ��
If the scale factor is
B(0, 4) → B'(0 ⋅ _, 4 ⋅ _) → B'(0, 6)
less than 1 (k < 1), 3 3
2 2 �
it is a reduction.

C(3, 4) → C'(3 ⋅ _, 4 ⋅ _) → C'(4.5, 6)

3 3
2 2

D(3, 0) → D'(3 ⋅ _, 0 ⋅ _) → D'(4.5, 0)

3 3
2 2

Step 2 Plot points A'(0, 0), B'(0, 6),

C'(4.5, 6), and D'(4.5, 0).
Draw the rectangle. � �� �� �

1. What if…? Draw the border of the original photo after a

dilation with scale factor __12 .

7- 6 Dilations and Similarity in the Coordinate Plane 495

 EXAMPLE 2 Finding Coordinates of Similar Triangles
Given that △AOB ∼ △COD, find the �
coordinates of D and the scale factor. �������
Since △AOB ∼ △COD,
�������
AO = _
_ OB
�
CO OD
� ������� �
2 =_
_ 3 Substitute 2 for AO, 4 for CO,
4 OD and 3 for OB.
2OD = 12 Cross Products Prop.
OD = 6 Divide both sides by 2.

D lies on the x-axis, so its y-coordinate is 0. Since OD = 6,

its x-coordinate must be 6. The coordinates of D are (6, 0).
(3, 0) → (3 ⋅ 2, 0 ⋅ 2) → (6, 0), so the scale factor is 2.
�
2. Given that △MON ∼ △POQ � � ��
and coordinates P (-15, 0),
M (-10, 0), and Q (0, -30),
find the coordinates of N
and the scale factor. �

�
EXAMPLE 3 Proving Triangles Are Similar
Given: A(1, 5), B(-1, 3), C(3, 4), � �
D(-3, 1), and E(5, 3) � �
�
Prove: △ABC ∼ △ADE �
Step 1 Plot the points and � �
draw the triangles. �� � �

Step 2 Use the Distance Formula

to find the side lengths.

AB = √
(-1 - 1)2 + (3 - 5)2 AC = √(
3 - 1)2 + (4 - 5)2
= √
8 = 2 √
2 = √
5

AD = √
(-3 - 1)2 + (1 - 5)2 AE = √(
5 - 1)2 + (3 - 5)2
 = 4 √
= √32 2 = √
20 = 2 √
5

Step 3 Find the similarity ratio.

2 √
AB = _
_ 2 AC = _
_ √5
AD 4 √ 2 AE 2 √
5
2
=_ =1_
4 2
=1 _
2
Since ___
AB
AD
= ___
AC
AE
and ∠A ≅ ∠A by the Reflexive Property, △ABC ∼ △ADE
by SAS ∼.

3. Given: R(-2, 0), S (-3, 1), T (0, 1), U(-5, 3), and V (4, 3)
Prove: △RST ∼ △RUV

496 Chapter 7 Similarity

EXAMPLE 4 Using the SSS Similarity Theorem
Graph the image of △ABC after a dilation with scale factor 2.
Verify that △A'B'C ' ∼ △ABC.
�
Step 1 Multiply each coordinate by 2 to ��������
find the coordinates of the vertices �
of △A'B'C '.
�������
A(2, 3) → A'(2 ⋅ 2, 3 ⋅ 2) = A'(4, 6) ��������
B(0, 1) → B'(0 ⋅ 2, 1 ⋅ 2) = B'(0, 2) ������� �
C(3, 0) → C'(3 ⋅ 2, 0 ⋅ 2) = C'(6, 0) � ������� ��������

Step 2 Graph △A'B'C '.

Step 3 Use the Distance Formula to find the side lengths.

AB = √(
2 - 0)2 + (3 - 1)2 A'B' = √(
4 - 0)2 + (6 - 2)2

= √
8 = 2 √
2 = √
32 = 4 √
2

BC = √(
3 - 0)2 + (0 - 1)2 B'C ' = √(
6 - 0)2 + (0 - 2)2

= √10 = √
40 = 2 √
10

AC = √(
3 - 2)2 + (0 - 3)2 A'C ' = √(
6 - 4)2 + (0 - 6)2

= √10 = √
40 = 2 √
10

Step 4 Find the similarity ratio.

4 √
A'B' = _
_ 2 2 √
B'C ' = _ 10 A'C ' = _ 
2 √10
= 2, _ = 2, _ =2
AB 2 √
2 BC √ 10 AC √10

B'C' = _
A'B' = _
Since _ A'C' , △ABC ∼ △A'B'C ' by SSS ∼.
AB BC AC

4. Graph the image of △MNP after � �

� �
a dilation with scale factor 3.
�
Verify that △M'N'P' ∼ △MNP.
�� �
�

THINK AND DISCUSS

1. △JKL has coordinates J(0, 0), K(0, 2), and L(3, 0). Its image after a
dilation has coordinates J'(0, 0), K '(0, 8), and L'(12, 0). Explain how
to find the scale factor of the dilation.
2. GET ORGANIZED Copy and ���������� ��������
complete the graphic organizer.
Write the definition of a dilation, ��������
a property of dilations, and an
example and nonexample of
������� ����������
a dilation.

7- 6 Dilations and Similarity in the Coordinate Plane 497

 7-6
Exercises KEYWORD: MG7 7-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. A ? is a transformation that proportionally reduces or enlarges a figure,
̶̶̶̶
such as the pupil of an eye. (dilation or scale factor)
2. A ratio that describes or determines the dimensional relationship of a figure to
that which it represents, such as a map scale of 1 in. : 45 ft, is called a ? .
̶̶̶̶
(dilation or scale factor)

SEE EXAMPLE 1 3. Graphic Design A designer created y

p. 495 this logo for a real estate agent but needs
to make the logo twice as large for use 4
on a sign. Draw the logo after a dilation
with scale factor 2.

x
0 4

SEE EXAMPLE 2 4. Given that △AOB ∼ △COD, 5. Given that △ROS ∼ △POQ,
p. 496 find the coordinates of C and find the coordinates of S and
the scale factor. the scale factor.
� �
������� �������� �
�������� �

������� �
�
� �������� �

���������

SEE EXAMPLE 3 6. Given: A(0, 0), B (-1, 1), C(3, 2), D(-2, 2), and E (6, 4)
p. 496 Prove: △ ABC ∼ △ADE
7. Given: J(-1, 0), K(-3, -4), L (3, -2), M(-4, -6), and N (5, -3)
Prove: △ JKL ∼ △JMN

SEE EXAMPLE 4 Multi-Step Graph the image of each triangle after a dilation with the given scale
p. 497 factor. Then verify that the image is similar to the given triangle.
8. scale factor 2 9. scale factor __32
� � �
� � �

�
� � � �
�� � � �� � �
�

�� ��

498 Chapter 7 Similarity

 PRACTICE AND PROBLEM SOLVING y

Independent Practice 10. Advertising A promoter produced this design

8
For See for a street festival. She now wants to make the
Exercises Example
design smaller to use on postcards. Sketch the
10 1
design after a dilation with scale factor __12 . 4
11–12 2
13–14 3
15–16 4 x
0 4 8
TEKS TAKS
Skills Practice p. S17
11. Given that △UOV ∼ △XOY, find the 12. Given that △MON ∼ △KOL, find the
Application Practice p. S34
coordinates of X and the scale factor. coordinates of K andc07106005a
the scale factor.
� �������� �� �
� ��������
�������� �
�������� �
��������� ��������� �

13. Given: D(-1, 3), E (-3, -1), F (3, -1), G (-4, -3), and H(5, -3)
Prove: △DEF ∼ △DGH
14. Given: M(0, 10), N(5, 0), P(15, 15), Q(10, -10), and R(30, 20)
Prove: △MNP ∼ △MQR

Multi-Step Graph the image of each triangle after a dilation with the given scale
factor. Then verify that the image is similar to the given triangle.
15. J(-2, 0) and K (-1, -1), and L(-3, -2) with scale factor 3
16. M(0, 4), N(4, 2), and P(2, -2) with scale factor __12
17. Critical Thinking Consider the transformation given by the mapping
(x, y) → (2x, 4y). Is this transformation a dilation? Why or why not?
18. /////ERROR ANALYSIS/////
Which solution to find the scale factor of the dilation
that maps △RST to △UVW is incorrect? Explain the error.
� � �
�
������������������� ����������������������� � �
������������������������� ���������������������� � �
���������������������� �� � ��
����
��� ���� �����
������������������������������ �
������
������������������������� ������
�
� � � �
� �������������������������
������
��������������������
�
�

19. Write About It A dilation maps △ABC to △A'B 'C '. How is the scale factor of the
dilation related to the similarity ratio of △ABC to △A'B 'C ' ? Explain.

20. This problem will prepare you for the Multi-Step TAKS Prep on page 502.
a. In order to build a skateboard ramp,
�
Miles draws △JKL on a coordinate plane.
�����
One unit on the drawing represents 60 cm
of actual distance. Explain how he should � �
������
assign coordinates for the vertices of △JKL.
b. Graph the image of △JKL after a dilation with scale factor 3.

7- 6 Dilations and Similarity in the Coordinate Plane 499

 �
21. Which coordinates for C make △COD similar to △AOB?
�������
(0, 2.4) (0, 3)
(0, 2.5) (0, 3.6) �
�
��������� �������� �

22. A dilation with scale factor 2 maps △RST to △R'S'T'. The perimeter of △RST is 60.
What is the perimeter of △R'S'T'?
30 60 120 240

23. Which triangle with vertices D, E, �

�
and F is similar to △ABC?
� �
D(1, 2), E(3, 2), F(2, 0)
�
D(-1, -2), E(2, -2), F(1, -5)
�� � �
D(1, 2), E(5, 2), F(3, 0)
D(-2, -2), E(0, 2), F(-1, 0) �
��

̶̶
24. Gridded Resonse AB with endpoints A(3, 2) and B(7, 5) is dilated by a scale
̶̶̶
factor of 3. Find the length of A'B'.

�
CHALLENGE AND EXTEND � �
̶̶
25. How many different triangles having XY as a side
� �
are similar to △MNP? �
�� � �
26. △XYZ ∼ △MPN. Find the coordinates of Z.
27. A rectangle has two of its sides on the x- and � �
y-axes, a vertex at the origin, and a vertex on ��
the line y = 2x. Prove that any two such
rectangles are similar.
28. △ ABC has vertices A(0, 1), B(3, 1), and C(1, 3). △DEF has vertices D(1, -1) and
E(7, -1). Find two different locations for vertex F so that △ABC ∼ △DEF.

SPIRAL REVIEW
Write an inequality to represent the situation. (Previous course)
29. A weight lifter must lift at least 250 pounds. There are �
two 50-pound weights on a bar that weighs 5 pounds.
Let w represent the additional weight that must be
added to the bar.
̶̶ ̶̶ � � �
Find the length of each segment, given that DE ≅ FE.
�
(Lesson 5-2) �
̶̶ ̶̶ ̶̶ � �
30. HF 31. JF 32. CF ���� �

△SUV ∼ △SRT. Find the length of each segment. (Lesson 7-4) �

̶̶ ̶̶ ̶̶
33. RT 34. V T 35. ST � �����
� � ��
�
� �

500 Chapter 7 Similarity

 Direct Variation
Algebra
In Lesson 7-6 you learned that for two similar figures, the measure of each
point was multiplied by the same scale factor. Is the relationship between
the scale factor and the perimeter of the figure a direct variation?
y
Recall from algebra that if y varies directly as x, then y = kx, or __x = k,
where k is the constant of variation.
See Skills Bank
page S62

Example
A rectangle has a length of 4 ft and a width of 2 ft. Find the relationship between
the scale factors of similar rectangles and their corresponding perimeters.
If the relationship is a direct variation, find the constant of variation.

Step 1 Make a table to record data.

Scale Factor Length Width Perimeter

k ℓ = k(4) w = k(2) P = 2ℓ + 2w
1
_ 1 (4) = 2
ℓ=_ 1 (2) = 1
w=_ 2(2) + 2(1) = 6
2 2 2
2 8 4 24
3 12 6 36
4 16 8 48
5 20 10 60

Step 2 Graph the points _

2 ( )
1 , 6 , 2, 24 , 3, 36 , 4, 48 , and 5, 60 .
( ) ( ) ( ) ( )
��
Since the points are collinear and the line that contains them �������
���������

includes the origin, the relationship is a direct variation. �� �������

�������
Step 3 Find the equation of direct variation. ��
�������
y = kx ��
60 = k (5) Substitute 60 for y and 5 for x. ��������
12 = k Divide both sides by 5. � � � � �
y = 12 x Substitute 12 for k. ������������

Thus the constant of variation is 12.

Try This TAKS Grades 9–11 Obj. 3, 8, 10

Use the scale factors given in the above table. Find the relationship between
the scale factors of similar figures and their corresponding perimeters.
If the relationship is a direct variation, find the constant of variation.
1. regular hexagon 2. triangle with side 3. square with
with side length 6 lengths 3, 6, and 7 side length 3

On Track for TAKS 501

 SECTION 7B

Applying Similarity
Ramp It Up Many companies sell plans
for build-it-yourself skateboard ramps.
The figures below show a ramp and the plan
for the triangular support structure at the
̶̶ ̶̶ ̶̶̶
side of the ramp. In the plan, AB, EF, GH,
̶̶ ̶̶
and JK are perpendicular to the base BC.

1. The instructions call for extra pieces of wood to

̶̶ ̶̶ ̶̶ ̶̶
reinforce AE, EG, GJ, and JC. Given AE = 42.2 cm,
find EG, GJ, and JC to the nearest tenth.
�
�
����� �
� �����
����� ����� �����
� � � � �

2. Once the support structure is built, it is

covered with a triangular piece of plywood.
Find the area of the piece of wood
needed to cover △ABC. A separate
blueprint for the ramp uses
a scale of 1 cm : 25 cm.
What is the area of △ABC
in the blueprint?

� �

3. Before building the ramp, you transfer

the plan to a coordinate plane.
Draw △ABC on a coordinate
plane so that 1 unit represents
25 cm and B is at the origin.
Then draw the image of △ABC
after a dilation with scale factor __32 .

502 Chapter 7 Similarity

 SECTION 7B

Quiz for Lessons 7-4 Through 7-6

7-4 Applying Properties of Similar Triangles
Find the length of each segment.
̶̶ � � ̶̶ ̶̶ �
1. ST 2. AB and AC ������
�� �� �
� � � �
��
�
� ��

� � �
3. An artist drew a picture of railroad tracks
̶̶ ̶̶̶ ̶̶
such that the ties EF, GH, and JK are parallel.
̶̶ ������
What is the length of FH?
� �

������ ����
� �

7-5 Using Proportional Relationships � �

The plan for a restaurant uses the scale of 1.5 in. : 60 ft.
Find the actual length of the following walls.
̶̶ ̶̶
4. AB 5. BC
̶̶ ̶̶
6. CD 7. EF
� �
� �

8. A student who is 5 ft 3 in. tall measured her

shadow and the shadow cast by a water tower
shaped like a golf ball. What is the height
of the tower?

5 ft 10 in. 40 ft

7-6 Dilations and Similarity in the Coordinate Plane

9. Given: A(-1, 2), B (-3, -2), C (3, 0), D (-2, 0), and E (1, 1)
Prove: △ADE ∼ △ABC
10. Given: R(0, 0), S (-2, -1), T (0, -3), U(4, 2), and V (0, 6)
Prove: △RST ∼ △RUV
ge07sec07rg2001aa
Graph the image of each triangle after a dilation with the given scale factor.
Then verify that the image is similar to the given triangle.AB
11. scale factor 3 12. scale factor 1.5
� � �
� �
�
� �
� � � � �
�� �� � � � �� �� � � �
�� ��
�

Ready to Go On? 503

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
cross products . . . . . . . . . . . . . . 455 proportion . . . . . . . . . . . . . . . . . 455 scale factor . . . . . . . . . . . . . . . . . 495
dilation . . . . . . . . . . . . . . . . . . . . 495 ratio . . . . . . . . . . . . . . . . . . . . . . . 454 similar . . . . . . . . . . . . . . . . . . . . . 462
extremes . . . . . . . . . . . . . . . . . . . 455 scale . . . . . . . . . . . . . . . . . . . . . . . 489 similar polygons . . . . . . . . . . . . 462
indirect measurement. . . . . . . 488 scale drawing . . . . . . . . . . . . . . . 489 similarity ratio . . . . . . . . . . . . . 463
means . . . . . . . . . . . . . . . . . . . . . 455

Complete the sentences below with vocabulary words from the list above.
1. An equation stating that two ratios are equal is called a(n)
? .
̶̶̶̶
2. A(n) ? is a transformation that changes the size of a figure but not its shape.
̶̶̶̶
u =_
3. In the proportion _ x , the ? are v and x.
v y ̶̶̶̶
4. A(n) ? compares two numbers by division.
̶̶̶̶

7-1 Ratio and Proportion (pp. 454–459) TEKS G.5.B, G.7.B, G.7.C, G.11.B

EXAMPLES EXERCISES
■ Write a ratio expressing the slope of ℓ. Write a ratio expressing the slope of each line.
slope = _rise � 5. m �
run � �
������� 6. n
y2 - y1
=_ x2 - x1 � �
������ 7. p
� �
=_ 4-2
-1 - 3 � � � �� � � �
2 1 ��
=_ = -_ �
-4 2
��
�
■ Solve the proportion.
_ _ 2 =
x-3 8. If 84 is divided into three parts in the ratio 3 : 5 : 6,
4(x - 3) 50 what is the sum of the smallest and the largest
2 part?
4(x - 3) = 2(50) Cross Products Prop.
2 9. The ratio of the measures of a pair of sides of a
4(x - 3) = 100 Simplify.
rectangle is 7 : 12. If the perimeter of the rectangle
2
(x - 3) = 25 Divide both sides by 4. is 95, what is the length of each side?
x - 3 = ±5 Find the square root
Solve each proportion.
of both sides.
y 9 10 = _
25
10. _ = _ 11. _ s
x - 3 = 5 or x - 3 = -5 Rewrite as two eqns. 7 3 4
x=8 or x = -2 Add 3 to both sides.
x =_
12. _ 9 4
13. _ = _ z-1
4 x z-1 36
3x
12 = _ y+1 2
14. _ 15. _ = _
2x 32 24 3(y + 1)

504 Chapter 7 Similarity

7-2 Ratios in Similar Polygons (pp. 462–467) TEKS G.5.B, G.11.A, G.11.B

EXAMPLE EXERCISES
■ Determine whether △ABC and △DEF are Determine whether the polygons are similar. If so,
similar. If so, write the similarity ratio and a write the similarity ratio and a similarity statement.
similarity statement. 16. rectangles JKLM and PQRS
��
�
��
� � ���
�� �� � �
� �
�� �� ��� � �
���� � �
��
� �
� 17. △TUV and △WXY
It is given that ∠A ≅ ∠D and ∠B ≅ ∠E. �
��
�
∠C ≅ ∠F by the Third Angles Theorem. � � ��
___
AB
= ___
BC
= ___
AC
= __23 . Thus the similarity ratio
DE EF DF ��
�� �
is __2 , and △ABC ∼ △DEF.
3
�� ��
��

7-3 Triangle Similarity: AA, SSS, and SAS (pp. 470–477) TEKS G.5.B, G.9.B, G.11.A, G.11.B

EXAMPLE EXERCISES
̶̶ ̶̶ 1 JN, JK = _
1 JM
■ Given: AB ǁ CD, AB = 2CD, AC = 2CE 18. Given: JL = _
3 3
Prove: △ABC ∼ △CDE Prove: △JKL ∼ △JMN
� �

�
�
� � � �
� �
Proof:
̶̶ ̶̶
19. Given: QR ǁ ST
Statements Reasons
Prove: △PQR ∼ △PTS
̶̶ ̶̶
1. AB ǁ CD 1. Given �
2. ∠BAC ≅ ∠DCE 2. Corr.  Post.
�
3. AB = 2CD, 3. Given �
AC = 2CE
�
4. ___
AB
CD
= 2, ___
AC
CE
=2 4. Division Prop. �
5. ___
AB
= ___
AC
5. Trans. Prop. of = ̶̶ ̶̶
CD CE 20. Given: BD ǁ CE
6. △ABC ∼ △CDE 6. SAS ∼ (Steps 2, 5) Prove: AB(CE) = AC(BD)
�

�
� �
�

(Hint: After you have proved the triangles similar,

look for a proportion using AB, AC, CE, and BD, the
lengths of corresponding sides.)

Study Guide: Review 505

 7-4 Applying Properties of Similar Triangles (pp. 481–487) TEKS G.2.A, G.3.B, G.5.B,

G.9.B, G.11.A, G.11.B

EXAMPLES EXERCISES
■ Find PQ. Find each length.
� 21. CE �
� �
�� ��
� �
� � �
�� � �
� �
̶̶ ̶̶ PQ
It is given that QR ǁ ST, so ___
QS
= ___
PR
RT
by the 22. ST �
Triangle Proportionality Theorem.
PQ _
_ = 15 Substitute 5 for QS, 15 for �� �
5 6
PR, and 6 for RT.
� �
6(PQ) = 75 Cross Products Prop.
�
� �
PQ = 12.5 Divide both sides by 6.

Verify that the given segments are parallel.

̶̶ ̶̶ ̶̶ ̶̶̶
■ Verify that AB ǁ CD. � � 23. KL and MN �
� � ���
EC = _
_ 6 = 1.5 �
� � ���
CA 4
� ��� �
ED = _
_ 4.5 = 1.5
���
DB 3 � �
���
___
EC ED ̶̶ ̶̶
___ �
Since CA = DB , AB ǁ CD by the Converse of
̶̶ ̶̶
the Triangle Proportionality Theorem. 24. AB and CD �
�� �
■ Find JL and LK. � � ��
�� �
������ ����
� ��
� �
�� � �� 25. Find SU and SV. �
�����
̶̶ JL JM �
Since JK bisects ∠LJM, ___
LK
= ___
MK �
by the Triangle Angle Bisector Theorem. �� �
3x - 2 = _
_ 12.5 Substitute the given ��
2x 10 �
values.
26. Find the length of the third side of △ABC.
10(3x - 2) = 12.5(2x) Cross Products Prop.
�
30x - 20 = 25x Simplify. ��
��
30x = 25x + 20 Add 20 to both sides. �
5x = 20 Subtract 25x from �����
��
both sides.
�
x=4 Divide both sides by 5.
27. One side of a triangle is x inches longer than
JL = 3x - 2
another side. The ray bisecting the angle formed
= 3(4) - 2 = 10 by these sides divides the opposite side into
LK = 2x 3-inch and 5-inch segments. Find the perimeter
= 2(4) = 8 of the triangle in terms of x.

506 Chapter 7 Similarity

 7-5 Using Proportional Relationships (pp. 488–494) TEKS G.1.B, G.5.A, G.11.A, G.11.B, G.11.D

EXAMPLE EXERCISES
■ Use the dimensions in the diagram to find the 28. To find the height of a flagpole, Casey measured
height h of the tower. her own shadow and the flagpole’s shadow.
A student who is 5 ft 5 in. tall measured his Given that Casey’s height is 5 ft 4 in., what is
shadow and a tower’s shadow to find the the height x of the flagpole?
height of the tower.
5 ft 5 in. = 65 in.
1 ft 3 in. = 15 in.
11 ft 3 in. = 135 in. �

�
����������
���������� ���� �����������

����������� ����������
29. Jonathan is 3 ft from a lamppost that is 12 ft high.
The lamppost and its shadow form the legs of
_h =_
65 a right triangle. Jonathan is 6 ft tall and is
Corr. sides are
135 15 standing parallel to the lamppost. How long
proportional.
15h = 65(135) Cross Products Prop. is Jonathan’s shadow?
15h = 8775 Simplify.
h = 585 in. Divide both sides by 15.
The height of the tower is 48 ft 9 in.

7-6 Dilations and Similarity in the Coordinate Plane (pp. 495–500) TEKS G.2.B,

G.9.B, G.11.A
EXAMPLE EXERCISES
■ Given: A(5, -4), B(-1, -2), C(3, 0), D(-4, -1) 30. Given: R(1, -3), S(-1, -1), T(2, 0), U(-3, 1),
and E(2, 2) and V(3, 3)
Prove: △ABC ∼ △ADE Prove: △RST ∼ △RUV
Proof: Plot the points and draw the triangles. 31. Given: J(4, 4), K(2, 3), L(4, 2), M(-4, 0), and
� N(4, -4)
�
Prove: △JKL ∼ △JMN
�
32. Given that △AOB ∼ △COD, find the coordinates
� � of B and the scale factor.
� � �
�
� �������� ��������
�� � �
�
�
Use the Distance Formula to find the side ��������
lengths.
AC = 2 √5 , AE = 3 √
5
, AD = 3 √10
AB = 2 √10  33. Graph the image of the triangle after a dilation
_AB AC
_ 2. with the given scale factor. Then verify that
Therefore = =_ the image is similar to the given triangle.
AD AE 3
Since corresponding sides are proportional K(0, 3), L(0, 0), and M(4, 0) with scale factor 3.
and ∠A ≅ ∠A by the Reflexive Property,
△ABC ∼ △ADE by SAS ∼.

Study Guide: Review 507

 1. Two points on ℓ are A(-6, 4) and B(10, -6). Write a ratio expressing the slope of ℓ.
2. Alana has a photograph that is 5 in. long and 3.5 in. wide. She enlarges it so that its
length is 8 in. What is the width of the enlarged photograph?

Determine whether the polygons are similar. If so, write the similarity ratio and a
similarity statement.
3. △ABC and △MNP 4. rectangle DEFG and rectangle HJKL
�� ��
� � � � �
��
� �
�� �� ��
�� �� ��
� �
� �
�� � �
�

5. Given: RSTU 6. Derrick is building a skateboard ramp

Prove: △RWV ∼ △SWT as shown. Given that BD = DF = FG = 3 ft,
� find CD and EF to the nearest tenth.
� �
� � �
������ �
� �
�
� � �

Find the length of each segment.

̶̶ �
̶̶̶ ̶̶̶ �
7. PR 8. YW and WZ
��
�
�� � ����

� �
�� �
� �������� � ����� �
�

9. To find the height of a tree, a student 10. The plan for a living room uses the scale of
measured the tree’s shadow and her 1.5 in. : 30 ft. Use a ruler and find the length of
̶̶
own shadow. If the student’s height the actual room’s diagonal AB.
is 5 ft 8 in., what is the height of the tree?
�

�����������
�

����� ���� �
�
11. Given: A(6, 5), B(3, 4), C(6, 3), D(-3, 2), and E(6, -1)
Prove: △ABC ∼ △ADE �
�
12. A quilter designed this patch for a quilt but needs a larger version for a
�� � � �
different project. Draw the quilt patch after a dilation with scale factor __32 .
��

508 Chapter 7 Similarity

FOCUS ON SAT
The SAT consists of seven test sections: three verbal, Read each question carefully and make
three math, and one more verbal or math section not sure you answer the question being
used to compute your final score. The “extra” section is asked. Check that your answer makes
used to try out questions for future tests and to compare sense in the context of the problem.
your score to previous tests. If you have time, check your work.

You may want to time yourself as you take this practice test. It should take you
about 8 minutes to complete.

1. In the figure below, the coordinates of the 3. Three siblings are to share an inheritance of
vertices are A(1, 5), B(1, 1), D(10, 1), and $750,000 in the ratio 4 : 5 : 6. What is the amount
̶̶
E(10, -7). If the length of CE is 10, what are of the greatest share?
the coordinates of C? (A) $125,000
�
(B) $187,500
�
� �
(C) $250,000
(D) $300,000
�
(E) $450,000
Note: Figure not drawn to scale.
(A) (4, 1)
(B) (1, 4) 4. A 35-foot flagpole casts a 9-foot shadow at the
same time that a girl casts a 1.2-foot shadow.
(C) (7, 1) How tall is the girl?
(D) (1, 7) (A) 3 feet 8 inches
(E) (6, 1) (B) 4 feet 6 inches
(C) 4 feet 7 inches
2. In the figure below, triangles JKL and MKN are (D) 4 feet 8 inches
similar, and ℓ is parallel to segment JL. What is (E) 5 feet 6 inches
̶̶̶
the length of KM?
�
� �
� 5. What polygon is similar to every other polygon
� �
�� �� of the same name?
� � (A) Triangle
Note: Figure not drawn to scale. (B) Parallelogram
(A) 4 (C) Rectangle
(B) 8 (D) Square
(C) 9 (E) Trapezoid
(D) 13
(E) 18

College Entrance Exam Practice 509

 Any Question Type: Interpret A Diagram
When a diagram is included as part of a test question, do not make any assumptions
about the diagram. Diagrams are not always drawn to scale and can be misleading if
you are not careful.

Multiple Choice What is DE ? �

�
3.6 4.8 �

4 9
� �
� � � ��

Make your own sketch of the diagram. Separate the two triangles
so that you are able to find the side length measures.
By redrawing the diagram, it is clear that
the two triangles are similar. Set up a
proportion to find DE.
AB = _
_ DE
BC EF
_6 =_DE
10 8
48 = DE
_
10
DE = 4.8
The correct choice is C.

Gridded Response △X′ Y ′Z′ is the image of △XYZ after a dilation with
scale factor __
1
2
. Find X ′Z′.

Before you begin, look at the scale of both the x-axis and �
�
the y-axis. Do not assume that the scale is always 1. �
At first glance, you might assume that XZ is 4. �
� �
But by looking closely at the x-axis, notice that each �
increment represents 2 units. �� �� � � �
So XZ is actually 8. ��
1 , X′Z′
When △XYZ is dilated by a factor of _ ��
2
will be half of XZ.
1 XZ = _
X′Z′ = _ 1 (8) = 4
2 2

510 Chapter 7 Similarity

 If the diagram does not match the given
Item C
���� information, draw one that is more accurate.
Gridded Response What is the measure of
MN? �

� ��
Read each test item and answer the questions �
that follow.
� �
����� � �
Item A
Multiple Choice Which ratio is the slope of m?
_1 � 8. Describe how redrawing the figure can
15 � � help you better understand the given
1 information.
_
3 � 9. After reading this test question, a student
3 ��� � �� redrew the figure as shown below. Explain
if it is a correct interpretation of the original
15 figure. If it is not, redraw and/or relabel it
�� so that it is correct.

1. What is the scale of the y-axis? Use this scale

to determine the rise of the slope.
2. What is the scale of the x-axis? Use this scale
to determine the run of the slope.
3. Write the ratio that represents the slope
of m.
4. Anna selected choice B as her answer.
Is she correct? If not, what do you think
she did wrong?
Item D
Multiple Choice Which is a similarity ratio for
the triangles shown?
Item B 20
_ �
Gridded Response If ABCD ∼ MNOP and 1
AC is 6, what is AB? �

� �� � 10
_ ��� ��
� � ��� ��
1
� � � �
2
_
� � 1 � ��� �
� �
15
_
1
̶̶
5. Examine the figures. Do you think AB is
̶̶̶
longer or shorter than MN?
10. Chad determined that choice D was correct.
6. Do you think the drawings actually represent
Do you agree? If not, what do you think he
the given information? If not, explain why.
did wrong?
7. Create your own sketch of the figures
11. Redraw the figures so that they are easier
to more accurately match the given
to understand. Write three statements that
information.
describe which vertices correspond to each
other and three statements that describe
which sides correspond to each other.

TAKS Tackler 511

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–7

Multiple Choice 5. If 12x = 16y, what is the ratio of x to y in
simplest form?
1. Which similarity statement is true for rectangles 1
_ 4
_
ABCD and MNPQ, given that AB = 3, AD = 4, 4 3
MN = 6, and NP = 4.5? 3
_ 4
_
Rectangle ABCD ∼ rectangle MNPQ 4 1
Rectangle ABCD ∼ rectangle PQMN Use the diagram for Items 6 and 7.
Rectangle ABCD ∼ rectangle MPNQ
� � �
Rectangle ABCD ∼ rectangle QMNP �
�
̶̶ ̶̶
̶̶ �
2. △ ABC has perpendicular bisectors XP, YP, and ZP.
̶̶
If AP = 6 and ZP = 4.5, what is the length of BC � �
to the nearest tenth?
� ̶̶ ̶̶
6. Given that AB ≅ CD, which additional information
would be sufficient to prove that ABCD is a
� � parallelogram?
̶̶ ̶̶
� AB ǁ CD
̶̶ ̶̶
� � AC ǁ BD
�
∠CAB ≅ ∠CDB
4.0 9.0 ̶̶̶
E is the midpoint of AD.
7.9 12.7
7. If AC
 is parallel to BD
 and m∠1 + m∠2 = 140°,
3. What is the converse of the statement “If a what is the measure of ∠3?
quadrilateral has 4 congruent sides, then it is 20° 50°
a rhombus”?
40° 70°
If a quadrilateral is a rhombus, then it has
4 congruent sides. ̶̶ ̶̶
8. If AC is twice as long as AB, what is the length
If a quadrilateral does not have 4 congruent ̶̶
of DC?
sides, then it is not a rhombus.
�
If a quadrilateral is not a rhombus, then it
does not have 4 congruent sides.
If a rhombus has 4 congruent sides, then it is � �
� �
a quadrilateral. ������
2.5 centimeters
4. A blueprint for a hotel uses a scale of 3 in. : 100 ft.
On the blueprint, the lobby has a width of 1.5 in. 3.75 centimeters
and a length of 2.25 in. If the carpeting for the 5 centimeters
lobby costs $1.25 per square foot, how much will 15 centimeters
the carpeting for the entire lobby cost?
$312.50 $3000.00
$1406.25 $4687.50

512 Chapter 7 Similarity

 STANDARDIZED TEST PREP
When writing proportions for similar Short Response
���� figures, make sure that each ratio compares
corresponding side lengths in each figure. 17. △ ABC has vertices A(-2, 0), B(2, 2), and C(2, -2).
△DEC has vertices D(0, -1), E(2, 0), and C(2, -2).
Prove that △ ABC ∼ △DEC.

9. What type of triangle has angles that measure 18. ∠TUV in the diagram below is an obtuse angle.
(2x)°, (3x - 9)°, and (x + 27)°?
�
Isosceles acute triangle
�
Isosceles right triangle
���
���������
Scalene acute triangle
� �
Scalene obtuse triangle
Write an inequality showing the range of possible
Use the diagram for Items 10 and 11. measurements for ∠TUW. Show your work or
� explain your answer.

̶̶
19. △ ABC and △ ABD share side AB. Given that
� � △ABC ∼ △ABD, use AAS to explain why these
two triangles must also be congruent.
� � �
20. Rectangle ABCD has a length of 2.6 cm and a
10. Which of these points is the orthocenter of △FGH? width of 1.8 cm. Rectangle WXYZ has a length of
7.8 cm and a width of 5.4 cm. Determine whether
F H
rectangle ABCD is similar to rectangle WXYZ.
G J Explain your reasoning.

11. Which of the following could be the side lengths 21. If △ABC and △XYZ are similar triangles, there are
of △FGH? six possible similarity statements.
FG = 2, GH = 3, and FH = 4 a. What is the probability that △ABC ∼ △XYZ is
FG = 4, GH = 5, and FH = 6 correct?
FG = 5, GH = 4, and FH = 3 b. If △ABC and △XYZ are isosceles, what is the
probability that △ABC ∼ △XYZ?
FG = 6, GH = 8, and FH = 10
c. If △ABC and △XYZ are equilateral, what is the
probability that △ABC ∼ △XYZ? Explain.
12. The measure of one of the exterior angles of a
right triangle is 120°. What are the measures of
the acute interior angles of the triangle?
30° and 60° 40° and 80°
Extended Response
̶̶ ̶̶
22.a. Given: △SRT ∼ △VUW and SR ≅ ST
40° and 50° 60° and 60° ̶̶ ̶̶̶
Prove: VU ≅ VW
b. Explain in words how you determine the
possible values for x and y that would make
Gridded Response the two triangles below similar.
13. The ratio of a football field’s length to its width is
�
9 : 4. If the length of the field is 360 ft, what is the
�
width of the field in feet?
� � � �
14. The sum of the measures of the interior angles of
a convex polygon is 1260°. How many sides does � �
the polygon have? �
� �
�
15. In kite PQRS, ∠P and ∠R are opposite angles. Note: Triangles not drawn to scale.
If m∠P = 25° and m∠R = 75°, what is the
measure of ∠Q in degrees?
c. Explain why x cannot have a value of 1 if the
two triangles in the diagram above are similar.

16. Heather is 1.6 m tall and casts a shadow of 3.5 m.

At the same time, a barn casts a shadow of
17.5 m. Find the height of the barn in meters.

Cumulative Assessment, Chapters 1–7 513

 Right Triangles
and Trigonometry
8A Trigonometric Ratios
8-1 Similarity in Right Triangles
Lab Explore Trigonometric Ratios
8-2 Trigonometric Ratios
8-3 Solving Right Triangles

8B Applying Trigonometric
Ratios
8-4 Angles of Elevation and
Depression
Lab Indirect Measurement Using
Trigonometry
8-5 Law of Sines and Law of Cosines
8-6 Vectors
Ext Trigonometry and the Unit Circle

KEYWORD: MG7 ChProj

Standing over 567 feet

tall, the San Jacinto
Monument in LaPorte
is the tallest memorial
column in the world.

514 Chapter 8
 Vocabulary
Match each term on the left with a definition on the right.
1. altitude A. a comparison of two numbers by division
2. proportion B. a segment from a vertex to the midpoint of the opposite side
of a triangle
3. ratio
C. an equation stating that two ratios are equal
4. right triangle
D. a perpendicular segment from the vertex of a triangle to a
line containing the base
E. a triangle that contains a right angle

Identify Similar Figures

Determine if the two triangles are similar.
5. � 6. �
�� � �
�

� �
�
�� � ��
�
� �� �
� � �
Special Right Triangles
Find the value of x. Give the answer in simplest radical form.
7. � 8. � ��
� 9. � 10. �
���
� � ��� �
� �
� ���
� � �
��� � � �
� �

Solve Multi-Step Equations

Solve each equation.
11. 3(x - 1) = 12 12. -2(y + 5) = -1
13. 6 = 8(x - 3) 14. 2 = -1(z + 4)

Solve Proportions
Solve each proportion.
4 =_ 6 5 =_
x m =_8 y 9
15. _
y 16. _ 17. _ 18. _ = _
y
18 8 32 9 12 4

Rounding and Estimation

Round each decimal to the indicated place value.
19. 13.118; hundredth 20. 37.91; tenth
21. 15.992; tenth 22. 173.05; whole number

Right Triangles and Trigonometry 515

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the vocabulary
angle of depression ángulo de depresión terms in the chapter, consider the following.
You may refer to the chapter, the glossary,
angle of elevation ángulo de elevación or a dictionary if you like.
cosine coseno 1. The term angle of elevation includes the
geometric mean media geométrica
word elevation. What does elevate mean in
everyday usage? What do you think an angle
sine seno of elevation might be?
tangent tangente 2. A vector is sometimes defined as “a
directed line segment.” How can you use
trigonometric ratio razón trigonométrica this definition to understand this term?
vector vector 3. The word trigonometric comes from the
Greek word trigonon, which means
“triangle,” and the suffix metric, which means
“measurement.” Based on this, how do you
think you might use a trigonometric ratio ?

8-2 8-4
Geometry TEKS Les. Tech. Les. Les. Les. Geo. Les. Les.
8-1 Lab 8-2 8-3 8-4 Lab 8-5 8-6 Ext.

G.1.B Geometric structure* recognize the historical development of ★

geometric systems ...
G.2.A Geometric structure* use constructions to explore attributes ★
of geometric figures and to make conjectures about
geometric relationships
G.5.B Geometric patterns* use … numeric and geometric patterns ★ ★ ★ ★ ★
to make generalizations about geometric properties,
including … ratios in similar figures ...
G.5.D Geometric patterns* identify and apply patterns from right ★ ★ ★ ★ ★ ★
triangles to solve meaningful problems …
G.7.A Dimensionality and the geometry of location* use … two- ★ ★ ★ ★
dimensional coordinate systems …
G.8.C Congruence and the geometry of size* … use the ★ ★ ★
Pythagorean Theorem
G.10.A Congruence and geometry of size* use congruence ★
transformations to … justify properties of geometric figures
including figures represented on a coordinate plane
G.11.A Similarity and the geometry of shape* use and extend ★ ★ ★ ★
similarity properties and transformations to explore and
justify conjectures about geometric figures
G.11.B Similarity and the geometry of shape* use ratios to solve ★ ★ ★ ★
problems involving similar figures
G.11.C Similarity and the geometry of shape* develop, apply, and ★ ★ ★ ★ ★ ★ ★ ★
justify triangle similarity relationships, such as right triangle
ratios, trigonometric ratios, …
* Knowledge and skills are written out completely on pages TX28–TX35.

516 Chapter 8
Reading Strategy: Read to Understand
As you read a lesson, read with a purpose. Lessons are about one or two specific
objectives. These objectives are at the top of the first page of every lesson.
Reading with the objectives in mind can help you understand the lesson.

Identify the
objectives of
Identify similar polygons. the lesson.

Lesson 7-2 Ratios in Similar Polygons

Figures that are similar (∼) have the same shape but
not necessarily the same size.
Read through the
lesson to find where
� � � � � � � � the objectives are
explained.
△1 is similar to △1 is not similar to
△2 (△1 ∼ △2). △3 (△1 ≁ △3).

List any questions,

• Can two polygons be both similar and congruent?
problems, or
• In Example 1, the triangles are not oriented the trouble spots you
same. How can you tell which angles are congruent may have.
and which sides are corresponding?

• Similarity is represented by the symbol ∼. Write down any

Congruence is represented by the symbol ≅. new vocabulary
or symbols.
• Similar: same shape but not necessarily the same size

Try This
Use Lesson 8-1 to complete each of the following.

1. What are the objectives of the lesson?

2. Identify any new vocabulary, formulas, and symbols.

3. Identify any examples that you need clarified.

4. Make a list of questions you need answered during class.

Right Triangles and Trigonometry 517

 8-1 Similarity in
Right Triangles
TEKS G.11.C Similarity and the geometry of shape: develop, apply, and
justify triangle similarity relationships, such as right triangle ratios ....
Objectives Why learn this?
Use geometric mean to You can use similarity relationships in right
find segment lengths in triangles to find the height of Big Tex.
right triangles.
Apply similarity
Big Tex debuted as the official symbol of the
relationships in right
State Fair of Texas in 1952. This 6000-pound
triangles to solve
problems. cowboy wears size 70 boots and a 75-gallon hat.
In this lesson, you will learn how to use right
Vocabulary triangle relationships to find Big Tex’s height.
geometric mean
In a right triangle, an altitude drawn from the
vertex of the right angle to the hypotenuse
Also G.5.B, G.5.D, G.8.A, forms two right triangles.
G.8.C, G.11.A, G.11.B

Theorem 8-1-1

The altitude to the hypotenuse of a right triangle forms � �

two triangles that are similar to each other and to the
original triangle.
△ABC ∼ △ACD ∼ △CBD � �

PROOF Theorem 8-1-1 � �

̶̶
Given: △ABC is a right triangle with altitude CD.
Prove: △ABC ∼ △ACD ∼ △CBD � �
Proof: The right angles in △ABC, △ACD, and △CBD are all congruent. By the
Reflexive Property of Congruence, ∠A ≅ ∠A. Therefore △ABC ∼ △ACD by
the AA Similarity Theorem. Similarly, ∠B ≅ ∠B, so △ABC ∼ △CBD. By the
Transitive Property of Similarity, △ABC ∼ △ACD ∼ △CBD.

EXAMPLE 1 Identifying Similar Right Triangles

Write a similarity statement comparing the three triangles. �
�
Sketch the three right triangles with the angles of
the triangles in corresponding positions. � �
� �
�

� � � � � �

By Theorem 8-1-1, △RST ∼ △SPT ∼ △RPS.

�
1. Write a similarity statement
comparing the three triangles.

� �
�

518 Chapter 8 Right Triangles and Trigonometry

 Consider the proportion __ax = __bx . In this case, the means of the proportion are
the same number, and that number is the geometric mean of the extremes.
The geometric mean of two positive numbers is the positive square root of
their product. So the geometric mean of a and b is the positive number x such
that x = √ab
, or x 2 = ab.

EXAMPLE 2 Finding Geometric Means

Find the geometric mean of each pair of numbers. If necessary, give the
answer in simplest radical form.
A 4 and 9
Let x be the geometric mean.
x 2 = (4)(9) = 36 Def. of geometric mean
x=6 Find the positive square root.

B 6 and 15
Let x be the geometric mean.
x 2 = (6)(15) = 90 Def. of geometric mean
√ 
x = 90 = 3 10 √ Find the positive square root.

Find the geometric mean of each pair of numbers. If necessary,

give the answer in simplest radical form.
2a. 2 and 8 2b. 10 and 30 2c. 8 and 9

You can use Theorem 8-1-1 to write proportions comparing the side lengths
of the triangles formed by the altitude to the hypotenuse of a right triangle.
All the relationships in red involve geometric means.
�
� �
�
�
� � �
�
�
� �
�
� �

� �
� � � � � �
�

b
_ y h _ _ _c = _b = _a _c = _b = _a
a=h= x a h x b y h

Corollaries Geometric Means

COROLLARY EXAMPLE DIAGRAM

8-1-2 The length of the altitude
to the hypotenuse of a right
triangle is the geometric
h 2 = xy
mean of the lengths of �
the two segments of the
�
hypotenuse. �
�
�
8-1-3 The length of a leg of a right
triangle is the geometric �
mean of the lengths of the a 2 = xc
hypotenuse and the segment b 2 = yc
of the hypotenuse adjacent
to that leg.

8-1 Similarity in Right Triangles 519

 EXAMPLE 3 Finding Side Lengths in Right Triangles �
�
Find x, y, and z. �

x = (2)(10) = 20
2
x is the geometric mean of 2 and 10.
Once you’ve found  = 2 √
x = √20 5 Find the positive square root.
the unknown side � ��
lengths, you can use y = (12)(10) = 120
2
y is the geometric mean of 12 and 10.
the Pythagorean  = 2 √
y = √120 30 Find the positive square root.
Theorem to check
your answers. z 2 = (12)(2) = 24 z is the geometric mean of 12 and 2.
 = 2 √
z = √24 6 Find the positive square root.

� �
3. Find u, v, and w.
� �
�

EXAMPLE 4 Measurement Application

To estimate the height of Big Tex at the State Fair
of Texas, Michael steps away from the statue
until his line of sight to the top of the statue and
his line of sight to the bottom of the statue form
a 90° angle. His eyes are 5 ft above the ground,
and he is standing 15 ft 3 in. from Big Tex. How
tall is Big Tex to the nearest foot?
�����������
Let x be the height of Big Tex above eye level.
15 ft 3 in. = 15.25 ft Convert 3 in. to 0.25 ft.
2 ����
(15.25) = 5x 15.25 is the geometric
mean of 5 and x. ������������������
x = 46.5125 ≈ 47 Solve for x and round.

Big Tex is about 47 + 5, or 52 ft tall.

4. A surveyor positions himself so

that his line of sight to the top of
a cliff and his line of sight to the
bottom form a right angle as shown.
What is the height of the cliff to the �����
nearest foot?
������

THINK AND DISCUSS

1. Explain how to find the geometric mean of 7 and 21.
2. GET ORGANIZED Copy and complete �����������
the graphic organizer. Label the right ����������
triangle and draw the altitude to the ���������
hypotenuse. In each box, write a ��������
proportion in which the given ���������������
segment is a geometric mean.
����� �����

520 Chapter 8 Right Triangles and Trigonometry

 8-1
Exercises KEYWORD: MG7 8-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary In the proportion __28 = __
8
32
, which number is the geometric mean of
the other two numbers?

SEE EXAMPLE 1 Write a similarity statement comparing the three triangles in each diagram.
p. 518 2. � 3. � 4. �
�
�

� � � �
�
� �
SEE EXAMPLE 2 Find the geometric mean of each pair of numbers. If necessary, give the answer in
p. 519 simplest radical form.
5. 2 and 50 6. 4 and 16 7. _ 1 and 8
2
8. 9 and 12 9. 16 and 25 10. 7 and 11

SEE EXAMPLE 3 Find x, y, and z.

p. 520 11. � � 12. 13.
� � � �����
� ��
���
�� �
�
� �
� �� � ��

SEE EXAMPLE 4 14. Measurement To estimate the length of the

p. 520 USS Constitution in Boston harbor, a student
locates points T and U as shown. What is RS � �
to the nearest tenth?

� ����
�
���

PRACTICE AND PROBLEM SOLVING

Independent Practice Write a similarity statement comparing the three triangles in each diagram.
For See
Exercises Example 15. � �
�
16. � � 17. �
�
15–17 1
18–23 2 � �
24–26 3 � �
�
27 4
Find the geometric mean of each pair of numbers. If necessary, give the answer
TEKS TAKS in simplest radical form.
Skills Practice p. S18 18. 5 and 45 19. 3 and 15 20. 5 and 8
Application Practice p. S35 1 and 80
21. _ 22. 1.5 and 12 2 and _
23. _ 27
4 3 40
Find x, y, and z.
24. � 25. 26.
�� �
� � � � ����
�
�
��� �
�� ��
�

8-1 Similarity in Right Triangles 521

 27. Measurement To estimate the height of the Taipei 101
tower, Andrew stands so that his lines of sight to the top
and bottom of the tower form a 90° angle. What is the height
of the tower to the nearest foot?
91 ft 3 in.
28. The geometric mean of two numbers is 8. One of the
numbers is 2. Find the other number.
29. The geometric mean of two numbers is 2 √ 5.
One of the numbers is 6. Find the other number. 5 ft

ge07sec08l01003a
Use the diagram to complete each equation. �
x =_ z ? u x+y _ v
30. _
z 31. _
u=x
_ 32. _ v = ? � �
? �
y z
33. _ = _
2
x 34. (?) = y(x + y) 35. u 2 = (x + y)(?)
? �

Give each answer in simplest radical form. �

36. AD = 12, and CD = 8. Find BD.

37. AC = 16, and CD = 5. Find BC.
38. AD = CD = √
2 . Find BD. �
5 , and AC = √
39. BC = √ 10 . Find CD. � �
40. Finance An investment returns 3% one year and 10% the next year. The average
rate of return is the geometric mean of the two annual rates. What is the average rate
of return for this investment to the nearest tenth of a percent?
41. /////ERROR ANALYSIS///// Two students were asked to find EF.
Which solution is incorrect? Explain the error. �

� �
�������������
��� ������������ ���
������������
������������ �
�� � �� �
� �
� ���� ������������������ � ���� �����������������
� � �
������������ �� ���
�
� ���
� ������������ �� ���
�
� ���
�
�
�
������������
����� � ����
����� �� �� � � �
������������
����� �� � � �
� ����
�����

� �
42. The altitude to the hypotenuse of a right triangle divides the hypotenuse into
segments that are 2 cm long and 5 cm long. Find the length of the altitude
to the nearest tenth of a centimeter.
43. Critical Thinking Use the figure to show how �
�
Corollary 8-1-3 can be used to derive the Pythagorean
� �
Theorem. (Hint: Use the corollary to write expressions
for a 2 and b 2. Then add the expressions.)
�

44. This problem will prepare you for the Multi-Step TAKS Prep on page 542.
Before installing a utility pole, a crew must first � � �
dig a hole and install the anchor for the guy wire
̶̶̶ ̶̶
that supports the pole. In the diagram, SW ⊥ RT,
̶̶̶ ̶̶̶
RW ⊥ WT, RS = 4 ft, and ST = 3 ft.
̶̶̶
a. Find the depth of the anchor SW to the
�
nearest inch.
̶̶̶
b. Find the length of the rod RW to the nearest inch.

522 Chapter 8 Right Triangles and Trigonometry

45. Write About It Suppose the rectangle and �
�
square have the same area. Explain why s must
be the geometric mean of a and b. �

46. Write About It Explain why the geometric mean

of two perfect squares must be a whole number.

47. Lee is building a skateboard ramp based on the plan �

shown. Which is closest to the length of the ramp
from point X to point Y?
4.9 feet 8.5 feet
5.7 feet 9.4 feet �
���� ����

48. What is the area of △ABC? �

18 square meters 39 square meters
36 square meters 78 square meters
�
��� � ��� �
̶̶
49. Which expression represents the length of RS? � �
�
√y
+1 y2 �
√y y(y + 1)
� �

CHALLENGE AND EXTEND

50. Algebra An 8-inch-long altitude of a right triangle divides the hypotenuse into
two segments. One segment is 4 times as long as the other. What are the lengths of
the segments of the hypotenuse?
51. Use similarity in right triangles to find x, y, and z.
�����
� ��
��� �
52. Prove the following. If the altitude �
to the hypotenuse of a right triangle
bisects the hypotenuse, then the � �
triangle is a 45°-45°-90° right triangle.
�
53. Multi-Step Find AC and AB to the �������
�
nearest hundredth.
� �

� �
�
�������
SPIRAL REVIEW
Find the x-intercept and y-intercept for each equation. (Previous course)
54. 3y + 4 = 6x 55. x + 4 = 2y 56. 3y - 15 = 15x

The leg lengths of a 30°-60°-90° triangle are given. Find the length of the
hypotenuse. (Lesson 5-8)

57. 3 and √27 58. 7 and 7 √ 3 59. 2 and 2 √
3

For rhombus ABCD, find each measure, given that m∠DEC = 30y°, � �
m∠EDC = (8y + 15)°, AB = 2x + 8, and BC = 4x. (Lesson 6-4)
�
60. m∠EDC 61. m∠EDA 62. AB
� �

8-1 Similarity in Right Triangles 523

 8-2
Explore Trigonometric
Ratios
In a right triangle, the ratio of two side lengths is known as a
trigonometric ratio.

Use with Lesson 8-2

TEKS G.2.A Geometric structure: use constructions
to explore attributes of geometric figures and to
make conjectures about geometric relationships. KEYWORD: MG7 Lab8
Also G.5.B, G.9.B, G.11.A
Activity
1 Construct three points and label them A, B, and C.
 with common
 and AC
Construct rays AB
endpoint A. Move C so that ∠A is an acute angle.

2 Construct point D on AC. Construct a line

through D perpendicular to AB . Label the
intersection of the perpendicular line and
 as E.
AB

3 Measure ∠A. Measure DE, AE, and AD, the side

lengths of △AED.
DE , _
4 Calculate the ratios _ AE , and _
DE .
AD AD AE

Try This
1. Drag D along AC. What happens to the measure of ∠A as D
moves? What postulate or theorem guarantees that the
different triangles formed are similar to each other?
2. As you move D, what happens to the values of the three ratios
you calculated? Use the properties of similar triangles to
explain this result.
3. Move C. What happens to the measure of ∠A? With a new value
for m∠A, note the values of the three ratios. What happens to
the ratios if you drag D?
4. Move C until ___DE
AD
= ___
AE
AD
. What is the value of ___
DE
AE
? What is the
measure of ∠A? Use the properties of special right triangles
to justify this result.

524 Chapter 8 Right Triangles and Trigonometry

 8-2 Trigonometric
Ratios
TEKS G.11.C Similarity and the geometry of shape: develop, apply, and justify
triangle similarity relationships, such as ... trigonometric ratios ....
Objectives Who uses this?
Find the sine, cosine, Contractors use trigonometric ratios
and tangent of an acute to build ramps that meet legal
angle.
requirements.
Use trigonometric ratios
to find side lengths
According to the Americans with
in right triangles and
to solve real-world Disabilities Act (ADA), the maximum
problems. slope allowed for a wheelchair ramp
is __
1
12
, which is an angle of about 4.8°.
Vocabulary Properties of right triangles help builders
trigonometric ratio construct ramps that meet this requirement.
sine
cosine By the AA Similarity Postulate, a right triangle �
tangent with a given acute angle is similar to every
other right triangle with that same acute � ���
� �
angle measure. So △ABC ∼ △DEF ∼△XYZ, �
and ___
BC
= ___
EF
= ___
YZ
. These are trigonometric ���
AC DF XZ � �
Also G.5.B, G.5.D, G.8.C, ratios. A trigonometric ratio is a ratio of
G.11.B two sides of a right triangle. ���
� �

Trigonometric Ratios

DEFINITION SYMBOLS DIAGRAM

The sine of an angle is the ratio
sin A = __
opposite leg
=_
a
of the length of the leg opposite hypotenuse c
the angle to the length of the
hypotenuse. sin B = __ _
opposite leg
=
b
hypotenuse c
�
cos A = __ = _
In trigonometry, the The cosine of an angle is adjacent leg b
letter of the vertex c � �
the ratio of the length of the hypotenuse
of the angle is often
used to represent
leg adjacent to the angle to the
length of the hypotenuse. cos B = __ _
adjacent leg
=
a � �
hypotenuse c �
the measure of that
angle. For example,
the sine of ∠A is The tangent of an angle is the
tan A = __
opposite leg
=_
a
written as sin A. ratio of the length of the leg adjacent leg b
opposite the angle to the length
of the leg adjacent to the angle. tan B = __ _
opposite leg
=
b
adjacent leg a

EXAMPLE 1 Finding Trigonometric Ratios

Write each trigonometric ratio as a fraction and as �
��
a decimal rounded to the nearest hundredth. �
A sin R � ��
�
12 ≈ 0.92 opp. leg
sin R = _ The sine of an ∠ is _.
13 hyp.

8-2 Trigonometric Ratios 525

 Write each trigonometric ratio as a fraction and as a decimal rounded to
the nearest hundredth.
B cos R
5 ≈ 0.38 adj. leg
cos R = _ The cosine of an ∠ is _.
13 hyp.
C tan S
5 ≈ 0.42 opp. leg
tan S = _ The tangent of an ∠ is _.
12 adj. leg

Write each trigonometric ratio as a � ��

�
fraction and as a decimal rounded to �
the nearest hundredth. ��
�
1a. cos A 1b. tan B 1c. sin B

EXAMPLE 2 Finding Trigonometric Ratios in Special Right Triangles

Use a special right triangle to write sin 60° as a fraction.

�� ���
�����
��
�� Draw and label a 30°-60°-90° △.

���
�

s √3 √
3 opp. leg
sin 60° = _ = _ The sine of an ∠ is _.
2s 2 hyp.

2. Use a special right triangle to write tan 45° as a fraction.

EXAMPLE 3 Calculating Trigonometric Ratios

Use your calculator to find each trigonometric ratio. Round to the nearest
hundredth.
A cos 76° B sin 8° C tan 82°

Be sure your
calculator is in
degree mode, not
radian mode.

cos 76° ≈ 0.24 sin 8° ≈ 0.14 tan 82° ≈ 7.12

Use your calculator to find each trigonometric ratio.

Round to the nearest hundredth.
3a. tan 11° 3b. sin 62° 3c. cos 30°

The hypotenuse is always the longest side of a right triangle. So the denominator
of a sine or cosine ratio is always greater than the numerator. Therefore the sine
and cosine of an acute angle are always positive numbers less than 1. Since the
tangent of an acute angle is the ratio of the lengths of the legs, it can have any
value greater than 0.

526 Chapter 8 Right Triangles and Trigonometry

 EXAMPLE 4 Using Trigonometric Ratios to Find Lengths
Find each length. Round to the nearest hundredth.
A AB �
̶̶
AB is adjacent to the given angle, ∠A.
You are given BC, which is opposite ∠A. �������
Since the adjacent and opposite legs
are involved, use a tangent ratio. ���
� �
opp. leg BC
tan A = _ = _ Write a trigonometric ratio.
adj. leg AB
6.1
tan 41° = _ Substitute the given values.
AB
AB = _ 6.1
Multiply both sides by AB and divide by tan 41°.
tan 41°
AB ≈ 7.02 in. Simplify the expression.

B MP
̶̶̶
MP is opposite the given angle, ∠N. � �
You are given NP, which is the hypotenuse. ���
Do not round until Since the opposite side and hypotenuse ������
the final step of �
are involved, use a sine ratio.
your answer. Use
the values of the opp. leg MP
sin N = _ = _ Write a trigonometric ratio.
trigonometric ratios hyp. NP
provided by your MP
calculator. sin 20° = _ Substitute the given values.
8.7
8.7(sin 20°) = MP Multiply both sides by 8.7.
MP ≈ 2.98 cm Simplify the expression.

C YZ � ������� �
���
YZ is the hypotenuse. You are given XZ,
which is adjacent to the given angle, ∠Z.
Since the adjacent side and hypotenuse
are involved, use a cosine ratio. �
adj. leg XZ
cos Z = _ = _ Write a trigonometric ratio.
hyp. YZ
12.6
cos 38° = _ Substitute the given values.
YZ
YZ = _ 12.6
Multiply both sides by YZ and divide by cos 38°.
cos 38°
YZ ≈ 15.99 cm Simplify the expression.

Find each length. Round to the nearest hundredth.

4a. DF 4b. ST �
�

���

���
� ���� � � �
�������

4c. BC 4d. JL
� �

�����
��� ���
� � � �
�������

8-2 Trigonometric Ratios 527

 EXAMPLE 5 Problem Solving Application
A contractor is building a wheelchair ramp
for a doorway that is 1.2 ft above the ground.
To meet ADA guidelines, the ramp will
make an angle of 4.8° with the ground.
To the nearest hundredth of a foot, what is A
the horizontal distance covered by the ramp? C
B

1 Understand the Problem

Make a sketch. The answer is BC. �

������
�
2 Make a Plan ge07sec08l02002a
��� � �

̶̶ AB
BC is the leg adjacent to ∠C. You are given AB, which is the leg opposite ∠C.
Since the opposite and adjacent legs are involved, write an equation using
the tangent ratio.

3 Solve
tan C = _AB Write a trigonometric ratio.
BC
1.2
tan 4.8° = _ Substitute the given values.
BC
BC = _ 1.2 Multiply both sides by BC and divide by tan 4.8°.
tan 4.8°
BC ≈ 14.2904 ft Simplify the expression.

4 Look Back
The problem asks for BC rounded to the nearest hundredth, so round the
length to 14.29. The ramp covers a horizontal distance of 14.29 ft.

5. Find AC, the length of the ramp in Example 5, to the nearest

hundredth of a foot.

THINK AND DISCUSS

1. Tell how you could use a sine ratio to find AB. �
2. Tell how you could use a cosine ratio to find AB.
3. GET ORGANIZED Copy and complete the �
graphic organizer. In each cell, write the ���
meaning of each abbreviation and draw a � ��� �
diagram for each.

������������ ����� �������

�
��������
�������������
����
� �
� �
� ����� �
��
��������
������������

��������
����������� �
�������������

528 Chapter 8 Right Triangles and Trigonometry

 8-2
Exercises KEYWORD: MG7 8-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. In △JKL, ∠K is a right angle. Write the sine of ∠J as a ratio of side lengths.
2. In △MNP, ∠M is a right angle. Write the tangent of ∠N as a ratio of side lengths.

SEE EXAMPLE 1 Write each trigonometric ratio as a fraction and as a decimal rounded to
�
p. 525 the nearest hundredth.
3. sin C 4. tan A 5. cos A � �
6. cos C 7. tan C 8. sin A
� �
�
SEE EXAMPLE 2 Use a special right triangle to write each trigonometric ratio as a fraction.
p. 526 9. cos 60° 10. tan 30° 11. sin 45°

SEE EXAMPLE 3 Use your calculator to find each trigonometric ratio. Round to the nearest
p. 526 hundredth.
12. tan 67° 13. sin 23° 14. sin 49°
15. cos 88° 16. cos 12° 17. tan 9°

SEE EXAMPLE 4 Find each length. Round to the nearest hundredth.

p. 527 18. BC � 19. QR � 20. KL �
�
�����
���
����� ������ ���
��� �
� �
� �

SEE EXAMPLE 5 21. Architecture A pediment has a pitch �

of 15°, as shown. If the width of the ���
p. 528
pediment, WZ, is 56 ft, what is XY to � �
�
the nearest inch?

PRACTICE AND PROBLEM SOLVING

Independent Practice Write each trigonometric ratio as a fraction and as a ��
For See � �
decimal rounded to the nearest hundredth.
Exercises Example
22–27 1 22. cos D 23. tan D 24. tan F �� �

28–30 2 25. cos F 26. sin F 27. sin D �

31–36 3
37–42 4 Use a special right triangle to write each trigonometric ratio as a fraction.
43 5
28. tan 60° 29. sin 30° 30. cos 45°

TEKS TAKS
Use your calculator to find each trigonometric ratio. Round to the nearest hundredth.
Skills Practice p. S18
31. tan 51° 32. sin 80° 33. cos 77°
Application Practice p. S35
34. tan 14° 35. sin 55° 36. cos 48°

8-2 Trigonometric Ratios 529

 Find each length. Round to the nearest hundredth.
37. PQ 38. AC 39. GH
�
� �
�����
��������
�����
���
� � ��� ���
� � � �
40. XZ 41. KL � 42. EF
� � �
������ ���
Sports ��� ���
������ ������
�
�
� �
�

43. Sports A jump ramp for waterskiing

makes an angle of 15° with the surface
of the water. The ramp rises 1.58 m
above the surface. What is the
length of the ramp to the nearest ������
hundredth of a meter?
The Aquaplex Ski Lake in ���
Austin hosted the 2004
and 2005 Barefoot
National Championships. Use special right triangles to complete each statement.
Barefoot skiing began 44. An angle that measures ? has a tangent of 1.
̶̶̶̶
in 1947. The first U.S.
national competition 45. For a 45° angle, the ? and ? ratios are equal.
̶̶̶̶ ̶̶̶̶
was held in Waco in 46. The sine of a ? angle is 0.5.
September 1978. ̶̶̶̶
47. The cosine of a 30° angle is equal to the sine of a ? angle.
̶̶̶̶
48. Safety According to the Occupational Safety and Health Administration (OSHA),
a ladder that is placed against a wall should make a 75.5° angle with the ground
for optimal safety. To the nearest tenth of a foot, what is the maximum height that
a 10-ft ladder can safely reach?

Find the indicated length in each rectangle. Round to the nearest tenth.
49. BC � � 50. SU � �
���

���
� �
���� � ������� �
51. Critical Thinking For what angle measures is the tangent ratio less than 1?
greater than 1? Explain.

52. This problem will prepare you for the Multi-Step TAKS Prep on page 542.
̶̶
A utility worker is installing a 25-foot pole AB at �
̶̶ ̶̶
the foot of a hill. Two guy wires, AC and AD, will help
keep the pole vertical.
̶̶
a. To the nearest inch, how long should AC be?
̶̶
b. AD is perpendicular to the hill, which makes an angle �
of 28° with a horizontal line. To the nearest inch, � ���
how long should this guy wire be? �

530 Chapter 8 Right Triangles and Trigonometry

 53. Find the sine of the smaller acute angle in a triangle with side lengths of 3, 4,
and 5 inches.
History 54. Find the tangent of the greater acute angle in a triangle with side lengths of 7, 24,
and 25 centimeters.
55. History The Great Pyramid of Cheops in Giza, Egypt, was completed around
2566 B.C.E. Its original height was 482 ft. Each face of the pyramid forms a 52° angle
with the ground. To the nearest foot, how long is the base of the pyramid?
56. Measurement Follow these steps to calculate trigonometric ratios.
The Pyramid of Cheops
consists of more than a. Use a centimeter ruler to find AB, BC, and AC. �
2,000,000 blocks of
stone with an average b. Use your measurements from part a to find
weight of 2.5 tons each. the sine, cosine, and tangent of ∠A.
c. Use a protractor to find m∠A. � �
d. Use a calculator to find the sine, cosine, and
tangent of ∠A.
e. How do the values in part d compare to the ones you found in part b?
57. Algebra Recall from Algebra I that an identity is an equation that is true
for all values of the variables. �

a. Show that the identity tan A = _ sin A is true when m∠A = 30°. �
cos A �
b. Write tan A, sin A, and cos A in terms of a, b, and c. � � �
sin A .
c. Use your results from part b to prove the identity tan A = _
cos A
2
Verify that (sin A) + (cos A)2 = 1 for each angle measure.
58. m∠A = 45° 59. m∠ A = 30° 60. m∠A = 60°
2
61. Multi-Step The equation (sin A) + (cos A)2 = 1 is known as a
Pythagorean Identity. �
�
a. Write sin A and cos A in terms of a, b, and c. �
b. Use your results from part a to prove the identity � � �
(sin A)2 + (cos A)2 = 1.
c. Write About It Why do you think this identity is called a Pythagorean identity?

Find the perimeter and area of each triangle. Round to the nearest hundredth.
62. 63.

��� ���
��� ������

64. 65.
���
���
������
����

66. Critical Thinking Draw △ABC with ∠C a right angle. Write sin A and cos B in
terms of the side lengths of the triangle. What do you notice? How are ∠A and ∠B
related? Make a conjecture based on your observations.
67. Write About It Explain how the tangent of an acute angle changes as the angle
measure increases.

8-2 Trigonometric Ratios 531

 68. Which expression can be used to find AB? �
7.1(sin 25°) 7.1(sin 65°) ���
���
(
7.1 cos 25°) 7.1(tan 65°) ���
� �
69. A steel cable supports an electrical tower as shown.
The cable makes a 65° angle with the ground.
The base of the cable is 17 ft from the tower.
What is the height of the tower to the nearest foot?
8 feet 36 feet
15 feet 40 feet
���

70. Which of the following has the same value as sin M? �����
�
sin N cos N
tan M cos M
� �

CHALLENGE AND EXTEND

Algebra Find the value of x. Then find AB, BC, and AC. Round each to the nearest unit.
71. � 72. �
���

������ ���
� �
�������
���
� �
��

73. Multi-Step Prove the identity (tan A)2 + 1 = _ 1 .

(cos A)2
74. A regular pentagon with 1 in. sides is inscribed in a circle.
Find the radius of the circle rounded to the nearest hundredth.
�����
Each of the three trigonometric ratios has a reciprocal ratio,
as defined below. These ratios are cosecant (csc), secant (sec),
�
and cotangent (cot).
csc A = _ 1 sec A = _ 1 cot A = _ 1
sin A cos A tan A � �

Find each trigonometric ratio to the nearest hundredth.

� �
75. csc Y 76. sec Z 77. cot Y �

SPIRAL REVIEW
Find three ordered pairs that satisfy each function. (Previous course)
78. f(x) = 3x - 6 79. f(x) = -0.5x + 10 80. f(x) = x 2 - 4x + 2

Identify the property that justifies each statement. (Lesson 2-5)

̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
81. AB ≅ CD, and CD ≅ DE. So AB ≅ DE.
̶̶ ̶̶
82. AB ≅ AB
83. If ∠JKM ≅ ∠MLK, then ∠MLK ≅ ∠JKM.

Find the geometric mean of each pair of numbers. (Lesson 8-1)

84. 3 and 27 85. 6 and 24 86. 8 and 32

532 Chapter 8 Right Triangles and Trigonometry

 Inverse Functions
Algebra
In Algebra, you learned that a function is a relation in which each element of
the domain is paired with exactly one element of the range. If you switch the
domain and range of a one-to-one function, you create an inverse function.
See Skills Bank
page S62

The function y = sin -1 x is the inverse of the function y = sin x.

�����
�����

�������� ��������

������ ������

If you know the value of a trigonometric ratio, you can use the inverse trigonometric
function to find the angle measure. You can do this either with a calculator or by looking
at the graph of the function. �������������������
������������������
��������������
� ���������
�������������� � �
� � ��������� �
������������
������������ ���������
��� ��� �
� �
� ��� ��� � ��� ��� � � ��� ���

Example
Use the graphs above to find the value of x for 1 = sin x. Then write this expression
using an inverse trigonometric function.
1 = sin x Look at the graph of y = sin x. Find where the graph intersects
the line y = 1 and read the corresponding x-coordinate.

x = 90°
90° = sin -1(1) Switch the x- and y-values.

Try This TAKS Grades 9–11 Obj. 2

Use the graphs above to find the value of x for each of the following. Then write each
expression using an inverse trigonometric function.
1. 0 = sin x 2. _1 = cos x 3. 1 = tan x
2
4. 0 = cos x 5. 0 = tan x 1 = sin x
6. _
2

On Track for TAKS 533

 8-3 Solving
Right Triangles
TEKS G.11.C Similarity and the geometry of shape: develop, apply, and justify
triangle similarity relationships, such as ... trigonometric ratios ....
Objective Why learn this?
Use trigonometric ratios You can convert the percent grade
to find angle measures of a road to an angle measure by
in right triangles and
solving a right triangle.
to solve real-world
problems.
San Francisco, California, is famous for
its steep streets. The steepness of a road
Also G.5.D, G.7.A, is often expressed as a percent grade.
G.7.C, G.8.C, G.11.B Filbert Street, the steepest street in
San Francisco, has a 31.5% grade. This
means the road rises 31.5 ft over a
horizontal distance of 100 ft, which is
equivalent to a 17.5° angle. You can use
trigonometric ratios to change a percent
grade to an angle measure.

EXAMPLE 1 Identifying Angles from Trigonometric Ratios

�
Use the trigonometric ratio cos A = 0.6 to determine
����
which angle of the triangle is ∠A. ������

adj. leg
cos A = _ Cosine is the ratio of the adjacent �
hyp. leg to the hypotenuse. ������
3.6 = 0.6
cos ∠1 = _ The leg adjacent to ∠1 is 3.6. The hypotenuse is 6.
6
4.8 = 0.8
cos ∠2 = _ The leg adjacent to ∠2 is 4.8. The hypotenuse is 6.
6
Since cos A = cos ∠1, ∠1 is ∠A.

Use the given trigonometric ratio to

� ������
determine which angle of the triangle ������
is ∠A.
�
1a. sin A = _8 1b. tan A = 1.875 ����
17

In Lesson 8-2, you learned that sin 30° = 0.5. Conversely, if you know that the
sine of an acute angle is 0.5, you can conclude that the angle measures 30°.
This is written as sin -1(0.5) = 30°.

If you know the sine, cosine, or tangent of an acute angle measure, you can use
the inverse trigonometric functions to find the measure of the angle.
The expression sin -1 x
is read “the inverse Inverse Trigonometric Functions
sine of x.” It does
not mean ____ 1
sin x
. You If sin A = x, then sin -1 x = m∠A.
can think of sin -1 x If cos A = x, then cos -1 x = m∠A.
as “the angle whose
sine is x.” If tan A = x, then tan -1 x = m∠A.

534 Chapter 8 Right Triangles and Trigonometry

 EXAMPLE 2 Calculating Angle Measures from Trigonometric Ratios
Use your calculator to find each angle measure to the nearest degree.
A cos -1(0.5) B sin -1(0.45) C tan -1(3.2)
When using your
calculator to find
the value of an
inverse trigonometric
expression, you may
need to press the cos -1(0.5) = 60° sin -1(0.45) ≈ 27° tan -1(3.2) ≈ 73°
[arc], [inv], or
[2nd] key.
Use your calculator to find each angle measure to the
nearest degree.
2a. tan -1(0.75) 2b. cos -1(0.05) 2c. sin -1(0.67)

Using given measures to find the unknown angle measures or side lengths of
a triangle is known as solving a triangle. To solve a right triangle, you need to
know two side lengths or one side length and an acute angle measure.

�
EXAMPLE 3 Solving Right Triangles
Find the unknown measures. Round lengths to the nearest �
hundredth and angle measures to the nearest degree.
� �
���
Method 1: Method 2:
By the Pythagorean Theorem,
AC 2 = AB 2 + BC 2.
m∠A = tan -1 _( )
5 ≈ 34°
7.5
Since the acute angles of a right
= (7.5)2 + 5 2 = 81.25 triangle are complementary,
m∠C ≈ 90° - 34° ≈ 56°.
 ≈ 9.01.
So AC = √81.25

( )
m∠A = tan -1 _ 5 ≈ 34°
7.5
sin A = _5 , so AC = _
AC
5 .
sin A
Since the acute angles of a right 5
triangle are complementary, AC ≈ __ ≈ 9.01
m∠C ≈ 90° - 34° ≈ 56°.
⎡
⎣ ( )
sin ⎢tan -1 _5 ⎤
⎥
7.5 ⎦

3. Find the unknown measures. Round ��

� �
lengths to the nearest hundredth and
angle measures to the nearest degree. ���
�

Solving Right Triangles

Rounding can really make a difference! To find AC, �

I used the Pythagorean Theorem and got 15.62.

( )
Then I did it a different way. I used m∠A = tan -1 __
10
12
to ��
find m∠A = 39.8056°, which I rounded to 40°.
� �
sin 40° = ___
10
AC
, so AC = _____
10
sin 40°
≈ 15.56. ��

The difference in the two answers reminded me not

Kendell Waters to round values until the last step.
Marshall High School

8- 3 Solving Right Triangles 535

 EXAMPLE 4 Solving a Right Triangle in the Coordinate Plane
The coordinates of the vertices of △JKL are J(-1, 2), K(-1, -3), and
L(3, -3). Find the side lengths to the nearest hundredth and the angle
measures to the nearest degree.
Step 1 Find the side lengths. �

Plot points J, K, and L. �

�
JK = 5 KL = 4
�
By the Distance Formula,
�� � �
JL = √⎡⎣
3 - (-1)⎤⎦ 2 + (-3 - 2)2 .

= √
4 2 + (-5)2 � �

= √16
  ≈ 6.40
+ 25 = √41
Step 2 Find the angle measures.
̶̶ ̶̶
m∠K = 90° JK and KL are ⊥.

m∠J = tan -1 _ ()
4 ≈ 39°
5
̶̶ ̶̶
KL is opp. ∠J, and JK is adj. to ∠J.

m∠L ≈ 90° - 39° ≈ 51° The acute  of a rt. △ are comp.

4. The coordinates of the vertices of △RST are R(-3, 5),

S(4, 5), and T(4, -2). Find the side lengths to the nearest
hundredth and the angle measures to the nearest degree.

EXAMPLE 5 Travel Application

San Francisco’s Lombard
Street is known as one of
“the crookedest streets in
the world.” The road’s
eight switchbacks were built
in the 1920s to make the
steep hill passable by cars.
If the hill has a percent
grade of 84%, what angle
does the hill make with a
horizontal line? Round to
the nearest degree.

84% = _ 84 Change the percent grade to a fraction.

100
An 84% grade means the hill rises 84 ft for
every 100 ft of horizontal distance.
�
Draw a right triangle to represent the hill.
����� ∠A is the angle the hill makes with a
horizontal line.
� �
������

m∠A = tan -1 _
100 ( )
84 ≈ 40°

5. Baldwin St. in Dunedin, New Zealand, is the steepest street

in the world. It has a grade of 38%. To the nearest degree,
what angle does Baldwin St. make with a horizontal line?

536 Chapter 8 Right Triangles and Trigonometry

 THINK AND DISCUSS
�
1. Describe the steps you would use to solve △RST.
�����
2. Given that cos Z = 0.35, write an equivalent
statement using an inverse trigonometric function.
� �
3. GET ORGANIZED Copy and complete the graphic �����
organizer. In each box, write a trigonometric ratio �
for ∠A. Then write an equivalent statement using
an inverse trigonometric function. � �

������������� ���������������������
� �
����� �������� �

����
������
�������

8-3
Exercises KEYWORD: MG7 8-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Use the given trigonometric ratio to determine which angle �����
p. 534 of the triangle is ∠A. �

1. sin A = _4 1
2. tan A = 1_ 3. cos A = 0.6 �����
5 3 �
������
4. cos A = 0.8 5. tan A = 0.75 6. sin A = 0.6

SEE EXAMPLE 2 Use your calculator to find each angle measure to the nearest degree.
p. 535
7. tan -1(2.1) ()
1
8. cos -1 _
3 ()
5
9. cos -1 _
6
10. sin -1(0.5) 11. sin -1(0.61) 12. tan -1(0.09)

SEE EXAMPLE 3 Multi-Step Find the unknown measures. Round lengths to the nearest hundredth
p. 535 and angle measures to the nearest degree.
13. � 14. � � 15. �
���
�� ���
���
���
� �
� ��� �
�

SEE EXAMPLE 4 Multi-Step For each triangle, find the side lengths to the nearest hundredth and
p. 536 the angle measures to the nearest degree.
16. D(4, 1), E(4, -2), F(-2, -2) 17. R(3, 3), S(-2, 3), T(-2, -3)
18. X(4, -6), Y(-3, 1), Z(-3, -6) 19. A(-1, 1), B(1, 1), C(1, 5)

8- 3 Solving Right Triangles 537

SEE EXAMPLE 5 20. Cycling A hill in the Tour de France
p. 536 bike race has a grade of 8%.
To the nearest degree, what is the
angle that this hill makes with a
horizontal line?

PRACTICE AND PROBLEM SOLVING

Independent Practice Use the given trigonometric ratio to determine which angle
������ �����
For See of the triangle is ∠A.
Exercises Example � �
21. tan A = _ 5 22. tan A = 2.4 12
23. sin A = _
21–26 1 �������
12 13
27–32 2
24. sin A = _ 5 12
25. cos A = _ 26. cos A = _5
33–35 3 13 13 13
36–37 4
38 5 Use your calculator to find each angle measure to the nearest degree.
27. sin -1(0.31) 28. tan -1(1) 29. cos -1(0.8)
TEKS TAKS
Skills Practice p. S18
30. cos -1(0.72) 31. tan -1(1.55) 32. sin -1 _( )
9
17
Application Practice p. S35
Multi-Step Find the unknown measures. Round lengths to the nearest hundredth
and angle measures to the nearest degree.
33. ��� � 34. � ����
�
�� � 35. �
� ���
��� ���
����
�
��
� � �
�

Multi-Step For each triangle, find the side lengths to the nearest hundredth and
the angle measures to the nearest degree.
36. A(2, 0), B(2, -5), C(1, -5) 37. M(3, 2), N(3, -2), P(-1, -2)
38. Building For maximum accessibility, a wheelchair ramp should have a slope
between __
1
16
and __
1
20
. What is the range of angle measures that a ramp should make
with a horizontal line? Round to the nearest degree.

Complete each statement. If necessary, round angle measures to the nearest degree.
Round other values to the nearest hundredth.
39. tan ? ≈ 3.5 40. sin ? ≈ _ 2 41. ? 42° ≈ 0.74
̶̶̶̶ ̶̶̶̶ 3 ̶̶̶̶
42. cos -1( ? ) ≈ 12° 43. sin -1( ? ) ≈ 69° 44. ? 60° = _ 1
̶̶̶̶ ̶̶̶̶ ̶̶̶̶ 2
45. Critical Thinking Use trigonometric ratios to explain why the diagonal of
a square forms a 45° angle with each of the sides.
46. Estimation You can use trigonometry to find �
angle measures when a protractor is not available.
a. Estimate the measure of ∠P.
b. Use a centimeter ruler to find RQ and PQ.
c. Use your measurements from part b and an inverse
� �
trigonometric function to find m∠P to the nearest degree.
d. How does your result in part c compare to your estimate in part a?

538 Chapter 8 Right Triangles and Trigonometry

 46. This problem will prepare you for the Multi-Step TAKS Prep on page 542.
An electric company wants to install a vertical utility pole
at the base of a hill that has an 8% grade.
a. To the nearest degree, what angle does the hill make
with a horizontal line?
b. What is the measure of the angle between the pole and
the hill? Round to the nearest degree.
c. A utility worker installs a 31-foot guy wire from the top of
the pole to the hill. Given that the guy wire is perpendicular
to the hill, find the height of the pole to the nearest inch.

The side lengths of a right triangle are given below. Find the measures of the acute
angles in the triangle. Round to the nearest degree.
48. 3, 4, 5 49. 5, 12, 13 50. 8, 15, 17

Fitness 51. What if…? A right triangle has leg lengths of 28 and 45 inches. Suppose the length
of the longer leg doubles. What happens to the measure of the acute angle opposite
that leg?
52. Fitness As part of off-season training, the Houston Texans football team must
sprint up a ramp with a 28% grade. To the nearest degree, what angle does this ramp
make with a horizontal line?
53. The coordinates of the vertices of a triangle are A(-1, 0), B(6, 1), and C(0, 3).
a. Use the Distance Formula to find AB, BC, and AC.
b. Use the Converse of the Pythagorean Theorem to show that △ABC is a right
triangle. Identify the right angle.
Running on a treadmill c. Find the measures of the acute angles of △ABC. Round to the nearest degree.
is slightly easier than
running outdoors,
Find the indicated measure in each rectangle. Round to the nearest degree.
since you don’t have
to overcome wind 54. m∠BDC 55. m∠STV
resistance. Set the � ���� � � �
treadmill to a 1% grade
���� �����
to match the intensity
of an outdoor run. � � � �
�����

Find the indicated measure in each rhombus. Round to the nearest degree.
56. m∠DGF 57. m∠LKN
� ������ � �
� ������� � �����
� �
������
� � �

58. Critical Thinking Without using a calculator, compare the values of

tan 60° and tan 70°. Explain your reasoning.

The measure of an acute angle formed by a line with �

����������
slope m and the x-axis can be found by using the
expression tan -1(m). Find the measure of the acute
�
angle that each line makes with the x-axis. Round to � �
the nearest degree. � �
2x + 1 �����������������
59. y = 3x + 5 60. y = _ 61. 5y = 4x + 3
3

8- 3 Solving Right Triangles 539

 62. /////ERROR ANALYSIS///// A student was asked to find
m∠C. Explain the error in the student’s solution. �
� �
�����������������
�������������������������
��������������
� �
������� �������������������������� ���

63. Write About It A student claims that you must know

the three side lengths of a right triangle before you can
use trigonometric ratios to find the measures of the
acute angles. Do you agree? Why or why not?
̶̶
64. DC is an altitude of right △ABC. Use trigonometric � �
ratios to find the missing lengths in the figure.
�
Then use these lengths to verify the three relationships �
in the Geometric Mean Corollaries from Lesson 8-1. ��
�

65. Which expression can be used to find m∠A? �

tan -1(0.75) cos -1(0.8) � �
sin -1
()3
_
5
tan -1
() 4
_
3 �
�
�

66. Which expression is NOT equivalent to cos 60°?

1
_ _sin 60°
2 tan 60°
sin 30° 1
cos -1 _
2 ()
67. To the nearest degree, what is the measure
of the acute angle formed by Jefferson St. 2.7 mi
Jefferson St.
and Madison St.?

Main St.
27° 59° M
ad 1.4 mi
iso
31° 63° nS
t.
68. Gridded Response A highway exit ramp
has a slope of __
3
20
. To the nearest degree,
find the angle that the ramp makes with
a horizontal line. ge07se_c08l03007a
AB

CHALLENGE AND EXTEND

Find each angle measure. Round to the nearest degree.
69. m∠J 70. m∠A
� �
�����
����� ��� �����

��� � �
� � ������� �
�

Simply each expression.

71. cos -1(cos 34°) 72. tan⎡⎣tan -1(1.5)⎤⎦ 73. sin(sin -1 x)
74. A ramp has a 6% grade. The ramp is 40 ft long. Find the vertical distance
that the ramp rises. Round your answer to the nearest hundredth.

540 Chapter 8 Right Triangles and Trigonometry

75. Critical Thinking Explain why the expression sin -1(1.5) does not make sense.
76. If you are given the lengths of two sides of
△ABC and the measure of the included angle, �
you can use the formula __12 bc sin A to find the � �
area of the triangle. Derive this formula. (Hint:
̶̶ � �
Draw an altitude from B to AC. Use trigonometric �
ratios to find the length of this altitude.)

SPIRAL REVIEW
The graph shows the amount of rainfall in a ��������
city for the first five months of the year.
Determine whether each statement is true �

��������������
or false. (Previous course) �
�
77. It rained more in April than it did in January,
�
February, and March combined.
�
78. The average monthly rainfall for this five- �
month period was approximately 3.5 inches. �

��

��

��
��

��

�
79. The rainfall amount increased at a constant
rate each month over the five-month period. �����

Use the diagram to find each value, given that � ������ �

△ABC ≅ △DEF. (Lesson 4-3) ���
���
80. x 81. y 82. DF �
���
Use your calculator to find each trigonometric ratio. �
Round to the nearest hundredth. (Lesson 8-2) ���
� �
83. sin 63° 84. cos 27° 85. tan 64° ������
����������

Using Technology

Use a spreadsheet to complete the following.

������������������� ���������������������� ����������������������

1. In cells A2 and B2, enter values for the leg lengths of a right triangle.
2. In cell C2, write a formula to calculate c, the length of the hypotenuse.
3. Write a formula to calculate the measure of ∠A in cell D2. Be sure to use the
Degrees function so that the answer is given in degrees. Format the value to
include no decimal places.
4. Write a formula to calculate the measure of ∠B in cell E2. Again, be sure to
use the Degrees function and format the value to include no decimal places.
5. Use your spreadsheet to check your answers for Exercises 48–50.

8- 3 Solving Right Triangles 541

 SECTION 8A

Trigonometric Ratios
It’s Electrifying! Utility workers
install and repair the utility poles and
wires that carry electricity from
generating stations to consumers. As
shown in the figure, a crew of workers
̶̶
plans to install a vertical utility pole AC
̶̶
and a supporting guy wire AB that is
perpendicular to the ground.

1. The utility pole is 30 ft tall. The crew finds

that DC = 6 ft. What is the distance DB from �
the pole to the anchor point of the guy wire?
2. How long is the guy wire? Round to the
nearest inch.
3. In the figure, ∠ABD is called the line angle. In
order to choose the correct weight of the cable
for the guy wire, the crew needs to know the
measure of the line angle. Find m∠ABD to the
nearest degree.
�
4. To the nearest degree, what is the measure of �
the angle formed by the pole and the guy wire? �
5. What is the percent grade of the hill on which
the crew is working?

542 Chapter 8 Right Triangles and Trigonometry

 SECTION 8A

Quiz for Lessons 8-1 Through 8-3

8-1 Similarity in Right Triangles
Find the geometric mean of each pair of numbers. If necessary, give the answer in
simplest radical form.
1. 5 and 12 2. 2.75 and 44 3. _ 15
5 and _
2 8
Find x, y, and z.
4. 5. � 6. �� �
� � � ��
� � �
� �

� �
�������
�
��

7. A land developer needs to know the distance

��� � ���� �
across a pond on a piece of property. �
What is AB to the nearest tenth of a meter?

�
8-2 Trigonometric Ratios
Use a special right triangle to write each trigonometric ratio as a fraction.
8. tan 45° 9. sin 30° 10. cos 30°

Use your calculator to find each trigonometric ratio. Round to the nearest
hundredth.
11. sin 16° 12. cos 79° 13. tan 27°

Find each length. Round to the nearest hundredth.

14. QR 15. AB 16. LM
� � �

��� ���
������
���
� �
��� ������
� � � �

8-3 Solving Right Triangles

Find the unknown measures. Round lengths to the nearest hundredth and angle
measures to the nearest degree.
17. � 18. � � 19. � �
���
�� � ���� ���

��� �
� � �

20. The wheelchair ramp at the entrance of the Mission Bay Library has
a slope of __
1
18
. What angle does the ramp make with the sidewalk?
Round to the nearest degree.

Ready to Go On? 543

 8-4 Angles of Elevation
and Depression
TEKS G.11.C Similarity and the geometry of shape: ... apply ... triangle similarity
relationships, such as ... trigonometric ratios .... Also G.5.D
Objective Who uses this?
Solve problems involving Pilots and air traffic controllers
angles of elevation and use angles of depression to
angles of depression.
calculate distances.
Vocabulary
angle of elevation An angle of elevation is the angle formed
angle of depression by a horizontal line and a line of sight to a
point above the line. In the diagram, ∠1 is
the angle of elevation from the tower T to
the plane P.

An angle of depression is the angle formed

by a horizontal line and a line of sight to a
point below the line. ∠2 is the angle of
depression from the plane to the tower.

P
2
Angle of depression
T 1

Angle of elevation

Since horizontal lines are parallel, ∠1 ≅ ∠2 by the Alternate Interior Angles

Theorem. Therefore the angle of elevation from one point is congruent
to the angle of depression from the other point.

EXAMPLE 1 Classifyingge07se_c08l04002a
Angles of Elevation and Depression
AB
Classify each angle as an angle of
elevation or angle of depression.
3
4
A ∠3
5
∠3 is formed by a horizontal
line and a line of sight to a
point below the line. It is
an angle of depression.

B ∠4 6
∠4 is formed by a horizontal
line and a line of sight to a
point above the line. It is an
angle of elevation.

Use the diagram above to classify each angle as an angle of

elevation or angle of depression.
1a. ∠5 1b. ∠6
ge07se_c08l04006a
544 Chapter 8 Right Triangles and Trigonometry
AB
 EXAMPLE 2 Finding Distance by Using Angle of Elevation
An air traffic controller at an airport sights a plane at an angle of
elevation of 41°. The pilot reports that the plane’s altitude is 4000 ft.
What is the horizontal distance between the plane and the airport?
Round to the nearest foot.
Draw a sketch to represent the given information. Let A represent the
airport and let P represent the plane. Let x be the horizontal distance
between the plane and the airport.
�

�������

���
�
�
4000
tan 41° = _ x You are given the side opposite ∠A, and x is the side
adjacent to ∠A. So write a tangent ratio.
x=_4000 Multiply both sides by x and divide both sides by tan 41°.
tan 41°
x ≈ 4601 ft Simplify the expression.

2. What if…? Suppose the plane is at an altitude of 3500 ft

and the angle of elevation from the airport to the plane is 29°.
What is the horizontal distance between the plane and the
airport? Round to the nearest foot.

EXAMPLE 3 Finding Distance by Using Angle of Depression

A forest ranger in a 90-foot observation tower sees a fire. The angle of
depression to the fire is 7°. What is the horizontal distance between
the tower and the fire? Round to the nearest foot.
Draw a sketch to represent the given information. Let T represent the top
of the tower and let F represent the fire. Let x be the horizontal distance
between the tower and the fire.

The angle of � ��
depression may not
be one of the angles �����
in the triangle you
are solving. It may be � � �
the complement of
one of the angles in By the Alternate Interior Angles Theorem, m∠F = 7°.
the triangle. 90
tan 7° = _x Write a tangent ratio.

x=_ 90
Multiply both sides by x and
tan 7°
divide both sides by tan 7°.
x ≈ 733 ft Simplify the expression.

3. What if…? Suppose the ranger sees another fire and the
angle of depression to the fire is 3°. What is the horizontal
distance to this fire? Round to the nearest foot.

8- 4 Angles of Elevation and Depression 545

 EXAMPLE 4 Aviation Application
A pilot flying at an altitude of 2.7 km sights two control towers directly
in front of her. The angle of depression to the base of one tower is 37°.
The angle of depression to the base of the other tower is 58°. What is the
distance between the two towers? Round to the nearest tenth of a kilometer.
Step 1 Draw a sketch. Let P represent the plane and let A and B
represent the two towers. Let x be the distance between the towers.
� �
���
���
Always make a ������
sketch to help you
correctly place the
given angle measure. ��� ���
� � � �
�
�

Step 2 Find y.
By the Alternate Interior Angles Theorem, m∠CAP = 58°.
In △APC, tan 58° = _2.7 .
y
So y = _ 2.7 ≈ 1.6871 km.
tan 58°
Step 3 Find z.
By the Alternate Interior Angles Theorem, m∠CBP = 37°.
In △BPC, tan 37° = _2.7 .
z
So z = _ 2.7 ≈ 3.5830 km.
tan 37°
Step 4 Find x.
x=z-y
x ≈ 3.5830 - 1.6871 ≈ 1.9 km
So the two towers are about 1.9 km apart.

4. A pilot flying at an altitude of 12,000 ft sights two airports

directly in front of him. The angle of depression to one airport
is 78°, and the angle of depression to the second airport is 19°.
What is the distance between the two airports? Round to the
nearest foot.

THINK AND DISCUSS

1. Explain what happens to the angle of elevation from your eye to the
top of a skyscraper as you walk toward the skyscraper.
2. GET ORGANIZED Copy and complete the graphic organizer below.
In each box, write a definition or make a sketch.

������������������ �������������������

����� ������� ����� �������

546 Chapter 8 Right Triangles and Trigonometry

 8-4
Exercises KEYWORD: MG7 8-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. An angle of ? is measured from a horizontal line to a point above that line.
̶̶̶̶
(elevation or depression)
2. An angle of ? is measured from a horizontal line to a point below that line.
̶̶̶̶
(elevation or depression)

SEE EXAMPLE 1 Classify each angle as an angle of

p. 544 elevation or angle of depression.
4
3. ∠1
4. ∠2 3
2
5. ∠3
1
6. ∠4

SEE EXAMPLE 2 7. Measurement When the angle of elevation to ge07sec08l04007a

p. 545 the sun is 37°, a flagpole casts a shadow that is
24.2 ft long. What is the height of the flagpole to
the nearest foot?
���
�������

SEE EXAMPLE 3 8. Aviation The pilot of a traffic helicopter sights an accident at an angle of
p. 545 depression of 18°. The helicopter’s altitude is 1560 ft. What is the horizontal
distance from the helicopter to the accident? Round to the nearest foot.

SEE EXAMPLE 4 9. Surveying From the top of a canyon, the angle of

p. 546 depression to the far side of the river is 58°, and the ���
angle of depression to the near side of the river is 74°.
���
The depth of the canyon is 191 m. What is the width �����
of the river at the bottom of the canyon? Round to
the nearest tenth of a meter.

PRACTICE AND PROBLEM SOLVING

Independent Practice Classify each angle as an angle of elevation or angle of depression.
For See
Exercises Example 10. ∠1
4
10–13 1 11. ∠2
14 2 3
12. ∠3 1
15 3
16 4 13. ∠4 2

TEKS TAKS
Skills Practice p. S19
Application Practice p. S35 14. Geology To measure the height of a rock formation, a surveyor places her transit
100 m from its base and focuses the transit on the top of the formation. The angle of
elevation isge07se_c08l04008a
67°. The transit is 1.5 m above the ground. What is the height of the rock
formation? AB
Round to the nearest meter.

8- 4 Angles of Elevation and Depression 547

 15. Forestry A forest ranger in a 120 ft observation tower sees a fire. The angle of
depression to the fire is 3.5°. What is the horizontal distance between the tower and
the fire? Round to the nearest foot.
Space Shuttle
16. Space Shuttle Marion is observing the launch of a space
shuttle from the command center. When she first sees the
shuttle, the angle of elevation to it is 16°. Later, the angle
of elevation is 74°. If the command center is 1 mi from the
launch pad, how far did the shuttle travel while Marion was
watching? Round to the nearest tenth of a mile.

Tell whether each statement is true or false. If false, explain why.

17. The angle of elevation from your eye to the top of a tree
Johnson Space Center, increases as you walk toward the tree.
74º
in Houston, is home 16º
18. If you stand at street level, the angle of elevation to a building’s
to the Mission Control
tenth-story window is greater than the angle of elevation to one 1 mi
Center, the base of
operations for all space of its ninth-story windows.
ge07sec08l04003_A
shuttle missions. 19. As you watch a plane fly above you, the angle of elevation to the plane gets
closer to 0° as the plane approaches the point directly overhead.
20. An angle of depression can never be more than 90°.

Use the diagram for Exercises 21 and 22.

21. Which angles are not angles of elevation or angles � �
of depression?
�
�
22. The angle of depression from the helicopter to
the car is 30°. Find m∠1, m∠2, m∠3, and m∠4.
23. Critical Thinking Describe a situation in which the
angle of depression to an object is decreasing.
24. An observer in a hot-air balloon sights a building that is
50 m from the balloon’s launch point. The balloon has
�����
risen 165 m. What is the angle of depression from the
balloon to the building? Round to the nearest degree.
25. Multi-Step A surveyor finds that the angle of elevation ����
to the top of a 1000 ft tower is 67°.
a. To the nearest foot, how far is the surveyor from the base of the tower?
b. How far back would the surveyor have to move so that the angle of
elevation to the top of the tower is 55°? Round to the nearest foot.
26. Write About It Two students are using shadows to calculate the height of a pole.
One says that it will be easier if they wait until the angle of elevation to the sun is
exactly 45°. Explain why the student made this suggestion.

27. This problem will prepare you for the Multi-Step TAKS Prep on page 568.
The pilot of a rescue helicopter is flying over the ocean at an altitude of 1250 ft.
The pilot sees a life raft at an angle of depression of 31°.
a. What is the horizontal distance from the helicopter to the life raft, rounded
to the nearest foot?
b. The helicopter travels at 150 ft/s. To the nearest second, how long will it
take until the helicopter is directly over the raft?

548 Chapter 8 Right Triangles and Trigonometry

28. Mai is flying a plane at an altitude of 1600 ft.
She sights a stadium at an angle of depression
���
of 35°. What is Mai’s approximate horizontal
�������
distance from the stadium?
676 feet 1450 feet
1120 feet 2285 feet

29. Jeff finds that an office building casts a shadow that is 93 ft long when the angle of
elevation to the sun is 60°. What is the height of the building?
54 feet 81 feet 107 feet 161 feet

30. Short Response Jim is rafting down a river that runs through a canyon. He sees
a trail marker ahead at the top of the canyon and estimates the angle of elevation
from the raft to the marker as 45°. Draw a sketch to represent the situation. Explain
what happens to the angle of elevation as Jim moves closer to the marker.

CHALLENGE AND EXTEND

31. Susan and Jorge stand 38 m apart. From Susan’s position,
the angle of elevation to the top of Big Ben is 65°. From �����
Jorge’s position, the angle of elevation to the top of Big Ben ���
is 49.5°. To the nearest meter, how tall is Big Ben? ����
32. A plane is flying at a constant altitude of 14,000 ft and a constant speed of 500 mi/h.
The angle of depression from the plane to a lake is 6°. To the nearest minute, how
much time will pass before the plane is directly over the lake?
33. A skyscraper stands between two school buildings. The two schools are 10 mi apart.
From school A, the angle of elevation to the top of the skyscraper is 5°. From school B,
the angle of elevation is 2°. What is the height of the skyscraper to the nearest foot?
34. Katie and Kim are attending a theater performance. Katie’s seat is at floor level.
She looks down at an angle of 18° to see the orchestra pit. Kim’s seat is in the balcony
directly above Katie. Kim looks down at an angle of 42° to see the pit. The horizontal
distance from Katie’s seat to the pit is 46 ft. What is the vertical distance between
Katie’s seat and Kim’s seat? Round to the nearest inch.

SPIRAL REVIEW
35. Emma and her mother jog along a mile-long circular path in opposite directions.
They begin at the same place and time. Emma jogs at a pace of 4 mi/h, and her
mother runs at 6 mi/h. In how many minutes will they meet? (Previous course)
36. Greg bought a shirt that was discounted 30%. He used a coupon for an additional
15% discount. What was the original price of the shirt if Greg paid $17.85?
(Previous course)

Tell which special parallelograms have each given property. (Lesson 6-5)
37. The diagonals are perpendicular. 38. The diagonals are congruent.
39. The diagonals bisect each other. 40. Opposite angles are congruent.

Find each length. (Lesson 8-1) �

� �
41. x 42. y 43. z
� �

8- 4 Angles of Elevation and Depression 549

 8-4
Indirect Measurement
Using Trigonometry
A clinometer is a surveying tool that is
used to measure angles of elevation and
angles of depression. In this lab, you
Use with Lesson 8-4 will make a simple clinometer and use
it to find indirect measurements.
Choose a tall object, such as a flagpole
or tree, whose height you will measure.

TEKS G.11.C Similarity and the

geometry of shape: ... apply ...
triangle similarity relationships,
such as ... trigonometric ratios ....
Also G.5.D, G.11.B
Activity
1 Follow these instructions to make a clinometer.
a. Tie a washer or paper clip to the end of
a 6-inch string.
b. Tape the string’s other end to the midpoint
of the straight edge of a protractor.
c. Tape a straw along the straight edge of
the protractor.

2 Stand back from the object you want to

measure. Use a tape measure to measure
and record the distance from your feet to
the base of the object. Also measure the
height of your eyes above the ground.

3 Hold the clinometer steady and look through

the straw to sight the top of the object you are
measuring. When the string stops moving,
pinch it against the protractor and record
the acute angle measure.

Try This
1. How is the angle reading from the clinometer related to the angle of elevation
from your eye to the top of the object you are measuring?
2. Draw and label a diagram showing the object and the measurements you made.
Then use trigonometric ratios to find the height of the object.
3. Repeat the activity, measuring the angle of elevation to the object from a
different distance. How does your result compare to the previous one?
4. Describe possible measurement errors that can be made in the activity.
5. Explain why this method of indirect measurement is useful in real-world
situations.

550 Chapter 8 Right Triangles and Trigonometry

 8-5 Law of Sines and
Law of Cosines
TEKS G.11.C Similarity and the geometry of shape: develop, apply, and justify triangle
similarity relationships, such as ... trigonometric ratios .... Also G.5.B, G.5.D, G.7.A, G.11.A
Objective Who uses this?
Use the Law of Sines and Engineers can use the Law of Sines and the
the Law of Cosines to Law of Cosines to solve construction problems.
solve triangles.

Since its completion in 1370, engineers have

proposed many solutions for lessening the tilt
of the Leaning Tower of Pisa. The tower does
not form a right angle with the ground, so the
engineers have to work with triangles that are
not right triangles.

In this lesson, you will learn to solve any triangle.

To do so, you will need to calculate trigonometric
ratios for angle measures up to 180°.
You can use a calculator
to find these values.

EXAMPLE 1 Finding Trigonometric Ratios for Obtuse Angles

Use a calculator to find each trigonometric ratio. Round to the nearest
hundredth.
You will learn more A sin 135° B tan 98° C cos 108°
about trigonometric
ratios of angle
measures greater
than or equal to
90° in the Chapter
Extension.
sin 135° ≈ 0.71 tan 98° ≈ -7.12 cos 108° ≈ -0.31

Use a calculator to find each trigonometric ratio. Round to the

nearest hundredth.
1a. tan 175° 1b. cos 92° 1c. sin 160°

You can use the altitude of a triangle to find a relationship between the
triangle’s side lengths.

In △ABC, let h represent the length of the

̶̶
altitude from C to AB.
From the diagram, sin A = _ h , and sin B = _
h.
a �
b
By solving for h, you find that h = b sin A
� �
and h = a sin B. So b sin A = a sin B, �
sin A = _
and _ sin B .
a b � � �
You can use another altitude to show that
these ratios equal _ sin C .
c

8-5 Law of Sines and Law of Cosines 551

 Theorem 8-5-1 The Law of Sines

For any △ABC with side lengths a, b, and c, �

� �
sin A
_ sin B
_ sin C
_
a = b = c .
� � �

You can use the Law of Sines to solve a triangle if you are given
• two angle measures and any side length (ASA or AAS) or
• two side lengths and a non-included angle measure (SSA).

EXAMPLE 2 Using the Law of Sines

Find each measure. Round lengths to the nearest
tenth and angle measures to the nearest degree.

A DF �
��� �
_sin D = _
sin E Law of Sines ����
EF DF
sin 105° = _
_ sin 32° ��
Substitute the given values.
18 DF
DF sin 105° = 18 sin 32° Cross Products Property
18 sin 32° ≈ 9.9 �
DF = _ Divide both sides by sin 105°.
In a proportion with sin 105°
three parts, you can
use any of the two B m∠S � �
parts together. sin S
sin T = _
_ Law of Sines �
RS RT �

sin 75° = _
_ sin S Substitute the given ���
7 5 values. �

5 sin 75°
sin S = _ Multiply both sides by 5.
7
m∠S ≈ sin -1 _ (
5 sin 75° ≈ 44°
7 ) Use the inverse sine function
to find m∠S.

Find each measure. Round lengths to the nearest tenth and angle
measures to the nearest degree.
2a. NP � 2b. m∠L � ��
��� �� � ���� �

��� �
� �

2c. m∠X � 2d. AC � �

���
���
���
��
� � ���
���
�

The Law of Sines cannot be used to solve every triangle. If you know two side
lengths and the included angle measure or if you know all three side lengths,
you cannot use the Law of Sines. Instead, you can apply the Law of Cosines.

552 Chapter 8 Right Triangles and Trigonometry

 Theorem 8-5-2 The Law of Cosines

For any △ABC with side lengths a, b, and c: �

2 2 2
a = b + c - 2bc cos A � �
b 2 = a 2 + c 2 - 2ac cos B
c 2 = a 2 + b 2 - 2ab cos C � � �

The angle referenced You will prove one case of the Law of Cosines in Exercise 57.
in the Law of
Cosines is across the
equal sign from its You can use the Law of Cosines to solve a triangle if you are given
corresponding side.
• two side lengths and the included angle measure (SAS) or
• three side lengths (SSS).

EXAMPLE 3 Using the Law of Cosines

Find each measure. Round lengths to the nearest tenth and angle measures
to the nearest degree.
�
A BC �
� ���
BC 2 = AB 2 + AC 2 - 2(AB)(AC)cos A Law of Cosines
= 14 2 + 9 2 - 2(14 )(9 )cos 62° Substitute the given
��
values.
BC 2 ≈ 158.6932 Simplify. �
BC ≈ 12.6 Find the square root
of both sides.

B m∠R �
�
ST 2 = RS 2 + RT 2 - 2(RS)(RT)cos R Law of �
Cosines �
9 = 4 + 7 -2(4 )(7 )cos R
2 2 2
Substitute the �
given values.
�
81 = 65 - 56 cos R Simplify.
16 = -56 cos R Subtract 65 from both sides.
16
cos R = -_ Solve for cos R.
56
m∠R = cos -1 -_
56 ( )
16 ≈ 107°
Use the inverse cosine
function to find m∠R.

Find each measure. Round lengths to the nearest tenth and angle
measures to the nearest degree.
3a. DE � 3b. m∠K �
��
�� ���
�
�
�� ��
�
�
�

3c. YZ 3d. m∠R

���
� � �
��
���
� ��� ����
�
�
�

8-5 Law of Sines and Law of Cosines 553

 EXAMPLE 4 Engineering Application
The Leaning Tower of Pisa is 56 m tall.
In 1999, the tower made a 100° angle with C
the ground. To stabilize the tower, an
engineer considered attaching a cable
from the top of the tower to a point that is
40 m from the base. How long would the
cable be, and what angle would it make 56 m
with the ground? Round the length to the
nearest tenth and the angle measure to 100º
the nearest degree. A 40 m B

Step 1 Find the length of the cable. ge07sec08l05002a

AC 2 = AB 2 + BC 2 - 2(AB)(BC)cos B Law of Cosines
= 40 2 + 56 2 - 2(40 )(56 )cos 100° Substitute the given values.
2
AC ≈ 5513.9438 Simplify.
AC ≈ 74.3 m Find the square root of both sides.

Step 2 Find the measure of the angle the cable would make
with the ground.
Do not round your
sin A = _
_ sin B Law of Sines
answer until the
final step of the
BC AC
computation. If a _ sin 100°
sin A ≈ _ Substitute the calculated value for AC.
problem has multiple 56 74.2559
steps, store the 56 sin 100°
sin A ≈ _ Multiply both sides by 56.
calculated answers 74.2559
to each part in your
calculator. m∠A ≈ sin -1 _ (74.2559 )
56 sin 100° ≈ 48°
Use the inverse sine function to
find m∠A.

4. What if…? Another engineer suggested using a cable

attached from the top of the tower to a point 31 m from the
base. How long would this cable be, and what angle would it
make with the ground? Round the length to the nearest tenth
and the angle measure to the nearest degree.

THINK AND DISCUSS

�
1. Tell what additional information, if any, is needed to
find BC using the Law of Sines. ��

2. GET ORGANIZED Copy and complete the graphic �

���
organizer. Tell which law you would use to solve each
given triangle and then draw an example. �

����� ��� �������

��������������������������������������
�����������������������������������
�������������
����������������������������������
�������������
������������������

554 Chapter 8 Right Triangles and Trigonometry

 8-5
Exercises KEYWORD: MG7 8-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Use a calculator to find each trigonometric ratio. Round to the nearest hundredth.
p. 551 1. sin 100° 2. cos 167° 3. tan 92°
4. tan 141° 5. cos 133° 6. sin 150°
7. sin 147° 8. tan 164° 9. cos 156°

SEE EXAMPLE 2 Find each measure. Round lengths to the nearest tenth and angle measures to the
p. 552 nearest degree.
10. RT 11. m∠B 12. m∠F
�
� �
��� ��
�� �� ��
�
���
����
� � ���
�� � �
�

SEE EXAMPLE 3 13. m∠Q 14. MN � 15. AB

� ��
p. 553 �
� � � ���

� � �
�� �� ����
� �
��
�

SEE EXAMPLE 4 16. Carpentry A carpenter makes a triangular frame by joining three pieces of wood
p. 554 that are 20 cm, 24 cm, and 30 cm long. What are the measures of the angles of the
triangle? Round to the nearest degree.

PRACTICE AND PROBLEM SOLVING

Independent Practice Use a calculator to find each trigonometric ratio. Round to the nearest hundredth.
For See
Exercises Example 17. cos 95° 18. tan 178° 19. tan 118°
17–25 1 20. sin 132° 21. sin 98° 22. cos 124°
26–31 2
23. tan 139° 24. cos 145° 25. sin 128°
32–37 3
38 4
Find each measure. Round lengths to the nearest tenth and angle measures to the
TEKS TAKS nearest degree.
Skills Practice p. S19 26. m∠C 27. PR 28. JL
��� � �
Application Practice p. S35 � � � �
���� ���
��� ����
���� ��� ����
� � �
�

29. EF 30. m∠J 31. m∠X

� ��� � �
�
���� ���
�� ���
��� ��� ���
� � � � �
���

8-5 Law of Sines and Law of Cosines 555

 Find each measure. Round lengths to the nearest tenth and angle measures to the
nearest degree.
32. AB 33. m∠Z 34. m∠R
� � ��� �
�
��� ��
��� �
����
��� �
� � � �
�� ��
35. EF 36. LM 37. m∠G
� �
�
Surveying ���
� ��
����
��� � �
� � ���� ��
���� � �
����
�
38. Surveying To find the distance across a lake,
����
a surveyor locates points A, B, and C as shown.
What is AB to the nearest tenth of a meter, and ���
� �
�����
what is m∠B to the nearest degree?
Many modern surveys
are done with GPS
(Global Positioning Use the figure for Exercises 39–42. Round lengths to the nearest tenth and angle
System) technology. GPS measures to the nearest degree.
uses orbiting satellites 39. m∠A = 74°, m∠B = 22°, and b = 3.2 cm. Find a. �
as reference points from
which other locations 40. m∠C = 100°, a = 9.5 in., and b = 7.1 in. Find c.
� �
are established.
41. a = 2.2 m, b = 3.1 m, and c = 4 m. Find m∠B.
� � �
42. a = 10.3 cm, c = 8.4 cm, and m∠A = 45°. Find m∠C.
43. Critical Thinking Suppose you are given the three angle measures of a triangle.
Can you use the Law of Sines or the Law of Cosines to find the lengths of the sides?
Why or why not?
44. What if…? What does the Law of Cosines simplify
to when the given angle is a right angle?
45. Orienteering The map of a beginning 6 km
orienteering course is shown at right. Start 4k Second
m km checkpoint
To the nearest degree, at what angle should 3
First ?
a team turn in order to go from the first
checkpoint
checkpoint to the second checkpoint?

Multi-Step Find the perimeter of each triangle. Round to the nearest tenth.
46. 47. ����� 48.
���
���� ���
����
�������
���� ���
����
ge07se_c08L05003a
49. The ambiguous case of the Law of Sines occurs whentopo map
you are given an acute angle
measure and when the side opposite this angle is shorter
Geometrythe
than other
2007 SEgiven side.
In this case, there are two possible triangles. Holt Rinehart Winston
Find two possible values for m∠C to the nearest Karen Minot �
degree. (Hint: The inverse sine function �
(415)883-6560
on your calculator gives you only acute �� �� �
angle measures. Consider this angle ��� �
���
and its supplement.) � � � �

556 Chapter 8 Right Triangles and Trigonometry

50. This problem will prepare you for the Multi-Step TAKS Prep on page 568.
Rescue teams at two heliports, A and B, receive word of a fire at F.
a. What is m∠AFB? �
b. To the nearest mile, what are the distances from each
heliport to the fire?
��� ���
c. If a helicopter travels 150 mi/h, how much time is � �
�������
saved by sending a helicopter from A rather than B?

Identify whether you would use the Law of Sines or Law of Cosines as the first step
when solving the given triangle.
51. ����� 52. 53.
�����
��� �����
��� ����� ���
����� ���

54. The coordinates of the vertices of △RST are R(0, 3), S(3, 1), and T(-3, -1).
a. Find RS, ST, and RT.
b. Which angle of △RST is the largest? Why?
c. Find the measure of the largest angle in △RST to the nearest degree.
�
55. Art Jessika is creating a pattern for a piece
�������
of stained glass. Find BC, AB, and m∠ABC.
� �������
Round lengths to the nearest hundredth
���� ����
and angle measures to the nearest degree. �

�������
�
56. /////ERROR ANALYSIS///// Two students were asked to
find x in △DEF. Which solution is incorrect? Explain the error. �
� �
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������� ���
������ � ������� � �

57. Complete the proof of the Law of Cosines for the �

case when △ABC is an acute triangle.
Given: △ABC is acute with side lengths a, b, and c. � � �
Prove: a 2 = b 2 + c 2 - 2bc cos A
� �
� �
�

̶̶
Proof: Draw the altitude from C to AB. Let h be the length of this altitude.
̶̶
It divides AB into segments of lengths x and y. By the Pythagorean Theorem,
a 2 = a. ? , and b. ? = h 2 + x 2. Substitute y = c - x into the first equation
̶̶̶̶ ̶̶̶̶
to get c. ? . Rearrange the terms to get a 2 = (h 2 + x 2) + c 2 - 2cx. Substitute the
̶̶̶̶ 2
expression for b to get d. ? . From the diagram, cos A = __bx . So x = e. ? .
̶̶̶̶ ̶̶̶̶
Therefore a 2 = b 2 + c 2 - 2bc cos A by f. ? .
̶̶̶̶

58. Write About It Can you use the Law of Sines to solve �
�
△EFG? Explain why or why not. ���
� �
�

8-5 Law of Sines and Law of Cosines 557

 ̶̶ �
59. Which of these is closest to the length of AB ?
�����
5.5 centimeters 14.4 centimeters
7.5 centimeters 22.2 centimeters ���
� �
�����
60. Which set of given information makes it possible
to find x using the Law of Sines? �
�
m∠T = 38°, RS = 8.1, ST = 15.3 �
RS = 4, m∠S = 40°, ST = 9 �
m∠R = 92°, m∠S = 34°, ST = 7
m∠R = 105°, m∠S = 44°, m∠T = 31°

61. A surveyor finds that the face of a pyramid

Y
makes a 135° angle with the ground. From a
point 100 m from the base of the pyramid,
the angle of elevation to the top is 25°.
̶̶ 25° 135°
How long is the face of the pyramid, XY ?
100 m X
48 meters 124 meters
81 meters 207 meters

CHALLENGE AND EXTEND

62. Multi-Step Three circular disks are placed next 2 cm
to each other as shown. The disks have radii of 2 cm,
A
3 cm, and 4 cm. The centers of the disks form △ABC.
Find m∠ACB to the nearest degree. 3 cm B
63. Line ℓ passes through points (-1, 1) and (1, 3). C
Line m passes through points (-1, 1) and (3, 2).
Find the measure of the acute angle formed by ℓ 4 cm
and m to the nearest degree.
64. Navigation The port of Bonner is 5 mi due south of ge07se_
the port of Alston. A boat leaves the port of Alston at a
bearing of N 32° E and travels at a constant speed of 6 mi/h.
After 45 minutes, how far is the boat from the port of Bonner?
Round to the nearest tenth of a mile.
ge07se_c08l05006aa
AB
SPIRAL REVIEW
Write a rule for the nth term in each sequence. (Previous course)
65. 3, 6, 9, 12, 15, … 66. 3, 5, 7, 9, 11, … 67. 4, 6, 8, 10, 12, …

State the theorem or postulate that justifies

each statement. (Lesson 3-2) � �
�
�
68. ∠1 ≅ ∠8 69. ∠4 ≅ ∠5 � � �
�
70. m∠4 + m∠6 = 180° 71. ∠2 ≅ ∠7

Use the given trigonometric ratio to determine which

angle of the triangle is ∠A. (Lesson 8-3) � �����
����
72. cos A = _15 15
73. sin A = _ 74. tan A = 1.875 �
17 17 �����

558 Chapter 8 Right Triangles and Trigonometry

 8-6 Vectors
TEKS G.7.A Dimensionality and the geometry of location: use ...
two-dimensional coordinate systems to represent ... line segments,
and figures.
Objectives Who uses this?
Find the magnitude and By using vectors, a kayaker
direction of a vector. can take water currents into
Use vectors and vector account when planning a
addition to solve real- course. (See Example 5.)
world problems.
The speed and direction an
Vocabulary
object moves can be represented
vector
by a vector. A vector is a quantity
component form
magnitude that has both length and direction.
direction
You can think of a vector as a
equal vectors
directed line segment. The vector
parallel vectors
resultant vector below may be named AB  or v.
�
��
�
��������
Also G.1.B, G.7.C, G.11.C � �����

�������
�����
�
A vector can also be named using component form.
�
The component form 〈x, y〉 of a vector lists the
horizontal and vertical change from the initial point to � �
the terminal point. The component form of CD is 〈2, 3〉.

EXAMPLE 1 Writing Vectors in Component Form

Write each vector in component form.
A EF

The horizontal change from E to F is 4 units. �
The vertical change from E to F is -3 units.
So the component form of EF is 〈4, -3〉.
�
 with P(7, -5) and Q(4, 3)
B PQ
 = 〈x 2 - x 1, y 2 - y 1〉
PQ Subtract the coordinates of the initial point
from the coordinates of the terminal point.
 = 〈4 - 7, 3 - (-5)〉
PQ Substitute the coordinates of the given points.
 = 〈-3, 8〉
PQ Simplify.

Write each vector in component form.

1a. u
1b. the vector with initial point L(-1, 1) �
��
��
and terminal point M(6, 2)

8-6 Vectors 559

 The magnitude of a vector is its length. The magnitude of a vector is written
⎜AB
⎟ or ⎜ v⎟.
When a vector is used to represent speed in a given direction, the magnitude
of the vector equals the speed. For example, if a vector represents the course a
kayaker paddles, the magnitude of the vector is the kayaker’s speed.

EXAMPLE 2 Finding the Magnitude of a Vector

Draw the vector 〈4, -2〉 on a coordinate plane.
Find its magnitude to the nearest tenth.
�
�
Step 1 Draw the vector on a coordinate plane.
Use the origin as the initial point. Then (4, -2) �
is the terminal point. � �
��
Step 2 Find the magnitude. �������
Use the Distance Formula.

⎜〈4, -2〉⎟ = √

(4 - 0)2 + (-2 - 0)2 = √
20 ≈ 4.5

2. Draw the vector 〈-3, 1〉 on a coordinate plane.

Find its magnitude to the nearest tenth.

The direction of a vector is the angle that it makes �

with a horizontal line. This angle is measured
counterclockwise from the positive x-axis.
 is 60°.
The direction of AB ���
�

� �
���
The direction of a vector can also be given as
See Lesson 4-5, a bearing relative to the compass directions
page 252, to review � �
 has a bearing
north, south, east, and west. AB �
bearings.
of N 30° E.

EXAMPLE 3 Finding the Direction of a Vector

A wind velocity is given by the vector 〈2, 5〉.
Draw the vector on a coordinate plane.
Find the direction of the vector to the nearest degree.
Step 1 Draw the vector on a coordinate plane. � �
Use the origin as the initial point. ������
�
Step 2 Find the direction. �
Draw right triangle ABC as shown. ∠A is the
�
angle formed by the vector and the x-axis, and
� � �
()
5 . So m∠A = tan -1 _
5 ≈ 68°. �
tan A = _
2 2

3. The force exerted by a tugboat is given by the vector 〈7, 3〉.

Draw the vector on a coordinate plane. Find the direction
of the vector to the nearest degree.

560 Chapter 8 Right Triangles and Trigonometry

 Two vectors are equal vectors if they have the same
magnitude and the same direction. For example, u = v. �
�
�
� Equal vectors do not have to have the same initial point
and terminal point. �
� ��

Note that AB
 ≠ BA
 ����
���� ��������
��� ���������
�
�� �
since these vectors
do not have the Two vectors are parallel vectors if they have the same
��
�
same direction. direction or if they have opposite directions. They may
have different magnitudes. For example, w  ǁ x. Equal
vectors are always parallel vectors. ��
� �����
�
����
�������������
�
��
�����
�����������
�
��

EXAMPLE 4 Identifying Equal and Parallel Vectors

Identify each of the following.
� �
A equal vectors �
�
AB 
 = GH Identify vectors with the same �
magnitude and direction.
� �
B parallel vectors �
AB  and CD
 ǁ GH  ǁ EF
 Identify vectors with the
same or opposite directions.

Identify each of the following. � �

4a. equal vectors �
�
4b. parallel vectors �
�
� �

The resultant vector is the vector that represents the sum of two given vectors.
To add two vectors geometrically, you can use the head-to-tail method or the
parallelogram method.

Vector Addition

METHOD EXAMPLE
Head-to-Tail Method
Place the initial point (tail) of the second vector
on the terminal point (head) of the first vector. �
� ��
The resultant is the vector that joins the initial � ������
�� ����
point of the first vector to the terminal point of
the second vector.
�
�
�

Parallelogram Method
Use the same initial point for both of the given
vectors. Create a parallelogram by adding a copy
of each vector at the terminal point (head) of the �
� ������
�� ����
other vector. The resultant vector is a diagonal of
the parallelogram formed. �
��
�
�
�

8-6 Vectors 561

 To add vectors numerically, add their components. If u
 = 〈x 1, y 1〉 and
v
 = 〈x 2, y 2〉, then u
+ v
 = 〈x 1 + x 2, y 1 + y 2〉.

EXAMPLE 5 Sports Application

A kayaker leaves shore at a bearing of N 55° E and paddles at a constant
speed of 3 mi/h. There is a 1 mi/h current moving due east. What are the
kayak’s actual speed and direction? Round the speed to the nearest tenth
and the direction to the nearest degree.
Step 1 Sketch vectors for the kayaker and the current.
� ������� �

� �
��� �������
���
� � � �
� �
� �
Step 2 Write the vector for the kayaker in component form.
The kayaker’s vector has a magnitude of 3 mi/h and makes
Component form an angle of 35° with the x-axis.
gives the horizontal x , so x = 3 cos 35° ≈ 2.5.
and vertical change cos 35° = _
3
from the initial point y
to the terminal point sin 35° = _, so y = 3 sin 35° ≈ 1.7.
of the vector. 3
The kayaker’s vector is 〈2.5, 1.7〉.
Step 3 Write the vector for the current in component form.
Since the current moves 1 mi/h in the direction of the x-axis, it has
a horizontal component of 1 and a vertical component of 0. So its
vector is 〈1, 0〉.
Step 4 Find and sketch the resultant vector AB
.
Add the components of the kayaker’s vector and the current’s vector.
〈2.5, 1.7〉 + 〈1, 0〉 = 〈3.5, 1.7〉
The resultant vector in component form is 〈3.5, 1.7〉.
� ��������� �

〈��������〉
���
�
� �
��� �
�

Step 5 Find the magnitude and direction of the resultant vector.

The magnitude of the resultant vector is the kayak’s actual speed.

⎜〈3.5, 1.7〉⎟ = √

(3.5 - 0) 2 + (1.7 - 0)2 ≈ 3.9 mi/h
The angle measure formed by the resultant vector gives the kayak’s
actual direction.
1.7 , so A = tan -1 _
tan A = _
3.5 3.5 ( )
1.7 ≈ 26°, or N 64° E.

5. What if…? Suppose the kayaker in Example 5 instead

paddles at 4 mi/h at a bearing of N 20° E. What are the
kayak’s actual speed and direction? Round the speed to the
nearest tenth and the direction to the nearest degree.

562 Chapter 8 Right Triangles and Trigonometry

 THINK AND DISCUSS
1. Explain why the segment with endpoints (0, 0) and (1, 4) is not a vector.
2. Assume you are given a vector in component form. Other than the
Distance Formula, what theorem can you use to find the vector’s
magnitude?
3. Describe how to add two vectors numerically.
4. GET ORGANIZED Copy and complete ���������� �����
the graphic organizer.
������

�������� �����������

8-6
Exercises KEYWORD: MG7 8-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. ? vectors have the same magnitude and direction. (equal, parallel, or resultant)
̶̶̶̶
2. ? vectors have the same or opposite directions. (equal, parallel, or resultant)
̶̶̶̶
3. The ? of a vector indicates the vector’s size. (magnitude or direction)
̶̶̶̶
SEE EXAMPLE 1 Write each vector in component form. �
p. 559  with A(1, 2) and C(6, 5)
4. AC
5. the vector with initial point M(-4, 5) and terminal
point N(4, -3)
6. PQ
 �

SEE EXAMPLE 2 Draw each vector on a coordinate plane. Find its magnitude to the nearest tenth.
p. 560 7. 〈1, 4〉 8. 〈-3, -2〉 9. 〈5, -3〉

SEE EXAMPLE 3 Draw each vector on a coordinate plane. Find the direction of the vector to the
p. 560 nearest degree.
10. A river’s current is given by the vector 〈4, 6〉.
11. The velocity of a plane is given by the vector 〈5, 1〉.
12. The path of a hiker is given by the vector 〈6, 3〉.

SEE EXAMPLE 4 Identify each of the following. ��������� ���������

p. 561 13. equal vectors in diagram 1 � � � �
� �
14. parallel vectors in diagram 1 �
�
15. equal vectors in diagram 2 � � � �
�
16. parallel vectors in diagram 2 � � �

8-6 Vectors 563

SEE EXAMPLE 5 17. Recreation To reach a campsite,
p. 562 a hiker first walks for 2 mi at a
N
bearing of N 40° E. Then he walks
3 mi due east. What are the 3 mi
Campsite
magnitude and direction of his
2 mi
hike from his starting point to the 40°
campsite? Round the distance to W E
the nearest tenth of a mile and the
S
direction to the nearest degree.

PRACTICE AND PROBLEM SOLVING

Independent Practice Write each vector in component form.
For See
Exercises Example  with J(-6, -7) and K(3, -5)
18. JK
18–20 1  with E(1.5, -3) and F(-2, 2.5)
19. EF ge07se_c08L06002a
��� �
��
21–23 2 hiking map
20. w
24–26 3 Geometry 2007 SE
27–30 4 Holt Rinehart Winston
31 5 Karen
Draw each vector on a coordinate plane. Find its Minot to the nearest tenth.
magnitude
21. 〈-2, 0〉 22. 〈1.5, 1.5〉 (415)883-6560
23. 〈2.5, -3.5〉
TEKS TAKS
Skills Practice p. S19
Draw each vector on a coordinate plane. Find the direction of the vector to the
Application Practice p. S35
nearest degree.
24. A boat’s velocity is given by the vector 〈4, 1.5〉.
25. The path of a submarine is given by the vector 〈3.5, 2.5〉.
26. The path of a projectile is given by the vector 〈2, 5〉.

Identify each of the following. ��������� ���������

27. equal vectors in diagram 1 � � � �
� � �
28. parallel vectors in diagram 1 �

29. equal vectors in diagram 2 � � �

� �
30. parallel vectors in diagram 2 � � � � �

31. Aviation The pilot of a single-engine airplane �������

flies at a constant speed of 200 km/h at �
a bearing of N 25° E. There is a 40 km/h
crosswind blowing southeast (S 45° E). What ��������
are the plane’s actual speed and direction?
���
Round the speed to the nearest tenth and
the direction to the nearest degree.
� �

�
Find each vector sum.
32. 〈1, 2〉 + 〈0, 6〉 33. 〈-3, 4〉 + 〈5, -2〉
34. 〈0, 1〉 + 〈7, 0〉 35. 〈8, 3〉 + 〈-2, -1〉
36. Critical Thinking Is vector addition commutative? That is, is u + v equal to
v + u ? Use the head-to-tail method of vector addition to explain why or why not.

564 Chapter 8 Right Triangles and Trigonometry

37. This problem will prepare you for the Multi-Step TAKS Prep on page 568.
A helicopter at H must fly at 50 mi/h in the direction N 45° E to reach the
site of a flood victim F. There is a 41 mi/h wind in the direction N 53° W.
The pilot needs to the know the velocity vector HX he should use so that
.
his resultant vector will be HF
a. What is m∠F ? (Hint: Consider a vertical line through F.)
�
b. Use the Law of Cosines to find the magnitude of HX  �������
to the nearest tenth. �������
���
c. Use the Law of Sines to find m∠FHX to the ��� �
nearest degree.
�
d. What is the direction of HX ?

Write each vector in component form. Round values to the nearest tenth.
38. magnitude 15, direction 42° 39. magnitude 7.2, direction 9°
40. magnitude 12.1, direction N 57° E 41. magnitude 5.8, direction N 22° E
42. Physics A classroom has a window near the ceiling,
and a long pole must be used to close it.
a. Carla holds the pole at a 45° angle to the floor
and applies 10 lb of force to the upper edge of the
window. Find the vertical component of the vector
representing the force on the window. Round to
the nearest tenth.
b. Taneka also applies 10 lb of force to close the
window, but she holds the pole at a 75° angle to
the floor. Find the vertical component of the force
vector in this case. Round to the nearest tenth.
c. Who will have an easier time closing the window,
Carla or Taneka? (Hint: Who applies more vertical force?)
43. Probability The numbers 1, 2, 3, and 4 are written on slips of paper and
placed in a hat. Two different slips of paper are chosen at random to be
the x- and y-components of a vector.
a. What is the probability that the vector will be equal to 〈1, 2〉?
b. What is the probability that the vector will be parallel to 〈1, 2〉?
44. Estimation Use the vector 〈4, 6〉 to complete the following.
a. Draw the vector on a sheet of graph paper.
b. Estimate the vector’s direction to the nearest degree.
c. Use a protractor to measure the angle the vector makes with a horizontal line.
d. Use the vector’s components to calculate its direction.
e. How did your estimate in part b compare to your measurement in part c and
your calculation in part d?

Multi-Step Find the magnitude of each vector to the

nearest tenth and the direction of each vector to the
�
�� �
nearest degree. ��
�
�
�
45. u 46. v ��
�

47. w 48. z
�
�� �

8-6 Vectors 565

 49. Football Write two vectors in component form to represent the pass pattern
that Jason is told to run. Find the resultant vector and show that Jason’s move
is equivalent to the vector.

For each given vector, find another vector that has the same magnitude but
a different direction. Then find a vector that has the same direction but a
different magnitude.
50. 〈-3, 6〉 51. 〈12, 5〉 52. 〈8, -11〉

Multi-Step Find the sum of each pair of vectors. Then find the magnitude and
direction of the resultant vector. Round the magnitude to the nearest tenth and the
direction to the nearest degree.
Math History 53. u = 〈1, 2〉, v = 〈2.5, -1〉 54. u = 〈-2, 7〉, v = 〈4.8, -3.1〉
55. u = 〈6, 0〉, v = 〈-2, 4〉 56. u = 〈-1.2, 8〉, v = 〈5.2, -2.1〉

57. Math History In 1827, the mathematician August Ferdinand Möbius published
a book in which he introduced directed line segments (what we now call vectors).
He showed how to perform scalar multiplication of vectors. For example, consider
a hiker who walks along a path given by the vector v. The path of another hiker who
walks twice as far in the same direction is given by the vector 2 v.
a. Write the component form of the vectors v and 2 v.
August Ferdinand b. Find the magnitude of v and 2 v. How do they compare?
Möbius is best known
for experimenting with c. Find the direction of v and 2 v. How do they compare? ��
�����
the Möbius strip, a d. Given the component form of a vector, explain how to find
three-dimensional figure ��
� ��
the components of the vector k v, where k is a constant.
that has only one side
e. Use scalar multiplication with k = -1 to write the negation
and one edge.
of a vector v in component form.
58. Critical Thinking A vector u points due west with a magnitude of u units.
Another vector v points due east with a magnitude of v units. Describe three
possible directions and magnitudes for the resultant vector.
59. Write About It Compare a line segment, a ray, and a vector.

566 Chapter 8 Right Triangles and Trigonometry

60. Which vector is parallel to 〈2, 1〉?
�
�� ��
u w ��
� ��
�
v z
��
� ��
61. The vector 〈7, 9〉 represents the velocity of a helicopter. �
��
��
What is the direction of this vector to the nearest degree?
38° 52° 128° 142°

62. A canoe sets out on a course given by the vector 〈5, 11〉. What is the length of the
canoe’s course to the nearest unit?
6 8 12 16

63. Gridded Response AB  has an initial point of (-3, 6) and a terminal point of
(-5, -2). Find the magnitude of AB to the nearest tenth.

CHALLENGE AND EXTEND

Recall that the angle of a vector’s direction is measured counterclockwise from the
positive x-axis. Find the direction of each vector to the nearest degree.
64. 〈-2, 3〉 65. 〈-4, 0〉 66. 〈-5, -3〉
67. Navigation The captain of a ship is planning to sail in an area where there is a
4 mi/h current moving due east. What speed and bearing should the captain
maintain so that the ship’s actual course (taking the current into account) is 10 mi/h
at a bearing of N 70° E? Round the speed to the nearest tenth and the direction to
the nearest degree.
68. Aaron hikes from his home to a park by walking 3 km at a bearing of N 30° E,
then 6 km due east, and then 4 km at a bearing of N 50° E. What are the magnitude
and direction of the vector that represents the straight path from Aaron’s home to
the park? Round the magnitude to the nearest tenth and the direction to the
nearest degree.

SPIRAL REVIEW
Solve each system of equations by graphing. (Previous course)
⎧x - y = -5 ⎧x - 2y = 0 ⎧x + y = 5
69. ⎨ 70. ⎨ 71. ⎨
⎩ y = 3x + 1 ⎩ 2y + x = 8 ⎩ 3y + 15 = 2x

Given that △JLM ∼ △NPS, the perimeter of △JLM is 12 cm, and the area of
△JLM is 6 cm 2, find each measure. (Lesson 7-5)
�

� ����
����
� � � �

72. the perimeter of △NPS 73. the area of △NPS

Find each measure. Round lengths to the nearest tenth �

and angle measures to the nearest degree. (Lesson 8-5)
���
74. BC 75. m∠B 76. m∠C
���
� �
�

8-6 Vectors 567

 SECTION 8B

Applying Trigonometric Ratios

Help Is on the Way! Rescue helicopters
were first used in the 1950s during the
Korean War. The helicopters made it possible
to airlift wounded soldiers to medical
stations. Today, helicopters are used to
rescue injured hikers, flood victims, and
people who are stranded at sea.

1. The pilot of a helicopter is searching for an injured

hiker. While flying at an altitude of 1500 ft, the �
��
pilot sees smoke at an angle of depression of ��
��� ���
14°. Assuming that the smoke is a distress signal
from the hiker, what is the helicopter’s horizontal �
distance to the hiker? Round to the nearest foot.
2. The pilot plans to fly due north at 100 mi/h from
the helicopter’s current position H to the location ��������
of the smoke S. However there is a 30 mi/h wind
in the direction N 57° W. The pilot needs to know
 that he should use so that
the velocity vector HA
his resultant vector will be HS. Find m∠S and
then use the Law of Cosines to find the
magnitude of HA to the nearest mile per hour.
�
3. Use the Law of Sines to find the direction of HA

to the nearest degree.

568 Chapter 8 Right Triangles and Trigonometry

 SECTION 8B

Quiz for Lessons 8-4 Through 8-6

8-4 Angles of Elevation and Depression
1. An observer in a blimp sights a football stadium at ���
an angle of depression of 34°. The blimp’s altitude
�������
is 1600 ft. What is the horizontal distance from the
blimp to the stadium? Round to the nearest foot.

2. When the angle of elevation of the sun is 78°, a building

casts a shadow that is 6 m long. What is the height of
the building to the nearest tenth of a meter?

���

���
8-5 Law of Sines and Law of Cosines
Find each measure. Round lengths to the nearest tenth and angle measures to the
nearest degree.
3. m∠A 4. GH �
5. XZ
�
� ��
� ���
�
���� �� � ��� � �
��� ���
�
�
�
6. UV 7. m∠F 8. QS
� � �
����
� � �
��� �
� ���
�� � � � �
� �

8-6 Vectors
Draw each vector on a coordinate plane. Find its magnitude to the nearest tenth.
9. 〈3, 1〉 10. 〈-2, -4〉 11. 〈0, 5〉

Draw each vector on a coordinate plane. Find the direction of the vector to
the nearest degree.
12. A wind velocity is given by the vector 〈2, 1〉.
�
13. The current of a river is given by the vector 〈5, 3〉.
14. The force of a spring is given by the vector 〈4, 4〉. ����
������
15. To reach an island, a ship leaves port and sails for 6 km at a ���
�
���

bearing of N 32° E. It then sails due east for 8 km. What are
the magnitude and direction of the voyage directly from the � �
port to the island? Round the distance to the nearest tenth
of a kilometer and the direction to the nearest degree. �

Ready to Go On? 569

 EXTENSION Trigonometry and
the Unit Circle
TEKS G.11.A Similarity and the geometry of shape: use and extend ... transformations
to expore ... geometric figures. Also G.5.B, G.5.C, G.7.A, G.10.A, G.11.C
Objective
Rotations are used to extend the concept of trigonometric ratios to angle
Define trigonometric measures greater than or equal to 90°. Consider a ray with its endpoint at
ratios for angle measures the origin, pointing in the direction of the positive x-axis. Rotate the ray
greater than or equal counterclockwise around the origin. The acute angle formed by the ray and
to 90°. the nearest part of the positive or negative x-axis is called the reference angle .
The rotated ray is called the terminal side of that angle.
Vocabulary
� � �
reference angle
unit circle ���� ���� ����
���
��� � � �
� � �
���

Angle measure: 135° Angle measure: 345° Angle measure: 435°

Reference angle: 45° Reference angle: 15° Reference angle: 75°

EXAMPLE 1 Finding Reference Angles

Sketch each angle on the coordinate plane. Find the measure of
its reference angle.
A 102° B 236°
� �

���� ����
� �
� �

Reference angle: Reference angle:

180° - 102° = 78° 236° - 180° = 56°

Sketch each angle on the coordinate plane. Find the measure

of its reference angle.
1a. 309° 1b. 410°

The unit circle is a circle with a radius of 1 unit,

centered at the origin. It can be used to find the �
trigonometric ratios of an angle. �������
�
� �
Consider the acute angle θ. Let P(x, y) be the point �
where the terminal side of θ intersects the unit circle. � � �
In trigonometry, the Draw a vertical line from P to the x-axis. Since cos θ = __1x
y
Greek letter theta, and sin θ = __1 , the coordinates of P can be written
θ, is often used to as (cos θ, sin θ). Thus if you know the coordinates
represent angle �����������
of a point on the unit circle, you can find the
measures.
trigonometric ratios for the associated angle.

570 Chapter 8 Right Triangles and Trigonometry

 EXAMPLE 2 Finding Trigonometric Ratios
Find each trigonometric ratio.
A cos 150° �
Sketch the angle on the coordinate plane.
The reference angle is 30°. ������� ����
��� �
√3 1 � �
cos 30° = _ sin 30° = _
2 2
Let P(x, y) be the point where the terminal side
of the angle intersects the unit circle. Since P is
in Quadrant II, its x-coordinate is negative,
 __
√3
and its y-coordinate is positive. So the coordinates of P are -___
2 2
,1 .( )
Be sure to use the √
3
correct sign when The cosine of 150° is the x-coordinate of P, so cos 150° = -___
2
.
assigning coordinates
to a point on the B tan 315° �
unit circle. Sketch the angle on the coordinate plane.
The reference angle is 45°.
���� �
√2 √2
cos 45° = _ sin 45° = _ � ��� �
2 2
�������
Since P(x, y) is in Quadrant IV, its y-coordinate is
√2
negative. So the coordinates of P are ___
2

( √
, -___
2
2
. )
2 √
sin θ . So tan 315° = _ -___
sin 315° = _
Remember that tan θ = _ 2
= -1.
cos θ cos 315° √
2
___
2

Find each trigonometric ratio.

2a. cos 240° 2b. sin 135°

EXTENSION
Exercises

Sketch each angle on the coordinate plane. Find the measure of its reference angle.
1. 125° 2. 216° 3. 359°

Find each trigonometric ratio.

4. cos 225° 5. sin 120° 6. cos 300°
7. tan 135° 8. cos 420° 9. tan 315°
10. sin 90° 11. cos 180° 12. sin 270°
13. Critical Thinking Given that cos θ = 0.5, what are the possible values for θ
between 0° and 360°?
14. Write About It Explain how you can use the unit circle to find tan 180°.
15. Challenge If sin θ ≈ -0.891, what are two values of θ between 0° and 360°?

Chapter 8 Extension 571

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
angle of depression . . . . . . . . . 544 equal vectors . . . . . . . . . . . . . . . 561 sine . . . . . . . . . . . . . . . . . . . . . . . . 525
angle of elevation . . . . . . . . . . . 544 geometric mean . . . . . . . . . . . . 519 tangent . . . . . . . . . . . . . . . . . . . . 525
component form . . . . . . . . . . . 559 magnitude . . . . . . . . . . . . . . . . . 560 trigonometric ratio . . . . . . . . . 525
cosine . . . . . . . . . . . . . . . . . . . . . 525 parallel vectors . . . . . . . . . . . . . 561 vector . . . . . . . . . . . . . . . . . . . . . . 559
direction . . . . . . . . . . . . . . . . . . . 560 resultant vector . . . . . . . . . . . . . 561

Complete the sentences below with vocabulary words from the list above.
1. The ? of a vector gives the horizontal and vertical change from the initial point
̶̶̶̶
to the terminal point.
2. Two vectors with the same magnitude and direction are called ? .
̶̶̶̶
3. If a and b are positive numbers, then √
ab is the? of a and b.
̶̶̶̶
4. A(n) ? is the angle formed by a horizontal line and a line of sight to a point
̶̶̶̶
above the horizontal line.
5. The sine, cosine, and tangent are all examples of a(n) ? .
̶̶̶̶

8-1 Similarity in Right Triangles (pp. 518–523) TEKS G.5.B, G.5.D, G.8.A,

G.8.C, G.11.A, G.11.B, G.11.C

EXAMPLES EXERCISES
■ Find the geometric mean of 5 and 30. 6. Write a similarity �
Let x be the geometric mean. statement comparing
the three triangles.
x 2 = (5)(30) = 150 Def. of geometric mean
 = 5 √
x = √150 6 Find the positive square root. � �
�
Find the geometric mean of each pair of numbers.
■ Find x, y, and z. � If necessary, give the answer in simplest radical form.
� �� ���
�
� �� �
1 and 100
� 7. _ 8. 3 and 17
4

� � Find x, y, and z.
(√33
)
2
= 3(3 + x)  is the geometric
√33
9. 10.
mean of 3 and 3 + x. �
33 = 9 + 3x � �
� �
24 = 3x � �
x=8 �� �
�
y 2 = (3)(8) y is the geometric mean
11. � �
2
y = 24 of 3 and 8.
�
y = √24 = 2 √
6 �
����
�� �

z 2 = (8)(11) z is the geometric mean

2
z = 88 of 8 and 11.
z = √88 = 2 √22


572 Chapter 8 Right Triangles and Trigonometry

 8-2 Trigonometric Ratios (pp. 525–532) TEKS G.5.B, G.5.D, G.8.C, G.11.B, G.11.C

EXAMPLES EXERCISES
Find each length. Round to the nearest Find each length. Round to the nearest hundredth.
hundredth. � 12. UV �
������
■ EF ��� ���
�
EF � �
sin 75° = _ Since the opp. leg and � ����
8.1
hyp. are involved, 13. PR �����
EF = 8.1(sin 75°) use a sine ratio. � �
���
EF ≈ 7.82 cm
■ AB � �
���
�
�������
14. XY 15. JL �
4.2
tan 34° = _ �
AB � ���
AB tan 34° = 4.2 Since the opp. and adj.
��� �������
4.2 legs are involved, use
AB = _ a tangent ratio.
tan 34° �
������
�
AB ≈ 6.23 in. � �

8-3 Solving Right Triangles (pp. 534–541) TEKS G.5.D, G.7.A, G.7.C, G.8.C, G.11.B, G.11.C

EXAMPLE EXERCISES
■ Find the unknown measures in △LMN. Find the unknown measures. Round lengths to
Round lengths to the nearest hundredth and the nearest hundredth and angle measures to the
angle measures to the nearest degree. nearest degree.
� 16. � �
���

���
���

�
� �
���
17. �
The acute angles of a right triangle are
complementary. So m∠N = 90° - 61° = 29°. ��� ���

MN
sin L = _ Write a trig. ratio.
LN � �
8.5
sin 61° = _ Substitute the given 18. � 19. �
LN
values. ���
8.5 ≈ 9.72 ���
LN = _ Solve for LN. ����
sin 61° �
MN ��� �
tan L = _ Write a trig. ratio. � �
LM
8.5
tan 61° = _ Substitute the given
LM
values.
LM = _ 8.5 ≈ 4.71 Solve for LM.
tan 61°

Study Guide: Review 573

 8-4 Angles of Elevation and Depression (pp. 544–549) TEKS G.5.D, G.11.C

EXAMPLES EXERCISES
■ A pilot in a plane spots a forest fire on the Classify each angle as an angle of elevation or angle
ground at an angle of depression of 71°. of depression.
The plane’s altitude is 3000 ft. What is the
horizontal distance from the plane to the fire?
Round to the nearest foot.
tan 71° = _3000
XF � ���

XF = _ 3000
tan 71° �
�������
XF ≈ 1033 ft
���
�
�
�

■ A diver is swimming at a depth of 63 ft

20. ∠1 21. ∠2
below sea level. He sees a buoy floating at
sea level at an angle of elevation of 47°. 22. When the angle of elevation to the sun is 82°,
How far must the diver swim so that he is a monument casts a shadow that is 5.1 ft long.
directly beneath the buoy? Round to the What is the height of the monument to the
nearest foot. nearest foot?
63 �
tan 47° = _ 23. A ranger in a lookout tower spots a fire in the
XD distance. The angle of depression to the fire is
XD = _ 63 ����� 4°, and the lookout tower is 32 m tall. What is
tan 47° the horizontal distance to the fire? Round to the
��� nearest meter.
XD ≈ 59 ft � �

8-5 Law of Sines and Law of Cosines (pp. 551–558) TEKS G.5.B, G.5.D, G.7.A, G.11.A, G.11.C

EXAMPLES EXERCISES
Find each measure. Round lengths to the Find each measure. Round lengths to the nearest
nearest tenth and angle measures to the tenth and angle measures to the nearest degree.
nearest degree. 24. m∠Z � � �
■ m∠B � ���
�
� �
�
���

�
_ sin C
sin B = _ Law of Sines �
AC AB
sin 88°
sin B = _ 25. MN �
�� �
_ Substitute the given values.
6 8 ����
6 sin 88°
sin B = _ Multiply both sides by 6.
8 ���

m∠B = sin -1 _( 8 )
6 sin 88° ≈ 49° �

574 Chapter 8 Right Triangles and Trigonometry

Find each measure. Round lengths to the nearest Find each measure. Round lengths to the nearest
tenth and angle measures to the nearest degree. tenth and angle measures to the nearest degree.
■ HJ � 26. EF � �
��
�� ���� ��
� ���
�� � �
Use the Law of Cosines. 27. m∠Q �
��
HJ 2 = GH 2 + GJ 2 - 2(GH)(GJ)cos G
=10 2 + 11 2 - 2(10 )(11 )cos 32° � ��
HJ 2 ≈ 34.4294 Simplify. �

HJ ≈ 5.9 Find the square root. �

8-6 Vectors (pp. 559–567) TEKS G.1.B, G.7.A, G.7.C, G.11.C

EXAMPLES EXERCISES
■ Draw the vector 〈-1, 4〉 on a coordinate Write each vector in component form.
plane. Find its magnitude to the nearest tenth.  with A(5, 1) and B(-2, 3)
28. AB
�
⎜〈-1, 4〉⎟ = √(
-1) 2 + (4) 2
������� �  with M(-2, 4) and N(-1, -2)
29. MN

= √1 7 ≈ 4.1 � 30. RS
 �
�
�� �

■ The velocity of a jet is given by the vector �

〈4, 3〉. Draw the vector on a coordinate plane.
Find the direction of the vector to the
nearest degree. � Draw each vector on a coordinate plane.
� Find its magnitude to the nearest tenth.
3
_
In △PQR, tan P = , so
�������
4 31. 〈-5, -3〉
m∠P = tan -1 _
4 ()
3 ≈ 37°. �
� 32. 〈-2, 0〉
� � �
33. 〈4, -4〉
■ Susan swims across a river at a bearing of
N 75° E at a speed of 0.5 mi/h. The river’s Draw each vector on a coordinate plane. Find the
current moves due east at 1 mi/h. Find direction of the vector to the nearest degree.
Susan’s actual speed to the nearest tenth and 34. The velocity of a helicopter is given by the
her direction to the nearest degree. vector 〈4, 5〉.
����� 35. The force applied by a tugboat is given by the
�
cos 15° = _x , so x ≈ 0.48. vector 〈7, 2〉.
��� 0.5
��� � y
� � sin 15° = _ , so y ≈ 0.13. 36. A plane flies at a constant speed of 600 mi/h
�
0.5 at a bearing of N 55° E. There is a 50 mi/h
� �� �
crosswind blowing due east. What are the
Susan’s vector is 〈0.48, 0.13〉. The current plane’s actual speed and direction? Round the
is 〈1, 0〉. Susan’s actual speed is the magnitude speed to the nearest tenth and the direction to
of the resultant vector, 〈1.48, 0.13〉. the nearest degree.

⎜〈1.48, 0.13〉⎟ = √(

1.48)2 + (0.13)2 ≈ 1.5 mi/h
Her direction is tan -1 _
1.48 ( )
0.13 ≈ 5°, or N 85° E.

Study Guide: Review 575

 Find x, y, and z.
1. 2. 3. �����
� ��
���
� �
�
� �
� � ��
�� �
�
� �
�

Use a special right triangle to write each trigonometric ratio as a fraction.

4. cos 60° 5. sin 45° 6. tan 60°

Find each length. Round to the nearest hundredth.

7. PR � 8. AB � � 9. FG � �
��� ���
�����
���� �������
���
� �
�
�
10. Nate built a skateboard ramp that covers a horizontal distance of 10 ft. The ramp
rises a total of 3.5 ft. What angle does the ramp make with the ground? Round to
the nearest degree.
11. An observer at the top of a skyscraper sights a tour bus at an angle of depression
of 61°. The skyscraper is 910 ft tall. What is the horizontal distance from the base of
the skyscraper to the tour bus? Round to the nearest foot.

