Just in Time Geometry
Just in Time Geometry
Just in Time Geometry
JU T
IN
I M
E
Geometry
Catherine V. Jeremko
N E W YO R K
Copyright © 2004 LearningExpress, LLC.
987654321
First Edition
ISBN 1–57685–514–7
Or visit us at:
www.learnatest.com
ABOUT THE AUTHOR
v
FORMULA CHEAT SHEET
PERIMETER
Rectangle: P = 2 l + 2 w
Square: P = 4 s
CIRCUMFERENCE OF A CIRCLE
C = π d or C = 2 π r
AREA
1
Triangle: A = 2 b h Rectangle: A = b h
1
Trapezoid: A = 2 h (b1 + b2) Circle: A = πr2
SURFACE AREA
Rectangular Prism: SA = 2(l w) + 2(l h) + 2(w h)
Cube: SA = 6s2
Cylinder: 2(πr2) + 2πrh
Sphere: 4πr2
PYTHAGOREAN THEOREM
leg2 + leg2 = hypotenuse2, or a2 + b2 = c2
"
vii
TRIGONOMETRIC RATIOS
(SOH – CAH – TOA)
length of opposite side
Sine of an angle:
length of hypotenuse
length of adjacent side
Cosine of an angle:
length of hypotenuse
length of opposite side
Tangent of an angle:
length of adjacent side
COORDINATE GEOMETRY
x1 + x2 y1 + y2
Midpoint of a segment: M = (2, 2)
Distance between two points: D = (x2 – x
1) + (y
2
2 – y1)
2
•
i help you.
•
E Rule Book sidebars highlighting the rules that you
absolutely need to know
Of course, no book can cover every type of problem you may face on a
given test. But this book is not just about recognizing specific problem
types; it is also about building those essential skills, confidence, and
processes that will ensure success when faced with a geometry problem.
The topics in this book have been carefully chosen to reflect not only what
you are likely to see on an exam, but also what you are likely to come across
regularly in books, newspapers, lectures, and other daily activities.
While each chapter can stand on its own as an effective review of mathe-
matical content, this book will be most effective if you complete each chap-
ter in order, beginning with Chapter 1. Chapters 2 and 3 review the basic
knowledge of simple geometric figures. Chapters 4 and 5 review common
I NTR O D U CTI O N xi
Depending upon how much time you have before the exam, review as
much as possible. If time is short, start your review with the chapters that
address your weaknesses. The ten-question benchmark quiz at the start of
each chapter can help you assess your strengths and weaknesses.
Finally, remain calm and think positively. Your big test may be just a short
while away, but you are taking the steps you need to prepare . . . just in time.
1
Study Skills
I f you have left studying for that big test until the last minute, you
may be feeling that your only option is to cram. You might be feeling
panicky that you will never have enough time to learn what you need to
know. But the “Just in Time” solution is exactly that: just in time. This
means that with the help of this book you can use your available time
prior to your test effectively. First, to get ready for your test just in time,
you need a plan. This chapter will help you put together a study plan that
maximizes your time and tailors your learning strategy to your needs and
goals.
There are four main factors that you need to consider when creating
your study plan: what to study, where to study, when to study, and how
to study. When you put these four factors together, you can create a spe-
cific plan that will allow you to accomplish more—in less time. If you have
three weeks, two weeks, or even one week to get ready, you can create a
plan that avoids anxiety-inducing cramming and focuses on real learning
by following the simple steps in this chapter.
WHAT TO STUDY
Finding out what you need to study for your test is the first step in cre-
ating an effective study plan. You need to have a good measure of your
1
2 J U ST I N TI M E G E O M ETRY
ability in geometry. You can accomplish this by looking over the Contents
to see what looks familiar to you and by answering the benchmark quiz
questions starting in the next chapter. You also need to know what exactly
is covered on the test you will be taking. Considering both your ability and
the test content will tell you what you need to study.
◗ Establish a Benchmark
In each chapter you will take a short, ten-question benchmark quiz that will
help you assess your skills. This may be one of the most important steps in
creating your study plan. Because you have limited time, you need to be
very efficient in your studies. Once you take a benchmark quiz and analyze
the results, you will be able to avoid studying the material you already know.
This will allow you to focus on those areas that need the most attention.
A benchmark quiz is only practice. If you do not do as well as you antic-
ipate, do not be alarmed and certainly do not despair. The purpose of the
quiz is to help you focus your efforts so that you can improve. It is impor-
tant to analyze your results carefully. Look beyond your score, and consider
why you answered some questions incorrectly. Here are some questions to
ask yourself when you review your wrong answers:
• Did you get the question wrong because the material was totally
unfamiliar?
• Was the material familiar but you were unable to come up with the
right answer? In this case, when you read the right answer it will
often make perfect sense. You might even think, “I knew that!”
• Did you answer incorrectly because you read the question care-
lessly?
• Did you make another careless mistake? For example, did you circle
choice a when you meant to circle choice b?
Next, look at the questions you answered correctly and review how you
came up with the right answer. Not all right answers are created equally.
Your performance on the benchmark quiz will tell you several important
things. First, it will tell you how much you need to study. For example, if
STU DY S K I LLS 3
you got eight out of ten questions right (not counting lucky guesses!), you
might only need to brush up on certain geometry topics. But if you got five
out of ten questions wrong, you will need a thorough review. Second, it can
tell you what you know well, that is, which subjects you don’t need to study.
Third, you will determine which subjects you need to study in-depth and
which subjects you simply need to review briefly.
How can you learn about the test before you take it? For most stan-
dardized tests, there are sample tests available. These tests—which have
been created to match the test that you will take—are probably the best way
to learn what will be covered. If your test is non-standardized, you should
ask your instructor specific questions about the upcoming test.
You should also know how your score will affect your goal. For example,
if you are taking the SAT exam, and the median math score of students
accepted at your college of choice is 550, then you should set your sights on
achieving a score of 550 or better. Or, if you are taking the New York City
Police Officer exam, you know that you need to get a perfect or near-perfect
score to get a top slot on the list. Conversely, some exams are simply pass or
fail. In this case, you can focus your efforts on achieving a passing score.
not to study this subject area at all. You might be better served by concen-
trating on solidifying your grasp of the main material covered on the exam.
The important thing to remember is that you want to maximize your
time. You don’t want to study material that you already know. And you don’t
want to study material that you don’t need to know. You will make the best
use of your time if you study the material that you know the least, but that
you most need to know.
WHERE TO STUDY
The environment in which you choose to study can have a dramatic impact
on how successful your studying is. If you choose to study in a noisy coffee
shop at a small table with dim lighting, it might take you two hours to cover
the same material you could read in an hour in the quiet of the library. That
is an hour that you don’t have to lose! However, for some people the noisy
coffee shop is the ideal environment. You need to determine what type of
study environment works for you.
◗ Noise
Everyone has his or her own tolerance for noise. Some people need absolute
silence to concentrate, while others will be distracted without some sort of
background noise. Classical music can be soothing and might help you relax
as you study. In fact, studies have shown that listening to classical music actu-
ally enhances math performance. If you think you work better with music or
the television on, you should be sure that you are not paying attention to
what is on in the background. Try reading a chapter or doing some problems
in silence, then try the same amount of work with noise. Which noise level
allowed you to work the fastest?
◗ Light
You will need to have enough light to read comfortably. Light that is too
dim will strain your eyes and make you drowsy. Too bright and you will be
uncomfortable and tense. Experts suggest that the best light for reading
comes from behind and falls over your shoulder. Make sure your light
source falls on your book and does not shine in your eyes.
◗ Comfort
Your study place should be comfortable and conducive to work. While your
bed might be comfortable, studying in bed is probably more conducive to
sleeping than concentrated learning. You will need a comfortable chair that
offers good back support and a work surface—a desk or table—that gives
you enough space for your books and other supplies. Ideally, the tempera-
ture should be a happy medium between too warm and too cold. A stuffy
room will make you sleepy and a cold room is simply uncomfortable. If you
are studying outside your home, you may not be able to control the tem-
perature, but you can dress appropriately. For example, bring along an extra
sweater if your local library is skimpy with the heat.
◗ A Little Help
When you have settled on a place to study, you will need to enlist the help
of your family and friends—especially if you are working at home. Be sure
they know that when you go to your room and close the door that you do
not want to be disturbed. If your friends all go to the same coffee shop
where you plan to study, you will also need to ask them to respect your
study place. The cooperation of your family and friends will eliminate one
of the greatest potential distractions.
6 J U ST I N TI M E G E O M ETRY
WHEN TO STUDY
Finding the time in your busy schedule may seem like the greatest hurdle
in making your “just in time” study plan, but you probably have more time
available than you think. It just takes a little planning and some creativity.
◗ Time Strategies
Now you know that when you have time available, you need to use that time
to your best advantage. You will probably find that you can set aside one
block of time during the day during which you will do the bulk of your
studying. Use this time to learn new material or take a practice quiz and
review your answers. Use the small spurts of time you have found in your
schedule to review with flashcards, cheat sheets, and other tools.
Also, consider your learning style and body rhythm when you make your
STU DY S K I LLS 7
schedule. Does it take you some time to get into material? If so, you should
build a schedule with longer blocks of time. Do you have a short attention
span? Then you will do better with a schedule of several shorter study peri-
ods. No matter your style, avoid extremes. Neither very long study sessions
nor very short (except for quick reviews) sessions are an efficient use of time.
Whether you are a morning person or a night owl, plan to study when you
are most energetic and alert.
Make sure your schedule allows for adequate rest and study breaks. Skip-
ping sleep is not a good way to find time in your schedule. Not only will you
be tired when you study, but also you will be sleep deprived by the time of
the test. A sleep-deprived test-taker is more likely to make careless mistakes,
lose energy and focus, and become stressed-out by the testing environment.
If you plan to do most of your studying in one block of time, say four hours,
be sure you leave time to take a study break. Experts have shown that stu-
dents are more likely to retain material if they take some time to digest it.
A five- or ten-minute break to stretch your legs or eat a snack will revive you
and give your brain time to absorb what you have learned.
HOW TO STUDY
might make you feel energized in the short term, but that sugar rush is fol-
lowed by a crash that will leave you feeling depleted. Caffeine can have a
similar effect. A little caffeine—a morning cup of coffee, for example—can
give you a boost, but too much caffeine will make you feel jittery and tense.
Tension can affect your ability to concentrate.
Being over-caffeinated is not the only potential source of tension. Pre-
exam anxiety can also get in the way of effective studying. If your anxiety
about the upcoming test is getting the better of you, try these simple relax-
ation techniques:
• Breathe! Sounds simple, and it is. Taking long, deep breaths can
drain the tension from your body. Place one hand on your stomach
and the other on your chest. Sit up straight. Inhale deeply through
your nose and feel your stomach inflate. Your chest should remain
still. Exhale slowly through your mouth and feel your stomach
deflate. It is the slow exhalation that helps you relax, so make sure
you take your time releasing your breath. Pausing during a study
session to take three deep breaths is a quick way to clear your mind
and body of tension so that you can better focus on your work.
• Tense and relax your muscles. You may not even notice it, but as
anxiety mounts, your muscles tense. You may tense your neck and
shoulders, your toes, or your jaw. This tension can interfere with
your concentration. Release the tension held in your muscles by
purposefully tensing then relaxing each muscle. Work from your
toes to your head systematically.
• Visualize a soothing place. Taking a break to mentally visit a place
that you find relaxing can be invigorating. Close your eyes and con-
jure up the sights, smells, and sounds of your favorite place. Really
try to feel like you are there for five uninterrupted minutes and you
will return from your mini vacation ready to study.
• pencil sharpener
• highlighter
• index or other note cards
• paper clips or sticky note pads for marking pages
• a calendar or personal digital assistant (which you will use to keep
track of your study plan)
• a calculator
◗ Break It Down
You may be feeling overwhelmed by the amount of material you have to
cover in a short time. This seeming mountain of work can generate anxi-
ety and even cause you to procrastinate further. Breaking down the work
into manageable chunks will help you plan your studying and motivate you
to get started. It will also help you organize the material in your mind.
When you begin to see the large topic as smaller units of information that
are connected, you will develop a deeper understanding of the subject. You
will also use these small chunks of information to build your study plan.
This will give you specific tasks to accomplish each day, rather than simply
having time set aside to study for the test.
For example, if you have difficulty with geometry, you could study a dif-
ferent geometry topic each day for a week: On Monday, practice working
with surface area; on Tuesday, work on Pythagorean theorem problems; on
Wednesday, try coordinate geometry; and so on. “Learn geometry” might
seem like an overwhelming task, but if you divide the work into smaller
pieces, you will find that your understanding of geometry improves with
practice and patience.
◗ Remember—Don’t Memorize
You need to use study methods that go beyond rote memorization to gen-
uine comprehension in order to be fully prepared for your test. Using study
methods that suit your learning style will help you to really learn the mate-
rial you need to know for the test. One of the most important learning
strategies is to be an active reader. Interact with what you are reading by
STU DY S K I LLS 11
• Ask questions. When you read a lesson, ask questions such as,
“What is the main idea of this section?” Asking yourself questions
will test your comprehension of the material. You are also putting
the information into your own words, which will help you remem-
ber what you have learned. This can be especially helpful when you
are learning math techniques. Putting concepts into your own
words helps you to understand these processes more clearly.
• Make notes. Making notes as you read is another way for you to
identify key concepts and to put the material into your own words.
Writing down important ideas and mathematical formulas can also
help you memorize them.
• Highlight. Using a highlighter is another way to interact with what
you are reading. Be sure you are not just coloring, but highlighting
key concepts that you can return to when you review.
• Read aloud. Especially for the auditory learner, reading aloud can
help aid in comprehension. Hearing mathematical information and
formulas read aloud can clarify their meanings for you.
• Make connections. Try to relate what you are reading to things
you already know or to a real-world example. It might be helpful,
for example, to make up a word problem, or draw a diagram or
table, to clarify your understanding of what a problem is asking you
to do.
Reading actively is probably the most important way to use your study
time effectively. If you spend an hour passively reading and retaining little
of what you have read, you have wasted that hour. If you take an hour and
a half to actively read the same information, that is time well spent. How-
ever, you will not only be learning new material; you will also need meth-
ods to review what you have learned:
bow. Developing your own mnemonics will help you make a per-
sonal connection with the material and help you recall it during
your test. Mnemonics are also useful when you personalize your
“cheat sheet.”
• Personalized cheat sheet. Of course, you aren’t really going to
cheat, but take the Formula Cheat Sheet found on pages ix–x and
add to it. Or, highlight the formulas you really need and don’t yet
know well. This will help them to stand out more than the ones you
already know. You can then use the sheet to review—it’s perfect for
studying on the go.
• Outlines and Maps. If you have pages of notes from your active
reading, you can create an outline or map of your notes to review.
Both tools help you organize and synthesize the material. Most stu-
dents are familiar with creating outlines using hierarchical headings,
but maps may be less familiar. To make a map, write down the main
point, idea, or topic under consideration in the middle of a clean
piece of paper. Draw a circle around this main topic. Next, draw
branches out from that center circle on which to record subtopics
and details. Create as many branches as you need—or as many as
will fit on your sheet of paper.
Weigh the pros and cons of studying with others to decide if this is a
good strategy for you.
You have thought about the what, where, when, and how; now you need to
put all four factors together to build your study plan. Your study plan should
be as detailed and specific as possible. When you have created your study
plan, you then need to follow through.
◗ Staying on Track
Bear in mind that nothing goes exactly as planned. You may need to stay late
at work, you may get a nasty cold, soccer practice may go late, or your child
might need to go to the doctor: any number of things can happen to your
well-thought-out study plan—and some of them probably will. You will
need strategies for coping with life’s little surprises.
The most important thing to remember when you get off track is not to
panic or throw in the towel. You can adjust your schedule to make up the
lost time. You may need to reconsider some of your other commitments and
see if you can borrow some time for studying. Or, you may need to forgo
one of your planned review sessions to learn new material. You can always
find a few extra minutes here and there for your review.
◗ Minimizing Distractions
There are some distractions, such as getting sick, that are unavoidable.
Many others can be minimized. There are the obvious distractions such as
socializing, television, and the telephone. There are also less amusing dis-
tractions such as anxiety and fear. They can all eat up your time and throw
off your study plan. The good news is you can do a lot to keep these dis-
tractions at bay.
• Enlist the help of your friends and family. Just as you have asked
your friends and family to respect your study space, you can also ask
them to respect your study time. Make sure they know how impor-
tant this test is to you. They will then understand that you don’t
want to be disturbed during study time, and will do what they can
to help you stick to your plan.
• Keep the television off. If you know that you have the tendency
to get pulled into watching TV, don’t turn it on even before you plan
to study. This way you won’t be tempted to push back your study
time to see how a program ends or see what’s coming up next.
• Turn off your cell phone and the ringer on your home phone.
This way you won’t eat up your study time answering phone calls—
even a five-minute call can cause you to lose focus and waste pre-
cious time.
• Use the relaxation techniques discussed earlier in the chapter
if you find yourself becoming anxious while you study. Breathe,
tense and relax your muscles, or visualize a soothing place.
• Banish negative thoughts. Negative thoughts—such as, “I’ll never
get through what I planned to study tonight,” “I’m so mad all my
friends are at the movies and I’m stuck here studying,” “Maybe I’ll
just study for an hour instead of two so I can watch the season finale
STU DY S K I LLS 15
◗ Staying Motivated
You can also get off track because your motivation wanes. You may have
built a rock-solid study plan and set aside every evening from 6:00 to 9:00
to study. And then your favorite team makes it to the playoffs. Your study
plan suddenly clashes with a very compelling distraction. Or, you may sim-
ply be tired from a long day at work or school or from taking care of your
family and feel like you don’t have the energy for three hours of concen-
trated study. Here are some strategies to help keep you motivated:
At the end of the day, you will be your prime motivator. The fact that you
bought this book and have taken the time to create a well-thought-out study
plan shows that you are committed to your goal. Now, all that is left is to
go for it! Imagine yourself succeeding on your test and let the excitement
of meeting your goal carry you forward.
2
Building Blocks of
Geometry: Points, Lines,
and Angles
T he study of geometry begins with an understanding of the basic
building blocks: points, lines, segments, rays, and angles. All geo-
metric figures are a result of these simple figures. Begin reviewing geom-
etry by taking this ten-question benchmark quiz. These questions are
similar to the type of questions that you will find on important tests.
When you are finished, check the answer key carefully to assess your
results. Use this quiz to determine how much of your study time should
be devoted to this chapter.
16
B U I LD I N G B LO C KS O F G E O M ETRY 17
BENCHMARK QUIZ
F
B
H
D
A E
a. 70°
b. 105°
c. 17.5°
d. 35°
e. 350°
7. If
YZ is the perpendicular bisector of
AB, and the segments intersect
at point W, which of the following would ALWAYS be true?
a. The measure of AW is one-half the measure of
WB.
b. ∠AWZ is 90°.
c. ∠AWY is acute.
d. The measure of
YW is one half the measure of YZ .
e. The sum of ∠AWY and ∠BWY is 90°.
is perpendicular to
a. AB AD.
b.
BD is parallel to
BC.
c. Points A, B, C, and D are collinear.
d. The sum of the measure of ∠ABD and ∠CBD add up to 90°.
e. The sum of the measure of ∠ABD and ∠CBD add up to 180°.
B U I LD I N G B LO C KS O F G E O M ETRY 19
a. right acute
b. right
c. obtuse
d. right obtuse
e. acute
is perpendicular to line
10. Given that the lines l and m are parallel, AC
l, and BD is perpendicular to line l, which statement or statements are
FALSE?
How did you do on the subject of the basic building blocks of geometry?
Check your answers here, and then analyze your results to figure out your
plan of attack to master these topics.
3. c.
AE and AB intersect, and are actually perpendicular lines. Parallel
lines do not intersect, and lie in the same plane. All of the other pairs
of lines are parallel in a plane. Some of the pairs are in planes that
are diagonal through the solid, and some pairs are in planes that are
sides of the solid.
2x + 4 + 2x + 4 = 28
4x + 8 = 28 Combine like terms.
4x + 8 – 8 = 28 – 8 Subtract 8 from both sides.
4x 20
= Combine like terms, and divide
4 4
both sides by 4.
x = 5 inches
6. d. Since
YW bisects ∠XYZ, the measure of ∠XYW is equal to the
measure of ∠WYZ, which is given as 35°.
B U I LD I N G B LO C KS O F G E O M ETRY 21
8. e. The angles form a straight line, and all straight lines form a
straight angle, which is equal to 180°.
If you answered 8–10 questions correctly, you have a good grasp of the basic
building blocks of geometry. Read over the chapter, concentrating on the
areas where you were weak. Then, proceed to the quiz at the end of this
chapter for additional confirmation of your success.
If you answered 4–7 questions correctly, you need to refresh yourself on
these topics. Carefully read through the lesson in this chapter for review
and skill building. Pay attention to the sidebars that refer you to more in-
depth practice, hints, and shortcuts. Work through the quiz at the end of
the chapter to check your progress.
22 J U ST I N TI M E G E O M ETRY
If you answered 1–3 questions correctly, you need help and clarification
on the topics in this section. First, carefully read this chapter and concen-
trate on the sidebars and visual aids that will help with comprehension. Per-
haps you learned this information and forgot; take the time now to refresh
your skills and improve your knowledge. Go to the suggested website in the
Extra Help sidebar in this chapter, and do extended practice. You may also
want to refer to Geometry Success in 20 Minutes a Day, Lessons 1, 2, 3, and
4, published by LearningExpress.
GLOSSARY
POINT a position in space. A point has no length, width, or height.
LINE an infinite collection of points that has length, but no width or thickness
PLANE an infinite collection of points that has length, and width but no thickness
Lines in geometry are straight lines unless otherwise described. Any two
points determine exactly one unique line. Two points on the line, in either
or BA
order, name a line. The following graphic is a picture of AB .
There can be many names for a line. If we label another point on the
line, the line on the following graphic can be labeled
AB, , AC
BA, CA ,
CB, or BC.
TYPES OF POINTS
GLOSSARY
COLLINEAR POINTS three or more points that lie on the same line
NON-COLLINEAR POINTS three or more points that do not lie on the same line
Example:
GLOSSARY
RAY an endpoint P on a line and all the points on the line that lie on one side of P.
There are an infinite number of points on a ray.
Rays are named with the endpoint and another point on the ray. The end-
point is always listed first. The following is a picture of
XY with endpoint X.
Note that when naming a ray, the endpoint must be named first. In the
same figure, there is a line,
XY. It is made up of two different rays.
XY is dif-
ferent than YX. If we label another point on
XY, as shown in the following
figure, we can name the same ray, that is XY, with another name, XZ.
GLOSSARY
SEGMENT two endpoints, such as R and T, and all of the points that lie between R and T
This segment can be named either RT or TR. A segment has a definite
length that can be measured with a ruler. There are, however, an infinite
number of points on RT. If we add another point, point S, to RT
, we cre-
ate two new distinct segments, RS or SR, and ST or TS.
B U I LD I N G B LO C KS O F G E O M ETRY 25
Example:
Given the figure:
SHORTCUT
" Remember that all lines, segments, rays, and planes have an infinite
number of points. There may be only a few points named, but there
exists an infinite number of points on these figures.
GLOSSARY
PARALLEL LINES lines in the same plane that do not intersect
In the rectangular solid above, there are several pairs of parallel planes,
namely the top and bottom, the left and right, and the front and back planes.
RULE BOOK
E Any two distinct lines in the same plane are either parallel or inter-
secting. If they intersect (meet), they meet in exactly one point.
Two distinct planes can be parallel or intersecting. If they intersect,
they meet in exactly one line:
GLOSSARY
SKEW LINES two non-parallel lines that do not intersect. These two lines are not in
the same plane.
