MODULAR SYSTEM ANGLES and TRIANGLES Ghon Mert Mehmet Ozim Zambdk Fustewiee:Zambak a Copyright © Surat Baim Reklomilk ve Egitim Aragon Son, Ti. AS Al rights reserved No part ofthis book may be reproduced stored in retrieval system, or transmitted in any form of recording without the prior written per- mmission ofthe publisher. Digital Assembly Tambak Typesetting & Design Page Design Jamil Keskinojlu Serdal ilu Language Proofreader Toe Barnett Publisher Strat Bosim Reklamalhk ve Egitim Araglari San, Tic AS Printed by oblayon AS, Song Ylu Uzeri No.7 Siem tir, Arges 2008 Tals 029225222 0.232522 20 9697 ISBN: 978-975-266-913-0 Printed in Turkey DISTRIBUTION Strat Basim Reklamaihk ve Egitim Argan San. Tic. A. Bulgurlu Mah Haminne Cesmasi Sok, No. 20 34696 _Ushiidr / ISTANBUL Tal - +90-216 522 0900 (abx) Fox: +90-216 443 98 39 hitp://book.zambok.comPREFACE This book ts about the basic concepts of angles and triangles in Euclidean plane geometry. These concepts form the basis of Euclidean geometry in the same way that numbers form the basis of algebra, and letters form the basis of words This book ts divided into three chapters, structured as follows. + Chapter 1 begins with a presentation of the concepts of geometric proof and geometric construction, followed by a study of angles. The information i contains 18 used thronghout the rest af the book Chapter 2 covers triangles and the concept of congruence, beginning with the key elements and properties of triangles, and leading to an understanding of the most important properties of tsosceles, equilateral and right, triangles. Chapter 3 covers similarity in triangles. This important chapter shows students the usefulness of similarity in problem solving, and shows how similarity can be used to prove a number of important triangle-related theorems and properties This book has been designed to be an effective teaching aid, and includes all the features of the Zambak high school math teaching series ¢ The material in the book is presented in a student-friendly way and uses a step-by-step teaching approach Definstions and examples are explained in detail, just as a teacher would explain them to a class Problems and examples are explained clearly and simply, since the first step towards solving a problem ts understanding it correctly. The hook includes a wide range of activities and applications that engage different learning styles and encourage student-centered learning. The paper folding activities, puzzles and margin notes can all be used independently, as ‘hands-on’ introductions to different parts of the text. In addition, the use of dynamic geometry software 1s encouraged: the activities and problems can all be presented using this software in the classroom or in a computer lab, as a way of stimulating students’ interest Learning skills are also important. To get the most from this book, try asking students to study the topic and work through the examples on thetr own before they. come to class. Research has shown that as much as 80% of new knowledge can be forgotten within 24 hours if 43 not revised or used in some way, You can therefore help students by encouraging them to revise the things they have learned the same day in whatever way they like, for example by reading or rereading notes, by reviewing examples in the book, or by doing homework for the next class. This daily study ts the hey to success Acknowledgements Many friends and colleagues helped us tn the writing of this book, and we would like to thank all of them for their constructive ideas. In particular, we would like to thank Mustafa Kirsh, Mhammer Tagharan and Ramazan Sahin {for their support and input, and Marat Kol, Ismail Ersocoplu, and Ahmet Galtr for their careful review. We are also {grateful to Samil Keskinoglu and Serdar Yildirim for their patient typesetting and good design, and to Zoe Barnett for her careful proofreading. Finally, we would like to thank our families for thetr patience and support durtng our work. The AuthorsTo the Stude This book is about angles and triangles and their properties. These concepts form the basis of Enchdean geometry. The material in the book will be useful to you in the rest of your studies of math Geometry has fewer rules than other areas of mathematics: 11 depends mostly on problem-solving techniques and proofwriting. Once you have learned the basic skills, the only thing you need és Practice with solving problems and exeretses. Stnce each topic in this book builds on the previous one, ‘you should also try t0 master each topic with daily study. In this book you will see many proofs, and you will also be asked to write some proofs yourself The proofs fare given from the start of the book in three diferent forms (paragraph, two-column and flow chat) 10 ‘mate it easier for you to understand the ‘essence’ of mathematical proof and begin using it yourself Finally, this book aims to make geometry not only clear, easy to understand and interesting, but also challenging and satisfying. 1 hope you will enjoy studying st, and I wish you every success in your studies and exams https://vk.com/readinglecture Using This Book effectively. Thangs tnd Congrnence. I nn Each chapter has its own special color that you can Sine Tits see at the bottom of the page. cee you see a note, read it twice! Make sure you ‘Note | Notes help you focus on tmportant details. When understand it Tt can also be shown that the convers BK CN AT previous page, i Definition boxes give formal descriptions of new concepts. Property boxes state important properties, and Theorem boxes include propositions that can be proved. The The meas, {information in these boxes is very important nonar for further understanding and for solving = examples. SS The length eeExamples show you problems and their solution, with explanations. The examples are numbered, 0 you can find them easily in the book Check Yourself 8 1 2- AE, BK = a In the figure, E and AF Find the length of FB, | nh nen A small notebook tn the left margin of a page reminds you of material that ts related to the topic you are studying It might help you to see your mistakes, t00! A. Definition Answer questions 1-9 by refering to the sight i 1. Name the vertex pertmiiicasheiee The Chapter Summary summarizes al the rmportant material that has been covered in a chapter The Concept Check section contains oral questions. You ‘do not need paper or pen to answer these questions Ifyou answer the Concept Check questions correctly, it means you know that topic! The answers to the questions are in the material you studied. Go back ‘over the material if you are not sure about an answer 10 a Concept Check question Finally, Chapter Review Tests are in increasing order of difficulty and contain multiple-choice questions to help you prepare for exams. The ‘answer key for these tests 1s at the back of the book BQ Fndinetengh xi information provi a's Them Questions 1m Check Yourself sections help you check your understanding of what you have just studied. Solve these questions alone and then compare your auswers with the answer key provided. If your answers are correct, you can ‘move on to the next section. If an answer ts wrong, go through your working again and check back through the examples in the section CECE Dynamic ge software isa power for swasing concepts. G Lesograms allow us. 10 mand matipulate mye can Exercises at the end of each section cover the ‘material in the whole section. You should be able 10 solve all the problems which do not have a star. One star (9) nextt0.a question means the question 48a Dit more difficult. Two stars (9@) next 10 a question mean the question is for students who are looking for a challenge! Answers to selected exercises are given at the back of the book. CHAPTER SUMMARY 1. The Teiangle and Its Elements range hone dos anal dowel sie nthCHAPTER 1; BASIC CONCEPTS AND ANGLES 1, BASIC CONCEPTS ....ce..eeeceseeee 10 A. MATHEMATICAL REASONING: = 10 B. THE BASIS OF GEOMETRIC ARGUMENT ... 