M1 Tools of Geometry N1 Foundations of Geometry Terms (1.1& 1.

4)
Essential Question: How can you use the tools of geometry to solve real-world problems?
Objective: IWBAT distinguish between undefined terms, definitions, postulates, and theorems. (G.4A)
Undefined Terms
Building Blocks of Euclidean Geometry
Term Description/Definition Geometric Figure Ways to Name the Figure Implied Statements (IS)
Point A specific location. It
has no dimension and
is represented by a dot.
A, B, C, D, E, F
(single capital print letter) undefined term, ∴ no IS

Line A connected straight

path. A line has no
thickness and it
continues infinitely in
both directions. (any 2 collinear pts OR lower 2 pts ⇔ 1 line
𝓀 case scripted letter)
(Two Point/Line-Point Post.)

Plane A flat surface. A plane

has no thickness and it
extends forever in all
directions.
3 non-collinear pts ⇔
1 plane
(any 3 non-collinear pts OR (Plane-Pt/Pt.-Plane Post.)
upper case scripted letter)

Defined Terms
Undefined terms can be used as building blocks to write definitions, as shown in table below.
Line A portion of a line
Segment consisting of two ℓ none
or Segment endpoints and all
points between them.
A segment has a
beginning and an end. (use the 2 endpts only)

Ray A portion of a line that ⃗⃗⃗⃗⃗⃗⃗

𝑊𝑋 𝑜𝑟 ⃗⃗⃗⃗⃗⃗⃗ 𝑊𝑌 𝑂𝑅 ⃗⃗⃗⃗⃗⃗
𝑊𝑍 (same ray)
starts at one endpoint ⃗⃗⃗⃗⃗
𝑍𝑌 𝑜𝑟 𝑍𝑋 ⃗⃗⃗⃗⃗ 𝑂𝑅 𝑍𝑊
⃗⃗⃗⃗⃗⃗ (same ray)
and continues to ⃗⃗⃗⃗⃗⃗⃗ , 𝑌𝑍
⃗⃗⃗⃗⃗ (diff. rays bc diff none
𝑋𝑊
infinity in one
endpts)
direction.
(order matters, use 2 pts to
name and must start w/endpt +
any other pt that lies on the ray)

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 Other Terms
Collinear Points that lie on the ℓ W, X, Y, and Z lie on ℓ collinear ⇔ pts on
same line or segment. R does not lie on ℓ ∴ non- same (one) line
collinear (Defn. of collinear
R points)

Coplanar Points that lie in the 𝓃

⃡⃗⃗⃗
𝑆𝑇 or line m, and points S, P, coplanar pts/lines ⇔
same plane. 𝓂
pts/lines in same
T, and V lie in the same
ℛ plane, R. plane
(Defn. of coplanar)
(note: dashed Q does not lie in plane ℛ ∴ non-
line→passing through) coplanar

Intersection Two lines intersect at ℓ

of two lines exactly one point. line ℓ ∩ 𝓂 @ pt. X 2 lines ∩ ⇔ 1 pt
(Line Intersect Post.)
𝓂

Intersection Two planes intersect at ℓ ∩ 2 planes ⇔ 1 line

of two exactly one line. 𝑝𝑙𝑎𝑛𝑒 ℛ ∩ 𝑝𝑙𝑎𝑛𝑒 𝒫 @ line ℓ (Planes Intersection
planes
Post.)

Opposite Two rays that form a ℓ ⃗⃗⃗⃗⃗⃗⃗

𝑋𝑊 𝑎𝑛𝑑 ⃗⃗⃗⃗⃗𝑋𝑌 𝑂𝑅 ⃗⃗⃗⃗⃗⃗⃗
𝑋𝑊 𝑎𝑛𝑑 ⃗⃗⃗⃗⃗
𝑋𝑍 none
Rays straight line and share (same pr. of opp. rays)
a common endpoint.