B U I LD I N G B LO C KS O F G E O M ETRY 27
Skew lines are envisioned in three dimensions. Segments and rays can
and NM
also be skew. In the following figure, HI , , and also
HK and JN NO
are examples of pairs of segments that are skew.
and IM
GLOSSARY
ANGLE a geometric figure formed by two rays with the same endpoint
Angles are also formed by intersecting lines, and by two segments, with one
of the endpoints the same. In an angle, the common endpoint is called the
vertex and the rays, or segments, are called the sides. The following is a pic-
ture of ∠QRS, with vertex R and sides RQ and RS.
If there is no other angle at vertex R, the angle can be named ∠R. Other-
wise, all three points must be named, with the vertex point named in the mid-
dle, such as ∠QRS or ∠SRQ. Sometimes the interior is labeled with a number
to make reference to the angle easier, as shown in the following picture.
28 J U ST I N TI M E G E O M ETRY
RULE BOOK
E When naming an angle with three points, the vertex point MUST be the
middle point listed. For example:
In the figure, the solid curved arrow shows the measure of ∠BAC,
denoted by m∠BAC. The dotted curved arrow shows the m∠BAD. The
m∠BAD, which is the straight line
DB, has a measure of 180°. Degrees are
denoted by the ° symbol.
SHORTCUT
" If there is a figure where two angles together form a straight line, the
sum of their measure is 180°.
B U I LD I N G B LO C KS O F G E O M ETRY 29
RULE BOOK
ACUTE ANGLES are angles that measure greater than 0° and less than 90°.
RIGHT ANGLES are angles that measure 90°.
OBTUSE ANGLES are angles that measure greater than 90° and less
than 180°.
STRAIGHT ANGLES are angles that measure 180°.
REFLEX ANGLES are angles that measure greater than 180°.
Example:
What is the classification of the following angle?
Example:
What is the classification of the following angle?
This angle is greater than 90° and less than 180°, so the classifica-
tion is obtuse.
30 J U ST I N TI M E G E O M ETRY
SHORTCUT
" If there is a figure of an angle with the small box drawn in the interior,
then the angle measure is 90°, and the angle is a right angle. If there
is a figure where two angles together form an angle with the small box
in the interior, the sum of their measures is 90°.
GEOMETRY VOCABULARY—CONGRUENT
FIGURES, MIDPOINT, AND BISECTOR
GLOSSARY
CONGRUENT FIGURES have the same size and shape. Any segments or angles with
the same size are congruent. The symbol for congruent is .
Example:
Congruent segments are marked with slashes and congruent angles are marked with
arcs.
MIDPOINT of a segment is a point, such as Q, that divides a segment into two con-
gruent segments
Example:
BISECTOR a line, segment, or ray that divides a figure into two congruent figures.
Example:
Example:
bisects ABD and mABD = 50°, then mABC = mCBD and each angle
If BC
measures 25°.
Example:
Given the figure below, if the measure of
XZ = 42 inches and Y is
, what is the value of x?
the midpoint of XZ
To solve this, remember that the two smaller segments are congruent
since point Y is the midpoint.
Example:
Given the figure below, if
BD bisects ∠ABC, m∠CBD = 67.5°, and
∠CBA = 12x + 15, what is the value of x?
bisects ∠ABC.
∠CBD is one half the measure of ∠CBA since BD
Therefore, the measure of ∠ABC = 2 67.5, which is equal to 135°.
PERPENDICULAR LINES
AND PERPENDICULAR BISECTOR
GLOSSARY
PERPENDICULAR LINES are distinct intersecting lines that form four congruent
angles, each of 90°. The symbol for perpendicular is .
B U I LD I N G B LO C KS O F G E O M ETRY 33
RULE BOOK
Example:
34 J U ST I N TI M E G E O M ETRY
EXTRA HELP
O For further instruction and clarification on the basic geometric figures,
visit the website www.math.com. On the left sidebar, click on Geome-
try. There is a series of interactive lessons, followed by a short inter-
active quiz. Another website is http://library.thinkquest.org/2609/.
Click to enter the site, and then click on Start the Lessons! to take the
quiz. You may also want to reference the book Geometry Success in 20
Minutes a Day, published by LearningExpress.
B U I LD I N G B LO C KS O F G E O M ETRY 35
PRACTICE QUIZ
a.
AB
BY
b. The measure of
BY is equal to the measure of
XA.
c. ∠XYB ≅ ∠BAY
d. AX XY
e. None of the above is always true.
B U I LD I N G B LO C KS O F G E O M ETRY 37
a. straight obtuse
b. obtuse
c. right obtuse
d. acute
e. right acute
a.
CD ≅ EF
b. ∠CDF is a right angle.
c. EF DF
d. All of the above are true.
e. None of the above is true.
38 J U ST I N TI M E G E O M ETRY
CE
11. If CD , which of the following statements is true?
a. Points C, D, and E are collinear.
b. ∠CED is a right angle.
c. ∠DCE is a right obtuse angle.
d. All of the above are true.
e. None of the above is true.
a.
TR, together with
TU, form a 100° angle.
b.
RS and
SR name the exact same set of points.
c. There are exactly four points on
RU.
d. There are exactly three points on
TR.
e.
TS and
TR name the exact same set of points.
.
a. You can measure the length of line AB
b. AB contains the same points as AC.
c. There are an infinite number of points on
AB.
d. choices b and c only
e. choices a and c only
17.
RS bisects ∠QRT, the measure of ∠QRS = 5x + 35, and the measure
of ∠TRS = 10x + 15. What is the measure of ∠QRT ?
a. 55°
b. 4°
c. 110°
d. (5x + 20)°
e. (5x – 20)°
bisects PQ
18. ST , they intersect at point R, and the measure of
ST = 12
= 4x + 4, what is the value of x?
mm. If PR = 6x and RQ
a. 3.2 mm
b. 1 mm
c. 2 mm
d. 4.2 mm
e. 18 mm
40 J U ST I N TI M E G E O M ETRY
29
a. 4 cm
b. 6 cm
c. 3 cm
d. 15.5 cm
31
e. 3 cm
a. 50 m
17
b. 7 m
c. 25 m
d. 12.5 m
19
e. 6 m
a. 11°
b. 35°
c. 55°
d. 70°
e. 17.5°
ANSWERS
Following are the answers and explanations to the practice quiz. Read them
over carefully for any problems that you answered incorrectly.
and SY
3. b. WX are skew lines. They are two lines that neither inter-
sect nor are parallel. They do not lie in the same plane.
4. e. All of the choices listed are parallel line pairs. In all cases, they are
a pair of lines in the same plane that do not intersect.
7. a. The only statement that is true is that the named segment and
line are perpendicular. AB BY, as shown in the figure by the
small box in the interior of ∠YBA.
8. b. The angle measures less than 180° and measures more than 90°.
This classification is obtuse.
10. d. The three statements are all true given the facts, and the figure
drawn.
From the figure, it is clear that none of the three statements is true.
Note that ∠CED is an acute angle, since the vertex is E, not C. This
can be seen if you draw in the side of the angle on the figure:
B U I LD I N G B LO C KS O F G E O M ETRY 43
and
12. e. TS TR name the exact same set of points since they are just
two names for the same ray. They both have an infinite number of
points, with endpoint T and in the direction of both S and R.
14. a. All segments have a definite length, even though they contain an
infinite number of points.
15. b. The two angles are congruent since they have the same measure.
= 31
19. b. The two segments together combine to make segment AC
cm. Use algebra.
2x + 1 + 3x = 31 Set up an equation.
5x + 1 = 31 Combine like terms.
5x + 1 – 1 = 31 – 1 Subtract 1 from both sides.
5x 30
= 5 Combine like terms, and divide both
5
sides by 5.
x = 6 cm
B U I LD I N G B LO C KS O F G E O M ETRY 45
20. c. Draw the angle with bisector. ∠LMQ is half the measure of
∠LMN.
≅
AE EB, since E is the midpoint. Use algebra to solve for x, and
then find the length of
AB.
6x + 3 = 4x + 17 Set up the equation.
6x – 4x + 3 = 4x – 4x + 17 Subtract 4x from both sides.
2x + 3 = 17 Combine like terms.
2x + 3 – 3 = 17 – 3 Subtract 3 from both sides.
2x 14
= 2 Combine like terms, and divide both
2
sides by 2.
x=7
Now, substitute x = 7 to find the length of
AB = (6 7 + 3) +
(4 7 + 17) = 45 + 45 = 90 inches.
24. a. Since X is the midpoint, the two segments have the same length.
.
Use algebra to solve for x, and then find the length of WY
3x + 7 = 5x – 5 Set up the equation.
3x – 3x + 7 = 5x – 3x – 5 Subtract 3x from both sides.
7 = 2x – 5 Combine like terms.
7 + 5 = 2x – 5 + 5 Add 5 to both sides.
12 2x
= 2 Combine like terms, and divide both
2
sides by 2.
6=x
Now, WY = 3x + 7 + 5x – 5 = 8x + 2, by combining like terms. Sub-
stitute in 6 for x, to get the length: 8 6 + 2 = 48 + 2 = 50 meters.
25. b. ∠WXY ≅ ∠YXZ, so the measures are equal. Use algebra to solve
for n, and then calculate the measure of ∠WXY.
2n + 13 = 5n – 20 Set up the equation.
2n – 2n + 13 = 5n – 2n – 20 Subtract 2n from both sides.
13 = 3n – 20 Combine like terms.
13 + 20 = 3n – 20 + 20 Add 20 to both sides.
33 3n
= 3 Combine like terms, and divide both
3
sides by 3.
11 = n
Now, ∠WXY = 5n – 20, so substitute in 11 for n to get:
5 11 – 20 = 55 – 20 = 35°.
3
Special Angle Pairs
and Angle Measurement
F requently, on math tests that assess geometry skills, there are
several special pairs of angles that occur. See how many of these pairs
you remember by taking this ten-question benchmark quiz. Use this quiz
to determine how much of your study time should be devoted to this
chapter.
BENCHMARK QUIZ
a. 0°
b. 10°
c. 90°
d. 50°
e. 30°
47
48 J U ST I N TI M E G E O M ETRY
a. 100°
b. 53°
c. 127°
d. 37°
e. 90°
a. ∠6
b. ∠6 and ∠7
c. ∠5
d. ∠8
e. ∠5 and ∠8
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 49
a. 48°
b. 138°
c. 42°
d. 148°
e. 118°
a. 90°
b. 50°
c. 40°
d. 130°
e. 45°
50 J U ST I N TI M E G E O M ETRY
8. What is the value of x, given that the lines are parallel lines cut by a
transversal?
a. 20.5°
b. 69.5°
c. 41°
d. 139°
e. 180°
10. Using the figure of parallel lines cut by a transversal below, which of
the following statements is false?
Use the answer key to check your knowledge of special angle pairs. Then,
read the suggestions following the answer explanations to plan your study
of this chapter.
1. b. The two angles marked are a vertical pair, and vertical angles are
congruent. Use algebra:
3x = 30 Set up an equation.
3x 30
= Divide both sides by 3.
3 3
x = 10
5. b. The sum of the measure of these two angles is 180° due to the
straight line they form. Use algebra:
5x + x + 12 = 180 Set up an equation.
6x + 12 = 180 Combine like terms.
6x + 12 – 12 = 180 – 12 Subtract 12 from both sides.
6x 168
= 6 Combine like terms, and divide each
6
side by 6.
x = 28 Now, substitute in 28 for x to find the
angle measures.
One angle is 5(28) = 140°; the other angle is 28 + 12 = 40°.
6. c. The two angles shown are adjacent angles that form a right angle.
The measure of ∠ADB = 90 – 50 = 40°.
more in-depth practice, hints, and shortcuts. Work through the quiz at the
end of the chapter to check your progress. Visit the suggested websites for
additional problems.
If you answered 1–3 questions correctly, you need to take time to read
through the entire lesson in this chapter. Concentrate on the sidebars and
visuals that will aid comprehension. Go to the suggested websites in the
Extra Help sidebar in this chapter and do extended practice. You may also
want to refer to Geometry Success in 20 Minutes a Day, Lessons 4 and 5, pub-
lished by LearningExpress.
GLOSSARY
COMPLEMENTARY ANGLES two angles in which the sum of their measures equals 90°
SUPPLEMENTARY ANGLES two angles in which the sum of their measures equals 180°
Examples:
What is the measure of the complement of 23°?
Because an angle and its complement add up to 90°, the measure
of the complement of 23° is 90 – 23 = 67°.
GLOSSARY
ADJACENT ANGLES angles that share a common vertex, a common side and share
no interior points
Example:
Example:
In the following figure, which of the following is true?
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 55
Choice c is the correct answer. These two angles are supplementary and
adjacent. Choice a is false because the two angles are adjacent but together
do not form a straight line. Choice b is false because the two angles are adja-
cent but are not supplementary. Choice d is false because the sum of these
angles is equal to 180°.
SHORTCUT
" Any two adjacent angles that form a straight line are supplementary.
Any two adjacent angles that form a right angle are complementary. In
the figures above, Figure II shows complementary adjacent angles,
and Figure IV shows supplementary adjacent angles.
VERTICAL ANGLES
When two distinct lines intersect, four angles are formed: ∠1, ∠2, ∠3, and ∠4.
GLOSSARY
VERTICAL ANGLES two non-adjacent angles that are formed by the intersection of
two lines, rays, or segments
In the figure above, the pairs of non-adjacent angles (one pair is angles
1 and 3; the other pair is angles 2 and 4) are called vertical angles.
56 J U ST I N TI M E G E O M ETRY
RULE BOOK
Example:
In the following diagram, what is the measure of ∠2?
Example:
Given the following angles, what is the measure of ∠ABE?
∠ABE is a vertical pair with ∠DBC, whose measure is 137°. So, the
measure of ∠ABE = 137°.
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 57
When two parallel lines are given in a figure, there are two main areas: the
interior and the exterior.
When two parallel lines are cut by a third line, the third line is called the
transversal. In the example below, eight angles are formed when parallel
lines m and n are cut by a transversal line, t.
58 J U ST I N TI M E G E O M ETRY
There are several special pairs of angles formed from this figure. Some
pairs have already been reviewed:
Recall that supplementary angles are angles whose angle measure adds
up to 180°. All of these supplementary pairs are linear pairs. There are other
supplementary pairs described in the shortcut later in this section.
There are three other special pairs of angles. These pairs are congruent
pairs.
GLOSSARY
ALTERNATE INTERIOR ANGLES two angles in the interior of the parallel lines, and
on opposite (alternate) sides of the transversal. Alternate interior angles are non-adja-
cent and congruent.
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 59
ALTERNATE EXTERIOR ANGLES two angles in the exterior of the parallel lines, and
on opposite (alternate) sides of the transversal. Alternate exterior angles are non-adja-
cent and congruent.
CORRESPONDING ANGLES two angles, one in the interior and one in the exterior,
that are on the same side of the transversal. Corresponding angles are non-adjacent
and congruent.
60 J U ST I N TI M E G E O M ETRY
Example:
What is the measure of ∠8?
The angle marked with measure 53° and ∠8 are alternate exterior
angles. They are in the exterior, on opposite sides of the transversal.
Because they are congruent, the measure of ∠8 = 53°.
Example:
What is the measure of ∠7?
∠8 and ∠7 are a linear pair; they are supplementary. Their measures
add up to 180°. Therefore, ∠7 = 180 – 53 = 127°.
SHORTCUTS
" 1. When a transversal cuts parallel lines, all of the acute angles formed
are congruent, and all of the obtuse angles formed are congruent.
In the figure above, 1, 4, 5, and 7 are all acute angles. They are
all congruent to each other. 1 4 are vertical angles. 4 5 are
alternate interior angles, and 5 7 are vertical angles. The same
reasoning applies to the obtuse angles in the figure: 2, 3, 6, and
8 are all congruent to each other.
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 61
2. When parallel lines are cut by a transversal line, any one acute
angle formed and any one obtuse angle formed are supplementary.
From the figure, you can see that ∠3 and ∠4 are supplementary
because they are a linear pair. Notice also that ∠3 ≅ ∠7, since they are
corresponding angles. Therefore, you can substitute ∠7 for ∠3 and
know that ∠7 and ∠4 are supplementary.
Example:
In the following figure, there are two parallel lines cut by a transver-
sal. Which marked angle is supplementary to ∠1?
Often, problems will test your knowledge of these angle pairs and your skill
in equation solving.
62 J U ST I N TI M E G E O M ETRY
Example:
Use the following diagram to give the measure of ∠DEC.
Example:
Given the following parallel lines cut by a transversal, what is the
value of x?
are NOT congruent. The two marked angles are supplementary. Use
algebra:
(6x – 10) + (4x + 10) = 180 Set up an equation to find x.
10x 180
= Combine like terms, and divide both
10 10
sides by 10.
x = 18
Example:
Use the figure below of parallel lines cut by a transversal to find the
measure of ∠2.
Because all three angles marked are acute angles, they are all con-
gruent. Use algebra:
3x + 5 = 6x – 25 Set up an equation.
3x + 5 + 25 = 6x – 25 + 25 Add 25 to both sides.
3x + 30 = 6x Combine like terms.
3x – 3x + 30 = 6x – 3x Subtract 3x from both sides.
30 3x
= 3 Combine like terms, and divide both
3
sides by 3.
10 = x
Now, use this value to find the measure of the angle. ∠2 = 3x + 5 =
(3 10) + 5 = 35°.
When using algebra to solve problems, be sure what the problem is ask-
ing for. Sometimes, the value of the variable is sought. Other times, the
measure of the angle is required.
64 J U ST I N TI M E G E O M ETRY
EXTRA HELP
O To practice identifying the angles formed by parallel lines and a trans-
versal, visit the website http://studyworksonline.com. Click on Explo-
rations at the top of the website. Then, click on Interactive Geometry
on the left hand side. Finally, click on Alternate Angles. Another help-
ful site is www.shodor.org/interactivate/activities/angles/index.html#.
You will see an activity that tests your knowledge of angle classifica-
tion as well as the identification of the angle types. Another useful site
is www.math.com. On the left sidebar, click on Geometry. Then, under
Basic Building Blocks of Geometry click on Classifying Angles. There
is a series of interactive lessons, followed by a short interactive quiz.
You may also want to reference the book Geometry Success in 20 Min-
utes a Day, Lessons 4 and 5, published by LearningExpress.
PRACTICE QUIZ
Try these 25 problems. When you are finished, review the answers and
explanations to see if you have mastered this concept.
a. 38°
b. 58°
c. 71°
d. 142°
e. 42°
a. 60°
b. 26°
c. 14°
d. 10°
e. 120°
66 J U ST I N TI M E G E O M ETRY
10. What are the values of the two angles shown in the figure below?
13. In the figure below of parallel lines cut by a transversal, which angle
is supplementary to ∠8?
a. ∠1
b. ∠3
c. ∠4
d. ∠5
e. none of the above
a. ∠ABD ≅ ∠DBC
b. ∠ABD and ∠ABC are adjacent angles.
c. ∠ABD and ∠DBC are complementary.
d. ∠DBC is half of the measure of ∠ABC.
e. All of the above are true.
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 69
a. 7°
b. 10°
c. 9°
d. 68°
e. 22°
a. 25°
b. 75°
c. 108°
d. 150°
e. 100°
70 J U ST I N TI M E G E O M ETRY
a. 150°
b. 50°
c. 100°
d. 130°
e. 25°
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 71
22. The following diagram shows parallel lines cut by a transversal. What
is the measure of ∠2?
a. 80°
b. 100°
c. 20°
d. 160°
e. 50°
24. The following diagram shows parallel lines cut by a transversal. What
is the value of x?
a. 9°
b. 75°
c. 115°
d. 3°
e. 5°
25. Two angles are a linear pair. Their measures are represented by
x + 10 and 3x + 10. What are the measures of the angles?
a. 40° and 40°
b. 40° and 140°
c. 50° and 130°
d. 60° and 120°
e. 90° and 90°
ANSWERS
Following are the answers and explanations to the practice quiz. Read them
over carefully for any problems that you answered incorrectly.
1. d. ∠2 and the angle marked as 142° are vertical angles. They are
congruent and have the same measure.
3. d. The angle marked with the 45° measure and ∠8 are supplemen-
tary. The sum of their angle measure is 180°.
45 + m∠8 = 180 Set up the equation.
45 + m∠8 – 45 = 180 – 45 Subtract 45 from both sides.
m∠8 = 135°
4. a. The corresponding angles are the angle marked with the 45°
measure and ∠3. They are congruent; their angle measures are
equal.
5. a. The angle marked with the 45° measure and ∠6 are vertical
angles. They are congruent; their angle measures are equal.
7. d. The angle marked with the 45° measure and ∠2 are alternate
exterior angles. They are congruent; their angle measures are
equal.
9. e. When two parallel lines are cut by a transversal, any one acute
angle, together with any one obtuse angle, are supplementary.
Use algebra:
5x + 35 + 45 = 180 Set up an equation.
5x + 80 = 180 Combine like terms.
5x + 80 – 80 = 180 – 80 Subtract 80 from both sides of the
equation.
5x 100
= 5 Combine like terms, and divide
5
both sides by 5.
x = 20
74 J U ST I N TI M E G E O M ETRY
10. d. These angles form a linear pair. The sum of their degree meas-
ures equals 180°. Use algebra:
3x + 12x – 30 = 180 Set up an equation.
15x – 30 = 180 Combine like terms.
15x – 30 + 30 = 180 + 30 Add 30 to both sides.
15x 210
= 1 Combine like terms, and divide
15 5
both sides by 15.
x = 14
Now, use this value for x to find the angle measures. One angle is
3x = 3 14 = 42°. The other angle is 12x – 30 = (12 14) – 30 =
168 – 30 = 138°.
11. b. An angle and its complement have angle measures whose sum is
90°. Let x stand for the complement of 62°, and use algebra:
x + 62 = 90 Set up the equation.
x + 62 – 62 = 90 – 62 Subtract 62 from both sides.
x = 28°
14. c. The only statement that is true is that the sum of the angle measures
of ∠ABD and ∠DBC is 90°. Therefore, they are complementary.
15. a. The two angles marked are complementary because the sum of
their angle measures is 90°. Use algebra to find the value of x:
4x + 40 + 6x – 20 = 90 Set up the equation.
10x + 20 = 90 Combine like terms.
10x + 20 – 20 = 90 – 20 Subtract 20 from both sides.
10x 70
= 10 Combine like terms, and divide
10
both sides by 10.
x=7
S P E C I AL AN G LE PAI R S AN D A N G LE M EAS U R E M E NT 75
16. e. All of the statements are true. Adjacent angles share a common
side, and no interior points. Linear pairs are two adjacent angles
whose sum of degrees is 180°, which is a straight line.
17. c. The two marked angles in the figure are vertical angles. Use alge-
bra to solve for the variable x, and then find the measure of the
angle.
4x + 8 = 3x + 33 Set up an equation.
4x – 3x + 8 = 3x – 3x + 33 Subtract 3x from both sides.
x + 8 = 33 Combine like terms.
x + 8 – 8 = 33 – 8 Subtract 8 from both sides.
x = 25
Use the value of 25 in the angle expression 3x + 33 to find the
measure.
(3 25) + 33 = 108°
18. d. Choices a and c are true. ∠DBC measures 180° because it forms a
straight line. The two angles ∠CBA and ∠ABD are supplemen-
tary as they form ∠DBC. Note that ∠BAC is NOT a right angle.
Point B is the vertex of this angle, not point A.
19. b. The two angles are a linear pair, so their angle measures add up to
180°. Use algebra to solve for x, and then find the angle measures.
3x + 25 + 2x = 180 Set up the equation.
5x + 25 = 180 Combine like terms.
5x + 25 – 25 = 180 – 25 Subtract 25 from both sides of the
equation.
5x 155
= 5 Combine like terms, and divide
5
both sides by 5.
x = 31
Substitute the value of 31 into the expressions to find the angle
measures.