Find each measure. Round lengths to the nearest tenth and angle measures
to the nearest degree.
12. m∠B � 13. RS � 14. m∠M �
��� �
��� �
� ��
� �
�� ����
��
� � �

Draw each vector on a coordinate plane. Find its magnitude to the nearest tenth.
15. 〈1, 3〉 16. 〈-4, 1〉 17. 〈2, -3〉

Draw each vector on a coordinate plane. Find the direction of the vector
to the nearest degree.
� ������
18. The velocity of a plane is given by the vector 〈3, 5〉.
19. A wind velocity is given by the vector 〈4, 1〉.
���
�
��

20. Kate is rowing across a river. She sets out at a bearing of N 40° E and ���
��

paddles at a constant rate of 3.5 mi/h. There is a 2 mi/h current moving � �

due east. What are Kate’s actual speed and direction? Round the speed
to the nearest tenth and the direction to the nearest degree. �

576 Chapter 8 Right Triangles and Trigonometry

FOCUS ON SAT MATHEMATICS SUBJECT TESTS
The SAT Mathematics Subject Tests each consist of Though you can use a calculator on the
50 multiple-choice questions. You are not expected SAT Mathematics Subject Tests, it may be
to have studied every topic on the SAT Mathematics faster to answer some questions without
Subject Tests, so some questions may be unfamiliar. one. Remember to use test-taking
strategies before you press buttons!
You may want to time yourself as you take this practice
test. It should take you about 6 minutes to complete.

1. Let P be the acute angle formed by the line 4. A swimmer jumps into a river and starts
-x + 4y = 12 and the x-axis. What is the swimming directly across it at a constant
approximate measure of ∠P? velocity of 2 meters per second. The speed
of the current is 7 meters per second.
(A) 14°
Given the current, what is the actual speed
(B) 18° of the swimmer to the nearest tenth?
(C) 72° (A) 0.3 meters per second
(D) 76° (B) 1.7 meters per second
(E) 85° (C) 5.0 meters per second
(D) 7.3 meters per second
(E) 9.0 meters per second
2. In right triangle DEF, DE = 15, EF = 36, and
DF = 39. What is the cosine of ∠F?

(A) _5
12 5. What is the approximate measure of the vertex
angle of the isosceles triangle below?
12
(B) _
5
(C) _5
13 �� ��
12
(D) _
13
13 ��
(E) _
12
(A) 28.1°
(B) 56.1°
3. A triangle has angle measures of 19°, 61°, and (C) 62.0°
100°. What is the approximate length of the side
opposite the 100° angle if the side opposite the (D) 112.2°
61° angle is 8 centimeters long? (E) 123.9°
(A) 2.5 centimeters
(B) 3 centimeters
(C) 9 centimeters
(D) 12 centimeters
(E) 13 centimeters

College Entrance Exam Practice 577

 Any Question Type: Estimate
Once you find the answer to a test problem, take a few moments to check
your answer by using estimation strategies. By doing so, you can verify that
your final answer is reasonable.

Gridded Response Find the geometric mean of 38 and 12 to the

nearest hundredth.

Let x be the geometric mean.

x 2 = (38)(12) = 456 Def. of geometric mean

x ≈ 21.35 Find the positive square root.

Now use estimation to check that this answer is reasonable.

x 2 ≈ (40)(10) = 400 Round 38 to 40 and round 12 to 10.

x ≈ 20 Find the positive square root.

The estimate is close to the calculated answer, so 21.35 is a reasonable answer.

Multiple Choice Which of the following is equal to sin X ? �

� �
0.02 0.91
0.41 2.44
���� ��
Use a trigonometric ratio to find the answer.
YZ opp. leg
sin X = _ The sine of an ∠ is _.
XZ hyp.

sin X = _9 ≈ 0.41 Substitute the given values and simplify. �

22

Now use estimation to check that this answer is reasonable.

10 ≈ 0.5
sin X ≈ _ Round 9 to 10 and round 22 to 20.
20
The estimate is close to the calculated answer, so B is a reasonable answer.

578 Chapter 8 Right Triangles and Trigonometry

 Item C
���� An extra minute spent checking your answers can
Multiple Choice In △QRS, what is the
result in a better test score. ̶̶
measure of SQ to the nearest tenth of a
centimeter?
�����
Read each test item and answer the questions � �
that follow.
�������
Item A
Gridded Response A cell phone tower casts a
�
shadow that is 121 ft long when the angle of
elevation to the sun is 48°. How tall is the cell 9.3 centimeters
phone tower? Round to the nearest foot.
10.5 centimeters
30.1 centimeters
1. A student estimated that the answer should
61.7 centimeters
be slightly greater than 121 by comparing
tan 48° and tan 45°. Explain why this
estimation strategy works. 5. A student calculated the answer as 30.1 cm.
2. Describe how to use the inverse tangent The student then used the diagram to
function to estimate whether an answer estimate that SQ is more than half of RQ.
of 134 ft makes sense. So the student decided that his answer
was reasonable. Is this estimation method
a good way to check your answer? Why or
why not?
Item B
6. Describe how to use estimation and the
 has an initial point of
Multiple Choice BC
Pythagorean Theorem to check your answer
(-1, 0) and a terminal point of (4, 2). What to this problem.
 ?
are the magnitude and direction of BC
�
�

� � Item D
� Multiple Choice The McCleods have a
� � variable interest rate on their mortgage.
� �
The rate is 2.625% the first year and 4% the
following year. The average interest rate is
5.39; 22° 6.39; 22° the geometric mean of these two rates. To the
5.39; 68° 6.39; 68° nearest hundredth of a percent, what is the
average interest rate for their mortgage?
1.38% 3.89%
3. A student correctly found the magnitude of
 as √
BC 29 . The student then calculated the 3.24% 10.50%
value of this radical as 6.39. Explain how to
use perfect squares to estimate the value
of √29 . Is 6.39 a reasonable answer? 7. Describe how to use estimation to show that
choices F and J are unreasonable.
4. A student calculated the measure of the
angle the vector forms with a horizontal line 8. To find the answer, a student uses the
as 68°. Use estimation to explain why this equation x 2 = (2.625)(4). Which compatible
answer is not reasonable. numbers should the student use to quickly
check the answer?

TAKS Tackler 579

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–8

Multiple Choice 6. △ABC has vertices A(-2, -2), B(-3, 2), and
̶̶ C(1, 3). Which translation produces an image
1. What is the length of UX to the nearest with vertices at the coordinates (-2, -2), (2, -1),
centimeter? and (-1, -6)?
� ���� (x, y) → (x + 1, y - 4)
�
(x, y) → (x + 2, y - 8)
(x, y) → (x - 3, y - 5)
����
(x, y) → (x - 4, y + 1)
� �
7. △ABC is a right triangle in which m∠A = 30° and
3 centimeters m∠B = 60°. Which of the following are possible
7 centimeters lengths for the sides of this triangle?
9 centimeters AB = √
3 , AC = √
2 , and BC = 1
13 centimeters AB = 4, AC = 2, and BC = 2 √
3
AB = 6 √
3 , AC = 27, and BC = 3 √
3
2. △ABC is a right triangle. m∠A = 20°, m∠B = 90°,
AB = 8, AC = 4 √
3 , and BC = 4
AC = 8, and AB = 3. Which expression can be
used to find BC?
_ 3 8. Based on the figure below, which of the
8 tan 20° following similarity statements must be true?
tan 70°
_ 8 �
3 cos 70°
sin 20°
�
3. A slide at a park is 25 ft long, and the top of
the slide is 10 ft above the ground. What is the
approximate measure of the angle the slide
makes with the ground? � �
�
21.8° 66.4°
23.6° 68.2° △PQR ∼ △TSR
△PQR ∼ △RTQ
4. Which of the following vectors is equal to the △PQR ∼ △TSQ
vector with an initial point at (2, -1) and a
△PQR ∼ △TQP
terminal point at (-2, 4)?
〈-4, -5〉 〈5, -4〉 9. ABCD is a rhombus with vertices A(1, 1) and
〈-4, 5〉 〈5, 4〉 C(3, 4). Which of the following lines is parallel to
̶̶
diagonal BD?
5. Which statement is true by the Addition Property 2x - 3y = 12
of Equality? 2x + 3y = 12
If 3x + 6 = 9y, then x + 2 = 3y. 3x + 2y = 12
If t = 1 and s = t + 5, then s = 6. 3x - 4y = 12
If k + 1 = ℓ + 2, then 2k + 2 = 2ℓ + 4.
If a + 2 = 3b, then a + 5 = 3b + 3.

580 Chapter 8 Right Triangles and Trigonometry

 STANDARDIZED TEST PREP
10. Which of the following is NOT equivalent Short Response
to sin 60°?
17. A building casts a shadow that is 85 ft long when
cos 30° (cos 60°)(tan 60°) the angle of elevation to the sun is 34°.
_√
3 tan 30°
_ a. What is the height of the building? Round to
2 sin 30° the nearest inch and show your work.
11. ABCDE is a convex pentagon. ∠A ≅ ∠B ≅ ∠C, b. What is the angle of elevation to the sun when
∠D ≅ ∠E, and m∠A = 2m∠D. What is the the shadow is 42 ft 6 in. long? Round to the
measure of ∠C? nearest tenth of a degree and show your work.
67.5° 154.2°
18. Use the figure to find each of the following.
135° 225°
Round to the nearest tenth of a centimeter and
show your work.
12. Which of the following sets of lengths can ̶̶
a. the length of DC
represent the side lengths of an obtuse triangle? ̶̶
b. the length of AB
4, 7.5, and 8.5
7, 12, and 13 �

9.5, 16.5, and 35 ������

36, 75, and 88 ����
���
� �
������ �
Be sure to correctly identify any pairs of
���� parallel lines before using the Alternate
Interior Angles Theorem or the Same-Side
Interior Angles Theorem. Extended Response
19. Tony and Paul are taking a vacation with their
13. What is the value of x? cousin, Greg. Tony and Paul live in the same
house. Paul will go directly to the vacation spot,
but Tony has to pick up Greg.
�
��������� � Tony travels 90 miles at a bearing of N 25° E
to get to his cousin’s house. He then travels
��� due east for 50 miles to get to the vacation spot.
Paul travels on one highway to get from his
house to the vacation spot.
��� �
For each of the following, explain in words
how you found your answer and round to the
�
nearest tenth.
a. Write the vectors in component form for the
22.5 90
route from Tony and Paul’s house to their
45 135 cousin’s house and the route from their cousin’s
house to the vacation spot.
b. What are the direction and magnitude of
Gridded Response Paul’s direct route from his house to the
14. Find the next item in the pattern below. vacation spot?
c. Tony and Paul leave the house at the same
1, 3, 7, 13, 21, …
time and arrive at the vacation spot at the
same time. If Tony traveled at an average
15. In △XYZ, ∠X and ∠Z are remote interior speed of 50 mi/h, what was Paul’s
angles of exterior ∠XYT. If m∠X = (x + 15)°, average speed?
m∠Z = (50 - 3x)°, and m∠XYT = (4x - 25)°,
what is the value of x?

16. In △ABC and △DEF, ∠A ≅ ∠F. If EF = 4.5, DF = 3,

̶̶
and AC = 1.5, what length for AB would let you
conclude that △ABC ∼ △FED?

Cumulative Assessment, Chapters 1–8 581

 TEXAS TAKS Grades 9–11 Obj. 10

������

������������

Reunion Tower
The 55-story Reunion Tower is one of the most recognized buildings
in the Dallas skyline. Built as a part of the Hyatt Regency Hotel, the
tower is topped by a geodesic dome that houses a revolving restaurant.
�����������������
The tower itself consists of four concrete cylinders arranged in a
triangular pattern. The center cylinder contains ��������
an elevator, which
takes visitors on a 68-second ride to the top of the��������
tower.
��������
Choose one or more strategies to solve each problem.
1. The building’s observation deck, the Lookout, is on the fifty-third floor,
approximately 540 feet above street level. The deck is equipped with telescopes
that offer close-up views of the Dallas area. Using one of the telescopes, a visitor
spots a sculpture in a nearby park. The angle of depression to the sculpture is 10°.
To the nearest foot, how far is the sculpture from the base of Reunion Tower?

For 2–4, use the table.

2. At noon on May 15, the shadow of Reunion Tower is 150 ft long. Elevation of the Sun
Find the height of the tower to the nearest foot. in Dallas, Texas
3. How long is the shadow of the tower at noon on October 15? Angle of Elevation
Round to the nearest foot. Date at Noon (°)
4. On which of the dates shown is the tower’s shadow the longest? January 15 36
What is the length of the shadow to the nearest foot? February 15 44
March 15 54
April 15 66
May 15 75
June 15 79
July 15 77
August 15 70
September 15 60
October 15 48
November 15 39
December 15 34

582 Chapter 8 Right Triangles and Trigonometry

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
Lyndon B. Johnson’s Guess and Test
Work Backward
Birthplace Find a Pattern
Make a Table
Lyndon Baines Johnson (1908–1973), the thirty- Solve a Simpler Problem
Use Logical Reasoning
sixth president of the United States, was born Use a Venn Diagram
in Stonewall, Texas, and moved to what is now Make an Organized List
Johnson City at the age of 5. Visitors to the
Lyndon B. Johnson National Historical Park can
tour the home where President Johnson spent
much of his childhood.

Choose one or more strategies to solve

each problem.
1. In 1973, the National Park Service finished
restoring President Johnson’s house to
its appearance during Johnson’s childhood.
The blueprint below shows the layout of the house after the restoration.
Suppose there is a border of wallpaper along the edge of the ceiling
around the dining room. About how long is the border?
2. During the restoration of the house, the wooden floor of the parlor,
dining room, and kitchen was replaced with new wood. About how
many square feet of wood was used?
3. Estimate the percentage of the square footage of the home that is
occupied by porches.
4. In 1934, the Johnson family spent $666.09 for improvements to their
home. The total cost consisted of materials and labor. The materials
cost $416.09 more than the labor. How much did they spend on
labor for the improvements?

������

����������������
����������������

������� �������

������ ����� �������

����
��������������

��������������
�������

��������������������

Problem Solving on Location 583

 Extending Perimeter,
Circumference,
and Area
9A Developing Geometric
Formulas
9-1 Developing Formulas for
Triangles and Quadrilaterals
Lab Develop π
9-2 Developing Formulas for Circles
and Regular Polygons
9-3 Composite Figures
Lab Develop Pick’s Theorem for Area
of Lattice Polygons

9B Applying Geometric
Formulas
9-4 Perimeter and Area in the
Coordinate Plane
9-5 Effects of Changing Dimensions
Proportionally
9-6 Geometric Probability
Lab Use Geometric Probability to
Estimate π

KEYWORD: MG7 ChProj

This map of Texas

counties shows the
elevations of different
regions.

584 Chapter 9
 Vocabulary
Match each term on the left with a definition on the right.
1. area A. a polygon that is both equilateral and equiangular
2. kite B. a quadrilateral with exactly one pair of parallel sides
3. perimeter C. the number of nonoverlapping unit squares of a given size
that exactly cover the interior of a figure
4. regular polygon
D. a quadrilateral with exactly two pairs of adjacent
congruent sides
E. the distance around a closed plane figure

Convert Units
Use multiplication or division to change from one unit of measure to another.
5. 12 mi = yd Length
6. 7.3 km = m Metric Customary
7. 6 in. = ft 1 kilometer = 1000 meters 1 mile = 1760 yards
1 meter = 100 centimeters 1 mile = 5280 feet
8. 15 m = mm
1 centimeter = 10 millimeters 1 yard = 3 feet
1 foot = 12 inches

Pythagorean Theorem
Find x in each right triangle. Round to the nearest tenth, if necessary.
9. � 10. ���� 11. �����
� � � �
�
�������
� �����
�
� � �����
������� �
�

Measure with Customary and Metric Units

Measure each segment to the nearest eighth of an inch and to the nearest half
of a centimeter.
12. 13. 14.

Solve for a Variable

Solve each equation for the indicated variable.
15. A = _1 bh for b 16. P = 2b + 2h for h
2
17. A = _1 b + b h for b 1 d d for d
18. A = _
(
2 1 2) 1
2 1 2 1

Extending Perimeter, Circumference, and Area 585

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
apothem apotema vocabulary terms in the chapter, consider
the following. You may refer to the chapter,
center of a circle centro de un circulo the glossary, or a dictionary if you like.
center of a regular centro de un poligono 1. How can you use the everyday meaning
polygon regular of the word center to understand the
central angle of a ángulo central de term center of a circle ?
regular polygon un poligono
2. The word composite means “of
circle circulo separate parts.” What do you think the
composite figure figuras compuestas term composite figure means?

geometric probabilidad 3. What does the word probability mean?

probability geométrica How do you think geometric probability
differs from theoretical probability?
4. The word apothem begins with the root
apo-, which means “away from.” The
apothem of a regular polygon is measured
“away from” the center to the midpoint of
a side. What do you think is true about the
apothem and the side of the polygon?

9-2 9-3 9-6

Geometry TEKS Les. Geo. Les. Les. Geo. Les. Les. Les. Geo.
9-1 Lab 9-2 9-3 Lab 9-4 9-5 9-6 Lab

G.3.C Geometric structure* use logical reasoning to prove ★

statements are true ...
G.3.E Geometric structure* use deductive reasoning to prove a ★
statement
G.5.A Geometric patterns* use ... geometric patterns to develop ★ ★ ★ ★
algebraic expressions representing geometric properties
G.5.B Geometric patterns* use ... geometric patterns to make ★
generalizations about geometric properties, including ... ratios
in similar figures ...
G.7.A Dimensionality and the geometry of location* use ... two- ★
dimensional coordinate systems to represent ... figures
G.7.B Dimensionality and the geometry of location* use slopes ... to ★
investigate geometric relationships ...
G.8.A Congruence and the geometry of size* find areas of ... circles, ★ ★ ★ ★ ★ ★
and composite figures
G.8.C Congruence and the geometry of size* ... use the ★ ★
Pythagorean Theorem
G.11.D Similarity and the geometry of shape* describe the effect on ★
perimeter, area, ... when one or more dimensions of a figure
are changed ...
* Knowledge and skills are written out completely on pages TX28–TX35.

586 Chapter 9
Study Strategy: Memorize Formulas
Throughout a geometry course, you will learn many formulas, theorems, postulates,
and corollaries. You may be required to memorize some of these. In order not to
become overwhelmed by the amount of information, it helps to use flash cards.

In a right triangle, the two sides that form the right angle are the legs .
The side across from the right angle that stretches from one leg to the other is
the hypotenuse . In the diagram, a and b are the lengths of the shorter sides,
or legs, of the right triangle. The longest side is called the hypotenuse and
has length c.

Theorem 1-6-1 Pythagorean Theorem

In a right triangle, the sum of the squares of the �

�
lengths of the legs is equal to the square of the
length of the hypotenuse.
a2 + b2 = c2 � � �
�� � �

�
��

To create a flash card, write the name of the formula or theorem on the front of
the card. Then clearly write the appropriate information on the back of the card.
Be sure to include a labeled diagram.

Front Back

��� � � � � � � � � � � �� ��� � � � � � � � � ��
�� � � �� �� � � �� �� �
�
�
�� � � � � � � � � �� � � � � � �� ��
� �
� ��� �� ��� �� �
�
Try This

1. Choose a lesson from this book that you have already studied, and make flash
cards of the formulas or theorems from the lesson.

2. Review your flash cards by looking at the front of each card and trying to
recall the information on the back of the card.

Extending Perimeter, Circumference, and Area 587

 Literal Equations
Algebra
A literal equation contains two or more variables. Formulas you have
used to find perimeter, circumference, area, and side relationships of
right triangles are examples of literal equations.
See Skills Bank
page S59

If you want to evaluate a formula for several different values of a given

variable, it is helpful to solve for the variable first.

Example
Danielle plans to use 50 feet of fencing to build a dog run.
Use the formula P = 2ℓ + 2w to find the length ℓ when the �
width w is 4, 5, 6, and 10 feet.

Solve the equation for ℓ. �

First solve the formula for the variable.

P = 2ℓ + 2w Write the original equation.

P - 2w = 2ℓ Subtract 2w from both sides.

P - 2w = ℓ
_ Divide both sides by 2.
2
Use your result to find ℓ for each value of w.
50 - 2(4)
P - 2w = _
ℓ=_ = 21 ft Substitute 50 for P and 4 for w.
2 2
50 - 2(5)
P - 2w = _
ℓ=_ = 20 ft Substitute 50 for P and 5 for w.
2 2
50 - 2(6)
P - 2w = _
ℓ=_ = 19 ft Substitute 50 for P and 6 for w.
2 2
50 - 2(10)
P - 2w = _
ℓ=_ = 15 ft Substitute 50 for P and 10 for w.
2 2

Try This TAKS Grades 9–11 Obj. 1

1. A rectangle has a perimeter of 24 cm. Use the formula P = 2ℓ + 2w to find the

width when the length is 2, 3, 4, 6, and 8 cm.
2. A right triangle has a hypotenuse of length c = 65 ft. Use the Pythagorean Theorem
to find the length of leg a when the length of leg b is 16, 25, 33, and 39 feet.
3. The perimeter of △ABC is 112 in. Write an expression for a �
in terms of b and c, and use it to complete the following table.
� �
a b c
48 35 � �
�
36 36
14 50

588 Chapter 9 Extending Perimeter, Circumference, and Area

 9-1 Developing Formulas for
Triangles and Quadrilaterals
TEKS G.5.A Geometric patterns: use ... geometric patterns to develop algebraic
expressions representing geometric properties. Also G.1.B, G.3.C, G.3.E, G.8.C
Objectives Why learn this?
Develop and apply the You can use formulas for area to help
formulas for the areas solve puzzles such as the tangram.
of triangles and special
quadrilaterals.
A tangram is an ancient Chinese puzzle
Solve problems involving
made from a square. The pieces can be
perimeters and areas
rearranged to form many different shapes.
of triangles and special
quadrilaterals. The area of a figure made with all the pieces
is the sum of the areas of the pieces.

Postulate 9-1-1 Area Addition Postulate

The area of a region is equal to the sum of the areas of its nonoverlapping parts.

Recall that a rectangle with base b and height h has an area of A = bh.
You can use the Area Addition Postulate to see that a parallelogram has
the same area as a rectangle with the same base and height.

A triangle is cut off one side and

� �
translated to the other side.
� �

Area Parallelogram

The area of a parallelogram with base b and height h

�
is A = bh.
�

Remember that rectangles and squares are also parallelograms. The area of a
square with side s is A = s 2, and the perimeter is P = 4s.

EXAMPLE 1 Finding Measurements of Parallelograms

Find each measurement.
A the area of the parallelogram
Step 1 Use the Pythagorean Theorem to find the height h.
The height of a
32 + h2 = 52
parallelogram is
measured along a h=4 ����� �
segment perpendicular
Step 2 Use h to find the area of the parallelogram.
to a line containing ����� �����
the base. A = bh Area of a parallelogram
A = 6(4) Substitute 6 for b and 4 for h.
A = 24 in 2 Simplify.

9- 1 Developing Formulas for Triangles and Quadrilaterals 589

 Find each measurement.
B the height of a rectangle in which b = 5 cm and A = (5x 2 - 5x) cm 2
A = bh Area of a rectangle
2
5x - 5x = 5h Substitute 5x 2 - 5x for A and 5 for b.
5(x 2 - x) = 5h Factor 5 out of the expression for A.
x2 - x = h Divide both sides by 5.
h = (x 2 - x) cm Sym. Prop. of =

C the perimeter of the rectangle, in which A = 12 x ft 2

Step 1 Use the area and the height to find the base.
A = bh Area of a rectangle ����
12x = b(6) Substitute 12x for A and 6 for h.
2x = b Divide both sides by 6.

The perimeter of a Step 2 Use the base and the height to find the perimeter.
rectangle with base P = 2b + 2h Perimeter of a rectangle
b and height h is
P = 2(2x) + 2(6) Substitute 2x for b and 6 for h.
P = 2b + 2h, or
P = 2(b + h). P = (4x + 12) ft. Simplify.

1. Find the base of a parallelogram in which h = 56 yd and

A = 28 yd 2.

To understand the formula for the area

of a triangle or trapezoid, notice that � �
two congruent triangles or two
� �
congruent trapezoids fit together to
���� ���� ����
form a parallelogram. Thus the area of
a triangle or trapezoid is half the area
� �
of the related parallelogram.
���� ���� ����

Area Triangles and Trapezoids

The area of a triangle with The area of a trapezoid with bases b 1 and
base b and height h is A = __12 bh. b 2 and height h is A = __12 (b 1 + b 2)h, or
(b 1 + b 2)h
A = __.
2
����
�
�
�
����

EXAMPLE 2 Finding Measurements of Triangles and Trapezoids

Find each measurement.
A the area of a trapezoid in which b 1 = 9 cm, b 2 = 12 cm, and h = 3 cm
A=_ 1 b +b h
(
2 1 2) Area of a trapezoid

A=_ 1 (9 + 12)3 Substitute 9 for b 1, 12 for b 2, and 3 for h.

2
A = 31.5 cm 2 Simplify.

590 Chapter 9 Extending Perimeter, Circumference, and Area

 Find each measurement.

B the base of the triangle, in which A = x 2 in 2

A=_ 1 bh Area of a triangle
2 �����

x =_
2 1 bx Substitute x 2 for A and x for h.
2 �
x=_ 1b Divide both sides by x.
2
2x = b Multiply both sides by 2.
b = 2x in. Sym. Prop. of =
����

C b 2 of the trapezoid, in which A = 8 ft 2

����
A=_ 1 b +b h
(
2 1 2) Area of a trapezoid
����
8=_ 1 3 + b (2)
2
( 2) Substitute 8 for A, 3 for b 1, and 2 for h.
8 = 3 + b2 Multiply __12 by 2.
5 = b2 Subtract 3 from both sides.
b 2 = 5 ft Sym. Prop. of =

2. Find the area of the triangle.

����
����

���

A kite or a rhombus with diagonals d 1 and d 2 �������������

�
can be divided into two congruent triangles
with a base of d 1 and a height of __12 d 2.
����
1d _
area of each triangle: A = _ 1d = _
2 1 2 2
1d d
4 1 2 ( ) �������������
�

total area: A = 2 _
4 1 2 (
1d d = _
1d d
2 1 2 ) ����

Area Rhombuses and Kites

The area of a rhombus or kite with diagonals d 1 and d 2 is A = __12 d 1d 2.

� � �������
������� �������
�������

EXAMPLE 3 Finding Measurements of Rhombuses and Kites

Find each measurement.
A d 2 of a kite in which d 1 = 16 cm and A = 48 cm 2
A=_ 1d d Area of a kite
2 1 2
48 = _1 (16)d Substitute 48 for A and 16 for d 1.
2
2
6 = d2 Solve for d 2.
d 2 = 6 cm Sym. Prop. of =

9- 1 Developing Formulas for Triangles and Quadrilaterals 591

 Find each measurement.
B the area of the rhombus ������� ����������������
������� ��������������
1d d
A=_
2 1 2
1 (6x + 4)(10x + 10)
A=_ Substitute (6x + 4) for d1 and (10x + 10) for d 2.
2
1 (60x 2 + 100x + 40)
A=_ Multiply the binomials (FOIL).
2
A = (30x 2 + 50x + 20) in 2 Distrib. Prop.

C the area of the kite

�����
Step 1 The diagonals d 1 and d 2 ����
The diagonals of a
rhombus or kite are
form four right triangles.
� �
perpendicular, and Use the Pythagorean Theorem
�����
the diagonals of a to find x and y.
rhombus bisect each 9 2 + x 2 = 41 2 9 2 + y 2 = 15 2
other.
x 2 = 1600 y 2 = 144
x = 40 y = 12
Step 2 Use d 1 and d 2 to find the area. d 1 is equal to x + y, which is 52.
Half of d 2 is equal to 9, so d 2 is equal to 18.
A=_ 1d d Area of a kite
2 1 2
A=_ 1 (52)(18) Substitute 52 for d 1 and 18 for d 2.
2
A = 468 ft 2 Simplify.

3. Find d 2 of a rhombus in which d 1 = 3x m and A = 12xy m 2.

EXAMPLE 4 Games Application

The pieces of a tangram are arranged in
a square in which s = 4 cm. Use the grid
to find the perimeter and area of the
red square.
Perimeter:
Each side of the red square is the diagonal
of a square of the grid. Each grid square
has a side length of 1 cm, so the diagonal
is √2 cm. The perimeter of the red square
is P = 4s = 4 √
2 cm.
Area:
Method 1 The red square is also Method 2 The side length of the
a rhombus. The diagonals d 1 red square is √
2 cm, so the
and d 2 each measure 2 cm. area is
A = s 2 = ( √
2 ) = 2 cm.
So its area is 2

A=_ 1d d = _ 1 (2)(2) = 2 cm 2.
2 1 2 2

4. In the tangram above, find the perimeter and area of the large
green triangle.

592 Chapter 9 Extending Perimeter, Circumference, and Area

 THINK AND DISCUSS
1. Explain why the area of a triangle is half the area of a parallelogram with
the same base and height.
2. Compare the formula for the area of a trapezoid with the formula for
the area of a rectangle.
3. GET ORGANIZED Copy ������������ �������� ����������
and complete the graphic
organizer. Name all the ������

���� ��
shapes whose area is given �
���
by each area formula and �

sketch an example of ���� ��

�
����� ��������� ��
�
each shape.
��������
������������ ���� �
�

9-1
Exercises KEYWORD: MG7 9-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Find each measurement.
SEE EXAMPLE 1 1. the area of the 2. the height of the rectangle, in which
p. 589 parallelogram A = 10x 2 ft 2
�����

�����
�����
2
3. the perimeter of a square in which A = 169 cm

SEE EXAMPLE 2 4. the area of the trapezoid 5. the base of the triangle, in which
p. 590 ���� A = 58.5 in 2
���
���� �����

6. b 1 of a trapezoid in which A = (48x + 68) in 2, h = 8 in., and b 2 = (9x + 12) in.

SEE EXAMPLE 3 7. the area of the rhombus 8. d 2 of the kite, in which

p. 591 ������ A = 187.5 m 2
������
����

9. d 2 of a kite in which A = 12x 2y 3 cm 2, d 1 = 3xy cm

SEE EXAMPLE 4 10. Art The stained-glass window shown is a rectangle

p. 592 with a base of 4 ft and a height of 3 ft. Use the grid
to find the area of each piece.

9- 1 Developing Formulas for Triangles and Quadrilaterals 593

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find each measurement.
For See
Exercises Example 11. the height of the parallelogram, 12. the perimeter of the rectangle
11–13 1 in which A = 7.5 m 2
14–16 2 �����������
17–19 3
��� �����������
20–22 4
13. the area of a parallelogram in which b = (3x + 5) ft and h = (7x - 1) ft
TEKS TAKS
14. the area of the triangle 15. the height of the trapezoid,
Skills Practice p. S20
in which A = 280 cm 2
Application Practice p. S36

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16. the area of a triangle in which b = (x + 1) ft and h = 8x ft

17. the area of the kite 18. d 2 of the rhombus, in which
�� A = (3x 2 + 6x) m 2
������
������ ���
���������

��������
������

19. the area of a kite in which d 1 = (6x + 5) ft and d 2 = (4x + 8) ft

Crafts In origami, a square base is � � �

the starting point for the creation
of many figures, such as a crane.
In the pattern for the square base,
ABCD is a square, and E, F, G, and � �
�
H are the midpoints of the sides.
If AB = 6 in., find the area of
each shape.
� � �
20. rectangle ABFH
21. △AEJ
22. trapezoid ABFJ

Multi-Step Find the area of each figure. Round to the nearest tenth, if necessary.
23. ������ 24. 25. �����
����
���� ���

���
������ ������

Write each area in terms of x.

26. equilateral triangle 27. 30°-60°-90° triangle 28. 45°-45°-90° triangle

� � �

���

594 Chapter 9 Extending Perimeter, Circumference, and Area

 29. This problem will prepare you for the Multi-Step TAKS
������
Prep on page 614.
A sign manufacturer makes yield signs by cutting an
equilateral triangle from a square piece of aluminum ������
with the dimensions shown.
a. Find the height of the yield sign to the nearest tenth.
b. Find the area of the sign to the nearest tenth.
c. How much material is left after a sign is made?

Find the missing measurements for each rectangle.

Base b Height h Area A Perimeter P

30. 12 16

31. 17 136

32. 11 50

33. 216 66

34. The perimeter of a rectangle is 72 in. The base is 3 times the height. Find the area
of the rectangle.
35. The area of a triangle is 50 cm 2. The base of the triangle is 4 times the height.
Find the height of the triangle.
36. The perimeter of an isosceles trapezoid is 40 ft. The bases of the trapezoid are
11 ft and 19 ft. Find the area of the trapezoid.

Use the conversion table for Exercises 37–42.

Conversion Factors
37. 1 yd 2 = ? ft 2 38. 1 m 2 = ? cm 2
̶̶̶̶ ̶̶̶̶ Metric Customary
39. 1 cm 2 = ? mm 2 40. 1 mi 2 = ? in 2 1 km = 1000 m 1 mi = 1760 yd
̶̶̶̶ ̶̶̶̶
1 m = 100 cm 1 mi = 5280 ft
41. A triangle has a base of 3 yd and a height of 8 yd. 1 cm = 10 mm 1 yd = 3 ft
Find the area in square feet. 1 ft = 12 in.
History
42. A rhombus has diagonals 500 yd and 800 yd
in length. Find the area in square miles.
43. The following proof of the Pythagorean Theorem was
discovered by President James Garfield in 1876 while � �
he was a member of the House of Representatives. �
�
a. Write the area of the trapezoid in terms of a and b.
b. Write the areas of the three triangles in terms of a, � �
President James Garfield b, and c.
was a classics professor
and a major general in c. Use the Area Addition Postulate to write an equation relating your results from
the Union Army. He was parts a and b. Simplify the equation to prove the Pythagorean Theorem.
assassinated in 1881.
44. Use the diagram to prove the formula for the area of a rectangle, �
Source:
www.whitehouse.gov given the formula for the area of a square. �
Given: Rectangle with base b and height h
Prove: The area of the rectangle is A = bh. �
Plan: Use the formula for the area of a square to find the areas
of the outer square and the two squares inside the figure. �
Write and solve an equation for the area of the rectangle.

9- 1 Developing Formulas for Triangles and Quadrilaterals 595

 Prove each area formula.
45. Given: Parallelogram with area A = bh 46. Given: Triangle with area A = __12 bh
Prove: The area of the triangle is Prove: The area of the trapezoid is
A=_ 1 b + b h.
A = __12 bh. (
2 1 2) ����

� �

� ����

47. Measurement Choose an appropriate unit of measurement and measure the base
and height of each parallelogram.
a. Find the area of each parallelogram. Give your answer with the correct
precision.
b. Which has the greatest area?

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48. Hobbies Tina is making a kite according to the �����

plans at right. The fabric weighs about 40 grams
per square meter. The diagonal braces, or spars, �����
weigh about 20 grams per meter. Estimate the
weight of the kite.
�����
49. Home Improvement Tom is buying tile for a
12 ft by 18 ft rectangular kitchen floor. He needs
to buy 15% extra in case some of the tiles break.
The tiles are squares with 4 in. sides that come in
cases of 100. How many cases should he buy? �����

50. Critical Thinking If the maximum error in the

����
given measurements of the rectangle is 0.1 cm,
what is the greatest possible error in the area? Explain. ����

51. Write About It A square is also a parallelogram, a rectangle, and a rhombus.

Prove that the area formula for each shape gives the same result as the formula
for the area of a square.

52. Which expression best represents the area of the rectangle?

2x + 2(x - c) x 2 + (x - c) 2 �����

x(x - c) 2x(x - c) �

53. The length of a rectangle is 3 times the width. The perimeter is 48 inches.
Which system of equations can be used to find the dimensions of the rectangle?
ℓ=w+3 ℓ = 3w
2(ℓ + w) = 48 2(ℓ + w) = 48
ℓ = 3w ℓ=w+3
2ℓ + 6w = 48 2ℓ + 6w = 48

596 Chapter 9 Extending Perimeter, Circumference, and Area

54. A 16- by 18-foot rectangular section of a wall will be covered by square tiles that
measure 2 feet on each side. If the tiles are not cut, how many of them will be
needed to cover the section of the wall?
288 144 72 17

55. The area of trapezoid HJKM is 90 square centimeters. ����

̶̶ � �
Which is closest to the length of JK ?
10 centimeters 11.7 centimeters �����
10.5 centimeters 16 centimeters
� �
56. Gridded Response A driveway is shaped like a �����
parallelogram with a base of 28 feet and a height
of 17 feet. Covering the driveway with crushed stone
will cost $2.75 per square foot. How much will it
cost to cover the driveway with crushed stone?

CHALLENGE AND EXTEND

Multi-Step Find h in each parallelogram.
57. ����� 58.
����� ����
����� � ����
�
����

59. Algebra A rectangle has a perimeter of (26x + 16) cm and an area of

(42x 2 + 51x + 15) cm 2. Find the dimensions of the rectangle in terms of x.
60. Prove that the area of any quadrilateral with perpendicular diagonals is __12 d 1d 2.
61. Gardening A gardener has 24 feet of fencing to enclose a rectangular garden.
a. Let x and y represent the side lengths of the rectangle. Solve the perimeter
formula 2x + 2y = 24 for y, and substitute the expression into the area
formula A = xy.
b. Graph the resulting function on a coordinate plane. What are the domain and
range of the function?
c. What are the dimensions of the rectangle that will enclose the greatest area?
d. Write About It How would you find the dimensions of the rectangle with the
least perimeter that would enclose a rectangular area of 100 square feet?

SPIRAL REVIEW
Determine the range of each function for the given domain. (Previous course)
62. f (x) = x - 3, domain: -4 ≤ x ≤ 6 63. f (x) = -x 2 + 2, domain: -2 ≤ x ≤ 2

Find the perimeter and area of each figure. Express your answers in terms of x.
(Lesson 1-5)
64. 65.
�����
�� �

�
�����

Write each vector in component form. (Lesson 8-6)

 with L (4, 3) and M(5, 10)
66. LM  with S(-2, -2) and T (4, 6)
67. ST

9- 1 Developing Formulas for Triangles and Quadrilaterals 597

 9-2
Develop π
The ratio of the circumference of a circle to its diameter is defined as π.
All circles are similar, so this ratio is the same for all circles:
circumference .
π = __
diameter
TEKS G.5.A Geometric patterns: use numeric and geometric patterns to
Use with Lesson 9-2 develop algebraic expressions representing geometric properties.

Activity 1
1 Use your compass to draw a large
circle on a piece of cardboard and
then cut it out.

2 Use a measuring tape to measure the

circle’s diameter and circumference as
accurately as possible.

3 Use the results from your circle to

estimate π. Compare your answers
with the results of the rest of the class.

Try This

1. Do you think it is possible to draw a circle

whose ratio of circumference to diameter
is not π ? Why or why not?
2. How does knowing the relationship
between circumference, diameter, and
π help you determine the formula for
circumference?
3. Use a ribbon to make a π measuring tape.
Mark off increments of π inches or π cm
on your ribbon as accurately as possible.
How could you use this π measuring tape
to find the diameter of a circular object?
Use your π measuring tape to measure
5 circular objects. Give the circumference
and diameter of each object.

598 Chapter 9 Extending Perimeter, Circumference, and Area

Archimedes used inscribed and circumscribed polygons to estimate the value of
π. His “method of exhaustion” is considered to be an early version of calculus.
In the figures below, the circumference of the circle is less than the perimeter
of the larger polygon and greater than the perimeter of the smaller polygon.
This fact is used to estimate π.

Activity 2

1 Construct a large square. Construct 2 Use your compass to draw an inscribed

the perpendicular bisectors of circle as shown.
two adjacent sides.

3 Connect the midpoints of the sides to form

a square that is inscribed in the circle.

4 Let P 1 represent the perimeter of the smaller square, P 2 represent the perimeter
of the larger square, and C represent the circumference of the circle. Measure the
squares to find P 1 and P 2 and substitute the values into the inequality below.
P1 < C < P2

5 Divide each expression in the inequality by the diameter of the circle. Why does
this give you an inequality in terms of π ? Complete the inequality below.
? <π< ?
̶̶̶̶̶ ̶̶̶̶̶

Try This

4. Use the perimeters of the inscribed and

circumscribed regular hexagons to
write an inequality for π. Assume the
diameter of each circle is 2 units.

5. Compare the inequalities you found for π. What do you think would be true about
your inequality if you used regular polygons with more sides? How could you use
inscribed and circumscribed regular polygons to estimate π ?
6. An alternate definition of π is the area of a circle with radius 1. How could you use
this definition and the figures above to estimate the value of π?

9- 2 Geometry Lab 599

 9-2 Developing Formulas for
Circles and Regular Polygons
TEKS G.8.A Congruence and the geometry of size: find areas of regular
polygons, circles, ... Also G.5.A, G.8.C
Objectives Who uses this?
Develop and apply the Drummers use drums of different sizes
formulas for the area and to produce different notes. The pitch
circumference of a circle.
is related to the area of the top of the
Develop and apply the drum. (See Example 2.)
formula for the area of
a regular polygon.
A circle is the locus of points in a plane
that are a fixed distance from a point called
Vocabulary
circle the center of the circle . A circle is named
center of a circle by the symbol ⊙ and its center. ⊙A has
center of a regular radius r = AB and diameter d = CD.
polygon
apothem The irrational number π
is defined as the ratio of � �
central angle of a
regular polygon the circumference C to
�
the diameter d, or π = __C
d
. �
Solving for C gives the formula
C = πd. Also d = 2r, so C = 2πr.

You can use the circumference of a circle to

find its area. Divide the circle and rearrange the
pieces to make a shape that resembles a parallelogram.

The base of the parallelogram is about half

the circumference, or πr, and the height is
� close to the radius r. So A ≅ πr · r = πr 2.
��

The more pieces you divide the circle into,

the more accurate the estimate will be.

Circumference and Area Circle

A circle with diameter d and radius r has circumference

�
C = πd or C = 2πr and area A = πr 2. �

EXAMPLE 1 Finding Measurements of Circles

�
Find each measurement.
�����
A the area of ⊙P in terms of π
A = πr 2 Area of a circle
A = π(8)2 Divide the diameter by 2 to find the radius, 8.
A = 64π cm 2 Simplify.

600 Chapter 9 Extending Perimeter, Circumference, and Area

 Find each measurement.
B the radius of ⊙X in which C = 24π in.
C = 2πr Circumference of a circle
24π = 2πr Substitute 24π for C.
r = 12 in. Divide both sides by 2π.

C the circumference of ⊙S in which A = 9x 2 π cm 2

Step 1 Use the given area to Step 2 Use the value of r to
solve for r. find the circumference.
A = πr 2 Area of a circle C = 2πr
2
9x π = πr 2 Substitute 9x 2π for A. C = 2π(3x) Substitute 3x
9x 2 = r 2 Divide both sides by π. for r.
3x = r Take the square root C = 6xπ cm Simplify.
of both sides.

1. Find the area of ⊙A in terms of π in which C = (4x - 6)π m.

EXAMPLE 2 Music Application

A drum kit contains three drums with diameters of 10 in., 12 in., and 14 in.
Find the area of the top of each drum. Round to the nearest tenth.
The π key gives 10 in. diameter 12 in. diameter 14 in. diameter
the best possible 12 = 6 14 = 7
approximation for π A = π (5 2) r = _
10 = 5 A = π (6 2) r = _ A = π (7)2 r = _
2 2 2
on your calculator. ≅ 78.5 in 2 ≅ 113.1 in 2 ≅ 153.9 in 2
Always wait until the
last step to round.
2. Use the information above to find the circumference of
each drum.

The center of a regular polygon is equidistant � �

from the vertices. The apothem is the distance
from the center to a side. A central angle of a
regular polygon has its vertex at the center,
� � �
and its sides pass through consecutive vertices.
Each central angle measure of a regular n-gon is ____
360°
n . �
�
To find the area of a regular n-gon with side
�����������������������
length s and apothem a, divide it into ��������������������������
n congruent isosceles triangles. �����������������������
1 as
area of each triangle: _
2
total area of the polygon: A = n _
2 ( )
1 as , or A = _
1 aP
2
The perimeter is P = ns.

Area Regular Polygon

The area of a regular polygon with apothem

1 aP.
a and perimeter P is A = _
2 �

9- 2 Developing Formulas for Circles and Regular Polygons 601

 EXAMPLE 3 Finding the Area of a Regular Polygon
Find the area of each regular polygon. Round to the nearest tenth.
A a regular hexagon with side length 6 m
���
The perimeter is 6(6) = 36 m. The hexagon
can be divided into 6 equilateral triangles
with side length 6 m. By the 30°-60°-90°
�����
� ��
��
Triangle Theorem, the apothem is 3 √ 3 m.
A=_ 1 aP
Area of a regular polygon
2 ���

A=_ 1 (3 √
3 )(36) Substitute 3 √
3 for a and 36 for P.
2
A = 54 √3 ≅ 93.5 m 2 Simplify.

B a regular pentagon with side length 8 in.

The tangent of an Step 1 Draw the pentagon. Draw an isosceles
angle in a right triangle with its vertex at the center of the
triangle is the ratio pentagon. The central angle is ____
360°
5
= 72°. ���
of the opposite Draw a segment that bisects the central
leg length to the angle and the side of the polygon to form �
adjacent leg length. a right triangle.
See page 525. �����
Step 2 Use the tangent ratio to find the apothem.
tan 36° = _4 opp. leg
The tangent of an angle is _______ .
a adj. leg

a=_ 4 Solve for a.

tan 36°
Step 3 Use the apothem and the given side length to find the area.
A=_ 1 aP Area of a regular polygon
2
A=_ (
1 _ 4
2 tan 36° )
(40) The perimeter is 8(5) = 40 in.

A ≅ 110.1 in 2 Simplify. Round to the nearest tenth.

3. Find the area of a regular octagon with a side length of 4 cm.

THINK AND DISCUSS

1. Describe the relationship between the circumference of a
circle and π.
2. Explain how you would find the central angle of a regular
polygon with n sides.
3. GET ORGANIZED Copy and complete the graphic organizer.

����������������������������������
������� ��������������� ��������� ������������� ������� ����
��������
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602 Chapter 9 Extending Perimeter, Circumference, and Area

 9-2
Exercises KEYWORD: MG7 9-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Describe how to find the apothem of a square with side length s.

SEE EXAMPLE 1 Find each measurement.

p. 600 2. the circumference of ⊙C 3. the area of ⊙A in terms of π

� �
��
���� �
������
�

4. the circumference of ⊙P in which A = 36π in 2

SEE EXAMPLE 2 5. Food A pizza parlor offers pizzas with diameters of 8 in., 10 in., and 12 in.
p. 601 Find the area of each size pizza. Round to the nearest tenth.

SEE EXAMPLE 3 Find the area of each regular polygon. Round to the nearest tenth.
p. 602 6. 7.

����

������

8. an equilateral triangle with an apothem of 2 ft

9. a regular dodecagon with a side length of 5 m

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each measurement. Give your answers in terms of π.
For See
Exercises Example 10. the area of ⊙M 11. the circumference of ⊙Z
10–12 1
13 2
���� �
14–17 3 �
���

TEKS TAKS
Skills Practice p. S20
12. the diameter of ⊙G in which C = 10 ft.
Application Practice p. S36
13. Sports A horse trainer uses circular pens that are 35 ft, 50 ft, and 66 ft in diameter.
Find the area of each pen. Round to the nearest tenth.

Find the area of each regular polygon. Round to the nearest tenth, if necessary.
14. 15.
����

�����

16. a regular nonagon with a perimeter of 144 in.

17. a regular pentagon with an apothem of 2 ft.

9- 2 Developing Formulas for Circles and Regular Polygons 603

 Find the central angle measure of each regular polygon. (Hint: To review polygon
names, see page 382.)
18. equilateral triangle 19. square 20. pentagon 21. hexagon
22. heptagon 23. octagon 24. nonagon 25. decagon

Find the area of each regular polygon. Round to the nearest tenth.
26. 27. 28.
����
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29. 30. 31.

Biology
��� ����
����

32. Biology You can estimate a tree’s age in years by using the formula a = __ r
w , where
r is the tree’s radius without bark and w is the average thickness of the tree’s rings.
The circumference of a white oak tree is 100 in. The bark is 0.5 in. thick, and the
average width of a ring is 0.2 in. Estimate the tree’s age.
33. /////ERROR ANALYSIS///// A circle has a circumference of 2π in. Which calculation
of the area is incorrect? Explain.
Dendroclimatologists
study tree rings for � �
evidence of changes �������������������� ��������������������
in weather patterns ����������������������
������������������������
over time.
�������������������� ��������������������
������������ ���������� ��� ������ � �
�� ���� � ���������� ��

Find the missing measurements for each circle. Give your answers in terms of π.
Diameter d Radius r Area A Circumference C

34. 6

35. 100

36. 17
37. 36 π

38. Multi-Step Janet is designing a garden around a gazebo that is a regular hexagon
with side length 6 ft. The garden will be a circle that extends 10 feet from the vertices
of the hexagon. What is the area of the garden? Round to the nearest square foot.

39. This problem will prepare you for the Multi-Step TAKS Prep on page 614.
A stop sign is a regular octagon. The signs are available in two sizes: 30 in. or 36 in.
a. Find the area of a 30 in. sign. Round to the nearest tenth.
b. Find the area of a 36 in. sign. Round to the nearest tenth. ������
���������
c. Find the percent increase in metal needed to make a 36 in.
sign instead of a 30 in. sign.

604 Chapter 9 Extending Perimeter, Circumference, and Area

40. Measurement A trundle wheel is used to measure distances by rolling it on the
ground and counting its number of turns. If the circumference of a trundle wheel is
1 meter, what is its diameter?
41. Critical Thinking Which do you think would seat more people, a 4 ft by 6 ft
rectangular table or a circular table with a diameter of 6 ft? How many people
would you sit at each table? Explain your reasoning.

42. Write About It The center of each circle in the figure

lies on the number line. Describe the relationship between
the circumference of the largest circle and the circumferences � ��
of the four smaller circles.

43. Find the perimeter of the regular octagon to the nearest centimeter.
5 40 20 68
����
44. Which of the following ratios comparing a circle’s circumference C
to its diameter d gives the value of π?
_C _4C d
_ _d
d d 2 C 2C
45. Alisa has a circular tabletop with a 2-foot diameter. She wants to paint a pattern
on the table top that includes a 2-foot-by-1-foot rectangle and 4 squares with sides
0.5 foot long. Which information makes this scenario impossible?
There will be no room left on the tabletop after the rectangle has been painted.
A 2-foot-long rectangle will not fit on the circular tabletop.
Squares cannot be painted on the circle.
There will not be enough room on the table to fit all the 0.5-foot squares.

CHALLENGE AND EXTEND

46. Two circles have the same center. The radius of the larger circle
is 5 units longer than the radius of the smaller circle. Find the �
difference in the circumferences of the two circles.
47. Algebra Write the formula for the area of a circle in terms of its circumference.
48. Critical Thinking Show that the formula for the area of a regular n-gon
approaches the formula for the area of a circle as n gets very large.

SPIRAL REVIEW
Write an equation for the linear function represented by the table. (Previous course)
49. x -2 0 5 10 50. x -3 0 4 9
y -19 -13 2 17 y 2 -1 -5 -10

Find each value. (Lesson 4-8) �

�� �������
51. m∠B 52. AB
���
� �
Find each measurement. (Lesson 9-1)
53. d 2 of a kite if A = 14 cm 2 and d 1 = 20 cm
54. the area of a trapezoid in which b 1 = 3 yd, b 2 = 6 yd, and h = 4 yd

9- 2 Developing Formulas for Circles and Regular Polygons 605

 9-3 Composite
Figures
TEKS G.8.A Congruence and the geometry of size: find areas of ...
composite figures.
Objectives Who uses this?
Use the Area Addition Landscape architects must compute
Postulate to find the areas of composite figures when
areas of composite
designing gardens. (See Example 3.)
figures.
Use composite figures
A composite figure is made up of simple
to estimate the areas
of irregular shapes. shapes, such as triangles, rectangles,
trapezoids, and circles. To find the area
Vocabulary of a composite figure, find the areas
composite figure of the simple shapes and then use the
Area Addition Postulate.

EXAMPLE 1 Finding the Areas of Composite Figures by Adding

Find the shaded area. Round to the nearest tenth, if necessary.
�����
A B �������
������
�����
����� ����

�����

Divide the figure into Divide the figure into parts.

rectangles. The base of the triangle is
����� √
10.2 2 - 4.8 2 = 9 ft.

����� �������
������

���� ����
����
������
�����

area of top rectangle: area of triangle:

A = bh = 12(15) = 180 cm 2 A = __12 bh = __12 (9)(4.8) = 21.6 ft 2
area of bottom rectangle: area of rectangle:
A = bh = 9(27) = 243 cm 2 A = bh = 9(3) = 27 ft 2
shaded area: area of half circle:
180 + 243 = 423 cm 2 A = __12 πr 2 = __12 π(4.5 2) = 10.125π ft 2
shaded area:
21.6 + 27 + 10.125π ≈ 80.4 ft 2

1. Find the shaded area. Round to

the nearest tenth, if necessary.
������ ������
������

����

606 Chapter 9 Extending Perimeter, Circumference, and Area

 Sometimes you need to subtract to find the area of a composite figure.

EXAMPLE 2 Finding the Areas of Composite Figures by Subtracting

Find the shaded area. Round to the nearest tenth, if necessary.

A ��� B
�����
����

�����
����
Subtract the area of the triangle The two half circles have
from the area of the rectangle. the same area as one circle.
area of rectangle: Subtract the area of the
A = bh = 18(36) = 648 m 2 circle from the area of the
rectangle.
area of triangle:
A = __12 bh = __12 (36)(9) = 162 m 2 area of the rectangle:
area of figure: A = bh = 33(16) = 528 ft 2
A = 648 - 162 = 486 m 2 area of circle:
A = πr 2 = π(8 2) = 64π ft 2
area of figure:
A = 528 - 64π ≈ 326.9 ft 2

2. Find the shaded area. Round to the

nearest tenth, if necessary. �����

EXAMPLE 3 Landscaping Application

Katie is using the given plan 28.5 ft
to convert part of her lawn to
a xeriscape garden. A newly 7.5 ft
planted xeriscape uses
Landscaping 17 gallons of water per square
foot per year. How much water 10.5 ft 19.5 ft
will the garden require in one year?
To find the area of the garden in square
6 ft
feet, divide the garden into parts.
The area of the top rectangle is 12 ft
28.5(7.5) = 213.75 ft 2.
The rainwater harvesting
system at the Lady Bird The area of the center trapezoid 28.5 ft
Johnson Wildflower is __12 (12 + 18)(6) = 90 ft 2. 7.5 ft
Center in Austin, Texas, The area of the bottom rectangle
collects approximately is 12(6) = 72 ft 2. 18 ft
10,200 gallons of 6 ft
The total area of the garden is
water per inch of
213.75 + 90 + 72 = 375.75 ft 2. ge07sec09l03002aa 12 ft
rain. Approximately
The garden will use 375.75(17) = 6387.75 gallons 6 ft
300,000 gallons are ABeckmann
collected annually. of water per year.

3. The lawn that Katie is replacing requires 79 gallons of water

per square foot per year. How much water will Katie save by
planting the xeriscape garden?

9- 3 Composite Figures 607

ge07se_c09l03003a
 To estimate the area of an irregular shape, you can sometimes use a
composite figure. First, draw a composite figure that resembles the irregular
shape. Then divide the composite figure into simple shapes.

EXAMPLE 4 Estimating Areas of Irregular Shapes

Use a composite figure to estimate
the shaded area. The grid has squares
with side lengths of 1 cm.
Draw a composite figure that approximates
the irregular shape. Find the area of each
part of the composite figure.
area of triangle a:
A=_ 1 bh = _
1 (3)(1) = 1.5 cm 2
2 2
area of parallelogram b: �
A = bh = 3(1) = 3 cm 2
�
area of trapezoid c:
A=_ 1 (3 + 2)(1) = 2.5 cm 2 �
2
area of triangle d: �

A=_ 1 (2)(1) = 1 cm 2
2
area of composite figure:
1.5 + 3 + 2.5 + 1 = 8 cm 2
The shaded area is about 8 cm 2.

4. Use a composite figure to estimate

the shaded area. The grid has
squares with side lengths of 1 ft.

THINK AND DISCUSS

1. Describe a composite figure whose area you could find by
using subtraction.
2. Explain how to find the area of an irregular shape
by using a composite figure.
�����
3. GET ORGANIZED Copy and complete the
graphic organizer. Use the given composite figure.
�����
��������� ����������� ��������� �����
� ���������� � ������� � ��������
� ����������� � ���������� � ������������
�����

608 Chapter 9 Extending Perimeter, Circumference, and Area

 9-3
Exercises KEYWORD: MG7 9-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Draw a composite figure that is made up of two rectangles.

SEE EXAMPLE 1 Multi-Step Find the shaded area. Round to the nearest tenth, if necessary.
p. 606 2. 3.
���� ����
���� ����

����
����
�����

SEE EXAMPLE 2 4. 5. ���

p. 607 ����� ���
����� ���

���
������

SEE EXAMPLE 3 6. Interior Decorating Barbara is getting carpet

p. 607 installed in her living room and hallway.
The cost of installation is $6 per square yard.
What is the total cost of installing the carpet?

SEE EXAMPLE 4 Use a composite figure to estimate each shaded area.

p. 608 The grid has squares with side lengths of 1 in.
7. 8.

PRACTICE AND PROBLEM SOLVING

Independent Practice Multi-Step Find the shaded area. Round to the nearest tenth, if necessary.
For See
Exercises Example 9. ���� 10.
9–10 1 �����
����
11–12 2 ����
13 3 �����

14–15 4
�����
TEKS TAKS 11. 12. ������
Skills Practice p. S20
���
Application Practice p. S36 ��� ��� ������
������

�����
��� ������

9- 3 Composite Figures 609

 13. Drama Pat is painting a stage backdrop 22 ft
for a play. The paint he is using covers
90 square feet per quart. How many quarts
of paint should Pat buy?
15 ft

30 ft
ge07sec09l03005a
Use a composite figure to estimate each shaded area. The grid has squares with side
lengths of 1 m.
14. 15.

Find the area of each figure first by adding and then by subtracting.
Compare your answers.
16. ����� 17.
����
������ ������
����
�����
����
����
������ ������

Find the area of each figure. Give your answers in terms of π.

18. ���� 19. 20.
������
����

���� ����
����

21. Geography Use the grid on the map of C A N A D A

Lake Superior to estimate the area of the
surface of the lake. Each square on the grid
has a side length of 100 miles. MINN. e Superior
Lak
22. Critical Thinking A trapezoid can be
divided into a rectangle and two triangles. MI
CH
Show that the area formula for a trapezoid WISCONSIN IG
AN
gives the same result as the sum of the areas
of the rectangle and triangles.

23. This problem will prepare you for the Multi-Step TAKS Prep on page 614.
A school crossing sign has the dimensions shown.
a. Find the area of the sign.
b. A manufacturer has a rectangular sheet of metal
measuring 45 in. by 105 in. Draw a figure that ������
shows how 6 school crossing signs can be cut
������
from this sheet of metal.
c. How much metal will be left after the six signs
are made? ������

610 Chapter 9 Extending Perimeter, Circumference, and Area

 Multi-Step Use a ruler and compass to draw each figure and then find the area.
24. A rectangle with a base length of b = 3 cm and a height of h = 4 cm has a circle
with a radius of r = 1 cm removed from the interior.
25. A square with a side length of s = 4 in. shares a side with a triangle with a height
of h = 5 in. and a base length of b = 4 in. and shares another side with a half circle
with d = 4 in.
Math History 26. A circle with a radius of r = 5 cm has a right triangle with a base of b = 8 cm and a
height of h = 6 cm removed from its interior.
� �
27. Multi-Step A lune is a crescent-shaped figure bounded by two intersecting circles.
� �
Find the shaded area in�each� of the first three diagrams, and then use your results to
� � � find the area of �the lune.� �

����
� � � �

Hippocrates attempted
to use lunes to solve a
�����������
problem that has since
�����������
been proven impossible: Estimation Trace each irregular shape and draw a composite figure that
constructing a square approximates it. Measure the composite figure and use it to estimate the area
with the same area as a of the irregular shape.
given circle.
28. 29.

30. Write About It Explain when you would use addition to find the area of a
composite figure and when you would use subtraction.

31. Which equation can be used to find the area of

the composite figure?
1 (h)2 �
A = bh + _ A = h + 2b + h 2
2
A = bh + h 2 A = h + 2b + _ 1 h2
2 �

32. Use a ruler to measure the

dimensions of the composite
figure to the nearest tenth
of a centimeter.
Which of the following best
represents the area of the
composite figure?
4 cm 2 22 cm 2
19 cm 2 42 cm 2

9- 3 Composite Figures 611

 33. Find the area of the unshaded part of �����
the rectangle.
1800 m 2 2925 m 2 ����
����
2
2250 m 4725 m 2
���� ����

CHALLENGE AND EXTEND

34. An annulus is the region between two circles that have the same �
center. Write the formula for the area of the annulus in terms of
the outer radius R and the inner radius r. �

35. Draw two composite figures with the same area: one made up of
two rectangles and the other made up of a rectangle and a triangle.
36. Draw a composite figure that has a total area of 10π cm 2 and is made up of
a rectangle and a half circle. Label the dimensions of your figure.

SPIRAL REVIEW
Find each sale price. (Previous course)
37. 20% off a regular price of $19.95 38. 15% off a regular price of $34.60

Find the length of each segment. (Lesson 7-4) �

̶̶ ̶̶ �
39. BC 40. CD
�

Find the area of each regular polygon. ���

Round to the nearest tenth. (Lesson 9-2) � �
� � � �
41. an equilateral triangle with a side length of 3 cm ���
42. a regular hexagon with an apothem of 4 √
3m

KEYWORD: MG7 Career

Q: What math classes did you take in high school?
A: In high school I took Algebra 1, Geometry, Algebra 2, and
Trigonometry.

Q: What math classes did you take in college?

A: In college I took Precalculus, Calculus, and Statistics.

Q: What technical materials do you write?

A: I write training manuals for computer software packages.

Q: How do you use math?

A: Some manuals I write are for math programs, so I use a lot
of formulas to describe patterns and measurements.
Anessa Liu
Technical writer
Q: What are your future plans?
A: After I get a few more years experience writing manuals,
I would like to train others who use these programs.

612 Chapter 9 Extending Perimeter, Circumference, and Area

 9-3
Develop Pick’s Theorem for
Area of Lattice Polygons
A lattice polygon is a polygon drawn on graph paper
so that all its vertices are on intersections of grid lines,
called lattice points. The lattice points of the grid at
Use with Lesson 9-3 right are shown in red.

In this lab, you will discover a formula called Pick’s

Theorem, which is used to find the area of lattice polygons.

TEKS G.8.A Congruence and the geometry of size: find areas of ...
Activity composite figures.

1 Find the area of each figure. Create a table like the one below with a row for each
shape to record your answers. The first one is done for you.
� �
� � � � � � �

�
� � � � � � � �

2 Count the number of lattice Number of Lattice Points

points on the boundary of Figure Area
each figure. Record your On Boundary In Interior
answers in the table. A 2.5 5 1

3 Count the number of lattice B

points in the interior of each C
figure. Record your answers
in the table. D

Try This
1. Make a Conjecture What do you think is true about the relationship between
the area of a figure and the number of lattice points on the boundary and in the
interior of the figure? Write your conjecture as a formula in terms of the number of
lattice points on the boundary B and the number of lattice points in the interior I.
2. Test your conjecture by drawing at least three different figures
on graph paper and by finding their areas.
3. Estimate the area of the curved figure by using a lattice polygon.
4. Find the shaded area in the figure
by subtracting. Test your formula on
this figure. Does your formula work
for figures with holes in them?

9- 3 Geometry Lab 613

 SECTION 9A

Developing Geometric Formulas

Traffic Signs Traffic signs are usually made of
reflective aluminum. A manufacturer of traffic
signs begins with a rectangular sheet of aluminum
that measures 60 in. by 90 in.

1. A railroad crossing sign is a circle with ������

a diameter of 30 in. The manufacturer
can make 6 of these signs from the � � � � � �
sheet of aluminum by arranging
the signs as shown. How much ������
aluminum is left over once the signs
have been made? � � � � � �

������

2. A stop sign is a regular octagon.

The manufacturer can use the
������
sheet of aluminum to make 6
stop signs as shown. How much
aluminum is left over in this case?

������
3. A yield sign is an equilateral triangle
with sides 30 in. long. By arranging the
triangles as shown, the manufacturer
can use the sheet of aluminum to
������
make 10 yield signs. How much
aluminum is left over when yield
signs are made?

4. The making of which type of sign

results in the least amount of waste?

614 Chapter 9 Extending Perimeter, Circumference, and Area

 SECTION 9A

Quiz for Lessons 9-1 Through 9-3

9-1 Developing Formulas for Triangles and Quadrilaterals
Find each measurement.
1. the area of the parallelogram 2. the base of the rectangle, in which
A = (24x 2 + 8x) m 2
����
����
����
�����

3. d 1 of the kite, in ������������ 4. the area of the

�����
which A = 126 ft 2 rhombus
�����

����

5. The tile mosaic shown is made up of 1 cm squares. Use the grid to

find the perimeter and area of the green triangle, the blue trapezoid,
and the yellow parallelogram.

9-2 Developing Formulas for Circles and Regular Polygons

Find each measurement.
6. the circumference of 7. the area of ⊙E
⊙R in terms of π � in terms of π �
������ �����

Find the area of each regular polygon. Round to the nearest tenth.
8. a regular hexagon with apothem 6 ft 9. a regular pentagon with side length 12 m

9-3 Composite Figures

Find the shaded area. Round to the nearest tenth, if necessary.
10. 11. �����
�����
�����

����� ����
�����

�����

12. Shelby is planting grass in an irregularly shaped garden

as shown. The grid has squares with side lengths of 1 yd.
Estimate the area of the garden. Given that grass cost
$6.50 per square yard, find the cost of the grass.

Ready to Go On? 615

 9-4 Perimeter and Area in
the Coordinate Plane
TEKS G.7.A Dimensionality and the geometry of location: use ... two-dimensional
coordinate systems to represent ... figures. Also G.7.B, G.8.A
Objective Why learn this?
Find the perimeters and You can use figures in a coordinate
areas of figures in a plane to solve puzzles like the one at
coordinate plane.
right. (See Example 4.)

In Lesson 9-3, you estimated the area of

irregular shapes by drawing composite
figures that approximated the irregular
shapes and by using area formulas.

Another method of estimating area is to use

a grid and count the squares on the grid.

EXAMPLE 1 Estimating Areas of Irregular �

�

Shapes in the Coordinate Plane

Estimate the area of the irregular shape. �
�� � �

Method 1: Draw a composite Method 2: Count the number of

figure that approximates the squares inside the figure, estimating
irregular shape and find the half squares. Use a ■ for a whole
area of the composite figure. square and a for a half square.
� �
� ����� �
�������
�����
�����
� �
�� ����� �� �
�����
�����
�����
�������

The area is approximately There are approximately 31 whole

4 + 6.5 + 5 + 4 + 5 + 3.5 + 3 squares and 13 half squares, so the
+ 3 + 2 = 36 units 2. area is about 31 + __12 (13) = 37.5 units 2.

1. Estimate the area of the �

�
irregular shape.

�
�� �

��

616 Chapter 9 Extending Perimeter, Circumference, and Area

 EXAMPLE 2 Finding Perimeter and Area in the Coordinate Plane
Draw and classify the polygon with vertices A(-4, 1), B(2, 4), C(4, 0), and
D(-2, -3). Find the perimeter and area of the polygon.
Step 1 Draw the polygon. Step 2 ABCD appears to be a rectangle.
� To verify this, use slopes to show
�
� that the sides are perpendicular.
̶̶ 4 - 1 3 =_ 1
slope of AB: _ =_
� � 2 - (-4) 6 2
�
̶̶ 0 - 4 _
�� � � slope of BC: _ = -4 = -2
4-2 2
̶̶ -3 - 0 _
� ��
slope of CD: _ = -3 = _ 1
The distance from -2 - 4 -6 2
(x 1, y 1) to (x 2, y 2) in ̶̶ 1-(-3) 4 = -2
a coordinate plane is slope of DA: _ = _
-4 -(-2) -2
d = √
(x 2 - x 1) + (y 2 - y 1) ,
2 2

and the slope of the The consecutive sides are perpendicular, so ABCD is a rectangle.
line containing the ̶̶ ̶̶
y2 - y1 Step 3 Let CD be the base and BC be the height of the rectangle.
points is m = ______x2 - x1 . Use the Distance Formula to find each side length.
See pages 44 and 182.
b = CD = √
(-2 - 4)2 + (-3 - 0)2 = √45 = 3 √
5
h = BC = √(
4 - 2)2 + (0 - 4)2 = √
20 = 2 √
5
perimeter of ABCD: P = 2b + 2h = 2(3 √
5 ) + 2(2 √
5 ) = 10 √
5 units
area of ABCD: A = bh = (3 √
5 )(2 √
5 ) = 30 units 2.

2. Draw and classify the polygon with vertices H(-3, 4),

J(2, 6), K(2, 1), and L(-3, -1). Find the perimeter and
area of the polygon.

For a figure in a coordinate plane that does not have an area formula, it may be
easier to enclose the figure in a rectangle and subtract the areas of the parts of
the rectangle that are not included in the figure.

EXAMPLE 3 Finding Areas in the Coordinate Plane by Subtracting

Find the area of the polygon with vertices W(1, 4), X(4, 2), Y(2, -3),
and Z(-4, 0).
� � Draw the polygon and enclose it in a rectangle.
� area of the rectangle: A = bh = 8(7) = 56 units 2
� � area of the triangles:
� � 1 bh = _
a: A = _ 1 (5)(4) = 10 units 2
� 2 2
� � b: A = bh = 1 (3)(2) = 3 units 2
1
_ _
2 2
� 1 bh = _1 (2)(5) = 5 units 2
c: A = _
2 2
1
d: A = bh = _
_ 1 (6)(3) = 9 units 2
2 2
The area of the polygon is 56 - 10 - 3 - 5 - 9 = 29 units 2.

3. Find the area of the polygon with vertices K(-2, 4), L(6, -2),
M(4, -4), and N(-6, -2).

9- 4 Perimeter and Area in the Coordinate Plane 617

 EXAMPLE 4 Problem-Solving Application
In the puzzle, the two figures are made up of �
�
the same pieces, but one figure appears to
have a larger area. Use coordinates to show
that the area does not change when the pieces �
are rearranged. �� �

1 Understand the Problem

�
The parts of the puzzle appear to form two
triangles with the same base and height that
contain the same shapes, but one appears to
have an area that is larger by one square unit.

2 Make a Plan
Find the areas of the shapes that make up each figure. If the corresponding
areas are the same, then both figures have the same area by the Area
Addition Postulate. To explain why the area appears to increase, consider
the assumptions being made about the figure. Each figure is assumed to be a
triangle with a base of 8 units and a height of 3 units. Both figures are divided
into several smaller shapes.

3 Solve
Find the area of each shape.
Top figure Bottom figure
red triangle: red triangle:
A=_ 1 bh = _
1 (5)(2) = 5 units 2 A=_ 1 bh = _
1 (5)(2) = 5 units 2
2 2 2 2
blue triangle: blue triangle:
A=_ 1 bh = _
1 (3)(1) = 1.5 units 2 A=_ 1 bh = _
1 (3)(1) = 1.5 units 2
2 2 2 2
green rectangle: green rectangle:
A = bh = (3)(1) = 3 units 2 A = bh = (3)(1) = 3 units 2

yellow rectangle: yellow rectangle:

A = bh = (2)(1) = 2 units 2
A = bh = (2)(1) = 2 units 2

The areas are the same. Both figures have an area of

5 + 1.5 + 3 + 2 = 11.5 units 2.
If the figures were triangles, their areas would be A = __12 (8)(3) = 12 units 2.
By the Area Addition Postulate, the area is only 11.5 units 2, so the figures
must not be triangles. Each figure is a quadrilateral whose shape is very
close to a triangle.

4 Look Back
The slope of the hypotenuse of the red triangle is __25 . The slope of the
hypotenuse of the blue triangle is __13 . Since the slopes are unequal, the
hypotenuses do not form a straight line. This means the overall shapes
are not triangles.

4. Create a figure and divide it into pieces so that the area of the
figure appears to increase when the pieces are rearranged.

618 Chapter 9 Extending Perimeter, Circumference, and Area

 THINK AND DISCUSS
1. Describe two ways to estimate the area of an irregular shape in a
coordinate plane.
2. Explain how you could use the Distance Formula to find the area
of a special quadrilateral in a coordinate plane.
3. GET ORGANIZED Copy the graph and the �
�
graphic organizer. Complete the graphic
organizer by writing the steps used to find
the area of the parallelogram. �
�� � �
����������������

�������������������� ��������������

9-4
Exercises KEYWORD: MG7 9-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Estimate the area of each irregular shape.
p. 616 1. � 2. �
�

�
� �
�� � � �� � �
��

��

SEE EXAMPLE 2 Multi-Step Draw and classify the polygon with the given vertices.
p. 617 Find the perimeter and area of the polygon.
3. V(-3, 0), W(3, 0), X(0, 3) 4. F(2, 8), G(4, 4), H(2, 0)
5. P(-2, 5), Q(8, 5), R(8, 1), S(-2, 1) 6. A(-4, 2), B(-2, 6), C(6, 6), D(8, 2)

SEE EXAMPLE 3 Find the area of each polygon with the given vertices.
p. 617 7. S(3, 8), T(8, 3), U(2, 1) 8. L(3, 5), M(6, 8), N(9, 6), P(5, 0)

SEE EXAMPLE 4 9. Find the area and perimeter of � �

� �
p. 618 each polygon shown. Use your
results to draw a polygon with a
perimeter of 12 units and an � �
area of 4 units 2 and a polygon �� � � �� � �
with a perimeter of 12 units and �� ��
an area of 3 units 2.

9- 4 Perimeter and Area in the Coordinate Plane 619

 PRACTICE AND PROBLEM SOLVING
Independent Practice Estimate the area of each irregular shape.
For See
Exercises Example 10. � 11. �
�
10–11 1
12–15 2
16–17 3 � �
18 4 �� � � �� � �

TEKS TAKS ��
Skills Practice p. S21
Application Practice p. S36
Multi-Step Draw and classify the polygon with the given vertices. Find the
perimeter and area of the polygon.
12. H(-3, -3), J(-3, 3), K(5, 3) 13. L(7, 5), M(5, 0), N(3, 5), P(5, 10)
14. X(2, 1), Y(5, 3), Z(7, 1) 15. A(-3, 5), B(2, 7), C(2, 1), D(-3, 3)

Find the area of each polygon with the given vertices.

16. A(9, 9), B(4, -4), C(-4, 1) 17. T (-4, 4), U(5, 3), V(4, -5), W(-5, 1)
18. In which two figures do the rectangles cover the same area? Explain your reasoning.
� � � � � �
� � �

� � �

�� � � �� � � �� � �

Algebra Graph each set of lines to form a triangle. Find the area and perimeter.
19. y = 2, x = 5, and y = x 20. y = -5, x = 2, and y = -2x + 7
21. Transportation The graph shows the speed ���������������
of a boat versus time.
�����
������

a. If the base of each square on the graph ��

represents 1 hour and the height represents ��
20 miles per hour, what is the area of one square � � � � �
on the graph? Include units in your answer.
��������
b. Estimate the shaded area in the graph.
c. Critical Thinking Use your results from part a to interpret the meaning
of the area you found in part b. (Hint: Look at the units.)
22. Write About It Explain how to find the perimeter of the polygon with vertices
�����������������
A(2, 3), B(4, 0), C(3, -2), D(-1, -1), and E(-2, 0).��

23. This problem will prepare you for the Multi-Step

TAKS Prep on page 638. A carnival game uses a �
�
10-by-10 board with three targets. Each player
throws a dart at the board and wins a prize if it � � � �
�
hits a target.
�
a. One target is a parallelogram as shown. Find its area.
b. What should the coordinates be for points C and H so �
that the triangular target △ABC and the kite-shaped
target EFGH have the same area as the parallelogram? � � � � �

620 Chapter 9 Extending Perimeter, Circumference, and Area

24. A circle with center (0, 0) passes through the point (3, 4). What is the area of the
circle to the nearest tenth of a square unit?
15.7 25.0 31.4 78.5

25. △ABC with vertices A(1, 1) and B(3, 5) has an area of 10 units 2. Which is NOT a
possible location of the third vertex?
C(-4, 1) C(7, 3) C(6, 1) C(3, -3)

26. Extended Response Mike estimated the area of �

the irregular figure to be 64 units 2.
a. Explain why his answer is not very accurate. �
b. Explain how to use a composite figure to �
estimate the area. �� � �
c. Explain how to estimate the area by averaging ��
the areas of two squares.

CHALLENGE AND EXTEND

Algebra Estimate the shaded area under each curve.
27. y = 2 x for 0 ≤ x ≤ 3 28. y = x 2 for 0 ≤ x ≤ 3 29. y = x
√ for 0 ≤ x ≤ 9
� � �
� � �

� � �
�
� �
� � � � �
� � ��
� �
� ��
�� �� � � �� �� � � �

30. Estimation Use a composite figure and the �

Distance Formula to estimate the perimeter
of the irregular shape.
31. Graph a regular octagon on the coordinate plane �
with vertices on the x-and y-axes and on the lines �� �

y = x and y = -x so that the distance between

opposite vertices is 2 units. Find the area and
��
perimeter of the octagon.

SPIRAL REVIEW
Solve and graph each compound inequality. (Previous course)
32. -4 < x + 3 < 7 33. 0 < 2a + 4 < 10 34. 12 ≤ -2m + 10 ≤ 20
̶̶ ̶̶
35. Given: DC ≅ BC, ∠DCA ≅ ∠ACB �
Prove: ∠DAC ≅ ∠BAC (Lesson 4-6)
� �
Find each measurement. (Lesson 9-2)
36. the area of ⊙C if the circumference is 16π cm
37. the diameter of ⊙H if the area is 121π ft 2 �

9- 4 Perimeter and Area in the Coordinate Plane 621

 9-5 Effects of Changing
Dimensions Proportionally
TEKS G.11.D Similarity and the geometry of shape: describe the effect on perimeter,
area,... when one or more dimensions of a figure are changed .... Also G.5.A, G.5.B
Objectives Why learn this?
Describe the effect on You can analyze a graph to
perimeter and area when determine whether it is misleading
one or more dimensions
or to explain why it is misleading.
of a figure are changed.
(See Example 4.)
Apply the relationship
between perimeter and
area in problem solving. In the graph, the height of each DVD
is used to represent the number of
DVDs shipped per year. However as
the height of each DVD increases,
the width also increases, which can
create a misleading effect.

EXAMPLE 1 Effects of Changing One Dimension

Describe the effect of each change on the area of the given figure.
A The height of the parallelogram is doubled.
original dimensions: double the height:
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A = bh = 12(9) A = bh = 12(18)
= 108 cm 2 = 216 cm 2

Notice that 216 = 2(108). If the height is doubled,

the area is also doubled.

B The base length of the triangle with vertices A(1, 1), B(6, 1), and
C(3, 5) is multiplied by __
1
2
.
�
�
� ge0
Draw the triangle in a coordinate plane
AB
�����

and find the base and height.

� � �
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original dimensions:
A=_ 1 bh = _
1 (5)(4) = 10 units 2
2 2
base multiplied by __12 :
1 bh = _
A=_ 1 (2.5)(4) = 5 units 2
2 2
Notice that 5 = __12 (10). If the base length is multiplied by __12 ,
the area is multiplied by __12 .

1. The height of the rectangle is tripled.

Describe the effect on the area. ����

����

622 Chapter 9 Extending Perimeter, Circumference, and Area

 EXAMPLE 2 Effects of Changing Dimensions Proportionally
Describe the effect of each change on the perimeter or circumference and
the area of the given figure.
A The base and height of a rectangle with base 8 m and height 3 m are
both multiplied by 5.
original dimensions:
P = 2(8) + 2(3) = 22 m P = 2b + 2h
A = 83 = 24 m 2 A = bh
dimensions multiplied by 5:
P = 2(40) + 2(15) = 110 m 5(8) = 40; 5(3) = 15
If the radius of a A = 40(15) = 600 m 2
circle or the side
length of a square The perimeter is multiplied by 5. 5(22) = 110
is changed, the The area is multiplied by 5 2, or 25. 25(24) = 600
size of the entire
figure changes B The radius of ⊙A is multiplied by __13 .
proportionally.
original dimensions:
C = 2π(9) = 18π in. C = 2πr �����

A = π(9)2 = 81π in 2 A = πr 2 �

dimensions multiplied by __13 :

C = 2π(3) = 6π in. __
1( )
9 =3
3
A = π(3)2 = 9π in 2
The perimeter is multiplied by __13 . __
1(
3
18π) = 6π

()
2
The area is multiplied by __13 , or __19 . __
1(
9
81π) = 9π

2. The base and height of the triangle with vertices P(2, 5),
Q(2, 1) and R(7, 1) are tripled. Describe the effect on its area
and perimeter.

When all the dimensions of a figure are changed proportionally, the figure will
be similar to the original figure.

Effects of Changing Dimensions Proportionally

Change in Dimensions Perimeter or Circumference Area

All dimensions
Changes by a factor of a Changes by a factor of a 2
multiplied by a

EXAMPLE 3 Effects of Changing Area

A A square has side length 5 cm. If the area is tripled, what happens to
the side length?
The area of the original square is A = s 2 = 5 2 = 25 cm 2.
If the area is tripled, the new area is 75 cm 2.
s 2 = 75 Set the new area equal to s 2.
 = 5 √
s = √75 3 Take the square root of both sides
and simplify.

Notice that 5 √ 3 (5). The side length is multiplied by √

3 = √ 3.

9- 5 Effects of Changing Dimensions Proportionally 623

 B A circle has a radius of 6 in. If the area is doubled, what happens to
the circumference?
The original area is A = πr 2 = 36π in 2, and the circumference is
C = 2πr = 12π in. If the area is doubled, the new area is 72π in 2.
πr 2 = 72π Set the new area equal to πr 2.
r 2 = 72 Divide both sides by π.
2  = 6 √
r = √72 2 Take the square root of both sides and simplify.
C = 2πr = 2π ( 6 √
2 ) = 12 √
2π Substitute 6 √
2 for r and simplify.

Notice that 12 √ 2 (12π). The circumference is multiplied by √

2 π = √ 2.

3. A square has a perimeter of 36 mm. If the area is multiplied

by __12 , what happens to the side length?

EXAMPLE 4 Entertainment Application

The graph shows that DVD shipments DVD Shipments
totaled about 182 million in 2000,

DVDs shipped (millions)

364 million in 2001, and 685 million
600
in 2002. The height of each DVD is
used to represent the number of 500
DVDs shipped. Explain why the graph 400
is misleading. 300
200
The height of the DVD representing 100
shipments in 2002 is about 3.8 times
the height of the DVD representing 2000 2001 2002
shipments in 2002. Year
This means that the area of the DVD
is multiplied by about 3.8 2, or 14.4,
so the area of the larger DVD is about
14.4 times the area of the smaller DVD.
ge06se_c09105002a
The graph gives the misleading impression that the number of shipments
in 2002 was more than 14 times the number in 2000, but it was actually
closer to 4 times the number shipped in 2000.

4. Use the information above to create a version of the graph

that is not misleading.

THINK AND DISCUSS

1. Discuss how changing both dimensions of a rectangle affects the area
and perimeter.
2. GET ORGANIZED Copy and complete the graphic organizer.

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624 Chapter 9 Extending Perimeter, Circumference, and Area

 9-5
Exercises KEYWORD: MG7 9-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Describe the effect of each change on the area of the given figure.
p. 622 1. The height of the triangle is doubled.
2. The height of a trapezoid with base lengths 12 cm ����
and 18 cm and height 5 cm is multiplied by __13 .
����

SEE EXAMPLE 2 Describe the effect of each change on the perimeter or circumference and the area
p. 623 of the given figure.
3. The base and height of a triangle with base 12 in. and height 6 in. are both tripled.
4. The base and height of the rectangle are �����
both multiplied by __12 .
���

SEE EXAMPLE 3 5. A square has an area of 36 m 2. If the area is doubled, what happens to the
p. 623 side length?
6. A circle has a diameter of 14 ft. If the area is tripled, what happens to the
circumference?

SEE EXAMPLE 4 7. Business A restaurant has a weekly ad in a local newspaper that is 2 inches wide
p. 624 and 4 inches high and costs $36.75 per week. The cost of each ad is based on its area.
If the owner of the restaurant decides to double the width and height of the ad,
how much will the new ad cost?

PRACTICE AND PROBLEM SOLVING

Independent Practice Describe the effect of each change on the area of the given figure.
For See
Exercises Example 8. The height of the triangle with vertices (1, 5), (2, 3),
8–9 1 and (-1, -6) is multiplied by 4. �����

10–11 2 9. The base of the parallelogram is multiplied by __23 . ������

12–13 3
14 4 Describe the effect of each change on the perimeter or
circumference and the area of the given figure.
TEKS TAKS 10. The base and height of the triangle are both doubled.
�����
Skills Practice p. S21 11. The radius of the circle with center (0, 0) that passes
Application Practice p. S36
through (5, 0) is multiplied by __35 .

12. A circle has a circumference of 16π mm. If you multiply

the area by __13 , what happens to the radius?
13. A square has vertices (3, 2), (8, 2,) (8, 7), and (3, 7).
If you triple the area, what happens to the side length?
14. Entertainment Two televisions have rectangular screens with the same ratio of
base to height. One has a 32 in. diagonal, and the other has a 36 in. diagonal.
a. What is the ratio of the height of the larger screen to that of the smaller screen?
b. What is the ratio of the area of the larger screen to that of the smaller screen?

9- 5 Effects of Changing Dimensions Proportionally 625

 Describe the effect of each change on the area of the given figure.
15. The diagonals of a rhombus are both multiplied by 8.
16. The circumference of a circle is multiplied by 2.4.
17. The base of a rectangle is multiplied by 4, and the height is multiplied by 7.
18. The apothem of a regular octagon is tripled.
19. The diagonal of a square is divided by 4.
1.
20. One diagonal of a kite is multiplied by _
7
21. The perimeter of an equilateral triangle is doubled.
22. Find the area of the trapezoid. Describe the effect
of each change on the area. �����

Geography a. The length of the top base is doubled.

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b. The length of both bases is doubled.
c. The height is doubled.
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d. Both bases and the height are doubled.
23. Geography A map has the scale 1 inch = 10 miles. On the map, the area of
Big Bend National Park in Texas is about 12.5 square inches. Estimate the actual
area of the park in acres. (Hint: 1 square mile = 640 acres)
24. Critical Thinking If you want to multiply the dimensions of a figure so that the
The altitude in Big Bend area is 50% of the original area, what is your scale factor?
National Park ranges
from approximately Multi-Step For each figure in the coordinate plane, describe the effect on the area
1800 feet along the Rio
that results from each change.
Grande to 7800 feet in
the Chisos Mountains. a. Only the x-coordinates of the vertices are multiplied by 3.
b. Only the y-coordinates of the vertices are multiplied by 3.
c. Both the x- and y-coordinates of the vertices are multiplied by 3.
25. � 26. � 27. �
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28. Write About It How could you change the dimensions of a parallelogram to
increase the area by a factor of 5 if the parallelogram does not have to be similar
to the original parallelogram? if the parallelogram does have to be similar to the
original parallelogram?

29. This problem will prepare you for the Multi-Step TAKS Prep on page 638.
To win a prize at a carnival, a player must toss a beanbag onto a circular disk with
a diameter of 8 in.
a. The organizer of the game wants players to win twice as often, so he changes
the disk so that it has twice the area. What is the diameter of the new disk?
b. Suppose the organizer wants players to win half as often. What should be the
disk’s diameter in this case?

626 Chapter 9 Extending Perimeter, Circumference, and Area

30. Which of the following describes the effect on the area of a square when the side
length is doubled?
The area remains constant.
The area is reduced by a factor of __12 .
The area is doubled.
The area is increased by a factor of 4.

31. If the area of a circle is increased by a factor of 4, what is the change in the
diameter of the circle?
The diameter is __12 of the original diameter.
The diameter is 2 times the original diameter.
The diameter is 4 times the original diameter.
The diameter is 16 times the original diameter.

32. Tina and Kieu built rectangular play areas for their dogs. The play area for Tina’s
dog is 1.5 times as long and 1.5 times as wide as the play area for Kieu’s dog. If the
play area for Kieu’s dog is 60 square feet, how big is the play area for Tina’s dog?
40 ft 2 90 ft 2 135 ft 2 240 ft 2

33. Gridded Response Suppose the dimensions of a triangle with a perimeter of

18 inches are doubled. Find the perimeter of the new triangle in inches.

CHALLENGE AND EXTEND

34. Algebra A square has a side length of (2x + 5) cm . If the side length is multiplied
by 5, what is the area of the new square?
35. Algebra A circle has a diameter of 6 in. If the circumference is multiplied
by (x + 3), what is the area of the new circle?
����
36. Write About It How could you change the
dimensions of the composite figure to double ���

the area if the resulting figure does not have ����

to be similar to the original figure? if the ����
resulting figure does have to be similar to
the original figure? ���

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SPIRAL REVIEW
Write an equation that can be used to determine the value of the variable in each
situation. (Previous course)
37. Steve can make 2 tortillas per minute. He makes t tortillas in 36 minutes.
38. A car gets 25 mi/gal. At the beginning of a trip of m miles, the car’s gas tank contains
13 gal of gas. At the end of the trip, the car has 8 gal of gasoline left.

Find the measure of each interior and each exterior angle of each regular polygon.
Round to the nearest tenth, if necessary. (Lesson 6-1)
39. heptagon 40. decagon 41. 14-gon

Find the area of each polygon with the given vertices. (Lesson 9-4)
42. L(-1, 1), M(5, 2), and N(1, -5) 43. A(-4, 2), M(-2, 4), C(4, 2) and D(2, -4)

9- 5 Effects of Changing Dimensions Proportionally 627

 Probability
Probability
An experiment is an activity in which results are observed. Each result of
an experiment is called an outcome. The sample space is the set of all
outcomes of an experiment. An event is any set of outcomes.
See Skills Bank
page S77

The probability of an event is a number from 0 to 1 that tells you how likely the event is to happen.
The closer the probability is to 0, the less likely
the event is to happen. The closer it is to 1, the more likely the event is
to happen.

An experiment is fair if all outcomes are equally likely. The theoretical probability of an event is the
ratio of the number of outcomes in the event
to the number of outcomes in the sample space.

P(E) = number
___ of outcomes in event E
number of possible outcomes

Example 1
A fair number cube has six faces, numbered 1 through 6.
An experiment consists of rolling the number cube.
A What is the sample space of the experiment?
The sample space has 6 possible outcomes.
The outcomes are 1, 2, 3, 4, 5, and 6.

B What is the probability of the event “rolling a 4”?

The event “rolling a 4” contains only 1 outcome.
The probability is

P(E) = number
___ of outcomes in event E = _
1.
number of possible outcomes 6

C What are the outcomes in the event “rolling an odd number”?

What is the probability of rolling an odd number?
The event “rolling an odd number” contains 3 outcomes.
The outcomes are 1, 3, and 5. The probability is

P(E) = number
___ of outcomes in event E = _
3 =_
1.
number of possible outcomes 6 2

If two events A and B have no outcomes in common, then the probability

that A or B will happen is P(A) + P(B).

The complement of an event is the set of outcomes that are not in the event.
If the probability of an event is p, then the probability of the complement
of the event is 1 - p.

628 Chapter 9 Extending Perimeter, Circumference, and Area

Example 2
The tiles shown below are placed in a bag. An experiment consists of drawing a
tile at random from the bag.

A What is the sample space of the experiment?

The sample space has 9 possible outcomes. The outcomes are 1, 2, 3, 4,
A, B, C, D, E, and F.

B What is the probability of choosing a 3 or a vowel?

The event “choosing a 3” contains only 1 outcome. The probability is

P(A) = number
___ of outcomes in event A = _
1.
number of possible outcomes 9
The event “choosing a vowel” has 2 outcomes, A and E. The probability is

P(B) = number
___ of outcomes in event B = _ 2.
number of possible outcomes 9
The probability of choosing a 3 or a vowel is _1 +_ 3 =_
2 =_ 1.
9 9 9 3
C What is the probability of not choosing a letter?
The event “choosing a letter” contains 5 outcomes, A, B, C, D, and E.
The probability is

P(E) = number
___ of outcomes in event E = _
5.
number of possible outcomes 9

The event of not choosing a letter is the complement of the event of

choosing a letter. The probability of not choosing a letter is 1 - __59 = __49 .

Try This TAKS Grades 9–11 Obj. 8, 9

An experiment consists of randomly choosing one of the given shapes.

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1. What is the probability of choosing a circle?

2. What is the probability of choosing a shape whose area is 36 cm 2?
3. What is the probability of choosing a quadrilateral or a triangle?
4. What is the probability of not choosing a triangle?

On Track for TAKS 629

 9-6 Geometric
Probability
TEKS G.8.A Congruence and the geometry of size: find areas of ... regular
polygons, circles, and composite figures.
Objectives Why learn this?
Calculate geometric You can use geometric probability to
probabilities. estimate how long you may have to
Use geometric probability wait to cross a street. (See Example 2.)
to predict results in real-
world situations.
Remember that in probability, the set of
all possible outcomes of an experiment
Vocabulary
is called the sample space. Any set of
geometric probability
outcomes is called an event.

If every outcome in the sample space is

equally likely, the theoretical probability
of an event is
P = _____________________________
number of outcomes in the event
number of outcomes in the sample space
.

Geometric probability is used when an experiment has an infinite number

of outcomes. In geometric probability , the probability of an event is based
on a ratio of geometric measures such as length or area. The outcomes of an
experiment may be points on a segment or in a plane figure. Three models for
geometric probability are shown below.

Geometric Probability

Model Length Angle Measure Area

Example
� � � �

̶̶̶
Sample space All points on AD All points in the circle All points in the rectangle
̶̶
Event All points on BC All points in the All points in the triangle
shaded region
BC measure of angle area of triangle
Probability P=_ P = __ P = __
AD 360° area of rectangle

EXAMPLE 1 Using Length to Find Geometric Probability

̶̶
A point is chosen randomly on AD. Find the probability of each event.
̶̶
A The point is on AC. � � �
P= _AC = _7
AD 12 � � � �
If an event has ̶̶
a probability p B The point is not on AB.
of occurring, the ̶̶
First find the probability that the point is on AB.
probability of the ̶̶
P(AB) = _ AB = _ 4 =_ 1
event not occurring
AD 12 3
is 1 - p. ̶̶
Subtract from 1 to find the probability that the point is not on AB.
̶̶ 1 =_ 2
P(not on AB ) = 1 - _
3 3

630 Chapter 9 Extending Perimeter, Circumference, and Area

 ̶̶
A point is chosen randomly on AD. � � �
Find the probability of each event.
̶̶ ̶̶ � � � �
C The point is on AB or CD.
̶̶ ̶̶ ̶̶ ̶̶ 4 +_ 5 =_9 =_
3
P (AB or CD) = P (AB) + P (CD) = _
12 12 12 4

1. Use the figure above to find the probability that the point is
̶̶
on BD.

EXAMPLE 2 Transportation Application

A stoplight has the following cycle: green for 25 seconds, yellow for
5 seconds, and red for 30 seconds.
A What is the probability that the light will be yellow when you arrive?
To find the probability, draw
a segment to represent the ����� ������ �����
number of seconds that � �� � � �� �
each color light is on. �

P=_ 5 =_ 1 ≈ 0.08 The light is yellow for 5 out of every 60 seconds.

60 12
B If you arrive at the light 50 times, predict about how many times
you will have to stop and wait more than 10 seconds.
In the model, the event of stopping and waiting more than 10
seconds is represented by a segment that starts at C and ends
10 units from D. The probability of stopping and waiting more
than 10 seconds is P = __
20
60
= __13 .
If you arrive at the light 50 times, you will probably stop and wait
more than 10 seconds about __13 (50) ≈ 17 times.

2. Use the information above. What is the probability that the

light will not be red when you arrive?

EXAMPLE 3 Using Angle Measures to Find Geometric Probability

Use the spinner to find the probability of each event.
���
A the pointer landing on red ����

P=_80 = _
2 The angle measure in ���
���
360 9 the red region is 80°. ���

B the pointer landing on purple or blue

75 +60 135 = _
3
P=_=_ The angle measure in the purple region is 75°.
360 360 8 The angle measure in the blue region is 60°.
C the pointer not landing on yellow
P=_360 - 100 The angle measure in the yellow region is 100°.
In Example 3C, you 360
can also find the Substract this angle measure from 360°.
= 260
_ =_ 13
probability of the
360 18
pointer landing on
yellow, and subtract
from 1. 3. Use the spinner above to find the probability of the pointer
landing on red or yellow.

9- 6 Geometric Probability 631

 Geometric Probability

I like to write a probability as a percent

to see if my answer is reasonable.
���� ���
The probability of the pointer landing
on red is ____
80°
360°
= __92 ≈ 22%.
���
The angle measure is close to 90°, which ���
���
is 25% of the circle, so the answer
is reasonable.
Jeremy Denton
Memorial High
School

EXAMPLE 4 Using Area to Find Geometric Probability

�����
Find the probability that a point
�����
chosen randomly inside the rectangle
is in each given shape. Round to the

�����
����
nearest hundredth. �����
����
A the equilateral triangle
1 aP
The area of the triangle is A = _
2
=_1 (6)(36 √
3 ) ≈ 187 m 2.
2
The area of the rectangle is A = bh
= 45(20) = 900 m 2.
187 ≈ 0.21.
The probability is P = _
900
B the trapezoid
1 b +b h
The area of the trapezoid is A = _ (
2 1 2)

=_1 (3 + 12)(10) = 75 m 2.
2
The area of the rectangle is A = bh
= 45(20) = 900 m 2.
75 ≈ 0.08.
The probability is P = _
900
C the circle
The area of the circle is A = πr 2
= π(6 2) = 36π ≈ 113.1 m 2.
The area of the rectangle is A = bh
= 45(20) = 900 m 2.
113.1 ≈ 0.13.
The probability is P = _
900

4. Use the diagram above. Find the probability that a point

chosen randomly inside the rectangle is not inside the triangle,
circle, or trapezoid. Round to the nearest hundredth.

632 Chapter 9 Extending Perimeter, Circumference, and Area

 THINK AND DISCUSS
1. Explain why the ratio used in theoretical probability cannot be used to
find geometric probability.
2. A spinner is one-half red and one-third blue, and the rest is yellow.
How would you find the probability of the pointer landing on yellow?
3. GET ORGANIZED Copy
and complete the graphic ���������������������
organizer. In each box,
give an example of the ������ �������������� �����
geometric probability ����� ����� �����
model.

9-6
Exercises KEYWORD: MG7 9-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Give an example of a model used to find geometric probability.
̶̶ � � �
SEE EXAMPLE 1 A point is chosen randomly on WZ. Find the probability of
p. 630 each event. � � � �
̶̶ ̶̶
2. The point is on XZ. 3. The point is not on XY.
̶̶̶ ̶̶ ̶̶̶
4. The point is on WX or YZ. 5. The point is on WY.

SEE EXAMPLE 2 Transportation A bus comes to a station once every 10 minutes and waits at
p. 631 the station for 1.5 minutes.
6. Find the probability that the bus will be at the station when you arrive.
7. If you go to the station 20 times, predict about how many times you will have
to wait less than 3 minutes.

SEE EXAMPLE 3 Use the spinner to find the probability of each event.
p. 631 8. the pointer landing on green ����
���
9. the pointer landing on orange or blue
��� ���
10. the pointer not landing on red ���
11. the pointer landing on yellow or blue

SEE EXAMPLE 4 Multi-Step Find the probability that a point

�����
p. 632 chosen randomly inside the rectangle is in
�����

each shape. Round to the nearest hundredth.

�����

�����
12. the triangle ����� �����
����
13. the trapezoid
�����
14. the square �����
15. the part of the rectangle that does not include the square, triangle, or trapezoid

9- 6 Geometric Probability 633

 PRACTICE AND PROBLEM SOLVING
̶̶̶
Independent Practice A point is chosen randomly on HM. ���� ���� ���� ����
For See Find the probability of each event.
Exercises Example � � � � �
Round to the nearest hundredth.
16–19 1 ̶̶ ̶̶̶
20–22 2 16. The point is on JK. 17. The point is not on LM.
23–26 3 ̶̶ ̶̶ ̶̶ ̶̶̶
18. The point is on HJ or KL. 19. The point is not on JK or LM.
27–30 4
Communications A radio station gives a weather report every 15 minutes. Each
TEKS TAKS report lasts 45 seconds. Suppose you turn on the radio at a random time.
Skills Practice p. S21 20. Find the probability that the weather report will be on when you turn on the radio.
Application Practice p. S36
21. Find the probability that you will have to wait more than 5 minutes to hear the
weather report.
22. If you turn on the radio at 50 random times, predict about how many times you will
have to wait less than 1 minute before the start of the next weather report.

Use the spinner to find the probability of each event.

23. the pointer landing on red
���
24. the pointer landing on yellow or blue ���
����
25. the pointer not landing on green ���
26. the pointer landing on red or green

Multi-Step Find the probability that a point chosen

randomly inside the rectangle is in each shape.
Round to the nearest hundredth, if necessary.
����
27. the equilateral triangle ����

28. the square

29. the part of the circle that does not include the square
30. the part of the rectangle that does not include the square, circle, or triangle
31. /////ERROR ANALYSIS///// In the spinner at right, the angle
measure of the red region is 90°. The angle measure of
the yellow region is 135°, and the angle measure of the
blue region is 135°. Which value of the probability of
the spinner landing on yellow is incorrect? Explain.

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����
��������
�
����
���������������������
��� � ���
�������
� � � � � � � � � ���

Algebra A point is chosen randomly inside rectangle ABCD with vertices

A(2, 8), B(15, 8), C(15, 1), and D(2, 1). Find the probability of each event.
Round to the nearest hundredth.
32. The point lies in △KLM with vertices K(4, 3), L(5, 7), and M(9, 5).
33. The point does not lie in ⊙P with center P(2, 5) and radius 3. (Hint: draw the
rectangle and circle.)

634 Chapter 9 Extending Perimeter, Circumference, and Area

 Algebra A point is chosen at random in the coordinate �
�
plane such that -5 ≤ x ≤ 5 and -5 ≤ y ≤ 5. Find the
probability of each event. Round to the nearest hundredth. �

Sports 34. The point is inside the parallelogram. �

�� �� � � �
35. The point is inside the circle.
��
36. The point is inside the triangle or the circle.
��
37. The point is not inside the triangle, the parallelogram,
or the circle.
38. Sports The point value of each region of an �������
Olympic archery target is shown in the diagram. �
The outer diameter of each ring is 12.2 cm �
Olympic archers stand �
greater than the inner diameter. �
70 m from their targets. �
From that distance, the a. What is the probability of hitting the center? �
�
target appears about b. What is the probability of hitting a blue �
�
the size of the head of or black ring? �� ������
a thumbtack held at
arm’s length. c. What is the probability of scoring higher
Source: www.olympic.org than five points?
d. Write About It In an actual event, why
might the probabilities be different from
those you calculated in parts a, b, and c?

A point is chosen randomly in each figure. Describe an event with a probability of __

1
2
.
39. 40. 41.
� � � � �

42. If a fly lands randomly on the tangram, what is the

probability that it will land on each of the following pieces?
a. the blue parallelogram
b. the medium purple triangle
c. the large yellow triangle
d. Write About It Do the probabilities change if you
arrange the tangram pieces differently? Explain.
43. Critical Thinking If a rectangle is divided into 8 congruent regions and 4 of
them are shaded, what is the probability that you will randomly pick a point
in the shaded area? Does it matter which four regions are shaded? Explain.

44. This problem will prepare you for the Multi-Step TAKS Prep on page 638.
A carnival game board consists of balloons that ������
are 3 inches in diameter and are attached to a
rectangular board. A player who throws a dart at
the board wins a prize if the dart pops a balloon. ������
a. Find the probability of winning if there are
40 balloons on the board.
b. How many balloons must be on the board for
the probability of winning to be at least 0.25?

9- 6 Geometric Probability 635

 45. What is the probability that a ball thrown randomly ����
at the backboard of the basketball goal will hit the
����
inside rectangle? ������
������
0.14 0.26
0.21 0.27

46. Point B is between A and C. If AB = 18 inches and BC = 24 inches,

̶̶
what is the probability that a point chosen at random is on AB?
0.18 0.43 0.57 0.75

47. A skydiver jumps from an airplane and parachutes

down to the 70-by-100-meter rectangular field ����
����
shown. What is the probability that he will miss
����
all three targets? ����
����
0.014 0.089
0.180 0.717

48. Short Response A spinner is divided into 12 congruent regions, colored red,
blue, and green. Landing on red is twice as likely as landing on blue. Landing on
blue and landing on green are equally likely.
a. What is the probability of landing on green? Show your work or explain in words
how you got your answer.
b. How many regions of the spinner are colored green? Explain your reasoning.

CHALLENGE AND EXTEND

49. If you randomly choose a point on the grid, what is the
probability that it will be in a red region?
50. You are designing a target that is a square inside
an 18 ft by 24 ft rectangle. What size should the square
be in order for the target to have a probability of __13 ?
to have a probability of __34 ?
51. Recreation How would you design a spinner so that 1 point is earned for landing
on yellow, 3 points for landing on blue and 6 points for landing on red? Explain.

SPIRAL REVIEW
Simplify each expression. (Previous course)
-8a 4b 6
52. (3x 2y)(4x 3y 2) 53. (2m 5)2 54. _
2ab 3
55. Given: A(0, 4), B(4, 6), C (4, 2), D(8, 8), and E (8, 0)
Prove: △ABC ∼ △ADE (Lesson 7-6)

Find the shaded area. Round to the nearest tenth, if necessary. (Lesson 9-3)
56. 57.
����
�����
����
���� �����

����

636 Chapter 9 Extending Perimeter, Circumference, and Area

 9-6
Use Geometric Probability
to Estimate π
In this lab, you will use geometric probability to estimate π.
The squares in the grid below are the same width as the
diameter of a penny: 0.75 in., or 19.05 mm.
Use with Lesson 9-6
TEKS G.8.A Congruence and the geometry of size: find areas of ...
regular polygons, circles, and composite figures.
Activity
1 Toss a penny onto the grid 20 times. Let x represent the number of times the
penny lands touching or covering an intersection of two grid lines.

2 Estimate π using the formula π ≈ 4 · _x.

20

Try This
1. How close is your result to π? Average the results
of the entire class to get a more accurate estimate.
2. In order for a penny to touch or cover an intersection, the
center of the penny can land anywhere in the shaded area. �

a. Find the area of the shaded region. (Hint: Each corner

part is one fourth of the circle. Put the four corner parts
together to form a circle with radius r.)
b. Find the area of the square.
c. Write the expressions as a ratio and simplify to determine the
probability of the center of the penny landing in the shaded area.
3. Explain why the formula in the activity can be used to estimate π.

9-6 Geometry Lab 637

 SECTION 9B

Applying Geometric Formulas

Step Right Up! A booster club
organizes a carnival to raise money for
sports uniforms. The carnival features
several games that give visitors chances
to win prizes.
������
1. The balloon game consists of 15 balloons
attached to a vertical rectangular board
with the dimensions shown. Each balloon
has a diameter of 4 in. Each player ������
throws a dart at the board and wins a
prize if the dart pops a balloon. Assuming
that all darts hit the board at random,
what is the probability of winning a prize?
2. The organizers decide to make the game easier,
so they double the diameter of the balloons.
How does this affect the probability of winning?
3. The bean toss consists of a horizontal
rectangular board that is divided into a grid.
The board has coordinates (0, 0), (100, 0),
(100, 60), and (0, 60). A quadrilateral on the
board has coordinates A(60,0), B(100, 30),
C(40, 60), and D(0, 40). Each player tosses
a bean onto the board and wins a prize if
the bean lands inside quadrilateral ABCD.
Find the probability of winning a prize.
4. Of the three games described in Problems 1, 2,
and 3, which one gives players the best chance
of winning a prize?

638 Chapter 9 Extending Perimeter, Circumference, and Area

 SECTION 9B

Quiz for Lessons 9-4 Through 9-6

9-4 Perimeter and Area in the Coordinate Plane
Draw and classify the polygon with the given vertices. Find the perimeter and
area of the polygon.
1. A(-2, 2), B(2, 4), C(2, -4), D(-2, -2)
2. E(-1, 5), F (3, 5), G (3, -3), H(-1, -3)

Find the area of each polygon with the given vertices.

3. J(-3, 3), K(2, 2), L(-1, -3), M(-4, -1)
4. N(-3, 1), P(3, 3), Q(5, 1), R(2, -4)

9-5 Effects of Changing Dimensions Proportionally

Describe the effect of each change on the perimeter and area of the given figure.
5. The side length of the square is tripled.
���

6. The diagonals of a rhombus in which d 1 = 3 ft and d 2 = 9 ft are both multiplied by __13 .

7. The base and height of the rectangle �����
are both doubled.
����

8. The base and height of a right triangle with base 15 in.

and height 8 in. are multiplied by __13 .
9. A square has vertices (-1, 2), (3, 2), (3, -2), and (-1, -2). If you quadruple the area,
what happens to the side length?
10. A restaurant sells pancakes in two sizes, silver dollar and regular. The silver-dollar
pancakes have a 4-inch diameter and require __18 cup of batter per pancake. The
diameter of a regular pancake is 2.5 times the diameter of a silver-dollar pancake.
About how much batter is required to make a regular pancake?

9-6 Geometric Probability

Use the spinner to find the probability of each event.
11. the pointer landing on red
���� ����
12. the pointer landing on red or yellow
13. the pointer not landing on green
14. the pointer landing on yellow or blue ��� ���

15. A radio station plays 12 commercials per hour.

Each commercial is 1 minute long. If you turn on
the radio at a random time, find the probability
that a commercial will be playing.

Ready to Go On? 639

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
apothem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601 circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600
center of a circle . . . . . . . . . . . . . . . . . . . . . . 600 composite figure . . . . . . . . . . . . . . . . . . . . . . 606
center of a regular polygon . . . . . . . . . . . . 601 geometric probability . . . . . . . . . . . . . . . . . 630
central angle of a regular polygon . . . . . . 601

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? is the length of a segment perpendicular to a side of a regular polygon.
̶̶̶̶
2. The point that is equidistant from every point on a circle is the ? .
̶̶̶̶
3. ? is based on a ratio of geometric measures.
̶̶̶̶

9-1 Developing Formulas for Triangles and Quadrilaterals (pp. 589–597)

EXAMPLES EXERCISES TEKS G.1.B, G.3.C, G.3.E, G.5.A, G.8.C

Find each measurement. Find each measurement.

■ the perimeter of a square in which A = 36 in 2 4. the area of a square in which P = 36 in.
A = s 2 = 36 in 2 Use the Area Formula to
5. the perimeter of a rectangle in which b = 4 cm
find the side length.
S = √36 = 6 in. and A = 28 cm 2
P = 4s = 4 ⋅ 6 = 24 in. 6. the height of a triangle in which A = 6x 3y in 2 and
■ the area of the triangle b = 4xy in.
�����
By the Pythagorean ���� 7. the height of the trapezoid, in which
Theorem, A = 48xy ft 2
8 2 + b 2 = 17 2 � ������
64 + b 2 = 289
b 2 = 225, so b = 15 ft.
A=_ 1 bh = _1 (15)(8) = 60 ft 2 ������
2 2
■ the diagonal d 2 of a rhombus in which 8. the area of a rhombus in which d 1 = 21 yd and
A = 6x 3y 3 m and d 1 = 4x 2y m d 2 = 24 yd
A=_ 1d d 9. the diagonal d 2 of the rhombus, in which
2 1 2
A = 630x 3y 7 in 2
1 4x 2y d
6x 3y 3 = _
2
( ) 2 Substitute the given
values.
d 2 = 3xy 2 ���������������������
Solve for d 2.

10. the area of a kite in which d 1 = 32 m and

d 2 = 18 m

640 Chapter 9 Extending Perimeter, Circumference, and Area

 9-2 Developing Formulas for Circles and Regular Polygons (pp. 600–605)
EXAMPLES EXERCISES TEKS G.5.A, G.8.A, G.8.C

Find each measurement. Find each measurement. Round to the nearest tenth,
■ the circumference and area of if necessary.
⊙B in terms of π 11. the circumference of ⊙G
� �
� ����� �������
��
C = 2πr = 2π(5xy)
= 10xyπ m
A = πr 2 = π(5xy)2 = 25x 2y 2π m 2 12. the area of ⊙J in which C = 14π yd
■ the area, to the nearest tenth, of a regular 13. the diameter of ⊙K in which A = 64x 2π m 2
hexagon with apothem 9 yd
14. the area of a regular pentagon with side
By the 30°-60°-90° Triangle � length 10 ft

9 √3
Theorem, x = ____
3
= 3 √
3. 15. the area of an equilateral triangle with side
So s = 2x = 6 √
3 , and ��� length 4 in.
����
P = 6(6 √
3 ) = 36 √
3. 16. the area of a regular octagon with side
�
length 8 cm
1 1
A = _aP = _(9)(36 √ 3 ) = 162 √
3 ≈ 280.6 yd 2
2 2 17. the area of the square

��
��
9-3 Composite Figures (pp. 606–612) TEKS G.8.A

EXAMPLE EXERCISES
■ Find the shaded area. Round to the nearest Find the shaded area. Round to the nearest tenth,
tenth, if necessary. if necessary.
����
18. 19.
�����
����� �����
����
�����
���� �����
����� ����� ����

The area of the triangle is ����

A=_ 1 (18)(20) = 180 cm 2.
2
The area of the parallelogram is
20. ����
A = bh = 20(10) = 200 cm 2.
���� ����
The area of the figure is the sum of the two
areas. 180 + 200 = 380 cm 2

Study Guide: Review 641

 9-4 Perimeter and Area in the Coordinate Plane (pp. 616–621) TEKS G.7.A, G.7.B

G.8.A
EXAMPLES EXERCISES
■ Estimate the area � Estimate the area of each irregular shape.
�
of the irregular 21. �
shape. �

The shape has 28 �

approximately whole �� � �
squares and 17 �
�� �
approximately half
squares. The total ��
area is approximately
28 + _1 (17) = 36.5 units 2.
2
22. �
■ Draw and classify the polygons with vertices
R(2, 4), S(3, 1), T(2, -2), and U(1, 1). Find the
perimeter and area of the polygon. �
RSTU appears to �
� �� � �
�
be a rhombus.
Verify this by showing �
� � ��
that the four sides �
are congruent. By the �� �� � �
Distance Formula, �� Draw and classify the polygon with the given
�
UR = RS = ST = TU vertices. Find the perimeter and area of the polygon.
= √10 units. ��
23. H(0, 3), J(3, 0), K(0, -3), L(-3, 0)
 units.
The perimeter is 4 √10 24. M(-2, 5), N(3, -2), P(-2, -2)
1 1 US ⋅ RT = _
The area is A = _d 1d 2 = _ 1 (2 ⋅ 6)
25. A(-2, 3), B(2, 3), C(4, -1), D(-4, -1)
2 2 2 2
= 6 units .
26. E(-1, 3), F(3, 3), G(1, 0), H(-3, 0)
■ Find the area of the polygon with vertices
Find the area of the polygon with the given vertices.
A(-3, 4), B(2, 3), C(0, -2), and D(-5, -1).
27. Q(1, 4) , R(4, 3), S(2, -4), T(-3, -2)
area of rectangle: � �
7(6) = 42 units 2 �
� 28. V(-2, 2), W(4, 0), X(2, -3), Y(-3, 0)
�
area of triangles: � 29. A(1, 4), B(2, 3), C(0, -3), D(-2, -1)
1 (2)(5) �
a: A = _ � 30. E(-1, 2), F(2, 0), G(1, -3), H(-4, -1)
2 � � � �
= 5 units 2
�
1 (5)(1)
b: A = _ ��
2
= 2.5 units 2
1 (2)(5) = 5 units 2
c: A = _
2
1 (5)(1) = 2.5 units 2
d: A = _
2
area of polygon: A = 42 - 5 - 2.5 - 5 - 2.5
= 27 units 2

642 Chapter 9 Extending Perimeter, Circumference, and Area

 9-5 Effects of Changing Dimensions Proportionally (pp. 622–627) TEKS G.5.A,

G.5.B, G.11.D
EXAMPLE EXERCISES
■ The base and height of a rectangle with base Describe the effect of each change on the perimeter
10 cm and height 15 cm are both doubled. or circumference and area of the given figure.
Describe the effect on the area and perimeter 31. The base and height of the triangle with vertices
of the figure. X(-1, 3), Y(-3, -2), and Z(2, -2) are tripled.
original: P = 2b + 2h = 2(10) + 2(15) = 50 cm
32. The side length of the square with vertices
A = bh = 10(15) = 150 cm 2 P(-1, 1), Q(3, 1), R(3, -3), and S(-1, -3)
doubled: P = 2b + 2h = 2(20) + 2(30) is doubled.
= 100 cm 33. The radius of ⊙A with radius 11 m is
A = bh = 20(30) = 600 cm 2 1.
multiplied by _
2
The perimeter increases by a factor of 2. The 34. The base and height of a triangle with base 8 ft
area increases by a factor of 4. and height 20 ft are both multiplied by 4.

9-6 Geometric Probability (pp. 630–636) TEKS G.8.A

EXAMPLES EXERCISES
̶̶ ̶̶
A point is chosen randomly on WZ. Find the A point is chosen randomly on AD. Find the
probability of each event. probability of each event.
� � � � � �

� � � � � � � �
̶̶ ̶̶
■ The point is on XZ. 35. The point is on AB.
XZ = _ 15 = _5 ̶̶
P(XZ) = _ 36. The point is not on CD.
WZ 18 6 ̶̶ ̶̶
̶̶̶ ̶̶ 37. The point is on AB or CD.
■ The point is on WX or YZ. ̶̶ ̶̶
̶̶̶ ̶̶ ̶̶̶ ̶̶ 3 +_
7 38. The point is on BC or CD.
P(WX or YZ) = P(WX) + P(YZ) = _
18 18
=_10 = _
5 Find the probability
18 9 ���
that a point chosen
���
■ Find the probability ����� randomly inside the
that a point chosen 40 m by 24 m rectangle
randomly inside the ����� is in each shape.
rectangle is inside the Round to the nearest
����
equilateral triangle. hundredth.
area of rectangle 39. the regular hexagon
A = bh = 20(10) = 200 ft 2 40. the triangle
area of triangle 41. the circle or the triangle
1 aP = _
A=_
2
1 _
2 3 ( )
5 √
3
(30) = 25 √
3 ≈ 43.3 ft 2 42. inside the rectangle but not inside the hexagon,
triangle, or circle
43.3 ≈ 0.22
P=_
200

Study Guide: Review 643

 Find each measurement.
1. the height h of a triangle in which A = 12x 2y ft 2 and b = 3x ft
2. the base b 1 of a trapezoid in which A = 161.5 cm 2, h = 17 cm, and b 2 = 13 cm
3. the area A of a kite in which d 1 = 25 in. and d 2 = 12 in.
4. Find the circumference and area of ⊙A with diameter 12 in. Give your answers in
terms of π.
5. Find the area of a regular hexagon with a side length of 14 m. Round to the nearest
tenth.

Find the shaded area. Round to the nearest tenth, if necessary.

6. ����� 7.
������
������
���� ������

���� ������

8. The diagram shows a plan for a pond. Use a composite figure to estimate
the pond’s area. The grid has squares with side lengths of 1 yd.
9. Draw and classify the polygon with vertices A(1, 5),
B(2, 3), C(-2, 1), and D(-3, 3). Find the perimeter and area
of the polygon.

Find the area of each polygon with the given vertices.

10. E(-3, 4), F(1, 1), G(0, -4), H(-4, 1) 11. J(3, 4), K(4, -1), L(-2, -4), M(-3, 3)

Describe the effect of each change on the perimeter or circumference and area of
the given figure.
12. The base and height of a triangle with base 10 cm and height 12 cm are multiplied
by 3.
1.
13. The radius of a circle with radius 12 m is multiplied by _
2
14. A circular garden plot has a diameter of 21 ft. Janelle is planning a new circular plot
with an area __19 as large. How will the circumference of the new plot compare to the
circumference of the old plot?
̶̶
A point is chosen randomly on NS. Find the � � � �
probability of each event. �� � �
̶̶̶
15. The point is on NQ.
̶̶
16. The point is not on QR.
̶̶̶ ̶̶
17. The point is on NQ or RS.
18. A shuttle bus for a festival stops at the parking lot every 18 minutes and stays at the
lot for 2 minutes. If you go to the festival at a random time, what is the probability
that the shuttle bus will be at the parking lot when you arrive?

644 Chapter 9 Extending Perimeter, Circumference, and Area

FOCUS ON SAT STUDENT-PRODUCED RESPONSES
There are two types of questions in the mathematics sections of the SAT:
multiple-choice questions, where you select the correct answer from five � � � �
choices, and student-produced response questions, for which you enter the � � �
� � � �
correct answer in a special grid. � � � �
� � � �
On the SAT, the student-produced response items do not have a penalty for � � � �
incorrect answers. If you are uncertain of your answer and do not have time to � � � �
rework the problem, you should still grid in the answer you have. � � � �
� � � �
You may want to time yourself as you take this practice test. It should take you � � � �
� � � �
about 9 minutes to complete.

1. A triangle has two angles with a measure of 60°

�
and one side with a length of 12. What is the
perimeter of the triangle?

������
������
������

�
��
4. Three overlapping squares and the coordinates
of a corner of each square are shown above.
What is the y-intercept of line ℓ?
2. The figure above is composed of four
congruent trapezoids arranged around a
shaded square. What is the area of the
shaded square?

�� ��
���

3. If △PQR ∼ △STU, m∠P = 22°, 5. In the figure above, what is the value of y?
m∠Q = 57°, and m∠U = x°, what is the
value of x?

6. The three angles of a triangle have measures

12x°, 3x°, and 7y°, where 7y > 60. If x and y are
integers, what is the value of x?

College Entrance Exam Practice 645

 Any Question Type: Use a Formula Sheet
When you take a standardized mathematics test, you may be given a formula sheet
or a mathematics chart that accompanies the test. Although many common formulas
are given on these sheets, you still need to know when the formulas are applicable,
and what the variables in the formulas represent.

Mathematics Chart
Perimeter rectangle P = 2ℓ + 2w or P = 2(ℓ + w)
Circumference circle C = 2πr or C = πd
Area rectangle A = ℓw or A = bh

triangle A=_ bh
1 bh or A = _
2 2
(b 1 + b 2)h
1 b + b h or A = _
trapezoid A=_ ( 1 2)
2 2
circle A = πr 2

Multiple Choice In the figure, a rectangle is inscribed in a circle. Which

best represents the shaded area to the nearest tenth of a square meter?
���
3.4 m 2 12.6 m 2
7.6 m 2 17.2 m 2 ���

Which formula(s) do I need? area of a circle, area of a rectangle

What do I substitute for each To use the formula for the area of a circle, I need to
variable in the formulas? know the radius. The diameter of the circle is 5 m,
so the radius is 2.5 m. I should substitute 2.5 for r
and 3.14 for π.

To use the formula for the area of a rectangle, I need

to know its base and height. The base b is 4 m. To
find the height, I can use the Pythagorean Theorem.
42 + h2 = 52
16 + h 2 = 25
h2 = 9
h =3
What are the areas of the shapes? circle: A = πr 2 = π(2.5) 2 = 6.25π m 2
rectangle: A = bh = 4(3) = 12 m 2
What do I do with the areas to shaded area = area of circle - area of rectangle
find the answer? = 6.25π - 12 ≈ 7.6 m 2

Choice B is the correct answer.

646 Chapter 9 Extending Perimeter, Circumference, and Area

Read each test problem and answer the questions Before you begin a test, quickly review the
that follow. Use the formula sheet below, if ���� formulas included on your formula sheet.
applicable.

Perimeter
rectangle P = 2ℓ + 2w or P = 2(ℓ + w) Item C
Circumference Gridded Response The area of the rectangle
is 48 square miles. What is the perimeter
circle C = 2πr or C = πd
in miles?
Area � �
rectangle A = ℓw or A = bh �
triangle bh
1 bh or A = _
A=_ � �
2 2
(b 1 + b 2)h
1 b + b h or A = _
trapezoid A=_ ( 1 2)
2 2 5. What formula(s) would you use to solve this
2 problem?
circle A = πr
Pi 6. What would you substitute for each variable
22
in the formula?
π π ≈ 3.14 or π ≈ _
7 7. After substituting the variables in the
formula, what would you need to do to find
Item A the correct answer?
The circumference of a circle is 48π meters.
What is the radius in meters?
6.9 meters 12 meters
Item D
24 meters 36 meters Gridded Response A point is chosen
randomly inside the rectangle. What is the
probability that the point does not lie inside
1. Which formula would you use to solve this the triangle or the trapezoid? Round to the
problem? nearest hundredth.
2. After substituting the variables in the �����
formula, what would you need to do to find �����
the correct answer?
����� �����
�����

����
Item B
Gridded Response The area of a trapezoid
is 171 square meters. The height is 9 meters,
and one base length is 23 meters. What is the 8. Which formulas would you use to solve this
other base length of the trapezoid in meters? problem?
9. What would you substitute for each variable
3. What formula(s) would you use to solve this in the formula(s)?
problem? 10. After substituting the variables in the
4. What would you substitute for each variable formula, what would you need to do to
in the formula? find the correct answer?

TAKS Tackler 647

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–9

Multiple Choice 5. If ABCD is a rhombus in which m∠1 = (x + 15)°
and m∠2 = (2x + 12)°, what is the value of x?
1. The floor of a tent is a regular hexagon. If the
side length of the tent floor is 5 feet, what is the � �
area of the floor? Round to the nearest tenth. �
32.5 square feet
65.0 square feet �
� �
75.0 square feet
129.9 square feet 3 18
9 21
̶̶
2. If J is on the perpendicular bisector of KL, what is
the length of KL? 6. What is the area of the shaded portion of the
rectangle?
�
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����
������ ����
�
����
������ ����
�

12 24 ����

18 36 34 square centimeters
̶̶ 36 square centimeters
3. What is the length of VY?
38 square centimeters
�
50 square centimeters
�

7. If △XYZ is isosceles and m∠Y > 100°, which of the

��
following must be true?
̶̶ ̶̶
m∠X < 40° XZ ≅ YZ
� � ̶̶ ̶̶
� � m∠X > 40° XY ≅ XZ
�

1.6 2.5 8. The Eiffel Tower in Paris, France, is 300 meters

2 4 tall. The first level of the tower has a height of
57 meters. A scale model of the Eiffel Tower in
Shenzhen, China, is 108 meters tall. What is the
4. A sailor on a ship sights the light of a lighthouse height of the first level of the model? Round to
at an angle of elevation of 15°. If the light in the the nearest tenth.
lighthouse is 189 feet higher than the sailor’s line
of sight, what is the horizontal distance between 15.8 meters 56.8 meters
the ship and the lighthouse? Round to the 20.5 meters 61.6 meters
nearest foot.
49 feet 705 feet
51 feet 730 feet

648 Chapter 9 Extending Perimeter, Circumference, and Area

 STANDARDIZED TEST PREP
There is often more than one way to find a Short Response
���� missing side length or angle measure in a figure.
For example, you might be able to find a side 16. Two gas stations on a straight highway are
length of a right triangle by using either the 8 miles apart. If a car runs out of gas at a random
Pythagorean Theorem or a trigonometric ratio. point between the two gas stations, what is the
Check your answer by using a different method probability that the car will be at least 2 miles
than the one you originally used. from either gas station? Draw a diagram or write
and explanation to show how you determined
your answer.
9. The lengths of both bases of a trapezoid are
tripled. What is the effect of the change on the 17. Use the figure below to find each measure. Show
area of the trapezoid? your work or explain in words how you found
The area remains the same. your answers. Round the angle measure to the
nearest degree.
The area is tripled.
a. m∠A
The area increases by a factor of 6.
b. AC
The area increases by a factor of 9.
�
10. If ∠1 and ∠2 form a linear pair, which of the
����
following must also be true about these angles? ��
They are adjacent.
� �
They are complementary. �
They are congruent.
̶̶ ̶̶ ̶̶
They are vertical. 18. Given that DE, DF, and EF are midsegments of
△ABC, determine m∠C to the nearest degree.
Show your work or explain in words how you
11. In △ABC, AB = 8, BC = 17, and AC = 2x + 1.
determined your answer.
Which of the following is a possible value of x?
3 9 �

4 12 � �
�
12. Which line is parallel to the line with the � �
�
equation y = -3x + 4?
� �
y - 3x = 8
4y - 12x = 1
3y - x = 3
Extended Response
2y + 6x = 5
19. Quadrilateral LMNP has vertices at L(1, 4),
M(4, 4), N(1, 0) and P(-2, 0).
Gridded Response �
�
13. What is the radius of a circle in inches if
the ratio of its area to its circumference is
2.5 square inches : 1 inch? �
�� �� � � �
14. △JLM ∼ △RST. If JL = 5, LM = 4, RS = 3x - 1, ��
and ST = x + 2, what is the value of x?
��
15. If the two diagonals of a kite measure
16 centimeters and 10 centimeters, what is the a. Write a coordinate proof showing that LMNP is
area of the kite in square centimeters? a parallelogram.
b. Draw a rectangle with the same area as figure
LMNP. Explain how you know that the figures
have the same area.
c. Does the rectangle you drew have the same
perimeter as figure LMNP? Explain.

Cumulative Assessment, Chapters 1–9 649

 Spatial Reasoning

10A Three-Dimensional
Figures
10-1 Solid Geometry
10-2 Representations of
Three-Dimensional Figures
Lab Use Nets to Create Polyhedrons
10-3 Formulas in Three Dimensions

10B Surface Area and Volume

10-4 Surface Area of Prisms and
Cylinders
Lab Model Right and Oblique
Cylinders
10-5 Surface Area of Pyramids
and Cones
10-6 Volume of Prisms and Cylinders
10-7 Volume of Pyramids and Cones
10-8 Spheres
Lab Compare Surface Areas and
Volumes
Ext Spherical Geometry

KEYWORD: MG7 ChProj

Four Chromatic Gates

by Herbert Bayer
stands at Ervay and
Federal Streets in
downtown Dallas.

650 Chapter 10
 Vocabulary
Match each term on the left with a definition on the right.
1. equilateral A. the distance from the center of a regular polygon to a side of
the polygon
2. parallelogram
B. a quadrilateral with four right angles
3. apothem
C. a quadrilateral with two pairs of parallel sides
4. composite figure
D. having all sides congruent
E. a figure made up of simple shapes, such as triangles,
rectangles, trapezoids, and circles

Find Area in the Coordinate Plane

Find the area of each figure with the given vertices.
5. △ABC with A(0, 3), B(5, 3), and C(2, -1)
6. rectangle KLMN with K(-2, 3), L(-2, 7), M(6, 7), and N(6, 3)
7. ⊙P with center P(2, 3) that passes through the point Q(-6, 3)

Circumference and Area of Circles

Find the circumference and area of each circle. Give your answers in terms of π.
8. 9. 10.
�������
�
���� ����� �

Distance and Midpoint Formulas

Find the length and midpoint of the segment with the given endpoints.
11. A(-3, 2) and B(5, 6) 12. C (-4, -4) and D (2, -3)
13. E(0, 1) and F(-3, 4) 14. G(2, -5) and H(-2, -2)

Evaluate Expressions
Evaluate each expression for the given values of the variables.

√
15. _

A
π for A = 121π cm
2

2A for A = 128 ft 2 and P = 32 ft

16. _
P
17. √c
2
- a 2 for a = 8 m and c = 17 m
2A - b for A = 60 in 2, b = 8 in., and h = 6 in.
18. _ 1 1
h

Spatial Reasoning 651

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
cone cono vocabulary terms in the chapter, consider
the following questions. You may refer to
cylinder cilindro the chapter, the glossary, or a dictionary if you
net plantilla like.

polyhedron poliedro
1. The word polyhedron begins with the root
poly-. List some other words that begin with
prism prisma poly-. What do all of these words have in
common?
pyramid pirámide
2. The word cone comes from the root
sphere esfera ko-, which means “to sharpen.” Think of
surface area área total sharpening a pencil. How do you think this
relates to a cone?
volume volumen
3. What does the word surface mean?
What do you think the surface area of
a three-dimensional figure is?

10-3 10-4 10-8

Geometry TEKS Les. Les. Geo. Les. Les. Geo. Les. Les. Les. Les. Tech.
10-1 10-2 Lab 10-3 10-4 Lab 10-5 10-6 10-7 10-8 Lab Ext.

G.1.C Geometric structure* compare and contrast … ★

Euclidean and non-Euclidean geometries
G.6.A Dimensionality and the geometry of location* ★ ★ ★
describe and draw the intersection of a
given plane with various three-dimensional
… figures
G.6.B Dimensionality and the geometry of location* ★ ★ ★ ★ ★
use nets to represent and construct three-
dimensional geometric figures
G.6.C Dimensionality and the geometry of location* ★
use orthographic and isometric views of three-
dimensional geometric figures …
G.7.C Dimensionality and the geometry of location* ★
… use formulas involving length, slope, and
midpoint
G.8.D Congruence and the geometry of size* find ★ ★ ★ ★ ★
surface areas and volumes of prisms, pyramids,
spheres, cones, cylinders, and composites …
G.9.D Congruence and the geometry of size* ★ ★ ★ ★ ★
analyze the characteristics of polyhedra …
G.11.D Similarity and the geometry of shape* ★ ★ ★ ★ ★ ★
describe the effect on perimeter, area, and
volume when one or more dimensions of a
figure are changed …
* Knowledge and skills are written out completely on pages TX28–TX35.

652 Chapter 10
 Writing Strategy: Draw Three-Dimensional Figures
When you encounter a three-dimensional figure such as a cylinder, cone, sphere, prism,
or pyramid, it may help you to make a quick sketch so that you can visualize its shape.

Use these tips to help you draw quick sketches of three-dimensional figures.

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Try This

1. Explain and show how to draw a cube, a prism with equal length, width,
and height.
�����������������
�����������������
2. Draw a prism, ��
�� starting with two hexagons. (Hint: Draw the
hexagons as if you were viewing them at an angle.)

3. Draw a pyramid, starting with a triangle and a point above the triangle.

Spatial Reasoning 653

 10-1 Solid Geometry
TEKS G.6.A Dimensionality and the geometry of location: describe and draw the
intersection of a given plane with various three-dimensional geometric figures.
Objectives Why learn this?
Classify three-dimensional Some farmers in Japan grow cube-shaped
figures according to watermelons to save space in small
their properties.
refrigerators. Each fruit costs about the
Use nets and cross equivalent of U.S. $80. (See Example 4.)
sections to analyze three-
dimensional figures.
Three-dimensional figures, or solids, can be
made up of flat or curved surfaces. Each flat surface ����
Vocabulary ����
face is called a face . An edge is the segment that is the
edge intersection of two faces. A vertex is the point
vertex that is the intersection of three or more faces. ������
prism
cylinder
pyramid Three-Dimensional Figures
cone
cube TERM EXAMPLE
net
cross section A prism is formed by two parallel congruent
polygonal faces called bases connected by faces
�����
that are parallelograms.

A cylinder is formed by two parallel congruent

circular bases and a curved surface that connects
�����
the bases.

A pyramid is formed by a polygonal base and ������

Also G.2.B, G.6.B, G.9.D triangular faces that meet at a common vertex.
����

������
A cone is formed by a circular base and a curved
surface that connects the base to a vertex.
����

A cube is a prism with six square faces. Other prisms and pyramids are named
for the shape of their bases.

Triangular Rectangular Pentagonal Hexagonal

prism prism prism prism

Triangular Rectangular Pentagonal Hexagonal

pyramid pyramid pyramid pyramid

654 Chapter 10 Spatial Reasoning

EXAMPLE 1 Classifying Three-Dimensional Figures
Classify each figure. Name the vertices, edges, and bases.
A � B
�

� �
�
�
�
rectangular pyramid cylinder
vertices: A, B, C, D, E vertices: none
̶̶ ̶̶ ̶̶ ̶̶ ̶̶
edges: AB, BC, CD, AD, AE, edges: none
̶̶ ̶̶ ̶̶
BE, CE, DE
base: rectangle ABCD bases: ⊙P and ⊙Q

Classify each figure. Name the vertices, edges, and bases.

1a. 1b. � �
�

�
� �

A net is a diagram of the surfaces of a three-dimensional figure that can be

folded to form the three-dimensional figure. To identify a three-dimensional
figure from a net, look at the number of faces and the shape of each face.

EXAMPLE 2 Identifying a Three-Dimensional Figure From a Net

Describe the three-dimensional figure that can be made from the given net.
A B

The net has two congruent The net has one square face.
triangular faces. The remaining The remaining faces are
faces are parallelograms, so the triangles, so the net forms
net forms a triangular prism. a square pyramid.

Describe the three-dimensional figure that can be made from

the given net.
2a. 2b.

10- 1 Solid Geometry 655

 A cross section is the intersection of a three-dimensional figure and a plane.

EXAMPLE 3 Describing Cross Sections of Three-Dimensional Figures

Describe each cross section.
A B

The cross section is a triangle. The cross section is a circle.

Describe each cross section.

3a. 3b.

EXAMPLE 4 Food Application

A chef is slicing a cube-shaped watermelon
for a buffet. How can the chef cut the
watermelon to make a slice of each shape?

A a square B a hexagon

Cut parallel to the bases. Cut through the midpoints

of the edges.

4. How can a chef cut a cube-shaped watermelon to make slices

that are triangles?

THINK AND DISCUSS

1. Compare prisms and cylinders. ������ ��������
2. GET ORGANIZED Copy and
complete the graphic organizer. ������� ������������
����������� ����������

656 Chapter 10 Spatial Reasoning

 10-1
Exercises KEYWORD: MG7 10-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary A ? has two circular bases. (prism, cylinder, or cone)
̶̶̶̶
SEE EXAMPLE 1 Classify each figure. Name the vertices, edges, and bases.
p. 655 2. � 3. � 4. �
�
�
�
�
�
� �
� �

� �

SEE EXAMPLE 2 Describe the three-dimensional figure that can be made from the given net.
p. 655 5. 6. 7.

SEE EXAMPLE 3 Describe each cross section.

p. 656 8. 9. 10.

SEE EXAMPLE 4 Art A sculptor has a cylindrical piece of clay. How can the sculptor slice the clay to
p. 656 make a slice of each given shape?
11. a circle 12. a rectangle

PRACTICE AND PROBLEM SOLVING

Independent Practice Classify each figure. Name the vertices, edges, and bases.
For See
Exercises Example 13. � 14. �
15. �
�
13–15 1
� �
16–18 2
�
19–21 3 � � �
22–23 4 � �
� � �

TEKS TAKS Describe the three-dimensional figure that can be made from the given net.
Skills Practice p. S22 16. 17. 18.
Application Practice p. S37

10- 1 Solid Geometry 657

 Describe each cross section.
19. 20. 21.

Architecture An architect is drawing plans for a building that is a hexagonal

prism. How could the architect draw a cutaway of the building that shows a
cross section in the shape of each given figure?
22. a hexagon 23. a rectangle

Name a three-dimensional figure from which a cross section in the given shape can
be made.
24. square 25. rectangle 26. circle 27. hexagon

Write a verbal description of each figure.

28. 29. 30.
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������

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Draw and label a figure that meets each description.

31. rectangular prism with length 3 cm, width 2 cm, and height 5 cm
32. regular pentagonal prism with side length 6 in. and height 8 in.
33. cylinder with radius 4 m and height 7 m

Draw a net for each three-dimensional figure.

34. 35. 36.

37. This problem will prepare you for the Multi-Step TAKS Prep on page 678.
A manufacturer of camping gear makes a wall tent in
the shape shown in the diagram.
a. Classify the three-dimensional figure that the wall
tent forms.
b. What shapes make up the faces of the tent?
How many of each shape are there?
c. Draw a net for the wall tent.

658 Chapter 10 Spatial Reasoning

����������������
38. /////ERROR ANALYSIS///// A regular hexagonal prism is intersected
by a plane as shown. Which cross section is incorrect? Explain.
� �

39. Critical Thinking A three-dimensional figure has 5 faces. One face is adjacent
to every other face. Four of the faces are congruent. Draw a figure that meets these
conditions.
40. Write About It Which of the following figures is not a net for a cube? Explain.
a. c.

b. d.

41. Which three-dimensional figure does the net represent?

42. Which shape CANNOT be a face of a hexagonal prism?

triangle parallelogram
hexagon rectangle

43. What shape is the cross section formed by a cone and a plane that is perpendicular
to the base and that passes through the vertex of the cone?
circle trapezoid
triangle rectangle

44. Which shape best represents a hexagonal prism viewed from the top?

10- 1 Solid Geometry 659

 CHALLENGE AND EXTEND
A double cone is formed by two cones that share the same vertex. Sketch each cross
section formed by a double cone and a plane.
45. 46. 47.

Crafts Elena is designing patterns for gift boxes. Draw a pattern that she can use to
create each box. Be sure to include tabs for gluing the sides together.
48. a box that is a square pyramid where each triangular face is an isosceles triangle
with a height equal to three times the width
49. a box that is a cylinder with the diameter equal to the height
50. a box that is a rectangular prism with a base that is twice as long as it is wide,
and with a rectangular pyramid on the top base
51. A net of a prism is shown. The bases of the prism are regular �
hexagons, and the rectangular faces are all congruent.
a. List all pairs of parallel faces in the prism.
� � � � � �
b. Draw a net of a prism with bases that are regular pentagons.
How many pairs of parallel faces does the prism have?
�

SPIRAL REVIEW
Write the equation that fits the description. (Previous course)
52. the equation of the graph that is the reflection of the graph of y = x 2 over the x-axis
53. the equation of the graph of y = x 2 after a vertical translation of 6 units upward
54. the quadratic equation of a graph that opens upward and is wider than y = x 2

Name the largest and smallest angles of each triangle. (Lesson 5-5)
55. � 56. �
����
� 57. ��
� �
� �
�� � ��
� � ��
� �

Determine whether the two polygons are similar. If so, give the similarity ratio.
(Lesson 7-2)
58. � 59. ����
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� � ��

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��

660 Chapter 10 Spatial Reasoning

 10-2 Representations of
Three-Dimensional Figures
TEKS G.9.D Congruence and the geometry of size: analyze the characteristics
of polyhedra and other three-dimensional figures .... Also G.6.C
Objectives Who uses this?
Draw representations Architects make many different kinds of
of three-dimensional drawings to represent three-dimensional
figures. figures. (See Exercise 34.)
Recognize a three-
dimensional figure from
There are many ways to represent a three-
a given representation.
dimensional object. An orthographic
drawing shows six different views of
Vocabulary
an object: top, bottom, front, back,
orthographic drawing
isometric drawing left side, and right side.
perspective drawing
vanishing point ��� ����
horizon First National Bank,
San Angelo

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������

EXAMPLE 1 Drawing Orthographic Views of an Object

Draw all six orthographic views of the given object.
Assume there are no hidden cubes.
Top: Bottom:

Front: Back:

Left: Right:

1. Draw all six orthographic views of

the given object. Assume there
are no hidden cubes.

10- 2 Representations of Three-Dimensional Figures 661

 Isometric drawing is a way to show three sides of
a figure from a corner view. You can use isometric dot
paper to make an isometric drawing. This paper has
diagonal rows of dots that are equally spaced in a
repeating triangular pattern.

EXAMPLE 2 Drawing an Isometric View of an Object

Draw an isometric view of the given object.
Assume there are no hidden cubes.

2. Draw an isometric view of the

given object. Assume there are
no hidden cubes.

In a perspective drawing , nonvertical parallel lines are drawn so that they meet
at a point called a vanishing point . Vanishing points are located on a horizontal
line called the horizon . A one-point perspective drawing contains one
vanishing point. A two-point perspective drawing contains two vanishing points.
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Perspective Drawing

When making a perspective drawing, it helps me to remember that all

vertical lines on the object will be vertical in the drawing.

Jacob Martin Three-dimensional One-point Two-point

MacArthur figure perspective perspective
High School

662 Chapter 10 Spatial Reasoning

 EXAMPLE 3 Drawing an Object in Perspective

A Draw a cube in one-point perspective.

Draw a horizontal line to represent From each corner of the square,

the horizon. Mark a vanishing point lightly draw dashed segments to
on the horizon. Then draw a square the vanishing point.
below the horizon. This is the front
of the cube.

Lightly draw a smaller square with Draw the edges of the cube, using
vertices on the dashed segments. dashed segments for hidden edges.
This is the back of the cube. Erase any segments that are not
In a one-point part of the cube.
perspective drawing
of a cube, you are B Draw a rectangular prism in two-point perspective.
looking at a face.
In a two-point
perspective drawing,
you are looking
at a corner.

Draw a horizontal line to represent From each endpoint of the

the horizon. Mark two vanishing segment, lightly draw dashed
points on the horizon. Then draw a segments to each vanishing point.
vertical segment below the horizon Draw two vertical segments
and between the vanishing points. connecting the dashed lines.
This is the front edge of the prism. These are other vertical edges of
the prism.

Lightly draw dashed segments from Draw the edges of the prism, using
each endpoint of the two vertical dashed lines for hidden edges.
segments to the vanishing points. Erase any lines that are not part
of the prism.

3a. Draw the block letter L in one-point perspective.

3b. Draw the block letter L in two-point perspective.

10- 2 Representations of Three-Dimensional Figures 663

 EXAMPLE 4 Relating Different Representations of an Object
Determine whether each drawing represents the
given object. Assume there are no hidden cubes.

A B

Yes; the drawing is a No; the figure in the drawing

one-point perspective is made up of four cubes,
view of the object. and the object is made up
of only three cubes.

C D
���

No; the cubes that

���� ����� ����� ����
share a face in the
object do not share a
face in the drawing. ������
Yes; the drawing shows the
six orthographic views of
the object.

4. Determine whether the drawing represents the

given object. Assume there are no hidden cubes.

���

���� ����� ����� ����

������

THINK AND DISCUSS

1. Describe the six orthographic views of a cube.
2. In a perspective drawing, are all parallel lines drawn so that they meet
at a vanishing point? Why or why not?
3. GET ORGANIZED Copy and complete the graphic organizer.

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664 Chapter 10 Spatial Reasoning

10-2
Exercises KEYWORD: MG7 10-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary In a(n) ? drawing, the vanishing points are located on the
̶̶̶̶
horizon. (orthographic, isometric, or perspective)

SEE EXAMPLE 1 Draw all six orthographic views of each object. Assume there are no hidden cubes.
p. 661 2. 3. 4.

SEE EXAMPLE 2 Draw an isometric view of each object.

p. 662 Assume there are no hidden cubes.
5. 6. 7.

SEE EXAMPLE 3 Draw each object in one-point and two-point perspectives.

p. 663 Assume there are no hidden cubes.
8. rectangular prism 9. block letter

SEE EXAMPLE 4 Determine whether each drawing represents the

p. 664 given object. Assume there are no hidden cubes.
10. 11.

12. ���

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13.
������

PRACTICE AND PROBLEM SOLVING

Draw all six orthographic views of each object. Assume there are no hidden cubes.
14. 15. 16.

10- 2 Representations of Three-Dimensional Figures 665

Independent Practice Draw an isometric view of each object. Assume there are no hidden cubes.
For See
Exercises Example 17. 18. 19.
14–16 1
17–19 2
20–21 3
22–25 4

TEKS TAKS Draw each object in one-point and two-point perspective. Assume there are no
Skills Practice p. S22 hidden cubes.
Application Practice p. S37 20. right triangular prism 21. block letter

Determine whether each drawing represents the given object.

Assume there are no hidden cubes.
22. 23.

���

���� ����� ����� ����

������

24. 25.

26. Use the top, front, side, and isometric

views to build the three-dimensional
figure out of unit cubes. Then draw
the figure in one-point perspective. ��� ���� ����� ���������

Use the top, side, and front views to draw an isometric view of each figure.
27. 28.

��� ���� �����

��� ���� �����

29. This problem will prepare you for the Multi-Step TAKS Prep on page 678.
A camping gear catalog shows the three given views of a tent.
a. Draw a bottom view of the tent.
b. Make a sketch of the tent.
c. Each edge of the three-dimensional figure
from part b represents one pole of the tent.
How many poles does this tent have? ��� ���� �����

666 Chapter 10 Spatial Reasoning

Draw all six orthographic views of each object.
30. 31. 32.

33. Critical Thinking Describe or draw two figures that have the same left, right,
front, and back orthographic views but have different top and bottom views.
34. Architecture Perspective drawings
are used by architects to show what a
finished room will look like.
a. Is the architect’s sketch in one-point
or two-point perspective?
b. Write About It How would you
locate the vanishing point(s) in the
architect’s sketch?

35. Which three-dimensional figure

has these three views?

��� ����� ����

36. Which drawing best represents the top view of the

three-dimensional figure?

37. Short Response Draw a one-point perspective view and an isometric view
of a triangular prism. Explain how the two drawings are different.

10- 2 Representations of Three-Dimensional Figures 667

 CHALLENGE AND EXTEND
Draw each figure using one-point perspective. (Hint: First lightly draw a rectangular
prism. Enclose the figure in the prism.)
38. an octagonal prism 39. a cylinder 40. a cone
41. A frustum of a cone is a part of a cone with two parallel
bases. Copy the diagram of the frustum of a cone.
a. Draw the entire cone.
b. Draw all six orthographic views of the frustum.
c. Draw a net for the frustum.
42. Art Draw a one-point or two-point perspective drawing of the inside of a room.
Include at least two pieces of furniture drawn in perspective.

SPIRAL REVIEW
Find the two numbers. (Previous course)
43. The sum of two numbers is 30. The difference between 2 times the first number
and 2 times the second number is 20.
44. The difference between the first number and the second number is 7. When the
second number is added to 4 times the first number, the result is 38.
45. The second number is 5 more than the first number. Their sum is 5.

For A(4, 2), B(6, 1), C(3, 0), and D(2, 0), find the slope of each line. (Lesson 3-5)
46. AB
 47. AC
 48. AD


Describe the faces of each figure. (Lesson 10-1)

49. pentagonal prism 50. cube 51. triangular pyramid

Using Technology

You can use geometry software to draw figures in one- and two-point perspectives.
1. a. Draw a horizontal line to represent the horizon. Create a vanishing point on the
horizon. Draw a rectangle with two sides parallel to the horizon. Draw a segment
from each vertex to the vanishing point.
b. Draw a smaller rectangle with vertices on the segments that intersect the horizon.
Hide these segments and complete the figure.
c. Drag the vanishing point to
different locations on the
horizon. Describe what
happens to the figure.

2. Describe how you would use geometry software to draw a figure

in two-point perspective.

668 Chapter 10 Spatial Reasoning

 10-3
Use Nets to Create
Polyhedrons
A polyhedron is formed by four or more polygons that intersect only at their
edges. The faces of a regular polyhedron are all congruent regular polygons,
and the same number of faces intersect at each vertex. Regular polyhedrons
Use with Lesson 10-3 are also called Platonic solids. There are exactly five regular polyhedrons.

TEKS G.6.B Dimensionality and the geometry of location: use nets to

represent and construct three-dimensional geometric figures. Also G.9.D
Activity
Use geometry software or a compass and straightedge to create a larger version
of each net on heavy paper. Fold each net into a polyhedron.

REGULAR POLYHEDRONS
NAME FACES EXAMPLE NET

Tetrahedron 4 triangles

Octahedron 8 triangles

Icosahedron 20 triangles

Cube 6 squares

Dodecahedron 12 pentagons

Try This
1. Complete the table for the number POLYHEDRON V E F V-E+F
of vertices V, edges E, and faces F
for each of the polyhedrons you Tetrahedron
made in Activity 1.
Octahedron
2. Make a Conjecture What do you
think is true about the relationship Icosahedron
between the number of vertices, Cube
edges, and faces of a polyhedron?
Dodecahedron

10-3 Geometry Lab 669

 10-3 Formulas in
Three Dimensions
TEKS G.7.C Dimensionality and the geometry of location: develop and use
formulas involving length, slope, and midpoint. Also G.5.A, G.8.C, G.9.D
Objectives Why learn this?
Apply Euler’s formula Divers can use a three-dimensional
to find the number of coordinate system to find distances between
vertices, edges, and faces
two points under water. (See Example 5.)
of a polyhedron.
Develop and apply the
A polyhedron is formed by four or more
distance and midpoint
formulas in three polygons that intersect only at their edges.
dimensions. Prisms and pyramids are polyhedrons, but
cylinders and cones are not.
Vocabulary
polyhedron
Polyhedrons Not polyhedrons
space

In the lab before this lesson, you made a conjecture about the relationship
between the vertices, edges, and faces of a polyhedron. One way to state this
relationship is given below.

Euler’s Formula

For any polyhedron with V vertices, E edges, and F faces, V - E + F = 2.

EXAMPLE 1 Using Euler’s Formula

Find the number of vertices, edges, and faces of each polyhedron.
Use your results to verify Euler’s formula.
A B

Euler is pronounced
“Oiler.”
V = 4, E = 6, F = 4 V = 10, E = 15, F = 7
4-6+4≟2 Use Euler’s formula. 10 - 15 + 7 ≟ 2
2=2 Simplify. 2=2

Find the number of vertices, edges, and faces of the polyhedron.

Use your results to verify Euler’s formula.
1a. 1b.

670 Chapter 10 Spatial Reasoning

 A diagonal of a three-dimensional figure connects
two vertices of two different faces. Diagonal d
�
of a rectangular prism is shown in the diagram. �
By the Pythagorean Theorem, ℓ 2 + w 2 = x 2, and �
�
x 2 + h 2 = d 2. Using substitution, ℓ 2 + w 2 + h 2 = d 2. �

Diagonal of a Right Rectangular Prism

The length of a diagonal d of a right rectangular prism with length ℓ,

width w, and height h is d = √
ℓ2 + w2 + h2.

EXAMPLE 2 Using the Pythagorean Theorem in Three Dimensions

Find the unknown dimension in each figure.
A the length of the diagonal of a 3 in. by 4 in. by 5 in. rectangular prism
d = √3

2
+ 42 + 52 Substitute 3 for ℓ, 4 for w, and 5 for h.
= √
9 + 16 + 25 Simplify.
= √
50 ≈ 7.1 in.

B the height of a rectangular prism with an 8 ft by 12 ft base and

an 18 ft diagonal
18 = √8

2
+ 12 2 + h 2 Substitute 18 for d, 8 for ℓ, and 12 for w.