2 EXERCISES 1.1 30 SMPANGLES Site py eerie 3 A. DEFINITION 33 B. REGIONS OF AN ANGLE -34 C. MEASURE OF AN ANGLE . 35 D. CONGRUENT ANGLES . 39 E. ANGLE BISECTOR a EMERCISES 1.2. 45 3. TYPES OF ANGLE . er ais) A. TYPES OF ANGLE ACCORDING TO MEASURE ea) sees 48 PAIRS OF ANGLES. . 50 C. PARALLEL LINES. EXERCISES 1.3... 6 ‘CHAPTER SUMMARY 73 CONCEPT CHECK .. 7 ‘CHAPTER REVIEW TEST 1A ........ ‘CHAPTER REVIEW TEST ‘CHAPTER REVIEW TEST IC .. CHAPTER 2 TRIANGLES AND CONGRUENCE V. BASIC CONCEPTS .....ass00 A. THE TRIANGLE AND ITS ELEMENTS 8 TYPES OF TRIANGLE ENERCISES 2.1. 2. PROPERTIES OF A A RELATIONS BETWEEN ANGLES B. RELATIONS BETWEEN ANGLES AND SIDES ==. rrRERGES 2 7a rele 3. CONGRUENCE es ssaseeusore A. THE CONCEPT OF CONGRUENCE B. WORKING WITH CONGRUENT TRIANGLES . C ISOSCELES, EQUILATERAL AND RIGHT TRIANGLES... D. THE TRIANGLE ANGLE BISECTOR THEOREM Compaction Gorey... EXERCISES 2.3 (CHAPTER SUMMARY... CONCEPT CHECK ‘CHAPTER REVIEW TEST 2A ‘CHAPTER REVIEW TEST 28. “CHAPTER REVIEW TEST 2€ ... ‘CHAPTER REVIEW TEST 20. ‘CHAPTER REVIEW TEST 26 CHAPTER 3: SIMILAR TRIANGLES 1. THE CONCEPT OF SIMILARITY A. INTRODUCTION TO SIMILARITY EXERCISES 3.1 — 2. THE ANGLE-ANGLE SIMILARITY POSTULATE... A THE ANGLE-ANGLE (2) PosTULATE . EXERCISES 3.2. 3. WORKING WITH SIMILAR TRIANGLES ... ‘A. THE SIDE-ANGLE-SIDE (SAS) 231 SIMILARITY THEOREM . . 231 1. THE SIDE-SIDE-SIDE SIMILARITY THEOREM... 233 . THE TRIANGLE PROPORTIONALITY THEOREM AND THALES’ THEOREM .. 238 D. FURTHER APPLICATIONS... 243 EXERCISES 3.3 « 4. FURTHER STUDIES ‘A. EUCLIDEAN RELATIONS —.- 250 BL MEDIAN RELATIONS... -- 283 Pramsformationat Geometry 5 EXERCISES 3.4 . ve CHAPTER SUMMARY .......... CONCEPT CHECK ‘CHAPTER REVIEW TEST 3A. CHAPTER REVIEW TEST 22 ‘CHAPTER REVIEW TEST 3¢ ‘CHAPTER REVIEW TEST 3D. ANSWERS TO EXERCISES ...... ANSWERS TO TESTS LOSSARYINTRODUCTION In this book we are going to study the basic concepts and principles of angles and triangles in Euclidean plane geometry. Today we can deseribe geometry as the branch of mathematics which 1s concerned with the properties of shapes and figures m the plane and im space, although the study of geometry 1s a very old practice that began thousands of years ago. The History ef Geometry The word ‘geometry’ comes from the Greek words geos, meaning ‘Earth’, and metros, meaning ‘measure’. We can trace the begmnmgs of geometry back thousands of years to the peoples of ancient Egypt and Babylonia who measured the Earth, land and sky using only smaller measurements and their knowledge of the properties of certain shapes. The measurements they discovered helped knowledge to develop, and so geometry had a very important place in the ancient world. We can divide the history of geometry into three main periods; 1. from empirical geometry to Euclidean geometry: this includes Egyptian, Babylonian and Indian geometry (around 3000-500 BC), ancient Chinese geometry (around 500 BC to 500 AD) and classical Greek geometry (about 600-300 BC); 2. from Euclidean geometry to analytic geometry: this covers Hellenistic geometry (about 300 BC to 300 AD) and. Islamie geometry (about 700-1500 AD): 3. from analytic geometry to modem geometries: this penod includes 17th-century analytic geometsy, the non-Euclidean geometries of the 18th and 19th cemturies, and modern 20th-century geometries, Empirical geometry was based on the properties that ancient people discovered by measuring and comparing lengths, angles and volumes. It had practical uses for astronomy, architecture and the division of land. The ancient Greeks learned about this empirical geometry from the Egyptians, Babylonians and Indians. ‘The ancient Greeks realized that they could determine the properties of shapes using only logic and other simpler properties, instead of using the practical methods of the Egyptians. Beginning with the Greek mathematician Thales, the Greeks imsisted that all statements about geometry should be proved using logical reasoning. This orderly development of theorems and proofs was in fact an important part ofall of Greek mathematics. The biggest work on geometry of this kind in ancient Greece was produced by Euclid, a Greek mathematician bom in around 329 BC who gave his name to the Euclidean geometry that we study today: Euclidean geometry was so influential that it shaped the study of geometry for nearly two thousand years. The subject did not develop much until the seventeenth century, when the famous mathematicians Fermat and Descartes began to ink geometry and algebra. Descartes wrote a description of a new branch of geometry called. analyte geometry (also called coordmate geometry) in 1637, He described how points could be represented by lines, and curves could be descnbed by equations. Fermat made similar discoveries independently. The new analy ue geometry helped mathematicians to solve geometzic problems in a different way, It also led to the study of surfaces by Euler and Monge, and helped Gauss to develop his differential calculus.‘Two years after his work on analytic geometry, Descartes described another type of geometry known as projective geometry, which became popular m the nmeteenth century. Famous nmeteenth-century geometers include Poncelet, who worked on projective geometry; and Cayley, who developed algebraic geometry Also in the nineteenth century, mathematicians finally described geometes that did not follow Euctid’s orignal rules. These geometnes, called non-Euchidean geometnes, were studied and developed by mathematicians such as Lobachevsky, Bolvai, Gauss and Riemann, ‘Today the spread of computer technology and the search for new knowledge has led to the study of new types of geometry, Engineers developing computer graphies, robots, electrical circuits and geographical systems use a branch of geometry called computational geometry in their work. Another branch, called fractal geometry, helps biologists and geologists to describe the world around us, And so, although geomeuy has come a long way from 1s beginnings in ancient times, it still has an amportant place in science and mathematics m the modern would. Euclidean Geometry ‘The Euclidean geometry we will study in this book comes from the work of the Greek mathematician Euchd. Euchid’s biggest work was a book called Elements, and some people say this 1s one of the most important books 1n the history of mathematies. Like the ancient Greeks of his time, Euctid believed that all known geometric properties could be proved using only logical reasoning and a small set of mival definitions and statements, and in Elements he shows how this 1s possible. He began by descnbing plane geometry (the geometry that you will study m this ook), whnich is the study of objects such as shapes and lines that can be drawn on a flat piece of paper. Later m Elements he described space geometry, which covers the properties of solid figures and shapes in space. Plane Geometry Space Geometry ‘This book comes at the begmmning of