NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5

GEOMETRY

Name Date

1. Let 𝐶 be the circle in the coordinate plane that passes though the points (0, 0), (0, 6), and (8, 0).

a. What are the coordinates of the center of the circle?

b. What is the area of the portion of the interior of the circle that lies in the first quadrant? (Give an
exact answer in terms of 𝜋.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

c. What is the area of the portion of the interior of the circle that lies in the second quadrant? (Give an
approximate answer correct to one decimal place.)

d. What is the length of the arc of the circle that lies in the first quadrant with endpoints on the axes?
(Give an exact answer in terms of 𝜋.)

e. What is the length of the arc of the circle that lies in the second quadrant with endpoints on the
axes? (Give an approximate answer correct to one decimal place.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

f. A line of slope −1 is tangent to the circle with point of contact in the first quadrant. What are the
coordinates of that point of contact?

g. Describe a sequence of transformations that show circle 𝐶 is similar to a circle with radius one
centered at the origin.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

h. If the same sequence of transformations is applied to the tangent line described in part (f), will the
image of that line also be a line tangent to the circle of radius one centered about the origin? If so,
what are the coordinates of the point of contact of this image line and this circle?

2. In the figure below, the circle with center 𝑂 circumscribes △ 𝐴𝐵𝐶.

Points 𝐴, 𝐵, and 𝑃 are collinear, and the line through 𝑃 and 𝐶 is tangent to the circle at 𝐶. The center of
the circle lies inside △ 𝐴𝐵𝐶.

a. Find two angles in the diagram that are congruent, and explain why they are congruent.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

b. ̅̅̅̅ and 𝑃𝐶 = 7, what is the length of ̅̅̅̅

If 𝐵 is the midpoint of 𝐴𝑃 𝑃𝐵?

c. If 𝑚∠𝐵𝐴𝐶 = 50°, and the measure of the arc 𝐴𝐶 is 130°, what is 𝑚∠𝑃?

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

3. The circumscribing circle and the inscribed circle of a triangle have the same center.

a. By drawing three radii of the circumscribing circle, explain why the triangle must be equiangular and,
hence, equilateral.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

b. Prove again that the triangle must be equilateral, but this time by drawing three radii of the
inscribed circle.

c. Describe a sequence of straightedge and compass constructions that allows you to draw a circle
inscribed in a given equilateral triangle.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

4.
a. Show that

(𝑥 − 2)(𝑥 − 6) + (𝑦 − 5)(𝑦 + 11) = 0

is the equation of a circle. What is the center of this circle? What is the radius of this circle?

b. A circle has diameter with endpoints (𝑎, 𝑏) and (𝑐, 𝑑). Show that the equation of this circle can be
written as

(𝑥 − 𝑎)(𝑥 − 𝑐) + (𝑦 − 𝑏)(𝑦 − 𝑑) = 0.

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279
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

5. Prove that opposite angles of a cyclic quadrilateral are supplementary.

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280
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or incorrect A correct answer A correct answer
Task Item incorrect answer answer but with some evidence supported by
and little evidence evidence of some of reasoning or substantial
of reasoning or reasoning or application of evidence of solid
application of application of mathematics to reasoning or
mathematics to mathematics to solve the problem, application of
solve the problem. solve the problem. OR an incorrect mathematics to
answer with solve the problem.
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student shows no Student attempts to find Student finds the correct Student correctly finds
understanding of finding the diameter of the diameter of the circle the coordinates of the
the center of the circle. circle but finds it but does not find the center of the circle.
G-GPE.A.1 incorrectly. center.

b Student shows no Student finds the area of Student finds the area of Student correctly finds
understanding of finding the entire circle correctly the shaded region but the area of the shaded
the area of the region. but does not find the not in terms of pi. region in terms of pi.
G-C.B.5 area of the shaded
G-GPE.B.4 region.

c Student shows no Student finds the area of Student finds the area of Student correctly finds
understanding of finding the entire circle but not the circle in the second the area of the circle in
the area of the region in the region in the second quadrant but does not the second quadrant.
G-C.B.5 the second quadrant. quadrant. round correctly.