( )
2
18 2 = √
8 2 + 12 2 + h 2 Square both sides of the equation.
324 = 64 + 144 + h 2 Simplify.
h 2 = 116 Solve for h 2.
h = √116 ≈ 10.8 ft Take the square root of both sides.

2. Find the length of the diagonal of a cube with edge

length 5 cm.

Space is the set of all points in three dimensions. �

Three coordinates are needed to locate a point in
space. A three-dimensional coordinate system has 3 ���������
perpendicular axes: the x-axis, the y-axis, and the �
z-axis. An ordered triple (x, y, z) is used to locate a
� �
point. To locate the point (3, 2, 4) , start at (0, 0, 0).
From there move 3 units forward, 2 units right, and �
�
then 4 units up.

EXAMPLE 3 Graphing Figures in Three Dimensions

Graph each figure.
A a cube with edge length 4 units and ��������� � ���������
one vertex at (0, 0, 0) ��������� ���������
The cube has 8 vertices:
���������
(0, 0, 0), (0, 4, 0), (0, 0, 4), (4, 0, 0), ���������
(4, 4, 0), (4, 0, 4), (0, 4, 4), (4, 4, 4). ���������
�
���������
�

10- 3 Formulas in Three Dimensions 671

 Graph each figure.
B a cylinder with radius 3 units, height 5 units,
and one base centered at (0, 0, 0)
Graph the center of the bottom base
at (0, 0, 0) . �
���������
Since the height is 5, graph the center
of the top base at (0, 0, 5).
The radius is 3, so the bottom base ��������� ���������
will cross the x-axis at (3, 0 ,0) �
and the y-axis at (0, 3, 0). ���������
Draw the top base parallel to the �
bottom base and connect the bases.

3. Graph a cone with radius 5 units, height 7 units, and the base
centered at (0, 0, 0).

You can find the distance between the

two points (x 1, y 1, z 1) and (x 2, y 2, z 2) �
by drawing a rectangular prism with the ������������
given points as endpoints of a diagonal. � ������������
Then use the formula for the length of the �
diagonal. You can also use a formula related
to the Distance Formula. (See Lesson 1-6.) �
The formula for the midpoint between
(x 1, y 1, z 1) and (x 2, y 2, z 2) is related to the
Midpoint Formula. (See Lesson 1-6.)

Distance and Midpoint Formulas in Three Dimensions

The distance between the points (x 1, y 1, z 1 ) and (x 2, y 2, z 2) is

d= √
(x 2 - x 1)2 + (y 2 - y 1 )2 + (z 2 - z 1 )2 .

The midpoint of the segment with endpoints (x 1, y 1, z 1 ) and (x 2, y 2, z 2) is

M _ (
x1 + x2 _
2
y + y2 _
, 1
2
z + z2
, 1
2
. )

EXAMPLE 4 Finding Distances and Midpoints in Three Dimensions

Find the distance between the given points. Find the midpoint of
the segment with the given endpoints. Round to the nearest tenth,
if necessary.
A (0, 0, 0) and (3, 4, 12)
distance: midpoint:

d= √(
x 2 - x 1)2 + (y 2 - y 1)2 + (z 2 -z 1)2 (
x1 + x2 _
M _
2
y + y2 _
, 1
2
, 1
2 )
z + z2

M ( _, _, _)
0 + 3 0 + 4 0 + 12
= √
(3 - 0)2 + (4 - 0)2 + (12 - 0)2
2 2 2
= √
9 + 16 + 144 M(1.5, 2, 6)
 = 13 units
= √169

672 Chapter 10 Spatial Reasoning

 Find the distance between the given points. Find the midpoint of the
segment with the given endpoints. Round to the nearest tenth, if necessary.
B (3, 8, 10) and (7, 12, 15)
distance: midpoint:

d= √
(x 2 - x 1)2 + (y 2 - y 1)2 + (z 2 - z 1)2 (
x1 + x2 _
M _
2
y + y2 _
, 1
2
z + z2
, 1
2 )
M ( _, _, _)
3 + 7 8 + 12 10 + 15
= √(
7 - 3)2 + (12 - 8)2 + (15 - 10)2
2 2 2
= √
16 + 16 + 25 M(5, 10, 12.5)
= √
57 ≈ 7.5 units

Find the distance between the given points. Find the midpoint
of the segment with the given endpoints. Round to the nearest
tenth, if necessary.
4a. (0, 9, 5) and (6, 0, 12) 4b. (5, 8, 16) and (12, 16, 20)

EXAMPLE 5 Recreation Application

Depth: 8 ft
Two divers swam from a boat to the
locations shown in the diagram.
How far apart are the divers? 9 ft
15 ft c10l03002a
Recreation The location of the boat can
6 ft 18 ft
be represented by the ordered
triple (0, 0, 0), and the locations
of the divers can be represented Depth: 12 ft
by the ordered triples (18, 9, -8)
and (-15, -6, -12).
d= √(
x 2 - x 1)2 + (y 2 - y 1)2 + (z 2 -z 1)2 Use the Distance Formula
to find the distance
Divers in the Comal = √
(-15 - 18)2 + (-6 - 9)2 + (-12 + 8)2 between the divers.
Springs in New Braunfels
can see a variety of  ≈ 36.5 ft
= √1330
plant and animal life.
The springs, which are
5. What if…? If both divers swam straight up to the surface,
fed by the Edwards
Aquifer, have a constant how far apart would they be?
temperature of 68°F
and are home to many
endangered species.

THINK AND DISCUSS

1. Explain how to find the distance between two points in a
three-dimensional coordinate system.
2. GET ORGANIZED Copy and complete the graphic organizer.

����������������� �������������������
����������
�������
�������
���������

10- 3 Formulas in Three Dimensions 673

 10-3
Exercises KEYWORD: MG7 10-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Explain why a cylinder is not a polyhedron.

SEE EXAMPLE 1 Find the number of vertices, edges, and faces of each polyhedron. Use your results
p. 670 to verify Euler’s formula.
2. 3. 4.

SEE EXAMPLE 2 Find the unknown dimension in each figure. Round to the nearest tenth, if necessary.
p. 671 5. the length of the diagonal of a 4 ft by 8 ft by 12 ft rectangular prism
6. the height of a rectangular prism with a 6 in. by 10 in. base and a 13 in. diagonal
7. the length of the diagonal of a square prism with a base edge length of 12 in.
and a height of 1 in.

SEE EXAMPLE 3 Graph each figure.

p. 671 8. a cone with radius 8 units, height 4 units, and the base centered at (0, 0, 0)
9. a cylinder with radius 3 units, height 4 units, and one base centered at (0, 0, 0)
10. a cube with edge length 7 units and one vertex at (0, 0, 0)

SEE EXAMPLE 4 Find the distance between the given points. Find the midpoint of the segment with
p. 672 the given endpoints. Round to the nearest tenth, if necessary.
11. (0, 0, 0) and (5, 9, 10) 12. (0, 3, 8) and (7, 0, 14) 13. (4, 6, 10) and (9, 12, 15)
SEE EXAMPLE 5 14. Recreation After a day hike, a group of hikers set up a camp 3 km east
p. 673 and 7 km north of the starting point. The elevation of the camp is 0.6 km
higher than the starting point. What is the distance from the camp to the
starting point?

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the number of vertices, edges, and faces of each polyhedron. Use your results
For See to verify Euler’s formula.
Exercises Example
15–17 1 15. 16. 17.
18–20 2
21–23 3
24–26 4
27 5

TEKS TAKS Find the unknown dimension in each figure. Round to the nearest tenth, if necessary.
Skills Practice p. S22
18. the length of the diagonal of a 7 yd by 8 yd by 16 yd rectangular prism
Application Practice p. S37
19. the height of a rectangular prism with a 15 m by 6 m base and a 17 m diagonal
20. the edge length of a cube with an 8 cm diagonal

674 Chapter 10 Spatial Reasoning

 Graph each figure.
21. a cylinder with radius 5 units, height 3 units, and one base centered at (0, 0, 0)
22. a cone with radius 2 units, height 4 units, and the base centered at (0, 0, 0)
23. a square prism with base edge length 5 units, height 3 units, and one vertex at (0, 0, 0)

Find the distance between the given points. Find the midpoint of the segment with
Meteorology the given endpoints. Round to the nearest tenth, if necessary.
24. (0, 0, 0) and (4, 4, 4) 25. (2, 3, 7) and (9, 10, 10) 26. (2, 5, 3) and (8, 8, 10)
27. Meteorology A cloud has an elevation of 6500 feet. A raindrop falling from
the cloud was blown 700 feet south and 500 feet east before it hit the ground.
How far did the raindrop travel from the cloud to the ground?
28. Multi-Step Find the length of a diagonal of the
����
rectangular prism at right. If the length, width,
A typical cumulus cloud
weighs about 1.4 billion and height are doubled, what happens to the length ����
of the diagonal? �����
pounds, which is more
than 100,000 elephants.
Source: usgs.gov For each three-dimensional figure, find the missing value and draw a figure
with the correct number of vertices, edges, and faces.

Vertices V Edges E Faces F Diagram

5 8 5

29. 8 12

30. 9 5

31. 7 7

32. Algebra Each base of a prism is a polygon with n sides.

Write an expression for the number of vertices V, the
number of edges E, and the number of faces F in terms
of n. Use your results to show that Euler’s formula is true
for all prisms.
33. Algebra The base of a pyramid is a polygon with n sides.
Write an expression for the number of vertices V, the
number of edges E, and the number of faces F in terms
of n. Use your results to show that Euler’s formula is true
for all pyramids.

34. This problem will prepare you for the Multi-Step TAKS Prep on page 678.
̶̶̶ ̶̶
The tent at right is a triangular prism where NM ≅ NP
̶̶ ̶̶ �
and KJ ≅ KL and has the given dimensions. �
a. The tent manufacturer sets up the tent on a coordinate ����
system so that J is at the origin and M has coordinates
� �
(7, 0, 0). Find the coordinates of the other vertices.
b. The manufacturer wants to know the distance from ����
K to P in order to make an extra support pole for � ���� �
the tent. Find KP to the nearest tenth.
����������������

10- 3 Formulas in Three Dimensions 675

 Find the missing dimension of each rectangular prism. Give your answers in
simplest radical form.

Length ℓ Width w Height h Diagonal d

35. 6 in. 6 in. 6 in.

36. 24 60 65

37. 12 18 24

38. 2 3 4

Graph each figure.

39. a cylinder with radius 4 units, height 5 units, and one base centered at (1, 2, 5)
40. a cone with radius 3 units, height 7 units, and the base centered at (3, 2, 6)
41. a cube with edge length 6 units and one vertex at (4, 2, 3)
42. a rectangular prism with vertices at (4, 2, 5), (4, 6, 5), (4, 6, 8), (8, 6, 5), (8, 2, 5),
(8, 6, 8), (4, 2, 8), and (8, 2, 8)
43. a cone with radius 4 units, the vertex at (4, 7, 8), and the base centered at (4, 7, 1)
44. a cylinder with a radius of 5 units and bases centered at (2, 3, 7) and (2, 3, 15)

Graph each segment with the given endpoints in a three-dimensional coordinate

system. Find the length and midpoint of each segment.
45. (1, 2, 3) and (3, 2, 1) 46. (4, 3, 3) and (7, 4, 4) 47. (4, 7, 8) and (3, 1, 5)
48. (0, 0, 0) and (8, 3, 6) 49. (6, 1, 8) and (2, 2, 6) 50. (2, 8, 5) and (3, 6, 3)
51. Multi-Step Find z if the distance between R(6, -1, -3) and S(3, 3, z) is 13.
52. Draw a figure with 6 vertices and 6 faces.
53. Estimation Measure the net for a rectangular prism and estimate the length
of a diagonal.

54. Make a Conjecture What do you think is the longest segment joining two points
on a rectangular prism? Test your conjecture using at least three segments whose
endpoints are on the prism with vertices A(0, 0, 0), B(1, 0, 0), C(1, 2, 0), D(0, 2, 0),
E(0, 0, 2), F(1, 0, 2), G(1, 2, 2), and H(0, 2, 2).
55. Critical Thinking The points A(3, 2, -3), B(5, 8, 6), and C(-3, -5, 3) form a
triangle. Classify the triangle by sides and angles.
56. Write About It A cylinder has a radius of 4 and a height of 6. What is the length
of the longest segment with both endpoints on the cylinder? Describe the location
of the endpoints and explain why it is the longest possible segment.

676 Chapter 10 Spatial Reasoning

57. How many faces, edges, and vertices does a hexagonal pyramid have?
6 faces, 10 edges, 6 vertices 7 faces, 12 edges, 7 vertices
7 faces, 10 edges, 7 vertices 8 faces, 18 edges, 12 vertices

58. Which is closest to the length of the diagonal of the rectangular prism with length
12 m, width 8 m, and height 6 m?
6.6 m 44 m 15.6 m 244.0 m

59. What is the distance between the points (7, 14, 8) and (9, 3, 12) to the nearest tenth?
10.9 11.9 119.0 141.0

CHALLENGE AND EXTEND

60. Multi-Step The bases of the right hexagonal prism are regular
hexagons with side length a, and the height of the prism is h. �
Find the length of the indicated diagonal in terms of a and h.
61. Determine if the points A(-1, 2, 4), B(1, -2, 6), �
and C(3, -6, 8) are collinear.

62. Algebra Write a coordinate proof of the Midpoint Formula using

the Distance Formula.
(
Given: points A(x 1, y 1, z 1), B(x 2, y 2, z 2), and M _____
2
y + y z1 + z2
x 1 + x 2 _____
, 1 2 2 , _____
2 )
Prove: A, B, and M are collinear, and AM = MB.

63. Algebra Write a coordinate proof that the diagonals of a rectangular prism are
congruent and bisect each other.
Given: a rectangular prism with vertices A(0, 0, 0), B(a, 0, 0), C(a, b, 0), D(0, b, 0),
E(0, 0, c), F(a, 0, c), G(a, b, c), and H(0, b, c)
̶̶ ̶̶
Prove: AG and BH are congruent and bisect each other.

SPIRAL REVIEW
The histogram shows the number of people ���������������
by age group who attended a natural history ����������������������
museum opening. Find the following.
��
(Previous course)
��
��������

64. the number of people between 10 and

29 years of age that were in attendance ��

65. the age group that had the greatest ��

number of people in attendance �
� �� �� �� �� �� �� ��
�� ��� ��� ��� ��� ��� ��� ���
Write a formula for the area of each figure ��������
after the given change. (Lesson 9-5)
66. A parallelogram with base b and height h has its height doubled.
67. A trapezoid with height h and bases b 1 and b 2 has its base b 1 multiplied by __12 .
68. A circle with radius r has its radius tripled.

Use the diagram for Exercises 69–71. (Lesson 10-1) �

69. Classify the figure. 70. Name the edges. 71. Name the base.
�

10- 3 Formulas in Three Dimensions 677

 SECTION 10A

Three-Dimensional Figures
Your Two Tents A manufacturer of camping gear offers
two types of tents: an A-frame tent and a pyramid tent.
� �

�
� �
�
�
� �
�
� Pyramid tent
A-frame tent
1. The manufacturer’s catalog shows the top, front, and A-Frame Tent
side views of each tent. It shows a two-dimensional
shape for each that can be folded to form the Vertex Coordinates
three-dimensional shape of the tent. Draw the A (0, 0, 0)
catalog display for each tent.
B (0, 7, 0)
The manufacturer uses a three-dimensional coordinate C (0, 3.5, 7)
system to represent the vertices of each tent. Each unit D (8, 0, 0)
of the coordinate system represents one foot.
E (8, 7, 0)
2. Which tent offers a greater sleeping area? F (8, 3.5, 7)
3. Compare the heights of the tents. Which tent offers
more headroom? Pyramid Tent

4. A camper wants to purchase the tent that has shorter Vertex Coordinates
support poles so that she can fit the folded tent in P (0, 0, 0)
̶̶
her car more easily. Find the length of pole EF in
̶̶
the A-frame tent and the length of pole TR in the
Q (8, 0, 0)
pyramid tent. Which tent should the camper buy? R (8, 8, 0)
S (0, 8, 0)
T (4, 4, 8)

Camping at Big Bend National Park

678 Chapter 10 Spatial Reasoning

 SECTION 10A

Quiz for Lessons 10-1 Through 10-3

10-1 Solid Geometry
Classify each figure. Name the vertices, edges, and bases.
�
1. � 2. � 3.
�
�
� �
� �
� � � �
� � �
�
Describe the three-dimensional figure that can be made from the given net.
4. 5. 6.

Describe each cross section.

7. 8. 9.

10-2 Representations of Three-Dimensional Figures

Use the figure made of unit cubes for Problems 10 and 11.
Assume there are no hidden cubes.
10. Draw all six orthographic views.
11. Draw an isometric view.
12. Draw the block letter T in one-point perspective.
13. Draw the block letter T in two-point perspective.

10-3 Formulas in Three Dimensions

Find the number of vertices, edges, and faces of each polyhedron. Use your results
to verify Euler’s formula.
14. a square prism 15. a hexagonal pyramid 16. a triangular pyramid
17. A bird flies from its nest to a point that is 6 feet north, 7 feet west, and 6 feet higher
in the tree than the nest. How far is the bird from the nest?

Find the distance between the given points. Find the midpoint of the segment with
the given endpoints. Round to the nearest tenth, if necessary.
18. (0, 0, 0) and (4, 6, 12) 19. (3, 1, -2) and (5, -5, 7) 20. (3, 5, 9) and (7, 2, 0)

Ready to Go On? 679

 10-4 Surface Area of
Prisms and Cylinders
TEKS G.8.D Congruence and the geometry of size: find surface areas and
volumes of prisms, pyramids, spheres, cones, cylinders, and composites ….
Objectives Why learn this?
Learn and apply the The surface area of ice affects
formula for the surface how fast it will melt. If the surface
area of a prism.
exposed to the air is increased, the
Learn and apply the ice will melt faster. (See Example 5.)
formula for the surface
area of a cylinder.
Prisms and cylinders have 2 congruent parallel bases.
A lateral face is not a base. The edges of the base are
Vocabulary
lateral face called base edges. A lateral edge is not an edge of a base.
lateral edge The lateral faces of a right prism are all rectangles. An oblique prism
right prism has at least one nonrectangular lateral face.
oblique prism
altitude ����������
surface area
lateral surface
axis of a cylinder ����� ������������� �����
right cylinder �������������
oblique cylinder
����������� �������������

Also G.5.A, G.5.B, An altitude of a prism or cylinder is a

G.6.B, G.11.D
perpendicular segment joining the planes of
the bases. The height of a three-dimensional
figure is the length of an altitude. ��������

Surface area is the total area of all faces and curved

surfaces of a three-dimensional figure. The lateral
area of a prism is the sum of the areas of the lateral faces.

The net of a right prism can be

drawn so that the lateral faces
� �
form a rectangle with the same �
�
height as the prism. The base of
� � �
the rectangle is equal to the �
perimeter of the base of the prism. �������������

Lateral Area and Surface Area of Right Prisms

The lateral area of a right prism with base

perimeter P and height h is L = Ph.
�
The surface area of a right prism with lateral area
L and base area B is S = L + 2B, or S = Ph + 2B. �
The surface area of a cube with edge length s is
�
S = 6s 2. �

The surface area of a right rectangular prism with length ℓ, width w, and height h
can be written as S = 2ℓw + 2wh + 2ℓh.

680 Chapter 10 Spatial Reasoning

 EXAMPLE 1 Finding Lateral Areas and Surface Areas of Prisms
Find the lateral area and surface area of each right prism.
Round to the nearest tenth, if necessary.
A the rectangular prism
L = Ph �����
= (28)12 = 336 cm 2 P = 2(8) + 2(6) = 28 cm
S = Ph + 2B
����
= 336 + 2(6)(8) ����
= 432 cm 2

B the regular hexagonal prism

The surface area
formula is only true
for right prisms.
To find the surface
area of an oblique ����
����
prism, add the areas
of the faces.
���

L = Ph ���

= 36(10) = 360 m 2 P = 6(6) = 36 m

S = Ph + 2B
= 360 + 2(54 √
3) The base area is B = __12 aP = 54 √
3 m.
2
≈ 547.1 m

1. Find the lateral area and surface area of a cube with edge
length 8 cm.

The lateral surface of a cylinder is the curved surface that connects the two
bases. The axis of a cylinder is the segment with endpoints at the centers of
the bases. The axis of a right cylinder is perpendicular to its bases. The axis
of an oblique cylinder is not perpendicular to its bases. The altitude of a right
cylinder is the same length as the axis.

����������������

����� ���� ���� �����

�������������� ����������������

Lateral Area and Surface Area of Right Cylinders

The lateral area of a right �

�
cylinder with radius r and height
h is L = 2πrh.
�
The surface area of a right �
cylinder with lateral area L
and base area B is S = L + 2B,
or S = 2πrh + 2πr 2.

���

10- 4 Surface Area of Prisms and Cylinders 681

 EXAMPLE 2 Finding Lateral Areas and Surface Areas of Right Cylinders
Find the lateral area and surface area of each right cylinder. Give your
answers in terms of π.
A
���
���

L = 2πrh = 2π (1)(5) = 10π m 2 The radius is half the diameter, or 1 m.

S = L + 2πr 2 = 10π + 2π (1)2 = 12π m 2

B a cylinder with a circumference of 10π cm and a height equal

to 3 times the radius
Step 1 Use the circumference to find the radius.
C = 2πr Circumference of a circle
10π = 2πr Substitute 10π for C.
r=5 Divide both sides by 2π.
Step 2 Use the radius to find the lateral area and surface area.
The height is 3 times the radius, or 15 cm.
L = 2π rh = 2π (5)(15) = 150π cm 2 Lateral area
S = 2π rh + 2πr 2 = 150π + 2π (5)2 = 200π cm 2 Surface area

2. Find the lateral area and surface area of a cylinder with a base
area of 49π and a height that is 2 times the radius.

EXAMPLE 3 Finding Surface Areas of Composite ����

Three-Dimensional Figures
Find the surface area of the composite figure. �����
Round to the nearest tenth.
The surface area of the right rectangular prism is �����
S = Ph + 2B
�����
= 80(20) + 2(24)(16) = 2368 ft 2.
Always round at
the last step of the A right cylinder is removed from the rectangular prism.
problem. Use the The lateral area is L = 2π rh = 2π (4)(20) = 160π ft 2.
value of π given by
the π key on your The area of each base is B = π r 2 = π(4)2 = 16π ft 2.
calculator. The surface area of the composite figure is the sum of the areas of
all surfaces on the exterior of the figure.
S = (prism surface area) + (cylinder lateral area) - (cylinder base area)
= 2368 + 160π -2(16π)
= 2368 + 128π ≈ 2770.1 ft 2

����
3. Find the surface area of the
composite figure. Round to ����
the nearest tenth.
����

����
����

682 Chapter 10 Spatial Reasoning

 EXAMPLE 4 Exploring Effects of Changing Dimensions
The length, width, and height of the
�����
right rectangular prism are doubled.
Describe the effect on the surface area.
�����
�����
original dimensions: length, width, and height doubled:
S = Ph + 2B S = Ph + 2B
= 16(3) + 2(6)(2) = 32(6) + 2(12)(4)
= 72 in 2 = 288 in 2
Notice that 288 = 4(72). If the length, width, and height are doubled,
the surface area is multiplied by 2 2, or 4.

4. The height and diameter of the cylinder �����

are multiplied by __12 . Describe the effect
on the surface area. �����

EXAMPLE 5 Chemistry Application

If two pieces of ice have the same volume,
the one with the greater surface area will
melt faster because more of it is exposed
to the air. One piece of ice shown is a ����
����
Entertainment rectangular prism, and the other is half ����
����

a cylinder. Given that the volumes are

approximately equal, which will melt faster?
rectangular prism: ����
S = Ph + 2B = 12(3) + 2(8) = 52 cm 2 ����
half cylinder:
S = πrh + πr 2 + 2rh = π(4)(1) + π(4)2 + 8(1)���� ���� ����
Ice sculptures are carved ����
= 20π + 8 ≈ 70.8 cm 2
from blocks of ice
that weigh hundreds The half cylinder of ice will melt faster.
of pounds. A typical
ice sculpture can last
6–8 hours at room Use the information above to answer the following.
temperature (70°F). 5. A piece of ice shaped like a 5 cm by 5 cm by 1 cm rectangular
prism has approximately the same volume as the pieces above.
Compare the surface areas. Which will melt faster?

�
THINK AND DISCUSS �������
��
1. Explain how to find the surface area of a cylinder if you know the
lateral area and the radius of the base.
2. Describe the difference between ������ ���������
an oblique prism and a right prism. ������������
3. GET ORGANIZED Copy and
complete the graphic organizer. ������������
Write the formulas in each box.

10- 4 Surface Area of Prisms and Cylinders 683

 10-4
Exercises KEYWORD: MG7 10-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary How many lateral faces does a pentagonal prism have?

SEE EXAMPLE 1 Find the lateral area and surface area of each right prism.
p. 681 2. 3.
���� ����

���� ����
����
���� ����

4. a cube with edge length 9 inches

SEE EXAMPLE 2 Find the lateral area and surface area of each right cylinder. Give your answers
p. 682 in terms of π.
5. ���� 6. �����

���� �����

7. a cylinder with base area 64π m 2 and a height 3 meters less than the radius

SEE EXAMPLE 3 Multi-Step Find the surface area of each composite figure. Round to the
p. 682 nearest tenth.
8. ���� 9. �����
�����
����
����

�����
�����

����
�����

SEE EXAMPLE 4 Describe the effect of each change on the surface area of the given figure.
p. 683 10. The dimensions are 11. The dimensions are
cut in half. multiplied by __23 .

����

���� ����
����

����

SEE EXAMPLE 5 12. Consumer Application The greater the lateral area of a florescent light bulb,
p. 683 the more light the bulb produces. One cylindrical light bulb is 16 inches long
with a 1-inch radius. Another cylindrical light bulb is 23 inches long with a
__
3
-inch radius. Which bulb will produce more light?
4

684 Chapter 10 Spatial Reasoning

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find the lateral area and surface area of each right prism. Round to the nearest
For See tenth, if necessary.
Exercises Example
13–15 1 13. 14.
16–18 2 ����
�����
19–20 3
21–22 4
���� ����
23 5 ����

TEKS TAKS 15. a right equilateral triangular prism with base edge length 8 ft and height 14 ft
Skills Practice p. S22
Application Practice p. S37 Find the lateral area and surface area of each right cylinder. Give your answers
in terms of π. ����
16. 17.

������
�����

�����

18. a cylinder with base circumference 16π yd 2 and a height equal to 3 times the radius

Multi-Step Find the surface area of each composite figure. Round to the
nearest tenth.
19. 20. ����
���� ���� ����
������
����
����
����� ����

����

Describe the effect of each change on the surface area of the given figure.
21. The dimensions are tripled. 22. The dimensions are doubled.
����
����

����� ����

�����

23. Biology Plant cells are shaped approximately like a right rectangular prism.
Each cell absorbs oxygen and nutrients through its surface. Which cell can be
expected to absorb at a greater rate? (Hint: 1 µm = 1 micrometer = 0.000001 meter)

�����

����
����� �����
����� �����

10- 4 Surface Area of Prisms and Cylinders 685

 24. Find the height of a right cylinder with surface area 160π ft 2 and radius 5 ft.
25. Find the height of a right rectangular prism with surface area 286 m 2, length 10 m,
and width 8 m.
26. Find the height of a right regular hexagonal prism with lateral area 1368 m 2 and
base edge length 12 m.
27. Find the surface area of the right triangular prism with vertices at (0, 0, 0), (5, 0, 0),
(0, 2, 0), (0, 0, 9), (5, 0, 9), and (0, 2, 9).

The dimensions of various coins are given in the table. Find the surface area of
each coin. Round to the nearest hundredth.

Coin Diameter (mm) Thickness (mm) Surface Area (mm 2)

28. Penny 19.05 1.55

29. Nickel 21.21 1.95

30. Dime 17.91 1.35

31. Quarter 24.26 1.75

32. How can the edge lengths of a rectangular prism be changed so that the surface area
is multiplied by 9?
33. How can the radius and height of a cylinder be changed so that the surface area is
multiplied by __14 ?
34. Landscaping Ingrid is building
a shelter to protect her plants
ft

from freezing. She is planning

10

to stretch plastic sheeting over

the top and the ends of a frame.
Which of the frames shown will 10 10
ft
ft
require more plastic? 10 ft
10 ft

35. Critical Thinking If the length of the measurements

����
of the net are correct to the nearest tenth of a
centimeter, what is the maximum error in the ���� ����
surface area?
����
36. Write About It Explain how to use the net
of a three-dimensional figure to find its
surface area.

ge07sec10l04004aa
37. This problem will prepare you 1st
for the
passMulti-Step TAKS Prep
�
on page 724. 4/23/5 ge07sec10l04005a
A juice container is a square prism with base edge length 4 in. 1st pass
cmurphy
When an 8 in. straw is inserted into the container as shown, 4/12/5
exactly 1 in. remains outside the container. cmurphy
a. Find AB and BC.
b. What is the height AC of the container to the nearest tenth? �
�����
c. Use your result from part b to find how much material is ����� �
required to manufacture the container. Round to the
nearest tenth.

686 Chapter 10 Spatial Reasoning

38. Measure the dimensions of the net of a cylinder
to the nearest millimeter. Which is closest to
the surface area of the cylinder?
35.8 cm 2 16.0 cm 2
18.8 cm 2 13.2 cm 2

39. The base of a triangular prism is an

equilateral triangle with a perimeter of
24 inches. If the height of the prism is
5 inches, find the lateral area.
120 in 2 40 in 2
60 in 2 360 in 2

40. Gridded Response Find the surface area in square inches of a cylinder
with a radius of 6 inches and a height of 5 inches. Use 3.14 for π and round
your answer to the nearest tenth.

CHALLENGE AND EXTEND

41. A cylinder has a radius of 8 cm and a height of 3 cm. Find the height of another
cylinder that has a radius of 4 cm and the same surface area as the first cylinder.
42. If one gallon of paint covers 250 square feet, how many
gallons of paint will be needed to cover the shed, not
including the roof? If a gallon of paint costs $25, about
�����
how much will it cost to paint the walls of the shed? �����
2
43. The lateral area of a right rectangular prism is 144 cm . �����
Its length is three times its width, and its height is �����
twice its width. Find its surface area.

SPIRAL REVIEW
44. Rebecca’s car can travel 250 miles on one tank of gas. Rebecca has traveled 154 miles.
Write an inequality that models m, the number of miles farther Rebecca can travel
on the tank of gas. (Previous course)
45. Blood sugar is a measure of the number of milligrams of glucose in a deciliter of
blood (mg/dL). Normal fasting blood sugar levels are above 70 mg/dL and below
110 mg/dL. Write an inequality that models s, the blood sugar level of a normal
patient. (Previous course)

Find each measure. Round lengths to the nearest tenth �

and angle measures to the nearest degree. (Lesson 8-5)
� �
46. BC 47. m∠ABC
���
� �
�
Draw the top, left, and right views of each object.
Assume there are no hidden cubes. (Lesson 10-2)
48. 49. 50.

10- 4 Surface Area of Prisms and Cylinders 687

 10-4
Model Right and
Oblique Cylinders
In Lesson 10-4, you learned the difference between right and oblique
cylinders. In this lab, you will make models of right and oblique cylinders.

Use with Lesson 10-4 TEKS G.9.D Congruence and the geometry of size: analyze the characteristics of
polyhedra and other three-dimensional figures and their component parts ….

Activity 1
1 Use a compass to draw at least 10 circles
with a radius of 3 cm each on cardboard
and then cut them out.

2 Poke a hole through the center of each circle.

3 Unbend a paper clip part way and push it

through the center of each circle to model
a cylinder. The stack of cardboard circles
can be held straight to model a right cylinder
or tilted to model an oblique cylinder.

Try This
1. On each cardboard model, use string or a rubber band to outline a cross section
that is parallel to the base of the cylinder. What shape is each cross section?
2. Use string or a rubber band to outline a cross section of the cardboard model
of the oblique cylinder that is perpendicular to the lateral surface. What shape
is the cross section?

Activity 2
1 Roll a piece of paper to make a right cylinder.
Tape the edges.

2 Cut along the bottom and top to approximate

an oblique cylinder.

3 Untape the edge and unroll the paper. What does

the net for an oblique cylinder look like?

Try This
3. Cut off the curved part of the net you created in Activity 2 and translate it
to the opposite side to form a rectangle. How do the side lengths of the
rectangle relate to the dimensions of the cylinder? Estimate the lateral area
and surface area of the oblique cylinder.

688 Chapter 10 Spatial Reasoning

 10-5 Surface Area of
Pyramids and Cones
TEKS G.8.D Congruence and the geometry of size: find surface areas and
volumes of prisms, pyramids, spheres, cones, cylinders, and composites ….
Objectives Why learn this? ��������
Learn and apply the A speaker uses part of the lateral ����
formula for the surface surface of a cone to produce
area of a pyramid. ������
sound. Speaker cones are usually ���������� ����
Learn and apply the made of paper, plastic, or metal.
formula for the surface (See Example 5.) ������
area of a cone.
The vertex of a pyramid is the point opposite the base of the pyramid. The base
Vocabulary
of a regular pyramid is a regular polygon, and the lateral faces are congruent
vertex of a pyramid
regular pyramid isosceles triangles. The slant height of a regular pyramid is the distance from
slant height of a regular the vertex to the midpoint of an edge of the base. The altitude of a pyramid is
pyramid the perpendicular segment from the vertex to the plane of the base.
altitude of a pyramid ��������
vertex of a cone
axis of a cone ������ �������������
right cone ������
oblique cone
�����
slant height of a right
cone
altitude of a cone ��������������� ������������������

The lateral faces of a regular �����������������

Also G.5.A, G.5.B, pyramid can be arranged to ������
G.6.B, G.11.D ��
cover half of a rectangle with a
height equal to the slant height � �
�
of the pyramid. The width of the � �
rectangle is equal to the base �
� � � �
perimeter of the pyramid.

Lateral and Surface Area of a Regular Pyramid

The lateral area of a regular pyramid with perimeter P

and slant height ℓ is L = __12 Pℓ.
�
The surface area of a regular pyramid with lateral area L
and base area B is S = L + B, or S = __12 Pℓ + B.

EXAMPLE 1 Finding Lateral Area and Surface Area of Pyramids

Find the lateral area and surface area of each pyramid.
A a regular square pyramid with base edge length 5 in.
and slant height 9 in.
L=_ 1 Pℓ Lateral area of a regular pyramid
2
= 1 (20)(9) = 90 in 2
_ P = 4(5) = 20 in.
2
1
S = _Pℓ + B Surface area of a regular pyramid
2
= 90 + 25 = 115 in 2 B = 5 2 = 25 in 2

10- 5 Surface Area of Pyramids and Cones 689

 Find the lateral area and surface area of each regular pyramid.
Round to the nearest tenth.
B ���

���

Step 1 Find the base perimeter and apothem.

The base perimeter is 6(4) = 24 m 2.
The apothem is 2 √ 3 m, so the base area
is __12 aP = __12 (2 √
3 )(24) = 24 √3 m 2.

Step 2 Find the lateral area.

L=_ 1 Pℓ Lateral area of a regular pyramid
2
=_ 1 (24)(7) = 84 m 2 Substitute 24 for P and 7 for ℓ.
2
Step 3 Find the surface area.
S=_ 1 Pℓ + B
Surface area of a regular pyramid
2
= 84 + 24 √3 ≈ 125.6 cm 2 Substitute 24 √
3 for B.

1. Find the lateral area and surface area of a regular triangular

pyramid with base edge length 6 ft and slant height 10 ft.

The vertex of a cone is the point opposite the base. The axis of a cone
is the segment with endpoints at the vertex and the center of the base.
The axis of a right cone is perpendicular to the base. The axis of an oblique
cone is not perpendicular to the base.

��������

������ ����������������
������
���� ����

�����

���������� ������������

The slant height of a right cone is the distance from the vertex of a right cone
to a point on the edge of the base. The altitude of a cone is a perpendicular
segment from the vertex of the cone to the plane of the base.

Lateral and Surface Area of a Right Cone

The lateral area of a right cone

with radius r and slant height ℓ
�
is L = πrℓ. � �
The surface area of a right cone
with lateral area L and base area B �
is S = L + B, or S = πrℓ + π r 2.

690 Chapter 10 Spatial Reasoning

EXAMPLE 2 Finding Lateral Area and Surface Area of Right Cones
Find the lateral area and surface area of each cone. Give your answers in
terms of π.
A a right cone with radius 2 m and slant height 3 m
L = π rℓ Lateral area of a cone
= π (2)(3) = 6π m 2 Substitute 2 for r and 3 for ℓ.
2
S = π rℓ + πr Surface area of a cone
= 6π + π (2)2 = 10π m 2 Substitute 2 for r and 3 for ℓ.

B
����� �

����

Step 1 Use the Pythagorean Theorem to find ℓ.

ℓ = √5

2
+ 12 2 = 13 ft
Step 2 Find the lateral area and surface area.
L = πrℓ Lateral area of a right cone
= π(5)(13) = 65π ft 2
Substitute 5 for r and 13 for ℓ.
S = πrℓ + π r 2 Surface area of a right cone
= 65π + π (5)2 = 90π ft 2 Substitute 5 for r and 13 for ℓ.

2. Find the lateral area and surface �����

area of the right cone.

����

EXAMPLE 3 Exploring Effects of Changing Dimensions

The radius and slant height of the right cone
����
are tripled. Describe the effect on the
surface area.
����

original dimensions: radius and slant height tripled:

S = π rℓ + π r 2 S = π rℓ + π r 2
= π (3)(5) + π(3)2 = π (9)(15) + π(9)2
= 24π cm 2 = 216π cm 2
Notice that 216π = 9(24π). If the length, width, and height are tripled,
the surface area is multiplied by 3 2, or 9.

3. The base edge length and slant height

�����
of the regular square pyramid are both
multiplied by __23 . Describe the effect on
the surface area.
�����

10- 5 Surface Area of Pyramids and Cones 691

 EXAMPLE 4 Finding Surface Area of Composite Three-Dimensional Figures
Find the surface area of the composite figure.
�����
The height of the cone is 90 - 45 = 45 cm.
By the Pythagorean Theorem, �����
ℓ = √
28 2 + 45 2 = 53 cm. The lateral area of �����
the cone is
L = πrℓ = π (28)(53) = 1484π cm 2.
The lateral area of the cylinder is L = 2πrh = 2π (28)(45) = 2520π cm 2.
The base area is B = π r 2 = π(28)2 = 784π cm 2.
S = (cone lateral area) + (cylinder lateral area) + (base area)
= 2520π + 784π + 1484π = 4788π cm 2

4. Find the surface area of the composite figure.

����

����
����

EXAMPLE 5 Electronics Application

Tim is replacing the paper cone of an antique
speaker. He measured the existing cone and created
the pattern for the lateral surface from a large circle.
What is the diameter of the cone? ������
Electronics
The radius of the large circle used to create
the pattern is the slant height of the cone.
The area of the pattern is the lateral area of the
cone. The area of the pattern is also __34 of the area of
the large circle, so πrℓ = __34 πr 2.
3 π (10)2
πr (10) = _ Substitute 10 for ℓ, the slant height of the
4
cone and the radius of the large circle.
The paper cones of r = 7.5 in. Solve for r.
antique speakers were The diameter of the cone is 2(7.5) = 15 in.
both functional and
decorative. Some had
elaborate patterns or 5. What if…? If the radius of the large circle were 12 in.,
shapes. what would be the radius of the cone?
������
��

THINK AND DISCUSS

1. Explain why the lateral area of a regular pyramid is __12 the base perimeter
times the slant height.
2. In a right cone, which is greater,
the height or the slant height?
Explain.
3. GET ORGANIZED Copy and
complete the graphic organizer.
In each box, write the name
of the part of the cone.

692 Chapter 10 Spatial Reasoning

10-5
Exercises KEYWORD: MG7 10-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Describe the endpoints of an axis of a cone.

SEE EXAMPLE 1 Find the lateral area and surface area of each regular pyramid.
p. 689 2. ����� 3.
�����

���� �����
�����

4. a regular triangular pyramid with base edge length 15 in. and slant height 20 in.

SEE EXAMPLE 2 Find the lateral area and surface area of each right cone. Give your answers in
p. 691 terms of π.
5. ������ 6.
����

������
����

7. a cone with base area 36π ft 2 and slant height 8 ft

SEE EXAMPLE 3 Describe the effect of each change on the surface area of the given figure.
p. 691 8. The dimensions are cut in half. 9. The dimensions are tripled.

������ �����

����� ����
�����

SEE EXAMPLE 4 Find the surface area of each composite figure.

p. 692 10. 11.
���� ����
�����
����
����

����

�����

SEE EXAMPLE 5 12. Crafts Anna is making a birthday hat from a pattern
p. 692 that is __34 of a circle of colored paper. If Anna’s head is
7 inches in diameter, will the hat fit her? Explain. �����

10- 5 Surface Area of Pyramids and Cones 693

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find the lateral area and surface area of each regular pyramid.
For See
Exercises Example 13. 14. �����
13–15 1 ����
16–18 2 �����
19–20 3 ����
21–22 4 ����
23 5 15. a regular hexagonal pyramid with base edge length 7 ft and slant height 15 ft

TEKS TAKS Find the lateral area and surface area of each right cone. Give your answers in
Skills Practice p. S23
terms of π.
Application Practice p. S37 16. 17.

����� ������

�����

������

18. a cone with radius 8 m and height that is 1 m less than twice the radius

Describe the effect of each change on the surface area of the given figure.
19. The dimensions are divided by 3. 20. The dimensions are doubled.

����� ���

���

����

Find the surface area of each composite figure.

21. ������ 22. ����
����� �����

������ �����

23. It is a tradition in England to celebrate May 1st by

hanging cone-shaped baskets of flowers on neighbors’
door handles. Addy is making a basket from a piece of
paper that is a semicircle with diameter 12 in. What is
������
the diameter of the basket?

Find the surface area of each figure.

Shape Base Area Slant Height Surface Area

24. Regular square pyramid 36 cm 2 5 cm

√ 2 √
25. Regular triangular pyramid 3m 3m

26. Right cone 16π in 2 7 in.

27. Right cone π ft 2 2 ft ��������������

��������������
�������
694 Chapter 10 Spatial Reasoning
 28. This problem will prepare you for the Multi-Step TAKS Prep on page 724.
A juice container is a regular square pyramid with the
dimensions shown.
a. Find the surface area of the container to the nearest tenth.
�����
b. The manufacturer decides to make a container in the
shape of a right cone that requires the same amount
of material. The base diameter must be 9 cm. Find the
slant height of the container to the nearest tenth. ����

29. Find the radius of a right cone with slant height 21 m and surface area 168π m 2.
30. Find the slant height of a regular square pyramid with base perimeter 32 ft and
surface area 256 ft 2.
31. Find the base perimeter of a regular hexagonal pyramid with slant height 10 cm
and lateral area 120 cm 2.
32. Find the surface area of a right cone with a slant height of 25 units that has its base
centered at (0, 0, 0) and its vertex at (0, 0, 7).

Architecture Find the surface area of each composite figure.

33. 34.
����� ����
��� ����
���

����

����

The Pyramid Arena seats 35. Architecture The Pyramid Arena in Memphis, Tennessee, is a square pyramid with
21,000 people. The base base edge lengths of 200 yd and a height of 32 stories. Estimate the area of the glass
of the pyramid is larger on the sides of the pyramid. (Hint: 1 story ≈ 10 ft)
than six football fields.
36. Critical Thinking Explain why the slant height of a regular square pyramid must
be greater than half the base edge length.
37. Write About It Explain why slant height is not defined for an oblique cone.

38. Which expressions represent the surface area �

of the regular square pyramid?
t2 + _
I. _
16
ts
2
t2 + _
II. _
16
tℓ
2
t _
III. _ t +ℓ
2 8 ( ) �
�
I only I and II
II only II and III

39. A regular square pyramid has a slant height of 18 cm and a lateral area of 216 cm 2.
What is the surface area?
252 cm 2 234 cm 2 225 cm 2 240 cm 2

40. What is the lateral area of the cone?

����
360π cm 2 450π cm 2
369π cm 2 1640π cm 2
�����

10- 5 Surface Area of Pyramids and Cones 695

 CHALLENGE AND EXTEND
41. A frustum of a cone is a part of the cone with two parallel bases.
The height of the frustum of the cone is half the height of
the original cone. ����
a. Find the surface area of the original cone.
b. Find the lateral area of the top of the cone. �����
c. Find the area of the top base of the frustum. �����

d. Use your results from parts a, b, and c to find the

surface area of the frustum of the cone.
42. A frustum of a pyramid is a part of the pyramid with two
parallel bases. The lateral faces of the frustum are trapezoids.
Use the area formula for a trapezoid to derive a formula for
the lateral area of a frustum of a regular square pyramid �����
�
with base edge lengths b 1 and b 2 and slant height ℓ.
43. Use the net to derive the formula for the lateral area of �����
a right cone with radius r and slant height ℓ.
a. The length of the curved edge of the lateral
surface must equal the circumference of the base. �
Find the circumference c of the base in terms of r. �
b. The lateral surface is part of a larger circle. �
�
Find the circumference C of the larger circle.
c. The lateral surface area is __
c
C
times the area of
the larger circle. Use your results from parts a
and b to find __
c
C
.
d. Find the area of the larger circle. Use your result and the result from part c
to find the lateral area L.

SPIRAL REVIEW
State whether the following can be described by a linear function. (Previous course)
44. the surface area of a right circular cone with height h and radius r
45. the perimeter of a rectangle with a height h that is twice as large as its width w
46. the area of a circle with radius r

A point is chosen randomly in ACEF. Find the probability of �

� �
each event. Round to the nearest hundredth. (Lesson 9-6)
47. The point is in △BDG.
��� ���
� �
48. The point is in ⊙H. �
49. The point is in the shaded region.
� �
����
Find the surface area of each right prism or right cylinder.
Round your answer to the nearest tenth. (Lesson 10-4)
50. 51. ���� 52. ����

������ ������ �����

����

������ �����

696 Chapter 10 Spatial Reasoning

 10-6 Volume of Prisms
and Cylinders
TEKS G.8.D Congruence and the geometry of size: find surface areas and
volumes of prisms, pyramids, spheres, cones, cylinders, and composites ….
Objectives Who uses this?
Learn and apply the Marine biologists must ensure that
formula for the volume aquariums are large enough to
of a prism. accommodate the number of fish
Learn and apply the inside them. (See Example 2.)
formula for the volume
of a cylinder.
The volume of a three-
dimensional figure is the
Vocabulary A cube built out of 27 unit
number of nonoverlapping
volume cubes has a volume of
unit cubes of a given size that
will exactly fill the interior. 27 cubic units.
Also G.1.B, G.5.A,
G.5.B, G.11.D
Cavalieri’s principle says that if two three-dimensional figures have the same
height and have the same cross-sectional area at every level, they have the
same volume.

A right prism and an oblique prism

with the same base and height
have the same volume.

Volume of a Prism
The volume of a prism with base The volume of a right The volume of a
area B and height h is V = Bh. rectangular prism with cube with edge
length ℓ, width w, and length s is V = s 3.
� � height h is V = ℓwh.
�
� �
�
�
� �
�

EXAMPLE 1 Finding Volumes of Prisms

Find the volume of each prism. Round to the nearest tenth, if necessary.
A
����

�����
�����
V = ℓwh Volume of a right rectangular prism
= (10)(12)(8) = 960 cm 3 Substitute 10 for ℓ, 12 for w, and 8 for h.

B a cube with edge length 10 cm

V = s3 Volume of a cube
= 10 3 = 1000 cm 3 Substitute 10 for s.

10-6 Volume of Prisms and Cylinders 697

 Find the volume of each prism. Round to the nearest tenth, if necessary.
C a right regular pentagonal prism with base edge length 5 m
and height 7 m
Step 1 Find the apothem a of the base. First
draw a right triangle on one base as shown.
The measure of the angle with its vertex at
360° = 36°.
the center is _ ���
10
2.5
_ ���
To review the area tan 36° = a The leg of the triangle is half
of a regular polygon, the side length, or 2.5 m. ���
see page 601. To a=_ 2.5 Solve for a.
review tangent tan 36°
ratios, see page 525.
Step 2 Use the value of a to find the base area.
1 aP = _
B=_
2
1 _
(
2 tan 36° )
2.5 (25) = _31.25
tan 36°
P = 5(5) = 25 m

Step 3 Use the base area to find the volume.

V = Bh = _31.25 · 7 ≈ 301.1 m 3
tan 36°

1. Find the volume of a triangular prism with a height of 9 yd

whose base is a right triangle with legs 7 yd and 5 yd long.

EXAMPLE 2 Marine Biology Application

The aquarium at the right is a
rectangular prism. Estimate 120 ft
the volume of the water in
the aquarium in gallons.
The density of water is about
8 ft
Marine Biology 8.33 pounds per gallon.
Estimate the weight of the
water in pounds.
(Hint: 1 gallon ≈ 0.134 ft 3) 60 ft

Step 1 Find the volume of the aquarium

in cubic feet.
V = ℓwh = (120)(60)(8) = 57,600 ft 3
1 gallon
Step 2 Use the conversion factor _3 to estimate the volume
The Islands of Steel 0.134 ft
habitat at the Texas in gallons.
1 gallon 1 gallon
State Aquarium in Corpus 57, 600 ft 3 · _3 ≈ 429,851 gallons _ =1
Christi has a volume of 0.134 ft 0.134 ft 3
132,000 gallons. Over 8.33 pounds
150 animals live in the Step 3 Use the conversion factor __ to estimate the weight
of the water. 1 gallon
habitat, including a sand
8.33 pounds 8.33 pounds
tiger shark and nurse 429,851 gallons · __ ≈ 3,580,659 pounds __ =1
sharks. 1 gallon 1 gallon
The aquarium holds about 429,851 gallons. The water in the aquarium
weighs about 3,580,659 pounds.
ge07se_c1
AB
2. What if…? Estimate the volume in gallons and the weight of
the water in the aquarium above if the height were doubled.

698 Chapter 10 Spatial Reasoning

 Cavalieri’s principle
also relates to cylinders.
The two stacks have
the same number of
CDs, so they have
the same volume.

Volume of a Cylinder

The volume of a cylinder with base

area B, radius r, and height h is
V = Bh, or V = πr 2h. � �
� �

EXAMPLE 3 Finding Volumes of Cylinders

Find the volume of each cylinder. Give your answers both in terms of π
and rounded to the nearest tenth.
A

�����

����

V = πr 2h Volume of a cylinder
2
= π(8) (12) Substitute 8 for r and 12 for h.
= 768π cm ≈ 2412.7 cm 3
3

B a cylinder with a base area of 36π in 2 and a height equal to twice

the radius
Step 1 Use the base area to find the radius.
πr 2 = 36π Substitute 36π for the base area.
r=6 Solve for r.

Step 2 Use the radius to find the height. The height is equal to
twice the radius.
h = 2r
= 2(6) = 12 cm
Step 3 Use the radius and height to find the volume.
V = πr 2h Volume of a cylinder
2
( ) ( )
= π 6 12 = 432π in 3
Substitute 6 for r and 12 for h.
≈ 1357.2 in 3

3. Find the volume of a cylinder with a diameter of 16 in. and

a height of 17 in. Give your answer both in terms of π and
rounded to the nearest tenth.

10-6 Volume of Prisms and Cylinders 699

 EXAMPLE 4 Exploring Effects of Changing Dimensions
The radius and height of the cylinder are multiplied
by __
1
2
. Describe the effect on the volume. ���

����

original dimensions: radius and height multiplied by __12 :

V = πr 2h V = πr 2h
= π(6)2(12) = π(3)2(6)
= 432π m 3 = 54π m 3
Notice that 54π = __18 (432π). If the radius and height are multiplied by __12 ,
()
3
the volume is multiplied by __12 , or __18 .

4. The length, width, and height of

the prism are doubled. Describe ������
the effect on the volume. ����
����

EXAMPLE 5 Finding Volumes of Composite Three-Dimensional Figures

Find the volume of the composite figure.
Round to the nearest tenth.
���
The base area of the prism is B = __12 (6)(8) = 24 m 2.
The volume of the prism is V = Bh = 24(9) = 216 m 3. ���

The cylinder’s diameter equals the hypotenuse of ��� ���

the prism’s base, 10 m. So the radius is 5 m.
The volume of the cylinder is V = πr 2h = π(5)2(5) = 125π m 3.
The total volume of the figure is the sum of the volumes.
V = 216 + 125π ≈ 608.7 m 3

5. Find the volume of the composite ����

figure. Round to the nearest tenth.

����

THINK AND DISCUSS

1. Compare the formula for the volume of a prism with the formula for
the volume of a cylinder.
2. Explain how Cavalieri’s principle relates to the formula for the volume
of an oblique prism.
3. GET ORGANIZED Copy
����� ������
and complete the graphic
�����
organizer. In each box,
write the formula for ����
the volume. ��������

700 Chapter 10 Spatial Reasoning

10-6
Exercises KEYWORD: MG7 10-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary In a right cylinder, the altitude is ? the axis. (longer than, shorter
̶̶̶̶
than, or the same length as)

SEE EXAMPLE 1 Find the volume of each prism.

p. 697 2. 3.
����
���
����
����

���
4. a cube with edge length 8 ft

SEE EXAMPLE 2 5. Food The world’s largest ice cream cake, built in
p. 698 New York City on May 25, 2004, was approximately
a 19 ft by 9 ft by 2 ft rectangular prism. Estimate
the volume of the ice cream cake in gallons.
If the density of the ice cream was 4.73 pounds
per gallon, estimate the weight of the cake.
(Hint: 1 gallon ≈ 0.134 cubic feet)

SEE EXAMPLE 3 Find the volume of each cylinder. Give your answers
p. 699 both in terms of π and rounded to the nearest tenth.
6. 7. ���

����� ���

�����

8. a cylinder with base area 25π cm 2 and height 3 cm more than the radius

SEE EXAMPLE 4 Describe the effect of each change on the volume of the given figure.
p. 700 9. The dimensions are multiplied by _1. 10. The dimensions are tripled.
4
�����

����
�����
����
�����

SEE EXAMPLE 5 Find the volume of each composite figure. Round to the nearest tenth.
p. 700 11. ���� 12. ������
�����

����
������
����
�����

�����

10-6 Volume of Prisms and Cylinders 701

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find the volume of each prism.
For See
Exercises Example 13. 14.
13–15 1
16 2
�����
17–19 3 ���
20–21 4 ����
�����
22–23 5
���� ����

TEKS TAKS 2
15. a square prism with a base area of 49 ft and a height 2 ft less than the base
Skills Practice p. S23 edge length
Application Practice p. S37
16. Landscaping Colin is buying dirt to fill a garden bed that is a 9 ft by 16 ft rectangle.
If he wants to fill it to a depth of 4 in., how many cubic yards of dirt does he need?
If dirt costs $25 per yd 3, how much will the project cost? (Hint: 1 yd 3 = 27 ft 3)

Find the volume of each cylinder. Give your answers both in terms of π and
rounded to the nearest tenth.
17. ����� 18. �����
�����
����

19. a cylinder with base area 24π cm 2 and height 16 cm

Describe the effect of each change on the volume of the given figure.
20. The dimensions are multiplied by 5. 3.
21. The dimensions are multiplied by _
5
����

����
����

���

Find the volume of each composite figure.

22. ���� 23. ����
����
����
����
���� ����
����
����
���� ����
�����
����
����

24. One cup is equal to 14.4375 in 3. If a 1 c cylindrical measuring cup has a radius of
2 in., what is its height? If the radius is 1.5 in., what is its height?
25. Food A cake is a cylinder with a diameter of 10 in. and a height of 3 in. For a party,
a coin has been mixed into the batter and baked inside the cake. The person who
gets the piece with the coin wins a prize.
a. Find the volume of the cake. Round to the nearest tenth.
b. Probability Keka gets a piece of cake that is a right rectangular prism with
a 3 in. by 1 in. base. What is the probability that the coin is in her piece?
Round to the nearest tenth.

702 Chapter 10 Spatial Reasoning

 26. This problem will prepare you for the Multi-Step TAKS Prep
�����
on page 724.
A cylindrical juice container with a 3 in. diameter has a hole
for a straw that is 1 in. from the side. Up to 5 in. of a straw
can be inserted.
����� �
a. Find the height h of the container to the nearest tenth.
b. Find the volume of the container to the nearest tenth.
c. How many ounces of juice does the container hold?
(Hint: 1 in 3 ≈ 0.55 oz) �����

27. Find the height of a rectangular prism with length 5 ft, width 9 ft, and volume 495 ft 3.
28. Find the area of the base of a rectangular prism with volume 360 in 3 and height 9 in.
29. Find the volume of a cylinder with surface area 210π m 2 and height 8 m.

Math History 30. Find the volume of a rectangular prism with vertices (0, 0, 0), (0, 3, 0), (7, 0, 0),
(7, 3, 0), (0, 0, 6), (0, 3, 6), (7, 0, 6), and (7, 3, 6).
31. You can use displacement to find the volume
of an irregular object, such as a stone.
Suppose the tank shown is filled with water
to a depth of 8 in. A stone is placed in the
tank so that it is completely covered, causing
the water level to rise by 2 in. Find the volume
of the stone. ���� ����
32. Food A 1 in. cube of cheese is one serving.
How many servings are in a 4 in. by 4 in. by __14 in. slice?
Archimedes (287–212 33. History In 1919, a cylindrical tank containing molasses burst and flooded the
B.C.E.) used displacement
city of Boston, Massachusetts. The tank had a 90 ft diameter and a height of 52 ft.
to find the volume
of a gold crown. He How many gallons of molasses were in the tank? (Hint: 1 gal ≈ 0.134 ft 3)
discovered that the 34. Meteorology If 3 in. of rain fall on the property
goldsmith had cheated
shown, what is the volume in cubic feet? In gallons?
the king by substituting
an equal weight of silver The density of water is 8.33 pounds per gallon.
What is the weight of the rain in pounds? ������
for part of the gold.
(Hint: 1 gal ≈ 0.134 ft 3) �����

35. Critical Thinking The dimensions of a prism with volume V and surface area S
are multiplied by a scale factor of k to form a similar prism. Make a conjecture about
the ratio of the surface area of the new prism to its volume. Test your conjecture
using a cube with an edge length of 1 and a scale factor of 2.

36. Write About It How can you change the edge length of a cube so that its volume
is doubled?

37. Abigail has a cylindrical candle mold with the dimensions ������
shown. If Abigail has a rectangular block of wax measuring
15 cm by 12 cm by 18 cm, about how many candles can
she make after melting the block of wax? ������
14 31 35 76

10-6 Volume of Prisms and Cylinders 703

 38. A 96-inch piece of wire was cut into equal segments that were then connected to
form the edges of a cube. What is the volume of the cube?
512 in 3 576 in 3 729 in 3 1728 in 3

39. One juice container is a rectangular prism with a height of 9 in. and a 3 in. by 3 in.
square base. Another juice container is a cylinder with a radius of 1.75 in. and a
height of 9 in. Which best describes the relationship between the two containers?
The prism has the greater volume.
The cylinder has the greater volume.
The volumes are equivalent.
The volumes cannot be determined.

40. What is the volume of the three-dimensional object with the dimensions shown
in the three views below?

����
����
����� �����

����� �����
����� ��� ����

160 cm 3 240 cm 3 840 cm 3 1000 cm 3

CHALLENGE AND EXTEND

Algebra Find the volume of each three-dimensional figure in terms of x.
41. 42. ����� 43.
� �
�
�����
����� �����

44. The volume in cubic units of a cylinder is equal to its surface area in square units.
Prove that the radius and height must both be greater than 2.

SPIRAL REVIEW
45. Marcy, Rachel, and Tina went bowling. Marcy bowled 100 less than twice Rachel’s
score. Tina bowled 40 more than Rachel’s score. Rachel bowled a higher score than
Marcy. What is the greatest score that Tina could have bowled? (Previous course)
46. Max can type 40 words per minute. He estimates that his term paper contains
about 5000 words, and he takes a 15-minute break for every 45 minutes of typing.
About how much time will it take Max to type his term paper? (Previous course)

ABCD is a parallelogram. Find each measure. (Lesson 6-2) � ����� �

47. m∠ABC 48. BC 49. AB �����������
������������
Find the surface area of each figure. Round to
�
�������������
�
the nearest tenth. (Lesson 10-5)
����������
50. a square pyramid with slant height 10 in.
� �� �
and base edge length 8 in.
51. a regular pentagonal pyramid with slant height 8 cm and base edge length 6 cm
52. a right cone with slant height 2 ft and a base with circumference of π ft

704 Chapter 10 Spatial Reasoning

 10-7 Volume of Pyramids
and Cones
TEKS G.8.D Congruence and the geometry of size: find surface
areas and volumes of ..., pyramids, ..., cones, ....
Objectives Who uses this?
Learn and apply the The builders of the
formula for the volume Rainforest Pyramid in
of a pyramid. Galveston, Texas, needed
Learn and apply the to calculate the volume
formula for the volume of the pyramid to plan
of a cone. the climate control system.
(See Example 2.)

Also G.5.A, G.5.B, G.11.D The volume of a pyramid is

related to the volume of a prism
with the same base and height.
The relationship can be verified
by dividing a cube into three
congruent square pyramids,
as shown.

The square pyramids are congruent, so they have the same volume.
The volume of each pyramid is one third the volume of the cube.

Volume of a Pyramid

The volume of a pyramid with

base area B and height h
� �
1 Bh.
is V = _
3
� �

EXAMPLE 1 Finding Volumes of Pyramids

Find the volume of each pyramid.
A a rectangular pyramid with length 7 ft, width 9 ft, and height 12 ft
1 Bh = _
V=_ 1 (7 · 9)(12) = 252 ft 3
3 3
B the square pyramid
The base is a square with a side length of �����
4 in., and the height is 6 in.
1 Bh = _
V=_ 1 (4 2)(6) = 32 in 3
3 3 �����
�����

10-7 Volume of Pyramids and Cones 705

 Find the volume of the pyramid. �
C the trapezoidal pyramid with ����
̶̶ ̶̶ ���
base ABCD, where AB ǁ CD
̶̶ � �
and AE ⊥ plane ABC
���
Step 1 Find the area of the base. � �
1 b +b h ����
B=_ ( 1 2) Area of a trapezoid
2
1
_
= (9 + 18)6 Substitute 9 for b 1, 18 for b 2 , and 6 for h.
2
= 81 m 2 Simplify.

Step 2 Use the base area and the height to find the volume.
̶̶ ̶̶
Because AE ⊥ plane ABC, AE is the altitude, so the height
is equal to AE.
V=_ 1 Bh Volume of a pyramid
3
=_1 (81)(10) Substitute 81 for B and 10 for h.
3
3
= 270 m

1. Find the volume of a regular hexagonal pyramid with a base

edge length of 2 cm and a height equal to the area of the base.

EXAMPLE 2 Architecture Application

The Rainforest Pyramid in
Galveston, Texas, is a square
pyramid with a base area of
about 1 acre and a height of
10 stories. Estimate the volume
in cubic yards and in cubic feet.
(Hint: 1 acre = 4840 yd 2,
1 story ≈ 10 ft)
The base is a square with
an area of about 4840 yd 2.
The base edge length is
 ≈ 70 yd. The height
√4840
is about 10(10) = 100 ft,
or about 33 yd.
First find the volume in cubic yards.
V=_ 1 Bh Volume of a regular pyramid
3
=_ 1 (70 2)(33) = 53,900 yd 3 Substitute 70 2 for B and 33 for h.
3
Then convert your answer to find the volume in cubic feet.
The volume of one cubic yard is (3 ft)(3 ft)(3 ft) = 27 ft 3.
27 ft 3
Use the conversion factor ____ 3
to find the volume in cubic feet.
1 yd
27 ft 3 ≈ 1,455,300 ft 3
53,900 yd 3 · _
1 yd 3

2. What if…? What would be the volume of the Rainforest

Pyramid if the height were doubled?

706 Chapter 10 Spatial Reasoning

 Volume of Cones

The volume of a cone with base area B,

1 Bh,
radius r, and height h is V = _
3 � �
or V = _1 πr 2h. � �
3

EXAMPLE 3 Finding Volumes of Cones

Find the volume of each cone. Give your answers both in terms of π and
rounded to the nearest tenth.
A a cone with radius 5 cm and height 12 cm
V=_1 πr 2h Volume of a cone
3
= 1 π(5)2(12)
_ Substitute 5 for r and 12 for h.
3
Simplify.
= 100π cm 3 ≈ 314.2 cm 3

B a cone with a base circumference of 21π cm and a height 3 cm less

than twice the radius
Step 1 Use the circumference to find the radius.
2πr = 21π Substitute 21π for C.
r = 10.5 cm Divide both sides by 2π.
Step 2 Use the radius to find the height.
2(10.5) - 3 = 18 cm The height is 3 cm less than twice the radius.
Step 3 Use the radius and height to find the volume.
V=_ 1 πr 2h Volume of a cone
3
=_ 1 π(10.5)2(18) Substitute 10.5 for r and 18 for h.
3
= 661.5π cm 3 ≈ 2078.2 cm 3 Simplify.

C �����
����

Step 1 Use the Pythagorean Theorem to find the height.

7 2 + h 2 = 25 2 Pythagorean Theorem
h 2 = 576 Subtract 7 2 from both sides.
h = 24 Take the square root of both sides.
Step 2 Use the radius and height to find the volume.
V=_ 1 πr 2h Volume of a cone
3
=_ 1 π(7)2(24) Substitute 7 for r and 24 for h.
3
= 392π ft 3 ≈ 1231.5 ft 3 Simplify.

3. Find the volume of the cone. ����

���

10-7 Volume of Pyramids and Cones 707

 EXAMPLE 4 Exploring Effects of Changing Dimensions
The length, width, and height of the �����
rectangular pyramid are multiplied by __
1
4
.
Describe the effect on the volume.
����� �����

original dimensions: 1:
length, width, and height multiplied by _
4
V=_ 1 Bh V=_ 1 Bh
3 3
= 1 (24 · 20)(20)
_ = 1 (6 · 5)(5)
_
3 3
= 3200 ft 3 = 50 ft 3
Notice that 50 = __
1(
64
3200). If the length, width, and height are
()
3
multiplied by __14 , the volume is multiplied by __14 , or __
1
64
.

4. The radius and height of the cone are doubled.

Describe the effect on the volume. �����

����

EXAMPLE 5 Finding Volumes of Composite Three-Dimensional Figures

Find the volume of the composite figure. Round to the nearest tenth.
The volume of the cylinder is �����
V = πr 2h = π(2)2(2) = 8π in 3.
The volume of the cone is �����
V =_1 πr 2h = _
1 π(2)2(3) = 4π in 3.
3 3
The volume of the composite figure is �����
the sum of the volumes.
V = 8π + 4π = 12π in 3 ≈ 37.7 in 3

5. Find the volume of the

composite figure. �����

�����
�����

THINK AND DISCUSS

1. Explain how the volume of a pyramid is related to the volume of a
prism with the same base and height.
2. GET ORGANIZED Copy and complete the graphic organizer.

������������������������������������
������� ������ ��� ������� �����
������
��������

708 Chapter 10 Spatial Reasoning

10-7
Exercises KEYWORD: MG7 10-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary The altitude of a pyramid is ? to the base. (perpendicular, parallel,
̶̶̶̶
or oblique)

SEE EXAMPLE 1 Find the volume of each pyramid. Round to the nearest tenth, if necessary.
p. 705 2. 3.
������
�
� � ��

������

����

�����
�����

4. a hexagonal pyramid with a base area of 25 ft 2 and a height of 9 ft

3 mm
SEE EXAMPLE 2 5. Geology A crystal is cut into the shape formed by two square
p. 706 pyramids joined at the base. Each pyramid has a base edge
length of 5.7 mm and a height of 3 mm. What is the volume
to the nearest cubic millimeter of the crystal? 5.7 mm

SEE EXAMPLE 3 Find the volume of each cone. Give your answers both in terms
p. 707 of π and rounded to the nearest tenth.
6. 7.
�����
������

������
���� ge07sec10l07003a
8. a cone with radius 12 m and height 20 m
AB

SEE EXAMPLE 4 Describe the effect of each change on the volume of the given figure.
p. 708 9. The dimensions are tripled. 1.
10. The dimensions are multiplied by _
2
����

�����

����

����
����

SEE EXAMPLE 5 Find the volume of each composite figure. Round to the nearest tenth, if necessary.
p. 708 11. 12. ����� �����
�����

�����
������
�����

�����
�����

10-7 Volume of Pyramids and Cones 709

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find the volume of each pyramid. Round to the nearest tenth, if necessary.
For See
Exercises Example 13. 14.
13–15 1 ����� ��� ����
16 2
17–19 3 ���
����
20–21 4 ����
����
22–23 5
15. a regular square pyramid with base edge length 12 ft and slant height 10 ft
TEKS TAKS 16. Carpentry A roof that encloses
����
Skills Practice p. S23 an attic is a square pyramid with
Application Practice p. S37 a base edge length of 45 feet and
a height of 5 yards. What is the
volume of the attic in cubic feet? �����
In cubic yards?

Find the volume of each cone. Give your answers both in terms of π and rounded
to the nearest tenth.
17. 18.
�����

�����
����

���

19. a cone with base area 36π ft 2 and a height equal to twice the radius
���������������
Describe the effect of each change on the volume of the given figure.
20. The dimensions are multiplied by _1. 21. The dimensions are multiplied by 6.
3
������ ����

������

���� ����

Find the volume of each composite figure. Round to the nearest tenth, if necessary.
22. ���� 23. ����

�����
���� ����

�����

Find the volume of each right cone with the given dimensions. Give your answers in
terms of π.
24. radius 3 in. 25. diameter 5 m 26. radius 28 ft 27. diameter 24 cm
height 7 in. height 2 m slant height 53 ft slant height 13 cm

710 Chapter 10 Spatial Reasoning

Find the volume of each regular pyramid with the given dimensions. Round to the
nearest tenth, if necessary.

Number of sides of base Base edge length Height Volume

28. 3 10 ft 6 ft

29. 4 15 m 18 m

30. 5 9 in. 12 in.

31. 6 8 cm 3 cm

32. Find the height of a rectangular pyramid with length 3 m, width 8 m, and
volume 112 m 3.
33. Find the base circumference of a cone with height 5 cm and volume 125π cm 3.
34. Find the volume of a cone with slant height 10 ft and height 8 ft.
35. Find the volume of a square pyramid with slant height 17 in. and surface area 800 in 2.
36. Find the surface area of a cone with height 20 yd and volume 1500π yd 3.
37. Find the volume of a triangular pyramid with vertices (0, 0, 0), (5, 0, 0), (0, 3, 0),
and (0, 0, 7).
38. /////ERROR ANALYSIS///// Which volume is incorrect?
Explain the error.
����� �����
� �
� �� ������� � �
� � ����
� � � ����
� �� ������

�����
� ���������� �� � � �������� � ����
�

39. Critical Thinking Write a ratio comparing the volume of the prism to the volume
of the composite figure. Explain your answer.
� ��

40. Write About It Explain how you would find the volume of a cone, given the radius
and the surface area.

41. This problem will prepare you for the Multi-Step TAKS Prep on page 724.
A juice stand sells smoothies in cone-shaped cups that are
8 in. tall. The regular size has a 4 in. diameter. The jumbo
size has an 8 in. diameter.
a. Find the volume of the regular size to the nearest tenth. �����
b. Find the volume of the jumbo size to the nearest tenth.
c. The regular size costs $1.25. What would be a reasonable
price for the jumbo size? Explain your reasoning.

10-7 Volume of Pyramids and Cones 711

 42. Find the volume of the cone. �����
432π cm 3 1296π cm 3
720π cm 3 2160π cm 3
�����
43. A square pyramid has a slant height of 25 m and a lateral area of 350 m 2.
Which is closest to the volume?
392 m 3 1176 m 3 404 m 3 1225 m 3

44. A cone has a volume of 18π in 3. Which are possible dimensions of the cone?
Diameter 1 in., height 18 in. Diameter 3 in., height 6 in.
Diameter 6 in., height 6 in. Diameter 6 in., height 3 in.

45. Gridded Response Find the height in centimeters of a square pyramid with
a volume of 243 cm 3 and a base edge length equal to the height.

CHALLENGE AND EXTEND

Each cone is inscribed in a regular pyramid with a base edge length of 2 ft and a
height of 2 ft. Find the volume of each cone.
46. 47. 48.

49. A regular octahedron has 8 faces that are equilateral triangles. Find
the volume of a regular octahedron with a side length of 10 cm.
50. A cylinder has a radius of 5 in. and a height of 3 in. Without
calculating the volumes, find the height of a cone with the same
base and the same volume as the cylinder. Explain your reasoning.

SPIRAL REVIEW
Find the unknown numbers. (Previous course)
51. The difference of two numbers is 24. The larger number is 4 less than 3 times the
smaller number.
52. Three times the first number plus the second number is 88. The first number times
10 is equal to 4 times the second.
53. The sum of two numbers is 197. The first number is 20 more than __12 of the second
number.

Explain why the triangles are similar, then find each length. (Lesson 7-3)
54. AB 55. PQ
� � � �
���� �� ��
� � �
� � ��
���� � �
� � ��
̶̶
Find AB and the coordinates of the midpoint of AB. Round to the nearest tenth,
if necessary. (Lesson 10-3)
56. A(1, 1, 2), B(8, 9, 10) 57. A(-4, -1, 0), B(5, 1, -4)
58. A(2, -2, 4), B(-2, 2, -4) 59. A(-3, -1, 2), B(-1, 5, 5)

712 Chapter 10 Spatial Reasoning

 Functional Relationships
in Formulas
Algebra
You have studied formulas for several solid figures. Here you will see
how a change in one dimension affects the measurements of the
other dimensions.
See Skills Bank
page S63

Example
A square prism has a volume of 21 cubic units. Write an equation that describes
the base edge length s in terms of the height h. Graph the relationship in
a coordinate plane with h on the horizontal axis and s on the vertical axis.
What happens to the base edge length as the height increases? �

First use the volume formula to write an equation. �

V = Bh Volume of a prism �

100 = s 2h Substitute 100 for V and s 2 for B.

Then solve for s to get an equation for s in terms of h.
100
s2 = _ Divide both sides by h.
h
s= _ √
100
h
Take the square root of both sides.

s= _10 √
100 = 10
√
h
Graph the equation. First make a table of h- and s-values. Then plot the points and draw
a smooth curve through the points. Notice that the function is not defined for h = 0.
�
h s
1 10 �
4 5
̶ �
9 3.3
�
16 2.5
25 2 �

As the height of the prism increases, the base �

� � �� �� ��
edge length decreases.

Try This TAKS Grades 9–11 Obj. 8

1. A right cone has a radius of 10 units. Write an equation that describes the slant
height ℓ in terms of the surface area S. Graph the relationship in a coordinate plane
with S on the horizontal axis and ℓ on the vertical axis. What happens to the slant
height as the surface area increases?
2. A cylinder has a height of 5 units. Write an equation that describes the radius r in terms
of the volume V. Graph the relationship in a coordinate plane with V on the horizontal
axis and r on the vertical axis. What happens to the radius as the volume increases?

On Track for TAKS 713

 10-8 Spheres
TEKS G.8.D Congruence and the geometry of size: find surface areas and
volumes of prisms, pyramids, spheres, cones, cylinders, and composites ….
Objectives Who uses this?
Learn and apply the Biologists study the eyes of deep-sea predators
formula for the volume such as the giant squid to learn about their
of a sphere.
behavior. (See Example 2.)
Learn and apply the
formula for the surface
A sphere is the locus of points in space
area of a sphere.
that are a fixed distance from a given ���������� ������������
point called the center of a sphere .
Vocabulary
sphere A radius of a sphere connects the ������
center of a sphere center of the sphere to any point on
radius of a sphere the sphere. A hemisphere is half of
hemisphere a sphere. A great circle divides a
great circle sphere into two hemispheres. ������

The figure shows a hemisphere and a cylinder with a cone removed from
Also G.5.A, G.5.B, G.11.D
its interior. The cross sections have the same area at every level, so the
volumes are equal by Cavalieri’s Principle. You will prove that the cross sections
have equal areas in Exercise 39.
V (hemisphere) = V (cylinder) - V(cone)
= πr 2h - _ 1 πr 2h
� �
3
=_2 πr 2h � �
3
=_2 πr 2(r)
The height of the hemisphere is equal to the radius.
3
=_2 πr 3
3
The volume of a sphere with radius r is twice the volume of the hemisphere,
or V = _43_πr 3.

Volume of a Sphere
4 πr 3.
The volume of a sphere with radius r is V = _
3 �

EXAMPLE 1 Finding Volumes of Spheres

Find each measurement. Give your answer in terms of π.
A the volume of the sphere
4 πr 3 ����
V=_
3
V=_4 π(9)3 Substitute 9 for r.
3
= 972π cm 3 Simplify.

714 Chapter 10 Spatial Reasoning

 Find each measurement. Give your answer in terms of π.
B the diameter of a sphere with volume 972π in 3
972π = _ 4 πr 3 Substitute 972π for V.
3
729 = r 3 4 π.
Divide both sides by _
3
r=9 Take the cube root of both sides.
d = 18 in. d = 2r

C the volume of the hemisphere

2 πr 3
V=_ Volume of a hemisphere
3
=_ 128π m 3
2 π(4)3 = _ Substitute 4 for r.
3 3 ���

1. Find the radius of a sphere with volume 2304π ft 3.

EXAMPLE 2 Biology Application

Giant squid need large eyes to see their prey in low light. The eyeball of
a giant squid is approximately a sphere with a diameter of 25 cm, which is
bigger than a soccer ball. A human eyeball is approximately a sphere with
a diameter of 2.5 cm. How many times as great is the volume of a giant
squid eyeball as the volume of a human eyeball?
human eyeball: giant squid eyeball:
4 πr 3
V=_ 4 πr 3
V=_
3 3
4 π(1.25)3 ≈ 8.18 cm 3
=_ 4 π(12.5)3 ≈ 8181.23 cm 3
=_
3 3
A giant squid eyeball is about 1000 times as great in volume as a
human eyeball.

2. A hummingbird eyeball has a diameter of approximately

0.6 cm. How many times as great is the volume of a human
eyeball as the volume of a hummingbird eyeball?

In the figure, the vertex of the pyramid is at

the center of the sphere. The height of the
pyramid is approximately the radius r of
the sphere. Suppose the entire sphere is
filled with n pyramids that each have base
area B and height r.
1 Br + _
V (sphere) ≈ _ 1 Br + … + _
1 Br
The sphere’s volume is close to the sum
3 3 3
of the volumes of the pyramids.
_
3 ( )
4 πr 3 ≈ n _
1 Br
3
1 πr.
Divide both sides by _
4πr 2 ≈ nB
3

If the pyramids fill the sphere, the total area of the bases is approximately equal
to the surface area of the sphere S, so 4πr 2 ≈ S. As the number of pyramids
increases, the approximation gets closer to the actual surface area.

10 - 8 Spheres 715
 Surface Area of a Sphere

The surface area of a sphere with radius r is S = 4πr 2.

�

EXAMPLE 3 Finding Surface Area of Spheres

Find each measurement. Give your answers in terms of π.
A the surface area of a sphere with diameter 10 ft
S = 4πr 2
S = 4π(5)2 = 200π ft 2 Substitute 5 for r.

B the volume of a sphere with surface area 144π m 2

S = 4πr 2
144π = 4πr 2 Substitute 144π for S.
6=r Solve for r.
_4
V = πr 3
3
= 4 π(6)3 = 288π m 3
_ Substitute 6 for r.
3
The volume of the sphere is 288π m 3.

C the surface area of a sphere with a great

circle that has an area of 4π in 2 �������������
πr 2 = 4π Substitute 4π for A in the formula
for the area of a circle.
r=2 Solve for r.
2
S = 4πr
= 4π(2)2 = 16π in 2 Substitute 2 for r in the surface area formula.

3. Find the surface area of the sphere.

�����

EXAMPLE 4 Exploring Effects of Changing Dimensions

The radius of the sphere is tripled. Describe the
effect on the volume. ���

original dimensions: radius tripled:

V=_ 4 πr 3 V=_ 4 πr 3
3 3
= 4 π(3)3
_ = 4 π(9)3
_
3 3
= 36π m 3 = 972π m 3

Notice that 972π = 27(36π). If the radius is tripled, the volume is

multiplied by 27.

4. The radius of the sphere above is divided by 3. Describe the

effect on the surface area.

716 Chapter 10 Spatial Reasoning

EXAMPLE 5 Finding Surface Areas and Volumes of Composite Figures
Find the surface area and volume of the composite figure.
Give your answers in terms of π.
����
Step 1 Find the surface area of the composite figure.
The surface area of the composite figure is the
sum of the surface area of the hemisphere and
�����
the lateral area of the cone.
S (hemisphere) = _ 1 (4πr 2) = 2π(7)2 = 98π cm 2
2
L (cone) = πrℓ = π(7)(25) = 175π cm 2
The surface area of the composite figure is 98π + 175π = 273π cm 2.

Step 2 Find the volume of the composite figure.

First find the height of the cone.

h = √25

2
- 72 Pythagorean Theorem

= √
576 = 24 cm Simplify.
The volume of the composite figure is the sum of the volume of
the hemisphere and the volume of the cone.

V (hemisphere) = _1 _
2 3 ( )
4 πr 3 = _ 686π cm 3
2 π(7)3 = _
3 3
1 1
V (cone) = _πr 2h = _π(7)2(24) = 392π cm 3
3 3
686π + 392π = _
The volume of the composite figure is _ 1862π cm 3.
3 3

����
5. Find the surface area and volume
of the composite figure.
����

THINK AND DISCUSS

1. Explain how to find the surface area of a sphere when you know the
area of a great circle.
2. Compare the volume of the
�
sphere with the volume of
the composite figure. � �
�

3. GET ORGANIZED Copy and complete the graphic organizer.

�����������������
����������������

������������������� ����������������� �������������������

����������� ����������� ���������������

10 - 8 Spheres 717
 10-8
Exercises KEYWORD: MG7 10-8

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Describe the endpoints of a radius of a sphere.

SEE EXAMPLE 1 Find each measurement. Give your answers in terms of π.

p. 714 2. the volume of the hemisphere 3. the volume of the sphere

���
������

4. the radius of a sphere with volume 288π cm 3

SEE EXAMPLE 2 5. Food Approximately how many times as great is the volume of the grapefruit
p. 715 as the volume of the lime?

����� ����

SEE EXAMPLE 3 Find each measurement. Give your answers in terms of π.

p. 716 6. the surface area of the sphere 7. the surface area of the sphere

�����
��������������

8. the volume of a sphere with surface area 6724π ft 2

SEE EXAMPLE 4 Describe the effect of each change on the given measurement of the figure.
p. 716 9. surface area 10. volume
The dimensions are doubled. 1.
The dimensions are multiplied by _
4

������
�����

SEE EXAMPLE 5 Find the surface area and volume of each composite figure.
p. 717 11. 12. ����� �����
���� ����

�����

718 Chapter 10 Spatial Reasoning

 PRACTICE AND PROBLEM SOLVING
Independent Practice Find each measurement. Give your answers in terms of π.
For See
Exercises Example 13. the volume of the sphere 14. the volume of the hemisphere
13–15 1
16 2 �����
17–19 3
20–21 4
����
22–23 5
3
TEKS TAKS 15. the diameter of a sphere with volume 7776π in

Skills Practice p. S23 16. Jewelry The size of a cultured pearl is typically
Application Practice p. S37 indicated by its diameter in mm. How many times
as great is the volume of the 9 mm pearl as the
����
volume of the 6 mm pearl?

����
Find each measurement. Give your answers in terms of π.
17. the surface area of the sphere 18. the surface area of the sphere

������ ������������� �

19. the volume of a sphere with surface area 625π m 2

Describe the effect of each change on the given measurement of the figure.
20. surface area 21. volume
1.
The dimensions are multiplied by _ The dimensions are multiplied by 6.
5

������ �����

Find the surface area and volume of each composite figure.

22. ���� 23. �����
�����

���� ����
����
�����

24. Find the radius of a hemisphere with a volume of 144π cm 3.

25. Find the circumference of a sphere with a surface area of 60π in 2.
26. Find the volume of a sphere with a circumference of 36π ft.
27. Find the surface area and volume of a sphere centered at (0, 0, 0) that passes
through the point (2, 3, 6).
28. Estimation A bead is formed by drilling a cylindrical hole with
a 2 mm diameter through a sphere with an 8 mm diameter.
Estimate the surface area and volume of the bead.

10 - 8 Spheres 719
 Sports Find the unknown dimensions of the ball for each sport.
Sport Ball Diameter Circumference Surface Area Volume

29. Golf 1.68 in.

30. Cricket
9 in.

31. Tennis
2.5 in.
Marine Biology
32. Petanque
74 mm

33. Marine Biology The bathysphere was an early version of a submarine, invented
in the 1930s. The inside diameter of the bathysphere was 54 inches, and the steel
used to make the sphere was 1.5 inches thick. It had three 8-inch diameter windows.
Estimate the volume of steel used to make the bathysphere.
In 1934, the bathysphere
reached a record depth 34. Geography Earth’s radius is approximately 4000 mi. About two-thirds of Earth’s
of 3028 feet. The surface is covered by water. Estimate the land area on Earth.
pressure on the hull
was about half a ton Astronomy Use the table for Exercises 35–38.
Planet Diameter (mi)
per square inch.
35. How many times as great is the volume of Jupiter
Mercury 3,032
as the volume of Earth?
Venus 7,521
36. The sum of the volumes of Venus and Mars is
Earth 7,926
about equal to the volume of which planet?
Mars 4,222
37. Which is greater, the sum of the surface areas
Jupiter 88,846
of Uranus and Neptune or the surface area
of Saturn? Saturn 74,898

38. How many times as great is the surface area of Uranus 31,763
Mercury as the surface area of Pluto? Neptune 30,775
Pluto 1,485

39. Critical Thinking In the figure, the �

hemisphere and the cylinder both have
radius and height r. Prove that the shaded �
cross sections have equal areas. � �
�

40. Write About It Suppose a sphere and a cube have equal surface areas.
Using r for the radius of the sphere and s for the side of a cube, write an
equation to show the relationship between r and s.

41. This problem will prepare you for the Multi-Step TAKS Prep on page 724.
A company sells orange juice in spherical containers that look like oranges.
Each container has a surface area of approximately 50.3 in 2.
a. What is the volume of the container? Round to the nearest tenth.
b. The company decides to increase the radius of the container by 10%.
What is the volume of the new container?

720 Chapter 10 Spatial Reasoning

42. A sphere with radius 8 cm is inscribed in a cube. Find the ratio of the volume of the
cube to the volume of the sphere.
1π
2:_ 2 : 3π 4π
1:_ 1:_2π
3 3 3
2
_
43. What is the surface area of a sphere with volume 10 π in ? 3
3
8π in 2 10_ 2 π in 2 16π in 2 32π in 2
3
44. Which expression represents the volume of the composite figure
formed by a hemisphere with radius r and a cube with side length 2r?
r3 _
3 (
2π + 8
) 2r 2(2π + 12)

_4 πr 3 + 2r 3 4 πr 3 + 8r 3
_
3 3

CHALLENGE AND EXTEND

45. Food The top of a gumball machine is an 18 in. sphere. The machine
holds a maximum of 3300 gumballs, which leaves about 43% of the
space in the machine empty. Estimate the diameter of each gumball.
46. The surface area of a sphere can be used to determine its volume.
a. Solve the surface area formula of a sphere to get an expression
for r in terms of S.
b. Substitute your result from part a into the volume formula to
find the volume V of a sphere in terms of its surface area S.
c. Graph the relationship between volume and surface area
with S on the horizontal axis and V on the vertical axis.
What shape is the graph?

Use the diagram of a sphere inscribed in a cylinder for Exercises 47 and 48.
47. What is the relationship between the volume of
the sphere and the volume of the cylinder?
48. What is the relationship between the surface area
of the sphere and the lateral area of the cylinder?

SPIRAL REVIEW
Write an equation that describes the functional relationship for each set of ordered
pairs. (Previous course)
   
49. ⎨(0, 1), (1, 2), (-1, 2), (2, 5), (-2, 5)⎬ 50. ⎨(-1, 9), (0, 10), (1, 11), (2, 12), (3, 13)⎬
   
Find the shaded area. Round to the nearest tenth, if necessary. (Lesson 9-3)
51. 52. �����
����� ����
���� ����

����

Describe the effect on the volume that results from the given change. (Lesson 10-6)
53. The side lengths of a cube are multiplied by __34 .
54. The height and the base area of a prism are multiplied by 5.

10 - 8 Spheres 721
 10-8
Compare Surface Areas
and Volumes
In some situations you may need to find the minimum surface area
for a given volume. In others you may need to find the maximum volume
for a given surface area. Spreadsheet software can help you analyze
Use with Lesson 10-8 these problems.

TEKS G.11.D Similarity and the geometry of shape: describe the effect on perimeter,
area, and volume when one or more dimensions of a figure are changed ….
Activity 1
1 Create a spreadsheet to compare surface areas and volumes
of rectangular prisms. Create columns for length L, width W, �
height H, surface area SA, volume V, and ratio of surface area
to volume SA/V. In the column for SA, use the formula shown. �
�

2 Create a formula for the V column and a formula

for the SA/V column.

3 Fill in the measurements L = 8, W = 2, and H = 4

for the first rectangular prism.

4 Choose several values for L, W, and H to create rectangular prisms

that each have the same volume as the first one. Which has the least
surface area? Sketch the prism and describe its shape in words. (Is it
tall or short, skinny or wide, flat or cubical?) Make a conjecture about
what type of shape has the minimum surface area for a given volume.

722 Chapter 10 Spatial Reasoning

Try This
1. Repeat Activity 1 for cylinders. Create columns for radius R, height �
H, surface area SA, volume V, and ratio of surface area to volume �
SA/V. What shape cylinder has the minimum surface area for a
given volume? (Hint: To use π in a formula, input “PI( )” into
your spreadsheet.)
2. Investigate packages such as cereal boxes and soda cans. Do the
manufacturers appear to be using shapes with the minimum
surface areas for their volume? What other factors might influence
a company’s choice of packaging?

Activity 2
1 Create a new spreadsheet with the same column headings used in
Activity 1. Fill in the measurements L = 8, W = 2, and H = 4 for the
first rectangular prism. To create a new prism with the same surface
area, choose new values for L and W, and use the formula shown to
calculate H.

2 Choose several more values for L and W, and calculate H so that SA = 112.
Examine the V and SA/V columns. Which prism has the greatest volume?
Sketch the prism and describe it in words. Make a conjecture about what
type of shape has the maximum volume for a given surface area.

Try This
3. Repeat Activity 2 for cylinders. Create columns for radius R, height H,
surface area SA, volume V, and the ratio of surface area to volume SA/V.
What shape cylinder has the maximum volume for a given surface area?
4. Solve the formula SA = 2LW + 2LH + 2WH for H. Use your result to explain
the formula that was used to find H in Activity 2.
5. If a rectangular prism, a pyramid, a cylinder, a cone, and a sphere all had
the same volume, which do you think would have the least surface area?
Which would have the greatest surface area? Explain.
6. Use a spreadsheet to analyze what happens to the ratio of surface area to
volume of a rectangular prism when the dimensions are doubled. Explain
how you set up the spreadsheet and describe your results.

10-8 Technology Lab 723

 SECTION 10B

Surface Area and Volume

Juice for Fun You are in charge of designing
containers for a new brand of juice. Your company
wants you to compare several different container
shapes. The container must be able to hold a
6-inch straw so that exactly 1 inch remains
outside the container when the straw is
inserted as far as possible.
�����

1. One possible container is a cylinder with a base

diameter of 4 in., as shown. How much material
is needed to make this container? Round to the
nearest tenth.
2. Estimate the volume of juice in ounces that the �����
cylinder will hold. Round to the nearest tenth.
(Hint: 1 in 3 ≈ 0.55 oz)
�����
3. Another option is a square prism with a 3 in. by
3 in. base, as shown. How much material is needed
to make this container?
4. Estimate the volume of juice in ounces that the
prism will hold. (Hint: 1 in 3 ≈ 0.55 oz)
5. Which container would you recommend to your
company? Justify your answer.
����� �����

724 Chapter 10 Spatial Reasoning

 SECTION 10B

Quiz for Lessons 10-4 Through 10-8

10-4 Surface Area of Prisms and Cylinders
Find the surface area of each figure. Round to the nearest tenth, if necessary.
1. 2. ���� 3. ������
����
������
�����
���� ������
�����
������
������
4. The dimensions of a 12 mm by 8 mm by 24 mm right rectangular prism are
multiplied by __34 . Describe the effect on the surface area.

10-5 Surface Area of Pyramids and Cones

Find the surface area of each figure. Round to the nearest tenth, if necessary.
5. a regular pentagonal pyramid with base edge length
18 yd and slant height 20 yd �����

6. a right cone with diameter 30 in. and height 8 in.

7. the composite figure formed by two cones ����� �����

10-6 Volume of Prisms and Cylinders

Find the volume of each figure. Round to the nearest tenth, if necessary.
8. a regular hexagonal prism with base area 23 in 2 and height 9 in.
9. a cylinder with radius 8 yd and height 14 yd
10. A brick patio measures 10 ft by 12 ft by 4 in. Find the volume of the bricks. If the density
of brick is 130 pounds per cubic foot, what is the weight of the patio in pounds?
11. The dimensions of a cylinder with diameter 2 ft and height 1 ft are doubled.
Describe the effect on the volume.

10-7 Volume of Pyramids and Cones

Find the volume of each figure. Round to the nearest tenth, if necessary.
12. 13. 14.
����
�����
�����
����
���� ����
�����
�����
�����

10-8 Spheres
Find the surface area and volume of each figure.
15. a sphere with diameter 20 in. 16. a hemisphere with radius 12 in.
17. A baseball has a diameter of approximately 3 in., and a softball has a diameter of
approximately 5 in. About how many times as great is the volume of a softball as
the volume of a baseball?

Ready to Go On? 725

 EXTENSION Spherical Geometry
TEKS G.1.C Geometric structure: compare and contrast the structures
and implications of Euclidean and non-Euclidean geometries.
Objective Euclidean geometry is based on figures
Understand spherical in a plane. Non-Euclidean geometry
geometry as an example is based on figures in a curved surface.
of non-Euclidean In a non-Euclidean geometry system,
geometry. the Parallel Postulate is not true.
One type of non-Euclidean geometry is
Vocabulary spherical geometry , which is the study
non-Euclidean geometry
of figures on the surface of a sphere.
spherical geometry
A line in Euclidean geometry is the shortest
path between two points. On a sphere,
the shortest path between two points is
along a great circle, so “lines” in spherical Pilots usually fly along great
geometry are defined as great circles. circles because a great circle
In spherical geometry, there are no parallel is the shortest route between
lines. Any two lines intersect at two points. two points on Earth.

Spherical Geometry Parallel Postulate

Through a point not on a line, there is no line parallel to a given line.

EXAMPLE 1 Classifying Figures in Spherical Geometry �

Name a line, a segment, and a triangle on the sphere.

 is a line.
AC
The two points ̶̶ � �
AC is a segment.
used to name a line
cannot be exactly △ACD is a triangle.
opposite each other �
on the sphere. In
Example 1, AB
 could
refer to more than 1. Name another line, segment, and triangle on the sphere above.
one line.

 and AD
In Example 1, the lines AC . This means
 are both perpendicular to CD
that △ACD has two right angles. So the sum of its angle measures must be
greater than 180°.

Imagine cutting an orange in half and

then cutting each half in quarters using
two perpendicular cuts. Each of the
resulting triangles has three right angles.

Spherical Triangle Sum Theorem

The sum of the angle measures of a spherical triangle is greater than 180°.

726 Chapter 10 Spatial Reasoning

EXAMPLE 2 Classifying Spherical Triangles
Classify each spherical triangle by its angle measures
and by its side lengths.
�
A △ABC
△ABC is an obtuse scalene triangle.
�
B △NPQ on Earth has vertex N at the North �
Pole and vertices P and Q on the equator.
PQ is equal to __
1
3
the circumference of Earth.
NP and NQ are both equal to __14 the circumference of Earth.
The equator is perpendicular to both of the other two sides
of the triangle. Thus △NPQ is an isosceles right triangle.

2. Classify △VWX by its angle

�
measures and by its side lengths.

� �

The area of a spherical triangle is part of the surface area of the sphere. For the
piece of orange on page 726, the area is __18 of the surface area of the orange, or
1(
__
8
4πr 2) = ___
πr 2
2
. If you know the radius of a sphere and the measure of each angle,
you can find the area of the triangle.

Area of a Spherical Triangle

The area of spherical △ABC on a sphere with radius r is

A=_ πr 2 (m∠A + m∠B + m∠C - 180°).
180°

EXAMPLE 3 Finding the Area of Spherical Triangles

�
Find the area of each spherical triangle.
����
Round to the nearest tenth, if necessary.
�����
A △ABC
2
πr (m∠A + m∠B + m∠C - 180°) � ���� ����
A=_ �
180°
π(14)2
A = _(100 + 106 + 114 - 180) ≈ 152.4 cm 2
180°

B △DEF on Earth’s surface with m∠D = 75°, m∠E = 80°, and

m∠F = 30°. (Hint: average radius of Earth = 3959 miles)
A=_ πr 2 (m∠D + m∠E + m∠F - 180°)
180°
π(3959)2
= _(75 + 80 + 30 - 180) ≈ 1,367,786.7 mi 2
180°

3. Find the area of △KLM on a sphere with diameter 20 ft,

where m∠K = 90°, m∠L = 90°, and m∠M = 30°. Round to
the nearest tenth.

Chapter 10 Extension 727

EXTENSION
Exercises

Use the figure for Exercises 1–3.

�
1. Name all lines on the sphere.
2. Name three segments on the sphere. � �
3. Name a triangle on the sphere.

Determine whether each figure is a line in

spherical geometry. �
4. m
�
5. n
�
6. p

Classify each spherical triangle by its angle measures and by its side lengths.
7. 8.

9. 10.

Find the area of each spherical triangle.

11. � 12. �
���� ���

���� �

� ���
� � ���
������

13. � 14.
�
��� �����
���
����
���
� ���
� ��� �
�

�����

15. △ABC on the Moon’s surface with m∠A = 35°, m∠B = 48°, and m∠C = 100°
(Hint: average radius of the Moon ≈ 1079 miles)
16. △RST on a scale model of Earth with radius 6 m, m∠R = 80°, m∠S = 130°, and
m∠T = 150°

728 Chapter 10 Spatial Reasoning

17. △ABC is an acute triangle.
�
a. Write an inequality for the sum of the angle measures
of △ABC, based on the fact that △ABC is acute.
b. Use your result from part a to write an inequality for �
the area of △ABC. �
c. Use your result from part b to compare the area of an
acute spherical triangle to the total surface area of the sphere.
18. Draw a quadrilateral on a sphere. Include one diagonal in your drawing.
Use the sum of the angle measures of the quadrilateral to write an inequality.

Geography Compare each length to the length of a great circle on Earth.

19. the distance between the North 20. the distance between the North
Pole and the South Pole Pole and any point on the equator

21. Geography If the area of a triangle on Earth’s surface is 100,000 mi 2,

what is the sum of its angle measures? (Hint: average radius
of Earth ≈ 3959 miles)
22. Sports Describe the curves on the basketball that
are lines in spherical geometry.
23. Navigation Pilots navigating long distances often
travel along the lines of spherical geometry. Using a
globe and string, determine the shortest route for a
plane traveling from Washington, D.C., to London,
England. What do you notice?

24. Write About It Can a spherical triangle be right

and obtuse at the same time? Explain.

25. Write About It A 2-gon is a polygon with two edges. Draw two lines
on a sphere. How many 2-gons are formed? What can you say about
the positions of the vertices of the 2-gons on the sphere?
26. Challenge Another type of non-Euclidean geometry,
called hyperbolic geometry, is defined on a surface that
is curved like the bell of a trumpet. What do you think
is true about the sum of the angle measures of the
triangle shown at right? Compare the sum of the angle
measures of a triangle in Euclidean, spherical, and
hyperbolic geometry.

Chapter 10 Extension 729

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
altitude . . . . . . . . . . . . . . . . . . . . 680 isometric drawing . . . . . . . . . . 662 right cone . . . . . . . . . . . . . . . . . . 690
altitude of a cone . . . . . . . . . . . 690 lateral edge. . . . . . . . . . . . . . . . . 680 right cylinder . . . . . . . . . . . . . . . 681
altitude of a pyramid . . . . . . . . 689 lateral face . . . . . . . . . . . . . . . . . 680 right prism . . . . . . . . . . . . . . . . . 680
axis of a cone . . . . . . . . . . . . . . . 690 lateral surface . . . . . . . . . . . . . . 681 slant height of a
axis of a cylinder . . . . . . . . . . . . 681 net . . . . . . . . . . . . . . . . . . . . . . . . 655 regular pyramid . . . . . . . . . . 689

center of a sphere . . . . . . . . . . . 714 oblique cone . . . . . . . . . . . . . . . 690 slant height of a

right cone . . . . . . . . . . . . . . . 690
cone . . . . . . . . . . . . . . . . . . . . . . . 654 oblique cylinder . . . . . . . . . . . . 681
space . . . . . . . . . . . . . . . . . . . . . . 671
cross section . . . . . . . . . . . . . . . 656 oblique prism . . . . . . . . . . . . . . 680
sphere . . . . . . . . . . . . . . . . . . . . . 714
cube . . . . . . . . . . . . . . . . . . . . . . . 654 orthographic drawing . . . . . . . 661
surface area . . . . . . . . . . . . . . . . 680
cylinder . . . . . . . . . . . . . . . . . . . . 654 perspective drawing . . . . . . . . 662
vanishing point . . . . . . . . . . . . . 662
edge . . . . . . . . . . . . . . . . . . . . . . . 654 polyhedron. . . . . . . . . . . . . . . . . 670
vertex . . . . . . . . . . . . . . . . . . . . . . 654
face . . . . . . . . . . . . . . . . . . . . . . . . 654 prism . . . . . . . . . . . . . . . . . . . . . . 654
vertex of a cone . . . . . . . . . . . . . 690
great circle . . . . . . . . . . . . . . . . . 714 pyramid . . . . . . . . . . . . . . . . . . . 654
vertex of a pyramid . . . . . . . . . 689
hemisphere . . . . . . . . . . . . . . . . 714 radius of a sphere . . . . . . . . . . . 714
volume . . . . . . . . . . . . . . . . . . . . 697
horizon . . . . . . . . . . . . . . . . . . . . 662 regular pyramid . . . . . . . . . . . . 689

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? has at least one nonrectangular lateral face.
̶̶̶̶
2. A name given to the intersection of a three-dimensional figure and a plane is ? .
̶̶̶̶

10-1 Solid Geometry (pp. 654–660) TEKS G.2.B, G.6.A, G.6.B, G.9.D

EXAMPLES EXERCISES
■ Classify the figure. Name the � Classify each figure. Name the vertices, edges,
vertices, edges, and bases. � and bases.
� �
pentagonal prism � 3. � 4. �
�
�
vertices: A, B, C, D, E, F, �
G, H, J, K � �
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶ � �
edges: AB, BC, CD, DE, AE, FG, GH, HJ, JK,
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ �
KF, AF, EK, DJ, CH, BG � �
bases: ABCDE, FGHJK
Describe the three-dimensional figure that can be
made from the given net.
■ Describe the three-dimensional
figure that can be made from 5. 6.
the given net.
The net forms a rectangular prism.

730 Chapter 10 Spatial Reasoning

10-2 Representations of Three-Dimensional Figures (pp. 661–668) TEKS G.6.C, G.9.D

EXAMPLES EXERCISES
■ Draw all six orthographic Use the figure made of unit cubes
views of the given object. for Exercises 7–10. Assume there
Assume there are no are no hidden cubes.
hidden cubes. 7. Draw all six orthographic views.
Top: Bottom: 8. Draw an isometric view.
9. Draw the object in one-point perspective.
Front: Back: 10. Draw the object in two-point perspective.

Determine whether each drawing represents the

Left: Right:
given object. Assume there are no hidden cubes.

■ Draw an isometric view

of the given object.
Assume there are no
hidden cubes.
11. 12.

10-3 Formulas in Three Dimensions (pp. 670–677) TEKS G.5.A, G.7.C, G.8.C, G.9.D

EXAMPLES EXERCISES
■ Find the number of vertices, Find the number of vertices, edges, and faces
edges, and faces of the given of each polyhedron. Use your results to verify
polyhedron. Use your results Euler’s formula.
to verify Euler’s formula. 13. 14.
V = 12, E = 18, F = 8
12 - 18 + 8 = 2

■ Find the distance between the points

Find the distance between the given points. Find the
(6, 3, 4) and (2, 7, 9). Find the midpoint
midpoint of the segment with the given endpoints.
of the segment with the given endpoints.
Round to the nearest tenth, if necessary.
Round to the nearest tenth, if necessary.
15. (2, 6, 4) and (7, 1, 1)
distance:
16. (0, 3, 0) and (5, 7, 8)
d = √
(2 - 6)2 + (7 - 3)2 + (9 - 4)2
17. (7, 2, 6) and (9, 1, 5)
 ≈ 7.5
= √57
18. (6, 2, 8) and (2, 7, 4)
midpoint:

(
6+2 3+7 4+9
M _, _, _
2 2 2 )
M (4, 5, 6.5)

Study Guide: Review 731

 10-4 Surface Area of Prisms and Cylinders (pp. 680–687) TEKS G.5.A, G.5.B, G.6.B,

G.8.D, G.11.D
EXAMPLES EXERCISES
Find the lateral area and surface area of Find the lateral area and surface area of each
each right prism or cylinder. right prism or cylinder. Round to the nearest tenth,
■ if necessary.
19. �����
�����
������
����� �����
L = Ph = 28(10) = 280 in 2
S = Ph + 2B = 280 + 2(49) = 378 in 2
20. a cube with side length 5 ft
■ a cylinder with radius 8 m and height 12 m 21. an equilateral triangular prism with height 7 m
L = 2πrh = 2π(8)(12) = 192π ≈ 603.2 m 2 and base edge lengths 6 m
S = L + 2B = 192π + 2π(8)2 = 320π 22. a regular pentagonal prism with height 8 cm
≈ 1005.3 m 2 and base edge length 4 cm

10-5 Surface Area of Pyramids and Cones (pp. 689–696) TEKS G.5.A, G.5.B, G.6.B,

G.8.D, G.11.D
EXAMPLES EXERCISES
Find the lateral area and surface area of each Find the lateral area and surface area of each right
right pyramid or cone. pyramid or cone.
■ ���� 23. a square pyramid with side length 15 ft and slant
���� height 21 ft
24. a cone with radius 7 m and height 24 m
The radius is 8 m, so the slant height is 25. a cone with diameter 20 in. and slant height 15 in.
√8
2
+ 15 2 = 17 m.
Find the surface area of each composite figure.
L = πrℓ = π(8)(17) = 136π m 2
26. 27. ����
S = πrℓ + πr 2 = 136π + (8)2π = 200π m 2 ���
�����

■ a regular hexagonal pyramid with base edge

����
length 8 in. and slant height 20 in.
1 Pℓ = _
1 (48)(20) = 480 in 2 ����
L=_
2 2
S = L + B = 480 + _ 1 (4 √
3 )(48) ≈ 646.3 in 2 �����
2 ����

10-6 Volume of Prisms and Cylinders (pp. 697–704) TEKS G.1.B, G.5.A, G.5.B,

G.8.D, G.11.D
EXAMPLES EXERCISES
■ Find the volume of Find the volume of each prism.
the prism. 28. 29.
�����
( )
1 aP h �����
V = Bh = _
2
= (4 √
1
_ 3 )(48)(12) ���� �����
2 ���� �����
= 1152 √3 ≈ 1995.3 cm 3 ����

732 Chapter 10 Spatial Reasoning

■ Find the volume of the cylinder. Find the volume of each cylinder.
V = πr 2h = π(6)2(14) 30. 31.
���
= 504π ≈ 1583.4 ft 3
����
������ ���
�����

������

10-7 Volume of Pyramids and Cones (pp. 705–712) TEKS G.5.A, G.5.B, G.8.D, G.11.D

EXAMPLES EXERCISES
■ Find the volume of Find the volume of each pyramid or cone.
the pyramid. 32. a hexagonal pyramid with base area 42 m 2 and
V=_ 1 Bh = _ 1 (8 · 3)(14) ������ height 8 m
3 3
= 112 in 3 33. an equilateral triangular pyramid with base edge
����� 3 cm and height 8 cm
�����
34. a cone with diameter 12 cm and height 10 cm
■ Find the volume of the cone. 35. a cone with base area 16π ft 2 and height 9 ft
V=_ 1 πr 2h = _
1 π(9)2(16)
3 3 Find the volume of each composite figure.
�����
= 432π ft 3 ≈ 1357.2 ft 3
���� 36. ���� 37.
�����

�����
�����

�����
�����

10-8 Spheres (pp. 714–721) TEKS G.5.A, G.5.B, G.8.D, G.11.D

EXAMPLE EXERCISES
■ Find the volume and surface Find each measurement. Give your answers in terms
area of the sphere. Give your ���� of π.
answers in terms of π. 38. the volume of a sphere with surface area 100π m 2
V=_ 4 πr 3 = _
4 π(9)3 = 972π m 2
3 3 39. the surface area of a sphere with volume 288π in 3
S = 4πr 2 = 4π(9)2 = 324π m 2
40. the diameter of a sphere with surface area
256π ft 2

Find the surface area and volume of each composite

figure.
41. ���� 42. ����
����
����

����
�����

Study Guide: Review 733

 Use the diagram for Items 1–3. �
�
1. Classify the figure. Name the vertices, edges, and bases.
2. Describe a cross section made by a plane parallel to the base. �
3. Find the number of vertices, edges, and faces of the polyhedron. � �
Use your results to verify Euler’s formula.
�
Use the figure made of unit cubes for Items 4–6.
Assume there are no hidden cubes.
4. Draw all six orthographic views.
5. Draw an isometric view.
6. Draw the object in one-point perspective.

Find the distance between the given points. Find the midpoint of the segment with
the given endpoints. Round to the nearest tenth, if necessary.
7. (0, 0, 0) and (5, 5, 5) 8. (6, 0, 9) and (7, 1, 4) 9. (-1, 4, 3) and (2, -5, 7)

Find the surface area of each figure. Round to the nearest tenth, if necessary.
10. 11. 12.
������
�����
�����

������
����������
����

13. ��������� 14. 15. ���

����
���
����
���
���

Find the volume of each figure. Round to the nearest tenth, if necessary.
16. 17. ���� 18.
����� ���� �����

����
����� �����

19. ����� 20. ���� 21.

�����
����� ����

����

22. Earth’s diameter is approximately 7930 miles. The Moon’s diameter is approximately 2160 miles.
About how many times as great is the volume of Earth as the volume of the Moon?

734 Chapter 10 Spatial Reasoning

FOCUS ON SAT MATHEMATICS SUBJECT TEST
SAT Mathematics Subject Test results include scaled scores The questions are written so that you
and percentiles. Your scaled score is a number from 200 should not need to do any lengthy
to 800, calculated using a formula that varies from year calculations. If you find yourself getting
to year. The percentile indicates the percentage of people involved in a long calculation, think
who took the same test and scored lower than you did. again about all of the information in the
problem to see if you might have missed
something helpful.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

1. A line intersects a cube at two points, A and 4. If triangle ABC is rotated about the x-axis,
B. If each edge of the cube is 4 cm, what is the what is the volume of the resulting cone?
greatest possible distance between A and B? �
�
(A) 2 √
3 cm �������
�
��������
(B) 4 cm �������
� � � �� �
(C) 4 √
2 cm ��
(D) 4 √
3 cm ��

(E) 16 √
3 cm
(A) 100π cubic units
(B) 144π cubic units
2. The lateral area of a right cylinder is 3 times (C) 240π cubic units
the area of its base. What is the height h of the
cylinder in terms of its radius r? (D) 300π cubic units

(A) _1r (E) 720π cubic units

2
(B) 2 r
_
3
5. An oxygen tank is the shape of a cylinder with
(C) 3 r
_
2 a hemisphere at each end. If the radius of
(D) 3r the tank is 5 inches and the overall length is
32 inches, what is the volume of the tank?
(E) 3r 2
500 in 3
(A) _
3π
2275 π in 3
(B) _
3. What is the lateral area of a right cone with 12
radius 6 ft and height 8 ft?
1900 π in 3
(C) _
(A) 30π ft 2 3
(B) 48π ft 2 2150 π in 3
(D) _
3
(C) 60π ft 2
2900 π in 3
(E) _
(D) 180π ft 2 3
(E) 360π ft 2

College Entrance Exam Practice 735

 Any Question Type: Measure to Solve Problems
On some tests, you may have to measure a figure in order to answer a question. Pay
close attention to the units of measure asked for in the question. Some questions
ask you to measure to the nearest centimeter, and some ask you to measure to the
nearest inch.

Multiple Choice: The net of a square pyramid is shown below.

Use a ruler to measure the dimensions of the pyramid to
the nearest centimeter.
Which of the following best represents the
total surface area of the square pyramid?
9 square centimeters
21 square centimeters
33 square centimeters
36 square centimeters

Use a centimeter ruler to measure one side

of the square base. The measurement ������������ ����������
to the nearest centimeter is 3 cm. ��������� ������������
The base is a square, so all four side ��������� �����������
� �� � � �
lengths are 3 cm. ������� �����������
Measure the altitude of a triangular face,
����
which is the slant height of the pyramid.
The altitude is 2 cm. Label the drawing ���� ���� ����
with the measurements.

To find the total surface area of the pyramid,

find the base area and the lateral area. ����
The base of the pyramid is a square.
The base area of the pyramid is A = s 2 = (3)2 = 9 cm 2.

The area of one triangular face is A = _1 bh = _1 (3)(2) = 3 cm 2.

2 2
The pyramid has 4 faces, so the lateral area is 4(3) = 12 cm 2.

The total surface area is 9 + 12 = 21 cm 2. The correct answer choice is B.

736 Chapter 10 Spatial Reasoning

Read each test item and answer the questions Measure carefully and make sure you are using
that follow. ���� the correct units to measure the figure.

Item A
The net of a cube is shown below. Use a ruler to
measure the dimensions of the cube to the
nearest __
1
4
inch.
Which best represents the volume of the
cube to the nearest cubic inch?
1 cubic inch
2 cubic inches
5 cubic inches
9 cubic inches

1. Measure one edge of the net for the cube. What is the length to the nearest __14 inch?
2. How would you use the measurement to find the volume of the cube?

Item B
The net of a cylinder is shown below. Use a ruler to
measure the dimensions of the cylinder to the
nearest tenth of a centimeter.
Which best represents the total surface area of
the cylinder to the nearest square centimeter?
6 square centimeters
16 square centimeters
19 square centimeters
42 square centimeters

3. Which part of the net do you need to measure in order to find the height of the
cylinder? Find the height of the cylinder to the nearest tenth of a centimeter.
4. What other measurement(s) do you need in order to find the surface area of the
cylinder? Find the measurement(s) to the nearest tenth of a centimeter.
5. How would you use the measurements to find the surface area of the cylinder?

TAKS Tackler 737

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–10

̶̶
Multiple Choice 7. AB has endpoints A(x, y, z) and B(-2, 6, 13) and
midpoint M(2, -6, 3). What are the coordinates
1. If a point (x, y) is chosen at random in the
of A?
coordinate plane such that -1 ≤ x ≤ 1 and
-5 ≤ y ≤ 3, what is the probability that x ≥ 0 A(-6, 18, 23)
and y ≥ 0? A(0, 0, 8)
0.1875 0.375 A(2, -6, 19)
0.25 0.8125 A(6, -18, -7)

2. △ABC ∼ △DEF, and △DEF ∼ △GHI . If the ̶̶

8. If DE bisects ∠CEF, which of the following
similarity ratio of △ABC to △DEF is __12 and the additional statements would allow you to
similarity ratio of △DEF to △GHI is __34 , what is the conclude that △DEF ≅ △ABC?
similarity ratio of △ABC to △GHI?
1
_ 2
_ � �
4 3
3 3 �
_ _ �
8 2
� �
3. Which expression represents the number of faces
∠DEF ≅ ∠BAC
of a prism with bases that are n-gons?
∠DEF ≅ ∠CDE
n+1 2n
̶̶ ̶̶
EF ≅ CD
n+2 3n
̶̶ ̶̶
EF ≅ EC
̶̶
4. Parallelogram ABCD has a diagonal AC with
endpoints A(-1, 3) and C(-3, -3). If B has 9. To the nearest tenth of a cubic centimeter, what
coordinates (x, y), which of the following is the volume of a right regular octagonal prism
represents the coordinates for D? with base edge length 4 centimeters and height
D(-3x, -y) 7 centimeters?

D(-x, -y) 180.3 cubic centimeters

D(-x - 4, -y) 224.0 cubic centimeters

D(x - 2, y) 270.4 cubic centimeters

540.8 cubic centimeters
5. Right △ABC with legs AB = 9 millimeters and
BC = 12 millimeters is the base of a right prism 10. Which of the following must be true about a
that has a surface area of 450 square millimeters. conditional statement?
What is the height of the prism?
If the inverse is false, then the converse is
4.75 millimeters 9.5 millimeters false.
6 millimeters 11 millimeters If the conditional is true, then the
contrapositive is false.
6. The radius of a sphere is doubled. What happens If the conditional is true, then the converse is
to the ratio of the volume of the sphere to the false.
surface area of the sphere?
If the hypothesis of the conditional is true,
It remains the same. then the conditional is true.
It is doubled.
It is increased by a factor of 4.
It is increased by a factor of 8.

738 Chapter 10 Spatial Reasoning

 STANDARDIZED TEST PREP
It may be helpful to include units in your Short Response
���� calculations of measures of geometric figures. If
your answer includes the proper units, you are 17. The area of trapezoid GHIJ is 103.5 square
less likely to have made an error. centimeters. Find each of the following. Round
answers to the nearest tenth. Show your work or
explain in words how you found your answers.
11. A right cylinder has a height of 10 inches. ����
The area of the base is 63.6 square inches. � �
To the nearest tenth of a square inch, what is
the lateral area for this cylinder? �������� �������
53.6 square inches
282.7 square inches � �
�����
409.9 square inches
634.6 square inches a. the height of trapezoid GHIJ
b. m∠J
12. The volume of the smaller sphere is 288 cubic
centimeters. Find the volume of the larger sphere. 18. The figure shows the top view of a stack of cubes.
The number on each cube represents the number
����� of stacked cubes. Draw the bottom, back, and
���� right views of the object.

864 cubic centimeters � � �

2,592 cubic centimeters
7,776 cubic centimeters �

23,328 cubic centimeters

19. △ABC has vertices A(1, -2), B(-2, -3), and
C(-2, 2).
Gridded Response
a. Graph △A'B'C', the image of △ABC, after a
13. u = 〈3, -7〉, and v = 〈-6, 5〉. What is the dilation with a scale factor of __32 .
magnitude of the resultant vector to the nearest
b. Show that AB , BC
 ǁ A'B' , and CA
 ǁ B'C' .
 ǁ C'A'
tenth of u and v ?
Use slope to justify your answer.

14. If a polyhedron has 12 vertices and 8 faces, how

many edges does the polyhedron have?
Extended Response
15. If Y is the circumcenter of △PQR, what is the 20. A right cone has a lateral area of 30π square
value of x? inches and a slant height of 6 inches.
a. Find the height of the cone. Show your work
�
or explain in words how you determined
your answer. Round your answer to the
nearest tenth.
� b. Find the volume of this cone. Round your
������ � ��� answer to the nearest tenth.
�
c. Given a right cone with a lateral area of L and
� �
� a slant height of ℓ, find an equation for the
volume in terms of L and ℓ. Show your work.
16. How many cubes with edge length 3 centimeters
will fit in a box that is a rectangular prism with
length 12 centimeters, width 15 centimeters, and
height 24 centimeters?

Cumulative Assessment, Chapters 1–10 739

 TEXAS TAKS Grades 9–11 Obj. 10

�������

������

Reliant Stadium
When Houston’s Reliant Stadium opened in 2002, it was the first
NFL stadium to have a retractable roof. In addition to football
games, Reliant Stadium hosts rodeos, concerts, and other events.
�����������������
When configured for football, up to 72,000 fans can sit around ������
97,000 square feet of playing field.
��������
�������
Choose one or more strategies to solve each��������
problem.
1. Inside the playing field, the football field is 160 ft by 360 ft.
Approximately how many acres of land surround the football
field? (Hint: 1 acre = 43,560 ft 2)

For 2 and 3, use the table.

Approximate
2. There are two scoreboards in Reliant Stadium. Suppose the Scoreboard Measurements
ratio of each scoreboard’s length to its width were 46 : 7. Perimeter Area
What would the dimensions of each scoreboard be? (ft) (ft 2)
3. Each scoreboard is equipped with a large video screen. A Scoreboard 636 11,592
screen’s width is 72.5 ft greater than its height. What are the
Video Screen 241 2,316
dimensions of the video screens on the scoreboards?
4. Reliant Stadium can be divided into 12 seating sections of equal size.
When the roof is opened at a certain time of day, 4 of these sections are in
the sunlight. Suppose you choose a seat in the arena at random when the
roof is retracted. What is the probability that you are sitting in sunlight?
What is the probability that you are sitting in the shade?

740 Chapter 10 Spatial Reasoning

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
Texas Coins Guess and Test
Work Backward
Although Texas does not have its own mint, Texas has a rich history in coins. Find a Pattern
Make a Table
Starting in the mid-1800s, many Texas businesses issued tokens that were Solve a Simpler Problem
redeemable for merchandise in place of U.S. money. In 1935, the U.S. Mint Use Logical Reasoning
issued a coin to celebrate explorer Alvar Nunez Cabeza de Vaca’s travels Use a Venn Diagram
across southern America and Texas. In 2004, the U.S. Mint issued the Texas Make an Organized List
state quarter.

Choose one or more strategies and use the table to solve each problem.
1. Quarters are stamped out of a
rectangular metal strip that is 13 in. wide Coin Specifications
by 1500 ft long. Given that the diameter Diameter Thickness
of a quarter is just under an inch (0.955 (mm) (mm)
in.), what is the minimum number of
strips needed for 700,000 Texas state Texas State
quarters? 24.26 1.75
Quarter
2. A Spanish Trail memorial half dollar
contains a small amount of copper, but
most of the metal in the coin is silver. Spanish Trail
The volume of copper in a Spanish Trail Memorial Half 30.60 2.15
memorial half dollar is about 6.58 mm 3. Dollar
What percent of the half dollar is copper?
3. Many Texas trade tokens were made Texas Trade
44.00 1.42
from aluminum. About how many tokens Token
could be made from a block of aluminum
with a volume of 1 m 3?
4. The regular octagonal token shown was issued by a
barber shop in Fort Worth. If the distance from the
midpoint of one side to the midpoint of the opposite
side is 25 mm, what is the area of the face of the coin?

Problem Solving on Location 741

 Circles

11A Lines and Arcs in Circles

11-1 Lines That Intersect Circles
11-2 Arcs and Chords
11-3 Sector Area and Arc Length

11B Angles and Segments

in Circles
11-4 Inscribed Angles
Lab Explore Angle Relationships in
Circles
11-5 Angle Relationships in Circles
Lab Explore Segment Relationships
in Circles
11-6 Segment Relationships in Circles
11-7 Circles in the Coordinate Plane
Ext Polar Coordinates

KEYWORD: MG7 ChProj

On the floor of the

Capitol rotunda are six
seals, commemorating
the flags that have
flown over Texas.

742 Chapter 11
 Vocabulary
Match each term on the left with a definition on the right.
1. radius A. the distance around a circle
2. pi B. the locus of points in a plane that are a fixed distance from
a given point
3. circle
C. a segment with one endpoint on a circle and one endpoint
4. circumference at the center of the circle
D. the point at the center of a circle
E. the ratio of a circle’s circumference to its diameter

Tables and Charts Number of

The table shows the number of students in each grade level Year Students
at Middletown High School. Find each of the following. Freshman 192
5. the percentage of students who are freshman Sophomore 208
6. the percentage of students who are juniors Junior 216
7. the percentage of students who are sophomores or juniors Senior 184

Circle Graphs
The circle graph shows the age distribution of residents ���������������������
of Mesa, Arizona, according to the 2000 census.
The population of the city is 400,000. ���
������
����� ���
8. How many residents are between the ages of 18 and 24? ��� ��
���
9. How many residents are under the age of 18?
���
10. What percentage of the residents are over the age of 45? ��� �����
�����
11. How many residents are over the age of 45?

Solve Equations with Variables on Both Sides

Solve each equation.
12. 11y - 8 = 8y + 1 13. 12x + 32 = 10 + x
14. z + 30 = 10z - 15 15. 4y + 18 = 10y + 15
16. -2x - 16 = x + 6 17. -2x - 11 = -3x - 1

Solve Quadratic Equations

Solve each equation.
18. 17 = x 2 - 32 19. 2 + y 2 = 18
20. 4x 2 + 12 = 7x 2 21. 188 - 6x 2 = 38

Circles 743
 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
arc arco vocabulary terms in the chapter, answer
the following questions. You may refer to
arc length longitud de arco the chapter, the glossary, or a dictionary
central angle ángulo central if you like.

chord cuerda
1. The word semicircle begins with the prefix
semi-. List some other words that begin with
secant secante semi-. What do all of these words have in
common?
sector of a circle sector de un círculo
2. The word central means “located at the
segment of a circle segmento de un círculo center.” How can you use this definition to
semicircle semicírculo understand the term central angle
of a circle?
tangent of a circle tangente de un círculo
3. The word tangent comes from the Latin
word tangere, which means “to touch.”
What does this tell you about a line that is a
tangent to a circle?

11-5 11-6
Geometry TEKS Les. Les. Les. Les. Tech. Les. Tech. Les. Les.
11-1 11-2 11-3 11-4 Lab 11-5 Lab 11-6 11-7 Ext

G.1.A Geometric structure* develop an awareness of the ★ ★ ★ ★ ★ ★ ★ ★

structure of a mathematical system, ...
G.1.B Geometric structure* recognize the historical ★
development of geometric systems ...
G.2.A Geometric structure* use constructions to explore ★ ★ ★ ★ ★
attributes of geometric figures and to make conjectures ...
G.2.B Geometric structure* make conjectures about ... circles, ★ ★ ★ ★ ★ ★ ★ ★
... and determine the validity of the conjectures, ...
G.3.B Geometric structure* construct and justify statements ★
about geometric figures ...
G.5.A Geometric patterns* use ... patterns to develop algebraic ★ ★ ★ ★ ★
expressions representing geometric properties
G.5.B Geometric patterns* use numeric and geometric ★ ★ ★
patterns to make generalizations about geometric
properties, including ... angle relationships in ... circles
G.8.B Congruence and the geometry of size* find areas of ★
sectors and arc lengths of circles using proportional
reasoning
G.8.C Congruence and the geometry of size* … use the ★
Pythagorean Theorem
G.9.C Congruence and the geometry of size* formulate and ★ ★ ★ ★ ★ ★ ★
test conjectures about the properties and attributes of
circles and the lines that intersect them ...
* Knowledge and skills are written out completely on pages TX28–TX35.

744 Chapter 11
Reading Strategy: Read to Solve Problems
A word problem may be overwhelming at first. Once you identify the important
parts of the problem and translate the words into math language, you will find that
the problem is similar to others you have solved.

Reading Tips:
✔ Read each phrase slowly. Write down ✔ Translate the words or phrases
what the words mean as you read them. into math language.
✔ Draw a diagram. Label the diagram so it ✔ Highlight what is being asked.
makes sense to you.
✔ Read the problem again before finding
your solution.

From Lesson 10-3: Use the 14. After a day hike, a group of hikers set up a camp
Reading Tips to help you 3 km east and 7 km north of the starting point.
understand this problem. The elevation of the camp is 0.6 km higher than
the starting point. What is the distance from the
camp to the starting point?

After a day hike, a group of The starting point can be �

hikers set up a camp 3 km east and represented by the ordered
7 km north of the starting point. triple (0, 0, 0).
��������� �
The elevation of the camp is 0.6 km The camp can be represented
higher than the starting point. by the ordered triple (3, 7, 0.6). �����������

What is the distance from the camp Distance can be found using �
to the starting point? the Distance Formula.

Use the Distance Formula to find the distance d= √

(x 2 - x 1)2 + (y 2 - y 1)2 + (z 2 - z 1)2
between the camp and the starting point.
= √(
3 - 0)2 + (7 - 0)2 + (0.6 - 0)2 ≈ 7.6 km

Try This
For the following problem, apply the following reading tips. Do not solve.
• Identify key words.
• Translate each phrase into math language.
• Draw a diagram to represent the problem.

1. The height of a cylinder is 4 ft, and the diameter is 9 ft. What effect does doubling
each measure have on the volume?

Circles 745
 11-1 Lines That
Intersect Circles
TEKS G.9.C Congruence and the geometry of size: … test conjectures about the
properties and attributes of circles and the lines that intersect …. Also G.1.A,
Objectives Why learn this?
Identify tangents, You can use circle theorems to solve
secants, and chords. problems about Earth. (See Example 3.)
Use properties of
tangents to solve
This photograph was taken 216 miles above
problems.
Earth. From this altitude, it is easy to see the
curvature of the horizon. Facts about circles
Vocabulary
can help us understand details about Earth.
interior of a circle
exterior of a circle Recall that a circle is the set of all points in
chord
a plane that are equidistant from a given point,
secant
called the center of the circle. A circle
tangent of a circle
point of tangency with center C is called circle C, or ⊙C.
congruent circles ��������
concentric circles The interior of a circle is the
tangent circles set of all points inside the circle.
��������
common tangent The exterior of a circle is the set
of all points outside the circle.

Lines and Segments That Intersect Circles

TERM DIAGRAM
A chord is a segment whose endpoints lie on
a circle. �
A secant is a line that intersects a circle at ����� �
Also G.2.A, G.2.B
two points. �
������
A tangent is a line in the same plane as a
circle that intersects it at exactly one point.
�
The point where the tangent and a circle ������� � �����������������
intersect is called the point of tangency .

EXAMPLE 1 Identifying Lines and Segments That Intersect Circles

Identify each line or segment that intersects ⊙A.
̶̶ ̶̶
chords: EF and BC
�
tangent: ℓ
� ̶̶ ̶̶
� radii: AC and AB

� � secant: EF

�
̶̶
diameter: BC

746 Chapter 11 Circles

 1. Identify each line or segment that �
intersects ⊙P.
�
�
�
� �
�
Remember that the terms radius and diameter may
refer to line segments, or to the lengths of segments.

Pairs of Circles

TERM DIAGRAM
Two circles are congruent �
circles if and only if they �
�
have congruent radii. �
̶̶ ̶̶
⊙A ≅ ⊙B if AC ≅ BD.
̶̶ ̶̶
AC ≅ BD if ⊙A ≅ ⊙B.

Concentric circles are

coplanar circles with the
same center.

Two coplanar circles that

intersect at exactly one point
are called tangent circles .

Internally Externally
tangent circles tangent circles

EXAMPLE 2 Identifying Tangents of Circles

Find the length of each radius. Identify the �
point of tangency and write the equation
of the tangent line at this point. �

Center is (-1, 0). Pt. on ⊙ � � �

radius of ⊙A : 4
is (3, 0). Dist. between �� � �
the 2 pts. is 4. ��

radius of ⊙B : 2 Center is (1, 0). Pt. on ⊙

is (3, 0). Dist. between
the 2 pts. is 2.

point of tangency: (3, 0) Pt. where the ⊙s and

tangent line intersect
equation of tangent line: x = 3 Vert. line through (3, 0)

2. Find the length of each radius. �

�
Identify the point of tangency
and write the equation of the �
tangent line at this point.
�� � ��
�

��

11- 1 Lines That Intersect Circles 747

 A common tangent is a line that is tangent to two circles.
� �

� � � �
�

Lines ℓ and m are common Lines p and q are common internal

external tangents to ⊙A and ⊙B. tangents to ⊙A and ⊙B.

Construction Tangent to a Circle at a Point

   �

� � �
� � �

Draw ⊙P. Locate a point on the Draw PQ

. Construct the perpendicular ℓ to
circle and label it Q.  at Q. This line is tangent to
PQ
⊙P at Q.

Notice that in the construction, the tangent line is perpendicular to the radius at
the point of tangency. This fact is the basis for the following theorems.

Theorems

THEOREM HYPOTHESIS CONCLUSION

11-1-1 If a line is tangent �
to a circle, then it is �
perpendicular to the
� ̶̶
radius drawn to the ℓ ⊥ AB
point of tangency.
(line tangent to ⊙ →
Theorem 11-1-2 line ⊥ to radius) ℓ is tangent to ⊙A
is the converse of
Theorem 11-1-1. 11-1-2 If a line is �
perpendicular to �
a radius of a circle
at a point on the � m is tangent to ⊙C.
circle, then the line is
tangent to the circle.
(line ⊥ to radius →
̶̶
line tangent to ⊙) m is ⊥ to CD at D

You will prove Theorems 11-1-1 and 11-1-2 in Exercises 28 and 29.

748 Chapter 11 Circles

 EXAMPLE 3 Problem Solving Application
The summit of Mount Everest is
approximately 29,000 ft above sea level.
What is the distance from the summit
to the horizon to the nearest mile?

1 Understand the Problem

The answer will be the length of an

imaginary segment from the summit
of Mount Everest to Earth’s horizon.

2 Make a Plan �
�
Draw a sketch. Let C be the center of Earth, E be the �
�
summit of Mount Everest, and H be a point on the
̶̶
horizon. You need to find the length of EH, which is
̶̶ ̶̶ �������
tangent to ⊙C at H. By Theorem 11-1-1, EH ⊥ CH. So �
△CHE is a right triangle.

5280 ft = 1 mi
3 Solve
Earth’s radius ≈
4000 mi ED = 29,000 ft Given
29,000
= _ ≈ 5.49 mi Change ft to mi.
5280
EC = CD + ED Seg. Add. Post.
= 4000 + 5.49 = 4005.49 mi Substitute 4000 for CD and 5.49 for ED.
EC 2 = EH 2 + CH 2 Pyth. Thm.
4005.49 2 = EH 2 + 4000 2 Substitute the given values.
43,950.14 ≈ EH 2 Subtract 4000 2 from both sides.
210 mi ≈ EH Take the square root of both sides.

4 Look Back
The problem asks for the distance to the nearest mile. Check if your answer
is reasonable by using the Pythagorean Theorem. Is 210 2 + 4000 2 ≈ 4005 2?
Yes, 16,044,100 ≈ 16,040,025.

3. Kilimanjaro, the tallest mountain in Africa, is 19,340 ft tall.

What is the distance from the summit of Kilimanjaro to the
horizon to the nearest mile?

Theorem 11-1-3

THEOREM HYPOTHESIS CONCLUSION

If two segments are tangent �
to a circle from the same
external point, then the
segments are congruent. � � ̶̶ ̶̶
AB ≅ AC
(2 segs. tangent to ⊙ from
same ext. pt. → segs. ≅) �
̶̶ ̶̶
AB and AC are tangent to ⊙P.

You will prove Theorem 11-1-3 in Exercise 30.

11- 1 Lines That Intersect Circles 749

 You can use Theorem 11-1-3 to find the length of segments drawn tangent to
a circle from an exterior point.

EXAMPLE 4 Using Properties of Tangents

̶̶ ̶̶
DE and DF are tangent to ⊙C. Find DF. ������� �
�
DE = DF 2 segs. tangent to ⊙ from
same ext. pt. → segs. ≅.
�� �
5y - 28 = 3y Substitute 5y - 28 for DE
and 3y for DF.
�
2y - 28 = 0 Subtract 3y from both sides.
2y = 28 Add 28 to both sides.
y = 14 Divide both sides by 2.
DF = 3 (14) Substitute 14 for y.
= 42 Simplify.

̶̶ ̶̶
RS and RT are tangent to ⊙Q. Find RS.
4a. � 4b. �
�����
�
�
������� � �
������
� � �
�

THINK AND DISCUSS

1. Consider ⊙A and ⊙B. How many different lines are
common tangents to both circles? Copy the circles �
and sketch the common external and common
internal tangent lines. �

2. Is it possible for a line to be tangent to two

concentric circles? Explain your answer.
3. Given ⊙P, is the center P a part of the circle?
Explain your answer.
̶̶ �
4. In the figure, RQ is tangent to ⊙P at Q. � ���
Explain how you can find m∠PRQ.
�
5. GET ORGANIZED Copy and complete the graphic organizer below.
In each box, write a definition and draw a sketch.
��������� ����������

�������

������������������ ������������������

750 Chapter 11 Circles

 11-1
Exercises KEYWORD: MG7 11-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. A ? is a line in the plane of a circle that intersects the circle at two points.
̶̶̶̶
(secant or tangent)
2. Coplanar circles that have the same center are called ? .
̶̶̶̶
(concentric or congruent)
3. ⊙Q and ⊙R both have a radius of 3 cm. Therefore the circles are ? .
̶̶̶̶
(concentric or congruent)

SEE EXAMPLE 1 Identify each line or segment that intersects each circle.
p. 746 4. � 5. �
�

� �
� �
�
�
�

SEE EXAMPLE 2 Multi-Step Find the length of each radius. Identify the point of tangency and write
p. 747 the equation of the tangent line at this point.
6. � 7. �

� � �
�
� �
�� � � �� � �

�� ��

SEE EXAMPLE 3 8. Space Exploration The International

p. 749 Space Station orbits Earth at an altitude
of 240 mi. What is the distance from
the space station to Earth’s horizon to
the nearest mile?

SEE EXAMPLE 4 The segments in each figure are tangent to the circle. Find each length.
p. 750 9. JK 10. ST
� ����� �
�
������

� � �� �
�
������
� �

11- 1 Lines That Intersect Circles 751

 PRACTICE AND PROBLEM SOLVING
Independent Practice Identify each line or segment that intersects each circle.
For See
Exercises Example 11. � 12. �
� �
11–12 1 � �
13–14 2 �
15 3 � � �
16–17 4 �
�

TEKS TAKS
Skills Practice p. S24 Multi-Step Find the length of each radius. Identify the point of tangency and write
Application Practice p. S38 the equation of the tangent line at this point.
13. � 14. �
�
�
�

� � � �
�� � � �� � �
�
��
Astronomy ��

15. Astronomy Olympus Mons’s peak rises 25 km above the surface of the planet
Mars. The diameter of Mars is approximately 6794 km. What is the distance from the
peak of Olympus Mons to the horizon to the nearest kilometer?

Olympus Mons, located The segments in each figure are tangent to the circle. Find each length.
on Mars, is the tallest
16. AB � �����
17. RT �
known volcano in the �
solar system. �
�� �
� �
���
� � �

Tell whether each statement is sometimes, always, or never true.

18. Two circles with the same center are congruent.
19. A tangent to a circle intersects the circle at two points.
20. Tangent circles have the same center.
21. A tangent to a circle will form a right angle with a radius that is drawn
to the point of tangency.
22. A chord of a circle is a diameter.

Graphic Design Use the following diagram for Exercises 23–25.

The blue topaz was adopted as the �
Texas state gemstone in 1969.
Identify the following.
23. diameter �
24. radii
25. chord � �
�

752 Chapter 11 Circles

 ̶̶ ̶̶
In each diagram, PR and PS are tangent to ⊙Q. Find each angle measure.
26. m∠Q � 27. m∠P �
�� �
� ��� �
���
�
� �

28. Complete this indirect proof of Theorem 11-1-1. � �

Given: ℓ is tangent to ⊙A at point B. �
̶̶
Prove: ℓ ⊥ AB
̶̶ �
Proof: Assume that ℓ is not ⊥ AB. Then it is possible to
̶̶ ̶̶
draw AC such that AC ⊥ ℓ. If this is true, then △ACB is
a right triangle. AC < AB because a. ? . Since ℓ is a
̶̶̶̶
tangent line, it can only intersect ⊙A at b. ? , and C must be in the
̶̶̶̶̶̶
exterior of ⊙A. That means that AC > AB since AB is a c. ? . This
̶̶̶̶
contradicts the fact that AC < AB. Thus the assumption is false, and d. ? .
̶̶̶̶
29. Prove Theorem 11-1-2. � �
̶̶ �
Given: m ⊥ CD
Prove: m is tangent to ⊙C.
�
(Hint: Choose a point on m. Then use the Pythagorean
Theorem to prove that if the point is not D, then it is not
on the circle.)
30. Prove Theorem 11-1-3. �
̶̶ ̶̶
Given: AB and AC are tangent to ⊙P.
̶̶ ̶̶ �
Prove: AB ≅ AC �
̶̶ ̶̶ ̶̶
Plan: Draw auxiliary segments PA, PB, and PC. Show that
the triangles formed are congruent. Then use CPCTC. �

Algebra Assume the segments that appear to be tangent are tangent.

Find each length.
31. ST 32. DE 33. JL
� �� � ����� � �
� � ������
��
� �������
� �
� � � � �

34. ⊙M has center M(2, 2) and radius 3. ⊙N has center N(-3, 2) and is tangent to ⊙M.
Find the coordinates of the possible points of tangency of the two circles.

35. This problem will prepare you for the Multi-Step TAKS Prep on page 770.
The diagram shows the gears of a bicycle.
AD = 5 in., and BC = 3 in. CD, the length �
of the chain between the gears, is 17 in. �
a. What type of quadrilateral is �
BCDE? Why? �
�
b. Find BE and AE.
c. What is AB to the nearest
tenth of an inch?

11- 1 Lines That Intersect Circles 753

 ̶̶
36. Critical Thinking Given a circle with diameter BC, is it possible to
draw tangents to B and C from an external point X? If so, make a sketch.
If not, explain why it is not possible.
�
̶̶ ̶̶
37. Write About It PR and PS are tangent to ⊙Q.
Explain why ∠P and ∠Q are supplementary. � �

̶̶ ̶̶
38. AB and AC are tangent to ⊙D. Which of these ����� �
is closest to AD? �
9.5 cm 10.4 cm �
10 cm 13 cm ����
�
39. ⊙P has center P(3, -2) and radius 2. Which of these lines is tangent to ⊙P?
x=0 y = -4 y = -2 x=4

40. ⊙A has radius 5. ⊙B has radius 6. What is the ratio of the area of ⊙A to that
of ⊙B?
_125 25
_ 5
_ 36
_
216 36 6 25

CHALLENGE AND EXTEND

̶̶̶ ̶̶ �
41. Given: ⊙G with GH ⊥ JK � �
̶̶ ̶̶
Prove: JH ≅ KH
�

42. Multi-Step ⊙A has radius 5, ⊙B has radius 2, �

̶̶ ��
and CD is a common tangent. What is AB? � �
(Hint: Draw a perpendicular segment �
̶̶ �
from B to E, a point on AC.) �

43. Manufacturing A company builds metal stands for

������
bicycle wheels. A new design calls for a V-shaped stand that
will hold wheels with a 13 in. radius. The sides of the stand
form a 70° angle. To the nearest tenth of an inch, what should
�
be the length XY of a side so that it is tangent to the wheel? ���

SPIRAL REVIEW
44. Andrea and Carlos both mow lawns. Andrea charges $14.00 plus $6.25 per hour.
Carlos charges $12.50 plus $6.50 per hour. If they both mow h hours and Andrea
earns more money than Carlos, what is the range of values of h? (Previous course)
̶̶
A point is chosen randomly on LR. �� � � �� �
Use the diagram to find the probability � � � � � �
of each event. (Lesson 9-6)
̶̶̶ ̶̶
45. The point is not on MP. 46. The point is on LP.
̶̶̶ ̶̶ ̶̶
47. The point is on MN or PR. 48. The point is on QR.

754 Chapter 11 Circles

 Circle Graphs
Data Analysis
A circle graph compares data that are parts of a whole unit. When you
make a circle graph, you find the measure of each central angle.
A central angle is an angle whose vertex is the center of the circle.
See Skills Bank
page S80

Example
Make a circle graph to represent the following data. Books in the Bookmobile
Step 1 Add all the amounts. 110 + 40 + 300 + 150 = 600 Fiction 110
Step 2 Write each part as a fraction of the whole. Nonfiction 40
110 ; nonfiction: _
fiction: _ 40 ; children’s: _
300 ; audio books: _
150
600 600 600 600 Children’s 300

Step 3 Multiply each fraction by 360° to calculate the central Audio books 150
angle measure.
110 (
_ 40 (360°) = 24°; _
300 (360°) = 180°; _
150 (360°) = 90°
360°) = 66°; _
600 600 600 600

Step 4 Make a circle graph. Then color each section of the circle to match the data.

The section with a central angle of 66° is green,

24° is orange, 180° is purple, and 90° is yellow.

Try This TAKS Grades 9–11 Obj. 8, 9

Choose the circle graph that best represents the data. Show each step.
� � � �

1. Books in Linda’s 2. Vacation Expenses ($) 3. Puppy Expenses ($)

Library
Travel 450 Food 190
Novels 18
Meals 120 Health 375
Reference 10
Lodging 900 Training 120
Textbooks 8
Other 330 Other 50

On Track for TAKS 755

 11-2 Arcs and Chords
TEKS G.1.A Geometric structure: develop an awareness of the structure
of a mathematical system …. Also G.2.A, G.2.B, G.8.C, G.9.C
Objectives Who uses this?
Apply properties of arcs. Market analysts use circle graphs to
Apply properties of compare sales of different products.
chords.
A central angle is an angle whose vertex is
Vocabulary the center of a circle. An arc is an unbroken
central angle
part of a circle consisting of two points called
arc
the endpoints and all the points on the circle
minor arc
major arc between them.
semicircle
adjacent arcs
congruent arcs Arcs and Their Measure

ARC MEASURE DIAGRAM

A minor arc is an arc The measure of a minor arc �
whose points are on is equal to the measure of
or in the interior of a its central angle. ��
�
central angle. �
m⁀
AC = m∠ABC = x°

A major arc is an arc The measure of a major arc �

Minor arcs may whose points are on is equal to 360° minus the
be named by two or in the exterior of measure of its central angle. ��
points. Major arcs �
a central angle. m⁀ADC = 360° - m∠ABC �
and semicircles must �
be named by = 360° - x°
three points.
If the endpoints of an The measure of a semicircle �
arc lie on a diameter, is equal to 180°.
the arc is a semicircle . � �
m⁀
EFG = 180°

EXAMPLE 1 Data Application

�����������
The circle graph shows the types of music �
sold during one week at a music store.
Find m⁀BC . ����� ����
��� ���
⁀ = m∠BMC
mBC m of arc = m of �
���� � ���
�
central ∠. �� � ���
m∠BMC = 0.13 (360°) Central ∠ is 13% �
��������� �
= 46.8° of the ⊙.
�� �
��� � �����
�� �������
���
���

Use the graph to find each of the following.

1a. m∠FMC ⁀
1b. mAHB 1c. m∠EMD

756 Chapter 11 Circles

 Adjacent arcs are arcs of the same circle that intersect � �
at exactly one point. ⁀ ⁀ are adjacent arcs.
RS and ST �

Postulate 11-2-1 Arc Addition Postulate

�
The measure of an arc formed by two adjacent arcs �
is the sum of the measures of the two arcs. �

m⁀ ⁀
⁀ + mBC
ABC = mAB

EXAMPLE 2 Using the Arc Addition Postulate

⁀
Find mCDE �
⁀ = 90°
mCD m∠CFD = 90° �
��� �
�
m∠DFE = 18° Vert.  Thm. � �
⁀ = 18°
mDE m∠DFE = 18°
⁀ = mCD
mCE ⁀ + mDE ⁀ Arc Add. Post.
= 90° + 18° = 108° Substitute and simplify.

Find each measure. �

⁀
2a. mJKL ⁀
2b. mLJN ��� �
� �
� � ���

Within a circle or congruent circles, congruent arcs are �

⁀≅ ⁀
two arcs that have the same measure. In the figure, ST UV . ��
��
�
�
�

Theorem 11-2-2

THEOREM HYPOTHESIS CONCLUSION

In a circle or � �
congruent circles:
� � ̶̶ ̶̶
∠EAD ≅ ∠BAC DE ≅ BC
(1) Congruent central �
angles have
congruent chords.

(2) Congruent chords � �

have congruent arcs.
� � ̶̶ ̶̶
ED ≅ BC DE ≅ ⁀
⁀ BC
�

(3) Congruent arcs have �

�
congruent central
angles.
� � ED ≅ ⁀
⁀ BC ∠DAE ≅ ∠BAC
�

You will prove parts 2 and 3 of Theorem 11-2-2 in Exercises 40 and 41.

11-2 Arcs and Chords 757

 The converses of the parts of Theorem 11-2-2 are also true. For example,
with part 1, congruent chords have congruent central angles.

PROOF Theorem 11-2-2 (Part 1) � �

Given: ∠BAC ≅ ∠DAE � �

̶̶ ̶̶
Prove: BC ≅ DE �
Proof:
Statements Reasons

1. ∠BAC ≅ ∠DAE 1. Given

̶̶ ̶̶̶ ̶̶ ̶̶
2. AB ≅ AD, AC ≅ AE 2. All radii of a ⊙ are ≅.
3. △BAC ≅ △DAE 3. SAS Steps 2, 1
̶̶ ̶̶
4. BC ≅ DE 4. CPCTC

EXAMPLE 3 Applying Congruent Angles, Arcs, and Chords

Find each measure.
̶̶ ̶̶
A RS ≅ TU. Find m⁀ RS . � ���
⁀ ⁀
RS ≅ TU ≅ chords have ≅ arcs. �
⁀ = mTU
mRS ⁀ Def. of ≅ arcs �
3x = 2x + 27 Substitute the given measures.
����������
x = 27 Subtract 2x from both sides. �
⁀
mRS = 3 (27) Substitute 27 for x.
= 81° Simplify.

B ⊙B ≅ ⊙E, and ⁀
AC ≅ ⁀
DF . Find m∠DEF. ���������
�
∠ABC = ∠DEF ≅ arcs have ≅ central .
� �
m∠ABC = m∠DEF Def. of ≅ 
�
�
5y + 5 = 7y - 43 Substitute the given measures.
�
5 = 2y - 43 ���������
Subtract 5y from both sides. ����������
�
48 = 2y Add 43 to both sides.
� �
24 = y Divide both sides by 2.
� �
m∠DEF = 7 (24) - 43 Substitute 24 for y.
�
= 125° Simplify. ����������

Find each measure. �

3a. PT
 bisects ∠RPS. Find RT. �� �
�
�������
�
̶̶ ̶̶
3b. ⊙A ≅ ⊙B, and CD ≅ EF. �����������
⁀. �
Find mCD � �
� ���� �

758 Chapter 11 Circles

 Theorems

THEOREM HYPOTHESIS CONCLUSION

11-2-3 In a circle, if a radius
(or diameter) is
perpendicular to �
̶̶ ̶̶ ⁀.
a chord, then it � � CD bisects EF and EF
bisects the chord �
and its arc. ̶̶ ̶̶
CD ⊥ EF

11-2-4 In a circle, the �

perpendicular
bisector of a chord � ̶̶
is a radius (or JK is a diameter of ⊙A.
� �
diameter).
�
̶̶ ̶̶̶
JK is ⊥ bisector of GH.

You will prove Theorems 11-2-3 and 11-2-4 in Exercises 42 and 43.

EXAMPLE 4 Using Radii and Chords �

Find BD. � � � �
̶̶
Step 1 Draw radius AD. �
AD = 5 Radii of a ⊙ are ≅. �

Step 2 Use the Pythagorean Theorem.

CD 2 + AC 2 = AD 2
CD 2 + 3 2 = 5 2 Substitute 3 for AC and 5 for AD.
CD 2 = 16 Subtract 3 2 from both sides.
CD = 4 Take the square root of both sides.
Step 3 Find BD.
̶̶ ̶̶ ̶̶ ̶̶
BD = 2 (4 ) = 8 AE ⊥ BD, so AE bisects BD.

4. Find QR to the nearest tenth. �

�
� �
�� ��

THINK AND DISCUSS

1. What is true about the measure of an arc whose central angle is obtuse?
2. Under what conditions are two arcs the same measure but not congruent?
3. GET ORGANIZED Copy and ������������� ��������������
complete the graphic organizer.
In each box, write a definition ����
and draw a sketch.
��������� ���������

11-2 Arcs and Chords 759

 11-2
Exercises KEYWORD: MG7 11-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. An arc that joins the endpoints of a diameter is called a ? . (semicircle or
̶̶̶̶
major arc)
2. How do you recognize a central angle of a circle?
⁀ = 205°. Therefore ABC
3. In ⊙P mABC ⁀ is a ? . (major arc or minor arc)
̶̶̶̶
4. In a circle, an arc that is less than a semicircle is a ? . (major arc or minor arc)
̶̶̶̶
SEE EXAMPLE 1 Consumer Application Use the following information for Exercises 5–10.
p. 756 The circle graph shows how a typical ���������������
household spends money on energy.
Find each of the following. �
5. m∠PAQ 6. m∠VAU
�����
7. m∠SAQ ⁀
8. mUT �������
��� �
��� ��������
⁀
9. mRQ ⁀
10. mUPT �
� ��
�������
��� ����������������
���
�
�����������
� � ��
������������
������������
��
���

SEE EXAMPLE 2 Find each measure.

p. 757 ⁀
11. mDF � ⁀
13. mJL �
� �
⁀
12. mDEB ⁀
14. mHLK ���
�
� ���
� ��� �

� �
�

SEE EXAMPLE 3 15. ∠QPR ≅ ∠RPS. Find QR. ⁀ ≅ EF

16. ⊙A ≅ ⊙B, and CD ⁀. Find m∠EBF.
p. 758 �
������
� �
���������� �
�
� � ����
�� �

�
�

SEE EXAMPLE 4 Multi-Step Find each length to the nearest tenth.

p. 759 17. RS � 18. EF
�
�
� �
� ��
� �
�
��

760 Chapter 11 Circles

 PRACTICE AND PROBLEM SOLVING
Independent Practice Sports Use the following information for Exercises 19–24.
For See The key shows the number of medals won
Exercises Example
by U.S. athletes at the 2004 Olympics
19–24 1
in Athens. Find each of the following ������
25–28 2 �
to the nearest tenth. �
29–30 3 ���� ��
31–32 4 19. m∠ADB 20. m∠ADC ������ ��
⁀ ⁀ ������ �� �
21. mAB 22. mBC
TEKS TAKS ⁀ ⁀
23. mACB 24. mCAB
Skills Practice p. S24
Application Practice p. S38 �
Find each measure.
⁀
25. mMP � ⁀
27. mWT �
� �
⁀
26. mQNL ⁀
28. mWTV �
� ����
� �
���
� ��� � �
� �
̶̶ ̶̶̶ ⁀.
29. ⊙A ≅ ⊙B, and � 30. JK ≅ LM. Find mJK
⁀ ≅ EF
CD ⁀. ����������� ��
� �
Find m∠CAD. � ��� ���

� �
� �

��� �

Multi-Step Find each length to the nearest tenth.