Parallel Lines that lie in the

same plane but do not
ℓ ℓ ∥ 𝓂
𝓂
intersect. none
𝓀
𝒿
𝓀 ∥ 𝒿

𝓃 ∥ 𝓂, ℓ ∦ 𝓂 or 𝓃

Note: See bottom of page 7 for “symbol key” for all symbols used throughout geometry.

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M1 Tools of Geometry N1 Foundations of Geometry Terms - ANGLES (1.2)
Naming Angles and Parts of an Angle
Term Description/Definition Geometric Figure Ways to Name the Figure Implied Statements (IS)
Angle (∡) An angle is a figure formed • Use its vertex (vtx), such
by two rays (sides) with a as ∡𝑨 none
common endpoint. • Use a point on each ray
and the vtx, such as
Vertex (vtx) The common endpoint of ∡𝑩𝑨𝑪 or ∡𝑪𝑨𝑩
two sides of an angle. • Use a number, such as
∡𝟏
Interior and The interior is the region
Exterior bounded by the two sides Abbreviations none
of an angle. The exterior is ext. and int.
the region outside of the
angle.
Congruent Angles that have the same ≅ ∠’s ⇔ = m∠’s
Angles measure. 108° 108° ∠A  ∠B → (Defn. of Congruent
(≅ ∠’s)
m∠A= m∠B Angles)
*match marks
Angle Pair Relationships
Adjacent (adj.) Two angles in the same ∠𝐿𝐾𝑀 𝑎𝑛𝑑 ∠𝑀𝐾𝑁 adj ∠’s ⇔ AAP
Angles plane with a common M
are adj. ∡′𝑠 (Angle Addition Post)
endpoint and a common L
side, but no common 𝑚∠𝐿𝐾𝑀 + 𝑚∠𝑀𝐾𝑁
interior points. = 𝑚∠𝐿𝐾𝑁
K N
Complimentary Two positive angles comp ∠’s ⇔ 2 ∠’s with
Angles
whose measure have a sum = 90
sum of 90°. (Defn. of Comp)

∠1 𝑐𝑜𝑚𝑝 ∠2 𝑚∠1 + 𝑚∠2 = 90

∠𝐴 𝑐𝑜𝑚𝑝 ∠𝐵 𝑚∠𝐴 + 𝑚∠𝐵 = 90

Supplementary Two positive angles whose suppl ∠’s ⇔ 2 ∠’s w/
Angles measure have sum of 180°. sum =180
(Defn. of Suppl)
∠3 𝑠𝑢𝑝𝑝 ∠4 𝑚∠3 + 𝑚∠4 = 180
∠𝐶 𝑠𝑢𝑝𝑝 ∠𝐷 𝑚∠𝐶 + 𝑚∠𝐷 = 180

Linear Pair of Two adjacent angles whose LP ⇒ supp

Angles noncommon sides are (Linear Pair Post.)
opposite rays. The angles in ∠1 𝑎𝑛𝑑 ∠2
a linear pair are always ∠1 𝑠𝑢𝑝𝑝 ∠2
are linear pair
supplementary angles.

Vertical Angles Two angles are vertical vert ∠’s ⇒ ≌ ∠’s

angles when their sides ∠1 𝑎𝑛𝑑 ∠2 (Vertical Angles
form two pairs of opposite 1 2
rays. Lines are always
are vertical angles Congruence Thm.)
intersecting. ∠1  ∠2

31
 Classify an Angle by Measure

Implied Statements:
acute ∠ ⇔ 0 < m∠ < 90
______________________ rt ∠ ⇔ m∠ = 90
_______________________ ______________________ straight ∠ ⇔ m∠ = 180
obtuse ∠ ⇔ 90 < m∠ < 180_______________________
(defn. of acute angle) (defn. of right angle) (defn. of obtuse angle) (defn. of straight angle)

Z
If angle opens left, then If angle opens right,
use top values. Therefore, then use bottom
m∡𝑅𝑋𝑍=125° values. Therefore,
m∡𝑍𝑋𝑌= 55°

