Chapter 14

Practical Geometry

14.1 Introduction
We see a number of shapes with which we are familiar. We also make a
lot of pictures. These pictures include different shapes. We have learnt
about some of these shapes in the earlier chapters as well. Why don’t
you list those shapes that you know about alongwith how they appear?
We enjoy drawing things and putting down our ideas. To do this
effectively we have to learn to draw the shapes and also learn to analyse
things around us, and from these identify the known shapes. While we
draw pictures we keep in mind the proportions in them and need to know
how they would look from different positions. Some of it we have learnt
in the earlier chapters and also learnt to talk about some shapes that are
common and are discussed in geometry. A few of these we have dealt
with in some detail and have looked at their properties.
In this chapter we shall learn to make these shapes. In making these
shapes we need to know our tools. Let us look at them and know their
names and uses.
S.No. Name Figure Description Use
1. The Ruler A ruler ideally has no To draw
[or the straight markings on it. However, line
edge] the ruler in your segments
instruments box is and to
graduated into centimetres measure
along one edge their
(and sometimes into lengths.
inches along the other
edge).
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14 2. The Compasses A pair – a pointer

on one end and
To mark off
equal lengths
a pencil on the but not to
other. measure
them.
To draw
arcs and
circles
Pencil Pointer

3. The Divider A pair of pointers To compare

lengths

4. Set-Squares Two triangular To draw

pieces – one of them perpendi-
has 45°, 45°, 90° culars
9
8

angles at the vertices and parallels.

7

and the other has

6

30°, 60°, 90° angles

5
4

at the vertices.
3
2
1

1 2 3 4 5 6 7 8 9
9
8
7
6
5
4
3
2
1

1 2 3 4 5 6 7 8 9 10 11 12 13
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145. The Protractor A semi-circular To draw and 14

device graduated into measure
180 degree-parts. angles.
The measure starts
from 0° on the right
hand side and ends
with 180° on the left
hand side and vice-versa.

We are going to consider “Ruler-and-compass constructions”,

using rulers, only to draw lines, and compasses, only to draw arcs.
Be careful when doing these constructions.
Here are some tips to help you :
(a) Draw thin lines and mark points lightly.
(b) Maintain instruments with sharp tips and fine edges.
(c) Have two pencils in the box, one for insertion into the compasses
and the other to draw lines or curves and mark points.

14.2 The Circle

Look at the wheel shown here. Every point on its
boundary is at an equal distance from its centre. Can you
mention a few such objects and draw them? Think about
five such objects which have this shape.
14.2.1 Construction of a Circle when its Radius is Known
Suppose we want to
draw a circle of radius
3 cm. We need to use
our compasses. Here
are the steps to follow :
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14 Step 1 Open the compasses for the required radius of 3cm.

Step 2 Mark a point with a sharp pencil where we want the centre of the
circle to be. Name it as O.
Step 3 Place the pointer of the compasses on O.
Step 4 Turn the compasses slowly to draw the circle. Be careful to complete
the movement around in one instance.
Think, Discuss and Write
How many circles can you draw passing through
(a) one given point, say, P?
(b) two given points, A and B?
(c) four scattered points?

EXERCISE 14.1
1. Draw a circle of radius 3.2 cm.
2. With the same centre O, draw two circles of radii 4 cm and 2.5 cm.
3. Draw a circle and any two of its diameters. If you join the ends of these diameters,
what is the figure obtained? What figure is obtained if the diameters are
perpendicular to each other? How do you check your answer?
4. Draw any circle and mark points A, B and C such that:
(a) A is on the circle.
(b) B is in the interior of the circle.
(c) C is in the exterior of the circle.
5. Let A, B be the centres of two circles of equal radii; draw them so that each one
of them passes through the centre of the other. Let them intersect at C and D.
Examine whether AB and CD are at right angles.

14.3 A Line Segment

Remember that a line segment is bounded by two end-points. This makes
it possible to measure its length with a ruler.
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it by14
If we know the length of a line segment, it becomes possible to represent
a diagram. Let us see how we do this.
14
14.3.1 Construction of a Line Segment of a Given Length
Suppose we want to draw a line segment of length 4.7 cm. We can use our
ruler and mark two points A and B which are 4.7 cm apart. Join A and B and
get AB . While marking the points A and B, we should look straight down
(or ahead) at the measuring device. Otherwise we will get an incorrect
value.
Use of ruler and compasses
A better method would be to use compass to construct a line segment of a
given length. l
Step 1 Draw a line l. Mark a point A on a A
line l.

Step 2 Place the compasses pointer on the zero

mark of the ruler. Open it to place the
pencil point upto the 4.7cm mark.

Step 3 Without changing the opening of the

compasses, place the pointer on A and
swing an arc to cut l at B.