2 31 = 62°, and (3 31) + 25 = 118°
76 J U ST I N TI M E G E O M ETRY
20. b. The two marked angles are vertical angles, and their measures are
equal. Use algebra to solve for x.
x = 3x – 100 Set up an equation.
x – 3x = 3x – 3x – 100 Subtract 3x from both sides.
–2x = –100 Combine like terms.
–2x –100
= –2 Divide both sides by –2.
–2
x = 50°
24. a. The angle of 75° and the angle marked as an algebraic expression
in the figure are supplementary. One of them is acute and the
other is obtuse. If this is difficult to determine, notice that ∠8 and
the angle marked as 75° form a linear pair, and ∠8 and (15x – 30)
are corresponding angles with the same measure. Use algebra to
solve for x.
15x – 30 + 75 = 180 Set up an equation.
15x + 45 = 180 Combine like terms.
15x + 45 – 45 = 180 – 45 Subtract 45 from both sides.
15x = 135 Combine like terms.
15x 135
15 = 1
5 Divide both sides by 15.
x = 9°
25. c. Two angles that are a linear pair have angle measures that add up
to 180°. Use algebra to solve for x, and then find the measure of
the angles by substituting in the value for x.
x + 10 + 3x + 10 = 180 Set up an equation.
4x + 20 = 180 Combine like terms.
4x + 20 – 20 = 180 – 20 Subtract 20 from both sides.
4x = 160 Combine like terms.
4x 160
= 4 Divide both sides by 4.
4
x = 40°
The angle x + 10 is 40 + 10 = 50°, and the other angle
3x + 10 is (3 40) + 10 = 120 + 10 = 130°.
4
Triangles
BENCHMARK QUIZ
78
TR IAN G LE S 79
a. right isosceles
b. acute scalene
c. obtuse isosceles
d. acute isosceles
e. right scalene
a. 90°
b. 52°
c. 38°
d. 142°
e. 62°
4. By which method are the two triangles, ΔWXZ and ΔYXZ congruent?
a. SSS
b. AAS
c. SAS
d. SSA
e. cannot be determined
80 J U ST I N TI M E G E O M ETRY
a. 90°
b. 14.8°
c. 18°
d. 2°
e. 54°
a. 12°
b. 170°
c. 90°
d. 25°
e. 20°
TR IAN G LE S 81
a. 30°
b. 24°
c. 12°
d. 60°
e. 130°
Carefully check your answers, and read through the answer explanations.
Grade yourself, and then follow the suggestions given under Benchmark
Quiz Results.
82 J U ST I N TI M E G E O M ETRY
4. c. The two triangles both have an angle of 90°, which are congruent.
≅ XY
WX as marked by the single slashes. The triangles share a
common side of ZX, so this is another congruent side. The angle
is between the two congruent sides, so the correct method is side,
angle, side or SAS.
10. a. The sum of the degree measures of the exterior angles of a trian-
gle is 360°. Use algebra to solve for x.
2x + 5x + 20 + 3x + 40 = 360 Set up an equation.
10x + 60 = 360 Combine like terms.
10x + 60 – 60 = 360 – 60 Subtract 60 from both sides.
10x = 300 Combine like terms.
10x 300
= 1 Divide both sides by 10.
10 0
x = 30°
• Triangle Classification
• The Angles in a Triangle
• The Sides of a Triangle
• Median and Altitude of a Triangle
• Congruent Triangles
Triangles are the most common figure in geometry. In this chapter, the
basic facts and relationships of triangles will be reviewed. Chapters 8 and 9
will cover several real-world applications and important theorems of trian-
gles. Chapter 6 will review the triangle measurements of area and perimeter.
GLOSSARY
POLYGON a closed figure in a plane formed by joining segments at their endpoints
SIDE of a polygon is any one of the segments that make up the polygon
VERTEX of a polygon is any one of the common endpoints that make up the polygon.
The plural of vertex is vertices.
REGULAR POLYGON a polygon in which all of the sides and all of the angles are congruent
TRIANGLE a polygon with three sides
TR IAN G LE S 85
TRIANGLE CLASSIFICATION
Note that isosceles triangles have two sides congruent, called the legs, and
also two angles congruent, called the base angles. The non-congruent side
is called the base. Equilateral triangles have all sides and all angles congru-
ent. Each of the angles in an equilateral triangle has measure of 60°.
In Chapter 2, angle classification was reviewed. The classification of tri-
angles according to angle measure is shown in the following figure.
86 J U ST I N TI M E G E O M ETRY
Example:
Classify this triangle by sides and angles.
To group by sides, notice that there are two sides (AB , BC) that are
congruent. The side classification is isosceles. To group by angles,
note that there is a right angle in this triangle. So, the classification
is right isosceles.
Example:
Classify this triangle by sides and angles.
RULE BOOK
Example:
Given the following triangle, what is the measure of ∠XYZ?
Since the measure of the other two angles are given as 105° and 45°,
∠XYZ = 180 – (105 + 45), so the measure of ∠XYZ = 180 – 150 =
30°.
Example:
What is the measure of ∠MNO in the triangle shown?
SHORTCUT
" The two acute angles in every right triangle are complementary; their
sum will be 90°. In the last example, the measure of MNO could have
been found by 90 (the measure of NMO), which is 90 – 42 = 48°.
88 J U ST I N TI M E G E O M ETRY
Example:
Use the following diagram of the triangle to find the missing angle
measures.
In the diagram, the three angles are 114, x and 2x. Use algebra to
solve for the variable x:
x + 2x + 114 = 180 Set up the equation.
3x + 114 = 180 Combine like terms.
3x + 114 – 114 = 180 – 114 Subtract 114 from both sides.
3x 66
= 3 Combine like terms, and divide
3
both sides by 3.
x = 22
Use the value of 22 for x, and substitute in to find the value of the
missing angle measures:
The angles are 114°, 22°, and 2 22 = 44°.
Example:
In a triangle, the angle measures are in the ratio of 2 : 2 : 5. What is
the measure of the angles?
Draw the triangle, showing the angle measures as factors of a vari-
able, such as x:
Example:
If the angle measures in a triangle are in the ratio of 1 : 2 : 3, what is
the angle classification of the triangle?
The angle measures can be represented by x, 2x, and 3x. Use alge-
bra to find the angle measures:
x + 2x + 3x = 180 Set up the equation.
6x 180
= Combine like terms, and divide
6 6
both sides by 6.
x = 30°
Substitute in the value of 30 for x to get the angle measures. One of
the angles measures 30°, the second angle measures 2 30 = 60°,
and the third angle is 3 30 = 90°. So the triangle classification,
classified by angle, is a right triangle.
GLOSSARY
EXTERIOR ANGLE an angle formed by extending one of the sides of the triangle. This
extended side and one of the other original sides of the triangle define an exterior angle.
90 J U ST I N TI M E G E O M ETRY
RULE BOOK
Example:
The following diagram shows the exterior angles to a triangle. In
the diagram, what is the value of x?
RULE BOOK
Example:
Given ΔXYZ, with the exterior angle shown, what is the measure of
∠XYZ?
Example:
What is the value of the variable x in the following figure of a trian-
gle with the exterior angle shown?
Use algebra:
6x = 30 + 42 Set up the equation.
6x 72
= Combine like terms, and divide both sides by 6.
6 6
x = 12°
92 J U ST I N TI M E G E O M ETRY
RULE BOOK
Example:
Can the measures of 7 inches, 7 inches, and 15 inches form a
triangle?
These side measures are not possible. Add the measures of each pair,
and then ensure that this sum is greater than the third side. This
must work for each pair. Adding 7 + 7 = 14, and 14 < 15, so these
measures are not possible.
Example:
Can the measures of 7 inches, 9 inches, and 15 inches form a
triangle?
Test the sum of each pair; 7 + 9 = 16, and 16 > 15; 7 + 15 = 22, and
22 > 9; 9 + 15 = 24, and 24 > 7. All three pairs pass the test. These
measures can form a triangle.
SHORTCUT
" The range of possible measures for a side of a triangle, when given
the other two sides, is between the sum of the two sides, and the dif-
ference of the two sides.
Example:
If two sides of a triangle are 3 and 9, what is the range of values pos-
sible for the third side of the triangle?
The sum of any two sides must be greater than the third side. Use the
variable x for the third side and then use the inequality that 3 + x > 9.
Subtracting 3 from both sides of the inequality yields that x > 6. The
third side must also be less than 12, since it must be smaller than the
sum of 3 and 9. Set up this inequality, x < 3 + 9, or x < 12. So, the
range of possible measures is greater than 6 but less than 12.
RULE BOOK
E In every triangle, the longest side is opposite the largest angle, and the
shortest side is opposite the smallest angle.
In an isosceles triangle, the congruent sides, called the legs, are
opposite the congruent angles, called the base angles.
TR IAN G LE S 93
GLOSSARY
ALTITUDE of a triangle is a segment perpendicular to one of the sides of the triangle.
The length of the altitude extends from the side to the vertex opposite to the side in
question. There are three altitudes in every triangle.
MEDIAN of a triangle is a segment whose endpoints are a vertex of the triangle and
the midpoint of the opposite side
SHORTCUT
" In an isosceles triangle, the median to the base is the same as the alti-
tude to the base.
In a right triangle, two of the altitudes are sides of the triangle, the
sides that form the right angle.
94 J U ST I N TI M E G E O M ETRY
Example:
is the median to
Given the following triangle, and the fact that YW
XZ, what is the length of XZ?
Example:
In the following triangle, which of the following statements is true?
The correct response is choice e. All of the three choices are true. Choice
a is true because two of the sides have equal measure. Choice b is true
because in an isosceles triangle, the median of the base is the same as the alti-
tude to the base. Choice c is true because this triangle contains a 90° angle.
Choice d is true because for this triangle, all of the angles are less than 90°.
CONGRUENT TRIANGLES
Recall from Chapter 2 that two figures are congruent if they have the same
shape and the same size. Look at the following congruent triangles. They
have the same size and the same shape. Imagine lifting one of them and
placing it on top of the other. Both sides and vertices could be matched up.
RULE BOOK
Example:
In the following diagram of congruent triangles, what is the value of
the variable x?
Example:
Given that ΔABC ≅ ΔLMN, which of the following is true?
a. ∠BAC ≅ ∠MNL
≅ AB
b. LN
c. ∠CBA ≅ ∠NML
≅ AB
d. MN
e. ∠ABC ≅ ∠LNM
Example:
Given the following congruent triangles, what is the value of the
variable x?
≅ ST
ΔRST ≅ ΔLMN; MN . Use algebra to solve for the variable x:
RULE BOOK
Example:
In the following two triangles, what method could be used to estab-
lish congruence, based on the information given?
TR IAN G LE S 99
The correct response is the ASA method. In the diagram, the con-
gruent parts that are marked are two angles, and the side that is in
between these angles. If information is given in words, label the tri-
angles with the congruence symbols and then use the figure to
determine the correct method. In triangle congruence problems,
look for shared sides. If two triangles share a common side, then this
is a side that can be used to establish congruence.
Example:
is the perpendicular bisector of ΔABC, shown below,
Given that AD
what method can be used to establish congruence of ΔADC and
ΔADB?
Example:
Given the following ΔGHI and ΔJIH, what method could be used to
establish that the two triangles are congruent?
Separate the triangles, and transfer the markings. Mark the shared
, as congruent in the two triangles.
segment, that is HI
EXTRA HELP
O The website www.math.com has an interactive lesson on triangles. On
the left sidebar, click on Geometry. Then, under Polygons, click on Tri-
angles. There is a series of interactive lessons, followed by a short inter-
active quiz. Another website is http://library.thinkquest.org/20991/geo/
index.html. Upon reaching this site, click on Congruent Triangles, located
on the left-hand list. For more information and practice on working with
triangles, reference the book Geometry Success in 20 Minutes a Day,
published by LearningExpress.
• Triangles are classified one way according to the angle measure and
are classified a second way according to side measure.
• For a triangle to be classified as acute, all three angles must be acute
angles.
• The sum of the degree measure of the angles in a triangle is 180°.
• The two acute angles in a right triangle are complementary.
• The sum of the degree measure of the three exterior angles of a tri-
angle is 360°.
• The measure of an exterior angle to a triangle is equal to the sum
of the measure of the two remote interior angles.
• An altitude to a side of a triangle is the perpendicular segment to
that side.
• A median is a segment whose endpoints are a vertex of the triangle
and the midpoint of the opposite side.
• Corresponding sides of congruent triangles are congruent.
• Corresponding angles of congruent triangles are congruent.
• There are four methods to establish triangle congruence: SSS, SAS,
AAS, and ASA.
• The methods of AAA and SSA are not acceptable methods to estab-
lish congruence.
PRACTICE QUIZ
Try these 25 problems. When you are finished, review the answers and
explanations to see if you have mastered this concept.
2. If two sides of a triangle are 6 and 10, what is the exact range of pos-
sible measure for the third side?
a. any measure less than 6
b. any measure greater than 10
c. a measure between 6 and 10 only
d. a measure between 4 and 16 only
e. A triangle is not possible with side lengths of 6 and 10.
a. acute obtuse
b. acute scalene
c. acute isosceles
d. acute right
e. obtuse scalene
TR IAN G LE S 103
a. acute right
b. acute isosceles
c. right isosceles
d. acute scalene
e. isosceles scalene
5. By which method are ΔABC and ΔDBC congruent, given the figure
is a perpendicular bisector of
below and the fact that BC AD?
a. SAS
b. SSS
c. AAS
d. SAA
e. SSA
6. By which method are the two triangles congruent, given the follow-
ing figures?
a. SAS
b. AAS
c. ASA
d. SSS
e. SSA
104 J U ST I N TI M E G E O M ETRY
a. 44°
b. 224°
c. 47°
d. 89°
e. 4.4°
a. 48
b. 12
c. 60
d. 15
e. 19.5
is an altitude of ΔABC.
a. AB
is a median of ΔABC.
b. AB
c. ΔABC is acute isosceles.
≅ BC
d. AC
e. ∠ABC ≅ ∠ACB
TR IAN G LE S 105
a. The measure of
ST is less than the measure of
RS.
b. The measure of .
ST is greater than the measure of RT
.
c. The measure of RT is greater than the measure of ST
d. The measure of ∠SRT is equal to 80°.
e. The measure of ∠SRT is equal to 100°.
11. Given ΔBDC with exterior angles shown, what is the degree measure
of ∠ABD?
a. 120°
b. 30°
c. 93°
d. 10°
e. 12°
12. Given the two congruent triangles LMN and RST shown, what is the
?
length of LN
a. 7
b. 56
c. 63
d. 28
e. 91
106 J U ST I N TI M E G E O M ETRY
13. Use the following diagram of a triangle with the three exterior angles
shown to find the value of the variable x.
a. 90°
b. 360°
c. 120°
d. 10°
e. 18°
14. Use the figure of congruent triangles below to find the value of the
variable x.
a. 43°
b. 10°
c. 24°
d. 8.6°
e. 120°
a. 3
b. 20
c. 15.72
d. 31
e. 40
TR IAN G LE S 107
17. The ratio of the degree measure of the exterior angles to a triangle is
5 : 6 : 9. What is the measure of the largest exterior angle?
a. 162°
b. 180°
c. 90°
d. 108°
e. 262°
19. The two acute angles in a right triangle are in the ratio of 2 : 4. What
is the measure of the smallest angle?
a. 15°
b. 30°
c. 90°
d. 60°
e. 120°
20. Given the following diagram of two triangles, which methods can be
used to determine congruence?
a. SAS
b. SSA
c. SSS
d. either choice a or b
e. either choice a or c
108 J U ST I N TI M E G E O M ETRY
22. Given the following diagram of ΔABC, which of the following state-
ments is true?
a. obtuse isosceles
b. right scalene
c. right isosceles
d. acute obtuse
e. isosceles scalene
TR IAN G LE S 109
a. SSS
b. SAS
c. AAS
d. AAA
e. SSA
a. SAS
b. AAA
c. SSS
d. AAS
e. ASA
110 J U ST I N TI M E G E O M ETRY
ANSWERS
Here are the answers, with detailed explanations, for the triangle practice
quiz. Study the explanations for any questions that you answered incor-
rectly. Then, go back and try the problems again.
5. a. Since
BC is a perpendicular bisector of
AD, it forms right angles
, creating the two congruent segments
and bisects AD .
AC and CD
Draw in these congruent parts as shown:
;
From the figure, the two triangles share the common side of BC
this is the third congruent part. The correct method is SAS,
because the right angle is between the congruent sides.
4x + 12 + 30 = 90 Set up an equation.
4x + 42 = 90 Combine like terms.
4x + 42 – 42 = 90 – 42 Subtract 42 from both sides.
4x = 48 Combine like terms.
4x 48
= 4 Divide both sides by 4.
4
x = 12
is an altitude of ΔABC. AB
9. a. The only true statement is that AB is
not a median of ΔABC. The median bisects a side of the triangle.
The classification of ΔABC is right isosceles, not acute isosceles.
The congruent sides are AB and BC. AC
is not congruent to the
other sides. ∠ABC and ∠ACB cannot be congruent; there is at
most one right angle in a triangle.
and
12. c. The congruent sides are LN RT, based on the given congru-
ence statement. Use algebra to solve for the variable a, and then
find the length of
LN.
a + 56 = 9a Set up an equation.
a – a + 56 = 9a – a Subtract a from both sides.
56 = 8a Combine like terms.
56 8a
= Divide both sides by 8.
8 8
7=a
Substitute in the value of 7 to find the length of
LN = a + 56; 7 + 56 = 63.
112 J U ST I N TI M E G E O M ETRY
13. d. The sum of the degree measure of the exterior angles to a triangle
is 360°. Use algebra to solve for x.
(8x + 30) + (6x + 60) + (10x + 30) = 360 Set up an equation.
24x + 120 = 360 Combine like terms.
24x + 120 – 120 = 360 – 120 Subtract 120 from both sides.
24x = 240 Combine like terms.
24x 240
= 2 Divide both sides by 24.
24 4
x = 10
16. b. The sum of the degree measures of the angles in a triangle is 180°.
Because ratios are given for angle measure, express these meas-
ures as 2x, 3x, and 5x respectively. Use algebra to solve for x, and
then find the measure of the angles to find the classification.
2x + 3x + 5x = 180 Set up an equation.
10x 180
= Combine like terms, and divide
10 10
both sides by 10.
x = 18
Using the value of 18 for x, the angle measures are 2 18 = 36,
3 18 = 54, and 5 18 = 90. The angle classification is a right
triangle because one of the angles is 90°.
17. a. The sum of the degree measures of the exterior angles in a triangle
is 360°. Because ratios are given for angle measure, express these
measures as 5x, 6x, and 9x respectively. Use algebra to solve for x,
and then find the measure of the largest angle.
5x + 6x + 9x = 360 Set up an equation.
20x 360
= Combine like terms, and divide
20 20
both sides by 20.
x = 18
The largest angle is 9 times x, which is 162°.
19. b. The degree measure of the two acute angles in a right triangle add
up to 90°. A ratio is given, so use the expressions 2x and 4x to rep-
resent the acute angles. Use algebra to solve for x, and then find
the measure of the smallest angle, which is 2 times x.
2x + 4x = 90 Set up an equation.
6x 90
= Combine like terms, and divide
6 6
both sides by 6.
x = 15
The smallest angle is 2 times 15, which is 30°.
21. d. The angles in an equilateral triangle are all congruent. Since their
measure must add up to 180°, each interior angle is 60°. The
measure of an exterior angle is equal to the sum of the two remote
interior angles, so the measure of an exterior angle in this case is
60 + 60 = 120°.
22. d. The longest side is opposite to the largest angle. Because ∠ABC =
128°, the side with the greatest measure is opposite this angle,
. Note also that BC
AC > AB because ∠BAC > ∠BCA.
23. a. The triangle is obtuse because one of the angles is greater than
90°. The classification is isosceles because two of the sides are
congruent, as shown by the markings on the triangle.
TR IAN G LE S 115
24. b. First, separate the two triangles, and mark all congruent parts.
Remember that BC is a shared side, so should be marked as con-
gruent on both:
25. e. First, separate the two triangles, and mark all congruent parts.
Remember that ∠BCD is a shared angle, so it should be marked as
congruent on both:
BENCHMARK QUIZ
116
Q UAD R I LATE R A LS AN D C I R C LE S 117
a. 112
b. 120
c. 12
d. 8
e. 72
a. 40°
b. 4°
c. 6°
d. 22°
e. 60°
118 J U ST I N TI M E G E O M ETRY
a. 14
b. 7
c. 84
d. 28
e. 3.5
a. 80°
b. 160°
c. 50°
d. 100°
e. 40°
Q UAD R I LATE R A LS AN D C I R C LE S 119
a. 70°
b. 140°
c. 145°
d. 110°
e. 115°
?
8. In the following circle, what is the measure of DC
a. 36
b. 8
c. 28
d. 6
e. 42
120 J U ST I N TI M E G E O M ETRY
?
9. In the following circle, what is the measure of AC
a. 27
b. 6
c. 12
d. 15
e. 24
a. 12
b. 3
c. 18
d. 20
e. 22
Q UAD R I LATE R A LS AN D C I R C LE S 121
Carefully check your answers, and read through the answer explanations.
Grade yourself, and then follow the suggestions given under Benchmark
Quiz Results.
1. c. Not all trapezoids have two congruent sides. Only isosceles trape-
zoids have two congruent sides. Every square is both a rhombus
and a rectangle. A trapezoid is a quadrilateral; it has four sides.
Every rhombus is a parallelogram.
3. a. The opposite sides of a rectangle are congruent. Use this fact and
algebra to find the value of the variable x. Use this value to calcu-
late the length of
RS.
5x = 3x + 24 Set up an equation.
5x – 3x = 3x + 24 – 3x Subtract 3x from both sides.
2x = 24 Combine like terms.
2x 24
= 2 Divide both sides by 2.
2
x = 12
Use this value of 12 to find the length of
RS:
10x – 8 = (10 12) – 8 = 120 – 8 = 112.
8. c. For the two secants shown, the lengths are in the relationship of
(outer piece) times (whole segment) = (outer piece) times (whole
segment). Use algebra to find the value of x, and then find the
.
length of DC
6(3x + 6) = 8(2x + 8) Set up an equation.
(6 3x) + (6 6) = (8 2x) + (8 8) Use the distributive
property.
18x + 36 = 16x + 64 Multiply in the
parentheses.
18x + 36 – 16x = 16x + 64 – 16x Subtract 16x from
both sides.
2x + 36 = 64 Combine like terms.
2x + 36 – 36 = 64 – 36 Subtract 36 from both
sides.
2x = 28 Combine like terms.
2x 28
= 2 Divide both sides by 2.
2
x = 14
The length of
DC is 2x, so the length is 2 14 = 28.
Q UAD R I LATE R A LS AN D C I R C LE S 123
9. e. For the secant and tangent shown, the lengths are in the relation-
ship of (outer piece) times (whole segment) = (tangent)2. Use alge-
bra to find the value of x, which is the length of
AC.
3(x + 3) = 92 Set up an equation.
(3 x) + (3 3) = 92 Use the distributive property.
3x + 9 = 81 Multiply.
3x + 9 – 9 = 81 – 9 Subtract 9 from both sides.
3x = 72 Combine like terms.
3x 72
= 3 Divide both sides by 3.
3
x = 24 .
This is the length of AC
10. d. Multiply the two segments of one chord together. This value is
equal to the product of the two segments of the other chord
shown. Use algebra to find the value of the variable x. Use this
value to find the length of
DB.
8(4x) = 6(16) Set up an equation.
32x = 96 Multiply.
32x 96
= 32 Divide both sides by 32.
