GEOMETRY

Second Semester
S. Y. 2021 – 2022

Midterm - Module

PREPARED BY: CHECKED AND NOTED BY:

VINCENT P. ALEJANRO AMELIA J. BANIQUED, MSIT

Instructor College Dean

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 ANGLES AND PARALLELISM, TRIANGLES, PROPERTIES OF TRIANGLES,
Module 2 CONGRUENT TRIANGLES, AND SIMILAR TRIANGLES.

Learning Objectives

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

a. Discuss the concept of an angle and discuss the relationships among angles formed by intersecting lines.
b. Introduce a fundamental definition of parallelism and identify some of the crucial properties of angles formed
by parallel lines cut by a transversal line.
c. Discuss different triangle shapes, right triangles, and the Pythagorean theory.

Angles, parallel lines and transversals

Two lines that are stretched into infinity and still never intersect are called coplanar lines and are said to be parallel lines. The
symbol for "parallel to" is //.

If we have two lines (they don't have to be parallel) and have a third line that crosses them as in the figure below - the crossing
line is called a transversal:

In the following figure:

If we draw to parallel lines and then draw a line transversal through them we will get eight different angles.

The eight angles will together form four pairs of corresponding angles. Angles F and B in the figure above constitutes one of
the pairs. Corresponding angles are congruent if the two lines are parallel. All angles that have the same position with regards to the
parallel lines and the transversal are corresponding pairs.

Angles that are in the area between the parallel lines like angle H and C above are called interior angles whereas the angles
that are on the outside of the two parallel lines like D and G are called exterior angles.

Angles that are on the opposite sides of the transversal are called alternate angles e.g. H and B.

Angles that share the same vertex and have a common ray, like angles G and F or C and B in the figure above are called
adjacent angles. As in this case where the adjacent angles are formed by two lines intersecting we will get two pairs of adjacent angles
(G + F and H + E) that are both supplementary.

Two angles that are opposite each other as D and B in the figure above are called vertical angles. Vertical angles are always
congruent.

RELATION ANGLES
Exterior angles ∠A ∠F ∠G ∠D
Interior angles ∠B ∠E ∠H ∠C
Consecutive interior angles ∠B and ∠E, ∠H and ∠C
Alternate exterior angles ∠A and ∠G, ∠F and ∠D
Alternate interior angles ∠E and ∠C, ∠H and ∠B
Corresponding angles ∠A and ∠E, ∠C and ∠G, ∠D and ∠H, ∠F and ∠B

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 Conditions of Parallelism:

If two straight lines are cut by a transversal, and if

• the pair of corresponding angles is equal, then the two straight lines are parallel to each other.
• the pair of alternate angles is equal, then the two straight lines are parallel to each other.
• the pair of interior angles on the same side of transversal is supplementary, then the two straight lines are
parallel.

Therefore, in order to prove that the given lines are parallel; show either alternate angles are equal or,
corresponding angles are equal or, the co-interior angles are supplementary.

Parallel Rays:
Two rays are parallel if the corresponding lines determined by them are parallel. In other words, two
rays in the same plane are parallel if they do not intersect each other even if extended indefinitely beyond
their initial points.

Parallel Rays

Therefore, ray AB ∥ ray MN

Parallel Segments:
Two segments are parallel if the corresponding lines determined by them are parallel.
In other word, two segments which are in the same plane and do not intersect each other even if extended
indefinitely in both directions are said to be parallel.

Parallel Segments

Therefore, segment AB ∥ segment MN

One segment and one ray are parallel if the corresponding lines determined by them are parallel.

Therefore, segment AB ∥ ray PQ.

The opposite edge of a ruler is an example of parallel line segments.

We will start geometry applications by looking at the properties of triangles. Let’s review some basic
facts about triangles. Triangles have three sides and three interior angles. Usually each side is labeled with a
lowercase letter to match the uppercase letter of the opposite vertex.
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 The plural of the word vertex is vertices. All triangles have three vertices. Triangles are named by their
vertices: The triangle in Figure 3.4.13.4.1 is called △ABC.

Figure 3.4.13.4.1: Triangle ABC has vertices AA, BB, and CC. The lengths of the sides are a, b, and c.

The three angles of a triangle are related in a special way. The sum of their measures is 180∘180∘. Note
that we read m∠Am as “the measure of angle A.” So in △ABC in Figure 3.4.1.

m∠A + m∠B + m∠C = 180∘

Because the perimeter of a figure is the length of its boundary, the perimeter of △ABC is the sum of
the lengths of its three sides.

P=a+b+c

To find the area of a triangle, we need to know its base and

height. The height is a line that connects the base to the opposite
vertex and makes a 90∘90∘ angle with the base. We will
draw △ABC△ABC again, and now show the height, h. See Figure 3.4.2.

Figure 3.4.23.4.2: The formula for the area

of △ABC△ABC is A=12bhA=12bh where b is the base and h is the
height.

TRIANGLE PROPERTIES

For △ABC

Angle measures:

m∠A + m∠B + m∠C = 180∘

The sum of the measures of the angles of a triangle is 180°.