d Student shows no Student finds the length Student finds the length Student correctly finds
understanding of finding of an arc, but it is not in of the arc in the first the length of the arc in
the length of an arc of a the first quadrant. quadrant but not in the first quadrant in
G-C.A.2 circle. terms of pi. terms of pi.

e Student shows no Student finds the length Student finds the length Student correctly finds
understanding of finding of an arc, but it is not in of the arc in the second the length of the arc in
the length of an arc of a the second quadrant. quadrant but does not the second quadrant.
G-C.A.2 circle. round correctly.

f Student shows no Student shows some Student correctly writes Student correctly finds
knowledge of tangent understanding of the the equation of the the coordinates of the
lines to a circle. relationship between a tangent line and the point of contact with
G-GPE.A.1 tangent line and the circle but makes a supporting work.
radius. mathematical error in
solving for the point of
contact.

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281
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

g Student shows no Student shows some Student translates the Student correctly
knowledge of knowledge of circle but does not dilate describes the translation
transformations or transformations and or dilates but does not and dilation of the circle.
G-C.A.1 circle similarity. circle similarity. translate.

h Student shows no Student states that the Student states that the Student states that the
knowledge of circle and tangent line circle and tangent line circle and tangent line
transformations or will still touch at one will still touch and will still touch and
G-GPE.A.1 circle similarity. point but does not attempts to find the new correctly finds the
G-GPE.B.4 attempt to find the new point but makes a coordinates of the new
point or states that it is mathematical mistake. point.
the same point in part
(f).

2 a Student shows little or Student shows some Student finds two Student finds two
no understanding of understanding of congruent angles but congruent angles and
inscribed and central inscribed and central does not explain their accurately explains their
G-C.A.2 angles and their angles and their congruence accurately. congruence.
relationships. relationships but does
not find congruent
angles.

b Student does not Student identifies similar Student identifies similar Student uses similar
identify similar triangles triangles but does not triangles and sets up the triangles and the ratio of
and makes little use the ratio of the sides ratio of sides, but a sides to find the correct
G-C.A.2 progress with this to determine segment mathematical mistake segment length.
question. length. leads to an incorrect
answer.

c Student shows little or Student shows some Student shows an Student shows an
no understanding of understanding of understanding of understanding of
inscribed and central inscribed and central inscribed and central inscribed and central
G-C.A.2 angles and their angles but does not use angles and the angles and the
relationships. the secant/tangent secant/tangent theorem secant/tangent theorem
theorem to find the but does not arrive at and arrives at the
angle measure. the correct angle correct angle measure.
measure.

3 a Student shows little or Student draws the Student identifies base Student identifies base
no understanding of an correct radii of the angles of an isosceles angles of an isosceles
inscribed triangle. circumscribing circle but triangle as congruent triangle as congruent,
G-C.A.3 cannot explain why the and recognizes that the recognizes that the radii
triangle is equilateral. radii are angle bisectors are angle bisectors, and
of the triangle but does uses those relationships
not prove the triangle is to prove the triangle is
equilateral. equilateral.

b Student shows little or Student draws the Student recognizes that Student recognizes that
no understanding of an correct radii of the the radii are the radii are
inscribed circle. inscribed circle but perpendicular bisectors perpendicular bisectors
G-C.A.3 cannot explain why the of the sides of the of the sides of the
triangle is equilateral. triangle but does not triangle and uses the
prove the triangle is two tangent theorem to
equilateral. prove the triangle is
equilateral.

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282
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

c Student does not Student recognizes just Student recognizes the Student recognizes the
recognize angle the angle bisectors or angle bisectors and angle bisectors and
bisectors or just the perpendicular perpendicular bisectors perpendicular bisectors
G-C.A.3 perpendicular bisectors bisectors needed to and makes progress and provides a well-
and makes little complete the proof. toward completing the articulated proof.
progress on the proof. Student makes some proof. Student makes Student also gives a
Student does not progress for describing a good progress toward complete description of
describe a suitable suitable construction describing a complete a construction process.
construction process. process. construction process.