your high school course in geometry, Studying it will help you to see the world. around you in another way: you will recognize the things you see, but you will see them from a different perspective. ‘This book aims to help you fo understand the relation between real life and geometry, and it will help you to decide for yourself whether geometry is myented or simply discovered. As Galileo said, ‘the book of Nature was written the language of mathematics.”DRRISICCONGERIS AN DAWN LesiV A. MATHEMATICAL REASONING Solution ‘Two of the most basic methods of mathematical reasonmg are mduehve and deducrve reasoning, They are both useful ways to arrive at conclusions, and are both very important to the study of geometry, Both mductive and deductive reasonmg are necessary parts of mathematical thinking, inductive reasoning Inductive reasoning 15 the process of observng data, recogmang patterns, and making {generalizations based on your observations. ‘When a mathematician uses mduetive reasoning to make a generalization, the generalization 4s called a conjecture. A conjecture is a statement that may be true, but which has not been proven, After a conjecture 1s formed, a mathematician tests his or her conjecture by either searching for an example which shows the conjecture is wrong, or by using deductive reasoning to try to prove that the conjecture is correct. Use mductve reason to solve each problem. Find the next number in this sequence: 2, 6, 5, 9, 8, 12, 11 b. Find the next geometric shape in the sequence. a, Ifwe study the sequence we can see that its obtained by adding four to the first number to get the second number, and then subtracting one from the second number to get the Unrd, Repeating these steps alternately (adding four and subtracting one) gives us all the terms in the sequence. Therefore the next term is 11 + 4 = 16. b. The first figure has three sides and one star the second figure has four sides and two stars, and the third figure has five sides and three stars, Following ee the pattern, we would expect the next figure to have six sides and four stars. deductive reasoning Deductive reasoning 1s the process of making conclusions based on known facts. Arles rad TranslEXE 2 Solution Basic Comepts and Angles A deductive system consists of a set of accepted facts (called premises) and a set of logical rules. From the premises we can make some basic conjectures. Proven conjectures become theorems, and fom the theorems we prove other conjectures, tummmg them into further theorems, Im each case, use deductive reasoning to state a conclusion based on the given facts, All the students in a particular class are (wo meters tall. Ann 1s 1.80 meters tall. b, Xs taller than Y and X is shorter than Z, ©. Each computer in a room has wireless Internet access and each person who works in the room has a computer. X works in this room. ‘Ann 1s not a member of the class. b, Zis taller than Y. ©. Xhasa computer with wireless Internet access. Check Yourself 1 1. Use nduetve reasonmg to find the next two terms m each sequence. a. 87, 83, 79, 79, 2,7 >. 1,28, 49, 8/27, 2,2 2. Use inductive reasoning to find the next shape in each picture sequence. Tos tt 8. Im each case, use deductive reasoning to state a conclusion based on the given facts. a. All the panents im a particular room have had a heart attack. X 3s a patient who has not a heart attack. . Allthe students na class got an A grade in their math exam, X1s a student in this class, ©. All ving bodies have two eyes. X has one eye. Answers 1a. 71,67 b. 16/81, 32243 2. @ b 3a, Xas mot im this room. b. X gotam Aim the math exam, b, Xi nota living body:B. THE BASIS OF GEOMETRIC ARGUMENT ‘The deductive reasoning system that we use in geometry is built on three elements: 1. Undefined terms and defimtions 2. Geometric postulates Pulte 3, Geomemie theorems. Let us look at each of these in turn. (¢-¢-¢-¢-¢)2. Undefined Terms and Definitions Chalenget . Undefined terms Witout ing eur pene, Grow she, sopmonte {When you first began leaming geometry, you probably learned the concepts of point, ine and plane which pore through all VThese three concepts are the lo lane geometry. But how can we define them: sich pass trough ot These Uuree concepls ae the buldmig blocks of plane geomety. But ho define them? ample gum |When we read a word that we do not know, we usualy ook it up in a dictionary. Sometimes we find another unknown word in the definition, and if we look this new word up, we fn the "word we started with. Of course this x frustrating. Karly mathematicians had simular problems jwhen they tnied to define the terms pomnt, ne and plane. As a result, these terms do not have formal defimition m geometry: mstead, we use general descriptions to make the concept clear. Point A paints the fist of the three baste undefined ¥ terms in geometry, We cannot define the Aaebe concept of point but we can gwve as properties. We cam understand the consepefponciuticely point has no dimensions, 1,1 has no size, length, width or height, It only shows a position, Wher yeu look atthe sky at nigite you see bition, We usually represent a point with a dot (.’) and name it with a capi af stars, each represented ere Many geometrical terms are defined using the conc yom as aamall dot of light in Many geometrical t deamed sins Pt OF pom. the sky Each do of tight Suggests a pot, the sal gee grey letter such as A, B,C, Line Almeis also one of the three basic undefined ; z tenns of geometry. (Ame 1s usually a straight << << Lune, unless we specify otherwise.) A line has only one dimension; 1t has length, but it has no width and height. The arrowheads at the end of every line indicate that the line extends continuously m both directions without ends. In other words, a line has infinite length ‘A line con also be understood intuitively race arn ‘We refer toa hne by naming two points on the Lune, or with a single lower-case letter such as cable d.k,e, ete ra rts art TateA wall, the surface of a table a floor and acetting ‘areal physical models a plane Basic Comepts and Angles Plane A plane is the thrd undefined basic concept in geometry. We can think of a plane as a flat surface with no thickness. that extends without end mn all directions, A plane is two-dimensional: it has length and width, but no thickness. Although a plane has no boundaries, it 4s usually represented im figures by a parallelogram. A plane is named by a single capital or lower-case letter or by three non-colhinear poms, plane E plane ABC of phne me Check Yourself 2 Draw an appropriate diagram m each case, 1, Select points E and F in a plane. Draw a line m that passes through E and does not pass through F, Draw another hne n that passes through F but does not pass through E. Draw a line d that passes through both points E and F. 2. Select three pomts M, N and Dima plane and draw lines a, b and c such that Me aN a, Neb,Deb,MecandDec. 