GEOMETRY

Second Semester
S. Y. 2021 – 2022

Final - Module

PREPARED BY: CHECKED AND NOTED BY:

VINCENT P. ALEJANRO, LPT AMELIA J. BANIQUED, MSIT

Instructor College Dean

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 PRACTICAL GEOMETRY PROBLEMS, THREE DIMENSIONAL GEOMETRY,
Module 3 AND TRIGONOMETRY

Learning Objectives

At the end of the lesson, students are expected to:

a. Learn how to solve practical Geometry problem;
b. Study the principles and complexities of three dimensional parallelism and perpendicularity;
c. How to calculate the volume and Surface area, and some of the characteristics of three dimensional figures;
and
d. Introduce the study of trigonometry, which expands on our knowledge of circles, angles, triangles and other
aspects of geometry.

Definition of a Plane

In geometry, a plane is a flat surface that extends into infinity. It is also known as a two-dimensional
surface. A plane has zero thickness, zero curvature, infinite width, and infinite length. It is actually difficult to
imagine a plane in real life; all the flat surfaces of a cube or cuboid, flat surface of paper are all real examples
of a geometric plane. We can see an example of a plane in which the position of any given point on the plane
is determined using an ordered pair of numbers or coordinates. The coordinates show the correct location of
the points on the plane.

The figure shown above is a flat surface extending in all directions. So, it is a plane.

Properties of Planes

A plane in math has the following properties:

 If there are two distinct planes, then they are either parallel to each other or intersecting in a line.
 A line is either parallel to a plane, intersects the plane at a single point, or exists in the plane.
 If there are two distinct lines, which are perpendicular to the same plane, then they must be parallel to
each other.
 If two different planes are perpendicular to the same line, they must be parallel.

Solid Geometry

Solid shapes in geometry are three-dimensional in nature. The three dimensions that are taken into
consideration are length, width, and height. There are different types of solid figures like a cylinder, cube,
sphere, cone, cuboids, prism, pyramids, and so on and these figures acquire some space. They are

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 characterized by vertices, faces, and edges. The five platonic solids and the polyhedrons have interesting
properties in Euclidean space. The nets of the plane shapes can be folded into solids.

Measurement in Geometry

Measurement in geometry ascertains the calculation of length or distance, the area occupied by a flat
shape, and the volume occupied by the solid objects. Mensuration in geometry is applied to the computation
of perimeter, area, capacity, surface areas, and volumes of geometric figures. Perimeter is the distance around
the plane shapes, the area is the region occupied by the shape, volume is the amount of region occupied by a
solid, and the surface area of a solid is the sum of the areas of its faces.

PRACTICAL GEOMETRY PROBLEMS

Geometry has a variety of real-life applications in everyday situations. In this module, we will learn to
apply geometric principles and techniques to solve problems. The key to solving practical geometry problems
is translation of the real-life situation into figures, measurements, and other information necessary to
represent the situation conceptually. For instance, you already know how to calculate the area of a composite
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 figure; if you were asked to determine how much floor space is available in a certain building with a composite
shape, you would simply need to apply the same principles as you would use for calculating the area of a
composite figure. Some measurements of the building might, of course, be required, but the same problem-
solving techniques apply.
In relation to that mathematicians intoduces basic approach to solving practical geometry problems.
This approach is similar to that for solving almost a word problem, but is geared slightly more toward the
characteristics of geometry problems in particular.

Steps in Problem Solving:

1. Determine what you need to calculate to solve the problem. In some cases, you may need a length; in
others, an area or angle measure. If you are conscious throughout the process of what you need to determine,
you can save yourself a significant amount of time.

2. Draw a diagram. Sometimes a straightedge, compass, protractor, or some combination of these tools can
be helpful. Even if you only use a rough sketch, however, making a visual representation of the problem can
help you organize your thoughts and keep track of important information such as the relationship of line
segments and angles as well as the measures thereof.

3. Record all appropriate measurements. If you are calculating an area, for instance, you may need to take
measurements of certain lengths (alternatively, these may be provided to you). In either case, record them
and mark them in some manner on your diagram.

4. Pay attention to units. Using units of square meters for a length or angle measure can be an embarrassing
mistake! Keep careful track of the units you are using throughout the problem. If no units are given, simply use
the generic term "units" in place of inches or meters, for example.

5. Divide the figure, if necessary, into manageable portions. If your diagram is a composite figure, it may help
to divide the figure into bite-sized portions that you can handle.

6. Identify any appropriate geometric relationships. This step can greatly simplify the problem. Perhaps you
can show two triangles to be congruent or similar, or perhaps you can identify congruent segments or angles.
Use this step to fill in as much missing information in your diagram as you can.

7. Do the math. At this point, you need to apply what you've learned to analyze the figure and other data to
solve the problem. You may, for example, need to apply the Pythagorean Theorem, or you may need to
calculate the perimeter of a figure. Whatever the details of the problem, you will need to apply your skills in
geometry in an appropriate manner.