Step 4 AB is a line segment of required

length.
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14 EXERCISE 14.2
1. Draw a line segment of length 7.3 cm, using a ruler.
2. Construct a line segment of length 5.6 cm using ruler and compasses.
3. Construct AB of length 7.8 cm. From this cut off AC of length 4.7 cm. Measure
BC .

4. Given AB of length 3.9 cm, construct PQ such that the length of PQ is twice
that of AB . Verify by measurement.

(Hint : Construct PX such that length of PX = length of

AB ; then cut off XQ such that XQ also has the length of
AB . Thus the length of PX and the length of XQ added
together make twice the length of AB ).

5. Given AB of length 7.3 cm and CD of length 3.4 cm, construct a line segment
XY such that the length of XY is equal to the difference between the lengths of
AB and CD . Verify by measurement.

14.3.2 Constructing a Copy of a Given Line Segment

Suppose you want to draw a line segment whose length is equal to that of a
given line segment AB .
A quick and natural approach is to use your ruler (which is marked with
centimetres and millimetres), to measure the length of AB and then use
the same length to draw another line segment CD .
A second approach would be to use a transparent sheet and trace AB
onto another portion of the paper. But these methods may not always give
accurate results.
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14
A better approach would be to use ruler and compasses for making this
construction.
14
To make a copy of AB :
Step 1 Given AB whose length is not known.

Step 2 Fix the compasses pointer on A and the pencil

end on B. The opening of the instrument now
gives the length of AB .

Step 3 Draw any line l. Choose a point C

on l. Without changing the
compasses setting, place the pointer
on C.

Step 4 Strike an arc that cuts l at a point,

say, D. Now CD is a copy of AB .
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14 EXERCISE 14.3

1. Draw any line segment PQ . Without measuring PQ , construct a copy of PQ .

2. Given same line segment AB , whose length you do not know, construct PQ
such that the length of PQ is twice that of AB .

14.4 Perpendiculars
You know that two lines (or rays or segments) are said
to be perpendicular if they intersect such that the
angles formed between them are right angles.
In the figure the lines l and m are perpendicular.

Actually no paper folding is needed to demonstrate

perpendicular lines; the corners of a foolscap paper
or your note book indicate lines meeting at right
angles.

Do This
Where else do you see perpendicular lines around you?
Take a piece of paper. Fold it down the middle and make the crease. Fold
the paper once again down the middle in the other direction. Make the
crease and open out the page. The two creases are perpendicular to each
other.
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14
14.4.1 Perpendicular to a Line through a Point on It
14
Given a line l drawn on a paper sheet and a point P
lying on the line. It is easy to have a perpendicular to l
through P.
We can simply fold the paper such that the line on
both sides of the fold overlap each other.
Tracing paper or any transparent paper could be better
for this activity. Let us take such a paper and draw any
line l on it. Let us mark a point P anywhere on l.
Fold the sheet such that l is reflected on itself; adjust the fold so that the
crease passes through the marked point P. Open out; the crease is
perpendicular to l.
Think, Discuss and Write
How would you check if it is perpendicular? Note that it passes through P
as required.
A challenge : Drawing perpendicular using ruler and a set-square (An
optional activity)
Step 1 A line l and a point P are given. Note
that P is on the line l.

Step 2 Place a ruler with one of its edges

along l. Hold this firm.

Step 3 Place a set-square with one of its

edges along the already aligned
edge of the ruler such that the right
angled corner is in contact with
the ruler.
Step 4 Slide the set-square along the edge
of ruler until its right angled
corner coincides with P.
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14 Step 5 Hold the set-square firmly in this

position. Draw PQ along the edge
of the set-square.
PQ is perpendicular to l. (How do you
use the ⊥ symbol to say this?).
Verify this, measuring the angle at P.
Can we use another set-square in the place of the ‘ruler’? Think about it.
Method of ruler and compasses
As is the preferred practice in Geometry, the dropping of a perpendicular
can be achieved through the “ruler-compasses” construction, as follows:

Step 1 Given a point P on a line l.

Step 2 With P as centre and a convenient

radius, construct an arc
intersecting the line l at two
points A and B.

Step 3 With A and B as centres and a

radius greater than AP construct
two arcs, which cut each other
at Q.
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14 14
HJJG
Step 4 Join PQ. Then PQ is perpendicular
HJJG
to l. We write PQ ⊥ l.

14.4.2 Perpendicular to a Line through a Point not On It

Do This
(Paper folding)
If we are given a line l and a point P not lying on it and
we want to draw a perpendicular to l through P,
we can again do it by a simple paper folding as
before.
Take a sheet of paper (preferably transparent).
Draw any line l on it.
Mark a point P away from l.
Fold the sheet such that the crease passes through P.
Open out. The crease is perpendicular to l and passes through P.