R X Y

Protractor is a tool used to draw and

measure angles. Use the image to
complete the following statements.

m∠ = 160° 32
 N2 Angle Pair Relationships: Complementary Angles, Supplementary
Angles, Adjacent Angles, Linear Pairs, and Vertical Angles Exploration
Do not use a protractor to measure the angles.
Must use geometric relationships to set up and solve for all angle measures. Justify your results.
Work with a partner. The five-pointed star has a regular pentagon (≅ ∠’s and side lengths)
at its center.

a. What do you notice about the following angle pairs?

x and y y and z x and z

b. Find the values of the indicated variables.

x = y = z = w= v =

Explain how you obtained each answer.

Work with a partner. A square is divided by its diagonals into four triangles.

c. What do you notice about the following angle pairs?

a and b c and d  c and e

d. Find the values of the indicated variables.

c = d = e =
Explain how you obtained each answer.

In Exercises 1–3, use the figures.

1. Name a pair of adjacent complementary angles.

2. Name a pair of nonadjacent complementary angles.

3. Name a pair of nonadjacent supplementary angles.

In Exercises 4 and 5, find the angle measure.

4. 1 is a complement of 2, and m2 = 71. Find m1. 5. ∡3 is a supplement of ∡4, and 𝑚∡4 = 26.7°.

Find 𝑚∡3.
In Exercises 6 and 7, find the measure of each angle.

6. ABC and CBD are supplementary angles, mABC = 7x and mCBD = 8x.

7. WXY and YXZ are complementary angles, mWXY = (2 x + 5), and mYXZ = (8 x − 5).

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In Exercises 8–11, use the figure.

8. Identify the linear pair(s) that include 2.

9. Identify the linear pair(s) that include 8.

10. Are 6 and 8 vertical angles? Explain your reasoning.

11. Are 7 and 9 vertical angles? Explain your reasoning.

In Exercises 12–14, write and solve an algebraic equation to find the measure of each
angle based on the given description.

12. The measure of an angle is 9 more than twice its complement.

13. Two angles form a linear pair. The measure of one angle is four times the
measure of the other angle.

14. Two angles form a linear pair. The measure of one angle is 51 more than 1
2
the measure of the other angle.

In Exercises 15 and 16, tell whether the statement is always, sometimes, or never true.
Explain your reasoning.

15. The sum of the measures of a linear pair of angles is 90.

16. The sum of the measures of a pair of vertical angles is 180.

34
M1 Tools of Geometry N3 Reasoning and Proof (1.4-1.5A)
Essential Question: How do Objectives:
you go about proving  IWBAT use inductive and deductive reasoning.
statement?  IWBAT verify that a conjecture is false using a counterexample.

Exploring Inductive and Deductive Reasoning

Key Point #1: Using Inductive Reasoning
When a pattern is found by observation and a conjecture is written
Conjecture
An unproven statement based on observation
Counterexample
An example that proves a conjecture is false and must refute or disprove a hypothesis,
proposition or theorem. *Note: Hypothesis is true and conclusion is false.

EXAMPLE 1: Describe how to sketch the fourth figure in the pattern. Then sketch the fourth figure.
Figure 1 Figure 2 Figure 3 Figure 4???????

Conjecture: Each circle is _________________________, creating ________________________ .

The fourth figure will be ___________________________. The shaded region will be ______________ the
horizontal line on the ____________________________
EXAMPLE 2: Numbers such as 3, 4, and 5 are called consecutive integers. Make and test a conjecture about the
sum of any three consecutive integers.

Step 1: Find a pattern using a few groups of small numbers.