Perimeter:
P=a+b+c
The perimeter is the sum of the lengths of the sides of the triangle.
Area:
A=1/2bh, b= base, h= height

The area of a triangle is one-half the base times the height.

Example 1: The measures of two angles of a triangle are 55 and 82 degrees. Find the measure of the third
angle.

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 Solution:

Step 1. Read the problem. Draw the figure and label it with the given information.

Step 2. Identify what you are looking for.

- the measure of the third angle in a triangle

Step 3. Name. Choose a variable to represent it.

Let x= the measure of the angle.

Step 4. Translate. Write the appropriate formula and substitute.
m∠A + m∠B + m∠C = 180∘

Step 5. Solve the equation.

55 +82 + x = 180˚
137 + x = 180˚
x = 43 ˚

Step 6. Check.
55 + 82 + 43 = 180✓
180 = 180✓

Step 7. Answer the question.

The measure of the third angle is 43 degrees.

Example 2:
The perimeter of a triangular garden is 24 feet. The lengths of two sides are four feet and nine feet.
How long is the third side?

Solution

Step 1. Read the problem. Draw the figure and label it with the given information.

Step 2. Identify what you are looking for.

- length of the third side of a triangle

Step 3. Name. Choose a variable to represent it.

- Let c = the third side.

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 Step 4. Translate.
Write the appropriate formula and substitute.

Substitute in the given information.

Step 5. Solve the equation.

Step 6. Check.
P=a+b+c
24 = 4 + 9 + 11
24 = 24✓

Step 7. Answer the question.

- The third side is 11 feet long.

Activity 1: Solve the problem. Apply the 7 steps in problem solving. Show your complete solution.

The measure of one angle of a right triangle is 20 degrees more than the measure of the smallest
angle. Find the measures of all three angles.

RIGHT TRIANGLE
A right triangle has one 90° angle, which is often marked with a square at the vertex.

Example:
One angle of a right triangle measures 28°. What is the measure of the third angle?
Solution:

Step 1. Read the problem. Draw the figure and label it with the given information.

Step 2. Identify what you are looking for.

- the measure of an angle

Step 3. Name. Choose a variable to represent it.

- Let x = the measure of an angle.

Step 4. Translate. m∠A + m∠B + m∠C = 180

Write the appropriate formula and substitute. x + 90 + 28 = 180

Step 5. Solve the equation. x = 62

Step 6. Check.
180 = 90 + 28 + 62
180 = 180✓

Step 7. Answer the question.

- The measure of the third angle is 62°.

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 Use the Pythagorean Theorem
We have learned how the measures of the angles of a triangle relate to each other. Now, we will learn
how the lengths of the sides relate to each other. An important property that describes the relationship
among the lengths of the three sides of a right triangle is called the Pythagorean Theorem. This theorem has
been used around the world since ancient times. It is named after the Greek philosopher and mathematician,
Pythagoras, who lived around 500 BC.
Before we state the Pythagorean Theorem, we need to introduce some terms for the sides of a
triangle. Remember that a right triangle has a 90° angle, marked with a small square in the corner. The side of
the triangle opposite the 90°90° angle is called the hypotenuse and each of the other sides are called legs.

Figure 3.4.43.4.4
The Pythagorean Theorem tells how the lengths of the three sides of a right triangle relate to each
other. It states that in any right triangle, the sum of the squares of the lengths of the two legs equals the
square of the length of the hypotenuse. In symbols we say: in any right triangle, a2+b2=c2, where a and b are
the lengths of the legs and c is the length of the hypotenuse.

Writing the formula in every exercise and saying it aloud as you write it, may help you remember the
Pythagorean Theorem.

THE PYTHAGOREAN THEOREM

In any right triangle, where a and b are the lengths of the legs, c is the length of the hypotenuse.

Then
a2 + b2 = c2

Example 1: Use the Pythagorean Theorem to find the length of the hypotenuse shown below.

Solution:

Step 1. Read the problem.

Step 2. Identify what you are looking for. the length of the hypotenuse of the triangle
Let c = the length of the hypotenuse.

Step 3. Name. Choose a variable to represent

it.
Label side c on the figure.

Step 4. Translate.
Write the appropriate formula. a2 + b2 = c2
Substitute. 32 + 42 = c2

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 Step 5. Solve the equation. 9+16=c2
Simplify. 25 = c2
Use the definition of square root. √25 = c
Simplify. 5=c

Step 6. Check.

Step 7. Answer the question. The length of the hypotenuse is 5.

Activity 2: Solve the following question using the 7 steps in problem solving.

1. Kim puts the base of a 13-foot ladder five feet from the wall of his house as shown below. How far up the
wall does the ladder reach?

2. Mike wants to attach a 17 foot string of lights to the top of the 15 foot mast of his sailboat, as shown below.
How far from the base of the mast should he attach the end of the light string?

Activity 3: Solve the measure of angles 1, 2, 3, and 4. If measure of angle 2 is (9x + 9)˚ and measure of angle 3
is 7x – 5˚.

1
2
(9x + 9)˚

(7x - 5)˚
3
4

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