3, Drawa line m which passes through two points A and B im a plane. Point C is not on line m. Does there exast a smigle ne which contains the points A, B and C? Answers 1 » 3. no, there is no line b. Definitions (Once we have defined the concepts of pamt, line and plane mformally, we can build on them to create the preliminary definitions of plane geometry. The next activity will help you to ‘remember some of these important defmitions. Parts of Lines and Planes Many geometric figures such as angles and polygons are formed by parts of lines called. segments and rays,ik Physical modet of line ‘segments iron bars =m —_ A physical model of rays: san rays e Es Solution Ime segment, endpomt Let A and B be two distnet pomts on a hne. Then the set of pounts which contams A, B and all the points between A and B forms line segment AB (or lime segment BA). A and B are called, the endpomts of the segment, and the other points are called the mterior points of the segment. ‘The figure shows a lime segment AB. ray Array 1s a straight line which extends infinitely in one direction from a fixed pomnt The figure at the right shows ray AB. pee opposite ravs. Rays SK and ST are called opposite rays if and only af $ les on the line KT and 1s between Kand T. SK and ST are opposterays Three pomts N, M and K le on the same line such that Nis between M and K. Decide whether each statement is true or false. a, ray NK c ray MN b. ray KM = ray KN ©. ay MK c ray NK d. Me rayNM fe. ray NM = ray NK f Me rvNK Let us draw the points on the Line. Using our figure we can evaluate each statement <1, a tue, tue, false §— dd. tue, false, false (One of the basic relauions between a lime and plane is dividing a plane into parts by a Line to form two half-planes. Argtes and TanglesEna 4 Solution Basic Comepts and Angles half-plane: When a lme d hes na plane P, 1t separates P unto three separate parts. One of them 1s @3tself, and the other two parts are called half planes. d forms the edge of each half plane but 3t1s not contamed in either of them. ‘Two hnes m and n form the edges of the half planes o.and B, respectively, The half planes @ and do not have any pomtsin common and E € 0, Fe 0, Me PB, N@ wand N¢ Bare gven Given that none of these points lie on m or n, draw an appropriate figure showing the points and the lines. Check Yourself 3 1. Rand § are two distinct pomts. State whether each statement is true or false. a. Ime RS C segment RS b. segment SR cline RS ©. segment RS = (R, S} |. segment RS Uline RS = line RS ©, segment SR mlne RS = segment RS, hne RS = ine SR. 2. Name all the line segments in the figure opposite that contain the pomt 7. 3. The figure shows two intersecting lines m and m. a. Name two pairs of opposite rays m the figure. b, Name two rays that have only one pomt in common, ._Name two paits of rays such that each pair has many pots in common, 4, Two pots £ and Fare in the same half plane whose edge is formed by ine m. The pomts F and D lie in different half planes. None of the named points lies on the edge a. Name all the lines which pass through E, F and D. bv. Which of these tmes cross(es) the edge of the half plane? Answers 1 afalse b.tue ¢.false dime cmue f tue 2. segments BT, BC, BA, DT, DC, DA, TC and TA3. a. rays BA and BC; rays BD and BE b. rays BE and BC . rays DE and BE; rays AC and, BC 4. a lines DE, DF and EF m b. DE and DF cxoss the edge congruent fine segments ‘Two Line segments are called congruent Ime segments 1f and only if they have the same Jength, We wnte AB = CD and say ‘AB is congruent to CD’ if AB and CD are congruent | In the figure opposite, AB and CD have the z same length: AB = CD. Therefore segment AB 2 4s congruent to segment CD and we can write &—t— — ‘AB = CD. None thatifAB =CDthenAB=CD. apscp ‘A physical model of Jy the zest of the book we will use these two sonora oeentt ssacementsintershangeshly We cam show congruent segments in a figure by marking them with the same symbol. midpomt of @ geqment The midpoint of a segment 1 the point that divides the segment anto two congruent segments In the figure opposite, AK = KB and so K1s the midpoint of the segment AB. ————— bisector of a segment The bisector af a segment AB 1s a line, plane, ray or other segment that mtersects AB at ts mmdpamt, In the figure opposite, AK = KB and so Ks the midpoint of AB. Since EF and CD intersect AB at K, they are bisectors of segment AB x!) | A physical model of congruent segments rts art TitCheck Yourself 4 Basic Comepts and Angles 1, Two points T and P Ue on a Line segment MN which 1s 34 cm long. Given that MP = 18.3 cmand TN = 21.4 om, find the length of line segment PT. 2. The pots K, M,N, P and Q are collinear on a line m with KM = NP and MN = PQ. Find, all congruent segment pairs on m which are formed by the named points, 3. A point T lies between two points A and B and the distance between the midpoints of line segments AT and TBis 9.5 cm. Find the distance between A and B. Answers 1 8.?em 2 KN=NQ,MP=KN 3. 19cm Positions of Two Lines ‘Two distinct lines in the same plane can be parallel, perpendicular, or neither parallel nor perpendicular. parallel Lines ‘Two lines in the same plane that do not intersect ate called parallel lines. Alternatively, we can say that parallel lines are two coplanar Lines which never meet, Ox we can say that two coplanar lines m and m are parallel if and only if they have no points in common. All of these definitions are equivalent. Trenbol Tae ' ss paral to nlx te minpamtetete In a figure, identical arrow heads m the same darecuion show that the given lines are parallel, In the figure opposite, line a is parallel ro lime b, and line m is parallel to line n Parallel les provide strength, beauty and functionality to the objects and structures which, contain them,The things hanging on shes wall rm intenecoing lines, How many intersection points cam intersecting Imes. intersection ‘Two disunet les which have a common point are called mtersecting Enes, and thei common point 1s called their mtersection. In the figure at the right, lines d and k are imtersecting lines and pomt A is ther ntersection point. Tz Tae the sntnmenon of ‘The intersection ofthe ne d and k ie the polnt A, ce ne d intarsects 20k= (A) tne katpoint A ‘Now let us look at a special ease of mtersecting Imes, perpendicular lines ‘Two lines which intersect and form a 90° angle are called perpendicular lines, In the figure opposite, Imes AB and CD intersect at K and together form a 90° angle By the definition, AB and CD are perpendicular lines. Treads Tae 1 perpendicular to AB LOD AB is perpendicular toCD. perpendicular bisector of a segment A perpendicular bisector of a segment AB 18 a segment, ray, or line that 1s perpendicular t0 AB at its midpoint. In the figure at the right, line CD is the perpendicular bisector of segment AB, and segment KL 1s the perpendicular bisector of segment EF. x b L Argtes and Tangles5 Determine whether the folowing statements about the figure opposite are true or false. {(K} Di nknhak co MN = NP= Mp ahakal (M,N, Py a MPAL=(F e hal tue b, false ¢. true sd. false. false Check Yourself 5 1. Three pomts M, N and £ ie on the parallel lines a and b such that M¢ a, Ne band Ec b, Line m passes through points M and N, and line d passes through points M and E. Draw an appropnate figure and name the pans of intersecting Ines and points of antersecton. 