31. CD 32. RS �
�
� �
��� �
� � �

��� �

Determine whether each statement is true or false. If false, explain why.

33. The central angle of a minor arc is an acute angle.
34. Any two points on a circle determine a minor arc and a major arc.
35. In a circle, the perpendicular bisector of a chord must pass through the center
of the circle.
36. Data Collection Use a graphing calculator, a pH probe, and a data-collection
device to collect information about the pH levels of ten different liquids. Then
create a circle graph with the following sectors: strong basic (9 < pH < 14), weak
basic (7 < pH < 9), neutral (pH = 7), weak acidic (5 < pH < 7), and strong acidic
(0 < pH < 5).
�
37. In ⊙E, the measures of ∠AEB, ∠BEC, and ∠CED are in �
⁀, and mCD
⁀, mBC
the ratio 3 : 4 : 5. Find mAB ⁀.
� �
�

11-2 Arcs and Chords 761

 Algebra Find the indicated measure.
⁀
38. mJL � 39. m∠SPT � �
��������� ����������
���
� ���� �
�
�
��������� �

40. Prove ≅ chords � � 41. Prove ≅ arcs have � �

have ≅ arcs. ≅ central .
̶̶ ̶̶ ⁀ ≅ DE⁀
Given: ⊙A, BC ≅ DE � Given: ⊙A, BC �
⁀ ≅ DE⁀ � � � �
Prove: BC Prove: ∠BAC ≅ ∠DAE

42. Prove Theorem 11-2-3. 43. Prove Theorem 11-2-4. �

̶̶ ̶̶ ̶̶
Given: ⊙C, CD ⊥ EF Given: ⊙A, JK ⊥
̶̶ ̶̶ � ̶̶̶
Prove: CD bisects EF bisector of GH �
⁀. � � ̶̶
and EF Prove: JK is a diameter
̶̶ ̶̶ � � � �
(Hint: Draw CE and CF (Hint: Use the Converse
�
and use the HL Theorem.) of the ⊥ Bisector Theorem.)
44. Critical Thinking Roberto folds a circular piece of paper as shown. When he
unfolds the paper, how many different-sized central angles will be formed?

One fold Two folds Three folds

45. /////ERROR ANALYSIS///// Below are two solutions to find the value of x. Which
solution is incorrect? Explain the error.
� � ���
�
����������������������� ������������� � �
� ���
������������� ����� ������������� ����������
�
����������� ������������� �
� � � �
� �
�������������������� ���������������� ����
������������������ ��������������� � �
�������

46. Write About It According to a school survey, 40% of the students take a bus
to school, 35% are driven to school, 15% ride a bike, and the remainder walk.
Explain how to use central angles to create a circle graph from this data.

47. This problem will prepare you for the Multi-Step TAKS
Prep on page 770.
Chantal’s bike has wheels with a 27 in. diameter.
a. What are AC and AD if DB is 7 in.? �
b. What is CD to the nearest tenth of an inch? � �
�
c. What is CE, the length of the top of the bike stand?

762 Chapter 11 Circles

 48. Which of these arcs of ⊙Q has the greatest measure? �
�
⁀
WT ⁀
VR � ��� �
⁀
UW ⁀
TV
� ���
�
49. In ⊙A, CD = 10. Which of these is closest
̶̶ � �
to the length of AE? � � �
3.3 cm 5 cm � ����

4 cm 7.8 cm

50. Gridded Response ⊙P has center P(2, 1) and radius 3. What is the measure,
in degrees, of the minor arc with endpoints A(-1, 1) and B(2, -2)?

CHALLENGE AND EXTEND

̶̶ ̶̶ ⁀ to the nearest tenth of a degree.
51. In the figure, AB ⊥ CD. Find mBD
�
52. Two points on a circle determine two distinct arcs. How many arcs �
are determined by n points on a circle? (Hint: Make a table and � � �
look for a pattern.) �
53. An angle measure other than degrees is radian measure. 360° converts to 2π radians,
or 180°converts to π radians.
a. Convert the following radian angle measures to degrees: _π, _π, _
π.
2 3 4
b. Convert the following angle measures to radians: 135°, 270°.

SPIRAL REVIEW
Simplify each expression. (Previous course)
54. (3x)3(2y 2)(3 -2y 2) 55. a 4b 3(-2a)-4 56. (-2t 3s 2)(3ts 2)2

Find the next term in each pattern. (Lesson 2-1)

57. 1, 3, 7, 13, 21, … 58. C, E, G, I, K, ... 59. 1, 6, 15, …
̶̶ ̶̶̶
In the figure, QP and QM are tangent to ⊙N. Find each measure. �
(Lesson 11-1) ��

60. m∠NMQ 61. MQ � ���� �

������
�

Construction Circle Through Three Noncollinear Points

�
  � 
� �
�
� �
� � � � � �
� �

Draw three noncollinear points. Construct m and n, the ⊥ bisectors of Center the compass at O. Draw a
̶̶ ̶̶
PQ and QR. Label the intersection O. circle through P.
̶̶
1. Explain why ⊙O with radius OP also contains Q and R.

11-2 Arcs and Chords 763

 11-3 Sector Area and
Arc Length
TEKS G.8.B Congruence and the geometry of size: find areas of sectors
and arc lengths of circles using proportional reasoning.
Objectives Who uses this?
Find the area of sectors. Farmers use irrigation radii to
Find arc lengths. calculate areas of sectors.
(See Example 2.)
Vocabulary
sector of a circle The area of a sector is a fraction of
segment of a circle
the circle containing the sector.
arc length
To find the area of a sector whose
central angle measures m°, multiply
the area of the circle by ____
m°
360°
.

Sector of a Circle

TERM NAME DIAGRAM AREA

A sector of a circle is a �
region bounded by two �
radii of the circle and
their intercepted arc.
sector ACB
�
�� A = πr 2 _ ( )
m°
360°
Also G.1A, G.1.B, G.9.C
�

EXAMPLE 1 Finding the Area of a Sector

Find the area of each sector. Give your answer in terms of π and
rounded to the nearest hundredth.
A sector MPN

( )
A = πr 2 _m°
360°
Use formula for area of a sector.

= π (3 ) (_
360° )
80° � �
Write the degree
2 Substitute 3 for r and 80 for m.
�����
symbol after m in ���
= 2π in 2 ≈ 6.28 in 2 Simplify. �
the formula to help
you remember to use
degree measure not B sector EFG
arc length.
( )
A = πr 2 _m°
360°
Use formula for area of a sector.
� ���� �

( )120°
= π (6) 2 _
360°
Substitute 6 for r and 120 for m. �
����

= 12π ≈ 37.70 cm 2 Simplify.

Find the area of each sector. Give your answer in terms of π

and rounded to the nearest hundredth.
1a. sector ACB � 1b. sector JKL �
���
� ��� � �
������
���
�

764 Chapter 11 Circles

 EXAMPLE 2 Agriculture Application
A circular plot with a 720 ft
diameter is watered by a spray
irrigation system. To the nearest
square foot, what is the area
that is watered as the sprinkler
rotates through an angle of 50°?

( )
A = πr 2 _m°
360°

= π (360) (_
360° )
250°
d = 720 ft, r = 360 ft.

≈ 56,549 ft 2 Simplify.

2. To the nearest square foot, what is the area watered in

Example 2 as the sprinkler rotates through a semicircle?

�
A segment of a circle is a region bounded by an arc and its chord.
The shaded region in the figure is a segment.
�
�

Area of a Segment

� �

area of segment = area of sector - area of triangle

EXAMPLE 3 Finding the Area of a Segment

Find the area of segment ACB to the nearest hundredth.
Step 1 Find the area of sector ACB. �

( )
A = πr 2 _m°
360°
Use formula for area of a sector. � �
��
� ������

( )60°
= π (12) 2 _
360°
Substitute 12 for r and 60 for m.

In a 30°-60°-90° = 24π in 2
triangle, the length
Step 2 Find the area of △ACB. �
of the leg opposite ̶̶
the 60° angle is √3 Draw altitude AD.
times the length of 1 (12)(6 √
1 bh = _ 3)
�
the shorter leg. A=_ CD = 6 in., and h = 6 √
3 in.
2 2 ���
� �
= 36 √3 in 2 Simplify. �
������
Step 3 area of segment = area of sector ACB - area of △ACB
= 24π - 36 √ 3
2
≈ 13.04 in

3. Find the area of segment RST to the � �

nearest hundredth. ���
�

11-3 Sector Area and Arc Length 765

 In the same way that the area of a sector is a fraction of the area of the circle,
the length of an arc is a fraction of the circumference of the circle.

Arc Length

TERM DIAGRAM LENGTH

Arc length is the distance �
along an arc measured in
linear units.
�

�
( )
L = 2πr _m°
360°
�

EXAMPLE 4 Finding Arc Length

Find each arc length. Give your answer in terms of π and rounded to
the nearest hundredth.
⁀
A CD �����
( )
L = 2πr _m°
360°
Use formula for arc length. �

= 2π (10)(_
360° )
90° ���
Substitute 10 for r and 90 for m. �

= 5π ft ≈ 15.71 ft Simplify.

B an arc with measure 35° in a circle with radius 3 in.

( )
L = 2πr _m°
360°
Use formula for arc length.

= 2π (3)(_
360° )
35° Substitute 3 for r and 35 for m.

=_7 in. ≈ 1.83 in.

Simplify.
12

Find each arc length. Give your answer in terms

of π and rounded to the nearest hundredth. �
���
⁀
4a. GH �
4b. an arc with measure 135° in a circle
���
with radius 4 cm

THINK AND DISCUSS

1. What is the difference between arc measure and arc length?
2. A slice of pizza is a sector of a circle. Explain what measurements you
would need to make in order to calculate the area of the slice.
3. GET ORGANIZED Copy and complete the graphic organizer.

������� �������
����������������
�����������������
����������

766 Chapter 11 Circles

 11-3
Exercises KEYWORD: MG7 11-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary In a circle, the region bounded by a chord and an arc is called a
? . (sector or segment)
̶̶̶̶
SEE EXAMPLE 1 Find the area of each sector. Give your answer in terms of π and rounded to the
p. 764 nearest hundredth.
2. sector PQR 3. sector JKL � 4. sector ABC
���� � ����
��� ���� ���
� � � �
� �

���
�

SEE EXAMPLE 2 5. Navigation The beam from a lighthouse is visible for a distance of 3 mi.
p. 765 To the nearest square mile, what is the area covered by the beam as it sweeps in
an arc of 150°?

SEE EXAMPLE 3 Multi-Step Find the area of each segment to the nearest hundredth.
p. 765 6. 7. � 8. �
����� ���
� � ��� � �
� ����
���� �
���
�

SEE EXAMPLE 4 Find each arc length. Give your answer in terms of π and rounded to the nearest
p. 766 hundredth. � ���
⁀
9. EF � ⁀
10. PQ
���

�����
� �
����
11. an arc with measure 20° in a circle with radius 6 in.

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the area of each sector. Give your answer in terms of π and rounded to the
For See nearest hundredth.
Exercises Example
12–14 1 12. sector DEF ���� 13. sector GHJ 14. sector RST �
���
15 2 � �
����� � �
16–18 3 � ����
���� � ����
19–21 4 � �

TEKS TAKS
15. Architecture A lunette is a semicircular
Skills Practice p. S24
window that is sometimes placed above a
Application Practice p. S38
doorway or above a rectangular window.
To the nearest square inch, what is the
area of the lunette?

������

11-3 Sector Area and Arc Length 767

 Multi-Step Find the area of each segment to the nearest hundredth.
16. 17. 18. �

���� � ����
� � ����� ���
� �
��� � �

� ����

Find each arc length. Give your answer in terms of π and rounded to the
nearest hundredth.
⁀
19. UV � ⁀
20. AB
���
����� �
�
Math History
����
�
����

21. an arc with measure 9° in a circle with diameter 4 ft

22. Math History Greek mathematicians studied the
salinon, a figure bounded by four semicircles. What is the �����
perimeter of this salinon to the nearest tenth of an inch? �����

Hypatia lived 1600 Tell whether each statement is sometimes, always, or never true.
years ago. She is
considered one of 23. The length of an arc of a circle is greater than the circumference of the circle.
history’s most important 24. Two arcs with the same measure have the same arc length.
mathematicians.
She is credited with 25. In a circle, two arcs with the same length have the same measure.
contributions to
both geometry and Find the radius of each circle.
astronomy.
26. area of sector � 27. arc length of ����
ABC = 9π ⁀ = 8π
EF � �
���
� �

28. Estimation The fraction __ 22

7
is an approximation for π. �
⁀. ���
a. Use this value to estimate the arc length of XY
⁀ to
b. Use the π key on your calculator to find the length of XY �
�����
8 decimal places.
c. Was your estimate in part a an overestimate or an underestimate?

29. This problem will prepare you for the Multi-Step

TAKS Prep on page 770.
The pedals of a penny-farthing bicycle are directly
connected to the front wheel.
a. Suppose a penny-farthing bicycle has a front
wheel with a diameter of 5 ft. To the nearest
tenth of a foot, how far does the bike move
when you turn the pedals through an angle of 90°?
b. Through what angle should you turn the pedals
in order to move forward by a distance of 4.5 ft?
Round to the nearest degree.

768 Chapter 11 Circles

30. Critical Thinking What is the length of the radius that makes the �
area of ⊙A = 24 in 2 and the area of sector BAC = 3 in 2? Explain.
���
� �
31. Write About It Given the length of an arc of a circle and the
measure of the arc, explain how to find the radius of the circle.

32. What is the area of sector AOB? ������� �

4π 16π 32π 64π
�
⁀?
33. What is the length of AB � �������
2π 4π 8π 16π

34. Gridded Response To the nearest hundredth, what is the area of the sector
determined by an arc with measure 35° in a circle with radius 12?

CHALLENGE AND EXTEND

35. In the diagram, the larger of the two concentric circles
has radius 5, and the smaller circle has radius 2. ���
What is the area of the shaded region in terms of π ?
36. A wedge of cheese is a sector of a cylinder.
���
a. To the nearest tenth, what is the volume of the
wedge with the dimensions shown? �����
b. What is the surface area of the wedge of cheese
to the nearest tenth?
�����
37. Probability The central angles of a target measure 45°.
The inner circle has a radius of 1 ft, and the outer circle
has a radius of 2 ft. Assuming that all arrows hit the
target at random, find the following probabilities.
a. hitting a red region
b. hitting a blue region
c. hitting a red or blue region

SPIRAL REVIEW
Determine whether each line is parallel to y = 4x - 5, perpendicular to y = 4x - 5,
or neither. (Previous course)
38. 8x - 2y = 6
( ) (
39. line passing through the points __12 , 0 and 1__12 , 2 )
40. line with x-intercept 4 and y-intercept 1

Find each measurement. Give your answer in terms of π. (Lesson 10-8)

41. volume of a sphere with radius 3 cm
42. circumference of a great circle of a sphere whose surface area is 4π cm 2
����������� �
Find the indicated measure. (Lesson 11-2)
⁀ ⁀ �
43. m∠KLJ 44. mKJ 45. mJFH � �
���������
�
�

11-3 Sector Area and Arc Length 769

 SECTION 11A

Lines and Arcs in Circles

As the Wheels Turn The bicycle was invented in the 1790s.
The first models didn’t even have pedals—riders moved forward
by pushing their feet along the ground! Today the bicycle is
a high-tech machine that can include hydraulic brakes and
electronic gear changers.

1. A road race bicycle wheel is 28

inches in diameter. A manufacturer
makes metal bicycle stands that are
10 in. tall. How long should a stand
be to the nearest tenth in order
to support a 28 in. wheel? (Hint: ������
Consider the triangle formed by the
radii and the top of the stand.) �

2. The chain of a bicycle loops around

�
a large gear connected to the bike’s
pedals and a small gear attached �
����� �����
to the rear wheel. In the diagram,
the distance AB between the
� �
centers of the gears the nearest
tenth is 15 in. Find CD, the length
of the chain between the two gears
to the nearest tenth. (Hint: Draw a segment
̶̶ ̶̶
from B to AD that is parallel to CD.)
3. By pedaling, you turn the large gear through an angle of 60°.
How far does the chain move around the circumference of ��
the gear to the nearest tenth? ��
4. As the chain moves, it turns the small gear. If you use the
distance you calculated in Problem 3, through what angle
does the small gear turn to the nearest degree?

���������

770 Chapter 11 Circles

 SECTION 11A

Quiz for Lessons 11-1 Through 11-3

11-1 Lines That Intersect Circles
Identify each line or segment that intersects each circle.
1. 2. �
� �
� �

� � �
�
�

3. The tallest building in Africa is the Carlton Centre in Johannesburg, South Africa.
What is the distance from the top of this 732 ft building to the horizon to the
nearest mile? (Hint: 5280 ft = 1 mi; radius of Earth = 4000 mi)

11-2 Arcs and Chords

Find each measure.
� �
⁀
4. BC � ⁀
6. SR
� �
� ���
⁀
5. BED ��� ⁀
7. SQU
���
� �
� �
�
�

Find each length to the nearest tenth.

8. JK � 9. XY
� � �
� ������
�
� �
�
�

11-3 Sector Area and Arc Length

10. As part of an art project, Peter buys a circular piece of ���
fabric and then cuts out the sector shown. What is the
area of the sector to the nearest square centimeter? �����

Find each arc length. Give your answer in terms of π and rounded
to the nearest hundredth.
⁀
11. AB � ⁀
12. EF �
���
����

�
������
����
�

13. an arc with measure 44° in a circle with diameter 10 in.

14. a semicircle in a circle with diameter 92 m

Ready to Go On? 771

 11-4 Inscribed Angles
TEKS G.5.B Geometric paterns: use … patterns to make generalizations about
geometric properties, including … angle relationships in … circles.
Objectives Why learn this?
Find the measure of an You can use inscribed angles to find
inscribed angle. measures of angles in string art.
Use inscribed angles and (See Example 2.)
their properties to solve
problems.
String art often begins with pins or
nails that are placed around the
Vocabulary
circumference of a circle. A long piece of
inscribed angle
intercepted arc string is then wound from one nail to another.
subtend The resulting pattern may include hundreds
of inscribed angles.

An inscribed angle is an angle whose vertex is on a circle and whose sides

Also G.1.A, G.2.A, contain chords of the circle. An intercepted arc consists of endpoints
G.2.B, G.9.C that lie on the sides of an inscribed angle and all the points of the
circle between them. A chord or arc subtends an angle if its
endpoints lie on the sides of the angle.

� ∠DEF is an inscribed angle.

� ⁀
DF is the intercepted arc.
� ⁀
DF subtends ∠DEF.

Theorem 11-4-1 Inscribed Angle Theorem

The measure of an inscribed � � � �

angle is half the measure of
�
its intercepted arc. �
1 m⁀ � � � � � �
m∠ABC = _ AC
2
Case 1 Case 2 Case 3

You will prove Cases 2 and 3 of Theorem 11-4-1 in Exercises 30 and 31.

PROOF Inscribed Angle Theorem �

Given: ∠ABC is inscribed in ⊙X. �

⁀
Prove: m∠ABC = __12 mAC � �

Proof Case 1:
̶̶ ̶̶ ⁀
∠ABC is inscribed in ⊙X with X on BC. Draw XA. mAC = m∠AXC.
By the Exterior Angle Theorem m∠AXC = m∠ABX + m∠BAX.
̶̶ ̶̶ ̶̶ ̶̶
Since XA and XB are radii of the circle, XA ≅ XB. Then by definition
△AXB is isosceles. Thus m∠ABX = m∠BAX.
⁀ = 2m∠ABX or 2m∠ABC.
By the Substitution Property, mAC
1 ⁀
__
Thus 2 mAC = m∠ABC.

772 Chapter 11 Circles

EXAMPLE 1 Finding Measures of Arcs and Inscribed Angles
Find each measure. �
A m∠RST �
1 mRT
m∠RST = _ ⁀ ���
Inscribed ∠ Thm.
2
� �
=_1 (120°) = 60° ⁀.
Substitute 120 for mRT
2 ����
B m⁀
SU
m∠SRU = _1 mSU
⁀ Inscribed ∠ Thm.
2
1 mSU
40° = _ ⁀ Substitute 40 for m∠SRU.
2
⁀ = 80°
mSU Mult. both sides by 2.

Find each measure. �

⁀
1a. mADC ���

1b. m∠DAE �
� �
� ����

Corollary 11-4-2

COROLLARY HYPOTHESIS CONCLUSION

If inscribed angles of a �
circle intercept the same �
�
arc or are subtended by
the same chord or arc, then ∠ACB ≅ ∠ADB ≅ ∠AEB
the angles are congruent. (and ∠CAE ≅ ∠CBE)
�
�
∠ACB, ∠ADB, and
∠AEB intercept ⁀
AB .

You will prove Corollary 11-4-2 in Exercise 32.

EXAMPLE 2 Hobby Application

Find m∠DEC, if m⁀
AD = 86°. ���
∠BAC ≅ ∠BDC ∠BAC and ∠BDC � �
⁀.
intercept BC
m∠BAC = m∠BDC Def. of ≅
m∠BDC = 60° Substitute 60 for
m∠BDC. ���
1 mAD
m∠ACD = _ ⁀ Inscribed ∠ Thm. �
2
=_1 (86°) ⁀. �
Substitute 86 for mAD
2 �
= 43° Simplify.

m∠DEC + 60 + 43 = 180 △ Sum Theorem

m∠DEC = 77° Simplify.

⁀ in the string art.

2. Find m∠ABD and mBC

11-4 Inscribed Angles 773

 Theorem 11-4-3

An inscribed angle subtends a semicircle if and

only if the angle is a right angle.

You will prove Theorem 11-4-3 in Exercise 43.

EXAMPLE 3 Finding Angle Measures in Inscribed Triangles

Find each value.
A x � ���������
∠RQT is a right angle ∠RQT is inscribed in a
semicircle. �
�
m∠RQT = 90° Def. of rt. ∠
4x + 6 = 90 Substitute 4x + 6 for m∠RQT.
4x = 84 Subtract 6 from both sides. �
x = 21 Divide both sides by 4.

B m∠ADC �
�����������
m∠ABC = m∠ADC ∠ABC and ∠ADC both �
⁀.
intercept AC
10y - 28 = 7y - 1 Substitute the given values.
3y - 28 = -1 Subtract 7y from both sides. �
�
3y = 27 Add 28 to both sides. ���������
y=9 Divide both sides by 3.
m∠ADC = 7 (9 ) -1 = 62° Substitute 9 for y.

Find each value.

3a. z 3b. m∠EDF �
�
� ��������� ��������� �
� � ����������

� �

Construction Center of a Circle

    �
� � �

� � � �
� � � �
�

̶̶
Draw a circle and Construct a line Draw chord AC. Repeat steps to draw
̶̶ ̶̶ ̶̶ ̶̶
chord AB. perpendicular to AB at chords DE and DF.
̶̶
B. Where the line and The intersection of AC
̶̶
the circle intersect, and DF is the center
label the point C. of the circle.

774 Chapter 11 Circles

 Theorem 11-4-4

THEOREM HYPOTHESIS CONCLUSION

If a quadrilateral is � �
inscribed in a circle, ∠A and ∠C are
then its opposite angles supplementary.
are supplementary.
� ∠B and ∠D are
� supplementary.

ABCD is inscribed in ⊙E.

You will prove Theorem 11-4-4 in Exercise 44.

� �
EXAMPLE 4 Finding Angle Measures in ���������� �����������
�
Inscribed Quadrilaterals
���������
Find the angle measures of PQRS. �
Step 1 Find the value of y.
m∠P + m∠R = 180° PQRS is inscribed in a ⊙.
6y + 1 + 10y + 19 = 180 Substitute the given values.
16y + 20 = 180 Simplify.
16y = 160 Subtract 20 from both sides.
y = 10 Divide both sides by 16.
Step 2 Find the measure of each angle.
m∠P = 6 (10) + 1 = 61° Substitute 10 for y in each expression.
m∠R = 10 (10) + 19 = 119°
m∠Q = 10 2 + 48 = 148°
m∠Q + m∠S = 180° ∠Q and ∠S are supp.
148° + m∠S = 180° Substitute 148 for m∠Q.
m∠S = 32° Subtract 148 from both sides.

4. Find the angle measures � �

����������
of JKLM.
���
� ���
���� �� �

����������
�

THINK AND DISCUSS

� �
1. Can ABCD be inscribed in a circle? Why or why not?
����
2. An inscribed angle intercepts an arc that is __14 of
the circle. Explain how to find the measure ���
of the inscribed angle. � �

3. GET ORGANIZED Copy and ���������� ����������

complete the graphic organizer.
In each box write a definition, ���������
properties, an example, and ������
a nonexample.
������� ����������

11-4 Inscribed Angles 775

 11-4
Exercises KEYWORD: MG7 11-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary A, B, and C lie on ⊙P. ∠ABC is an example of an ? angle.
̶̶̶̶
(intercepted or inscribed)

SEE EXAMPLE 1 Find each measure.

p. 773 2. m∠DEF ⁀
4. mJKL �
� �
⁀
3. mEG 5. m∠LKM �
��� � ���
��� �
� ���� � �

SEE EXAMPLE 2 6. Crafts A circular loom can be used �

p. 773 for knitting. What is the m∠QTR in
the knitting loom?
��� �
� �

���
SEE EXAMPLE 3 Find each value. �
p. 774 7. x � 8. y � 9. m∠XYZ �
�� ��������� ���������
�
� � � �
�
� � ���������
���������
�

SEE EXAMPLE 4 Multi-Step Find the angle measures of each quadrilateral.

p. 775 10. PQRS � 11. ABCD �
�
���� ����������
����������
�
��������� �
���������
� ����������
� �

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each measure. �
For See � �
⁀
12. mML ⁀
14. mEGH
Exercises Example ��� �
12–15 1 13. m∠KMN 15. m∠GFH �����
16 2 ���
� � ����
17–20 3 �
� �
21–22 4
16. Crafts An artist created a stained A
TEKS TAKS glass window. If m∠BEC = 40° and E B
⁀ = 44°, what is m∠ADC?
mAB
Skills Practice p. S25
Application Practice p. S38

D C

ge07sec11l04004a
776 Chapter 11 Circles
Algebra Find each value.
17. y 18. z �
� �
����������� ���
� � �
�
� ���������

⁀
19. mAB � 20. m∠MPN �
�
����������� ���������� �� ������� ���
� �
�
���� �
�

Multi-Step Find the angle measures of each quadrilateral.

21. BCDE � 22. TUVW � ����������
�
��������� �� �������� �
� � ����������
� ����������
�� ����� ������� ����������
�
Tell whether each statement is sometimes, always, or never true.
23. Two inscribed angles that intercept the same arc of a circle are congruent.
24. When a right triangle is inscribed in a circle, one of the legs of the triangle is
a diameter of the circle.
25. A trapezoid can be inscribed in a circle.

Multi-Step Find each angle measure.

26. m∠ABC if � 27. m∠PQR if
m∠ADC = 112° ⁀ = 130°
mPQR
� �
� �
�
�

28. Prove that the measure of a central angle subtended by a chord is �

twice the measure of the inscribed angle subtended by the chord. �
̶̶ �
Given: In ⊙H JK subtends ∠JHK and ∠JLK.
Prove: m∠JHK = 2m∠JLK
�

29. This problem will prepare you for the Multi-Step TAKS Prep on page 806.
A Native American sand painting could be used to
indicate the direction of sunrise on the winter and A B
summer solstices. You can make this design by placing
six equally spaced points around the circumference
of a circle and connecting them as shown. F C
a. Find m∠BAC.
b. Find m∠CDE.
c. What type of triangle is △FBC? Why? E D

ge07sec11l04006a

11-4 Inscribed Angles 777

 30. Given: ∠ABC is inscribed in ⊙X with X in the interior of ∠ABC.
Prove: m∠ABC = _ 1 mAC
⁀
2
 and use Case 1 of the Inscribed Angle Theorem.)
(Hint: Draw BX
31. Given: ∠ABC is inscribed in ⊙X with X in the exterior of ∠ABC.
Prove: m∠ABC = _ 1 mAC
⁀
2
� �
32. Prove Corollary 11-4-2.
Given: ∠ACB and ∠ADB intercept AB⁀.
�
Prove: ∠ACB ≅ ∠ADB
⁀ = 198°, � � �
33. Multi-Step In the diagram, mJKL
History ⁀
and mKLM = 216°. Find the measures of the angles
of quadrilateral JKLM.
�
34. Critical Thinking A rectangle PQRS is inscribed
̶̶ �
in a circle. What can you conclude about PR? Explain.
35. History The diagram shows the Winchester Round
Table with inscribed △ABC. The table may
have been made at the request of King Edward III,
The Winchester Round who created the Order of Garter as a return to the
Table, probably built Round Table and an order of chivalry.
in the late thirteenth ̶̶
century, is 18 ft across a. Explain why BC must be a diameter of
and weighs 1.25 tons. the circle.
King Arthur’s Round b. Find mAC⁀.
Table of English legend
would have been much 36. To inscribe an equilateral triangle in a circle, draw a �
̶̶
larger—it could seat diameter BC. Open the compass to the radius of the circle.
1600 men. Place the point of the compass at C and make arcs
̶̶ ̶̶ �
on the circle at D and E, as shown. Draw BD, BE, and
̶̶ � �
DE. Explain why △BDE is an equilateral triangle.
�
37. Write About It A student claimed that if a parallelogram
contains a 30° angle, it cannot be inscribed in a circle.
Do you agree or disagree? Explain.
38. Construction Circumscribe a circle about a triangle. (Hint: Follow the steps
for the construction of a circle through three given noncollinear points.)

39. What is m∠BAC? �

38° 66° � ���
���
43° 81°
�
40. Equilateral △XCZ is inscribed in a circle. �
̶̶ ⁀?
If CY bisects ∠C, what is mXY
15° 30° 60° 120°
� �
41. Quadrilateral ABCD is inscribed in a circle. The ratio of
m∠A to m∠C is 4 : 5. What is m∠A? �

20° 40° 80° 100°

42. Which of these angles has the greatest measure? �

�
∠STR ∠QPR ∠QSR ∠PQS ����
��� �
� �

778 Chapter 11 Circles

 CHALLENGE AND EXTEND
43. Prove that an inscribed angle subtends a semicircle if and only if the angle is a
right angle. (Hint: There are two parts.)
44. Prove that if a quadrilateral is inscribed in a circle, then its opposite angles
are supplementary. (Hint: There are two parts.)
⁀ to the
45. Find mPQ � 46. Find m∠ABD. � �
nearest degree. � � ���
��� � �
�
�
�
�
47. Construction To circumscribe an equilateral triangle
̶̶
about a circle, construct AB parallel to the horizontal
diameter of the circle and tangent to the circle. Then use
̶̶ ̶̶
a 30°-60°-90° triangle to draw AC and BC so that they form
̶̶
60° angles with AB and are tangent to the circle.
��� ���
� �
SPIRAL REVIEW
48. Tickets for a play cost $15.00 for section C, $22.50 for section B, and $30.00 for
section A. Amy spent a total of $255.00 for 12 tickets. If she spent the same
amount on section C tickets as section A tickets, how many tickets for section B
did she purchase? (Previous course)

Write a ratio expressing the slope of the line through each pair of points. (Lesson 7-1)

49. (4_12 , -6) and (8, _12 ) 50. (-9, -8) and (0, -2) 51. (3, -14) and (11, 6)

Find each of the following. (Lesson 11-2)

⁀
52. mST 53. area of △ABD � ���
������� �
�
� �
� ����������
�����
� � �
������

Construction Tangent to a Circle From an Exterior Point

   
� �

� � � � �
� � �
� �

� �

̶̶
Draw ⊙C and locate P in Draw CP. Construct M, Center the compass at M. R and S are the tangent
̶̶
the exterior of the circle. the midpoint of CP. Draw a circle through C  and 
points. Draw PR 
PS
and P. It will intersect ⊙C tangent to ⊙C.
at R and S.
̶̶
1. Can you draw CR ⊥ RP
? Explain.

11-4 Inscribed Angles 779

 11-5
Explore Angle
Relationships in Circles
In Lesson 11-4, you learned that the measure of an angle inscribed in a circle
is half the measure of its intercepted arc. Now you will explore other angles
formed by pairs of lines that intersect circles.
Use with Lesson 11-5

TEKS G.2.A Geometric structure: use constructions to explore attributes of

geometric figures …. Also G.1.A, G.2.B, G.3.B, G.4.A, G.5.A, G.5.B, G.9.C
Activity 1
1 Create a circle with center A. Label the point on the circle as B. Create a radius
segment from A to a new point C on the circle.

2 Construct a line through C perpendicular to

̶̶
radius AC. Create a new point D on this line,
̶̶
which is tangent to circle A at C. Hide radius AC.

3 Create a new point E on the circle and then

̶̶
construct secant CE.

4 Measure ∠DCE and measure CBE ⁀.

(Hint: To measure an arc in degrees, select the
three points and the circle and then choose
Arc Angle from the Measure menu.)

5 Drag E around the circle and examine the changes in the measures.
Fill in the angle and arc measures in a chart like the one below. Try to create
acute, right, and obtuse angles. Can you make a conjecture about the
relationship between the angle measure and the arc measure?

m∠DCE
⁀
mCBE

Angle Type

Activity 2
1 Construct a new circle with two secants CD 
and EF
 that intersect inside the circle at G.

2 Create two new points H and I that are on the circle

as shown. These will be used to measure the arcs.
Hide B if desired. (It controls the circle’s size.)

3 Measure ∠DGF formed by the secant lines and

⁀ and DIF
measure CHE ⁀.

4 Drag F around the circle and examine the changes in

measures. Be sure to keep H between C and E and I between D
and F for accurate arc measurement. Move them if needed.

780 Chapter 11 Circles

5 Fill in the angle and arc measures in a chart like the one below. Try to create
acute, right, and obtuse angles. Can you make a conjecture about the relationship
between the angle measure and the two arc measures?

m∠DGF

m⁀
CHE

m⁀
DIF

Sum of Arcs

Activity 3
1 Use the same figure from Activity 2. Drag points
around the circle so that the intersection G is
now outside the circle. Move H so it is between E
and D and I is between C and F, as shown.

2 Measure ∠FGC formed by the secant lines and

⁀ and DHE
measure CIF ⁀.

3 Drag points around the circle and examine the

changes in measures. Fill in the angle and arc
measures in a chart like the one below. Can you
make a conjecture about the relationship between
the angle measure and the two arc measures?

m∠FGC

m⁀
CIF
⁀
mDHE

Number of Arcs

Try This
1. How does the relationship you observed in Activity 1 compare to the relationship
between an inscribed angle and its intercepted arc?
̶̶
2. Why do you think the radius AC is needed in Activity 1 for the construction of
the tangent line? What theorem explains this?
3. In Activity 3, try dragging points so that the secants become tangents.
What conclusion can you make about the angle and arc measures?
4. Examine the conjectures and theorems about the relationships between
angles and arcs in a circle. What is true of an angle with a vertex on the circle?
What is true of an angle with a vertex inside the circle? What is true of an angle
with a vertex outside the circle? Summarize your findings.
5. Does using geometry software to compare angle and arc measures constitute
a formal proof of the relationship observed?

11- 5 Technology Lab 781

 11-5 Angle Relationships
in Circles
TEKS G.5.B Geometric paterns: use … patterns to make generalizations about geometric
properties, including … angle relationships in … circles. Also G.1.A, G.2.B, G.5.A, G.9.C
Objectives Who uses this?
Find the measures of Circles and angles help optometrists correct
angles formed by lines vision problems. (See Example 4.)
that intersect circles.
Use angle measures to
Theorem 11-5-1 connects arc measures and
solve problems.
the measures of tangent-secant angles with
tangent-chord angles.

Theorem 11-5-1

THEOREM HYPOTHESIS CONCLUSION

If a tangent and a secant (or
chord) intersect on a circle at �
the point of tangency, then
the measure of the angle 1 m AB
m∠ABC = _ ⁀
formed is half the measure of 2
its intercepted arc. � �
 and
Tangent BC
 intersect at B.
secant BA

You will prove Theorem 11-5-1 in Exercise 45.

EXAMPLE 1 Using Tangent-Secant and Tangent-Chord Angles

Find each measure. �
�
A m∠BCD
1 mBC
m∠BCD = _ ⁀ ����
2
1 (142°)
m∠BCD = _
2
� �
= 71°

⁀
B mABC
m∠ACD = _1 mABC
⁀
2
1 mABC
90° = _ ⁀
2
⁀
180° = mABC

Find each measure. ����

�
1a. m∠STU
⁀
1b. mSR �

���
�
� �

782 Chapter 11 Circles

 Theorem 11-5-2

THEOREM HYPOTHESIS CONCLUSION

If two secants or chords � �
intersect in the interior
�
of a circle, then the � �
measure of each angle 1 (m ⁀
m∠1 = _ CD )
AB + m ⁀
� 2
formed is half the sum
of the measures of its ̶ ̶
intercepted arcs. Chords AD and BC
intersect at E.

PROOF Theorem 11-5-2 � �

̶ ̶
Given: AD and BC intersect at E. �
�
1 (mAB �
Prove: m∠1 = _ ⁀ + mCD ⁀)
2 �
Proof:
Statements Reasons
̶ ̶
1. AD and BC intersect at E. 1. Given
̶
2. Draw BD. 2. Two pts. determine a line.
3. m∠1 = m∠EDB + m∠EBD 3. Ext. ∠ Thm.
4. m∠EDB = __1 mAB
2
⁀, 4. Inscribed ∠ Thm.
m∠EBD = __1 mCD
2
⁀

5. m∠1 = __1 mAB

2
⁀ + __
1 ⁀
mCD 2
5. Subst.

6. m∠1 = __12 (mAB ⁀)

⁀ + mCD 6. Distrib. Prop.

EXAMPLE 2 Finding Angle Measures Inside a Circle

Find each angle measure.
m∠SQR �
1 (mPT
m∠SQR = _ ⁀ + mSR⁀) �
2 ��� ����
1 (32° + 100° ) �
=_ �
2 �
= 1 (132°)
_
2
= 66°

Find each angle measure.

2a. m∠ABD 2b. m∠RNM
���
� �
�
� � � � �
���
���
� �

����

11-5 Angle Relationships in Circles 783

 Theorem 11-5-3

If a tangent and a secant, two tangents, or two secants intersect in the exterior
of a circle, then the measure of the angle formed is half the difference of the
measures of its intercepted arcs.
� � �
�
�
� � � � �
� � �
� � �

1 (mAD
m∠1 = _ ⁀)
⁀ - mBD 1 (mEHG
m∠2 = _ ⁀)
⁀ - mEG 1 (mJN
m∠3 = _ ⁀)
⁀ - mKM
2 2 2

You will prove Theorem 11-5-3 in Exercises 34–36.

EXAMPLE 3 Finding Measures Using Tangents and Secants

Find the value of x.
A � B �
�
�
���� � �� ����
⁀ and EG ⁀ joined �� ���
EHG �
together make a � �
whole circle. So
⁀ = 360° - 132° 1 (mEHG ⁀)
mEHG
= 228°
x=_1 mRS
2
(
⁀ - mQS⁀ ) x=_
2
⁀ - mEG

=_1 (174° - 98°) =_1 (228° - 132°)

2 2
= 38° = 48°

3. Find the value of x. �

��� �
� �� ���
�
�

EXAMPLE 4 Biology Application

When a person is farsighted, light rays ������
enter the eye and are focused behind �
the retina. In the eye shown, light rays
�
converge at R. If m⁀PS = 60° and �
m⁀QT = 14°, what is m∠PRS? �
1 mPS
m∠PRS = _
2
⁀ - mQT (
⁀ ) �

=_1 (60° - 14° )

2
=_1 (46°) = 23°
2

4. Two of the six muscles that � ��������

�������
control eye movement are
attached to the eyeball and � �
intersect behind the eye. If
⁀ = 225°, what is m∠ACB?
mAEB ��������
� �������

784 Chapter 11 Circles

 Angle Relationships in Circles
VERTEX OF MEASURE
THE ANGLE OF ANGLE DIAGRAMS

On a circle Half the

measure of its ����
intercepted arc � ����

m∠1 = 60° m∠2 = 100°

Inside a circle Half the sum of

1 (44° + 86° )
m∠1 = _
the measures of
��� � ��� 2
its intercepted
= 65°
arcs

Outside a Half the

circle difference of the �
���
measures of its ���� � ��� ����
intercepted arcs

1 (202° - 78° )
m∠1 = _ 1 (125° - 45° )
m∠2 = _
2 2
= 62° = 40°

�
EXAMPLE 5 Finding Arc Measures �
Find m⁀
AF .
⁀. ����
Step 1 Find mADB �
m∠ABC = _ 1 mADB
⁀ If a tangent and secant
2 � ����
intersect on a ⊙ at the pt.
��� � �
of tangency, then the measure
of the ∠ formed is half the
measure of its intercepted arc.
1 mADB
110° = _ ⁀ Substitute 110 for m∠ABC.
2
⁀ = 220°
mADB Mult. both sides by 2.
⁀.
Step 2 Find mAD
⁀ ⁀
mADB = mAD + mDB⁀ Arc Add. Post.
⁀ + 160°
220° = mAD Substitute.
⁀
mAD = 60° Subtract 160 from both sides.
⁀.
Step 3 Find mAF
⁀ = 360° - (mAD
mAF ⁀ + mDB⁀ + mBF ⁀) Def. of a ⊙
= 360° - (60° + 160° + 48° ) Substitute.
= 92° Simplify.

⁀.
5. Find mLP �
�
����������
�����
��� �
�
���
� �
�

11-5 Angle Relationships in Circles 785

 THINK AND DISCUSS
1. Explain how the measure of an angle formed by two chords of a circle is
related to the measure of the angle formed by two secants.
2. GET ORGANIZED Copy and
complete the graphic organizer. ��������������
In each box write a theorem and
draw a diagram according to �� ������ �������
where the angle’s vertex is in
relationship to the circle.

11-5
Exercises KEYWORD: MG7 11-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Find each measure.
p. 782 1. m∠DAB ��� ⁀
3. mPN
� �
⁀ � ��� �
2. mAC 4. m∠MNP ����
����

� � �

SEE EXAMPLE 2 5. m∠STU 6. m∠HFG 7. m∠NPK

p. 783 � �
�
���� ��� ����
� � � �
� ��� �
� ��� �
� � �
� ��� �

SEE EXAMPLE 3 Find the value of x.

p. 784 8. 9. 10. ���

�� ��� ���� ���

�� ����

��

SEE EXAMPLE 4 11. Science A satellite orbits Mars. When it reaches S

p. 784 S it is about 12,000 km above the planet. How
38°
many arc degrees of the planet are visible to a A
camera in the satellite? x°

B
C

786 Chapter 11 Circles

SEE EXAMPLE 5 Multi-Step Find each measure.
p. 785 ⁀
12. mDF ⁀
14. mPN ���
����
� �
⁀
13. mCD ⁀
15. mKN �
���
� � ���
� �
��� �
���
� �
� � �

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each measure.
For See
Exercises Example 16. m∠BCD 18. m∠XZW � �
�
16–19 1 17. m∠ABC ⁀
19. mXZV ���
20–22 2 � �
23–25 3 ����
26 4 ����
27–30 5 �
� � �
TEKS TAKS 20. m∠QPR 21. m∠ABC 22. m∠MKJ
Skills Practice p. S25 � �
�
Application Practice p. S38 � ���� �����
�
��� ��� � �
� �
� �
�
���
� � � �����

Find the value of x.

23. ���� 24. 25. ��
����
���
�� ����
�� ����

Archaeology

26. Archaeology Stonehenge is a circular

arrangement of massive stones near
Salisbury, England. A viewer at V observes
the monument from a point where two
of the stones A and B are aligned with
Outside of Hunt, stones at the endpoints of a diameter �
Texas, is a replica of the circular shape. Given that
of Stonehenge. It is mAB⁀ = 48°, what is m∠AVB?
60 percent as tall as
the original and 90 �
�
percent as large in
circumference. Multi-Step Find each measure.
⁀ ⁀ ��� ����������
�����
27. mEG � 29. mPR
� �
⁀
28. mDE � ⁀
30. mLP
��� �
���� � �
�
�
� ��� � �

11-5 Angle Relationships in Circles 787

 In the diagram, m∠ABC = x °. Write an expression in terms �
�
of x for each of the following.
31. mAB⁀ 32. m∠ABD ⁀
33. mAEB

� � �
34. Given: Tangent CD
 and secant CA
 �

Prove: m∠ACD = (mAD - mBD)

1
_ ⁀ ⁀
�
2 ̶
Plan: Draw auxiliary line segment BD. Use the Exterior �
Angle Theorem to show that m∠ACD = m∠ABD - m∠BDC. �
Then use the Inscribed Angle Theorem and Theorem 11-5-1.
̶ ̶
35. Given: Tangents FE 
 and FG 36. Given: Secants LJ and LN
1
_ ( ⁀
Prove: m∠EFG = mEHG - mEG ⁀) Prove: m∠JLN = _ 1 (mJN ⁀)
⁀ - mKM
2 2
�
� � �
�
�
� �

37. Critical Thinking Suppose two secants intersect in the �

exterior of a circle as shown. What is greater, m∠1 or m∠2? �
Justify your answer. � � �
�
�
38. Write About It The diagrams show the intersection of perpendicular lines on
a circle, inside a circle, and outside a circle. Explain how you can use these to help
you remember how to calculate the measures of the angles formed.
���� ��� ����

���
���

Algebra Find the measures of the three angles of △ABC.

39. ���������� � 40. �
�����������
��
� � �
� ���
� �
�
���� ���������

41. This problem will prepare you for the Multi-Step TAKS
Prep on page 806. A B
The design was made by placing six equally-spaced
points on a circle and connecting them.
H
a. Find m∠BHC. F C
b. Find m∠EGD. G
c. Classify △EGD by its angle measures and by its
side lengths. E D

788 Chapter 11 Circles

42. What is m∠DCE? ���
� �
19° 79°
�
21° 101° ����
�
� ����
�

43. Which expression can be used to calculate m∠ABC?

1 (mAD
_ ⁀ + mAF ⁀) _1 (mDE ⁀)
⁀ - mAF
2 2
1 (mDE
_ ⁀ + mAF⁀) _1 (mAD ⁀)
⁀ - mAF
2 2
⁀ = 146° and �
44. Gridded Response In ⊙Q, mMN
⁀. �
m∠JLK = 45°. Find the degree measure of JK
� �
�
�

CHALLENGE AND EXTEND

45. Prove Theorem 11-5-1. �
 and secant BA
Given: Tangent BC 
Prove: m∠ABC = _ 1 mAB
⁀
2 ̶
(Hint: Consider two cases, one where AB is � �
̶
a diameter and one where AB is not a diameter.)
̶ ̶ ⁀ = 90°
46. Given: YZ and WZ are tangent to ⊙X. mWY
Prove: WXYZ is a square. � �

� �

47. Find x. ⁀.
48. Find mGH
� ���
� � �
� ���
� ��� �� ���� �
� � �
��� � �
� ��� ����
� � �

SPIRAL REVIEW
Determine whether the ordered pair (7, -8) is a solution of the following functions.
(Previous course)
49. g(x) = 2x 2 - 15x - 1 50. f(x) = 29 - 3x 51. y = -_7x
8
Find the volume of each pyramid or cone. Round to the nearest tenth. (Lesson 10-7)
52. regular hexagonal pyramid with a base edge of 4 m and a height of 7 m
53. right cone with a diameter of 12 cm and lateral area of 60π cm 2
54. regular square pyramid with a base edge of 24 in. and a surface area of 1200 in 2

In ⊙P, find each angle measure. (Lesson 11-4) �

�������
55. m∠BCA 56. m∠DBC 57. m∠ADC �� �
� �
�
� ���

11-5 Angle Relationships in Circles 789

 11-6
Explore Segment
Relationships in Circles
When secants, chords, or tangents of circles intersect, they create
several segments. You will measure these segments and investigate
their relationships.
Use with Lesson 11-6
TEKS G.9.C Congruence and the geometry of size:
formulate … conjectures about … circles and the lines KEYWORD: MG7 Lab11
that intersect them …. Also G.2.A, G.2.B, G.3.B, G.5.A
Activity 1
1 Construct a circle with center A. Label the point
on the circle as B. Construct two secants CD 
and EF
 that intersect outside the circle at G.
Hide B if desired. (It controls the circle’s size.)
̶̶ ̶̶̶ ̶̶ ̶̶
2 Measure GC, GD, GE, and GF. Drag points
around the circle and examine the changes
in the measurements.

3 Fill in the segment lengths in a chart like the

one below. Find the products of the lengths of
segments on the same secant. Can you make a conjecture about the
relationship of the segments formed by intersecting secants of a circle?

GC GD GC ⋅ GD GE GF GE ⋅ GF

Try This
1. Make a sketch of the diagram from Activity 1,
̶̶ ̶̶
and create CF and DE to create △CFG and
△EDG as shown.
2. Name pairs of congruent angles in the diagram.
How are △CFG and △EDG related? Explain
your reasoning.
3. Write a proportion involving sides of the triangles.
Cross-multiply and state the result. What do
you notice?

Activity 2
1 Construct a new circle with center A. Label the point on the circle as B.
Create a radius segment from A to a new point C on the circle.
̶̶
2 Construct a line through C perpendicular to radius AC. Create a new
̶̶
point D on this line, which is tangent to circle A at C. Hide radius AC.

790 Chapter 11 Circles

3 Create a secant line through D that intersects
the circle at two new points E and F, as shown.
̶̶ ̶̶ ̶̶
4 Measure DC, DE, and DF. Drag points around
the circle and examine the changes in the
measurements. Fill in the measurements in
a chart like the one below. Can you make a
conjecture about the relationship between the
segments of a tangent and a secant of a circle?

DE DF DE ⋅ DF DC ?

Try This
4. How are the products for a tangent and a secant similar to the products for secant
segments?
5. Try dragging E and F so they overlap (to make the secant segment look like a
tangent segment). What do you notice about the segment lengths you measured
in Activity 2? Can you state a relationship about two tangent segments from the
same exterior point?
6. Challenge Write a formal proof of the relationship you found in Problem 2.

Activity 3
̶̶ ̶̶
1 Construct a new circle with two chords CD and EF
that intersect inside the circle at G.
̶̶ ̶̶̶ ̶̶ ̶̶
2 Measure GC, GD, GE, and GF. Drag points around
the circle and examine the changes in the
measurements.

3 Fill in the segment lengths in a chart like the ones

used in Activities 1 and 2. Find the products of the
lengths of segments on the same chord. Can you
make a conjecture about the relationship of the
segments formed by intersecting chords of a circle?

Try This
7. Connect the endpoints of the chords to form two triangles. Name pairs
of congruent angles. How are the two triangles that are formed related?
Explain your reasoning.
8. Examine the conclusions you made in all three activities about segments formed
by secants, chords, and tangents in a circle. Summarize your findings.

11- 6 Technology Lab 791

 11-6 Segment Relationships
in Circles
TEKS G.5.A Geometric patterns: use numeric and geometric patterns to develop
algebraic expressions representing geometric properties. Also G.1.A, G.2.B
Objectives Who uses this?
Find the lengths of Archaeologists use facts about segments
segments formed by lines in circles to help them understand
that intersect circles.
ancient objects. (See Example 2.)
Use the lengths of
segments in circles to
In 1901, divers near the Greek island
solve problems.
of Antikythera discovered several
fragments of ancient items. Using the
Vocabulary
secant segment mathematics of circles, scientists were able
external secant segment to calculate the diameters of the complete disks.
tangent segment
The following theorem describes the relationship
among the four segments that are formed when
two chords intersect in the interior of a circle.

Theorem 11-6-1 Chord-Chord Product Theorem

THEOREM HYPOTHESIS CONCLUSION

If two chords intersect in the �

�
interior of a circle, then the
products of the lengths of �
the segments of the chords � AE ⋅ EB = CE ⋅ ED
are equal.
�

̶̶ ̶̶
Chords AB and CD
intersect at E.

You will prove Theorem 11-6-1 in Exercise 28.

EXAMPLE 1 Applying the Chord-Chord Product Theorem

Find the value of x and the length of each chord. �
PQ ⋅ QR = SQ ⋅ QT � �
�
6(4) = x ( 8) � � �
24 = 8x �
3=x
PR = 6 + 4 = 10 �
ST = 3 + 8 = 11

1. Find the value of x and the length �

of each chord. �
�
�
�
� �

� �

792 Chapter 11 Circles

EXAMPLE 2 Archaeology Application
Archaeologists discovered a fragment of an 3 in.
P
ancient disk. To calculate its original diameter, B
̶̶ 5 in.
they drew a chord AB and its perpendicular Q
̶̶
bisector PQ. Find the disk’s diameter.
̶̶̶
Since PQ is the perpendicular bisector of
̶̶ A
a chord, PR is a diameter of the disk.
AQ ⋅ QB = PQ ⋅ QR
5(5) = 3 (QR) R
25 = 3QR
_1
8 in. = QR ge07sec11l06002a
3
PR = 3 + 8_1 = 11_1 in.
3 3

̶̶
2. What if…? Suppose the length of chord AB that the
archaeologists drew was 12 in. In this case how much longer
is the disk’s diameter compared to the disk in Example 2?

A secant segment is a segment of a secant with at least one endpoint on the

circle. An external secant segment is a secant segment that lies in the exterior
of the circle with one endpoint on the circle.

� � ̶̶̶ ̶̶̶ ̶̶̶ ̶̶

� PM, NM, KM, and JM are
secant segments of ⊙Q.
� ̶̶̶ ̶̶
� NM and JM are external
secant segments.
�

Theorem 11-6-2 Secant-Secant Product Theorem

THEOREM HYPOTHESIS CONCLUSION

If two secants intersect in the �

exterior of a circle, then the
product of the lengths of one �
secant segment and its external � AE ⋅ BE = CE ⋅ DE
�
segment equals the product of �
the lengths of the other secant ̶̶ ̶̶
segment and its external segment. Secants AE and CE
(whole ⋅ outside = whole ⋅ outside) intersect at E.

PROOF Secant-Secant Product Theorem

̶̶ ̶̶
Given: Secant segments AE and CE �
Prove: AE ⋅ BE = CE ⋅ DE �
̶̶ ̶̶
Proof: Draw auxiliary line segments AD and CB. � �
∠EAD and ∠ECB both intercept BD ⁀, so �
∠EAD ≅ ∠ECB. ∠E ≅ ∠E by the Reflexive Property of ≅.
Thus △EAD ∼ △ECB by AA Similarity. Therefore corresponding
sides are proportional, and ___
AE
CE
= ___
DE
BE
. By the Cross Products Property,
AE ⋅ BE = CE ⋅ DE.

11-6 Segment Relationships in Circles 793

 EXAMPLE 3 Applying the Secant-Secant Product Theorem
Find the value of x and the length of each secant segment.
RT ⋅ RS = RQ ⋅ RP � � �
10 4 = (x + 5)5
( ) �
� �
40 = 5x + 25
15 = 5x � �
3=x
�
RT = 4 + 6 = 10
RQ = 5 + 3 = 8

3. Find the value of z and the length �

of each secant segment. � � ��
�
� �
� ��

A tangent segment is a segment of a �

�
tangent with one endpoint on the circle.
̶̶ ̶̶
AB and AC are tangent segments.

Theorem 11-6-3 Secant-Tangent Product Theorem

THEOREM HYPOTHESIS CONCLUSION

If a secant and a tangent

� �
intersect in the exterior of a
circle, then the product of �
the lengths of the secant AC ⋅ BC = DC 2
�
segment and its external
segment equals the length of ̶̶ ̶̶
Secant AC and tangent DC
the tangent segment squared. intersect at C.
(whole ⋅ outside = tangent 2)

You will prove Theorem 11-6-3 in Exercise 29.

EXAMPLE 4 Applying the Secant-Tangent Product Theorem

� �
�
Find the value of x.
SQ ⋅ RQ = PQ 2 �
�
9(4) = x 2
36 = x 2 �
±6 = x
�
The value of x must be 6 since it represents a length.

4. Find the value of y. �

� �
�

�
��
�

794 Chapter 11 Circles

 THINK AND DISCUSS
1. Does the Chord-Chord Product Theorem apply when both chords are
diameters? If so, what does the theorem tell you in this case?
2. Given A in the exterior of a circle, how many different tangent segments
can you draw with A as an endpoint?
3. GET ORGANIZED Copy and complete the graphic organizer.

������� ������� �������

�����������
�������������
��������������

11-6
Exercises KEYWORD: MG7 11-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary AB  intersects ⊙P at exactly one point. Point A is in the exterior
̶̶
of ⊙P, and point B lies on ⊙P. AB is a(n) ? . (tangent segment or external
̶̶̶̶
secant segment)

SEE EXAMPLE 1 Find the value of the variable and the length of each chord.
p. 792 2. 3. 4. �
� � �
� � �
� �
� � ��
�� � � � � �
� � � � �
�
� �

SEE EXAMPLE 2 5. Engineering A section of an aqueduct

p. 793 is based on an arc of a circle as shown.
̶̶ ̶̶̶ �
EF is the perpendicular bisector of GH.
GH = 50 ft, and EF = 20 ft. What is the
� �
diameter of the circle? �

SEE EXAMPLE 3 Find the value of the variable and the length of each secant segment.
p. 794 6. � ��� 7. � 8.
� �
�
� �
��� ����
� � �
� �
��
�
� � �
� � �
� � � ����

11-6 Segment Relationships in Circles 795

SEE EXAMPLE 4 Find the value of the variable.
p. 794 9. 10. � 11. �
�
� �
�
�
� �
�
� � �
��
� � �
�
�
�

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the value of the variable and the length of each chord.
For See �
Exercises Example 12. �
� 13. 14.
�
� �
12–14 1 � �
� � �� �
15 2 � � � �
� �
16–18 3 � � � �
��
� � �
19–21 4

�
TEKS TAKS
Skills Practice p. S25 15. Geology Molokini is a small, crescent-
Application Practice p. S38 shaped island 2__12 miles from the
Maui coast. It is all that remains of an
extinct volcano. To approximate the �������
diameter of the mouth of the volcano,
��������
a geologist can use a diagram like the
one shown. What is the approximate
diameter of the volcano’s mouth to the
nearest foot?

Find the value of the variable and the length of each secant segment.
16. � 17. � �
18. � �
�
� �� � �
� �
�
� � �
�� � � � �
� �
�
� �
�

Find the value of the variable.

19. 20. 21. � � � �
� �
� ��
� �
� � � � �
� �
�
� �
�

Use the diagram for Exercises 22 and 23.

̶̶ �
22. M is the midpoint of PQ. RM = 10 cm, and PQ = 24 cm.
�
a. Find MS. �
b. Find the diameter of ⊙O. �
̶̶ �
23. M is the midpoint of PQ.The diameter of ⊙O is 13 in.,
and RM = 4 in. �
a. Find PM.
b. Find PQ.

796 Chapter 11 Circles

 Multi-Step Find the value of both variables in each figure.
24. � 25. �
� � � ���
�
Meteorology �
�
�
� �
� �� �
� �
��
�
�
� �
� �
�
26. Meteorology A weather satellite S orbits Earth
at a distance SE of 6000 mi. Given that the diameter S
of the earth is approximately 8000 mi, what is the
Satellites are launched distance from the satellite to P? Round to the
to an area above the nearest mile. E
atmosphere where
P
there is no friction. The
idea is to position them
so that when they fall 27. /////ERROR ANALYSIS///// The two solutions show how to find
back toward Earth, they the value of x. Which solution is incorrect? Explain the error.
fall at the same rate � �
as Earth’s surface falls �
� � �
������������ ����� ������������ �����
away from them. �
�������������������� ������������������� ge07se_c11l06005a
�
AB
������
����
������������������ ��������������� �

28. Prove Theorem 11-6-1. � �

̶̶ ̶̶
Given: Chords AB and CD intersect at point E.
Prove: AE ⋅ EB = CE ⋅ ED �
̶̶ ̶̶ �
Plan: Draw auxiliary line segments AC and BD. Show that �
△ECA ∼ △EBD. Then write a proportion comparing the
lengths of corresponding sides.
�
�
29. Prove Theorem 11-6-3.
̶̶ ̶̶ �
Given: Secant segment AC, tangent segment DC
Prove: AC ⋅ BC = DC 2
�
30. Critical Thinking A student drew a circle and two
� �
secant segments. By measuring with a ruler, he found
̶̶ ̶̶ ̶̶ ̶̶ �
PQ ≅ PS. He concluded that QR ≅ ST. Do you agree with
� �
the student’s conclusion? Why or why not?
31. Write About It The radius of ⊙A is 4. CD = 4, �
̶̶
and CB is a tangent segment. Describe two different �
methods you can use to find BC.
� � � � � �

32. This problem will prepare you for the Multi-Step TAKS Prep
on page 806.
� �
Some Native American designs are based on eight points
that are placed around the circumference of a circle. �
In ⊙O, BE = 3 cm. AE = 5.2 cm, and EC = 4 cm. �
�
a. Find DE to the nearest tenth.
b. What is the diameter of the circle to the nearest tenth? �
̶̶
c. What is the length of OE to the nearest hundredth?
���������������

11-6 Segment Relationships in Circles 797

 ̶̶
33. Which of these is closest to the length of tangent PQ? �
6.9 9.2 9.9 10.6
� � �
�
̶̶
34. What is the length of UT ? � �
5 7 12 14 �

̶̶ � �
35. Short Response In ⊙A, AB is the perpendicular
̶̶
bisector of CD. CD = 12, and EB = 3. Find the radius
of ⊙A. Explain your steps. �
�
� �

CHALLENGE AND EXTEND �

̶̶ � �� �
36. Algebra KL is a tangent segment of ⊙N.
a. Find the value of x. �
b. Classify △KLM by its angle measures. Explain. � �
̶̶
37. PQ is a tangent segment of a circle with radius
4 in. Q lies on the circle, and PQ = 6 in. Find the � �
distance from P to the circle. Round to the nearest
tenth of an inch. �

38. The circle in the diagram has radius c. Use this diagram
and the Chord-Chord Product Theorem to prove the �
�
�
Pythagorean Theorem. �
� �����
�
39. Find the value of y to the � �
nearest hundredth. � �
��
�

SPIRAL REVIEW
40. An experiment was conducted to find the probability of rolling
two threes in a row on a number cube. The probability was 3.5%.
How many trials were performed in this experiment if 14 favorable
outcomes occurred? (Previous course)
41. Two coins were flipped together 50 times. In 36 of the flips, at least
one coin landed heads up. Based on this experiment, what is the
experimental probability that at least one coin will land heads up
when two coins are flipped? (Previous course)

Name each of the following. (Lesson 1-1)

42. two rays that do not intersect
� � � �
43. the intersection of AC
 and CD

44. the intersection of CA
 and BD


Find each measure. Give your answer in terms of π and �

�����
rounded to the nearest hundredth. (Lesson 11-3)
⁀ � �
45. area of the sector XZW 46. arc length of XW
���
47. m∠YZX if the area of the sector YZW is 40π ft 2 �

798 Chapter 11 Circles

 11-7 Circles in the
Coordinate Plane
TEKS G.2.B Geometric structure: make conjectures about … circles … choosing
from a variety of approaches such as coordinate …. Also G.1.A, G.4.A, G.5.A
Objectives Who uses this?
Write equations and Meteorologists use circles and

off the mark by Mark Parisi, www.ofthemark.com

graph circles in the coordinates to plan the location of
coordinate plane.

Atlantic Feature Synd. ©1999 Mark Parisi

weather stations. (See Example 3.)
Use the equation and
graph of a circle to solve The equation of a circle is based on
problems.
the Distance Formula and the fact that
all points on a circle are equidistant
from the center.
�

������
�

������ �
�

d= √
(x 2 - x 1) 2 + (y 2 - y 1) 2 Distance Formula
r= √(x - h)

2 2
+ (y - k ) Substitute the given values.

r 2 = (x - h) + (y - k)
2 2
Square both sides.

Theorem 11-7-1 Equation of a Circle

The equation of a circle with center (h, k) and radius r is (x - h) + (y - k) = r 2.

2 2

EXAMPLE 1 Writing the Equation of a Circle

Write the equation of each circle.
A ⊙A with center A(4, -2) and radius 3
(x - h)2 + (y - k)2 = r 2 Equation of a circle
(x - 4) + (y -(-2)) = 3
2 2 2
Substitute 4 for h, -2 for k, and 3 for r.
(x - 4) 2 + (y + 2) 2 = 9 Simplify.

B ⊙B that passes through (-2, 6) and has center B(-6, 3)

r= √
(-2 -(-6)) + (6 - 3) 2 2
Distance Formula

= √
25 = 5 Simplify.
(x - (-6)) 2
+ (y - 3) = 5 2 2 Substitute -6 for h, 3 for k, and 5 for r.
(x + 6) + (y - 3) = 25
2 2 Simplify.

Write the equation of each circle.

1a. ⊙P with center P(0, -3) and radius 8
1b. ⊙Q that passes through (2, 3) and has center Q(2, -1)

11-7 Circles in the Coordinate Plane 799

 If you are given the equation of a circle, you can graph the circle by making a
table or by identifying its center and radius.

EXAMPLE 2 Graphing a Circle

Graph each equation.
A x 2 + y 2 = 25
Step 1 Make a table of values.
, or 5, use ±5 and the values
Since the radius is √25
between for x-values.
x -5 -4 -3 0 3 4 5
y 0 ±3 ±4 ±5 ±4 ±3 0

Step 2 Plot the points and connect them to form a circle.

�
�

�
Always compare the �
equation to the form �� �� � � �
(x - h)2 + (y - k)2= r 2.
��

��

B (x + 1)2 + (y - 2)2 = 9 �
�
The equation of the given circle can be
written as (x -(-1)) + (y - 2)2 = 3 2.
2
�������
So h = -1, k = 2, and r = 3. �
�
The center is (-1, 2), and the radius is 3. �� � �
Plot the point (-1, 2). Then graph a ��
circle having this center and radius 3.
��

Graph each equation.

2a. x 2 + y 2 = 9 2b. (x - 3)2 + (y + 2)2 = 4

Graphing Circles

I found a way to use my calculator to

graph circles. You first need to write
the circle’s equation in y = form.
For example, to graph x 2 + y 2 = 16,
first solve for y.
y 2 = 16 - x 2
y = ± √16
- x2
Now enter and graph the two equations
Christina Avila
Crockett High School y 1 = √16
- x 2 and y 2 = - √16
- x2 .

800 Chapter 11 Circles

 EXAMPLE 3 Meteorology Application
Meteorologists are planning the location of a new weather station to cover
Osceola, Waco, and Ireland, Texas. To optimize radar coverage, the station
must be equidistant from the three cities which are located on a coordinate
plane at A(2, 5), B(3, -2), and C(-5, -2).
a. What are the coordinates where the station should be built?
b. If each unit of the coordinate plane represents 8.5 miles,
what is the diameter of the region covered by the radar?

Step 1 Plot the three given points. y A

1800 Osceola
Step 2 Connect A, B, and C to form 20
00

a triangle.
Step 3 Find a point that is equidistant x
The perpendicular from the three points by constructing
bisectors of a the perpendicular bisectors of two 20
00

triangle are of the sides of △ABC. C B

Ireland Waco
concurrent at a point 180
0

equidistant from The perpendicular bisectors of the sides

each vertex. of △ABC intersect at a point that is
equidistant from A, B, and C.
The intersection of the perpendicular y A
1800
Osceola
bisectors is P(-1, 1). P is the center of 00
20
the circle that passes through A, B, and C. Holt, Rinehart & Winston
Geometry © 2007
P
The weather station should be built at ge07sec11107003a Clifton
Texas Grid map x
P(-1, 1), Clifton, Texas. 3rd proof
00
There are approximately 10 units across 20
B
the circle. So the diameter of the region C 0 Waco
180
covered by the radar is approximately Ireland
85 miles.

3. What if…? Suppose the coordinates of the three cities

in Example 3 are D(6, 2), E(5, -5), and F(-2, -4).
What would be the location of the weather station?
Holt, Rinehart & Winston
Geometry © 2007
ge07sec11107004a Texas Grid map
3rd proof

THINK AND DISCUSS

1. What is the equation of a circle with radius r whose center is at
the origin?
2. A circle has a diameter with endpoints (1, 4) and (-3, 4). Explain how
you can find the equation of the circle.
3. Can a circle have a radius of -6? Justify your answer.
4. GET ORGANIZED Copy and complete
������
the graphic organizer. First select values ���� ��������
for a center and radius. Then use the center ������
and radius you wrote to fill in the other circles.
Write the corresponding equation and draw
the corresponding graph. �����

11-7 Circles in the Coordinate Plane 801

 11-7
Exercises KEYWORD: MG7 11-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Write the equation of each circle.
p. 799 1. ⊙A with center A(3, -5) and radius 12
2. ⊙B with center B(-4, 0) and radius 7
3. ⊙M that passes through (2, 0) and that has center M(4, 0)
4. ⊙N that passes through (2, -2) and that has center N(-1, 2)

SEE EXAMPLE 2 Multi-Step Graph each equation.

p. 800 5. (x - 3)2 + (y - 3)2 = 4 6. (x - 1)2 + (y + 2)2 = 9
7. (x + 3)2 + (y + 4)2 = 1 8. (x - 3)2 + (y + 4)2 = 16

SEE EXAMPLE 3 9. Communications A radio antenna tower is kept perpendicular to the ground
p. 801 by three wires of equal length. The wires touch the ground at three points on
a circle whose center is at the base of the tower. The wires touch the ground at
A(2, 6), B(-2, -2), and C(-5, 7).
a. What are the coordinates of the base of the tower?
b. Each unit of the coordinate plane represents 1 ft. What is the diameter of
the circle?

PRACTICE AND PROBLEM SOLVING

Independent Practice Write the equation of each circle.
For See
Exercises Example 10. ⊙R with center R(-12, -10) and radius 8
10–13 1 11. ⊙S with center S(1.5, -2.5) and radius √
3
14–17 2
12. ⊙C that passes through (2, 2) and that has center C(1, 1)
18 3
13. ⊙D that passes through (-5, 1) and that has center D(1, -2)
TEKS TAKS
Skills Practice p. S25 Multi-Step Graph each equation.
Application Practice p. S38 14. x 2 + (y - 2)2 = 9 15. (x + 1)2 - y 2 = 16
16. x 2 + y 2 = 100 17. x 2 + (y + 2)2 = 4
18. Anthropology Hundreds of stone
circles can be found along the Gambia
River in western Africa. The stones
are believed to be over 1000 years old.
In one of the circles at Ker Batch,
three stones have approximate
coordinates of A(3, 1), B(4, -2),
and C(-6, -2).
a. What are the coordinates of the
center of the stone circle?
b. Each unit of the coordinate
plane represents 1 ft. What is the
diameter of the stone circle?

802 Chapter 11 Circles

 Algebra Write the equation of each circle.
19. � 20. �
� �

� �
� �
�� �� � � �� � � �
��
Entertainment
�� ��

21. Entertainment In 2004, the world’s largest carousel was located at the House on
the Rock, in Spring Green, Wisconsin. Suppose that the center of the carousel is
at the origin and that one of the animals on the circumference of the carousel has
coordinates (24, 32).
The wooden carousel at a. If one unit of the coordinate plane equals 1 ft, what is the diameter of the
Fair Park in Dallas, Texas, carousel?
was manufactured by
b. As the carousel turns, the animals follow a circular path. Write the equation
Gustav Dentzel and his
family around 1914, of this circle.
It has 50 elaborately
carved jumping horses, Determine whether each statement is true or false. If false, explain why.
16 standing horses, and 22. The circle x 2 + y 2 = 7 has radius 7.
2 chariots.
23. The circle (x - 2) 2 + (y + 3) 2 = 9 passes through the point (-1, -3).
24. The center of the circle (x - 6)2 + (y + 4)2 = 1 lies in the second quadrant.
25. The circle (x + 1)2 + (y - 4)2 = 4 intersects the y-axis.
26. The equation of the circle centered at the origin with diameter 6 is x 2 + y 2 = 36.
27. Estimation You can use the graph of a circle �
�
to estimate its area.
a. Estimate the area of the circle by counting the number �
of squares of the coordinate plane contained �
in its interior. Be sure to count partial squares. �� �� � � �
b. Find the radius of the circle. Then use the area formula ��
to calculate the circle’s area to the nearest tenth.
��
c. Was your estimate in part a an overestimate or an
underestimate?
28. Consider the circle whose equation is (x - 4)2 + (y + 6)2 = 25. Write, in point-slope
form, the equation of the line tangent to the circle at (1, -10).

29. This problem will prepare you for the Multi-Step TAKS Prep on page 806.
A hogan is a traditional Navajo home. An artist is using �
a coordinate plane to draw the symbol for a hogan. � �
The symbol is based on eight equally spaced points
placed around the circumference of a circle. � �
a. She positions the symbol at A(-3, 5) and C(0, 2).
What are the coordinates of E and G? � �
b. What is the length of a diameter of the symbol? �
c. Use your answer from part b to write an equation of the circle.

11-7 Circles in the Coordinate Plane 803

 Find the center and radius of each circle.
30. (x - 2)2 + (y + 3)2 = 81 31. x 2 + (y + 15)2 = 25 32. (x + 1)2 + y 2 = 7

Find the area and circumference of each circle. Express your answer in terms of π.
33. circle with equation (x + 2)2 + (y - 7)2 = 9
34. circle with equation (x - 8)2 + (y + 5)2 = 7
Geology 35. circle with center (-1, 3) that passes through (2, -1)
36. Critical Thinking Describe the graph of the equation x 2 + y 2 = r 2 when r = 0.

37. Geology A seismograph measures ground

motion during an earthquake. To find the
epicenter of an earthquake, scientists take
readings in three different locations. Then they Minneapolis Detroit
draw a circle centered at each location.
The New Madrid
The radius of each circle is the distance
earthquake of 1811 was
the largest earthquake the earthquake is from the seismograph. Epicenter
known in American The intersection of the circles is the epicenter. Charleston
history. Large areas sank Use the data below to find the epicenter of
into the earth, new lakes the New Madrid earthquake.
were formed, forests
were destroyed, and the
course of the Mississippi Seismograph Location Distance to Earthquake
River was changed.
A (-200, 200) 300 mi
Holt, Rinehart & Winston
B (400, -100) 600 mi
Geometry © 2007
C (100, -500) 500 mi
ge07sec11107009a Epicenter map

2nd proof
38. For what value(s) of the constant k is the circle x 2 + (y - k) = 25 tangent to
2

the x-axis?
39. ⊙A has a diameter with endpoints (-3, -2) and (5, -2). Write the equation of ⊙A.
40. Recall that a locus is the set of points that satisfy a given condition. Draw and
describe the locus of points that are 3 units from (2, 2).
41. Write About It The equation of ⊙P is (x - 2)2 + (y - 1)2 = 9. Without graphing,
explain how you can determine whether the point (3, -1) lies on ⊙P, in the interior
of ⊙P, or in the exterior of ⊙P.

42. Which of these circles intersects the x-axis?

(x - 3) 2 + (y + 3) 2 = 4 (x + 2)2 + (y + 1)2 = 1
(x + 1)2 + (y - 4)2 = 9 (x + 1)2 + (y + 4)2 = 9
43. What is the equation of a circle with center (-3, 5) that passes through the
point (1, 5)?
(x + 3)2 + (y - 5)2 = 4 (x + 3)2 + (y - 5)2 = 16
(x - 3)2 + (y + 5)2 = 4 (x - 3)2 + (y + 5)2 = 16

44. On a map of a park, statues are located at (4, -2), (-1, 3), and (-5, -5).
A circular path connects the three statues, and the circle has a fountain at
its center. Find the coordinates of the fountain.
(-1, -2) (2, 1) (-2, 1) (1, -2)

804 Chapter 11 Circles

 CHALLENGE AND EXTEND
45. In three dimensions, the equation of a sphere is similar �
to that of a circle. The equation of a sphere with center �
(h, j, k) and radius r is (x - h)2 + (y - j)2 + (z - k)2 = r 2. �
�
a. Write the equation of a sphere with center (2, -4, 3) �
that contains the point (1, -2, -5).
b. AC
 and BC
 are tangents from the same exterior point. �
� ���������
If AC = 15 m, what is BC? Explain.

46. Algebra Find the point(s) of intersection of the line

x + y = 5 and the circle x 2 + y 2 = 25 by solving the system
of equations. Check your result by graphing the line and the circle.
47. Find the equation of the circle with center (3, 4) that is tangent to the line whose
equation is y = 2x + 3. (Hint: First find the point of tangency.)

SPIRAL REVIEW
Simplify each expression. (Previous course)
2x 2 - 2(4x 2 + 1) 18a + 4(9a + 3)
48. __ 49. __ 50. 3(x + 3y) - 4(3x + 2y) - (x - 2y)
2 6
̶̶ ̶̶
In isosceles △DEF, DE ≅ EF. m∠E = 60°, and m∠D = (7x + 4)°. DE = 2y + 10, and
EF = 4y - 1. Find the value of each variable. (Lesson 4-8) �
�
51. x 52. y
�
���
���
Find each measure. (Lesson 11-5) ���� �
⁀
53. mLNQ 54. m∠NMP �
�
�

KEYWORD: MG7 Career

Q: What math classes did you take in high school?
A: I took Algebra 1 and Geometry. I also took Drafting and
Woodworking. Those classes aren’t considered math classes,
but for me they were since math was used in them.

Q: What type of furniture do you make?

A: I mainly design and make household furniture, such as end
tables, bedroom furniture, and entertainment centers.

Q: How do you use math?

A: Taking appropriate and precise measurements is very
important. If wood is not measured correctly, the end
result doesn’t turn out as expected. Understanding angle
measures is also important. Some of the furniture I build
has 30° or 40° angles at the edges.
Bryan Moreno
Furniture Maker Q: What are your future plans?
A: Someday I would love to design all the furniture in my own
home. It would be incredibly satisfying to know that all my
furniture was made with quality and attention to detail.

11-7 Circles in the Coordinate Plane 805

 SECTION 11B

Angles and Segments

in Circles
Native American Design
The members of a Native American
cultural center are painting a circle
of colors on their gallery floor.
They start by laying out the circle
and chords shown. Before they
apply their paint to the design,
they measure angles and
lengths to check for accuracy.

L
K A

J B
M

I C

H D

G E
F

1. The circle design is based on twelve equally spaced points

placed around the circumference of the circle. As the group
lays out the design, what should be ge07sec11ac2003a
m∠AGB?
2. What should be m∠KAE? Why?
3. What should be m∠KMJ ? Why?
4. The diameter of the circle is 22 ft. KM ≈ 4.8 ft, and JM ≈ 6.4 ft.
̶̶̶
What should be the length of MB?
5. The group members use a coordinate plane to help them
position the design. Each square of a grid represents one
square foot, and the center of the circle is at (20, 14).
What is the equation of the circle?
6. What are the coordinates of points L, C, F, and I?

806 Chapter 11 Circles

 SECTION 11B

Quiz for Lessons 11-4 Through 11-7

11-4 Inscribed Angles
Find each measure.
1. m∠BAC � 3. m∠FGH �
⁀ ���� ⁀ �
2. mCD � 4. m JFG
���
���
� �

� �

11-5 Angle Relationships in Circles

Find each measure. �
5. m∠ RST � � 6. m∠AEC �
���
� �
� ����

�
����

7. A manufacturing company is creating a plastic stand for DVDs.

⁀ = 102°.
They want to make the stand with m MN
�
What should be the measure of ∠MPN?

11-6 Segment Relationships in Circles �

�
Find the value of the variable and the length of each chord
or secant segment.
8. � 9.
� � �
� � � �
� �
����� � �
� �
�
� �

10. An archaeologist discovers a portion of a circular stone wall,

⁀ in the figure. ST = 12.2 m, and UR = 3.9 m.
shown by ST �
What was the diameter of the original circular wall? �
�
Round to the nearest hundredth.
�

11-7 Circles in the Coordinate Plane

Write the equation of each circle.
11. ⊙A with center A(-2, -3) and radius 3
12. ⊙B that passes through (1, 1) and that has center B(4, 5)
13. A television station serves residents of three cities located at J(5, 2), K(-7, 2),
and L(-5, -8). The station wants to build a new broadcast facility that is
equidistant from the three cities. What are the coordinates of the location
where the facility should be built?

Ready to Go On? 807

 EXTENSION Polar Coordinates
TEKS G.1.A Geometric structure: develop an awareness of the structure of a mathematical
system, connecting definitions, postulates, logical reasoning, and theorems.

Objectives In a Cartesian coordinate system, a point is ���

Convert between represented by the two coordinates x and y.
polar and rectangular In a polar coordinate system , a point A is
coordinates. represented by its distance from the origin r, and �������
�
Plot points using polar an angle θ. θ is measured counterclockwise from �
coordinates. . The ordered pair (r, θ ) ���� ��
the horizontal axis to OA � ���� ����������
represents the polar coordinates of point A.
Vocabulary
polar coordinate system In a polar coordinate system, the origin is
pole called the pole . The horizontal axis is called
polar axis the polar axis . ����

y
You can use the equation of a circle r 2 = x 2 + y 2 and the tangent ratio θ = __x to
convert rectangular coordinates to polar coordinates.

EXAMPLE 1 Converting Rectangular Coordinates to Polar Coordinates

Convert (3, 4) to polar coordinates. �
�
������
r2 = x2 + y2 �
� �
r2 = 32 + 42
� �
r 2 = 25 �
� �
r=5
tan θ = 4 _
3
θ = tan -1 _
3 ()
4 ≈ 53°

The polar coordinates are (5, 53°).

1. Convert (4, 1) to polar coordinates.

You can use the relationships x = r cos θ and y = r sin θ to convert polar
coordinates to rectangular coordinates.

EXAMPLE 2 Converting Polar Coordinates to Rectangular Coordinates

Convert (2, 130°) to rectangular coordinates. ���

x = r cos θ y = r sinθ
x = 2 cos 130° y = 2 sin 130°
≈ -1.29 ≈ 1.53 ���������
���� ��
The rectangular coordinates are (-1.29, 1.53).

����

2. Convert (4, 60°) to rectangular coordinates.

808 Chapter 11 Circles

 EXAMPLE 3 Plotting Polar Coordinates ���

Plot the point (4, 225°).

Step 1 Measure 225° counterclockwise ����
from the polar axis.
���� ��
Step 2 Locate the point on the ray that
is 4 units from the pole.
���������

����

3. Plot the point (4, 300°).

���
EXAMPLE 4 Graphing Polar Equations
�����
Graph r = 4.
Make a table of values and plot the points.

θ 0° 45° 135° 270° 300° ���� ��

r 4 4 4 4 4

����

4. Graph r = 2.

EXTENSION
Exercises

Convert to polar coordinates.

1. (2, 2) 2. (1, 0) 3. (3, 7) 4. (0, 15)

Convert to rectangular coordinates.

5. (3, 150°) 6. (5, 214°) 7. (4, 303°) 8. (4.5, 90°)

Plot each point.

9. (4, 45°) 10. (3, 165°) 11. (1, 240°) 12. (3.5, 315°)
13. Critical Thinking Graph the equation r = 5. What can you say about the graph of
an equation of the form r = a, where a is a positive real number?

Technology Graph each equation.

14. r = -5 sin θ 15. r = 3 sin 4θ 16. r = -4 cos θ
17. r = 5 cos 3θ 18. r = 3 cos 2θ 19. r = 2 + 4 sin θ

Chapter 11 Extension 809

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
adjacent arcs . . . . . . . . . . . . . . . 757 exterior of a circle. . . . . . . . . . . 746 secant segment . . . . . . . . . . . . . 793
arc . . . . . . . . . . . . . . . . . . . . . . . . . 756 external secant segment . . . . . 793 sector of a circle . . . . . . . . . . . . 764
arc length . . . . . . . . . . . . . . . . . . 766 inscribed angle . . . . . . . . . . . . . 772 segment of a circle . . . . . . . . . . 765
central angle . . . . . . . . . . . . . . . 756 intercepted arc . . . . . . . . . . . . . 772 semicircle . . . . . . . . . . . . . . . . . . 756
chord . . . . . . . . . . . . . . . . . . . . . . 746 interior of a circle . . . . . . . . . . . 746 subtend . . . . . . . . . . . . . . . . . . . . 772
common tangent . . . . . . . . . . . 748 major arc . . . . . . . . . . . . . . . . . . 756 tangent of a circle . . . . . . . . . . . 746
concentric circles . . . . . . . . . . . 747 minor arc . . . . . . . . . . . . . . . . . . 756 tangent circles . . . . . . . . . . . . . . 747
congruent arcs . . . . . . . . . . . . . 757 point of tangency . . . . . . . . . . . 746 tangent segment . . . . . . . . . . . . 794
congruent circles . . . . . . . . . . . 747 secant . . . . . . . . . . . . . . . . . . . . . 746

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? is a region bounded by an arc and a chord.
̶̶̶̶
2. An angle whose vertex is at the center of a circle is called a(n) ? .
̶̶̶̶
3. The measure of a(n) ? is 360° minus the measure of its central angle.
̶̶̶̶
4. ? are coplanar circles with the same center.
̶̶̶̶

11-1 Lines That Intersect Circles (pp. 746–754) TEKS G.1.A, G.2.A, G.2.B, G.9.C

EXAMPLES EXERCISES
■ Identify each line or segment Identify each line or segment that intersects
that intersects ⊙A. each circle.
̶̶
chord: DE 5. � 6.
�
�
� 
tangent: BC � �
�
̶̶ ̶̶ ̶̶ � �
� �
radii: AE, AD, and AB � �

�

secant: DE � � �
̶̶
diameter: DE
Given the measures of the following segments that
̶̶ ̶̶ are tangent to a circle, find each length.
■ RS and RW are tangent to ⊙T. RS = x + 5 and
RW = 3x - 7. Find RS. 7. AB = 9x - 2 and BC = 7x + 4. Find AB.
RS = RW 2 segs. tangent to ⊙ from 8. EF = 5y + 32 and EG = 8 - y. Find EG.
same ext. pt. → segs. ≅.
x + 5 = 3x - 7 Substitute the given values. 9. JK = 8m - 5 and JL = 2m + 4. Find JK.
-2x + 5 = -7 Subtract 3x from both sides. 10. WX = 0.8x + 1.2 and WY = 2.4x. Find WY.
-2x = -12 Subtract 5 from both sides.
x=6 Divide both sides by -2.
RS = 6 + 5 Substitute 6 for y.
= 11 Simplify.

810 Chapter 11 Circles

11-2 Arcs and Chords (pp. 756–763) TEKS G.1.A, G.2.A, G.2.B, G.8.C, G.9.C

EXAMPLES EXERCISES
Find each measure. � Find each measure. �
⁀ � � ⁀ �
■ mBF 11. mKM
��� ��� �
∠BAF and ∠FAE are ��� ⁀ �
� 12. mHMK �
supplementary, so
� � ⁀
13. mJK
m∠BAF = 180° - 62° = 118°. �
⁀ = m∠BAF = 118°
mBF ⁀
14. mMJK
■ ⁀
mDF
Since m∠DAE = 90°, mDE ⁀ = 90°. Find each length to the nearest tenth.
⁀
m∠EAF = 62°, so mEF = 62°. 15. ST � 16. CD �
By the Arc Addition Postulate, � �
� �
⁀ = mDE
mDF ⁀ + mEF ⁀ = 90° + 62° = 152°. �
���

�
� �

11-3 Sector Area and Arc Length (pp. 764–769) TEKS G.1.A, G.1.B, G.8.B, G.9.C

EXAMPLES EXERCISES
■ Find the area of sector PQR. � Find the area of each sector. Give your answer in
Give your answer in terms terms of π and rounded to the nearest hundredth.
of π and rounded to the 17. sector DEF 18. sector JKL
nearest hundredth. � ���� ��� �

( )
A = πr 2 _m°
360°
���
�
�
��
� ���
�
= π (4) (_
360 )
135°
2
���
�

= 16π (_
8)
3 �

Find each arc length. Give your answer in terms

= 6π m 2 of π and rounded to the nearest hundredth.
⁀
19. GH ⁀
20. MNP
≈ 18.85 m 2
� ����
⁀. Give
■ Find the length of AB
your answer in terms of π ����� ���� � �
� ����
and rounded to the ����
nearest hundredth.
���
( )
L = 2πr _ m°
360° � � �

= 2π (9)(_
360° )
80°

= 18π (_
9)
4

= 8π ft
≈ 25.13 ft

Study Guide: Review 811

 11-4 Inscribed Angles (pp. 772–779) TEKS G.1.A, G.2.A, G.2.B, G.5.B, G.9.C

EXAMPLES EXERCISES
Find each measure. Find each measure. �
� ��� ⁀
■ m∠ABD 21. mJL ��� �
�
By the Inscribed ���� 22. m∠MKL ���
Angle Theorem, � �
⁀, � �
m∠ABD = __12 mAD
__
1( �
so m∠ABD = 2 108°)= 54°. �
Find each value.
⁀
■ mBE 23. x �
By the Inscribed Angle Theorem, ����������
⁀. So 28° = __
m∠BAE = __12 mBE 1 ⁀
mBE,
2 �
⁀
and mBE = 2 (28°) = 56°.
�
�
24. m∠RSP
�
���������
�
����������
�

11-5 Angle Relationships in Circles (pp. 782–789) TEKS G.1.A, G.2.B, G.5.A, G.5.B, G.9.C

EXAMPLES EXERCISES
Find each measure. Find each measure.
����
■ m∠UWX � ⁀
25. mMR � �
�
1 mUW �
m∠UWX = _ ⁀
26. m∠QMR ���
2 ����
� �
=_1 (160°)
2 � �
= 80° �
⁀
mVW
■ 27. m∠GKH �
Since m∠UWX = 80°, m∠UWY = 100°
⁀.
and m∠VWY = 50°. m∠VWY = __12 mVW ���
�
1 ⁀
__ ⁀
So 50° = 2 mVW, and mVW = 2(50°) = 100°. ��� �
� �
■ m∠AED
m∠AED = _1 (mAD
⁀ + mBC ⁀)
2 28. A piece of string art is �
1 (31° + 87°) � � made by placing 16 evenly
=_ spaced nails around the �
2 ��� �
circumference of a circle. �
1 (118°) ���
=_ � A piece of string is wound �
2
from A to B to C to D. �
= 59° �
What is m∠BXC?

812 Chapter 11 Circles

11-6 Segment Relationships in Circles (pp. 792–798) TEKS G.1.A, G.2.B, G.5.A

EXAMPLES EXERCISES
■ Find the value of x and � Find the value of the variable and the length of
the length of each chord. each chord.
AE ⋅ EB = DE ⋅ EC �� 29. � 30. �
� �
12x = 8(6) � � �
�
� � � � � � ��
12x = 48 � �
� �
� ��
x=4
� �
AB = 12 + 4 = 16
� �
DC = 8 + 6 = 14
Find the value of the variable and the length of each
■ Find the value of x and �
� secant segment.
the length of each secant �
�
segment. �
31. � 32. � � �
� �
FJ ⋅ FG = FK ⋅ FH � �
��
� � � � �
16(4) = (6 + x)6 �
64 = 36 + 6x �
�
� �
28 = 6x �
2
x = 4_
�
3
FJ = 12 + 4 = 16 �
_
FK = 4 2 + 6 = 10_2
3 3

11-7 Circles in the Coordinate Plane (pp. 799–805) TEKS G.1.A, G.2.B, G.4.A, G.5.A

EXAMPLES EXERCISES
■ Write the equation of ⊙A that passes through Write the equation of each circle.
(-1, 1) and that has center A(2, 3). 33. ⊙A with center (-4, -3) and radius 3
The equation of a circle with center (h, k) and
34. ⊙B that passes through (-2, -2) and that has
radius r is (x - h) + (y - k) = r 2.
2 2
center B(-2, 0)
√

r = (2 -(-1)) + (3 - 1)2 = √
2
3 2 + 2 2 = √
13 35. ⊙C �
�
The equation of ⊙A is (x - 2) + (y - 3) = 13.
2 2

�
■ Graph (x - 2)2 + (y + 1)2 = 4. �
The center of the circle is (2, -1), and �� �� � � �
the radius is √
4 = 2. �
��
�
� ��

� 36. Graph (x + 2)2 + (y - 2)2 = 1.

�� �
�������

��

Study Guide: Review 813

 1. Identify each line or segment that intersects the circle. � �

2. A jet is at a cruising altitude of 6.25 mi. To the nearest mile, �

what is the distance from the jet to a point on Earth’s horizon? �
(Hint: The radius of Earth is 4000 mi.) �

Find each measure.

⁀
3. mJK � 4. UV �
� �
�
���
� � �
� ��� � �

� � ����
5. Find the area of the sector. Give your answer in terms of π and rounded to �
the nearest hundredth. �
⁀. Give your answer in terms of π and rounded to the ����
6. Find the length of BC
nearest hundredth.
� �
⁀.
7. If m∠SPR = 47° in the diagram of a logo, find mSR
�
8. A printer is making a large version of the logo for a banner. According to the
⁀ = 58°. What should the measure of ∠QTR be?
specifications, mPQ � �

Find each measure.

9. m∠ABC 10. m∠NKL �
� �
�
���� ���
����
�
�
� �
11. A surveyor S is studying the positions of four columns A, B, C, and D that lie �
on a circle. He finds that m∠CSD = 42° and mCD ⁀ = 124°. What is mAB⁀? �
�
Find the value of the variable and the length of each chord or secant segment. �
12. � 13. �
� � �
� �
�
�� � �
� � �
�
� � �
14. The illustration shows a fragment of a circular plate. AB = 8 in., and CD = 2 in.
What is the diameter of the plate?
15. Write the equation of the circle that passes through (-2, 4) and that �
�
has center (1, -2).
16. An artist uses a coordinate plane to plan a mural. The mural will include � �
portraits of civic leaders at X(2, 4), Y(-6, 0), and Z(2, -8) and a circle that passes
through all three portraits. What are the coordinates of the center of the circle?

814 Chapter 11 Circles

FOCUS ON SAT MATHEMATICS SUBJECT TESTS
The topics covered on the SAT Mathematics Subject Tests To prepare for the SAT Mathematics
vary only slightly each time the test is administered. Subject Tests, start reviewing course
You can find out the general distribution of questions material a couple of months before your
across topics, then determine which areas need more of test date. Take sample tests to find the
your attention when you are studying for the test. areas you might need to focus on more.
Remember that you are not expected to
have studied all topics on the test.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

̶̶ ̶̶
1. AC and BD intersect at the center of the circle 4. Circle D has radius 6, and m∠ABC = 25°.
shown. If m∠BDC = 30°, what is the measure ⁀?
What is the length of minor AC
⁀?
of minor AB �
(A) 15° � �

(B) 30° �
�
(C) 60° �

(D) 105° � �
(E) 120° Note: Figure not drawn to scale.
Note: Figure not drawn to scale. 5π
(A) _
6
(B) 5π
_
2. Which of these is the equation of a circle that 4
is tangent to the lines x = 1 and y = 3 and has 5π
(C) _
radius 2? 3

(A) (x + 1)2 + (y - 1)2 = 4 (D) 3π

(B) (x - 1)2 + (y + 1)2 = 4 (E) 5π

(C) x 2 + (y - 1)2 = 4
(D) (x - 1)2 + y 2 = 4 5. A square is inscribed in a circle as shown.
2 2
(E) x + y = 4 If the radius of the circle is 9, what is the area
of the shaded region, rounded to the nearest
hundredth?

3. If LK = 6, LN = 10, and PK = 3, what is PM? (A) 11.56

(A) 7 � (B) 23.12

�
(B) 8 (C) 57.84
�
(C) 9 (D) 104.12
� �
(D) 10 (E) 156.23

(E) 11

College Entrance Exam Practice 815

 Multiple Choice: Recognize Distracters
In a multiple choice test item, incorrect answer choices that may seem right are
called distracters. Test writers create distracters by using common errors that
students make. Be sure you always check your answer. The answer you get when
you solve the problem may be one of the answer choices, but it may not be the
correct answer.

̶̶̶
CD is tangent to ⊙B at C, and m⁀
AC = 65°. What is m∠ABC?
130° 32.5°
� �
65° 25° ���
�
Look at each answer choice carefully.
�
⁀, not m∠ABC, is 130°.
A This is a distracter. The mACE �
Doubling the arc length is a common error.

B This is the correct answer.

C This is a distracter. Using the Inscribed Angle Theorem to solve

this problem is an error a student might make. m∠ABC is not
equal to half the mAC ⁀.

D This is a distracter. The sum of m∠ACD and m∠ABC is not 90°.

In a circle, the length of an arc intercepted by a central angle is 4π, and the radius
is 16 inches. What is the measure of the central angle?
5.625 45°
22.5° 90°

Look at each answer choice carefully.

F This is a distracter. Students who use πr 2 instead of 2πr will get this answer.

G This is a distracter. Students often make errors when dividing. This distracter
was created by dividing 4 by 32 and getting a quotient of __1
16
.

H This is the correct answer.

J This is a distracter. You would get this answer if you simplified the formula
for arc length incorrectly.

816 Chapter 11 Circles

 When you calculate an answer to a multiple-
Item C
���� choice test item, solve the problem again with
A regular hexagon is inscribed in a circle with
a different method to make sure your answer is
correct. a radius of 8 inches. What is the length of one
arc of the circle intercepted by one side of the
Read each test item and answer the questions hexagon?
that follow. 4π
_ 32 π
_
3 3
8π
_ 16π
Item A
3
Which point is the center of the circle defined
by the equation x 2 + (y - 9)2 = 81?
7. What is the formula for arc length?
(0, 9) (9, 9)
8. How do you determine the measure of the
(9, 0) (-9, -9) central angle?
9. Describe the errors a student might make to
1. What common error do the coordinates in get each of the distracters.
choice B represent?
2. The y-coordinate in choice C is correct, but
the x-coordinate is not. What error was
Item D
made in finding the x-coordinate?
What is the equation of a circle centered at
3. Which choice is the correct answer? What (4, -5) with a radius of 6?
alternative method can you use to see
(x + 5)2 + (y - 4)2 = 6
whether your answer is correct?
(x - 4)2 + (y + 5)2 = 6
(x + 5)2 + (y - 4)2 = 36
Item B (x - 4)2 + (y + 5)2 = 36
What is m∠FHG?
��� � ���� 10. What common error does the equation in
� � choice G represent?
� � 11. What common error does the equation in
�
choice H represent?
���� 12. Why is choice J the correct answer?
50° 100°
70° 200°
Item E
̶̶ ̶̶ What is m∠ABC?
4. How would you describe EH and HD?
�
5. If a student chose choice H, what common
mistake might the student have made?
� �
6. What common error would lead to answer
choice J?

45° 180°
90° 360°

̶̶
13. How does knowing what AC is help you
determine m∠ABC?
14. What mistake would lead to choice C?

TAKS Tackler 817

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–11

Multiple Choice 6. △JKL is a right triangle where m∠K = 90°
and tan J = __34 . Which of the following could be
1. The composite figure is a right prism that shares a the side lengths of △JKL?
base with the regular pentagonal pyramid on top.
If the lateral area of this figure is 328 square feet, KL = 16, KJ = 12, and JL = 20
what is the slant height of the pyramid? KL = 15, KJ = 25, and JL = 20
KL = 20, KJ = 16, and JL = 12
�
KL = 18, KJ = 24, and JL = 30

���� Use the diagram for Items 7 and 8.

���� �

2.5 feet 8.4 feet

5.0 feet 9.0 feet �
�
��� ���
2. What is the area of the polygon with vertices � �
A(2, 3), B(12, 3), C(6, 0), and D(2, 0)? �
12 square units 30 square units
21 square units 42 square units ⁀?
7. What is mQU
25° 58°
Use the diagram for Items 3–5.
42° 71°
� ���
� 8. Which expression can be used to calculate the
̶̶
length of PS?
�
� PR ⋅ PQ
_ PQ ⋅ QR
_
PU PU
� PR
_ ⋅ PR PQ
_ ⋅ PR
� PU PS

⁀?
3. What is mBC 9. △ABC has vertices A(0, 0), B(-1, 3), and C(2, 4).
If △ABC ∼ △DEF and △DEF has vertices D(5, -3),
36° 54°
E(4, -2), and F(3, y), what is the value of y?
45° 72°
-7 -3
⁀ is 6π, what is the area of
4. If the length of ED -5 -1
sector EFD?
10. What is the equation of the circle with
20π square centimeters ̶̶̶
diameter MN that has endpoints M(-1, 1)
72π square centimeters and N(3, -5)?
120π square centimeters (x + 1) 2 + (y - 2) 2 = 13
240π square centimeters (x - 1) 2 + (y + 2) 2 = 13
(x + 1) 2 + (y - 2) 2 = 26
5. Which of these line segments is NOT a chord
(x - 1) 2 + (y + 2) 2 = 52
of ⊙F?
̶̶ ̶̶
EC AF
̶̶ ̶̶
CA AE

818 Chapter 11 Circles

 STANDARDIZED TEST PREP
Remember that an important part of writing a Short Response
���� proof is giving a justification for each step in
the proof. Justifications may include theorems, 21. Use the diagram to find the value of x. Show your
postulates, definitions, properties, or the work or explain in words how you determined
information that is given to you. your answer.
�
̶̶ ̶̶ ����������
11. Kite PQRS has diagonals PR and QS that intersect
at T. Which of the following is the shortest �
̶̶ � ��� �
segment from Q to PR?
̶̶ ̶̶ ����������
PT RQ
̶̶ ̶̶ �
QP TQ

12. If the perimeter of an equilateral triangle is 22. Paul needs to rent a storage unit. He finds one
reduced by a factor of __12 , what is the effect on that has a length of 10 feet, a width of 5 feet,
the area of the triangle? and a height of 9 feet. He finds a second storage
The area remains constant. unit that has a length of 11 feet, a width of 4
feet, and a height of 8 feet. Suppose that the first
The area is reduced by a factor of __12 .
storage unit costs $85.00 per month and that the
The area is reduced by a factor of __14 . second storage unit costs $70.00 per month.
The area is reduced by a factor of __16 . a. Which storage unit has a lower price per cubic
foot? Show your work or explain in words
13. The area of a right isosceles triangle is 36 m 2. how you determined your answer.
What is the length of the hypotenuse of b. Paul finds a third storage unit that charges
the triangle? $0.25 per cubic foot per month. What are
6 meters 12 meters possible dimensions of the storage unit if
the charge is $100.00 per month?
6 √
2 meters 12 √
2 meters

23. The equation of ⊙C is x 2 + (y + 1) 2 = 25.

Gridded Response a. Graph ⊙C.
14. The ratio of the side lengths of a triangle is b. Write the equation of the line that is tangent
4 : 5 : 8. If the perimeter is 38.25 centimeters, what to ⊙C at (3, 3). Show your work or explain in
is the length in centimeters of the shortest side? words how you determined your answer.

15. What is the geometric mean of 4 and 16? 24. A tangent and a secant intersect on a circle at
the point of tangency and form an acute angle.
16. For △HGJ and △LMK suppose that ∠H ≅ ∠L, Explain how you would find the range of possible
HG = 4x + 5, KL = 9, HJ = 5x -1, and LM = 13. measures for the intercepted arc.
What must be the value of x to prove that
△HGJ and △LMK are congruent by SAS?
Extended Response
17. If the length of a side of a regular hexagon 25. Let ABCD be a quadrilateral inscribed in a circle
is 2, what is the area of the hexagon to the ̶̶ ̶̶
such that AB ǁ DC.
nearest tenth?

18. What is the arc length of a semicircle in a circle � �

with radius 5 millimeters? Round to the nearest
hundredth. � �

19. What is the surface area of a sphere whose

volume is 288π cubic centimeters? Round to the ⁀ = mBC
a. Prove that mAD ⁀.
nearest hundredth. b. Suppose ABCD is a trapezoid. Show that ABCD
must be isosceles. Justify your answer.
20. Convert (6, 60°) to rectangular coordinates. What c. If ABCD is not a trapezoid, explain why ABCD
is the value of the x-coordinate? must be a rectangle.

Cumulative Assessment, Chapters 1–11 819

 Extending
Transformational
Geometry
12A Congruence
Transformations
12-1 Reflections
12-2 Translations
12-3 Rotations
Lab Explore Transformations with
Matrices
12-4 Compositions of Transformations

12B Patterns
12-5 Symmetry
12-6 Tessellations
Lab Use Transformations to Extend
Tessellations
12-7 Dilations
Ext Using Patterns to Generate
Fractals

KEYWORD: MG7 ChProj

Each year, hundreds

of millions of monarch
butterflies pass
through Texas during
their annual migration.

820 Chapter 12
 Vocabulary
Match each term on the left with a definition on the right.
1. image A. a mapping of a figure from its original position to a new
position
2. preimage
B. a ray that divides an angle into two congruent angles
3. transformation
C. a shape that undergoes a transformation
4. vector
D. a quantity that has both a size and a direction
E. the shape that results from a transformation of a figure

Ordered Pairs
Graph each ordered pair.
5. (0, 4) 6. (-3, 2) 7. (4, 3)
8. (3, -1) 9. (-1, -3) 10. (-2, 0)

Congruent Figures
Can you conclude that the given triangles are congruent? If so, explain why.
11. △PQS and △PRS 12. △DEG and △FGE
� � �

� � �
�
�

Identify Similar Figures

Can you conclude that the given figures are similar? If so, explain why.
13. △JKL and △JMN 14. rectangle PQRS and rectangle UVWX
� �� �
� � � �
� �
� � � �
� ��� � � � �
� �

Angles in Polygons
15. Find the measure of each interior angle of a regular octagon. �
�� �
16. Find the sum of the interior angle measures of a convex pentagon. � �� ��

17. Find the measure of each exterior angle of a regular hexagon. ��

�� �
18. Find the value of x in hexagon ABCDEF. � �

Extending Transformational Geometry 821

 Key Vocabulary Connections
Vocabulary/Vocabulario To become familiar with some of the
composition of composición de vocabulary terms in the chapter, consider
transformations transformaciones the following. You may refer to the chapter,
the glossary, or a dictionary if you like.
glide reflection deslizamiento con
inversión 1. A composition is something that has
isometry isometría been put together. How can you use this
idea to understand what is meant by
symmetry simetría a composition of transformations ?
tessellation teselado 2. The prefix iso- means “equal.” The suffix
-metry means “measure.” What do you
think might be true about the preimage and
image of a figure under a transformation
that is an isometry ?

12-3 12-6
Geometry TEKS Les. Les. Les. Tech. Les. Les. Les. Geo. Les.
12-1 12-2 12-3 Lab 12-4 12-5 12-6 Lab 12-7 Ext.

G.2.A Geometric structure* use constructions to explore ★ ★ ★ ★

attributes of geometric figures ...
G.2.B Geometric structure* make conjectures … and ★ ★ ★ ★ ★
determine the validity of the conjectures, choosing
from a variety of approaches such as coordinate,
transformational, or axiomatic
G.5.B Geometric patterns* use numeric and geometric ★
patterns to make generalizations about geometric
properties …
G.5.C Geometric patterns* use properties of transformations ★ ★ ★ ★ ★
and their compositions to make connections between
mathematics and the real world such as tessellations
G.7.A Dimensionality and the geometry of location* use one- ★ ★ ★ ★
and two-dimensional coordinate systems to represent
points, lines, rays, line segments, and figures
G.10.A Congruence and the geometry of size* use congruence ★ ★ ★ ★ ★ ★
transformations to make conjectures and justify
properties of geometric figures …
G.11.A Similarity and the geometry of shape* use and extend ★ ★
similarity properties and transformations to explore and
justify conjectures …
G.11.B Similarity and the geometry of shape* uses ratios to ★
solve problems involving similar figures
G.11.D Similarity and the geometry of shape* describe the ★
effect on perimeter, area, and volume when one or more
dimensions of figure are changed and apply this idea in
solving problems
* Knowledge and skills are written out completely on pages TX28–TX35.

822 Chapter 12
Study Strategy: Prepare for Your Final Exam
Math is a cumulative subject, so your final exam will probably cover all of the
material you have learned since the beginning of the course. Preparation is
essential for you to be successful on your final exam. It may help you to make
a study timeline like the one below.

2 weeks before the final:

• Look at previous exams and homework to
determine areas I need to focus on; rework
problems that were incorrect or incomplete.
• Make a list of all formulas, postulates, and
theorems I need to know for the final.
• Create a practice exam using problems from
the book that are similar to problems from
each exam.

1 week before the final:

• Take the practice exam and check it.
For each problem I miss, find two or
three similar ones and work those.
• Work with a friend in the class to quiz
each other on formulas, postulates,
and theorems from my list.

1 day before the final:

• Make sure I have pencils, calculator
(check batteries!), ruler, compass,
and protractor.

Try This

1. Create a timeline that you will use to study for your final exam.

Extending Transformational Geometry 823

 12-1 Reflections
TEKS G.10.A Congruence and the geometry of size: use congruence transformations
to make conjectures and justify properties of geometric figures ....
Objective Who uses this?
Identify and draw Trail designers use reflections to
reflections. find shortest paths. (See Example 3.)
The Houston skyline
Vocabulary
isometry An isometry is a transformation that does not change the shape or size of a
figure. Reflections, translations, and rotations are all isometries. Isometries are
also called congruence transformations or rigid motions.

Also G.2.A, G.2.B, G.7.A Recall that a reflection is a transformation that moves a figure (the preimage)
by flipping it across a line. The reflected figure is called the image. A reflection
is an isometry, so the image is always congruent to the preimage.

EXAMPLE 1 Identifying Reflections

Tell whether each transformation appears to be a reflection. Explain.
A B
To review basic
transformations,
see Lesson 1-7,
pages 50−55. Yes; the image appears No; the figure does not appear
to be flipped across a line. to be flipped.

Tell whether each transformation appears to be a reflection.

1a. 1b.

Construction Reflect a Figure Using Patty Paper

  

Draw a triangle and a line of Fold the patty paper back along Trace the triangle. Then unfold
reflection on a piece of patty paper. the line of reflection. the paper.

Draw a segment from each vertex of the preimage

to the corresponding vertex of the image.
Your construction should show that the line of
reflection is the perpendicular bisector of every
segment connecting a point and its image.

824 Chapter 12 Extending Transformational Geometry

 Reflections

A reflection is a transformation across a line, called the ������������������

line of reflection, so that the line of reflection is the
perpendicular bisector of each segment joining each � ��
point and its image.

EXAMPLE 2 Drawing Reflections

Copy the quadrilateral and the line of reflection.
Draw the reflection of the quadrilateral across the line.
Step 1 Through each vertex draw a line perpendicular
���� to the line of reflection.
� ��������� Step 2 Measure the distance from each vertex to
For more on reflections,
see the Transformation the line of reflection. Locate the image of each
Builder on page xxiv. vertex on the opposite side of the line of reflection
and the same distance from it.
Step 3 Connect the images of the vertices.

2. Copy the quadrilateral and the line of

reflection. Draw the reflection of the
quadrilateral across the line.

EXAMPLE 3 Problem-Solving Application

A trail designer is planning two trails that connect �
campsites A and B to a point on the river. He wants �
the total length of the trails to be as short as possible.
Where should the trail meet the river? �����

1 Understand the Problem

The problem asks you to locate point X on the river so that AX + XB

has the least value possible.

2 Make a Plan
Let B' be the reflection of point B across the river. For any point X on the
̶̶̶ ̶̶
river, XB' ≅ XB, so AX + XB = AX + XB'. AX + XB' is least when A, X, and B'
are collinear.

3 Solve �
�
̶̶̶
Reflect B across the river to locate B'. Draw AB' and
̶̶̶
locate X at the intersection of AB' and the river. �
��
4 Look Back
To verify your answer, choose several possible locations for X and measure
the total length of the trails for each location.

3. What if…? If A and B were the same distance from the river,
̶̶ ̶̶
what would be true about AX and BX?

12-1 Reflections 825

 Reflections in the Coordinate Plane

ACROSS THE x-AXIS ACROSS THE y-AXIS ACROSS THE LINE y = x

� � � �������
��������� �������
�������
��������
� � �
� �
���������
�����

��������� ������� ��������� ������� ��������� ������

EXAMPLE 4 Drawing Reflections in the Coordinate Plane

Reflect the figure with the given vertices across the given line.
A M(1, 2), N(1, 4), P(3, 3); y-axis
The reflection of (x, y) is (-x, y). �� � �
�
M(1, 2) → M'(-1, 2) �� �
�
N(1, 4) → N'(-1, 4) �� �
�

P(3, 3) → P'(-3, 3) �� �� � � �
Graph the preimage and image.

B D(2, 0), E(2, 2), F(5, 2), G(5, 1); y = x

The reflection of (x, y) is (y, x). ��
� ��
D(2, 0) → D'(0, 2) �

E(2, 2) → E'(2, 2) �� �� �
�
F(5, 2) → F'(2, 5) � � �
�� � � �
G(5, 1) → G'(1, 5)
Graph the preimage and image.

4. Reflect the rectangle with vertices S(3, 4), T(3, 1), U(-2, 1),
and V(-2, 4) across the x-axis.

THINK AND DISCUSS

̶̶
1. Acute scalene △ABC is reflected across BC. Classify quadrilateral ABA'C.
Explain your reasoning.
2. Point A' is a reflection of point A across line ℓ. What is the relationship
̶̶̶
of ℓ to AA'?
3. GET ORGANIZED Copy and complete the graphic organizer.

������������������ ���������������� �������

������
������
�����

826 Chapter 12 Extending Transformational Geometry

 12-1
Exercises KEYWORD: MG7 12-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary If a transformation is an isometry, how would you describe the
relationship between the preimage and the image?

SEE EXAMPLE 1 Tell whether each transformation appears to be a reflection.

p. 824 2. 3.

4. 5.

SEE EXAMPLE 2 Multi-Step Copy each figure and the line of reflection. Draw the reflection of the
p. 825 figure across the line.
6. 7.

SEE EXAMPLE 3 8. City Planning The towns of San Pablo and Tanner are ������
���
p. 825 located on the same side of Highway 105. Two access �����
roads are planned that connect the towns to a point P
on the highway. Draw a diagram that shows where
point P should be located in order to make the total �����������
length of the access roads as short as possible.

SEE EXAMPLE 4 Reflect the figure with the given vertices across the given line.
p. 826 9. A(-2, 1), B(2, 3), C(5, 2); x-axis
10. R(0, -1), S(2, 2), T(3, 0); y-axis
11. M(2, 1), N(3, 1), P(2, -1), Q(1, -1); y = x
12. A(-2, 2), B(-1, 3), C(1, 2), D(-2, -2); y = x

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each transformation appears to be a reflection.
For See
Exercises Example 13. 14.
13–16 1
17–18 2
19 3
20–23 4
15. 16.
TEKS TAKS
Skills Practice p. S26
Application Practice p. S39

12-1 Reflections 827

 Multi-Step Copy each figure and the line of reflection. Draw the reflection of the
figure across the line.
17. 18.

19. Recreation Cara is playing pool. She wants to

hit the ball at point A without hitting the ball at point B. A
She has to bounce the cue ball, located at point C,
B
off the side rail and into her ball. Draw a diagram
that shows the exact point along the rail that Cara
C
should aim for.
ge07sec12l01006a
Reflect the figure with the given vertices across the given line.
20. A(-3, 2), B(0, 2), C(-2, 0); y-axis
21. M(-4, -1), N(-1, -1), P(-2, -2); y = x
22. J(1, 2), K(-2, -1), L(3, -1); x-axis
23. S(-1, 1), T(1, 4), U(3, 2), V(1, -3); y = x

Copy each figure. Then complete the figure by drawing the reflection image
across the line.
24. 25. 26.

Chemistry

27. Chemistry In chemistry, chiral molecules are mirror images

of each other. Although they have similar structures,
chiral molecules can have very different properties.
For example, the compound R-(+)-limonene smells
like oranges, while its mirror image, S-(-)-limonene,
smells like lemons. Use the figure and the given line
Louis Pasteur (1822– of reflection to draw S-(-)-limonene. ��������������
1895) is best known
for the pasteurization
process, which kills Each figure shows a preimage and image under a reflection.
germs in milk. He Copy the figure and draw the line of reflection.
discovered chemical 28. 29. 30.
chirality when he
observed that two salt
crystals were mirror
images of each other.

Use arrow notation to describe the mapping of each point when it is reflected
across the given line.
31. (5, 2); x-axis 32. (-3, -7); y-axis 33. (0, 12); x-axis
34. (-3, -6); y = x 35. (0, -5); y = x 36. (4, 4); y = x

828 Chapter 12 Extending Transformational Geometry

37. This problem will prepare you for the Multi-Step TAKS Prep on page 854.
The figure shows one hole of a miniature golf course.
a. Is it possible to hit the ball in a straight line �
from the tee T to the hole H? �
b. Find the coordinates of H', the reflection of � �
̶̶ �
H across BC. � � �
c. The point at which a player should aim in � �
order to make a hole in one is the intersection � �
̶̶̶ ̶̶
of TH' and BC. What are the coordinates of � � � � �
this point?

38. Critical Thinking Sketch the next figure in the sequence below.

�� �� �� �� �� �� ��
39. Critical Thinking Under a reflection in the coordinate plane, the point (3, 5)
is mapped to the point (5, 3). What is the line of reflection? Is this the only possible
line of reflection? Explain.

Draw the reflection of the graph of each function across the given line.
40. x-axis 41. y-axis
� �
� �
�������� ��������

� �
�� � � �� � �

�� ��

42. Write About It Imagine reflecting all the points in

a plane across line ℓ. Which points remain fixed under �
this transformation? That is, for which points is the
image the same as the preimage? Explain.

Construction Use the construction of a line perpendicular

to a given line through a given point (see page 179) and the �
construction of a segment congruent to a given segment
(see page 14) to construct the reflection of each figure
across a line.
43. a point 44. a segment 45. a triangle
��

46. Daryl is using a coordinate plane to plan a garden. He draws a flower

bed with vertices (3, 1), (3, 4), (-2, 4), and (-2, 1). Then he creates
a second flower bed by reflecting the first one across the x-axis.
Which of these is a vertex of the second flower bed?
(-2, -4) (2, 1)
(-3, 1) (-3, -4)

12-1 Reflections 829

 47. In the reflection shown, the shaded figure is the �
preimage. Which of these represents the mapping? � �
MJNP → DSWG JMPN → GWSD �
DGWS → MJNP PMJN → SDGW � � �

48. What is the image of the point (-3, 4) when it is �

reflected across the y-axis?
(4, -3) (3, 4)
(-3, -4) (-4, -3)

CHALLENGE AND EXTEND

Find the coordinates of the image when each point is reflected across the given line.
49. (4, 2); y = 3 50. (-3, 2); x = 1 51. (3, 1); y = x + 2
52. Prove that the reflection image of a segment is congruent
to the preimage.
̶̶̶ ̶̶ �
Given: A'B' is the reflection image of AB across line ℓ.
̶̶ ̶̶̶
Prove: AB ≅ A'B' �
̶̶̶ ̶̶̶
Plan: Draw auxiliary lines AA' and BB' as shown. First prove
� �
that △ACD ≅ △A'CD. Then use CPCTC to conclude that �
∠CDA ≅ ∠CDA'. Therefore ∠ADB ≅ ∠A'DB', which
makes it possible to prove that △ADB ≅ △A'DB'. ��
̶̶ ̶̶̶
Finally use CPCTC to conclude that AB ≅ A'B'.
��
Once you have proved that the reflection image of a segment is congruent to the
preimage, how could you prove the following? Write a plan for each proof.
̶̶̶ ̶̶
53. If A'B' is the reflection of AB, then AB = A'B'.
54. If ∠A'B'C' is the reflection of ∠ABC, then m∠ABC = m∠A'B'C'.
55. The reflection △A'B'C' is congruent to the preimage △ABC.
56. If point C is between points A and B, then the reflection C' is between A' and B'.
57. If points A, B, and C are collinear, then the reflections A', B', and C' are collinear.

SPIRAL REVIEW
A jar contains 2 red marbles, 6 yellow marbles, and 4 green marbles. One marble
is drawn and replaced, and then a second marble is drawn. Find the probability of
each outcome. (Previous course)
58. Both marbles are green.
59. Neither marble is red.
60. The first marble is yellow, and the second is green.

The width of a rectangular field is 60 m, and the length is 105 m. Use each of the
following scales to find the perimeter of a scale drawing of the field. (Lesson 7-5)
61. 1 cm : 30 m 62. 1.5 cm : 15 m 63. 1 cm : 25 m

Find each unknown measure. Round side lengths to the nearest �

hundredth and angle measures to the nearest degree. (Lesson 8-3)
�
64. BC 65. m∠A 66. m∠C
� �
����
�
��

830 Chapter 12 Extending Transformational Geometry

 12-2 Translations
TEKS G.10.A Congruence and the geometry of size: use congruence
transformations to make conjectures and justify properties ...
Objective Who uses this?
Identify and draw Marching band directors use
translations. translations to plan their bands’
field shows. (See Example 4.)

Also G.2.A, G.2.B, G.7.A A translation is a transformation where all the points of a figure are moved the
same distance in the same direction. A translation is an isometry, so the image
of a translated figure is congruent to the preimage.

EXAMPLE 1 Identifying Translations

Tell whether each transformation appears to be a translation. Explain.
A B

No; not all of the points have Yes; all of the points have moved
moved the same distance. the same distance in the same
direction.

Tell whether each transformation appears to be a translation.

1a. 1b.

Construction Translate a Figure Using Patty Paper

  

Draw a triangle and a translation Place a sheet of patty paper on Slide the bottom paper in the
vector on a sheet of paper. top of the diagram. Trace the direction of the vector until the
triangle and vector. head of the top vector aligns
with the tail of the bottom vector.
Trace the triangle.

Draw a segment from each vertex of the preimage

to the corresponding vertex of the image. Your
To review vectors, construction should show that every segment
see Lesson 8-6, connecting a point and its image is the same
pages 559−567. length as the translation vector. These segments
are also parallel to the translation vector.

12-2 Translations 831

 Translations

A translation is a transformation along a vector ��

such that each segment joining a point and its �����������
image has the same length as the vector and is ���������
parallel to the vector. �

EXAMPLE 2 Drawing Translations

Copy the triangle and the translation vector.
Draw the translation of the triangle along v. ��

Step 1 Draw a line parallel to the vector

through each vertex of the triangle.

���� ��

� ��������� Step 2 Measure the length of the vector.

For more on Then, from each vertex mark off
translations, see the this distance in the same direction as
Transformation Builder the vector, on each of the parallel lines.w
on page xxiv.
��

Step 3 Connect the images of the vertices.

��

2. Copy the quadrilateral and the

translation vector. Draw the
translation of the quadrilateral
along w. ��
�

Recall that a vector in the coordinate plane can be written as 〈a, b〉, where a is
the horizontal change and b is the vertical change from the initial point to the
terminal point.

Translations in the Coordinate Plane

HORIZONTAL TRANSLATION VERTICAL TRANSLATION GENERAL TRANSLATION

ALONG VECTOR 〈a, 0〉 ALONG VECTOR 〈0, b〉 ALONG VECTOR 〈a, b〉

� � �
������� ������������ ������������
������� ����������������
� � �
� � �
�������

��������� ���������� ��������� ���������� ��������� ��������������

832 Chapter 12 Extending Transformational Geometry

 EXAMPLE 3 Drawing Translations in the Coordinate Plane
Translate the triangle with vertices A(-2, -4),
�
B(-1, -2), and C(-3, 0) along the vector 〈2, 4〉. ��
The image of (x, y) is (x + 2, y + 4). ��

A(-2, -4) → A'(-2 + 2, -4 + 4) = A'(0, 0) � �

�� � �� � �
B(-1, -2) → B'(-1 + 2, -2 + 4) = B'(1, 2)
�
C(-3, 0) → C'(-3 + 2, 0 + 4) = C'(-1, 4)
��
Graph the preimage and image. �

3. Translate the quadrilateral with vertices R(2, 5), S(0, 2),

T(1, -1), and U(3, 1) along the vector 〈-3, -3〉.

EXAMPLE 4 Entertainment Application

In a marching drill, it takes 8 steps to march 5 yards. A drummer starts
8 steps to the left and 8 steps up from the center of the field. She marches
16 steps to the right to her second position. Then she marches 24 steps
Entertainment down the field to her final position. What is the drummer’s final position?
What single translation vector moves her from the starting position to
her final position?
The drummer’s starting coordinates
are (-8, 8).
�������
Her second position is
������� ������
In 1955, the University (-8 + 16, 8) = (8, 8).
of Texas Longhorn Band, ��������
Her final position is ���������
pictured above, became
the proud owner of Big (8, 8 - 24) = (8, -16).
��������
Bertha, the largest bass The vector that moves her directly
drum in the world. The from her starting position to her �� �� ��
drum is 54 inches wide
final position is
and 8 feet in diameter.
〈16, 0〉 + 〈0, -24〉 = 〈16, -24〉.

4. What if…? Suppose another drummer started at the center

of the field and marched along the same vectors as above.
What would this drummer’s final position be?

THINK AND DISCUSS

1. Point A' is a translation of point A along v. What is the
̶̶
relationship of v to AA'?
̶̶ ̶̶̶
2. AB is translated to form A'B'. ����������
Classify quadrilateral AA'B'B.
Explain your reasoning. ������������
3. GET ORGANIZED Copy and
complete the graphic organizer. ������� ����������

12-2 Translations 833

 12-2
Exercises KEYWORD: MG7 12-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Tell whether each transformation appears to be a translation.
p. 831 1. 2.

3. 4.

SEE EXAMPLE 2 Multi-Step Copy each figure and the translation vector. Draw the translation of
p. 832 the figure along the given vector.
5. 6.
��

���

SEE EXAMPLE 3 Translate the figure with the given vertices along the given vector.
p. 833 7. A(-4, -4), B(-2, -3), C(-1, 3); 〈5, 0〉
8. R(-3, 1), S(-2, 3), T(2, 3), U(3, 1); 〈0, -4〉
9. J(-2, 2), K(-1, 2), L(-1, -2), M(-3, -1); 〈3, 2〉

SEE EXAMPLE 4 10. Art The Zulu people of southern Africa are known for
p. 833 their beadwork. To create a typical Zulu pattern,
translate the polygon with vertices (1, 5),
(2, 3), (1, 1), and (0, 3) along the
vector 〈0, -4〉. Translate the image
along the same vector. Repeat to generate
a pattern. What are the vertices of the
fourth polygon in the pattern?

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each transformation appears to be a translation.
For See
Exercises Example 11. 12.
11–14 1
15–16 2
17–19 3
20 4
13. 14.
TEKS TAKS
Skills Practice p. S26
Application Practice p. S39

834 Chapter 12 Extending Transformational Geometry

 Multi-Step Copy each figure and the translation vector. Draw the translation of
the figure along the given vector.
15. 16.
�
�
��

Translate the figure with the given vertices along the given vector.
17. P(-1, 2), Q(1, -1), R(3, 1), S(2, 3); 〈-3, 0〉
Animation
18. A(1, 3), B(-1, 2), C(2, 1), D(4, 2); 〈-3, -3〉
19. D(0, 15), E(-10, 5), F(10, -5); 〈5, -20〉

20. Animation An animator draws the ladybug shown and then y

translates it along the vector 〈1, 1〉, followed by a translation
of the new image along the vector 〈2, 2〉, followed by a –5 0 x
translation of the second image along the vector 〈3, 3〉.
a. Sketch the ladybug’s final position.
Each frame of a b. What single vector moves the ladybug from its starting
computer-animated position to its final position? –5
feature represents __
24
1

of a second of film. Draw the translation of the graph of each function along the given vector.
Source: www.pixar.com
21. 〈3, 0〉 22. 〈-1, -1〉
� �
� �
�������� ge07sec12l02008a
� �
4th pass
� �
�
5/11/5
�� �� � � �� �� � �
cmurphy
���������
�� ��

23. Probability The point P(3, 2) is translated along one of the following four vectors
chosen at random: 〈-3, 0〉, 〈-1, -4〉, 〈3, -2〉, and 〈2, 3〉. Find the probability of
each of the following.
a. The image of P is in the fourth quadrant.
b. The image of P is on an axis.
c. The image of P is at the origin.

24. This problem will prepare you for the Multi-Step TAKS Prep on page 854.
The figure shows one hole of a miniature golf course �
and the path of a ball from the tee T to the hole H. �
a. What translation vector represents the path of
̶̶ �
the ball from T to DC? � �
b. What translation vector represents the path of � �
̶̶ �
the ball from DC to H? �
c. Show that the sum of these vectors is equal to the � � � � � �
vector that represents the straight path from T to H.

12-2 Translations 835

 Each figure shows a preimage (blue) and its image (red) under a translation.
Copy the figure and draw the vector along which the polygon is translated.
25. 26.

27. Critical Thinking The points of a plane are

. Do any points
translated along the given vector AB �
�
remain fixed under this transformation? That is,
are there any points for which the image coincides
with the preimage? Explain.
28. Carpentry Carpenters use a tool called
adjustable parallels to set up level work areas
and to draw parallel lines. Describe how
a carpenter could use this tool to translate
a given point along a given vector. What
additional tools, if any, would be needed?

Find the vector associated with each translation.

Then use arrow notation to describe the mapping �
�
of the preimage to the image. � �
�
29. the translation that maps point A to point B
�
30. the translation that maps point B to point A �� �� � � �
�� �
31. the translation that maps point C to point D
� �
32. the translation that maps point E to point B ��

33. the translation that maps point C to the origin

34. Multi-Step The rectangle shown is translated
two-thirds of the way along one of its diagonals.
Find the area of the region where the rectangle �����
and its image overlap. �����

35. Write About It Point P is translated along the vector 〈a, b〉.
Explain how to find the distance between point P and its image.

Construction Use the construction of a line parallel to a given ��

line through a given point (see page 163) and the construction
of a segment congruent to a given segment (see page 13) to �
construct the translation of each figure along a vector.
36. a point 37. a segment 38. a triangle

39. What is the image of P(1, 3) when it is translated along the vector 〈-3, 5〉?
(-2, 8) (0, 6) (1, 3) (0, 4)
40. After a translation, the image of A(-6, -2) is B(-4, -4). What is the image of
the point (3, -1) after this translation?
(-5, 1) (5, -3) (5, 1) (-5, -3)

836 Chapter 12 Extending Transformational Geometry

41. Which vector translates point Q to point P? �
�
〈-2, -4〉 〈-2, 4〉 �
〈4, -2〉 〈2, -4〉 �
�
� � �
�

CHALLENGE AND EXTEND

42. The point M(1, 2) is translated along a vector that is parallel to the line y = 2x + 4.
The translation vector has magnitude √ 5 . What are the possible images of point M?
43. A cube has edges of length 2 cm. Point P is translated �
along u, v, and w as shown.
��
�
a. Describe a single translation vector that maps
point P to point Q. ��

b. Find the magnitude of this vector to the nearest

�
hundredth. ���

44. Prove that the translation image of a segment is congruent ��

to the preimage. �
̶̶̶ ̶̶
Given: A'B' is the translation image of AB.
̶̶ ̶̶̶
Prove: AB ≅ A'B'
̶̶̶ ̶̶̶ ��
(Hint: Draw auxiliary lines AA' and BB'.
̶̶̶ ̶̶̶ �
What can you conclude about AA' and BB'?)

Once you have proved that the translation image of a segment is congruent to the
preimage, how could you prove the following? Write a plan for each proof.
̶̶̶ ̶̶
45. If A'B' is a translation of AB, then AB = A'B'.
46. If ∠A'B'C' is a translation of ∠ABC, then m∠ABC = m∠A'B'C'.
47. The translation △A'B'C' is congruent to the preimage △ABC.
48. If point C is between points A and B, then the translation C' is between A' and B'.
49. If points A, B, and C are collinear, then the translations A', B', and C' are collinear.

SPIRAL REVIEW
Solve each system of equations and check your solution. (Previous course)
⎧-5x - 2y = 17 ⎧2x - 3y = -7 ⎧4x + 4y = -1
50. ⎨ 51. ⎨ 52. ⎨
⎩ 6x - 2y = -5 ⎩ 6x + 5y = 49 ⎩ 12x - 8y = -8

Solve to find x and y in each diagram. (Lesson 3-4)

53. 54.

��
����������
���������� ���
���

△MNP has vertices M(-2, 0), N(-3, 2), and P(0, 4). Find the coordinates of the
vertices of △M'N'P' after a reflection across the given line. (Lesson 12-1)
55. x-axis 56. y-axis 57. y = x

12-2 Translations 837

 Transformations
of Functions
Algebra
Transformations can be used to graph complicated functions by using
the graphs of simpler functions called parent functions. The following are
examples of parent functions and their graphs.
See Skills Bank
page S63

y = ⎜x⎟ � y= x
√ � y = x2 �

� � �

Transformation of Parent Function y = f(x)

Reflection Vertical Translation Horizontal Translation

Across x-axis: y = -f(x) y = f(x) + k y = f(x - h)

Across y-axis: y = f(-x) Up k units if k > 0 Right h units if h > 0
Down k units if k < 0 Left h units if h < 0

Example
For the parent function y = x 2, write a function rule for the given transformation
and graph the preimage and image.
A a reflection across the x-axis B a translation up 2 units and right 3 units
function rule: y = -x 2 function rule: y = (x - 3)2 + 2
graph: � graph: �
� �
������
� �
� ��� ��
� �
��� �������� ����
� �
�� �� � � � �� �� � � �
� ��
��� ���
�� ��

Try This TAKS Grades 9–11 Obj. 2, 5

For each parent function, write a function rule for the given transformation and
graph the preimage and image.
1. parent function: y = x 2
transformation: a translation down 1 unit and right 4 units
2. parent function: y = √x
transformation: a reflection across the x-axis
3. parent function: y = ⎜x⎟
transformation: a translation up 2 units and left 1 unit

838 Chapter 12 Extending Transformational Geometry

 12-3 Rotations
TEKS G.10.A Congruence and the geometry of size: use congruence transformations
to make conjectures and justify properties of geometric figures ....
Objective Who uses this?
Identify and draw Astronomers can use properties of
rotations. rotations to analyze photos of star
trails. (See Exercise 35.)

Also G.2.A, G.2.B, G.7.A Remember that a rotation is a transformation

that turns a figure around a fixed point,
called the center of rotation. A rotation is
an isometry, so the image of a rotated figure
is congruent to the preimage.

EXAMPLE 1 Identifying Rotations

Tell whether each transformation appears to be a rotation. Explain.
A B

Yes; the figure appears to No; the figure appears

be turned around a point. to be flipped, not turned.

Tell whether each transformation appears to be a rotation.

1a. 1b.

Construction Rotate a Figure Using Patty Paper

  

On a sheet of paper, draw a triangle Place a sheet of patty paper on Hold your pencil down on the
and a point. The point will be the top of the diagram. Trace the point and rotate the bottom paper
center of rotation. triangle and the point. counterclockwise. Trace the triangle.

Draw a segment from each vertex to the center of rotation.

Your construction should show that a point’s distance
to the center of rotation is equal to its image’s distance
to the center of rotation. The angle formed by a point,
the center of rotation, and the point’s image is the angle
by which the figure was rotated.

12-3 Rotations 839

 Rotations

A rotation is a transformation about a point P, ��

called the center of rotation, such that each point
and its image are the same distance from P, and
such that all angles with vertex P formed by a
�
point and its image are congruent. In the figure,
��������� �
∠APA' is the angle of rotation.
��������

EXAMPLE 2 Drawing Rotations

Copy the figure and the angle of rotation.
Draw the rotation of the triangle � �
about point P by m∠A.
Step 1 Draw a segment from each vertex to point P.

�
Unless otherwise
stated, all rotations Step 2 Construct an angle congruent to ∠A onto
in this book are each segment. Measure the distance from each
counterclockwise. vertex to point P and mark off this distance on
the corresponding ray to locate the image of
each vertex.
�

Step 3 Connect the images of the vertices.

2. Copy the figure and the angle of

rotation. Draw the rotation of the
segment about point Q by m∠X. � �

Rotations in the Coordinate Plane

BY 90° ABOUT THE ORIGIN BY 180° ABOUT THE ORIGIN

�
� �������
���� ��������� ����
�
� ��������� ��� �������
�
For more on rotations, ����������
�
see the Transformation
�
Builder on page xxiv.
��������� ������� ��������� ��������

If the angle of a rotation in the coordinate plane is not a multiple of 90°, you can
use sine and cosine ratios to find the coordinates of the image.

840 Chapter 12 Extending Transformational Geometry

 EXAMPLE 3 Drawing Rotations in the Coordinate Plane
Rotate △ABC with vertices A(2, -1), B(4, 1), and C(3, 3) by 90°
about the origin.
The rotation of (x, y) is (-y, x).
�� �
A(2, -1) → A'(1, 2) �
��
B(4, 1) → B'(-1, 4) �
�� �
�
C(3, 3) → C'(-3, 3)
�� �� � �
Graph the preimage and image. �

3. Rotate △ABC by 180° about the origin.

EXAMPLE 4 Engineering Application

The Texas Star Ferris wheel has a radius of 106 ft and takes 40 seconds to
make a complete rotation. A car starts at position (106, 0). What are the
coordinates of the car’s location after 5 seconds?
Step 1 Find the angle of rotation. Five seconds is __
5
40
= __18 of a complete
__
1(
revolution, or 8 360°) = 45°.
Step 2 Draw a right triangle to represent the
������
car’s location (x, y) after a rotation of 45°
about the origin. ���

Step 3 Use the cosine ratio to find the ��� ��������

x-coordinate. � ���
adj. ��������
cos 45° = _x cos = _ ��������
106 hyp.
x = 106 cos 45° ≈ 75.0 Solve for x.
To review the sine
and cosine ratios, Step 4 Use the sine ratio to find the y-coordinate.
see Lesson 8-2, y opp.
pages 525–532. sin 45° = _ sin = _
106 hyp.
y = 106 sin 45° ≈ 75.0 Solve for y.
The car’s location after 5 seconds is approximately (75.0, 75.0).

4. The London Eye observation wheel has a radius of 67.5 m and

takes 30 minutes to make a complete rotation. A car starts
at position (67.5, 0). Find the coordinates of the car after 6
minutes. Round to the nearest tenth.

THINK AND DISCUSS

1. Describe the image of a rotation of a figure by an angle of 360°.
2. Point A' is a rotation of point A about point P. What is the relationship
̶̶ ̶̶
of AP to A'P?
3. GET ORGANIZED
���������� ����������� ��������
Copy and complete
the graphic ����������
organizer. �������

12-3 Rotations 841

 12-3
Exercises KEYWORD: MG7 12-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
SEE EXAMPLE 1 Tell whether each transformation appears to be a rotation.
p. 839 1. 2.

3. 4.

SEE EXAMPLE 2 Copy each figure and the angle of rotation. Draw the rotation of the figure about
p. 840 point P by m∠A.
5. 6.

�
�

�
�

SEE EXAMPLE 3 Rotate the figure with the given vertices about the origin using the given angle
p. 841 of rotation.
7. A(1, 0), B(3, 2), C(5, 0); 90° 8. J(2, 1), K(4, 3), L(2, 4), M(-1, 2); 90°
9. D(2, 3), E(-1, 2), F(2, 1); 180° 10. P(-1, -1), Q(-4, -2), R(0, -2); 180°

SEE EXAMPLE 4 11. Animation An artist uses a coordinate plane to plan the motion of
p. 841 an animated car. To simulate the car driving around a curve, the artist places the
car at the point (10, 0) and then rotates it about the origin by 30°. Give the car’s
final position, rounding the coordinates to the nearest tenth.

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each transformation appears to be a rotation.
For See
Exercises Example 12. 13.
12–15 1
16–17 2
18–21 3
22 4
14. 15.
TEKS TAKS
Skills Practice p. S26
Application Practice p. S39

842 Chapter 12 Extending Transformational Geometry

Copy each figure and the angle of rotation. Draw the rotation of the figure about
point P by m∠A.
16. 17.
�
� �
�

Rotate the figure with the given vertices about the origin using the given angle of
rotation.
18. E(-1, 2), F(3, 1), G(2, 3); 90° 19. A(-1, 0), B(-1, -3), C(1, -3), D(1, 0); 90°
20. P(0, 2), Q(2, 0), R(3, -3); 180° 21. L(2, 0), M(-1, -2), N(2, -2); 180°
22. Architecture The CN Tower in Toronto, Canada, features a revolving restaurant
that takes 72 minutes to complete a full rotation. A table that is 50 feet from the
center of the restaurant starts at position (50, 0). What are the coordinates of the
table after 6 minutes? Round coordinates to the nearest tenth.

Copy each figure. Then draw the rotation of the figure about the red point using the
given angle measure.
23. 90° 24. 180° 25. 180°

26. Point Q has coordinates (2, 3). After a rotation about the origin, �
�
the image of point Q lies on the y-axis. �������
a. Find the angle of rotation to the nearest degree. �

b. Find the coordinates of the image of point Q. �

Round to the nearest tenth. � � �

Rectangle RSTU is the image of rectangle LMNP under a � �

180° rotation about point A. Name each of the following.
27. the image of point N � �
�
28. the preimage of point S
̶̶̶ � �
29. the image of MN
̶̶ � �
30. the preimage of TU

31. This problem will prepare you for the Multi-Step TAKS
Prep on page 854. �
A miniature golf course includes a hole with a windmill.
Players must hit the ball through the opening at the
base of the windmill while the blades rotate. �
a. The blades take 20 seconds to make a complete
rotation. Through what angle do the blades rotate �
in 4 seconds? �
b. Find the coordinates of point A after 4 seconds. � �
(Hint: (4, 3) is the center of rotation.)

12-3 Rotations 843

 Each figure shows a preimage and its image under a rotation. Copy the figure and
locate the center of rotation.
32. 33. 34.

35. Astronomy The photograph was made by

placing a camera on a tripod and keeping the
camera’s shutter open for a long time. Because
of Earth’s rotation, the stars appear to rotate
around Polaris, also known as the North Star.
a. Estimation Estimate the angle of rotation
of the stars in the photo.
b. Estimation Use your result from part a �������
to estimate the length of time that the
camera’s shutter was open. (Hint: If the
shutter was open for 24 hours, the stars
would appear to make one complete
rotation around Polaris.)
36. Estimation In the diagram, △ABC → △A'B'C' under ��
a rotation about point P. ��
a. Estimate the angle of rotation.
b. Explain how you can draw two segments and
�� �
can then use a protractor to measure the angle
of rotation.
� �
c. Copy the figure. Use the method from part b to
find the angle of rotation. How does your result
�
compare to your estimate?
37. Critical Thinking A student wrote the following in his math
journal. “Under a rotation, every point moves around the center
of rotation by the same angle measure. This means that every
point moves the same distance.” Do you agree? Explain.

Use the figure for Exercises 38–40.

38. Sketch the image of pentagon ABCDE under a rotation �
�
of 90° about the origin. Give the vertices of the image. �
39. Sketch the image of pentagon ABCDE under a rotation
of 180° about the origin. Give the vertices of the image. � � �
�� � � �
40. Write About It Is the image of ABCDE under ��
a rotation of 180° about the origin the same as its � �
image under a reflection across the x-axis? ��
Explain your reasoning.

41. Construction Copy the figure. Use the

construction of an angle congruent to a
given angle (see page 22) to construct the �
image of point X under a rotation about
point P by m∠A. �

844 Chapter 12 Extending Transformational Geometry

42. What is the image of the point (-2, 5) when it is rotated about the origin by 90°?
(-5, 2) (5, -2) (-5, -2) (2, -5)
43. The six cars of a Ferris wheel are located at the vertices � �
of a regular hexagon. Which rotation about point P maps
�
car A to car C?
� �
60° 90° 120° 135°

44. Gridded Response Under a rotation about the origin, � �

the point (-3, 4) is mapped to the point (3, -4).
What is the measure of the angle of rotation?

CHALLENGE AND EXTEND

45. Engineering Gears are used to change
the speed and direction of rotating parts
in pieces of machinery. In the diagram,
suppose gear B makes one complete rotation
in the counterclockwise direction. Give the A B
angle of rotation and direction for the rotation
of gear A. Explain how you got your answer.
̶̶̶ ̶̶ ��
46. Given: A'B' is the rotation image of AB about point P. ��
̶̶ ̶̶̶
Prove: AB ≅ A'B' �
̶̶ ̶̶ ̶̶ ̶̶̶
(Hint: Draw auxiliary lines AP, BP, A'P, and B'P and
show that △APB ≅ △A'PB'.)
�
�
Once you have proved that the rotation image of a segment is
congruent to the preimage, how could you prove the following?
Write a plan for each proof.
̶̶̶ ̶̶
47. If A'B' is a rotation of AB, then AB = A'B'.
48. If ∠A'B'C' is a rotation of ∠ABC, then m∠ABC = m∠A'B'C'.
49. The rotation △A'B'C' is congruent to the preimage △ABC.
50. If point C is between points A and B, then the rotation C' is between A' and B'.
ge07sec12l03010a
51. If points A, B, and C are collinear, then the rotations A', B', and C' are collinear.
AB

SPIRAL REVIEW
Find the value(s) of x when y is 3. (Previous course)
52. y = x 2 - 4x + 7 53. y = 2x 2 - 5x - 9 54. y = x 2 - 2

Find each measure. (Lesson 6-6) � �

���
55. m∠XYR 56. QR
� �
���
Given the points A(1, 3), B(5, 0), C(-3, -2), and D(5, -6),
find the vector associated with each translation. (Lesson 12-2) � �
�
57. the translation that maps point A to point D
58. the translation that maps point D to point B
59. the translation that maps point C to the origin

12-3 Rotations 845

 12-3
Explore Transformations
with Matrices
TEKS G.10.A Congruence and the geometry of size: use
congruence transformations to make conjectures and
justify properties of geometric figures .... Also G.2.B,
Use with Lesson 12-3 G.5.B, G.7.A, G.11.A KEYWORD: MG7 Lab12

The vertices of a polygon in the coordinate plane can �

�
be represented by a point matrix in which row 1
contains the x-values and row 2 contains the y-values. ������
�
For example, the triangle with vertices (1, 2), (-2, 0),
������� �
⎡1 -2 3⎤
and (3, -4) can be represented by ⎢ ⎥. �� �� � �
⎣2 0 -4⎦ ��

��
�������

On the graphing calculator, enter a matrix using

the Matrix Edit menu. Enter the number of rows
and columns and then enter the values.

Matrix operations can be used to perform

transformations.

Activity 1
1 Graph the triangle with vertices (1, 0), (2, 4), and (5, 3) on graph paper. Enter
the point matrix that represents the vertices into matrix [B] on your calculator.
⎡1 0⎤
2 Enter the matrix ⎢ ⎥ into matrix [A] on your calculator. Multiply
⎣0 -1⎦
[A] * [B] and use the resulting matrix to graph the image of the triangle.
Describe the transformation.

Try This
⎡-1 0⎤
1. Enter the matrix ⎢ ⎥ into matrix [A]. Multiply [A] * [B] and use the resulting
⎣ 0 1⎦
matrix to graph the image of the triangle. Describe the transformation.
⎡0 1⎤
2. Enter the matrix ⎢ ⎥ into matrix [A]. Multiply [A] * [B] and use the resulting
⎣1 0⎦
matrix to graph the image of the triangle. Describe the transformation.

846 Chapter 12 Extending Transformational Geometry

Activity 2
1 Graph the triangle with vertices (0, 0), (3, 1), and (2, 4) on graph paper. Enter the
point matrix that represents the vertices into matrix [B] on your calculator.
⎡0 0 0⎤
2 Enter the matrix ⎢ ⎥ into matrix [A]. Add [A] + [B] and use the resulting
⎣2 2 2⎦
matrix to graph the image of the triangle. Describe the transformation.

Try This
⎡-1 -1 -1⎤
3. Enter the matrix ⎢ ⎥ into matrix [A]. Add [A] + [B] and use the resulting
⎣ 4 4 4⎦
matrix to graph the image of the triangle. Describe the transformation.
4. Make a Conjecture How do you think you could use matrices to translate
a triangle by the vector 〈a, b〉? Choose several values for a and b and test your
conjecture.

Activity 3
1 Graph the triangle with vertices (1, 1), (4, 1), and (1, 2) on graph paper. Enter the
point matrix that represents the vertices into matrix [B] on your calculator.

2 Enter the matrix ⎡⎣ 0 -1 ⎤⎦ into matrix [A]. Multiply [A] * [B] and use the resulting
1 0
matrix to graph the image of the triangle. Describe the transformation.

Try This
⎡-1 0⎤
5. Enter the values ⎢ ⎥ into matrix [A]. Multiply [A] * [B] and use the resulting
⎣ 0 -1⎦
matrix to graph the image of the triangle. Describe the transformation.
⎡ 0 1⎤
6. Enter the values ⎢ ⎥ into matrix [A]. Multiply [A] * [B] and use the resulting
⎣-1 0⎦
matrix to graph the image of the triangle. Describe the transformation.

12-3 Technology Lab 847

 12-4 Compositions of
Transformations
TEKS G.10.A Congruence and the geometry of size: use congruence transformations
to make conjectures and justify properties of geometric figures .... Also G.5.C
Objectives Why learn this?
Apply theorems about Compositions of transformations can
isometries. be used to describe chess moves.
Identify and draw (See Exercise 11.)
compositions of
transformations, such
A composition of transformations is one
as glide reflections.
transformation followed by another. For
example, a glide reflection is the composition
Vocabulary
of a translation and a reflection across a line
composition of
transformations parallel to the translation vector.
glide reflection
The glide reflection that maps △JKL to △J'K'L'
is the composition of a translation along v A life-sized chessboard in Galveston
followed by a reflection across line ℓ.
��
���������������������������������������
��
�

� �
�
�� ��

��
�������������������������������������

The image after each transformation is congruent to the previous image. By the
Transitive Property of Congruence, the final image is congruent to the preimage.
This leads to the following theorem.

Theorem 12-4-1

A composition of two isometries is an isometry.

EXAMPLE 1 Drawing Compositions of Isometries

� �
Draw the result of the composition of isometries.
�
A Reflect △ABC across line ℓ and then
��
translate it along v
. �

�
Step 1 Draw △A'B'C', �
the reflection image
of △ABC. �
��
�
��
� ���
�� �
���
Step 2 Translate △A'B'C' along v to �
�� ���
find the final image, △A''B''C''. � ��
��
��

848 Chapter 12 Extending Transformational Geometry

 B △RST has vertices R(1, 2), S(1, 4), and
T(-3, 4). Rotate △RST 90° about the
origin and then reflect it across the y-axis. � � �
Step 1 The rotation image of (x, y) is (-y, x).
R(1, 2) → R'(-2, 1), S(1, 4) → S'(-4, 1), �� ��
�
� ��� ���
and T(-3, 4) → T '(-4, -3). �
Step 2 The reflection image of (x, y) is (-x, y). �� � �
R'(-2, 1) → R''(2, 1), S'(-4, 1) → S''(4, 1), ��
and T '(-4, -3) → T ''(4, -3). �� �� ���
Step 3 Graph the preimage and images.

1. △JKL has vertices J(1, -2), K(4, -2), and L(3, 0). Reflect △JKL
across the x-axis and then rotate it 180° about the origin.

Theorem 12-4-2

The composition of two reflections across two parallel

lines is equivalent to a translation.
• The translation vector is perpendicular to the lines.
• The length of the translation vector is twice the
distance between the lines.

The composition of two reflections across two intersecting

lines is equivalent to a rotation.
• The center of rotation is the intersection of the lines.
• The angle of rotation is twice the measure of the angle
formed by the lines.

EXAMPLE 2 Art Application �

Tabitha is creating a design for an art
project. She reflects a figure across
line ℓ and then reflects the image
���� across line m. Describe a single
transformation that moves the
�
� ��������� figure from its starting position
For more on the to its final position.
composition of two
reflections, see the
Transformation Builder By Theorem 12-4-2, the composition of two reflections
on page xxiv. across intersecting lines is equivalent to a rotation about
the point of intersection. Since the lines are perpendicular,
they form a 90° angle. By Theorem 12-4-2, the angle of
rotation is 2 · 90° = 180°.

2. What if…? Suppose Tabitha

reflects the figure across line n
and then the image across line p.
Describe a single transformation �
that is equivalent to the two
�����
reflections.
�

12-4 Compositions of Transformations 849

 Theorem 12-4-3

Any translation or rotation is equivalent to a composition of two reflections.

EXAMPLE 3 Describing Transformations in Terms of Reflections

Copy each figure and draw two lines of reflection that produce
an equivalent transformation. � ��
A translation: △ABC → △A'B'C'
� � �� ��
̶̶̶
Step 1 Draw AA' and locate �
̶̶̶ � ��
the midpoint M of AA'.
Step 2 Draw the perpendicular
̶̶̶ ̶̶̶
bisectors of AM and A'M. � � �� ��
To draw the
perpendicular ��
bisector of a segment, ��
use a ruler to locate
B rotation with center P : △DEF → △D'E'F'
the midpoint, and � ��
then use a right �
angle to draw a �
perpendicular line.
�� �
Step 1 Draw ∠DPD'. ��
Draw the angle
.
bisector PX � �� �

Step 2 Draw the bisectors � �

of ∠DPX and ∠D'PX.
�

3. Copy the figure showing � �

the translation that maps �� ��
LMNP → L'M'N'P'. Draw the � �
lines of reflection that produce
�� ��
an equivalent transformation.

THINK AND DISCUSS

1. Which theorem explains why the image of a rectangle that is translated
and then rotated is congruent to the preimage?
2. Point A' is a glide reflection of point A along v and across line ℓ.
What is the relationship between v and ℓ? Explain the steps you
would use to draw a glide reflection.
3. GET ORGANIZED Copy and
complete the graphic organizer. ������������������
�����������
In each box, describe an
equivalent transformation
������� �������
and sketch an example.
�������������� ������������������

850 Chapter 12 Extending Transformational Geometry

 12-4
Exercises KEYWORD: MG7 12-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary Explain the steps you would use to draw a glide reflection.

SEE EXAMPLE 1 Draw the result of each composition of isometries.

p. 848 2. Translate △DEF along u and 3. Reflect rectangle PQRS across line m
then reflect it across line ℓ. and then translate it along v.
� �
�
�
� �
� � �

� �

4. △ABC has vertices A(1, -1), B(4, -1), and C(3, 2). Reflect △ABC across the y-axis
and then translate it along the vector 〈0, -2〉.

SEE EXAMPLE 2 5. Sports To create the opening graphics � �

p. 849 for a televised football game, an animator

reflects a picture of a football helmet across
line ℓ. She then reflects its image across line m,
���
which intersects line ℓ at a 50° angle. Describe
a single transformation that moves the helmet
from its starting position to its final position.