3 + 4 + 5= 12 = 4 * 3 7 + 8 + 9 = 24 = 8 * 3 10 + 11 + 12 = 33 = 11 * 3
Step 2: Make a conjecture
Conjecture: The sum of any three consecutive integers is _____________________________ .
Step 3: Test your conjecture using other numbers. For example, test that it works with the groups
-1 + 0 + 1 = _____ = ______ 100 +101 + 102 = _______ = ________

EXTRA EXAMPLES: Describe the pattern in the numbers below and write the next three numbers in the pattern.
20, 18, 16, 14, _____,_____,______ Pattern: Each number is ________________________________

1, 1, 2, 3, 5, 8, 13, _____,_____,______ Pattern: Each number is the _____________________________

(Fibonacci Sequence)
A, 6, C, 12, E, 18, _____,_____,______ Pattern: Every _____________, __________________________
EXAMPLE 3: Finding a counterexample.
A student makes the following conjecture about the sum of two integers. Find a counterexample to disprove the
student’s conjecture.
Conjecture: The sum of two integers is always more than the greater number.
To find a counterexample: Need to find a sum that is less than the greater number.

So consider, when two negative numbers are added, then the number is smaller –2 + –3 = –5
Since a counterexample exists, the conjecture is ______________ –2 > –5
35
Key Point #2: Using Deductive Reasoning
Using facts, definitions, accepted properties and laws of logic to form a
logical argument

• Type #1: Law of Detachment

If the hypothesis of a conditional statement is true, then the conclusion is also true.

EXAMPLE 4: Use the Law of Detachment to make a valid conclusion in the true situation.
If two segments have the same length, then they are congruent.
You know that BC = XY satisfies the hypothesis of a true conditional statement, the conclusion is also true.
So, BC ≅ XY
EXTRA EXAMPLE: Mary goes to the movies every Friday and Saturday night. Today is Friday.
Conclusion: Mary will _________________________ Deductive or Inductive Reasoning?
• Type #2: Law of Syllogism Statements Symbols

If hypothesis p, then
conclusion q.
If these are true
If hypothesis q, then
conclusion r.

If hypothesis p, then
Then this is true
conclusion r.

EXAMPLE 5: If possible, use the Law of Syllogism to write a new conditional statement that follows from
the pair of true statements.
a. If Rick takes chemistry this year, then Jesse will be Rick’s lab partner.
If Jesse is Rick’s lab partner, then Rick will get an A in Chemistry.
If Rick takes Chemistry, then __________________________________.
b. If x > 5, then x2 > 25.
If x2 > 25, then x2 > 20.
If x > 5, then _____________.
c. If a polygon is regular, then all angles in the interior of the polygon are congruent.
If a polygon is regular, then all of its sides are congruent.
If a polygon is regular, ______________________________.
Key Point #3: Conditional Statement and Related Statements

Foldable attaches here

Summary of Section 1.4-1.5A:

36
M1 Tools of Geometry N2 Related Conditionals ( 1.5)
Essential Question: Objectives:
When is a conditional statement true  MWBAT write conditional statements.
or false?  MWBAT use definitions written as conditional statements.
 MWBAT write biconditional statements.

Key Point #1: Conditional Statement

Conditional statement
Logical statement that has 2 parts: hypothesis (p) & conclusion (q)

Written in words: If hypothesis, then Written symbolically: “p → q”

conclusion.
Hypothesis Conclusion
The “if” part of the conditional statement The “then” part of the
Written symbolically as “p” conditional statement
Written symbolically as “q”

Here is an example:

Rewriting a Statement in If-Then Form

Example 1: Use two different colors to identify the hypothesis and conclusion. Then rewrite the following as a
conditional statement.
1. All whales are mammals. If-Then Form: If an animal is a whale, then it is a mammal.

2. Two angles are supplementary if they are a linear pair.

If-Then Form: If two angles are a linear pair, then they are supplementary.

3. All 90 angles are right angles. If-Then Form: If an angles measures 90⁰, then it is a right angle.

4. 2x + 7 = 1, because x = –3. If-Then Form: If x = –3, then 2x + 7 = 1.