8. Check your results. Take a look at your answer in the context of your diagram-does your answer make
sense? A result of millions of square meters for the area of a figure with dimensions in the range of a few
meters should tell you that you've made an error at some point in your analysis.

Note: Not every step of the approach outlined above will be needed in every problem. You must use your best
judgment in determining what is necessary to solve the problem in a satisfactory and time-efficient manner.
Also, you may not always think to use the exact progression of steps above; the outline is simply a way to
describe a systematic approach to problem solving. The remainder of this article provides you the opportunity
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 to test your geometry skills by way of several practice problems. Obviously, these problems do not require you
to go out and make any measurements of lengths or angles, but keep in mind that problems you encounter in
everyday life may require you to do so!

Example 1: The floor plan of a house is shown below. Determine the area covered by the house.

Solution: Let's first divide the diagram of the house into two rectangles and a trapezoid, since we can calculate
the area of each of these figures. Using the properties of each figure, we can also fill in some of the unknown
information.

Now, the area of the larger rectangle is the product of 40 feet and 20 feet, or 800 square feet. The area
of the smaller rectangle is 25 feet times 6 feet, or 150 square feet. The area of the trapezoid is the following:

The height (h) is 6 feet, and the two bases (b1 and b2) are 8 and 11 feet.

Adding all three areas gives us a total area of the house of 1,007 square feet.

Example 2: A hiker is walking up a steep hill. The slope of the hill between two trees is constant, and the base
of one tree is 100 meters higher than the other. If the horizontal distance between the trees is 400 meters,
how far must the hiker walk to get from one tree to the next?

Solution: Because this problem may be difficult to envision, a diagram is extremely helpful. Notice that the
base of the trees differ in height by 100 meters--this is our vertical distance for the walk. The horizontal
distance is 400 meters.

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 Note that we have shown the right angle because horizontal and vertical segments are perpendicular.
We can now use the Pythagorean theorem to calculate the distance d the hiker must walk.

Thus, the hiker must walk about 412 meters. Note that although the hiker makes a significant (100
meter) change in elevation over this walk, the difference between the actual distance he walks and the
horizontal distance is small--only about 12 meters.

Example 3: What is the surface area of a cube, if the edge length is 4 cm?
Solution: Given, the edge of cube = 4cm

4cm

By the formula we know that;

Surface area of a cube = 6a2 where a is the edge-length.
SA = 6 (4)2 sq.cm
SA = 96 sq.cm

Example 4: Find the volume of cylinder if radius = 3cm and height = 7cm.

3cm

7cm

Solution: Given, the dimensions of cylinder are:

Radius = 3cm
Height = 7cm
Volume of cylinder = πr2h
= 22/7 x 32 x 7
= 198 cu.cm.

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 Let’s Practice!
Q.1: What is the area of a square that has a side length equal to 4 inches?

Q.2: What is the area of a circle whose radius is 7 cm? (π=3.14)

Q.3: Find the perimeter of the rectangle whose length and breadth are 10 cm and 5 cm, respectively. Also,
find its area.

Activity 1: Flat Surfaces

1. To match their new roof, Mrs. Robles decided to have both pentagonal sides of their house covered in aluminum
siding. Their house is in the shape of a pentagonal prism with the dimensions shown in the diagram.

A contractor gave Mrs. Robles an estimate based on a cost of $3.10 per square foot to complete the aluminum
siding. How much will it cost the Robles family to have the aluminum siding installed?

Activity 2: Golf Balls

A cylindrical can is being designed to hold golf balls. The golf balls will touch the top, bottom
and sides of the can. The radius of one ball is 4.3 cm.

The company is looking at options that hold 2, 3 or 4 golf balls but wants to minimize the
percentage of the can that is empty space.

1. Find the volume of one golf ball. Use 3.14 for 𝜋𝜋. Round to the nearest tenth.

2. If the company goes with the three golf ball can, what is the volume of the remaining space
inside the cylinder once the golf balls are placed in the can? Use 3.14 for π. Round to the
nearest tenth.

3. What percentage of the three golf ball can is empty?

4. Knowing that the company wants to minimize the percentage of space that is empty in the
can, determine which can (2, 3 or 4 balls) they should choose to produce. Show all work to
justify your answer.

5. Would a golf ball container fitting the company’s design description but holding a different
number of golf balls have a lower percentage of empty space? Explain your reasoning.

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 TRIGONOMETRY

Trigonometry, as the name might suggest, is all about triangles.

More specifically, trigonometry is about right-angled triangles, where one of the internal angles is 90°.
Trigonometry is a system that helps us to work out missing or unknown side lengths or angles in a triangle.

There is more about triangles on our page on Polygons should you need to brush up on the basics
before you read further here.

Right-Angled Triangles: A Reminder

A right-angled triangle has a single right angle. By definition, that means that all sides cannot be the
same length. A typical right-angled triangle is shown below.