SEE EXAMPLE 3 Copy each figure and draw two lines of reflection that produce an equivalent
p. 850 transformation.
6. translation: 7. rotation with center P:
△EFG → △E'F'G' △ABC → △A'B'C' ��
��
� ��

�� �
� � �� ��
�
� �

PRACTICE AND PROBLEM SOLVING

Independent Practice Draw the result of each composition of isometries.
For See
Exercises Example 8. Translate △RST along u and then 9. Rotate △ABC 90° about point P and then
8–10 1 translate it along v. reflect it across line ℓ.
11 2 � �
12–13 3 � �

� �
TEKS TAKS �� �
� �
Skills Practice p. S26
Application Practice p. S39

10. △GHJ has vertices G(1, -1), H(3, 1), and J(3, -2). Reflect △GHJ across the line y = x
and then reflect it across the x-axis.

12-4 Compositions of Transformations 851

 11. Games In chess, a knight moves in the shape of the letter L.
The piece moves two spaces horizontally or vertically. Then
it turns 90° in either direction and moves one more space.
a. Describe a knight’s move as a composition of
transformations.
b. Copy the chessboard with the knight. Label all the
positions the knight can reach in one move.
c. Label all the positions the knight can reach in two moves.

Copy each figure and draw two lines of reflection that produce an equivalent
transformation.
12. translation: 13. rotation with center Q: �� ��
ABCD → A'B'C'D' △JKL → △J'K'L'
�� ��
��
� � � � �
�� ��

� �
�
14. /////ERROR ANALYSIS///// The segment with endpoints A(4, 2) and B(2, 1)
is reflected across the y-axis. The image is reflected across the x-axis.
What transformation is equivalent to the composition of these two reflections?
Which solution is incorrect? Explain the error.
� �
��������������������������������� �����������������������������
��������������������������������� ���������������������������������
������������������������������� ���������������������������
� �
�������������������������������� � �
�������������������������������
��������������������������������� ��������������������������������
���������������������������������� �������������������������������
������������������������������� �����
���������

̶̶ �
15. Equilateral △ABC is reflected across AB. Then its image
. Copy △ABC and draw its final image.
is translated along BC

Tell whether each statement is sometimes, always, or never true.

16. The composition of two reflections is equivalent to a rotation. � �

17. An isometry changes the size of a figure.

18. The composition of two isometries is an isometry.
19. A rotation is equivalent to a composition of two reflections.
� �
20. Critical Thinking Given a composition of reflections across
two parallel lines, does the order of the reflections matter? �
For example, does reflecting △ABC across m and then
its image across n give the same result as reflecting � �
△ABC across n and then its image across m? Explain.

21. Write About It Under a glide reflection, △RST → △R'S'T '. The vertices of △RST
are R(-3, -2), S(-1, -2), and T(-1, 0). The vertices of △R'S'T ' are R'(2, 2), S'(4, 2),
and T '(4, 0). Describe the reflection and translation that make up the glide reflection.

852 Chapter 12 Extending Transformational Geometry

22. This problem will prepare you for the Multi-Step TAKS � � �
Prep on page 854. � �
The figure shows one hole of a miniature golf course �
where T is the tee and H is the hole. �

a. Yuriko makes a hole in one as shown by the red arrows. �

Write the ball’s path as a composition of translations. �
�
b. Find a different way to make a hole in one, and write � � �
the ball’s path as a composition of translations.

23. △ABC is reflected across the y-axis. Then its image is rotated � �
90° about the origin. What are the coordinates of the final
image of point A under this composition of transformations? �
(-1, -2) (-2, 1) (1, 2) (-2, -1) � �
� � �
24. Which composition of transformations maps △ABC into the
fourth quadrant?
Reflect across the x-axis and then reflect across the y-axis.
Rotate about the origin by 180° and then reflect across the y-axis.
Translate along the vector 〈-5, 0〉 and then rotate about the origin by 90°.
Rotate about the origin by 90° and then translate along the vector 〈1, -2〉.

25. Which is equivalent to the composition of two translations?

Reflection Rotation Translation Glide reflection

CHALLENGE AND EXTEND

26. The point A(3, 1) is rotated 90° about the point P(-1, 2) and then reflected across
the line y = 5. Find the coordinates of the image A'.
27. For any two congruent figures in a plane, one can be �
transformed to the other by a composition of no more �� ��
than three reflections. Copy the figure. Show how to � �
find a composition of three reflections that maps ��
△MNP to △M'N'P'.
28. A figure in the coordinate plane is reflected across the line y = x + 1 and then
across the line y = x + 3. Find a translation vector that is equivalent to the
composition of the reflections. Write the vector in component form.

SPIRAL REVIEW
Determine whether the set of ordered pairs represents a function. (Previous course)
   
29. ⎨(-6, -5), (-1, 0), (0, -5), (1, 0)⎬ 30. ⎨(-3, -1), (1, 2), (-3, 1), (5, 10)⎬
   
Find the length of each segment. (Lesson 11-6) �
̶̶ ̶̶ ̶̶ �
31. EJ 32. CD 33. FH
� � �
Determine the coordinates of each point after a rotation � �
� �
�
about the origin by the given angle of rotation. (Lesson 12-3) � �
34. F(2, 3); 90° 35. N(-1, -3); 180° 36. Q(-2, 0); 90° �
�

12-4 Compositions of Transformations 853

 SECTION 12A

Congruence Transformations
�
A Hole in One The figure shows a plan
�
for one hole of a miniature golf course.
The tee is at point T and the hole is � �
at point H. Each unit of the coordinate �
plane represents one meter. �
�
� � �
� � � �

1. When a player hits the ball in a straight

line from T to H, the path of the ball
can be represented by a translation.
What is the translation vector? How �
far does the ball travel? Round to the
nearest tenth. �
� �
2. The designer of the golf course decides
to make the hole more difficult by �
�
placing a barrier between the tee and �
the hole, as shown. To make a hole in � � �
� � � �
one, a player must hit the ball so that
̶̶
it bounces off wall DC. What point
along the wall should a player aim
for? Explain.
3. Write the path of the ball in Problem 2
as a composition of two translations.
What is the total distance that the
ball travels in this case? Round to the
nearest tenth.
4. The designer decides to remove the
barrier and put a revolving obstacle
between the tee and the hole. The
obstacle consists of a turntable with
four equally spaced pillars, as shown.
The designer wants the turntable
to make one complete rotation in
16 seconds. What should be the
coordinates of the pillar at (4, 2)
after 2 seconds?
�

�
� �
�
�
�
� � �
� � � �

854 Chapter 12 Extending Transformational Geometry

 SECTION 12A

Quiz for Lessons 12-1 Through 12-4

12-1 Reflections
Tell whether each transformation appears to be a reflection.
1. 2.

Copy each figure and the line of reflection. Draw the reflection of the figure across
the line.
3. 4.

12-2 Translations
Tell whether each transformation appears to be a translation.
5. 6.

7. A landscape architect represents a flower bed by a polygon with vertices (1, 0), (4, 0),
(4, 2), and (1, 2). She decides to move the flower bed to a new location by translating
it along the vector 〈-4, -3〉. Draw the flower bed in its final position.

12-3 Rotations
Tell whether each transformation appears to be a rotation.
8. 9.

Rotate the figure with the given vertices about the origin using the given angle of
rotation.
10. A(1, 0), B(4, 1), C(3, 2); 180° 11. R(-2, 0), S(-2, 4), T(-3, 4), U(-3, 0); 90°

12-4 Compositions of Transformations

�
12. Draw the result of the following composition � �
of transformations. Translate GHJK along v
and then reflect it across line m. � � �
13. △ABC with vertices A(1, 0), B(1, 3), and C(2, 3) is reflected across the y-axis, and
then its image is reflected across the x-axis. Describe a single transformation that
moves the triangle from its starting position to its final position.

Ready to Go On? 855

 12-5 Symmetry
TEKS G.10.A Congruence and the geometry of size: use congruence
transformations to make conjectures and justify properties ....
Objective Who uses this?
Identify and describe Marine biologists use symmetry
symmetry in geometric to classify diatoms.
figures.

Vocabulary Diatoms are microscopic algae that

symmetry are found in aquatic environments.
line symmetry Scientists use a system that was
line of symmetry developed in the 1970s to classify
rotational symmetry diatoms based on their symmetry.

A figure has symmetry if there is a

Also G.2.B, G.5.C transformation of the figure such that
the image coincides with the preimage.

Line Symmetry

A figure has line symmetry (or reflection symmetry) if it can

be reflected across a line so that the image coincides with
the preimage. The line of symmetry (also called the axis of
symmetry) divides the figure into two congruent halves.

EXAMPLE 1 Identifying Line Symmetry

Tell whether each figure has line symmetry. If so, copy the shape and draw
all lines of symmetry.
A yes; one line of symmetry

B no line symmetry

C yes; five lines of symmetry

Tell whether each figure has line symmetry. If so, copy the shape
and draw all lines of symmetry. ge07se_c12l05005a
1a. 1b. 1c. ABeckmann

856 Chapter 12 Extending Transformational Geometry

 Rotational Symmetry

A figure has rotational symmetry (or radial symmetry) if it can be rotated about
a point by an angle greater than 0° and less than 360° so that the image coincides
with the preimage.

The angle of rotational symmetry is the ���

smallest angle through which a figure Angle of
can be rotated to coincide with itself. rotational
��� ���
The number of times the figure coincides symmetry: 90°
with itself as it rotates through 360° is called Order: 4
the order of the rotational symmetry. ���

EXAMPLE 2 Identifying Rotational Symmetry

Tell whether each figure has rotational symmetry. If so, give the angle of
rotational symmetry and the order of the symmetry.
A B C

yes; 180°; no rotational yes; 60°;

order: 2 symmetry order: 6

Tell whether each figure has rotational symmetry. If so, give the
angle of rotational symmetry and the order of the symmetry.
2a. 2b. 2c.

EXAMPLE 3 Biology Application

Describe the symmetry of each diatom. Copy the shape and draw any lines
of symmetry. If there is rotational symmetry, give the angle and order.

A line symmetry and

rotational symmetry;
angle of rotational
symmetry: 180°; order: 2
B line symmetry and
rotational symmetry;
angle of rotational
symmetry: 120°; order: 3

Describe the symmetry of each diatom. Copy the shape and draw
any lines of symmetry. If there is rotational symmetry, give the
angle and order.
3a. 3b.

12-5 Symmetry 857

 A three-dimensional figure has plane symmetry if a plane
can divide the figure into two congruent reflected halves.

��������������

A three-dimensional figure has symmetry about an

axis if there is a line about which the figure can be
rotated (by an angle greater than 0° and less than 360°)
so that the image coincides with the preimage.

��������
�������������

EXAMPLE 4 Identifying Symmetry in Three Dimensions

Tell whether each figure has plane symmetry, symmetry about an axis,
or neither.
A trapezoidal prism B equilateral
triangular
prism

plane symmetry plane symmetry and

symmetry about an axis

Tell whether each figure has plane symmetry, symmetry about

an axis, or no symmetry.
4a. cone 4b. pyramid

THINK AND DISCUSS

1. Explain how you could use scissors and paper to cut out a shape that
has line symmetry.
2. Describe how you can find the ����
angle of rotational symmetry for ���� ����������
�������� ��������
a regular polygon with n sides.
3. GET ORGANIZED Copy and
complete the graphic organizer. �����������
In each region, draw a figure
with the given type of symmetry.

858 Chapter 12 Extending Transformational Geometry

 12-5
Exercises KEYWORD: MG7 12-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Describe the line of symmetry of an isosceles triangle.
2. The capital letter T has ? . (line symmetry or rotational symmetry)
̶̶̶̶
SEE EXAMPLE 1 Tell whether each figure has line symmetry. If so, copy the shape and draw all lines
p. 856 of symmetry.
3. 4. 5.

SEE EXAMPLE 2 Tell whether each figure has rotational symmetry. If so, give the angle of rotational
p. 857 symmetry and the order of the symmetry.
6. 7. 8.

SEE EXAMPLE 3 9. Architecture The Pentagon in Alexandria,

p. 857 Virginia, is the world’s largest office building.
Copy the shape of the building and draw all
lines of symmetry. Give the angle and order
of rotational symmetry.

SEE EXAMPLE 4 Tell whether each figure has plane symmetry, symmetry about an axis, or neither.
p. 858 10. prism 11. cylinder 12. rectangular prism

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each figure has line symmetry. If so, copy the shape and draw all lines
For See of symmetry.
Exercises Example
13–15 1 13. 14. 15.
16–18 2 � �
19 3
20–22 4

���������������
Tell whether each figure has rotational symmetry. If so, give the angle of rotational
TEKS TAKS
symmetry and the order of the symmetry.
Skills Practice p. S27
16. 17. 18.
Application Practice p. S39

12-5 Symmetry 859

 19. Art Op art is a style of art that uses optical effects to
create an impression of movement in a painting or
sculpture. The painting at right, Vega-Tek, by Victor
Vasarely, is an example of op art. Sketch the shape in
the painting and draw any lines of symmetry. If there
is rotational symmetry, give the angle and order.

Tell whether each figure has plane symmetry, symmetry about an axis, or neither.
20. sphere 21. triangular pyramid 22. torus

Draw a triangle with the following number of lines of symmetry.

Then classify the triangle.
23. exactly one line of symmetry
24. three lines of symmetry
25. no lines of symmetry

Data Analysis The graph shown, called the standard �

normal curve, is used in statistical analysis. The area
under the curve is 1 square unit. There is a vertical
line of symmetry at x = 0. The areas of the shaded
regions are indicated on the graph. ����
26. Find the area under the curve for x > 0. �����
�
27. Find the area under the curve for x > 3. �� �� �� � � � �

28. If a point under the curve is selected at random, what is the probability that
the x-value of the point will be between -1 and 1?

Tell whether the figure with the given vertices has line symmetry and/or rotational
symmetry. Give the angle and order if there is rotational symmetry. Draw the figure
and any lines of symmetry.
29. A(-2, 2), B(2, 2), C(1, -2), D(-1, -2)
30. R(-3, 3), S(3, 3), T(3, -3), U(-3, -3)
31. J(4, 4), K(-2, 2), L(2, -2)
32. A(3, 1), B(0, 2), C(-3, 1), D(-3, -1), E(0, -2), F(3, -1)

33. Art The Chokwe people of Angola are known for their
traditional sand designs. These complex drawings are traced
out to illustrate stories that are told at evening gatherings.
Classify the symmetry of the Chokwe design shown.

Algebra Graph each function. Tell whether the graph has line symmetry and/or
rotational symmetry. If there is rotational symmetry, give the angle and order.
Write the equations of any lines of symmetry.
34. y = x 2 35. y = (x - 2)2 36. y = x 3

860 Chapter 12 Extending Transformational Geometry

37. This problem will prepare you for the Multi-Step TAKS Prep on page 880.
This woodcut, entitled Circle Limit III, was made by
Dutch artist M. C. Escher.
a. Does the woodcut have line symmetry? If so, describe
the lines of symmetry. If not, explain why not.
b. Does the woodcut have rotational symmetry?
If so, give the angle and order of the symmetry.
If not, explain why not.
c. Does your answer to part b change if color is not
taken into account? Explain.

Classify the quadrilateral that meets the given conditions. First make a conjecture
and then verify your conjecture by drawing a figure.
38. two lines of symmetry perpendicular to the sides and order-2 rotational symmetry
39. no line symmetry and order-2 rotational symmetry
40. two lines of symmetry through opposite vertices and order-2 rotational symmetry
41. four lines of symmetry and order-4 rotational symmetry
42. one line of symmetry through a pair of opposite vertices and no rotational symmetry
43. Physics High-speed photography makes it
possible to analyze the physics behind a
water splash. When a drop lands in a bowl
of liquid, the splash forms a crown of evenly
spaced points. What is the angle of rotational
symmetry for a crown with 24 points?
44. Critical Thinking What can you conclude about a rectangle that has four lines of
symmetry? Explain.
45. Geography The Isle of Man is an island in the
Irish Sea. The island’s symbol is a triskelion that
consists of three running legs radiating from
the center. Describe the symmetry of the triskelion.
46. Critical Thinking Draw several examples of
figures that have two perpendicular lines of
symmetry. What other type of symmetry do
these figures have? Make a conjecture based on
your observation.

Each figure shows part of a shape with a center of rotation and a given rotational
symmetry. Copy and complete each figure.
47. order 4 48. order 6 49. order 2

50. Write About It Explain the connection between the angle of rotational symmetry
and the order of the rotational symmetry. That is, if you know one of these, explain
how you can find the other.

12-5 Symmetry 861

 51. What is the order of rotational symmetry for the hexagon shown?
2 3 4 6

52. Which of these figures has exactly four lines of symmetry?

Regular octagon Isosceles triangle
Equilateral triangle Square

53. Consider the graphs of the following equations. Which graph has the y-axis as a line
of symmetry?
y = (x - 3)2 y = x3 y = x2 - 3 y = ⎜x + 3⎟

54. Donnell designed a garden plot that has rotational symmetry, but not line
symmetry. Which of these could be the shape of the plot?

CHALLENGE AND EXTEND

55. A regular polygon has an angle of rotational symmetry of 5°. How many sides does
the polygon have?
56. How many lines of symmetry does a regular n-gon have if n is even? if n is odd?
Explain your reasoning.

Find the equation of the line of symmetry for the graph of each function.
57. y = (x + 4)2 58. y = ⎜x - 2⎟ 59. y = 3x 2 + 5

Give the number of axes of symmetry for each regular polyhedron. Describe all axes
of symmetry.
60. cube 61. tetrahedron 62. octahedron

SPIRAL REVIEW
63. Shari worked 16 hours last week and earned $197.12. The amount she earns in
one week is directly proportional to the number of hours she works in that week.
If Shari works 20 hours one week, how much does she earn? (Previous course)

Find the slant height of each figure. (Lesson 10-5)

64. a right cone with radius 5 in. and surface area 61π in 2
65. a square pyramid with lateral area 45 cm 2 and surface area 65.25 cm 2
66. a regular triangular pyramid with base perimeter 24 √ 3 m2
3 m and surface area 120 √

Determine the coordinates of the final image of the point P(-1, 4) under each
composition of isometries. (Lesson 12-4)
67. Reflect point P across the line y = x and then translate it along the vector 〈2, -4〉.
68. Rotate point P by 90° about the origin and then reflect it across the y-axis.
69. Translate point P along the vector 〈1, 0〉 and then rotate it 180° about the origin.

862 Chapter 12 Extending Transformational Geometry

 12-6 Tessellations
TEKS G.5.C Geometric patterns: use ... compositions [of transformations]
to make connections between mathematics and the real world ....
Objectives Who uses this?
Use transformations to Repeating patterns play an
draw tessellations. important role in traditional
Identify regular and Native American art.
semiregular tessellations
and figures that will
A pattern has translation symmetry
tessellate.
if it can be translated along a vector
so that the image coincides with
Vocabulary
the preimage. A frieze pattern
translation symmetry
frieze pattern is a pattern that has translation
glide reflection symmetry symmetry along a line.
tessellation
Both of the frieze patterns shown below have translation symmetry. The pattern
regular tessellation
semiregular tessellation on the right also has glide reflection symmetry. A pattern with glide reflection
symmetry coincides with its image after a glide reflection.

EXAMPLE 1 Art Application

Identify the symmetry in each frieze pattern.
A B
When you are given
a frieze pattern, you
may assume that the
pattern continues
forever in both translation symmetry and translation symmetry
directions. glide reflection symmetry

Identify the symmetry in each frieze pattern.

1a. 1b.

A tessellation , or tiling, is a repeating pattern

that completely covers a plane with no gaps
or overlaps. The measures of the angles that
meet at each vertex must add up to 360°.

In the tessellation shown, each angle of the

quadrilateral occurs once at each vertex.
Because the angle measures of any
quadrilateral add to 360°, any quadrilateral
can be used to tessellate the plane. Four copies
of the quadrilateral meet at each vertex.

12-6 Tessellations 863

 The angle measures of any triangle � � � � � �
add up to 180°. This means that any � � � � � �
triangle can be used to tessellate � � � � � �
a plane. Six copies of the triangle � � � � � �
� � � � � �
meet at each vertex, as shown.
� � � � � �
m∠1 + m∠2 + m∠3 = 180°
m∠1 + m∠2 + m∠3 + m∠1 + m∠2 + m∠3 = 360°

EXAMPLE 2 Using Transformations to Create Tessellations

Copy the given figure and use it to create a tessellation.
A
Step 1 Rotate the triangle 180° about the
midpoint of one side.
Step 2 Translate the resulting pair of
triangles to make a row of triangles.
Step 3 Translate the row of
triangles to make a tessellation.

Step 1 Rotate the quadrilateral 180° about the

midpoint of one side.

Step 2 Translate the resulting pair

of quadrilaterals to make a
row of quadrilaterals.

Step 3 Translate the row of

quadrilaterals to make
a tessellation.

2. Copy the given figure and use it

to create a tessellation.

A regular tessellation is formed by congruent regular polygons. A semiregular

tessellation is formed by two or more different regular polygons, with the same
number of each polygon occurring in the same order at every vertex.

Every vertex has two

squares and three
triangles in this order:
square, triangle, square,
triangle, triangle.

�������������������� ������������������������

864 Chapter 12 Extending Transformational Geometry

 Tessellations
When I need to decide if given For example,
figures can be used to tessellate regular octagons ����
a plane, I look at angle measures. and equilateral
To form a regular tessellation, triangles cannot
the angle measures of a regular be used to make ���
polygon must be a divisor of 360°. a semiregular
To form a semiregular tessellation, tessellation because no
the angle measures around a combination of 135° and 60°
Ryan Gray
vertex must add up to 360°. adds up to exactly 360°.
Sunset High School

EXAMPLE 3 Classifying Tessellations

Classify each tessellation as regular, semiregular, or neither.
A B C

Two regular octagons Only squares Irregular hexagons

and one square are used. are used in the
meet at each vertex. The tessellation tessellation. It is
The tessellation is is regular. neither regular
semiregular. nor semiregular.

Classify each tessellation as regular, semiregular, or neither.

3a. 3b. 3c.

EXAMPLE 4 Determining Whether Polygons Will Tessellate

Determine whether the given regular polygon(s) can be used to form a
tessellation. If so, draw the tessellation.
A B

No; each angle of Yes; two octagons

the pentagon measures and one square meet
108°, and 108 is not a at each vertex.
divisor of 360. 135° + 135° + 90° = 360°

Determine whether the given regular polygon(s) can be used

to form a tessellation. If so, draw the tessellation.
4a. 4b.

12-6 Tessellations 865

 THINK AND DISCUSS
1. Explain how you can identify a frieze pattern that has glide reflection
symmetry.
2. Is it possible to tessellate a plane using ������� �����������
circles? Why or why not? ������������� �������������
3. GET ORGANIZED Copy and complete
the graphic organizer. ������� ������������
����������� ����������

12-6
Exercises KEYWORD: MG7 12-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Sketch a pattern that has glide reflection symmetry.
2. Describe a real-world example of a regular tessellation.

SEE EXAMPLE 1 Transportation The tread of a tire is the part that makes contact with the ground.
p. 863 Various tread patterns help improve traction and increase durability. Identify the
symmetry in each tread pattern.
3. 4. 5.

SEE EXAMPLE 2 Copy the given figure and use it to create a tessellation.
p. 864 6. 7. 8.

SEE EXAMPLE 3 Classify each tessellation as regular, semiregular, or neither.

p. 865 9. 10. 11.

SEE EXAMPLE 4 Determine whether the given regular polygon(s) can be used to form a tessellation.
p. 865 If so, draw the tessellation.
12. 13. 14.

866 Chapter 12 Extending Transformational Geometry

 PRACTICE AND PROBLEM SOLVING
Independent Practice Interior Decorating Identify the symmetry in each wallpaper border.
For See
Exercises Example 15. 16. 17.
15–17 1
18–20 2
21–23 3
24–26 4 Copy the given figure and use it to create a tessellation.
18. 19. 20.
TEKS TAKS
Skills Practice p. S27
Application Practice p. S39
Classify each tessellation as regular, semiregular, or neither.
21. 22. 23.

Determine whether the given regular polygon(s) can be used to form a tessellation.
If so, draw the tessellation.
24. 25. 26.

27. Physics A truck moving down a road creates whirling pockets of air called
a vortex train. Use the figure to classify the symmetry of a vortex train.

Identify all of the types of symmetry (translation, reflection, and/or rotation)

in each tessellation.
28. 29. 30.

Tell whether each statement is sometimes, always, or never true.

31. A triangle can be used to tessellate a plane.
32. A frieze pattern has glide reflection symmetry.
33. The angles at a vertex of a tessellation add up to 360°.
34. It is possible to use a regular pentagon to make a regular tessellation.
35. A semiregular tessellation includes scalene triangles.

12-6 Tessellations 867

 36. This problem will prepare you for the Multi-Step TAKS Prep
on page 880.
Many of the patterns in M. C. Escher’s works are based on
simple tessellations. For example, the pattern at right is
based on a tessellation of equilateral triangles. Identify
the figure upon which each pattern is based.
a. b.

Use the given figure to draw a frieze pattern with the given symmetry.
37. translation symmetry 38. glide reflection symmetry

39. translation symmetry 40. glide reflection symmetry

41. Optics A kaleidoscope is formed by three

mirrors joined to form the lateral surface of a
triangular prism. Small objects are reflected
in the mirrors to form a tessellation. Copy the
triangle and reflect the triangle over each side.
Repeat to form a tessellation. Describe the
symmetry of the tessellation.
42. Critical Thinking The pattern on a soccer ball is a tessellation of a sphere using
regular hexagons and regular pentagons. Can these two shapes be used to tessellate
a plane? Explain your reasoning.
43. Chemistry A polymer is a substance made of repeating chemical units or
molecules. The repeat unit is the smallest structure that can be repeated to create
the chain. Draw the repeat unit for polypropylene, the polymer shown below.
��� �� ��� �� ��� �� ��� ��

��� ��� ��� ���

44. The dual of a tessellation is formed by connecting

the centers of adjacent polygons with segments.
Copy or trace the semiregular tessellation shown
and draw its dual. What type of polygon makes up
the dual tessellation?

45. Write About It You can make a regular tessellation from an equilateral triangle,
a square, or a regular hexagon. Explain why these are the only three regular
tessellations that are possible.

868 Chapter 12 Extending Transformational Geometry

46. Which frieze pattern has glide reflection symmetry?

47. Which shape CANNOT be used to make a regular tessellation?

Equilateral triangle Regular pentagon
Square Regular hexagon

48. Which pair of regular polygons can be used to make a semiregular tessellation?

CHALLENGE AND EXTEND

49. Some shapes can be used to tessellate a plane in more than one way. Three
tessellations that use the same rectangle are shown. Draw a parallelogram and
draw at least three tessellations using that parallelogram.

Determine whether each figure can be used to tessellate three-dimensional space.

50. 51. 52.

SPIRAL REVIEW
53. A book is on sale for 15% off the regular price of $8.00. If Harold pays with a
$10 bill and receives $2.69 in change, what is the sales tax rate on the book?
(Previous course)
54. Louis lives 5 miles from school and jogs at a rate of 6 mph. Andrea lives 3.9 miles
from school and jogs at a rate of 6.5 mph. Andrea leaves her house at 7:00 A.M.
When should Louis leave his house to arrive at school at the same time as Andrea?
(Previous course)

Write the equation of each circle. (Lesson 11-7)

55. ⊙P with center (-2, 3) and radius √
5
56. ⊙Q that passes through (3, 4) and has center (0, 0)
57. ⊙T that passes through (1, -1) and has center (5, -3)

Tell whether each figure has rotational symmetry. If so, give the angle of rotational
symmetry and the order of the symmetry. (Lesson 12-5)
58. 59. 60.

12-6 Tessellations 869

 12-6
Use Transformations to
Extend Tessellations
In Lesson 12-6, you saw that you can use any triangle or quadrilateral to
tessellate a plane. In this lab, you will learn how to use transformations
to turn these basic patterns into more-complex tessellations.
Use with Lesson 12-6 TEKS G.5.C Geometric patterns: use properties of transformations and their
compositions to make connections between mathematics and the real world ....

Activity 1

1 Cut a rectangle out of heavy paper.

2 Cut a piece from one side of the rectangle and

translate it to the opposite side. Tape it into place.

3 Repeat the process with the other pair of sides.

4 The resulting shape will tessellate

the plane. Trace around the shape
to create a tessellation.

Try This
1. Repeat Activity 1, starting with a
parallelogram.
2. Repeat Activity 1, starting with a
hexagon whose opposite sides are
congruent and parallel.
3. Add details to one of your tessellations
to make it look like a pattern of people,
animals, flowers, or other objects.

870 Chapter 12 Extending Transformational Geometry

Activity 2
1 Cut a triangle out of heavy paper.

2 Find the midpoint of one side. Cut a piece

from one half of this side of the triangle and
rotate the piece 180°. Tape it to the other
half of this side.

3 Repeat the process with the other two sides.

4 The resulting shape will tessellate the

plane. Trace around the shape to
create a tessellation.

Try This
4. Repeat Activity 2, starting with a
quadrilateral.
5. How is this tessellation different from
the ones you created in Activity 1?
6. Add details to one of your tessellations
to make it look like a pattern of people,
animals, flowers, or other objects.

12-6 Geometry Lab 871

 12-7 Dilations
TEKS G.11.A Similarity and the geometry of shape: use and
extend similarity properties and transformations ....
Objective Who uses this?
Identify and draw Artists use dilations to turn
dilations. sketches into large-scale
paintings. (See Example 2.)
Vocabulary
center of dilation
enlargement Recall that a dilation is a
reduction transformation that changes the
size of a figure but not the shape.
The image and the preimage of a
Also G.2.A, G.11.B, G.11.D
figure under a dilation are similar.

EXAMPLE 1 Identifying Dilations

Tell whether each transformation appears to be a dilation. Explain.
A B
For a dilation with
scale factor k, if
k > 0, the figure Yes; the figures are similar,and No; the figures are
is not turned or the image is not turned or flipped. not similar.
flipped. If k < 0,
the figure is rotated
by 180°. Tell whether each transformation appears to be a dilation.
1a. 1b.

Construction Dilate a Figure by a Scale Factor of 2

   

Draw a triangle Use a straightedge to Set the compass to the Connect the vertices of
and a point outside draw a line through distance from the center of the image.
the triangle. The the center of dilation dilation to a vertex. Mark
point is the center and each vertex of this distance along the line
of dilation. the triangle. for each vertex as shown.

In the construction, the lines connecting points of the image with the
corresponding points of the preimage all intersect at the center of dilation.
Also, the distance from the center to each point of the image is twice the
distance to the corresponding point of the preimage.

872 Chapter 12 Extending Transformational Geometry

 Dilations

A dilation, or similarity transformation, is a transformation ��

in which the lines connecting every point P with its image �
P' all intersect at a point C, called the center of dilation . �
___
CP'
is the same for every point P.
CP
The scale factor k of a dilation is the ratio of a linear �
measurement of the image to a corresponding measurement ��
P'Q'
of the preimage. In the figure, k = ___PQ
.

A dilation enlarges or reduces all dimensions proportionally. A dilation with a

scale factor greater than 1 is an enlargement , or expansion. A dilation with a
scale factor greater than 0 but less than 1 is a reduction , or contraction.

EXAMPLE 2 Drawing Dilations �

Copy the triangle and the center of dilation P.
Draw the image of △ABC under a dilation with �
a scale factor of __
�
1
2
.
�
Step 1 Draw a line through P and each vertex.
Step 2 On each line, mark half the distance �
from P to the vertex. ��
��
�
�
��
Step 3 Connect the vertices of the image.
�

2. Copy the figure and the center � �

of dilation. Draw the dilation �
of RSTU using center Q and � �
a scale factor of 3.

EXAMPLE 3 Art Application

An artist is creating a large painting from a photograph by dividing
the photograph into squares and dilating each square by a scale
factor of 4. If the photograph is 20 cm by 25 cm, what is the perimeter
of the painting?
The scale factor of the dilation is 4, so a 1 cm by 1 cm
square on the photograph represents a 4 cm by 4 cm
square on the painting.
Find the dimensions of the painting.
b = 4(25) = 100 cm Multiply each dimension by
h = 4(20) = 80 cm the scale factor, 4.

Find the perimeter of the painting.

P = 2(100 + 80) = 360 cm P = 2(b + h)

3. What if…? In Example 3, suppose the photograph is a square

with sides of length 10 in. Find the area of the painting.

12-7 Dilations 873

 Dilations in the Coordinate Plane
� ����������
If P(x, y) is the preimage of a point under a dilation
centered at the origin with scale factor k, then the
image of the point is P'(kx, ky). �������
�
�
�����������������

If the scale factor of a dilation is negative, ��������������

the preimage is rotated by 180°. For k > 0,
a dilation with a scale factor of -k is
equivalent to the composition of a dilation ��������
with a scale factor of k that is rotated 180°
���������
about the center of dilation. ��������

���������������

EXAMPLE 4 Drawing Dilations in the Coordinate Plane

Draw the image of a triangle with vertices A(-1, 1), B(-2, -1), and
C(-1, -2) under a dilation with a scale factor of -2 centered at the origin.
The dilation of (x, y) is (-2x, -2y). �
� ��

A(-1, 1) → A'(-2(-1), -2(1)) = A'(2, -2) ��

�
�
B(-2, -1) → B'(-2(-2), -2(-1)) = B'(4, 2) �
�
C(-1, -2) → C'(-2(-1), -2(-2)) = C'(2, 4) ��
�
�

Graph the preimage and image. � ��

��

4. Draw the image of a parallelogram with vertices R(0, 0), S(4, 0),
T(2, -2), and U(-2, -2) under a dilation centered at the origin
with a scale factor of -__12 .

THINK AND DISCUSS

1. Given a triangle and its image under a dilation, explain how you
could use a ruler to find the scale factor of the dilation.
2. A figure is dilated by a scale factor of k, and then the image is rotated
180° about the center of dilation. What single transformation would
produce the same image?
3. GET ORGANIZED Copy and complete the graphic organizer.
In each box, describe the dilation with the given scale factor.

��������������

����� ��������� ���������� ������

874 Chapter 12 Extending Transformational Geometry

 12-7
Exercises KEYWORD: MG7 12-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary What are the center of dilation and scale factor for the transformation
(x, y) → (3x, 3y)?
SEE EXAMPLE 1 Tell whether each transformation appears to be a dilation.
p. 872 2. 3.

4. 5.

SEE EXAMPLE 2 Copy each triangle and center of dilation P. Draw the image of the triangle under a
p. 873 dilation with the given scale factor.
6. Scale factor: 2 7. Scale factor: __12

SEE EXAMPLE 3 8. Architecture A blueprint shows a reduction of a room using a scale factor of __ 1
50
.
p. 873 In the blueprint, the room’s length is 8 in., and its width is 6 in. Find the perimeter
of the room.

SEE EXAMPLE 4 Draw the image of the figure with the given vertices under a dilation with the given
p. 874 scale factor centered at the origin.
9. A(1, 0), B(2, 2), C(4, 0); scale factor: 2
1
10. J(-2, 2), K(4, 2), L(4, -2), M(-2, -2); scale factor: _
2
1
11. D(-3, 3), E(3, 6), F(3, 0); scale factor: -_
3
12. P(-2, 0), Q(-1, 0), R(0, -1), S(-3, -1); scale factor: -2

PRACTICE AND PROBLEM SOLVING

Independent Practice Tell whether each transformation appears to be a dilation.
For See
Exercises Example 13. 14.
13–16 1
17–18 2
19 3
20–23 4

TEKS TAKS 15. 16.

Skills Practice p. S27
Application Practice p. S39

12-7 Dilations 875

 Copy each rectangle and the center of dilation P. Draw the image of the rectangle
under a dilation with the given scale factor.
17. scale factor: 3 18. scale factor: __12
Mosaics �
�

19. Art Jeff is making a mosaic by gluing 1 cm square tiles onto a photograph.
He starts with a 6 cm by 8 cm rectangular photo and enlarges it by a scale factor
of 1.5. How many tiles will Jeff need in order to cover the enlarged photo?

Draw the image of the figure with the given vertices under a dilation with the given
This mosaic of the seal scale factor centered at the origin.
of the Republic of Texas 1
20. M(0, 3), N(6, 0), P(0, -3); scale factor: -_
is one of six tile mosaics 3
that were installed on 21. A(-1, 3), B(1, 1), C(-4, 1); scale factor: -1
the front façade of the
Sam Houston Regional 22. R(1, 0), S(2, 0), T(2, -2), U(-1, -2); scale factor: -2
Library and Research 1
23. D(4, 0), E(2, -4), F(-2, -4), G(-4, 0), H(-2, 4), J(2, 4); scale factor: -_
Center in Liberty, Texas, 2
in fall 2001.
Each figure shows the preimage (blue) and image (red) under a dilation.
Write a similarity statement based on the figure.
24. � 25. �

� � � �

� � � �
� �
� �
� �

26. The rectangular prism shown is enlarged by a

dilation with scale factor 4. Find the surface
area and volume of the image. ����

����
����

Copy each figure and locate the center of dilation.

27. 28. 29.

30. This problem will prepare you for the Multi-Step

TAKS Prep on page 880.
This lithograph, Drawing Hands, was made by
M. C. Escher in 1948.
a. In the original drawing, the rectangular piece of
paper from which the hands emerge measures
27.6 cm by 19.9 cm. On a poster of the drawing,
the paper is 82.8 cm long. What is the scale factor
of the dilation that was used to make the poster?
b. What is the area of the paper on the poster?

876 Chapter 12 Extending Transformational Geometry

31. /////ERROR ANALYSIS///// Rectangle A'B'C'D' is �� ��
the image of rectangle ABCD under a dilation. � � �
Which calculation of the area of rectangle A'B'C'D' � �
is incorrect? Explain the error. � �
�� ��
� �
���
��
���������������������������������������� ������������������������������
������������������������������������� �����������������������������������
������������������������������� ����
���������������������������������������
�
������������������������������������� ����������������������������������
�������������

32. Optometry The pupil is the circular opening that allows light into the eye.

a. An optometrist dilates a patient’s pupil from 6 mm to 8 mm. What is the scale

factor for this dilation?
b. To the nearest tenth, find the area of the pupil before and after the dilation.
c. As a percentage, how much more light is admitted to the eye after the dilation?
33. Estimation In the diagram, △ABC → △A'B'C' under
a dilation with center P. � �
��
a. Estimate the scale factor of the dilation.
� �
b. Explain how you can use a ruler to make
measurements and to calculate the
scale factor. �� ��
c. Use the method from part b to calculate the scale factor.
How does your result compare to your estimate?
34. △ABC has vertices A(-1, 1), B(2, 1), and C(2, 2).
a. Draw the image of △ABC under a dilation centered at the origin with
scale factor 2 followed by a reflection across the x-axis.
b. Draw the image of △ABC under a reflection across the x-axis followed
by a dilation centered at the origin with scale factor 2.
c. Compare the results of parts a and b. Does the order of the
transformations matter?
35. Astronomy The image of the sun projected through the hole of a pinhole camera
(the center of dilation) has a diameter of __14 in. The diameter of the sun is 870,000 mi.
What is the scale factor of the dilation?

������� ���

�����
������������

12-7 Dilations 877

 Multi-Step △ABC with vertices A(-2, 2), B(1, 3), and C(1, -1) is transformed by
a dilation centered at the origin. For each given image point, find the scale factor of
the dilation and the coordinates of the remaining image points. Graph the preimage
and image on a coordinate plane.
36. A'(-4, 4) 37. C'(-2, 2) 38. B'(-1, -3)

39. Critical Thinking For what values of the scale factor is the image of a dilation
congruent to the preimage? Explain.

40. Write About It When is a dilation equivalent to a rotation by 180°? Why?

41. Write About It Is the composition of a dilation with scale factor m followed by
a dilation with scale factor n equivalent to a single dilation with scale factor mn?
Explain your reasoning.

Construction Copy each figure. Then use a compass and straightedge to

construct the dilation of the figure with the given scale factor and point P as
the center of dilation.
1
42. scale factor: _ 43. scale factor: 2
2

� �

44. scale factor: -1 45. scale factor: -2

�
�

46. Rectangle ABCD is transformed by a dilation centered at �

�
the origin. Which scale factor produces an image that
has a vertex at (0, -2)? � �
-_1 -2 �
2
� � �
-1 -4

47. Rectangle ABCD is enlarged under a dilation centered at the origin with
scale factor 2.5. What is the perimeter of the image?
15 24 30 50

48. Gridded Response What is the scale factor of a dilation centered at the
origin that maps the point (-2, 3) to the point (-8.4, 12.6)?

49. Short Response The rules for a photo contest state that entries must have
an area no greater than 100 cm 2. Amber has a 6 cm by 8 cm digital photo, and
she uses software to enlarge it by a scale factor of 1.5. Does the enlargement
meet the requirements of the contest? Show the steps you used to decide
your answer.

878 Chapter 12 Extending Transformational Geometry

 CHALLENGE AND EXTEND
50. Rectangle ABCD has vertices A(0, 2), B(1, 2), C(1, 0), and D(0, 0). �
�
a. Draw the image of ABCD under a dilation centered at
� � �
point P with scale factor 2.
b. Describe the dilation in part a as a composition of a �

dilation centered at the origin followed by a translation. � � �

c. Explain how a dilation with scale factor k and center of

dilation (a, b) can be written as a composition of a dilation
centered at the origin and a translation.
51. The equation of line ℓ is y = -x + 2. Find the equation of the image of line ℓ after a
dilation centered at the origin with scale factor 3.

SPIRAL REVIEW
52. Jerry has a part-time job waiting tables. He kept records comparing the number
of customers served to his total amount of tips for the day. If this trend continues,
how many customers would he need to serve in order to make $68.00 in tips for
the day? (Previous course)
Customers per Day 15 20 25 30
Tips per Day ($) 20 28 36 44

Find the perimeter and area of each polygon with the given vertices. (Lesson 9-4)
53. J(-3, -2), K(0, 2), L(7, 2), and M(4, -2)
54. D(-3, 0), E(1, 2), and F(-1, -4)

Determine whether the polygons can be used to tessellate a plane. (Lesson 12-6)
55. a right triangle and a square 56. a regular nonagon and an
equilateral triangle

Using Technology

Use a graphing calculator to complete the following.

1. △ABC with vertices A(3, 4), B(5, 2), and C(1, 1) can be represented
⎡3 5 1⎤
by the point matrix ⎢ ⎥. Enter these values into matrix [B] on
⎣4 2 1⎦
your calculator. (See page 846.)
⎡2 0⎤
2. The matrix ⎢ ⎥ can be used to perform a dilation with scale factor
⎣0 2⎦
2. Enter these values into matrix [A] on your calculator and find [A] * [B].
Graph the triangle represented by the resulting point matrix.
3. Make a conjecture about the matrix that could be used to perform a dilation
with scale factor −__12 . Enter the values into matrix [A] on your calculator.
4. Test your conjecture by finding [A] * [B] and graphing the triangle represented
by the resulting point matrix.

12-7 Dilations 879

 SECTION 12B

Patterns
Tessellation Fascination A museum is planning an
exhibition of works by the Dutch artist M. C. Escher (1898–
1972). The exhibit will include the five drawings shown here.

1. Tell whether each drawing has parallel lines of symmetry,

intersecting lines of symmetry, or no lines of symmetry.
2. Tell whether each drawing has rotational symmetry.
If so, give the angle of rotational symmetry and the
order of the symmetry.
3. Tell whether each drawing is a tessellation. If so, identify the basic
figure upon which the tessellation is based.

Drawing A Drawing B

Drawing C Drawing D

4. The entrance to the exhibit

will include a large mural
based on drawing E.
In the original drawing,
the cover of the book
measures 13.2 cm by
11.1 cm. In the mural,
the book cover will have
an area of 21,098.88 cm 2.
What is the scale factor
of the dilation that will be
used to make the mural?

Drawing E

880 Chapter 12 Extending Transformational Geometry

 SECTION 12B

Quiz for Lessons 12-5 Through 12-7

12-5 Symmetry
Explain whether each figure has line symmetry. If so, copy the figure and draw all
lines of symmetry.
1. 2. 3.

Explain whether each figure has rotational symmetry. If so, give the angle of
rotational symmetry and the order of the symmetry.
4. 5. 6.

12-6 Tessellations
Copy the given figure and use it to create a tessellation.
7. 8. 9.

Classify each tessellation as regular, semiregular, or neither.

10. 11. 12.

13. Determine whether it is possible to tessellate a plane with regular octagons.

If so, draw the tessellation. If not, explain why.

12-7 Dilations
Tell whether each transformation appears to be a dilation.
14. 15. 16.

Draw the image of the figure with the given vertices under a dilation with the given
scale factor centered at the origin.
17. A(0, 2), B(-1, 0), C(0, -1), D(1, 0); scale factor: 2
1
18. P(-4, -2), Q(0, -2), R(0, 0), S(-4, 0); scale factor: -_
2

Ready to Go On? 881

 EXTENSION Using Patterns to
Generate Fractals
TEKS G.5.C Geometric patterns: use properties of transformations and their
compositions to make connections between mathematics and the real world ....
Objective
Look closely at one of the large spirals in the
Describe iterative Romanesco broccoli. You will notice that it
patterns that generate is composed of many smaller spirals, each
fractals. of which has the same shape as the large one.
This is an example of self-similarity.
Vocabulary
self-similar
A figure is self-similar if it can be divided
iteration into parts that are similar to the entire figure.
fractal You can draw self-similar figures by iteration ,
the repeated application of a rule.

To create a self-similar tree, start with the figure shown in stage 0. Replace each
of its branches with the original figure to get the figure in stage 1. Again replace
the branches with the original figure to get the figure in stage 2. Continue the
pattern to generate the tree.

Stage 0 Stage 1 Stage 2 Stage 3 Stage 8

A figure that is generated by iteration is called a fractal .

EXAMPLE 1 Creating Fractals

Continue the pattern to draw
stages 3 and 4 of this fractal,
which is called the Sierpinski
triangle.
Stage 0 Stage 1 Stage 2
To go from one stage to the next, remove an equilateral triangle from each
remaining black triangle.

Stage 3 Stage 4

1. Explain how to go from one stage to the next to create the

Koch snowflake fractal.

Stage 0 Stage 1 Stage 2 Stage 3

882 Chapter 12 Extending Transformational Geometry

EXTENSION
Exercises

Explain how to go from one stage to the next to generate each fractal.
1. Stage 0 Stage 1 Stage 2 Stage 3

Stage 4 Stage 10

2. Stage 0 Stage 1 Stage 2 Stage 3

3. The three-dimensional figure in the photo is

called a Sierpinski tetrahedron.
a. Describe stage 0 for this fractal.
b. Explain how to go from one stage to the next
to generate the Sierpinski tetrahedron.

4. A fractal is generated according to the following rules.

Stage 0 is a segment.
To go from one stage to the next, replace each segment
with the figure at right.
Draw Stage 2 of this fractal.
5. The first four rows of Pascal’s triangle are shown in the
hexagonal tessellation at right. The beginning and end �
of each row is a 1. To find each remaining number, add
� �
the two numbers to the left and right from the row above.
a. Continue the pattern to write the first eight rows of � � �
Pascal’s triangle. � � � �
b. Shade all the hexagons that contain an odd number.
c. What fractal does the resulting pattern resemble?

6. Write About It Explain why the fern leaf at

right is an example of self-similarity.

Chapter 12 Extension 883

 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
center of dilation . . . . . . . . . . . . . . . . . . . . . . . . . 873 line of symmetry. . . . . . . . . . . . . . . . . . . . . . . . . . 856
composition of transformations . . . . . . . . . . . 848 reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 873
enlargement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 873 regular tessellation . . . . . . . . . . . . . . . . . . . . . . . 864
frieze pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 863 rotational symmetry . . . . . . . . . . . . . . . . . . . . . . 857
glide reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . 848 semiregular tessellation . . . . . . . . . . . . . . . . . . . 864
glide reflection symmetry . . . . . . . . . . . . . . . . . 863 symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856
isometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 824 tessellation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 863
line symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856 translation symmetry . . . . . . . . . . . . . . . . . . . . . 863

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? is a pattern formed by congruent regular polygons.
̶̶̶̶
2. A pattern that has translation symmetry along a line is called a(n) ? .
̶̶̶̶
3. A transformation that does not change the size or shape of a figure is a(n) ? .
̶̶̶̶
4. One transformation followed by another is called a(n) ? .
̶̶̶̶

12-1 Reflections (pp. 824–830) TEKS G.2.A, G.2.B, G.7.A, G.10.A

EXAMPLE EXERCISES
■ Reflect the figure with the given vertices Tell whether each transformation appears to be a
across the given line. reflection.
A(1, -2), B(4, -3), C(3, 0); y = x 5. 6.
To reflect across the line y = x, interchange the
x- and y-coordinates of each point. The images
of the vertices are A'(-2, 1), B'(-3, 4), and
C'(0, 3).

�� �
�
�� 7. 8.

�� � �
�� �� �
��
�
�
����� �� Reflect the figure with the given vertices across the
given line.
9. E(-3, 2), F(0, 2), G(-2, 5); x-axis
10. J(2, -1), K(4, -2), L(4, -3), M(2, -3); y-axis
11. P(2, -2), Q(4, -2), R(3, -4); y = x
12. A(2, 2), B(-2, 2), C(-1, 4); y = x

884 Chapter 12 Extending Transformational Geometry

12-2 Translations (pp. 831–837) TEKS G.2.A, G.2.B, G.7.A, G.10.A

EXAMPLE EXERCISES
■ Translate the figure with the given vertices Tell whether each transformation appears to be a
along the given vector. translation.
D(-4, 4), E(-4, 2), F(-1, 1), G(-2, 3); 〈5, -5〉 13. 14.
To translate along 〈5, -5〉, add 5 to the
x-coordinate of each point and add -5 to the
y-coordinate of each point. The vertices of the
image are D'(1, -1), E'(1, -3), F'(4, -4), and 15. 16.
G'(3, -2).

� �
�
�

�
� �
�� �� � �� � Translate the figure with the given vertices along the
�� ��
given vector.
�� �� 17. R(1, -1), S(1, -3), T(4, -3), U(4, -1); 〈-5, 2〉
��
18. A(-4, -1), B(-3, 2), C(-1, -2); 〈6, 0〉
19. M(1, 4), N(4, 4), P(3, 1); 〈-3, -3〉
20. D(3, 1), E(2, -2), F(3, -4), G(4, -2); 〈-6, 2〉

12-3 Rotations (pp. 839–845) TEKS G.2.A, G.2.B, G.7.A, G.10.A

EXAMPLE EXERCISES
■ Rotate the figure with the given vertices about Tell whether each transformation appears to be a
the origin using the given angle of rotation. rotation.
A(-2, 0), B(-1, 3), C(-4, 3); 180° 21. 22.
To rotate by 180°, find the opposite of the
x- and y-coordinate of each point. The
vertices of the image are A'(2, 0), B'(1, -3),
and C'(4, -3).
� 23. 24.
� �
�
�� �
�� � � �
��
Rotate the figure with the given vertices about the
��
�� �� origin using the given angle of rotation.
25. A(1, 3), B(4, 1), C(4, 4); 90°
26. A(1, 3), B(4, 1), C(4, 4); 180°
27. M(2, 2), N(5, 2), P(3, -2), Q(0, -2); 90°
28. G(-2, 1), H(-3, -2), J(-1, -4); 180°

Study Guide: Review 885

 12-4 Compositions of Transformations (pp. 848–853) TEKS G.5.C, G.10.A

EXAMPLE EXERCISES
■ Draw the result of the composition of Draw the result of the composition of isometries.
isometries. 29. Translate ABCD along v and then reflect it across
Translate △MNP along v
 and then reflect it line m.
across line ℓ. �� �
� � �
�

� � �
� ��

First draw △M'N'P', the translation image of

△MNP. Then reflect △M'N'P' across line ℓ to 30. Reflect △JKL across line m and then rotate it 90°
find the final image, △M''N''P''. about point P.
�
��� ���
� �
���

� � �
�

� ��
� ��
�� ��

12-5 Symmetry (pp. 856–862) TEKS G.2.B, G.5.C, G.10.A

EXAMPLES EXERCISES
Tell whether each figure has rotational Tell whether each figure has line symmetry. If so,
symmetry. If so, give the angle of rotational copy the figure and draw all lines of symmetry.
symmetry and the order of the symmetry. 31. 32.

no rotational symmetry
Tell whether each figure has rotational symmetry.
If so, give the angle of rotational symmetry and the
■
order of symmetry.
33. 34.

The figure coincides with itself when it

is rotated by 90°. Therefore the angle of
rotational symmetry is 90°. The order of 35. 36.
symmetry is 4.
���

886 Chapter 12 Extending Transformational Geometry

12-6 Tessellations (pp. 863–869) TEKS G.5.C

EXAMPLES EXERCISES
■ Copy the given figure and Copy the given figure and use it to create a
use it to create a tessellation. tessellation.
Rotate the quadrilateral 180° 37. 38.
about the midpoint of one side.

Translate the resulting pair of quadrilaterals to

make a row.
39. 40.

Translate the row to make a tessellation.

Classify each tessellation as regular, semiregular,
or neither.
41.

■ Classify the
tessellation as
regular, semiregular, 42.
or neither.
The tessellation is
made of two different
regular polygons, and
each vertex has the same polygons in the same
order. Therefore the tessellation is semiregular.

12-7 Dilations (pp. 872–879) TEKS G.2.A, G.11.A, G.11.B, G.11.D

EXAMPLE EXERCISES
■ Draw the image of the figure with the given Tell whether each transformation appears to be a
vertices under a dilation centered at the dilation.
origin using the given scale factor. 43. 44.
A(0, -2), B(2, -2), C(2, 0); scale factor: 2
Multiply the x- and �
�
y-coordinates of
each point by 2. The �
vertices of the image
� �� � Draw the image of the figure with the given vertices
are A'(0, -4),
�� �� � under a dilation centered at the origin using the
B'(4, -4), and C'(4, 0).
�� given scale factor.
� � 1
45. R(0, 0), S(4, 4), T(4, -4); scale factor: -_
�� 2
�� ��
46. D(0, 2), E(-2, 2), F(-2, 0); scale factor: -2

Study Guide: Review 887

 Tell whether each transformation appears to be a reflection.
1. 2.

Tell whether each transformation appears to be a translation.

3. 4.

5. An interior designer is using a coordinate grid to place furniture in a room. The

position of a sofa is represented by a rectangle with vertices (1, 3), (2, 2), (5, 5), and
(4, 6). He decides to move the sofa by translating it along the vector 〈-1, -1〉. Draw
the sofa in its final position.

Tell whether each transformation appears to be a rotation.

6. 7.

8. Rotate rectangle DEFG with vertices D(1, -1), E(4, -1), F(4, -3), and G(1, -3) about
the origin by 180°.
9. Rectangle ABCD with vertices A(3, -1), B(3, -2), C(1, -2), and D(1, -1) is reflected
across the x-axis, and then its image is reflected across the line y = 4. Describe a
single transformation that moves the rectangle from its starting position to its final
position.
10. Tell whether the “no entry” sign has line symmetry. If so,
copy the sign and draw all lines of symmetry.
11. Tell whether the “no entry” sign has rotational symmetry.
If so, give the angle of rotational symmetry and the order
of the symmetry.

Copy the given figure and use it to create a tessellation.

12. 13. 14.

15. Classify the tessellation shown as regular, semiregular, or neither.

Tell whether each transformation appears to be a dilation.

16. 17.

18. Draw the image of △ABC with vertices A(2, -1), B(1, -4), and C(4, -4) under a
dilation centered at the origin with scale factor -__12 .

888 Chapter 12 Extending Transformational Geometry

FOCUS ON ACT
No question on the ACT Mathematics Test requires the If you are not sure how to solve a
use of a calculator, but you may bring certain types of problem, looking through the answer
calculators to the test. Check www.actstudent.org for choices may provide you with a clue to
a descriptive list of calculators that are prohibited or the solution method. It may take longer
allowed with slight modifications. to work backward from the answers
provided, so make sure you
are monitoring your time.
You may want to time yourself as you take this practice test.
It should take you about 5 minutes to complete.

1. Which of the following functions has a graph 4. After a composition of transformations, the line
that is symmetric with respect to the y-axis? segment from A(1, 4) to B(4, 2) maps to the line
(A) f(x) = x 4 - 2 segment from C(-1, -2) to D(-4, -4). Which
of the following describes the composition that
(B) f(x) = (x + 2)4 ̶̶ ̶̶
is applied to AB to obtain CD?
(C) f(x) = 2x - 4 (F) Translate 5 units to the left and then reflect
2
(D) f(x) = x + 4x across the y-axis.

(E) f(x) = (x - 4)2 (G) Reflect across the y-axis and then reflect
across the x-axis.
(H) Reflect across the y-axis and then translate
2. What is the image of the point (-4, 5) after the 6 units down.
translation that maps the point (1, -3) to the (J) Reflect across the x-axis and then reflect
point (-1, -7)? across the y-axis.
(F) (4, 1) (K) Translate 6 units down and then reflect
(G) (-6, 1) across the x-axis.

(H) (-8, 3)
(J) (-2, 9) 5. What is the image of the following figure after
(K) (0, 7) rotating it counterclockwise by 270°?

3. When the point (-2, -5) is reflected across the (A)

x-axis, what is the resulting image?
(B)
(A) (-5, -2)
(B) (2, 5)
(C)
(C) (2, -5)
(D) (-2, 5)
(E) (5, 2) (D)

(E)

College Entrance Exam Practice 889

 Any Question Type: Highlight Main Ideas
Before answering a test item, identify the important information given in the
problem and make sure you clearly identify the question being asked. Outlining the
question or breaking a problem into parts can help you to understand the main idea.

A common error in answering multi-step questions is to complete only the first step.
In multiple-choice questions, partial answers are often used as the incorrect answer
choices. If you start by outlining all steps needed to solve the problem, you are less
likely to choose one of these incorrect answers.

Gridded Response
A blueprint shows a rectangular building’s layout reduced using a scale
factor of __
1
30
. On the blueprint, the building’s width is 15 in. and its length
is 7 in. Find the area of the actual building in square feet.

What are you asked to find?

the area of the actual building in square feet

List the given information you need to solve the problem.

The scale factor is _1.
30
On the blueprint, the width is 15 in. and the length is 7 in.

The area of the building is 656.25 square feet.

Multiple Choice
An animator uses a coordinate plane to show the motion of a flying bird. The bird begins
at the point (12, 0) and is then rotated about the origin by 15° every 0.005 second. Give
the bird’s position after 0.015 second. Round the coordinates to the nearest tenth.
(8.49, 8.49) (0, 12)
(-12, 0) (-8.49, 8.49)
What are you asked to find?
the coordinates of the bird’s position after
0.015 seconds, to the nearest tenth

What information are you given?

the initial position of the bird and the angle of
rotation for every 0.005 second

The correct answer is A.

890 Chapter 12 Extending Transformational Geometry

 Sometimes important information is given in a
Item C
���� diagram.
Gridded Response Rectangle A'B'C'D' is the
image of rectangle ABCD under a dilation.
Once you have identified the scale factor,
determine the area of rectangle A'B'C'D'.
Read each test item and answer the questions
that follow. �� ��
�
� �
Item A ��
�
Multiple Choice Jonas is using a coordinate � �
plane to plan an archaeological dig. He
�� ��
outlines a rectangle with vertices at (5, 2),
(5, 9), (10, 9), and (10, 2). Then he outlines a
second rectangle by reflecting the first area
7. What do you need to find before you can
across the x-axis and then across the
find the area of the rectangle?
y-axis. Which is a vertex of the second
outlined rectangle? 8. Where in the test item can you find the
important information (data) needed to
(-5, 2) (-2, -10)
solve the problem? Make a list of this
(-5, -9) (10, -9) information.

1. Identify the sentence that gives the

information regarding the coordinates of Item D
the initial rectangle. Multiple Choice △ABC is reflected across the
2. What are you being asked to do? x-axis. Then its image is rotated 180° about
the origin. What are the coordinates of the
3. How many transformations does Jonas image of point B after the reflection?
perform before he sketches the second
� �
rectangle? Which sentence leads you to �
this answer?
�
4. A student incorrectly marked choice A as her �
� �
response. What part of the test item did she � � �
fail to complete?

(-4, -1) (1, -4)

Item B
(-1, 4) (4, -1)
Gridded Response Gabby has a digital photo
with dimensions 3.5 in. by 5 in., and she uses
software to enlarge it by a scale factor of 5. 9. Identify the transformations described in the
How large must a frame be, in square inches, problem statement.
in order for the enlarged photo to fit? 10. What are you being asked to do?
11. Identify any part of the problem statement
5. Make a list stating the information given that you will not use to answer the question.
and what you are being asked to do. 12. There are only two pieces of information
6. Are there any intermediate steps you given in this test item that are important to
have to take to obtain a solution for the answering this question. What are they?
problem? If so, describe the steps.

TAKS Tackler 891

 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1–12

Multiple Choice 5. Marty conjectures that the sum of any two prime
numbers is even. Which of the following is a
1. Which of the following best represents the area counterexample that shows Marty’s conjecture is
of the shaded figure if each square in the grid has false?
a side length of 1 centimeter?
2+2=4 2 + 9 = 11
2+7=9 3+5=8

Use the graph for Items 6–8.

�
� �
� �
�
� �
�� �� � � �
17 square centimeters ��
�

21 square centimeters � �
��
25 square centimeters
29 square centimeters
6. What are the coordinates of the image of point C
2. Which of the following expressions represents the under the same translation that maps point D to
number of edges of a polyhedron with n vertices point B?
and n faces? (4, 4) (0, 8)
n-2 2(n - 1) (0, 4) (4, -8)
2n - 1 2(n + 1)
7. △PQR is the image of a triangle under a dilation
3. The image of point A under a 90° rotation about centered at the origin with scale factor -__12 . Which
the origin is A'(10, -4). What are the coordinates point is a vertex of the preimage of △PQR under
of point A? this dilation?
(-10, -4) (-4, -10) A C
(-10, 4) (4, 10) B D

4. A cylinder has a volume of 24 cubic centimeters. 8. What is the measure of ∠PRQ? Round to the
The height of a cone with the same radius is nearest degree.
two times the height of the cylinder. What is the 63° 117°
volume of the cone?
127° 45°
8 cubic centimeters
12 cubic centimeters 9. Which mapping represents a rotation of 270°
16 cubic centimeters about the origin?
48 cubic centimeters (x, y) → (-x, -y)
(x, y) → (x, -y)
(x, y) → (-y, -x)
(x, y) → (y, -x)

892 Chapter 12 Extending Transformational Geometry

 STANDARDIZED TEST PREP
When problems involve geometric figures in the Short Response
���� coordinate plane, it may be useful to describe
properties of the figures algebraically. For 18. A(-4, -2), B(-2, -3), and C(-3, -5) are three of
example, you can use slope to verify that sides the vertices of rhombus ABCD. Show that ABCD is
of a figure are parallel or perpendicular, or you a square. Justify your answer.
can use the Distance Formula to find side lengths
of the figure. 19. ABCD is a square with vertices A(3, -1),
B(3, -3), C(1, -3), and D(1, -1). ⊙P is a circle
with equation (x - 2)2 + (y - 2)2 = 4.
10. What are the coordinates of the center of the
circle (x + 1)2 + (y + 4)2 = 4? a. What is the center and radius of ⊙P?
(-1, -4) (1, 2) b. Describe a reflection and dilation of ABCD
so that ⊙P is inscribed in the image of ABCD.
(-1, -2) (1, 4) Justify your answer.

11. Which regular polygon can be used with an 20. Determine the value of x if △ABC ≅ △BDC.
equilateral triangle to tessellate a plane? Justify your answer.
Heptagon � �
Octagon
Nonagon
Dodecagon
����������
� �
12. What is the measure of ∠TSV in ⊙P?
� ��� 21. △ABC is reflected across line m.
a. What observations can be made about △ABC
� and its reflected image △A'B'C' regarding the
� following properties: collinearity, betweenness,
angle measure, triangle congruence, and
orientation?
�
b. Explain.
24° 45°
42° 48° 22. Given the coordinates of points A, B, and C,
explain how you could demonstrate that the
three points are collinear.
13. Given the points B(-1, 2), C(-7, y), D(1, -3), and
̶̶ ̶̶
E(-3, -2), what is the value of y if BD ǁ CE?
23. Proving that the diagonals of rectangle KLMN
-12 3.5 are equal using a coordinate proof involves
-8 8 placement of the rectangle and selection of
coordinates.
a. Is it possible to always position rectangle KLMN
Gridded Response so that one vertex coincides with the origin?
14. △ABC is a right triangle such that m∠B = 90°. b. Why is it convenient to place rectangle KLMN
If AC = 12 and BC = 9, what is the perimeter of so that one vertex is at the origin?
△ABC? Round to the nearest tenth.

15. A blueprint for an office space uses a scale of Extended Response

3 inches: 20 feet. What is the area in square ̶̶
24. AB has endpoints A(0, 3) and B(2, 5).
inches of the office space on the blueprint if the ̶̶ ̶̶̶
actual office space has area 1300 square feet? a. Draw AB and its image, A'B', under the
translation 〈0, -8〉.
16. How many lines of symmetry does a regular b. Find the equations of two lines such that the
hexagon have? composition of the two reflections across
̶̶ ̶̶̶
the lines will also map AB to A'B'. Show your
17. What is the x-coordinate of the image of the work or explain in words how you found
point A(12, -7) if A is reflected across the x-axis? your answer.
c. Show that any glide reflection is equivalent to
a composition of three reflections.

Cumulative Assessment, Chapters 1–12 893

 TEXAS TAKS Grades 9–11 Obj. 10

Port Isabel

Point Isabel Lighthouse

The Point Isabel Lighthouse was built in 1853 on a prominent
bluff on the mainland. Today, the fully restored lighthouse is
the only one in Texas that is open for climbing and viewing.

ge07ts_c12psl001a
Choose one or more strategies to solve each problem.
1st pass
1. Suppose the beam from the lighthouse is 9/06/05
visible for up to
15 miles at sea. To the nearest square mile, what is the area
dtrevino
of water covered by the beam as it rotates by an angle of 60°?
2. Given that Earth’s radius is approximately 4000 miles
and that the top of the tower of a lighthouse is 65 ft above
sea level, find the distance from the top of the tower to
the horizon. Round your answer to the nearest mile.
(Hint: 65 feet = 0.01 miles)

For 3, use the table.

3. Most lighthouses use Fresnel lenses, named after their
inventor, Augustine Fresnel. The table shows the sizes, or
orders, of the circular lenses. The diagram shows some
measurements of the Fresnel lens used in the Point Isabel
Lighthouse. What is the order of the lens?

Fresnel Lenses
Order Lens Diameter �����
�������
First 6 ft 1 in.
Second 4 ft 7 in.
Third 3 ft 3 in.
Fourth 1 ft 8 in.
Fifth 1 ft 3 in.
Sixth 1 ft 0 in.

894 Chapter 12 Extending Transformational Geometry

 Problem
Solving
Strategies
Draw a Diagram
Make a Model
Moveable Bridges Guess and Test
Work Backward
Texas is home to many moveable bridges. A moveable bridge has a Find a Pattern
Make a Table
section that can be lifted, tilted, or swung out of the way so that tall Solve a Simpler Problem
boats can pass. Use Logical Reasoning
Use a Venn Diagram
1. The Quintana Swing Bridge is a swing bridge. Part of the roadbed Make an Organized List
can pivot horizontally to let boats pass. What transformation
describes the motion of the bridge? The pivoting section moves
through an angle of 90°. How far does a point 10 ft from the pivot
travel as the bridge opens? Round to the nearest tenth of a foot.

A lift bridge contains a section that can be translated vertically.

For 2–4, use the table.

Lift Bridges
Name Vertical Clearance Vertical Clearance
(Lowered Position) (Raised Position)
Tule Lake Lift Bridge 10 ft 138 ft
Rio Hondo Lift Bridge 27 ft 73 ft

2. It takes about 7 min to completely lift the roadbed of the Tule

Lake Lift Bridge. At what speed, in feet per minute, does the
lifting mechanism translate the roadbed? Round your answer
to the nearest foot per minute.
3. To the nearest second, how long does it take the Tule Lake Lift Tule Lake Lift Bridge
Bridge’s lifting mechanism to translate the roadbed 10 ft?
4. The Rio Hondo Lift Bridge can be raised at 10.2 feet per minute.
To the nearest second, how long does it take to completely lift its
roadbed?
5. Corpus Christi once had a bascule bridge. Weights were used to raise
the bridge at an angle so that boats could pass through the channel.
The moveable section of the Bascule Bridge in Corpus Christi was ������
121 ft long. Find the height of the bridge above the roadway after it �
had been rotated by an angle of 20°. Round to the nearest inch. ���

Problem Solving on Location 895

 Student
Handbook

TEKS TAKS Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4

Skills Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
Application Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S28

Problem-Solving Handbook . . . . . . . . . . . . . . . . . . . . . . . S40

Draw a Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S40
Make a Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S41
Guess and Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S42
Work Backward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S43
Find a Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S44
Make a Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S45
Solve a Simpler Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S46
Use Logical Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S47
Use a Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S48
Make an Organized List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S49

Skills Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S50

Number and Operations
Operations with Real Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S50
Order of Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S50
Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S51
Estimation, Rounding, and Reasonableness . . . . . . . . . . . . . . . . . . . . . . S52
Classify Real Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S53
Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S53
Properties of Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S54
Powers of 10 and Scientific Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S54
Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S55
Simplifying Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S55
Algebra
The Coordinate Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S56
Connecting Words with Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S57
Variables and Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S57
Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S58
Solving Equations for a Variable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S59
Writing and Graphing Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S59

S2 Student Handbook
 Solving Linear Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S60
Absolute Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S61
Relations and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S61
Inverse Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S62
Direct Variation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S62
Functional Relationships in Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . S63
Transformations of Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S63
Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S64
Quadratic Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S65
Factoring to Solve Quadratic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . S66
The Quadratic Formula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S66
Solving Systems of Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S67
Solving Systems of Linear Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . S68
Solving Radical Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S68
Matrix Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S69
Measurement
Structure of Measurement Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S70
Rates and Derived Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S70
Unit Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S71
Accuracy, Precision, and Tolerance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S72
Relative and Absolute Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S73
Significant Digits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S73
Choose Appropriate Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S74
Nonstandard Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S74
Use Tools for Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S75
Choose Appropriate Measuring Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . S75
Data Analysis and Probability
Measures of Central Tendency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S76
Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S77
Organizing and Describing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S78
Displaying Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S78
Scatter Plots and Trend Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S79
Quartiles and Box-and-Whisker Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S80
Circle Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S80
Misleading Graphs and Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S81
Venn Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S81

Postulates, Theorems, and Corollaries . . . . . S82

Constructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S87

Selected Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S88

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S115
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S161
Symbols and Formulas . . . . . . . . . . inside back cover

S3
 TEKS TAKS Practice
Chapter 1 Skills Practice

Lesson Name each of the following.

1-1 1. two points 2. two lines � �
3. two planes 4. a point on IH

� �
5. a line that contains L and J
�
�
6. a plane that contains L, K, and H

Draw and label each of the following. �

7. a ray with endpoint A that passes through B

8. a line PQ
 that intersects plane D

Lesson Find each length. � � �

1-2 9. MN 10. MO
�� �� �� � � � � � �� ��

11. Segments that have the same length are ? .

̶̶̶̶
12. Construct a segment congruent to AB. Then construct the midpoint M.
� �

̶̶
13. M is the midpoint of PR, PM = 2x + 5, and MR = 4x - 7. Solve for x and find PR.

Lesson Z is in the interior of ∠WXY. Find each of the following.

1-3 14. m∠WXY if ∠WXZ = 23° and m∠ZXY = 51°
15. m∠WXZ if m∠WXY = 44° and m∠ZXY = 20°

EH
 bisects ∠DEF. Find each of the following.
16. m∠DEH if m∠DEH = (10z - 2)° and m∠HEF = (6z + 10)°
17. m∠DEF if m∠DEH = (9x + 3)° and m∠HEF = (5x + 11)°
18. A ? is formed by two opposite rays and measures ? °.
̶̶̶̶ ̶̶̶̶
19. There are ? ° in a circle.
̶̶̶̶

Lesson Tell whether the angles are only adjacent, adjacent and form a linear pair, or not
adjacent.
1-4 �
20. ∠AOB and ∠DOE 21. ∠AOE and ∠DOE �
22. ∠COE and ∠EOA 23. ∠AOB and ∠BOD
24. Name a pair of vertical angles. � � �

Given m∠A = 41.7° and m∠B = (24.2 - x)°, find the measure of each
of the following.
25. complement of ∠A 26. supplement of ∠A 27. supplement of ∠B

S4 TEKS TAKS Practice

Lesson Find the perimeter and area of each figure.
1-5 28. 29.
������
30. ������

�� �� �������
�
��

Find the circumference and area of each circle. Give your answer to the nearest
hundredth.
31. 32. 33.
��������

������ ���

̶̶
Lesson 34. The formula to find the midpoint M of AB with endpoints A(x 1, y 1) and B(x 2, y 2)
is ? .
1-6 ̶̶̶̶
Find the coordinates of the midpoint of each segment.
̶̶̶
35. WX with endpoints W (-4, 1) and X (2, 9)
̶̶
36. YZ with midpoints Y (4, 8) and Z(-1, -4)
̶̶
37. M is the midpoint of RS. R has coordinates (-7, -3), and M has coordinates (1, 1).
Find the coordinates of S.

Find the length of the given segments and determine if they are congruent.
̶̶̶ ̶̶ �
38. VW and PQ � �
̶̶ ̶̶
39. RS and TU
�
�
�
� �� �
�

� �� �
�

Lesson Identify each transformation. Then use arrow notation to describe the transformation.
1-7 40.
��
41.
��
�
�
� �
��

�� �� ��
� � �

�
�� ��
42. A figure has vertices at (1, 1), (2, 4), and (5, 3). After a transformation, the image of
the figure has vertices at (-3, -2), (-2, 1), and (1, 0). Draw the preimage and image.
Then describe the transformation.
43. A figure has vertices at (5, 5), (2, 6), (1, 5), and (2, 4). After a transformation, the
image of the figure has vertices at (5, 5), (6, 8), (5, 9), and (4, 8). Draw the preimage
and image. Then describe the transformation.
44. The coordinates of the vertices of quadrilateral DEFG are (3, 0), (2, 3), (-3, 2), and
(-2, -1). Find the coordinates for the image of rectangle DEFG after the translation
(x, y) → (x, -y). Draw the preimage and image. Then describe the transformation.

TEKS TAKS Practice S5

 Chapter 2 Skills Practice
Lesson Find the next item in each pattern.
2-1
2-5 1. 3, 7, 11, 15, … 2. -3, 6, -12, 24, …
3. Complete the conjecture “The product of two negative numbers is ? .”
̶̶̶̶
4. Show that the conjecture “The quotient of two integers is an integer” is false by
finding a counterexample.

Lesson Identify the hypothesis and conclusion of each conditional.

2-2 5. A number is divisible by 10 if it ends in zero.
6. If the temperature reaches 100° F, it will rain.

Write a conditional statement from each of the following.

7. Perpendicular lines intersect to form 90° angles. 8.
9. The sum of two supplementary angles is 180°. ���������

Lesson Determine if each conditional is true. If false,

�����
give a counterexample.
2-3
10. If a figure has four sides, then it is a square.
11. If x = 3 , then 5x = 15 .
12. Does the conclusion use inductive or deductive
reasoning?
To rent a boat, you must take a boating
safety course. Jason rented a boat, so Jessica
concludes that he has taken a boating safety course.
13. Determine if the conjecture is valid by the Law of Detachment.
Given: If a student is in tenth grade, then the student may participate in student
council. Eric is a tenth-grader.
Conjecture: Eric may participate in student council.
14. Determine if the conjecture is valid by the Law of Syllogism.
Given: If a triangle is isosceles, then it has two congruent sides. If a triangle has two
congruent angles, then it has two congruent sides.
Conjecture: If a triangle is isosceles, then it has two congruent angles.
15. Draw a conclusion from the given information.
Given: If the sum of the angles of a polygon is 360°, then it is a quadrilateral. If a
polygon is a quadrilateral, then it has four sides. The sum of the angles of
polygon R is 360°.

Lesson 16. Write the conditional statement and converse within the biconditional “A triangle is
equilateral if and only if it has three congruent sides.”
2-4
17. For the conditional “If a triangle is scalene, then its sides have different lengths,”
write the converse and a biconditional statement.
18. Determine if the biconditional “n + 3 = -1 ↔ n = -4” is true. If false, give a
counterexample.

Write each definition as a biconditional.

19. A parallelogram is a quadrilateral with two pairs of parallel sides.
20. Congruent angles have equal measures.

S6 TEKS TAKS Practice

Lesson Solve each equation. Write a justification for each step.
x+2
2-5 21. 2x + 3 = 9 22. _ = 3
5
Write a justification for each step.
23. AC = AB + BC ������
9x - 5 = (3x + 6) + (5x + 2)
� ������ � ������ �
9x - 5 = 8x + 8
x-5=8
x = 13

Lesson 24. Fill in the blanks to complete the two-column proof.

�
2-6 Given: ∠HMK and ∠JML are right angles. �
Prove: ∠1 ≅ ∠3 �
Proof: � �
�
Statements Reasons � �
1. a. ? 1. Given
̶̶̶̶̶
2. b. ? 2. Adjacent angles that form a right
̶̶̶̶̶
c. ? angle are complementary.
̶̶̶̶̶
3. ∠1 ≅ ∠3 3. d. ?
̶̶̶̶̶

25. Use the given plan to write a two-column proof � �

� �
of the Transitive Property of Congruence.
̶̶ ̶̶ ̶̶ ̶̶
Given: AB ≅ CD, CD ≅ EF
̶̶ ̶̶ �
Prove: AB ≅ EF �
Plan: Use the definition of congruent
segments to write the given congruence statements as statements of equality. Then
̶̶ ̶̶
use the Transitive Property of Equality to show that AB = EF. So AB ≅ EF by the
definition of congruent segments.

Lesson 26. Use the given two-column proof to write a flowchart proof.
2-7 Given: ∠2 ≅ ∠3
Prove: m∠1 = m∠4
� � � �
Proof:
Statements Reasons

1. ∠2 ≅ ∠3 1. Given
2. ∠1 and ∠2 are supplementary. 2. Lin. Pair Thm.
∠3 and ∠4 are supplementary.
3. ∠1 ≅ ∠4 3. ≅ Supps. Thm.
4. m∠1 = m∠4 4. Def. of ≅ 

27. Use the given two-column proof to write a paragraph proof.

�
Given: ∠1 ≅ ∠3
Prove: ∠4 ≅ ∠5
Proof: � �
� �
Statements Reasons

1. ∠1 ≅ ∠3 1. Given
2. ∠1 ≅ ∠4, ∠3 ≅ ∠5 2. Vert.  Thm.
3. ∠1 ≅ ∠5 3. Trans. Prop. of ≅
4. ∠4 ≅ ∠5 4. Trans. Prop. of ≅

TEKS TAKS Practice S7

 Chapter 3 Skills Practice
� �
Lesson Identify each of the following.
�
3-1 1. a pair of parallel segments �

2. a pair of perpendicular segments �

�
3. a pair of skew segments
� �
Identify the transversal and classify each angle pair.
4. ∠5 and ∠3
�
5. ∠2 and ∠4
� �
6. ∠5 and ∠1 � � �
� �

Lesson Find each angle measure.

3-2 7. m∠XYZ 8. m∠KJH �
��
� ���������� �

� ���������� ����
� �

9. m∠ABC 10. m∠LMN � �

������ � �����������
� �����������
�����������
�
�

11. m∠PQR 12. m∠TUV

� �
�
���� � ���������

����������� ���������� �
�

Lesson Use the Converse of the Corresponding Angles � � �

� �
Postulate and the given information to show that ℓ ǁ m.
3-3 � �
13. ∠2 ≅ ∠4 �
� �
14. m∠8 = 5x + 36, m∠6 = 11x + 12, x = 4

Use the theorems and given information to show that p ǁ q.

� � � �
15. ∠1 ≅ ∠8 �
� � � �
16. m∠2 = 9x + 31, m∠3 = 6x + 14, x = 9
� � � �
17. Write a two-column proof. �
� �
Given: ∠1 and ∠5 are supplementary. � �
Prove: ℓ ǁ m �
� ��

S8 TEKS TAKS Practice

Lesson 18. Name the shortest segment from point A to BE
. �

3-4 19. Write and solve an inequality for x.

�
������

� � � �
Solve for x and y in each diagram.
20. 21.
����������
�����
����������

�����

22. Write a two-column proof. � �

Given: ℓ ⊥ p, m ⊥ p
Prove: ℓ ǁ m �

Lesson Use the slope formula to determine the slope of each line.
3-5 23. FG
 �
� 24. HJ

�
�

�
� �
� � �
� �
�� � � �� � � �
�� ��

Graph each pair of lines. Use slopes to determine whether the lines are parallel,
perpendicular, or neither.

25. AB  for A(4, 7), B(3, 2), C(-3, 4), D(2, 3)
 and CD

26. EF  for E(-2, 4), F(3, 1), G(-1, -2), H(4, -5)
 and GH

27. JK  for J(-3, 3), K(4, -2), L(4, 2), M(0, -4)
 and LM

Lesson Write the equation of each line in the given form.

2 through 3, -1 in point-slope form
28. the line with slope -_
3-6 3
( )
29. the line through (-2, 2) and (4, -1) in slope-intercept form
30. the line with x-intercept -3 and y-intercept 4 in slope-intercept form

Graph each line.

31. y = -_3x + 2 32. y + 4 = -3(x + 2)
4
33. y = 2 34. x = -1

Determine whether the lines are parallel, intersect, or coincide.

35. y = 4x + 2, 4x - y = 1 36. y =-_ 1 x + 3, 2y + x = 6
2
37. 2x + 5y = 1, 5x + 2y = 1 38. 2x - y = 5, 2x - y = -5

TEKS TAKS Practice S9

 Chapter 4 Skills Practice
Lesson Classify each triangle by its angle measures. �
��� ���
4-1
2-5 1. △ABC
2. △BCD
Classify each triangle by its side lengths. � ��� ��� �
� �
3. △EFG
�
4. △FGH ������ ������
5. △EFH
� � � �
6. Find the side lengths of △JKL. � ������

Lesson The measure of one of the acute angles of a right triangle is given. What is the
measure of the other acute angle?
4-2
7. 38° 8. 27.6°
Find each angle measure.
9. m∠A � 10. m∠J and m∠P
����������
� �
��� � ������� �� � ��
��������� ���� � �
�
� � � �
Lesson Given: △GHI ≅ △JKL. Identify the congruent corresponding parts.
̶̶̶ ̶̶
4-3 11. GH ≅ ?
̶̶̶̶
12. JL ≅ ?
̶̶̶̶
13. ∠K ≅ ?
̶̶̶̶
�
Given: △LMN ≅ △PQN. Find each value. �
����������
14. x
�
15. m∠LMN � �
̶̶ ̶̶ � ����������
16. Given: AD is the perpendicular bisector of BC.
̶̶
AD is the bisector of ∠BAC.
̶̶ ̶̶
AB ≅ AC, ∠B ≅ ∠C
Prove: △BAD ≅ △CAD � �
�

Lesson Use SSS to explain why the triangles in each pair are congruent.
4-4 17. △QRS ≅ △QRT � 18. △UVW ≅ △WXU � �

� � �
� �
Show that the triangles are congruent for the given value of the variable.
�
19. △XYZ ≅ △ABC, 20. △DEF ≅ △GFE,
x=4 y=8 �������
� � � ������
� �
�� � ������ ����������
� ������
��
� ������
� �
̶̶ ̶̶
21. Given: K is the midpoint of HL and MJ. � �
�
Prove: △HJK ≅ △LMK
� �

S10 TEKS TAKS Practice

Lesson Determine if you can use ASA to prove the triangles congruent. Explain.
4-5 22. △ACB and △ACD � 23. △EFG and △HGF � �

�
� � � �
Determine if you can use the HL Congruence Theorem to prove the
triangles congruent. If not, tell what else you need to know.
�
24. △ABC ≅ △EDC 25. △FGH ≅ △FJH
� �
�
� �
� �
�
̶̶̶ ̶̶ � � �
Lesson 26. Given: MN ǁ LP, 27. Given: ∠1 ≅ ∠6, ∠4 ≅ ∠6
̶̶ ̶̶
∠N ≅ ∠L ∠1 ≅ ∠3, AB ≅ AE
4-6 ̶̶̶ ̶̶
� �
Prove: ML ≅ PN Prove: △ACD is isosceles.
� � � � � � � �

28. Given: △ABC with vertices A(2, 4), B(3, 1), C(5, 2) and △DEF with vertices � �
D(-4, -2), E(-1, -3), F(-2, -5)
Prove: ∠BAC ≅ ∠EDF

Lesson Position each figure in the coordinate plane.

4-7 29. a rectangle with length 7 units and width 3 units 30. a square with side length 3a

Write a coordinate proof.

31. Given: Right △GHI has coordinates G(0, 0), H(0, 4), and I(6, 0). �
̶̶̶ ̶̶ �
J is the midpoint of GH, and K is the midpoint of GI.
� �
Prove: The area of △GJK is __14 the area of △GHI.
� � �
Assign coordinates to each vertex and write a coordinate proof. �� � � � �
̶̶̶
32. Given: A is the midpoint of XW in rectangle WXYZ. ��
̶̶
B is the midpoint of YZ.
Prove: AB = XY

Lesson Find each angle measure.

4-8 33. m∠X � 34. m∠A �

��� � � �
��������� ����������

�
Find each value.
35. x 36. y
������
����������

������
37. Given: △XYZ is isosceles. �
̶̶ ̶̶ ̶̶ �
A is the midpoint of XZ. XY ≅ YZ
Prove: △YAZ is isosceles. �
�
� �

TEKS TAKS Practice S11

 Chapter 5 Skills Practice
Lesson Find each measure.
� � � �
5-1 1. CD �
�
2. HG 3. JM

� �
��� ������� ������

�
� � �
�

4. m∠SRT, given m∠SRU = 126° 5. PQ 6. m∠WXV

� �
�
� �
���������
� �
���������
�� ��
� �
����
� � �

7. Write an equation in point-slope form for the perpendicular bisector of the segment
with endpoints A(1, 4) and B(-5, -2).
�
̶̶ ̶̶ ̶̶
Lesson DG, EG, and FG are the perpendicular bisectors of △ABC. ����
Find each length. �
5-2 ���
�
8. BG 9. AG �
���
� �
��� �
Find the circumcenter of a triangle with the given vertices.
10. H(5, 0), J(0, 3), K(0, 0) 11. L(0, 0), M(-2, 0), N(0, -4)
̶̶ ̶̶
QS and RS are angle bisectors of △QPR. Find each measure. �
̶̶
12. the distance from S to PR 13. m∠SQP
���

�
���
� ���
Lesson In △DEF, DJ = 30, and FM = 12. Find each length.
� �
5-3 14. DM 15. MJ
� �
16. GF 17. GM
�

� � �
Find the orthocenter of a triangle with the given vertices.
18. N(-2, 2), P(4, 2), Q(0, -2) 19. R(-2, 1), S(2, 5), T(4, 1)
̶̶̶
Lesson 20. The vertices of △WXY are W(-3, 2), X(5, 2), and Y(1, -4). A is the midpoint of WY,
̶̶ ̶̶ ̶̶̶
5-4 and B is the midpoint of XY. Show that AB ǁ WX and AB = __12 WX.

Find each measure. �

21. DE 22. FG ����
� ��� �
23. DG 24. m∠CHF ���
25. m∠FHE 26. m∠CED
� � �

S12 TEKS TAKS Practice

Lesson Write an indirect proof of each statement.
5-5 27. An isosceles triangle cannot have an obtuse base angle.
28. A right triangle cannot have three congruent sides.
29. Write the angles in � 30. Write the sides in � �
���
order from smallest �� ���� order from shortest
to largest. to longest.
� � �
��

Tell whether a triangle can have sides with the given lengths. Explain.
31. 4, 7, 8 32. 7, 9, 18 33. 2x + 5, 4x, 3x 2, when x = 3

The lengths of two sides of a triangle are given. Find the range of possible lengths
for the third side.
34. 4 in., 10 in. 35. 8 ft, 8 ft 36. 6.2 cm, 12 cm

Lesson Compare the given measures.

5-6 37. Compare RS and UV. 38. Compare m∠XWY 39. Find the range of
� � and m∠ZWY. � values for x.
� � �����
��� ��� ��
� � � � � � ������
��
� �
� � � � ���
�
40. Write a two-column proof. � �

Given: m∠X > m∠Y, m∠B > m∠A

�
Prove: AY > XB �
�
Lesson Find the value of x. Give your answer in simplest radical form.
5-7 41.
�
��
42. � 43.
� �����
��
� ��
�

Find the missing side length. Tell if the side lengths form a Pythagorean triple. Explain.
44. 45. 46.
��
�� �
�
�
��

Tell if the measures can be the side lengths of a triangle. If so, classify the triangle
as acute, obtuse, or right.
47. 4, 7.5, 8.5 48. 6, 10, 11 49. 9, 21, 25

Lesson Find the value of x. Give your answer in simplest radical form.
5-8 50. 51. 52. �

��� � �
��� ������
�
��

� ��

Find the values of x and y. Give your answers in simplest radical form.
53. � 54. �� 55. �
��� ��� ���
�� � �
� � ������
�
��
���

TEKS TAKS Practice S13

 Chapter 6 Skills Practice
Lesson Tell whether each figure is a polygon. If it is a polygon, name it by the number
of its sides.
6-1
2-5
1. 2. 3.

Tell whether each polygon is regular or irregular. Tell whether it is concave or convex.
4. 5. 6.

� ���
�
��� �
���������
7. Find the measure of each interior angle of
pentagon ABCDE.
����������
���������
8. Find the sum of the interior angle �
measures of a convex heptagon. � ���
� ���
9. Find the measure of each interior angle of a regular 15-gon. �
���
�
10. Find the value of x in polygon FGHJKL. �
� ���
���
� ���
11. Find the measure of each exterior angle of a regular dodecagon.

Lesson MNOP is a parallelogram. Find each measure. � �

����������� ����������
6-2 12. MP 13. m∠M 14. m∠N ������ �������

� �
Three vertices of QRST are given. Find the coordinates of T.
15. Q(-5, 3), R(3, 6), S(6, 4) 16. Q(-1, 7), R(3, 3), S(-2, 3)

Write a two-column proof. � �

17. Given: ABFG and HDEG are parallelograms. � �

Prove: ∠B ≅ ∠D �
� � �
Lesson 18. Show that RSTU is a parallelogram 19. Show that WXYZ is a parallelogram
for x = 2 and y = 3. for a = 6 and b = 11.
6-3
� ������ � � �
��������� ����������
������ ������

� ������� � � ���������� �
Determine if each quadrilateral must be a parallelogram. Justify your answer.
20. 21. 22.

Show that the quadrilateral with the given vertices is a parallelogram.

23. W(0, 0), X(-3, 3), Y(5, 5), Z(8, 2) 24. A(-3, 1), B(-2, 4), C(1, 2), D(0, -1)

S14 TEKS TAKS Practice

Lesson EFGH is a rectangle. Find each measure. � �
6-4 25. EH 26. HF

���
� ��������
�

��
��
������� ������

���
�

��
��
���������
�
� �
JKLM is a rhombus. Find each measure. � �
27. JK 28. m∠NKL ������ ������

Show that the diagonals of a square with the given vertices are �
congruent perpendicular bisectors of each other.
29. N(1, 4), P(4, 1), Q(1, -2), R(-2, 1) 30. S(-2, 7), T(2, 8), U(3, 4), V(-1, 3)
̶̶ ̶̶ � � �
31. Given: WXYZ is a rectangle. XB ≅ AZ
̶̶̶ ̶̶
Prove: WB ≅ YA

� � �
Lesson Determine if the conclusion is valid. If not, tell what additional information is
needed to make it valid.
6-5 ̶̶ ̶̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶̶
32. Given: XY ǁ WZ, XY ≅ WZ, XZ ⊥ WY � �
Conclusion: WXYZ is a rhombus.
̶̶̶ ̶̶
33. Given: WX ≅ XY
Conclusion: WXYZ is a square.
̶̶̶ ̶̶ ̶̶̶ ̶̶̶
34. Given: WX ⊥ XY, WX ⊥ WZ � �
Conclusion: WXYZ is a rectangle.

Use the diagonals to determine whether a parallelogram with the given vertices is a
rectangle, rhombus, or square. Give all the names that apply.
35. A(1, 0), B(2, -4), C(6, -3), D(5, 1) 36. E(-3, -1), F(-4, -4), G(2, -6), H(3, -3)

Lesson In kite TUVW, m∠TUX = 65°, and m∠UVT = 32°. Find each measure. �

6-6 37. m∠TUX 38. m∠XUV 39. m∠TWX

� �
�
Find each measure.
� �
40. m∠C � � 41. HJ, given that
���� EG = 32.8 �
and FJ = 24.3 �

� �
� �
42. Find the value of x so 43. Given RP = 8y - 7 and NQ = 10y - 12,
that JKLM is isosceles. find the value of y so that NPQR is isosceles.
��������������� � �
� �

��������������

� � � �

44. Find RS. � � 45. Find XY. � ����� �

� �� � � �

� �
� ����� �
��

TEKS TAKS Practice S15

 Chapter 7 Skills Practice
Lesson Write a ratio expressing the slope of each line. �
� �
7-1 1. line ℓ 2. line m 3. line n
�
4. The ratio of the side lengths of a quadrilateral is 2 : 4 : 5 : 6,
and its perimeter is 85 inches. What is the length of the
shortest side? �

5. The ratio of angle measures in a triangle is 3 : 10 : 12. �� �� � � ��

What is the measure of each angle?

Solve each proportion.

x =_ 6 x+5 9 x
21 = _
6. _ 7. _ = _ 8. _
5 20 4 x+5 9 6
9. Given that 3x = 12y, find the ratio of x to y in simplest form.

Lesson Identify the pairs of congruent angles and corresponding sides.

7-2 10. � 11.
� �� �
� �� �
�� � � �
� �� ��
� � � �� �
� �� �
� � � � ��� �
Determine whether the polygons are similar. If so, write the similarity ratio and a
similarity statement.
12. rectangles ABCD and EFGH 13. △JKL and △MNO
� � � �
�
� � �
� �
� � � �
� �
� � � � � � � �
Lesson Explain why the triangles are similar and write a similarity statement.
7-3 14. � � 15. �
�

� �
� � �
Verify that the triangles are similar.
16. △FGH ∼ △JKH � 17. △ACE ∼ △BCD

� �� �
�� � �� �
�� � �
� �� ��
��� �
�
� � � ��� �
Explain why the triangles are similar and then find each length. �
18. △XYZ and △ABC, BC 19. △RSV and △UST, TU
� � �
��
�
� � �
�
��
� �� � � � � � �

S16 TEKS TAKS Practice

Lesson Find the length of each segment.
̶̶ ̶̶
7-4 20. AE � �
�
21. KJ
�
� � � �

� � �
�� � �

�
�
Verify that the given segments are parallel.
̶̶ ̶̶ � ̶̶ ̶̶̶
22. EF and JG 23. LP and MN �
�� ��
�� � �
�� ��
�
�
� � �
� �� ��
Find the length of each segment. �
̶̶ ̶̶ ̶̶̶ ̶̶̶
24. RS and ST 25. XW and WZ
� ������
�������
�� �� �
�
� ������ � ����� �
� �� �
Lesson The scale drawing of the playhouse is 1 in. : 10 ft. Find the actual lengths of the
following walls.
7-5 ̶̶̶ � ����� � �
26. GH �
̶̶ ����� �������
27. EF ����� ������� � � �
̶̶
28. DC

� � �
The school courtyard is 25 ft by 40 ft. Make a scale drawing of the courtyard using
the following scales.
29. 1 cm : 1 ft 30. 1 cm : 5 ft 31. 1 cm : 10 ft
32. Given that △ABC ∼ △DEF, �
find the perimeter P and
area A of △DEF. �

������
������
� � � � �� �

Lesson 33. Given that △RSV ∼ △RTU, 34. Given: A(-3, 3), B(1, 7), C(5, 5),
7-6 find the coordinates of S and D(-1, 5), E(1, 4)
the scale factor. Prove: △ABC ∼ △ADE
�

������� � ��������
�
��������
��������

TEKS TAKS Practice S17

 Chapter 8 Skills Practice
Lesson Write a similarity statement comparing the three triangles in each diagram.
8-1
2-5 1. � 2. � 3.
�
� �
�
�

�
�
�
� �

Find the geometric mean of each pair of numbers. If necessary, give the answers in
simplest radical form.
4. 3 and 9 5. 4 and 7 6. _ 1 and 5
2
Find x, y, and z.
7. � � 8. � � 9. �
�
� �
�
� �
� � �� � ��
� �
�
� �
� � � � �
�
Lesson Write each trigonometric ratio as a fraction and as a decimal rounded
�
to the nearest hundredth.
8-2 ��
�
10. sin A 11. cos A 12. tan A
� �� �
Use a special right triangle to write each trigonometric ratio as a fraction.
13. cos 30° 14. sin 45° 15. tan 60°

Use your calculator to find each trigonometric ratio. Round to the nearest
hundredth.
16. sin 38° 17. cos 47° 18. tan 21°

Find each length. Round to the nearest hundredth.

19. DE � 20. GH � 21. KL � ���� �
��� ���

��� ����

���
�
� �
� �

Lesson Use your calculator to find each angle measure to the nearest degree.
8-3 22. tan -1(3.5) 1
23. sin -1 _
5 () 24. cos -1(0.05)

Find the unknown measures. Round lengths to the nearest hundredth and angle
measures to the nearest degree. �
25. � 26. � � 27.
���
��� ��
���
� ��� � �
� ��� �

For each triangle, find the side lengths to the nearest hundredth and the angle
measures to the nearest degree.
28. A(1, 4), B(1, 1), C(4, 1) 29. D(-3, 5), E(-3, 1), F(2, 5)

S18 TEKS TAKS Practice

Lesson Classify each angle as an angle of elevation �
or angle of depression.
8-4
30. ∠1 31. ∠2 �
�
32. ∠3 33. ∠4
�

Lesson Use a calculator to find each trigonometric ratio. Round to the nearest hundredth.
8-5 34. cos 127° 35. tan 131° 36. sin 114°
37. tan 158° 38. sin 85° 39. cos 161°

Find each measure. Round lengths to the nearest tenth and angle measure to the
nearest degree. �
40. AC 41. m∠E �� 42. m∠G �
� � ��� ��
���� ��� �
�
����
�� ��
��

�
�
�
�
43. m∠T 44. VX � 45. BC
�
� � ���
���
�� ��
� �� � ��� ���

� �
� �
Lesson Write each vector in component form.
8-6  with A(2, 3) and B(5, 6)
46. AB 47. the vector with initial point C(3, 6) and
terminal point D(2, 4)
48. EF
 � 49. GH
 �
� �
�
� �
�
�
�
� �
��
� � �

Draw each vector on a coordinate plane. Find its magnitude to the nearest tenth.
50. 〈-3, 2〉 51. 〈4, 3〉 52. 〈2, -5〉

Draw each vector on a coordinate plane. Find the direction of the vector to the
nearest degree.
�
53. A wind velocity is given by the vector 〈3, 4〉.
�
54. The velocity of a rocket is given by the vector 〈8, 1〉. � �
� �
� �
Identify each of the following in the diagram.
�� � �
55. equal vectors 56. parallel vectors ��
�

Find each vector sum.

57. 〈5, 0〉 + 〈-3, 6〉 58. 〈-3, -1〉 + 〈0, -7〉
59. 〈1, 8〉 + 〈2, 3〉 60. 〈-2, -1〉 + 〈-7, 9〉

TEKS TAKS Practice S19

 Chapter 9 Skills Practice
Lesson Find each measurement.
9-1 1. the area of the parallelogram 2. the perimeter of the rectangle
in which A = 15x 2 ft 2

����� ������

������

3. b 2 of the trapezoid 4. the area of the kite

in which A = 35 ft 2
����
���

�����

����
�����

5. the base of a triangle in which h = 9 and A = 135 in 2

6. the area of a rhombus in which d 1 = (3x + 5) cm and d 2 = (7x + 4) cm

Lesson Find each measurement.

9-2 7. the circumference 8. the area of ⊙D
of ⊙C in terms of π ���� in terms of π �����
� �

9. the circumference of ⊙F in which A = 49x 2π cm 2

10. the radius of ⊙E in which C = 36π in.

Find the area of each regular polygon. Round to the nearest tenth.
11. a regular hexagon with a side length of 8 in.
5 √3
12. an equilateral triangle with an apothem of _ cm
3

Lesson Find the shaded area. Round to the nearest tenth, if necessary.
9-3 13. ���� 14. ����� 15.
����� ���
������
����
�����

����

Use a composite figure to estimate each shaded area. The grid has squares with side
lengths of 1 in.
16. 17.

S20 TEKS TAKS Practice

Lesson Estimate the area of each irregular shape.
9-4 18.
�
19.
�

�� � �� �

�� ��

Draw and classify the polygon with the given vertices. Find the perimeter and area
of the polygon.
20. A(-2, 3), B(0, 6), C(6, 2), D(4, -1) 21. E(-1, 3), F(2, 3), G(2, -1)

Find the area of each polygon with the given vertices.

22. R(-2, 3), S(1, 5), T(3, 1), U(0, -2) 23. W(-4, 0), X(4, 3), Y(6, 1), Z(2, -1)

Lesson Describe the effect of each change on the area of the given figure.
1.
24. The height of the rectangle with height 10 ft and width 12 ft is multiplied by _
9-5 2
25. The base of the parallelogram with vertices A(-2, 3), B(3, 3), C(0, -1), D(-5, -1)
is doubled.

Describe the effect of each change on the perimeter or

circumference and the area of the given figure.
26. The radius of ⊙E is multiplied by _1.
4
�����
27. The base and height of a rectangle with base 6 in. �
and height 5 in. are multiplied by 3.
28. A square has a side length of 7 ft. If the area is tripled,
what happens to the side length?
29. A circle has a diameter of 20 m. If the area is doubled, what happens
to the circumference?
̶̶
Lesson A point is chosen randomly on AD. Find the probability of each event.
̶̶ ̶̶ ̶̶
9-6 30. The point is on AC.
̶̶
31. The point is on AB or CD.
̶̶
� � �
32. The point is not on BC. 33. The point is on BD. � � � �

Use the spinner to find the probability of each event.

34. the pointer landing on green
���� ���
35. the pointer landing on blue or red
36. the pointer not landing on orange ��� ���
���
37. the pointer not landing on red or yellow

Find the probability that a point chosen

randomly inside the rectangle is in each shape.
Round to the nearest hundredth.
�����
38. the equilateral triangle �����
������
39. the parallelogram
40. the circle
�����
41. the part of the rectangle that does not ������
include the circle, triangle, or parallelogram
������

TEKS TAKS Practice S21

 Chapter 10 Skills Practice
Lesson Classify each figure. Name the vertices, edges, and bases.
10-1 1. � � 2.
�
3. �

� �
�
� �
� �
� �
� �

� � � �

Describe the three-dimensional figure that can be made from the given net.
4. 5. 6.

Lesson Use the figure made of unit cubes for Exercises 7–11. Assume there are
no hidden cubes.
10-2
7. Draw all six orthographic views.
8. Draw an isometric view.
9. Draw a one-point perspective view.
10. Draw a two-point perspective view.
11. Determine whether the drawing represents the given object.

Lesson Find the number of vertices, edges, and faces of each polyhedron. Use your results
to verify Euler’s formula.
10-3
12. 13. 14.

Find the distance between the given points. Find the midpoint of the segment with
the given endpoints. Round to the nearest tenth, if necessary.
15. (2, 4, 9) and (3, 7, 2) 16. (0, 0, 0) and (4, 7, -4) 17. (5, 1, 0) and (0, 3, 4)

Lesson Find the lateral area and surface area of each figure. Give exact answers, using π
if necessary.
10-4
18. 19. 20. �����
����
����
���
������ �����
�����
�����
�����
1.
21. The dimensions of a cylinder with r = 9 cm and h = 12 cm are multiplied by _
3
Describe the effect on the surface area.

S22 TEKS TAKS Practice

Lesson Find the lateral area and surface area of each figure. Give exact answers,
using π if necessary.
10-5
22. 23. 24. ����
������ ����

���
����� �����

�����

25. The dimensions of a square pyramid with B = 64 in 2 and h = 7 in. are tripled.
Describe the effect on the surface area.
1.
26. The dimensions of a right cone with r = 14 in. and ℓ = 24 in. are multiplied by _
2
Describe the effect on the surface area.

Lesson Find the volume of each figure. Round to the nearest tenth.
10-6 27. 28. ���� 29. �����

������
����

�����

����
30. The dimensions of a prism with B = 14 cm 2 and h = 8 cm are doubled.
Describe the effect on the volume.
2.
31. The dimensions of a cylinder with r = 6 cm and h = 4 cm are multiplied by _
3
Describe the effect on the volume.

Lesson Find the volume of each figure. Round to the nearest tenth.
10-7 32. 33. 34.

����

���� �����

���������� ����
���

���
1.
35. The dimensions of a cone with r = 8 cm and ℓ = 17 cm are multiplied by _
2
Describe the effect on the volume.
36. The dimensions of a pyramid with B = 128 mm 2 and h = 56 mm are tripled.
Describe the effect on the volume.

Lesson Find the surface area and volume of each figure. Give your answers in terms of π.
10-8 37. 38. ����� 39.
����� �����������

1 . Describe the effect on the

40. The radius of a sphere with r = 24 cm is multiplied by _
3
surface area and volume.
41. The radius of a sphere with r = 15 mm is multiplied by 4. Describe the effect on the
surface area and volume.

TEKS TAKS Practice S23

 Chapter 11 Skills Practice
Lesson Identify each line or segment that intersects each circle.
11-1 1. � 2. �
�
�
� �

� �
�
� �

Find the length of each radius. Identify the point of tangency and write the
equation of the tangent line at this point.
3. �
� 4. �
�

� �
� � �
�� � � � �� � �

�� ��

The segments in each figure are tangent to the circle. Find each length.
5. PQ � 6. WZ �
������ ������

� �
� �

������ �������

� �

Lesson Find each measure. Round to the nearest tenth, if necessary.

11-2 ⁀
7. mFB 8. PQ �
� ������
� ���
� �
� � �
���
� �������

9. ⊙T ≅ ⊙W. Find m∠VWX. 10. BD

�

� ���������� � � �
� �
� � �
���������
�
�

Lesson Find the area of each sector or segment. Round to the nearest tenth.
11-3 11. 12.

� � �����
� �
��� ���
���
� �

S24 TEKS TAKS Practice

 Find each arc length. Give your answers in terms of π and rounded to
the nearest tenth.
13. � 14. �
���
����
�
���� ���
�

Lesson Find each measure or value. Round to the nearest tenth, if necessary.
11-4 15. m∠ABD 16. x
� ���

� �
� �
���
���������
����
� �
�
17. x 18. angle measures of HJKL
���������
���������� ���������
� �

��������� ����������
� �

Lesson ⁀
19. mDF 20. m∠JMK 21. m∠RTQ
11-5 � ����
�
� ��� � ����
�
� �
� � �
��� � ���
����
� �
�

22. x 23. m∠AFE ⁀

24. mGL �
� ���
���� �
� �
����
�� �
� ����
� ���
��� �
���
� �
�
Lesson Find the value of the variable. Round to the nearest tenth, if necessary.
11-6 25. � 26. � 27. �
� � � �
�
�
� � �
� � �
� �
��
�
� � � � ��
�
Lesson Write the equation of each circle.
11-7 28. ⊙A with center A(2, -3) and radius 6 29. ⊙B that passes through (3, 4) and has
center B(-2, 1)

Graph each equation.

30. (x + 3)2 + (y - 4) 2 = 1 31. x 2 + (y + 4) 2 = 16

TEKS TAKS Practice S25

 Chapter 12 Skills Practice
Lesson Copy each figure and the line of reflection. Draw the reflection of the figure
across the line.
12-1
1. 2.

Reflect the figure with the given vertices across the given line.
3. A(-4, 1), B(2, 4), C(3, -2); x-axis 4. D(3, 1), E(2, 4), F(-2, 2), G(2, -2); y = x

Lesson Copy each figure and the translation vector. Draw the translation of the figure
along the given vector.
12-2
5. 6.

�����
��
���
���� �

Translate the figure with the given vertices along the given vector.
7. A(-2, 1), B(4, 3), C(2, -2); 〈2, 3〉 8. D(-1, 3), E(2, 4), F(3, 3), G(3, -2); 〈2, -2〉

Lesson Copy each figure and the angle of rotation. Draw the rotation of the figure about
the point P by m∠A.
12-3
9. 10.

�
�

� �
Rotate the figure with the given vertices about the origin using the given angle of rotation.
11. A(2, 3), B(-2, 1), C(1, -1); 90° 12. D(-2, 3), E(2, 4), F(3, 1), G(-2, 2); 180°

Lesson Draw the result of each composition of isometries.

12-4 13. Translate △ABC along v and 14. Reflect △DEF across line m
then reflect it across line ℓ. and then translate it along w.
� � �
�
�����
��
���
���� �
�

� � �

15. Copy the figure and draw two lines of reflection ��

that produce an equivalent transformation.
�

�� ��

� �

S26 TEKS TAKS Practice

Lesson Describe the symmetry of each figure. Copy the shape and draw all lines of
symmetry. If there is rotational symmetry, give the angle and order.
12-5
16. 17. 18.

Tell whether each figure has plane symmetry, symmetry about an axis, or neither.
19. 20. 21.

Lesson Copy the given figure and use it to create a tessellation.

12-6 22. 23. 24.

Classify each tessellation as regular, semiregular, or neither.

25. 26. 27.

Lesson Copy each figure and center of dilation P. Draw the image of the figure under a
dilation with the given scale factor.
12-7 2
28. scale factor: 3 29. scale factor: -_
3

Draw the image of the figure with the given vertices under a dilation with the given
scale factor centered at the origin.
30. A(1, 3), B(1, 5), C(4, 3); scale factor 2
1
31. E(-2, 2), F(2, 4), G(4, -2); scale factor -_
2

TEKS TAKS Practice S27

 Chapter 1 Applications Practice
Athletics Use the following information for 9. Entomology Because the insect is
Exercises 1–3. symmetrical, ∠1 ≅ ∠4 and ∠2 ≅ ∠3. Also, ∠1
During gym class, a teacher notices the following. and ∠2 are complementary, and ∠3 and ∠4
Decide if each resembles a point, segment, ray, or are complementary. If m∠1 = 48.5°, find m∠2,
line. (Lesson 1-1) m∠3, and m∠4. (Lesson 1-4)

1. Kyle starts running in a straight line. Suppose

he does not stop running.
2. Agnes runs a quarter-mile in a straight line.
3. Jimmy stands perfectly still. ��
� �
Travel Use the following information for
Exercises 4–6. Architecture Use the following information for
The Perez family is driving from Austin, Texas, to Exercises 10 and 11.
Dallas, Texas. The city of Waco is the approximate The bricks used to make a building are one-fourth
midpoint between these two cities. It is 102 miles as tall as they are wide, and the bricks are 2.25
from Austin to Waco. (Lesson 1-2) inches tall. (Lesson 1-5)
4. What is the total distance from Austin to 10. What is the area of the largest face of each
Dallas? brick?
5. The approximate midpoint from Waco to 11. A certain exterior wall is 33 bricks long and
Dallas is Milford. What is the distance from 20 bricks tall. What is the area of the wall in
Austin to Milford? square inches?
6. The Perez family averages 64 miles per hour. 12. Sports A football coach has his team run
About how long will the entire drive take? sprints diagonally across a football field. If the
field is 120 yards long and 160 feet wide, what
Probability Use the following information for is the distance they run? Write your answer to
Exercises 7 and 8. the nearest hundredth of a foot. (Lesson 1-6)
In a carnival game, each contestant spins the
13. Crafts The picture below shows half of
wheel and wins the prize indicated by the
a stenciled design. The full design should
color. (Lesson 1-3)
resemble a sun. Name two transformations
����������� that can be performed on the image so that
the image and its preimage form a complete
picture. Be as specific as possible, referring to
L and P. (Lesson 1-7)

������� �������� �

������������
�
7. Using a protractor, measure each angle on
the wheel.
8. Since there are 360° in a circle, the probability
of the wheel landing on a given color is the
number of degrees in the angle divided by
360°. Find the probability of the wheel landing
on each prize. Express your answer as a
fraction in lowest terms.

S28 TEKS TAKS Practice

Chapter 2 Applications Practice
1. Health Mike collected the following data 7. Weather Hurricanes are assigned category
about the heights of twelve students in his numbers to describe the amount of flooding
tenth-grade class. Use the table to make a and wind damage they are likely to cause.
conjecture about the heights of boys and girls Write the statement “If a hurricane has
in the tenth grade. (Lesson 2-1) sustained winds of more than 155 miles per
hour, then it is Category 5” as a biconditional
Height (in.) of Tenth-Grade Students
statement. (Lesson 2-4)
Boys 70 71 68 67 70 67
Girls 67 64 64 65 68 66 8. Athletics The equation c = 5w + 25 relates
the number of workouts w to the cost c of a
weight training group. If Matthew plans to
2. Government Voter Turnout spend $200 on weight training, how many
Presidential elections workouts can he participate in? Solve the
are held every four Year Voters
equation for w and justify each step.
years. Elections for 1996 12,530 (Lesson 2-5)
senators are held every
1998 8,750
two years. So in years
not divisible by 4, only 2000 15,210 9. Nutrition Rick has allotted himself 200
Senate seats are up Calories for his evening snack, which consists
2002 7,370
for election. The table of a glass of milk and crackers. A glass of
2004 14,380 milk has 110 Calories, and each cracker has
shows voter turnout
for a small town during recent election years. 15 Calories. The equation s = 110 + 15c
Make a conjecture based on the data. relates the number of crackers c to the total
(Lesson 2-1) number of Calories s in Rick’s evening snack.
How many crackers can Rick have? Solve the
equation for c and justify each step.
3. Biology Write the converse, inverse, and (Lesson 2-5)
contrapositive of the conditional statement “If
an animal is a fish, then it swims in salt water.”
10. Travel On a city map, the library, post office,
Find the truth value of each. (Lesson 2-2)
and police station are collinear points in that
order. The distance from the library to the post
4. Gardening Write the converse, inverse, and office is 2.3 miles. The distance from the post
contrapositive of the conditional statement “If office to the police station is 5.1 miles. Which
a plant is watered, then it will grow.” Find the theorem can you use to conclude that the
truth value of each. (Lesson 2-2) distance from the library to the police station
is 7.4 miles? (Lesson 2-6)
5. Sports Determine if the conjecture is valid by
the Law of Detachment. (Lesson 2-3) 11. Recreation Kyle is making a kite from the
Given: If you participate in a triathlon, then pattern below by cutting four triangles from
you run, swim, and bike. Margie runs, different pieces of material. Write a paragraph
swims, and bikes. proof to show that m∠3 = 90°. (Lesson 2-7)
Conjecture: Margie participates in a triathlon.

6. Health Students are required to have certain

immunizations before attending school � �
to prevent the spread of disease. Write the � �
conditional statement and converse within
the biconditional “Students can attend public
school if and only if they have the required
immunizations.” (Lesson 2-4)

Given: ∠1 ≅ ∠2
Prove: m∠3 = 90°

TEKS TAKS Practice S29

 Chapter 3 Applications Practice
1. Recreation A scuba diver leaves a flag on 5. Transportation The railroad ties in the
the surface of the water to alert boaters of his diagram are all parallel. m∠1 = 19x - 5 and
location. Describe two parallel lines and a m∠ 2 = 4x + 5y. Find x and y so that the ties
transversal in the flag. (Lesson 3-1) are all perpendicular to the tracks. (Lesson 3-4)

� �
2. Carpentry In the stairs shown, the horizontal
treads and the vertical risers are all parallel.
m∠1 = (14x + 6)° and m∠2 = (19x - 24)°. 6. Art The sides of a picture frame are cut
Find x. (Lesson 3-2) so that the opposite sides of the frame
are parallel and the consecutive sides are
�
perpendicular. Find the values of x and y in the
diagram. (Lesson 3-4)
�

���������� ����������

3. Transportation The train tracks shown cross

the street lanes. The lanes of the street are
parallel. Find x in the diagram. (Lesson 3-3)

7. Recreation At 1:00 P.M., a boat on a river

passes a point that is 3 miles from a lodge. At
���� 5:30 P.M., the boat passes a point that is 8 miles
from the lodge. Graph the line that represents
the boat’s distance from the lodge. Find and
interpret the slope of the line. (Lesson 3-5)
����������
8. Sports A marathon runner runs 10 miles by
3:00 P.M. and 25 miles by 4:30 P.M. Graph the
line that represents her distance run. Find and
interpret the slope of the line. (Lesson 3-5)
4. Sports At a track meet, the starting blocks are
placed along a line that is a transversal to the
lanes. m∠1 = 12x - 8, m∠2 = 8x + 12, and 9. Business A cab company charges $8 per ride
x = 5. Show that the lines between the lanes plus $0.25 per mile. Another cab company
are parallel. (Lesson 3-3) charges $5 per ride plus $0.35 per mile. For
how many miles will two cab rides cost the
same amount? (Lesson 3-6)

� 10. Food A pizza parlor is catering a school

event. Pete’s Pizza charges $85 for the first
� 20 students and $5 for each additional
student. Polly’s Pizza charges $125 for the first
� 20 students and $3 for each additional student.
For how many students will the pizza parlors
cost the same? (Lesson 3-6)

S30 TEKS TAKS Practice

Chapter 4 Applications Practice
1. Camping Three poles are used to create the 6. Surveying To find the distance AB across a
frame for a tent. The front of the tent is an lake, first locate point C. Then measure the
̶̶ ̶̶
isosceles triangle with AB ≅ BC. The length of distance from C to B. Locate point D the same
the base is 1.5 times the length of the sides. distance from C as B, but in the opposite
The perimeter of the triangle is 21 ft. Find each direction. Then measure the distance from C
side length. (Lesson 4-1) to A and locate point E in a similar manner.
What is the distance AB across the lake?
2. Geography The universities in Durham,
(Lesson 4-6) �
Chapel Hill, and Raleigh, North Carolina form
what is known as the Research Triangle. Use
the map to find the measure of the angle �
whose vertex is at Durham. (Lesson 4-2) �����
�
������ ������

����������� ��� ������

��� �
������� �

7. The first step in creating a Sierpinski triangle

is to connect the midpoints of the sides of a
3. Business Oil derricks are used as
triangle as shown. (Lesson 4-7)
supports for oil drilling equipment.
Use the diagram to prove the �
following. (Lesson 4-3)
̶̶ ̶̶̶ ̶̶ ̶̶ � �
Given: AB ≅ HG, HB ≅ AG
∠GAB ≅ ∠BHG,
� �
∠AGB ≅ ∠HBG � �
� �
Prove: △AGB ≅ △HBG � �
Given: Equilateral △ABC, D is the midpoint
̶̶ ̶̶
of AB, E is the midpoint of AC, and F is
̶̶
the midpoint of BC.
4. Sports A kite is made up of two pairs of
congruent triangles. Use SAS to explain why Prove: The area of △DEF is __14 the area
△ABD ≅ △CBD. (Lesson 4-4) of △ABC.
� 8. Recreation A boat is sailing parallel to the
� . When the boat is at X, the
coastline along XY
� � measure of the angle from the lighthouse W
to the boat is 30°. After the boat has traveled 5
� miles to Y, the angle from the lighthouse to the
5. Recreation A student is estimating the height boat is 60°. How can you find WY? (Lesson 4-8)
of a water slide. From a certain distance, the
angle from where he is standing to a point
on the highest part of the slide is 35°. From a �
distance 200 m closer, the same angle is 45°. ���
�
���
a. Draw a triangle with the point at the top of �����
the slide as one vertex, and the points
where the measurements were taken as the � �
other vertices.
b. Which postulate or theorem can be used
to show that this triangle is uniquely
determined? (Lesson 4-5)

TEKS TAKS Practice S31

 Chapter 5 Applications Practice
̶̶ ̶̶
1. Building The guy wires AB and CB supporting Engineering Use the following information for
a cell phone tower are congruent and are Exercises 6 and 7.
������
equally spaced from the base of the tower. How Playground engineers are
do these wires ensure that the cell phone tower planning a sidewalk that
is perpendicular to the ground? (Lesson 5-1) will connect the swings,
seesaw, and slide. ������
�
(Lesson 5-5) �����

6. If the angle at the swings is the largest, which

portion of the sidewalk will be the longest?
7. The distance from the swings to the seesaw is
� � 37 ft. Can the lengths of the other sides be 40 ft
� and 50 ft? Explain.

2. Safety City planners want to relocate their 8. Geography The cities of Allenville, Baytown,
town’s firehouse so that it is the same distance College City, and Dean Park are shown on
from the three main streets of the town. Draw the map. Baytown and Dean Park are each 30
a sketch to show where the firehouse should miles from College City. Which city is closer to
be positioned. Justify your sketch. Allenville: Baytown or Dean Park? (Lesson 5-6)
(Lesson 5-2) �������� �������

�����
������� ���
������������ ���������� ������������
���
�����
3. Safety A lifeguard needs to watch three areas
of a water park. Draw a sketch to show where ���������
she should stand to be the same distance from 9. Mark is late for �����
all the swimmers. Justify your sketch. school. He usually
(Lesson 5-2) ��������������� goes around the park
so he can walk along ����
����������� the water. Today
he decides to cut ������

through the park.

�������� About how many feet
does he save by going
4. Art An artist is designing a sculpture ������
through the park? ������
composed of a pedestal with a triangular
(Lesson 5-7)
top. The vertices of the top are A(-4, 2),
B(2, 4), and C(4, -3). Where should the artist
attach the pedestal so that the triangle is 10. Sports A baseball diamond is a
balanced? (Lesson 5-3) square with a side length of 90 ft.
What is the distance from first
5. Measurement City engineers plan to build base to third base? (Lesson 5-8)
a bridge across the pond shown. What will be
the length of the bridge, GH? (Lesson 5-4) 11. Recreation Haley, who is ������
5 ft tall, is flying a kite on
�
100 ft of string. How high
is the kite? (Lesson 5-8)

���� � � ����
���

����
� �
����

S32 TEKS TAKS Practice

Chapter 6 Applications Practice
1. Safety A stop sign is in the shape of a regular Design Use the following information for
octagon. What is the value of x? (Lesson 6-1) Exercises 7–9.
When extended, the legs of a folding table must
�� form a rectangle so the tabletop is parallel to the

���� ground. Given that JK = 48 in. and KN = 36 in.,

find each length. (Lesson 6-4)
������ �
7. JM �

2. Hobbies Nancy is planting a garden shaped 8. JN ������

like a regular pentagon. She bought metal �
9. NM
edging to surround the garden and prevent �
weeds. What angle should the edging form at �
the vertices of the garden? (Lesson 6-1) 10. Hobbies Elise is creating a decorative page
for her scrapbook. She has a piece of ribbon
that is 12 inches long. She wants to outline a
�� rhombus with the ribbon. How can Elise cut
the ribbon to ensure that the final shape is a
rhombus? (Lesson 6-5)
11. Carpentry Luke is cutting a rectangular
Fishing Use the following information for window frame. The dimensions of the window
Exercises 3–5. are to be 3 feet by 4 feet. What should the
The hinges for the trays in a tackle box form diagonal of the frame measure so that the
parallelograms to ensure that the trays stay window is rectangular? (Lesson 6-5)
parallel to the base of the box. In ABCD, 12. Hobbies Addie is making a kite with
AB = 21 in., AE = 9 in., and m∠BCD = 125°. diagonals of 32 inches and 18 inches. She
Find each measure. (Lesson 6-2) wants to put a ribbon around the edge of
� � the kite. She will add an 8-foot tail to the
� kite, made of the same ribbon. If ribbon can
be purchased in packages of 3 yards, how
many packages should she buy for the entire
� � project? (Lesson 6-6)
3. DC
������
4. EC
5. m∠ADC �����
�����
6. Design A glide rocker uses hinged
parallelograms to move the chair back and
������
forth. In ABCD, AB = DC, and AD = BC.
̶̶ ̶̶
The sides of the parallelogram, AD and BC,
rotate together to move the chair. Why is ABCD
always a parallelogram? (Lesson 6-3)
13. Carpentry Aaron is building a shadow box
for his baseball memorabilia. The shadow box
will be in the shape of a trapezoid, as shown
below. The wood for the box costs $1.59 per
foot. Estimate the cost of the lumber.
(Lesson 6-6)
� �
������ ������

� � ���
������

TEKS TAKS Practice S33

 Chapter 7 Applications Practice
Hobbies Use the following information for 9. Geography Riverside Park has campsites
Exercises 1–4. available for rent. Lot A has 50 ft of street
Jason and Matthew share 210 CDs. The ratio frontage and 80 ft of river frontage. Find the
between Matthew’s CDs and Jason’s CDs is 4:3. river frontage for lots B, C, and D. (Lesson 7-4)
(Lesson 7-1)
1. Write a proportion that can be used to find the
number of CDs each one has.
2. How many CDs does Jason have?
3. The number of Matthew’s CDs is what fraction
of the total number of CDs?
4. Jason wants to have the most CDs. What is
the least number of CDs he would have to ����� � � � �
purchase to have more than Matthew?
5. Carpentry Ava’s dollhouse is a scale model ����� ����� �����
of a castle. The great room of the castle has a �����
width of 40 ft and a length of 50 ft. The width 10. Architecture An amphitheater is being
of the great room of the dollhouse is 8 in. built according to the design shown. If
What is the length of the great room of the the total footage on the right of the rows
dollhouse? (Lesson 7-1) of seats is 232.5 ft, find the length of each
6. Travel A map is a scale model of a real city. section. (Lesson 7-4)
The scale on the map is 1 in.:30 mi. Two cities
are 165 mi apart. How far apart will the cities
����� �
be on the map? (Lesson 7-2)
����� �
7. Recreation The sails on the sailboat below ����� �
have the given dimensions. Use similar ����� �
triangles to prove △ABC ∼ △DEF. ����� �
(Lesson 7-3)
� 11. Jake wants to know the height of the oak tree
in his front yard. He measured his height as
68 inches and his shadow as 34 inches. At the
� same time, the tree has a shadow of 5.5 feet.
�� How tall is the tree? (Lesson 7-5)
�
� � 12. Recreation The kiddie pool and the lap pool
� �� � at Centerville Park are similar rectangles. The
� lap pool measures 25 ft wide by 48 ft long. The
kiddie pool is 8 ft long. How wide is the kiddie
pool to the nearest tenth? (Lesson 7-5)
13. Melissa is enlarging her 4-by-6 photo by
8. Graphics A photograph shows a smaller 150%. Find the coordinates of the enlarged
version of the real item. The height of the photo. (Lesson 7-6)
Washington Monument is approximately �
555 ft. The monument in a photo is 5 in. �
tall. What is the scale factor of the actual
�
monument to the monument in the photo?
(Lesson 7-3) �
�
� � �

S34 TEKS TAKS Practice

Chapter 8 Applications Practice
1. Diving To estimate the height of a diving 6. Safety A lifeguard sees a swimmer struggling
platform, a spectator stands so that his lines in the water at an angle of depression of 15°.
of sight to the top and bottom of the platform The stand is 10 feet tall. What is the horizontal
form a right angle as shown. The spectator’s distance from the stand to the swimmer?
eyes are 5 ft above the ground. He is standing Round to the nearest foot. (Lesson 8-4)
15 ft from the diving platform. How high is the
platform? (Lesson 8-1) ���
�����

7. Aviation A helicopter pilot flying at an

altitude of 1200 ft sees two landing pads
directly in front of him. The angle of
depression to the first landing pad is 40°. The
angle of depression to the second pad is 28°.
����� What is the distance between the two pads?
���� Round to the nearest foot. (Lesson 8-4)

2. Recreation A neighborhood park has a ���

���
15-foot-long space available to install a
playground slide. If the maximum height of �������
the slide is 6 ft, what are the lengths of the
slide x and ladder y that should be installed?
Round to the nearest tenth of a foot. � �
(Lesson 8-1)
8. Carpentry Sean is creating a triangular frame
from three wooden dowels, which are 18 in.,
� 12 in., and 15 in. long. What are the measures
� ����
of each angle of the triangle? Round to the
nearest degree. (Lesson 8-5)
����� 9. Sports To estimate the width of the sand trap
on a golf course, Matthew locates three points
3. Building The escalator at the mall forms a
and measures the distances shown. What is
35° angle with the floor. The vertical distance
the width, XZ, of the sand trap to the nearest
from the bottom of the escalator to the top is
foot? (Lesson 8-5)
25 ft. How long is the escalator? Round to the
nearest foot. (Lesson 8-2) � ������
4. Sports A 3-foot-long skateboard ramp forms �
���
a 40° angle with the ground. How far above the
ground is the end of the ramp? Round to the ������
nearest foot. (Lesson 8-2)
�
5. Running A race includes a 0.25-mile hill on
which runners travel from 510 ft of elevation 10. Recreation Jill swims due east across a
to 570 ft of elevation. What angle does the hill river at 2 mi/h. The river is flowing north at
form? Round to the nearest degree. 1.5 mi/h. What are Jill’s actual speed and
(Lesson 8-3) direction? Round the speed to the nearest
������� tenth and the direction to the nearest degree.
�����
�� (Lesson 8-6)

TEKS TAKS Practice S35

 Chapter 9 Applications Practice
1. Recreation Kathy is making a kite with Transportation Use the following information
diagonals of lengths 30 inches and 20 inches. for Exercises 8 and 9. The graph shows the speed
How many square inches of fabric will she of a car versus time. The base of each square on
need? (Lesson 9-1) the graph represents 10 minutes, and the height
represents 10 miles per hour. (Lesson 9-4)
Agriculture Use the following information for
Exercises 2 and 3. An acre is 43,560 square feet.
(Lesson 9-1) ��

������������
2. If a one-acre piece of land is a rectangle with a ��
base of 100 ft, what is its height? ��
3. If a one-acre piece of land is a square, what is ��
the length of each side? Round to the nearest
tenth. �� �� �� ��
4. The garden shown is a regular hexagon with a ����������
circular fountain at the center. What is the area 8. What is the area of one square on the graph?
of the garden? Round to the nearest square
foot. (Lesson 9-2) 9. Estimate the shaded area of the graph.

10. Art Rasha is cutting a mat for a poster with

an area of 480 in 2. To find the dimensions of
the mat, she multiplies the dimensions of the
����� poster by 1.2. To find the dimensions of the
opening, she multiplies the dimensions of the
poster by 0.9. What is the area of the remaining
part of the mat? (Lesson 9-5)
����� 11. Food A restaurant sells two sizes of pizzas.
The smaller pizza has a 12-inch diameter. If
5. Food A bakery has cheesecake pans the area of the larger pizza is twice the area
with three diameters: 18 cm, 22 cm, and of the smaller pizza, what is the diameter
26 cm. Find the area of the bottom of of the larger pizza? Round to the nearest
each pan. Round to the nearest square inch. (Lesson 9-5)
centimeter. (Lesson 9-2)
12. Transportation A commuter train stops at a
6. Recreation A track for a toy car is a 2 ft by station every 3 minutes and stays at the station
2 ft square with a semicircle at each end. What for 20 seconds. If you arrive at the station
is the distance around the track? Round to the at a random time, what is the probability
nearest foot. (Lesson 9-3) that you will have to wait more than one
minute for a train? Round to the nearest
7. Art Jonas is painting the shape shown on his
hundredth. (Lesson 9-6)
ceiling. If a quart of paint covers 75 square
feet, will one quart be enough to paint the 13. Sports A skydiver is delivering the game
entire shape? Explain. (Lesson 9-3) ball for a baseball game. Suppose he lands
at a random point on the field. What is the
probability that he will not land on the
pitcher’s mound? Round to the nearest
hundredth. (Lesson 9-6)

�����
����

�����

S36 TEKS TAKS Practice

Chapter 10 Applications Practice
1. Food Cookie dough is rolled in the shape of a 7. Camping The tent structure shown is in the
cylinder. How can the dough be sliced to make shape of a square pyramid. How many square
circular cookies? (Lesson 10-1) inches of canvas are required to cover the tent?
Round to the nearest square inch.
2. Recreation The tent shown is in the shape of
(Lesson 10-5)
a pentagonal prism. If a wall is used to divide
the tent into two rooms, what shapes could
the wall be? (Lesson 10-1)
�����

������
������

Recreation Use the following information for

Exercises 8 and 9.
A cylindrical pool has a 10 ft diameter.
(Lesson 10-6)
3. Business Eli is creating a logo for his business
by drawing his name in block capital letters 8. How many gallons of water are needed to fill
using one-point perspective. Draw Eli’s the pool to a depth of 4 feet? Round to the
logo. (Lesson 10-2) nearest gallon. (Hint: 1 gallon ≈ 0.134 cubic
feet.)
4. Recreation Two hot air balloons were
launched from the same location. The first 9. If the pool is filled to a depth of 4 feet, how
balloon is 5 miles north, 9 miles east, and much will the water weigh? Round to the
0.5 mile above the launching point. The nearest pound. (Hint: 1 gallon weighs about
second balloon is 9 miles north, 5 miles east, 8.34 pounds.)
and 0.8 mile above the launching point. How
10. Hobbies The greenhouse shown is
far apart are the two balloons? Round to the
in the shape of a cube with a square
nearest tenth. (Lesson 10-3)
pyramid on top. What is the volume of the
5. Manufacturing The two packages shown greenhouse? (Lesson 10-7)
hold the same amount of food. Which
�����
requires a greater amount of material to
produce? (Lesson 10-4)

���������

���������
�����

�����
�����
�����
����� �����
����� ����� �����

6. Hobbies Ashley is using the pattern shown 11. Food A snow-cone cup has a 3-inch diameter
to make cones to protect her plants from and is 4 inches tall. Another snow-cone cup
freezing. How tall can the plants be to fit in the has a 4-inch diameter and is 3 inches tall.
cone? Round to the nearest tenth. Which cup will hold more? (Lesson 10-7)
(Lesson 10-5) 12. Sports The circumference of a size 3 soccer
ball is 24 in. The circumference of a size 5
soccer ball is 28 in. How many times as great is
the volume of a size 5 ball as the volume of a
����� size 3 ball? (Lesson 10-8)

TEKS TAKS Practice S37

 Chapter 11 Applications Practice
1. Measurement There is a water tower near Art Use the diagram to find each value for
Peter’s house in the shape of a cylinder. He Exercises 13–15.
wants to find the diameter of the tank. Peter The diagram represents an engraving on a stained
stands 25 feet from the tower. The distance glass window. (Lesson 11-4)
from Peter to a point of tangency on the
tower is 80 feet. What is the diameter of the 13. x
� �
tank? (Lesson 11-1) 14. y ����������
2. Travel Pikes Peak is 14,110 feet above sea ⁀
15. mFE
level. What is the distance from the summit to �
the horizon, to the nearest mile? (Hint: Earth’s � �
radius ≈ 4000 mi) (Lesson 11-1) ���������� ���������

Hobbies Use the circle � �

��������������
graph to find each measure ����������
for Exercises 3–6 to the
�
nearest degree. 16. Astronomy Two satellites are orbiting
Eric collects baseball cards. Earth. Satellite A is 10,000 km above Earth,
He has 85 cards from the ����� ����� and satellite B is 13,000 km above Earth. How
1970s, 95 cards from the � many arc degrees of Earth does each satellite
�
1980s, and 125 cards from see? (Lesson 11-5)
�����
the 1990s. (Lesson 11-2)
⁀ ⁀ �
3. AB 4. AC ���
�
5. ∠CDB 6. ∠ADC ���
�
Data Use the circle graph to find each measure
for Exercises 7–10 to the nearest degree.
The circle graph shows the color of cars in a
17. Entertainment A group of friends ate most
parking lot at the mall. (Lesson 11-2)
of a pepperoni pizza. All that was left was a
⁀
7. HG ���������� piece of crust. What was the diameter of the
⁀ � original pizza? (Lesson 11-6)
8. CD
�����
9. ∠AJH ������ ���� ����� �����
��� � ��� ��� �
���
10. ∠FJE �����
�� � �
����� � �����
���
�
��� � ������
��� ��

Hobbies Use the following information to find

each area to the nearest tenth for Exercises 11
and 12.
A sprinkler system has three types of sprinkler
heads: a quarter circle, a semicircle, and a full 18. Safety Three small towns have agreed to
circle. The sprinkler will spray a distance of 15 feet share a new fire station. To make sure each
from the sprinkler head. (Lesson 11-3) town has equal response time, the station
should be the same distance from each town.
11. What is the area of the sector that will be The three towns are located on a coordinate
watered by the quarter circle sprinkler head? plane at (0, 0), (6, 0), and (0, 8). At which
12. What is the area of the sector that will be coordinates should the station be built?
watered by the semicircle sprinkler head? (Lesson 11-7)

S38 TEKS TAKS Practice

Chapter 12 Applications Practice
1. Transportation Two towns are located on Agriculture Use the following information for
the same side of a river. Two roads are being Exercises 6–8.
built to meet at the same point P on the river. Cattle ranchers brand their cattle to show
Draw a diagram that shows where P should be ownership. Three different brands are
located in order to make the total length of the shown. (Lesson 12-5)
roads as short as possible. (Lesson 12-1)

�
�
�������� ��������� ���������

6. Which brands have rotational symmetry?

2. Fashion A piece of fabric used for a scarf has
a repeating pattern of trapezoids. To create the 7. Which brands have line symmetry?
pattern, translate the trapezoid with vertices
8. Which capital letters could be used to create a
(-1, 3), (3, 3), (4, 1), (-2, 1) along the vector brand with rotational symmetry?
〈0, -2〉. Repeat to generate a pattern. What
are the vertices of the third trapezoid in the Interior Design Use the following information
pattern? (Lesson 12-2) for Exercises 9–11.
3. Computers A screen saver moves an icon Three kitchen backsplash tile patterns are shown.
around a screen. The icon starts at (20, 0), Identify the symmetry in each pattern.
and then it is rotated about the origin by 50°. (Lesson 12-6)
Give the icon’s next position. Round each
9.
coordinate to the nearest tenth. (Lesson 12-3)
4. Recreation A hole at a miniature golf course
has a barrier between the tee T and the hole H.
Copy the figure and draw a diagram that shows
how to make a hole in one. (Lesson 12-3) 10.

11.
� �

5. Sports A team’s Web site shows a baseball

moving across the screen. The ball is reflected
over line ℓ and is then reflected over line m.
Describe a single transformation that moves 12. Hobbies Reid has a baseball card that is
the ball from its starting point to its final 2.5-by-3.5 inches. He wants to enlarge it to
position. (Lesson 12-4) poster size using a scale factor of 8. What size
poster frame should he buy? (Lesson 12-7)
13. Hobbies A 40 in. by 30 in. piece of art is being
made into a 1 in. by __34 in. postage stamp. What
scale factor should be used to reduce the
� ��� art? (Lesson 12-7)

TEKS TAKS Practice S39

 Problem-Solving Handbook

Draw a Diagram Problem-Solving Strategies

When a problem involves objects, distances, or places,
Draw a Diagram Make a Table
drawing a diagram can make the problem clearer. You Make a Model Solve a Simpler Problem
can draw a diagram to help understand and solve the Guess and Test Use Logical Reasoning
problem. Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
During a team-building activity, five people stand in a circle. Pieces of ribbon will
be used to connect each person to each of the other four people in the circle. How
many pieces of ribbon are needed to connect all five people in this way?

1 Understand the Problem

List the important information.
• There are five people standing in a circle.
• Each person should be connected to each of the other four people with a piece
of ribbon.
The answer is the number of pieces of ribbon needed to connect all five people.

2 Make a Plan
Draw a diagram to represent the information in the problem.

3 Solve
Draw a circle. Add five points to the circle to represent the five people in the problem.
Then draw segments to connect each point to each of the other four points.

Count the number of segments in the final diagram. The total number of segments
is the answer to the problem. It takes 10 pieces of ribbon to connect each person to
each of the other four people.

4 Look Back
Check that the diagram is drawn correctly and that you counted the number of line
segments accurately.

PRACTICE
1. A delivery truck driver travels 15 miles south to deliver his first package. He then
goes 9 miles east and 6 miles north to deliver his next package. From there, the
driver travels 12 miles east to make his last delivery. How far is the driver from his
starting point? Round to the nearest tenth of a mile.

S40 Problem-Solving Handbook

Make a Model Problem-Solving Strategies
When a problem involves manipulating objects, you
Draw a Diagram Make a Table
can use those or similar objects to make a model. This Make a Model Solve a Simpler Problem
can help you to understand the problem and find the Guess and Test Use Logical Reasoning
solution. Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
During a geometry class, Zach cuts out a parallelogram with base 12 cm and height
6 cm. Catherine cuts out a rectangle with the same base and height. Show that the
two shapes have the same area.

1 Understand the Problem

List the important information.
• There are two geometric shapes, a parallelogram and a rectangle.
• The base and the height of the two shapes are the same.
To solve the problem, you need to show that the areas of the two shapes are equal.

2 Make a Plan
You can make a model of the figures by cutting them out of paper or cardboard.
Then compare the areas by placing one on top of the other.

� �

3 Solve
If the shaded area of the parallelogram is cut and moved to the opposite side, the
figure becomes a rectangle.

� �

Place the two shapes on top of each other to compare the area.

The shapes have the same base and height, so these shapes have the same area.

4 Look Back
Check that your models have the correct dimensions. Use the formulas for the area
of a rectangle and a parallelogram to confirm that the shapes have the same area.

PRACTICE
1. Find the dimensions of a rectangular prism made up of 16 1-inch cubes.
2. Two triangles are formed by cutting a rectangle along its diagonal. What possible
shapes can be formed by arranging these triangles?

Problem-Solving Handbook S41

 Guess and Test Problem-Solving Strategies
For complex problems, you can use clues to make
Draw a Diagram Make a Table
guesses and narrow your choices for the solution. Make a Model Solve a Simpler Problem
Test whether your guess solves the problem, and then Guess and Test Use Logical Reasoning
continue guessing until you find the solution. Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Edgar is designing a party invitation in the shape of a right triangle. If all three
side measures are to be whole numbers of inches, what is the smallest possible
perimeter for the birthday card?

1 Understand the Problem

List the important information.
• The invitation is to be a right triangle.
• The legs and hypotenuse must be whole numbers.
To solve the problem, you need to find the smallest possible perimeter for the
right triangle.

2 Make a Plan
You can guess and test, starting with the smallest possible whole numbers.

3 Solve
Let a and b be the legs of the right triangle, and let c be the hypotenuse. So the
relationship a 2 + b 2 = c 2 must hold. Start by using (1, 1) for (a, b) and solve for c 2.
Since c must be a whole number, continue to guess and test until c 2 is a perfect square.

Guess Test Guess Test Guess Test

(1, 1) 12 + 12 = 2 ✘ (2, 2) 22 + 22 = 8 ✘ (3, 3) 3 2 + 3 2 = 18 ✘
(1, 2) 12 + 22 = 5 ✘ (2, 3) 2 2 + 3 2 = 13 ✘ (3, 4) 3 2 + 4 2 = 25 ✓
(1, 3) 1 2 + 3 2 = 10 ✘ (2, 4) 2 2 + 4 2 = 20 ✘
(1, 4) 1 2 + 4 2 = 17 ✘ (2, 5) 2 2 + 5 2 = 29 ✘
(1, 5) 1 2 + 5 2 = 26 ✘

Based on the tables, 5 is the smallest possible whole number for c, 3 for a, and 4 for
b. So the smallest possible perimeter for the card is 3 in. + 4 in. + 5 in. = 12 in.

4 Look Back
Since 3 2 + 4 2 = 5 2, these are reasonable dimensions for the card. The problem asks
for the perimeter, which is 12 inches.

PRACTICE
1. The sum of Cary’s age and his brother’s age is 34. The difference between their
ages is 4. How old are Cary and his brother?
2. Adult tickets for a theater performance cost $8 and children’s tickets cost $3. A
group with twice as many adults as children attends the performance and spends
$133 on tickets. How many people are in the group?

S42 Problem-Solving Handbook

Work Backward Problem-Solving Strategies
Some problems involve a series of events, giving you
Draw a Diagram Make a Table
information about the last event, and then ask you to Make a Model Solve a Simpler Problem
solve something related to the initial situation. You Guess and Test Use Logical Reasoning
can work backward to solve these problems. Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Sandy is creating a pattern made from �
isosceles right triangles as shown below. �
If the hypotenuse of the fifth triangle � �
is 4 in., what are the dimensions of the �
smallest triangle?

1 Understand the Problem

List the important information.
• Each triangle is an isosceles right triangle, so each triangle’s legs are congruent.
• The hypotenuse of one triangle is equal to the leg length of the next triangle.
• The fifth triangle’s hypotenuse is 4 in.

You must work backward to find the dimensions of the first triangle.

2 Make a Plan
Let h be the hypotenuse and s be the leg length of each triangle. Start with a
hypotenuse length of 4 and work backward using the Pythagorean Theorem, which
states that h 2 = s 2 + s 2 = 2s 2.

3 Solve
Triangle 5: h = 4; s = √
8 4 2 = 2s 2, so s = √
8

Triangle 4: h = √
8; s = 2 The hypotenuse of Triangle 4 equals the leg length of
Triangle 5. ( √
8 ) = 2s 2, so s = 2.
2

Triangle 3: h = 2; s = √
2 2 2 = 2s 2, so s = √
2.

Triangle 2: h = √
2; s = 1 ( √2 )2 = 2s 2, so s = 1.

Triangle 1: h = 1; s = √0.5 1 2 = 2s 2, so s = √
0.5 .

 and a hypotenuse of 1.
The first triangle should have a leg length of √0.5

4 Look Back
Recreate the diagram starting with the dimensions you found for the first triangle,
and confirm that the fifth triangle has a hypotenuse of 4 inches.

PRACTICE
1. In a trivia game, each question is worth twice as many points as the one before
it. Chelsea answers 5 questions and earns 1550 points. How many points was her
first question worth?
2. Sheryl has 4 siblings. She is 4 years younger than her sister Meagan. Meagan is
twice as old as Tina. Jack is 3 years older than Tina, and Tina is 1 year older than
Bryan, who is 9. How old is Sheryl?

Problem-Solving Handbook S43

 Find a Pattern Problem-Solving Strategies
In some problems, there is a relationship between
different pieces of information. You can find a pattern Draw a Diagram Make a Table
to help solve these problems. Make a Model Solve a Simpler Problem
Guess and Test Use Logical Reasoning
Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List
EXAMPLE
Frank plants turnips in rows and columns. Each
year, he increases the size of his turnip patch by
adding one row and one column, as shown in
the diagram. How many turnip plants will Frank
have after year 5?

1 Understand the Problem ������ ������ ������

List the important information.
• In year 1, Frank has 3 turnip plants.
• In year 2, he has 8 turnip plants.
• In year 3, he has 15 turnip plants.
The answer will be the number of turnip plants in year 5.

2 Make a Plan
Find the pattern based on the diagram.

3 Solve
Make a table of the given information and find a pattern.

Number of Turnip Plants Possible Pattern

Year 1 3 0+3
Year 2 8 3+5
Year 3 15 8+7

The pattern seems to be the number of turnip plants in the previous year plus the
next odd number. So in year 4, Frank will have 15 + 9 = 24 turnip plants, and in
year 5, he will have 24 + 11 = 35 turnip plants.

4 Look Back
By thinking of the number of plants as the product of the number of rows and
columns, you might notice another pattern, n(n + 2), where n is the year number.
Use this to confirm your answer.
Year 4: 4(4 + 2) = 24 turnip plants
Year 5: 5(5 + 2) = 35 turnip plants

PRACTICE
1. Use the key GDB = DAY to decode the sentence DQ DSSOH D GDB NHHSV WKH
GRFWRU DZDB.
2. Describe the pattern 15, 22, 29, 36, 43, ... and find the next two numbers.

S44 Problem-Solving Handbook

Make a Table Problem-Solving Strategies
To solve a problem that involves a relationship
Draw a Diagram Make a Table
between two sets of numbers, you can make a table Make a Model Solve a Simpler Problem
to organize and analyze the data. Guess and Test Use Logical Reasoning
Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Roy’s Geometry class is playing a game to practice identifying shapes. There are
eight shapes in the game: an acute triangle, a right triangle, a square, a rectangle,
a rhombus, a parallelogram, a kite, and an isosceles trapezoid. On Roy’s turn, the
teacher reads the following clues: The shape is a quadrilateral with four right
angles in which all sides are not congruent. Which shape should Roy select?

1 Understand the Problem

List the important information.
• The possible shapes are an acute triangle, a right triangle, a square, a rectangle, a
rhombus, a parallelogram, a kite, and an isosceles trapezoid.
• Roy’s shape is a quadrilateral with four right angles.
• Roy’s shape does not have four congruent sides.
The answer will be the shape that matches Roy’s clues.

2 Make a Plan
Make a table and use the given information to identify Roy’s shape.

3 Solve
Use the given clues to complete a table and identify Roy’s shape.

Shape Quadrilateral? 4 Right Angles? Sides Not Congruent?

Acute triangle N N N
Right triangle N N N
Square Y Y N
Rectangle Y Y Y
Rhombus Y N N
Parallelogram Y N N
Kite Y N Y
Isosceles trapezoid Y N Y

The rectangle is the only shape that satisfies the given clues.

4 Look Back
Make sure that your answer satisfies the given clues.

PRACTICE
1. Katie gets the following clues: The shape has at least one right angle, has no
parallel sides, and is not the kite. Which shape should Katie select?
2. Mary gets the following clues: The shape has no congruent sides. How many
possible shapes might Mary select?

Problem-Solving Handbook S45

 Solve a Simpler Problem Problem-Solving Strategies
A problem with many steps or involving very large
Draw a Diagram Make a Table
numbers can be overwhelming. Sometimes it helps to Make a Model Solve a Simpler Problem
solve a simpler problem first, or to break the complex Guess and Test Use Logical Reasoning
problem into multiple simpler ones. Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Tom plans to repaint his patio, which has the measurements shown below. What is
the total area that Tom needs to paint?

1 Understand the Problem � �

����
List the important information. ����
� �
• AH = FG = 4 ft
����
• DE = 3 ft � �
����
• CD = 20 ft ����
� �
• GH = EF = 5 ft �����
The answer will be the total area of the patio.

2 Make a Plan
To simplify the problem, divide the patio into basic geometric shapes and add their
areas together.

3 Solve
Find the area of the patio as if it were a complete rectangle, and then subtract the
area of the smaller rectangle that is not part of the patio.
Step 1: Find the area of each rectangle.

Larger rectangle Smaller rectangle

Length CD = 20 ft GH = 5 ft
Width AH + FG + DE = 11 ft FG = 4 ft
Area ℓw = (20)(11) = 220 ft 2 ℓw = (5)(4) = 20 ft 2

Step 2: Subtract the areas to find the area of the patio.

Area of patio = 220 - 20 = 200 ft 2
Tom needs to paint 200 square feet.

4 Look Back
Divide the patio into a different arrangement of smaller shapes to check your
answer. For example, by dividing the patio into three rectangles stacked on top of
each other, you find that (4)(20) + (4)(15) + (3)(20) = 200 ft 2, which confirms the
first answer.

PRACTICE
1. How much paint does Rose need to repaint her patio? �����
2. Rose plans to add a decorative railing around the outer edges of her �����
patio. The railing will cover every edge except the 30-foot side of the patio �����
that joins her house. About how many feet of railing does Rose need?
����� ����
Round to the nearest foot.

S46 Problem-Solving Handbook

Use Logical Reasoning Problem-Solving Strategies
Some problems provide clues and facts that you must
Draw a Diagram Make a Table
use to find the solution. To use logical reasoning, Make a Model Solve a Simpler Problem
identify these facts and draw conclusions from them. Guess and Test Use Logical Reasoning
Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Dawn, Chloe, and Tyra finish first through third in a cross-country race. The girls
wear the numbers 7, 8, and 12. Dawn does not wear an even number. The one who
wears number 8 comes in first. Chloe comes in third. Who wears which number,
and in what place did each runner finish?

1 Understand the Problem

List the important information.
• Dawn wears an odd number.
• The girl who wears number 8 comes in first place.
• Chloe comes in third place.
The answer will be a list of who wears which number and each girl’s finishing
position.

2 Make a Plan
Start with the clues given in the problem. Use logical reasoning to determine each
girl’s number and finishing position.

3 Solve
Make a table. Read the clues one at a time, and mark the table appropriately.
• Dawn wears an odd number, so she must wear number 7. 7 8 12 1st 2nd 3rd
No other girl can wear number 7.
Dawn ✓ ✘ ✘ ✘ ✓ ✘
• The girl who wears number 8 comes in first place. No other
Chloe ✘ ✘ ✓ ✘ ✘ ✓
number is the first-place winner. Also, since Dawn wears
number 7, she didn’t come in first. Tyra ✘ ✓ ✘ ✓ ✘ ✘
• Chloe comes in third. By process of elimination, Dawn must 1st ✘ ✓ ✘
have come in second, and Tyra came in first. So Tyra wears 2nd ✓ ✘ ✘
number 8, and thus Chloe wears number 12. 3rd ✘ ✘ ✓

4 Look Back
Compare your answer to the facts given in the problem. Make sure none of your
conclusions conflict with the given clues.

PRACTICE
1. Mike, Jack, and Ann each wear a different type of top in three different colors.
The tops are a button-down shirt, a pullover, and a sweater. The colors are blue,
yellow, and red. Mike wears a blue shirt, and Jack wears a button-down. The
yellow top is a pullover. Who wears the sweater and who wears the red top?
2. The Warriors, Jaguars, and Cougars each have a different-colored shape on their
team shirt. The colors are green, purple, and red, and the shapes are a triangle, a
rectangle, and a hexagon. The Warriors’ shape has the most sides, the color of the
Jaguars’ shape is green, and the rectangle is purple. Which team has which shape
and in which color?

Problem-Solving Handbook S47

 Use a Venn Diagram Problem-Solving Strategies
A Venn diagram can be useful when you solve a
problem involving relationships among sets or groups. Draw a Diagram Make a Table
Make a Model Solve a Simpler Problem
Guess and Test Use Logical Reasoning
Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List
EXAMPLE
In a class of 15 students, ten play on at least one of the school sports teams—the
basketball team or the baseball team. Five of them are on the basketball team.
Three students are on both the basketball team and the baseball team. How many
of the students play on the baseball team?

1 Understand the Problem

List the important information.
• 5 students play on the basketball team.
• 3 students play on both teams.
The answer is the number of students who play on the baseball team.