5. When n = 9, n2 = 81. If-Then Form: If n = 9, then n2 = 81.

6. On Wednesday we wear pink. If-Then Form: If it is Wednesday, then we wear pink.

Negation The opposite of the original statement

Written in words: “not hypothesis” Written symbolically: “~p”
“not conclusion” “~q”

Example 2: Writing a negation

a. Statement: The ball is red Negation: The ball is _________________.

b. Statement: The cat is not black Negation: The cat is _____________.

You Try! Write the Negation of the following statements.

c. The shirt is green. d. The shoes are not red.

38
 Statements Defined Written
Symbolically
Conditional Original If-then p→q
Converse Switching the hypothesis and conclusion q→p
Inverse Negate hypothesis and conclusion ~p → ~q
Contrapositive Switch and negate hypothesis and ~q → ~p
conclusion

Determining Whether a Statement is True or False (Checking for Validity of Statement):

Is the following true or false, if false, provide a counter example.
Conditional Statement: If m∠A = 99⁰, then ∠A is obtuse. T F obtuse means over 90⁰

Converse: If ∠A is obtuse, then m∠A = 99⁰. T F could be 110⁰, 130⁰, etc

Inverse: If m∠A ≠ 99⁰, then ∠A is not obtuse. T F could be 100⁰, 120⁰, etc

Contrapositive: If ∠A is not obtuse, then m∠A ≠ 99⁰. T F m∠A is acute, so cannot be 99⁰

Example 3: Writing Related Conditional Statements

Write the if-then form, the converse, the inverse and the contrapositive of the conditional statement “Guitar
players are musicians.” Decide whether each statement is true or false.

a. If-Then Form: If you are a guitar player, then you are a musician. T F definition of musician
(Conditional)

b. Converse: If you area a musician, then you are a guitar player. T F not all musicians play guitar

c. Inverse: If you are not a guitar player, then you are not a musician. T F non-guitarists can be musicians

d. Contrapositive: If you are not a musician, then you are not a T F definition of musician
guitar player.

Bi-conditional Statement
When a conditional statement and it’s converse are both true, they can be written as a single
biconditional statement, containing “if and only if” or “iff” Written symbolically: p ↔ q

Write the definition of perpendicular as a biconditional

Conditional statement: (is it true)

If two lines form a right angles, then they are perpendicular.

Converse: (is it true)

If two lines are perpendicular, then they form a right angle.

Biconditional:
Two lines are perpendicular if and only if they intersect to form a right angle.

39
 We Try!

Using Implied Statements from Definitions

Decide whether each statement about the diagram is true. Explain and
justify your answer using the implied statement(s) you have learned.

Now You Try!

Use the diagram. Decide whether each statement about the diagram is true.
Explain and justify your answer using the implied statement(s) you have learned.

Summary of Section 1.5:

40
 M1 Tools of Geometry N3 Truth Tables for If-Then Conditional Statements
(Supplemental Materials)
Essential Question: How do you Objectives:
go about proving a statement?  IWBAT use inductive reasoning to show, or prove, that a conjecture is
true.
 IWBAT apply the laws of detachment and syllogism.
Key Terms: Definition Symbols
Truth Tables A table that lists all possible combos of ----------
truth values for a statement.
Conjunction A compound statement that uses the
word “and” or “but”.
p⋀q
Disjunction A compound statement that uses the
p∨q
word “or”.

Key Point #1: Determine Truth Values of Each Statement

Start all truth

tables with all
possible
combos.
Order does
not matter.

Part 1 Part 2
Example 1:

Copy last column from part 1 & 2 to

next table.
p ⟶ ~q q ⟶ ~p (p ⟶ ~q) ⟶ (q ⟶ ~p )

41
 Key Point #2: Writing Compound Statements
Complete the truth tables for negation, conjunction, and
disjunction below.

Negation Conjunction Disjunction

p ~p p q 𝑝⋀𝑞 p q 𝑝⋁𝑞

p:

q:

r:

Examples:
Given the statements above, write as compound sentences. Then find its truth value.