32
x=3
: 4x + 8 = (4 3) + 8 =
Use this value of 3 to find the length of DB
12 + 8 = 20.
gested websites in the Extra Help sidebar in this chapter and do extended
practice. For further study, refer to the book, Geometry Success in 20 Min-
utes a Day, Lesson 10, published by LearningExpress.
• Quadrilateral Classification
• The Angles in a Quadrilateral
• The Sides and Diagonals of Quadrilaterals
• The Parts of a Circle
• Angles and Arcs Related to Circles and Their Measure
• Segment Measures as Related to Circles
QUADRILATERAL CLASSIFICATION
GLOSSARY
QUADRILATERAL a four sided polygon
Four-sided polygons are called quadrilaterals and, like triangles, there are
classifications for quadrilaterals. A quadrilateral with one pair of parallel
sides (bases) is called a trapezoid.
This Venn diagram may help you to understand the classification of four-
sided figures:
Example:
Which of the following statements is FALSE?
a. A square is a parallelogram.
b. A rhombus is a quadrilateral.
c. A trapezoid is a quadrilateral.
d. A rectangle is a trapezoid.
e. A square is a rhombus.
RULE BOOK
There are special rules that govern the angles in some quadrilaterals:
RULE BOOK
Example:
In the parallelogram below, what is the measure of ∠ABC?
Example:
In the isosceles trapezoid shown, what is the measure of ∠WXY?
The base angles are congruent. Use algebra to solve for the variable
x, and then find the measure of ∠WXY:
4x + 2 = 7x – 13 Set up an equation.
4x + 2 – 4x = 7x – 13 – 4x Subtract 4x from both sides.
2 = 3x – 13 Combine like terms.
2 + 13 = 3x – 13 + 13 Add 13 to both sides.
15 = 3x Combine like terms.
15 3x
= 3 Divide both sides by 3.
3
5=x
Use the value of 5 to find the measure of ∠WXY:
4x + 2 = (4 5) + 2 = 20 + 2 = 22°.
128 J U ST I N TI M E G E O M ETRY
GLOSSARY
EXTERIOR ANGLE an angle formed by extending one of the sides of the quadrilateral. This
extended side and the adjacent side of the original quadrilateral define an exterior angle.
RULE BOOK
E An exterior angle and the adjacent interior angle form a linear pair.
SHORTCUT
" Because opposite angles in a parallelogram are congruent, the oppo-
site exterior angles will also be congruent.
Example:
Given the parallelogram below and the exterior angles shown, what
is the value of the variable x?
There are special rules that govern the sides of some quadrilaterals.
RULE BOOK
In an isosceles trapezoid, the two sides that are not the bases are con-
gruent.
Example:
In the isosceles trapezoid below, what is the value of the variable x?
Use algebra:
4x + 7 = 35 Set up an equation.
4x + 7 – 7 = 35 – 7 Subtract 7 from both sides.
4x = 28 Combine like terms.
4x 28
= 4 Divide both sides by 4.
4
x=7
Q UAD R I LATE R A LS AN D C I R C LE S 131
GLOSSARY
DIAGONAL of a polygon is any segment that connects two non-consecutive vertices
There are helpful rules that govern the diagonals of some quadrilaterals:
RULE BOOK
Example:
Given rectangle LMNO below, the measure of
MO = 126. What is
the value of the variable x?
The diagonals of the rectangle are congruent and they also bisect
is equal to the measure of
each other. The measure of LP PN. Use
algebra:
7x + 7x = 126 Set up an equation.
14x = 126 Combine like terms.
14x 126
= 1 Divide both sides by 14.
14 4
x=9
EXTRA HELP
O The website www.math.com has an interactive lesson on quadrilater-
als. On the left sidebar, click on Geometry. Then, under Polygons, click
on Quadrilaterals. There is a series of interactive lessons, followed by
a short interactive quiz. Another website is http://library.thinkquest.org/
20991/geo/index.html. Upon reaching this site, click on Quadrilaterals,
or Parallelograms, located on the left-hand list. For more information
and practice on working with quadrilaterals, reference the book Geom-
etry Success in 20 Minutes a Day, published by LearningExpress.
134 J U ST I N TI M E G E O M ETRY
GLOSSARY
CIRCLE the set of all points equidistant from one given point, called the center. The
center point defines the circle, but is not on the circle.
CHORD a line segment whose endpoints are on the circle. In the above figure, there
and
are two chords shown: AB DE.
DIAMETER of a circle is a chord that passes through the center of the circle. A diam-
. The diameter is twice the radius of the circle.
eter is shown in the circle above as AB
This is represented by d = 2r. All diameters in a circle are congruent; they have equal
measure.
RADIUS of a circle is the line segment whose one endpoint is at the center of the cir-
cle and whose other endpoint is on the circle. A radius is shown in the circle above as
or OB
AO . The radius is one-half the length of the diameter. This is represented by
1
r = 2 d. All radii in a circle are congruent; they have equal measure.
TANGENT to a circle is a line that intersects the circle in exactly one point
Q UAD R I LATE R A LS AN D C I R C LE S 135
TANGENT SEGMENT a part of the tangent whose one endpoint is the point on the
circle
SECANT a line that intersects the circle in two points. A secant contains a chord of
the circle.
SECANT SEGMENT a segment that extends in one direction beyond the circle, but
contains the two points on the circle. One of the points on the circle is the endpoint of
the secant segment.
136 J U ST I N TI M E G E O M ETRY
ARC of a circle is a piece of the circle. Arc length can be measured in degrees. The
sum of the measures of the arc sections that form the circle adds up to 360°.
Example:
In the figure below of circle O, what is the length of
AB?
All radii in a circle are congruent. Use algebra to find the value of
the variable x. Then, find the length of the diameter, AB.
16x = 4x + 36 Set up an equation.
16x – 4x = 4x + 36 – 4x Subtract 4x from both sides.
12x = 36 Combine like terms.
12x 36
= 12 Divide both sides by 12.
12
x=3
Use the value of x = 3 to find the length of
AB: 16x + 4x + 36 =
20x + 36 = (20 3) + 36 = 60 + 36 = 96.
Q UAD R I LATE R A LS AN D C I R C LE S 137
Example:
In a given circle, the arc measures AB, BC, CD, DA are in the ratio
of 2 : 3 : 3 : 4. What is the measure of each of the arcs?
The sum of the degree measure of all of the arcs in a circle is 360°.
Assign a variable, like x, and express each arc measure as a variable
times the ratio factor. Use algebra to solve for x, and then find the
measure of the arcs.
2x + 3x + 3x + 4x = 360 Set up an equation.
12x = 360 Combine like terms.
12x 360
= 1 Divide both sides by 12.
12 2
x = 30
Now use the value of 30 to find the measure of each of the arcs:
AB = 2x = 2 30 = 60°, BC = CD = 3x = 3 30 = 90° each, and
DA = 4x = 4 30 = 120°.
GLOSSARY
CENTRAL ANGLE an angle whose vertex is the center of the circle. The sum of the
measures of the central angles that form the circle adds up to 360°.
138 J U ST I N TI M E G E O M ETRY
INSCRIBED ANGLE an angle whose vertex is on the circle, and whose sides pass
through two other points on the circle
RULE BOOK
SHORTCUT
" A central angle of 180° is a diameter of the circle; it divides the circle
in half.
Perpendicular radii form a central angle of 90°; they divide the circle
to form a quarter circle.
Example:
+
Given the following circle, what is the measure of AB?
Example:
In the following circle, what is the value of the variable x?
There are also angles formed by tangents, secants, and chords of a cir-
cle. Angles formed by secant and tangent segments have a vertex in the exte-
rior of the circle. These angles intercept the circle in two places; there are
two intercepted arcs. Angles formed by two chords have a vertex in the inte-
rior of the circle. The angle and its vertical pair intercept the circle in two
places; there are two intercepted arcs.
Q UAD R I LATE R A LS AN D C I R C LE S 141
RULE BOOK
Example:
The following figure is a circle with tangent and secant shown.
AC
+ = 120°. What is
is a diameter of the circle, and the measure of CB
the measure of ∠APC?
Example:
+ is
Below is a circle with two tangents as shown. The measure of AB
110°. What is the measure of ∠APB?
are the intercepted arcs. Use the formula to calculate the measure of
∠APB:
1 1 140
measure of ∠APB = 2(250 – 110) = 2(140) = 2 = 70°
RULE BOOK
Example:
Using the following circle, determine the measure of ∠AOD.
+ and BC.
The two intercepted arcs are AD + Use the formula to calcu-
1
late the angle measure. The measure of ∠AOD = 2(90 + 60) =
1 150
(150) = 2 = 75°.
2
144 J U ST I N TI M E G E O M ETRY
Just as there are rules concerning the angles related to the circle, there are
also rules that govern the segments formed by secant and tangent segments
and chords.
RULE BOOK
Example:
In the following graphic of a circle with two tangents shown, what is
?
the length of tangent AP
A
7x
10
x–
30
The tangent segments are congruent; the measures are equal. Use
algebra to solve for the value of x, and then find the length of tan-
gent
AP:
10x – 30 = 7x Set up an equation.
10x – 30 – 7x = 7x – 7x Subtract 7x from both sides.
3x – 30 = 0 Combine like terms.
Q UAD R I LATE R A LS AN D C I R C LE S 145
RULE BOOK
E When two secants intersect in the exterior of a circle, the product of the
measure of the outer piece and the entire secant segment is equal to
the product of the corresponding pieces of the other segment. This is
easier to show with a diagram and labels.
b
a
b(a + b) = d(c + d)
When a secant and a tangent segment intersect in the exterior of a cir-
cle, the product of the measure of the outer piece and the entire secant
segment is equal to the square of the tangent segment.
2
a = b(b + c)
146 J U ST I N TI M E G E O M ETRY
Example:
Given the following circle with secants shown, what is the value of
chord
AB?
The product of the outer piece times the whole segment of one
secant is equal to the product of the corresponding pieces of the
other secant. Use algebra to solve for x:
12(x + 12) = (18 10) Set up an equation.
12x + (12 12) = (18 10) Use the distributive property.
12x + 144 = 180 Multiply.
12x + 144 – 144 = 180 – 144 Subtract 144 from both sides.
12x = 36 Combine like terms.
12x 36
= 12 Divide both sides by 12.
12
x=3 This is the value of
AB.
Example:
In the following circle with tangent and secant shown, what is the
?
length of AP
Q UAD R I LATE R A LS AN D C I R C LE S 147
CALCULATOR TIPS
i Locate the “square” key and the square root key on your calculator.
They will be helpful when working with the tangent segment meas-
urement problems. The keys will look similar to the following graphic.
Often, the square root function is the second function that corre-
sponds to the “square” key.
RULE BOOK
Example:
?
In the circle below, what is the length of AO
For the two intersecting chords, the product of the measures of the
two segments of one chord equals the product of the measures of
the two segments of the other chord. Use algebra and solve for x;
find the length of
AO:
3x 8 = 12 4 Set up an equation.
24x = 48 Multiply.
24x 48
= 24 Divide both sides by 24.
24
x=2
Use this value of 2 to find the length of
AO = 3x = 3 2 = 6.
EXTRA HELP
O The website http://library.thinkquest.org/20991/geo/index.html has a
lesson on circle relationships. Upon reaching this site, click on Circles,
located on the left-hand list. Follow the tutorial and take the quiz.
PRACTICE QUIZ
Try these 25 problems. When you are finished, review the answers and
explanations to see if you have mastered this concept.
a. 145°
b. 65°
c. 325°
d. 165°
e. 45°
150 J U ST I N TI M E G E O M ETRY
a. 11
b. 9
c. 35
d. 30
e. 70
= 3x + 17 and
4. In square ABCD, if BD AC = 7x – 23, what is the value
of the variable x?
a. 10
b. 47
c. 7
3
d. 2
e. 38
Q UAD R I LATE R A LS AN D C I R C LE S 151
a. 100°
b. 70°
c. 45°
d. 20°
e. 50°
?
6. In parallelogram WXYZ, what is the length of WC
= 20,
XC WY = 10x, and
CZ = 2x + 8
a. 20
b. 30
c. 50
d. 15
e. 60
a. 24°
b. 75°
c. 60°
d. 12°
e. 120°
a. 50°
b. 150°
c. 130°
d. 30°
e. 80°
Q UAD R I LATE R A LS AN D C I R C LE S 153
10. What is the value of the variable x in the following rhombus RSTU?
a. 20
b. 2
c. 2.8
d. 4
e. 4.4
?
11. In isosceles trapezoid LMNO, what is the length of MN
a. 37
b. 18
c. 16.5
d. 15
e. 34
154 J U ST I N TI M E G E O M ETRY
≅ KM
a. JL
.
b. KM bisects JL
≅ KJ
c. LM
d. Choices a, b, and c are all true.
e. None of the above is true.
a.
OQ ≅ OP
b. x = 4
= 12
c. QP
d.
QP = 10x – 16
= 12
e. OP
Q UAD R I LATE R A LS AN D C I R C LE S 155
a. 34.5°
b. 17°
c. 67°
d. 113°
e. 134°
a. 80°
b. 40°
c. 100°
d. 10°
e. 20°
156 J U ST I N TI M E G E O M ETRY
a. 140°
b. 180°
c. 20°
d. 160°
e. 200°
a. 60°
b. 40°
c. 120°
d. 240°
e. 20°
Q UAD R I LATE R A LS AN D C I R C LE S 157
a. 100°
b. 10°
c. 40°
d. 80°
e. 90°
19. Use the following circle with tangents shown to find the measure of
∠APB.
a. 50°
b. 120°
c. 240°
d. 130°
e. 65°
158 J U ST I N TI M E G E O M ETRY
a. 70°
b. 20°
c. 80°
d. 60°
e. 35°
21. In the following circle with two secants shown, what is the measure
of ∠BPC?
a. 25°
b. 20°
c. 45°
d. 50°
e. 10°
Q UAD R I LATE R A LS AN D C I R C LE S 159
22. What is the value of the variable x shown below in the circle with two
tangents?
a. 25
b. 12.5
c. 625
d. 5
e. 50
a. 4.4
b. 24
c. 2.4
d. 2
e. 14.4
160 J U ST I N TI M E G E O M ETRY
?
24. In the circle with two chords shown below, what is the length of OB
a. 2
b. 12
c. 4
d. 8
e. 6
?
25. In the circle with two secants shown below, what is the length of AP
a. 20
b. 16
c. 10
d. 6
e. 12
Q UAD R I LATE R A LS AN D C I R C LE S 161
ANSWERS
Here are the answers, with detailed explanations, for all the practice prob-
lems. Study the explanations for any problems that you answered incor-
rectly. Then, go back and try those problems again. Refer back to the
chapter for further study if needed.
4. a. The diagonals of a square are congruent; this is true for any rec-
tangle. Use algebra to find the value of x:
3x + 17 = 7x – 23 Set up an equation.
3x + 17 – 3x = 7x – 23 – 3x Subtract 3x from both sides.
17 = 4x – 23 Combine like terms.
17 + 23 = 4x – 23 + 23 Add 23 to both sides.
40 = 4x Combine like terms.
40 4x
= 4 Divide both sides by 4.
4
10 = x
162 J U ST I N TI M E G E O M ETRY
7. e. Only some rhombuses have 90° angles, that is, those that are
squares. Statements a through d are always true of every rhombus.
9. a. Any exterior angle and its adjacent interior angle form a linear
pair. From the figure, the measure of ∠ADC = 180 – 50 = 130°.
Any two consecutive interior angles of a parallelogram add up to
180. The measure of ∠BAD = 180 – 130 = 50°.
10. b. All of the sides of a rhombus are congruent. Use algebra to solve
for x:
10x + 4 = 24 Set up an equation.
10x + 4 – 4 = 24 – 4 Subtract 4 from both sides.
10x = 20 Combine like terms.
10x 20
= 10 Divide both sides by 10.
10
x=2
Q UAD R I LATE R A LS AN D C I R C LE S 163
11. e. In an isosceles trapezoid, the sides that are not bases are congru-
ent. These are the sides marked as expressions. Use algebra to
solve for x, and then find the length of
MN.
2x + 4 = x + 19 Set up an equation.
2x + 4 – x = x + 19 – x Subtract x from both sides.
x + 4 = 19 Combine like terms.
x + 4 – 4 = 19 – 4 Subtract 4 from both sides
x = 15
= x + 19 = 15 + 19
Use the value of 15 to find the length of MN
= 34.
12. d. Choices a, b, and c are true. The diagonals of a rectangle are con-
gruent. The diagonals of a rectangle bisect each other. Opposite
sides of a rectangle are congruent.
13. c. Use the fact that all radii in a circle are congruent. Statement a is
therefore true. After finding the value of x, determine which of
the other statements is false.
7x – 16 = 3x Set up an equation.
7x – 16 – 3x = 3x – 3x Subtract 3x from both sides.
4x – 16 = 0 Combine like terms.
4x – 16 + 16 = 0 + 16 Add 16 to both sides.
4x = 16 Combine like terms.
4x 16
= 4 Divide both sides by 4.
4
x=4
= 3x + 7x – 16 = 10x – 16; QP
QP = (10 4) – 16 = 40 – 16 = 24.
Statement c is false.
14. c. The measure of a central angle is equal to the measure of the arc
it intercepts.
16. a. The measure of the arc that intercepts a diameter is 180°. The
+ is 180°. The measure of XY
measure of WY + is 40°; it is twice the
measure of the inscribed angle that it intercepts. The measure of
+ = WY – XY, or 180 – 40 = 140°.
WX
164 J U ST I N TI M E G E O M ETRY
17. c. The sum of the measures of the three arcs in the circle is equal to
the degree measure of the circle, which is 360°. Use algebra to
assign the arc measures as 2x, 4x, and 6x, respectively, and then
+
solve for x. Find the measure of BA.
2x + 4x + 6x = 360 Set up an equation.
12x = 360 Combine like terms.
12x 360
= 1 Divide both sides by 12.
12 2
x = 30
Use the value of 30 to find the measure of arc BA = 4x = 4 30 =
120°.
19. a. The measure of the exterior angle formed by two tangents is one-
half of the difference between the outer arc and the inner arc
intercepted by the two tangents. The outer arc is the degree
measure of the circle minus the measure of the inner arc; 360 –
130 100
130 = 230°. The measure of ∠APB = 230 – 2 = 2 = 50°.
21. b. The measure of the exterior angle formed by two tangents is one-
half of the difference between the outer arc and the inner arc
50
intercepted by the two tangents. The measure of ∠BPC = 90 – 2
40
= 2 = 20°.
Q UAD R I LATE R A LS AN D C I R C LE S 165
24. c. Multiply the two segments of one chord together. This value is
equal to the product of the two segments of the other chord
shown. Use algebra and assign the missing segment length to the
variable x. Solve for x, and this will be the length of
OB.
12x = 8 6 Set up an equation.
12x = 48 Multiply.
12x 48
= 12 Divide both sides by 12.
12
x=4 .
This is the length of OB
166 J U ST I N TI M E G E O M ETRY
25. b. For the two secants shown, the lengths are in the relationship of
(outer piece) times (whole segment) = (outer piece) times (whole
segment). Use algebra to find the value of x, and then find the
length of
AP.
10(x + 10) = 8(2x + 8) Set up an equation.
10x + (10 10) = 16x + (8 8) Use the distributive property.
10x + 100 = 16x + 64 Multiply.
10x + 100 – 10x = 16x + 64 – 10x Subtract 10x from both sides.
100 = 6x + 64 Combine like terms.
100 – 64 = 6x + 64 – 64 Subtract 64 from both sides.
36 = 6x Combine like terms.
36 6x
= 6 Divide both sides by 6.
6
6=x
BENCHMARK QUIZ
a. 15 cm2
b. 25 cm2
c. 60 cm2
d. 50 cm2
e. 30 cm2
167
168 J U ST I N TI M E G E O M ETRY
a. 10.2 ft
b. 23.6 ft
c. 20.4 ft
d. 43.2 ft
e. 15 ft
a. 5π in2
b. 100π in2
c. 25π in2
d. 100 in2
e. 25 in2
P E R I M ETE R AN D AR EA 169
a. 96 m2
b. 60 m2
c. 120 m2
d. 80 m2
e. 960 m2
a. 16 mm
b. 8π mm
c. 64π mm
d. 256π mm
e. 16π mm
170 J U ST I N TI M E G E O M ETRY
a. 72 mm
b. 320 mm
c. 40 mm
d. 136 mm
e. 120 mm
a. 96 cm2
b. 48 cm2
c. 120 cm2
d. 24 cm2
e. 144 cm2
a. 192 m2
b. 120 m2
c. 80 m2
d. 52 m2
e. 130 m2
P E R I M ETE R AN D AR EA 171
a. 391.86 in2
b. 853.44 in2
c. 545.72 in2
d. 314.93 in2
e. 281.96 in2
10. Find the area of the shaded region. Use 3.14 for π.
a. 64 cm2
b. 114.24 cm2
c. 13.76 cm2
d. 137.6 cm2
e. 50.24 cm2
172 J U ST I N TI M E G E O M ETRY
1
1. a. The area of a triangle is A = 2bh, where A stands for area, b stands
for the base length, and h stands for the height—the length of the
segment that is perpendicular to the base. In this triangle, the
1
base is 10 cm and the height is 3 cm. A = 2 10 3 and multi-
plying them all together yields an area of 15 cm2.
2. b. To find perimeter, you add up all the lengths of the sides of the
polygon. The perimeter is 7.4 + 6 + 2.2 + 8 = 23.6 ft.
7. b. The area of the shaded region is the area of the outer figure, a rec-
tangle, minus the area of the inner figure, a triangle; A = Arectangle –
1
Atriangle. Using the area formulas, you get A = bh – 2bh; A =
1
(12 8) – 2(12 8) = 96 – 48 = 48 cm2.
1
8. e. The area of a trapezoid is A = 2h(b1 + b2), where A stands for area,
b1 and b2 are the lengths of the parallel bases, and h is the height—
the length of the segment perpendicular to the bases. In this
trapezoid, the height = 10 m, since it is perpendicular to the bases.
The bases are the parallel sides, 16 m and 10 m. Substitute the
1
given information into the formula: A = 2 10 (16 + 10) to get
1
A = 2 10 (26). Multiply all terms on the right together to
yield an area of 130 m2.
10. c. The area of the shaded region is found by taking the area of the
outer figure, the square, and subtracting out the area of the inner
figure, the circle. A = Asquare – Acircle. Using the area formulas, you
get A = s2 – πr2. Notice that the diameter of the circle is the same
length as the side of the square. So, the radius is one-half of 8. The
radius is 4 cm. Substitute in the given lengths and value of π to get
A = 8 8 – 3.14 4 4. Using the order of operations, you mul-
tiply first, from left to right; A = 64 – 50.24, or A = 13.76 cm2.
• Perimeter of Polygons
• Area of Common Polygons
• Perimeter and Area of a Circle
• Area of Irregular Shaped Figures
• Area of Shaded Regions
PERIMETER OF POLYGONS
RULE BOOK
Example:
Find the perimeter.
Add up the lengths of all sides, that is AB, BC, and AC. The height,
3 mm, is information that is not needed to calculate the perimeter.
Substitute in to get 6 + 4 + 5 = 15 mm.
SHORTCUT
" In a rectangle, like all parallelograms, the opposite sides are parallel
and congruent. Perimeter can be found using the formula P = 2l + 2w,
where P is the perimeter, l is the length, and w is the width.
For a square, or any rhombus, the perimeter can be found by P =
4s, where P is the perimeter and s is the length of one of the sides.
Example:
Find the perimeter of the rectangle.
Example:
Find the perimeter of the trapezoid.
Area is a measure of how many square units it takes to COVER a closed fig-
ure. Area is measured in square units. Area is a multiplication concept,
where two measures are multiplied together. You can also think of units
being multiplied together: cm cm = cm2, or the words centimeters squared.