2 Make a Plan
Organize the information by drawing a Venn diagram.

3 Solve
Draw and label the Venn diagram. ������������������������
• 3 people will be in the overlapping area.
• Since 5 people play on the basketball team, and 3 of
them are also on the baseball team, only 2 people play on
only the basketball team. ���������� ��������
� � �
There are 10 student players in all, and five are already
accounted for. Therefore, the remaining five play only
baseball.
Adding the three students who also play basketball, a total
of eight students in the class play on the baseball team.

4 Look Back
Check your Venn diagram to make sure it is an accurate representation of the
information given in the problem. Confirm that the numbers in each of the labeled
sections add up to the total number of students in the problem.

PRACTICE
1. At Lucy’s Home-Style Restaurant, four of the meals include a side salad, six
include only soup as a side, and two meals come with both salad and soup as
sides. If all meals come with at least one side, how many different meals are on
Lucy’s menu?
2. A cupboard contains 12 cups, and each cup has a lid, a handle, or both. There are
seven cups with handles, and three cups with both a lid and a handle. How many
cups have only a lid?

S48 Problem-Solving Handbook

Make an Organized List Problem-Solving Strategies
If a problem involves multiple outcomes, it may be
Draw a Diagram Make a Table
useful to make an organized list to record the data Make a Model Solve a Simpler Problem
and count the different outcomes. Guess and Test Use Logical Reasoning
Work Backward Use a Venn Diagram
Find a Pattern Make an Organized List

EXAMPLE
Sally randomly selects two shapes from a bag that contains five different
cut-outs: a triangle, a square, a rectangle, a pentagon, and a hexagon. The sum of
the number of sides of the two shapes is eight. What combinations of shapes might
Sally have selected?

1 Understand the Problem

List the important information.
• The possible shapes are a triangle, a square, a rectangle, a pentagon, and a
hexagon.
• The sum of the number of the sides is 9.
The answer will be the two shapes Sally selected.

2 Make a Plan
Make an organized list of the possible combinations of shapes. Then list the number
of sides and the sum of the sides.

3 Solve
List the possible combinations of shapes, and find the sum of the shapes’ sides.

Triangle (3) ✘ ✘ ✘ ✘
Square (4) ✘ ✘ ✘ ✘
Rectangle (4) ✘ ✘ ✘ ✘
Pentagon (5) ✘ ✘ ✘ ✘
Hexagon (6) ✘ ✘ ✘ ✘
Total number
7 7 8 9 8 9 10 9 10 11
of sides

There are two combinations of shapes that have a total number of eight sides: the
triangle and pentagon and the square and rectangle.

4 Look Back
Make sure all possible combinations are shown in the table. Check that the total
number of sides for both combinations (triangle and pentagon, and square and
rectangle) is 8.

PRACTICE
1. How many ways can you make $0.30 by using quarters, dimes, nickels, and
pennies?
2. Pete’s Pizza Palace has 5 choices of meat, 4 choices of vegetables, and 2 choices of
cheese. You want to order a pizza with one of each. How many combinations can
you order?

Problem-Solving Handbook S49

 Skills Bank
Operations with Real Numbers
The four basic operations with real numbers are addition, subtraction,
multiplication, and division.

EXAMPLE Simplify each expression.

A 2+5 B 0.5 - 4
2+5=7 0.5 - 4 = -3.5

C 3.5 · 3 D 6÷3
3.5 · 3 = 10.5 6÷3=2

PRACTICE
Simplify each expression.
1. 3 + 4 2. 9 · 9 3. 3 ÷ 3 4. 10 - 8
5. 0.1 ⋅ 0.1 6. 0.5 + 2 7. 4 - 0.3 8. 8 ÷ 2
9. -3 · 7 10. 6.3 - 8.1 11. -12 ÷ (-3) 12. 17.3 + 12.9

Order of Operations
When simplifying expressions, follow the order of operations.

1. Simplify within parentheses.

2. Evaluate exponents and roots.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.

EXAMPLE Simplify the expression (3 + 2 2) · (3 - 1)2.

(3 + 2 2) · (3 - 1)2
(3 + 4) · (3 - 1)2 Simplify within parentheses. There is an exponent within the
first set of parentheses, so simplify it first.
7 · 22 Simplify within parentheses.

7·4 Evaluate the exponent.

28 Multiply.

PRACTICE
Simplify each expression.
1. 3 · (4 + 1) 2 2. (1 - 3) + 4 · 5 3. 3 + 3 · 3 - 3 2
4. 2 + 4 · 6 ÷ 3 · 2 5. 6 - 5 + 2 2 · (9 - 7) 6. ⎡⎣8 + (9 - 3 2)⎤⎦

S50 Skills Bank

Skills Bank
Properties
Below are the basic properties of addition and multiplication, where a, b, and c
are real numbers.

Addition Multiplication

Closure a + b is a real number. Closure a · b is a real number.

Commutative a+b=b+a Commutative a·b = b·a
Associative (a + b) + c = a + (b + c) Associative (a · b) · c = a · (b · c)
Identity Identity
a + 0 = a and 0 + a = a a · 1 = a and 1 · a = a
Property of Zero Property of One
Multiplication
a · 0 = 0 and 0 · a = 0
Property of Zero
Other Real Number Properties
Distributive a · (b + c) = a · b + a · c Transitive If a = b and b = c, then a = c.

EXAMPLE 1 Name the property shown.

A 2 · (3 - 3) = 0
Multiplication Property of Zero

B (9 + 3) + 2 = 9 + (3 + 2)
Associative Property of Addition

EXAMPLE 2 Give an example of each property, using real numbers.

A Closure Property of Multiplication

1.8 · 2.4 is a real number.

B Commutative Property of Addition

17 + 84 = 84 + 17

PRACTICE
Name the property shown, where a, b, and c are real numbers.
1. If 3 + 8 = x and x = y, then 3 + 8 = y. 2. a + b is a real number.
3. 0 · 9 = 0 4. 3c · 2a = 2a · 3c
5. 10 · (b + c) = 10b + 10c 6. 3a is a real number.
7. (2a + 3b) + 2c = 2a + (3b + 2c) 8. 1 · 2a = 2a

Give an example of each property, using real numbers.

9. Identity Property of Addition 10. Distributive Property
11. Commutative Property of Multiplication 12. Closure Property of Multiplication
13. Closure Property of Addition 14. Transitive Property

Skills Bank S51

 Estimation, Rounding, and Reasonableness
Estimation involves rounding numbers. To round a number to a given place value, look at
the digit to the right of that place value. If it is greater than or equal to 5, round up. If it is
less than 5, round down.

EXAMPLE 1 Round each number to the given place value.

A 1.2941 to the nearest tenth B 3.14159 to the nearest hundredth

1.2941 9 > 5; round up. 3.14159 1 < 5; round down.
1.3 3.14

C ___
100
to the nearest unit D √
5 to the nearest tenth
3
̶
33.333 Convert to a decimal. 2.2360 Convert to a decimal.
33.333 3 < 5; round down. 2.2360 3 < 5; round down.
33 2.2

EXAMPLE 2 Estimate each sum by rounding.

A 12.75 + 15.94 B 182 + 208 + 319

13 + 16 Round each number. 180 + 210 + 320 Round each number.
29 Add. 710 Add.

EXAMPLE 3 Tell whether an estimate is sufficient or an exact answer is needed.

A The distance from San Antonio to Austin is about 80 miles. The distance from Austin to Dallas is
about 190 miles. If you drive from San Antonio to Austin then to Dallas, about how far did you drive?
The problems asks “about how far,” so an estimate is sufficient.

B Kim buys two shirts for $12.95 each. Sales tax is 8.25%. How much money does she need?
The problem asks for the amount of money, so an exact answer is needed.

PRACTICE
Round each number to the given place value.
1. 285,618 to the nearest hundred 2. 9.7 to the nearest unit
3. 49.249 to the nearest tenth 4. 873.59 to the nearest ten

Estimate each sum by rounding.

5. 73.98 + 180.76 6. 251 + 489 7. 45,792 + 13,819
8. 0.034 + 0.015 9. 27.1 + 43.8 10. 862 + 740

Tell whether an estimate is sufficient or an exact answer is needed.

11. Eric buys dinner for $10.75 and wants to leave about an 18% tip. How much money
does he need?
12. Find the height of a triangle with A = 24 in 2 and b =16 in.
13. Ginny is planting grass seed in a 6 ft by 10 ft rectangular patch of lawn. A pound of
seeds covers about 1000 ft 2. About how much seed will she use?

S52 Skills Bank

Classify Real Numbers
A set is a group of items. Numbers can be organized into sets.

Set Examples Venn Diagram

The natural numbers are the
{1, 2, 3, 4, …}
counting numbers. ������������
The whole numbers are the ����������������
{0, 1, 2, 3, …}
natural numbers plus 0.
The integers are the whole
{…, -1, 0, 1, 2, …} ��������
numbers and their opposites.
  �������������
Rational numbers can be 1 , -3.4, 0, …
written as a ratio of two integers.
⎨_ ⎬ ���������������
2
 
Irrational numbers cannot be  
written as a ratio of two integers.
⎨π, √2 , …⎬
 
The real numbers are the  
3 , √ ������������������
rational numbers plus the ⎨0, -_ 7 , …⎬
5
irrational numbers.  

EXAMPLE Write all of the names that apply to each number.

A -79 B √
13
real number, rational number, real number, irrational number
integer

PRACTICE
Write all of the names that apply to each number.
̶
1. 11 2. 0.3 3. π 4. -4.6 5. 0

Exponents
Exponents are used to describe repeated multiplication. In the expression b n, b is the base
and n is the exponent . A negative exponent is used to represent the reciprocal of the base
with the opposite exponent.

EXAMPLE Evaluate.

A 25 B 3 -2
2 5 = (2)(2)(2)(2)(2) 3 -2 = _1
32
= 32 =_ 1 =_1
(3)(3) 9

PRACTICE
Evaluate.
1. 3 6 2. 2 10 3. 5 -3 4. 6 4 5. 7 -2 6. 3 4

Skills Bank S53

 Properties of Exponents
The following properties can be used to simplify expressions with exponents.

WORDS NUMBERS ALGEBRA

The quotient of two nonzero
powers with the same base is 67 = 67- 4 = 63
_ a m = a m -n
If a ≠ 0, then _
the base raised to the difference 64 an
of the exponents.

The product of two powers with

the same base equals the base 6 7 · 6 4 = 6 7 + 4 = 6 11 If a ≠ 0, then a m · a n = a m + n
raised to the sum of the exponents.

Any nonzero number raised to the

(_37 ) = 1
0
30 = 1 If a ≠ 0, then a 0 = 1.
zero power is 1.

EXAMPLE 1 Simplify.

A 74 · 73 · 54 B _8
5 ·2
5
6

74 · 73 · 54 = 74 + 3 · 54 = 77 · 54 _8
5 ·2
=5
6
8-5·
26 = 53 · 26
55

PRACTICE
Simplify.
3b (b m)(b -m)
1. (a n)(a m) 2. _
32
3. __
n0
4. (xyz 3)(z 2)

Powers of 10 and Scientific Notation

Scientific notation is used to write very large numbers, such as the speed of light (about
300,000,000 m/s) and very small numbers, such as the average diameter of an atom
(0.000000030 cm). In scientific notation, the speed of light is 3.0 × 10 8 m/s, and the average
diameter of an atom is 3.0 × 10 -8 cm.

EXAMPLE 1 Write each number in standard notation.

A 2.99 × 10 4 B 3.04 × 10 -6
2.99 × 10,000 10 4 = 10,000 3.04 × 0.000001 10 -6 = 0.000001
29,900 Move the decimal 0.00000304 Move the decimal
point 4 places right. point 6 places left.

PRACTICE
Write each number in standard notation.
1. 10 3 2. 10 8 3. 10 -4
4. 9.04 × 10 2 5. 9.0 × 10 -4 6. 1.0 × 10 0

S54 Skills Bank

Square Roots
The square root of a number is one of the two equal factors of that number. Every positive
number has two square roots, one positive and one negative.

EXAMPLE Find the two square roots of each number.

A 81
=9
√81 9 is a solution, since 9 · 9 = 81.
 = -9
- √81 -9 is a solution, since (-9) · (-9) = 81.

B 121
 = 11
√121 11 is a solution, since 11 · 11 = 121.
 = -11
- √121 -11 is a solution, since (-11) · (-11) = 121.

PRACTICE
Find the two square roots of each number.
1. 64 2. 49 3. 225 4. 1

Simplifying Square Roots

A square root is in simplest form when the radicand contains no perfect squares and no
fractions and there are no square roots in a denominator. The following properties are used
to simplify square roots.
Multiplication Property: √
a·b = a · √
√ b
√a
Division Property: √_ab = _
√
b

EXAMPLE Simplify _
√
8
.
18

8 √
√_

8 =_
18 
√18
Division Property

√
4·2
=_ Factor.
√
9·2
4 · √
√ 2
=_ Multiplication Property
√
9 · √
2
2 · √
2
=_ Simplify.
3 · √
2
2
=_ Simplify.
3

PRACTICE
Simplify each square root.

1. √640 
2. √936 3. √
242

Skills Bank S55

 The Coordinate Plane
Recall that to locate a point on a number line with a given ������� ������
coordinate, you move left or right from 0.
�� �� �� � � � �
The coordinate plane is formed by two perpendicular �
�
number lines, the x-axis and the y-axis , that intersect
������
at the origin , (0, 0). The location of a point is described �
by an ordered pair , (x, y), where x is the distance from ������
�
the y-axis and y is the distance from the x-axis. �� �� � � �
������
��

��

The coordinate plane is divided into four quadrants .

������

����������� ���������� Quadrant I: x and y are both positive.

������ Quadrant II: x is negative, and y is positive.
Quadrant III: x and y are both negative.
�
Quadrant IV: x is positive, and y is negative.
������������ �����������

EXAMPLE 1 Graph each point.

A (3, -1) B (-2, 3)

� Start at the origin. � Start at the origin.
� �
Move right 3 and Move left 2 and
� then down 1. ������� � then up 3.
� �
�� �� � � � �� �� � � �
�� ������� ��

�� ��

EXAMPLE 2 In which quadrant is each ordered pair located?

A (1, 1) B (3, -3)

Quadrant I x and y are both positive. Quadrant IV x is positive, and y is negative.

PRACTICE
Graph each point.
1. (5, 1) 2. (3, -1) 3. (-2, 0) 4. (-4, -3)
In which quadrant is each ordered pair located?
5. (2, 6) 6. (-2, -6) 7. (-5, 1) 8. (9, -2)

S56 Skills Bank

Connecting Words with Algebra
Word phrases or sentences can be written as algebraic expressions.

Symbol Word Phrases Algebraic Expressions

• a number plus 3
+ n+3
• 3 more than a number
• a number minus 2
- m-2
• the difference of a number and 2
• 3 times a number
× or · 3x or 3 · x
• the product of 3 and a number
• a number divided by 2 k or k ÷ 2
÷ _
• the quotient of a number and 2 2

EXAMPLE Write an algebraic expression for each word phrase.

A a pie cut into 8 equal slices B 3 sheets of paper added to a stack

p÷8 s+3

PRACTICE
Write an algebraic expression for each word phrase.
1. 3 lb more than an apple
2. 10 times as heavy as a horse
3. 3 years less than 9 times Gwen’s age

Variables and Expressions

A variable is a letter that represents a value that can change or vary. An algebraic
expression has one or more variables. To evaluate an algebraic expression, substitute the
given value for each variable, and simplify the expression.

EXAMPLE Evaluate each expression for the given values of the variables.

A 3n for n = 2 B a + b for a = 2 and b = 3

3n a +b
3 (2) Substitute. (2) + (3) Substitute.
6 Simplify. 5 Simplify.

PRACTICE
Evaluate each expression for the given values of the variables.
1. 2k for k = 6 2. 3 - n for n = 4 3. 3x for x = 0
4. xy for x = 2 and y = 3 5. i + 2 for i = 1.7 6. -1k for k = -1
7. 2x for x = 0.5 8. 4n + 7 for n = 13 9. u 2v for u = 3 and v = 7

Skills Bank S57

 Solving Linear Equations
The following properties can be used to solve linear equations in one variable.

PROPERTY WORDS NUMBERS ALGEBRA

3=3 a=b
Addition You can add the same number to
Property of both sides of an equation, and the 3+2=3+2 a+c=b+c
Equality statement will still be true. 5=5

7=7 a=b
Subtraction You can subtract the same number
Property of from both sides of an equation, and 7-5=7-5 a-c=b-c
Equality the statement will still be true. 2=2

6=6 a=b
Multiplication You can multiply both sides of an
Property of equation by the same number, and the 6 (3) = 6 (3) ac = bc
Equality statement will still be true. 18 = 18

8=8 (c ≠ 0)
You can divide both sides of an
Division Property 8 =_
_ 8 a=b
equation by the same nonzero number, 4 4
of Equality
and the statement will still be true. a =_
_ b
2=2 c c

EXAMPLE 1 Solve.

A x + 5 = 11 B _u = 10
2
x + 5 = 11 u = 2 · 10
2·_ Multiply both sides by 2.
-5 -5 Subtract 5 from both sides. 2
̶̶̶̶ ̶̶̶
x= 6 u = 20

C 6y - 4 = 38 D _
3+n
= -2
8
6y - 4 = 38
+4 +4
̶̶̶̶̶ ̶̶̶
Add 4 to both sides. (3+n
8 )
8 _ = 8(-2) Multiply both sides by 8.

6y = 42
3 + n = -16
6y _
= 42
_ Subtract 3 from both sides.
Divide both sides by 6. -3 - 3
6 6 ̶̶̶̶̶ ̶̶̶
y= 7 n = -19

PRACTICE
Solve.
1. x + 7 = 2 2. 2u = 6 n = 21
3. _
3
4. 13 = x - 16 5. 1.5k = 27 6. 18 + p = 16
h
7. 15 = _ 8. b - 2.7 = 3.4 9. 2w + 7 = 18
30
d + 4 = 17
10. _ 11. 4z - 8 = 18 a-2 = 1
12. _
5 7

S58 Skills Bank

Solving Equations for a Variable
Equations with more than one variable are sometimes called literal equations. Sometimes
it is necessary to solve literal equations for one variable in terms of the others. This is also
called isolating the variable.

EXAMPLE Solve for y.

3y + 2x = y + 2
3y + 2x = y + 2 To get the y-terms together,
-y -y subtract y from both sides.
̶̶̶̶̶̶ ̶̶̶̶̶
2y + 2x = 2
- 2x - 2x Subtract 2x from both sides.
̶̶̶̶̶̶ ̶̶̶̶̶̶
2y = - 2x + 2
_2y 2x + 2
=-_ Divide both sides by 2.
2 2
y = -x + 1

PRACTICE
Solve for y.
y-x
1. 3x = 2y - 3 2. _ = 1 3. x + y = 4y + 3 - 2x
2

Writing and Graphing Inequalities

An inequality compares two quantities by using one of these symbols:

< > ≤ ≥
is less than is greater than is less than or equal to is greater than or equal to

EXAMPLE Write each expression as an inequality. Graph the inequality.

A q is less than or equal to 3

q≤3 Use ≤ for “is less than or equal to.”
Use a solid circle for ≤ or ≥. Shade the side
�� �� � � � � � of the line that contains the solutions.

B s is greater than 18
s > 18 Use > for “is greater than.”
Use an empty circle for < or >. Shade the
� � �� �� �� �� �� side of the line that contains the solutions.

PRACTICE
Write each expression as an inequality. Graph the inequality.
1. u is less than 0 2. n is greater than or equal to 15 3. x is less than 3
4. b is greater than 5 5. y is less than or equal to 4 6. m is greater than -3

Skills Bank S59

 Solving Linear Inequalities
The following properties are used to solve linear inequalities.

PROPERTY WORDS NUMBERS ALGEBRA

Addition Property of You can add the same number to 3<8 a<b
Inequality both sides of an inequality, and the
3+2<8+2 a+c<b+c
statement will still be true.
5 < 10

Subtraction Property You can subtract the same number 9 < 12 a<b
of Inequality from both sides of an inequality,
9 - 5 < 12 - 5 a-c<b-c
and the statement will still be true.
4<7

Multiplication and You can multiply or divide both 7 < 12 If a < b and c > 0,
Division Properties sides of an inequality by the same then ac < bc.
7 · 3< 12 · 3
of Inequality (by a positive number, and the statement
positive number) will still be true. 21 < 36

Multiplication and If you divide both sides of an 4 < 12 If a < b and c < 0,
Division Properties inequality by the same negative ___ then __ac > __
b
c.
4
-4
< ___
12
-4
of Inequality (by a number, you must reverse the
negative number) inequality symbol for the statement -1 > -3
to still be true.

These properties are also true for inequalities that use the symbols, >, ≥, and ≤.

EXAMPLE Solve and graph.

A 8m < 96
8m < 96
8m
_<_ 96 Divide both sides by 8.
8 8
m < 12
� � � � �� �� ��

B 3 - 2x ≤ 7
3 - 2x ≤ 7
-3 -3 Subtract 3 from both sides.
̶̶̶̶̶̶ ̶̶̶
-2x ≤ 4
-2x
_≥_ 4 Divide both sides by -2. Reverse the direction of the inequality.
-2 -2
x ≥ -2 �� �� �� � � � �

PRACTICE
Solve and graph.
1. 3x + 2 > 11 2. -4 < 8 - 3y 3. 6x ≥ 5x + 4
4. -n < 3 5. 2g + 13 ≥ -1 6. -4a ≥ 18

7. z + 7 > 5 k + 4 < 12
8. _ 3 -_
9. _ w ≥7
3 4 4

S60 Skills Bank

Absolute Value
The absolute value of a number is its distance from zero on the number line. The absolute
value of a number a is represented by ⎜a⎟.

EXAMPLE Simplify.

A ⎜-4⎟ �������

⎜-4⎟ = 4
�� �� �� � � � �

B ⎜3 - 9⎟ �������

⎜3 - 9⎟ = ⎜-6⎟ = 6
�� �� �� � � � �

PRACTICE
Simplify.
1. ⎜7⎟ 2. ⎜-1⎟ 3. ⎜10 - 15⎟ 4. ⎜-4 - 4⎟
5. ⎜-9 + 2⎟ 6. ⎜-3 + 4⎟ 7. ⎜-20 + 4⎟ 8. ⎜-2 - 4⎟ - ⎜-5⎟

Relations and Functions

A relation is a rule that relates two quantities. A function is a relation in which each input
value corresponds to exactly one output value. The domain is the set of all possible input
values, and the range is the set of all possible output values.

EXAMPLE Determine whether each relation is a function.

 
A S: ⎨(1, 2), (2, 4), (3, 6), (4, 8)⎬
 
yes Each x-value in the set corresponds to exactly one y-value.

B ⎜y⎟ = x
no ⎜2⎟ = 2 and ⎜-2⎟ = 2, so (2, 2) and (2, -2) satisfy the
equation. These two points have the same x-value but
different y-values, so the relation is not a function.

C y = x2
yes For each value of x, there is only one value of x 2, so each
x-value corresponds to exactly one y-value.

PRACTICE
Determine whether each relation is a function.
 
1. y = 3x + 4 2. y 2 = x 3. S: ⎨(0, 0), (1, 2), (0, 2)⎬
  
4. 10y = -x 5. 9y = 3 6. S: ⎨(-5, 1), (-4, 1), (-3, 1)⎬
 

Skills Bank S61

 Inverse Functions
A function is a rule that relates two ����� �����
quantities, the input and the output.
Each input value corresponds to only
one output value.

The inverse of a function is a rule

that reverses the function. To find the �������� �������
rule for the inverse, switch the x- and ��������
y-values. The rule for the inverse is also
a function if each input corresponds to
only one output.
������ ������

EXAMPLE Find the inverse of each function, and state whether the inverse is also a function.
������������������� ������������������
 
A S: ⎨(0, 1), (1, 2), (3, 7), (9, 9)⎬ B y = x2
 
The rule for the inverse is The rule for the inverse is
 
⎨(1, 0), (2, 1), (7, 3), (9, 9)⎬. x = y 2. The inverse is not a function,
 
It is a function, because each x-value because each x-value corresponds
corresponds to only one y-value. to two y-values, √x and - √ x.

PRACTICE
Find the inverse of each function, and state whether the inverse is also a function.
 
1. K: ⎨(0, 0), (3, 1), (2, 2), (5, 7)⎬ 2. y = 5x 3. y = ⎜x⎟
 

Direct Variation
Direct variation is a relationship between two quantities in which one quantity is a
constant multiple of the other. The constant is called the constant of variation . The
relationship “y varies directly as x, where k is the constant of variation” is written as y = kx.

EXAMPLE Find the constant of variation.

A y varies directly as x, and y = 7 B t varies directly as c, and t = 1

when x = 3. when c = 0.1.
y = kx t = kc
7 = k (3) Substitute 7 for y and 3 for x. (1) = k (0.1) Substitute 1 for t and 0.1 for c.
7 =k
_ 10 = k Solve for k.
Solve for k.
3

PRACTICE
Find the constant of variation.
1. m varies directly as n, and m = 12 when n = 3.
2. y varies directly as x, and y = 24 when x = 8.
3. s varies directly as t, and s = 9 when t = 36.

S62 Skills Bank

Functional Relationships in Formulas
A formula is an equation that is solved for one variable in terms of the others.
By rearranging the terms in a formula, you can see how each variable depends on the others.

EXAMPLE Solve the formula P = 2ℓ + 2w for ℓ. If the width stays the same,
what happens to the length of a rectangle as its perimeter increases?

P = 2ℓ + 2w
P - 2w = 2ℓ Subtract 2w from both sides.
1P - w = ℓ
_ Divide both sides by 2.
2
As the perimeter of a rectangle increases, the length also increases.

PRACTICE
1. Solve the formula A = __12 (b 1 + b 2)h for h. If the base lengths stay the same,
what happens to the height h of a trapezoid as its area A increases?
2. Solve the formula I = Prt for t. If the interest rate and amount stay the same,
what happens to the time t as the principal amount P decreases?

Transformations of Functions
The basic transformations of the parent function y = f(x) are given below.

Transformation Transformation Function

Reflection Across the x-axis y = -ƒ(x)
Reflection Across the y-axis y = ƒ(-x)
Vertical Translation y = ƒ(x) + k
If k > 0, translate k units up.
If K < 0, translate k units down.
Horizontal Translation y = ƒ(x - h)
If h > 0, translate h units right.
If h < 0, translate h units left.

EXAMPLE Describe the transformation given by the equation y = (x - 3)2.

Step 1 Identify the parent function.

The parent function is y = x 2.

Step 2 Identify the transformation.

The equation represents a horizontal translation with h = 3. So the transformation is a
horizontal translation 3 units to the right.

PRACTICE
Describe the transformation given by each equation.
1. y = x - 6 2. y = -x
√ 3. y = (-x) 2 - 1 4. y - 2 = x 2

Skills Bank S63

 Polynomials
A monomial is a number or a product of numbers and variables with whole-number
exponents. A polynomial is a monomial or the sum or difference of monomials.
The degree of a polynomial is the highest power of the variables in all the terms.

Polynomial Number of Terms Example

Monomial 1 3a 2x
Binomial 2 2y - 7x 2
Trinomial 3 2n + 3m - p 2

EXAMPLE 1 Classify each expression as a monomial, a binomial, a trinomial,

or not a polynomial.

A 3x + 2y 6 + 7q 2e
trinomial Polynomial with 3 terms

B -5z
monomial Polynomial with 1 term

C 1.5b - _
5 2
c d
2
binomial Polynomial with 2 terms

D _1
x
not a polynomial A variable is in the denominator.

EXAMPLE 2 Find the degree of each polynomial.

A 7v 3 - 8w 2 - 9u
7v 3 -8w 2 -9u 1
Degree 3 Degree 2 Degree 1
The degree is 3.

B -5z + 1
-5z 1 +1 0
Degree 1 Degree 0
The degree is 1.

PRACTICE
Classify each expression as a monomial, a binomial, a trinomial, or not a polynomial.
1. e 2r 3 2. x -2 3. b 2 - 4ac 4. _3 u4 - x2 + t5
2
y
5. 5x 2 - 2x + 7 6. 4 7. y - 3 8. _x
Find the degree of each polynomial.
9. x 5 - x 3 + 3 10. 9a 3 - 10a 2 + a 4 11. 2 - 4x 12. x 2 - x + 1 - x 3

S64 Skills Bank

Quadratic Functions
A quadratic function is a function that can be written in the form y = ax 2 + bx + c,
where a ≠ 0. The graph of a quadratic function is a parabola , an almost U-shaped graph.

Graph of a Quadratic Function y = ax 2 + bx + c

• If a > 0, the parabola opens upward.
� �������� • If a < 0, the parabola opens downward.
��������
�
• The axis of symmetry of the parabola is the vertical line x = -_b.
� 2a
� � � ������
(
• The vertex of the parabola is -_b ,y .
2a )
EXAMPLE Tell whether the graph of each quadratic function opens upward
or downward. Write an equation for the axis of symmetry, and
find the coordinates of the vertex.

A y = -2x 2 + 4x + 2
Step 1 Tell whether the graph opens upward or downward.
Since a = -2 < 0, the graph opens downward.
Step 2 Find the x-coordinate of the vertex.

-_b = -_ 4 =1 Substitute -2 for a and 4 for b.

2a 2(-2 )
The equation for the axis of symmetry is x = 1.
Step 3 Find the y-value when x =1.
y = -2(1 )2 + 4(1 ) + 2 = 4 Substitute 1 for x in the original equation.

The coordinates of the vertex are (1, 4).

B y = 3x 2 - 1
Step 1 Tell whether the graph opens upward or downward.
Since a = 3 > 0, the graph opens upward.
Step 2 Find the x-coordinate of the vertex.

-_b = -_0 =0
Substitute 3 for a and 0 for b.
2a 2(3 )
The equation for the axis of symmetry is x = 0.
Step 3 Find the y-value when x = 0.
y = 3(0 ) 2 - 1 = -1 Substitute 0 for x in the original equation.
The coordinates of the vertex are (0, -1).

PRACTICE
Tell whether the graph of each quadratic function opens upward or downward. Find the
coordinates of the vertex, and write an equation for the axis of symmetry.
1. y = -4x 2 - 8x 2. y = -x 2 - 4x + 2 3. y = 2x 2 + 4
4. y = 3x 2 - 6x + 8 5. y = -5x 2 + 10 6. y = 0.5x 2 + x + 2

Skills Bank S65

 Factoring to Solve Quadratic Equations
One method of solving quadratic equations is to apply the Zero Product Property,
which states that if ab = 0, then a = 0 or b = 0. First write the quadratic equation in
standard form and then factor it.

EXAMPLE Solve the quadratic equation 2x 2 - 5x + 6 = 9 by factoring.

2x 2 - 5x -3 = 0 Write the equation in standard form.

(2x + 1)(x - 3) = 0 Factor the trinomial.
2x + 1 = 0 or x - 3 = 0 Use the Zero Product Property.

x = -_ 1 or x=3 Solve each equation.

2

PRACTICE
Solve each quadratic equation by factoring.
1. x 2 - 3x + 2 = 0 2. x 2 + 4 = -4x
3. 4x 2 - 8x = -4 4. x 2 = 9
5. 4x 2 + 8x = 32 6. 3x + 4 = x 2

The Quadratic Formula

For a quadratic equation in the form ax 2 + bx + c = 0, you can use the Quadratic Formula ,
-b ± √
b 2 - 4ac
x = __, to solve for x.
2a

EXAMPLE Use the Quadratic Formula to solve each equation.

A 2x 2 + 3 = 7x B x 2 - 4x = -6
2x 2 - 7x + 3 = 0 Write the equation in standard form. 1x 2 - 4x + 6 = 0
a = 2, b = -7, c = 3 Find a, b, and c. a = 1, b = -4, c = 6
-(-7 ) ± √
(-7 )2 - 4(2 )(3 ) Substitute into the -(-4 ) ± √
(-4 )2 - 4(1 )(6 )
x = ___ x = ___
2(2 ) Quadratic Formula. 2(1 )

7 ± √25 4 ± √
-8
x=_ Simplify. x=_
4 2
7+5 7-5 Since you cannot take the square root of
x = _ or x = _ Simplify.
a negative number, there is no solution.
4 4
x=3 1
or x = _ Write the solution.
2

PRACTICE
Use the Quadratic Formula to solve each equation.
1. x 2 + 2x = -1 2. 3x 2 + 2x = 4 3. 7x 2 + 3x = -5
4. 4x 2 + 8x - 12 = 0 5. 2x 2 + 5x = 3 6. 2x 2 - 7x = 12

S66 Skills Bank

Solving Systems of Equations
To solve a system of equations, you can use either the substitution method or the
elimination method.

⎧3x + 2y = 0
EXAMPLE Solve the following system of equations. ⎨
⎩ 2x + y = 3
Method 1 Use substitution.
y = -2x + 3 Solve the second equation for y.
3x + 2(-2x + 3 ) = 0 Substitute -2x + 3 for y into the first equation.
3x - 4x + 6 = 0 Distribute 2.
-x + 6 = 0 Simplify.
6=x Solve for x.
y = -2(6 ) + 3 Substitute 6 for x into the second equation and simplify.
= -9 Simplify.
(6, -9 ) Write the solution as an ordered pair.
Method 2 Use elimination.
-2(2x + y) = -2(3) Multiply each term in the second equation by -2 to get opposite
y-coefficients.
-4x - 2y = -6 Simplify.
3x + 2y = 0 Write the system using the new equation so that like terms are aligned.
-4x - 2y = -6
-x = -6 Add like terms on both sides of the equations.
x=6 Solve for x.
y = -2(6 ) + 3 Substitute 6 for x into the second equation and simplify.
= -9 Simplify.
(6, -9 ) Write the solution as an ordered pair.

PRACTICE
Solve each system of equations.
⎧x - y = 0 ⎧3x + y = 1
1. ⎨ 2. ⎨
⎩x + y = 2 ⎩ x + y = -3

⎧ 3x - 3y = 4 ⎧_x+y
⎪ ⎪ =1
3. ⎨ 10 4. ⎨ 3
⎪ x+y=_ ⎪
⎩ 3 ⎩ 2x - 3y = 2

⎧4x - 6y = 1 ⎧x - y = 0
5. ⎨ 6. ⎨
⎩ 3y - x = 2 ⎩ 2x + 3y = 0

⎧ 3x - y = 6 ⎧2x + 5y = 14
7. ⎨ 8. ⎨
⎩ y = 2x + 3 ⎩y = 5

⎧-3x + 2y = 31 ⎧3x + y = 4
9. ⎨ 10. ⎨
⎩ x = 0.5y + 6 ⎩ x - 2y = 6

Skills Bank S67

 Solving Systems of Linear Inequalities
A system of linear inequalities is a set of two or more inequalities with two or more
variables. The solution to a system of inequalities consists of all the ordered pairs that
satisfy all the inequalities in the system.
⎧y ≤ x + 2
⎪
EXAMPLE _
Solve the following system of linear inequalities. ⎨ y
⎪ + x > -1
⎩2
y > -2x - 2 Write the second inequality in �����������
slope-intercept form. �
Graph the solution of each inequality. �
The solutions of the system are represented � ���������
by the overlapping shaded regions. ���������
�
�� �� � � �
��

��������� ��

PRACTICE
Solve each system of linear inequalities.
⎧y < x ⎧y ≤ 2x + 1
1. ⎨ 2. ⎨
⎩y > x - 1 ⎩y > x

⎧y ≤ 2x ⎧y ≤ x + 1
3. ⎨ 4. ⎨
⎩y ≤ x ⎩y ≤ x - 1

Solving Radical Equations

A radical equation is an equation that has a variable within a radical, such as a square
root. To solve a square-root equation, square both sides and solve the resulting equation.

EXAMPLE Solve the equation √

x - 9 = 1. Check your answer.

( √
x - 9)
2
= (1)2 Square both sides.
x-9=1 Simplify.
x = 10 Solve for x.
Check √
10 - 9 = √
1=1 ✔

PRACTICE
Solve each equation. Check your answer.
1. √
x+1=4 2. √
2x - 1 = 5
3. √
1-x=3 4. √
-6 - 5x = 2

5. √
7+x=0 6. √
4x + 4 = 2

7. √
3 - 2x = 3 8. √
60 - 2x = 8

S68 Skills Bank

Matrix Operations
A matrix is a rectangular array of numbers enclosed in brackets. The entries in a matrix
are arranged in rows and columns. Operations such as addition, subtraction, and
multiplication by a constant can be performed on matrices.

EXAMPLE Simplify.

⎡ 1 -2 2⎤ ⎡1 4 7⎤
A ⎢
2 0 3 + 2 5 8
1 -4⎦ ⎣3 6 9⎦
⎥ ⎢ ⎥
⎣-3
⎡ 1 -2 2⎤ ⎡1 4 7⎤
⎢ 2 0 3 + 2 5 8
1 -4⎦ ⎣3 6 9⎦
⎥ ⎢ ⎥
⎣-3
⎡ 1 + 1 -2 + 4 2 + 7 ⎤ ⎡2 2 9⎤
⎢ 2+2
-3 + 3
0+5
1+6
⎥ ⎢
3 + 8 = 4 5 11
-4 + 9⎦ ⎣0 7 5⎦
⎥ Add corresponding entries.
⎣

⎡ 1 -2 2⎤ ⎡1 4 7⎤
B ⎢ 2 0 3 - 2 5 8
1 -4⎦ ⎣3 6 9⎦
⎥ ⎢ ⎥
⎣-3
⎡ 1-1 -2 - 4 2 - 7 ⎤ ⎡ 0 -6 -5⎤
⎢ 2-2 0-5 ⎥ ⎢
3 - 8 = 0 -5 -5
-4 - 9⎦ ⎣-6 -5 -13⎦
⎥ Subtract corresponding entries.
⎣ -3 - 3 1-6

⎡ 1 -2 2⎤
C 2 2
-3
⎢ 0
1
3
-4
⎥
⎣ ⎦
⎡ 2(1) 2(-2) 2(2)⎤ ⎡
⎤
2 -4 4
⎢
⎣ 2(-3)
2(2) 2(0)
2(1) 2(-4)⎦ ⎣
⎥ ⎢
2(3) = 4
-6
0
2
6
-8
⎦
⎥ Multiply each entry by 2.

PRACTICE
Simplify.
⎡1 0⎤ ⎡-1 1⎤ ⎡3 0⎤ ⎡1 4⎤ ⎡3 0⎤ ⎡1 4⎤
1. ⎢ ⎥+⎢ ⎥ 2. ⎢ ⎥+⎢ ⎥ 3. ⎢ ⎥-⎢ ⎥
⎣0 1⎦ ⎣ 1 -1⎦ ⎣2 1⎦ ⎣2 3⎦ ⎣2 1⎦ ⎣2 3⎦

⎡1 -1⎤ ⎡-1 3⎤ ⎡3 2⎤ ⎡2 1⎤
4. ⎢ ⎥-⎢ ⎥ 5. 2⎢ ⎥ 6. -1⎢ ⎥
⎣0 3⎦ ⎣ 2 -3⎦ ⎣7 -1⎦ ⎣4 6⎦

⎡0 0⎤ ⎡0 -9⎤ ⎡8 -1⎤ ⎡-2 1⎤ 1 ⎡⎢6 -8⎤⎥

7. ⎢ ⎥+⎢ ⎥ 8. ⎢ ⎥- ⎢ ⎥ 9. _
⎣0 0⎦ ⎣0.5 -1⎦ ⎣0 -3⎦ ⎣ 4 -7⎦ 2 ⎣0 2⎦

Skills Bank S69

 Structure of Measurement Systems
The metric system of measurement is used worldwide. In the United States, we most
commonly use the customary system of measurement but still use the metric system in
most science applications.

Length Capacity Weight/Mass

Customary System 12 in. = 1 ft 8 oz = 1 c 16 oz = 1 lb
3 ft = 1 yd 2 c = 1 pt 2000 lb = 1 ton
5280 ft = 1 mi 2 pt = 1 qt
4 qt = 1 gal
Metric System 1000 mm = 1 m 1000 mL = 1 L 1000 mg = 1 g
100 cm = 1 m 1000 L = 1 kL 1000 g = 1 kg
1000 m = 1 km

EXAMPLE Complete each conversion.

A 1560 mL = L B 2 mi = yd
1L 1 yd
5280 ft × _
1560 mL × _ = 1.56 L 2 mi × _ = 3520 yd
1000 mL 1 mi 3 ft

PRACTICE
Complete each conversion.
1. 2.8 m = cm 2. 128 oz = lb 1 gal =
3. 4_ c
2
4. 87 ft = yd 5. 2.6 kL = mL 6. 108 mg = g

Rates and Derived Measurements

A rate is the ratio of the change in one measurement to the change in another
measurement, usually time. The units of a rate are derived units , or the ratio of two
different units, such as miles per hour (mi/h) and kilograms per meter (kg/m).

EXAMPLE A car travels 1 km every 5 min. What is the speed of the car in
meters per second?

The speed of the car is the ratio of the change in distance to the change in time.
_ 1000 m × _
1 km × _ 1 min ≈ 3.33 m/s
Convert km to m and min to s.
5 min 1 km 60 s

PRACTICE
1. The mass of a small meteor is decreasing at a rate of 6000 g every 2 min. What is the
rate of decrease in kilograms per second?
2. The temperature increases at a rate of 2°F every half hour. What is the rate of increase
in degrees Fahrenheit per minute? Round to the nearest thousandth.
3. An athlete runs at a rate of 9.5 m/s. What is the runner’s rate in kilometers per hour?

S70 Skills Bank

Unit Conversions
To convert a measurement in one system to a measurement in another system, multiply by
a conversion factor , such as 1 cm ≈ 0.394 in., written as a fraction. If you are converting
from inches to centimeters, “cm” goes in the numerator — ______1 cm
0.394 in.
. If you are converting
from centimeters to inches, “in.” goes in the numerator — ______
0.394 in.
1 cm
.

Common Conversion Factors

Length Capacity Mass/Weight Temperature
Metric to 1 cm ≈ 0.394 in. 1 L ≈ 4.227 c 1 g ≈ 0.0353 oz 9 C + 32
F=_
Customary 5
1 m ≈ 3.281 ft 1 L ≈ 1.057 qt 1 kg ≈ 2.205 lb
1 m ≈ 1.094 yd 1 L ≈ 0.264 gal
1 km ≈ 0.621 mi 1 mL ≈ 0.034 oz
Customary to 1 in. ≈ 2.540 cm 1 c ≈ 0.237 L 1 oz ≈ 28.350 g 5 (F - 32)
C=_
Metric 9
1 ft ≈ 0.305 m 1 qt ≈ 0.946 L 1 lb ≈ 0.454 kg
1 yd ≈ 0.914 m 1 gal ≈ 3.785 L
1 mi ≈ 1.609 km 1 oz ≈ 29.574 mL

EXAMPLE Complete each conversion. If necessary, round to the nearest hundredth.

A 20° C = °F

F=_ 9 (20 ) + 32
Substitute 20 for C.
5
F = 68 Simplify.
20° C is equivalent to 68° F.

B 25 lb ≈ g
0.454 kg 1000 g
25 lb × _ × _ ≈ 11,350 g Use the conversion factor for pounds
1 lb 1 kg to kilograms. Then convert kilograms
to grams.

C 32 ft 2 ≈ m2
0.305 m × _
32 ft 2 × _ 0.305 m ≈ 2.98 m 2
The units are squared, so apply the conversion
1 ft 1 ft
factor for feet to meters twice.

PRACTICE
Complete each conversion. If necessary, round to the nearest hundredth.
1. 40° C = ° F 2. 15 in. ≈ cm
3 c≈
3. 2_ L 4. 86°F ≈ °C
4
5. 18 yd 2 ≈ m2 6. 18 kg ≈ lb

7. 12,300 mg ≈ lb 8. 150 mL ≈ c
9. 64 gal ≈ kL 10. 98 lb ≈ kg
11. 98° F ≈ °C 12. 100 yd ≈ m

Skills Bank S71

 Accuracy, Precision, and Tolerance
The accuracy of a measurement is the numerical measure of how close the measured
value is to the actual value of the quantity. A measurement of 133 cm for an actual object
with a length of 132.7 cm is accurate to the nearest centimeter.

The precision of a measurement is the level of detail determined by the number of decimal
places to which the measurement is taken. The measurements 27 cm and 39.48 m, or 3948
cm, are both precise to the nearest centimeter.

Tolerance is the range of values within which a measurement lies. In the measurement
16.3 ± 0.1 mm, the ± 0.1 mm is the tolerance of the measurement. So if the measurement is
accurate, the actual value of the object being measured is from 16.2 mm to 16.4 mm.

EXAMPLE The weight of an object is 3.72 lb. Three measurements of the object
were recorded: 3.75 ± 0.02 lb, 3.718 ± 0.002 lb, and 3.73 ± 0.001 lb.
Which measurement is the most accurate? Which is the most precise?
Which has the smallest tolerance?

3.75 lb ± 0.02 lb Ranges from 3.73 lb to 3.77 lb

3.718 lb ± 0.002 lb Ranges from 3.716 lb to 3.720 lb
3.73 lb ± 0.001 lb Ranges from 3.729 lb to 3.731 lb

Step 1: Find the most accurate measurement.

The most accurate measurement is the measurement closest to the actual
weight of 3.72 lb.
3.718 ± 0.002 lb

Step 2: Find the most precise measurement.

The most precise measurement is the measurement (not the tolerance) with the most
decimal places.
3.718 ± 0.002 lb

Step 3: Find the measurement with the smallest tolerance.

The most tolerant measurement is the one with the smallest ± value.
3.73 ± 0.001 lb

PRACTICE
In each problem, the first value is the actual measure of an object, followed by multiple
recorded measurements. Which measurement is the most accurate? Which is the most
precise? Which has the smallest tolerance?
1. 1.00 in.
{1.0 ± 0.1 in., 1.01 ± 0.01 in., 2 ± 1 in., 1.001 ± 0.1 in.}
2. 2.50 s
{2.5 ± 0.1 s, 2.5100 ± 0.0001 s, 2.515 ± 2 s, 2.51 ± 0.01 s}
3. 11.51 m
{10.5 ± 0.5 m, 11.51 ± 5 m, 11.500001 ± 0.9 m, 22 ± 12 m}
4. 0.50102041 g
{0.5010204 ± 0.5 g, 22.51 ± 0.00000001 g, 51.5120843447 ± 50 g, 0.50102041 ± 5 g}

S72 Skills Bank

Relative and Absolute Error
The absolute error of a measurement is the difference between the measured value
and the actual value of the quantity being measured. Absolute error can be misleading
when very large or very small numbers are being measured. You can avoid this by using
the relative error , which is the absolute error divided by the actual value. Relative error has
no units. When expressed as a percent, this is the percent error of a measurement.

EXAMPLE Find the absolute, relative, and percent errors. The first number is
the actual value, and the second is the measured value.

A 5.1 m, 5.0 m B 5.1 ft, 5.5 ft

absolute error = 5.0 m - 5.1 m = -0.1 m absolute error = 5.5 ft - 5.1 ft = 0.4 ft
5.0 m - 5.1 m = -0.0196
relative error = __ 5.5 ft-5.1 ft = 0.0784
relative error = __
5.1 m 5.1 ft
percent error = -1.96% percent error = 7.84%

PRACTICE
Find the absolute, relative, and percent errors. The first value is the actual value,
and the second is the measured value.
1. 1.23, 1.00 2. 123, 100 3. 5.55, 6.00

Significant Digits
All the digits in a measurement that are known to be exact are called significant digits .

Number of Significant
Rule Example Significant Digits Digits
All nonzero digits 14.28 4 14.28
Zeros between nonzero digits 8.002 4 8.002
Zeros after the last nonzero digit that
0.030 2 0.030
are to the right of the decimal point

Zeros at the end of a whole number are assumed to be nonsignificant. So the measurement
700 has 1 significant digit—the 7.

EXAMPLE Determine the number of significant digits in each measurement.

A 815 lb B 2 × 10 -2 L C 750 kg D 15.08 m

3 significant digits 1 significant digit 2 significant digits 4 significant digits

PRACTICE
Determine the number of significant digits in each measurement.
1. 1203 lb 2. 3.0 cm 3. 6.003 mi 4. 5.000 kg
5. 1000 in. 6. 1 × 10 3 L 7. 03.101 g 8. 1.60200 km
4
9. 91.0 s 10. 2.00 × 10 cm 11. 0.10 m 12. 0.00105 lb

Skills Bank S73

 Choose Appropriate Units
When measuring a quantity, it is important to choose the appropriate units so that the
measurement will have a reasonable magnitude.

EXAMPLE Name the appropriate unit to measure the mass of an

elephant (milligram, gram, kilogram, metric tons).

The average mass of an elephant is around 5 metric tons, 5000 kg, 5,000,000 g,
or 5,000,000,000 mg. Since 5 metric tons has the most reasonable magnitude,
the mass of an elephant should be weighed in metric tons.

PRACTICE
Select the appropriate unit for each measurement.
1. the height of a classroom (millimeter, centimeter, meter, kilometer)
2. the distance from Earth to the Sun (inches, feet, yards, miles)
3. the length of a decade (seconds, minutes, hours, years)

Nonstandard Units
There are several nonstandard unit systems. pH , a measure of the concentration of
hydrogen ions in a solution, ranges from 0 to 14. Pure water has a pH of 7, which is
considered neutral. A pH less than 7 is acidic, and a pH greater than 7 is basic, or alkaline.

The Richter scale measures the magnitude of earthquakes. The pH scale and the Richter
scale are related by powers of 10. An increase of 1 unit on the scale means an increase by
a factor of 10 in the quantity. For example, an earthquake that measures 6.0 on the Richter
scale is 10 times as great as one that measures 5.0.

EXAMPLE 1 Solutions A and B have the same volume. The pH of solution A is 4,

and the pH of solution B is 5. How much more acidic is solution A
than solution B?

Since 5 - 4 = 1, and 10 1 = 10, solution A is 10 times more acidic than solution B.

EXAMPLE 2 Earthquake A had a magnitude of 2.7 on the Richter scale.

Earthquake B had a magnitude of 4.7. How much stronger was
earthquake B than earthquake A?

Since 4 - 2 = 2, and 10 2 = 100, earthquake B was 100 times stronger than earthquake A.

PRACTICE
1. Solutions P and Q have the same volume. The pH of solutions P and Q are 1 and 7,
respectively. How much more basic is solution Q than solution P?
2. Earthquake R has a magnitude of 5. How much stronger is earthquake R than
earthquake S, with magnitude 2?

S74 Skills Bank

Use Tools for Measurement
Length can be measured with tools such as a ruler, a measuring tape, or a micrometer.
Weight can be measured with various types of balance scales. Time can be measured
with a calendar, a clock, or a stopwatch. Electronic timing devices that measure
to a precision of 0.01 s or 0.001 s are used in track events.

EXAMPLE What is the width

of the bolt?

Read the scale on the micrometer.

The main scale reads 8.5 mm. The fine scale reads 0.120 mm. The width of the bolt is
therefore 8.620 mm.

PRACTICE
1. Use a ruler to measure the dimensions of your Geometry book.
2. Use a stopwatch to measure the time it takes to climb a set of stairs.
3. Use a tape measure to find the height of your classroom doorway.

Choose Appropriate Measuring Tools

To choose an appropriate measuring tool, consider the following criteria:
• How large is the quantity being measured?
• How much precision is needed for the measurement?

EXAMPLE What instrument would you use to measure the width of a textbook to the
nearest sixteenth of an inch: a micrometer, a ruler, or a measuring tape?

A measuring tape may be precise only to the nearest quarter of an inch. A micrometer is
not large enough to measure a textbook. So a ruler is the most appropriate tool.

PRACTICE
What instrument would you use to measure each quantity?
1. the duration of a feature film to the nearest minute
2. the length and width of a room to the nearest inch
3. the weight of a feather to the nearest microgram
4. the capacity of a drinking glass to the nearest ounce

Skills Bank S75

 Measures of Central Tendency
A measure of central tendency describes how data clusters around a value in a statistical
distribution. The mean is the average value of the data. The median is the middle value
when the data is in numerical order or the average of the two middle terms if there is an
even number of terms. The mode is the value that occurs most often. There can be one,
several, or no modes.

EXAMPLE Find the mean, median, and mode of the following data set.

{3, 5, 1, 9, 0, 1, 5, 6, 0, 3, 5, 7, 8, 1, 3, 5, 8, 3, 2, 7, 1, 6, 8, 4, 3, 2, 7, 3, 6, 8}

Step 1: Find the mean.

Add all the data values, and then divide the sum by the number of terms in the set.
_
130 _
= 13
The sum of the data values is 130, and
30 3 there are 30 values.
mean ≈ 4.33

Step 2: Find the median.

Order the set from the least value to the greatest value.
{0, 0, 1, 1, 1, 1, 2, 2, 3, 3, 3, 3, 3, 3, 4, 5, 5, 5, 5, 6, 6, 6, 7, 7, 7, 8, 8, 8, 8, 9}
To find the median, locate the middle term. Since there are 30 terms, the median
will be the average of the 15th and 16th terms.
{0, 0, 1, 1, 1, 1, 2, 2, 3, 3, 3, 3, 3, 3, 4, 5, 5, 5, 5, 6, 6, 6, 7, 7, 7, 8, 8, 8, 8, 9}
15 terms 15 terms
4+5 _
_ =9 The 15th term is 4. The 16th term is 5. Find the average.
2 2
median = 4.5

Step 3: Find the mode.

Data 0 1 2 3 4 5 6 7 8 9
How Often 2 4 2 6 1 4 3 3 4 1

3 occurs most often.

mode = 3

PRACTICE
Find the mean, median, and mode of each data set. Round to the nearest hundredth if
necessary.
1. {1, 2, 2, 1, 2, 1, 2, 1}
2. {-1, 0, 4, 3, 2, 0, -3, -4, -1, 0}
3. {0, 1, 2, 1, 0, 2, 3, 7, 2}
4. {3, 7, 12, 8, 3, 7, 1, 6, 3, 7, 1, 9, 3, 100, 2}
5. {100, 111, 112, 100, 99, 104, 103, 108}
6. {4, 34, 72, 675, 12, 56, 2, 67, 12, 5, 387, 12, 4, 23, 5, 72, 56, 23, 56, 45, 2, 6}
7. {43, 23, 31, 53, 97, 79, 57, 11, 13, 11, 43, 61, 91, 87, 83, 73, 37, 41, 29}
8. {34, 45, 12, 6, 12, 45, 23, 6, 12, 78, 45, 67, 33}

S76 Skills Bank

Probability
Probability is a measure of how likely an event is to occur. It is calculated by taking the
number of outcomes for which the event occurs and dividing by the total number of
possible outcomes. Probability can be expressed as a fraction or as a decimal between 0 and
1, or as a percentage between 0% and 100%. The higher the probability, the more likely the
event will occur.

EXAMPLE Find the probability of rolling each sum with two number cubes.

The two number cubes are independent. In order to roll a 2, both number cubes need to
show 1. So there is one possible way to roll a 2. To roll a 3, the first cube can show 1 and the
second cube can show 2, or the first cube can show 2 and the second cube can show 1. So
there are two possible ways to roll a 3. Repeating this method gives the following table.

Sum Number of Probability Probability Probability

Outcomes (fraction) (decimal) (percent)
2 1 _1 0.0278 2.8%
36
3 2 _2 =_ 1 0.0556 5.6%
36 18
4 3 _3 =_ 1 0.0833 8.3%
36 12
5 4 _4 =_ 1 0.1111 11.1%
36 9
6 5 _5 0.1389 13.9%
36
7 6 _6 =_ 1 0.1667 16.7%
36 6
8 5 _5 0.1389 13.9%
36
9 4 _4 =_ 1 0.1111 11.1%
36 9
10 3 _3 =_ 1 0.0833 8.3%
36 12
11 2 _2 =_ 1 0.0556 5.6%
36 18
_1
12 1 0.0278 2.8%
36
36 = 1
_
Total: 36 1 100%
36

PRACTICE
Find the probability of each event. Write your answer as a percent rounded to the nearest
tenth if necessary.
1. Dave puts 2 red marbles, 3 blue marbles, and 5 green marbles into a bag. Samir then
randomly pulls a marble out of the bag and replaces it. What is the probability that
Samir chooses a red marble? a blue marble? a green marble?
2. What is the probability of drawing a heart from a standard deck of 52 cards? a jack,
queen, or king? an ace?
3. Shireen asks Kate to guess the number she has chosen between 1 and 100. What is the
probability that Kate guesses the number correctly?

Skills Bank S77

 Organizing and Describing Data
One way to organize and display data is by using a table. The table can then help you to
understand the meaning of the data and identify any relationships within the data.

EXAMPLE Organize the given data in a table. Then describe the data.

Rick has been tracking his recent test results. He scored 81% on a Language Arts test,
67% on a History test, 78% on a Science test, 82% on a Spanish test, and 90% on a
Geometry test.
Test Percent
History 67% List each test and its percent score.
Science 78%
Language Arts 81%
Spanish 82%
Geometry 90%

The table shows that Rick did very well on his Geometry test, but needs to improve on
History. All his test scores except for History are above 75%.

PRACTICE
1. Organize the given temperatures in a table. Then describe the data.
The temperature was 32°F from 6 to 8 A.M., 40°F from 8 to 10 A.M., 56°F from 10 A.M. to 12 P.M.,
72°F from 12 to 2 P.M., 65°F from 2 to 4 P.M., 54°F from 4 to 6 P.M., and 40°F from 6 to 8 P.M.

Displaying Data
Two other ways to display data are to use a bar graph and a histogram. A bar graph is used
when the data values are disjoint, and the data represent categories that are not directly
related to each other. The bars do not touch. In a histogram , the data categories are
usually numerical intervals such as 0–9, 10–19, and so on. The bars in a histogram do touch.

EXAMPLE Use the data in the example above to make a vertical bar graph of Rick’s test scores.

������������������

��
�������

�� Choose an appropriate scale and interval.

��
Draw a bar for each test.
��
Title and label the graph.
�
� ��

�� �

��
��

��

��

��
�
��

��
��
���

��

�
��

��

��
�
��

�������

PRACTICE
1. Use the data in Practice Problem 1 above to make a histogram of the temperatures.

S78 Skills Bank

Scatter Plots and Trend Lines
A scatter plot is a graph of ordered pairs of data. A scatter plot can help you see any
clusters or trends in the data. A trend line is a straight line that accurately expresses the
trend of the data on a scatter plot. When drawing a trend line, try to follow clusters of data
and the overall pattern of the plot.

EXAMPLE 1 A teacher asked 15 students to record the time they spent studying
for their geometry test. The results are displayed in the table. Make
a scatter plot of the data in the table. Then draw a trend line for the
data. Explain the meaning of the trend line.

Time (min) Test Score ��������������������������������

0 50
���
60 60 ��
180 95 ��
Graph the ordered pairs ��
160 100

�����
(time, score) on a graph ��
100 90 ��
using a reasonable scale.
30 70 Draw a trend line. ��
��
15 60
��
45 80 ��
15 50 � �� �� �� ��� ��� ���
0 60 �������������������
60 75
120 85
90 80
45 70
30 65

The trend line indicates that a student’s scores improved as study time increased.

PRACTICE
Make a scatter plot of each data set. Then draw a trend line for the data. Explain the
meaning of the trend line.
1. A teacher asked nine students to record the number of minutes they spent watching TV
the day before a test. The results are displayed in the table.

Time Watching TV (min) 0 60 20 45 10 30 60 40 15

Test Score 28 15 20 18 27 29 16 17 24

2. A study was performed to see how age relates to the number of pizza slices someone
eats. The results of the study are in the table.

Age 12 6 18 20 11 12 15 9 7 4 10 5 10 14 17 15 20 5 9 14
Pizza Slices 4 2 10 8 6 7 7 5 4 1 5 3 6 5 8 6 9 4 6 6

Skills Bank S79

 Quartiles and Box-and-Whisker Plots
A box-and-whisker plot is a graph showing the lower extreme (the least value), the upper
extreme (the greatest value), the median, the lower quartile (the median of the lower half
of the data), and the upper quartile (the median of the upper half of the data).

EXAMPLE 1 Make a box-and-whisker plot of the test scores below.

Test Score 9 6 3 8 10 4 7 3 9 7

3, 3, 4, 6, 7, 7, 8, 9, 9, 10 Order the data from least to greatest.

3, 3, 4, 6, 7, 7, 8, 9, 9, 10 Identify the lower and upper extremes.
3, 3, 4, 6, 7, 7, 8, 9, 9, 10 Identify the median.

3, 3, 4, 6, 7, 7, 8, 9, 9, 10 Identify the lower quartile and the upper quartile.

Make a box using the median and upper and lower quartiles. Place a
bar at the upper and lower extremes. Connect the bars to the box
� � �� with segments called whiskers.

PRACTICE
1. Make a box-and-whisker plot of the data set.
12 18 10 17 18 15 17 13 7 14 19

Circle Graphs
Circle graphs are used to represent data as percentages of the total. To draw a circle graph,
convert the data to percentages, and then make a section of the circle for each category.

EXAMPLE 1 Make a circle graph of the data from the study in the table.

Team Fans Percent of fans Degrees of Circle

Draw a circle, and
Cougars 375 ____
375
= 37.5% 0.375(360°) = 135° ������� use the angle
1000
____
375 ����� degrees to make
Panthers 375 1000
= 37.5% 0.375(360°) = 135°
____
125 �������� the sections.
Jaguars 125 1000
= 12.5% 0.125(360°) = 45° ��������
�����
____
75 �����������
Tigers 75 1000
= 7.5% 0.075(360°) = 27°
____
50 �������������
Lions 50 1000
= 5% 0.05(360°) = 18°

PRACTICE
1. Make a circle graph of the data in the table. Favorite Food Number of Students
Salad 5
Pizza 10
Smoothie 4
Soup 1

S80 Skills Bank

Misleading Graphs and Statistics
Graphs can be misleading if the related statistics are distorted. ����������������

EXAMPLE Explain why this graph is misleading. ����

���������
Gary’s score appears to be about three times that of Matt’s. Matt ����
appears to do twice as well as Peter. This is because the scale on the
graph begins well above zero. In fact, Gary is only 0.6% above Matt, ����
and Peter is 0.2% below Matt. ����

����
���� ���� �����
��������

PRACTICE
Explain why each graph is misleading.
1. ��������������� 2. �������������������
��������
��
����������������
������
��� ����� ��
���
��
����� ��
�� ��
��

��

��

��

��

��
��

��

��

��

��

��
����

Venn Diagrams
Venn diagrams are used to show relationships between two or more sets of numbers or
objects. They show which elements are common between sets.

EXAMPLE Draw a Venn diagram to show the relationship between the factors
of 24 and factors of 32.

Step 1: Find the elements of each set.

A: {1, 2, 3, 4, 6, 8, 12, 24} B: {1, 2, 4, 8, 16, 32}
Step 2: Draw a Venn diagram. � �
Draw two overlapping ovals, one for
�
each set. Write factors that are in � � ��
�
both sets in the overlapping region.
�� �� � ��
Write factors in one set only in the
�
non-overlapping parts.

PRACTICE
Draw a Venn diagram to show the relationship between the following sets.
1. factors of 9 and factors of 8 2. factors of 36 and factors of 30 3. factors of 60 and factors of 72

Skills Bank S81

 Postulates, Theorems, and Corollaries
Chapter 1 Thm. 2-7-1 Common Segments Theorem Given
collinear points A, B, C, and D arranged as
̶̶ ̶̶ ̶̶ ̶̶
Post. 1-1-1 Through any two points there is shown, if AB ≅ CD, then AC ≅ BD. (Common
exactly one line. (p. 7) Segs. Thm.; p. 118)
Post. 1-1-2 Through any three noncollinear points
there is exactly one plane containing them. (p. 7) � � � �
Post. 1-1-3 If two points lie in a plane, then the Thm. 2-7-2 Vertical Angles Theorem Vertical
line containing those points lies in the plane. angles are congruent. (Vert.  Thm.; p. 120)
(p. 7)
Thm. 2-7-3 If two congruent angles are
Post. 1-1-4 If two lines intersect, then they supplementary, then each angle is a right angle.
intersect in exactly one point. (p. 8) (≅  supp. → rt. ; p. 120)
Post. 1-1-5 If two planes intersect, then they
intersect in exactly one line. (p. 8)
Post. 1-2-1 Ruler Postulate The points on a line
Chapter 3
can be put into a one-to-one correspondence Post. 3-2-1 Corresponding Angles Postulate
with the real numbers. (Ruler Post.; p. 13) If two parallel lines are cut by a transversal, then
Post. 1-2-2 Segment Addition Postulate If B is the pairs of corresponding angles are congruent.
between A and C, then AB + BC = AC. (Seg. Add. (Corr.  Post.; p. 155)
Post.; p. 14) Thm. 3-2-2 Alternate Interior Angles Theorem
Post. 1-3-1 Protractor Postulate Given AB
 and If two parallel lines are cut by a transversal,
, all rays that can be drawn from
a point O on AB then the pairs of alternate interior angles are
O can be put into a one-to-one correspondence congruent. (Alt. Int.  Thm.; p. 156)
with the real numbers from 0 to 180. (Protractor Thm. 3-2-3 Alternate Exterior Angles Theorem
Post.; p. 20) If two parallel lines are cut by a transversal, then
Post. 1-3-2 Angle Addition Postulate If S is in the two pairs of alternate exterior angles are
the interior of ∠PQR, then m∠PQS + m∠SQR = congruent. (Alt. Ext.  Thm.; p. 156)
m∠PQR. (∠ Add. Post.; p. 22) Thm. 3-2-4 Same-Side Interior Angles Theorem
Thm. 1-6-1 Pythagorean Theorem In a right If two parallel lines are cut by a transversal, then
triangle, the sum of the squares of the lengths of the two pairs of same-side interior angles are
the legs is equal to the square of the length of the supplementary. (Same-Side Int.  Thm.; p. 156)
hypotenuse. (Pyth. Thm.; p. 45) Post. 3-3-1 Converse of the Corresponding
Angles Postulate If two coplanar lines are cut
by a transversal so that a pair of corresponding
Chapter 2 angles are congruent, then the two lines are
Thm. 2-6-1 Linear Pair Theorem If two angles parallel. (Conv. of Corr.  Post.; p. 162)
form a linear pair, then they are supplementary. Post. 3-3-2 Parallel Postulate Through a point P
(Lin. Pair Thm.; p. 110) not on line ℓ, there is exactly one line parallel to
Thm. 2-6-2 Congruent Supplements Theorem ℓ. (Parallel Post.; p. 163)
If two angles are supplementary to the same Thm. 3-3-3 Converse of the Alternate Interior
angle (or to two congruent angles), then the two Angles Theorem If two coplanar lines are
angles are congruent. (≅ Supps. Thm.; p. 111) cut by a transversal so that a pair of alternate
Thm. 2-6-3 Right Angle Congruence Theorem interior angles are congruent, then the two lines
All right angles are congruent. (Rt. ∠ ≅ Thm.; are parallel. (Conv. of Alt. Int.  Thm.; p. 163)
p. 112) Thm. 3-3-4 Converse of the Alternate Exterior
Thm. 2-6-4 Congruent Complements Theorem Angles Theorem If two coplanar lines are
If two angles are complementary to the same cut by a transversal so that a pair of alternate
angle (or to two congruent angles), then the two exterior angles are congruent, then the two lines
angles are congruent. (≅ Comps. Thm.; p. 112) are parallel. (Conv. of Alt. Ext.  Thm.; p. 163)

S82 Postulates, Theorems, and Corollaries

Thm. 3-3-5 Converse of the Same-Side Interior Post. 4-4-2 Side-Angle-Side (SAS) Congruence
Angles Theorem If two coplanar lines are Postulate If two sides and the included angle
cut by a transversal so that a pair of same-side of one triangle are congruent to two sides and
interior angles are supplementary, then the two the included angle of another triangle, then the
lines are parallel. (Conv. of Same-Side Int.  triangles are congruent. (SAS; p. 243)
Thm.; p. 163) Post. 4-5-1 Angle-Side-Angle (ASA)
Thm. 3-4-1 If two intersecting lines form a linear Congruence Postulate If two angles and the
pair of congruent angles, then the lines are included side of one triangle are congruent to
perpendicular. (2 intersecting lines form lin. pair two angles and the included side of another
of ≅  → lines ⊥; p. 173) triangle, then the triangles are congruent.
Thm. 3-4-2 Perpendicular Transversal Theorem (ASA; p. 252)
In a plane, if a transversal is perpendicular to Thm. 4-5-2 Angle-Angle-Side (AAS)
one of two parallel lines, then it is perpendicular Congruence Theorem If two angles and a
to the other line. (⊥ Transv. Thm.; p. 173) nonincluded side of one triangle are congruent
Thm. 3-4-3 If two coplanar lines are perpendicular to the corresponding angles and nonincluded
to the same line, then the two lines are parallel side of another triangle, then the triangles are
to each other. (2 lines ⊥ to same line → 2 lines ǁ; congruent. (AAS; p. 254)
p. 173) Thm. 4-5-3 Hypotenuse-Leg (HL) Congruence
Thm. 3-5-1 Parallel Lines Theorem In a Theorem If the hypotenuse and a leg of a right
coordinate plane, two nonvertical lines are triangle are congruent to the hypotenuse and a
parallel if and only if they have the same slope. leg of another right triangle, then the triangles
Any two vertical lines are parallel. (ǁ Lines Thm.; are congruent. (HL; p. 255)
p. 184) Thm. 4-8-1 Isosceles Triangle Theorem If two
Thm. 3-5-2 Perpendicular Lines Theorem In sides of a triangle are congruent, then the angles
a coordinate plane, two nonvertical lines are opposite the sides are congruent. (Isosc. △ Thm.;
perpendicular if and only if the product of their p. 273)
slopes is -1. Vertical and horizontal lines are Thm. 4-8-2 Converse of the Isosceles Triangle
perpendicular. (⊥ Lines Thm.; p. 184) Theorem If two angles of a triangle are
congruent, then the sides opposite those angles
are congruent. (Conv. of Isosc. △ Thm.; p. 273)
Chapter 4 Cor. 4-8-3 If a triangle is equilateral, then it is
Thm. 4-2-1 Triangle Sum Theorem The sum of equiangular. (equilateral △ → equiangular;
the angle measures of a triangle is 180°. (△ Sum p. 274)
Thm.; p. 223) Cor. 4-8-4 If a triangle is equiangular, then it is
Cor. 4-2-2 The acute angles of a right triangle are equilateral. (equiangular △ → equilateral;
complementary. (Acute  of rt. △ are comp.; p. 275)
p. 224)
Cor. 4-2-3 The measure of each angle of an Chapter 5
equiangular triangle is 60°. (p. 224)
Thm. 4-2-4 Exterior Angle Theorem The Thm. 5-1-1 Perpendicular Bisector Theorem
measure of an exterior angle of a triangle is If a point is on the perpendicular bisector
equal to the sum of the measures of its remote of a segment, then it is equidistant from the
interior angles. (Ext. ∠ Thm.; p. 225) endpoints of the segment. (⊥ Bisector Thm.;
p. 300)
Thm. 4-2-5 Third Angles Theorem If two angles
of one triangle are congruent to two angles of Thm. 5-1-2 Converse of the Perpendicular
another triangle, then the third pair of angles are Bisector Theorem If a point is equidistant from
congruent. (Third  Thm.; p. 226) the endpoints of a segment, then it is on the
perpendicular bisector of the segment. (Conv. of
Post. 4-4-1 Side-Side-Side (SSS) Congruence ⊥ Bisector Thm.; p. 300)
Postulate If three sides of one triangle are
congruent to three sides of another triangle, Thm. 5-1-3 Angle Bisector Theorem If a point is
then the triangles are congruent. (SSS; p. 242) on the bisector of an angle, then it is equidistant
from the sides of the angle. (∠ Bisector Thm.;
p. 301)

Postulates, Theorems, and Corollaries S83

 Thm. 5-1-4 Converse of the Angle Bisector Thm. 5-7-2 Pythagorean Inequalities
Theorem If a point in the interior of an angle is Theorem In △ABC, c is the length of the longest
equidistant from the sides of the angle, then it is side. If c 2 > a 2 + b 2, then △ABC is an obtuse
on the bisector of the angle. (Conv. of ∠ Bisector triangle. If c 2 < a 2 + b 2, then △ABC is an acute
Thm.; p. 301) triangle. (Pyth. Inequal. Thm.; p. 351)
Thm. 5-2-1 Circumcenter Theorem The Thm. 5-8-1 45°-45°-90° Triangle Theorem In a
circumcenter of a triangle is equidistant from 45°-45°-90° triangle, both legs are congruent,
the vertices of the triangle. (Circumcenter Thm.; and the length of the hypotenuse is the length of
p. 307) a leg times √2 . (45°-45°-90° △ Thm.; p. 356)
Thm. 5-2-2 Incenter Theorem The incenter of Thm. 5-8-2 30°-60°-90° Triangle Theorem In
a triangle is equidistant from the sides of the a 30°-60°-90° triangle, the length of the
triangle. (Incenter Thm.; p. 309) hypotenuse is 2 times the length of the shorter
Thm. 5-3-1 Centroid Theorem The centroid of leg, and the length of the longer leg is the length
a triangle is located __23 of the distance from each of the shorter leg times √3 . (30°-60°-90° △ Thm.;
vertex to the midpoint of the opposite side. p. 358)
(Centroid Thm.; p. 314)
Thm. 5-4-1 Triangle Midsegment Theorem Chapter 6
A midsegment of a triangle is parallel to a side of
a triangle, and its length is half the length of that Thm. 6-1-1 Polygon Angle Sum Theorem The
side. (△ Midsegment Thm.; p. 323) sum of the interior angle measures of a convex
Thm. 5-5-1 If two sides of a triangle are not polygon with n sides is (n - 2)180°. (Polygon ∠
congruent, then the larger angle is opposite the Sum Thm.; p. 383)
longer side. (In △, larger ∠ is opp. longer side; Thm. 6-1-2 Polygon Exterior Angle Sum
p. 333) Theorem The sum of the exterior angle
Thm. 5-5-2 If two angles of a triangle are not measures, one angle at each vertex, of a convex
congruent, then the longer side is opposite the polygon is 360°. (Polygon Ext. ∠ Sum Thm.;
larger angle. (In △, longer side is opp. larger ∠; p. 384)
p. 333) Thm. 6-2-1 If a quadrilateral is a parallelogram,
Thm. 5-5-3 Triangle Inequality Theorem The then its opposite sides are congruent. ( →
sum of any two side lengths of a triangle is opp. sides ≅; p. 391)
greater than the third side length. (△ Inequal. Thm. 6-2-2 If a quadrilateral is a parallelogram,
Thm.; p. 334) then its opposite angles are congruent. ( →
Thm. 5-6-1 Hinge Theorem If two sides of one opp.  ≅; p. 392)
triangle are congruent to two sides of another Thm. 6-2-3 If a quadrilateral is a parallelogram,
triangle and the included angles are not then its consecutive angles are supplementary.
congruent, then the longer third side is across ( → cons.  supp.; p. 392)
from the larger included angle. (Hinge Thm.; Thm. 6-2-4 If a quadrilateral is a parallelogram,
p. 340) then its diagonals bisect each other. ( → diags.
Thm. 5-6-2 Converse of the Hinge Theorem bisect each other; p. 392)
If two sides of one triangle are congruent to two Thm. 6-3-1 If one pair of opposite sides of a
sides of another triangle and the third sides are quadrilateral are parallel and congruent, then
not congruent, then the larger included angle is the quadrilateral is a parallelogram. (quad. with
across from the longer third side. (Conv. of Hinge pair of opp. sides ǁ and ≅ → ; p. 398)
Thm.; p. 340)
Thm. 6-3-2 If both pairs of opposite sides
Thm. 5-7-1 Converse of the Pythagorean of a quadrilateral are congruent, then the
Theorem If the sum of the squares of the quadrilateral is a parallelogram. (quad. with
lengths of two sides of a triangle is equal to the opp. sides ≅ → ; p. 398)
square of the length of the third side, then the
triangle is a right triangle. (Conv. of Pyth. Thm.; Thm. 6-3-3 If both pairs of opposite angles
p. 350) of a quadrilateral are congruent, then the
quadrilateral is a parallelogram. (quad. with
opp.  ≅ → ; p. 398)

S84 Postulates, Theorems, and Corollaries

Thm. 6-3-4 If an angle of a quadrilateral is Thm. 6-6-5 A trapezoid is isosceles if and only if its
supplementary to both of its consecutive angles, diagonals are congruent. (isosc. trap ↔ diags. ≅;
then the quadrilateral is a parallelogram. (quad. p. 429)
with ∠ supp. to cons.  → ; p. 399) Thm. 6-6-6 Trapezoid Midsegment Theorem
Thm. 6-3-5 If the diagonals of a quadrilateral The midsegment of a trapezoid is parallel to
bisect each other, then the quadrilateral is a each base, and its length is one half the sum
parallelogram. (quad. with diags. bisecting each of the lengths of the bases. (Trap. Midsegment
other → ; p. 399) Thm.; p. 431)
Thm. 6-4-1 If a quadrilateral is a rectangle, then it
is a parallelogram. (rect. → ; p. 408)
Chapter 7
Thm. 6-4-2 If a parallelogram is a rectangle, then
its diagonals are congruent. (rect. → diags. ≅; Post. 7-3-1 Angle-Angle (AA) Similarity
p. 408) Postulate If two angles of one triangle are
Thm. 6-4-3 If a quadrilateral is a rhombus, then it congruent to two angles of another triangle,
is a parallelogram. (rhombus → ; p. 409) then the triangles are similar. (AA ∼ Post.; p. 470)

Thm. 6-4-4 If a parallelogram is a rhombus, then Thm. 7-3-2 Side-Side-Side (SSS) Similarity
its diagonals are perpendicular. (rhombus → Theorem If the three sides of one triangle are
diags. ⊥; p. 409) proportional to the three corresponding sides of
another triangle, then the triangles are similar.
Thm. 6-4-5 If a parallelogram is a rhombus, then (SSS ∼ Thm.; p. 470)
each diagonal bisects a pair of opposite angles.
(rhombus → each diag. bisects opp. ; p. 409) Thm. 7-3-3 Side-Angle-Side (SAS) Similarity
Theorem If two sides of one triangle are
Thm. 6-5-1 If one angle of a parallelogram is a proportional to two sides of another triangle and
right angle, then the parallelogram is a rectangle. their included angles are congruent, then the
( with one rt. ∠ → rect.; p. 418) triangles are similar. (SAS ∼ Thm.; p. 471)
Thm. 6-5-2 If the diagonals of a parallelogram are Thm. 7-4-1 Triangle Proportionality Theorem
congruent, then the parallelogram is a rectangle. If a line parallel to a side of a triangle intersects
( with diags. ≅ → rect.; p. 418) the other two sides, then it divides those sides
Thm. 6-5-3 If one pair of consecutive sides proportionally. (△ Proportionality Thm.; p. 481)
of a parallelogram are congruent, then the Thm. 7-4-2 Converse of the Triangle
parallelogram is a rhombus. ( with one pair Proportionality Theorem If a line divides
cons. sides ≅ → rhombus; p. 419) two sides of a triangle proportionally, then
Thm. 6-5-4 If the diagonals of a parallelogram it is parallel to the third side. (Conv. of △
are perpendicular, then the parallelogram is a Proportionality Thm.; p. 482)
rhombus. ( with diags. ⊥ → rhombus; p. 419) Cor. 7-4-3 Two-Transversal Proportionality
Thm. 6-5-5 If one diagonal of a parallelogram Corollary If three or more parallel lines
bisects a pair of opposite angles, then the intersect two transversals, then they divide
parallelogram is a rhombus. ( with diags. the transversals proportionally. (2-Transv.
bisecting opp.  → rhombus; p. 419) Proportionality Cor.; p. 482)
Thm. 6-6-1 If a quadrilateral is a kite, then its Thm. 7-4-4 Triangle Angle Bisector Theorem
diagonals are perpendicular. (kite → diags. ⊥; An angle bisector of a triangle divides the
p. 427) opposite side into two segments whose lengths
Thm. 6-6-2 If a quadrilateral is a kite, then exactly are proportional to the lengths of the other two
one pair of opposite angles are congruent. (kite sides. (△ ∠ Bisector Thm.; p. 483)
→ one pair opp.  ≅; p. 427) Thm. 7-5-1 Proportional Perimeters and Areas
Thm. 6-6-3 If a quadrilateral is an isosceles Theorem If the similarity ratio of two similar
trapezoid, then each pair of base angles are figures is __ab , then the ratio of their2 perimeters is
congruent. (isosc. trap. → base  ≅; p. 429)
__
a
b
, and the ratio of their areas is
b
___
a
2 ()
or a 2
__
b
. (p. 490)

Thm. 6-6-4 If a trapezoid has one pair of

congruent base angles, then the trapezoid is
isosceles. (trap. with pair base  ≅ → isosc.
trap.; p. 429)

Postulates, Theorems, and Corollaries S85

 Chapter 8 Thm. 11-2-3 In a circle, if a radius (or diameter)
is perpendicular to a chord, then it bisects
Thm. 8-1-1 The altitude to the hypotenuse of a the chord and its arc. (Diam. ⊥ chord → diam.
right triangle forms two triangles that are similar bisects chord and arc; p. 759)
to each other and to the original triangle. (p. 518) Thm. 11-2-4 In a circle, the perpendicular bisector
Cor. 8-1-2 Geometric Means Corollary The of a chord is a radius (or diameter). (⊥ bisector
length of the altitude to the hypotenuse of of chord is diam.; p. 759)
a right triangle is the geometric mean of the Thm. 11-4-1 Inscribed Angle Theorem The
lengths of the two segments of the hypotenuse. measure of an inscribed angle is half the
(p. 519) measure of its intercepted arc. (Inscribed ∠ Thm.;
Cor. 8-1-3 Geometric Means Corollary The p. 772)
length of a leg of a right triangle is the geometric Cor. 11-4-2 If inscribed angles of a circle intercept
mean of the lengths of the hypotenuse and the the same arc or are subtended by the same
segment of the hypotenuse adjacent to that leg. chord or arc, then the angles are congruent.
(p. 519) (p. 773)
Thm. 8-5-1 The Law of Sines For any △ABC Thm. 11-4-3 An inscribed angle subtends a
with side lengths a, b, and c, ____
sin A ____
sin B ____
sin C
a = b = c . semicircle if and only if the angle is a right angle.
(p. 552) (p. 774)
Thm. 8-5-2 The Law of Cosines For any △ABC Thm. 11-4-4 If a quadrilateral is inscribed
with sides a, b, and c, a 2 = b 2 + c 2 - 2bc cos A, in a circle, then its opposite angles are
b 2 = a 2 + c 2 - 2ac cos B, and c 2 = a 2 + b 2 - supplementary. (Quad. inscribed in circle → opp.
2ab cos C. (p. 553)  supp.; p. 775)
Thm. 11-5-1 If a tangent and a secant (or chord)
Chapter 9 intersect on a circle at the point of tangency,
then the measure of the angle formed is half the
Post. 9-1-1 Area Addition Postulate The area measure of its intercepted arc. (p. 782)
of a region is equal to the sum of the areas of its Thm. 11-5-2 If two secants or chords intersect in
nonoverlapping parts. (Area Add. Post.; p. 589) the interior of a circle, then the measure of each
angle formed is half the sum of the measures of
its intercepted arcs. (p. 783)
Chapter 11
Thm. 11-5-3 If a tangent and a secant, two
Thm. 11-1-1 If a line is tangent to a circle, then tangents, or two secants intersect in the exterior
it is perpendicular to the radius drawn to the of a circle, then the measure of the angle formed
point of tangency. (line tangent to ⊙ → line ⊥ to is half the difference of the measures of its
radius; p. 748) intercepted arcs. (p. 784)
Thm. 11-1-2 If a line is perpendicular to a radius Thm. 11-6-1 Chord-Chord Product Theorem
of a circle at a point on the circle, then the line If two chords intersect in the interior of a circle,
is tangent to the circle. (line ⊥ to radius → line then the products of the lengths of the segments
tangent to ⊙; p. 748) of the chords are equal. (p. 792)
Thm. 11-1-3 If two segments are tangent to a circle Thm. 11-6-2 Secant-Secant Product Theorem
from the same external point, then the segments If two secants intersect in the exterior of a
are congruent. (2 segs. tangent to ⊙ from same circle, then the product of the lengths of one
ext. pt. → segs. ≅; p. 749) secant segment and its external segment equals
the product of the lengths of the other secant
Post. 11-2-1 Arc Addition Postulate The
segment and its external segment. (whole •
measure of an arc formed by two adjacent arcs
outside = whole • outside; p. 793)
is the sum of the measures of the two arcs. (Arc
Add. Post.; p. 757) Thm. 11-6-3 Secant-Tangent Product Theorem
If a secant and a tangent intersect in the exterior
Thm. 11-2-2 In a circle or congruent circles:
of a circle, then the product of the lengths of the
(1) congruent central angles have congruent
secant segment and its external segment equals
chords, (2) congruent chords have congruent
the length of the tangent segment squared.
arcs, and (3) congruent arcs have congruent
(whole • outside = tangent 2 ; p. 794)
central angles. (≅ arcs have ≅ central  have ≅
chords; p. 757)

S86 Postulates, Theorems, and Corollaries

Thm. 11-7-1 Equation of a Circle The equation Thm. 12-4-2 The composition of two reflections
of a circle with center (h, k) and radius r across two parallel lines is equivalent to
is (x - h) + (y - k) = r 2. (p. 799)
2 2
a translation. The translation vector is
perpendicular to the lines. The length of the
translation vector is twice the distance between
Chapter 12 the lines. The composition of two reflections
across two intersecting lines is equivalent
Thm. 12-4-1 A composition of two isometries is an to a rotation. The center of rotation is the
isometry. (p. 848) intersection of the lines. The angle of rotation
is twice the measure of the angle formed by the
lines. (p. 849)
Thm. 12-4-3 Any translation or rotation is
equivalent to a composition of two reflections.
(p. 850)

Constructions
Angle Bisector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23 Parallel Lines . . . . . . . . . . . . . . . pp. 163, 170, 171, 179
Center of a Circle . . . . . . . . . . . . . . . . . . . . . . . . . p. 774 Parallelogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 404
Centroid of a Triangle . . . . . . . . . . . . . . . . . . . . . p. 314 Perpendicular Bisector
Circle Circumscribed of a Segment . . . . . . . . . . . . . . . . . . . . . . . . . p. 172
About a Triangle . . . . . . . . . . . . . . . . pp. 313, 778 Perpendicular Lines . . . . . . . . . . . . . . . . . . . . . . p. 179
Circle Inscribed in Rectangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 424
a Triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 313 Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . pp. 824, 829
Circle Through Three Regular Decagon . . . . . . . . . . . . . . . . . . . . . . . . . p. 381
Noncollinear Points . . . . . . . . . . . . . . . . . . . p. 763
Regular Dodecagon . . . . . . . . . . . . . . . . . . . . . . . p. 380
Circumcenter of
a Triangle . . . . . . . . . . . . . . . . . . . . . . pp. 307, 313 Regular Hexagon . . . . . . . . . . . . . . . . . . . . . . . . . p. 380

Congruent Angles . . . . . . . . . . . . . . . . . . . . . . . . . .p. 22 Regular Octagon. . . . . . . . . . . . . . . . . . . . . . . . . . p. 380

Congruent Segments. . . . . . . . . . . . . . . . . . . . . . . .p. 14 Regular Pentagon. . . . . . . . . . . . . . . . . . . . . . . . . p. 381

Congruent Triangles Rhombus . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 415, 424
Using ASA . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 253 Right Triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 258
Congruent Triangles Rotation . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 839, 844
Using SAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 243 Segment Bisector . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 16
Congruent Triangles Square. . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 380, 424
Using SSS . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 248
Tangent to a Circle
Dilation . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 872, 878 at a Point. . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 748
Equilateral Triangle . . . . . . . . . . . . . . . . . . . . . . . p. 220 Tangent to a Circle from
Incenter of a Triangle . . . . . . . . . . . . . . . . . . . . . p. 313 an Exterior Point . . . . . . . . . . . . . . . . . . . . . . p. 779
Irrational Numbers . . . . . . . . . . . . . . . . . . . . . . . p. 363 Translation . . . . . . . . . . . . . . . . . . . . . . . . pp. 831, 836
Kite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 435 Triangle Circumscribed
Midpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 16 About a Circle . . . . . . . . . . . . . . . . . . . . . . . . p. 779

Midsegment of a Triangle. . . . . . . . . . . . . . . . . . p. 327 Trisecting a Segment . . . . . . . . . . . . . . . . . . . . . . p. 487

Orthocenter of a Triangle . . . . . . . . . . . . . . . . . . p. 320

Constructions S87
 Selected Answers
Chapter 1 43. 14.02 m 45. 12 47. -23
̶̶ ̶̶
35. F 37. T 39. C 41. C 43. 12
49. -8x + 6 51. AD, BD 53. CB
 45. 30° 47. x = 8 49. y = 3 51. 17
53. 32 55. 52°
1-1 1-3
Check It Out! 1. Possible answer: 1-5
Check It Out! 1. ∠RTQ, ∠T,
plane R and plane ABC ∠STR, ∠1, ∠2 2a. 40°; acute Check It Out! 1. P =14 in.; A =
2. � � 2b. 125°; obtuse 2c. 105°; obtuse 12.75 in 2 2. 65 in 2 3. C ≈ 88.0 m;
3. 62° 4a. 34° 4b. 46° A ≈ 615.8 m 2
3. Possible answer: plane GHF
4. Exercises 1. ∠A, ∠R, ∠O Exercises 1. Both terms refer to
3. ∠AOB, ∠BOA, or ∠1; ∠BOC, the dist. around a figure.
∠COB, or ∠2; ∠AOC or ∠COA 3. P = 30 mm; A = 44 mm 2
5. 105°; obtuse 7. 70° 9. 28° 5. P = (x + 21) m; A = (2x + 6) m 2
Exercises 3. A, B, C, D, E 11. ∠1 or ∠JMK; ∠2 or ∠LMK; 7. C ≈ 13.2 m; A ≈ 13.9 m 2
5. Possible answer: planes ABC and ∠M or ∠JML 13. 93°; obtuse 9. C ≈ 50.3 cm; A ≈ 201.1 cm 2
 15. 66.6° 17. 20° 19. acute 11. P = 4x + 12; A = x 2 + 6x
21. acute 27. 67.5°; 22.5° 29. 16__13 13. 72 in 2 15. C ≈ 39.3 ft; A ≈ 122.7
7. � �
31. 9 33a. 9 b. 12 c. 0 < x < 15.6 ft 2 17. 82.81 yd 2 19. 6.1875 in 2
9. Possible answer: AB
 35. m∠COD = 72°; m∠BOC = 90° 21. 17.1 cm 23. Statement A
11. 37. No; an obtuse ∠ measures 25. 9y 2π 27. For a square, the
greater than 90°, so it cannot be ≅ length and width are both s, so
to an acute ∠ (less than 90°). P = 2l + 2w = 2s + 2s = 4s and
41. D 43. C 45. The  are acute. A = lw = s(s) = s 2. 29. b = 41 in.;
13. B, E, A 15. Possible answer: ABC An obtuse ∠ measures between 90° h = 38 in. 31a. ac + ad + bc + bd
17. � and 180°. Since __12 of 180 is 90, the b. (a + 1)(c + 1); ac + a + c + 1
resulting  must measure less than c. (a + 1)2; a 2 + 2a + 1 33. 28 ft
19. Possible answer: planes  and 
90°. 47. 36° or 4° 49. 8100 51. 22.4 35. 26.46 ft 2 37. 25__23 yd 2 or 231 ft 2
21.
53. � � � 39. 10 ft 41. __14
π 43. 50 45. Measure

23. any side as the base. Then measure

55.
� the height of the △ at a rt. ∠ to the
� base. 47. B 49. A 51. 83.7 in 2
� 53. 5; 8; 9 55. width = 16 in.;
25. U 27. U 29. If 2 lines intersect,
length = 20 in. 57. D: {4, -2, 16};
then they intersect in exactly 1 pt. 57. 6
R: {-2, 8, 0} 59. line or segment
31. A 33. A 35. Post. 1-1-3
1-4 61. 3
37. Post. 1-1-2 39. C 41. D
n(n - 1)
43. 6 45. _______
2
47. Mother is 36; Check It Out! 1a. adj.; lin. pair 1-6
twins are 11. 49. no 51. mean: 1b. not adj. 1c. not adj.
0.44; median: 0.442; mode: 0.44 2a. (102 - 7x)° 2b. 63__12 ° 3. 68° ( )
Check It Out! 1. __32 , 0 2. (4, 3)
̶̶ ̶̶̶
4. m∠1 = m∠2 = 62.4°; m∠4 = 3. EF = 5; GH = 5; EF ≅ GH
1-2 27.6° 5. Possible answer: 4a. 6.7 4b. 8.5 5. 60.5 ft
Check It Out! 1a. 3__12 1b. 4__12 ∠EDG and ∠FDH; m∠EDG ≈ Exercises 1. hypotenuse
3a. 1__23 3b. 24 4. 591.25 m m∠FDH ≈ 45°
( )
3. 1__12 , -4 5. (0, -2) 7. √
29 ;
5. RS = 4; ST = 4; RT = 8 Exercises 1. (90 - x)°; (180 - x)° 3 √
5 ; no 9. 15.0 11. 27.2 ft
̶̶̶ ̶̶̶
Exercises 1. XM and MY 3. 3.5 3. adj.; lin. pair 5. not adj. 7. 98.8° ( )
13. 3__12 , -4__12 15. (8, 4) 17. 2 √
5;
7. 29 9. x = 4; KL = 7; JL = 14 9. (185 - 6x)° 11. 69° 13. ∠ABE,
√29 ; no 19. 8.9 21. 18 in. 23. 4.47
11. 5__
11
15. 5 17. DE = EF =14; DF ∠CBD; ∠ABC, ∠EBD 15. adj.; lin.
12 ̶̶ 25. Divide each coord. by 2.
= 28 19a. C is the mdpt. of AE. pair 17. not adj. 19. 33.6°
27. 2.5 mi 31. 1 33. Let M be the
b. 16 21. 7.1 23. 4 25. S 21. (94 - 2x)° 23. m∠2 = 22.3°; ̶̶
mdpt. of AC; AM = MC = 5.0 ft;
27. Statement A 29. 6.5; -1.5 m∠3 = m∠4 = 67.7° 25. __13 27. 72°;
MB = MD ≈ 6.4 ft. 35. G 37. J
31. 3.375 33. 9 37. J 39. H 108° 29. 61°; 29° 31. 10°; 80°
39. ±2 41. AB = √ x2 + y2
33a. m∠JAH = 64°; m∠KAH = 26°
41. � 43. yes 45. 90°; rt. 47. 135°; obtuse
� � � b. m∠JAH = 131.5°; m∠KAH =
49. 4 ft 2
48.5° c. m∠JAH = m∠KAH = 7°

S88 Selected Answers

 1-7 acute; ∠XYW: rt.; ∠ZYW: acute; by 3. 2. If 2  are comp., then they
∠VYW: straight 17. 59° 18. 96° are acute. 3. F; possible answer: 7
Check It Out! 1a. translation; 19. only adj. 20. adj. and a 4. Converse: If an animal has
MNOP → M′N′O′P′ 1b. rotation;
lin. pair 21. not adj. 22. 15.4°; 4 paws, then it is a cat; F. Inverse: If
△XYZ → △X′Y′Z′ 2. rotation; 90°
105.4° 23. (94 - 2x)°; (184 - 2x)° an animal is not a cat, then it does
3. J′(-1, -5); K′(1, 5); L′(1, 0);
24. 73° 25. 14x - 2; 12x 2 - 3x not have 4 paws; F. Contrapositive:
M′(-1, 0) 4. (x, y) → (x - 4, y - 4)
26. 4x + 16; x 2 + 8x + 16 If an animal does not have 4 paws,
Exercises 1. Preimage is △XYZ ; 27. x + 15; 4x - 20 28. 10x + 54; then it is not a cat; T.
image is △X′Y′Z′ 3. reflection; 100x + 140 29. A ≈ 1385.4 m 2;
Exercises 1. converse
△ABC → △A′B′C′ 5. reflection C ≈ 131.9 m 30. A ≈ 153.9 ft 2;
3. Hypothesis: A person is at least
across the y-axis 7. (x, y) → C ≈ 44.0 ft 31. 12 m 32. Y(1, 3)
16 years old. Conclusion: A person
(x + 4, y + 4) 9. reflection; WXYZ 33. B(- 9, 6) 34. A(0, 2) 35. 8.5
can drive a car. 5. Hypothesis:
→ W′X′Y′Z′ 11. A′(-1, -1), 36. 7.3 37. 8.1 38. 90° rotation;
a - b < a. Conclusion: b is a
B′(4, -1), C(4, -4), D(-1, -4) DEFG → D′E′F′G′ 39. translation;
positive number. 7. If 0 < a < b,
13. reflection 15. reflection PQRS → P′Q′R′S′ 40. X′(-1, 1);
17. �� � � Y′(1, 4); Z′(2, 3)
then __()
a 2
b
< __ab . 9. T 11. F
13. Hypothesis: An animal is a
� �� tabby. Conclusion: An animal is a
cat. 15. Hypothesis: 8 ounces of
��
�
�
Chapter 2 cereal cost $2.99. Conclusion:
�� �� � � �� 16 ounces of cereal cost $5.98.
2-1 17. If the batter makes 3 strikes,
19. B 21. D 23. R′(-1, -12);
Check It Out! 1. 0.0004 2. odd then the batter is out. 19. T 21. T
S′(-3, -9); T ′(-7, -7)
3. Female whales are longer than 25. T 27. F 29. F 35. If a person
25. � is a Texan, then the person is an
� � male whales. 4a. Possible answer:
�� x = __12 4b. Possible answer: American. 37a. H: Only you can
�
�
find it. C: Everything’s got a moral.
�� �
b. If only you can find it, then
��
everything’s got a moral. 43. If a
29. A 31. A 33a. R″(1, 0); S″(0, 3); 4c. Jupiter or Saturn mineral has a hardness less than 5,
T′′(4, 3) b. (x, y) →( x + 3, y + 2) then it is not apatite; T. 45. If a
Exercises 3. __46 5. even
mineral is not apatite, then it is
35. � 7. The number of bacteria doubles
�� calcite; F. 47. If a mineral is calcite,
every 20 minutes. 9. The 3 pts. are
then it has a hardness less than 5; T.
�� collinear. 11. 5 P.M.
� 51. H 53. J 55. Some students are
13.
�� adults. Some adults are students.
�� � �� 57. 3 59. y = 2x + 1 61. T 63. T
15. n - 1 17. Possible answer: 65. __2
37. (-x, y) 39. x = -6 or x = 3 81
y = -1 19. m∠1 = m∠2 = 90°
41. x = 1 or x = 2 43. 13.9° 21. Possible answer: each term is 2-3
45. 4.1 47. 6.3 the previous term multiplied
Check It Out! 1. deductive
by __12 ; __
1 __
; 1 . 23. 2n + 1 25. F
SGR 16 32
̶̶ 2 ̶̶ 3 reasoning 2. valid 3. valid
27. T 29. __ 1
= 0.09, __ = 0.18, __
1. angle bisector 2. complementary ̶̶ 11 11 11 4. Polygon P is not a quad.
= 0.27,…; the fraction pattern is
angles 3. hypotenuse 4. A, F, multiples of __ 1
, and the decimal Exercises 3. deductive
11
E, G or C, G, D, B 5. Possible pattern is repeating multiples of reasoning 5. valid 7. invalid

answer: GC 0.09. 31. 34, 55, 89; each term is 9. deductive reasoning
6. Possible answer: plane AEG the sum of the 2 previous terms. 11. invalid 13. Dakota gets better
7. 33. odd 37. C 39. D 41. 12 years grades in Social Studies.
� �
8. 43. m∠CAB = m∠CBA; AC = CB 15. valid 17. valid 19. yes; no;
�
9. 45. yes 47. no 49. 10x - 6 because the first conditional is false
�
51. 6πx 53. (3, -2), (4, 0), (8, -1) 23. D 25. 196 27a. If you live in
� San Diego, then you live in the
�
� 2-2 United States. b. If you do not live
10. 3.5 11. 5 12. 7.6 13. 22 Check It Out! 1. Hypothesis: in California, then you do not live
14. 13; 13; 26 15. 18; 18; 36 A number is divisible by 6. in San Diego. If you do not live in
16. ∠VYX: rt.; ∠VYZ: obtuse; ∠XYZ: Conclusion: A number is divisible the United States, then you do not
live in California. c. If you do not

Selected Answers S89

 live in the United States, then you if the player is positioned behind 25. Sym. Prop. of ≅
do not live in San Diego. d. They home plate and catches throws 27. Trans. Prop. of = 29. x = 16;
are contrapositives of each other. from the pitcher. 21. yes 23. no 2(3.1x - 0.87) = 94.36 (Given); 6.2x
29. 2x + 10 31. -7c + 14 25. A square is a quad. with 4 ≅ - 1.74 = 94.36 (Distrib. Prop.); 6.2x
33. (-1.5, 3.5) sides and 4 rt. . 31. no 33. 5 = 96.1 (Add. Prop. of =); x = 15.5
37a. If I say it, then I mean it. If I (Div. Prop. of =); possible answer:
2-4 mean it, then I say it. 39. G the exact solution rounds to the
Check It Out! 1a. Conditional: If 43a. If an ∠ does not measure estimate. 31. ∠A ≅ ∠T
x+1
an ∠ is acute, then its measure is 105°, then the ∠ is not obtuse. 33. ____
2
= 3 (Mdpt. Formula;)
greater than 0° and less than 90°. b. If an ∠ is not obtuse, then it x + 1 = 6 (Mult. Prop. of =); x = 5
does not measure 105°. c. It is the 1+y
Converse: If an ∠’s measure is (Subtr. Prop. of =); ____
2
= 5 (Mdpt.
greater than 0° and less than 90°, contrapositive of the original. Formula); 1 + y = 10 (Mult. Prop. of
then the ∠ is acute. d. F; the inverse is false, and its =); y = 9 (Subtr. Prop. of =)
1b. Conditional: If Cho is a converse is true. 47. The graph 35a. 1733.65 = 92.50 + 79.96 +
member, then he has paid the is reflected across the x-axis and 983 + 10,820x (Given); 1733.65
$5 dues. Converse: If Cho has paid shifted 1 unit down and is narrower = 1155.46 + 10,820x (Simplify.);
the $5 dues, then he is a member. than the graph of the parent 578.19 = 10,820x (Subtr. Prop. of
2a. Converse: If it is Independence function. 49. T 51. S 53. F =); 0.05 ≈ x (Div. Prop. of =)
Day, then the date is July 4th. b. $1.71 37a. x + 15 ≤ 63 (Given); x
2-5 ≤ 48 (Subtr. Prop. of Inequal.)
Biconditional: It is July 4th if and
only if it is Independence Day. Check It Out! 1. __12 t = -7 (Given); b. -2x > 36 (Given); x < -18 (Div.
2b. Converse: If pts. are collinear, 2(__12 t) = 2(-7) (Mult. Prop. of =); t Prop. of Inequal.) 39. B 41. D
then they lie on the same line. = -14 (Simplify.) 2. C = __59 (F - 32) 43. PR = PA + RA (Seg. Add. Post.);
Biconditional: Pts. lie on the (Given); C = __59 (86 - 32) (Subst.); PA = QB, QB = RA (Given); PA =
same line if and only if they are C = __59 (54) (Simplify.); C = 30 RA (Trans. Prop. of =); PR = PA +
collinear. 3a. T 3b. F; y = 5 (Simplify.) 3. ∠ Add. Post.; Subst.; PA (Subst.); PA = 18(Given); PR
4a. A figure is a quad. if and only Simplify.; Subtr. Prop. of =; Mult. = 18 + 18 (Subst.); PR = 36 in.
if it is a 4-sided polygon. 4b. An Prop. of = 4a. Sym. Prop. of = (Simplify.) 45. 7 - 3x > 19 (Given);
∠ is a straight ∠ if and only if its 4b. Reflex. Prop. of = 4c. Trans. -3x > 12 (Subtr. Prop. of Inequal.);
measure is 180°. Prop. of = 4d. Sym. Prop. of ≅ x < -4 (Div. Prop. of Inequal.)
49. deductive reasoning
Exercises 3. Conditional: If Exercises 3. t - 3.2 = -8.3 (Given);
x+3
your medicine will be ready by t = -5.1 (Add. Prop. of =) 5. ____ -2
= 2-6
5 P.M. , then you dropped your 8 (Given); x + 3 = -16 (Mult. Prop.
prescription off by 8 A.M. Converse: of =); x = -19 (Subtr. Prop. of =) Check It Out!
If you drop your prescription off 7. 0 = 2(r - 3) + 4 (Given); 0 = 2r 1. 1. Given
by 8 A.M. , then your medicine will - 6 + 4 (Distrib. Prop.); 0 = 2r - 2 2. Def. of mdpt.
be ready by 5 P.M. 5. Converse: If (Simplify.); 2 = 2r (Add. Prop. of =); 3. Given
2 segs. are ≅, then they have the 1 = r (Div. Prop. of =) 9. C = $5.75 4. Trans. Prop. of ≅
same length. Biconditional: 2 segs. + $0.89m (Given); $11.98 = $5.75 2a. ∠1 and ∠2 are supp., and ∠2
have the same length if and only + $0.89m (Subst.); $6.23 = $0.89m and ∠3 are supp. 2b. m∠1 + m∠2
if they are ≅. 7. F 9. An animal is (Subtr. Prop. of =); m = 7 (Div. = m∠2 + m∠3 2c. Subtr. Prop. of =
a hummingbird if and only if it is Prop. of =) 11. Seg. Add. Post.; 2d. ∠1 ≅ ∠3
a tiny, brightly colored bird with Subst.; Subtr. Prop. of =; Add. Prop. 3. 1. ∠1 and ∠2 are comp. ∠2 and
narrow wings, a slender bill, and of =; Div. Prop. of = ∠3 are comp. (Given)
a long tongue. 11. Conditional: If 13. Trans. Prop. of = 15. Trans. 2. m∠1 + m∠2 = 90°, m∠2 +
a  is a rect., then it has 4 rt. . Prop. of ≅ 17. 1.6 = 3.2n (Given); m∠3 = 90° (Def. of comp. )
Converse: If a  has 4 rt. , then 0.5 = n (Div. Prop. of =) 3. m∠1 + m∠2 = m∠2 + m∠3
it is a rect. 13. Converse: If it is the 19. -(h + 3) = 72 (Given); -h - 3 (Subst.)
weekend, then today is Saturday = 72 (Distrib. Prop.); -h = 75 (Add. 4. m∠2 = m∠2 (Reflex. Prop.
or Sunday. Biconditional: Today is Prop. of =); h = -75 (Mult. Prop. of of =)
Saturday or Sunday if and only if it =) 21. __12 (p - 16) = 13 (Given); 5. m∠1 = m∠3 (Subtr. Prop.
is the weekend. 15. Converse: If a __
1
p - 8 = 13 (Distrib. Prop.); __12 p = of =)
2
△ is a rt. △, then it contains a rt. ∠. 21 (Add. Prop. of =); p = 42 (Mult. 6. ∠1 ≅ ∠3 (Def. of ≅ )
Biconditional: A △ contains a rt. ∠ Prop. of =) 23. ∠ Add. Post.; Subst.;
Exercises 1. statements; reasons
if and only if it is a rt. △. 17. T Simplify.; Subtr. Prop. of =; Add.
19. A player is a catcher if and only Prop. of =; Div. Prop. of = 3. 1. Given

S90 Selected Answers

 2. Subst. ∠3 ≅ ∠4. By the Trans. Prop. of ≅, the right. The next 2 items are
3. Simplify. ∠2 ≅ ∠4. Similarly, ∠2 ≅ ∠3. and .
4. Add. Prop. of =
Exercises 1. flowchart __
1
6. Each item is greater than the
5. Simplify. 6
3. 1. ∠1 ≅ ∠2 (Given) previous one. The next 2 items
6. Def. of supp. 
̶̶ 2. ∠1 and ∠2 are supp. (Lin. Pair are _5 and 1. 7. The white section
5. 1. X is the mdpt. of AY. Y is the Thm.) 6
̶̶ is halved. If the white section is a
mdpt. of XB. (Given) 3. ∠1 and ∠2 are rt. .
̶̶ ̶̶ ̶̶ ̶̶ rect. but not a square, it is halved
2. AX ≅ XY, XY ≅ YB (Def. of (≅  supp. → rt. )
mdpt.) horiz. and the upper portion is
̶̶ ̶̶ 5. 1. ∠2 ≅ ∠4 (Given) colored yellow. If the white section
3. AX ≅ YB (Trans. Prop. of ≅)
2. ∠1 ≅ ∠2 , ∠3 ≅ ∠4 (Vert.  is a square, it is halved vert. and
7a. m∠1 + m∠2 = 180°, m∠3 +
Thm.) the left portion is colored yellow.
m∠4 = 180° b. Subst. c. m∠1 =
3. ∠1 ≅ ∠4 (Trans. Prop. of ≅) The next 2 items are
m∠4 d. Def. of ≅ 
̶̶ ̶̶ ̶̶ ̶̶ 4. ∠1 ≅ ∠3 (Trans. Prop. of ≅)
9. 1. BE ≅ CE , DE ≅ AE (Given) ̶̶
7. 1. B is the mdpt. of AC. (Given)
2. BE = CE, DE = AE (Def. of ≅ ̶̶ ̶̶
2. AB ≅ BC (Def. of mdpt.) and .
segs.) 3. AB = BC (Def. of ≅ segs.) 8. odd 9. positive 10. F; 0
3. AE + BE = AB, CE + DE = CD 4. AD + DB = AB, BE + EC = BC 11. T 12. T 13. F; during a
(Seg. Add. Post.) (Seg. Add. Post.) leap year, there are 29 days in
4. DE + CE = AB (Subst.) 5. AD + DB = BE + EC (Subst.) February. 14. Check students’
5. AB = CD (Subst.) 6. AD = EC (Given)
̶̶ ̶̶ constructions. Possible answer: The
6. AB ≅ CD (Def. of ≅ segs.) 7. DB = BE (Subtr. Prop. of =) 3 ∠ bisectors of a △ intersect in the
11. 132° 13. 59° 17. S 19. N 9. 1. ∠1 ≅ ∠4 (Given) int. of the △. 15. If it is Monday,
21. x = 16 25. C 27. D 29. a = 17; 2. ∠1 ≅ ∠2 (Vert.  Thm.) then it is a weekday.
37.5°, 52.5°, and 37.5° 31. 24% 3. ∠4 ≅ ∠2 (Trans. Prop. of ≅) 16. If something is a lichen, then it
35. Sym. Prop. of ≅ 4. m∠4 = m∠2 (Def. of ≅ ) is a fungus. 17. T 18. F; possible
5. ∠3 and ∠4 are supp. (Lin. Pair answer: √ 2 and √ 2 19. Converse:
2-7
Thm.) If m∠X = 90°, then ∠X is a rt. ∠; T.
Check It Out! 6. m∠3 + m∠4 = 180° (Def. of Inverse: If ∠X is not a rt. ∠, then
1. 1. RS = UV, ST = TU (Given) supp. ) m∠X ≠ 90°; T. Contrapositive: If
2. RS + ST = TU + UV (Add. 7. m∠3 + m∠2 = 180° (Subst.) m∠X ≠ 90°, then ∠X is not a rt. ∠;
Prop. of =) 8. ∠2 and ∠3 are supp. (Def. of T. 20. Converse: If x = 2, then x is
3. RS + ST = RT, TU + UV = TV supp. ) a whole number; T. Inverse: If x is
(Seg. Add. Post.) 11. 13 cm; conv. of the Common not a whole number, then x ≠ 2; T.
4. RT = TV (Subst.) Segs. Thm. 13. 37°, Vert.  Thm. Contrapositive: If x ≠ 2, then x is
̶̶ ̶̶
5. RT ≅ TV (Def. of ≅ segs.) 15. y = 11 17. A 21. C 23. D not a whole number; F.
2. 25. 1. ∠AOC ≅ ∠BOD (Given) 21. F 22. T 23. F 24. Sara’s call
����������������
���������������� 2. m∠AOC = m∠BOD (Def. of lasted 7 min. 25. The cost of Paulo’s
�������������� ≅ ) long-distance call is $2.78. 26. No
3. m∠AOB + m∠BOC = conclusion; the number and length
������� ������� m∠AOC, m∠BOC + m∠COD = of calls are unknown. 27. yes
����� ������������� m∠BOD (∠ Add. Post.) 28. no; possible answer: x = 2
4. m∠AOB + m∠BOC = 29. no; possible answer: a seg. with
���������
m∠BOC + m∠COD (Subst.) endpoints (3, 7) and (-5, -1)
�����������
5. m∠BOC = m∠BOC (Reflex. 30. yes 31. comp. 32. positive
3. 1. ∠WXY is a rt. ∠. (Given) Prop. of =) 33. greater than 50 mi/h
2. m∠WXY = 90° (Def. of rt. ∠) 6. m∠AOB = m∠COD (Subtr. 34. 4s 35. ___
m
+ 3 = -4.5 (Given);
-5
3. m∠2 + m∠3 = m∠WXY Prop. of =) ___
m
= -7.5 (Subtr. Prop. of =); m
-5
(∠ Add. Post.) 7. ∠AOB ≅ ∠COD (Def. of ≅ ) = 37.5 (Mult. Prop. of =) 36. -47
4. m∠2 + m∠3 = 90° (Subst.) 27. x = 31 and y = 11.5; 86°, 94°, = 3x - 59 (Given); 12 = 3x (Add.
5. ∠1 ≅ ∠3 (Given) 86°, and 94° 29. (-4, 5) Prop. of =); 4 = x (Div. Prop. of =)
6. m∠1 = m∠3 (Def. of ≅ ) 37. Reflex. Prop. of = 38. Sym.
7. m∠2 + m∠1 = 90° (Subst.) SGR Prop. of ≅ 39. Trans. Prop. of
8. ∠1 and ∠2 are comp. (Def. of = 40. figure ABCD 41. m∠5 =
1. theorem 2. deductive reasoning ̶̶ ̶̶
comp. ) m∠2 42. CD ≅ EF 43. I = Prt
3. counterexample 4. conjecture
4. It is given that ∠1 ≅ ∠4. By 5. The rightmost △ is duplicated, (Given); 4200 = P(0.06)(4)
the Vert.  Thm., ∠1 ≅ ∠2 and rotated 180°, and shifted to (Subst.); 4200 = P(0.24) (Simplify.);

Selected Answers S91

 17,500 = P (Div. Prop. of =) b. same-side int.  35–39. Possible 2. m∠1 = m∠4 (Def. ≅ )
44. 1. Given answers given. 35. ∠5 and ∠8 3. ∠3 and ∠4 are supp. (Given)
2. Def. of comp.  37. ∠1 and ∠5 39. transv. n; alt. int. 4. m∠3 + m∠4 = 180° (Def.
3. Given  41. The lines are skew. 45. G supp. )
4. Def. of ≅  47. F 49. transv. m: ∠1 and ∠3, ∠2 5. m∠3 + m∠1 = 180° (Subst.)
5. Subst. and ∠4, ∠5 and ∠7, ∠6 and ∠8; 6. m∠2 = m∠3 (Vert.  Thm.)
6. Def. of comp.  transv. n: ∠9 and ∠11, ∠10 and 7. m∠2 + m∠1 = 180° (Subst.)
45a. Given b. TU = UV ∠12, ∠13 and ∠15, ∠14 and ∠16; 8. ℓ ǁ m (Conv. of Same-Side Int.
c. SU + UV = SV d. Subst. transv. p: ∠1 and ∠9, ∠2 and ∠10,  Thm.)
∠5 and ∠13, ∠6 and ∠14; transv. q: 4. 4y - 2 = 4(8) - 2 = 30°; 3y + 6
46. z = 22.5 47. x = 17
∠3 and ∠11, ∠4 and ∠12, ∠7 and = 3(8) + 6 = 30°; The  are ≅, so
48. ����������������������� ∠15, ∠8 and ∠16 51. transv. m: ∠1
�����������������������
the oars are ǁ by the Conv. of Corr.
and ∠8, ∠4 and ∠5; transv. n: ∠9  Post.
�����
and ∠16, ∠12 and ∠13; transv. p:
∠1 and ∠14, ∠2 and ∠13; transv. q: Exercises 1. ∠4 ≅ ∠5, so p ǁ q by
�����������
����������� ∠3 and ∠16, ∠4 and ∠15 53. corr. the Conv. of Corr.  Post. 3. m∠4
�������������
������������������  55. -3; -7; -3; 9; 29 57. -8; = 47°, and m∠5 = 47°, so ∠4 ≅
-9; -8; -5; 0 59. C = 11.9 m; A = ∠5. p ǁ q by the Conv. of Corr. 
�����������
11.3 m 2 61. Lin. Pair Thm. Post. 5. ∠3 and ∠4 are supp., so
�������������
r ǁ s by the Conv. of Same-Side Int.
49. It is given that ∠ADE and 3-2  Thm. 7. m∠4 = 61°, and m∠8 =
∠DAE are comp. and ∠ADE and 61°, so ∠4 ≅ ∠8. r ǁ s by the Conv.
Check It Out! 1. m∠QRS = 62°
∠BAC are comp. By the ≅ Comps. of Alt. Int.  Thm. 9. m∠2 = 132°,
2. m∠ABD = 60° 3. 55° and 60°
Thm., ∠DAE ≅ ∠BAC. By the and m∠6 = 132°, so ∠2 ≅ ∠6.
Reflex. Prop. of ≅, ∠CAE ≅ ∠CAE. Exercises 1. m∠JKL = 127° 3. m∠1 r ǁ s by the Conv. of Alt. Ext. 
By the Common  Thm., ∠DAC ≅ = 90° 5. x = 8; y = 9 7. m∠VYX = Thm. 11. m∠1 = 60°, and m∠2 =
∠BAE. 50. w = 45; Vert.  Thm. 100° 9. m∠EFG = 102° 11. m∠STU 60°, so ∠1 ≅ ∠2. By the Conv. of Alt.
51. x = 45; ≅  supp. → rt.  = 90° 13. 120°; Corr.  Post. Int.  Thm., the landings are ǁ.
15. 60°; Same-Side Int.  Thm. 13. m∠4 = 54°, and m∠8 = 54°,
17. 60°; Lin. Pair Thm. 19. 120°; so ∠4 ≅ ∠8. ℓ ǁ m by the Conv. of
Chapter 3 Vert.  Thm. 21. x = 4; Same-Side Corr.  Post. 15. m∠1 = 55°, and
Int.  Thm.; m∠3 = 103°; m∠4 = m∠5 = 55°, so ∠1 ≅ ∠5. ℓ ǁ m by
3-1 77° the Conv. of Corr.  Post. 17. ∠2 ≅
23. x = 3; Corr.  Post.; m∠1 = ∠7, so n ǁ p by the Conv. of Alt. Ext.
Check It Out! 1–2. Possible m∠4 = 42° 25a. ∠1 ≅ ∠3 b. Corr.  Thm. 19. m∠1 = 105°, and m∠8
̶̶ ̶̶
answers given. 1a. BF ǁ EJ  Post. c. ∠1 ≅ ∠2 d. Trans. Prop. = 105°, so ∠1 ≅ ∠8. n ǁ p by the
̶̶ ̶̶
1b. BF and DE are skew. of ≅ 29a. same-side int.  b. By Conv. of Alt. Ext.  Thm. 21. m∠3
̶̶ ̶̶
1c. BF ⊥ FJ 1d. plane FJH ǁ plane the Same-Side Int.  Thm., m∠QRT = 75°, and m∠5 = 105°. 75° + 105°
BCD 2a. ∠1 and ∠3 2b. ∠2 and + m∠STR = 180°. m∠QRT = 25° + = 180°, so ∠3 and ∠5 are supp. ℓ ǁ
∠7 2c. ∠1 and ∠8 2d. ∠2 and ∠3 90° = 115°, so m∠STR = 65°. m by the Conv. of Same-Side Int. 
3. transv. n; same-side int.  31. A 35. J 37. m∠1 = 75° Thm. 23. If x = 6, then m∠1 = 20°
̶̶ ̶̶
Exercises 1. alternate interior 39. x = 4; y = 12 41. increase and m∠2 = 20°. So DJ ǁ EK by the
angles 3–9. Possible answers 43. m∠1 + m∠2 = 180° Conv. of Corr.  Post. 25. Conv. of
̶̶ ̶̶̶ 45–47. Possible answers given. Alt. Ext.  Thm. 27. Conv. of Corr.
given. 3. AB and DH are skew.
5. plane ABC ǁ plane EFG 7. ∠6 45. ∠3 and ∠6 47. ∠3 and ∠5  Post. 29. Conv. of Same-Side Int.
and ∠8 9. ∠2 and ∠3 11. transv.  Thm. 31. m ǁ n; Conv. of Same-
3-3 Side Int.  Thm. 33. m ǁ n;
m; alt. ext.  13. transv. p, same-
side int.  15–21. Possible answers Check It Out! 1a. ∠1 ≅ ∠3, so ℓ ǁ Conv. of Alt. Ext.  Thm. 35. ℓ ǁ n;
̶̶ ̶̶ Conv. of Same-Side Int.  Thm.
given. 15. AB and CF are skew. m by the Conv. of Corr.  Post.
17. plane ABC ǁ plane DEF 19. ∠1 1b. m∠7 = 77° and m∠5 = 77°, 37a. ∠URT ; m∠URT = m∠URS
and ∠8 21. ∠2 and ∠5 23. transv. so ∠7 ≅ ∠5. ℓ ǁ m by the Conv. of + m∠SRT by the ∠ Add. Post. It
q; alt. int.  25. transv. p; same- Corr.  Post. 2a. ∠4 ≅ ∠8, so r ǁ s is given that m∠SRT = 25° and
side int.  27. corr. 29. same- by the Conv. of Alt. Int.  Thm. m∠URS = 90°, so m∠URT =
̶̶ 25° + 90° = 115°. b. It is given
side int.  31. Possible answer: CD 2b. m∠3 = 100° and m∠7 = 100°,
̶̶ that m∠SUR = 65°. From part a,
and FG 33a. plane MNR ǁ plane so ∠3 ≅ ∠7. r ǁ s by the Conv. of Alt.
KLP; plane LMQ ǁ plane KNP; Int.  Thm. m∠URT = 115°. 65° + 115° = 180°,
plane PQR ǁ plane KLM  ǁ RT
so SU  by the Conv. of Same-
3. 1. ∠1 ≅ ∠4 (Given)

S92 Selected Answers

 ̶̶ ̶̶ ̶̶ ̶̶
Side Int.  Thm. 39. It is given that and QR ⊥ PQ. So PQ ⊥ PS by the 17. � 19. intersect
�
∠1 and ∠2 are supp., so m∠1 + ⊥Transv. Thm. 21. coincide
�� � �
m∠2 = 180°. By the Lin. Pair Thm., 25. Possible answer: 1.6 cm 23. $1000 per
m∠2 + m∠3 = 180°. By the Trans. 31. C 33. D 35a. n ⊥ p b. AB; �� week 33. no
Prop. of =, m∠1 + m∠2 = m∠2 + AB; the shortest distance from a
m∠3. By the Subtr. Prop. of =, m∠1 point to a line is measured along 35. yes 37. ǁ line: y = 3x - 3; ⊥
= m∠3. By the Conv. of Corr.  a perpendicular segment. c. The line: y = -__13 x + __
11
3
39. ǁ line:
Post., ℓ ǁ m. 41. The Reflex. Prop. is distance between two parallel lines y = -__43 x + __
10
3
; ⊥ line: y = __34 x - 5
not true for ǁ lines, because a line is the length of a segment that is 41. yes; ∠B 43. no 45. For 4
is not ǁ to itself. The Sym. Prop. is perpendicular to both lines and has toppings, both pizzas will cost $14.
true, because if ℓ ǁ m, then ℓ and m one endpoint on each line. 39. 30 47. y = -__12 x + __
17
2
49. y = 2x + __72
are coplanar and do not intersect. games 41. 25° 43. Conv. of Alt. Ext. 51. y = 2x - 1; (2, 3); √ 5 units
So m ǁ ℓ . The Trans. Prop. is not ∠ Thm. 45. Conv. of Same-Side 53a–b. �����������������
true for ǁ lines, because if ℓ ǁ m Int. ∠ Thm. �
and m ǁ n, then ℓ and n could be ���

�������������
the same line. So they would not 3-5
���
be ǁ. 43. C 45. 15 47. No lines can Check It Out! 1. m = 2 2. 390 m
���
be proven ǁ. 49. q ǁ r by the Conv. 3a. ⊥ 3b. neither 3c. ǁ �
of Alt. Int.  Thm. 51. s ǁ t by the
Conv. of Alt. Ext.  Thm. 53. No Exercises 1. rise; run 3. m = -__59 � � � �
��������
lines can be proven ǁ. 55. By the 5. m = __52 7. ǁ 9. neither 11. m = 0
Vert.  Thm., ∠6 ≅ ∠3, so m∠6 = 13. m = -__73 15. ǁ 17. ⊥ 19. m = __ 1
10
b. the time when the car has
__
1
21. m = 2 23. m <-1 25a. 66 ft/s traveled 300 ft c. Possible answer:
m∠3. It is given that m∠2 + m∠3
= 180°. By subst., m∠2 + m∠6 = b. 45 mi/h 27. F 29. JK  is a vert. 3.5 s 59. J 61. J 63. Possible
180°. By the Conv. of Same-Side Int. line. 33. Possible answer: x = 1, answer: y = -__ 8
15
x + 8 65. no 67. 6
 Thm., ℓ ǁ m. 57. a = b - c y = -6 35. x-int.: 0.25; y-int.: 1 69. (1, 0) 71. m = __25 73. m = -__43
̶̶ ̶̶ 37. 1. ∠1 is supp. to ∠3. (Given)
59. y = -__32 x + 3 63. AD ǁ BC
̶̶ ̶̶ 2. ∠1 and ∠2 are supp. (Lin. SGR
65. AB ⊥ AD
Pair Thm.) 1. alternate interior angles
3-4 3. ∠2 ≅ ∠3 (≅ Supps. Thm.) 2. skew lines 3. transversal
̶̶ 39. T: Corr.  Post. 4. point-slope form 5. rise; run
Check It Out! 1a. AB 1b. x < 17 ̶̶ ̶̶
6. Possible answer: DE and BC are
2. 1. ∠EHF ≅ ∠HFG (Given) 3-6 ̶̶ ̶̶ ̶̶ ̶̶
skew. 7. AB ǁ DE 8. AD ⊥ DE
2. EH  (Conv. of Alt. Int. 
 ǁ FG 9. plane ABC ǁ plane DEF 10. ℓ; alt.
Check It Out! 1a. y = 6
Thm.) int.  11. n; corr.  12. ℓ; same-
1b. y - 2 = 0
3. FG
 ⊥ GH
 (Given) side int.  13. m; alt. ext. 
4. EH  (⊥ Transv. Thm.)
 ⊥ GH 2a. � 2b. �
� � � 14. m∠WYZ = 90° 15. m∠KLM =
�
3. The shoreline and the path of the �� � � 100° 16. m∠DEF = 79° 17. m∠QRS
�� �� � �
swimmer should both be ⊥ to the = 76° 18. ∠4 ≅ ∠6, so c ǁ d by the
��
current, so they should be ǁ to each Conv. of Alt. Int.  Thm. 19. m∠1
other. = 107° and m∠5 = 107°, so ∠1 ≅
2c. � � 3. parallel
̶̶ ∠5. c ǁ d by the Conv. of Corr. 
Exercises 1. AB and CD  are �� � � 4. The lines would
̶̶ ̶̶ �� Post. 20. m∠6 = 66°, m∠3 =114°,
⊥. AC and BC are ≅. 3. x >-5 be ǁ.
and 66° + 114° ≠ 180°, so ∠6 and
5. The service lines are coplanar
∠3 are supp. c ǁ d by the Conv. of
lines that are ⊥ to the same line
Same-Side Int.  Thm. 21. m∠1 ≠
(the center line), so they must be Exercises 1. The slope-intercept 99°, and m∠7 = 99°, so ∠1 ≅ ∠7. c ǁ
ǁ to each other. 7. x < 11 9. Both form of an equation is solved for y. d by the Conv. of Alt. Ext.  Thm.
the frets are lines that are ⊥ to the The x term is first, and ̶̶̶
22. KM 23. x < 13
same line (the string), so the frets the constant term is second. ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
must be ǁ to each other. 11. x > __83 24. 1. AD ǁ BC, AD ⊥ AB, DC ⊥ BC
3. y - 2 = __34 (x + 4)
13. x = 6, y = 15 15. x = 60, y = 60 (Given);
5. � 7. � ̶̶ ̶̶
17. no 19. no 21. yes 23a. It is � 2. AB ⊥ BC (⊥ Transv. Thm.);
̶̶ ̶̶ ̶̶ ̶̶ � � ̶̶ ̶̶
given that QR ⊥ PQ and PQ ǁ RS, �
� 3. AB ǁ CD (2 lines ⊥ to same
̶̶ ̶̶ �� � � � � line → 2 lines ǁ)
so QR ⊥ RS by the ⊥ Transv. Thm. ��
̶̶ ̶̶ ̶̶ ��
It is given that PS ǁ QR. Since QR 25. m = - __17 26. m = __53
̶̶ ̶̶ ̶̶
⊥ RS, PS ⊥ RS by the ⊥ Transv. 9. intersect 11. ǁ 13. y + 2 = 2x 27. neither 28. ǁ 29. ⊥ 30. y = -__49 x
̶̶ ̶̶
Thm. b. It is given that PS ǁ QR 15. y + 4 = __23 (x - 6) + __
11
3
31. y = __23 x - 2

Selected Answers S93

 ̶̶ ̶̶
32. y - 0 = 2(x - 1) 33. ǁ 55. scalene 57.△ACD is equil. Reflex. Prop. of ≅, BC ≅ BC. So
34. intersect 35. coincide △ABC ≅ △DBC by SAS. 3. DA =
4-3 ̶̶ ̶̶
DC = 13, so DA = DC by def. of ≅.
Check It Out! 1. ∠L ≅ ∠E, ∠M ≅ m∠ADB = m∠CDB = 32°, so ∠ADB
̶̶ ̶̶
Chapter 4 ̶̶̶ ̶̶
∠F, ∠N ≅ ∠G, ∠P ≅ ∠H, LM ≅ EF, ≅ ∠CDB by def. of ≅. DB ≅ DB by
̶̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶ the Reflex. Prop. of ≅. Therefore
MN ≅ FG, NP ≅ GH, LP ≅ EH
2a. 4 2b. 37° △ADB ≅ △CDB by SAS.
4-1 ̶̶ ̶̶
3. 1. ∠A ≅ ∠D (Given) 4. 1. QR ≅ QS (Given)
Check It Out! 1. equiangular 2. ∠BCA ≅ ∠ECD (Vert.  are ≅.) 2. QP
 bisects ∠RQS. (Given)
2. scalene 3. 17; 17; 17 4a. 4 4b. 3 3. ∠RQP ≅ ∠SQP (Def. of
3. ∠ABC ≅ ∠DEC (Third  Thm.)
̶̶ ̶̶ bisector)
Exercises 1. An equilateral △ has 4. AB ≅ DE (Given) ̶̶ ̶̶
̶̶ ̶̶ ̶̶ 4. QP ≅ QP (Reflex. Prop. of ≅)
3 ≅ sides. 3. rt. 5. obtuse 5. AD bisects BE, and BE
̶̶ 5. △RQP ≅ △SQP (SAS Steps 1,
7. scalene 9. 36; 36; 36 11. 6 bisects AD. (Given)
̶̶ ̶̶ ̶̶ ̶̶ 3, 4)
13. obtuse 15. equil. 17. scalene 6. BC ≅ EC, AC ≅ DC (Def. of
19. 8.6; 8.6 21. 18 ft; 18 ft; 24 ft bisector) Exercises 1. ∠T 3. It is given
7. △ABC ≅ △DEC (Def. of ≅ ) ̶̶̶ ̶̶̶ ̶̶ ̶̶
23. that MN ≅ MQ and NP ≅ QP.
̶̶ ̶̶̶ ̶̶̶ ̶̶̶
4. 1. JK ǁ ML (Given) MP ≅ MP by the Reflex. Prop. of ≅.
2. ∠KJN ≅ ∠MLN, ∠JKN ≅ ∠LMN Thus △MNP ≅ △MQP by SSS.
(Alt. Int.  Thm.) 5. When x = 4, HI = GH = 3, and
25. 3. ∠JNK ≅ ∠LNM (Vert.  Thm.) ̶̶ ̶̶
̶̶ ̶̶̶ IJ = GJ = 5. HJ ≅ HJ by the Reflex.
4. JK ≅ ML (Given) Prop. of ≅. Therefore △GHJ ≅
̶̶̶ ̶̶ ̶̶
5. MK bisects JL, and JL △IHJ by SSS. 7a. Given b. ∠JKL ≅
̶̶̶
27. not possible 29. 35 in. bisects MK. (Given) ∠MLK c. Reflex. Prop. of ≅
̶̶ ̶̶ ̶̶̶ ̶̶
31. isosc. rt. 33a. 173 ft; 87 ft 6. JN ≅ LN, MN ≅ KN (Def. of d. SAS Steps 1, 2, 3 9. It is given
b. scalene 35. S 37. A 41. D bisector) ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
that KJ ≅ LJ and GK ≅ GL. GJ ≅ GJ
43. D 45. It is an isosc. △ since 2 7. △JKN ≅ △MLN (Def. of ≅ ) by the Reflex. Prop. of ≅. So △GJK
sides of the △ have length a. It is a ≅ △GJL by SSS. 11. When y = 3,
Exercises 1. You find the  and
rt. △ since 2 sides of the △ lie on NQ = NM = 3, and QP = MP =
sides that are in the same, or ̶̶̶ ̶̶̶
the coord. axes and form a rt. ∠. ̶̶̶ 4. So by the def. of ≅, NQ ≅ NM
matching, places in the 2 . 3. LM ̶̶ ̶̶̶
47. y = -3 49. y = x 2 and QP ≅ MP. m∠M = m∠Q = 90°,
5. ∠M 7. ∠R 9. KL = 9 11a. Given
51. y = x 2 53. T 55. ǁ so ∠M ≅ ∠Q by the def. of ≅.
b. Alt. Int.  Thm. c. Given
57. coincides ̶̶ ̶̶ ̶̶ ̶̶ Thus △MNP ≅ △QNP by SAS.
d. Given e. AE ≅ CE, DE ≅ BE; ̶̶ ̶̶ ̶̶
f. Vert.  Thm. g. Def. of ≅  13a. Given b. DB ≅ CB c. AB
4-2 ̶̶̶ ̶̶
13. LM 15. ∠N 17. m∠C = 31° ⊥ DC d. Def. of ⊥ e. Rt. ∠ ≅ Thm.
̶̶ ̶̶
Check It Out! 1. 32° 2a. 26.3° 19a. Given b. Given c. ∠NMP ≅ f. AB ≅ AB g. SAS Steps 2, 5, 6
2b. (90 - x)° 2c. 41__35 ° 3. 141° ∠RMP d. ∠NPM ≅ ∠RPM e. Given 15. SAS 17. neither 19. QS = TV
4. 32°; 32° ̶̶ ̶̶ = √ 5 . SR = VU = 4. QR = TU
f. PN ≅ PR g. Given h. Reflex.
Prop. of ≅ 21. △GSR ≅ △KPH; = √ 13 . The  are ≅ by SSS.
Exercises 3. auxiliary lines
△SGR ≅ △PHK; △RGS ≅ △HKP 21a. Given b. Def. of ≅ c. m∠WVY
5. 36°; 80°; 64° 7. (90 - y)°
23. x = 30; AB = 50 25. x = 2; BC = = m∠ZYV d. Def. of ≅ e. Given
9. 28° 11. 52°; 63° 13. 89°; 89° ̶̶ ̶̶
17 29. solution A 31. B 33. D f. VY ≅ VY g. SAS Steps 6, 5, 7
15. 84° 17. (90 - 2x)° 19. 162°
35. x = 5.5; yes; UV = WV= 41.5, 25. Measure the lengths of the logs.
21. 48°; 48° 23. 15°; 60°; 105°
and UT = WT = 33. TV = TV by If the lengths of the logs in 1 wing
29. 36° 31. 48° 33. 120°; 360°
the Reflex. Prop. of =. It is given deflector match the lengths of the
35. 18° 37. The ext.  at the same
that ∠VWT ≅ ∠VUT and ∠WTV logs in the other wing deflector, the
vertex of a △ are vert. . Since vert.
≅ ∠UTV. ∠WVT ≅ ∠ UVT by the  will be ≅ by SAS or SSS. 27. Yes;
 are ≅, the 2 ext.  have the same
Third  Thm. Thus △TUV ≅ if each side is ≅ to the corr. side of
measure. 41. C 43. D 45. y = 7 or
△TWV by the def. of ≅ . 39. __19 the second △, they can be in any
y = -7 47. Since an ext. ∠ is = to a
41. rt. 43. 72° 45. 146° order. 29. G 31. J 35. x = 27; FK =
sum of 2 remote int. , it must be ̶̶ ̶̶
FH = 171, so FK ≅ FH by the def
greater than either ∠. Therefore it
4-4 of ≅. ∠KFJ ≅ ∠HFJ by the def. of ∠
cannot be ≅ to a remote int. ∠. ̶̶ ̶̶
̶̶ bisector. FJ = FJ by the Reflex. Prop.
49. 38° Check It Out! 1. It is given that AB
̶̶ ̶̶ ̶̶ of ≅. So △FJK ≅ △FJH by SAS.
51. ≅ CD and BC ≅ DA. By the Reflex.
� �� � � � ̶̶ ̶̶ 37. a < 4
Prop. of ≅, AC ≅ AC. So △ABC ≅ �� ��
���� � � � �� ̶̶ � � �
△CDA by SSS. 2. It is given that BA
̶̶ 43. 34°
53. 6 in.; Seg. Add. Post. ≅ BD and ∠ABC ≅ ∠DBC. By the

S94 Selected Answers

 ̶̶ ̶̶ ̶̶
4-5 ≅ DF, BC ≅ EF, and ∠C and ∠F are 3, 2, 4)
̶̶ ̶̶̶
rt. . ∠C ≅ ∠F by the Rt. ∠ ≅ Thm. 6. JM ≅ KM (CPCTC)
Check It Out! 1. Yes; the △ is Thus △ABC ≅ △DEF by SAS.
̶̶
7. M is the mdpt. of JK. (Def.
uniquely determined by AAS.
27. J 29. G 31. Yes; the sum of the of mdpt.)
2. By the Alt. Int.  Thm., ∠KLN
̶̶ ̶̶ ∠ measures in each △ must be 13. AB = DE = √ 13 , BC ≠ EF ± 5,
≅ ∠MNL. LN ≅ LN by the Reflex.
180°, which makes it possible to and AC = DF = √ 18 ≠ 3 √2 . So
Prop. of ≅. No other congruence
solve for x and y. The value of x is △ABC ≅ △DEF by SSS. ∠BAC ≅
relationships can be determined,
15, and the value of y is 12. Each ∠EDF by CPCTC.
so ASA cannot be applied. ̶̶ ̶̶
̶̶ △ has  measuring 82°, 68°, and 15. 1. E is the mdpt. of AC and BD.
3. Given: JL bisects ∠KLM, and ∠K ̶̶ ̶̶
30°. VU ≅ VU by the Reflex. Prop. (Given)
≅ ∠M. ̶̶ ̶̶ ̶̶ ̶̶
of ≅. So △VSU ≅ △VTU by ASA or 2. AE ≅ CE; BE ≅ DE (Def.
Prove: △JKL ≅ △JML
AAS. 35. 2; -6 37. 1; 5 39. 36.9° of mdpt.)
������������������ 3. ∠AEB ≅ ∠CED (Vert.  Thm.)
����� 4-6 4. △AEB ≅ △CED (SAS Steps
Check It Out! 1. 41 ft 2, 3)
�����������
2. 5. ∠A ≅ ∠C (CPCTC)
������������������ ̶̶ ̶̶
6. AB ǁ CD (Conv. of Alt. Int.
��������������� �����������
����������� ������� �����������  Thm.)
������� �������
����� ������������������� ���������� 17. 14 25. G 27. G 29. Any diag.
����� �������
����������
�������� on any face of the cube is the hyp.
�����������
����������� of a rt. △ whose legs are edges of
��� the cube. Any 2 of these  are ≅ by
���
̶̶ ̶̶ ̶̶ SAS. Therefore any 2 diags. are ≅
4. Yes; it is given that AC ≅ DB. CB ������� by CPCTC. 33. 94 35. reflection
̶̶
≅ CB by the Reflex. Prop. of ≅. ����� across the x-axis 37. Yes; it is given
Since ∠ABC and ∠DCB are rt. , ̶̶̶ ̶̶ ̶̶
3. 1. J is the mdpt. of KM and that ∠B ≅ ∠D and BC ≅ DC. By
△ABC and △DCB are rt. , △ABC ̶̶ the Vert. ∠ Thm., ∠BCA ≅ ∠DCE.
NL. (Given)
≅ △DCB by HL. ̶̶ ̶̶ ̶̶ ̶̶ Therefore △ABC ≅ △EDC by ASA.
2. KJ ≅ MJ, NJ ≅ LJ (Def. of
̶̶ mdpt.)
Exercises 1. The included side BC
3. ∠KJL ≅ ∠MJN (Vert.  Thm.)
4-7
is enclosed between ∠ABC and
∠ACB. 3. Yes, the △ is determined 4. △KJL ≅ △MJN (SAS Steps 2, 3) Check It Out!
by AAS. 5. No; you need to know 5. ∠LKJ ≅ ∠NMJ (CPCTC) 1. Possible answer:
̶̶ ̶̶̶
that a pair of corr. sides are ≅. 6. KL ǁ MN (Conv. of Alt. �
�
7. Yes; it is given that ∠D and ∠B Int.  Thm.)
̶̶ ̶̶ 4. RJ = JL = √ 5 , RS = JK = √10 ,
are rt.  and AD ≅ BC. △ABC and
̶̶ ̶̶ and ST = KL = √ 17 . So △JKL ≅
△CDA are rt.  by def. AC ≅ CA by �
the Reflex. Prop. of ≅. So △ABC ≅ △RST by SSS. ∠JKL ≅ ∠RST by �
�� �� � �
△CDA by HL. CPCTC.
9. � Exercises 1. corr.  and corr. sides. 2. △ABC is a rt. △ with height AB
��� 3a. Def. of ⊥ b. Rt. ∠ ≅ Thm. and base BC. The area of △ABC is
c. Reflex. Prop. of ≅ d. Def. of mdpt. __
1 ( )( )
4 6 = 12 square units. By the
��� ��� 2
� � e. △RXS ≅ △RXT f. CPCTC Mdpt. Formula, the coords. of D
���� ̶̶
11. No; you need to know that
5. EF = JK = 2 and EG = FG = JL
= KL = √ 10 . So △EFG ≅ △JKL by
( 0 + 4 ____
are ____2 )
, 6 +2 0 = (2, 3). With AB

∠MKJ ≅ ∠MKL. 13a. ∠A ≅ ∠D as the base of △ADB, the x-coord.