Summary of Section → supplement of 1.4-1.5:

42
 N4 Postulates and Diagrams (Pre Proof Prep)
(Section 1.4b)
Essential Question: In a diagram, what can Objectives:
be assumed and what needs to be labeled?  MWBAT identify postulates using diagrams.
 MWBAT sketch and interpret diagrams.

Key Point #1: Identifying Postulates

Here are seven postulates involving points, lines, and planes. (Introduced in Section 1.1)
Look up all the Implied Statements on INB p. 10 and record next to each corresponding
statement. Must memorize your implied statements.

Implied Statement
Postulate illustrated by a diagram:
2 points ⇔ 1 line

Postulate illustrated by a diagram: Implied Statement

∩ 2 lines ⇔ 1 point

Postulate illustrated by a diagram: Implied Statement

3 non-coll. pts ⇔ 1 plane

Postulate illustrated by a diagram: Implied Statement

2 points on plane ⇔ line is
on the same plane

Postulate illustrated by a diagram: Implied Statement

∩ 2 planes ⇔ 1 line

43
EXAMPLE 1: Identifying a Postulate Using a Diagram
State the postulate illustrated by the diagram as a conditional (if-then) statement. Identify hypothesis and
conclusion.

If two lines intersect,

If two planes intersect,
then their intersection is exactly one point.
then their intersection is a line.

EXAMPLE 2: Identifying Postulates from a Diagram

Use the diagram to write examples of the Plane-Point Postulate
and the Plane-Line Postulate.
Plane P contains at least three noncollinear points, A,
B, and C.

Point A and B lie in plane P. So, line n containing points A

and B
also lies in plane P.
YOU TRY!
EXAMPLE 3: Sketching a Diagram
Sketch a diagram showing 𝑻𝑽 ̅̅̅̅ at point W, so that ̅̅̅̅̅
⃡⃗⃗⃗⃗ intersecting 𝑷𝑸 ̅̅̅̅̅.
𝑻𝑾 ≅ 𝑾𝑽

⃡⃗⃗⃗⃗ and label points T and V.

Step 1 Draw 𝑻𝑽

̅̅̅̅.
Step 2 Draw point W at the midpoint of 𝑻𝑽
Mark the congruent segments.

̅̅̅̅ through W.
Step 3 Draw 𝑷𝑸

YOU TRY!!
EXAMPLE 4: Interpreting a Diagram
Which of the following statements cannot be assumed from the diagram? Check all that apply.
 Points A, B, and F are collinear
 Points E, B, and D are collinear
 ⃡⃗⃗⃗⃗ ⊥ plan S
𝑨𝑩

 ⃡⃗⃗⃗⃗
𝑪𝑫 ⊥ plan T

 ⃡⃗⃗⃗⃗ at point B.
⃡⃗⃗⃗⃗ intersects 𝑩𝑪
𝑨𝑭

Summary of Section 1.4b:

44
 N4 Postulates and Diagrams (Pre Proof Prep)
(Section 1.4b)
Essential Question: How do I go about Objectives:
proving a statement?  MWBAT identify postulates using diagrams.
 MWBAT sketch and interpret diagrams.
 IWBAT write a two-column algebra proof.
Started lesson by going to INB pp. 7 – 12. On page 7, look at lines 6-10, to learn key terms. Then go to page 8 and
start filling out the columns for lines 1-3, 5, 7-9, 14, and property lines 26 – 34.
Look up all the Implied Statements on INB p. 7-12 and record next to each corresponding
statement. Must memorize your implied statements.

Key Point #1: Writing a Two-Column Proof using algebra

Given: 5(2x – 3) + 4x = 12
Prove: x = 27/14

Statements Reasons
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
*Note: Only use as many rows as needed to complete proof. May have more rows than necessary.