Important Terms for Right-Angled Triangles

 The right angle is indicated by the little box in the corner.

 The other angle that we (usually) know is indicated by θ (theta).

 The side opposite the right angle, which is the longest side, is called the hypotenuse.

 The side opposite θ is called the opposite.

 The side next to θ which is not the hypotenuse is called the adjacent.

Why a Right-Angled Triangle?

Why is this triangle so important? Imagine we can measure along and up but want to know the direct
distance and angle:

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 Trigonometry can find that missing angle and distance. Or maybe we have a distance and angle and
need to "plot the dot" along and up:

Questions like these are common in engineering, computer animation and more.
And trigonometry gives the answers!

Pythagoras’ Theorem vs. Trigonometry

Pythagoras was a Greek philosopher who lived over 2500 years ago. He is credited
with a number of important mathematical and scientific discoveries, arguably the most
significant of which has become known as Pythagoras’ Theorem.
It is an important rule that applies only to right-angled triangles. It says that ‘the
square on the hypotenuse is equal to the sum of the squares on the other two
sides.’
That sounds rather complicated, but it is actually quite a simple concept when we see it in
a diagram:

So, if we know the length of two sides of a triangle and we

need to calculate the third, we can

Pythagoras’ Theorem says:

a2 + b2 = c2
So, if we know the length of two sides of a triangle and we need to calculate the
third, we can use Pythagoras’ Theorem.
However, if we know only one side length and one of the internal angles, then
Pythagoras is no use to us on its own and we need to use trigonometry.
Introducing Sine, Cosine and Tangent
There are three basic functions in trigonometry, each of which is one side of a right-angled triangle
divided by another.

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 The three functions are:

Relationship to sides of the

Name Abbreviation
triangle

Sine Sin Sin (θ) = Opposite/hypotenuse

Cosine Cos Cos (θ) = Adjacent/hypotenuse

Tangent Tan Tan (θ) = Opposite/adjacent

Example 1: What is the sine of 35°?

The triangle could be larger, smaller or turned around, but that angle will
always have that ratio.

Example 2: How Tall is The Tree?

We can't reach the top of the tree, so we walk away and

measure an angle (using a protractor) and distance (using a
laser):

 We know the Hypotenuse

 And we want to know the Opposite

Sine is the ratio of Opposite / Hypotenuse:

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 We can now put 0.7071... in place of sin(45°):

And we also know the hypotenuse is 20:

To solve, first multiply both sides by 20:

Finally:

Performance task: How tall!

Open the link below and watch the video about clinometer.
https://www.youtube.com/watch?v=rVNhDZOwVU8

A clinometer is a tool that is used to measure the angle of elevation, or angle from
the ground, in a right - angled triangle. You can use a clinometer to measure the height
of tall things that you can't possibly reach to the top of, flag poles, buildings, trees.

Follow the directions below to create your own clinometer.

You will need:

 A protractor with a small hole on the centre spot or

 Print out of paper protractor (see below)
 Poster board or card board (can be from a box) to back the protractor
 20 cm or about 8 inches of string or strong cotton
 Weight - such as a metal nut, paper clips or a small piece of clay
 Glue and Scissors
 A straw
 Clear Tape
 Items marked with the red check are needed with either type of protractor.

Directions:

 If you are making a protractor, cut out the copy of the protractor.
 Get the piece of poster board or an empty box. Stick the paper protractor on top of the card and cut
the joined pieces.
 Get the straw and tape it to the straight edge of your protractor that you made above.
 With your pen or pencil, poke a hole through the center of the protractor where it meets the straw.
Push the string through the hole and tie a large knot on the other side so it won't pull through.
 Tie your weight to the other end of the string.

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 To use the clinometer:

The diagram shows what the assembled clinometer will look like when laying an a flat surface. When
using it, the straw will be on the top.

You will need two people: one to look through the straw and site the top of an object and one to read
the degrees that the string makes with the protractor.

 Find a tall tree (or building, flag pole etc.) in a place where there is plenty of space to move away from
the object that you are measuring.
 Look through the straw and find the top of the tree.
 Ask your friend to read the angle being recorded on the clinometer. This is read where the string or
cotton is touching the protractor.
 Keep moving back (or forward if you've gone too far) until you have the clinometer angle measuring 45
degrees. With a 45 degree angle your job will be much easier as the distance from you to the tree will
be equal to the distance from the ground to the top of the tree.
 Measure the distance between where you are standing and the base of the tree.
 Measure the distance from your eyes to the ground (this is where your partner is indispensible!)
 Add these two distances together - because to be most accurate the triangle has to finish at your feet
not your eyes.
 You now have a very close approximation of the height of the tree, building or other tall structure.

You, the base of the tree and the top of the tree, form an isosceles triangle meaning the distance from
you to the base of the tree is equal to the height of the tree (from the viewer's eyes to the top).

Make an illustration of the activity you did. If possible attach pictures of you doing the activity. (Plus
points)

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