2 A figure contains two Lines m and m and four points B,C, Mand D. Lines m and m intersect and Be mandBe n;Ce mandCen;Me nandM¢ m;De nandD¢ m, Draw the - =e 3. Can you draw Uree Lines that mntersect in pairs such that there 3s no common point to all, three lines? If you can, draw them. 4. Poimts A, Band C are given. Is it possible to draw lines m, wand d such that A= m, Ben, Ce d,m||nand nd? Ifitis, draw an appropriate figure 5. Lane ds parallel to lmes a and b, Ts it possible that lines @ and b are mtersecting hnes? 5 Lines m and m ate parallel but lines n and c intersect. Do Imes m and c intersect? At most how many different regions can be created in a plane using four different Lnes? Answers 1. The bine pairs d and n, d anda, @ and b, mand a, and » and b are intersecung Imes and ‘poms M, N and £ are the mtersection poms. a. BesicConpiendArfey, iBasic Concepts Pome Figure an undefined concept which has mfmite length but no width or height abne two hes in the same plane which never meet a straight ne which extends am one direction from a fixed pomt two distinct lines with a common point ‘wo line segments with the same length planar region made up of all tne points on one side of an anfimte straight Ine pomts on the same Line am undefined concept which has no dimension and only shows a position two Lines which form a 90-degree angle a pomt chat divides a lve segment mio two congruent segments ‘alin which is perpendicular to a segment at its midpoint 4 part of a line that is bounded by (wo endpoints alme which mtersects a segment at 1ts midpoint a flat surface with no thickness that extends without end in all directions The left-hand column lists some important geometne concepts, and figures # to Mlustrate them. Match each concept with a figure and wnite the name of the concept. — £7 oo i Argtes and Tangles2. Geometric Postulates a. Basic postulates postulate, aaom, A postulate (also called an axdom) 1s a statement that presumed to be true, and that does not need to be (or cannot be) proven. "Tay be palae waa’ The first recorded axiomatic system of plane geometry was based on five postulates known as thin ones” 4 Fuclid's postulates, Using only these five postulates and analytical reasonmg, the geometer te eat At ey smiheniin ope a they did wt conletly dbae syfhavt ’ : ar f46¢ nroughout history have changed or added to Eucti’s postulates to create different types of 4d at duty mecty 4 geometry. Textbooks also often add postulates to make Euclidean geometry easier to wor 24 ut das ase geometry, Textbooks also often add postulates to make Euclidean g to work "ea wd od ute "IBID te ahenican Dovid Gilbert dovleped » Euclidean system remains the same. ined a vm Al Sane is acme rs wa w scawed tis Swsadetae! The followmg hist presents Euchd’s postulates along with some common postulates which are smutteauticnes wah w Geet often used without proofin geometry today. We will use these postulates throughout this book. eda aed Sud Maca contador You may want to mark this page so that you ean find them easily Euclid developed the Euclidean plane geometry that we study today, Other geometers ‘with: this s why some theorems appear as postulates m some textbooks, although the baste https://vk.com/readinglecture Lane Postulate For any two distinct points, there exists exactly one line which contams them, Parallel Fostulate If there is a line and a point not on the line, then there exists exactly one line Unrough the point which is parallel to the given line. Through a point on a line, exactly one line can be drawn which 1s perpendicular to the frst sine. Perpendicular Postulat Irthere 1s Line and a point not on the line, then there exists exactly one line through the pont which is perpendicular to the given line. Td] Bsc Corel ent Arey AC and (AB - AC) = BC are both rmuc? 9. AB = § mand BC = 5 mare given. Decide whether each length isa possible length of AC aQm b. 13m cam am em Avglee ard Tansler10, Three points A, B and C and two lines d and e ie an the same plane, State whether each proposition as tue or false. Ac dand Be d then AB a a b. WABe dand BC ¢ e then AC = d 1A, By then d =e = AB. @ then d ile © Ian Kan e ML, k, Land d are lines and A is @ point which is not ond. IA UAe hk ||d and || d, what can you say about nes and (? 12, Decide whether this statement 1s true or false: if d \je,e||fand m dz B then m vf 13, Two parallel Imes mtersect three other parallel mes. How many regions ate formed in the plane? 14, Five Imes lie im a plane such that three of the lines antersect at one point, At most how many ‘points of intersection can there be? Basic Comepts and Angles 15, At most how many pomts of mtersection can five lines haye if three of them must be parallel 0 each other? 16, Ifyou draw six ines on a piece of paper so that no two lines are parallel to each other and no three Imes pass through the same point, how many times will they mtersect? (Ent: Try to find a pattern for n Lines.) 7, Fund the error m the following proof, Gaven a = > (Given) ab ¢muluplication property of equality) (addition property of quay) @ 4a =a? tab 2a Fab (simplifying) (ubtraction property of equality) onmphfymg) (@asmbunve property of algebra) 2a" — 2ab = a° + ab—2ab (@insion property of equality) a18, Each person ata contest shook hands with everyone else exactly once. There were 19 handshakes. How many people were at the contest? (Himt: Thnk of each person as a pomt and every handshake as a Ine.) 49, Atleast how many points are needed to determine 15 lines im a plane? ‘20, Divide a line segment ito three equal parts by construction. 21. Dinde a bine segment ito eight equal parts by construction. 22, Two line segments AB and CD have lengths 8 em and 9 cm respectively. Show each length by construction. a AB+CD 0. 3AB+2CD &. CD-AB . 2CD -34B 32 23, Using a compass and straightedge, construct a perpendicular to a given Inne through a gven point P on the line. 24, State whether each term is defined or undefined. m Euclidean geometry. a. angle 4. pomnt b. triangle . polygon ¢. plane 28, Decide whether each sentence is a proposition or not. [fit 1s a proposition, state whether 1t 1 rue (1) oF false (F). a. There are 12 months in a year b, March is the third month of the year. __ © Accat has sox legs. Tam very sorry, ( oo ce a ©, Why are you running? { Apomtis an undefined geometic term. ( Avglee ard TanslerNe | A. DEFINITION Aphystcal model of an ‘anale ‘The concept of angle 1s one of the most important concepts in geometry, and angles are also used in everyday life. Builders build houses and artists sketch and paint using their knowled ge ofangles, Architects and engineers also use their Anowledge and understanding of angles for design and construction work. angle; wide, vertex An angle is the umuon of two rays that have a common endpoint. The two rays are called the sides of the angle. The common endpomt is called the vertex of the angle In the figure, rays BA and BC are the sides of the angle and point Bis the vertex of the angle. The symbol for an ange 1s 2. We wnte the angle m the figure opposite as ZABC or ZCBA, and read this as ‘angle ABC’, or ‘angle CBA i We can also name angles with numbers or Just by their vertex, sf ts clear which angle we mean: mn the figure, ZABC = ZB. ue Look at the figure. Name the sides and vertex of 23. Name the angle labeled 1m as many ‘ways as possible. Give an alternauve name for £2. ‘Name an angle which can be named by ats vertex. Name four angles that have T as their vertex. sides: ray AB and ray AN; vertex: point A >. 24, ZTRA, ZAKT, ZMKA, ZAKM ©. ZETA Za ©. ZETA, ZATM, 2MTN, ZNTK Concepts and Angleg§Check Yourself 8 Look at the figure. 