46
 Construction#1: Copy a Segment
Follow the steps below to construct a line segment that has the same length as ̅̅̅̅ using the steps
𝐴𝐵
below:

You Try! Conjecture(s):

Construction#2: Bisect a Segment

You Try! Conjecture(s):

47
M1 Tools of Geometry N5 Segments Lengths and Midpoints(1.1)
Key Point #1: Key Terms Use your textbook glossary to look up and define the following terms.
Segment bisector:

Implied Statement: segment bisector → ∩ at midpoint

Implied Statement: midpoint ⇔ 2 ≌ collinear segments

Perpendicular bisector of a segment:

Key Point: #2: Segment Addition Postulate

Given 2 points A and C, a third point B lies on the
line segment AC if and only if the distances between the
points satisfy the equation AB + BC = AC.
Implied Statements: Betweeness (btwn) → Segment Addition Postulate (SAP)
Recall:
Implied Statements Used:
Congruent segments ↔ equal lengths

I. Practice SAP using algebra.

Example 1: Find the GF. Example 2: Find JK and JL. Example 3: Find HK.

II. Practice SAP Proofs with Algebra

Given: Points A, B, and C are collinear, in this order.

AB = x + 18, BC = 2x + 27
Prove: x = -10

III. Practice SAP Proofs no Algebra using Flow Chart Style

Given: E is the midpoint of ̅̅̅̅

𝐷𝐹
Prove: 2DE = DF

48
 Construction#3: Copy an Angle

You Try! Conjecture(s):

Construction#4: Bisect an Angle

You Try! Conjecture(s):

49
M1 Tools of Geometry N6 Angles Measures and Angle Bisectors (1.2)

Key Point #1: Key Terms Use your textbook glossary to look up and define the following terms.
Angle bisector:

Implied Statements: ∡bisector ↔ 2 adj. = 𝑚∡′𝑠

Note: Additional examples of angle bisectors could be____________.

Key Point #2: Angle Addition Postulate:

If P is in the interior of ∡RST, then m∡RST = m∡RSP+ m∡PST.

Implied Statements: adj. ∡′𝑠 → AAP

Additional Implied Statements to Note:

• 2 ∡s comp. to same or ≅ ∡ → ≅ to ea. other
• 2 ∡s supp. to same or ≅ ∡ → ≅ to ea. other

Example 1: Example 2:

⃗⃗⃗⃗⃗⃗ bisects ∡𝐴𝐵𝐶.

Example 3: 𝐵𝐷
Find 𝑚∡𝐴𝐵𝐷, 𝑚∡𝐶𝐵𝐷, 𝑎𝑛𝑑 𝑚∡𝐴𝐵𝐶.

Example 4: Given: ∡𝑀𝐿𝑁 ≅ ∡𝑂𝐿𝑃

Prove: ∡𝑀𝐿𝑂 ≅ ∡𝑁𝐿𝑃

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M1 Tools of Geometry N7 Distance and Midpoint Formulas (1.1)

Vocabulary
• Midpoint: divides a segment into two equal parts.

Implied Statements:
mdpt → 2 = coll. lengths or mdpt → 2 ≅ coll. lengths
AB → dist. from A to B
• Measure or Length of a Segment: distance between endpoints symbolically is AB (endpoints of
segment and no symbol above letters)
Can a ray or a line have a midpoint?

Key Point #1 You can determine the distance between any two points by creating a right triangle
and using the Pythagorean theorem.

ℎ𝑦𝑝 = √(𝑙𝑒𝑔1 )2 + (𝑙𝑒𝑔2 )2 = 𝑙𝑒𝑔2

(b)
𝐴𝐵 = √𝑎2 + 𝑏 2
𝐴𝐵 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦)2 = 𝑙𝑒𝑔1
(a)
The Pythagorean Theorem has been derived (solved for the hypotenuse) and is known as the
Distance Formula.

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Simplify the Radicals (EXACT answers)
1. √1800 2. √375

Find the length of the segment using the endpoints. Keep all EXACT answers. No decimals.

3. 4.

Find the midpoint of the segment using the following endpoints.

5. 6.

Find the other endpoint of the line segment with the given endpoint and midpoint.

7.
8.

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