Method using ruler and a set-square (An optional activity)

Step 1 Let l be the given line and P be a point

outside l.
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14
Step 2 Place a set-square on l such that one
arm of its right angle aligns along l.

Step 3 Place a ruler along the edge opposite

to the right angle of the set-square.

Step 4 Hold the ruler fixed. Slide the set-

square along the ruler till the point
P touches the other arm of the set-
square.

Step 5 Join PM along the edge through P,

meeting l at M.
HJJG
Now PM ⊥ l.
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14
Method using ruler and compasses
14
The better method, of course, is the ruler-compasses method.

Step 1 Given a line l and a point P not on it.

Step 2 With P as centre, draw an arc which

intersects line l at two points A and
B.

Step 3 Using the same radius and with A

and B as centres, construct two
arcs that intersect at a point, say
Q, on the other side.

HJJG
Step 4 Join PQ. Thus PQ is perpendicular
to l.
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14 EXERCISE 14.4

1. Draw any line segment AB . Mark any point M on it. Through M draw a
perpendicular to AB . (use ruler and compass)
2. Draw any line segment PQ . Take any point R not on it. Through R draw a
perpendicular to PQ . (use ruler and set-square)
3. Draw a line l and a point X on it. Through X, draw a line segment XY
perpendicular to l.
Now draw a perpendicular to XY at Y. (use ruler and compasses)
14.4.3 The Perpendicular Bisector of a Line Segment

Do This
Fold a sheet of paper. Let AB be the fold.
Place an ink-dot X, as shown, anywhere.
Find the image X' of X, with AB as the
mirror line.
Let AB and XX’ intersect at O. Is
OX = OX' ? Why?
This means that AB divides XX’ into
two parts of equal length. AB bisects XX’
or AB is a bisector of XX’. Note also
that ∠AOX and ∠BOX are right angles.
(Why?).
Hence AB is the perpendicular bisector
of XX’. We see only a part of AB in the
figure. Is the perpendicular bisector of a line joining two points the same
as the axis of symmetry?
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Do14This 14
(Transparent tapes)
Step 1 Draw a line segment AB .

Step 2 Place a strip of a transparent

rectangular tape diagonally
across AB with the edges of
the tape on the end points A and
B, as shown in the figure.

Step 3 Repeat the process, by placing

another tape over A and B just
diagonally across the previous
one. The two strips cross at M
and N.

Step 4 Join M and N. Is MN a

bisector of AB ? Measure and
verify. Is it also the
perpendicular bisector of
AB ? Where is the mid point
of AB ?
Construction using ruler and compasses

Step 1 Draw a line segment AB of any length.

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14
Step 2 With A as centre, using compasses,
draw a circle. The radius of your
circle should be more than half the
length of AB .

Step 3 With the same radius and with B as

centre, draw another circle using
compasses. Let it cut the previous
circle at C and D.

Step 4 Join CD . It cuts AB at O. Use

your divider to verify that O is
O
the midpoint of AB . Also verify
that ∠COA and ∠COB are right
angles. Therefore, CD is the
perpendicular bisector of AB .
In the above construction, we needed the two points C and D to determine
CD . Is it necessary to draw the whole circle to find them? Is it not
enough if we draw merely small arcs to locate them? In fact, that is what
we do in practice!
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14 14
In Step 2 of the construction using ruler and compass, what would happen
if we take the length of radius to be smaller than half the length of AB ?

EXERCISE 14.5

1. Draw AB of length 7.3 cm and find its axis of symmetry.

2. Draw a line segment of length 9.5 cm and construct its perpendicular bisector.
3. Draw the perpendicular bisector of XY whose length is 10.3 cm.
(a) Take any point P on the bisector drawn. Examine whether PX = PY.
(b) If M is the mid point of XY , what can you say about the lengths MX and
XY?
4. Draw a line segment of length 12.8 cm. Using compasses, divide it into four
equal parts. Verify by actual measurement.
5. With PQ of length 6.1 cm as diameter draw a circle.

6. Draw a circle with centre C and radius 3.4 cm. Draw any chord AB . Construct
the perpendicular bisector of AB and examine if it passes through C.
7. Repeat Question 6, if AB happens to be a diameter.
8. Draw a circle of radius 4 cm. Draw any two of its chords. Construct the
perpendicular bisectors of these chords. Where do they meet?
9. Draw any angle with vertex O. Take a point A on one of its arms and B on
another such that OA = OB. Draw the perpendicular bisectors of OA and
OB . Let them meet at P. Is PA = PB ?
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14 14.5 Angles

14.5.1 Constructing an Angle of a Given Measure

Suppose we want an angle of measure 40°. Here are the steps to follow :
Step 1 Draw AB of any length.

Step 2 Place the centre of the protractor at A and the zero edge along AB .

Step 3 Start with zero near B.

Mark point C at 40°.

Step 4 Join AC. ∠BAC is the required angle.