1. Name the angle labeled 1 1n two different ways. 2, Name the angle labeled 2 an four different ways. 3. Name the sides and the vertex of ZCAE. B. REGIONS OF AN ANGLE In the figures below, e,, e, and f,, f, are half planes constructed by the lines OB and OA, respectively. ‘The mtersection ef half planes e, and f,1s called the interior region of the angle AOB, denoted by int ZAOB, The union of f, and e, is called the exterior region of the angle AOB, denoted by ext ZAOB. Now we cam say that any angle separates the plane which contams it mito three sets of points: | pomts in the interior region of the angle, ‘points on the angle, and © pounts an the exterior region of the angle. plane P = int AOR U ZAOR went ZAOB Check Yourself 9 1. State the position of each point in the figure with respect to the angle KOM. 34 rts ard Triste2. Decide whether each statement is true oF filse according to + the figure = a. Thiesim the exterior region of ZBFD. b. Hikes on ZBFC. c. Ke ext ZBFC ‘ : 4. De £cRD © Te mt ZBFC Answers 1. K,0,N, Me ZKOM; Z, We int ZKOM; Ye ext ZKOM 2 ate vfalse cfilse d true © true C. MEASURE OF AN ANGLE One way of describing an angle is by sts magnitude or measune, The magnitude of an angle 4s measured by the amount of rotation required to match one ray with the other. There are three different units of angle measure: the degree, the radian and the grad. In this book we wall use only degree measures ‘The degree measure comes from the Babylonians, Babylonian astronomers chose the number 360 to representa full rotation ofa ray back onto itself as a result, one degree is defined to 1 be of a complete rotation. We use the symbol © to show degrees, so one degree a a an re wnitten as 1° We can find the degree measure of an angle by using a protractor. We indicate the measure in a figure by drawing a curved Line between the sides of the ange. a In the figure opposite, the measure of 8 c protractor: angle ABC is 30 degrees, We ean write this symbolically as m(ZABC) = 30°. Our work with angles will be based on the following postulates, asic Comepts ond AnglesProtractor Postulate Let © be a point between A and B on the Line AB, and consider rays OA and OB and all the ays that can be drawn from O on one side of the line AB. Then these rays can be patred with, the real numbers between 0 and 180 such that © ray OAs paired with 0 and ray OB with 180, and ba OP as paired with x and OQ wath y, then m(ZPOQ) = |x - y| In other words, the Protractor Postulate states that every angle corresponds to exactly one real number n such that 0m < 180. This 1s the degree measure of the angle ook st ene gue. a Find m(ZCOE). b, Find m(ZFOC) ©. Find m(ZDOB), «Find m(ZDOB), fe, Name an angle that measures 100° 8, m(ZCOE) = m(ZCOB) ~ m(ZEOB) (by part b of the Protractor Postulate) = [150° - 80°] = 70" b. m(ZFOC) = m(ZCOF) = |m(ZCOB) ~ m(ZFOB)| = [150° — 40°] = 110° ©. m(ZDOB) = 120° 4. m(ZDOE) = |m(ZDOB) ~ m(ZEOB)| = [120° 80°| = 40° =, ZAOE because m(ZAOE) = |m(ZAOB) ~ m(ZEOB)| = 1180" - 80°| = 100° SE FO construct a 90° angle using a compass and straightedge. Solution 1 Dew a sogment with a 2 Draw an are with eentcr Band 2 2, Join the intersection points of swsightogge and name tae radius which smove than half ine de two ars witha etaghedge bnepointe A ona 2 length of AB, Draw another a ©The “figure shows the 90° withthe sme raduscentemedatA ange, Argtes and Tiansles1a. Use a protractor to measure £1, 22, and ZPMR in the figure at the ight. b. What relationship do you notice between the measures of the three angles? 2. Do the same things for the following figures, Do you notice the same relationship as in step 1? Write your relations as a geometnic statement, This activity explored the following postulate. Angle Addition Postulate Ifa pot B lies m the interior of an angle AOC as in the figure, then m(ZAOB) + m(ZBOC) ‘m(ZAOC), PEEMUIESN W 7 Prove unt i m(ZABD) = m(ZEBC) in the figure then m(ZABE) = m(2DBC). E P Solution We can use a two-column proot L_ ===- 1 m(ZABD) = m(ZEB0) 1 Given ‘m( ZABE) + m( ZEBD) 2. Angle Addition Postulate sm(ZEBD) + m(ZDBC) 23. Angle Addition Postulate 4, m(ZABE) +m ZEBD) = m(ZEBD) + m(ZDBC) 4, By 1, Zand 5. (ABE) = m(ZDB0) 5. Br4 asic Comepts ond AnglesEu 12 Solution Find the angle between the minute hand and the hour hand of a clock at 6:20. The minute hand makes a 360° angle in one whole revolution, 1.¢. it rotates 360° mn 60 360° mmutes, So in one minute it moves “> Since the hour hand makes an angle whichis 1/12 ofthe angle made by the mmute hand m Aye. 1+ in one minute. So it moves 20-(h*=10" in 20 "2 z minutes, ln addition, the measure ofthe angle between any two consecutive numbers on the clock is 27°" = 0". Therefore the angle 18 @ - 30°) + 10° = 70". the same time, it moves 6-( Check Yourself 10 1. State the measure ef each angle according {to the protractor m the figure. a. ZDOF » ZAOE —&. ZCOD @.ZD0B © ZBOF — ¢ ZCOB 2. Find the angle between the mmute hand and the hour hand ofa clock which shows 8:54 3. Two rays AC and AD are drawn on opposite sides of a Ime AB such that m(ZBAC) = 80° and m(ZBAD) = 70°. Fmd m(ZCAD), Answers 1a, 70° b, 100° ©. 35° a 110" 40" £145" 2. 87 3.150" ~ Arges rat TrianglesD. CONGRUENT ANGLES When we have measured two or more angles we can compare thei measures. If their measures are equal, we give the angles a special name. congruent angles ‘Two or more angles which have equal measures are called congruent angles. We write 2A 2B (read as'ZA 1s congruent to 2B’) to mean What A and B are congruent anges. In the figure, since ZA and 2B both measure 90%, they are congruent: m(ZA) = m(ZB) and so ZA= ZB. The definition of congruent angles tells us that these fwo statements are equivalent, We will use them interchangeably ) ‘ Congruent angles heh fo saad neha, {We show congruent angles m a figure by Jcomforabledecss Woat| marking them in the same way. The figure would this chaicbe te] shows that angles BKL and ALT and angles langies ABC and DEF| Mer not eongrunat? Gan| PBN and FLA are congruent jou see anyother paso lcongruent angles? EMT WS tine picture oppose, ZABC = ZDEF = ZKLM = ZSTY. Given m(ZABC) = 4x + 20°, m(ZDEF) = 2x + 40°, ‘m(ZKLM) = 3y + 19° and m(ZSTV) 0" — 42, find x, y and 2, We know m(ZABC) = m(ZDEF) = m(ZKLM) = m(ZSTV) by the definition of congruent angles Substituting the values m the question given us 4x + 20°= 2x + 40° = 3y + 19° ‘The first equation gives 2x = 20°, so.x = 10° and m(ZABC) = 4 10° + 20° = 60°. ‘Asa result, m(ZKLM) = 3y + 19° = 60° and m(ZSTV) = 80° 42 = 60" Solving each equation gives us y = 15° and 2 Basic Comepts and Angles114 Anat abc is given as shown in the top left corner of the figure below. Construct an angle ‘A’B‘C' such that ZABC = ZA‘B'C’. ey Pee met take a second sheet of paper and draw a line, Name the two points on it B’ and C” 2,3, On the original angle, draw an arc at center B with any radius, Name the two intersection points T and £. Then draw another are with the same radius on the second sheet at center BY, Name the intersection point E’ 4, 0,, 6 Draw an are with center £” and radius ET. Label the mtersection pomt 7’, Finally, raw the ray B’A’ by jommg B” and T” with a straightedge. So ZAB'C’ = ZABC. “yf there is any one secret of success. it lies in the ability to get the other person's point of view and see things from that person's angle as well as from your own.” ‘Henry Ford (1663-1947), industialist and pioneer of the assembly line production method Check Yourself 11 1, State whether the angles mn each ‘pair are congruent according to the », ZDOF and ZDOB ©. £B0B and ) Substituting (2) mto (1) gives m(ZKOM) = ™EAOC) 4 M m(ZARD) = 6x + 6* and m(ZAKC) = 3(mZBKC). ~* ‘ Find m(ZDKB) v7. In the figure, ray ML bisects ZTMN. Prove that m(ZKMT) + m(ZLMN) = m(ZKML). Argtes and Tiansles18. 