4 a Student does not Student attempts to Student confuses the Student finds the correct
complete the square complete the square but signs of the coordinates center and radius with
correctly and does not makes mathematical of the center or fails to supporting work.
G-GPE.A.1 interpret the center and mistakes leading to give the square root of
radius from the incorrect answers for the quantity for the
equation obtained. both center and radius. radius after conducting
the correct algebraic
process.

b Student does not find Student finds the center Student writes the Student writes the
the center or the radius and radius of the circle equation of the circle equation of the circle
of the circle. correctly but does not using the coordinates of using the coordinates of
G-GPE.A.1 transform the equation. the center and the the center and the
radius, but mathematical radius and shows the
mistakes lead to an steps to transform the
incorrect answer. equation into the stated
form.

5 G-C.A.3 Student does not set up Student describes a Student makes some Student provides a
a suitable scenario for potentially suitable good progress for thorough and elegant
constructing the proof. scenario for constructing establishing a proof with proof.
a proof but does not only minor
complete the proof. inconsistencies in
reasoning or
explanation.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

Name Date

1. Let 𝐶 be the circle in the coordinate plane that passes though the points (0, 0), (0, 6), and (8, 0).

a. What are the coordinates of the center of the circle?

Since the angle formed by the points (0, 6), (0, 0), and (8, 0) is
a right angle, the line segment connecting (0, 6) to (8, 0) must
be the diameter of the circle. Therefore, the center of the circle
is (4, 3), the midpoint of this diameter.

b. What is the area of the portion of the interior of the circle that lies in the first quadrant? (Give an
exact answer in terms of 𝜋.)

The distance between (0, 6) and (8, 0) is 10: d = √62 + 82 = 10

So, the circle has radius 5. The area in question is composed of

half a circle and a right triangle.
1 1 25π
Area = ( ∙ 8 ∙ 6) + ( π52 ) = + 24
2 2 2
25π
Therefore, its area is + 24 square units.
2

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

c. What is the area of the portion of the interior of the circle that lies in the second quadrant? (Give an
approximate answer correct to one decimal place.)

We seek the area of the region shown. We have a chord of

length 6 in a circle of radius 5.

Label the angle x as shown and distance d. By the Pythagorean

3
theorem, d = 4. We also know that sin(x) = , so x ≈ 36.9°.
5

The shaded area is the difference of the area of a sector and of

a triangle. We have
2x 1
area = ( π52 ) − ( ∙ 6∙ 4)
360 2
73.8
≈( ∙ 25π) − 12
360
≈ 4.1

The area is 4.1 units2.

d. What is the length of the arc of the circle that lies in the first quadrant with endpoints on the axes?
(Give an exact answer in terms of 𝜋.)

Since this arc is a semicircle, it is half the circumference of the circle in length:

1
∙ 2π ∙ 5 = 5π
2
The length is 5π units.

e. What is the length of the arc of the circle that lies in the second quadrant with endpoints on the
axes? (Give an approximate answer correct to one decimal place.)

Using the notation of part (c), this length is calculated as follows:

2x 73.8
⋅ 2π ⋅ 5 ≈ ⋅ 10π ≈ 6.4
360 360
The length of the arc is approximately 6.4 units.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

f. A line of slope −1 is tangent to the circle with point of contact in the first quadrant. What are the
coordinates of that point of contact?

Draw a radius from the center of the circle, (4, 3), to

the point of contact, which we will denote (x, y).

This radius is perpendicular to the tangent line and has

y– 3
slope 1. Consequently, = 1; that is, y − 3 = x − 4.
x– 4

Also, since (x, y) lies on the circle, we have

2
(x − 4)2 + (y − 3) = 25.

For both equations to hold, we must have

5 5
(x − 4)2 + (x − 4)2 = 25, giving x = 4 + , or x = 4 − . It is clear from the diagram
√2 √2

that the point of contact we seek has its x-coordinate to the right of the x-coordinate
5
of the center of the circle. So, choose x = 4 + . The matching y-coordinate is
√2
5 5 5
y = x−4 + 3 = x−1 = 3 + , so the point of contact has coordinates (4 + ,3+ ).
√2 √2 √2

g. Describe a sequence of transformations that show circle 𝐶 is similar to a circle with radius one
centered at the origin.