There are formulas to use for the area of common polygons:
E FORMULAS
A stands for area, b stands for base, h stands for height (which is
perpendicular to the base), and b1 and b2 are the parallel sides of a
trapezoid.
1
Area of a triangle A = 2bh
Area of a parallelogram A = bh
1
Area of a trapezoid A = 2h(b1 + b2)
Example:
Find the area of the triangle.
CALCULATOR TIPS
i When calculating areas, the calculator may help. If you have a fraction
key on your calculator, use it when calculating the area of a triangle.
The key strokes are shown below to calculate the area of the triangle
1
in the above example: A = 2 18 10.2
178 J U ST I N TI M E G E O M ETRY
Example:
Find the area of the parallelogram.
SHORTCUT
" The area of a square is A = s2, where s is a side of the square.
RULE BOOK
given in terms of π, such as 136π square units. If answers are not given
in terms of π, use the π key on your calculator unless otherwise
instructed. Sometimes, a problem will direct you to use either π = 3.14,
22
or π = 7, which are approximations for pi.
CALCULATOR TIPS
i Many calculators have a special key for the constant pi, which is more
22
accurate than using either π = 3.14, or π = 7. Other calculators have
the constant as a second function, or shift function. In this case, look
for the π symbol printed above one of the keys. Usually, the key looks
like one of the following:
Using the formulas above, you can calculate the circumference and
area of circles. Take care and check if the problem gives the radius or
diameter. If the problem asks for the area of the circle, for example,
and gives the length of the diameter, you must first calculate the
length of the radius. The radius can be found by dividing the diame-
ter by two. Just like for all area calculations, the units will be square
units. The units for circumference will be linear (single) units.
Example:
Find the area of the circle.
The problem gives the diameter, which is 20.6 meters. The first step
is to calculate the radius.
1
r = 2 d Substitute in 20.6 for d.
r = 10.3 m Now, use the formula for the area of
a circle.
A = πr2 Substitute in for the radius.
A = π 10.3 10.3 Multiply 10.3 times 10.3, and include
the square units.
A = 106.09π m2
180 J U ST I N TI M E G E O M ETRY
Example 2:
Given that the circumference of a circle is C ≈ 106.76 feet, find the
radius. Use π = 3.14.
C = πd Substitute in for C and π.
106.76 = 3.14 3 d Divide 106.76 by 3.14 to find
diameter.
34 = d To find the radius, use the radius
formula.
1
r = 2d Substitute in the diameter.
1
r = 2 34 Multiply one-half times 34, and
include units.
r = 17 ft
Some problems ask for the area of an irregular shaped polygon. The key to
solving these types of problems is to break the figure up into polygons that
you recognize, such as a triangle, rectangle, or circle. Often, pieces of cir-
cles are part of the irregular figure.
Example:
Find the area to the nearest hundredth.
Example:
Find the area of the figure. Use 3.14 for π.
This figure is actually a square; with two half circles on either end.
The two half circles are congruent, and together they form a whole
circle. The radius of the circle is one-half of the side of the square,
and one-half of 46 is 23 mm. A = Asquare + Acircle. Substitute in the for-
mulas: A = s2 + πr2. A = (46 46) + (3.14 23 23). Multiply first,
and then add to get the area. A = 2,116 + 1,661.06 = 3,777.06 mm2.
Example:
Find the perimeter of the above shape.
In this case, the perimeter will be two sides of the square, plus the
circumference of one whole circle; P = 46 + 46 + πd; P = 92 +
(3.14 46); P = 92 + 144.44 = 236.44 mm.
Often on math tests, you are asked to find the area of a shaded region, such
as these:
182 J U ST I N TI M E G E O M ETRY
To solve this type of problem, you identify the figures in the diagram.
There is an outer figure and an inner figure. The area of the shaded region
will be Areaouter figure minus the Areainner figure.
In Figure I, the outer figure is a circle with a radius of 8 inches, and the
inner figure is a circle with a radius of 2 inches. To find the area of the
shaded region, perform the following:
Ashaded = Aouter – Ainner Substitute in the correct formulas.
Ashaded = πr2 – πr2 Now, substitute in the radius
lengths.
Ashaded = (π 8 8) – (π 2 2) Order of operations directs
multiplication to be done next,
left to right. Answer will be left
in terms of π.
Ashaded = 64π – 4π Now, combine the π terms, and
include square units.
Ashaded = 60π in2
In Figure II, the outer figure is a rectangle and the inner figure is a tri-
angle. The height of both the rectangle and the triangle is 14 cm. The base
of the rectangle is 17 cm and the base of the triangle is 12 cm.
EXTRA HELP
O If you feel you need extended help in working with area and perime-
ter, Geometry Success in 20 Minutes a Day, published by LearningEx-
press, has several lessons devoted to this topic.
There are several useful web sites that deal with area and perime-
ter. Visit these sites if you need further clarification on these concepts.
Each one has a unique method of presentation.
PRACTICE QUIZ
a. 160 in2
b. 46 in2
c. 120 in2
d. 288 in2
e. 240 in2
184 J U ST I N TI M E G E O M ETRY
a. 165 cm
b. 60 cm
c. 68.5 cm
d. 137 cm
e. 120 cm
a. 52 in
b. 42 in
c. 31 ft
d. 3.1 ft
e. 50 in
P E R I M ETE R AN D AR EA 185
a. 36 mm2
b. 48 mm2
c. 22 mm2
d. 64 mm2
e. 60 mm2
a. 24 in2
b. 40 in2
c. 72 in2
d. 144 in2
e. 52 in2
186 J U ST I N TI M E G E O M ETRY
a. 1,520 cm
b. 1,520 m
c. 265 cm
d. 265 m
e. 1,300 cm
a. 900π mm2
b. 60 mm2
c. 225π mm2
d. 900 mm2
e. 225 mm2
P E R I M ETE R AN D AR EA 187
a. 28 cm
b. 56 cm
c. 84 cm
d. 80 cm
e. 336 cm
a. 6 in
b. 6π in
c. 12 in
d. 12π in
e. 24 in
188 J U ST I N TI M E G E O M ETRY
a. 6 cm
b. 6π cm
c. 18π cm
d. 9π cm
e. 36π cm
a. 8 m2
b. 32 m2
c. 64 m2
d. 128 m2
e. 1,024 m2
P E R I M ETE R AN D AR EA 189
12. Given the area of the rectangle = 90 cm2, find the length of
AB.
a. 15 cm
b. 11.25 cm
c. 18 cm
d. 2.5 cm
e. 8 cm
a. 28.5 in
b. 67 in
c. 64 in
d. 55 in
e. 46 in
190 J U ST I N TI M E G E O M ETRY
a. 748 mm2
b. 88 mm2
c. 112 mm2
d. 56 mm2
e. 52 mm2
a. 180 cm2
b. 236.55 cm2
c. 293.10 cm2
d. 632.29 cm2
e. 406.19 cm2
P E R I M ETE R AN D AR EA 191
a. 400 in2
b. 714.16 in2
c. 462.83 in2
d. 635.62 in2
e. 478.54 in2
17. Find the area of the shaded region. Use 3.14 for π.
a. 45.76 in2
b. 105.06 in2
c. 70.87 in2
d. 146.27 in2
e. 297.06 in2
192 J U ST I N TI M E G E O M ETRY
a. 58π cm2
b. π cm2
c. 7π cm2
d. 25π cm2
e. 40π cm2
a. 54.24 ft2
b. 111.97 ft2
c. 73.48 ft2
d. 108.48 ft2
e. 146.97 ft2
P E R I M ETE R AN D AR EA 193
a. 31.5 cm2
b. 28.5 cm2
c. 34.5 cm2
d. 33 cm2
e. 39 cm2
a. 49 in2
b. 69 in2
c. 29 in2
d. 80 in2
e. 9 in2
194 J U ST I N TI M E G E O M ETRY
a. 53.98 mm
b. 107.98 mm
c. 185.94 mm
d. 59.96 mm
e. 75.96 mm
23. The radius of the circle in the figure below is 5 cm. Find the area of
the shaded region.
a. 157 cm2
b. 28.5 cm2
c. 47.1 cm2
d. 53.5 cm2
e. 103.5 cm2
P E R I M ETE R AN D AR EA 195
a. 93 in2
b. 34.5 in2
c. 28 in2
d. 75 in2
e. 57 in2
ANSWERS
11. e. A square has all four sides of equal measure. Use algebra to find
the value of x, and then use the shortcut for the area of a square,
A = s2.
8x – 32 = 3x + 8 Set up the equation.
8x – 32 – 3x = 3x + 8 – 3x Subtract 3x from both sides.
5x – 32 = 8 Combine like terms.
5x – 32 + 32 = 8 + 32 Add 32 to both sides.
5x = 40 Combine like terms.
5x 40
= 5 Divide both sides by 5.
5
x=8
Use the value of 8 to find the length of one of the sides of the
square: 3x + 8 = (3 8) + 8 = 24 + 8 = 32 meters. The area is 322
= 1,024 m2.
198 J U ST I N TI M E G E O M ETRY
12. b. The area is given as 90 cm2, and the formula for the area is A = bh.
Use algebra to solve for the variable x, and then use this value to
find the length of
AB.
90 = 8(6x + 3) Set up the equation.
90 = (8 6x) + 24 Use the distributive property.
90 – 24 = 48x + 24 – 24 Subtract 24 from both sides.
66 = 48x Combine like terms.
66 48x
= 4 Divide both sides by 48.
48 8
1.375 = x
: 6x + 3 = (6 1.375) + 3 =
Use this value to find the length of AB
8.25 + 3 = 11.25 cm.
13. b. To find the perimeter, add up the measure of the sides. First make
all units consistent. All of the answer choices are inches, so convert
the feet measurements to inches by multiplying by 12: 2 feet =
24 inches, and 1.5 feet = 18 inches. Perimeter is 24 + 18 + 10 + 15 =
67 inches.
16. d. This irregular figure is a square with sides of 20 inches, and three
fourths of a circle with radius of 10 inches. Add up the two pieces
3
to get the total area; A = s2 + 4πr2. Substitute in the values to get:
3 3
202 + 4π102. Use the π key to solve: 400 + 4 100 π = 400 +
235.62 = 635.62 in2.
17. a. The shaded region is Ashaded = Aouter – Ainner. The outer shape is a
rectangle and the inner shape is a circle. The radius of the circle is
one-half the height of the rectangle, or one half of 8, which is 4
inches; A = bh – πr2. Substitute in to get A = (12 8) – (3.14 42)
or 96 – 50.24 = 45.76 square inches.
18. e. The area of the shaded region is Ashaded = Aouter – Ainner. Two seg-
ment lengths are given. One is the radius of the inner circle, the
other measure, 4 cm, is the distance from the inner circle to the
outer circle. The outer figure is actually a circle with a radius of 7
and the inner figure is a circle with a radius of 3. All of the answer
choices are left in terms of π; A = πr2 – πr2. Substitute in to get: A
= 72π – 32π = 49π – 9π = 40π cm2.
19. a. This irregular figure is a right triangle, with base of 10 and height
1 1
of 7, and a half circle with radius of 3.5; A = 2bh + 2πr2; A =
1 1
210 7) + ( 2 π 3.5 ). Use your calculator, and the π key, to get:
( 2
20. c. This figure is a right triangle and a rectangle. The rectangle has
base of 4 and height of 6. The triangle has base of 3 plus the base
of the rectangle (3 + 4 = 7) and height of 3. Substitute these values
1 1
into the formulas: A = bh + 2bh = (4 6) + 2(7 3). Simplify to
get: 24 + 10.5 = 34.5 cm2.
21. c. The area of the shaded region is Ashaded = Aouter – Ainner. The outer
figure is a rectangle and the inner figure is a trapezoid. The rec-
tangle has a base of 5 and a height of 9.8. The trapezoid has a
height of 5 and the bases are 5 and 3. Substitute in to get: A =
1
(9.8 5) – 25 (5 + 3). Simplify to get: 49 – 20 = 29 in2.
22. e. The perimeter of this irregular shaped figure is the sum of the
two sides of the rectangle (length 16 mm), and the circumference
of two one-half circles with a diameter of 14 mm. Since it is two
one-half identical circles, it will just be the circumference of one
circle with diameter of 14 mm; P = 16 + 16 + πd = 32 + 3.14 14
= 32 + 43.96 = 75.96 mm.
200 J U ST I N TI M E G E O M ETRY
23. d. The area of the shaded region is Ashaded = Aouter – Ainner. The outer
figure is a circle with a radius of 5 cm. The inner figure is a trian-
gle. The base of the triangle is a diameter of the circle; the base is
a chord that passes through the center of the circle. The base is 10
cm, which is twice the radius, and the height is 5 cm, the radius of
1 1
the circle; A = πr2 – 2bh = (π 52) – (2 10 5). Simplify to get
78.5 – 25 = 53.5 cm2.
24. a. The area of this irregular figure is the sum of the areas of two
identical triangles, plus the area of the middle section, a rectangle.
The triangles have a base of 9 in and a height of 8 in. The rectan-
1
gle has a base of 7 in and a height of 3 in; A = (2 (2 9 8)) +
(7 3). This simplifies to 72 + 21 = 93 square inches.
25. d. The area of the shaded region is Ashaded = Aouter – Ainner. The outer
figure is a circle, and the inner figure is a rectangle. The base and
height of the rectangle are not given, so treat this rectangle as two
triangles, where the base is the diagonal of the rectangle, which
happens to be the diameter of the circle. The radius is given as 10
cm, so the base of the triangles is 20 cm. The height of the triangles
is the radius, 10 cm. Substitute these values in to get: A = π102 –
1 1
2(2 bh). Simplify to get: 100π – (2 2 200), or (100π – 200) cm2.
7
Surface Area
and Volume
C hapter 6 reviewed the concepts of measurement in two dimen-
sions. This chapter concentrates on the three-dimensional meas-
ures of surface area and volume. Take this ten-question benchmark quiz
to assess your current knowledge of these concepts.
BENCHMARK QUIZ
a. 9
b. 12
c. 6
d. 8
e. 11 201
202 J U ST I N TI M E G E O M ETRY
a. 360 in2
b. 468 in2
c. 342 in2
d. 300 in2
e. 324 in2
a. 2,520 in3
b. 2,800 in3
c. 63 in3
d. 6,400 in3
e. 5,040 in3
S U R FA C E A R EA A N D VO LU M E 203
a. 1,250 mm2
b. 1,100 mm2
c. 850 mm2
d. 1,000 mm2
e. 2,500 mm2
a. 704π m2
b. 704 m2
c. 768 m2
d. 656 m2
e. 768π m2
204 J U ST I N TI M E G E O M ETRY
6. The base of the triangular prism is an isosceles right triangle. Find the
volume.
a. 20,250 cm3
b. 40,500 cm3
c. 342 cm3
d. 450 cm3
e. 144 cm3
8. The volume of the cylinder is 384π in3. Find the value of the variable x.
a. 19.2 in
b. 3 in
c. 6 in
d. 21.5 in
e. 43 in
S U R FA C E A R EA A N D VO LU M E 205
64π
a. in3
3
b. 64π in3
128π
c. in3
3
d. 256π in3
256π
e. 3 in3
a. 360π ft3
b. 30π ft3
c. 60π ft3
d. 120π ft3
e. 90π ft3
206 J U ST I N TI M E G E O M ETRY
1. b. The edges are the segments that make up the solid. There are 12
segments: four on the top, four on the bottom, and four that make
up the sides.
2. d. Surface area is found by calculating the area of each face, and then
adding these areas together. There are two bases that are triangles
of equal measure, and three rectangular faces. The area of each
1 1
triangle is A = 2bh, or A = 2 6 6 = 18 in2. Since this is an
isosceles triangle, there are two congruent rectangular faces. The
area of each is A = bh, or A = 12 8 = 96 in2. The bottom face is
A = bh, or A = 12 6 = 72 in2. Surface area is 18 + 18 + 96 + 96 +
72 = 300 in2.
6. a. The base is a right isosceles triangle. The base and height have
equal measure. Use this fact and algebra to find the value of the
variable x. Evaluate the length of the dimensions using this value,
and then calculate the volume.
2x = x + 15 Set up an equation.
2x – x = x + 15 – x Subtract x from both sides.
x = 15
The base of the triangle, b, is 2 times 15, or 30 cm. The height of
the triangle, h1, is also 30 cm. The height of the prism, h2, is 3
1
times 15, or 45 cm. Use the formula V = 2bh1 h2. Substitute in
1
the measures: V = 2 30 30 45. Multiply to get 20,250 cm3.
S U R FA C E A R EA A N D VO LU M E 207
THREE-DIMENSIONAL FIGURES:
FACES, VERTICES, AND EDGES
Solid figures are three-dimensional entities. Polyhedrons are solids whose
surfaces are made up of polygons. The parts of a polyhedron are defined as
faces, vertices, and edges.
GLOSSARY
FACE of a polyhedron is one of the plane surfaces on the solid
EDGE of a polyhedron is one of the segments on the solid
VERTEX of a polyhedron is an intersecting point of any two edges of the solid
S U R FA C E A R EA A N D VO LU M E 209
GLOSSARY
PRISM a three dimensional solid that has two congruent faces called bases. The other
faces are rectangles.
CYLINDER is a solid in which the bases are circles and the other surface is a rectangle
wrapped around the circles
SPHERE a solid in which all of the points on the sphere are an equal distance from a
center point. This distance is the radius of the sphere.
210 J U ST I N TI M E G E O M ETRY
RECTANGULAR PYRAMID a solid that has a rectangle for a base, and four triangu-
lar faces that meet at a vertex opposite to the base
CONE a solid that has a circle for a base, with the other face wrapping around this
base and meeting opposite the base at a vertex point
Surface area is the number of square units that it takes to cover a three
dimensional solid. To calculate surface area, first determine the number of
faces on the prism. Calculate the area of each face and then add them
together. The formulas for the area of the faces were covered in Chapter 6.
Example:
Find the surface area of the prism.
Example:
The surface area of the triangular prism shown is 242.4 in2. The tri-
angular base is an equilateral triangle. What is the length of
BC?
Use the variable x to represent the length of BC. The area of the
1 1
two triangular bases is A = 2 bh, or A = 2 6 4.4 = 13.2. There
are three other rectangular faces. Each of these is congruent because
the triangular base is equilateral. The area of each rectangle is A =
bh, or A = 6x. Use algebra to find the value of the variable x, the
length of
BC:
242.4 = 13.2 + 13.2 + 3(6x) Set up the equation.
242.4 = 26.4 + 18x Multiply, and then combine like
terms.
242.4 – 26.4 = 26.4 + 18x – 26.4 Subtract 26.4 from both sides.
216 = 18x Combine like terms.
216 18x
= 1 Divide both sides by 18.
18 8
12 = x This is the length of
BC.
212 J U ST I N TI M E G E O M ETRY
SHORTCUT
" For prisms, there is a pair of parallel congruent bases. Calculate the
area of one of these bases and then multiply by 2. For rectangular
prisms, there are two other sets of congruent faces. These facts lead
to the formulas commonly used for rectangular prisms:
Example:
The surface area of a cube is 384 ft2. What is the length of an edge
of the cube?
384 = 6s2 Use the formula to set up an equation.
384 6s2
= Divide both sides by 6.
6 6
64
= s2 Take the square root of each side.
8=s
Each edge of the cube measures 8 feet.
Be alert when working with geometry problems to make sure that the
units are consistent. If they are different, a conversion must be made before
calculating surface area.
Example:
What is the surface area of the following rectangular prism?
S U R FA C E A R EA A N D VO LU M E 213
The length is 2.5 feet, the width is 6 inches, and the height is 10
inches. Convert the length to inches (1 foot = 12 inches). The
length is 12 2.5 = 30 inches. Now use the shortcut formula:
SA = 2(30 6) + 2(30 10) + 2(6 10)
SA = 2(180) + 2(300) + 2(60) Evaluate parentheses.
SA = 360 + 600 + 120 Perform multiplication.
SA = 1,080 in2 Perform addition; include units.
Example:
The triangular base of the following prism is an isosceles triangle.
Find the surface area of the prism.
1
The area of the triangle is A = 2 90 50 = 2,250 mm2. The con-
gruent sides of the triangle are 7x = 7(10) = 70 mm2. Two of the rec-
tangular faces are A = 70 100 = 7,000 mm2. The other face is A =
90 100 = 9,000 mm2. Add these areas to find the surface area: SA =
2(2,250) + 2(7,000) + 9,000 = 4,500 + 14,000 + 9,000 = 27,500 mm2.
Example:
The surface area of the rectangular prism is 652 cm2. Find the value
of the variable x.
A cylinder has two congruent bases that are circles, and one long rectan-
gular piece that wraps to form the side.
S U R FA C E A R EA A N D VO LU M E 215
The side marked h is the height of the cylinder. The side marked c is the cir-
cumference of the circular base, calculated by the diameter of the circular base.
RULE BOOK
E The surface area of a cylinder is the two times the area of one of the
circular bases, plus the circumference of the circular base, times the
height of the cylinder:
Using the preceding formulas, you can calculate the surface area of cylin-
ders and spheres. Take care and check if the problem gives the radius or
diameter. If the problem asks for the surface area of a cylinder, for exam-
ple, and gives the length of the diameter, you must first calculate the length
of the radius. The radius can be found by dividing the diameter by 2. Just
like for all area calculations, the units will be square units.
Example:
Find the surface area of the following cylinder. Use 3.14 for π.
216 J U ST I N TI M E G E O M ETRY
Note that the units are not consistent. Convert the height from
meters to centimeters by multiplying by 100: 0.5 100 = 50 cm.
Use the formula for surface area, substituting 16 for r and 50 for h:
SA = 2(π162) + 2π 16 50.
Evaluate exponents: 2(256π) + 2π 16 50.
Perform multiplication: 512π + 1,600π.
Combine like terms: SA = 2,112π cm2.
Use the value of 3.14 for π to get the surface area: 2,112 3.14 =
6,631.68 cm2.
Example:
The surface area of the following cylinder is 384π square units.
What is the value of the variable x?
Example:
Find the surface area of a sphere with a diameter of 6 inches.
The diameter is given. Calculate the radius, which is one-half the
diameter. The radius is 3 inches. Use the formula A = 4πr2; A =
4 π 32 = 36π in2.
VOLUME OF PRISMS
Volume is a measure of how many cubic units it takes to FILL a solid fig-
ure. Volume is measured in cubic units. Volume is a multiplication concept,
where three measures are multiplied together. The units can also be
thought of as multiplied together: cm cm cm = cm3, or the words
“centimeters cubed.” There are formulas to use for the volume of common
solid figures.
218 J U ST I N TI M E G E O M ETRY
RULE BOOK
E Volume is the area of the base of the solid figure, multiplied by the
height of the figure. This can be expressed as V = Bh, where V is the
volume, B is the area of the base, and h is the height of the prism. The
formulas for the area of these base shapes were covered in Chapter
6 of this book.
In this case, B = lw, (the base is a rectangle), where l is the length, and
w is the width.
VOLUME OF A CUBE: V = s3
In this case, B = s2, and the height is also s.
1
VOLUME OF A TRIANGULAR PRISM: V = 2bh1 h2
1
In this case, B = 2bh1, where b is the base of the triangle, and h1 is the
height of the triangle. The variable h2 is the height of the prism.
S U R FA C E A R EA A N D VO LU M E 219
1
VOLUME OF A TRAPEZOIDAL PRISM: V = 2h1 (b1 + b2) h2
In this case, B = 12h1 (b1 + b2), where h1 is the height of the trapezoid
and b1 and b2 are the parallel bases of the trapezoid. The variable h2
is the height of the prism.
Example:
Given the volume of a rectangular prism is 766.48 mm3, find the
height if the length is 6.7 mm and the width is 11 mm.
Use the formula for the volume of a rectangular prism:
V = lwh Substitute in the given information.
766.48 = 6.7 11 h Multiply 6.7 times 11.