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14 Measure
14.5.2 Constructing a Copy of an Angle of
Unknown
14
Suppose an angle (whose measure we do not know)
is given and we want to make a copy of this angle.
As usual we will have to use only a straightedge
and the compasses.
Given ∠A whose measure is not known.

Step 1 Draw a line l and choose a point P

on it.

Step 2 Place the compasses at A and draw an

arc to cut the rays of ∠A at B and C.

Step 3 Use the same compasses setting to draw

an arc with P as centre, cutting l in Q. l

Step 4 Set your compasses to the length BC

with the same radius.
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14 Step 5 Place the compasses pointer at Q and

draw the arc to cut the previous arc
in R.
l

Step 6 Join PR. This gives us ∠P . It has the same

measure as ∠A . l
This means ∠QPR has same measure as
∠BAC .

14.5.3 Bisector of an angle

Do This
Take a sheet of paper. Mark a point
O on it. With O as initial point,
JJJG JJJG
draw two rays OA and OB . You get
∠AOB . Fold the sheet through O
JJJG JJJG
such that the rays OA and OB
coincide. Let OC be the crease of
paper which is obtained after
unfolding the paper.
OC is clearly a line of symmetry for ∠AOB .
Measure ∠AOC and ∠COB . Are they equal? OC is therefore, the line
of symmetry and is known as the angle bisector of ∠AOB .
Construction with ruler and compasses
Let an angle, say, ∠A be given.
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14 14
Step 1 With A as centre and using compasses,
draw an arc that cuts both rays of ∠A .
Label the points of intersection as B
and C.

Step 2 With B as centre, draw (in the interior

of ∠A ) an arc whose radius is more than
half the length BC.

Step 3 With the same radius and with C as

centre, draw another arc in the interior
of ∠A . Let the two arcs intersect at
D. Then AD is the required bisector of
∠A .

In Step 2 above, what would happen if we take radius to be smaller than

half the length BC?

14.5.4 Angles of Special Measures

There are some elegant and accurate methods to construct some angles of
special sizes without the use of the protractor. We discuss a few here.
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14 Constructing a 60° angle

Step 1 Draw a line l and mark a point O on
it.
Step 2 Place the pointer of the compasses
at O and draw an arc of convenient
HJJG
radius which cuts the line PQ at a
point say A.

Step 3 With the pointer at A (as centre) now

draw an arc that passes through O.

Step 4 Let the two arcs intersect at B. Join

OB. We get ∠BOA whose measure
is 60°.

Constructing a 30° angle

Construct an angle of 60° as shown earlier. Now bisect this angle. Each
angle is 30°, verify by using a protractor.

How will you construct a 15° angle?

Constructing a 120° angle

An angle of 120° is nothing but twice of an angle of 60°. Therefore it can
be constructed as follows :
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14O on it.
Step 1 Draw any line PQ and take a point
14
Step 2 Place the pointer of the compasses
at O and draw an arc of convenient
radius which cuts the line at A.

Step 3 Without disturbing the radius on the

compasses, draw an arc with A as
centre which cuts the first arc at B.

Step 4 Again without disturbing the radius

on the compasses and with B as
centre, draw an arc which cuts the
first arc at C.

Step 5 Join OC, ∠COA is the required

angle whose measure is 120°.

How will you construct a 150° angle?

Constructing a 90° angle

Construct a perpendicular to a line from a point lying on it, as discussed
earlier. This is the required 90° angle.

How will you construct a 45° angle?

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14 EXERCISE 14.6

1. Draw ∠POQ of measure 75° and find its line of symmetry.

2. Draw an angle of measure 147° and construct its bisector.
3. Draw a right angle and construct its bisector.
4. Draw an angle of measure 153° and divide it into four equal parts.
5. Construct with ruler and compasses angles of following measures:
(a) 60° (b) 30° (c) 90° (d) 120° (e) 45° (f) 135°
6. Draw an angle of measure 45° and bisect it.
7. Draw an angle of measure 135° and bisect it.

What have we discussed ?

This chapter deals with methods of drawing geometrical shapes.
1. We use the following mathematical instruments to construct shapes:
(i) A graduated ruler (ii) The compasses
(iii) The divider (iv) Set-squares, and
(v) The protractor
2. Using the ruler and compasses, the following constructions can be made:
(i) A circle, when the length of its radius is known.
(ii) A line segment, if its length is given.
(iii) A copy of a line segment.
(iv) A perpendicular to a line through a point
(a) on the line (b) not on the line.
(v) The perpendicular bisector of a line segment of given length.
(vi) An angle of a given measure.
(vii) A copy of an angle.
(viii) The bisector of a given angle.
(ix) Some angles of special measures such as
(a) 90o (b) 45o (c) 60o (d) 30o (e) 120o (f ) 135o