Circle C has center (4, 3) and radius 5.

First, translate the circle four units to the left and three units downward. This gives a
congruent circle with the origin as its center. (The radius is still 5.)
1
Perform a dilation from the origin with scale factor . This will produce a similar circle
5
centered at the origin with radius 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

h. If the same sequence of transformations is applied to the tangent line described in part (f), will the
image of that line also be a line tangent to the circle of radius one centered about the origin? If so,
what are the coordinates of the point of contact of this image line and this circle?

Translations and dilations map straight lines to straight lines. Thus, the tangent line
will still be mapped to a straight line. The mappings will not alter the fact that the
circle and the line touch at one point. Thus, the image will again be a line tangent to
the circle.
5 5
Under the translation described in part (g), the point of contact, (4 + ,3+ ), is
√2 √2
5 5 1 1
mapped to ( , ). Under the dilation described, this is then mapped to ( , ).
√2 √2 √2 √2

2. In the figure below, the circle with center 𝑂 circumscribes △ 𝐴𝐵𝐶.

Points 𝐴, 𝐵, and 𝑃 are collinear, and the line through 𝑃 and 𝐶 is tangent to the circle at 𝐶. The center of
the circle lies inside △ 𝐴𝐵𝐶.

a. Find two angles in the diagram that are congruent, and explain why they are congruent.

Draw two radii as shown. Let m∠BAC = x.

Then by the inscribed/central angle theorem,
we have m∠BOC = 2x.

Since △BOC is isosceles, it follows that

1
m∠OCB = (180° − 2x) = 90° − x.
2

By the radius/tangent theorem, m∠OCP = 90°,

so m∠BCP = x.

We have ∠BAC ≅ ∠BCP because they intercept

the same arc and have the same measure.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

b. ̅̅̅̅ and 𝑃𝐶 = 7, what is the length of ̅̅̅̅

If 𝐵 is the midpoint of 𝐴𝑃 𝑃𝐵?

By the previous question, △ ACP and △ CBP each have an angle of measure x and share
the angle at P. Thus, they are similar triangles.

Since △ ACP and △ CBP are similar, matching sides come in the same ratio. Thus,
PB PC PB 7 7
= . Now, AP = 2 ⋅ PB, and PC = 7, so = . This gives PB = .
PC AP 7 2PB √2

c. If 𝑚∠𝐵𝐴𝐶 = 50°, and the measure of the arc 𝐴𝐶 is 130°, what is 𝑚∠𝑃?

By the inscribed/central angle theorem, arc BC

has measure 100°. By the secant/tangent
angle theorem,
130° − 100°
m∠P = = 15°.
2
(One can also draw in radii and base angles in
triangles to obtain the same result.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

3. The circumscribing circle and the inscribed circle of a triangle have the same center.

a. By drawing three radii of the circumscribing circle, explain why the triangle must be equiangular and,
therefore, equilateral.

Draw the three radii as directed, and label six angles a, b,

c, d, e, and f as shown.

We have a = f because they are base angles of an isosceles

triangle. (We have congruent radii.) In the same way,
b = c and d = e.

From the construction of an inscribed circle, we know

that each radius drawn is an angle bisector of the
triangle. Thus, we have a = b, c = d, and e = f.

It now follows that a = b = c = d = e = f. In particular, a + b = c + d = e + f, and the

triangle is equiangular. Therefore, the triangle is equilateral.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

b. Prove again that the triangle must be equilateral, but this time by drawing three radii of the
inscribed circle.

By the construction of the circumscribing circle of a triangle, each

radius in this picture is the perpendicular bisector of a side of the
triangle. If we label the lengths a, b, c, d, e, and f as shown, it
follows that b = c, d = e, and a = f.

By the two-tangents theorem, we also have a = b, c = d, and e = f.

Thus, a = b = c = d = e = f, and in particular,

b + c = d + e = a + f; therefore, the triangle is equilateral.

c. Describe a sequence of straightedge and compass constructions that allows you to draw a circle
inscribed in a given equilateral triangle.