766.48 = 73.7 h Divide 766.48 by 73.7 and include
units.
10.4 mm = h The units are linear (single) because
this is a height measurement.
Example:
Find the volume of the trapezoidal prism.
CALCULATOR TIPS
i If your calculator has the fraction key and parentheses keys, the cal-
culator will most likely perform the correct order of operations. This is
especially helpful when finding the surface area or volume of trape-
zoidal and triangular prisms. Follow the keystrokes below to verify if
your calculator follows the order of operations. The example key-
strokes are for the previous example. Verify that your calculator shows
the correct answer of 568.
RULE BOOK
E Volume is the area of the base of the solid figure, multiplied by the
height of the figure. This can be expressed as V = Bh, where V is the
volume, B is the area of the base and h is the height of the prism.
In this case, B = πr2, where π is the constant, and r is the radius of the
circular base.
4
VOLUME OF A SPHERE: V = 3πr3
Example:
Find the volume of a cylinder whose base diameter is 14.8 inches
and has a height of 18 inches.
First, recognize that while the diameter is given, the radius is
needed to calculate volume. Use the formula to find the radius:
1
r = 2d Substitute in the given value for
diameter.
1
r = 2 14.8 Multiply one-half times 14.8.
r = 7.4 in Now use the formula for the volume of
a cylinder.
V = πr2h Substitute in the given information.
V = π 7.4 7.4 18 Multiply all the number terms together
on the right.
V = 985.68π Include the cubic units.
V = 985.68π in3
Example:
Find the volume of a sphere with radius of 12 mm. Use 3.14 for π.
4 4
Use the formula V = 3πr3 and substitute in 12 for r; V = 3π123. Eval-
4
uate the exponent first: 3π 1,728. Multiply to get 2,304π cm3. Use
the value of 3.14 for π to find the volume: 7,234.56 cm3.
The volume of a pyramid is based on the formula for the volume of a rec-
tangular prism. The volume of a cone is based on the formula for the vol-
ume of a cylinder.
RULE BOOK
In this case, B is the area of the base, and h is the height of the pyra-
1
mid. For a rectangular pyramid, the formula is V = 3 lwh.
1
VOLUME OF A CONE: V = 3πr2h
In this case, B is the area of the circular base, and h is the height of
the cone.
222 J U ST I N TI M E G E O M ETRY
Example:
The height and the diameter of a cone are both 24 inches. Find the
volume of the cone to the nearest hundredth.
1
Use the formula for the volume of a cone: V = 3πr2h. The radius is
one-half the measure of the diameter; the radius is 12 inches. Use
1
the π key on the calculator since no value for π is given; V = 3 π
1
(12)2 24 = 3 π 144 24 = 1,152 π. Multiply using the π
key and round to the hundredths place to get 3,619.11 in3.
Example:
The volume of the following rectangular pyramid is 508.8 m3. Find
the height of the pyramid.
Represent the height of the pyramid as x. Use the formula for the vol-
ume of a pyramid and your knowledge of algebra to find the height;
1
V = 3 Bh. The length and width are 8 and 12.
1
3 8 12 x = 508.8 Set up the equation.
32x = 508.8 Perform multiplication.
32x 508.8
= 3 Divide both sides by 32 and include
32 2
units.
x = 15.9 m The height has linear units, meters.
S U R FA C E A R EA A N D VO LU M E 223
EXTRA HELP
O If you need extended help in working with surface area and volume,
Geometry Success in 20 Minutes a Day, published by LearningExpress,
has several lessons devoted to this topic: Lesson 14, Lesson 15, and
Lesson 16.
There are useful web sites that deal with these topics of geometry.
Visit these sites if you feel you need further clarification on these con-
cepts. Each has a unique method of presentation.
PRACTICE QUIZ
a. 8
b. 6
c. 7
d. 12
e. 9
S U R FA C E A R EA A N D VO LU M E 225
a. 216 cm2
b. 252 cm2
c. 126 cm2
d. 288 cm2
e. 432 cm2
a. 9π in2
b. 144π in2
c. 36π in2
d. 27π in2
e. 12π in2
226 J U ST I N TI M E G E O M ETRY
a. 900 in3
b. 720 in3
c. 592 in3
d. 512 in3
e. 300 in3
a. 0.8 cm
b. 6 cm
c. 1 cm
d. 2 cm
e. 0.5 cm
10. What is the volume of a cylinder with a height of 100 cm and a radius
of 5 m?
a. 1,000 m3
b. 10π m3
c. 2,500π m3
d. 1,000π m3
e. 25π m3
a. 360 ft3
b. 360π ft3
c. 120 ft3
d. 120π ft3
e. 180 ft3
a. 2,400 in2
b. 64 in2
c. 400 in2
d. 726 in2
e. 1,331 in2
228 J U ST I N TI M E G E O M ETRY
14. Find the surface area of this cylinder where the height is 13 mm.
a. 2(144π) + 24 π 13 mm2
b. 2(24π) + 2 π 13 mm2
c. 144π + 24 π 13 mm2
d. 156π mm2
e. 1,872π mm2
a. 280 cm2
b. 1,600 cm2
c. 160 cm2
d. 240 cm2
e. 192 cm2
S U R FA C E A R EA A N D VO LU M E 229
a. 624 mm3
b. 672 mm3
c. 840 mm3
d. 8,064 mm3
e. 576 mm3
17. If the volume of the triangular prism is 3,990 in3, find the height.
a. 63.4 inches
b. 30 inches
c. 28.7 inches
d. 15 inches
e. 36 inches
18. The volume of a cube is 512 cm3. What is the value of the variable x,
if the length of each side is 2x cm long?
a. 6 cm
b. 85.3 cm
c. 64 cm
d. 4 cm
e. 8 cm
230 J U ST I N TI M E G E O M ETRY
20. Find the volume of the cylinder shown when the height is represented
as 16x cm.
a. 6,912π cm3
b. 1,152π cm3
c. 432π cm3
d. 96π cm3
e. 256π cm3
32π
21. If the volume of a sphere is 3 m3, what is the diameter of the sphere?
a. 16 m
b. 4 m
c. 2 m
d. 8 m
e. 5.66 m
22. The surface area of a cylinder is 182π in2. What is the height of the
cylinder, if the diameter is 14 inches?
a. 12 inches
b. 9.5 inches
c. 1 inch
d. 11 inches
e. 6 inches
S U R FA C E A R EA A N D VO LU M E 231
23. Find the volume of the following cone. The height is 16 mm.
a. 2,304 mm3
b. 768 mm3
c. 768π mm3
d. 2,304π mm3
e. 96π mm3
24. The pyramid has a height of 28 cm. Find the volume to the nearest
hundredth.
a. 30,464 cm3
b. 10,154.67 cm3
c. 3,384.89 cm3
d. 31.33 cm3
e. 372 cm3
232 J U ST I N TI M E G E O M ETRY
25. Find the volume of the following cone whose height is represented as
3x inches. Use 3.14 for π.
a. 9,408 in3
b. 3,136 in3
c. 29,541.12 in3
d. 9,847.04 in3
e. 703.36 in3
ANSWERS
1. d. There are eight edges, which are the segments of the solid. There
are four in the base and four on the sides.
2. e. There are five faces, which are the polygons of the solid. There is
one rectangular base and four triangular faces.
3. a. There are eight vertices, the points where the segments meet, on
this solid.
6. c. Use the formula for the surface area of a sphere: SA = 4πr2. Sub-
stitute in for the radius to get SA = 4π32, or 36π square inches.
10. e. First, note that the units are not consistent. Change 100 cm to 1
meter. Use the formula for the volume of a cylinder: V = πr2h,
where r is the radius and h is the height. Substitute in to get V = π
52 1 = 25π cubic meters.
4
11. d. Use the formula for the volume of a sphere: V = 3πr3. The diam-
eter is given. Divide this measure by 2 to find the radius. The
4
radius is 9 feet. Substitute into the formula to get V = 3π93. Eval-
4
uate the exponent: V = 3π 729. Multiply to get the volume of
972π cubic feet.
1
12. c. Use the formula for the volume of a pyramid: V = 3lwh. Substitute
1
in the values from the diagram to get V = 3 6 6 10. Multi-
ply to get 120 cubic feet.
13. a. In a cube, all the sides have equal measure. Use this fact and alge-
bra to find the value of the variable x, then find the length of a side.
6x – 46 = 4x – 24 Set up an equation.
6x – 46 – 4x = 4x – 24 – 4x Subtract 4x from both sides.
2x – 46 = –24 Combine like terms.
2x – 46 + 46 = –24 + 46 Add 46 to both sides.
2x = 22 Combine like terms.
234 J U ST I N TI M E G E O M ETRY
2x 22
= 2 Divide both sides by 2.
2
x = 11
Use this value to find the length of a side: 6x – 46 = 6(11) – 46 =
66 – 46 = 20 inches. Surface area is SA = 6s2, or 6 times 202. This
is 6 times 400, or 2,400 square inches.
14. a. Use the formula for the surface area of a cylinder: SA = 2(πr2) +
2πrh. Substitute in the values to get 2(π 122) + 2π12 13. This
is equivalent to 2(144π) + 24π 13 square millimeters.
15. e. In a rectangle, the opposite sides have equal measure. Use this
fact and algebra to find the value of the variable x, and then calcu-
late the surface area.
5x = 4x + 2 Set up an equation.
5x – 4x = 4x + 2 – 4x Subtract 4x from both sides.
x=2 Combine like terms.
Because x = 2, the length is 5 times 2, or 10 centimeters, and the
width and height are 2 times 2, or 4 centimeters. Use the formula
for the surface area of a rectangular prism: SA = 2(10 4) + 2(10
4) + 2(4 4). Evaluate parentheses: 2(40) + 2(40) + 2(16). Mul-
tiply to get 80 + 80 + 32 = 192 square centimeters.
1
16. c. Use the formula for the volume of a trapezoidal prism, V = 2h1(b1
1
+ b2) h2. Substitute in the values from the diagram to get: V = 2
1
6(12 + 8) 14. Evaluate parentheses: V = 2 6(20) 14.
Now, multiply to get 840 cubic millimeters.
17. b. Use the formula for the volume of a triangular prism and algebra
to find the value of the variable x. Use this value to find the height.
1
3,990 = 2bh1 h2
1
3,990 = 2 19 14 (2x + 6) Substitute in the values.
3,990 = 133(2x + 6) Simplify the right side by
multiplying.
3,990 = 266x + 133(6) Use the distributive property.
3,990 = 266x + 798 Multiply.
3,990 – 798 = 266x + 798 – 798 Subtract 798 from both sides.
3,192 = 266x Combine like terms.
3,192 266x
= Divide both sides by 266.
266 266
12 = x
The height is 2x + 6 = 2(12) + 6 = 30 inches.
S U R FA C E A R EA A N D VO LU M E 235
18. d. If each side of the cube is 2x cm long, use this value and algebra to
find the value of the variable; V = s3.
512 = (2x)3 Substitute in the value.
512 = 8x3 Evaluate the exponent.
512 8x3
= 8 Divide both sides by 8.
8
3 3
= x3
64 Take the cube root of each side.
4=x 4 times 4 times 4 equals 64.
20. a. All radii in a circle have the same measure. Use this fact and algebra
to find the value of the variable x. Then, use the formula for
volume.
10x – 18 = 4x Set up the equation.
10x – 18 – 4x = 4x – 4x Subtract 4x from both sides.
6x – 18 = 0 Combine like terms.
6x – 18 + 18 = 0 + 18 Add 18 to both sides.
6x = 18 Combine like terms.
6x 18
= 6 Divide both sides by 6.
6
x=3
Because x = 3, the radius is 4x or 4(3) = 12 cm, and the height is
16x = 16(3) = 48 cm. Use the formula V = πr2h, or V = π(122) times
48. Evaluate the exponent: 144π(48) = 6,912π cubic centimeters.
21. b. Use the formula for the volume of a sphere to find the radius.
4
Multiply that value times two to get the diameter: V = 3πr3.
32π 4
= πr3 Substitute in the values.
3 3
3 32π 3 4
= πr3 Multiply both sides by the
4 3 4 3
reciprocal of the fraction.
8π = πr3 Simplify.
8π πr3
π = π Divide both sides by π.
3 3
= r
8 Take the cube root of each side.
2=r
Because the radius is 2, the diameter is 4 meters.
236 J U ST I N TI M E G E O M ETRY
22. e. Diameter is given. Divide this measure by 2 to get the radius. The
radius is 7 inches. Use the formula to find the height. SA = 2(πr2)
+ 2πrh.
182π = 2(π72) + 2π 7 h Substitute in the values.
182π = 2(49π) + 14π(h) Evaluate the exponent and
multiply.
182π – 98π = 98π + 14π(h) – 98π Subtract 98π from both
sides.
84π = 14π(h) Combine like terms.
84π 14π(h)
= Divide both sides by 14π.
14π 14π
6=h The height is 6 inches.
1
23. c. Use the formula for the volume of a cone: V = 3πr2h. Substitute in the
1
values given in the diagram: V = 3π122 16. Evaluate the exponent:
1
V = 3π 144 16. Multiply to get 768π cubic millimeters.
1
24. b. Use the formula for the volume of a pyramid: V = 3lwh. Substitute
1
in the values given in the diagram: V = 3 32 34 28. Multi-
ply to get 10,154.67 cubic centimeters, to the nearest hundredth.
25. d. All radii of a circle have the same measure. Use this fact and alge-
bra to solve for the variable x. Use this value to find the needed
measures, and then find the volume.
17x – 40 = 2x + 20 Set up an equation.
17x – 40 – 2x = 2x + 20 – 2x Subtract 2x from both sides.
15x – 40 = 20 Combine like terms.
15x – 40 + 40 = 20 + 40 Add 40 to both sides.
15x = 60 Combine like terms.
x=4 Divide both sides by 15.
The radius is 2x + 20 = 2(4) + 20 = 28 inches. The height is 3x =
3(4) = 12 inches.
1
The formula for the volume of a cone is: V = 3πr2h. Substitute in
1
the values to get V = 3 3.14 282 12. Evaluate the exponent:
1
3.14 784 12. Multiply to get 9,847.04 cubic inches, to the
3
nearest hundredth.
8
Transformations
and Similarity
P revious chapters addressed congruent figures. This chap-
ter deals with figures that undergo transformations, yet are con-
gruent to the original figure. Similar polygons are in proportion to the
original figure, and will also be covered. This chapter begins by assessing
your understanding of transformations and similarity. Take the bench-
mark quiz, and assess the knowledge you already possess on this topic.
After taking the quiz and reading over the explanations, the lesson will
follow to review subjects that you may have forgotten.
BENCHMARK QUIZ
a. rotation
b. translation
c. reflection
d. dilation
e. congruence
238
TR AN S F O R MATI O N S AN D S I M I LAR IT Y 239
a. the letter I
b. the letter A
c. the letter L
d. the letter T
e. the letter W
a. 7 cm
b. 6 cm
c. 2 cm
d. 9 cm
e. 4 cm
240 J U ST I N TI M E G E O M ETRY
5. If the triangles are similar, what is the scale factor from ΔQRS to
ΔXYZ?
a. 10
b. 3
c. 5
1
d. 3
1
e. 5
6. A toy rocket is a model of a real rocket with the scale of 1 : 48. If the
toy is 18" long, how long is the real rocket?
a. 72 inches
b. 30 inches
c. 864 feet
d. 66 inches
e. 72 feet
7. A man 5 feet tall casts a shadow that is 10 inches long. How tall is the
building that casts a shadow that is 14 inches long?
a. 5 feet, 4 inches
b. 9 feet
c. 7 feet
d. 2 feet
e. 8 inches
TR AN S F O R MATI O N S AN D S I M I LAR IT Y 241
8. The two polygons in the following figure are similar. What is the
?
measure of CD
a. 5 mm
b. 20 mm
c. 2 mm
d. 18 mm
e. 12 mm
9. A 10-foot stop sign casts a shadow of 36 inches. How tall is the tele-
phone pole that casts a shadow of 48 inches long?
a. 11 feet
1
b. 133 feet
c. 9 feet
d. 22 feet
1
e. 133 inches
Following are the answers to the benchmark quiz. See how much you
already know about transformations and similarity. Explanations are pro-
vided for all problems.
2. a. The letter I is the only letter choice that has rotational symmetry.
It can be rotated 180° about a point at the middle of the letter and
map onto itself.
3. d. The figure shown has four lines of symmetry and rotational sym-
metry of 90°, as shown in the following figure.
5. b. The scale factor is the dilation factor. ΔXYZ has sides that are
three times as big as ΔABC.
shadow of building
Use a proportion, with the setup of =
shadow of man
height of building
. Since the units on the shadow are both inches, unit
height of man
conversion is not needed; the height of the man is in feet, so the
height of the building, represented as the variable x, will be in feet.
14 x
= 5 Set up the proportion.
10
14 5 = 10x Cross multiply.
70 = 10x Multiply the left side.
70 10x
= 1 Divide both sides by 10.
10 0
7=x The building is 7 feet tall.
16 10
=
Set up the proportion.
8 CD
16 CD = 8 10 Cross multiply.
16
CD = 80 Multiply the right side.
CD 80
16 =
16
16 Divide both sides by 16.
= 5 mm
CD
9. b. The telephone pole and the stop sign, together with their corre-
sponding shadows, form two similar right triangles.
If you answered 8–10 questions correctly, feel assured that you have a good
foundation in transformations and similarity. Read over the chapter; be sure
that you remember all the components of this topic. The sidebars and Tips
and Strategies may be especially helpful to you.
If you answered 4–7 questions correctly, you have some understanding
of the concepts covered, but you need to carefully study the lessons and
sidebars throughout the chapter. Go to the suggested website in the Extra
Help sidebar for additional practice. Work through the Practice Quiz at the
end of the chapter to check your progress.
If you answered 1–3 questions correctly, you need extended help in
understanding this chapter. Take your time as you read through this lesson.
Try the examples that are illustrated on a separate sheet of paper and com-
pare your method of solution with that given in the text. Attend to the side-
bars and visual aids that will help you grasp the material. Go to the
suggested website in the Extra Help sidebar in this chapter, and do extended
practice.
• Transformations
• Symmetry
• Dilations
• Similar Polygons
• Area, Volume, and Similar Polygons
• Applications of Similar Triangles
• Scale
TRANSFORMATIONS
Congruent geometric figures have the same size and shape. All correspon-
ding parts, the sides and angles, have the same measure. Polygons can be
moved by a slide, flip, or turn. These movements are called transformations.
246 J U ST I N TI M E G E O M ETRY
GLOSSARY
TRANSLATION the image of a geometric figure after a slide in a set direction
REFLECTION the image of a geometric figure after a flip over a line of symmetry, an
imaginary line between and equidistant from the figure and its image
ROTATION the image of a geometric figure after a turn by a set number of degrees
around a point
SYMMETRY
EXTRA HELP
O Often, lines of symmetry are readily apparent. If you are unsure, trace
the geometric figure and actually fold the traced figure at the line in
question to determine if it is in fact a line of symmetry.
EXTRA HELP
O Like lines of symmetry, it is often obvious if a figure has rotational
symmetry. If you are unsure, trace the geometric figure. Leave it on top
of the original figure, anchor the point of symmetry in question and
actually rotate the traced figure.
248 J U ST I N TI M E G E O M ETRY
Example:
How many lines of symmetry does this figure have?
Example:
What types of symmetry does this isosceles trapezoid have?
DILATIONS
The previous transformations preserved the size of the figure; the trans-
formed figure was congruent to the original. A fourth transformation, dila-
tion, changes the size of a geometric figure, and preserves the shape.
GLOSSARY
DILATION a shrinking or enlarging of a geometric figure that preserves shape but not
size
DILATION FACTOR a measure of how the transformed figure has changed size. The
dilation factor is a multiplicative operator on the measure of a geometric figure or on the
sides of a polygon.
Example:
What is the dilation factor from ΔPQR to ΔSTU?
SIMILAR POLYGONS
Example:
Rectangle ABCD is similar to rectangle EFGH. What is the scale
factor from ABCD to EFGH?
, which corresponds to AB
The scale factor is 4; EF , is four times as
big.
GLOSSARY
SIMILAR polygons have corresponding angles that are congruent, and corresponding
sides that are in proportion. The symbol for similarity is ~.
Similar polygons have the same shape (congruent angles), but can have
different size. If you are told that two polygons are similar, then their cor-
responding sides are in proportion. Set up a proportion if the scale factor
is not apparent.
RULE BOOK
Example:
6 n
Solve: 26 = 52 ; use cross multiplication.
Example:
In the following picture, rectangle ABCD is similar to rectangle
EFGH. Find FG.
252 J U ST I N TI M E G E O M ETRY
corresponds to side HG
DC , and
BC corresponds to side FG.
length of
FG length of
GH
= Set up the proportion, knowing
length of
BC length of
CD
that the sides are proportional.
FG 30
= 8 Substitute in the values of the known
3
sides.
FG 8 = 3 30 Cross multiply.
FG 8 = 90 Multiply on the right side of the equation.
FG = 11.25 Divide both sides by 8 to get
FG.
Take care and pay attention to the units used in a problem. Sometimes,
it is helpful or necessary to convert units before setting up a ratio.
Example:
?
Rectangle ABCD ~ EFGH. What is the measure of GH
Sometimes, the similar polygons are inside each other. Solve this type of
similar polygon as you would the others, taking care to use the correct
measurements for each polygon.
TR AN S F O R MATI O N S AN D S I M I LAR IT Y 253
Example:
The triangles shown in the following diagram are similar. What is
the measure of
CD?
21
CD
7 = 1
0 Substitute in the values of the known sides.
21 10 = 7
CD Cross multiply.
210 = 7 CD Multiply on the left side of the equation.
30 =
CD .
Divide both sides by 7 to get CD
CD is 30 mm.
Example:
If the sides of similar rectangles are in the ratio of 2 : 7, what is the
ratio of the areas of these rectangles?
The ratio of the areas will be 22 : 72, or 4 : 49.
254 J U ST I N TI M E G E O M ETRY
Example:
If the surface area of two similar cubes is in the ratio of 25 : 9, what
is the ratio of the volume of these cubes?
Since the area is in the ratio of 25 : 9, the sides are in the ratio of
25
: 9 , or 5 : 3. Therefore, the ratio of the volumes is 53 : 33, or
125 : 27.
Notice from the above picture that two right triangles are formed, and
each triangle has the same angle measures. Because the triangles are simi-
lar, the angles are congruent. Therefore, the sides are in proportion. To
solve this type of problem, one way is to set up a proportion, such as:
shadow of big height of big
= .
shadow of little height of little
Example:
A woman, 68 inches tall, casts a shadow that is 54.4 inches long. If
the length of the shadow cast by the flagpole is 192 inches, how tall
is the flagpole?
SCALE
Scale is a special ratio used for models of real-life items, such as model rail-
roads and model airplanes, or scale drawings on blueprints and maps. On
model airplanes, you will often find the scale ratio printed on the model as
model : real. For example, a toy car may have the ratio 1 : 62 printed on the
bottom. This is the scale factor of all of the dimensions of the actual toy to
the corresponding dimensions of the real car. This scale factor says that the
real car is 62 times larger than the toy, since the ratio is 1 : 62.
Example:
A model locomotive measures 8.7 inches in length. If the scale given
is 1 : 16, how long is the real locomotive?
Since the real train is 16 times as big as the model, the real train will
be 8.7 times 16, which is 139.2 inches, or 11.6 feet.
Example:
3
A scale drawing of the Statue of Liberty is said to be “4 inch = 12
feet.” How tall is the statue if the scale drawing height is 10 inches?
Choose a set-up for the proportion, such as:
drawing dimension drawing dimension
=
real-object dimension real-object dimension
256 J U ST I N TI M E G E O M ETRY
3
4 10
12 = h Set up the proportion, where h stands for
height.