SSS. ∠EFG ≅ ∠JKL by CPCTC.
b. Given c. ∠C ≅ ∠F d. AAS of D gives the height of △ADB. The
7. 420 ft
̶̶
15. Yes; E is a mdpt. So by def., BE ̶̶̶ ̶̶ ̶̶ ̶̶̶ area of △ADB = __12 bh = __12 (6)(2) = 6
̶̶ 9. 1. WX ≅ XY ≅ YZ ≅ ZW (Given)
̶̶ ̶̶ ̶̶ ̶̶ square units. Since 6 = __12 (12), the
≅ CE, and AE ≅ DE. ∠A and ∠D 2. ZX ≅ ZX (Reflex. Prop. of ≅)
are ≅ by the Rt. ∠ ≅ Thm. By def. 3. △WXZ ≅ △YZX (SSS) area of △ADB is the area of △ABC.
△ABE and △DCE are rt. . So 4. ∠W ≅ ∠Y (CPCTC) 3. Possible answer:
△ABE ≅ △DCE by HL. 17. △FEG ̶̶̶ �
11. 1. LM bisects ∠JLK. (Given) ��������
�������
≅ △QSR; rotation 19a. No; there 2. ∠JLM ≅ ∠KLM (Def. of
is not enough information given ∠ bisector)
̶̶ ̶̶ �
to use any of the congruence 3. JL ≅ KL (Given)
̶̶̶ ̶̶̶ ������ �������
theorems. b. HL 21. It is given 4. LM ≅ LM (Reflex. Prop. of ≅)
̶̶
that △ABC and △DEF are rt.. AC 5. △JLM ≅ △KLM (SAS Steps

Selected Answers S95

 4. △ABC is a rt. △ with height 2j SGR
√(
) ( )
x1 + x2 2 y1 + y2 2
= _____ - x + _____ - y
and base 2n. The area of △ABC = 2 1 2 1
1. isosceles triangle
__
1
bh = __12 (2n)(2j) = 2nj square units.
= √( _____ - ___) + ( _____ - ___)

x1 + x2 2x 1 2 y1 + y2 2y 1 2
2 2. corresponding angles
By the Mdpt. Formula, the coords. 2 2 2 2
3. included side 4. equiangular;
of D are (n, j). The base of △ABD = √
__
1
x - x 1) 2 + __14 (y 2 - y 1) 2 =
4( 2 equil. 5. obtuse; scalene 6. 60°
is 2j units and the height is n units. ̶̶
__ 7. 66.5° 8. XZ 9. ∠Q 10. 25 11. 7
So the area of △ADB = __12 bh = 2 √
1 
(x 2 - x 1) 2 + (y 2 - y 1) 2 . So ̶̶ ̶̶ ̶̶ ̶̶
12. 1. AB ≅ DE, DB ≅ AE (Given)
__ AM = __12 AB. 27. B 29. D
2( )
1 ̶̶ ̶̶
2j (n) = nj square units. Since nj 2. DA ≅ DA (Reflex. Prop. of ≅)
= __12 (2nj), the area of △ADB is __12 the 31. (a + c, b) 35. x = -2.5 or
3. △ADB ≅ △DAE (SSS
area of △ABC. x = 0.25 37. x = 2 or x = -1.67
Steps 1, 2)
39. 22 ̶̶ ̶̶ ̶̶
Exercises 13. 1. GJ bisects FH, and FH
̶̶
7. � 4-8 bisects GJ. (Given)
̶̶ ̶̶ ̶̶ ̶̶
2. GK ≅ JK, FK ≅ HK (Def. of
� ������� Check It Out! 1. 4.2 × 10 13; since seg. Bisect)
it is 6 months between September 3. ∠GKF ≅ ∠JKH (Vert.  Thm.)
and March, the ∠ measures will be 4. △FGK ≅ △HJK (SAS Steps 2, 3)
�
the same between Earth and the 14. BC = (-6) 2+ 36 = 72; YZ
� ������� � ̶̶ ̶̶
star. By the Conv. of the Isosc. △ = 2(-6) 2 = 72; BC ≅ YZ; ∠C ≅
������ � � Thm., the  created are isosc. and ̶̶ ̶̶
∠Z; AC ≅ XZ; so △ABC ≅ △XYZ
By the Mdpt. Formula, the coords. the dist. is the same. 2a. 66° by SAS. 15. PQ = 25 - 1 = 24; QR
of A are (0, a) and the coords. of B 2b. 48° 3. 10 4. By the Mdpt. = 25; PR = 25 2 - (25 - 1) 2 - 42 =
are (b, 0). By the Dist. Formula, Formula, the coords. of X are ̶̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶
7; LM ≅ PQ; MN ≅ QR; LN ≅ PR; so
PQ = √
(0 - 2b) 2 + (2a) 2 = (-a, b), the coords. of Y are (a, b), △LMN ≅ △PQR by SSS.
and the coords. of Z are (0, 0). By ̶̶
√
(-2b) 2 + (2a) 2 = √
4b 2 + 4a 2 = 16. 1. C is the mdpt. of AG. (Given)
the Dist. Formula, XZ = YZ = ̶̶ ̶̶
̶̶ ̶̶ 2. GC ≅ AC (Def. of mdpt.)
2 √
b 2 + a 2 units. √
a 2 + b 2 . So XZ ≅ YZ and △XYZ is ̶̶ ̶̶
3. HA ǁ GB (Given)
AB = √
(0 - b) 2 + (a - 0) 2 isosc. 4. ∠HAC ≅ ∠BGC (Alt. Int.
= √
(-b) 2 + a 2 = √
b 2 + a 2 units. ̶̶
Exercises 1. legs: KJ and KL;
̶̶  Thm.)
__
1
So AB = 2 PQ. ̶̶ 5. ∠HCA ≅ ∠BCG (Vert.
base: JL; base : ∠J and ∠L 3. 118°
13. � 5. 27° 7. y = 5 9. 20 11. It is given  Thm.)
� � ̶̶ ̶̶ 6. △HAC ≅ △BGC (ASA
������� �������� that △ABC is rt. isosc., AB ≅ BC, and
̶̶ Steps 4, 2, 5)
X is the mdpt. of AC. By the Mdpt. ̶̶̶ ̶̶ ̶̶ ̶̶
Formula, the coords. of X are(a, a). 17. 1. WX ⊥ XZ, YZ ⊥ ZX (Given)
� �
By the Dist. Formula, AX = BX = 2. ∠WXZ and ∠YZX are rt. .
a √ 2 . So △AXB is isosc. by def. of (Def. of ⊥)
������ ������� �
an isosc. △. 13. 69° 15. 130° or 3. △WZX and △YXZ are rt. .
� �
172° 17. z = 92 19. 26 21. It is (Def. of rt. △)
̶̶ ̶̶ ̶̶ ̶̶
By the Mdpt. Formula, the coords. given that △ABC is isosc., AB ≅ AC, 4. XZ ≅ XZ (Reflex. Prop. of ≅)
̶̶ ̶̶̶ ̶̶
of E are (0, a) and the coords. of F P is the mdpt. of AB, and Q is the 5. WZ ≅ YX (Given)
are (2c, a). By the Dist. Formula, ̶̶ 6. △WZX ≅ △YXZ (HL
mdpt. of AC. By the Mdpt. Formula,
AD = √
(2c - 0) 2 + (2a - 2a) 2 = the coords. of P are (a, b) and the Steps 5, 4)
coords. of Q are (3a, b). By the Dist. 18. 1. ∠S and ∠V are rt. . (Given)
√
(2c)2 = 2c units. Similarly,
2. ∠S ≅ ∠V (Rt. ∠ ≅ Thm.)
Formula, PC = QB = √9 
a2 + b2,
EF = √(
2c - 0) 2 + (a - a) 2 ̶̶ ̶̶ 3. RT = UW (Given)
so PC ≅ QB by the def of ≅ segs. ̶̶ ̶̶̶
= √
(2c) 2 = 2c units. So EF = AD. 23. S 25. N 27a. 38° b. m∠PQR = 4. RT ≅ UW (Def. of ≅)
15a. � m∠ PRQ = 53° 29. m∠1 = 127°; 5. m∠T = m∠W (Given)
m∠2 = 26.5°; m∠3 = 53° 33. 20 6. ∠T ≅ ∠W (Def. of ≅)
�
39. 1. △ABC ≅ △CBA (Given) 7. △RST ≅ △UVW (AAS
� ̶̶ ̶̶
2. AB ≅ CB (CPCTC) Steps 2, 6, 4)
� � � � ̶̶
3. △ABC is isosceles (Def. of 19. 1. M is the mdpt. of BD. (Given)
̶̶̶ ̶̶̶
Isosc) 2. MB ≅ DM (Def. of mdpt.)
b. 8.5 mi 17. 2s + 2t units; st ̶̶ ̶̶
43. H 47. (2a, 0), (0, 2b), or any pt. 3. BC ≅ DC (Given)
square units 19. (p, 0) 21. AB ≈ ̶̶̶ ̶̶̶
̶̶ 4. CM ≅ CM (Reflex. Prop. of ≅)
128 nautical miles; AP = BP ≈ 64 on the ⊥ bisector of AB 49. x = 3
5. △CBM ≅ △CDM (SSS
nautical miles; so P is the mdpt. or x = 1 51. m = -3 53. m = __23
Steps 2, 3, 4)
̶̶
of AB. 23. By the Dist. Formula, AB 6. ∠1 ≅ ∠2 (CPCTC)
= √(
x 2 - x 1) 2 + (y 2 - y 1) 2 and AM

S96 Selected Answers

 ̶̶ ̶̶
20. 1. PQ ≅ RQ (Given)
̶̶ ̶̶ Chapter 5 23. perpendicular bisector 25. angle
2. PS ≅ RS (Given) bisector 27. neither 29. S 31. N
̶̶ ̶̶
3. QS ≅ QS (Reflex. Prop. of ≅) 33. (4, 3) 35a. ∠ Bisector Thm.
4. △PQS ≅ △RQS (SSS 5-1 b. the bisector of ∠B c. PX = PZ
Steps 1, 2, 3) Check It Out! 1a. 14.6 1b. 10.4 ( )
37a. 4, -__76 b. outside c. 4.2 mi
5. ∠PQS ≅ ∠RQS (CPCTC) 2a. 3.05 2b. 126° 3. QS
 bisects 41. F 45. t = 4 47. y = 120 49. 35°
̶̶
6. QS bisects ∠PQR. (Def. of ∠PQR. 4. y + 1 = -__23 (x - 3) 51. yes 53. no
bisect) Exercises 1. perpendicular bisector
̶̶ 5-3
21. 1. H is mdpt. of line GJ, and L is 3. 25.9 5. 21.9 7. 38° 9. y - 1 =
̶̶̶
mdpt. of MK. (Given) x + 2 11. y - 2 = __43 (x + 3) Check It Out! 1a. 21 1b. 5.4
2. GH = JH, ML = KL (Def. of 13. 26.5 15. 1.3 17. 54° 19. y + 3 2. 3; 4; possible answer: the
mdpt.) = -__12 (x + 2) 21. y + 3 = __52 (x - 2) x-coordinate of the centroid is
̶̶̶ ̶̶ ̶̶̶ ̶̶
3. GH ≅ JH, ML ≅ KL (Def. of ≅) 23. 38 25. 38 27. 24 29. Possible the average of the x-coordinates
̶̶ ̶̶̶
4. GJ ≅ KM (Given) answer: C(3, 2) of the vertices of the △, and the
̶̶̶ ̶̶ ̶̶
5. GH ≅ KL (Div. Prop. of ≅) 31. 1. PS bisects ∠QPR. SQ ⊥ PQ , y-coordinate of the centroid is the
̶̶̶ ̶̶ ̶̶
6. GM ≅ KJ, ∠G ≅ ∠K (Given) SR ⊥ PR  (Given) average of the y-coordinates of
7. △GMH ≅ △KJL (SAS Steps 2. ∠QPS ≅ ∠RPS (Def. of ∠ the vertices of the △. 3. Possible
5, 6) bisector) answer: An equation of the altitude
8. ∠GMH ≅ ∠KJL (CPCTC) ̶̶
3. ∠SQP and ∠SRP are rt. . to JK is y = -__12 x + 3. It is true that
22. (0, 0), (r, 0), (0, s) 23. (0, 0), (Def. of ⊥) 4 = -__12 (-2) + 3, so (-2, 4) is a
(2p, 0), (2p, p), (0, p) 24. (0, 0), 4. ∠SQP ≅ ∠SRP (Rt. ∠ ≅ Thm.) solution of this equation. Therefore
(8m, 0), (8m, 8m), (0, 8m) 25. Use ̶̶ ̶̶ this altitude passes through the
5. PS ≅ PS (Reflex. Prop. of ≅)
coords. A(0, 0), B(2a, 0), C(2a, 2b), 6. △PQS ≅ △PRS (AAS) orthocenter.
and D(0, 2b). Then, by the Mdpt. ̶̶ ̶̶
7. SQ ≅ SR (CPCTC) Exercises 1. centroid 3. 136 5. 156
Formula, E(a, 0), F(2a, b), G(a, 2b), 8. SQ = SR (Def. of ≅ segs.) 7. (4, 2) 9. (2, -3) 11. (-1, 2)
and H(0, b). By the Dist. Formula, 33a. y = -__34 x + 2 b. 2 c. 6.4 mi 13. 7.2 15. 5.8 17. (0, -2)
EF = √
2
(2a - a) 2 + (b - 0) = 35. D 39. the lines y = x and y = 19. (-2, 9) 21. 12 23. 5 25. 36 units
√
a 2 + b 2 , and GH = -x 43. parallel 45. perpendicular 27. (10, -2) 29. 54 31. 48
47. y = -__12 x - 10 33. Possible answer: ⊥ bisector of
√
(0 - a) 2 + (b - 2b) 2 = √
̶̶̶
a2 + b2.
̶̶ the base; bisector of the vertex ∠;
So EF ≅ GH by the def. of ≅. 5-2 median to the base; altitude to the
26. Use coords. P(0, 2b), Q(0, 0),
Check It Out! 1a. 14.5 1b. 18.6 base 35. A 37. A 41. D 43. D
and R(2a, 0). Then, by the Mdpt. ̶̶
1c. 19.9 2. (4, -4.5) 3a. 19.2 45a. slope of RS = __bc ; slope of
Formula, M(a, b). By the Dist. ̶̶ ____ ̶̶
Formula, QM = 3b. 52° ST = b -c a ; slope of RT = 0
̶̶
b. Since ℓ ⊥ RS, slope of ℓ = -__bc .
√
(a - 0) 2 + (b - 0) 2 = √
a2 + b2, ̶̶
� Since m ⊥ ST, slope of m = - ____ b-a
PM = √
c
(a - 0) 2 + (b - 2b) 2 ____
a-b ̶̶
= c . Since n ⊥ RT, n is a vertical
= √
a 2 + b 2 , and RM = line, and its slope is undefined.
√
(2a - a) 2 + (0 - b) 2 = √
a2 + b2. 4. By the Incenter Thm., the
c. An equation of ℓ is y - 0 =
So QM = PM = RM. By def. M is -__bc (x - a), or y = -__bc x + __
ab
c .
incenter of a △ is equidistant from
equidistant from the vertices of An equation of m is y - 0
the sides of the △. Draw the △
△PQR 27. To be a rt. △, the side = ____
a - b(
c x - 0), or y = ____
a-b
c x.
formed by the streets and draw the
lengths must have lengths such An equation of n is x = b.
∠ bisectors to find the incenter,
that a 2 + b 2 = c 2. point M. The city should place the
( c )
ab - b 2
d. b, ______ e. Since the equation
√
(3 - 3) 2 + (5 - 2) 2 = 3, monument at point M.
of line n is x = b and the x-
coordinate of P is b, P lies on n.
√(
3 - 2) 2 + (2 - 5) 2 = √ 10 ,
Exercises 1. They do not intersect f. Lines ℓ, m, and n are concurrent
and √
(2 - 3) 2+ (5 - 5) 2 = 1. Since at a single point. 3. 5.64 5. 3.95 at P. 47. F 49. 14.0 51. 108°
(
3 2 + 1 2 = √10 )
2 , or 9 + 1 = 10, the 7. (2, 6) 9. 42.1 11. The largest
triangle is a rt. △. 28. x = -5 possible 〇 in the int. of the △ is its 5-4
29. RS = 13.5 30. 70 units inscribed 〇, and the center of the Check It Out! 1. M(1, 1); N(3, 4);
inscribed 〇 is the incenter. Draw ̶̶̶ ̶̶
slope of MN = __32 ; slope of RS = __32 ;
the △ and its ∠ bisectors. Center since the slopes are the same,
the 〇 at E, the pt. of concurrency of ̶̶̶ ̶̶
MN ǁ RS. MN = √ 13 ; RS = √52
the ∠ bisectors. 13. 63.9 ̶̶̶
= 2 √13 ; the length of MN is half
15. 63.9 17. (-1.5, 9.5) 19. 55° ̶̶
the length of RS. 2a. 72 2b. 48.5

Selected Answers S97

 2c. 102° 3. 775 m and m∠R = 90°. By the △ Sum Exercises 1. AC < XZ 3. KL > KN
Exercises 1. midpoints 3. 5.1 Thm., m∠P + m∠Q + m∠R = 5. 1.2 < x < 3 7. the second
5. 5.6 7. 29° 9. less than 5 yd 180°. By subst., 90° + m∠Q + 90° position 9. m∠DCA > m∠BCA
11. 38 13. 19 15. 55° 17. yes = 180°, so m∠Q = 0°. However, 11. TU > SV 13. -3.5 < z < 32.5
19. 17 21. n = 36 23. n = 8 a △ cannot have an ∠ with a 15. the second position
25. n = 4 27. B 29. Possible measure of 0°. So there is no 17. BC = YZ 19. > 21. = 23. <
answer: about 18 parking spaces △PQR, which contradicts the 25. m∠RSV < m∠TSV 27. m∠YMX
31. 11 33. 57° 35. 123° given information. This means > m∠ZMX 31. D 33. Group A is
37a. 2.25 mi b. 28.5 mi 39. D the assumption is false, and closer to the camp. 37. 14; none
41. D 43. equilateral and therefore △PQR cannot have a 39. m∠2 = m∠6 = 36°; m ǁ n by the
equiangular n45. 7 47a. 32; 16; 8; 4 base ∠ that is rt. Conv. of the Corr.  Post.
̶̶ ̶̶ ̶̶
()
b. __14 c. 64 __12 = 2 6 - n 49. 2.25% 5. YZ, XZ, XY 7. no 9. no 11. yes
13. greater than 0 ft and less
41. 2.5 43. 85°
51. (4, -2), (8, -1), (5, -4) 53. 6 5-7
than 32 ft 15a. the path from the
55. 9
refrigerator to the stove b. no Check It Out! 1a. x = 4 √
5
̶̶ ̶̶ ̶̶
5-5 19. RS, ST, RT 21. no 23. yes ;
1b. x = 16 2. 29 ft 1 in. 3a. 2 √41
25. no 27. greater than 5 km and no; 2 √ 41 is not a whole number.
Check It Out! less than 51 km 29. greater than 3b. 10; yes; the 3 side lengths are
1. Possible answer: 1.18 m and less than 4.96 m nonzero whole numbers that
Given: △RST 31. greater than 2__23 ft and less than satisfy the equation a 2 + b 2 = c 2.
Prove: △RST cannot have 2 rt. . 10__13 ft 33. a > 7.5, where a is the
̶̶ ̶̶ ̶̶ 3c. 2.6; no; 2.4 and 2.6 are not
Proof: Assume that △RST has 2 length of a leg. 35. EF, DE, DF whole numbers. 3d. 34; yes; the
rt. . Let ∠R and ∠S be the rt. . 37. m∠Y < 90°, and ∠Y is an obtuse
̶̶ ̶̶ ̶̶ ̶̶ 3 side lengths are nonzero whole
By the def. of rt. ∠, m∠R = 90° angle. 39. AB ⊥ BC, and AB ǁ BC. numbers that satisfy the equation
and m∠S = 90°. By the △ Sum 41. x is a multiple of 4, and x is a 2 + b 2 = c 2. 4a. yes; obtuse 4b. no
Thm., m∠R + m∠S + m∠T = prime. 43. < 45. = 47. > 49. > 4c. yes, acute
180°. But then 90° + 90° + m∠T 51. < 53. = 55. ∠L, ∠K, ∠J
= 180° by subst., so m∠T = 0°. 57. ∠J, ∠L, ∠K 59a. 0.4 h < t < 2 h Exercises 1. no 3. x = 6 √
2
However, a △ cannot have an ∠ b. no 61. 1 < n < 6 63. n > 0 5. width: 14.8 in.; height: 11.9 in.
with a measure of 0°. So there is 65. n > 0.5 67a. def. of ≅ segs. 7. 16; yes 9. triangle; acute
no △RST, which contradicts the b. Isosc. △ Thm. c. def. of ≅  11. triangle; right 13. triangle;
given information. This means d. m∠1 + m∠3 e. subst. f. m∠S acute 15. x = 10 17. x = 24 19. 6;
the assumption is false, and g. Trans. Prop. of Inequal. 71. H no 21. 3 √ 5 ; no 23. not a triangle
△RST cannot have 2 rt. . 73. __ 3
, or 30% 77. -2x + y = 6 25. triangle; right 27. triangle;
̶̶ ̶̶ ̶̶ 10
2a. ∠B, ∠A, ∠C 2b. EF, DF, DE 79. BC = 10, EF = 11, and m∠ABC acute 29. B 31. x = 8 + √ 13
3a. No; 8 + 13 = 21, which is not = 102°, so △ABC ≅ △EFD by SAS. 33. x = 4 √ 6 35. x = 6 √ 13
greater than the third side length. 81. (0, 0) 39. perimeter: 16 + 4 √ 7 units;
3b. Yes; the sum of each pair of 2 area: 12 √ 7 square units
lengths is greater than the third 5-6 41. perimeter: 14 + 2 √ 13 units;
length. 3c. Yes; when t = 4, the area: 18 square units
Check It Out! 1a. m∠EGF >
value of t - 2 is 2, the value of 4t 43. perimeter: 22 units; area:
m∠EGH 1b. BC > AB 2. The ∠ of
is 16, and the value of t 2 + 1 is 17. 26 square units 47a. King City
the swing at full speed is greater
The sum of each pair of 2 lengths is b. m∠SRM > 90° 49. B
than the ∠ at low speed.
greater than the third length. ̶̶ 51a. PA = √ 2 ; PB = √ 3 ; PC = √4;
3a. 1. C is the mdpt. of BD. m∠1 =
4. greater than 5 in. and less than PD = √ 5 ; PE = √ 6 ; PF = √ 7
m∠2, m∠3 > m∠4 (Given)
39 in. 5. 28 mi < d < 72 mi ̶̶ ̶̶ 55a. no b. yes. c. no d. no
2. BC ≅ DC (Def. of mdpt.)
57. x = -5 61. -__13 < x < 2
Exercises 3. ∠1 ≅ ∠2 (Def. of ≅ )
̶̶ ̶̶
3. Possible answer: 4. AC ≅ EC (Conv. of Isosc. △ 5-8
Given: △PQR is an isosc. △ with Thm.)
̶̶
base PR. 5. AB > ED (Hinge Thm.) Check It Out! 1a. x = 20 1b. x =
Prove: △PQR cannot have a base 3b. 1. ∠SRT ≅ ∠STR, TU > RU 8 √2 2. 43 cm 3a. x = 9 √ 3 ; y = 27
∠ that is a rt. ∠. (Given) 3b. x = 5 √3 ; y = 10 3c. x = 12;
̶̶ ̶̶
Proof: Assume that △PQR has a 2. ST ≅ SR (Conv. of Isosc. △ y = 12 √3 3d. x = 6 √ 3 ; y = 3 √ 3
base ∠ that is a rt. ∠. Let ∠P be Thm.) 4. 34.6 cm
̶̶ ̶̶
the rt ∠. By the Isosc. △ Thm., 3. SU ≅ SU (Reflex. Prop. of ≅ )
Exercises 1. x = 14 √
2 3. x = 9
∠R ≅ ∠P, so ∠R is also a rt. ∠. 4. m∠TSU > m∠RSU (Conv. of
5. x = 3; y = 3 √
3 7. x = 21;
By the def. of rt. ∠, m∠P = 90° Hinge Thm.)

S98 Selected Answers

 ̶̶̶
y = 14 √ 15 2
3 9. x = _____
√
11. x = 18 obtuse 52. not a triangle opp.  ≅) 35. KM ( → opp. sides
2 ̶̶

2 √3 53. triangle; right 54. triangle; ≅) 37. RP (Def. of ) 39. ∠RTP
13. x = 48; y = 24 √ 3 15. x = ____
3
;

4 √3
____ acute 55. x = 26 √ 2 56. x = 6 √ 2 (Vert.  Thm.) 41. x = 119; y = 61;
y = 3 17. perimeter:
57. x = 32 58. x = 24; y = 24 √ 3 z = 119 43. x = 24; y = 50; z = 50
(12 + 12 √2 ) in.; area: 36 in 2 14 √
3
3 ; y = 12 60. x = _____
59. x = 6 √ ; 47. x = 5; y = 8 49a. no b. no
19. perimeter: 36 √ 2 m; area: 3
28 √
3
y = _____ 61. 21 ft 3 in. 62. 15 ft 7 in. 51. A 53. 26.4 55. (2, 4), (4, -6),
162 m 2 21. perimeter: 60 √ 3 yd; 3
(-6, -2) 59. no correlation
area: 300 √3 yd 2 23. no 25. (10, 3)
61. alt. ext.  63. corr.  65. 8
27. (5, 10 - 12 √ 3 ) 29a. 640 m
b. 453 m c. 234 m 31. F Chapter 6 sides; 45°

33. 443.4 35. x = __ 32

9 6-3
2
39. y = (x - 5) - 27; x = 5 6-1
41. obtuse 43. right 45. 132° Check It Out! 1. PQ = RS = 16.8,
̶̶ ̶̶
Check It Out! 1a. not a polygon so PQ ≅ RS. m∠Q = 74°, and m∠R
SGR 1b. polygon, nonagon 1c. not a = 106°, so ∠Q and ∠R are supp.,
̶̶ ̶̶
polygon 2a. regular, convex which means that PQ ǁ RS. So 1
1. equidistant 2. midsegment
2b. irregular, concave 3a. 2340° pair of opp. sides of PQRS are || and
3. incenter 4. locus 5. 7.4 6. 13.4
3b. 144° 4a. 30° 4b. r = 15 5. 45° ≅. By Thm. 6-3-1, PQRS is a .
7. 5.8 8. 52° 9. y = x - 1 10. y - 6
= -0.25(x - 4) 11. No; to apply 2a. Yes; possible answer: the diag.
Exercises 3. not a polygon 5. not a
the Conv. of the ∠ Bisector Thm., of the quad. forms 2 . 2  of 1
polygon 7. irregular, concave
̶̶ ̶̶ △ are ≅ to 2  of the other, so the
you need to know that AP ⊥ AB and 9. m∠A = m∠D = 81°; m∠B = 108°;
̶̶ ̶̶ ̶̶ ̶̶ third pair of  are ≅ by the Third
CP ⊥ CB. 12. Yes; because AP ⊥ AB, m∠C = m∠E = 135° 11. 3240°
̶̶ ̶̶ ̶̶ ̶̶  Thm. So both pairs of opp. 
CP ⊥ CB, and AP ≅ CP, P is on the 13. 72° 15. m∠Q = m∠S = 135°
bisector of ∠ABC by the Conv. of of the quad. are ≅. By Thm. 6-3-3,
17. not a polygon 19. irregular,
the ∠ Bisector Thm. 13. 42.2 the quad. is a . 2b. No; 2 pairs of
concave 21. irregular, convex
14. 46 15. 57.6 16. 46 17. 18 cons. sides are ≅. None of the sets
23. 160° 25. 40° 27. 120° 29. 61.5
18. 37° 19. (4, 3) 20. (-6, -3.5) of conditions for a  are met.
31. 72 33. 10 35. pentagon ̶̶
21. 16.4 22. 8.2 23. 5.8 24. 17.4 3. Possible answer: slope of KL =
37. dodecagon 39. 3; 60° 41. 10; ̶̶̶ __
7 ̶̶̶
25. (-6, 0) 26. (1, 2) 27. (7, 4) slope of MN = - 2 ; slope of LM =
144° 43. A 45a. heptagon b. 900° ̶̶
28. (3, 0) 29. (3, 4) 30. 35.1 c. 140° 53. A 55. D 57. x = 36; slope of NK = -__14 ; both pairs of
31. 64.8 32. 32.4 33. 42° 34. 138° y = 36; z = 72 59. Yes, if you allow opp. sides have the same slope,
̶̶ ̶̶̶ ̶̶̶ ̶̶
35. 42° 36. V(-1, -1); W(6, 1); for ∠ measures greater than 180° so KL ǁ MN and LM ǁ NK; by def.,
̶̶̶ ̶̶
slope of VW = __27 ; slope of GJ = __27 ; 61. x = -3 or x = 4 63. 0 < x < 8 KLMN is a . 4. Possible answer:
since the slopes are the same, 65. 4 < x < 10 67. 5 √3 Since ABRS is a , it is always
̶̶̶ ̶̶ ̶̶ ̶̶ ̶̶
VW ǁ GJ. VW = √ 53 ; GJ = 2 √
53 ; true that AB ǁ RS . Since AB stays
̶̶
since √ 53 = __12 (2 √53 ), VW = __12 GJ. 6-2 vert., RS also remains vert. no
̶̶ ̶̶ ̶̶ matter how the frame is adjusted.
37. BC, AC, AB 38. ∠F, ∠H, ∠G Check It Out! 1a. 28 in. 1b. 74°
39. greater than 9 cm and less than Therefore the viewing ∠ never
1c. 13 in. 2a. 12 2b. 18 3. (7,6)
18 cm 40. Yes; possible answer: changes.
4. 1. GHJN and JKLM are . (Given)
the sum of each pair of 2 lengths is 2. ∠N and ∠HJN are supp. Exercises 1. FJ = HJ = 10, so
greater than the third length. ̶̶ ̶̶ ̶̶ ̶̶
∠K and ∠MJK are supp. ( → FJ ≅ HJ. Thus EG bisects FH. EJ
41. No; possible answer: when ̶̶ ̶̶ ̶̶
cons.  supp.) = GJ = 18, so EJ ≅ GJ. Thus FH
z = 5, the value of 3z is 15. So the 3 ̶̶
3. ∠HJN ≅ ∠MJK (Vert.  Thm.) bisects EG. So the diags. of EFGH
lengths are 5, 5, and 15. The sum of 4. ∠N ≅ ∠K (≅ Supps. Thm.) bisect each other. By Thm. 6-3-5,
5 and 5 is 10, which is not greater EFGH is a . 3. yes 5. yes
Exercises 3. 36 5. 18 7. 70° ̶̶
than 15. By the △ Inequality Thm., 7. Possible answer: slope of ST =
9. 24.5 11. 51° 13. (- 6, - 1) ̶̶ ̶̶ ̶̶
a △ cannot have these side lengths. slope of UR = 0; ST and UR have
15. 82.9 17. 82.9 19. 130° 21. 10 ̶̶ ̶̶
43. PS < RS 44. m∠BCA < m∠DCA the same slope, so ST ǁ UR; ST =
23. 28 25. (-1, 3) 27. PQ = QR =
45. -1.4 < n < 3 46. 2.75 < n < 12.5 UR = 6; 1 pair of opp. sides are ||
RS = SP = 21 29. PQ = RS = 17.5;
47. x = 2 √10 48. x = 2 √ 33 and ≅; by Thm. 6-3-1, RSTU is a .
QR = SP = 24.5 31a. ∠3 ≅ ∠1 ̶̶ ̶̶̶
49. 6; the lengths do not form a 9. BC = GH = 16.6, so BC ≅ GH.
(Corr.  Post.); ∠6 ≅ ∠1 ( → ̶̶ ̶̶
Pythagorean triple because 4.5 and CG = HB = 28, so CG ≅ HB . Since
opp.  ≅); ∠8 ≅ ∠1 ( → opp. 
7.5 are not whole numbers. 50. 40; both pairs of opp. sides of BCGH
≅) b. ∠2 is supp. to ∠1 ( → cons.
the lengths do form a Pythagorean are ≅, BCGH is a  by Thm. 6-3-2.
 supp.); ∠4 is supp. to ∠1 ( →
triple because they are nonzero 11. yes 13. no 15. Possible answer:
cons.  supp.); ∠5 is supp. to ∠1 ̶̶ ̶̶ ̶̶
whole numbers that satisfy the
( → cons.  supp.); ∠7 is supp. slope of PQ = slope of RS = __53 ; PQ
equation a 2 + b 2 = c 2. 51. triangle; ̶̶ ̶̶
to ∠1 (Subst.) 33. ∠KMP ( → and RS have the same slope, so PQ

Selected Answers S99

 ̶̶
ǁ RS; PQ = RS = √ 34 ; 1 pair of opp. 11. 25 13. 14__12 15. m∠VWX = 132°; 6-6
sides are || and ≅; by Thm. 6-3-1, m∠WYX = 66°
PQRS is a . 17. no 19. yes
Check It Out! 1. about 191.2 in.;
17. Possible answer:
̶̶ 3 packages 2a. 51° 2b. 110°
21. a = 16.5; b = 23.2 1. RHMB is a rhombus. HB is a
2c. 62° 3a. 131° 3b. 25.4 4. x = 4
23. a = 8.4; b = 20 27a. ∠Q diag. of RHMB. (Given)
̶̶ ̶̶ ̶̶̶ ̶̶ or x = -4 5. 8
b. ∠S. c. SP d. RS e.  2. MH ≅ RH (Def. of rhombus)
̶̶ ̶̶ ̶̶
35 B 37. no 39. (3, 1); (-6, -3.5) 3. HB bisects ∠RHM. Exercises 1. bases: RS and PV;
̶̶ ̶̶ ̶̶
41. (Rhombus → each diag. bisects legs: PR and VS; midsegment: QT
x -5 -2 0 0.5
opp. ) 3. about 20.1 in.; 3 sun catchers
y -38 -17 -3 0.5 4. ∠MHX ≅ ∠RHX (Def. of ∠ 5. 63° 7. 106° 9. z = 2 or z = -2
43. bisector) 11. 14 13. about 56.6 in.; about
x -5 -2 0 0.5 ̶̶ ̶̶
5. HX ≅ HX (Reflex. Prop. of ≅) 418.3 in. 15. 122° 17. 62° 19. ±4 √5
y 77 14 2 2.75 6. △MHX ≅ △RHX (SAS) 21. 3.6 23. S 25. N 27. m∠1 = 82°;
7. ∠HMX ≅ ∠HRX (CPCTC) m∠2 = 128° 29. m∠1 = 51°; m∠2
47. 12 49. 12
19. m∠1 = 54°; m∠2 = 36°; m∠3 = 16° 31. m∠1 = 120°
6-4 = 54°; m∠4 = 108°; m∠5 = 72° 33a. EF = FG = √ 17 , and GH = HE
̶̶ ̶̶ ̶̶̶ ̶̶
21. m∠1 = 126°; m∠2 = 27°; m∠3 = √ 29 , so EF ≅ FG, and GH ≅ HE.
Check It Out! 1a. 48 in. = 27°; m∠4 = 126°; m∠5 = 27° Thus EFGH is a kite, since it has
1b. 61.6 in. 2a. 42.5 2b. 17° 3. SV 23. m∠1 = 64°; m∠2 = 64°; m∠3 = exactly 2 pairs of ≅ cons. sides.
̶̶ ̶̶̶
= TW = √ 122 , so SV ≅ TW. Slope 26°; m∠4 = 90°; m∠5 = 64° 25. S b. m∠E = m∠G = 126° 35. 13
̶̶ __ 1 ̶̶̶
of SV = 11 , and slope of TW = -11, 27. S 29. A 31. S 35a. Rect. →  37. m∠PAQ = 108°; m∠OAQ = 130°;
̶̶ ̶̶̶ ̶̶̶
so SV ⊥ TW. The coordinates of the b. HG c. Reflex. Prop. of ≅ d. Def. m∠OBP = 22° 41. kite
̶̶ ̶̶̶
̶̶ ̶̶̶
( )
mdpt. of SV and TW are __12 , -__72 , of rect. e. ∠GHE f. SAS g. CPCTC 43. isosc. trap. 47. B 49. 18
so SV and TW bisect each other. 41. 28 √2 in. ≈ 39.60 in.; 98 in 2 51. AD = 7.08 in.; AB = CD = 5.08
So the diags. of STVW are ≅ ⊥ 45. D 47. H 51. 45 53. T 55. no in.; BC = 10.16 in. 53. 2x < x + 6;
bisectors of each other. x < 6 55. rect., rhombus, square
4. Possible answer: 6-5
1. PQTS is a rhombus. (Given)
Check It Out! 1. Both pairs of opp. SGR
̶̶
2. PT bisects∠QPS. (Rhombus
sides of WXYZ are ≅, so WXYZ is 1. vertex of a polygon 2. convex
→ each diag. bisects opp. )
a . The contractor can use the 3. rhombus 4. base of a
3. ∠QPR ≅ ∠SPR (Def. of ∠
carpenter’s square to see if 1 ∠ of trapezoid 5. not a polygon
bisector)
̶̶ ̶̶ WXYZ is a rt. ∠. If 1 ∠ is a rt. ∠, then 6. polygon; △ 7. polygon;
4. PQ ≅ PS (Def. of rhombus)
̶̶ ̶̶ by Thm. 6-5-1 the frame is a rect. dodecagon 8. irregular; concave
5. PR ≅ PR (Reflex. Prop. of ≅)
2. Not valid; by Thm. 6-5-1, if 1 ∠ of 9. irregular; convex 10. reg.; convex
6. △QPR ≅ △SPR (SAS)
̶̶ ̶̶ a  is a rt. ∠, then the  is a rect. 11. 1800° 12. 162° 13. 90°
7. RQ ≅ RS (CPCTC)
To apply this thm., you need to 14. m∠A = m∠D = 144°; m∠B =
Exercises 1. rhombus; rectangle; know that ABCD is a . 3a. rect., m∠E = 126°; m∠C = m∠F = 90°
square 3. 160 ft 5. 380 ft 7. 122° rhombus, square 3b. rhombus 15. 37.5 16. 62.4 17. 37.5 18. 79°
9. Possible answer: 19. 101° 20. 101° 21. 9.5 22. 9.5
̶̶ ̶̶ Exercises 3. valid 5. rhombus
1. RECT is a rect. RX ≅ TY 23. 54° 24. 126° 25. 54° 26. 126°
7. valid 9. square, rect., rhombus
(Given) 27. T (6, - 5)
̶̶ ̶̶ 11. , rect. 13. , rect., rhombus,
2. XY ≅ XY (Reflex. Prop. of ≅) 28. 1. GHLM is a . ∠L ≅ ∠JMG
square 15. , rect., rhombus,
3. RX = TY , XY = XY (Def. of ≅ ̶̶ ̶̶ (Given)
square 17. B 19. PR ≅ QS
segs.) 2. ∠G ≅ ∠L ( → opp.  ≅)
21. (2, 6) 23. (-2, -2) 25. x = 3
4. RX + XY = TY + XY (Add. ̶̶ 3. ∠G ≅ ∠JMG (Trans. Prop. of ≅)
27. rhombus 29a. slope of AB = ̶̶ ̶̶
Prop. of =) ̶̶ ̶̶ 4. GJ ≅ MJ (Conv. of Isosc. △
slope of CD = -__13 ; slope of AD =
5. RX + XY = RY, TY + XY = TX ̶̶ ̶̶ Thm.)
slope of CB = -3 b. Slope of AC =
(Seg. Add. Post.) ̶̶ 5. △GJM is isosc. (Def. of isosc.
-1; slope of BD = 1; the slopes are
6. RY = TX (Subst.) △)
̶̶ ̶̶ negative reciprocals of each other,
7. RY ≅ TX (Def. of ≅ segs.) ̶̶ ̶̶ 29. m∠A = m∠E = 63°; m∠G =
so AC ⊥ BD. c. ABCD is a rhombus,
8. ∠R and ∠T are rt. . (Def. of 117°; since 117° + 63° = 180°, ∠G
since it is a  and its diags. are ⊥
rect.) is supp. to ∠A and to ∠E. So 1 ∠ of
(Thm. 6-5-4.) 33b.  c. square
9. ∠R ≅ ∠T (Rt. ∠ ≅ Thm.) ACEG is supp. to both of its cons.
39. A 41a. 15x = 13x + 12; x = 6
10. RECT is a . (Rect. → ) . By Thm. 6-3-4, ACEG is a .
̶̶ ̶̶ b. yes c. not necessarily d. yes ̶̶ ̶̶
11. RE ≅ TC ( → opp. sides ≅) 30. RS = QT = 25, so RS ≅ QT.
43b. no c. no 45. linear 47. linear
12. △REY ≅ △TCX (SAS) m∠R = 76°, m∠Q = 104°, and m∠R
49. 31 + √ 61 ≈ 38.8 51. y = 4
+ m∠Q = 180°, so ∠R is supp. to

S100 Selected Answers

∠Q. Since ∠R and ∠Q are a pair
of same-side int. , and they are
Chapter 7 3. It is given that ∠RSV ≅ ∠T. By
the Reflex. Prop. of ≅, ∠R ≅ ∠R.
̶̶ ̶̶
supp., RS ǁ QT. So 1 pair of opp. Therefore △RSV ∼ △RTU by AA ∼.
sides of QRST are || and ≅. By Thm. 7-1 RT = 15.
̶̶
6-3-1, QRST is a . Check It Out! 1. __14 2. 9°; 54°; 117° 4.1. M is the mdpt. of JK, N is the
̶̶
31. Yes; the diags. of the quad. 3a. x = 21 3b. y = ± 3 3c. d = 9 mdpt. of KL, and P is the mdpt.
̶̶
bisect each other. By Thm. 6-3-5, 3d. x = 3 or -9 4. 4 : 5 5. 1527.2 m of JL. (Given)
the quad. is a . 32. No; a pair of 2. MP = __12 KL, MN = __12 JL, NP = __12 KJ
alt. int.  are ≅, so 1 pair of opp. Exercises 1. means: 3 and 2; (△Midsegs. Thm.)
extremes: 1 and 6 3. __12 5. -__23 7. 95°
sides are ||. A different pair of opp. 3. ___
MP
KL
= ___
MN
JL
= ___
NP
KJ
= __12 (Div. Prop.
sides are ≅. None of the conditions 9. y = 9 11. y = ± 9 13. x = 0 or
of =)
for a  are met. 33. slope of BD
̶̶ x = 3 15. 2 : 9 17. __31 19. __32 21. 72°;
4. △JKL ∼ △NPM (SSS ∼ Step 3)
̶̶ __1 ̶̶ 108°; 72°; 108° 23. x = 20
= slope of FH = 5 ; slope of BH = 5. 5
̶̶ 25. m = 2 or m = -4 27. x = ± 8
slope of DF = -6; both pairs of
29. 3 : 5 31. 5b 33. __b7 35. __13 37. -3 Exercises 1. By the △ Sum Thm.,
opp. sides have the same slope,
̶̶ ̶̶ ̶̶ ̶̶
so BD ǁ FH and BH ǁ DF; by def., 39a. ______
1.25 in.
15 in.
= ______
x in.
9600 in.
b. 800 in., m∠A = 47°. So by the def. of ≅ ,
or 66 ft 8 in. 41. __49 45. H 47. First, ∠A ≅ ∠F, and ∠C ≅ ∠H. Therefore
BDFH is a . 34. 18 35. 39.6
cross multiply: 36x = 15(72), or 36x △ABC ∼ △FGH by AA ∼. 3. ___ DF
36. 39.6 37. 19.8 38. 25.5 ___
DE ___
EF __
1
JL
= 1080. Then divide both sides by = JK = KL = 2 , so △DEF ∼ △JKL by
39. 10.5 40. 25.5 41. 21 42. 41°
43. 49° 44. 82° 45. 98° 36: ___
36x
= ____
1080
. Finally, simplify: SSS ∼. 5. It is given that ∠AED ≅
36 36
46. m∠1 = 57°; m∠2 = 66°; m∠3 x = 30. You must assume that x ≠ 0. ∠ACB. ∠A ≅ ∠A by the Reflex. Prop.
= 33°; m∠4 = 114°; m∠5 = 57° 49. Given __ab = __
c
, add 1 to both sides of ≅. Therefore △AED ∼ △ACB by
d AA ∼. AB = 10
47. m∠1 = 37°; m∠2 = 53°; m∠3 of the eqn. as shown: __ab + __bb = __
c
+ __
d
. ̶̶̶ ̶̶
= 90°; m∠4 = 37°; m∠5 = 53°
d d 7.1. MN ǁ KL (Given)
̶̶ ̶̶ Adding the fractions on both sides
48. RT = SU = 2 √ 10 , so RT ≅ SU. a+b c+d 2. ∠JMN ≅ ∠JKL, ∠JNM ≅ ∠JLK
̶̶ ̶̶ of the eqn. gives ____ = ____ .
Slope of RT = -3, and slope of SU +
b d (Corr.  Post.)
̶̶ ̶̶ 51. ____
x 3
, where x ≠ ±6 53. 1
= __3 , so RT ⊥ SU. The coordinates
1 x-6 3. △JMN ∼ △JKL (AA ∼ Step 2)
̶̶ ̶̶ 55. 96° 57. acute 59. right
of the mdpt. of RT and SU are 9. SAS or SSS ∼ Thm. 11. It is given
̶̶ ̶̶
(-4, -3), so RT and SU bisect each 7-2 that ∠GLH ≅ ∠K. ∠G ≅ ∠G by the
other. So the diags. of RSTU are ≅ Reflex. Prop. of ≅. Therefore △HLG
⊥ bisectors of each other. Check It Out! 1. ∠A ≅ ∠J; ∠B ≅ ∼ △JKG by AA ∼. 13. ∠K ≅ ∠K by
∠G; ∠C ≅ ∠H; ___ = ___ = ___ = ___
̶̶ ̶̶ AB BC AC
49. EG = FH = 3 √ 2 , so EG ≅ FH. JG GH JH
=2 the Reflex. Prop. of ≅. ___
KL KM
= __32 .
̶̶ ̶̶ __
5 KN KL
Slope of EG = -1, and slope of FH 2. yes; 2 ; △LMJ ∼ △PNS 3. 5 in. Therefore △KLM ∼ △KNL by SAS
̶̶ ̶̶
= 1, so EG ⊥ FH. The coordinates Exercises 3. ∠A ≅ ∠H; ∠B ≅ ∼. 15. It is given that ∠ABD ≅ ∠C.
̶̶ ̶̶
of the mdpt. of EG and FH are ∠J; ∠C ≅ ∠K; ∠D ≅ ∠L; ___ AB
= ___
BC ∠A ≅ ∠A by the Reflex. Prop. of ≅.
̶̶ ̶̶ HJ JK
(__
7
2 )
, -__12 , so EG and FH bisect each = ___
CD
KL
= ___
DA
LH
= __3 5. yes; __3 ; △RMP ∼
2 2 Therefore △ABD ∼ △ACB by AA ∼.
AB = 8
other. So the diags. of EFGH are ≅ △XWU 7. ∠J ≅ ∠S; ∠K ≅ ∠T; ∠L ≅
JK MJ
⊥ bisectors of each other. 50. Not ∠U; ∠M ≅ ∠V; ___ ST
= ___
KL
TU
= ___
LM
UV
= ___
VS
17.1. CD = 3AC , CE = 3BC (Given)
valid; by Thm. 6-5-2, if the diags. of = __56 9. yes; __78 ; △RSQ ∼ △UZX 2. ___
CD
AC
= 3, ___
CE
BC
= 3 (Div. Prop.
a  are ≅, then the  is a rect. By 11. 14 ft 13. S 15. N 17. S 19. 5 of =)
Thm. 6-5-4, if the diags. of a  are 23. ∠O; ∠Q 27. C 29. The ratios of 3. ∠ACB ≅ ∠DCE (Vert.  Thm.)
⊥, then the  is a rhombus. If a  the sides are not the same; ___ 12
= __
24
; 4. △ABC ≅ △DEC (SAS ∼ Steps
3.5 7
is both a rect. and a rhombus, then ___ 2, 3)
10
2.5
= 4; ___
6
1.5
= 4. 33a. rect.
the  is a square. To apply this
ABCD ∼ rect. BCFE b. __ ℓ
= ____
1 19. 1.5 in. 21. yes; SSS ∼ 23. x = 3
1 ℓ-1
chain of reasoning, you must first 1 + √
5 25a. Pyramids A and C are ∼
c. ℓ = ______
2
d. ℓ ≈ 1.6 35. 90°
know that EFRS is a . because the ratios of their corr.
37. 70° 39. __4x
51. valid 52. valid 53. rhombus side lengths are =. b. __54 27. 2 ft;
54. rect. 55. rect., rhombus, square 7-3 4 ft 31a. The  are ∼ by AA ∼ if
56. 64° 57. 25° 58. 65° 59. 123° you assume that the camera is ǁ to
Check It Out! 1. By the △ Sum ̶̶ ̶̶
60. m∠R = 126°; m∠S = 54° the hurricane (that is, YX ǁ AB).
61. 51.6 62. 48.5 63. 3.5 Thm., m∠C = 47°, so∠C ≅ ∠F. ∠B b. △YWZ ∼ △BCZ, and △XWZ ∼
64. n = 3 or n = -3 65. kite ≅ ∠E by the Rt. ∠ ≅ Thm. Therefore △ACZ, also by AA ∼. c. 105 mi
66. trap. 67. isosc. trap. △ABC ∼ △DEF by AA ∼. 2. ∠TXU 35. J 37. 30 41. 94 43. Possible
≅ ∠VXW by the Vert.  Thm. ___ TX
VX
= answer: (0, k), (2k, k), (2k, 0), (0, 0)
__
12
= __
3
, and ___
XU
= __
15
= __
3
. Therefore
16 4 XW 20 4 45. y = ±15
△TXU ∼ △VXW by SAS ∼.

Selected Answers S101

 JL JK
7-4 pairs of opp. sides have the same 2. __
JN
= __13 , ___
JM
= __13
̶̶ ̶̶̶ ̶̶ ̶̶
slope, JK ǁ LM, and KL ǁ JM. By (Div. Prop. of =)
Check It Out! 1. 7.5 2. AD = 16, def., JKLM is a . JL JK
3. __ = ___ (Trans. Prop. of =)
and BE = 12 , so ___
DC
AD
= __
20
16
= __54 , and JN JM
4. ∠J ≅ ∠J (Reflex. Prop. of ≅)
___
EC
= __
15
= __5 . Since ___
DC
= ___
EC
, 7-6
BE 12 4 AD BE 5. △JKL ∼ △JMN (SAS ∼ Steps
̶̶ ̶̶
DE ǁ AB by the Conv. of the △ 3, 4)
Check It Out! 1. The photo should ̶̶ ̶̶
Proportionality Thm. 3. LM ≈ 19.1. QR ǁ ST (Given)
have vertices A′(0, 0), B′(0, 2),
1.5 cm; MN ≈ 2.4 cm 4. AC = 16; 2. ∠RQP ≅ ∠STP (Alt. Int. ∠
C′(1.5, 2), and D′(1.5, 0).
DC = 9 Thm.)
2. N(0, -20); __23 3. RS = √
2 , RU =
Exercises 1. 30 3. ___
EC
AC
= 1, and ___
ED
DB 3 √2 , RT = √ 5 , and RV = 3 √ 5,
3. ∠RPQ ≅ ∠SPT (Vert.  Thm.)
ED ̶̶ ̶̶ 4. △PQR ∼ △PTS (AA ∼ Steps
= 1. Since ___
EC
AC
= ___
DB
, AB ǁ CD by so ___
RS
= ___
RT
= __
1
. ∠R ≅ ∠R by
RU RV 3 2, 3)
the Conv. of the △ Proportionality the Reflex. Prop. of ≅. So △RST ̶̶ ̶̶
20.1. BC ǁ CE (Given)
Thm. 5. 286 ft 7. CD = 4; AD = 6 ∼ △RUV by SAS ∼. 4. Check
2. ∠ABD ≅ ∠C (Corr. ∠ Post.)
9. 20 11. ___
PM
MQ
= ___
6.3
2.7
= 2__13 , and students’ work. The image of
3. ∠ADB ≅ ∠E (Corr. ∠ Post.)
___
PN
= __7 = 2__1 . Since ___
PM
= ___
PN
, △MNP has vertices M′(-6, 3), N′
NR 3 3 MQ NR 4. △ABD ∼ △ACE (AA ∼ Steps
MN ǁ QR by the Conv. of the △ (6, 6), and P′(-3, -3). MP = √5 ,
2, 3)
Proportionality Thm. 13. BC = 6; MN = √ 17 , and PN = 3 √ 2 . M′P′ =
5. ___
AB
= ___
BD
(Def. of ∼ polygons)
CD = 5 15. CE 17. BD 19. DF 3 √5 , M′N′ = 3 √ 17 , and P′N′ = AC CE

2 . ____
M′P′
= ____
M′N′
= ___
P′N′ 6. AB(CE) = AC(BD)(Cross
21. 15 in. or 26__23 in. 9 √ MP MN PN
= 3. So
△M′N′P′ ∼ △MNP by SSS ∼. Products Prop.)
23.1. ___
AE
= ___
AF
(Given) JK JL
EB FC 21. 10 22. 3__13 23. ___ JM
= __
JN
= __12 .
2. ∠A ≅ ∠A (Reflex. Prop. of □) Exercises 1. dilation JK JL ̶̶ ̶̶̶
___ __
Since JM = JN , KL ǁ MN by the
3. △AEF ∼ △ABC (SAS ∼ Steps
5. S(0, -8); __52 7. JK = 2 √ 5 , JM = Conv. of the △ Proportionality
1, 2)
3 √ 5 , JL = 2 √ 5 , and JN = 3 √ 5, Thm. 24. ___ EC
= ___
ED
= __37 . Since ___ EC
=
4. ∠AEF ≅ ∠ABC (Def. of ∼ △) JK JL EA EB EA
̶̶ so ___ = __ = __
2
. ∠J ≅ ∠J by the ED ̶̶ ̶̶
___
5. EF
 ǁ BC (Conv. of Corr.  JM JN 3
EB
, AB ǁ CD by the Conv. of the △
Reflex. Prop. of ≅. So △JKL ∼ Proportionality Thm. 25. SU = 4;
Thm.)
△JMN by SAS ∼. 9. The image of SV = 6 26. 18 27. 4x + 8
25a. PR = 6; RT = 8; QS = 3; SU = 4
QS △RST has vertices R′(-3, 3),
b. ___
PR
= ___ , or __68 = __34 27. 15 33. J 28. 25 ft 4 in. 29. 3 ft 30. By the
RT SU S′(3, 6), and T ′(0, -3). RS = 2 √ 5, Dist. Formula, RS = 2 √ 2 , RU =
39. Check students’ work. 41. 3n
RT = 2 √ 5 , and ST = 2 √ 10 . R′S′ =
43. (5, -18) 45. ∠KLJ ≅ ∠NLM 4 √ 2 , RT = √ 10 , and RV = 2 √ 10 .
3 √ 5 , R′T ′ = 3 √ 5 , and S′T ′ = 3 √ 10 . ___
RS
= ___
RT
= __
1
. ∠R ≅ ∠R by the
by the Vert.  Thm. By the △ Sum ___
R′S′ ___
R′T ′ ___
S′T ′ __
3 RU RV 2
= = = . So △RST ∼ Reflex. Prop. of ≅. So △RST ∼
Thm., m∠MNL = 68°. So ∠JKL ≅ RS RT ST 2
△R′S′T ′ by SSS ∼. 11. X (-24, 0); __83 △RUV by SAS ∼. 31. By the Dist.
∠MNL. Therefore △JKL ∼ △MLN
13. DE = 2 √ 5 , DG = 3 √ 5 , DF = Formula, JK = √ 5 , JM = 4 √ 5 , JL =
by AA ∼.
4 √ 2 , and DH = 6 √ 2 , so ___DE
DG
= ___
DF
DH 2, and JN = 8. ___
JK
=
JL
__ = __
1
. ∠J ≅ ∠J
__
2
= 3 . ∠D ≅ ∠D by the Reflex. Prop. JM JN 4
7-5 by the Reflex. Prop. of ≅. So △JKL
of ≅. So △DEF ∼ △DGH by SAS ∼. ∼ △JMN by SAS ∼. 32. (0, -6); __23
Check It Out! 1. 15 ft 7 in. 15. The image of △JKL has vertices
2. 900 m, or 0.9 km 3. Check 33. The image of △KLM has
J′(-6, 0), K′(-3, -3), and vertices K′(0, 9), L′(0, 0), and M′
students’ work. The drawing should
L′(-9, -6). JK = √ 2 , JL = √ 5 , and (12, 0). By the Dist. Formula,
be 3.7 in. by 3 in. 4. P = 14 mm;
LK = √ 5 . J′K′ = 3 √ 2 , J′L′ = 3 √ 5, KL = 3, LM = 4, KM = 5, K′L′ = 9,
A = 10__23 mm 2 J′K′ J′L′
and L′K′ = 3 √ 5 . ___
JK
= ___
JL
= ___
L′K′
LK
= 3. L′M′ = 12, and K′M′ = 15.
Exercises 1. indirect measurement So △JKL ∼ △J′K′L′ by SSS ∼. 17. It ___
K′L′
= ____
L′M′
= ____
K′M′
= __31 . Therefore
KL LM KM
3. 12 ft 5. 60 ft 11. 27 cm 2 is not a dilation; because it changes △KLM ∼ △K′L′M′ by SSS ∼.
13. ≈ 61 km 19. 864 m 2 21. 175 ft the shape of the figure. 21. A
23. 375 ft 25. __45 27. 0.3 ft by 1.2 ft 23. A 25. 12 31. 5 33. 12 35. 6
29. 20 in.; 12 in. 31a. __ 1
24
b. ___
1
576 Chapter 8
c. 24 ft 2 33. __9 cm 35. 1 cm : 5 m;
1 SGR
since each centimeter will equal 1. proportion 2. dilation 3. means
5 m, this drawing will be __15 the size 8-1
4. ratio 5. __15 6. -__12 7. __32 8. 54
of the drawing with a scale of 9. 17.5; 30; 17.5; 30 10. y = 21 Check It Out! 1. △LJK ∼ △JMK ∼
1 cm : 1 m. 39. D 41. C 43a. 150 m 11. s = 10 12. x = ±6 13. z = 13 △LMJ 2a. 4 2b. 10 √ 3 2c. 6 √
2
b. 1.28 cm 47. x = -4 or x = 10 or z = -11 14. x = ±8 15. y = 3 or 3. 27; 3 √
10 ; 9 √
10 4. 148 ft
49. x ≈ 0.65 or x ≈ -4.65 51. The y = -5 16. yes; __53 ; JKLM ∼ PQRS
̶̶ ̶̶̶ Exercises 1. 8 is the geometric
slopes of JK and LM = 1. The slopes 17. yes; 2; △TUV ∼ △WXY
̶̶ ̶̶ mean of 2 and 32. 3. △BED ∼
of KL and JM = -1. Since both 18.1. JL = __13 JN , JK = __13 JM (Given)
△ECD ∼ △BCE 5. 10 7. 2 9. 20

S102 Selected Answers

11. 2 √ 15 ; 2 √6 ; 2 √10 13. 12; 4 √13 ; ≈ 50°; m∠T ≈ 40° 19. AB = 2; BC 69. Alt. Int.  Thm. 71. Alt. Ext. 
8 15. △MPN ∼ △PQN ∼ △MQP = 4; AC ≈ 4.47; m∠B = 90°; m∠A ≈ Thm. 73. ∠1
17. △RSU ∼ △RTS ∼ △STU 27°; m∠C ≈ 63° 21. ∠2 23. ∠1
19. 3 √ 5 21. 2 √ 5 23. ____

3 √5
25. ∠2 27. 18° 29. 37° 31. 57° 8-6
10
25. 20 √ 3 ; 10 √21 ; 20 √ 7 27. 1670 ft 33. JK ≈ 2.88; LK ≈ 1.40; m∠L = 64° Check It Out! 1a. 〈-3, -4〉
29. __
10
, or 3 __
1
31. x + y 33. z 35. x 35. QR ≈ 4.90; m∠P ≈ 36°; m∠R ≈ 1b. 〈7, 1〉
3 3
37. 4 √
√
5 39. ____
10
41. B 43. By 54° 37. MN = NP = 4; MP ≈ 5.66;
2 2. 3.2 3. 23°
Corollary 8-1-3, a 2 = x(x + y), and m∠N = 90°; m∠M = m∠P = 45°
� �
b 2 = y(x + y). So a 2 + b 2 = x(x + y) 39. 74° 41. cos 43. 0.93 47a. 5° ������
������� �
+ y(x + y). By the Distrib. Prop., b. 85° c. 31 ft 1 in. 49. 23°; 67° � �

this expression simplifies to (x + y) 51. The acute ∠ measure changes �� � �

from about 58° to about 73°, an �
(x + y) = (x + y)2 = c 2. � � �

So a 2 + b 2 = c 2. 47. D 49. A 51. 7; increase by a factor of 1.26.

√ 35 ; 2 √15 53. AC ≈ 15.26 cm; AB 53a. AB = √ 50 ; BC = 2 √10 ; AC 4a. PQ  4b. PQ
 = RS  ǁ RS
; XY
 ǁ
≈ 8.53 cm 55. -4; 2 57. 6 = √ 10 b. AC 2 + BC 2 = AB 2, so  5. 4.4 mi/h; 58°, or N 32° E
MN
59. 4 61. 39° △ABC is a rt. △, and ∠C is the rt. ∠.
Exercises 1. equal 3. magnitude
c. m∠A = 63°; m∠B = 27° 55. 35°
5. 〈8, -8〉 7. 4.1 9. 5.8 11. 11°
8-2 57. 62° 59. 72° 61. 39° 65. D 67. A
13. CD  15. RS
 = EF  = XY

69. 58° 71. 34° 73. x 77. F 79. F
Check It Out! 1a. __
24
= 0.96 1b. __
24 17. 4.6 mi; 20°, or N 70° E
25 7 81. -1 83. 0.89 85. 2.05
≈ 3.43 1c. __
24
25
= 0.96 2. _ss = 1 19. 〈-3.5, 5.5〉 21. 2.0 23. 4.3
3a. 0.19 3b. 0.88 3c. 0.87 8-4 25. 36° 27. DE  29. RS
 = LM  = UV

4a. 21.87 m 4b. 7.06 in. 4c. 36.93 ft 31. 190.1 km/h; 54°, or N 36° E
4d. 6.17 cm 5. 14.34 ft Check It Out! 1a. angle of 33. 〈2, 2〉 35. 〈6, 2〉 37a. 98°
depression 1b. angle of elevation b. 68.9 mi/h c. 36° d. N 81° E
Exercises 1. ___
LK
3. __45 = 0.8 5. __45 = 2. 6314 ft 3. 1717 ft 4. 32,300 ft
JL
2 √ 39. 〈7.1, 1.1〉 41. 〈2.2, 5.4〉 43a. __ 1
0.8 7. __43 ≈ 1.33 9. __12 11. ___
2
13. 0.39 __
1
b. 6 45. 4; 0° 47. 3.6; 56°
12

15. 0.03 17. 0.16 19. 9.65 m Exercises 1. elevation 3. angle of

elevation 5. angle of elevation 49. 〈0, 10〉, 〈10, 0〉; 〈10, 10〉; the
21. 7 ft 6 in. 23. __
15
8
≈ 1.88 25. __
15
17
≈ magnitude of the resultant is 10 √ 2,
__
15 __
1
0.88 27. 17 ≈ 0.88 29. 2 31. 1.23 7. 18 ft 9. 64.6 m 11. angle of
elevation 13. angle of depression and the direction of the resultant
33. 0.22 35. 0.82 37. 3.58 cm
39. 19.67 ft 41. 5.27 ft 43. 6.10 m 15. 1962 ft 17. T 19. F 21. ∠1 and ( )
is tan -1 __ 10
10
= 45°. 53. 〈3.5, 1〉; 3.6;
∠3 25a. 424 ft b. 276 ft 16° 55. 〈4, 4〉; 5.7; 45° 57a. 〈1, 3〉;
45. sine; cosine 47. 60° 49. 1.2 ft
27a. 2080 ft b. 14 s 29. J 31. 98 m 〈2, 6〉 b. √ 10 ; 2 √
10 ; the magnitude
() ( )
2 2
√3
53. 0.6 55. 753 ft 59. __12 + ___ = of 2 v is twice the magnitude of v.
2 33. 1318 ft 35. 6 min 37. rhombus
__
1
+ __34 = 1 61a. sin A = __ac ; cos A = __bc c. 72°; 72°; the direction of 2 v is the
4 and square 39. rectangle, rhombus,
(c) (c)
2 2
b. (sin A) + (cos A) 2 = __a + __b
2
and square 41. 4 43. __16
3
same as the direction of v.
= __
a 2
+ ___
b 2 a +b 2
= ______ = __
c 2
=1
2
d. Multiply each component by k.
2
c 2
c 2
c 2
c 8-5 e. - v = -1 v = -1〈x, y〉 = 〈-x, -y〉
63. 18.64 cm; 16.00 cm 2
61. G 63. 8.2 65. 180° 67. 6.4 mi/h
65. 22.60 in.; 14.69 in 2 69. H Check It Out! 1a. -0.09 1b. -0.03
at a bearing of N 58° E 69. (2, 7)
71. x ≈ 5; AB ≈ 20; BC ≈ 18; 1c. 0.34 2a. 34.9 2b. 29° 2c. 26°
71. (6, -1) 73. 54 cm 2 75. 73°
AC ≈ 27 75. 1.25 77. 0.75 2d. 17.7 3a. 6.5 3b. 30° 3c. 7.0
79. Possible answers: (-2, 11); 3d. 65° 4. 68.6 m; 54°
SGR
(0, 10); (2, 9) 81. Trans. Prop. of ≅ Exercises 1. 0.98 3. -28.64 1. component form 2. equal vectors
83. Sym. Prop. of ≅ 85. 12
5. -0.68 7. 0.54 9. -0.91 11. 43° 3. geometric mean 4. angle of
13. 44° 15. 17.3 17. -0.09 elevation 5. trigonometric ratio
8-3
19. -1.88 21. 0.99 23. -0.87 6. △PRQ ∼ △RSQ ∼ △PSR 7. 5
Check It Out! 1a. ∠2 1b. ∠1 25. 0.79 27. 20.6 29. 10.4 31. 65° 8. √51 9. x = √35 ; y = 2 √15 ;
2a. 37° 2b. 87° 2c. 42° 3. DF ≈ 33. 33° 35. 8.4 37. 21° 39. 8.2 cm z = 2 √
21 10. x = 3; y = 3 √ 5;
16.51; EF ≈ 8.75; m∠D = 32° 41. 50° 43. no 45. 63° 47. 41.2 ft z = 6 √
5 11. x = 5; y = √ 5;
4. RS = ST = 7; RT ≈ 9.90; m∠S = 49. 42°; 138° 51. Law of Sines z = √30 12. 11.17 m 13. 6.30 m
90°; m∠R = m∠T = 45° 5. 21° 53. Law of Sines 55. BC ≈ 10.73; 14. 10.32 cm 15. 1.31 cm
Exercises 1. ∠1 3. ∠1 5. ∠2 7. 65° AB ≈ 10.34; m∠ABC ≈ 50° 16. m∠C = 68°; AB ≈ 4.82; AC ≈
2
9. 34° 11. 38° 13. RP ≈ 9.42; m∠P 57a. y + h 2 b. b 2 c. a 2 = c 2 - 2cx + 1.95 17. m∠H ≈ 53°; m∠G ≈ 37°;
≈ 19°; m∠R ≈ 71° 15. YZ ≈ 13.96; x + h 2 d. a 2 = c 2 + b 2 - 2cx
2
HG ≈ 5.86 18. m∠S = 40°; RS ≈
m∠Y ≈ 38°; m∠Z ≈ 52° 17. RS = 5; e. b cos A f. Subst. 59. A 61. C 42.43; RT ≈ 27.27 19. m∠Q ≈ 41°;
ST = 6; RT ≈ 7.81; m∠S = 90°; m∠R 63. 31° 65. 3n 67. 2n + 2 m∠N ≈ 49°; QN ≈ 13.11

Selected Answers S103

 20. angle of depression 21. angle of formula for y and substitute the Exercises 1. A ≈ 40.5 units 2
elevation 22. 36 ft 23. 458 m expression into the perimeter 3. isosceles triangle; P = (6 + 6 √2)
24. 22° 25. 31.4 26. 20.1 27. 56° formula. Graph, and find the 2
units; A = 9 units 5. rectangle;
28. 〈-7, 2〉 29. 〈1, -6〉 minimum value. 63. -2 ≤ y ≤ 2 P = 28 units; A = 40 units 2
30. 〈-2, -5〉 65. P = 2x + 8; A = __
7x
2
67. 〈6, 8〉 7. A = 20 units 2 9. A = 6 units 2;
31. � 32. � P = 12 units; A = 5 units 2;
�
�
�������
9-2 P = 12 units
�
��
� �
�� �� � Check It Out! 1. A = � �
��������
�� (4x - 12x + 9)π m
2 2
��
2. C ≈ 31.4 in.; C ≈ 37.7 in.; � � � � � �
5.8 2 C ≈ 44.0 in. 3. A ≈ 77.3 cm 2
33. � 34. � ������ 11. A ≈ 43.5 units 2 13. rhombus;
� Exercises 1. Draw a segment
� P = 4 √29 units; A = 20 units 2
� � � perpendicular to a side with
�� � 15. isosceles trapezoid; P =
one endpoint at the center. The
�
apothem is __12 s. 3. A = 9x 2π in 2
(8 + 2 √29 ) units; A = 20 units 2
��
������� � � � 17. A = 53 units 2 19. P =
5. A ≈ 50.3 in 2; A ≈ 78.5 in 2;
A ≈ 113.1 in 2 7. A ≈ 32.7 cm 2
(6 + 3 √2 ) units; A = 4.5 units 2
5.7 51° 21a. A = 20 mi 2 b. A ≈ 150 mi 2.
35. � 9. A ≈ 279.9 m 2 11. C = 5π
� The area represents the distance
13. A ≈ 962.1 ft 2; A ≈ 1963.5 ft 2;
the boat traveled in 5 h. 23a. A =
� ������ A ≈ 3421.2 ft 2 15. A ≈ 13.3 ft 2
6 units 2 b. Possible answer:
� 17. A ≈ 14.5 ft 2 19. 90° 21. 60°
� C(2, 1) and H(8, 2) 25. J 27. A ≈
� � � 23. 45° 25. 36° 27. A ≈ 84.3 cm 2
10.5 units 2 29. A ≈ 17.5 units 2
29. A ≈ 46.8 m 2 31. A ≈ 90.8 ft 2
16° π
35. 20___
√ √π
___ π 37. 36; 18; 31. P = 8 √
2 - √2 units;
π ; 10 π ; 20 √
36. 641.6 mi/h; 32°, or N 58° E 2 units 2 33. -2 < a < 3
A = 2 √
324π 39a. A ≈ 745.6 in 2
b. A ≈ 1073.6 in 2 c. 44% 43. B 37. d = 22 ft
C2
45. B 47. A = ___ 49. y = 3x - 13
Chapter 9 4π
51. m∠B = 124° 53. d 2 = 1.4 cm
9-5
Check It Out! 1. The area is
9-1 9-3 tripled. 2. The perimeter is tripled,
Check It Out! 1. A = 1781.3 m 2 and the area is multiplied by 9.
Check It Out! 1. b = 0.5 yd
2. A ≈ 10.3 in 2 3. 23,296.5 gal 3. The side length is multiplied
2. A = 96 m 2 3. d 2 = 8y m
by ___
1
. 4. Possible answer:
4. P = (4 + 4 √
2 ) cm; A = 4 cm 2 4. A ≈ 12 ft 2 
√2
������������������������
Exercises 1. A = 120 cm 2 Exercises 3. A ≈ 16.3 ft 2

3. P = 52 cm 5. b = 13 in. 5. A = 17.5 m 2 7. A ≈ 4.5 in 2 ���

7. A = 336 in 2 9. d 2 = 8xy 2 cm 9. A = 49.5 mm 2 11. A ≈ 2.3 m 2 ���
11. h = 1.25 m 13. A = (21x 2 + 13. 7 qt 15. A ≈ 9 m 2 17. A = 540 in 2 ���
32x - 5) ft 2 15. h = 20 cm (
19. A = 25 √ 3 + ___
75π
2 )
in 2 ���
17. A = 196 √ 3 in 2 19. A = (12x 2 21. Possible answer: 35,000 mi 2 ���
+ 34x + 20) ft 21. A = 4.5 in 2 23a. A = 675 in 2 ���
23. A = 30 √ 3 cm 2 25. A = 300 in 2 b. �������
�
x 2 √3

27. A = ____2
29a. h = 31.2 in.
b. A = 561.6 in 2 c. 734.4 in 2 ������ �� �� ��
�� �� ��
31. 8; 50 33. 9; 24 35. h = 5 cm
37. 9 39. 100 41. A = 108 ft 2 Exercises 1. The area is
43a. A = __12 (a + b) b. __12 ab; __12 ab;
2 c. 675 in 2 25. A = (26 + 2π) in 2 doubled. 3. The perimeter is
__ 27. A = 2 29. Possible answer: tripled. The area is multiplied by 9.
c c. __12 (a + b) = __12 ab + __12 ab
1 2 2
2 A ≈ 10 cm 2 31. A 33. C 37. 15.96 5. The side length is multiplied
+ __1 c 2; a 2 + b 2 = c 2 47a. Possible
2 39. 1.4 41. A ≈ 3.9 cm 2 by √ 2 . 7. $147.00 9. The area
answers: A: 4.2 cm 2; B: 3.8 cm 2;
is multiplied by __23 . 11. The
C: 4.3 cm 2 b. C has the greatest 9-4 circumference is multiplied by __35 .
area. 49. 23 cases 53. H 55. H
Check It Out! 1. A ≈ 38 units 2 The area is multiplied by __ 9
.
57. h = 4 in. 59. b = (7x + 5) cm; 25
2. parallelogram; P ≈ 20.8 units 2; 13. The side length is multiplied
h = (6x + 3) cm 61a. A = x(12 - x)
A = 25 units 2 3. A = 48 units 2 by √ 3 . 15. The area is multiplied
b. D: 0 < x < 12; R: 0 < y < 36
by 64. 17. The area is multiplied by
c. 6 ft by 6 ft d. Solve the area

S104 Selected Answers

28. 19. The area is divided by 16. 29. A = 12 units 2 30. A = 16 units 2 33. ���
21. The area is multiplied by 4. 31. The perimeter is multiplied by
23. 800,000 acres 25a. The area 3. The area is multiplied by 9.
is multiplied by 3. b. The area 32. The perimeter is doubled. The
���
is multiplied by 3 c. The area is area is multiplied by 4. 33. The
multiplied by 9. 27a. The area circumference is multiplied by __12 .
is multiplied by 3. b. The area The area is multiplied by __14 .
is multiplied by 3. c. The area is 34. The perimeter is multiplied 35.
multiplied by 9. 29a. 8 √ 2 in. by 4. The area is multiplied by 16.
b. 4 √ 2 in. 31. G 33. 36 35. __
7
13
36. __
8
13
37. __
12
13
38. __
6
13
39. 0.17
35. A = (9π x 2 + 54πx + 81π) in 2 40. 0.05 41. 0.17 42. 0.66
37. __2t = 36 39. 128.6°; 51.4°
41. 154.3°; 25.7° 43. A = 32 units 2
Chapter 10
9-6 37a. pentagonal prism
b. 2 pentagons and 5 rectangles
Check It Out! 1. __23 2. __12 3. __12 10-1
c.
4. 0.71
Check It Out! 1a. cone; vertex: N;
Exercises 3. __12 5. __
7
10
7. 9 times edges: none; base: ⊙M
9. __38 11. __5
12
13. 0.08 15. 0.79 1b. triangular prism; vertices: T, U,
17. 0.78 19. 0.46 21. 0.62 23. __12 ̶̶ ̶̶ ̶̶ ̶̶̶
V, W, X, Y; edges: TU, TV, UV, TW,
25. __34 27. 0.5 29. 0.11 31. A 33. 0.84 ̶̶ ̶̶ ̶̶̶ ̶̶̶ ̶̶
UX, VY, WX, WY, XY; bases: △TUV,
35. 0.13 37. 0.77 39–41. Possible △WXY 2a. triangular pyramid
answers given. 39. The point 2b. cylinder 3a. hexagon 39.
lies on AC. 41. The point lies in 3b. triangle 4. Cut through the
the blue triangle or the green midpoints of 3 edges that meet at
triangle. 43. __12 ; it does not matter 1 vertex.
which regions are shaded because
they all have the same area.
45. A 47. D 49. ____ 4-π
4
≈ 0.21
10
53. 4m 55. By the Distance 41. D 43. B
Formula, AB = 2 √ 5 , AC = 2 √ 5 , BC 45.
= 4, AD = 4 √ 5 , AE = 4 √ 5 , and DE
= 8. ___AB
= ___AC
= ___
BC
= __12 , so △ABC ∼ Exercises 1. cylinder
AD AE DE
△ADE by SSS. 57. A ≈ 10.6 in 2 3. rectangular prism; vertices: C, D,
̶̶̶ ̶̶ ̶̶ 47.
E, F, G, H, J, K; edges: GH, GK, HJ,
̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶ ̶̶
SGR JK, GF, HE, JD, KC, FC, CD, DE, EF;
1. apothem 2. center of a circle bases: GHJK, CDEF 5. rectangular
3. geometric probability 4. A = prism 7. cube 9. pentagon
81 in 2 5. P = 22 cm 6. h = 3x 2 in. 11. Cut parallel to the bases.
7. h = 8 ft 8. A = 252 yd 2 13. cube; vertices: S, T, U, V, W, X,
̶̶ ̶̶ ̶̶ ̶̶ ̶̶̶ ̶̶ 49.
9. d 2 = 42xy 4 in. 10. A = 288 m 2 Y, Z; edges: ST, TU, UV, VS, SW, TX,
̶̶ ̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶̶
11. C = 2 ft 12. A ≈ 153.9 yd 2 UY, VZ, WX, XY, YZ, ZW; bases:
13. d = 16x m 14. A ≈ 172.0 ft 2 STUV, WXYZ 15. cylinder; vertices:
15. A ≈ 6.9 in 2 16. A ≈ 309.0 cm 2 none; edges: none; bases: ⊙R, ⊙Q
17. A = 72 m 2 18. A ≈ 200.9 ft 2 17. triangular pyramid 19. square
19. A = 192 cm 2 20. A ≈ 21.4 mm 2 21. rectangle 23. Cut perpendicular
21. A ≈ 49.5 units 2 22. A ≈ 44 units 2 to the ground. 25. rectangular 51a. A and B, C and F, D and G,
23. square; P = 12 √ 2 units; prism 27. hexagonal prism E and H b. one 53. y = x 2 + 6
A = 18 units 2 24. right triangle; 29. The figure is a cylinder whose 55. largest: ∠B; smallest: ∠C
P = (12 + √ 74 ) units; A = 17.5 bases each have a radius of 12 ft. 57. largest: ∠I; smallest: ∠H
units 2 25. isosceles trapezoid; The height of the cylinder is 9 ft. 59. yes; 10:17
P = (12 + 4 √ 5 ) units; A = 24 units 2 31.
26. parallelogram; P = (8 + 2 √ 13 )
units; A = 12 units 2 27. A = 30.5 ����
units 2 28. A = 17.5 units 2
���� ����

Selected Answers S105

 10-2 11. no 13. no ���� ����� ������
15. ����� ���� ���
Check It Out!
1. ����� ���� ���

���� ����� ������ c.

���� ����� ������

17.

2.

19. 43. The first number is 20, and

the second number is 10. 45. The
first number is 0, and the second
number is 5. 47. 2 49. 2 pentagons
and 5 parallelograms 51. 4 triangles
3a.
21. ������� �������
10-3
Check It Out! 1a. V = 6; E = 12;
F = 8; 6 - 12 + 8 = 2 1b. V = 7;
E = 12; F = 7; 7 - 12 + 7 = 2
23. yes 25. no 2. 5 √
3 ≈ 8.7 m
3b.
27. 3. �
���������

�
���������
4. no 29c. 9 ���������
���������
31. ����� ���� ��� �
Exercises 1. perspective
3. ����� ���� ��� 4a. d ≈ 12.9 units; M(3, 4.5, 8.5)
4b. d ≈ 11.4 units; M(8.5, 12, 18)
���� ����� ������ 5. 36.2 ft

���� ����� ������ Exercises 1. because the bases are

circles, which are not polygons
35. B
3. V = 6; E = 10; F = 6; 6 - 10 + 6
39.
= 2 5. 15.0 ft 7. 17 in.
5. 9. �
���������

�
��������� ���������
41a.
7. ���������
�
11. d ≈ 14.4 units; M(2.5, 4.5, 5)
13. d ≈ 9.3 units; M(6.5, 9, 12.5)
15. V = 8; E = 12; F = 6; 8 - 12 + 6
= 2 17. V = 11; E = 20; F = 11;
9. ������� ������� b. ����� ���� ��� 11 - 20 + 11 = 2 19. h ≈ 5.3 m

S106 Selected Answers

21. � 45. � S = 250 cm 2 15. L = 336 ft 2;
S ≈ 391.4 ft 2 17. L = 184π cm 2;
��������� S = 216π cm 2 19. S ≈ 352.0 cm 2
���������
� 21. The surface area is multiplied
��������� � by 9. 23. the cell that measures
���������
��������� ��������� 35 µm by 7 µm by 10 µm 25. h =
� 3.5 m 27. S ≈ 121.5 units 2
23. �
29. 836.58 31. 1057.86 33. Multiply
�
��������� ��������� d ≈ 2.8 units; M(2, 2, 2) the radius and height by __12 .
���������
��������� � 47. � 35. < 4.86 cm 2 37a. AB = 7 in.;
��������� ���������
BC = 4 √ 2 in. ≈ 5.7 in. b. 4.1 in.
���������
��������� ��������� c. 97.6 in 2 39. F 41. h = 18 cm
� 43. 198 cm 2 45. 70 ≤ s ≤ 110
25. d ≈ 10.3 units; M(5.5, 6.5, 8.5) ��������� 47. 77°
27. 6557 ft 49. ��� ���� �����

29. 6
�

10-5
31. 12 �
d ≈ 6.8 units; M(3.5, 4, 6.5) Check It Out! 1. L = 90 ft 2;
49. � S ≈ 105.6 ft 2 2. L = 80π cm 2;
S ≈ 144π cm 2 3. The surface area is
multiplied by __49 . 4. S ≈ 28.9 yd 2
33. V = n + 1; E = 2n; F = n + 1; 5. 9 in.
���������
(n + 1) - 2n + (n + 1) = 2
Exercises 1. the vertex and the
35. 6 √
3 37. 6 √3
center of the base 3. L = 544 ft 2;
39. �
��������� S = 800 ft 2 5. L = 175π in 2; S =
���������� � 224π in 2 7. L = 48π m 2; S = 84π m 2
9. The surface area is multiplied
by 9. 11. S = 1056π m 2 13. L =
�
��������� ��������� 60 ft 2; S = 96 ft 2 15. L = 315 ft 2;
� d ≈ 4.6 units; M(4, 1.5, 7) S ≈ 442.3 ft 2 17. L = 444π in 2;
51. Possible answer: z = 9 S = 588π in 2 19. The surface area is
53. Possible answer: 1.8 in. 55. AB divided by 9. 21. S = 287π in 2
� = 11, AC = 11, and BC = 11 √ 2, 23. 6 in. 25. 4 √ 3 m 2 27. 3π ft 2
41. � so △ABC is an isosc. rt. △. 57. C 29. r = 8 m 31. P = 24 cm 33. S =
��������� ��������� 59. B 61. AB = BC = 2 √ 6 , and 330 cm 2 35. Possible answer:
���������� ����������
AC = 4 √ 6 , so AB + BC = AC. The 526,000 ft 2 39. F 41a. S = 500π cm 2
points are collinear. 65. 0–9 yr old b. L = 100π cm 2 c. B = 25π cm 2
��������� ���������
�
( )
67. A = __12 h __12 b 1 + b 2 69. cone d. S = 500π - 100π + 25π =
����������
71. ⊙C 425π cm 2 43a. c = 2πr b. C = 2πℓ
����������
c. __
c
= ___
2πr
= _ℓr d. The area of the
10-4 C 2πℓ
larger circle is A = πℓ 2. The lateral
�
Check It Out! 1. L = 256 cm 2; surface area is __ c
= _ℓr times the area
43. � C

���������
S = 384 cm 2 2. L = 196π in 2; S = ()
of the circle, so L = πℓ 2 _ℓr = πrℓ
294π in 2 3. 239.7 cm 2 4. The 45. yes 47. 0.25 49. 0.21 51. S =
surface area is multiplied by __14 . 700 cm 2
��������� 5. It will melt at about the same
� rate as the half cylinder. 10-6
��������� Exercises 1. 5 3. L = 24 cm ; S = 2
Check It Out! 1. V = 157.5 yd 3
2 2 2
� 36 cm 5. L = 24π ft ; S = 42π ft 2. 859,702 gal; 7,161,318 lb
7. L = 80π m 2; S = 208π m 2 9. S ≈ 3. V = 1088π in 3 ≈ 3418.1 in 3
2855.0 ft 2 11. The surface area is 4. The volume is multiplied by 8.
multiplied by __49 . 13. L = 200 cm 2; 5. V ≈ 51.4 cm 3

Selected Answers S107

 Exercises 1. the same length as 11. S = 36π ft 2; V = ___ 92π 3
3
ft 13. V 15. d ≈ 7.7; M(4.5, 3.5, 2.5) 16. d
3
3. V ≈ 748.2 m 5. 2552 gal; 3
= 972π cm 15. d = 36 in. 17. S ≈ 10.2; M(2.5, 5, 4) 17. d ≈ 2.4;
15,625π
12,071 lb 7. V = 45π m 3 ≈ 141.4 m 3 = 1764π in 2 19. V = ______ 6
m3 M(8, 1.5, 5.5) 18. d ≈ 7.5;
9. The volume is multiplied by __ 1
64
. 21. The volume is multiplied by 216. M(4, 4.5, 6) 19. L ≈ 628.3 yd 2;
11. V ≈ 1209.1 ft 13. V = 810 yd 3
3 23. S ≈ 1332.0 mm 2; V ≈ S ≈ 785.4 yd 2 20. L = 100 ft 2;
15. V = 245 ft 3 17. V = 1764π cm 3 1440.9 mm 3 25. C = 2π √ 15 in. S = 150 ft 2 21. L = 126 m 2;
≈ 5541.8 cm 3 19. V = 384π cm 3 27. S = 196π units 2; V = _____1372π
3
units 3 S ≈ 157.2 m 2 22. L = 160 cm 2;
2 3
≈ 1206.4 cm 3 21. The volume is 29. 5.28 in.; 8.87 in ; 2.48 in S ≈ 215.1 cm 2 23. L = 630 ft 2;
multiplied by ___ 27
. 23. V ≈ 242.3 ft 3 31. 7.85 in.; 19.63 in 2; 8.18 in 3 S = 855 ft 2 24. L = 175π m 2;
125
2
25a. 235.6 in 25b. 0.04 33. Possible answer: 14,293 in 3 S = 224π m 2 25. L = 150π in 2;
27. h = 11 ft 29. V = 392π m 3 35. about 1408 times as great S = 250π in 2 26. S = 800 ft 2 27. S
31. 576 in 3, or __13 ft 3 33. 2,468,729 gal 37. The surface area of Saturn is = 448π m 2 28. V = 1080 ft 3 29. V
37. A 39. B 41. V = x 3 + x 2 - 2x greater. 39. The cross section of ≈ 1651.7 cm 3 30. V = 900π in 3
x 3 √3
 + x 2 √3
43. V = __________

45. 139 47. 50° the hemisphere is a circle with 31. V = 45π m 3 32. V = 112 m 3
4
49. 8 51. S ≈ 181.9 cm 2 radius √
r 2 - x 2 , so its area is A = 33. V ≈ 10.4 cm 3 34. V = 120π cm 3
π(r 2 - x 2). The cross section of the 35. V = 48π ft 3 36. V = 512π ft 3
10-7 cylinder with the cone removed has 37. V ≈ 1533.3 cm 3 38. V = ____ 500π
3
m3
2
an outer radius of r and an inner 39. S = 144π in 40. d = 16 ft
Check It Out! 1. V = 36 cm 3
radius of x, so the area is A = πr 2 - 41. S ≈ 338.3 cm 2; V ≈ 293.5 cm 3
2. 107,800 yd 3 or 2,910,600 ft 3
πx 2 = π(r 2 - x 2). 41a. 33.5 in 3 42. S ≈ 245.0 ft 2; V ≈ 84.8 ft 3
3. V = 216π m 3 ≈ 678.6 m 3
b. 44.6 in 3 43. H 45. 1 in.
4. The volume is multiplied by 8.
47. The volume of the cylinder is
5. V = 3000 ft 3
1.5 times the volume of the sphere. Chapter 11
Exercises 1. perpendicular 3. V = 49. y = x 2 + 1 51. 4.6 in 2 53. The
96 cm 3 5. V ≈ 65 mm 3 7. V = volume is multiplied by __ 27
64
. 11-1
1440π in 3 ≈ 4523.9 in 3 9. The ̶̶ ̶̶
volume is multiplied by 27. SGR Check It Out! 1. chords: QR, ST;
̶̶
11. V = 2592 cm 3 13. V = 160 ft 3 2. cross section 3. cone; vertex: M; secant: ST
; tangent: UV
; diam.: ST;
̶̶ ̶̶ ̶̶
15. V = 384 ft 3 17. V = 1107π m 3 ≈ edges: none; base: ⊙L 4. rectangular radii: PQ, PT, PS 2. radius of ⊙C:
3477.7 m 3 19. V = 144π ft 3 ≈ pyramid; vertices: N, P, Q, R, S; 1; radius of ⊙D: 3; pt. of tangency:
452.4 ft 3 21. The volume is ̶̶ ̶̶̶ ̶̶ ̶̶ ̶̶ ̶̶ (2, -1); eqn. of tangent line: y = -1
edges: NP, NQ, NR, NS, PQ, QR,
multiplied by 216. 23. V = 150 ft 3 ̶̶ ̶̶ 3. 171 mi 4a. 2.1 4b. 7
RS, SP; base: PQRS 5. cylinder
25. V = ____
25π
6
m 3 27. V = 240π cm 3 6. square pyramid Exercises 1. secant 3. congruent
29. 1350 m 31. 166.3 cm 3 33. C =
3
7. ����� ���� ��� ̶̶
5. chord: QS; secant: QS ; tangent:
10π √ 3 cm 35. V = 1280 in 3 ̶̶ ̶̶ ̶̶ ̶̶
ST
; diam.: QS; radii: PR, PQ, PS
37. V = 17.5 units 3 39. 3 : 2 7. radius of ⊙R: 2; radius of ⊙S:
41a. 33.5 in 3 b. 134.0 in 3 2; pt. of tangency: (1, 2); eqn. of
c. $5; the large size holds 4 times as tangent line: x = 1 9. 19 11. chords:
���� ����� ������
much. 43. H 45. 9 47. V = ___ 2π 3
3
ft ̶̶ ̶̶̶
RS, VW; secant: VW ; tangent: ℓ;
______
1000 √2 3 ̶̶̶ ̶̶ ̶̶̶
49. V = 3 cm 51. 38 and 14 diam.: VW; radii: PV, PW 13. radius
53. 79 and 118 55. AA; PQ = 6 of ⊙C: 2; radius of ⊙D: 4; pt. of
57. 10.0; (0.5, 0, -2) 59. 7; tangency: (-4, 0); eqn. of tangent
(-2, 2, 3.5) 8. line: x = -4 15. 413 km 17. 7
̶̶ ̶̶
19. N 21. A 23. AC 25. AC 27. 45°
10-8
31. 8 33. 22 35a. rect.; ∠BCD and
Check It Out! 1. r = 12 ft ∠EDC are rt.  because a line
2. about 72.3 times as great tangent to a ⊙ is ⊥ to a radius. It
3. S = 2500π cm 2 4. The surface is given that ∠DEB is a rt. ∠. ∠CBE
area is divided by 9. 5. S = 57π ft 2; must also be a rt. ∠ because the
V = 27π ft 3 9. 10. sum of the  of a quad. is 360°.
Thus BCDE has 4 rt.  and is a rect.
Exercises 1. One endpoint is the
b. 17 in.; 2 in. c. 17.1 in. 39. G
center of the sphere, and the
43. 18.6 in. 45. __34 47. __13
20
other is a point on the sphere.
3. V = ___
4π
3
m 3 5. about 8 times 11. yes 12. no 13. V = 9; E = 16;
as great 7. S = 196π cm 2 9. The F = 9; 9 - 16 + 9 = 2 14. V = 8;
surface area is multiplied by 4. E = 12; F = 6; 8 - 12 + 6 = 2

S108 Selected Answers

11-2 a semicircle, so it must be a rt. ∠; Chord-Chord Product Thm., 6 · 6 =
therefore △FBC is a rt. △. 3 · EF. So EF = 12 , FB = 15, and the
Check It Out! 1a. 108° 1b. 270° 33. 72°; 99°; 108°; 81° 35a. AB 2 + radius AB must be 7.5. 37. 3.2 in.
1c. 36° 2a. 140° 2b. 295° 3a. 12
AC 2 = BC 2, so by the Conv. of the 39. 7.44 41. 72% 43. CD 
3b. 100° 4. 34.6
Pyth. Thm., △ABC is a rt. △ with rt. 45. 22π ft 2; 69.12 ft 2 47. 45°
Exercises 1. semicircle 3. major ∠A. Since ∠A is an inscribed rt. ∠, it
arc 5. 162° 7. 61.2° 9. 39.6° intercepts a semicircle. This means 11-7
̶̶
11. 129° 13. 108° 15. 24 17. 24.0 that BC is a diam. b. 120° 39. D Check It Out! 1a. x 2 + (y + 3) 2
19. 136.3° 21. 136.3° 23. 223.7° 41. C 45. 133° 49. __13
7
51. __52 2
= 64 1b. (x - 2) + (y + 1) 2 = 16
25. 152° 27. 155° 29. 147° 31. 6.6 53. 3 m 2 2a. 2b.
33. F 35. T 37. 45°; 60°; 75° � � �
39. 108° 11-5 � � �
⁀ ≅ DE
41. 1. BC ⁀ (Given)
Check It Out! 1a. 83° 1b. 142° �
⁀
2. mBC = mDE ⁀ (Def. of ≅ arcs) �� � �
2a. 51° 2b. 22° 3. 33 4. 45° 5. 72°
3. m∠BAC = m∠DAE ��

(Def. of arc measures) Exercises 1. 70° 3. 122° 5. 67°

4. ∠BAC ≅ ∠DAE (Def. of ≅ ) 7. 94° 9. 58 11. 142° 13. 96°
̶̶ ̶̶̶ 3. (2, - 1)
43. 1. JK is the ⊥ bisector of GH. 15. 116° 17. 124° 19. 260°
(Given) 21. 107.5° 23. 57.5 25. 18 27. 45° Exercises 1. (x - 3) 2 + (y + 5) 2
2. A is equidistant from G and H. 29. 90° 31. 2x° 33. (360 - 2x)° = 144 3. (x - 4) 2 + y 2 = 4
(Def. of center of ⊙) 39. 150°; 30°; 35° 41a. 60° b. 120° 5. � 7. � �
�
̶̶̶ c. obtuse isosceles 43. J �� �
3. A lies on the ⊥ bisector of GH. ̶̶
(⊥ Bisector Thm.) 45. Case 1: Assume AB is a diam.
̶̶ of the circle. Then mAB⁀ = 180°, �
4. JK is a diam. of ⊙A. � �
��
(Def. of diam.) and ∠ABC is a rt. ∠. Thus m∠ABC
̶̶
⁀. Case 2: Assume AB 9a. (-2, 3) b. 10 ft 11. (x - 1.5) 2
45. Solution A 47a. 13.5 in.; 6.5 in. = __12 mAB is
not a diam. of the ⊙. Let X be the + (y + 2.5) 2 = 3 13. (x - 1) 2
b. 11.8 in. c. 23.7 in. 49. F ̶̶
center of the ⊙ and draw radii XA + (y + 2) 2 = 45
51. 48.2° 53a. 90°; 60°; 45° b. __34 π; ̶̶ ̶̶
__
3 b3
π 55. __ 57. 31 59. 28 61. 9 and XB. Since they are radii, XA 15. �
2 16 ̶̶
≅ XB, so △AXB is isosceles. Thus �
∠XAB ≅ ∠XBA and 2m∠XBA +
11-3 �
m∠AXB = 180. This means that
Check It Out! 1a. __
π
4
m 2; 0.79 m 2 m∠XBA = 90 - __12 m∠AXB. By Thm. �� � �
1b. 25.6π in 2; 80.42 in 2 2. 203,575 ft 2 11-1-1, ∠XBC is a rt. ∠, so m∠XBA ��
3. 4.57 m 2 4a. __43 π m; 4.19 m + m∠ABC = 90 or m∠ABC = 90
4b. 3π cm; 9.42 cm - m∠XBA. By subst., m∠ABC =
17.
Exercises 1. seg. 3. 24π cm 2; ( )
90 - 90 - __12 m∠AXB . Simplifying
�
�
2 2
75.40 cm 5. 12 mi 7. 36.23 m 2 gives m∠ABC = __12 m∠AXB. m∠AXB � �
= mAB ⁀ because ∠AXB is a central ��
9. 4π ft; 12.57 ft 11. __23 π in; 2.09 in.
∠. Thus m∠ABC = __12 AB⁀. 47. 95°
13. __
45
2
π in 2; 70.69 in 2 15. 628 in 2
17. 15.35 in 2 19. __ 25
π mm; 4.36 mm 49. yes 51. no 53. 96π cm 3 ≈
18
__
1
21. 10 π ft; 0.31 ft 23. N 25. A 27. 12 301.6 cm 3 55. 37° 57. 53° 19. (x - 1) 2 + (y + 2) 2 = 4 21a. 80 ft
29a. 3.9 ft b. 103° 33. G 35. __73 π b. x 2 + y 2 = 1600 23. T 25. T
11-6 29a. E (-3, -1); G (-6, 2) b. 6
37a. __18 b. __38 c. __12 39. neither
41. 36π cm 3 43. 122° 45. 302° Check It Out! 1. 3.75; AB = 11; CD c. (x + 3) 2 + (y - 2) 2 = 9
= 11.75 2. 3__23 in. 3. z = 14; JG = 27; 31.(0, -15); 5 33. A = 9π; C = 6π
11-4 LG = 39 4. 7__27
35. A = 25π; C = 10π
37. (-200, -100) 39. (x - 1) 2 +
Check It Out! 1a. 270° 1b. 38° Exercises 1. tangent seg. 3. x = 9;
2. 43°; 120° 3a. 12 3b. 39° 4. 51°;
(y + 2) 2 = 16 43. H 45a. (x - 2) 2 +
AB = 13; CD = 12 5. 51__14 ft 7. y = (y + 4) 2 + (z - 3) 2 = 69
129°; 72°; 108°
10.6; PR = 15.6; PT = 13 9. 4 b. 15; if 2 segs. are tangent to a ⊙
Exercises 1. inscribed 3. 58° 11. √33 13. x = 4.2; JL = 14.2; MN or sphere from the same ext. pt.,
5. 26° 7. 112.5 9. 46° 11. 70°; 110°; = 13 15. ≈ 1770 ft 17. y = 14.3; then the segs. are ≅. 47. (x - 3) 2
115°; 65° 13. 47.5° 15. 47.6° 17. ±6 HL = 24.3; NL = 27 19. 2 √ 21 + (y - 4) 2 = 5 49. 9a + 2 51. 8
19. 100° 21. 100°; 39°, 80°; 141° 21. 4 √
10 23a. 6 in. b. 12 in. 53. 196°
23. A 25. S 27. 115° 29a. 30° 25. x = 8; y = 6 √
3 27. Solution B
b. 120° c. Rt.; ∠FBC is inscribed in 33. B 35. CE = ED = 6 and by the

Selected Answers S109

 SGR 9. � 31. (5, 2) → (5, -2) 33. (0, 12) →
1. segment of a circle 2. central � �
�
(0, -12) 35. (0, -5) → (-5, 0)
angle 3. major arc 4. concentric 37a. no b. (7, 4) c. (6, 3.5)
� �
̶̶ ̶̶ 39. y = x
circles 5. chords: QS, UV; tangent: �� �
̶̶ ̶̶ �
ℓ; radii: PQ, PS; secant: UV ; �� 41. �
�
̶̶ ̶̶ ̶̶̶ �� ��
diam.: QS 6. chords: KH, MN; ��
̶̶ ̶̶ ̶̶ ̶̶
tangent: KL ; radii: JH, JK, JM, JN; �
̶̶̶ ̶̶
secant: MN; diams.: MN, KH 7. 25 11. � �� � �
�
8. 12 9. 7 10. 1.8 11. 81° 12. 210° ��
��
13. 99° 14. 279° 15. 17.0 16. 8.7 �� �
�� � ��
17. 12π in 2; 37.70 in 2 18. __ π
4
m 2;
�� ��
0.79 m 2 19. 16π cm; 50.27 cm � � 47. J 49. (4, 4) 51.(-1, 5)
20. 3π ft; 9.42 ft 21. 164° 22. 32° 53. Use the fact that the reflection
23. 26 24. 39° 25. 82° 26. 79° ��
of a seg. is ≅ to the preimage and
27. 67° 28. 90° 29. 11__23 ; DE = 12; 13. no 15. yes the def. of ≅ segs. 55. Use the fact
BC = 14__23 30. 12; RQ = 22; ST = 23 17. that the reflection of a seg. is ≅ to
31. 7; JG = 10; JL = 12 32. 8__12 ; the preimage to prove △ABC ≅
AC = 12__12 ; AE = 10 33. (x + 4) 2 △A′B′C′ by SSS. 59. __ 25
61. 11 cm
36
+ (y + 3) 2 = 9 34. (x + 2) 2 + y 2 = 4 63. 13.2 cm 65. 41°
35. (x - 1) 2 + (y + 1) 2 = 16
36.
12-2
�
Check It Out! 1a. Yes 1b. no
19.
2.
�
�� �
�
�
�� ��
�
Chapter 12 �
3. � �
�

12-1 21. � �� �
� �
Check It Out! 1a. no 1b. yes � �� �
� �� �
� ��
2. � ��
�
�� �� ��
��
4. (16, -24)
23. � �
�
̶̶ ̶̶
3. AX and BX would be ≅. �� Exercises 1. no 3. yes
� 7. �
4. �
�
�
�� � ��� �
� ��
�� �
� ��
� � � �
� �� � �
�� �� � ��
27.
�� � ��
��
�� �� � ��

9. �
Exercises 1. They are ≅. 3. no � �� ��
5. no � �
7. ��
�� �
�������������� �������������� �� � �
29. � �
��

11. yes 13. no

S110 Selected Answers

17. � Exercises 1. yes 3. no around the center of rotation by
�
�� � the same ∠, pts. that are farther
5.
�� from the center of rotation move a
� �� � �
� greater distance than pts. that are
�� � �
�� � closer to the center of rotation.
39. A′(-2, 3), B′(-3, 0), C′ (0, -3),
�
�� D′(3, 0), E′(2, 3), 43. H
45. 160° 47. Use the fact that
19. � 7. ��
�� the rotation of a seg. is ≅ to the
� �� �
� preimage and the def. of ≅ segs.
� � � 49. Use the fact that the rotation of
� �� �
��� �
� �� �� � �
a seg. is ≅ to the preimage to prove
�� △ABC ≅ △A′B′C′ by SSS.
��
��� 51. If A, B, and C are collinear, then
�� ��
� one pt. is between the other two.
21. � 9. � Case 1: If C is between A and B,
� �
������� �
then AC + BC = AB. Use the fact
�
that the rotation of a seg. is ≅ to
� � �
�� �� � the preimage to prove A′C′ + B′C′ =
� �� �� � �
A′B′. Then C′ is between A′ and B′,
��
so A′, B′, and C′ are collinear. Prove
�� �� ��
the other two cases similarly.
23a. __14 b. __12 . c. 0 27. No; there are 11. (8.7, 5) 13. yes 15. no 53. -__32 , 4 55. 94° 57. 〈4, -9〉
no fixed pts. because, by def. of a 59. 〈3, 2〉
17.
translation, every pt. must move
12-4
by the same distance.
29. 〈4, 0〉, (-3, 2) → (1, 2) � Check It Out!
31. (-3, -2), (3, -1), (0, -3) 19. � �� �� 21. �� � 1. �
� �� �
33. (-3, 1), (3, -1) → (0, 0) 39. A �
��
41. C 43a. the vector PQ  �� � �� �� �� �
�� � �
b. 3.46 cm 45. Use the fact that � � � �
�� � �
the reflection of a seg. is ≅ to the
�� �� � �
preimage and the def. of ≅ segs. 23.
47. Use the fact that the translation ��

of a seg. is ≅ to the preimage to 2. a translation in direction ⊥ to n

prove △ABC ≅ △A′B′C′ by SSS. and p, by distance of 6 in.
51. (4, 5) 53. x = 15, y = 5 3.
55. M′(-2, 0), N′(-3, -2), P′ (0, -4) � �
57. M′(0, -2), N′(2, -3), P′ (4, 0) �� ��
25. � �
12-3
�� ��
Check It Out! 1a. no 1b. yes
2.
Exercises 1. Draw a figure and
translate it along a vector. Then
� �
reflect the image across a line.
̶̶ 3.
27. T 29. ST 31a. 72° �
3. � � �
�
� 31b. (4.9, 5.9)
33. �
�� �
� ��
��
� �
�� � �
� ��
��
�� ��

5. a rotation of 100° about the pt. of

35a. 90° 35b. 6 hours
4. (20.9, 64.2) intersection of the lines
37. No; although all pts. are rotated

Selected Answers S111

 7. 1b. yes; 1 line of symmetry 35. line symmetry; x = 2 37a. no
��
b. yes; 180°; 2. c. Yes; if color is
��
not taken into account the ∠ of
rotational symmetry is 90.
�� � 39. parallelogram 41. square
1c. yes; 1 line of symmetry 43. 15° 45. It has rotational
� symmetry of order 3, with an ∠ of
� � rotational symmetry of 120°.
47.
9. ��
�
�
�� 2a. yes; 120°; order: 3 2b. yes; 180°;
� ��
order: 2° 2c. no 49.
� �
3a. line symmetry and rotational
11a. The move is a horiz. or vert. symmetry; 72°; order:
translation by 2 spaces followed by
a vert. or horiz. translation by 51. A 53. C 55. 72 57. x = -4
1 space. 59. x = 0 61. 7 63. $246.40
11b. 65. 5 cm 67. P′ (6, -5)
� � 69. P′ (0,-4)
� � 3b. line symmetry; 51.4°; order: 7 12-6
4a. both 4b. neither
� � Check It Out! 1a. translation
� � symmetry 1b. translation
symmetry and glide reflection
symmetry
11c. � � � � 2.
� �
� � � � Exercises 1. The line of symmetry 3a. regular 3b. neither.
� � � � is the ⊥ bisector of the base.
� � � � 3c. semiregular
3. yes; 2 lines of symmetry
� � 5. no 7. no
4a. yes
� � � �
9. 72°; order: 5
� � �
11. both
13. �� �� 13. yes; 1 line of symmetry
15. no 17. yes; 72°; order: 5 4b. no
19. 90; order: 4 21. neither
�� 23. isosc. 25. scalene 27. 0 Exercises 3. translation symmetry
29. line symmetry and glide reflection symmetry
� � �
5. translation symmetry and glide
�
� reflection symmetry 9. regular
� � 11. semiregular
� � 13. yes; possible answer
17. never 19. always 23. A �� � �
25. C 29. yes 31. 6.4 33. 8
� �
35. N′(1, 3) ��

12-5 31. line symmetry

Check It Out! �
� 15. translation symmetry
�
1a. yes; 2 lines of symmetry � 17. translation symmetry
19.
�
�� �
� 21. neither 23. neither 25. no
�� 27. translation symmetry and
glide reflection symmetry
33. rotational symmetry of order 4

S112 Selected Answers

29. translation, reflection, 21. � 11. �� � �
�
rotation 31. always 33. always
�� ��
35. never 41. The tessellation has �� ��
�
translation symmetry, reflection �� �
�� �� �
symmetry, and order 3 rotation � �
� �����
symmetry.
��
43. ��� �� 23. � � � �
�
�� �� 12. � �
��� � �� �� � � �
��
47. H 51. yes 53. 7.5% �� � � � � �
55. (x + 2) 2 + (y - 3) 2= 5 ��
�� �� ��
��
57. -(x - 5) 2 + (y + 3) 2 = 20 � � ����� ��
59. angle of rotational symmetry:
25. ABCDE ∼ MNPQR ��
72°; order: 5
27. 13. no 14. yes 15. no 16. no
12-7 17. �
�
Check It Out! 1a. no 1b. yes
�� ��
2. �� �� �
� � � �
� � �
29. �� ��
� � �
�� �
�� ��
3. 1600 in 2 18. �
�
4. � � ��
�
�
�� �� 31. B 35. -4.5 × 10 -12 37. k = -2; � �
� � A′(4, -4), B′(-2, -6) 39. k = 1 � ��
�� �� �� � � � ��
and k = -1 47. H 49. no
��
� � 51. y = -x + 6
�� 53. P = 24 units; A = -28 units 2 19. �� �
�
55. yes
Exercises 1. The center is the �� ��
origin; the scale factor is 3. 3. yes SGR � �
5. yes �� � �
1. reg. tessellation 2. frieze pattern
7. ��
3. isometry 4. composition of
��
�
transformations 5. yes 6. no
7. no 8. yes 20. �
�
9. � � ��
�
9. � �� �
�
� � �� �� �
� � �� � �
� � �
�� � �
��
�� � � � � �� �� �� ��
��
�
��
�� 21. yes 22. yes 23. no
10. � 24. no
�
11. � � 25. � �
� �� ��
�
� � �
�� �� � � �
�
�� ��
�� �� �
�� � �
�� �� � � � �
�� ��
�
��
�� ��

13. yes 15. no 19. 108

Selected Answers S113

 26. � � 30. � �� 40.
�
� �
�
��
� �
� � �� � � � � ��
41. neither
��
�� 31. yes 42. semiregular 43. yes 44. yes
��
45. � �
�
27. �� �
�� ��
�
� � �
�� �
� ��
�� � �� � ��
��
� � ��
��
32. yes �
46. �
�
28. � ��
� � �

� �� 33. yes; 120°; 3 34. no �

� �� � � � ��
35. yes; 120°; 3 36. yes; 180°; 2
�� � � ��
�� 37.
�
��
��
�
29. ��
38.
�

� �

� �

�� �� 39.

�� ��

S114 Selected Answers

Glossary/Glosario
A
ENGLISH SPANISH EXAMPLES
acute angle (p. 21) An angle that ángulo agudo Ángulo que mide más
measures greater than 0° and less de 0° y menos de 90°.
than 90°.

acute triangle (p. 216) A triangle triángulo acutángulo Triángulo con

with three acute angles. tres ángulos agudos.

adjacent angles (p. 28) Two angles ángulos adyacentes Dos ángulos
in the same plane with a common en el mismo plano que tienen un
vertex and a common side, but no vértice y un lado común pero no �
common interior points. comparten puntos internos. �

∠1 and ∠2 are adjacent angles.

adjacent arcs (p. 757) Two arcs of arcos adyacentes Dos arcos del � �
the same circle that intersect at mismo círculo que se cruzan en un �
exactly one point. punto exacto.

⁀ and ST
RS ⁀ are adjacent arcs.

alternate exterior angles ángulos alternos externos Dadas

(p. 147) For two lines intersected dos rectas cortadas por una � �
by a transversal, a pair of angles transversal, par de ángulos no � �
� �
that lie on opposite sides of the adyacentes ubicados en los lados � �
transversal and outside the other opuestos de la transversal y fuera de
two lines. las otras dos rectas. ∠4 and ∠5 are alternate
exterior angles.

alternate interior angles (p. 147) ángulos alternos internos Dadas dos
For two lines intersected by a rectas cortadas por una transversal, � �
transversal, a pair of nonadjacent par de ángulos no adyacentes � �
� �
angles that lie on opposite sides of ubicados en los lados opuestos de � �
the transversal and between the la transversal y entre las otras dos
other two lines. rectas.
∠3 and ∠6 are alternate
interior angles.

altitude of a cone (p. 690) A altura de un cono Segmento que

segment from the vertex to se extiende desde el vértice hasta el
the plane of the base that is plano de la base y es perpendicular �
perpendicular to the plane of al plano de la base.
the base.

altitude of a cylinder (p. 680) A altura de un cilindro Segmento

segment with its endpoints on con sus extremos en los
the planes of the bases that is planos de las bases que es � �
perpendicular to the planes of perpendicular a los planos
the bases. de las bases.

Glossary/Glosario S115
 ENGLISH SPANISH EXAMPLES
altitude of a prism (p. 680) A altura de un prisma Segmento con
segment with its endpoints on sus extremos en los planos de las
the planes of the bases that is bases que es perpendicular a los �
�
perpendicular to the planes of planos de las bases.
the bases.

altitude of a pyramid (p. 689) altura de una pirámide Segmento

A segment from the vertex to que se extiende desde el vértice
�
the plane of the base that is hasta el plano de la base y es
perpendicular to the plane of perpendicular al plano de la base.
the base.

altitude of a triangle (p. 316) A altura de un triángulo Segmento

perpendicular segment from a perpendicular que se extiende desde
�
vertex to the line containing the un vértice hasta la recta que forma el
opposite side. lado opuesto.

ambiguous case of the Law of caso ambiguo de la Ley de los senos

Sines (p. 556) If two sides and a Si se conocen dos lados y un �
nonincluded angle of a triangle ángulo no incluido de un triángulo
�� �
are given in order to solve the y se quiere resolver el triángulo
��� �
triangle using the Law of Sines, aplicando la Ley de los senos, �� �
� �
it is possible to have two es posible obtener dos
���
different answers. respuestas diferentes. � �

angle (p. 20) A figure formed ángulo Figura formada por dos �
by two rays with a common rayos con un extremo común.
endpoint.
� �
angle bisector (p. 23) A ray bisectriz de un ángulo Rayo que �
that divides an angle into two divide un ángulo en dos ángulos
�
congruent angles. congruentes. �

�
JK
 is an angle bisector of ∠LJM.

angle of depression (p. 544) The ángulo de depresión Ángulo

angle formed by a horizontal line formado por una recta horizontal y
and a line of sight to a point below. una línea visual a un punto inferior.

angle of elevation (p. 544) The ángulo de elevación Ángulo

angle formed by a horizontal line formado por una recta horizontal y
and a line of sight to a point una línea visual a un punto superior.
above.

angle of rotation (p. 840) An angle ángulo de rotación Ángulo formado �

formed by a rotating ray, called por un rayo rotativo, denominado �������������
����
the terminal side, and a stationary lado terminal, y un rayo de
��� �
reference ray, called the initial referencia estático, denominado lado
� ������������
side. inicial.
The angle of
rotation is 135°.

angle of rotational symmetry ángulo de simetría de rotación El ���

(p. 857) The smallest angle ángulo más pequeño alrededor
through which a figure with del cual se puede rotar una figura ��� ���
rotational symmetry can be con simetría de rotación para que
rotated to coincide with itself. coincida consigo misma.
���

S116 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
annulus (p. 612) The region corona circular Región comprendida
between two concentric circles. entre dos círculos concéntricos.

apothem (p. 601) The apotema Distancia perpendicular

perpendicular distance from the desde el centro de un polígono
center of a regular polygon to a regular hasta un lado del polígono. �
side of the polygon.

arc (p. 756) An unbroken part of a arco Parte continua de un círculo

� �
circle consisting of two points on formada por dos puntos del círculo
the circle, called the endpoints, denominados extremos y todos los
and all the points on the circle puntos del círculo comprendidos
between them. entre éstos.

arc length (p. 766) The distance longitud de arco Distancia a lo largo
along an arc measured in linear de un arco medida en unidades �����
units. lineales. �

���
⁀ = 5π ft
mCD �

arc marks (p. 22) Marks used on marcas de arco Marcas utilizadas �
a figure to indicate congruent en una figura para indicar ángulos ���
�
angles. congruentes. ����� �
�
� �
area (p. 36) The number of área Cantidad de cuadrados �
nonoverlapping unit squares of a unitarios de un determinado
given size that will exactly cover tamaño no superpuestos que cubren �
the interior of a plane figure. exactamente el interior de una
figura plana.
The area is 10 square units.

arrow notation (p. 50) A symbol notación de flecha Símbolo utilizado

used to describe a transformation. para describir una transformación. �
��
��������

�����
�
�
��
��
��������������������

auxiliary line (p. 223) A line drawn recta auxiliar Recta dibujada en �������������� �
in a figure to aid in a proof. una figura como ayuda en una �
� � �
demostración.
� �
� �

axiom (p. 7) See postulate. axioma Ver postulado.

axis of a cone (p. 690) The eje de un cono Segmento cuyos

segment with endpoints at the extremos se encuentran en el vértice
vertex and the center of the base. y en el centro de la base.
����

Glossary/Glosario S117
 ENGLISH SPANISH EXAMPLES
axis of a cylinder (p. 681) The eje de un cilindro Segmentos cuyos
segment with endpoints at the extremos se encuentran en los
centers of the two bases. centros de las dos bases. ����

axis of symmetry (p. 858) A line eje de simetría Línea que divide una
that divides a plane figure or a figura plana o una gráfica en dos
graph into two congruent reflected mitades reflejadas congruentes.
halves.

����������������

B
�����������
base angle of a trapezoid ángulo base de un trapecio Uno
� �
(p. 429) One of a pair of de los dos ángulos consecutivos
consecutive angles whose cuyo lado en común es la base del
common side is a base of the trapecio.
� �����������
�
trapezoid.

base angle of an isosceles triangle ángulo base de un triángulo isósceles �

(p. 273) One of the two angles that Uno de los dos ángulos que tienen
���������� ����������
have the base of the triangle as a como lado la base del triángulo.
side. � �

base of a cone (p. 654) The base de un cono Cara circular

circular face of the cone. del cono.
����

base of a cylinder (p. 654) One base de un cilindro Una de las dos
of the two circular faces of the caras circulares del cilindro.
cylinder. �����

base of a geometric figure base de una figura geométrica

(p. 429) A side of a polygon; a face Lado de un polígono; cara de
of a three-dimensional figure by una figura tridimensional por � �����
which the figure is measured or la cual se mide o clasifica
classified. la figura. �

base of a prism (p. 654) One of the base de un prisma Una de las dos
two congruent parallel faces of the caras paralelas y congruentes del
�����
prism. prisma.

base of a pyramid (p. 654) base de una pirámide Cara de la

The face of the pyramid that is pirámide opuesta al vértice.
opposite the vertex. ����

base of a trapezoid (p. 429) One base de un trapecio Uno de los dos ����
of the two parallel sides of the lados paralelos del trapecio.
trapezoid.
����

base of a triangle (p. 36) Any side base de un triángulo Cualquier lado
� �
of a triangle. de un triángulo.
�

S118 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
base of an isosceles triangle base de un triángulo isósceles Lado �
(p. 273) The side opposite the opuesto al ángulo del vértice.
vertex angle.
� �
����
bearing (p. 252) Indicates rumbo Indica dirección. La cantidad � �
direction. The number of degrees de grados en el ángulo cuyo lado
���
in the angle whose initial side is a inicial es una línea recta en dirección
line due north and whose terminal norte y cuyo lado terminal se � �
side is determined by a clockwise determina por una rotación en el �
rotation. sentido de las agujas del reloj.
�
between (p. 14) Given three entre Dados tres puntos A, B y C, B
points A, B, and C, B is between está entre A y C si y sólo si los tres
A and C if and only if all three of puntos se encuentran en la misma � � �
the points lie on the same line, línea y AB + BC = AC.
and AB + BC = AC.

biconditional statement (p. 96) enunciado bicondicional Enunciado A figure is a triangle if

A statement that can be written que puede expresarse en la forma and only if it is a
in the form “p if and only if q.” “p si y sólo si q”. three-sided polygon.

bisect (p. 15) To divide into two trazar una bisectriz Dividir en dos �
congruent parts. partes congruentes.
�
�

�
 bisects ∠LJM.
JK

C
Cartesian coordinate system sistema de coordenadas cartesianas
(p. 808) See coordinate plane. Ver plano cartesiano.

center of a circle (p. 600) The centro de un círculo Punto dentro

point inside a circle that is the de un círculo que se encuentra a la
same distance from every point on misma distancia de todos los puntos �
the circle. del círculo.

center of a regular polygon centro de un polígono regular Punto

(p. 601) The point that is equidistante de todos los vértices del
equidistant from all vertices polígono regular.
of the regular polygon.

center of a sphere (p. 714) The centro de una esfera Punto dentro
point inside a sphere that is the de una esfera que está a la misma
same distance from every point on distancia de cualquier punto de la ������
the sphere. esfera.

center of dilation (p. 873) The centro de dilatación Intersección

intersection of the lines that de las líneas que conectan cada
connect each point of the image punto de la imagen con el punto ������
with the corresponding point of correspondiente de la imagen
the preimage. original.

Glossary/Glosario S119
 ENGLISH SPANISH EXAMPLES
center of rotation (p. 840) The centro de rotación Punto alrededor ���
point around which a figure is del cual rota una figura.
rotated. ��� ���
������

���
central angle of a circle (p. 756) ángulo central de un círculo Ángulo
An angle whose vertex is the cuyo vértice es el centro de un
center of a circle. círculo.

central angle of a regular polygon ángulo central de un polígono

(p. 601) An angle whose vertex is regular Ángulo cuyo vértice es
the center of the regular polygon el centro del polígono regular y
and whose sides pass through cuyos lados pasan por vértices ��������
consecutive vertices. consecutivos. �����

centroid of a triangle (p. 314) The centroide de un triángulo Punto �

point of concurrency of the three donde se encuentran las tres
medians of a triangle. Also known medianas de un triángulo. También � � �
as the center of gravity. conocido como centro de gravedad.
� �
�
The centroid is P.

chord (p. 746) A segment whose cuerda Segmento cuyos extremos se �

endpoints lie on a circle. encuentran en un círculo. ����� �

circle (p. 600) The set of points in círculo Conjunto de puntos en

a plane that are a fixed distance un plano que se encuentran a
from a given point called the una distancia fija de un punto
center of the circle. determinado denominado centro del
círculo.

circle graph (p. 755) A way to gráfica circular Forma de mostrar

���������������������
display data by using a circle datos mediante un círculo dividido
divided into non-overlapping en sectores no superpuestos. ���
������
sectors. ����� ���
��� ��
���
���
��� �����
�����

circumcenter of a triangle (p. 307) circuncentro de un triángulo Punto �

The point of concurrency of the donde se cortan las tres mediatrices
three perpendicular bisectors de un triángulo.
�
of a triangle.
�
�
The circumcenter is P.

circumference (p. 37) The distance circunferencia Distancia alrededor

around the circle. del círculo.

�������������

S120 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
circumscribed circle (p. 308) círculo circunscrito Todos los vértices
Every vertex of the polygon lies del polígono se encuentran sobre el
on the circle. círculo.

circumscribed polygon (p. 599) polígono circunscrito Todos los

Each side of the polygon is tangent lados del polígono son tangentes al
to the circle. círculo.

coincide (p. 221) To correspond coincidir Corresponder exactamente,

exactly; to be identical. ser idéntico.

collinear (p. 6) Points that lie on colineal Puntos que se encuentran � � �

the same line. sobre la misma línea.

K, L, and M are collinear points.

common tangent (p. 748) A line tangente común Recta que � �

that is tangent to two circles. es tangente a dos círculos.
�
� � � �
�

complement of an angle (p. 29) complemento de un ángulo La suma

The sum of the measures of an de las medidas de un ángulo y su
angle and its complement is 90°. complemento es 90°. ���
��� �

The complement of a 53°

�
angle is a 37° angle.

complement of an event complemento de un suceso Todos

In the experiment of rolling a
(p. 628) All outcomes in the los resultados en el espacio
number cube, the complement of
sample space that are not in an muestral que no están en el rolling a 3 is rolling a
̶ ̶
event E, denoted E. suceso E y se expresan E. 1, 2, 4, 5, or 6.

complementary angles (p. 29) Two ángulos complementarios Dos

angles whose measures have a ángulos cuyas medidas suman 90°.
sum of 90°. ���
���
�

�
component form (p. 559) The form forma de componente Forma de
of a vector that lists the vertical un vector que muestra el cambio �
and horizontal change from the horizontal y vertical desde el punto
initial point to the terminal point. inicial hasta el punto terminal. �

� �

The component form of CD

 is 〈2, 3〉.

composite figure (p. 600) A plane figura compuesta Figura plana

figure made up of triangles, compuesta por triángulos,
rectangles, trapezoids, circles, rectángulos, trapecios, círculos
and other simple shapes, or a y otras formas simples, o figura
three-dimensional figure made tridimensional compuesta por
up of prisms, cones, pyramids, prismas, conos, pirámides, cilindros
cylinders, and other simple three- y otras figuras tridimensionales
dimensional figures. simples.

Glossary/Glosario S121
 ENGLISH SPANISH EXAMPLES
composition of transformations composición de transformaciones ��� ���
(p. 848) One transformation Una transformación seguida de otra
followed by another transformación. ���
transformation. �
�

� ��
� ��
�� ��

compound statement (p. 128) Two enunciado compuesto Dos The sky is blue and the grass is
statements that are connected by enunciados unidos por la palabra y green. I will drive to school or I
the word and or or. u o. will take the bus.

concave polygon (p. 383) A polígono cóncavo Polígono en el

polygon in which a diagonal can cual se puede trazar una diagonal
be drawn such that part of the tal que parte de la diagonal contiene
diagonal contains points in the puntos ubicados fuera del polígono. �������
exterior of the polygon. �������������

concentric circles (p. 747) círculos concéntricos Círculos

Coplanar circles with the same coplanares que comparten el mismo
center. centro. ������

conclusion (p. 81) The part of a conclusión Parte de un enunciado If x + 1 = 5, then x = 4.

conditional statement following condicional que sigue a la palabra
the word then. entonces. Conclusion

concurrent (p. 307) Three or more concurrente Tres o más líneas rectas
lines that intersect at one point. que se cortan en un punto.

conditional statement (p. 81) A enunciado condicional Enunciado

statement that can be written que se puede expresar como “si p, If x + 1 = 5, then x = 4.
in the form “if p, then q,” where entonces q”, donde p es la hipótesis
Hypothesis Conclusion
p is the hypothesis and q is the y q es la conclusión.
conclusion.

cone (p. 654) A three-dimensional cono Figura tridimensional con una

figure with a circular base and base circular y una superficie lateral
a curved lateral surface that curva que conecta la base con un
connects the base to a point called punto denominado vértice.
the vertex.

congruence statement (p. 231) enunciado de congruencia � �

A statement that indicates that Enunciado que indica que dos
two polygons are congruent by polígonos son congruentes
listing the vertices in the order enumerando los vértices en orden
of correspondence. de correspondencia. � � � �
△HKL ≅ △YWK

congruence transformation transformación de congruencia

(p. 824) See isometry. Ver isometría.

congruent (p. 13) Having the same congruente Que tiene el mismo � �
size and shape, denoted by ≅. tamaño y forma, expresado por ≅.
� �
̶̶ ̶̶
PQ ≅ SR

S122 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
congruent angles (p. 22) Angles ángulos congruentes Ángulos que
�
that have the same measure. tienen la misma medida.
�
�
�
� �
∠ABC ≅ ∠DEF

congruent arcs (p. 757) Two arcs arcos congruentes Dos arcos que se �
that are in the same or congruent encuentran en el mismo círculo o en
��
circles and have the same círculos congruentes y que tienen la �
��
measure. misma medida. �
�

congruent circles (p. 747) Two círculos congruentes Dos círculos �

circles that have congruent radii. que tienen radios congruentes. �
�
�

congruent polygons (p. 231) Two polígonos congruentes Dos � �

polygons whose corresponding polígonos cuyos lados y ángulos � �
sides and angles are congruent. correspondientes son congruentes.
� � � �

congruent segments (p. 13) Two segmentos congruentes Dos � �

segments that have the same segmentos que tienen la misma
length. longitud. � �
̶̶ ̶̶
PQ ≅ SR

conjecture (p. 74) A statement that conjetura Enunciado que se supone A sequence begins with the
terms 2, 4, 6, 8, 10. A reasonable
is believed to be true. verdadero.
conjecture is that the next term
in the sequence is 12.

conjunction (p. 128) A compound conjunción Enunciado compuesto 3 is less than 5 AND
statement that uses the word and. que contiene la palabra y. greater than 0.

consecutive interior angles ángulos internos consecutivos Ver

(p. 147) See same-side interior ángulos internos del mismo lado.
angles.

construction (p. 14) A method of construcción Método para crear

creating a figure that is considered una figura que es considerado
to be mathematically precise. matemáticamente preciso. Se �
Figures may be constructed by pueden construir figuras utilizando
using a compass and straightedge, un compás y una regla, un programa
geometry software, or paper de computación de geometría o �
folding. plegando papeles. �

contraction (p. 873) See reduction. contracción Ver reducción.

contrapositive (p. 83) The contrapuesto Enunciado que se Statement: If n + 1 = 3,

statement formed by both forma al intercambiar y negar la then n = 2
exchanging and negating the hipótesis y la conclusión de un Contrapositive: If n ≠ 2,
hypothesis and conclusion of a enunciado condicional. then n + 1 ≠ 3
conditional statement.

converse (p. 83) The statement expresión recíproca Enunciado que Statement: If n + 1 = 3,
formed by exchanging the se forma intercambiando la hipótesis then n = 2
hypothesis and conclusion of a y la conclusión de un enunciado Converse: If n = 2,
conditional statement. condicional. then n + 1 = 3

Glossary/Glosario S123
 ENGLISH SPANISH EXAMPLES
convex polygon (p. 383) A polygon polígono convexo Polígono en el
in which no diagonal contains cual ninguna diagonal contiene
points in the exterior of the puntos fuera del polígono.
������
polygon.
�������������

coordinate (p. 13) A number used coordenada Número utilizado

�
to identify the location of a point. para identificar la ubicación de
On a number line, one coordinate un punto. En una recta numérica �� � � � � � �
is used. On a coordinate plane, se utiliza una coordenada. En The coordinate of point A is 3.
two coordinates are used, un plano cartesiano se utilizan
�
called the x-coordinate and the dos coordenadas, denominadas
y-coordinate. In space, three coordenada x y coordenada y. En el �
coordinates are used, called the espacio se utilizan tres coordenadas,
x-coordinate, the y-coordinate, denominadas coordenada x, � �
and the z-coordinate. coordenada y y coordenada z. The coordinates of point B are (1, 4).

coordinate plane (p. 43) A plane plano cartesiano Plano dividido

������
that is divided into four regions en cuatro regiones por una línea
by a horizontal line called the horizontal denominada eje x y una
x-axis and a vertical line called the línea vertical denominada eje y.
y-axis. �

������

coordinate proof (p. 267) A style prueba de coordenadas Tipo de

of proof that uses coordinate demostración que utiliza geometría
geometry and algebra. de coordenadas y álgebra.

coplanar (p. 6) Points that lie in coplanar Puntos que se encuentran

the same plane. en el mismo plano.

corollary (p. 224) A theorem corolario Teorema cuya

whose proof follows directly from demostración proviene directamente
another theorem. de otro teorema.

corresponding angles of lines ángulos correspondientes de líneas

intersected by a transversal cortadas por una transversal Dadas
(p. 147) For two lines intersected dos rectas cortadas por una � �
� �
by a transversal, a pair of angles transversal, el par de ángulos � �
� �
that lie on the same side of the ubicados en el mismo lado de la
transversal and on the same sides transversal y en los mismos lados de
of the other two lines. las otras dos rectas. ∠1 and ∠3 are corresponding.

corresponding angles of polygons ángulos correspondientes de los � � �

(p. 231) Angles in the same polígonos Ángulos que tienen la �
position in two different polygons misma posición en dos polígonos
that have the same number of diferentes que tienen el mismo � �
angles. número de ángulos. ∠A and ∠D are corresponding angles.

corresponding sides of polygons lados correspondientes de los � � �

(p. 231) Sides in the same position polígonos Lados que tienen la �
in two different polygons that have misma posición en dos polígonos
the same number of sides. diferentes que tienen el mismo �
�
número de lados. ̶̶ ̶̶
AB and DE are corresponding sides.

S124 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
cosecant (p. 532) In a right cosecante En un triángulo
triangle, the cosecant of angle A rectángulo, la cosecante del ángulo ����������
is the ratio of the length of the A es la razón entre la longitud de la ��������
hypotenuse to the length of the hipotenusa y la longitud del cateto
�
side opposite A. It is the reciprocal opuesto a A. Es la inversa de la
of the sine function. función seno. hypotenuse 1
csc A = __ = _
opposite sin A

cosine (p. 525) In a right triangle, coseno En un triángulo rectángulo,

the cosine of angle A is the ratio el coseno del ángulo A es la ����������
of the length of the leg adjacent razón entre la longitud del cateto
to angle A to the length of the adyacente al ángulo A y la longitud �
hypotenuse. It is the reciprocal of de la hipotenusa. Es la inversa de la ��������
the secant function. función secante. adjacent
cos A = __= _ 1
hypotenuse sec A

cotangent (p. 532) In a right cotangente En un triángulo

triangle, the cotangent of angle A rectángulo, la cotangente del ángulo ��������
is the ratio of the length of the side A es la razón entre la longitud del
adjacent to A to the length of the cateto adyacente a A y la longitud del �
side opposite A. It is the reciprocal cateto opuesto a A. Es la inversa de ��������
of the tangent function. la función tangente. adjacent
cot A = _ = _ 1
opposite tan A

counterexample (p. 75) An contraejemplo Ejemplo que

example that proves that a demuestra que una conjetura o
conjecture or statement is false. enunciado es falso.

CPCTC (p. 260) An abbreviation PCTCC Abreviatura que significa

for “Corresponding Parts “Las partes correspondientes de
of Congruent Triangles are los triángulos congruentes son
Congruent,” which can be used as congruentes”, que se puede utilizar
a justification in a proof after two para justificar una demostración
triangles are proven congruent. después de demostrar que dos
triángulos son congruentes (CPCTC,
por sus siglas en inglés).

cross products (p. 455) In the productos cruzados En el 1 =_

_ 3
2 6
statement __
b
a
= __
c
d
, bc and ad are the enunciado __ab = __
c
d
, bc y ad son los
Product of means: 2 · 3 = 6
cross products. productos cruzados.
Product of extremes: 1 · 6 = 6

cross section (p. 656) The sección transversal Intersección

intersection of a three- de una figura tridimensional y un
dimensional figure and a plane. plano.

cube (p. 654) A prism with six cubo Prisma con seis caras
square faces. cuadradas.

cylinder (p. 654) A three- cilindro Figura tridimensional con

dimensional figure with two dos bases circulares congruentes
parallel circular bases and paralelas y una superficie lateral
a curved lateral surface that curva que conecta las bases.
connects the bases.

Glossary/Glosario S125
 ENGLISH SPANISH EXAMPLES

D
decagon (p. 382) A ten-sided decágono Polígono de diez lados.
polygon.

deductive reasoning (p. 88) The razonamiento deductivo Proceso en

process of using logic to draw el que se utiliza la lógica para sacar
conclusions. conclusiones.

definition (p. 97) A statement definición Enunciado que describe

that describes a mathematical un objeto matemático y se puede
object and can be written as a true expresar como un enunciado
biconditional statement. bicondicional verdadero.

degree (p. 20) A unit of angle grado Unidad de medida de los

measure; one degree is ___
1
360
of ángulos; un grado es ___
1
360
de un
a circle. círculo.

denominator (p. 451) The bottom denominador El número inferior de

3 is 7.
The denominator of _
number of a fraction, which tells una fracción, que indica la cantidad
7
how many equal parts are in de partes iguales que hay en un
the whole. entero.

diagonal of a polygon (p. 382) diagonal de un polígono Segmento � �

A segment connecting two que conecta dos vértices no �
nonconsecutive vertices of consecutivos de un polígono.
a polygon. �
��������
�

diagonal of a polyhedron (p. 671) diagonal de un poliedro Segmento

A segment whose endpoints are cuyos extremos son vértices de dos
vertices of two different faces of caras diferentes de un poliedro. �
a polyhedron.

diameter (p. 37) A segment that diámetro Segmento que atraviesa

has endpoints on the circle and el centro de un círculo y cuyos
that passes through the center extremos están sobre el círculo;
of the circle; also the length of that longitud de dicho segmento.
segment.

dilation (p. 495) A transformation dilatación Transformación en la cual

in which the lines connecting las rectas que conectan cada punto P ��
every point P with its preimage P′ con su imagen original P′ se cruzan �
all intersect at a point C known en un punto C conocido como �
� ��
as the center of dilation, and ___
CP′
CP
centro de dilatación, y ___
CP′
CP
es igual
is the same for every point P; a para cada punto P; transformación �
��
transformation that changes the que cambia el tamaño de una figura
size of a figure but not its shape. pero no su forma.

direct reasoning (p. 332) The razonamiento directo Proceso de

process of reasoning that begins razonamiento que comienza con
with a true hypothesis and builds una hipótesis verdadera y elabora
a logical argument to show that a un argumento lógico para demostrar
conclusion is true. que una conclusión es verdadera.

S126 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
direct variation (p. 501) A variación directa Relación lineal
linear relationship between two entre dos variables, x e y, que puede � ������
variables, x and y, that can be expresarse en la forma y = kx, donde
written in the form y = kx, where k k es una constante distinta de cero.
� �
is a nonzero constant.

direction of a vector (p. 560) dirección de un vector Orientación �

The orientation of a vector, de un vector, determinada por el
which is determined by the angle ángulo que forma el vector con una
the vector makes with recta horizontal. ���
a horizontal line. �

disjunction (p. 128) A compound disyunción Enunciado compuesto John will walk to work or
statement that uses the word or. que contiene la palabra o. he will stay home.

distance between two points distancia entre dos puntos Valor � �

(p. 13) The absolute value of the absoluto de la diferencia entre las
� �
difference of the coordinates of coordenadas de los puntos.
the points. ����������������������

distance from a point to a line distancia desde un punto hasta �

(p. 172) The length of the una línea Longitud del segmento
perpendicular segment from the perpendicular desde el punto hasta
point to the line. la línea. � �
The distance from P to AC
 is 5 units.

dodecagon (p. 382) A 12-sided dodecágono Polígono de 12 lados.

polygon.

dodecahedron (p. 669) dodecaedro Poliedro con 12 caras.

A polyhedron with 12 faces. The Las caras de un dodecaedro regular
faces of a regular dodecahedron son pentágonos regulares, con tres
are regular pentagons, with three caras que concurren en cada vértice.
faces meeting at each vertex.

E
������
edge of a graph (p. 95) A curve or arista de una gráfica Curva o ����
segment that joins two vertices of segmento que une dos vértices de la
the graph. gráfica.
������ � �������� �
edge of a three-dimensional arista de una figura tridimensional
figure (p. 654) A segment that is Segmento que constituye la ����
the intersection of two faces of the intersección de dos caras de la
figure. figura.

endpoint (p. 7) A point at an end extremo Punto en el final de un � �

of a segment or the starting point segmento o punto de inicio de un
of a ray. rayo.
�
enlargement (p. 873) A dilation agrandamiento Dilatación con un
with a scale factor greater than 1. factor de escala mayor que 1. En un
In an enlargement, the image is agrandamiento, la imagen es más
larger than the preimage. grande que la imagen original.

Glossary/Glosario S127
 ENGLISH SPANISH EXAMPLES
equal vectors (p. 561) Two vectors vectores iguales Dos vectores de
that have the same magnitude and la misma magnitud y con la misma �
�
�
the same direction. dirección.
�
��

����
���� ��������
��� ���������
�
�� �

equiangular polygon (p. 382) polígono equiangular Polígono

A polygon in which all angles cuyos ángulos son todos
are congruent. congruentes.

equiangular triangle (p. 216) triángulo equiangular Triángulo con

A triangle with three congruent tres ángulos congruentes.
angles.

equidistant (p. 300) The same equidistante Igual distancia de dos o �

distance from two or more objects. más objetos.

� � �

X is equidistant from A and B.

equilateral polygon (p. 382) polígono equilátero Polígono cuyos

A polygon in which all sides lados son todos congruentes.
are congruent.

equilateral triangle (p. 217) triángulo equilátero Triángulo con

A triangle with three congruent tres lados congruentes.
sides.

Euclidean geometry (p. 726) The geometría euclidiana Sistema

system of geometry described by geométrico desarrollado por
Euclid. In particular, the system Euclides. Específicamente, el sistema
of Euclidean geometry satisfies de la geometría euclidiana cumple
the Parallel Postulate, which con el postulado de las paralelas,
states that there is exactly one line que establece que por un punto
through a given point parallel to a dado se puede trazar una única recta
given line. paralela a una recta dada.

Euler line (p. 321) The line recta de Euler Recta que contiene el
containing the circumcenter (U ), circuncentro (U ), el centroide (C ) y
centroid (C ), and orthocenter (O ) el ortocentro (O ) de un triángulo.
of a triangle.
�
�
�

event (p. 628) An outcome or suceso Resultado o conjunto de In the experiement of rolling
set of outcomes in a probability resultados en un experimento de a number cube, the event “an
odd number” consists of the
experiment. probabilidades.
outcomes 1, 3, 5.

expansion (p. 873) See expansión Ver agrandamiento.

enlargement.

experiment (p. 628) An operation, experimento Una operación, Tossing a coin 10 times and
process, or activity in which proceso o actividad en la que se noting the number of heads.
outcomes can be used to usan los resultados para estimar una
estimate probability. probabilidad.

S128 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
exterior of a circle (p. 746) The set exterior de un círculo Conjunto de
��������
of all points outside a circle. todos los puntos que se encuentran
fuera de un círculo.

exterior of an angle (p. 20) The exterior de un ángulo Conjunto de

set of all points outside an angle. todos los puntos que se encuentran ��������
fuera de un ángulo.

exterior of a polygon (p. 225) The exterior de un polígono Conjunto de

set of all points outside a polygon. todos los puntos que se encuentran � ��������
fuera de un polígono.

exterior angle of a polygon ángulo externo de un polígono �

(p. 225) An angle formed by Ángulo formado por un lado de un
one side of a polygon and the polígono y la prolongación del lado � � �
extension of an adjacent side. adyacente.
∠4 is an exterior angle.

external secant segment (p. 793) segmento secante externo � �

A segment of a secant that lies in Segmento de una secante que se �
the exterior of the circle with one encuentra en el exterior del círculo y � �
endpoint on the circle. tiene un extremo sobre el círculo.
�
̶̶̶
NM is an external secant segment.

extremes of a proportion valores extremos de una proporción

(p. 455) In the proportion En la proporción __ab = __
c
d
, a y d son los
__
a
= __
c
, a and d are the extremes. valores extremos. Si la proporción se
b d
If the proportion is written as expresa como a:b = c:d, los extremos
a:b = c:d, the extremes are están en la primera y última
in the first and last positions. posición.

F
����
face of a polyhedron (p. 654) A flat cara de un poliedro Superficie plana
surface of the polyhedron. de un poliedro.

fair (p. 628) When all outcomes of justo Cuando todos los resultados When tossing a fair coin, heads
an experiment are equally likely. de un experimento son igualmente and tails are equally likely. Each
probables. has a probability of __1 .
2

Fibonacci sequence (p. 78) The sucesión de Fibonacci Sucesión

infinite sequence of numbers infinita de números que comienza
beginning with 1, 1, … such that con 1, 1, … de forma tal que cada 1, 1, 2, 3, 5, 8, 13, 21, …
each term is the sum of the two término es la suma de los dos
previous terms. términos anteriores.

Glossary/Glosario S129
 ENGLISH SPANISH EXAMPLES
flip (p. 50) See reflection. inversión Ver reflexión.

flowchart proof (p. 118) A style of demostración con diagrama de flujo �������
proof that uses boxes and arrows Tipo de demostración que se vale de
�����
to show the structure of the proof. cuadros y flechas para mostrar
la estructura de la prueba. ��������������� ��������������
�������������� �������������
�������������� �������������������

fractal (p. 882) A figure that is fractal Figura generada

generated by iteration. por iteración.

frieze pattern (p. 863) A pattern patrón de friso Patrón con

that has translation symmetry simetría de traslación
along a line. a lo largo de una línea.

frustum of a cone (p. 668) A part tronco de cono Parte de un cono

of a cone with two parallel bases. con dos bases paralelas.

frustum of a pyramid (p. 696) A tronco de pirámide Parte de una

part of a pyramid with two parallel pirámide con dos bases paralelas. �����
bases.
�����

function (p. 389) A relation in función Una relación en la que Function: (0, 5), (1, 3),(2, 1), (3, 3)
which every input is paired with cada entrada corresponde
Not a Function: (0, 1), (0, 3), (2, 1),
exactly one output. exactamente a una salida.
(2, 3)

G
geometric mean (p. 519) For media geométrica Dados los
positive numbers a and b, the números positivos a y b, el número a
_ =_
x
x
positive number x such that positivo x tal que __ax = __bx . En una b
__
a __
x x 2 = ab
x = b . In a geometric sequence, sucesión geométrica, un término
a term that comes between two que está entre dos términos no x = √
ab
given nonconsecutive terms of the consecutivos dados de la sucesión.
sequence.

geometric probability (p. 630) A probabilidad geométrica Método

���� ���
form of theoretical probability para calcular probabilidades
determined by a ratio of geometric basado en una medida ���
���
measures such as lengths, areas, geométrica como la ���
or volumes. longitud o el área.
The probability of the
pointer landing on red is __29 .

glide reflection (p. 848) A deslizamiento con inversión �� ��������������������

composition of a translation and a Composición de una �������������������
��
�
reflection across a line parallel to traslación y una
the translation vector. reflexión sobre una � �
�
línea paralela al �� ��
vector de traslación.
�� �����������������
��������������������

S130 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
glide reflection symmetry simetría de deslizamiento con
(p. 863) A pattern has glide inversión Un patrón tiene
reflection symmetry if it coincides simetría de deslizamiento
with its image after a glide con inversión si coincide con
reflection. su imagen después de un
deslizamiento con inversión.

golden ratio (p. 460) If a segment razón áurea Si se divide un

is divided into two parts so that segmento en dos partes de forma
AC = _
Golden ratio = _ AB
the ratio of the lengths of the tal que la razón entre la longitud de AB BC
whole segment to the longer part todo el segmento y la de la parte más Create segment such that
equals the ratio of the lengths of larga sea igual a la razón entre la AC ≈ 1.62 and _
_ AB ≈ 1.62
the longer part to the shorter part, longitud de la parte más larga y la de AB BC
then that ratio is called the golden la parte más corta, entonces dicha
ratio. The golden ratio is equal to razón se denomina razón áurea. La
A B C
1 + √
______5 1 + √
5
2
≈ 1.618. razón áurea es igual a ______
2
≈ 1.618.

golden rectangle (p. 460) rectángulo áureo Rectángulo en el �

A rectangle in which the ratio of cual la razón entre la longitud del A E B
the lengths of the longer side to lado más largo y la longitud del lado
the shorter side is the golden ratio. más corto es la razón áurea. �

D � F ����� C

great circle (p. 714) A circle on a círculo máximo En una esfera, ������������
sphere that divides the sphere into círculo que divide la esfera en dos
two hemispheres. hemisferios.

H
head-to-tail method (p. 561) método de cola a punta Método
A method of adding two vectors para sumar dos vectores colocando
�
��
by placing the tail of the second la cola del segundo vector en la �
� ������
�� ����
vector on the head of the first punta del primer vector. La suma
vector; the sum is the vector es el vector trazado desde la cola
drawn from the tail of the first del primer vector hasta la punta del �
�
�
vector to the head of the second segundo vector.
vector.

height of a figure (p. 36) altura de una figura Longitud de la

The length of an altitude altura de la figura.
�
of the figure. �

height of a triangle (p. 36) altura de un triángulo Segmento

A segment from a vertex that que se extiende desde el vértice y
�
forms a right angle with a line forma un ángulo recto con la línea
containing the base. de la base. �

hemisphere (p. 714) Half of hemisferio Mitad de una esfera.

a sphere.

Glossary/Glosario S131
 ENGLISH SPANISH EXAMPLES
heptagon (p. 382) A seven-sided heptágono Polígono de siete lados.
polygon.

hexagon (p. 382) A six-sided hexágono Polígono de seis lados.

polygon.

horizon (p. 662) The horizontal horizonte Línea horizontal en un ���������������

line in a perspective drawing that dibujo en perspectiva que contiene
�������
contains the vanishing point(s). el punto de fuga o los puntos de
fuga.

hypotenuse (p. 45) The side hipotenusa Lado opuesto al ángulo

opposite the right angle in a right recto de un triángulo rectángulo. ����������
triangle.

hypothesis (p. 81) The part of a hipótesis La parte de un enunciado If x + 1 = 5, then x = 4.

conditional statement following condicional que sigue a la palabra si. Hypothesis
the word if.

I
icosahedron (p. 669) A polyhedron icosaedro Poliedro con 20 caras. Las
with 20 faces. A regular caras de un icosaedro regular son
icosahedron has equilateral triángulos equiláteros y cada vértice
triangles as faces, with 5 faces es compartido por 5 caras.
meeting at each vertex.

identity (p. 531) An equation identidad Ecuación verdadera para 3=3

that is true for all values of todos los valores de las variables. 2(x - 1) = 2x - 2
the variables.

image (p. 50) A shape that results imagen Forma resultante de la �

from a transformation of a figure transformación de una figura ��
known as the preimage. conocida como imagen original.

�
�
��
��
incenter of a triangle (p. 309) The incentro de un triángulo Punto G
point of concurrency of the three donde se encuentran las tres P is the incenter.
angle bisectors of a triangle. bisectrices de los ángulos de un K
triángulo. M
P H

L
J

included angle (p. 242) The angle ángulo incluido Ángulo formado ∠B is the included
� angle between AB
̶̶
formed by two adjacent sides of a por dos lados adyacentes de un ̶̶
polygon. polígono. and BC.
�
�

S132 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
included side (p. 252) The lado incluido Lado común de �
common side of two consecutive dos ángulos consecutivos de un �
angles of a polygon. polígono.

�
̶̶
PQ is the included side
between ∠P and ∠Q.

indirect measurement (p. 488) A medición indirecta Método para

method of measurement that uses medir objetos mediante fórmulas,
formulas, similar figures, and/or figuras similares y/o proporciones.
proportions.

indirect proof (p. 332) A proof in demostración indirecta Prueba en

which the statement to be proved la que se supone que el enunciado a
is assumed to be false and a demostrar es falso y se muestra una
contradiction is shown. contradicción.

indirect reasoning (p. 332) See razonamiento indirecto

indirect proof. Ver demostración indirecta.

inductive reasoning (p. 74) The razonamiento inductivo Proceso

process of reasoning that a rule or de razonamiento por el que
statement is true because specific se determina que una regla o
cases are true. enunciado son verdaderos porque
ciertos casos específicos son
verdaderos.

inequality (p. 92) A statement desigualdad Enunciado que

x>2
that compares two expressions by compara dos expresiones utilizando
using one of the following signs: uno de los siguientes signos: <, >,
�� � � � � � � �
<, >, ≤, ≥, or ≠. ≤, ≥ o ≠.

initial point of a vector (p. 559) punto inicial de un vector Punto B

The starting point of a vector. donde comienza un vector. ��
v
A

�������
�����

initial side (p. 570) The ray that lado inicial Rayo que se encuentra y
lies on the positive x-axis when sobre el eje x positivo cuando ����
an angle is drawn in standard se traza un ángulo en posición
��� x
position. estándar.
� ������������

inscribed angle (p. 772) An angle ángulo inscrito Ángulo cuyo vértice D
whose vertex is on a circle and se encuentra sobre un círculo y E
whose sides contain chords of cuyos lados contienen cuerdas del
the circle. círculo. F

inscribed circle (p. 309) A circle in círculo inscrito Círculo en el que

which each side of the polygon is cada lado del polígono es tangente al
tangent to the circle. círculo.

inscribed polygon (p. 599) A polígono inscrito Polígono cuyos

polygon in which every vertex of vértices se encuentran sobre el
the polygon lies on the circle. círculo.

Glossary/Glosario S133
 ENGLISH SPANISH EXAMPLES
integer (p. 559) A member of the entero Miembro del conjunto de
set of whole numbers and their números cabales y sus opuestos. … -3, -2, -1, 0, 1, 2, 3, …
opposites.

intercepted arc (p. 772) An arc arco abarcado Arco cuyos extremos D
that consists of endpoints that lie se encuentran en los lados de un E
on the sides of an inscribed angle ángulo inscrito y consta de todos los
and all the points of the circle puntos del círculo ubicados entre F
between the endpoints. dichos extremos. ⁀ is the intercepted arc.
DF

interior angle (p. 225) An angle ángulo interno Ángulo formado por
formed by two sides of a polygon dos lados de un polígono con un
with a common vertex. vértice común.
�

∠1 is an interior angle.

interior of a circle (p. 746) The set interior de un círculo Conjunto de

of all points inside a circle. todos los puntos que se encuentran
dentro de un círculo.
��������

interior of an angle (p. 20) The set interior de un ángulo Conjunto de

of all points between the sides of todos los puntos entre los lados de
an angle. un ángulo. ��������

interior of a polygon (p. 225) The interior de un polígono Conjunto de

set of all points inside a polygon. todos los puntos que se encuentran
dentro de un polígono.
��������

inverse (p. 83) The statement inverso Enunciado formado al negar Statement: If n + 1 = 3,
formed by negating the hypothesis la hipótesis y la conclusión de un then n = 2
and conclusion of a conditional enunciado condicional. Inverse: If n + 1 ≠ 3,
statement. then n ≠ 2

inverse cosine (p. 534) The coseno inverso Medida de un ángulo

If cos A = x, then
measure of an angle whose cosine cuya razón coseno es conocida.
cos -1x = m∠A.
ratio is known.

inverse function (p. 533) The función inversa Función que resulta �
function that results from de intercambiar los valores de ����������
exchanging the input and output entrada y salida de una función uno �
values of a one-to-one function. a uno. La función inversa de f(x) se
The inverse of f(x) is denoted indica f -1(x). �� � � �
f -1(x).
������������
��

The function y = _1 x - 2 is the

2
inverse of the function y = 2x + 4.

S134 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
inverse sine (p. 534) The measure seno inverso Medida de un ángulo
If sin A = x, then sin -1x = m∠A.
of an angle whose sine ratio is cuya razón seno es conocida.
known.

inverse tangent (p. 534) The tangente inversa Medida de un

measure of an angle whose ángulo cuya razón tangente es If tan A = x, then tan -1x = m∠A.
tangent ratio is known. conocida.

irrational number (p. 80) A real número irracional Número real que
√
2 , π, e
number that cannot be expressed no se puede expresar como una
as the ratio of two integers. razón de dos enteros.

irregular polygon (p. 382) A polígono irregular Polígono que no

polygon that is not regular. es regular.

isometric drawing (p. 662) A way dibujo isométrico Forma de dibujar

of drawing three-dimensional figuras tridimensionales utilizando
figures using isometric dot paper, papel punteado isométrico, que tiene
which has equally spaced dots in a puntos espaciados uniformemente
repeating triangular pattern. en un patrón triangular que se repite.

isometry (p. 824) isometría Transformación que no

A transformation that does not cambia el tamaño ni la forma de Reflections, translations, and
rotations are all examples of
change the size or shape of una figura.
isometries.
a figure.

isosceles trapezoid (p. 429) A trapecio isósceles Trapecio cuyos B C

trapezoid in which the legs are lados no paralelos son congruentes.
congruent. A D

isosceles triangle (p. 217) triángulo isósceles Triángulo

A triangle with at least two que tiene al menos dos lados
congruent sides. congruentes.

iteration (p. 882) The repetitive iteración Aplicación repetitiva de la

application of the same rule. misma regla.

K
�
kite (p. 427) A quadrilateral with cometa o papalote Cuadrilátero
exactly two pairs of congruent con exactamente dos pares de lados � �
consecutive sides. congruentes consecutivos.
�
���������

Koch snowflake (p. 882) A copo de nieve de Koch Fractal

fractal formed from a triangle by formado a partir de un triángulo
replacing the middle third of each sustituyendo el tercio central de
segment with two segments that cada segmento por dos segmentos
form a 60° angle. que forman un ángulo de 60°.

Glossary/Glosario S135
 ENGLISH SPANISH EXAMPLES

L
lateral area (p. 680) The sum of área lateral Suma de las áreas de
the areas of the lateral faces of a las caras laterales de un prisma o �����
prism or pyramid, or the area of pirámide, o área de la superficie
the lateral surface of a cylinder lateral de un cilindro o cono.
or cone. ����
����

Lateral area = (28)(12) = 336 cm 2

lateral edge (p. 680) An edge of borde lateral Borde de un prisma

a prism or pyramid that is not an o pirámide que no es el borde de
edge of a base. una base.
����� ������������

�����������

lateral face (p. 680) A face of a cara lateral Cara de un prisma o

prism or a pyramid that is not a pirámide que no es la base.
base.
�����
������������

�����������

lateral surface (p. 681) The curved superficie lateral Superficie curva
surface of a cylinder or cone. de un cilindro o cono. ���������������

��������������

leg of a right triangle (p. 45) cateto de un triángulo rectángulo

One of the two sides of the right Uno de los dos lados de un triángulo ���
triangle that form the right angle. rectángulo que forman un ángulo
recto.
���

leg of a trapezoid (p. 429) One of cateto de un trapecio Uno de los dos
� �
the two nonparallel sides of the lados no paralelos del trapecio.
trapezoid.
��� ���

� �

leg of an isosceles triangle cateto de un triángulo isósceles Uno

(p. 273) One of the two congruent de los dos lados congruentes del ��� ���
sides of the isosceles triangle. triángulo isósceles.

length (p. 13) The distance longitud Distancia entre los dos � �
between the two endpoints of a extremos de un segmento. � �
segment.
����������������������

line (p. 6) An undefined term in línea Término indefinido en

geometry, a line is a straight path geometría; una línea es un trazo
that has no thickness and extends recto que no tiene grosor y se �
forever. extiende infinitamente.

S136 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
line of best fit (p. 198) The line línea de mejor ajuste Línea que más
that comes closest to all of the se acerca a todos los puntos de un
���
points in a data set. conjunto de datos.
���

��

��

� �� �� ��� ���

line of symmetry (p. 865) A line eje de simetría Línea que divide una
that divides a plane figure into two figura plana en dos mitades reflejas
congruent reflected halves. congruentes.

line symmetry (p. 856) A figure simetría axial Figura que puede
that can be reflected across a line reflejarse sobre una línea de forma
so that the image coincides with tal que la imagen coincida con la
the preimage. imagen original.

linear pair (p. 28) A pair par lineal Par de ángulos adyacentes
of adjacent angles whose cuyos lados no comunes son rayos
noncommon sides are opuestos. � �
opposite rays.
∠3 and ∠4 form a linear pair.

literal equation (p. 588) An ecuación literal Ecuación que

1 h b +b
A =_
equation that contains two or contiene dos o más variables. d = rt
2
( 1 2)
more variables.

locus (p. 300) A set of points that lugar geométrico Conjunto de

satisfies a given condition. puntos que cumple con una
condición determinada.

logically equivalent statements enunciados lógicamente equivalentes

(p. 83) Statements that have the Enunciados que tienen el mismo
same truth value. valor de verdad.

M
magnitude (p. 560) The length of a magnitud Longitud de un vector,
vector, written ⎜AB
⎟ or ⎜ v⎟. que se expresa ⎜AB
⎟ o ⎜ v⎟.
�
��
��

⎜u⎟ = 5

major arc (p. 756) An arc of a arco mayor Arco de un círculo cuyos �
circle whose points are on or in puntos están sobre un ángulo central
the exterior of a central angle. o en su exterior. �
�
�
⁀ is a major arc of the circle.
ADC

Glossary/Glosario S137
 ENGLISH SPANISH EXAMPLES
mapping (p. 50) An operation that correspondencia Operación que �
matches each element of a set establece una correlación entre cada ��
with another element, its image, in elemento de un conjunto con otro
the same set. elemento, su imagen, en el mismo
�
conjunto. �
��
��

matrix (p. 846) A rectangular array matriz Arreglo rectangular de ⎡ 1 0 3⎤

of numbers. números.
⎢-2 2 -5 ⎥
⎣ 7 -6 3⎦

means of a proportion (p. 455) In valores medios de una proporción

the proportion __ab = __
c
d
, b and c are En la proporción __ab = __
c
d
, b y c son los
the means. If the proportion is valores medios. Si la proporción se
written as a:b = c:d, the means are expresa como a:b = c:d, los valores
in the two middle positions. medios están en las dos posiciones
del medio.

measure of an angle (p. 20) Angles medida de un ángulo Los ángulos se

are measured in degrees. A degree miden en grados. Un grado es ___
1
360
de �����
is ___
1
360
of a complete circle. un círculo completo. �
m∠M = 26.8°

measure of a major arc (p. 756) medida de un arco mayor Diferencia �

The difference of 360° and the entre 360° y la medida del arco
measure of the associated menor asociado. ��
�
minor arc. �
�
⁀ = 360° - x°
mADC

measure of a minor arc (p. 756) medida de un arco menor Medida de �

The measure of its central angle. su ángulo central.
��
�
�

⁀ = x°
mAC

median of a triangle (p. 314) A mediana de un triángulo Segmento �

segment whose endpoints are cuyos extremos son un vértice del
a vertex of the triangle and the triángulo y el punto medio del lado ������
midpoint of the opposite side. opuesto.
� �
�

midpoint (p. 15) The point that punto medio Punto que divide un
� � �
divides a segment into two segmento en dos segmentos
congruent segments. congruentes. ̶̶
B is the midpoint of AC.

midsegment of a trapezoid segmento medio de un trapecio

(p. 431) The segment whose Segmento cuyos extremos son los ����������
endpoints are the midpoints of the puntos medios de los catetos del
legs of the trapezoid. trapecio.

midsegment of a triangle segmento medio de un triángulo �

(p. 322) A segment that joins Segmento que une los puntos �
the midpoints of two sides of medios de dos lados del triángulo. �
�
the triangle.
�

S138 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
midsegment triangle (p. 322) triángulo de segmentos medios � �����������
The triangle formed by the three Triángulo formado por los tres ��������������
midsegments of a triangle. segmentos medios de un triángulo. � �

� �
�
minor arc (p. 756) An arc of a arco menor Arco de un círculo cuyos �
circle whose points are on or in puntos están sobre un ángulo central
the interior of a central angle. o en su interior. �
�

⁀ is a minor arc of the circle.

AC
N
natural number (p. 80) número natural Número de conteo. 1, 2, 3, 4, 5, 6, …
A counting number.

negation (p. 82) The negation of negación La negación de un

statement p is “not p,” written enunciado p es “no p”, que se
as ∼p. escribe p.

negation of a vector (p. 566) The negación de un vector Vector que

vector obtained by negating each se obtiene por la negación de cada The negation of 〈3, -2〉 is 〈-3, 2〉.
component of a given vector. componente de un vector dado.

net (p. 655) A diagram of the faces plantilla Diagrama de las caras
of a three-dimensional figure y superficies de una
arranged in such a way that the figura tridimensional
diagram can be folded to form the que se puede plegar ���� ����
three-dimensional figure. para formar la figura
tridimensional.
���

���

network (p. 95) A diagram of red Diagrama de vértices y aristas.

������
vertices and edges.

������ ��������� �
n-gon (p. 382) An n-sided n-ágono Polígono de n lados.
polygon.

nonagon (p. 382) A nine-sided nonágono Polígono de nueve lados.

polygon.

noncollinear (p. 6) Points that do no colineal Puntos que no se �

�
not lie on the same line. encuentran sobre la misma línea.
�
Points A, B, and D are not collinear.

non-Euclidean geometry (p. 726) geometría no euclidiana Sistema de

A system of geometry in which geometría en el cual no se cumple In spherical geometry, there are
the Parallel Postulate, which el postulado de las paralelas, que no parallel lines. The sum of the
states that there is exactly one line establece que por un punto dado se angles in a triangle is always
through a given point parallel to a puede trazar una única recta greater than 180°.
given line, does not hold. paralela a una recta dada.

Glossary/Glosario S139
 ENGLISH SPANISH EXAMPLES
noncoplanar (p. 6) Points that do no coplanar Puntos que no se
not lie on the same plane. encuentran en el mismo plano. �
�
� �
�

T, U, V, and S are not coplanar.

numerator (p. 451) The top numerador El número superior de

3 is 3.
The numerator of _
number of a fraction, which tells una fracción, que indica la cantidad 7
how many parts of a whole are de partes de un entero que se
being considered. consideran.

O
oblique cone (p. 690) A cone cono oblicuo Cono cuyo eje no es
whose axis is not perpendicular to perpendicular a la base.
the base.

oblique cylinder (p. 681) A cilindro oblicuo Cilindro cuyo eje no

cylinder whose axis is not es perpendicular a las bases.
perpendicular to the bases.

oblique prism (p. 680) A prisma oblicuo Prisma que tiene

prism that has at least one por lo menos una cara lateral no
nonrectangular lateral face. rectangular.

obtuse angle (p. 21) An angle that ángulo obtuso Ángulo que mide más
measures greater than 90° and less de 90° y menos de 180°.
than 180°.

obtuse triangle (p. 216) A triangle triángulo obtusángulo Triángulo con

with one obtuse angle. un ángulo obtuso.

octagon (p. 382) An eight-sided octágono Polígono de ocho lados.

polygon.

octahedron (p. 669) A polyhedron octaedro Poliedro con ocho caras.

with eight faces.

one-point perspective (p. 662) perspectiva de un punto Dibujo en ���������������

A perspective drawing with one perspectiva con un punto de fuga.
vanishing point.

opposite rays (p. 7) Two rays that rayos opuestos Dos rayos que tienen
have a common endpoint and un extremo común y forman una � � �
form a line. recta.
 and EG
EF  are opposite rays.