The center of an inscribed circle lies at the point of intersection of any two angle bisectors of
the equilateral triangle.

To construct an angle bisector:

1. Draw a circle with center at one vertex P of the triangle intersecting two sides of the
triangle. Call those two points of intersection A and B.

2. Setting the compass at a fixed width, draw two congruent intersecting circles, one
centered at A and one centered at B. Call a point of intersection of these two circles
Q. (We can assume Q is different from P.)

3. The line through P and Q is an angle bisector of the triangle.

Next, construct two such angle bisectors and call their point of intersection O. This is the
center of the inscribed circle. Finally, draw a line through O perpendicular to one side of
the triangle. To do this:

1. Draw a circle centered at O that intersects one side of the triangle at two points.
Call those points C and D.

2. Draw two congruent intersecting circles, one with center C and one with center D.

3. Draw the line through the points of intersection of those two congruent circles. This
is a line through O perpendicular to the side of the triangle.

Suppose this perpendicular line through O intersects the side of the triangle at the point R.
Set the compass to have width equal to OR. This is the radius of the inscribed circle; so,
drawing a circle of this radius with center O produces the inscribed circle.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

4.
a. Show that
(𝑥 − 2)(𝑥 − 6) + (𝑦 − 5)(𝑦 + 11) = 0

is the equation of a circle. What is the center of this circle? What is the radius of this circle?

We have

(x − 2)(x − 6) + (y − 5)(y + 11) = 0

x2 − 8x + 12 + y2 + 6y − 55 = 0
x2 − 8x + 16 + y2 + 6y + 9 = 4 + 64
2
(x − 4)2 + (y + 3) = 68.

This is the equation of a circle with center (4, -3) and radius √68.

b. A circle has diameter with endpoints (𝑎, 𝑏) and (𝑐, 𝑑). Show that the equation of this circle can be
written as
(𝑥 − 𝑎)(𝑥 − 𝑐) + (𝑦 − 𝑏)(𝑦 − 𝑑) = 0.
a + c b + d
The midpoint of the diameter, which is (
2
, 2 ), is the center of the circle; half the
2 2
1√
distance between the endpoints, which is (c-a) + (d-b) , is the radius of the circle.
2
Thus, the equation of the circle is
2
a+c 2 b+d 1 2
(x − ) + (y − ) = ((c − a)2 + (d − b) ) .
2 2 4

Multiplying through by 4 gives

2 2
(2x − a − c)2 + (2y − b − d) = (c − a)2 + (d − b) .

This becomes
2 2 2 2
4x2 + a2 + c2 − 4xa − 4xc + 2ac + 4y2 + b + d − 4yb − 4yd + 2bd = c2 + a2 − 2ac + d + b − 2bd.

That is,

4x2 − 4xa − 4xc + 4ac + 4y2 − 4yb − 4yd + 4bd = 0.

Dividing through by 4 gives

x2 − xa − xc + ac + y2 − yb − yd + bd = 0.

That is,

(x − a)(x − c) + (y − b)(y − d) = 0,

as desired.

Module 5: Circles With and Without Coordinates

291
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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M5
GEOMETRY

5. Prove that opposite angles of a cyclic quadrilateral are supplementary.

Consider a cyclic quadrilateral with two interior

opposite angles of measures x and y, as shown.

The vertices of the quadrilateral divide the circle into

four arcs. Suppose these arcs have measures a, b, c, and
d, as shown.

By the inscribed/central angle theorem, we have

a + d = 2y and b + c = 2x. So, a + b + c + d = 2(x + y).

But, a + b + c + d = 360°. Thus, it follows that

360°
x +y = = 180°.
2

By analogous reasoning, the angles in the second pair of interior opposite angles are
supplementary as well. (This also follows from the fact that the interior angles of a
quadrilateral add to 360°. The second pair of interior angles have measures adding to
360° − x − y = 360° − 180° = 180°.)

Module 5: Circles With and Without Coordinates

292
This work is licensed under a
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.