3
12 10 = 4 h Cross multiply.
3
120 = 0.75 h Multiply 12 times 10; change 4 to 0.75.
160 = h Divide each side of the equation by 0.75.
According to this drawing, the height of the statue is 160 feet.
EXTRA HELP
O For further practice and extended lessons on similarity, refer to Geom-
etry Success in 20 Minutes a Day: Lesson 11, Ratio, Proportion, and
Similarity. In addition, the website www.math.com has helpful mini les-
sons on similar polygons: 1) Click on Pre-Algebra from the leftmost
column entitled Select Subject. Then, click on the following link, under
the title Ratios and Proportions: Similar Figures. 2) Click on Geometry
from the leftmost column entitled Select Subject. Then, click on the fol-
lowing link, under the title Relations and Sizes: Similar Figures. Another
useful website to study transformations is http://www.utc.edu/
~cpmawata/. On the leftmost side, under Math Cove Projects, click on
Rigid Transformations. There are interactive java-based activities to
explore transformations.
PRACTICE QUIZ
Now that you have studied these lessons, see how much you have learned
and reviewed about transformations and similarity.
1. Which of the following statements are true about the figure below?
a. figure I
b. figure II
c. figure III
d. figure IV
e. none of the above
258 J U ST I N TI M E G E O M ETRY
a. rotation
b. reflection
c. slide
d. translation
e. dilation
4. Which of the following figures has both line symmetry and rotational
symmetry?
a. figures I and II
b. figure II only
c. figures II and III
d. figures I and III
e. all of the above
1
a.
3
b. 3
c. 4
1
d. 6
1
e. 4
a. 8.5 cm
b. 6.5 cm
c. 3.5 cm
d. 7.5 cm
e. 10.5 cm
?
8. Quadrilaterals ABCD ~ EFGH. What is the measure of FG
a. 2.25 feet
b. 4 feet
c. 5 feet
d. 3 feet
e. 6 feet
260 J U ST I N TI M E G E O M ETRY
9. The ratio of the sides of two triangles is 3 : 5. What is the ratio of the
areas of these triangles?
a. 6 : 10
b. 3 : 5
c. 9 : 15
d. 15 : 25
e. 9 : 25
11. A scale drawing of the Statue of Liberty is 0.6 inches = 10 feet. If the
real statue is 160 feet in height, what is the height of the drawing?
a. 9.6 feet
b. 960 inches
c. 9.6 inches
d. 8 feet
e. 400 inches
12. An oak tree casts a shadow of 54 inches. The 15-foot telephone pole
casts a shadow of 2.25 feet. How tall is the tree?
a. 30 feet
b. 440 feet
c. 400 inches
d. 78.75 inches
e. 18.25 feet
TR AN S F O R MATI O N S AN D S I M I LAR IT Y 261
a. 8 cm
b. 9 cm
c. 6 cm
d. 12 cm
e. 7.5 cm
14. A model boat is made to scale. The model has a length of 20 inches
and a width of 8 inches. What is the width of the real boat if the
length is 36 feet long?
a. 90 feet
b. 7.5 feet
c. 4.4 feet
d. 14.4 feet
e. 53 inches
15. The ratio of the surface area of one face of a cube to the surface area
of one face of another cube is 16 : 25. What is the ratio of the volume
of the smaller cube to the larger cube?
a. 32 : 50
b. 48 : 75
c. 256 : 625
d. 8 : 12.5
e. 64 : 125
16. The scaled model of a train is 25 cm long. If the real train is 12 meters
long, what is the scale factor?
a. 12 : 25
b. 1 : 48
c. 24 : 50
d. 1 : 13
e. 1 : 1,175
262 J U ST I N TI M E G E O M ETRY
?
17. Given that ΔQRS ~ ΔQTU, what is the length of QU
a. 10 inches
b. 15 inches
c. 5 inches
d. 3 inches
e. 8 inches
a. translation
b. reflection
c. dilation
d. rotation
e. slide
TR AN S F O R MATI O N S AN D S I M I LAR IT Y 263
a. 5 meters
b. 9 meters
c. 4.5 meters
d. 6 meters
e. 1.5 meters
21. Juan, who is 5.5 feet tall, casts a shadow of 35 inches. How tall is
Miguel, who casts a shadow of 42 inches?
a. 6 feet, 6 inches
b. 6 feet, 5 inches
c. 6 feet, 2 inches
d. 6 feet
e. 6.6 feet
22. A map shows a scale of 1 cm = 4.5 m. How wide is a lake that meas-
ures 5.3 cm on the map?
a. 238.5 m
b. 23.85 m
c. 9.8 m
d. 980 cm
e. 1.18 m
24. What is the area of trapezoid ACDE if the area of trapezoid ABGF is
25, and the trapezoids are similar?
a. 156.25 cm2
b. 62.5 cm2
c. 32.5 cm2
d. 56.25 cm2
e. 27.5 cm2
ANSWERS
1. d. The star has five lines of symmetry and it also has rotational sym-
metry. The lines of symmetry are shown in the following:
4. c. Figures II and III have both line and rotational symmetry of 180°.
The lines of symmetry are shown in the following:
7. e. If the dilation factor is 1.5, multiply the measure of the side that
corresponds to , by 1.5; 7 1.5 = 10.5 cm.
XY, which is QR
9. e. If the sides have a ratio of 3 : 5, the areas will have a ratio of these
factors squared, that is 32 : 52 = 9 : 25.
266 J U ST I N TI M E G E O M ETRY
10. a. The man and the flagpole, together with their corresponding
shadows, form similar right triangles.
12. a. The tree and the telephone pole, together with their correspon-
ding shadows, form similar right triangles.
corre-
13. c. The triangles are similar; the sides are in proportion. YZ
sponds to
MN and XZ corresponds to LN. Set up a proportion,
big big
using the setup of
little = little .
10
LN
5 = 3 Set up the proportion.
10 3 = 5
LN Cross multiply.
30 = 5
LN Multiply on the left side of the equation.
6 =
LN The length of the segment is 6 cm.
268 J U ST I N TI M E G E O M ETRY
15. e. If the areas are in the ratio of 16 : 25, the sides are in the ratio of
16: 25 , or 4 : 5. Therefore, the ratios of the volumes will be
43 : 53, or 64 : 125.
model
16. b. The scale factor is , and the units must be consistent. So,
real
change the meters to centimeters by multiplying by 100.
25 1
= x Set up the proportion.
1,200
25x = 1,200 1 Cross multiply.
25x = 1,200 Multiply on the right side of the equation.
25x 1,200
= Divide both sides by 25.
25 25
x = 48 The scale factor is 1 : 48.
big big
17. b. The triangles are similar, so set up a proportion using = .
little little
= 3 + 6 = 9.
The length of QT
9
QU
= 5 Set up the proportion.
3
9 5 = 3
QU Cross multiply.
45 = 3 QU Multiply on the left side of the equation.
15 =
QU The length is 15 inches.
23. d. Find dimensions that would satisfy the similarity condition that
the sides are in proportion. You may need to test several of the
width width
answer choices. Set up a proportion of
length = length . The dimen-
sions of 8 by 10 will work:
5.6 8
= 10 Test the proportion.
7
5.6 10 = 7 8 Cross multiply.
56 = 56 Multiply on the both sides of the
equation. The proportion is true.
24. a. The sides are in a ratio of 5 : 12.5. The areas will be in the ratio of
52 : (12.5)2, or 25 : 156.25. This is because area is a squaring con-
cept. Since the area of the smaller trapezoid is 25, the area of the
larger trapezoid is 156.25 square cm.
model model
25. b. Use a proportion, with the setup:
real = real . Since the real
heights are both in feet, no unit conversions are needed. The
Godzilla model height will be in inches, the same as the King
Kong model height. Use the variable x to represent the height of
the Godzilla model:
14 x
= Set up the proportion.
45 51.75
14 51.75 = 45x Cross multiply.
724.5 = 45x Multiply on the left side of the equation.
724.5 45x
= 4 Divide both sides by 45.
45 5
16.1 = x The Godzilla figure is 16.1 inches tall.
9
Pythagorean Theorem
and Trigonometry
O ther chapters in this book have dealt with the most common
geometric figure, the triangle. Chapter 4 covered the basic proper-
ties and classification of triangles. Chapter 6 reviewed the perimeter and
area of triangles. This chapter will review applications that involve the right
triangle. Take the following benchmark quiz that starts this chapter to assess
the knowledge you already possess about right triangle applications.
271
272 J U ST I N TI M E G E O M ETRY
BENCHMARK QUIZ
8 cm
X Z
6 cm
a. 100 cm
b. 5.29 cm
c. 10 cm
d. 3.74 cm
e. 28 cm
?
2. If the sin ∠ACB = 0.5, what is the length of AB
A
B C
8 ft
a. 4 feet
b. 5 feet
c. 16 feet
d. 50 feet
e. 10 feet
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 273
18 mm
10 mm
Q
a. 224 mm
b. 14.97 mm
c. 4.05 mm
d. 6.24 mm
e. 2 mm
W X
15 cm
40º
Y
a. 9.64 cm
b. 2.67 cm
c. 300 cm
d. 5.63 cm
e. 11.49 cm
274 J U ST I N TI M E G E O M ETRY
5. The volleyball net shown is 6.5 feet tall. If the anchor cord is 8 feet
long, how far away is the stake from the bottom of the pole?
a. 5 feet
b. 1.5 feet
c. 4.67 feet
d. 21.75 feet
e. 16 feet
a. 63 feet
b. 32.73 feet
c. 15.63 feet
d. 94.23 feet
e. 43.45 feet
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 275
2
a.
7
7
b.
2
c. 53
d. 7.2
e. 2.7
8. Liz walks 5 blocks north and 3 blocks east to get to school. How
much shorter would she walk, to the nearest hundredth of a block, if
she could walk the shortest path?
a. 2.17 blocks
b. 4 blocks
c. 5.83 blocks
d. 1 block
e. 8 blocks
276 J U ST I N TI M E G E O M ETRY
a. 21 inches
b. 31.5 inches
c. 7.94 inches
d. 225 inches
e. 15 inches
a. 10 mm
b. 5 mm
c. 8.66 mm
d. 20 mm
e. 2.5 mm
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 277
4. e.
XY is the side adjacent to the angle of 40°, and the side measuring
15 cm is the hypotenuse. Use the cosine ratio to solve for the
adjacent
adjacent side: cosine ratio =
hypotenuse .
XY
cos 40° = 15 Set up the equation.
(cos 40°) 15 =
XY Multiply both sides by 15.
11.49 =
XY Perform the cosine function, and
multiply to get
XY rounded to
the nearest hundredth.
278 J U ST I N TI M E G E O M ETRY
5. c. The pole and the cord form a right triangle. Use the Pythagorean
theorem: a2 + b2 = c2. The cord is the hypotenuse of the triangle.
The distance needed is b in the formula. Set a = 6.5, and c = 8, to get
6.52 + b2 = 82
42.25 + b2 = 64 Evaluate exponents.
42.25 + b2 – 42.25 = 64 – 42.25 Subtract 42.25 from both sides.
b2 = 21.75 Combine like terms.
b2 = 21.75
Take the square root of both
sides.
b = 4.67 The distance is 4.67 feet,
rounded.
6. d. The boat and the lighthouse form a right triangle. The height of
the lighthouse is the side opposite to the angle of 23°. The dis-
tance from the boat to the lighthouse is the adjacent side to the
opposite
angle. Use the tangent ratio =
adjacent . Use the variable x to repre-
sent the distance from the boat to the lighthouse.
40
tan 23° = x Set up the equation.
(tan 23°)x = 40 Multiply both sides by x.
94.23 = x Divide both sides by the tangent of
23°, to find the distance, rounded
to the nearest hundredth.
opposite
7. b. The tangent ratio is . The side opposite the angle is 7 and
adjacent
7
the side adjacent to the angle is 2, or 2.
Her walk forms a right triangle, and the hypotenuse would be the
shortest path. Use the Pythagorean theorem: a2 + b2 = c2. Set a = 5,
and b = 3, to get
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 279
52 + 32 = c2
25 + 9 = c2 Evaluate exponents.
34 = c2 Combine like terms.
34 = c2 Take the square root of both sides.
5.83 = c The shortest distance is 5.83
blocks, rounded.
Her walk was 5 + 3 = 8 blocks. The shortcut is 5.83 blocks. She
would thus walk 8 – 5.83 = 2.17 blocks shorter to get to school.
The Pythagorean theorem and trigonometry are two very common and
practical applications for right triangles. Follow the lesson in this chapter
to review the basic concepts of right triangles, which you can apply in word
problems.
RULE BOOK
Example:
In the following diagram, what is the length of
DC?
DC on the larger of the two triangles corresponds to
BD on the
smaller of the two triangles.
BD on the larger of the two triangles
on the smaller of the two triangles.
corresponds to AD
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 283
big big
BD
DC
Set up a proportion, using = , =
little little
AD BD :
12 x
= 12 Set up the proportion, using the variable x
6
for the unknown.
12 12 = 6x Cross multiply.
144 = 6x Multiply on the left side of the equation.
144 6x
= 6 Divide both sides by 6.
6
24 = x is 24 inches.
DC
Right triangles are special triangles used for measuring objects that would
otherwise be difficult to measure directly, such as the height of a tall tree.
In a right triangle, the base and one side are perpendicular.
GLOSSARY
HYPOTENUSE of a right triangle is the side of the right triangle that is opposite the
right angle
LEGS of a right triangle are the two sides of the right triangle that make up the right
angle
RULE BOOK
E The Pythagorean theorem states that in all right triangles, the sum of
the squares of the two legs is equal to the square of the hypotenuse;
leg2 + leg2 = hypotenuse2.
The converse of the Pythagorean theorem is also true: In a triangle,
the sum of the squares of the legs is equal to the square of the
hypotenuse if and only if the triangle is a right triangle.
SHORTCUT
" You can remember the Pythagorean theorem as the well-known formula:
a2 + b2 = c2, where a and b are the two legs of the right triangle, and c
is the hypotenuse.
Special note: Be careful! There is nothing special about the letters
a, b, and c. A test question could be “tricky” and could call one of the
legs c.
Example:
Find m to the nearest hundredth.
CALCULATOR TIPS
Use the
Example:
Find the value of y in the following diagram:
SHORTCUT
" There are three sets of Pythagorean triples that appear over and over
again in math test problems. Knowing these three common triples will
save you valuable time in working problems of this type.
a b c
One set is: 3 4 5
and multiples thereof: 6 8 10
9 12 15
12 16 20
Memorize these sets: {3, 4, 5}, {5, 12, 13} and {8, 15, 17}. If a right tri-
angle problem is given and two of the three numbers in one set
appear (or multiples of the two numbers), you can avoid all the sub-
stituting and calculating and save precious test time.
Some special right triangles have side relationships that are helpful to
memorize.
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 287
SHORTCUT
" In a 30°–60°–90° triangle, the hypotenuse is twice the length of the
shorter side, and the longer side length is the length of the shorter
side, multiplied by the square root of three:
Example:
A volleyball net is staked to the ground as shown in the diagram:
The cord on the stake is 15 feet, and the pole is 9 feet tall. How far
from the bottom of the pole is the stake (value n in the diagram)?
The cord, the pole, and the distance from the bottom of the pole to
the stake form a right triangle. The cord in this diagram is the
hypotenuse of the right triangle. The height of the pole, 9 feet, is one
of the legs. The unknown is the other leg.
a2 + b2 = c2 Substitute in the given lengths.
92 + b2 = 152 Evaluate the exponents, left to right.
81 + b2 = 225 Subtract 81 from 225.
b2 = 144 Take the square root of 144 to find b.
b = 144
The value of b is 12; include units in the
answer.
b = 12 ft
Note that this problem could have been solved using the shortcut, as 9,
12, 15 is a multiple of the common Pythagorean triple of 3, 4, 5.
The legs of a right triangle can be defined in reference to one of the acute
angles in the triangle.
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 289
GLOSSARY
ADJACENT side to an acute angle, in a right triangle, is the side of the triangle that is
a side of the angle, and not the hypotenuse
OPPOSITE side to an acute angle, in a right triangle, is the side of the triangle that is
across from the angle in question
Note that the side that is adjacent to one of the acute angles is opposite to the other
acute angle.
GLOSSARY
SINE (SIN) of an angle is the ratio that compares the side opposite the angle, in a right
triangle, to the hypotenuse of the triangle
290 J U ST I N TI M E G E O M ETRY
COSINE (COS) of an angle is the ratio that compares the side adjacent the angle, in
a right triangle, to the hypotenuse of the triangle
TANGENT (TAN) of an angle is the ratio that compares the side opposite the angle,
in a right triangle, to the side adjacent to the angle
SHORTCUT
" You may recall from your school days, the mnemonic device to
O A O
remember the trigonometric ratios: SOH–CAH–TOA, or S H–C H–T A,
where S = sin, C = cos, T = tan, O = opposite, A = adjacent, and
H = hypotenuse.
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 291
Example:
In the following right triangle, what is the tan ∠C?
Sometimes, the ratios are given as a fraction, and other times they are
given as a decimal.
Example:
If the cos ∠Q = 0.5 in the following triangle, what is the length of
PQ?
adjacent
The cosine ratio is , so set up an equation:
hypotenuse
PQ
= 0.5 Substitute in the known values.
10
= 5
PQ Multiply both sides by 10.
292 J U ST I N TI M E G E O M ETRY
CALCULATOR TIPS
Example:
Find the sin of 30°.
Example:
Given the following right triangle, what is the measure of ∠XYZ, to
the nearest tenth of a degree?
The side opposite to ∠XYZ has a length of 7 and the hypotenuse has
opposite
a length of 9. Use the sine ratio, , and the sin–1 key on the
hypotenuse
calculator.
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 293
7
sin ∠XYZ = 9 Use the sin–1 key.
If your calculator has fraction keys, enter the fraction when using
the sin–1 key. Otherwise, use 0.7777 as an approximation for the
given fraction.
The angle is ∠XYZ = 51.1°, rounded to the nearest tenth of a
degree.
CALCULATOR TIPS
i If the trigonometric ratio is given, and the angle is required, use the
following calculator keys, which are typically the second function
above the regular trigonometry keys:
Example:
If the tangent of an angle is 1.0, what is the value of the angle?
Use the calculator and enter these strokes:
APPLICATIONS OF TRIGONOMETRY
Example:
A fisherman wants to know how far his boat is from shore. On the
edge of the shore is a lighthouse, which stands 50 feet in height.
The fisherman sights the top of the lighthouse at an angle of 25°.
How far is the boat from shore, to the nearest tenth?
Draw a picture of the situation:
The height of the lighthouse is the side opposite the angle of 25°.
The distance from the boat to the shore is the side adjacent to the
opposite
25° angle. Use the tangent ratio,
adjacent , to find the distance, repre-
sented as x:
50
tan 25° = x Set up the equation with the given
information.
(tan 25°)x = 50 Multiply both sides by x.
(tan 25°)x 50
= Divide both sides by the tangent of 25°.
(tan 25°) (tan 25°)
x = 107.2 feet Round to the nearest tenth.
EXTRA HELP
O If you need extended help in working with geometry, refer to the book
Geometry Success in 20 Minutes a Day, published by LearningExpress.
There are useful web sites that deal with the Pythagorean theorem
and trigonometry.
1. The website http://library.thinkquest.org/20991/geo/stri.html is
a tutorial on the concepts covered in this chapter.
2. The website www.math.com is another source of help. Once at
the site, click on Geometry, which you will find on the left under
Select Subject. From this page, select The Pythagorean Theorem
and right triangle facts, under Relations and Sizes. Each topic has a
lesson, followed by an interactive quiz. Answers to all quizzes are
provided.
296 J U ST I N TI M E G E O M ETRY
adjacent A
• Cosine of an angle is the ratio of , C , or CAH.
hypotenuse H
opposite O
• Tangent of an angle is the ratio of
adjacent , T A , or TOA.
• For word problems, draw a picture, and identify the right triangle
formed.
PRACTICE QUIZ
a. 4.47 mm
b. 7.21 mm
c. 5 mm
d. 10 mm
e. 3.16 mm
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 297
3
a.
5
4
b.
5
3
c.
4
4
d.
3
e. 45°
a. 13.93 m
b. 2.45 m
c. 8 m
d. 144 m
e. 12 m
298 J U ST I N TI M E G E O M ETRY
9
a.
12
12
b.
15
12
c.
9
9
d.
15
e. 53°
5. Lara walks 7 blocks west and then 2 blocks south to get to the sta-
dium. How much shorter is the walk, to the nearest hundredth block,
if she could walk a straight line?
a. 7.28 blocks
b. 1.72 blocks
c. 4.5 blocks
d. 4.24 blocks
e. 2 blocks
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 299
6. When it is 5,000 feet above the ground, an airplane sights the 10-foot
tall control tower at an angle of depression of 50°. What is the hori-
zontal distance, to the nearest foot, from the tower to the plane?
a. 4,195 feet
b. 6,527 feet
c. 7,779 feet
d. 4,187 feet
e. 5,959 feet
8. Katy rides the chair lift on the ski slope. The lift is 1,200 feet long,
and rises 1,000 feet vertically. What is the angle, ∠B, that the slope
makes with the horizontal, to the nearest degree?
a. 56°
b. 200°
c. .83°
d. 34°
e. 12°
a. 11.5 inches
b. 21 inches
c. 3 inches
d. 1 inch
e. 4.6 inches
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 301
?
10. If the sin ∠T = 0.8, what is the length of ST
a. 8.04 mm
b. 8.09 mm
c. 4.2 mm
d. 6 mm
e. 10 mm
a. 73 feet
b. 72 feet
c. 14 feet
d. 3.5 feet
e. 7 feet
302 J U ST I N TI M E G E O M ETRY
How long is the full length of the conveyor belt, to the nearest foot?
a. 5 ft
b. 10 ft
c. 12 ft
d. 17 ft
e. 13 ft
4
14. If the sin ∠DEF = 5, what is the cos ∠DFE?
4
a.
5
3
b.
5
3
c.
4
5
d.
4
5
e.
3
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 303
a. 22.63°
b. 90°
c. .8°
d. 60°
e. 45°
to the nearest
18. In the following triangle, what is the length of AB
tenth?
a. 31.3 m
b. 20.1 m
c. 15.4 m
d. 37.3 m
e. 18.4 m
19. Which of the given side measures for a triangle forms a right triangle?
a. 3, 4, and 6
b. 9, 12, and 13
c. 6, 7, and 12
d. 12, 15, and 17
e. 15, 20, and 25
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 305
a. 53°
b. 37°
c. .49°
d. 41°
e. 13°
a. 6 cm
b. 12 cm
c. 3.46 cm
d. 2.45 cm
e. 12.49 cm
306 J U ST I N TI M E G E O M ETRY
6
22. If the cos ∠LMN is 10, what is the sin ∠LMN?
6
a.
10
10
b.
6
8
c.
10
10
d.
8
6
e.
8
If the base of the ladder is 8 feet away from the building, how high up
the building does the ladder touch?
a. 19 ft
b. 18 ft
c. 15 ft
d. 98 ft
e. 353
ft
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 307
a. 1 mm
b. 8 mm
c. 2 mm
d. 6 mm
e. 4 mm
ANSWERS
3. e. You can use the Pythagorean theorem to find the length of the
missing leg, or you can recognize that this is a common
Pythagorean triple, namely the 5–12–13 triple.
308 J U ST I N TI M E G E O M ETRY
opposite
4. c. The tangent ratio is .
adjacent The side opposite to ∠P is 12 and
and the side adjacent to ∠P is 9.
Her walk forms a right triangle, and the hypotenuse would be the
shortest path. The shortest distance between two points is a
straight line. Use the Pythagorean theorem: a2 + b2 = c2. Set a = 7,
and b = 2, to get
72 + 22 = c2
49 + 4 = c2 Evaluate exponents.