8 ¢ In the figure, ray BD is the bisector of ZABC. Given m(ZCBD) = 30° + 2m(ZABE) and ‘m(ZABC) = 130°, find m(ZCBE) 19. Write the reason for each stepm the two-column proof. Given: m(ZKMN) < 6a + 4b 5 and ray MT bisects ZKMN Prove m(ZRMT) < 30+ 2b Prook: ee i 4 1 m(ZKMN) < Ba + 4b 2 m(ZKMT) + (ZEN) ~ m(ZKMN) 3 m(ZKMM) + (ZT) < Ga + 4 [Away MT bicece 2KMN | S mCZRMT) = (ZT) 6 m(ZKMT) + m(ZRMT) < 6a + 4b 7m ZEMT) < Sat 2 Basic Comepts and Angles 20, An angle AOB and its bisector ray OC are gqven. m(ZKOB) - m(ZKOA)| a. Show that m(ZKOC) 3 b. Show tae m(ZR0C) = BLED EmLzHOB) if pomt K is m the extenor of AOB 21. In the figure, m(ZA0B) = 136", ™ m(ZBOC) = 82°, k ray OP is the angle bisector of ZAOB and ray OK is the ° 5 angle bisector of COB. Find m(ZKOP), 22, Two angles DEF and DEK are drawn such that m(ZDEF) = 120° and m(ZDER) = 86°, Find all possible measures of the angle formed by the bisectors of ZDEF and ZDEK. 23, Construct each angle using a compass and straightedge, a, 22.5" b. 113.8"ie 5 A. TYPES OF ANGLE ACCORDING TO MEASURE one below, vou ean soe cute angles between the seine, oa Em 19 ‘We can group angles into five different types according to their measure, ZA 1s called an acute angle if and only if 0° < m(ZA) < 90° ZA is called a right angle if and only if (ZA) = 90° ZA 1s called an obtuse angle if and only 90" < m(ZA) < 180°. ZA is called a straight angle if and only if m(ZA) = 180° ZA 1s called a complete angle if and only if m(A) = 360" In the figure, ray OD line AB, m(ZAOC) = 60° and m(ZEOB) = 30° 9. Name all the acute angles in the figure b, Name all the nght angles. ©, Name two obtuse angles, . Name a straight angle — a, In the figure, m(2COD) = 90° - 60" = 30° and m(ZDOE) = 90° ~ 30” = 60°. So ZAOC, ZCOD, ZDOE and ZEOB measure less than 90°, i.e, they are acute angles. b, ZAOD, £DOB, and ZCOE are nght angles because they measure 90° . Since m(ZAOE) = 190° and m(ZCOB) = 120°, ZAOE and ZCOB are obtuse angles, d. ZAOB is a straight angle because it measures 180° In the figure, A, O and B aze collinear pomts with m(ZAOC) = m, m(ZCOD) m(ZDOB) = 40° and m(ZEOB) = p. Given that m,n and p are durectly proportional to the numbers 7, 3 and 4 respectively, find the values of m, m and p. Ales eral TrianglesSolu 1) m(ZAOC) + m(ZCOD) + m(ZDOE) + m(ZEOB) = 180" (Straight angle) m +n 440° 4 p=180° ‘Angle types formed by the m+n4p=140" (1) ‘wings ofan eagle 14k = 140" k= 10% omuse straight Sq m = Tk = 70", m = 3k = 30° and p = 4k = 40", angle angle Check Yourself 13 1. Answer according to the figure. Jwhat do you call an angle which is adeeb? a, Name all the acute angles, b, Name all the night angles. ¢. Name all the obtuse angles. aban amy sanmay 2. Im the figure, k, n and p are inversely diya oportional to the numbers +, | ang 1 row ys respectively. Find m(Zn), Apel tron is a length of sel of ston which is bent at tight angke Sonsis lensts Ange [3 Find the measure of the angle formed by the angle bisector of an angle @ and the extension {con is commonly vsed | of one of the sides of @ xf m(Za) = 190° or building structure Bich a “enagee | 4 In the figure, m(ZAOB) = 90°, tapsmicson towers, | 4m(/BOD) = 7a, fnéustrial bole, reactors, ships and) —m(ZDOC) = Sa and warehouses m(ZAOC) = 3a. Finda. Answers 1. a. ZAOC, £COD, ZDOE and ZEOB b. ZAOD, ZDOB and ZCOE c. ZAOE and COB 280° 3.108" 4.18" Basie Comepts nd Angles,B. PAIRS OF ANGLES 1. Adjacent Angles adjacent angles Adjacent anges are two coplanar angles tat have one common side and a common vertex but no common interior pomts, The opposite of adjacent 1s non-adjacent poser S |Z f KS 1 and £2 areaacent angles and 24 ae nowadintent angles 2. Vertical Angles vertical angles ‘Two angles are called vertical angles if and only sf they are two non-adjacent angles formed, by nvo intersecting lines, In the gure opposite, 21 and 23 are vertical angles, and 22 and 24 are also vertical angles. erncal Angles Theorem, ‘Vertical angles are congruent Given: 21 and 23 are vertical angles Prove: £12 23 The proof is given in two-column form T m2 + my = 6 eee ae 1 Angle Addition Pootalats and steight angles 2 m(Z1) +22) = m2) + mA) |2 Teanelto proports of equality 3, wich) = m2) 2 Subaction propery of equality 42128 4. Definition of eangrusnt angloe rts art riteQO inthe picture opposite, ZABC and ZDBE ate vertical angles The adjective ‘complementary’ comes fam the Latin word complementiem, which means ‘he thing wich Al up or completed, Besic Concepts and Angleg, << wath m(ZABC) = Sx ~ 20°, m(ZDBE) = 3x + 40° and ‘m(ZDBA) = 3y ~ 10°, Fmd the values of x and y. Suice ZABC and ZDBE are vertical angles, m(ZABC) = m(. The ratio of the measures of two complementary angles 1s 1 : 8. Find the measure of each, angle 3. The measure of an angle 15 10"less than four umes the measure of its complement, Find, the measures of these angles. 4. The difference between the squares of the measures of two complementary angles 1s 2700". Find the measure of each angle Answers 1.72, 18° 2.75%, 19 3.70", 20° 4. 60", 30° 4, Supplementary Angles supplementary angles, supplement of an angle ‘Two angles are called supplementary angles ifthe sum of their measures is 180°, Each angle 1s called a supplement of the other angle Inthe figure, m(ZR) + m(ZT) = 180", By the ‘The wecd ‘supplement |@efmition, ZK and ZT are supplementary comes from the Latin | angles, ZKis a supplement of ZT, and ZT is, rock svenere which) supplement of 2K means to compte of fuplr what is nocd! n [EEN 2B Tre sano deween the measures of the complement and supplement ofan ange As 4 Find (ZA) Solution The complement and supplement of ZA measure 90° ~ m(ZA) and 180° ~ m(ZAy respecnvely Basic Comepts ond Angles <<90°=m(ZA) _ 11 180°= (ZA) 29 1. (480° - mZA) (29 m(ZA)) ~ 11 m(ZA)) 1807 Here wapractesl | (29- 90°) ~ (11 2-90%) = 18- m(ZA) say. © comes befote Inthe ahaney ana cor | (29- 90°) ~ 22.909) = 18 m(ZA) So How esa youememee 29. @0°- ZA) = ‘that complementary meane 80" and | (29 90%) ~ (11 - 180°) Supplementary meane comes before 180" on a 7-90° tractor (Zs me 1 (ZA) 38° = m(ZA) adjacent supplementary sngles, near pair If two angles are both adjacent and supplementary then they are called adjacent supplementary angles, or a linear air in the figure opposite, ZAOC and ZBOC are adjacent anges and St ”(2400) + m(ZB0C) = 180°, So ZAOC land ZBOC are adjacent supplementary é angles and a lear paur of angles. 24 2408 is an acute angle, ray OC is the bisector of the adjacent complementary angle of ZAOB, and ray OK 1s the bisector of the adjacent supplementary angle of ZAOB. Show that m(ZKOC) = 45°. Solution Let ZTOA be the complementary angle of ZAOB. ‘Then m(ZTOA) = 90" —m(ZAOB) Additionally, let POA be the supplementary angle of ZAOB ‘Then m(ZPOA) = 180" ~ m(ZAOB). Also, m(ZKOC) = m(ZKOA) ~ m(ZCOA) _ M(ZPOA) _ meow (Ray OK and ray OC are angle bisectors) a = 180°-m(ZAOB) _90°-m(ZAOB) 7 2 2 _180°-90°— m(ZAOB) + m(ZAOB) 2 = 49° So m(ZKOC) = 43", 54 rts ard TristeES 25 Solu En 26 Solution Basic Comepts and Angles ‘The sum of the measures of the two adjacent supplementary angles of an angle A is 100° Find m(ZA), Let us draw an appropriate figure with m(ZA) = x. So the measure of the supplement of 2A is, 180— So 180° x + 180"— x = 100° (given) 360 - 2x = 160° 2x = 260" x = 130" So m(ZA) = 130° Prove that Ue bisectors of two adjacent supplementary angles are perpendicular to each other. Look at the figure, Given; ZAOC and ZCOB are adjacent supplementary angles and rays OK and ON are ther respecuve bisectors. Prove: ray OK L ray ON Proof: By the Angle Addiuon Postulate, m(ZKON) = m(ZKOC) + m(ZCON). (1) ‘Smee rays OK and ON are angle bisectors, mzKocy= "428 ang mzcony= "AC, ) Substtutng 2) into (1) aves m(zKON) = MESOC , mCCOP) so mon) = MLAOE# mcCOR ‘Since angles AOC and COB are supplementary, m(KON}27 2kMN and ZTHN are adjacent supplementary angles and two points P and N are on the same side of the line KT such that ray MP1 ray MN. Given that m(2TMN) = 30°, find the measure of EMP. Let us draw an appropriate figure, as shown opposite. i By the Limear Patr Postulate, m(ZKMN) + 80° = 180" het So m(ZKMN) = 150°. : Also, by the Angle Addition Postulate m(ZEMN) = x + 90°. Substitutmg m(ZKMN) = 150° ves us 1 + 90°, x = 60". So m(ZKMP) = 60°, Check Yourself 16 1, The measure of one of two supplementary angles is 1 of the measure of the other angle. Find the measure of the larger angle. z 2. The sum of the measures of the supplement and the complement of an angles 130". Find the measure of this angle 3. The measure of the complement of an angle 1s + of the measure of 1s supplement. Find the measure of the angle. E 4. 