S140 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
opposite reciprocal (p. 184) The recíproco opuesto Opuesto
opposite of the reciprocal of a del recíproco de un número. El The opposite reciprocal
number. The opposite reciprocal recíproco opuesto de a es -__a1 . 2 is _
of _ -3
3 2
of a is -__a1 .

order of rotational symmetry orden de simetría de rotación ���

(p. 857) The number of times a Cantidad de veces que una figura
figure with rotational symmetry con simetría de rotación coincide ��� ���
coincides with itself as it consigo misma cuando rota 360°.
rotates 360°.
���
Order of rotational symmetry: 4

ordered pair (p. 42) A pair of par ordenado Par de números (x, y) � ������
numbers (x, y) that can be used que se pueden utilizar para ubicar �
to locate a point on a coordinate un punto en un plano cartesiano. El
�
plane. The first number x indicates primer número indica la distancia a
������� �
the distance to the left or right of la izquierda o derecha del origen y el
�� �� � �
the origin, and the second number segundo número indica la distancia
y indicates the distance above or hacia arriba o hacia abajo del origen. ��
�������
below the origin.
��

ordered triple (p. 671) A set of tripleta ordenada Conjunto �

three numbers that can be used de tres números que se pueden
���������
to locate a point (x, y, z) in a three- utilizar para ubicar un punto
dimensional coordinate system. (x, y, z) en un sistema de �
coordenadas tridimensional. � �
�
�

origin (p. 42) The intersection of origen Intersección de los ejes

the x- and y-axes in a coordinate x e y en un plano cartesiano. Las
plane. The coordinates of the coordenadas de origen son (0, 0).
origin are (0, 0).

orthocenter of a triangle (p. 316) ortocentro de un triángulo Punto de P is the orthocenter.

The point of concurrency of the intersección de las tres alturas de un
three altitudes of a triangle. triángulo.

orthographic drawing (p. 661) dibujo ortográfico Dibujo que

A drawing that shows a three- muestra un objeto tridimensional ��� ����
dimensional object in which en el que la línea visual para
the line of sight for each view is cada vista es perpendicular
perpendicular to the plane of the al plano de la imagen.
picture. ���� �����

�����
������

Glossary/Glosario S141
 ENGLISH SPANISH EXAMPLES
outcome (p. 628) A possible result resultado Resultado posible de un In the experiment of rolling
of a probability experiment. experimento de probabilidades. a number cube, the possible
outcomes are 1, 2, 3, 4, 5, and 6.

P
paragraph proof (p. 120) A style demostración con párrafos Tipo
of proof in which the statements de demostración en la cual los
and reasons are presented in enunciados y las razones se
paragraph form. presentan en forma de párrafo.

parallel lines (p. 146) Lines in the líneas paralelas Líneas rectas en el �
same plane that do not intersect. mismo plano que no se cruzan.
�
rǁs

parallel planes (p. 146) Planes that planos paralelos Planos que no � �
do not intersect. se cruzan. � �

� �

Plane AEF and plane

�
CGH are parallel planes. �

parallel vectors (p. 561) Vectors vectores paralelos Vectores con

���
with the same or opposite dirección igual u opuesta.
direction.
��
� �����
�
�����
���������������
��
�����
� �
� � �
�
��� �
��
� �

parallelogram (p. 391) A paralelogramo Cuadrilátero con dos

quadrilateral with two pairs of pares de lados paralelos.
parallel sides.

parallelogram method (p. 561) A método del paralelogramo Método

method of adding two vectors by mediante el cual se suman
drawing a parallelogram using the dos vectores dibujando un
�
� ������
�� ����
vectors as two of the consecutive paralelogramo, utilizando los
sides; the sum is a vector along the vectores como dos de los lados �
��
diagonal of the parallelogram. consecutivos; el resultado de la suma �
�
�
es un vector a lo largo de la diagonal
del paralelogramo.

parent function (p. 221) The función madre La función más

simplest function with the básica que tiene las características
defining characteristics of the distintivas de una familia. Las f(x) = x 2 is the parent function for
family. Functions in the same funciones de la misma familia son g(x) = x 2 + 4 and
h(x) = 5(x + 2) 2 - 3.
family are transformations of their transformaciones de su función
parent function. madre.

Pascal’s triangle (p. 883) A triángulo de Pascal Arreglo

�
triangular arrangement of triangular de números en el cual � �
numbers in which every row starts cada fila comienza y termina con 1 y � � �
and ends with 1 and each other cada uno de los otros números es la � � � �
number is the sum of the two suma de los dos números que están � � � � �
numbers above it. encima de él.

S142 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
pentagon (p. 382) A five-sided pentágono Polígono de cinco lados.
polygon.

perimeter (p. 36) The sum of perímetro Suma de las longitudes de �����
the side lengths of a closed los lados de una figura plana cerrada.
���
plane figure.
Perimeter = 18 + 6 + 18 + 6 = 48 ft

perpendicular (p. 146) Intersecting perpendicular Que se cruza �

to form 90° angles, denoted by ⊥. para formar ángulos de 90°,
�
expresado por ⊥.

m⊥n

perpendicular bisector of mediatriz de un segmento Línea �

a segment (p. 172) A line perpendicular a un segmento en el
perpendicular to a segment at the punto medio del segmento.
segment’s midpoint.
� �
̶̶
ℓ is the perpendicular bisector of AB.

perpendicular lines (p. 146) Lines líneas perpendiculares Líneas que se �

that intersect at 90° angles. cruzan en ángulos de 90°.
�

m⊥n

perspective drawing (p. 662) A dibujo en perspectiva Dibujo ���������������

drawing in which nonvertical en el cual las líneas paralelas no
parallel lines meet at a point called verticales se encuentran en un punto
a vanishing point. Perspective denominado punto de fuga. Los
drawings can have one or two dibujos en perspectiva pueden tener
vanishing points. uno o dos puntos de fuga.

pi (p. 37) The ratio of the pi Razón entre la circunferencia de

circumference of a circle to its un círculo y su diámetro, expresado If a circle has a diameter of 5 inches
diameter, denoted by the Greek por la letra griega π (pi). El valor de and a circumference of C inches,
letter π (pi). The value of π is π es irracional y por lo general se then __
C
5
= π, or C = 5π inches, or
irrational, often approximated by aproxima a 3.14 ó __22
7
. about 15.7 inches.
3.14 or __
22
7
.

plane (p. 6) An undefined term plano Término indefinido en

� �
in geometry, it is a flat surface geometría; un plano es una
that has no thickness and extends superficie plana que no tiene grosor � �
forever. y se extiende infinitamente. plane R or plane ABC

plane symmetry (p. 858) A three- simetría de plano Una figura

dimensional figure that can tridimensional que se puede
be divided into two congruent dividir en dos mitades congruentes
reflected halves by a plane has reflejadas por un plano tiene
plane symmetry. simetría de plano.
��������������

Platonic solid (p. 669) One sólido platónico Uno de los cinco
of the five regular polyhedra: poliedros regulares: tetraedro, cubo,
a tetrahedron, a cube, an octaedro, dodecaedro o icosaedro.
octahedron, a dodecahedron,
or an icosahedron.

Glossary/Glosario S143
 ENGLISH SPANISH EXAMPLES
point (p. 6) An undefined term in punto Término indefinido de la
geometry, it names a location and geometría que denomina una �
has no size. ubicación y no tiene tamaño. point P

point matrix (p. 846) A matrix that matriz de puntos Matriz que �
represents the coordinates of the representa las coordenadas de �
vertices of a polygon. The first row los vértices de un polígono. La ������
�
of the matrix consists of the x- primera fila de la matriz contiene
������� �
coordinates of the points, and the las coordenadas x de los puntos
�� �� � �
second row consists of the y la segunda fila contiene las
y-coordinates. coordenadas y. ��

��
�������

⎡1 -2 3⎤
⎢ ⎥
⎣2 0 -4 ⎦

point of concurrency (p. 307) A punto de concurrencia Punto donde

point where three or more lines se cruzan tres o más líneas. �
coincide.

point of tangency (p. 746) The punto de tangencia Punto de

point of intersection of a circle intersección de un círculo o esfera
or sphere with a tangent line or con una línea o plano tangente.
plane.

�
������� � �����������������

point-slope form (p. 190) y - y 1 forma de punto y pendiente

= m(x - x 1), where m is the slope (y - y 1) = m(x - x 1), donde m es la
and (x 1, y 1) is a point on the line. pendiente y (x 1, y 1) es un punto en
la línea.

polar axis (p. 808) In a polar eje polar En un sistema de ���

coordinate system, the horizontal coordenadas polares, el rayo
ray with the pole as its endpoint horizontal, cuyo extremo es el polo,
that lies along the positive x-axis. que se encuentra a lo largo del
eje x positivo.
���� ��
� ���� ����������

����

polar coordinate system (p. 808) A sistema de coordenadas polares ���

system in which a point in a plane Sistema en el cual un punto en un
is located by its distance r from a plano se ubica por su distancia r de
point called the pole, and by the un punto denominado polo y por la �������
�
measure of a central medida de un ángulo central θ. �
���� ��
angle θ. � ����

����

S144 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
pole (p. 808) The point from polo Punto desde el que se miden ���
which distances are measured in a las distancias en un sistema de
polar coordinate system. coordenadas polares.
�������
�
�
���� ��
� ����

����

polygon (p. 98) A closed plane polígono Figura plana cerrada

figure formed by three or more formada por tres o más segmentos
segments such that each segment tal que cada segmento se cruza
intersects exactly two other únicamente con otros dos
segments only at their endpoints segmentos sólo en sus extremos y
and no two segments with a ningún segmento con un extremo
common endpoint are collinear. común a otro es colineal con éste.

polyhedron (p. 670) A closed poliedro Figura tridimensional

three-dimensional figure formed cerrada formada por cuatro o más
by four or more polygons that polígonos que se cruzan sólo en sus
intersect only at their edges. aristas.

postulate (p. 7) A statement that postulado Enunciado que se acepta

is accepted as true without proof. como verdadero sin demostración.
Also called an axiom. También denominado axioma.

preimage (p. 50) The original imagen original Figura original en �

figure in a transformation. una transformación. ��

�
�
��
��
primes (p. 50) Symbols apóstrofos Símbolos utilizados
used to label the image in a para identificar la imagen en una A′B′C′
transformation. transformación.

prism (p. 713) A polyhedron prisma Poliedro formado por dos

formed by two parallel congruent bases poligonales congruentes
polygonal bases connected paralelas conectadas por caras
by lateral faces that are laterales que son paralelogramos.
parallelograms.

probability (p. 237) A number probabilidad Número entre 0 y 1 (o A bag contains 3 red marbles
from 0 to 1 (or 0% to 100%) that is entre 0% y 100%) que describe cuán and 4 blue marbles. The
the measure of how likely an event probable es que ocurra un suceso. probability of randomly
is to occur. choosing a red marble is __37 .

proof (p. 104) An argument demostración Argumento que se

that uses logic to show that a vale de la lógica para probar que una
conclusion is true. conclusión es verdadera.

proof by contradiction (p. 322) See demostración por contradicción

indirect proof. Ver demostración indirecta.

Glossary/Glosario S145
 ENGLISH SPANISH EXAMPLES
proportion (p. 455) A statement proporción Ecuación que establece
2 =_
_ 4
that two ratios are equal; __ab = __
c
d
. que dos razones son iguales; __ab = __
c
d
. 3 6

pyramid (p. 654) A polyhedron pirámide Poliedro formado por

formed by a polygonal base and una base poligonal y caras laterales
triangular lateral faces that meet triangulares que se encuentran en
at a common vertex. un vértice común.

Pythagorean triple (p. 349) A set Tripleta de Pitágoras Conjunto de

of three nonzero whole numbers tres números cabales distintos de 3, 4, 5 32 + 42 = 52
a, b, and c such that a 2 + b 2 = c 2. cero a, b y c tal que a 2 + b 2 = c 2.

Q ������

quadrant (p. 42) One of the four cuadrante Una de las cuatro
regions into which the x- and regiones en las que los ejes x e y ��������� ���������
y-axes divide the coordinate dividen el plano cartesiano. �� � ������
plane.
�

��������� ���������
��� ��

quadrilateral (p. 98) A four-sided cuadrilátero Polígono de

polygon. cuatro lados.

R
radial symmetry (p. 857) See simetría radial Ver simetría de
rotational symmetry. rotación.

radical symbol (p. 346) The símbolo de radical Símbolo √ que

symbol √ used to denote a se utiliza para expresar una raíz.
root. The symbol is used alone Puede utilizarse solo para indicar √
36 = 6
3
to indicate a square root or with una raíz cuadrada, o con √ 
27 = 3
n n
an index, √ , to indicate the un índice, √ , para indicar la
nth root. enésima raíz.

radicand (p. 346) The expression radicando Número o expresión Expression: √
x+3
under a radical sign. debajo del signo de radical. Radicand: x + 3

radius of a circle (p. 37) A segment radio de un círculo Segmento cuyos

whose endpoints are the center of extremos son el centro y un punto ������
a circle and a point on the circle; del círculo; distancia desde el centro
the distance from the center of a de un círculo hasta cualquier punto
circle to any point on the circle. de éste.

radius of a cone (p. 681) The radio de un cono Distancia desde el

distance from the center of the centro de la base del cono hasta un
base of the cone to any point on punto cualquiera de la base.
the base. �

S146 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
radius of a cylinder (p. 690) The radio de un cilindro Distancia desde
distance from the center of the el centro de la base del cilindro hasta
base of the cylinder to any point un punto cualquiera de la base.
on the base. �

radius of a sphere (p. 714) A radio de una esfera Segmento cuyos

segment whose endpoints are the extremos son el centro de una esfera
center of a sphere and any point y cualquier punto sobre la esfera; �
on the sphere; the distance from distancia desde el centro de una
the center of a sphere to any point esfera hasta cualquier punto sobre la
on the sphere. esfera.

rate of change (p. 97) A ratio tasa de cambio Razón que compara
�������
that compares the amount of la cantidad de cambio de la �
change in a dependent variable variable dependiente con ���������
to the amount of change in an la cantidad de cambio de la �
��������
independent variable. variable independiente.
�

�
��������� �
� � � � �

change in y 6 =_
3
Rate of change = __ = _
change in x 4 2

ratio (p. 454) A comparison of two razón Comparación de dos

quantities by division. cantidades mediante una división.

rational number (p. 80) A number número racional Número que se ̶ 2

that can be written in the form __ab , puede expresar como __ab , donde a y b 3, 1.75, 0.3, -_ ,0
3
where a and b are integers and son números enteros y b ≠ 0.
b ≠ 0.

ray (p. 7) A part of a line that rayo Parte de una recta que
starts at an endpoint and extends comienza en un extremo y se
forever in one direction. extiende infinitamente en una �
dirección.

rectangle (p. 408) A quadrilateral rectángulo Cuadrilátero con cuatro

with four right angles. ángulos rectos.

reduction (p. 873) A dilation with a reducción Dilatación con un factor �

scale factor greater than 0 but less de escala mayor que 0 pero menor ��
than 1. In a reduction, the image is que 1. En una reducción, la imagen ��
�
smaller than the preimage. es más pequeña que la imagen �
original. ��
�

reference angle (p. 570) For an ángulo de referencia Dado un �

angle in standard position, the ángulo en posición estándar, el
����
reference angle is the positive ángulo de referencia es el ángulo
acute angle formed by the agudo positivo formado por el lado ��� �

terminal side of the angle and terminal del ángulo y el eje x. �

the x-axis.

Glossary/Glosario S147
 ENGLISH SPANISH EXAMPLES
reflection (p. 50) A transformation reflexión Transformación sobre
across a line, called the line of una línea, denominada la línea de
reflection, such that the line of reflexión. La línea de reflexión es la � ��
reflection is the perpendicular mediatriz de cada segmento que une
bisector of each segment joining un punto con su imagen. � ��
each point and its image. � ��

reflection symmetry (p. 856) See simetría de reflexión Ver simetría

line symmetry. axial.

regular polygon (p. 382) A polígono regular Polígono equilátero

polygon that is both equilateral de ángulos iguales.
and equiangular.

regular polyhedron (p. 669) A poliedro regular Poliedro cuyas

polyhedron in which all faces are caras son todas polígonos regulares
congruent regular polygons and congruentes y en el que el mismo �
the same number of faces meet at número de caras se encuentran en
�
each vertex. See also Platonic solid. cada vértice. Ver también sólido �
platónico.

regular pyramid (p. 689) A pirámide regular Pirámide cuya base

pyramid whose base is a regular es un polígono regular y cuyas caras
polygon and whose lateral faces laterales son triángulos isósceles
are congruent isosceles triangles. congruentes.

regular tessellation (p. 864) A teselado regular Patrón que se

repeating pattern of congruent repite formado por polígonos
regular polygons that completely regulares congruentes que cubren
covers a plane with no gaps or completamente un plano sin dejar
overlaps. espacios y sin superponerse.

relation (p. 389) A set of ordered relación Conjunto de pares

(0, 5), (0, 4), (2, 3), (4, 0)
pairs. ordenados.

remote interior angle (p. 225) An ángulo interno remoto Ángulo �

interior angle of a polygon that is interno de un polígono que no es
not adjacent to the exterior angle. adyacente al ángulo externo. � � �

The remote interior angles of ∠4

are ∠1 and ∠2

resultant vector (p. 561) The vector resultante Vector que

vector that represents the sum of representa la suma de dos �
��
�
� ������
�� ����
two given vectors. vectores dados.

�
�
�

rhombus (p. 409) A quadrilateral rombo Cuadrilátero con cuatro

with four congruent sides. lados congruentes.

right angle (p. 21) An angle that ángulo recto Ángulo que mide 90°.
measures 90°.

S148 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
right cone (p. 690) A cone whose cono regular Cono cuyo eje es
axis is perpendicular to the base. perpendicular a la base.
����

����������
right cylinder (p. 681) A cylinder cilindro regular Cilindro cuyo eje es
whose axis is perpendicular to its perpendicular a sus bases.
bases. ����

right prism (p. 680) A prism whose prisma regular Prisma cuyas caras
lateral faces are all rectangles. laterales son todas rectángulos.

right triangle (p. 216) A triangle triángulo rectángulo Triángulo con

with one right angle. un ángulo recto.

rigid transformation (p. 824) transformación rígida Ver isometría.

See isometry.

rise (p. 182) The difference in the distancia vertical Diferencia entre
For the points (3, -1) and (6, 5),
y-values of two points on a line. los valores de y de dos puntos de
the rise is 5 - (-1) = 6.
una línea.

rotation (p. 50) A transformation rotación Transformación sobre un ��

about a point P, also known as the punto P, también conocido como ��
center of rotation, such that each el centro de rotación, tal que cada
point and its image are the same punto y su imagen estén a la misma �� ��
� �
distance from P. All of the angles distancia de P. Todos los ángulos con
with vertex P formed by a point vértice P formados por un punto y �
� �
and its image are congruent. su imagen son congruentes.

rotational symmetry (p. 857) A simetría de rotación Una figura que ���
figure that can be rotated about puede rotarse alrededor de un punto
a point by an angle less than 360° en un ángulo menor de 360° de ��� ���
so that the image that coincides forma tal que la imagen coincide
with the preimage has rotational con la imagen original que tenga
���
symmetry. simetría de rotación. Order of rotational symmetry: 4

run (p. 182) The difference in the distancia horizontal Diferencia entre For the points (3, -1) and (6, 5),
x-values of two points on a line. los valores de x de dos puntos de the run is 6 - 3 = 3.
una línea.

S
same-side interior angles ángulos internos del mismo lado � �
(p. 147) For two lines intersected Dadas dos rectas cortadas por � �
� �
by a transversal, a pair of angles una transversal, el par de ángulos � �
that lie on the same side of the ubicados en el mismo lado de la
transversal and between the transversal y entre las dos rectas. ∠2 and ∠3 are same-side
two lines. interior angles.

Glossary/Glosario S149
 ENGLISH SPANISH EXAMPLES
sample space (p. 628) The set espacio muestral Conjunto de in the experiment of rolling a
of all possible outcomes of a todos los resultados posibles de un number cube, the sample space
probability experiment. experimento de probabilidades. is {1, 2, 3, 4, 5, 6}.

scalar multiplication of a vector multiplicación escalar de un vector

(p. 566) The process of multiplying Proceso por el cual se multiplica un 3〈-8, 1〉 = 〈-24, 3〉
a vector by a constant. vector por una constante.

scale (p. 489) The ratio between escala Razón entre dos medidas
two corresponding measurements. correspondientes. 1 cm : 5 mi

scale drawing (p. 489) A drawing dibujo a escala Dibujo que utiliza �
� �
that uses a scale to represent an una escala para representar un
object as smaller or larger than the objeto como más pequeño o más �
actual object. grande que el objeto original. � �
� �
A blueprint is an example of a
scale drawing.

scale factor (p. 495) The multiplier factor de escala El multiplicador

�
used on each dimension to change utilizado en cada dimensión para ��������
one figure into a similar figure. transformar una figura en una figura �
semejante.
�������
��������
������� �
� ������� ��������

Scale factor: 2

scale model (p. 456) A three- modelo a escala Modelo

dimensional model that uses a tridimensional que utiliza una escala
scale to represent an object as para representar un objeto como
smaller or larger than the actual más pequeño o más grande que el
object. objeto real.

scalene triangle (p. 217) A triangle triángulo escaleno Triángulo sin

with no congruent sides. lados congruentes.

scatter plot (p. 198) A graph with diagrama de dispersión Gráfica con �
points plotted to show a possible puntos dispersos para demostrar �
relationship between two sets una relación posible entre dos
�
of data. conjuntos de datos.
�

�
�
� � � � �

secant of a circle (p. 746) secante de un círculo Línea que

A line that intersects a circle at two corta un círculo en dos puntos.
points. �
������

S150 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
secant of an angle (p. 532) In secante de un ángulo En un
a right triangle, the ratio of the triángulo rectángulo, la razón entre ����������
length of the hypotenuse to the la longitud de la hipotenusa y la
length of the side adjacent to longitud del cateto adyacente al �
angle A. It is the reciprocal of the ángulo A. Es la inversa de la función ������������
cosine function. coseno. hypotenuse
sec A = __ = _ 1
adjacent cos A

secant segment (p. 793) A segmento secante Segmento de � �

segment of a secant with at least una secante que tiene al menos un �
one endpoint on the circle. extremo sobre el círculo. �
�

�
̶̶̶
NM is an external secant segment.
̶̶
JK is an internal secant segment.

sector of a circle (p. 764) A sector de un círculo Región dentro �

region inside a circle bounded by de un círculo delimitado por dos
two radii of the circle and their radios del círculo y por su arco
�
intercepted arc. abarcado.
�

segment bisector (p. 16) A line, bisectriz de un segmento Línea, rayo

ray, or segment that divides a o segmento que divide un segmento
�
segment into two congruent en dos segmentos congruentes.
segments.
� �
�

segment of a circle (p. 765) A segmento de un círculo Región �

region inside a circle bounded by dentro de un círculo delimitada por
a chord and an arc. una cuerda y un arco. �
�

segment of a line (p. 7) A part of segmento de una línea Parte de una

a line consisting of two endpoints línea que consiste en dos extremos y
� �
and all points between them. todos los puntos entre éstos.

self-similar (p. 882) A figure that autosemejante Figura que se puede

can be divided into parts, each dividir en partes, cada una de las
of which is similar to the entire cuales es semejante a la figura
figure. entera.

semicircle (p. 756) An arc of a semicírculo Arco de un círculo cuyos

circle whose endpoints lie on a extremos se encuentran sobre un
� �
diameter. diámetro.

semiregular tessellation (p. 864) A teselado semirregular Patrón que

repeating pattern formed by two se repite formado por dos o más
or more regular polygons in which polígonos regulares en los que el
the same number of each polygon mismo número de cada polígono
occur in the same order at every se presenta en el mismo orden en
vertex and completely cover a cada vértice y que cubren un plano
plane with no gaps or overlaps. completamente sin dejar espacios
vacíos ni superponerse.

Glossary/Glosario S151
 ENGLISH SPANISH EXAMPLES
side of a polygon (p. 382) One of lado de un polígono Uno de los � �
the segments that form a polygon. segmentos que forman un polígono. �
����

�
�

side of an angle (p. 20) One of the lado de un ángulo Uno de los dos �  and AB
AC  are
two rays that form an angle. rayos que forman un ángulo. sides of ∠CAB.
� �
Sierpinski triangle (p. 882) triángulo de Sierpinski Fractal
A fractal formed from a triangle by formado a partir de un triángulo
removing triangles with vertices at al cual se le recortan triángulos
the midpoints of the sides of each cuyos vértices se encuentran
remaining triangle. en los puntos medios de los
lados de cada triángulo restante.

similar (p. 462) Two figures are semejantes Dos figuras con
similar if they have the same la misma forma pero no
shape but not necessarily the necesariamente del mismo tamaño.
same size.

similar polygons (p. 462) Two polígonos semejantes Dos polígonos ��

polygons whose corresponding cuyos ángulos correspondientes
angles are congruent and son congruentes y cuyos lados �� �
��
whose corresponding sides are correspondientes son proporcionales. ��
��
proportional.
� �� � � �� �

similarity ratio (p. 463) The ratio razón de semejanza Razón de dos
of two corresponding linear medidas lineales correspondientes 3.5 = _
Similarity ratio: _ 5
2.1 3
measurements in a pair of en un par de figuras semejantes.
similar figures.

similarity statement (p. 463) enunciado de semejanza Enunciado �

� �
A statement that indicates that que indica que dos polígonos son � ��� ��
two polygons are similar by similares enumerando los vértices � � � �
�
listing the vertices in the order of en orden de correspondencia.
correspondence. �� ����

� �
�
quadrilateral ABCD ∼ quadrilateral EFGH

sine (p. 525) In a right triangle, seno En un triángulo rectángulo,

the ratio of the length of the leg razón entre la longitud del cateto ����������
��������
opposite ∠A to the length of the opuesto a ∠A y la longitud de la
hypotenuse. hipotenusa. �

opposite
sin A = __
hypotenuse

skew lines (p. 146) Lines that are líneas oblicuas Líneas que no son � �
not coplanar. coplanares. � �

� �
�
�
 and CD
AE  are skew lines.

S152 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
slant height of a regular pyramid altura inclinada de una pirámide
(p. 689) The distance from the regular Distancia desde el vértice de ������
vertex of a regular pyramid to the una pirámide regular hasta el punto ������
midpoint of an edge of the base. medio de una arista de la base.

slant height of a right cone altura inclinada de un cono regular

(p. 690) The distance from the Distancia desde el vértice de un ������
vertex of a right cone to a point on cono regular hasta un punto en el ������
the edge of the base. borde de la base.

slide (p. 50) See translation. deslizamiento Ver traslación.

slope (p. 182) A measure of the pendiente Medida de la inclinación

steepness of a line. If (x 1, y 1) de una línea. Dados dos puntos
and (x 2, y 2) are any two points (x 1, y 1) y (x 2, y 2) en una línea, la
on the line, the slope of the line, pendiente de la línea, denominada
known as m, is represented by the m, se representa por la ecuación
y2 - y1 y2 - y1
equation m = _____x2 - x1 . m = _____
x2 - x1 .

slope-intercept form (p. 190) The forma de pendiente-intersección

slope-intercept form of a linear La forma de pendiente-intersección y = -2x + 4
equation is y = mx + b, where de una ecuación lineal es y = mx + The slope is -2.
m is the slope and b is the b, donde m es la pendiente y b es la The y-intercept is 4.
y-intercept. intersección con el eje y.

solid (p. 654) A three-dimensional cuerpo geométrico

figure. Figura tridimensional.

solving a triangle (p. 535) Using resolución de un triángulo Utilizar

given measures to find unknown medidas dadas para descubrir
angle measures or side lengths of las medidas desconocidas de los
a triangle. ángulos o las longitudes laterales de
un triángulo.

space (p. 671) The set of all points espacio Conjunto de todos los
in three dimensions. puntos en tres dimensiones.

special parallelogram (p. 410) A paralelogramo especial Un

rectangle, rhombus, or square. rectángulo, rombo o cuadrado.

special quadrilateral (p. 391) cuadrilátero especial Un

A parallelogram, rectangle, paralelogramo, rectángulo, rombo,
rhombus, square, kite, or cuadrado, cometa o trapecio.
trapezoid.

special right triangle (p. 356) triángulo rectángulo especial � �

A 45°-45°-90° triangle or a Triángulo de 45°-45°-90° o triángulo
30°-60°-90° triangle. de 30°-60°-90°. �� ��� ���
� � ���
�
��
�
���
� �
� ���
�
�� ���
� �
�

Glossary/Glosario S153
 ENGLISH SPANISH EXAMPLES
sphere (p. 714) The set of points esfera Conjunto de puntos en
in space that are a fixed distance el espacio que se encuentran a
from a given point called the una distancia fija de un punto
center of the sphere. determinado denominado centro
de la esfera.

spherical geometry (p. 726) A geometría esférica Sistema de

system of geometry defined on a geometría definido sobre una esfera.
sphere. A line is defined as a great Una línea se define como un gran
circle of the sphere, and there are círculo de la esfera y no existen
no parallel lines. líneas paralelas.

square (p. 410) A quadrilateral cuadrado Cuadrilátero con cuatro

with four congruent sides and four lados congruentes y cuatro ángulos
right angles. rectos.

standard position (p. 687) An posición estándar Ángulo cuyo �

angle in standard position has its vértice se encuentra en el origen y
����
vertex at the origin and its initial cuyo lado inicial se encuentra sobre
�
side on the positive x-axis. el eje x positivo.
�

straight angle (p. 21) ángulo llano Ángulo que mide 180°.
A 180° angle.

subtend (p. 772) A segment or arc subtender Un segmento o arco �

subtends an angle if the endpoints subtiende un ángulo si los extremos �
of the segment or arc lie on the del segmento o arco se encuentran
sides of the angle. sobre los lados del ángulo. �
If D and F are the endpoints of
an arc or chord, and E is a point
̶̶ ⁀ or ̶̶
not on DF, then DF DF is said
to subtend ∠DEF.

supplementary angles (p. 29) Two ángulos suplementarios Dos ángulos

angles whose measures have a cuyas medidas suman 180°.
� �
sum of 180°.
∠3 and ∠4 are supplementary angles.

surface area (p. 680) The total área total Área total de todas las
area of all faces and curved caras y superficies curvas de una
surfaces of a three-dimensional figura tridimensional. �����
figure.
����
����
Surface area = 2(8)(12) + 2(8)(6) +
2(12)(6) = 432 cm 2

symmetry (p. 856) In the simetría En la transformación de

transformation of a figure such una figura tal que la imagen coincide
that the image coincides with the con la imagen original, la imagen y
preimage, the image and preimage la imagen original tienen simetría.
have symmetry.

S154 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
symmetry about an axis (p. 858) simetría axial En la transformación
In the transformation of a figure de una figura tal que existe una línea
such that there is a line about sobre la cual se puede rotar una
which a three-dimensional figure figura tridimensional a un ángulo
can be rotated by an angle greater mayor que 0° y menor que 360° de
than 0° and less than 360° so that forma que la imagen coincida con
the image coincides with the la imagen original, la imagen y la
preimage, the image and preimage imagen original tienen simetría axial.
have symmetry about an axis.

system of equations (p. 421) A sistema de ecuaciones Conjunto de 2x + 3y = -1

set of two or more equations that dos o más ecuaciones que contienen 3x - 3y = 4
have two or more variables. dos o más variables.

T
tangent circles (p. 747) Two círculos tangentes Dos círculos
coplanar circles that intersect at coplanares que se cruzan
exactly one point. If one circle is únicamente en un punto. Si un
contained inside the other, they círculo contiene a otro, son
are internally tangent. If not, they tangentes internamente. De
are externally tangent. lo contrario, son tangentes
externamente.

tangent of an angle (p. 525) In tangente de un ángulo En un

a right triangle, the ratio of the triángulo rectángulo, razón entre la
��������
length of the leg opposite ∠A longitud del cateto opuesto a ∠A y la
to the length of the leg adjacent longitud del cateto adyacente a ∠A. �
to ∠A. ��������

opposite
tan A = _
adjacent

tangent segment (p. 794) A segmento tangente Segmento de

segment of a tangent with one una tangente con un extremo en el �
endpoint on the circle. círculo.

� �
̶̶
BC is a tangent segment.

tangent of a circle (p. 746) A line tangente de un círculo Línea que se �

that is in the same plane as a circle encuentra en el mismo plano que un �
and intersects the circle at exactly círculo y lo cruza únicamente en un
one point. punto.

tangent of a sphere (p. 805) A tangente de una esfera Línea que

line that intersects the sphere at toca la esfera únicamente en un �
�
exactly one point. punto.
�

Glossary/Glosario S155
 ENGLISH SPANISH EXAMPLES
terminal point of a vector (p. 559) punto terminal de un vector �
The endpoint of a vector. Extremo de un vector. ��
�
��������
� �����

terminal side (p. 570) For an angle lado terminal Para un ángulo en �
in standard position, the ray that posición estándar, el rayo que se rota �������������
is rotated relative to the positive en relación con el eje x positivo. ����
x-axis. ��� �
�

tessellation (p. 863) A repeating teselado Patrón que se repite

pattern of plane figures that formado por figuras planas que
completely covers a plane with no cubren completamente un plano
gaps or overlaps. sin dejar espacios libres y sin
superponerse.

tetrahedron (p. 669) A polyhedron tetraedro Poliedro con cuatro caras.

with four faces. A regular Las caras de un tetraedro regular son
tetrahedron has equilateral triángulos equiláteros y cada vértice
triangles as faces, with three faces es compartido por tres caras.
meeting at each vertex.

theorem (p. 110) A statement that teorema Enunciado que ha sido

has been proven. demostrado.

theoretical probability (p. 214) probabilidad teórica Razón entre el

In the experiment of rolling a
The ratio of the number of equally número de resultados igualmente
number cube, the theoretical
likely outcomes in an event to probables de un suceso y el número probability of rolling an odd
the total number of possible total de resultados posibles. number is __63 = __21 .
outcomes.

three-dimensional coordinate sistema de coordenadas �

system (p. 671) A space that is tridimensional Espacio dividido
divided into eight regions by an en ocho regiones por un eje x, un
x-axis, a y-axis, and a z-axis. The eje y un eje z. Las ubicaciones, o
locations, or coordinates, of points coordenadas, de los puntos son �
are given by ordered triples. dadas por tripletas ordenadas.
�

tick marks (p. 13) Marks used marcas “|” Marcas utilizadas en � �
on a figure to indicate congruent una figura para indicar segmentos
segments. congruentes. � �
����������

tiling (p. 862) See tessellation. teselación Ver teselado

transformation (p. 50) A change transformación Cambio en �

in the position, size, or shape of a la posición, tamaño o forma ��
��������
figure or graph. de una figura o gráfica.
�����
�
�
��
��
��������������������

S156 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
translation (p. 50) A traslación Transformación en la �� ��
transformation that shifts or slides que todos los puntos de una figura
every point of a figure or graph o gráfica se mueven la misma � �
the same distance in the same distancia en la misma dirección. �� ��
direction. � �

translation symmetry (p. 863) A simetría de traslación

figure has translation symmetry if Una figura tiene simetría de
it can be translated along a vector traslación si se puede trasladar
so that the image coincides with a lo largo de un vector de forma
the preimage. tal que la imagen coincida con la
imagen original.

transversal (p. 147) A line that transversal Línea que corta dos
intersects two coplanar lines at líneas coplanares en dos puntos
� �
two different points. diferentes. � �
� �
� � �����������

trapezoid (p. 429) A quadrilateral trapecio Cuadrilátero con sólo un � �

with exactly one pair of parallel par de lados paralelos.
sides.
� �

triangle (p. 98) A three-sided triángulo Polígono de tres lados.

polygon.

triangle rigidity (p. 242) A rigidez del triángulo Propiedad de

property of triangles that states los triángulos que establece que,
that if the side lengths of a triangle si las longitudes de los lados de
are fixed, the triangle can have un triángulo son fijas, el triángulo
only one shape. puede tener sólo una forma.

triangulation (p. 223) The method triangulación Método para calcular

for finding the distance between la distancia entre dos puntos
two points by using them as utilizándolos como vértices de un
vertices of a triangle in which one triángulo en el cual un lado tiene
side has a known, or measurable, una longitud conocida o medible.
length.

trigonometric ratio (p. 525) A ratio razón trigonométrica Razón entre �

of two sides of a right triangle. dos lados de un triángulo rectángulo. �
�

� �
�
a b a
sin A = c ; cos A = c ; tan A = _
_ _
b

trigonometry (p. 514) The study of trigonometría Estudio de la

the measurement of triangles and medición de los triángulos y de las
of trigonometric functions and funciones trigonométricas y sus
their applications. aplicaciones.

trisect (p. 25) To divide into three trisecar Dividir en tres partes
equal parts. iguales. � � � �
̶̶̶
AD is trisected.

truth table (p. 128) A table that tabla de verdad Tabla en la que se
lists all possible combinations of enumeran todas las combinaciones
truth values for a statement and posibles de valores de verdad para
its components. un enunciado y sus componentes.

Glossary/Glosario S157
 ENGLISH SPANISH EXAMPLES
truth value (p. 82) A statement valor de verdad Un enunciado
can have a truth value of true (T) puede tener un valor de verdad
or false (F). verdadero (V) o falso (F).

turn (p. 50) See rotation. giro Ver rotación.

two-column proof (p. 111) A style demostración a dos columnas Estilo

of proof in which the statements de demostración en la que los
are written in the left-hand enunciados se escriben en la
column and the reasons are columna de la izquierda y las
written in the right-hand column. razones en la columna de la derecha.

two-point perspective (p. 662) perspectiva de dos puntos Dibujo en

A perspective drawing with two perspectiva con dos puntos de fuga.
vanishing points. ����������������

U
undefined term (p. 6) A basic término indefinido Figura básica que
figure that is not defined in terms no está definida en función de otras
of other figures. The undefined figuras. Los términos indefinidos en
terms in geometry are point, line, geometría son el punto, la línea y el
and plane. plano.

unit circle (p. 570) A circle with a círculo unitario Círculo con un radio �
radius of 1, centered at the origin. de 1, centrado en el origen. �������
�
� �
�
� � �

�����������
V
���������������
vanishing point (p. 662) In a punto de fuga En un dibujo en
perspective drawing, a point on perspectiva, punto en el horizonte �������
the horizon where parallel lines donde todas las líneas paralelas
appear to meet. parecen encontrarse.

vector (p. 559) A quantity that has vector Cantidad que tiene magnitud
both magnitude and direction. y dirección.
�
��
��

Venn diagram (p. 80) A diagram diagrama de Venn Diagrama

used to show relationships utilizado para mostrar la relación ���������������
between sets. entre conjuntos.
���������

S158 Glossary/Glosario
 ENGLISH SPANISH EXAMPLES
vertex angle of an isosceles ángulo del vértice de un triángulo ������������
triangle (p. 273) The angle formed isósceles Ángulo formado por los
by the legs of an isosceles triangle. catetos de un triángulo isósceles.
� �

vertex of a cone (p. 654) The vértice de un cono Punto opuesto ������
point opposite the base of the a la base del cono.
cone.

vertex of a graph (p. 95) A point vértice de una gráfica Punto en una ������
on a graph. gráfica.
������

������ � �������� �
vertex of a polygon (p. 382) vértice de un polígono La � �
The intersection of two sides of intersección de dos lados del �
the polygon. polígono. ������
�
�
A, B, C, D, and E are vertices of the polygon.

vertex of a pyramid (p. 689) vértice de una pirámide Punto ������

The point opposite the base of opuesto a la base de la pirámide.
the pyramid.

vertex of a three-dimensional vértice de una figura tridimensional

figure (p. 654) The point that is Punto que representa la intersección
the intersection of three or more de tres o más caras de la figura.
faces of the figure.
������

vertex of a triangle (p. 216) The vértice de un triángulo Intersección �

intersection of two sides of the de dos lados del triángulo. �
triangle.
�
A, B, and C are vertices of △ABC.

vertex of an angle (p. 20) The vértice de un ángulo Extremo

�
common endpoint of the sides of común de los lados del ángulo.
the angle.
� �
A is the vertex of ∠CAB.

vertical angles (p. 30) The ángulos opuestos por el vértice

nonadjacent angles formed by two Ángulos no adyacentes formados
intersecting lines. por dos rectas que se cruzan.
� �
� �

∠1 and ∠3 are vertical angles.

∠2 and ∠4 are vertical angles.

volume (p. 697) The number of volumen Cantidad de cubos

����
nonoverlapping unit cubes of a unitarios no superpuestos de un
given size that will exactly fill the determinado tamaño que llenan ����
interior of a three-dimensional exactamente el interior de una �����
figure. figura tridimensional. Volume = (3)(4)(12) = 144 ft 3

Glossary/Glosario S159
 ENGLISH SPANISH EXAMPLES

W
whole number (p. 80) The set of número cabal Conjunto de los
0, 1, 2, 3, 4, 5, …
natural numbers and zero. números naturales y cero.

X
x-axis (p. 42) The horizontal axis eje x Eje horizontal en un plano
in a coordinate plane. cartesiano. ������

Y ������

y-axis (p. 42) The vertical axis in a eje y Eje vertical en un plano
coordinate plane. cartesiano.

Z
�
z-axis (p. 671) The third axis in eje z Tercer eje en un sistema de
a three-dimensional coordinate coordenadas tridimensional.
system.
�

S160 Glossary/Glosario
Index direct variation, 161, 501, S62
equation(s)
of circles, 799–805
graphing functions, see Functions
graphing lines, 191, 197
point-slope form, 190, 191, 194,
finding, 805 198, 199
A of a horizontal line, 190
of a line, 303, 304, 305, 306, 308,
proof of, 190
slope-intercept form, 188, 190,
311, 312, 313, 315–318, 339 191, 194
AA (angle-angle) similarity, 470 literal, 588, 590, S59 proof of, 196
AAS (angle-angle-side) congruence, quadratic, 266 inequalities
254 solving, 25 compound, 126
proof of, 254 linear, 11, 15, 16, 17, 18, 19, 22, graphing, linear, 249, S59
Absolute error, S73 23, 24, 25, 26, 29, 31, 32, 33, properties of, 330
Absolute value, 21, S61 34, 38, 39, 40, 41, 44, 104–109, solving, 805
equations, see Equations 124, 155, 156, 158, 159, 219, compound, 330
expressions, see Expressions 220, 221, 227, 228, 230, 235, linear, 26, 109, 172, 175, 176,
Accuracy, S72 236, 237, 245, 246, 249, 259, 249, 338, 341, 343, 345, 435,
Acute angle, 21 264, 265, 272, 276, 277, 301, S60
Acute triangle, 216 302, 304, 305, 318, 320, 325, systems, S68
Addition of vectors, 561–562 337, 349, 352, 353, 354, 355, triangle, 331
Addition Property of Equality, 104 384, 385, 386, 387, 388, 392, in two triangles, 340–342
Addition Property of Inequality,
393, 395, 396, 397, 403, 405, writing, S59
330
406, 409, 410, 412, 423, 425, intercepts
Adjacent angles, 28
430, 432, 433, 434, 751, 753, x-intercept, 187, 191
Adjacent arcs, 757
760, 761, 762, 776, 777, 778, finding, 523
Adjustable parallels, 836
779, 786, 787, 788, 789, 795, identifying, 259
Advertising, 499
Agriculture, 765 796, 797, 798, 807, 814, S58 y-intercept, 187–189, 191
Ahmes Papyrus, 41 literal, 41, 169, S59 finding, 523
Algebra, 40, 100, 109, 115, 124, quadratic, 27, 228, 230, 235, 237, identifying, 259
156, 159, 162, 164, 217, 224–225, 246, 259, 277, 326, 349, 350, inverse variation, 161
244, 249, 261, 274, 301–303, 308, 352, 353, 354, 355, 388, 415, linear equations, see Equations
312, 316, 318, 325–326, 341, 355, 430, 432, 433, 434, 494, 752, linear inequalities, see Inequalities
384–385, 387, 393, 396, 399, 403, 771, 777, 796, 797, 798, 804, lines of best fit, 199
409, 415, 424, 430, 433–434, 523, 814, S66 literal equations, 169
531–532, 590, 597, 605, 620–621, radical, 49, S68 matrices, S69
627, 634–635, 675, 677, 704, 749, systems of, 125, 158, 159, 176, monomials, S64
753, 758–759, 762, 775, 777, 788, 177, 194, 805 On Track for TAKS, 42, 152–153, 266,
792–794, 798–799, 803, 805, 860, by elimination, 152–153, 157, 330, 346, 389, 501, 533, 588, 713,
S56–S69 193, S67 838
The review and development by graphing, 8, 193, 195, 196 ordered pair, 11, 49, S56, see also
of algebra skills is found by substitution, 316–318, 396, Coordinate plane
throughout this book. S67 polynomial, degree of, S64
absolute value, 19, 21, S61 of a vertical line, 190 quadratic equations, see Equations
equations, see Equations writing, 11, 18, 25 radical equations, 49, S68
expressions, see Expressions linear, 19, 31, 32, 33, 34, 38, 39, radicals, simplifying, 44, 519–521
binomials, multiplying, 40 40, 41 rate of change, 182, see also Slope
coordinate plane, 42, 43, 361, 393, of lines, 190–197 relations, S61
397, 400, 402, 405, 410, 420–423, literal, 41 regression, see Lines of best fit
434, 435, S56 expressions, 40 sequences, 558
area in the, 616–619 evaluating, 19, 162, 164–167, 334, simplifying expressions,
circles in the, 799–801 336, 384, 392, 393, 395, 399, 402, see Expressions
dilations in the, 495–497, 874 405, 408–410, 412, 429, 432, 433 slope(s), 182–185, 188, 322, 324, 539
distance in the, 43–46 simplifying, 19, 36 finding, 279
graphing in the, 42 writing, 229, 788, S57 formula, 182, 183, 185, 186, 199
lines in the, 190–193 factoring, to solve quadratic equations, of parallel lines, 184–186, 188, 306
midpoint in the, 43–46 S66 of perpendicular lines, 184–186,
parallelograms in the, 393 finding slope, see Slope 189, 306, 617
perimeter in the, 616–619 functions, 11, 41, 49, 389, 789 point-slope form, 303, 305
reflections in the, 826 evaluating, 150 through two points, 182, 183, 185,
rotations in the, 840 factoring to find the zeros of, 55 186, 558
similarity in the, 495–497 graphing, 425 of vertical lines, 182
strategies for positioning figures identifying, 11, 49, 389, S61 solving equations, see Equations
in the, 267 inverse, 533, S62 solving inequalities, see Inequalities
transformations in the, 50–52 inverse trigonometric, 533, 534 systems of equations, see Equations
translations in the, 832 quadratic, S65 x-intercept, see Intercepts
determining whether lines are parallel, transformations of, 838, S63 y-intercept, see Intercepts
perpendicular, or neither, 184

Index S161
 Algebraic proof, 104–107 Angle Bisector Theorem, 301 Finance, 108, 522
Alhambra, 50 Converse of the, 301 Food, 195, 603, 656, 701–703, 718,
Alice’s Adventures in Wonderland, Angle bisectors, 23, 300–303 721
102 constructing, 23 Football, 566
Alternate exterior angles, 147 of a triangle, 480 Forestry, 548
Alternate Exterior Angles Theorem, Angle measures, triangle classification Games, 592, 852
156 by, 216 Gardening, 422, 597
Converse of the, 163 Angle relationships Geography, 39, 177, 186, 610, 626,
proof of the, 164 in circles, 780–786 720, 729, 861
proof of the, 159 in triangles, 223–226 Geology, 86, 547, 709, 796, 804
Alternate interior angles, 147 Angle-side-angle (ASA) congruence, Graphic Design, 498, 752
Alternate Interior Angles Theorem, 252 Health, 343
156 Animation, 53, 105, 835, 842 History, 48, 413, 531, 703, 778
Converse of the, 163 Annulus, 612 Hobbies, 235, 464, 466, 596, 773
proof of the, 168 Answers, choosing combinations of, Home Improvement, 596
proof of the, 156 816–817 Indirect Measurement, 323
Altitude Anthropology, 802 Industrial Arts, 77
of cones, 690 Antikythera, 792 Industry, 344
of prisms or cylinders, 680 Antique speakers, 692 Interior Decorating, 609, 867
of pyramids, 689 Apothem, 601 Jewelry, 719
of triangles, 314–317 Applications Landscaping, 607, 686, 702
Ames room, 149 Advertising, 499 Manufacturing, 38, 754
Andersen, Hans Christian, 167 Agriculture, 765 Marine Biology, 698, 720
Angle(s), 20 Animation, 53, 835, 842 Math History, 25, 78, 493, 566, 768
acute, 21 Anthropology, 802 Measurement, 404, 488, 491,
adjacent, 28 Archaeology, 262, 787, 793 520–522, 531, 547, 596, 605
alternate exterior, 147 Architecture, 47, 159, 166, 220, 324, Mechanics, 434
alternate interior, 147 457, 467, 485, 529, 658, 667, 695, Media, 88
base, see Base angles 706, 767, 843, 859, 875 Meteorology, 85, 476, 675, 703, 797,
central, see Central angles Art, 10, 32, 167, 465, 483, 557, 593, 801
complementary, 29 657, 668, 834, 849, 860, 863, 873, Movie Rentals, 107
congruent to a given angle, 876 Music, 24, 157, 176, 218, 601
constructing, 22 Art History, 52 Navigation, 228, 271, 278, 402, 558,
corresponding, 147, 231 Astronomy, 227, 274, 494, 720, 752, 567, 729, 767
of depression, 544–546 844, 877 Nutrition, 107
of elevation, 544–546 Aviation, 229, 277, 546, 547, 564 Oceanography, 174
exterior, 225, 384 Bicycles, 337 Optics, 868
exterior of an, 20 Biology, 75, 77, 83, 100, 185, 604, 685, Optometry, 877
formed by parallel lines and 715, 784, 857 Orienteering, 556
transversals, 155–157 Bird Watching, 401 Parachute, 302
included, 242 Building, 538 Parking, 159
inscribed, see Inscribed angles Business, 108, 194, 312, 625 Pets, 361
interior, 225 Carpentry, 18, 168, 304, 325, 408, 412, Photography, 385, 459, 475
interior of an, 20 418, 434, 555, 710, 836 Physical Fitness, 79
measure of an, 20 Cars, 396, 425 Physics, 25, 565, 861, 867
measuring and constructing, 20–24 Chemistry, 100, 683, 828, 868 Political Science, 79, 93
naming, 20 City Planning, 305, 827 Problem-Solving Applications, 30, 105,
obtuse, 21 Communication, 634, 802 193, 252–253, 315–316, 428, 456,
opposite, of quadrilaterals, 391 Community, 310 528, 618, 749, 825
pairs of, 28–31 Computer Graphics, 495 Racing, 392
reference, 570 Computers, 352 Real Estate, 486
remote interior, 225 Conservation, 271 Recreation, 15, 92, 108, 271, 476, 564,
right, 21 Consumer, 48, 684, 760 636, 673, 674, 828, 850
of rotational symmetry, 857 Crafts, 37, 38, 219, 357, 408, 422, Safety, 349, 353, 386, 395, 530
same-side interior, 147 432, 594 Sailing, 245
straight, 21 Cycling, 538 Science, 786
supplementary, 29 Design, 311, 313, 317, 318, 336, 360, Shipping, 395
trisecting, 25 403, 433 Shuffleboard, 305
types of, 21 Drama, 610 Social Studies, 403
vertex, 273 Ecology, 108, 248 Space Exploration, 354, 491, 492, 751
vertical, 30 Electronics, 692 Space Shuttle, 548
Angle-angle-side (AAS) congruence, Engineering, 115, 233, 234, 243, 260, Sports, 17, 19, 40, 46, 149, 165, 175,
254 412, 472, 554, 795, 841, 845 259, 458, 492, 530, 562, 603, 635,
proof of, 254 Entertainment, 149, 341, 360, 624, 720, 729, 761, 851
Angle-angle (AA) similarity, 470 625, 803, 833

S162 Index
 Surveying, 25, 224, 256, 257, 263, 276, Assessment Test Prep
353, 474, 547, 556 Chapter Test, 64, 134, 206, 288, 370, Test Prep questions are found
Technology, 92, 809 442, 508, 576, 644, 734, 814, 888 in every exercise set. Some
Textiles, 125 College Entrance Exam Practice examples are: 11, 19, 26, 33, 40
Theater, 246 ACT, 207, 289, 889 Asterism, 227
Transportation, 183, 194, 360, 620, SAT, 65, 443, 509 Astronomy, 227, 274, 494, 720, 752,
631, 633, 866 SAT Mathematics Subject Tests, 135, 844, 877
Travel, 17, 54, 84, 335, 458, 484 371, 577, 735, 815 Auxiliary line, 223
Appropriate methods SAT Student-Produced Responses, Aviation, 229, 277, 546, 547, 564
choosing, 372, 373, 616, 619, 620 645 Axioms, see Postulates
Appropriate units Cumulative Assessment, 68–69, Axis
choosing, 596 138–139, 210–211, 292–293, of a cone, 690
Approximating, 37, 335, 360, 374–375, 446–447, 512–513, of a cylinder, 681
460–461, 484, 491–492, 549, 580–581, 648–649, 738–739, polar, 808
577–579, 796 818–819, 892–893 of symmetry, 362, 856
Arc Multi-Step TAKS Prep, 34, 58, 102, symmetry about an, 858
intercepted, 772 126, 180, 200, 238, 280, 328, 364,
major, 756 406, 436, 478, 502, 542, 568, 614,
minor, 756
Arc Addition Postulate, 757
638, 678, 724, 770, 806, 854, 880
Multi-Step TAKS Prep questions
B
Arc length, 766 are also found in every exercise
Arc marks, 22 set. Some examples are: 10, 18, Bar graph, S78
Archaeology, 262, 787, 793 Bascule bridges, 895
26, 32, 39
Archery, 635 Base(s)
Ready to Go On?, 35, 59, 103, 127,
Archimedes, 599, 703 of cones, 654
181, 201, 239, 281, 329, 365, 407,
Architecture, 47, 159, 166, 220, 324, of cylinders, 654
437, 479, 503, 543, 569, 615, 639,
457, 467, 485, 529, 658, 667, 695, of isosceles trapezoids, 426
679, 725, 771, 807, 855, 881
706, 767, 843, 859, 875 of isosceles triangles, 273
Standardized Test Prep, 69, 139, 211,
Arcs, 756 of prisms, 654
293, 375, 447, 513, 581, 649, 739,
adjacent, 757 of pyramids, 654
819, 893
chords and, 756–759 of trapezoids, 429
Study Guide: Preview, 21, 72, 144,
congruent, 757 of triangles, 36
214, 298, 378, 452, 516, 586, 652,
measure, 756 Base angles, 273
744, 822
Are You Ready?, 3, 71, 143, 213, 297, of isosceles triangles, 273
Study Guide: Review, 60–63, 130–133,
377, 451, 515, 585, 651, 743, 821 of trapezoids, 429
202–205, 284–287, 366–369,
Area(s), 36, 754, 815, 818 Base edges, 680
438–441, 504–507, 572–575,
of circles, 37, 600 Baseball fields, 43
640–643, 730–733, 810–813,
in the coordinate plane, 616–619 Bathysphere, 720
884–887
under curves, estimating, 621 Bearing of a vector, 560
TAKS Prep, 68–69, 138–139, 210–211, Berg, Bryan, 146
of kites, 591
292–293, 374–375, 446–447, Between, 12, 14
lateral, see Lateral area
512–513, 580–581, 648–649, Biconditional statements, 96–98
of lattice polygons, developing
738–739, 818–819, 892–893 Bicycles, 337
Pick’s Theorem for, 613
TAKS Tackler Big Bend National Park, 626, 678
of parallelograms, 589
Any Question Type Big Tex, 518, 520
perimeter and, 36
Check with a Different Method, Binomials, multiplication of, 40, 592
proportional, 490
372–373 Biology, 75, 77, 83, 100, 185, 604, 685,
of regular polygons, 601
Estimate, 578–579 715, 784, 857
of rhombuses, 591
Highlight Main Ideas, 890–891 Bird-Watching, 401
of sectors, 764–766
Identify Key Words and Context Bisector
of segments, 765
Clues, 290–291 angle, see Angle bisectors
of spherical triangles, 727
Interpret Coordinate Graphs, perpendicular, see Perpendicular
surface, see Surface area
208–209 bisectors
of trapezoids, 590
Interpret a Diagram, 510–511 Bisects, 15
of triangles, 590
Measure to Solve Problems, Blood, 100
Area Addition Postulate, 589
736–737 Blood sugar, 687
Area ratio, 490
Use a Formula Sheet, 646–647 Bob Bullock Texas State History
Argument, convincing, writing a, 379
Gridded Response: Record Your Museum, 212
Armstrong, Lance, 337
Answer, 136–137 Box-and-Whisker Plot, S80
Arrow notation, 50
Art, 10, 32, 167, 465, 483, 577, 593, 657, Multiple Choice, Bridges, 115, 895
668, 834, 849, 860, 863, 873, 876 Eliminate Answer Choices, Broken Obelisk, 296
Art History, 52 444–445 Building, 538
Artifacts, 26 Recognize Distracters, 816–817 Burnham, Daniel, 220
ASA (angle-side-angle) congruence, Work Backward, 66–67 Business, 108, 194, 312, 625
252 Butterflies, 81, 820

Index S163
 circumscribe an equilateral triangle describe, 8, 37, 122, 148, 174, 193,
C about a, 779 218, 245, 342, 359, 537, 563, 602,
circumscribed, 308, 313 608, 619, 664, 683, 841, 850, 858,
Calculator concentric, 747 874
graphing, see Graphing calculator constructing a tangent to a discuss, 624
Card structures, 146 from an exterior point, 779 explain, 8, 16, 24, 31, 46, 52, 76, 90,
Career Path at a point, 748 107, 122, 157, 165, 174, 185, 193,
Desktop Publisher, 87 in the coordinate plane, 799–801 218, 226, 245, 255, 262, 269, 276,
Electrician, 320 developing formulas for, 600–602 303, 310, 324, 335, 342, 352, 359,
Emergency Medical Services Program, equations of, see Equations of circles 385, 421, 431, 457, 473, 490, 497,
237 exterior of a, 746 520, 546, 563, 593, 602, 608, 619,
Furniture Maker, 805 graphing, 800–805 633, 673, 683, 692, 700, 708, 717,
Photogrammetrist, 494 great, see Great circle 750, 766, 775, 786, 801, 826, 833,
Technical writer, 612 inscribed, 309, 313 850, 858, 866, 874
Careers, xviii interior of a, 746 justify, 394, 801
Carpentry, 18, 168, 304, 325, 408, 412, lines that intersect, 746–750 list, 113, 148, 352
418, 434, 555, 710, 836 sector of a, 764 name, 8, 24, 218, 233, 593
Cars, 396, 425 segment of a, 765 sketch (draw), 8, 16, 24, 31, 46, 52,
Caution!, 13, 90, 128, 184, 223, 243, segment relationships in, 790–795 218, 226, 255, 269, 276, 310, 317,
268, 333, 419, 526, 527, 545, 561, segments that intersect, 746 359, 385, 394, 401, 421, 464, 473,
571, 681, 726 tangent, 747 484, 490, 528, 546, 554, 593, 750,
Cavalieri’s principle, 697, 699 through three noncollinear points, 759, 786, 801, 850, 858
Cavanaugh Flight Museum, 294 constructing, 763 summarize, 352
Celsius (C) degrees, 105 unit, see Unit circle write, 16, 31, 37, 46, 255, 262, 303,
Center Circle graphs, 26, 755, S80 324, 342, 401, 411, 421, 431, 457,
of a circle, 600 Circumcenter of a triangle, 307 464, 473, 484, 490, 497, 520, 528,
constructing, 774 constructing, 307 537, 546, 619, 683, 692, 700, 750,
of dilation, 872 Circumcenter Theorem, 308 759, 775, 786, 801
of gravity, 314 proof of the, 308 Community, 310
of regular polygons, 601 Circumference, 37, 600 Comparing surface areas and
of a sphere, 714 and area of a circle, 37 volumes, 722–723
Central angles, 755, 756 of a great circle of a sphere, 769 Comparison Property of Inequality,
of regular polygons, 601 Circumscribe, 308 330
Central Library, 6 a circle about a triangle, constructing, Compass, 14, F47
Central tendency, measures of, 313, 778 Compass and straightedge,
477, S76 an equilateral triangle about a circle, see Construction(s), using compass
Centroid of a triangle, 314 constructing, 779 and straightedge
constructing, 314 Circumscribed circle, 308, 313 Complement of an event, 628
Centroid Theorem, 314 City Planning, 305, 827 Complementary angles, 29
Ceva, Giovanni, 318 Classifying Complements, 29
Changing dimensions, see Effects of pairs of lines, 192 Component form of a vector, 559
changing dimensions triangles, 230 Composite figures, 606–608, 818
Chapter Test, 64, 134, 206, 288, 370, Clinometer, 550 measuring, 611
442, 508, 576, 644, 734, 814, 888, Clouds, 675 Compositions of transformations,
see also Assessment CN Tower, 843 848–850
Checking solutions, 125 Coinciding lines, 192 Compound inequalities, 126
Chemistry, 100, 683, 828, 868 Coins, 741 solving, 330
Chess, 848, 852 College Entrance Exam Practice, Compound statements, 128
Chiral molecules, 828 see also Assessment Computer-animated films, 835
Chokwe design, 860 ACT, 207, 289, 889 Computer Graphics, 495
Choosing SAT, 65, 443, 509 Computers, 352
appropriate methods, 372, 373, 616, SAT Mathematics Subject Tests, 135, Concave polygons, 383
619, 620 371, 577, 735, 815 Concentric circles, 747
appropriate units, 596 SAT Student-Produced Responses, 645 Conclusion, 81
combinations of answers, 816–817 Collinear points, 6 Concurrency, point of, 307
Chord-Chord Product Theorem, 792 Common Angles Theorem, 117 Concurrent lines, 307
proof of the, 797 proof of the, 117 Conditional statements, 81–84
Chords, 746 Common Segments Theorem, 118 Conditionals, related, 83
arcs and, 756–759 Converse of the, 119 Conditions for Parallelograms,
Circle(s), 600, 742–819 proof of the, 119 398, 399
angle relationships in, 780–786 proof of the, 118 proof of the, 398
area of, 37, 600 Common tangent, 748 Conditions for Rectangles, 418
centers of, 600 Communication, 634, 802 Conditions for Rhombuses, 419
constructing, 774 compare, 98, 148, 165, 185, 245, 593, Cones, 654
circumference of a, 37, 600 656, 700, 717 altitude of, 690
circumscribe a, about a triangle, 778 axis of, 690

S164 Index
 double, 660 midsegment of a triangle, 327 Converse of the Same-Side Interior
drawing, 653 orthocenter of a triangle, 320 Angles Theorem, 163
frustum of, 668, 696 parallel lines, 163, 170–171, 179 proof of the, 168
oblique, 690 parallelogram, 404 Converse of the Triangle
right, see Right cones perpendicular bisector of a segment, Proportionality Theorem, 482
surface area of, 689–692 172 Convex polygons, 383
vertex of, 690 perpendicular lines, 179 Convincing argument, writing a, 379
volume of, 705–708 reflections, 829 Coordinate plane, 42, 43, 361, 393,
Congruence regular polygons, 380–381 397, 400, 402, 405, 410, 420–423,
properties of, 106 decagon, 381 434, 435, S56
triangle, see Triangle congruence dodecagon, 380 area in the, 616–619
Congruence transformations, hexagon, 380 circles in the, 799–801
824, 854 octagon, 380 dilations in the, 495–497, 874
Congruent angles, 22 pentagon, 381 distance in the, 43–46
Congruent arcs, 757 square, 380 graphing in the, 42, 208–209
Congruent Complements Theorem, rhombus, 415 lines in the, 190–193
112 right triangle, 258 midpoint in the, 43–46
proof of the, 112 rotations, 844 parallelograms in the, 393
Congruent polygons, 231 segment congruent to a given perimeter in the, 616–619
properties of, 231 segment, 14 reflections in the, 826
Congruent segments, 13 segment of given length, 18 rotations in the, 840
Congruent Supplements Theorem, tangent to a circle at a point, 748 similarity in the, 495–497
111 tangent to a circle from an exterior strategies for positioning figures
proof of the, 111 point, 779 in the, 267
Congruent triangles, 231–233 translations, 836 transformations in the, 50–52
constructing using geometry software, 154, 480, 781 translations in the, 832
using ASA, 253 midpoint, 12 Coordinate proof, 267–269, 275, 313,
using SAS, 243 special points in triangles, 321 319, 355, 434
properties of, 231 transformations, 56–57 Coordinates, 3, 13, 317, 319, 397
Conjecture, 74, 171, 188, 189, 222, congruent triangles, 249 finding, 753
241, 250, 251, 278 similar triangles, 468–469 polar, 808–809
making a, 321, 331, 381, 390, 416, 417, using patty paper Coplanar points, 6
426, 613, 669, 676, 781, 790, 847 midpoint, 16 Cornell system of note taking, 145
using deductive reasoning to verify a, parallel lines, 171 Corollaries, 224, 228, 274–275, 519,
88–90 reflect a figure, 824 773, 778
using inductive reasoning to make a, rotate a figure, 839 For a complete list, see pages
74–76 translate a figure, 831 S82–S87
Conjunction, 128 Consumer Application, 48, 684, 760 Correlation, 397
Conservation, 271 Contraction, 873 Corresponding angles, 147, 231
Constant of variation, 501, S62 Contradiction, proof by, 332 Corresponding Angles Postulate, 155
Construction(s), 14, 17, 79, 177, 248, Contrapositive, 83 Converse of the, 162
258, 306, 313, 404, 424, 487 Law of, 83 Corresponding Parts of Congruent
For a complete list, see page S87 Converse, 83 Triangles are Congruent (CPCTC),
angle bisector, 23 of a theorem, 162 260–262
perpendicular lines, 179 Converse of the Alternate Exterior Corresponding sides, 231
proving valid, 282–283 Angles Theorem, 163 Cosecant, 531
segment bisector, 16 proof of the, 164 Cosine, 525, 841
using compass and straightedge Converse of the Alternate Interior Cosines, Law of, 551–554
angle congruent to a given angle, 22 Angles Theorem, 163 proof of the, 557
center of a circle, 774 proof of the, 168 Cotangent, 531
centroid of a triangle, 314 Converse of the Angle Bisector Countdown to TAKS, TX4–TX27
circle through three noncollinear Theorem, 301 Counterclockwise, 42, 55
points, 763 Converse of the Common Segments Counterexamples, 75
circumcenter of a triangle, 307 Theorem, 119 CPCTC (Corresponding Parts
circumscribe a circle about a of Congruent Triangles are
proof of the, 118
triangle, 778 Congruent), 260–262
Converse of the Corresponding
circumscribe an equilateral triangle Crafts, 37, 38, 219, 357, 408, 422, 432,
Angles Postulate, 162
about a circle, 779 594, 660, 693, 776
Converse of the Hinge Theorem, 340
congruent triangles using ASA, 253 Critical Thinking
proof of the, 340
congruent triangles using SAS, 243 Critical Thinking questions appear
Converse of the Isosceles Triangle
dilations, 872, 878 Theorem, 273 in every exercise set. Some
equilateral triangle, 220 Converse of the Perpendicular examples: 10, 11, 19, 26, 32
incenter of a triangle, 313 Bisector Theorem, 300 Cross products, 455
Converse of the Pythagorean Cross Products Property, 455
irrational numbers, 363
Theorem, 350 Cross section, 656
kites, 435
line parallel to side of triangle, 481

Index S165
 Cubes, 654, 669 Distance, 13 solving, 25
surface area of, 680 in the coordinate plane, 43–46 linear, 11, 15–19, 22–26, 29, 31–34,
Cumulative Assessment, between a point and a line, 301 38–41, 44, 104–109, 124, 155,
see Assessment from a point to a line, 172 156, 158, 159, 219–221, 227,
Curves, area under, estimating, 621 Distance Formula, 44 228, 230, 235–237, 245, 246,
Customary system of proof of the, 354 249, 259, 264, 265, 272, 276, 277,
measurement, S70, back cover in three dimensions, 672 301, 302, 304, 305, 318, 320, 325,
Cycling, 538 Distance Function, using, 263, 271, 272 337, 349, 352–355, 384–388,
Cylinders, 654 Distributive Property, 104, S51 392, 393, 395–397, 403, 405,
altitude of, 680 Division Property of Equality, 104 406, 409, 410, 412, 423, 425,
axis of, 681 Division Property of Inequality, 430, 432, 433, 434, 751, 753,
drawing, 653 109, 330 760–762, 776–779, 786–789,
lateral surface of, 681 Dodecagons, 382 795–798, 807, 814, S58
oblique, see Oblique cylinders regular, 380 literal, 41, 169
right, see Right cylinders Dodecahedron, 669 quadratic, 27, 228, 230, 235, 237,
surface area of, 680–683 Domain, 41, 389, 405, 533, 547
246, 259, 277, 326, 349, 350, 352,
volume of, 697–700 Double cone, 660
355, 388, 415, 430, 432–434,
Drama, 610
494, 752, 771, 777, 796–798,
Drawing(s), 17
804, 814, S66
D diagram that represents information,
19
radical, 49
systems of, 125, 158, 159, 176, 177,
isometric, 662
Data, 756 194, 805
one- and two-point perspective, 668
displaying, S78–S81 by elimination, 152–153, 157,
orthographic, 661
misleading, S81 193, S67
perspective, 662
organizing and describing, S47, S76, by graphing, 8, 193, 195, 196
segments, 14
S78–S81 by substitution, 316–318, 396,
Dual of a tessellation, 868
Data Analysis, 26, 860, S76, S80 S67
Dulac, Edmund, 167
On Track for TAKS, 198–199, 755 of a vertical line, 190
Data Collection, 196, 199, 761 writing, 11, 18, 25
Decagons, 382
regular, 381
E linear, 19, 31–34, 38–41
of lines, 190–197
Deductive reasoning, 88 literal, 41
using, to verify conjectures, 88–90 Earthquakes, 804 Equiangular Triangle Corollary, 275
Definitions, 96–98 Ecology, 108, 248 Equiangular triangles, 216
Degrees, 20 Edge Equidistant, 300, 746, 799
DeMorgan’s Laws, 129 base, 680 Equilateral triangle, circumscribed
Denominator, 451 lateral, 680 about a circle, 779
Dentzel, Gustav, 803 of a three-dimensional figure, 654 Equilateral Triangle Corollary, 274
Depression, angles of, 544–546 Effects of changing dimensions, Equilateral triangles, 217, 273–276
Deriving 683, 691, 700, 708, 713, 716 constructing, 220
formulas, 37, 39, 220, 541, 696 proportionally, 622–624 Error Analysis, 18, 39, 92, 124, 160,
the Pythagorean Theorem, 522 Egypt, ancient, 353 195, 236, 258, 325, 353, 387, 413,
Design, 311, 313, 317, 318, 336, 360, Electronics, 692 423, 476, 499, 522, 540, 557, 604,
403, 433 The Elements, 257 634, 659, 711, 762, 797, 852, 877
Detachment, Law of, 89 Elevation, angles of, 544–546 Escher, M. C., 861, 868, 876, 880
Diagonal, 48 Elimination, solving systems of Estimating area under curves, 621
of the polygon, 382 equations by, 152–153, 157, 193, S67 Estimation, 25, 37, 41, 77, 108, 177,
of a right rectangular prism, 671 Endpoints, 7, 9 195, 229, 278, 325, 361, 387, 433,
Diagrams, 73, S40 Engineering, 115, 233, 234, 243, 260, 466, 492, 493, 538, 565, 611, 621,
interpreting, 510–511 412, 472, 554, 795, 841, 845 676, 719, 768, 803, 844, 877, S52
Diameter, 37, 747 Enlargement, 495, 873 rounding and, S52
Dilations, 495, 872–874 Entertainment, 149, 341, 360, 624, Estimation strategies, 578–579
center of, 872 625, 803, 833 Euclid, 257, 460
in the coordinate plane, 495–497, 874 Epicenter, 804 Euler, Leonhard, 78
Equal vectors, 561 Euler line, 321
of figures, constructing, 878
Equality, properties of, 104 Euler’s Formula, 670
Dimensions
Equation of a Circle Theorem, 799 Event, 628
changing, see Effects of changing
Equations complement of an, 628
dimensions
of circles, 799 Exam, final, preparing for, 823
three, see Three dimensions
finding, 805 Expansion, 873
Direct reasoning, 332
of a horizontal line, 190 Experiment, 628
Direct variation, 161, 501, S62
of lines, 303–306, 308, 311–313, fair, 628
Direction of a vector, 560
315–318, 339 Experimental probability, 798
Disjunction, 128
literal, 588, 590 Exponents, S53
Disjunctive Inference, Law of, 129
quadratic, 266 properties of, S54
Displacement, 703

S166 Index
Expressions, 3 Formulas, see back cover Develop the Triangle Sum Theorem, 222
evaluating, 19, 162, 164–167, 334, deriving, 39, 541, 696 Explore Properties of Parallelograms,
336, 384, 392, 393, 395, 399, 402, developing, 589–591, 600, 601 390
405, 408–410, 412, 429, 432, 433, for circles, 600 Explore SSS and SAS Triangle
S57 for regular polygons, 601 Congruence, 240–241
simplifying, 19, 36, S50 for triangles, 590 Explore Triangle Inequalities, 331
writing, 229, 788, S57 for quadrilaterals, 589–591 Graph Irrational Numbers, 363
Extended Response, 69, 139, 178, functional relationships in, 713, S63 Hands-on Proof of the Pythagorean
211, 230, 259, 293, 355, 375, 425, memorize, 587 Theorem, 347
447, 487, 513, 581, 621, 649, 739, in three dimensions, 670–673 Indirect Measurement Using
819, 893 using, 36–37 Trigonometry, 550
write extended responses, 290–291 45°-45°-90° triangle, 356 Model Right and Oblique Cylinders,
Extension Four Chromatic Gates, 650 688
Introduction to Symbolic Logic, Fractals, 882 Solve Logic Puzzles, 94–95
128–129 Freescale Marathon, 140 Use Geometric Probability to Estimate
Polar Coordinates, 808–809 Fresnel, Augustine, 894 π, 637
Proving Constructions Valid, 282–283 Fresnel lenses, 894 Use Nets to Create Polyhedrons, 669
Spherical Geometry, 726–727 Frieze pattern, 863 Use Transformations to Extend
Trigonometry and the Unit Circle, Frustum Tessellations, 870–871
570–571 of a cone, 668, 696 Geometry software, 12, 27, 56–57,
Using Patterns to Generate Fractals, of a pyramid, 696 154, 230, 416–417, 668, 879, F47,
882 Functional relationships in see also Construction(s)
Exterior, 225 formulas, 713, S63 Geometry symbols, reading, 215
of an angle, 20 Functions, 11, 41, 49, 389, 789 Get Organized, see Graphic organizers
of a circle, 746 evaluating, 150 Given statement, 111
Exterior Angle Theorem, 225 factoring to find the zeros of, 55 Glide reflection, 848, 851
Exterior angles, 225, 384 graphing, 425 Glide reflection symmetry, 863
Exterior point, constructing tangent to identifying, 11, 49, 389, S61 Global Positioning System, 556
a circle from an, 779 inverse, 533, S62 Glossary, S115–S160
External secant segment, 793 inverse trigonometric, 533, 534 go.hrw.com, see Online Resources
Extremes, 455 quadratic, S65 Goldbach, 78
transformations of, 838, S63 Golden Ratio, 460–461
Graphic Design, 498, 752
F Graphic organizers
G Graphic Organizers are available
for every lesson. Some examples
Face are: 8, 16, 24, 31, 37
lateral, 680 Games, 592, 852 Graphing
of a three-dimensional figure, 654 Gardening, 422, 597 in the coordinate plane, 42
Factoring Garfield, James, 595 irrational numbers, 363
to find the zeros of each function, 55 Gears, 845 Graphing calculator, 188–189, 196,
solving by, 388, S66 General translations in the 199, 761, 800, 846–847, 879
using, 279 coordinate plane, 832 Graphing functions, see Functions
Fahrenheit (F) degrees, 105 Geodesic dome, 234 Graphing lines, 191, 197, 259
Fair experiment, 628 Geography, 39, 177, 186, 610, 626, point-slope form, 190, 191, 194,
Fair Park, 803 720, 729, 861 198, 199
Fiber-optic cables, 28 Geology, 86, 547, 709, 796, 804 proof of, 190, 196
Fibonacci sequence, 78, 461 Geometric mean, 819 slope-intercept form, 188, 190, 191, 194
Figures Geometric Means Corollaries, proof of, 196
composite, see Composite figures 519, 540 Graphs,
three-dimensional, see Three- Geometric probability, 630–633 bar, S78
dimensional figures using, to estimate π, 637 circle, 755
Final exam, preparing for your, 823 Geometric proof, 110–113
histogram, S78
Finance, 108, 522 Geometry
misleading, S81
Finding slope, see Slope hyperbolic, 729
Gravity, center of, 314
Fitness Link, 539 non-Euclidean, 726 Great circle, 714, 726
Flash cards, 587 spherical, see Spherical geometry of a sphere, circumference of a, 769
Flatiron Building, 220 using formulas in, 36–37 Great Texas Balloon Race, 295
Flips, see Reflections Geometry Lab, see also Technology lab Gridded Response, 11, 69, 93, 109,
Flowchart proofs, see Proofs, flowchart Construct Parallel Lines, 170–171 136–137, 139, 169, 211, 221, 279,
FOIL, 592 Construct Perpendicular Lines, 179 293, 313, 355, 362, 373, 375, 397,
Food, 195, 603, 656, 701–703, 718, 721 Construct Regular Polygons, 380–381 435, 447, 477, 500, 510, 511, 513,
Football, 566 Design Plans for Proofs, 117 540, 567, 578, 579, 581, 597, 627,
Forbidden City, 48 Develop π, 598–599 647, 649, 687, 712, 739, 763, 769,
Forestry, 548 Develop Pick’s Theorem for Area of 789, 819, 845, 878, 890, 891, 893
Formula sheet, using a, 646–647 Lattice Polygons, 613 Record Your Answer, 136–137

Index S167
 Included angles, 242 Isosceles triangles, 217, 273–276
H Included sides, 252 legs of, 273
Indirect measurement, 323, 488 Iteration, 882
Hands-on proof of the Pythagorean using trigonometry, 550
Theorem, 347 Indirect proof, 332–335, 339
Hayes, Joanna, 19 Inductive reasoning, 74, 75
using, to make conjectures, 74–76
J
Head-to-tail vector addition
method, 561 Industrial Arts, 77
Industry, 344 Jewelry, 719
Health, 343
Inequalities Johnson, Lyndon B., 583
Height of triangle, 36
compound, 126 Johnson Space Center, 548
Helpful Hint, 6, 43, 83, 98, 105, 110,
112, 119, 146, 147, 156, 226, 231, graphing, linear, 249, S59
232, 261, 307, 316, 332, 334, 391, properties of, 330
400, 401, 410, 464, 483, 488, 495, solving, 805
compound, 330
K
520, 535, 546, 551, 553, 554, 601,
623, 631, 663, 749, 764, 784, 800, linear, 26, 109, 172, 175, 176, 249,
Kaleidoscope, 868
840, 863, 872 338, 341, 343, 345, 435, S60
Kite, 427, 433
Hemisphere, 714 systems, S68
area of, 591
Henry VIII, 305 triangle, exploring, 331
constructing, 435
Heptagon, 382 in two triangles, 340–342
properties of, 427–429
Hexagon, 382 writing, S59
proof of, 427
regular, 380, 819 Information
Know It Note
Highlighting main ideas, 890–891 not enough, 247, 248, 250, 405, 420,
Know-It Notes are found
Hinge Theorem, 340 422, 423, 425, 437, 440, 442, 446,
throughout this book.
Converse of the, 340 473, 512, 554, 556
Some examples: 6, 7, 8, 13, 14
proof of the, 340 too much, 209
Koch snowflake fractal, 882
Hippocrates, 611 Inscribed Angle Theorem, 772
Histogram, 677, S78 proof of the, 772, 778
History, 48, 413, 531, 566, 595, 703, Inscribed angles, 772–775
778 Inscribed circle, 309, 313 L
math, see Math History Inscribed polygons, 380
HL (hypotenuse-leg) congruence, 255 Integers, 80, S53 Lady Bird Johnson Wildflower
Hobbies, 235, 464, 466, 596, 773 Intercepted arc, 772 Center, 607
Hogan, 803 Intercepts Land Development, 160
Home Improvement, 596 x-intercept, 187, 191 Landscaping, 31, 607, 686, 702
Homework Help Online finding, 523 Lateral area, 818
Homework Help Online is available identifying, 259 of prisms, 680
for every lesson. Refer to the y-intercept, 187–189, 191 of regular pyramids, 689
go.hrw.com box at the beginning finding, 523 of right cones, 690
of each exercise set. Some identifying, 259 of right cylinders, 681
examples: 9, 17, 24, 31, 38 Interior, 225 of right prisms, 680
Horizon, 662 of an angle, 20 Lateral edge, 680
Horizontal line, equation of a, 190 of a circle, 746 Lateral face, 680
Horizontal translations Interior angles, 225 Lateral surface of a cylinder, 681
in the coordinate plane, 832 Interior Decorating, 609, 867 Lattice polygons, 613
of parent functions, 838 Interpreting diagrams, 510–511 area of, developing Pick’s Theorem
Hot Tip, 65, 135, 207, 289, 371, 443, Intersecting lines, 192 for, 613
509, 577, 645, 735, 815, 889 Intersections, 8 Law of Contrapositive, 83
How to Study Geometry, xx of lines and planes, 8 Law of Cosines, 551–554
Hurricanes, 476 Inverse, 83 proof of the, 557
Hypatia, 768 Inverse functions, 533, S62 Law of Detachment, 89
Hyperbolic geometry, 729 Inverse trigonometric functions, Law of Disjunctive Inference, 129
Hypotenuse, 45 533, 534 Law of Sines, 551–554
Hypotenuse-leg (HL) congruence, Inverse variation, 161 ambiguous case of the, 556
255 Irrational numbers, 37, 80, S53 Law of Syllogism, 89
Hypothesis, 81 graphing, 363 Learning math vocabulary, 299
Irregular polygons, 382 Legs
Isle of Man, 861 of isosceles triangles, 273
I Isometric drawings, 662
Isometry, 824
of right triangles, 45
of trapezoids, 426, 429
Isosceles trapezoids, 426, 429 Length, 13
Icosahedron, 669 bases of, 426 arc, see Arc length
Identity, Pythagorean, 531–532 legs of, 426 Lift bridges, 895
Image, 50 Isosceles Triangle Theorem, 273 Lighthouse Rock, 450
Incenter of a triangle, 309 Converse of the, 273 Lincoln Memorial, 489
Incenter Theorem, 309 proof of the, 273 Line(s), 6, 7

S168 Index
 auxiliary, 223 Main ideas, highlighting, 890–891 Model
of best fit, 199 Major arc, 756 make a, S41
concurrent, 307 Make a Conjecture, 321, 331, 381, probability, 630
in the coordinate plane, 190–193 390, 416, 417, 426, 613, 669, 676, Modeling
distance from a point to a, 172, 301 781, 790, 847, see also Conjecture oblique cylinders, 688
graphing, see Graphing lines Manufacturing, 38, 754 right cylinders, 688
pairs of, classifying, 192 Mapping, 50 Mohs’ scale, 86
parallel, see Parallel lines Marine Biology, 698, 720 Monument Link, 466
parallel to side of triangle, Math Builders, xxiii–xxvii Mosaic, 376, 876
constructing, 481 Math History, 25, 41, 78, 257, 318, Motions, rigid, 824
perpendicular, see Perpendicular lines 493, 566, 611, 703, 768 Moveable bridges, 895
and planes, intersection of, 8 Math vocabulary, learning, 299 Movie Rentals, 107
proving parallel, 162–165 Matrices Multi-Step
skew, 146 operations, S69 Multi-Step questions appear in
of symmetry, 318, 856 point, 846 every exercise set. Some examples:
that intersect circles, 746–750 transformations with, 846–847 11, 17, 24, 25, 26
Line symmetry, 856 McDonald Observatory, 234 Multi-Step TAKS Prep, 34, 58, 102,
Linear equations, see Equations Mean, 11, 43, S76 126, 180, 200, 238, 280, 328, 364,
Linear inequalities, see Inequalities geometric, 819 406, 436, 478, 502, 542, 568, 614,
Linear pair, 28 Means, 455 638, 678, 724, 770, 806, 854, 880,
Linear Pair Theorem, 110 Measurement, 404, 488, 491, 520–522, see also Assessment
proof of the, 111 531, 547, 585, 596, 599, 605, 611 Multi-Step TAKS Prep questions
Linear units, 36 back cover are also found in every exercise
Link, xix, see also Texas Link absolute error, S73 set. Some examples are: 10, 18, 26,
Animation, 835 indirect, see Indirect measurement 32, 39
Architecture, 159, 220, 695 accuracy, precision, and tolerance, S72 Multiple Choice, 66–69, 138–139,
Astronomy, 752 choose appropriate units, S74 210–211, 372–374, 444–447,
Biology, 100, 604 customary system of, S70, back cover 510–513, 578–581, 646–649, 736,
Chemistry, 828 metric system of, 3, S70, back cover 738–739, 816–819, 891–893
Conservation, 271 nonstandard units, S74 Choose Combinations of Answers,
Design, 313 relative error, S73 816–817
Ecology, 248 rates, S70 Eliminate Answer Choices, 444–445
Electronics, 692 significant digits, S73 Work Backward, 66–67
Entertainment, 149 tools of, choose appropriate, S75 Multiple Representations, 6, 7, 21,
Fitness, 539 units, S70–S71 50, 80–81, 83, 128, 173, 226, 255,
Food, 195 Measures of central tendency, 330, 350, 429, 455, 462, 525, 528,
Geology, 86, 804 477, S76 561, 630, 669, 681, 690, 746–748,
History, 413, 531, 566, 595 Measuring to solve problems, 756, 764–766, 785
736–737 Multiplication
Marine Biology, 720
Mechanics, 434 of binomials, 40, 592
Math History, 41, 78, 257, 318, 493,
Media, 88 scalar, 566
611, 703, 768
Median(s), 11, S76 Multiplication Property of Equality,
Measurement, 404
of triangles, 314–317 104
Mechanics, 434
Memorize formulas, 587 Multiplication Property of
Meteorology, 675, 797
Meteorology, 85, 476, 675, 703, Inequality, 109, 330
Monument, 466
797, 801 Municipal Marina, 142
Navigation, 278 Meters, 36 Music, 24, 157, 176, 218, 601
Recreation, 92 Metric system of measurement, Musical triangles, 218
Shuffleboard, 305 3, S70, back cover Mystery spots, 150, 180
Sports, 19, 635 Metronome, 24
Surveying, 353, 556 Midpoint, 12, 15
N
Travel, 458 constructing, 16
Literal equations, 41, 169, 588, 590 in the coordinate plane, 43–46
Locus, 300, 302, 304, 306, 600, 714, Midpoint Formula, 43
743, 804 in three dimensions, 672 n-gons, 382
Logic puzzles, solving, 94–95 Midsegment triangle, 322 Naming angles, 20
Logically equivalent statements, 83 Midsegments Natural numbers, 41, 80, S53
Lune, 611 of trapezoids, 431 Navigation, 228, 271, 278, 402, 558,
Lunette, 767 567, 729, 767
of triangles, constructing, 327
Luxor Hotel, 159 Negation, 82
Migration patterns, 74
Minor arc, 756 of a vector, 566
Minute Maid Park, 43 Nets, 655, 669
M Minutes (in degrees), 27 Network, 95
New Madrid earthquake, 804
Möbius, August Ferdinand, 566
Mode, 11, 345, S76 Non-Euclidean geometry, 726
Madurodam, 458 Nonagons, 382
Magnitude of a vector, 560

Index S169
 Noncollinear points, 6 Parent Resources Online is properties of, 390–394
three, constructing circle through, 763 available for every lesson. special, see Special parallelograms
Noncoplanar points, 6 Refer to the go.hrw.com box Parallels, adjustable, 836
Normal curve, standard, 860 at the beginning of each Parent functions, 221
Not enough information, 247, 248, exercise set. Some examples: horizontal translations of, 838
250, 405, 420, 422, 423, 425, 437, 9, 17, 24, 31, 38 reflections of, 838
440, 442, 446, 473, 512, 554, 556 TAKS Practice Online, 68, 138, 210, transformations of, 838
Note taking Strategies, see Reading 292, 374, 446, 512, 580, 648, 738, vertical translations of, 838
and Writing Math 818, 892 Parent Resources Online
Number Theory, On Track for TAKS, 80 Op art, 860 Parent Resources Online is
Numbers Opposite angles of quadrilaterals, available for every lesson. Refer
classifying, S53 391 to the go.hrw.com box at the
estimating, S52 Opposite rays, 7 beginning of each exercise set.
irrational, see Irrational numbers Opposite reciprocals, 184 Some examples: 9, 17, 24, 31, 38
natural, 41, 80, S53 Opposite sides of quadrilaterals, Parking, 159
properties of, S51 391 Pascal’s triangle, 883
rational, 80, S53 Optics, 868 Pasteur, Louis, 828
real, S50, S53 Optometry, 877 Patterns, 327, S44
rounding, S52 Order frieze, 863
whole, 80, S53 of operations, 3, S50 looking for, 763
Numerator, 451 of rotational symmetry, 857 using, to generate fractals, 882
Nutrition, 107 Ordered pair, 11, 49, S56, Patty paper, see Construction(s),
see also Coordinate plane using patty paper
Ordered triples, 671 Peaucellier cell, 434
O Orienteering, 252, 556
Origami, 238, 594
Pendulum, 25
Penny-farthing bicycle, 768
Origin, 42, S56 Pentagon building, 859
Oblique cones, 690 Orthocenter of a triangle, 316 Pentagon, 382
Oblique cylinders, 681 constructing, 320 regular, 381
modeling, 688 Orthographic drawings, 661 Percent grade, 534, 536, 539, 540
Oblique prism, 680 Outcome, 628 Percents, 27, 41
Obtuse angles, 21 Perimeter, 36
Obtuse triangles, 216 in the coordinate plane, 616–619
Oceanography, 174
Octagon, 382 P proportional, 490
ratio, 490
regular, 380 Perpendicular Bisector Theorem, 300
Octahedron, 669 Pairs Converse of the, 300
Olympic Games, 2004, 19 of angles, 28 proof of the, 300
Olympus Mons, 752 of circles, 747 Perpendicular bisector, 300–303
On Track for TAKS of lines, 192 of a segment, 172
Algebra, 42, 152–153, 266, 330, 346, classifying, 192 constructing, 172
389, 501, 533, 588, 713, 838 Parabola, S65 Perpendicular lines, 142–211
Data Analysis, 198–199, 755 Parachute, 302 constructing, 179
Number Theory, 80 Paragraph proofs, see Proofs, defined, 146
Probability, 628–629 paragraph exploring, 188–189
One-point perspective, 662 Parallel lines, 142–211 proving, 173
drawing figures in, 668 constructing, 163, 170–171, 179 slopes of, 184–186, 189, 306, 617
One-to-one correspondence, 20 defined, 146 Perpendicular Lines Theorem, 184
Online Resources exploring, 154, 188–189 Perpendicular rays, 146
Career Resources Online, 87, 237, 320, proving, 162–165 Perpendicular segments, 146
494, 612, 805 slopes of, 184–186, 188, 192, 306 Perpendicular Transversal Theorem,
Chapter Project Online, 2, 70, 142, and transversals, 155–157 173
212, 296, 376, 450, 514, 584, 650, Parallel Lines Theorem, 184 proof of the, 173
742, 820 Parallel planes, 146 Perspective, 481
Homework Help Online Parallel Postulate, 163 Perspective drawings, 662
Homework Help Online is Parallel rays, 146 Pets, 361
available for every lesson. Parallel segments, 146 pH, 96, 761, S74
Refer to the go.hrw.com box Parallel vectors, 561 Photography, 385, 459, 475
at the beginning of each Parallelogram lift, 396 Physical Fitness, 79
exercise set. Some examples: Parallelogram mount, 398 Physics, 25, 565, 861, 867
9, 17, 24, 31, 38 Parallelogram vector addition Pi (π), 37
Lab Resources Online, 56, 154, 188, method, 561 developing, 598–599
250, 321, 426, 460, 468, 480, 524, Parallelograms, 390 using geometric probability to
780, 790, 846 area of, 589 estimate, 637
Parent Resources Online conditions for, 398–401 Pi (π) calculator key, 601
constructing, 404 Piano strings, 155

S170 Index
Pick’s Theorem, 613 Postulates, 7 Make a Model, S41
for area of lattice polygons, For a complete list, see pages Make a Table, S48
developing, 613 S82–S87 Make an Organized List, S47
Pizza, 195 Precision, 596, S72 Solve a Simpler Problem, S49
Plane symmetry, 858 Predicting, 634 Use a Venn Diagram, S45
Planes, 6, 7 conditions for special parallelograms, Use Logical Reasoning, S46
intersection of lines and, 8 416–417 Work Backward, S43
Platonic solids, 669 other triangle congruence Problems
Plumb bob, 168 relationships, 250–251 measuring to solve, 736–737
Point(s), 6, 7, 12 triangle similarity relationships, reading to solve, 745
collinear, 6 468–469 solving simpler, S49
of concurrency, 307 Preimage, 50 Proof, 228, 312, 338, 391, 397, 404,
constructing a tangent to a circle Preparing for your final exam, 823 405, 411–415, 425, 427, 434, 523,
at a, 748 Preparing for TAKS, TX2–TX3 753, 758, 762, 778–779, 783, 788–789
coplanar, 6 Prime number, 78 of angle-angle-side (AAS) congruence,
equidistant, 300, 746, 799 Primes, 50 254
exterior, constructing a tangent to Prisms, 654 of the Chord-Chord Product Theorem,
a circle from an, 779 altitude of, 680 797
and a line, distance between a, drawing, 653 of the Circumcenter Theorem, 308
172, 301 lateral area of, 680 by contradiction, 332
noncollinear, 6 oblique, 680 of the Converse of the Hinge Theorem,
noncoplanar, 6 right, see Right prisms 340
special, in triangles, 321 right rectangular, diagonals of, 671 coordinate, see Coordinate proof
of tangency, 746 surface area of, 680–683 of the Distance Formula, 354
three noncollinear, constructing a volume of, 697–700 hands-on, of the Pythagorean
circle through, 763 Probability, 10, 32, 85, 230, 237, 339, Theorem, 347
two, slope of a line through, 558 459, 467, 565, 628–629, 702, 769, indirect, see Indirect proof
vanishing, 662 798, 835, S77 of the Inscribed Angle Theorem, 772,
Point Isabel Lighthouse, 894 experimental, 798 778
Point matrix, 846 geometric, see Geometric probability of the Isosceles Triangle Theorem, 273
Point-slope form, 190, 191, 194, 198, model, 630 of the Law of Cosines, 557
199, 303, 305 On Track for TAKS, 628–629 of the Perpendicular Bisector Theorem,
proof of, 190 theoretical, 628 300
Pointillism, 10 Problem-Solving Applications, 30, of the Pythagorean Theorem, 347–348,
Polar axis, 808 105, 193, 252–253, 315–316, 428, 798
Polar coordinate system, 808–809 456, 528, 618, 749, 825 of the Secant-Secant Product Theorem,
Polar coordinates, 808–809 Problem-Solving Handbook, 793
Polaris, 844 S40–S49, see also Problem-Solving of the Secant-Tangent Product
Pole, 808 Strategies Theorem, 797
Political Science, 79, 93 Problem Solving on Location, xxix of the Triangle Inequality Theorem, 338
Polygon(s), 98 Cavanaugh Flight Museum, Addison, of the Triangle Midsegment Theorem,
concave, 383 294 326
congruent, 231 The Freescale Marathon, Austin, 140 of the Triangle Sum Theorem, 222, 223
convex, 383 The Great Texas Balloon Race, The Proof Process, 112
diagonal of the, 382 Longview, Estes, 295 Proofs, 104, 178
inscribing, 380 Lyndon B. Johnson’s Birthplace, algebraic, 104–107
irregular, 382 Johnson City, 583 design plans for, 117
lattice, 613 Moveable Bridges, Quintana Island, flowchart, 118–119, 122, 123, 168
properties and attributes of, 382–385 Tule Lake, Rio Hondo, Corpus Christi, of the Common Segments Theorem,
quadrilaterals and, 376–449 895 118
regular, see Regular polygons Point Isabel Lighthouse, Port Isabel, of the Converse of the Alternate
sides of, 382 894 Interior Angles Theorem, 168
similar, 462–464 Reliant Stadium, Houston, 740 of the Converse of the Common
vertex of the, 382 Reunion Tower, Dallas, 582 Segments Theorem, 118
Polygon Angle Sum Theorem, 383 Show Caves, Texas Hill Country, geometric, 110–113
Polygon Exterior Angle Sum Sonora, 141 paragraph, 120–124, 159, 168, 169,
Theorem, 384 Southwestern University, Georgetown, 173, 187, 305, 306, 345, 354, 362,
Polyhedrons, 669, 670 448 396, 404, 424, 467
creating, by using nets, 669 Texas Coins, 741 of the Converse of the Same-Side
regular, 669 Titan, Arlington, 449 Interior Angles Theorem, 168
Polymer, 868 Problem-Solving Plan, xxviii of the Perpendicular Transversal
Pompeii, 413 Problem-Solving Strategies, Theorem, 173
Positioning figures in the S40–S49 of the Same-Side Interior Angles
coordinate plane, strategies for, Draw a Diagram, S40 Theorem, 159
267 Find a Pattern, S44 of the Vertical Angles Theorem, 120
Guess and Test, S42

Index S171
 point-slope form of a line, 190 Real Estate, 486
two-column, 111–125, 159, 164, 173, Q Real numbers
175, 187, 305, 306, 318, 342, 343, classifying, S53
344, 394, 395, 396, 403, 413, 423, Quadrants, 42, S56 operations with, S50
424, 435, 472 Quadratic equations, see Equations Reasonableness, 66–67, 332, 428, 445,
of the Alternate Exterior Angles Quadratic formula, using, 272, 279, 453, 578–579, 632, 749, S52
Theorem, 159 S66 Reasoning
of the Common Segments Theorem, Quadrilaterals, 98, 382 deductive, see Deductive reasoning
118 developing formulas for, 589–593 direct, 332
of the Congruent Complements opposite angles, 391 inductive, see Inductive reasoning
Theorem, 112 opposite sides, 391 logical, S46
of the Congruent Supplements polygons and, 376–449 spatial, 650–741
Theorem, 111 regular, 380 Reciprocals, opposite, 184
of the Linear Pair Theorem, 111 Recreation, 15, 92, 108, 271, 476, 564,
special, 391
of the Right Angle Congruence 636, 673–674, 828, 850
Quartiles, S80
Theorem, 112 Rectangle, 36
Question type, any
of the Vertical Angles Theorem, 120 properties of, 408
check with a different method,
Properties proof of, 408
372–373
of congruence, 106 Rectangular prism, right, diagonal of
estimate, 578–579
of equality, 104 a, 671
highlight main ideas, 890–891
of exponents, S54 Reduction, 495, 873
interpret a diagram, 510–511
of inequality, 330 Reference angle, 570
measure to solve problems, 736–737
of kites, 427 Reflection symmetry, glide, 863
use a formula sheet, 646–647
of linear inequalities, S60 Reflections, 50, 824–826
of parallelograms, 391, 392 constructing, 829
in the coordinate plane, 826
of real numbers, S51
of rectangles, 408 R describing transformations in terms
of rhombuses, 409 of, 850
of squares, 410 Racing, 392 of figures, constructing, 824
of trapezoids, 429–431 Radicals, simplifying, 44, 346, 519–521 glide, 848, 851
Proportion(s), 454–457 Radius, 37, 747 of parent functions, 838
properties of, 455 of a sphere, 714 Reflexive Property, 168, 176
solving, 313 Rainforest Pyramid, 705, 706 of congruence, 106
Proportional Perimeters and Areas Range, 41, 345, 389, 533, 597 of equality, 104
Theorem, 490 Rate of change, 182, see also Slope of similarity, 473
Proportional relationships, 488–490 Ratio(s), 33, 454–457, 754 Regression, 494, see also Lines of
Protractor, 20, F47 area, 490 best fit
using, 21 perimeter, 490 Regular polygons, 380–382, 818–819
Protractor Postulate, 20 rate, S70 area of, 601
Prove statement, 111 in similar polygons, 462–464 center of, 601
Pyramid Arena, 695 similarity, 463, 490 central angles of, 601
Pyramid of Cheops, 531 trigonometric, 524, 525–528 constructing, 380–381
Pyramids, 654 Rational numbers, 80, S53 developing formulas for, 600–602
altitude of, 689 Rattler, 233 Regular polyhedrons, 669
drawing, 653 Rays, 7 Regular pyramids, 689
frustum of, 696 Reading and Writing Math, 5, 73, lateral area of, 689
regular, see Regular pyramids 145, 215, 299, 397, 453, 517, 587, slant height of, 689
surface area of, 689–692 653, 745, 823, see also Reading surface area of, 689
vertex of, 689 Strategies; Study Strategies; Writing Regular tessellations, 864
volume of, 705–708 Strategies Related conditionals, 83
Pythagorean Identity, 531–532 Reading Math, 273, 300, 455, 456, Relations, 389, S61
Pythagorean Inequalities Theorem, 534, 570, 670, 748 Relationships
351 Reading Strategies, see also Reading functional, in formulas, 713, S63
Pythagorean Theorem, 45, 220, and Writing Math proportional, 488–490
348–352, 461, 522, 707, 749 Learn Math Vocabulary, 299 Relative error, S73
Converse of the, 350 Read and Interpret a Diagram, 73 Reliant Stadium, 140
deriving the, 522 Read and Understand the Problem, 453 Remember!, 36, 82, 104, 106, 129, 182,
hands-on proof of the, 347 Read Geometry Symbols, 215 191, 217, 242, 260, 269, 275, 282, 283,
Math Builders, xxvi–xxvii Read to Solve Problems, 745 309, 348, 351, 358, 382, 383, 384, 393,
proof of the, 347–348, 798 Read to Understand, 517 398, 420, 429, 454, 489, 552, 560, 562,
solving quadratic equations using, Use Your Book for Success, 5 589, 590, 592, 602, 617, 630, 682, 698,
760, 761, 770 Ready to Go On?, 35, 59, 103, 127, 765, 801, 831, 841
using, in three dimensions, 671 181, 201, 239, 281, 329, 365, 407, Remote interior angles, 225
Pythagorean triple, 349 437, 479, 503, 543, 569, 615, 639, Repeat unit, 868
679, 725, 771, 807, 855, 881, see also Representations of three-
Assessment dimensional figures, 661–664

S172 Index
Resultant vectors, 561 San Jacinto Monument, 514 Side-side-side (SSS) congruence,
Reunion Tower, 2, 582 SAS (side-angle-side) congruence, 242
Rhombus(es), 409 243 Side-side-side (SSS) similarity, 470
area of, 591 applying, 242–245 Sides
conditions for, 419 exploring, 240–241 corresponding, 231
constructing, 415 SAS (side-angle-side) similarity, 471 opposite, of quadrilaterals, 391
properties, 409 Satellite, 797 of polygons, 382
proof, 409 Scalar multiplication, 566 of triangles, included, 252
Rhombus method, 170 Scale, 489 Sierpinski tetrahedron, 883
Richter scale, S74 Scale drawing, 489 Sierpinski triangle, 882
Right angle, 21 Scale factor, 495, 872 Significant digits, S73
Right Angle Congruence Theorem, Scalene triangle(s), 217 Similar, 462
112 constructing, 248, 313 Similar polygons
proof of the, 112 Scatter plots, 198, S79 defined, 462
Right cone, 690 Scavenger Hunt, xxii ratios in, 462–464
lateral area of, 690 Science, 92, 786 Similar triangles
slant height of, 690 Scientific notation, S54 angle-angle (AA), 470
surface area of, 690 Scoring Rubric, 208 applying properties of, 481–484
Right cylinder, 681 Secant, 531, 746 in the coordinate plane, 495–497
lateral area of, 681 Secant-Secant Product Theorem, properties of, 473
modeling, 688 793 in right triangles, 518–520
surface area of, 681 proof of the, 793 side-angle-side (SAS), 471
Right prism, 680 Secant segment, 793 side-side-side (SSS), 470
lateral area of, 680 Secant-Tangent Product Theorem, Similarity ratio, 463, 490
surface area of, 680 794 Similarity transformations, 873
Right rectangular prism, diagonal of proof of the, 797 Simplest radical form, 346
a, 671 Seconds (in degrees), 27 Simplifying expressions,
Right triangle(s), 216 Sector of a circle, 764 see Expressions
constructing, 258 area of, 764–766 Sine, 525, 841
similarity in, 518–520 Segment(s), 7 Sines, Law of, 551–554
solving, 534–537 of a circle, 765 ambiguous case of the, 556
special, 526, 529, 530 area of a, 765 Sketch, 14, 17
trigonometry and, 512–583 congruent to a given segment, 14 Skew lines, 146
Rigid motions, 824 constructing, 14 Skew rays, 146
Rigidity, triangle, 242 of given length, 18 Skew segments, 146
Rio Grande river, 186 constructing, 18 Skills Bank, S50–S81
Rise, 182 measuring and constructing, 13–16 Slant height, 818
Roberval, Gilles Personne de, 404 secant, 793 of regular pyramids, 689
Roller coasters, 92, 233, 449 tangent, 794 of right cones, 690
Roman numerals, 42 that intersect circles, 746 Slides, see Translations
Rotational symmetry, 857 Segment Addition Postulate, 14 Slope(s), 182–185, 188, 322, 324, 539
angle of, 857 Segment bisectors, 16 formula, 182, 183, 185, 186, 199
order of, 857 constructing, 16 finding, 279
Rotations, 50, 74, 839–841 Segment relationships in circles, through two points, 182, 183, 185,
constructing, 844 790–795 186, 558
in the coordinate plane, 840 Seismograph, 804 of parallel lines, 184–186, 188, 306
of figures, constructing, 839 Selected Answers, S88–S114 of perpendicular lines, 184–186, 189,
Ruler, F47 Self-similar figures, 882 306, 617
Ruler Postulate, 13 Semicircle, 756 point-slope form, 303, 305
Run, 182 Semiregular tessellations, 864 of vertical lines, 182
Sequences, 558 Slope-intercept form, 188, 190, 191,
Shen Kua, 493 194
S Shipping, 395
Short Response, 26, 69, 101, 139,
proof of, 196
Social Studies, 403
161, 211, 293, 306, 345, 375, 405, Solids, 654, see also Three-dimensional
7A Ranch, 70 414, 447, 459, 467, 511, 513, 549, figures
Safety, 158, 349, 353, 386, 395, 530 579, 581, 636, 649, 667, 739, 798, Platonic, 669
Sailing, 245 819, 878, 893 Solving
Salinon, 768 Write Short Responses, 208–209 compound inequalities, 330
Same-side interior angles, 147 Shuffleboard, 305 equations, see Equations
Same-Side Interior Angles Shuffleboard Link, 305 inequalities, see Inequalities
Theorem, 156 Side-angle-side (SAS) congruence, Southwestern University, 448
Converse of the, 163 243 Space, 671
proof of the, 168 Side-angle-side (SAS) similarity, 471 Space Exploration, 354, 491, 492, 751
proof of the, 159 Side lengths, triangle classification by, Space Shuttle, 548
Sample space, 628 217

Index S173
 Special parallelograms, 410 Subtend, 772 Estimate, 578–579
conditions for, 416–421 Subtraction Property of Equality, Highlight Main Ideas, 890–891
properties of, 408–411 104 Identify Key Words and Context
Special points in triangles, 321 Subtraction Property of Inequality, Clues, 290–291
Special quadrilaterals, 391 330 Interpret Coordinate Graphs,
Sphere, 714–717, 805, 819 Summarizing, 791 208–209
center of a, 714 Supplementary angles, 29 Interpret a Diagram, 510–511
circumference of a great circle of a, 769 Supplements, 29 Measure to Solve Problems,
defined, 714 Surface, lateral, of a cylinder, 681 736–737
drawing, 653 Surface area Use a Formula Sheet, 646–647
radius of a, 714 of cones, 689–692 Gridded Response: Record Your
surface area of a, 716 of cubes, 680 Answer, 136–137
volume of a, 769 of cylinders, 680–683 Multiple Choice:
Spherical geometry, 726–729 of prisms, 680–683 Eliminate Answer Choices, 444–445
Spherical Geometry Parallel of pyramids, 689–692 Recognize Distracters 816–817
Postulate, 726 of regular pyramids, 689 Work Backward, 66–67
Spherical Triangle Sum Theorem, 726 of right cones, 690 TAKS Tip, 67, 69, 137, 139, 209, 210,
Spherical triangles, area of, 727 of right cylinders, 681 291, 293, 373, 375, 445, 447, 511,
Sports, 17, 19, 40, 46, 149, 165, 175, of right prisms, 680 513, 579, 581, 647, 649, 737, 739,
259, 458, 492, 530, 562, 603, 635, of spheres, 716 817, 819, 891, 893
720, 729, 761, 851 of three-dimensional figures, 680 Tangency, point of, 746
Spreadsheet, 541 and volume, comparing, 722–723 Tangent, 525, 746, 805
Springboks, 271 Surveying, 25, 224, 256, 257, 263, 276, to a circle at a point, constructing, 748
Square, 36, 410 353, 474, 547, 556 to a circle from an exterior point,
properties of, 410 Swing bridges, 895 constructing, 779
proof of, 410 Syllogism, Law of, 89 common, 748
Square base in origami, 594 Symbolic logic, 128–129 Tangent circles, 747
Square roots, S55 Symbols, see back cover Tangent segment, 794
simplifying, S55 Symmetric Property, 168, 176 Tangram, 589
Square units, 36 Symmetric Property of Congruence, Technology, 92, 809
Square window on calculator 106 using
screen, 189 Symmetric Property of Equality, 104 drawing figures in one- and
SSS (side-side-side) congruence, 242 Symmetric Property of Similarity, two-point perspectives, 668
applying, 242–245 473 geometry software, 249
exploring, 240–241 Symmetry, 856–858 graphing calculator, 879
SSS (side-side-side) similarity, 470 about an axis, 858 segment and angle bisectors, 27
Standard normal curve, 860 axis of, 362, 856, S65 spreadsheet, 541
Standardized Test Prep, 69, 139, 211, defined, 856 Technology Lab, see also Geometry lab
293, 375, 447, 513, 581, 649, 739, glide reflection, 863 Compare Surface Areas and Volumes,
819, 893, see also Assessment identifying, in three dimensions, 858 722–723
Statements line, 856 Explore Angle Relationships in Circles,
biconditional, 96–98 line of, 318, 856 780–781
compound, 128 plane, 858 Explore the Golden Ratio, 460–461
conditional, 81–84 rotational, see Rotational symmetry Explore Isosceles Trapezoids, 426
logically equivalent, 83 translation, 863 Explore Parallel and Perpendicular
Statue of Liberty, 466 Systems of equations, see Equations Lines, 188–189
Stonehenge, 787 Explore Parallel Lines and Transversals,
Straight angles, 21 154
Straightedge, 14, F47, see also
Construction(s), using compass T Explore Properties Associated with
Points, 12
and straightedge
Explore Segment Relationships in
Strategies for positioning figures Tables
Circles, 790–791
in the coordinate plane, 267 making, 230, 763, S48, S78
Explore Transformations, 56–57
Student to Student, 21, 121, 157, 233, using, 19, 40
Explore Transformations with Matrices,
359, 411, 463, 535, 632, 662, 800, 865 Taffrail log, 278
846–847
Study Guide: Preview, see Assessment TAKS Practice, S4–S39
TAKS Prep, 68–69, 138–139, 210–211, Explore Trigonometric Ratios, 524
Study Guide: Review, see Assessment
292–293, 374–375, 446–447, Investigate Angle Bisectors of a
Study Strategies, see also Reading
and Writing Math 512–513, 580–581, 648–649, Triangle, 480
Memorize Formulas, 587 738–739, 818–819, 892–893, Predict Conditions for Special
Prepare for Your Final Exam, 822 see also Assessment Parallelograms, 416–417
Take Effective Notes, 145 TAKS Tackler, see also Assessment Predict Other Triangle Congruence
Substitution, solving systems of Any Question Type Relationships, 250–251
equations by, 316–318, 396, S67 Check with a Different Method, Predict Triangle Similarity
Substitution Property of Equality, 372–373 Relationships, 468–469
104 Special Points in Triangles, 321

S174 Index
TEKS, TX28–TX35 Three-dimensional figures, 650–741 Tree rings, 604
TEKS correlation charts are found drawing, 653 Trend lines, S79
in every chapter. Some examples: representations of, 661–664 Trefoil shape, 313
4, 72, 144, 214, 298 surface area of, 680 Triangle(s), 36, 98, 216, 382
Temperature, 105 Three dimensions acute, 216
Terminal side of reference angle, Distance Formula in, 672 altitudes of, 314–317
570 formulas in, 670–673 defined, 316
Terms, undefined, 6 identifying symmetry in, 858 angle bisectors of, 480
Tessellations, 863–866 Midpoint Formula in, 672 angle relationships in, 223–226
dual of, 868 using Pythagorean Theorem in, 671 angle-side relationships in, 333
regular, 864 Tick marks, 13 area of, 590
semiregular, 864 Tiling, 863, see also Tessellations bisectors of, 307–310
using transformations to create, 864 Titan, 449 centroid of, 314
using transformations to extend, Tolerance, S72 constructing, 314
870–871 Too much information, 209 circumcenter of, 307
Test Prep, see also Assessment Tools of Geometry, xxi constructing, 307
Test Prep questions are found in Transformations, 50, 79 circumscribe a circle about, 778
every exercise set. Some examples compositions of, see Compositions classifying, 216–219, 230
are: 11, 19, 26, 33, 40 of transformations congruent, see Congruent triangles
Test-taking strategy, see TAKS Tackler congruence, 824, 854 developing formulas for, 589–593
Test-taking tips, see TAKS Tip and in the coordinate plane, 50–52 equiangular, 216
Hot Tip describing, in terms of reflections, 850 equilateral, see Equilateral triangles
Tetrahedron, 669 exploring, with geometry software, incenter of a, 309
Texas flag, 245 56–57 isosceles, see Isosceles triangles
Texas Link, xix of functions, 838 medians of, 314–317
Archaeology, Hunt, 787 Math Builders, xxiv–xxv midsegment, 322
Bicycles, Austin, 337 with matrices, 846–847 constructing, 327
Bird Watching, Llano, 401 of parent functions, 838, S63 musical, 218
Engineering similarity, 873 obtuse, 216
Bluff Dale, 115 using orthocenter of a, 316
San Antonio, 233 to create tessellations, 864 constructing, 320
Entertainment, 683 to extend tessellations, 870–871 right, see Right triangle(s)
Austin, 833 Transit (tool), 20 scalene, 217
Dallas, 803 Transitive Property, 168, 176 solving, 535
Geography, Big Bend National Park, Transitive Property of Congruence, special points in, 321
626 106 spherical, see Spherical triangles
History, Katy, 48 Transitive Property of Equality, 104 two, inequalities in, 340–342
Kites, Austin, 428 Transitive Property of Inequality, Triangle Angle Bisector Theorem,
Landscaping, Austin, 607 330 483
Marine Biology, Corpus Christi, 698 Transitive Property of Similarity, 473 Triangle classification
Meteorology, 476 Translation symmetry, 863 by angle measures, 216
Oceanography, Brownsville, 174 Translations, 50, 327, 831–833 by side lengths, 217
Pets, Garland, 361 constructing, 836 Triangle congruence, 212–295
Racing, Fort Worth, 392 in the coordinate plane, 832 applying ASA, AAS, and HL, 252–255
Recreation, New Braunfels, 673 of figures, constructing, 831 applying SSS and SAS, 242–245
Space Shuttle, Houston, 548 general, in the coordinate plane, 832 CPCTC, 260–262
Sports, Austin, 530 horizontal, see Horizontal translations exploring SSS and SAS, 240–241
Transportation, Dallas, 183 vertical, see Vertical translations predicting other relationships, 250–251
Texas Motor Speedway, 392 Transportation, 183, 194, 360, 386, Triangle inequalities, exploring, 331
Texas Star Ferris wheel, 841 620, 631, 633, 866 Triangle Inequality Theorem, 334
Texas State Aquarium, 698 Transversals, 147 proof of the, 338
Texas State Capitol, 742 parallel lines and, angles formed by, Triangle Midsegment Theorem,
Texas state gemstone, 752 154–157 322–324
Textiles, 125 Trapezoid, 51, 426, 429, 819 proof of the, 326
Theater, 246 area of, 590 Triangle Proportionality Theorem,
Theorems, 110, 748–749, 757–758, base angles of, 429 481
774–775, 782–784, 848–850 bases of, 429 Converse of the, 482
For a complete list, see pages isosceles, see Isosceles trapezoids Triangle rigidity, 242
S82–S87 legs of, 429 Triangle similarity
proofs of, 753, 758, 762, 779, 783, midsegment of, 431 AA, SSS, and SAS, 470–473
788–789 properties of, 429–431 predicting, relationships, 468–469
Theoretical probability, 628 proof of, 435 Triangle Sum Theorem, 223
Third Angles Theorem, 226 Trapezoid Midsegment Theorem, 431 developing the, 222
30°-60°-90° triangle, 358 Travel, 17, 54, 84, 335, 458, 484 proof of the, 223
Treadmill, 539 Triangulation, 223

Index S175
 Trigonometric functions, inverse, 533, Vertex, 20 Write About It
534 of a cone, 690 Write About It questions appear
Trigonometric ratios, 524–528 of a polygon, 382 in every exercise set. Some
Trigonometry of a pyramid, 689 examples: 10, 18, 26, 33, 40
indirect measurement using, 550 of a three-dimensional figure, 654 Write and solve an equation
right triangles and, 524–583 Vertex angles, 273 linear, 31–34, 38–41
unit circle and, 570–571 Vertical angles, 30 literal, 41
Trisecting angles, 25 Vertical Angles Theorem, 120–122 Write Short Responses, 208–209
Triskelion, 861 proof of the, 120 Writing equations, see Equations,
Trundle wheel, 605 Vertical line, equation of a, 190 writing
Truth table, 128 Vertical translations Writing Math, 81, 96, 111, 463, 525,
Truth value, 82 in the coordinate plane, 832 756
Turns, see Rotations of parent functions, 838 Writing Strategies, see also Reading
Two-column proofs, see Proofs, Vocabulary, 9, 17, 24, 31, 38, 47, 53, and Writing Math
two-column 77, 84, 91, 99, 107, 113, 122, 148, Draw Three-Dimensional Figures, 653
Two-point perspective, 662 185, 194, 219, 227, 234, 245, 256, Write a Convincing Argument, 379
drawing figures in, 668 262, 270, 276, 304, 311, 317, 324,
Two-Transversal Proportionality 336, 352, 386, 395, 412, 432, 457,
Corollary, 482 465, 491, 498, 521, 529, 547, 563,
603, 609, 633, 657, 665, 674, 684, X
693, 701, 709, 718, 751, 760, 767,
U 776, 795, 827, 851, 859, 866, 875
math, learning, 299
x-axis, 42, S56
reflections across the, 826
Vocabulary Connections, 4, 72, 144, x-coordinate, finding, 841
Undefined terms, 6 214, 298, 378, 452, 516, 586, 652, x-intercept, see Intercepts
Unit circle, 570 744, 822
trigonometry and the, 570–571 Volume, 697, 789
University of Texas Longhorn Band,
833
of cones, 705–708
of cylinders, 697–700
Y
Urban legends, 88 of prisms, 697–700
Use more than one method, 45 of pyramids, 705–708 y-axis, 42, S56
of spheres, 769 reflections across the, 826
surface area and, comparing, 722–723 y-coordinate, finding, 841
V Vortex train, 867 y-intercept, see Intercepts

Vanishing point, 662

Variation W Z
constant of, 501
direct, 501 Washington, George, 18 ZDecimal, 189
Vasarely, Victor, 860 What if...?, 26, 30, 108, 165, 183, 193, ZSquare, 189
Vector(s), 559–563 230, 253, 275, 323, 349, 357, 359, ZStandard, 189
addition of, 561–562 385, 424, 428, 456, 473, 495, 539, Zilker Kite Festival, 428
equal, 561 545, 554, 556, 562, 673, 692, 698, Zulu people, 834
negation of a, 566 706, 793, 801, 825, 833, 849, 873
parallel, 561 Whole numbers, 80
resultant, 561 Working backward, 889, S43
Venn diagrams, 80, S45, S81

S176 Index
Credits
Abbreviations used: (t) top, (c) center, (b) bottom, (l) left, (r) right, rights reserved.; 193 (tr), Alamy Images; 195 Sipa Photos/Newscom.com; 196 (tl),
(bkgd) background Comstock/Fotosearch; 200 (tl), Comstock/Fotosearch; 200 (tr), Pierre Vivant
Chapter 4: 212 (bkgd), Richard Cummins/CORBIS; 212 (inset-teen), HRW Photo;
Staff Credit 216 (t), Philip Gould/CORBIS; 218 (t), Digital Image ©2007 PhotoDisc; 219 (cl),
Sam Dudgeon/HRW; 220 (cl), Alamy Photo; 220 (bl), Sam Dudgeon/HRW; 222 (c, b,
Bruce Albrecht, Angela Beckmann, Nancy Behrens, Lorraine Cooper, Marc Cooper,
t), Andy Christiansen/HRW; 223 (tr), ©Library of Congress/CORBIS; 227 (tr), Eckhard
Lana Cox, Jennifer Craycraft, Martize Cross, Nina Degollado, Lydia Doty, Sam
Slawik/Photo Researchers; 229 (bl), Sam Dudgeon/HRW; 231 (br, tr), NASA; 233 (tl),
Dudgeon, Kelli R. Flanagan, Mary Fraser, Stephanie Friedman, Jeff Galvez, Pam
FotoSearch.com; 233 (cl), Courtesy of Six Flags Fiesta Texas; 233 (cr), John Foxx/
Garner, Diannia Green, Tracie Harris, Tessa Henry, Liz Huckestein, Jevara Jackson,
ImageState; 234 (br), Courtesy of Texas Highways Magazine; 236 (tl), Sam Dudgeon/
Kadonna Knape, Cathy Kuhles, Jill M. Lawson, Peter Leighton, Christine MacInnis,
HRW; 237 (bl), FotoSearch/COMSTOCK, Inc.; 238 (tl), Sam Dudgeon/HRW; 238 (all),
Jonathan Martindill, Susan Mussey, Kim Nguyen, Matthew Osment, Sara Phelps,
Andy Christiansen/HRW; 240 (t, b), Sam Dudgeon/HRW; 241 (t, b), Sam Dudgeon/
Manda Reid, Patrick Ricci, Michael Rinella, Michelle Rumpf-Dike, Beth Sample,
HRW; 242 (tr), The Image Bank/Getty Images; 247 (bl), Fotosearch; 248 (tl), Jack
Annette Saunders, Kay Selke, Robyn Setzen, Patricia Sinnott, Victoria Smith, Jeannie
Fields/Photo Researchers, Inc.; 252 (tr), ©Steve Skjold/Alamy Photos; 252 (cr),
Taylor, Ken Whiteside, Sherri Whitmarsh, Aimee F. Wiley, David W. Wynn
Stockbyte Royalty-Free Images/HRW Library; 257 (tl), Mary Evans Picture Library;
258 (tl), Fotosearch/Photodisc; 259 (cr), Victoria Smith/HRW; 260 (tr) Chris Lisle/
Photo CORBIS; 262 (cr), Kevin Taylor/Alamy Photos; 264 (tl) Fotosearch/Photodisc; 267 (tr),
All images HRW Photo unless otherwise noted. Eric Vandeville, Rome; 271 (cl), Photodisc/Getty; 271 (bl), Fotosearch/Photodisc;
Master Icons—teens, authors (all), Sam Dudgeon/HRW. 273 (tr), Jason T. Ware/Photo Researchers, Inc.; 273 Jason T. Ware/Photo Researchers,
Inc.; 278 (tl), Fotosearch/Photodisc; 278 (bl), Sam Dudgeon/HRW;280 (tl), Fotosearch/
Front Matter: vi (l), ©Joseph Sohm; ChromoSohm Inc./CORBIS; vii (r), Courtesy of
Photodisc; 280 (cr), ©Chuck Smith/Southern Stock/PictureQuest; 294 (cr),
7A Ranch; viii (l), Laurence Parent; ix (r), ©Richard Cummins/CORBIS; x (l), Courtesy
©Cavanaugh Flight Museum 2005; 294 (tr, br), ©Jim Wilson Photography; 295 (tr),
of Texas Highways Magazine; xi (r), ©Donne Bryant/Art Resource; xii (l) Laurence
©Longview Chamber of Commerce
Parent; xiii (r), Painet, Inc.; xiv (l), Jim Wark; xv (r), Doug Hopfer/HRW; xvi (l), Victoria
Smith/HRW; xvii (r), ©Royalty-Free/Corbis; xviii, (tc), Corbis images; (cr), ©Royalty Chapter 5: 296–297 Courtesy of Texas Highways Magazine; 299 Sam Dudgeon/
Free/CORBIS; (bc), HRW Photo; xix (tc), Mark Sykes/Alamy Images; xix (cl), Photo by HRW Photo; 300 (tr), The Image Bank/Getty Images; 302 (br), ©Gunter Marx
Walt Disney Studios/ZUMA Press ©1998 by Courtesy of Walt Disney Studios; xix (c), Photography/CORBIS; 305 (bl), Creatas/Punchstock.com; 305 (cr), Scott McDermott/
©Owaki-Kulla/CORBIS; xix (cr), The Image Bank/Getty Images; xx Victoria Smith/HRW IPN; 305 (cl), Lake Country Museum/CORBIS; 307 (tr), Firefly Productions/CORBIS;
Photo; xxi (cl) Sam Dudgeon/HRW; TX2 (stamp), on-page credit; (border), Photodisc; 307 (cl, c, cr), Sam Dudgeon/HRW Photo; 312 (bl), Creatas/Punchstock.com; 313 (cl),
(icon), Photodisc Corbis Images; 314 (tr), Calder, Alexander (1898–1976) ©ARS, NY Ordinary, 1969,
580 x 600 x 580 cm. ©Copyright ARS, NY. Painted Steel. Private Collection Photo
Front Cover: johnleepbs/Dreamstime.com
Credit: Art Resource, NYART127373; 318 (cl), Corbis Images; 319 (tl), Creatas/
Chapter 1: 2–3 Joseph Sohm/ChromoSohm Inc./CORBIS; 6 (tr, br), Sam Dudgeon/ Punchstock.com; 320 (cl) (c) (cr), Sam Dudgeon/HRW Photo; 320 (bl), Corbis Images;
HRW; 10 (tl), Photodisc Royalty Free; 10 (b)(inset), Reunion des Musee Nationaux/Art 322 (tr), Getty Images; 324 (cr), Imagebroker/Alamy Images; 326 (tl), Creatas/
Resource, NY; 13 (tr), Tony Freeman/Photo Edit; 16 (tl) (tc) (tr), Andy Christiansen/ Punchstock.com; 328 (tl), Creatas/Punchstock.com; 328 (c), Photodisc Red/RF/Getty
HRW Photo; 18 (tl), Photodisc Royalty Free; 19 (c), Gabriel Bouys/AFP/Getty Images; Images; 331 (tr, br), Sam Dudgeon/HRW Photo; 332 (tr), Real Life Adventures by
20 (tr), Gary Conner/Photo Edit; 21 (tl), HRW Photo; 26 (tl), Photodisc Royalty Free; Gary Wise and Lance Aldrich; 337 (tl), Stefano Rellandini/Reuters/Corbis; 338 (tl),
28 (t), Jon Feingersh/CORBIS; 32 (bl), Photodisc Royalty Free; 34 (tl), Photodisc Photodisc Red/RF/Getty Images; 340 (tr), Stone/Getty; 343 (cl, cr),Victoria Smith/HRW
Royalty Free; 34 (br), Gibson Stock Photography; 38 (c-triangle), Victoria Smith/HRW Photo; 344 (tl)(tr), Alamy Images; 344 (cr), Victoria Smith/HRW Photo; 344 (bl),
Photo; 39 (bl), HRW Photo; 40 (l), Alamy Images; 41 (l), The Bridgeman Art Library/ Transtock Inc./Alamy; 347 (cr), Sam Dudgeon/HRW Photo; 348 (tr), Danny Lehman/
Getty Images; 43 (tl), HRW Photo; 43 (tr), Russell Andorka; 46 (tl), Duomo/CORBIS; CORBIS; 353 (tr), Peter Van Steen/HRW Photo; 353 (cl), Erich Lessing/Art Resource;
48 (cl), Sam Dudgeon/HRW; 48 (bl), HRW Photo by Sam Dudgeon; 54 (tl), BrandX/ 354 (bl), Transtock Inc./Alamy Images; 356 (tr), Taxi/Getty Images; 357 (cr), HRW
Fotosearch.com; 54 (bl), HRW Photo; 58 (tl), HRW Photo by Sam Dudgeon; 58 (c), Photo; 359 (tl), Stockbyte/Getty Images; 359 (cr), Sam Dudgeon/HRW Photo; 360 (cr),
Marty Granger/HRW Photo Corbis Images/Punchstock.com; 360 (br), Sam Dudgeon/HRW Photo; 361 (tl),
Chapter 2: 70–71 Courtesy of 7A Ranch; 74 (tr), Stephen Frink/CORBIS; 76 NASA PhotoStockFile/Alamy; 361 (cr), HRW Photo; 361 (bl), Transtock Inc./Alamy Images;
Images; 78 (tl), Index Stock/Picturequest; 78 (bl), Victoria Smith/HRW Photo; 78 (br), 364 (tl), Transtock Inc./Alamy Images; 364 (b), Paul Doyle/Alamy
The Granger Collection; 81 (tr), BARRY RUNK/STAN/Grant Heilman Photo; 83 (cl), Chapter 6: 376–377 Donne Bryant/Art Resource; 382 (tr), AP Photo/Pat Sullivan;
Digital Vision/Getty; 83 (cr), Picturequest Images; 85 (bl), Victoria Smith/HRW Photo; 385 (cr), Custom Medical Stock; 386 (tl), Ingram Image/Picturequest; 386 (tcl),
85 (br), Corbis; 86 Mark Sykes/Alamy Images; 87 (bl), Michael Newman/PhotoEdit; Punchstock; 386 (tr), Comstock/Punchstock; 386 (tcr), Alamy Images; 386 (cr), Alamy
88 (tr), Alamy Images; 88 (br), Taxi/Getty Images; 92 (cl), Daniel Miller/AP Wide Images; 387 (tr), Peter Van Steen/HRW Photo; 387 (bl), Sam Dudgeon/HRW Photo;
World; 92 (bl), Victoria Smith/HRW Photo; 95 (br), Sam Dudgeon/HRW Photo; 96 387 (br), HRW Photo by Peter Van Steen; 390 (t, c, b), HRW Photo; 391 (tr), George D.
Darrell Gulin/CORBIS; 99 Getty/Stone; 100 (tl), Nibsc/Photo Researchers, Inc.; 100 (bl) Lepp/CORBIS; 392 (cl), Michael Kim/Corbis; 392 (br), Art Reference: BasketballHoops
Victoria Smith/HRW; 100 (br), The Granger Collection; 102 (tl), HRW/Victoria Smith; Unlimited; 395 (tr), Robert Harding World Imagery/Getty Images; 395 (cr), Photo Edit
102 (c-Alice and Chesire Cat), Corbis Images; 102 (br), (tr), The Pierpont Morgan Inc.; 396 (tr), Photo Courtesy Mohawk Lifts; 396 (bl), HRW Photo; 396 (br), HRW
Library/Art Resource, NY; 104 Getty Images; 109 (tl), Photo-objects/Fotosearch; Photo by Peter Van Steen; 398 (tr), Sam Dudgeon/HRW; 401 (cl), Cottonwood
109 (cr), Paul A. Souders/CORBIS; 110 (tr), REAL LIFE ADVENTURES ©2004 GarLanco. Photography; 401 (cr), Sam Dudgeon/HRW; 402 (cr-parallel rule) Victoria Smith/HRW;
Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.; 402 (cr-map), Alamy Images; 403 (tr)(inset), Sam Dudgeon/HRW; 404 (cl), Historical
115 (cl, cr), Courtesy of the Texas Department of Transportation; 115 (bl), Photo- Picture Archive/CORBIS; 404 (cr), Robervals’s balance/Varnished wood, brass French,
objects/Fotosearch; 118 (tr), HRW Photo; 120 Alamy Images; 121 (tl), Danilo Late 18th century/700 mm x 360 mm; diam. 160 mm Inventory number 1983.26.36,
Donadoni/Bruce Coleman Inc.; 124 (bl), Photo-objects/Fotosearch; 125 (all) Victoria Stewart Museum, Montreal, Canada; 404 (bl), Sam Dudgeon/HRW Photo; 404 (br),
Smith/HRW; 126 (tl), Photo-objects/Fotosearch; 126 (tc), David Buffington/Photodisc/ HRW Photo by Peter Van Steen; 405 (cr), Stinar Corporation; 406 (bl), Guinea
Getty; 140 (cr), Gordon McGregor; 141(bl, tr), Laurence Parent; 141 (br), ©John Elk III REUTERS/Corbis Images; 406 (tl), HRW Photo; 407 (tr-Flourite) (cl-Rhodochrosite)
Chapter 3: 142–143 Laurence Parent; 146 (tr), Cameron Cambell Integrated Studio; (inset), Chip Taylor/NMNH/Smithsonian Institution; 407 (cr) Amazonite, HRW Photo;
149 (bl), Mark McKenna Photography & Design; 150 (tl), Rick Davis/Darkhouse and 407 (cr), HRW Photo; 408 (tr), Courtesy of Wimberley Stain Glass/HRW Photo by
Fun Enthusiast; 155 (tr), Alamy Photos; 157 (tl), Doug Menuez/Photodisc/Getty; 159 Peter Van Steen; 408 (stained glass, br), Jill Stephenson/Alamy; 411 (tl), Gareth
(cl), B.S.P.I./Corbis Images; 162 (tr), Ken Hawkins/Mira.com; 166 Alamy Images; 167 Brown/CORBIS; 412 (tr), CORBIS; 412 (cr), Tony Freemman/Photo Edit Inc.; 413 (cl),
(cr), The Art Archive/Victoria and Albert Museum London/Sally Chappell; 168 (tl), Rick Roger Ressmeyer/CORBIS; 413 (cr), Paul S. Calter; 414 (tl), BrandX/Fotosearch;
Davis/Darkhouse and Fun Enthusiast; 171 (tl)(tr)(cl)(tr)(bc), Andy Christiansen/HRW 418 (tr), Digital Vision/Picturequest; 422 (cr), Peter Van Steen/HRW Photo; 424 (tl),
Photo; 172 (tr), Alamy Images; 174 (tl), CORBIS Images; 175 Michael Melford/The BrandX/fotosearch; 425 (cr), HRW Photo; 427 (tr), CALVIN AND HOBBES ©1995
Image Bank/Getty Images; 176 (tr), Klaus Lahnstein/Stone/Getty Images; 176 (bl), Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission. All
Rick Davis/Darkhouse and Fun Enthusiast; 177 Terraserver.com; 180 (tl) (br), Rick rights reserved.; 427 (tr), Spencer Grant/Photo Edit Inc.; 428 (cl), Sam Dudgeon/HRW;
Davis/Darkhouse and Fun Enthusiast; 182 (tr), Craig Cameron Olsen/Stone/Getty; 428 (tr), Victoria Smith/HRW Photo; 432 (r), HRW Photo by Sam Dudgeon; 434 (tl),
183 (bl), Courtesy of Texas Highways Magazine; 186 (cl), David Muench/CORBIS BrandX/Fotosearch; 434 (cl), The Granger Collection; 434 (cr), Photo Edit Inc; 436 (tl),
Images; 186 (bl),Comstock/Fotosearch; 190 (tr), CLOSE TO HOME ©1996 John Punchstock; 436 (b), Punchstock; 437 (br), Royalty-Free/Corbis/Fotosearch; 442 (br),
McPherson. Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All Royalty-Free/Fotosearch; 448 (all), Sam Dudgeon/HRW; 449 (br, tc), Courtesy of Six
Flags Over Texas

Credits S177
 Chapter 7: 450–451 Laurence Parent; 453 (cr), Custom Medical Stock; 454 (tr), 752 (bc), Courtesy of Texas Highways Magazine; 753 (bl), Photolibrary.com.pty.
Photofest; 456 (cr), Photofest; 456 (br), Everett Collection OR Everett/CSU Archives; ltd./Index Stock Imagery, Inc.; 756 (tr), ©Brand X Pictures/PunchStock; 762 (bl),
457 (br), Joseph Sohm; ChromoSohm Inc./CORBIS; 458 (cl), ©John Elk III; 458 (cr), ©photolibrary.com.pty.ltd./Index Stock Imagery, Inc.; 762 (c), Victoria Smith/HRW
©Zaw Min Yu/Lonely Planet Images; 458 (bl), ©Hemera Technologies/Alamy Photos; Photo; 764 (tr), AP/Wide World Photos; 764 (tr), Jim Wark/Airphoto; 767 (br),
461 (cr), George Post/Photo Researchers, Inc.; 461 (br), Wei Yan/Masterfile; 461 (cl), ©Christer Fredriksson/Lonely Planet Images; 768 (tl) ©Photolibrary.com.pty.ltd./Index
Age Fotostock/Morales; 461 (bl), Corbis Images; 462 (tr), Jens Meyer/AP/Wide World Stock Imagery, Inc.; 768 (b), ©Tony Freeman/PhotoEdit; 768 (cl), Scala/Art Resource,
Photos; 463 (bl), ©Dennis Boissavy/Getty Images; 464 (t), ©Nathan Keay/HRW; NY; 768 (bl), ©Photolibrary.com.pty.ltd./Index Stock Imagery, Inc.; 768 (br), Photo by
465 (cr), ©Cameron Cross; 466 (tr), ©Nathan Keay/HRW Photo; 466 (cl), Owaki- Eisenmann, N.Y./Library of Congress; 772 (tr), Victoria Smith/HRW Photo; 773 (br),
Kulla/CORBIS; 466 (bl), ©Hemera Technologies/Alamy Photos; 470 (tr), Royalty- Victoria Smith/HRW Photo; 776 (tc), Victoria Smith/HRW Photo; 777 (bl), Victoria
Free/CORBIS; 472 (b), PhotoDisc/Getty Images; 476 (cl), AFP PHOTO/NOAA/NewsCom; Smith/HRW Photo; 777 (cr), H. Armstrong Roberts/RobertStock.com; 778 (tr),
476 (tl), ©Hemera Technologies/Alamy Photos; 478 (tl), ©Hemera Technologies/ ©Archivo Iconografico, S.A./CORBIS; 787 (b) Linda Owen; 788 (bl) Victoria Smith/
Alamy Photos; 478 (cr), ©David Young-Wolff/PhotoEdit; 481 (tr), ©Christie’s Images/ HRW Photo; 792 (tr), ©Joathan Blair/CORBIS; 795 (br), ©Chris Lisle/CORBIS; 796 (cr),
CORBIS; 486 (tl), Royalty-Free/Comstock; 488 (tr), roadsideamerica.com, Kirby, Smith ©Michael T. Sedam/CORBIS; 797 (tl), NASA Marshall Space Flight Center (NASA-
& Wilkins; 489 (br), ©Peter Gridley/Getty Images; 491 (br), Courtesy NASA/JPL/ASU; MSFC); 797 (bl), Victoria Smith/HRW Photo; 799 (tr), Cartoon copyrighted by Mark
492 (cl), ©Reuters/CORBIS; 492 (bl), Royalty-Free/Comstock; 493 (tl), ©Sygma/ Parisi, printed with permission.; 800 (bl), ©RuberBall/Alamy Photos; 802 (br) ©Alamy
CORBIS; 493 (tr), ©Tom Bean/CORBIS; 494 (tr), ©Jack Van Dusen; 494 (bl), ©Mark Photos; 803 (tl), www.lonestarthrills.com; 803 (bl), Victoria Smith/HRW Photo;
Richards/PhotoEdit; 495 (tr), David Neuse Photography; 495 (cr), ©Photodisc/Getty 804 (tl), The Granger Collection, New York; 805 (bl), Sam Dudgeon/HRW; 806 (tr),
Images; 495 (br), Darrell Gulin/CORBIS; 499 (bl), Royalty-Free/Comstock; 502 (tr), Victoria Smith/HRW Photo
Comstock/HRW Photo Research Library; 502 (cr), ©Jeff Cadge/Getty Images Chapter 12: 820–821 ©Royalty-Free/Corbis; 823 (tl), Sam Dudgeon/HRW; 823 (tcl),
Chapter 8: 514–515 (bkgd), Painet Inc.; 518 (tr), Twisted Texas/Wesley Treat; Sam Dudgeon/HRW; 823 (bcl), Sam Dudgeon/HRW; 823 (bl), Sam Dudgeon/HRW;
522 (bl), Fotosearch; 525 (tr), Alamy Images; 529 (br), Alamy Images; 530 (tl), Phil 824 (tr), Scott Teven/photohouston; 824 (cr), Sam Dudgeon/HRW; 824 (c), Sam
Gustafson; 530 (cr), Kevin Fleming/Corbis; 530 (bl), Fotosearch; 531 (tl), Alamy Dudgeon/HRW; 824 (cl), Sam Dudgeon/HRW; 824 (br), Sam Dudgeon/HRW; 828 (cr),
Images; 534 (tr), Photo Edit Inc.; 535 (bl), PhotoEdit; 536 (c), Getty Images; 538 (tr), Musee d’Orsay, Paris, France/Erich Lessing/Art Resource, NY; 829 (tl), ©Brian
Getty Images Sport/Bobby Julich; 539 (tl), Fotosearch; 539 (cl), Photo Edit Inc.; 542 Hagiwara/Brand X Pictures/Getty Images; 831 (tr), ©Steve Boyle/NewSport/CORBIS;
(tl), Fotosearch; 542 (b), Superstock; 544 (tr), Stone/Getty Images; 548 (tl), Scott 831 (cl), Sam Dudgeon/HRW; 831 (c), Sam Dudgeon/HRW; 831 (cr), Sam Dudgeon/
Berner/Index Stock Imagery, Inc.; 548 (bl), Fotosearch; 550 (tr), HRW Photo; 550 (cr), HRW; 831 (br), Sam Dudgeon/HRW; 833 (cl), ©Kelly-Mooney Photography/CORBIS;
HRW Photo; 551 (tr), Alamy Images; 556 (tl), Brad Smith/News & Observer/AP/Wide 834 (cr), Bonhams, London, UK/The Bridgeman Art Library; 835 (tl), Photo by Walt
World Photos; 557 (tl), Fotosearch; 559 (tr), Stone/Getty; 565 (tl), Fotosearch; 566 Disney Studios/ZUMA Press ©Copyright 1998 by Courtesy of Walt Disney Studios;
(t), FOXTROT ©1999 Bill Amend. Reprinted with permission of UNIVERSAL PRESS 835 (bl), ©Brian Hagiwara/Brand X Pictures/Getty Images; 836 (tr), Victoria Smith/
SYNDICATE. All rights reserved.; 566 (cl), Photodisc/Picturequest; 568 (tr), Fotosearch; HRW; 839 (tr), ©Roger Ressmeyer/CORBIS; 839 (cl, c, cr, br), Sam Dudgeon/HRW;
568 (b), Stone/Getty Images; 582 (b), Chad Ehlers/PictureQuest; 582 (tr), Jim Olive/ 841 (cl), ©L. Clarke/CORBIS; 843 (bl), ©Brian Hagiwara/Brand X Pictures/Getty
Stockyard.com; 583 (tc), Yoichi R. Okamoto/LBJ Library Photo; 583 (bl), Steve Warble/ Images; 844 (tr), ©Roger Ressmeyer/CORBIS; 848 (tr), Scott Teven/photohouston;
Mountain Magic Photography; 583 (cr), National Park Service 853 (tl), ©Brian Hagiwara/Brand X Pictures/Getty Images; 854 (tl), ©Brian Hagiwara/
Chapter 9: 584 Jim Wark; 589 (tr), Victoria Smith/HRW Photo; 594 (c), HRW Photo Brand X Pictures/Getty Images; 854 (br), ©Brand X Pictures/Getty Images; 856 (tr),
by Sam Dudgeon; 594 (cr), HRW Photo by Sam Dudgeon; 595 (cl), The Granger Jan Hinsch/Photo Researchers, Inc.; 856 (br), ©One Mile Up, Inc; 857 (c-purple
Collection, New York; 595 (tl), Photodisc/Getty Images; 596 (cr), HRW Photo; 598 (all) diatoms), Alfred Pasieka/Photo Researchers, Inc.; 857 (bc), Eric Grave/Photo
Sam Dudgeon/HRW Photo; 600 (tr), ©gkphotography/Alamy Photos; 604 (cl), Researchers, Inc.; 857 (br), John Burbidge/Photo Researchers, Inc.; 859 (cr),
©Royalty-Free/CORBIS; 604 (bl), ©Photodisc/Getty Images; 606 (tr), ©Rose/Zefa/ spaceimaging.com/Getty Images; 859 (br), 859 (br), ©Brand X Pictures/Alamy
Masterfile; 607 (bl), Courtesy of Texas Highways Magazine; 610 (bl), ©Photodisc/ Photos; 859 (tr), M. C. Escher’s “Circle Limit III” ©2005 The M.C. Escher Company-
Getty Images; 612 (bl), ©Royalty Free/CORBIS; 614 (tr), Thinkstock/PictureQuest; Holland. All rights reserved. www.mcescher.com; 860 (tr), (c) ARS, NY/Art Resource,
614 (c), ©Otto Rogge/CORBIS; 620 (bl), ©Royalty-Free/CORBIS; 626 (cl), ©Patrick NY; 861 (tl), M. C. Escher’s Wooden Ball with Fish ©2005 The M.C. Escher Company-
Ray Dunn/Alamy Photos; 626 (bl), ©Royalty-Free/CORBIS; 628 (c), Peter Van Steen/ Holland. All rights reserved. www.mcescher.com; 861 (cr), Comstock Images/
HRW; 629 (t), Peter Van Steen/HRW; 630 (tr), AP Photo/Reed Saxon; 628 (cr), Peter PictureQuest; 861 (cr), ©bildagentur-online.com/de/Alamy Photos; 863 (tr), ©Russell
Van Steen/HRW; 632 (tl), Warren Morgan/CORBIS; 635 (tl), Romeo Gacad/AFP/Getty Gordon/DanitaDelimont.com; 863 (tcl), ©Anna Zuckerman-Vdovenko/PhotoEdit;
Images; 635 (bl), Royalty-Free/CORBIS; 637 (cr), HRW Photo by Sam Dudgeon; 863 (tcr), ©Danita Delimont/Alamy Photos; 863 (cl) ©Paul Souders/WorldFoto/
638 (tl), Royalty-Free/CORBIS; 638 (b), Photofusion Picture Library/Alamy Photos; Alamy Photos; 863 (cr), ©Jeff Greenberg/Alamy Photos; 863 (cbl)(cbr), ©Danita
638 (cr), Dennis MacDonald/PhotoEdit Delimont/Alamy Photos; 865 (tl), ©Comstock Images/Alamy Photos; 865 (cl),
Darren Matthews/Photographer’s Direct; 865 (c), ©G. Schuster/Photo-AG/CORBIS;
Chapter 10: 650–651 Doug Hopfer/HRW; 654 (tr), AFP PHOTO/JIJI PRESS/Newscom;
865 (cr), Brand X Pictures/PictureQuest; 866 (bc), ©M. Angelo/CORBIS; 866 (br),
655 (tl), Fotosearch; 655 (tr), David Young-Wolff/Photo Edit; 655 (cl), HRW Photo;
©Paul Almasy/CORBIS; 866 (bl), Wolfgang Kaehler Photography; 867 (all), Sam
655 (cr), HRW Photo; 656 (cr), Newscom; 657 (tl) Bonillo/Photo Edit; 657 (tc),
Dudgeon/HRW; 868 (tl), M. C. Escher’s Wooden Ball with Fish ©2005 The M.C. Escher
Photodisc/RF/Fotosearch; 657 (tr), HRW Photo; 658 (bl), David Young-Wolff/Photo
Company-Holland. All rights reserved. www.mcescher.com; 868 (tr); M. C. Escher’s
Edit; 661 (cr, br), HRW Photo; 662 (tr, cr, bc), HRW Photo; 662 (bl), Corbis Images;
“Symmetry Drawing E103” ©2005 The M.C. Escher Company-Holland. All rights
664 (tr, cr), Victoria Smith/HRW Photo; 665 (tl) Victoria Smith/HRW Photo; 665 (all
reserved. www.mcescher.com; 868 (tcl), M. C. Escher’s “Verbum” ©2005 The M.C.
cubes), Victoria Smith/HRW Photo; 666 (tl, tc, tr, cr), Victoria Smith/HRW Photo;
Escher Company-Holland. All rights reserved. www.mcescher.com; 868 (tcr), M. C.
666 (bl), David Young-Wolff/Photo Edit; 667 (tr)–poster, Duomo/CORBIS; 670 (tr), Jeff
Escher’s “Symmetry Design E38” ©2005 The M.C. Escher Company-Holland. All
Hunter/The Image Bank/Getty Images; 673 (cl), Peter Essick/Getty Images; 675 (bl),
rights reserved. www.mcescher.com; 868 (cl, br), Sam Dudgeon/HRW; 870 (tr, cr, br),
David Young-Wolff/Photo Edit; 675 (tl), Stone/Getty Images; 678 (tl), David Young
Sam Dudgeon/HRW; 871 (all), Sam Dudgeon/HRW; 872 (tr), Mark Lennihan/AP/Wide
Wolf/Photoedit; 678 (b), Courtesy of Texas Highways Magazine; 679 (cr), Victoria
World; 876 (tl), Texas State Library & Archives Commission; 876 (bl), M. C. Escher’s
Smith/HRW Photo; 680 (tr), Robert Harding World Imagery/Getty Images; 683 (cl),
Wooden Ball with Fish ©2005 The M.C. Escher Company-Holland. All rights reserved.
Creative Ice Carvings; 686 (bl) HRW Photo; 687 (bl)(bc)(br), HRW Photo; 688 (all),
www.mcescher.com; 876 (br), M. C. Escher’s “Drawing Hands” ©2005 The M.C.
HRW Photo; 692 (cl), Marc Golub/HRW Photo; 695 (tl), Victoria Smith/HRW; 695
Escher Company-Holland. All rights reserved. www.mcescher.com; 876 (tl), AP Photo/
(cl), Dennis MacDonald/Photo Edit; 697 (tr), Jeff Greenberg/Photoedit Inc.; 697 (tc),
The Truth, Jennifer Shephard; 877 (cl)(cr), Adam Hart-Davis/Photo Researchers, Inc.;
HRW Photo; 698 (cl), ©John Elk III; 699 (tc)(tr), HRW Photo; 701 (cr), AFP/TIMOTHY
880 (tcl), M. C. Escher’s “Symmetry Drawing E93” ©2005 The M.C. Escher Company-
A. CLARY/Getty Images; 703 (tl), Victoria Smith/HRW Photo; 703 (cl), AKG Images;
Holland. All rights reserved. www.mcescher.com; 880 (c), ©Alamy Photos; 881 (tl),
703 (cr), HRW Photo; 705 (tr), ©Mark Gibson Photography; 706 (cr), ©Lyndol
M. C. Escher’s Wooden Ball with Fish ©2005 The M.C. Escher Company-Holland. All
Descant/LyndolDotCom; 711 (bl), HRW Photo; 718 (cl)(cr), Victoria Smith/HRW Photo;
rights reserved. www.mcescher.com; 880 (tcr), M. C. Escher’s “Symmetry Drawing
719 (tr), ©Susan Van Etten/Photo Edit; 720 (Chart-Golf Ball), Martin Paul Ltd., Inc./
E91” ©2005 The M.C. Escher Company-Holland. All rights reserved. www.mcescher.
Picturequest; 720 (Chart-Cricket ball), Photodisc/RF/Fotosearch; 720 (Chart-Tennis
com; 880 (bcl), M. C. Escher’s “Path of Life III” ©2005 The M.C. Escher Company-
ball), Stockdisc/RF/Getty Images; 720 (Chart-Petanque ball), Dk Images/RF/Getty
Holland. All rights reserved. www.mcescher.com; 880 (bcr), M. C. Escher’s “Symmetry
Images; 720 (cl), Ralph White/CORBIS; 720 (bl), HRW Photo; 721 (cr), Lyndol Descant/
Drawing E69” ©2005 The M.C. Escher Company-Holland. All rights reserved. www.
LyndolDotCom; 724 (tl), HRW Photo; 724 (b), Picturequest; 726 (bl), HRW Photo;
mcescher.com; 880 (b), M. C. Escher’s “Reptiles” ©2005 The M.C. Escher Company-
729 (tcl) (tcr), ©Dorling Kindersley/Getty Images; 729 (cr), Royalty-Free/Alamy
Holland. All rights reserved. www.mcescher.com; 882 (tr), GEORGE POST/Photo
Images; 729 (br), Stockbyte/RF/Picturequest; 731 (tl, tr, c), Victoria Smith/HRW Photo;
Researchers, Inc.; 883 (cr), ©George W. Hart; 894 (cr), ©Buddy Mays/CORBIS;
734 (tc), HRW Photo; 740 (tr), ©Space Imaging; 740 (bl), Alberto Tamargo/Getty
894 (bl), Courtesy of the Smithsonian Institution, NMAH/Transportation; 895 (bc),
Images; 740 (br), ©Cut and Deal Ltd/Alamy; 741 (tc), United States Mint image;
Stephanie Friedman/HRW; 895 (cr), Courtesy of Texas Department of Transportation
741 (cr), Lyle Engleson/Goldberg Coins; 741 (cl, bc), Jerry Adams
Back Matter: S2 Don Couch/HRW; S3 John Langford/HRW
Chapter 11: 742–743 Victoria Smith/HRW; 746 (tr), ©NASA/Roger Ressmeyer/
CORBIS; 749 (tr), ©Alan Kearney/Getty Images; 749 (br), Gamma; 752 (cl), ©CORBIS;

S178 Credits
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