53 = c2 Combine like terms.
53 = c2 Take the square root of both sides
7.28 = c The shortest distance is 7.28, rounded.
Her walk was 7 + 2 = 9 blocks. The shortcut is 7.28 blocks. She
would thus walk 9 – 7.28 = 1.72 blocks shorter to get to the stadium.
6. d. From the diagram, the side opposite the angle of 50° is 5,000 – 10
or 4,990. The horizontal distance from the tower to the plane is
the side adjacent to the angle. Use the tangent ratio, which
opposite
is
adjacent . Use the variable x to represent the horizontal distance.
4,990
tan 50˚ = x Set up the equation.
(tan 50°)x = 4,990 Multiply both sides by x.
x = 4,187 Divide both sides by the tan 50° to get the
distance, rounded to the nearest foot.
P Y THAG O R EAN TH E O R E M AN D TR I G O N O M ETRY 309
7. c. Draw a picture:
8. a. From the diagram, the chair lift length is the hypotenuse and the
vertical distance is the side opposite to ∠B. Use the sine ratio,
opposite
which is
hypotenuse .
1,000
sin ∠B =
1,200 Set up the equation.
∠B = 56 Use the sin–1 key to find the angle,
rounded to the nearest degree.
13. d. Notice that there are two triangles on either end of the belt sys-
tem, which are both 30–60–90 right triangles. The conveyor belt
section on either end, represented as x, is twice the side opposite
to the 30° angle. The variable x = 5 feet. The entire conveyor belt
is 5 + 7 + 5 = 17 feet.
opposite
14. a. Draw in the known sides, because the sine ratio is :
hypotenuse
adjacent
The cosine ratio is hypotenuse , and the adjacent side to ∠DFE is 4.
4
The cos ∠DFE is 5 .
16. e. In the diagram, the sides opposite and adjacent to the angle are
shown. Use the tangent ratio to find the angle measure. Tangent
opposite
is
adjacent .
16
tan ∠XYZ = 16 Set up the equation.
tan ∠XYZ = 1
∠XYZ = 45° Use the tan–1 key to find the angle.
This problem could have been easily solved without trigonome-
try. This is an isosceles right triangle, so the acute angle is 45°.
17. b. Draw the square, with the diagonal. The diagonal is the
hypotenuse of an isosceles right triangle. Use the Pythagorean
theorem, a2 + b2 = c2. Set a = b, and c = 10, to get
a2 + a2 =102
2a2 = 100 Combine like terms.
a2 = 50 Divide both sides by 2.
a2 = 50 Take the square root of both sides.
a = 7.07 The side of the square is 7.07 to the near-
est hundredth.
18. d. From the diagram, the side of length 24 is adjacent to the angle,
is the hypotenuse of the right triangle. Use the cosine
and AB
adjacent
ratio, that is .
hypotenuse
24
cos 50° =
AB Set up the equation.
cos 50° AB = 24 .
Multiply both sides by AB
= 37.3
AB Divide both sides by the cos 50°, and
round.
19. e. Test the pairs by using the Pythagorean theorem. If the theorem
holds, the triangle is a right triangle. If it does not hold, the trian-
gle is NOT a right triangle. Test each choice:
20. a. From the diagram, the opposite and adjacent side measures are
opposite
given for the angle. Use the tangent ratio, which is
adjacent .
8
tan ∠JKL = 6 Set up the equation.
∠JKL = 53° Use the tan–1 key, and round to the nearest
degree.
23. c. From the picture, this is a right triangle problem, where the
hypotenuse is 17 and one of the sides is 8. You can use the
Pythagorean theorem, or you can recognize the common
Pythagorean triple of 8–15–17. The height where the ladder rests
against the building is 15 feet.
DG
EG
Set up the sides of the smaller triangles in a proportion:
EG =
FG
16 8
=
Set up the proportion.
8 FG
16
FG = 8 8 Cross multiply.
16
FG = 64 Multiply on the right side.
= 4
FG Divide both sides by 16.
314
C O O R D I NATE G E O M ETRY 315
BENCHMARK QUIZ
a. (5,3)
b. (–5,3)
c. (5,–3)
d. (3,5)
e. (–3,5)
a. 40 sq. units
b. 24 sq. units
c. 32 sq. units
d. 64 sq. units
e. 8 sq. units
C O O R D I NATE G E O M ETRY 317
a. y = 3x + 4
b. y = –3x + 4
c. y = 4x + 3
d. y = 4x – 3
1
e. y = 3x + 4
a. Figure I
b. Figure II
c. Figure III
d. Figure IV
e. none of the above
C O O R D I NATE G E O M ETRY 319
a. (3,–4)
b. (0,–2)
c. (0,–7)
d. (–4,3)
e. (–3,0)
320 J U ST I N TI M E G E O M ETRY
a. T(–2,3)
b. RP,–90°
c. ry-axis
d. rx-axis
e. T(2,–3)
D = (–3
) – 22
+ (–5,
– –2)2 or D = (–5)
2
+,
(–3)2 or
D = 25
+ 9 = 34.
1
4. c. Use the formula for the area of a trapezoid: A = 2h(b1 + b2). Count
the units for b1 (the base), b2 (the other base) and h (the height).
Base 1, b1, is 7 – –3 = 10 units long. Base 2, b2, is 6 – 0 = 6 units
long. The height, h, is 1 – –3 = 4 units long. Substitute in these
1 1
values to get: A = 2 4(10 + 6), or A = 2 64 = 32 square units.
6. e. The slope of a perpendicular line will have a slope that is the neg-
ative reciprocal of the given equation. The slope is the coefficient
before the variable x when the equation is in the form y = mx + b.
The slope of the given equation is –4. The negative reciprocal is
1
. Choice e is the only choice with this slope.
4
322 J U ST I N TI M E G E O M ETRY
10. c. The equation of a line parallel to the given equation will have the
same slope. The only equation that has the same slope, which is 7,
is choice c. When an equation is in the form y = mx + b, such as
these, the slope is the coefficient of the x variable.
C O O R D I NATE G E O M ETRY 323
• Ordered Pairs
• Midpoint
• Distance Between Two Points
• Geometric Figures in the Coordinate Plane
• Linear Equations
• Systems of Equations
• Slope—Special Relationships
• Transformations on the Coordinate Plane
ORDERED PAIRS
number line and the y-axis is a vertical number line. There are four regions
created by this grid and axes, as shown in the following diagram:
Notice the signs of the ordered pairs and where they lie in the coordi-
nate plane:
To find the ordered pair for a point, count how far away from the origin
the point is in the horizontal direction, and then count how far away from
the origin the point is in the vertical direction.
C O O R D I NATE G E O M ETRY 327
Example:
What are the coordinates (ordered pairs) for points A, B, and C
below?
328 J U ST I N TI M E G E O M ETRY
Point A is 2 units to the right of the origin, and 3 units above the
origin. The coordinates of point A are (2,3). Point B is 4 units to the
left of the origin, and 2 units below the origin. The coordinates of
point B are (–4,–2). Point C is 1 unit to the right of the origin and 1
unit below the origin. The coordinates of point C are (1,–1).
MIDPOINT
Any two points determine a segment. Every segment has a midpoint. The
midpoint is exactly halfway between the two points.
RULE BOOK
Example:
What is the midpoint of the segment with endpoints A (–3,–5) and
B (–6,7)?
Use the midpoint formula:
–3 + –6 –5 + 7 –9 2
M = (2, 2), or M = ( 2, 2) = (–4.5,1).
This is evident from the graph:
Example:
What is the endpoint, C, of a segment whose midpoint, M, is (7, 0)
and other endpoint is D (10,4)?
Use the midpoint formula to find x2 and y2:
10 + x 4+y
2 =7 Multiply both sides by 2 2 =0
2 2
10 + x2 = 14 Subtract from both sides 4 + y2 = 0
x2 = 4 y2 = –4
The other endpoint is (4,–4).
This segment and midpoint are shown on the previous graph.
330 J U ST I N TI M E G E O M ETRY
RULE BOOK
Example:
What is the distance between A (8,6) and B (4,3)?
From the graph, the horizontal distance, h, and the vertical distance,
v, form the legs of a right triangle. The distance between the points
is the hypotenuse of the right triangle; h2 + v2 = distance2, and there-
fore h 2
+ v2 = distance. Distance h can be found by subtracting the
x-coordinate of one point from the x-coordinate of the other point.
Distance v can be found the same way using the y-coordinates.
C O O R D I NATE G E O M ETRY 331
When the points are shown graphed in the coordinate plane, you
can count the length of the horizontal and vertical distances. In the
above problem, h = 4 and v = 3. The distance is D = 4 2
+ 32 =
16
+ 9 = 25
= 5.
When working with the distance formula, you often must simplify rad-
icals. To simplify a radical, factor out all perfect square factors.
Example:
Simplify 200
.
= 2
200 100
= 2
10 = 102
Example:
Simplify 252
.
252
= 4
63
= 4
9
7
= 2 3 7
= 67
Simplifying radicals is often the last step in using the distance formula.
Example:
What is the distance between (–3,6) and (–7,–4)?
D = (–7)
–3 – (6
2
+ )
– –42 = 42
+ 102
D = 16
00
+ 1 = 116
, D = 4 29 = 229
SHORTCUT
" If the h(x2 – x1) and the v(y2 – y1) are the two smaller values in a com-
mon Pythagorean triple, the distance will be the largest value in that
triple set. Recall from Chapter 9, that the common Pythagorean triples
are: {3, 4, 5}, {5, 12, 13}, or {8, 15, 17}, and multiples thereof.
332 J U ST I N TI M E G E O M ETRY
Example:
Find the distance between points L and N in the following graph.
GEOMETRIC FIGURES
IN THE COORDINATE PLANE
Polygons are created in the coordinate plane when various points are con-
nected to form the sides. You may be required to determine the area, length
of sides, length of diagonals, or length of altitudes of certain polygons.
C O O R D I NATE G E O M ETRY 333
Example:
What is the area of trapezoid PQRS?
Example:
What is the length of the longer diagonal in parallelogram FGHI?
LINEAR EQUATIONS
These ordered pairs are then graphed, and joined to form a line. The line
is the set of infinite points that satisfy the equation.
When the line is extended, as shown dotted above, other ordered pairs
are defined that satisfy the equation, such as (–3,–3) and (2,7). Lines
graphed in the coordinate plane have certain characteristics, such as steep-
ness, and where the line crosses the y-axis and the x-axis.
336 J U ST I N TI M E G E O M ETRY
GLOSSARY
SLOPE of a linear equation is the steepness of the line. It is the ratio of
the change in the y-coordinate’s value Δy y2 – y1 rise
, or Δx , or .
the change in the x-coordinate’s value x2 – x1 run
Y-INTERCEPT of a linear equation is the y-coordinate where the line crosses the y-axis.
It is the value of y when x = 0.
X-INTERCEPT of a linear equation is the x-coordinate where the line crosses the x-axis.
It is the value of x when y = 0.
C O O R D I NATE G E O M ETRY 337
The magnitude of the slope value determines the steepness of the line.
You can determine the slope of a line by first choosing two integer (integral)
values for the coordinates on the line. Count the change in y, the vertical
distance, and then the change in x, the horizontal distance. The slope will
Δy
be Δx .
338 J U ST I N TI M E G E O M ETRY
The sign of the slope indicates whether the slope is “uphill” or “down-
hill,” when moving from left to right on the graph.
rise
It is helpful to think of slope as
run . Start at one integral ordered pair and
rise
determine how many units are traveled as you
run to reach another integral
point. If the movement is up, then the change in y is positive; if the move-
ment is down, then the change in y is negative. If the movement is right, the
change in x is positive; if the movement is left, the change in x is negative.
The sign of the slope will be determined by the integer rules for division
Δy
as Δx .
C O O R D I NATE G E O M ETRY 339
Example:
What is the slope and intercepts of the following graphed line?
Example:
What is the slope and intercepts of the following graphed line?
GLOSSARY
SLOPE-INTERCEPT FORM of an equation is the equation solved for y: y = mx + b,
where m and b are real numbers and x and y are variables.
C O O R D I NATE G E O M ETRY 341
Example:
Express 3x + 2y = 17 in slope-intercept form.
Solve 3x + 2y = 17 for y:
3x + 2y – 3x = 17 – 3x Subtract 3x from both sides.
2y = –3x + 17 Combine like terms.
2y 3 17
= – 2x + 2 Divide all terms by 2.
2
3
y = – 2x + 8.5
RULE BOOK
Examples:
What is the y-intercept of the equation y = –7x – 5?
The y-intercept is (0,–5), which is –5, the b term. The slope of this
line is –7, the m term.
Example:
Graph the linear equation y = –5x – 2.
In this equation, b = –2. Graph this point as the y-intercept at (0,–2).
5
Use the slope of –5 and write it as a ratio, –1. Graph the second
point using a rise of –5 (down 5) and a run of 1 (right 1) to reach the
point (1,–7).
C O O R D I NATE G E O M ETRY 343
Just as you can graph a line given the equation, you can also determine
the equation if given the graph:
Example:
What is the equation of the following graphed line?
SYSTEMS OF EQUATIONS
Example:
What is the solution to the following system of equations?
The graphed lines intersect at (1,3). This is the solution to the system.
When you solve a system of equations there can be one, none, or an
infinite number of solutions. When the lines intersect, they meet in
one point, which is one solution. When the lines are parallel they
will never meet, which means there is no solution. When the lines
are equivalent their graphs fall on top of each other, which is an infi-
nite number of solutions.
C O O R D I NATE G E O M ETRY 345
SLOPE—SPECIAL RELATIONSHIPS
rise
Slope is the ratio of run . There are two special slopes to be considered, the
slope of a horizontal line and the slope of a vertical line. A horizontal line has
a slope of zero. The y-coordinate, the rise, does not change. Any fraction
with zero in the numerator is equivalent to zero. A horizontal line has the
form y = b. A vertical line has a slope that is undefined, or sometimes said to
be “no slope”. The x-coordinate, the run, does not change. Any fraction with
zero in the denominator is undefined. A vertical line has the form x = c.
346 J U ST I N TI M E G E O M ETRY
RULE BOOK
Examples:
What is the equation of a line parallel to the line y = –5x + 11?
For lines to be parallel, they must have the same slope. Choose any
y-intercept, (value for b). One example of a parallel line is y = –5x + 1.
GLOSSARY
T (A ,B) a translation of a graphed polygon in which each point, (x,y), is shifted to the
point (x + a,y + b)
C O O R D I NATE G E O M ETRY 347
R X-A X I S a reflection of a geometric figure in the x-axis. The point (x,y) becomes (x,–y).
R Y-A X I S a reflection of a geometric figure in the y-axis. The point (x,y) becomes (–x,y).
R Y = X a reflection of a geometric figure in the line y = x (slope of 1, and y-intercept of
0). The point (x,y) becomes (y,x).
R P,18 0° a rotation of a geometric figure of 180° (a half turn) around a point P. Point (x,y)
becomes (–x,–y).
R P,270° a rotation of a geometric figure of 270° (a three-quarter turn) counterclockwise
around a point P. This rotation is the same as RP,–90°.
R P,–270° a rotation of a geometric figure of 270° (a three-quarter turn) clockwise around
a point P. This is the same as RP,90°.
Example:
The following figure shows a translation of ΔABC of T(3,2) marked
ΔA'B'C' and a translation of parallelogram EFGH of T(–3,–1) marked
E'F'G'H'. Note that point C on the triangle, (–1,1), for example,
moves to point C', (–1 + 3,1 + 2), or (2,3). Point E, (3,–1) moves to
E', (3 – 3,–1 –1), or (0,–2).
C O O R D I NATE G E O M ETRY 349
EXTRA HELP
O If you need further help in working with coordinate geometry, refer to
the book Geometry Success in 20 Minutes a Day, published by
LearningExpress.
There are also Internet resources that will help you to master this topic:
1. The website http://library.thinkquest.org/20991/geo/coord-
geo.html is a tutorial on the basic concepts of graphing in the coor-
dinate plane.
2. http://www.shodor.org/interactivate/activities/transform/index.html
is an interactive activity to study transformations in the coordinate
plane.
3. http://www.wtamu.edu/academic/anns/mps/math/mathlab/
beg_algebra/ has lessons on the coordinate plane and graphing
equations. Scroll down to tutorials 20–25.
C O O R D I NATE G E O M ETRY 351
PRACTICE QUIZ
a. (–5,2)
b. (5,2)
c. (2,–5)
d. (–2,5)
e. (–2,–5)
6. What is the length of the diagonal in the graph of the square below?
a. 42
b. 8
c. 8
d. 32
e. 4
354 J U ST I N TI M E G E O M ETRY
a. 7 sq. units
b. 28 sq. units
c. 14 sq. units
d. 10.5 sq. units
e. 0.5 sq. units
C O O R D I NATE G E O M ETRY 355
units
a. 37
b. 6 units
c. 42 units
d. 32 units
e. 8 units
9. What is the length of the segment whose endpoints are (–2,–3) and
(6,–1)?
units
a. 217
b. 68 units
c. 32
units
d. 32 units
e. 45 units
356 J U ST I N TI M E G E O M ETRY
10. What is the equation of the line shown in the following graph?
a. y = –2x + 2
1
b. y = –4x + 2
1
c. y = 2x – 4
d. y = –4x – 2
1
e. y = 2x + 2
11. What is the equation of a line that is parallel to the graph of line
y = 3x – 6?
a. y = –6x + 3
1
b. y = –3x + 2
c. y = 3x + 6
d. y = –3x – 6
1
e. y = 3x – 6
C O O R D I NATE G E O M ETRY 357
2
a. 3
b. 5
c. 3
3
d. 2
e. –5
358 J U ST I N TI M E G E O M ETRY
2
a.
3
3
b.
2
c. 3
d. 2
e. –3
C O O R D I NATE G E O M ETRY 359
14. What is the equation of a line perpendicular to the graphed line in the
following graph?
a. y = –3x + 2
1
b. y = –3x + 2
c. y = 3x – 2
d. y = x – 2
e. y = –x + 4
360 J U ST I N TI M E G E O M ETRY
15. What is the solution to the system of equations shown in the follow-
ing graph?
a. (3,0)
b. (0,3)
c. (–2,0)
d. (0,–2)
e. (0,–5)
C O O R D I NATE G E O M ETRY 361
a. 0
b. undefined
c. 2
3
d. 4
e. 1
362 J U ST I N TI M E G E O M ETRY
18. What is the length of the diagonal of rectangle ABCD shown following?
a. 61
units
b. 20.5 units
c. 30.5 units
d. 41
units
e. 50
units
364 J U ST I N TI M E G E O M ETRY
a. 40 square units
b. 48 square units
c. 54 square units
d. 24 square units
e. 42 square units
C O O R D I NATE G E O M ETRY 365
a. ry = x
b. RP,90°
c. rx-axis
d. ry-axis
e. T(10,0)
366 J U ST I N TI M E G E O M ETRY
a. Figure I
b. Figure II
c. Figure III
d. Figure IV
e. none of the above
C O O R D I NATE G E O M ETRY 367
a. y = x
b. y = –x + 1
c. y = –x – 1
d. y = –x
e. The equation is not shown.
368 J U ST I N TI M E G E O M ETRY
a. y = 7
b. y = –7
c. x = –7
d. x = 7
e. y = x + 7
C O O R D I NATE G E O M ETRY 369
a. RP,–180°
b. T(–2,3)
c. T(3,–2)
d. rx-axis
e. ry = x
370 J U ST I N TI M E G E O M ETRY
a. (1,0)
b. (0,1)
c. (–3,–2)
d. (3,–2)
e. (–2,–3)
ANSWERS
1. c. This point has coordinates that are both negative, and thus lies in
Quadrant III.
D = (1
– 4)2+ (4 –,
8)2 or D = (–3)
2
+,
(–4)2 or D = 9
+ 16 =
25
= 5 units.
8. c. Find the length of the height of the trapezoid by using the coor-
dinates of the endpoints of the height, which are (0,0) and (–4,4).
The distance formula is: D = (x
2 – x1 )2 + (y, 2
2 – y1) or
D = (0)– –4–2
+ (0 ,
4) or D = (4)
2
–4)2
+ (, or D = 16
2
6+ 1
= 32
. This simplifies to 42 units long.
10. b. The graphed line crosses the y-axis at (0,2), so the y-intercept is 2.
The slope can be calculated from the points (0,2) and (4,1), using
rise y2 – y1 2–1 1 1 1
=
run x2 – x1 = 0 – 4 = –4 = – 4 . The equation is y = – 4 x + 2.
372 J U ST I N TI M E G E O M ETRY
11. c. The equation of a line parallel to the given equation will have the
same slope. The only equation that has the same slope, which is 3,
is choice c. When an equation is in the form y = mx + b, such as
these, the slope is the coefficient of the x variable.
12. d. The slope can be calculated from the points (0,0) and (2,3), using
rise y2 – y1 3–0 3
=
run x2 – x1 = 2 – 0 = 2 .
14. b. The slope of a perpendicular line will have a slope that is the neg-
ative reciprocal of the given equation. The slope of the given
equation is calculated by using two of the integral points shown,
rise y2 – y1 1–4
such as (0,4) and (–1,1). Calculate the slope:
run = x2 – x1 = –1 – 0 =
–3 1
, which is 3 . The negative reciprocal is – . Choice b is the only
–1 3
choice with this slope, the coefficient before the variable x when
the equation is in the form y = mx + b.
15. a. The solution to the system is the coordinates of the point of inter-
section. This point is three units to the right of the origin, so the
x-coordinate is 3, and zero units from the origin in the vertical
direction, so the y-coordinate is 0. The coordinates are (3,0).
17. b. Use the formula for the area of a parallelogram: A = bh. Use the
vertical side as the base, and count the units in length (using the y-
coordinates). It is 1 – –3 = 4 units long. The height is the horizon-
tal distance between the points (using the x-coordinates). It is
5 – 1 = 4 units high. The area is 4 4 = 16 square units.
18. d. Use the distance formula on the coordinates of the opposite ver-
tices, such as (–1, 1) and (–5, –4). The distance formula is D =
(x 2 – xy
1) + (
2
2 – y1), or D = (–5
2
1) – –42
+ (–,
– 1)2 or D =
(–4)
2
+(–5)2 = 165 + 2 = 41
units long.
C O O R D I NATE G E O M ETRY 373
1
19. e. Use the formula for the area of a trapezoid: A = 2h(b1 + b2). The
bases are vertical in this trapezoid. Count the units for b1 (the
base), b2 (the other base) and the h (the height). Base 1, b1, (using
y-coordinates) is 6 – –4 = 10 units long. Base 2, b2, (using y-coor-
dinates) is 6 – 2 = 4 units long. The height, h, (using the x-coordi-
nates) is the top side of the trapezoid, 3 – –3 = 6 units long.
1 1
Substitute in these values to get: A = 2 6(10 + 4), or A = 2 84
= 42 square units.
22. d. The graphed line crosses through the origin, so the y-coordinate
is 0. The slope can be calculated from the points (0,0) and (–1,1),
rise y2 – y1 1–0 1
using
run = x2 – x1 = –1 – 0 = –1 = –1. The equation, in y = mx + b form,
is y = –x, since the y-intercept is 0 and the slope, –1 is implied by
writing –x.
23. a. This is the graph of a horizontal line, which has the form y = b.
The y-intercept is 7, so the equation is y = 7.
374 J U ST I N TI M E G E O M ETRY
24. e. This is the reflection of the polygon over the line y = x, denoted
by ry = x. The line of reflection is shown:
25. a. The solution to the system is the coordinates of the point of inter-
section. This point is one unit to the right in the horizontal direc-
tion, so the x-coordinate is 1, and zero units above the origin, so the
y-coordinate is 0. The coordinates of the solution point are (1,0).