21 and 22 are supplementary angles with m(Z1) = 4x + 75° and mZQ) = Sx + 15" Find the measure of 22. 9, Fimd the measure of the angle(s) marked by a variable m each figure Answers LAMg 2.70" 3.75" 4.65" 5.80" BS C10 4.20 ey =28F t= 110" 56 rts ard Triste5. Angles Formed by a Transversal If you look around you, vou will see that vour environment is filled with Lines and planes. Some of the lines intersect, and some do not. Geometers give a special name to a line that inferseets {wo or more other lines. transversal A transversal is a line that intersects two or more lines, each at a different point. In the figure opposite, Ime n is a transversal of line @ and me b but m 1s not a transversal of a and b (can you see why?) ‘A tansversal which intersects two lines forms eight different angles. Some of these angles : are given special names according to their location relative to the transversal. These are onespondngansies ae /Intenor and exterior angles, alternate interior angles, altemate exterior angles, F sogles and same-sde | corresponding angles, and consecutive (Same-side) interior angles. Exterior angles: £1, 24, 26, 27 Pam of alternate mnterior angles: £2 and 28, Interior angles: 22, 23, 29, 28 43 and £9 Pairs of alternate exterior angles: £4 and 26, Ziand £7 Pas of corresponding angles: £1 and 25, Pairs of same-side interior angles: £2 and 23, and 26 Z3and 28 Zand 27. angle pairs Aand 28 Basic Comepts and Anges2G rook atthe ogure and nd two exterior angles along the transversal n. 6 nes reson angles along transversal p. . two pairs of corresponding angles along uansversal m 4. (vo paurs of altemate exterior angles along transversal ©, (ovo pans of alternate anterior angles along transversal n. £twvo paizs of same-sde interior angles along m. four pairs of vertical angles, Solution Sample answers (other answers may also be possible) a, £16 and 210 b. 27, 28and 29 e. Zland 29; 23 and 27 4d. 219 and 21; 216 and 24 fe. £19 and 29; £14 and 212 £ £4and 29; 23 and 28 & Ziand 29; 21 and 23; 28 and 26; 216 and 214 C. PARALLEL LINES Over the centuries, mathematicians have developed important theorems and postulates about parallel nes. When parallel lines are intersected by a transversal, the pairs of angles formed have special relationships which we can summarize as follows. I two parallel hnes are cut by a transversal, the angles formed have the following properties: 1. Conesponding angles are congruent (this property 1s also called the Corresponding Angles Postulate) 2. Alternate interior angles are congruent (this property i also called the Altemate Interior Angles Theorem) 3, Same side interior angles are supplementary (this property is also called the Same-Side Interior Angles Theorem) 4, Altemate exterior angles are congruent (this property is also called the Altemate Exterior Anges Theorem) Argtes and TianslesFEQIEEN 29 tine pierre opposte, ABC, ZDEF ana 227K are corresponding angles. Lmes d, m and m are parallel and m(ZABC) = 3x ~ 25° m(ZDEF) = 2x ~5° and m(ZZTR) = 3y + 12°, Find x and y By the Corresponding Angles Postulate, m(ZABC) = m(ZDEF) = m(ZZTR), Substituting the given values gives us 3x ~ 29° eo = By HI Solvang the first equation gives x = 20° ‘Substituting x and solving the second equation gives y = 8° [EGON BO rove the alternate exterior Anges Theorem: If two paraliel mes are cut by a transversal then the alternate exterior angles are congruent. Solution Look at the figure " Given; m || m and ¢ isa transversal of m and u. “a Prove: 21 (note that this automatically proves 24 = 29. can you see why?) Proof: Rane 1. Gen Corresponding Angles Postulate Verscal Angles Theorem 4, Transitwe propesty of congruence Basie Concepts end Angles,BI mien. t1m ance Solution ‘Name all the angles which are congruent 027. ‘Name all the angles which are supplementary to 29. Gwen m(Z8) = 72%, fmd m(Z18) and m(22). Find m(Z10) sf m(23) = 3m(24) Find m(29) sf m(216) = 80" —x and m(Z14) = 2x — 10% £5, £9, AL, £13, £15, £1, 23 Since 26 + 25 = 180°, £6 isa supplement of 25, Also, 26 = 28 = 412 = 2102 Z14= 16 = 242 22, So 28, £12, 210, 214, 216, £4 and 22 are supplementary to 25. Since 28 = £12. = 216, m(Z8) = m(Z12) = m(Z16) = 72° Also, m(216) + m(215) = 180° m(Z19) = 180° = 72° m(Z15) = 108", Sunce £16 = 24 = 22, we have m(Z2) = m(Z16) = 72°. Let m(Z4) = x, $0 m(23) = m(Z3) + m(Z4) = 180° (Linear Paar Postulate) au + x = 180° 4x = 180" x= 45" So m(Z3) = 139° m(23) + m(Z14) = 180" (Same-Side Dutertor Angles Theorem) m(Z14) = 45° m(Z14) = m(210) (Corresponding Angles Postulate) So m(Z10) = 45", m(Z16) = m(£14) (Vertical Angles Theorem) 80° x = 2x10" 3x = 90° x= 20" So m(Z16) = 80° 30” = 90° and m(Z16) + m(Z13) = 180% m(L13) = 130° Since 213 = 29, m(Z9) = 130° Argtes and TianslesBasic Comepts and Angles Retivity Paper Folding - Parallelism Conjecture 1, Follow the steps to fold a parallel to a given line through a point not on that line. a LCs 3 Fold a Line and label 1t m. Choose a point which 1s not on the ne and Label at P >. Fold the paper through point P such that line m matches up with itself. Then unfold it, Name the new line m © Fold the paper through P such that line 1 matches up with itself. Name the new ined. 4. Check that lines m and n and lines d and n are perpendicular to each other, 2, What ean you say about lines @ and m? Are they parallel? What ean we use to prove ‘that two les are parallel? 2, Complete this conjecture using what you have found: Two lines which are are parallel to each other. Eaher in this secton we looked at some properties of the angles formed when a transversal cuts two parallel lines, We can use the converse of each property to test whether two lines are parallel, In other words, the properties of the angles formed by a transversal give us a way to prove that two kines are parallel. Let a and b be two limes cut by a transversal 1. If corresponding angles are congruent then the two kmes are parallel (this property 15 also called the Converse of the Corresponding Angles Postulate) 2. If altemate smtenor angles are congruent then the two Imes are parallel (this property 15 also called the Converse of the Alternate Interior Angles Theorem). 3. If same-side intenor angles are supplementary then the two nes are parallel (this property is also called the Converse of the Same-Side Interior Angles Theorem). 4, I alternate exterior angles ate congruent then the two Lines are parallel (this property 1s also called the Converse of the Alternate Exterior Angles Theorem) a