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Ssip 2019 Maths Learner Notes 8

The document provides sample exam questions and theorems on triangle geometry for a secondary school mathematics subject. It includes 6 multiple part questions testing various triangle properties and relationships. It also outlines key theorems on parallel lines cutting triangles, similarity, ratios, and midpoints. Examples and diagrams are provided to explain the concepts.
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0% found this document useful (0 votes)
86 views16 pages

Ssip 2019 Maths Learner Notes 8

The document provides sample exam questions and theorems on triangle geometry for a secondary school mathematics subject. It includes 6 multiple part questions testing various triangle properties and relationships. It also outlines key theorems on parallel lines cutting triangles, similarity, ratios, and midpoints. Examples and diagrams are provided to explain the concepts.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1

SECONDARY SCHOOL IMPROVEMENT


PROGRAMME (SSIP) 2019

GRADE 12

SUBJECT: MATHEMATICS

LEARNER NOTES

(PAGE 1 OF 15)

© Gauteng Department of Education


2

NO: 5

TOPIC: EUCLIDEAN GEOMETRY (GRADE 12 TRIANGLE GEOMETRY)

SECTION A: TYPICAL EXAM QUESTIONS

QUESTION 1 D

1.1 In DEF , GH||EF. DG : GE  5: 3 . DE  32 mm and DF  24 mm.


Determine the length of DG, GE, DH and HF. (6)

G H

E F

1.2 In ABC , CD  14 cm, DA  6 cm, CE  21 cm and EB  9 cm .


Prove that DE||BC. (5)

1.3 In ACE , BF||CE, BC  83 AC and AE : ED  4 : 3 . A


Determine DG : GB . (6)

B F

G E
C

QUESTION 2 D

PB is a tangent to circle ABC. PA||BC. Prove that:

2.1 PAB|||ABC (5)


2.2 PA:AB  AB:BC (2)
2.3 PA . BC  AB2 (2)
AP AB
2.4  (2)
BP AC

© Gauteng Department of Education


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QUESTION 3

ABCD is a cyclic quadrilateral. AB and DC produced


meet at E.
AE AD
Prove that:  (7)
CE BC

QUESTION 4

ABCD is a cyclic quadrilateral, AC and BD intersect at P.


E is a point on BD such that AE||DC.
Prove that:
AP PE
4.1  (6)
PC PD
4.2 AP 2  BP . PE (9)

QUESTION 5 A B
1 2
In trapezium ABCD, DC  2BC ,
E 2
Aˆ  Eˆ and BC  EC .
1 1
Prove that:
AD BD
5.1  (6) 1 2
EC DC 2 1
C
5.2 BD  2AD (3) D

QUESTION 6

ˆ  90 .
C
ABOC is a kite in which B̂  C
6.1 Why is OCD|||OAC ? (2) 1 2
6.2 Hence complete:
6.2.1 OC 2  .....  ..... (1) D
1 1 4
6.2.2 CA 2  .....  ..... (1) O 1
A
2 2 3 2
6.2.3 CD 2  .....  ..... (1)

1 2

© Gauteng Department of Education


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6.3 Prove that:


BD 2 AD
6.3.1  (6)
OB2 AO
6.3.2 OC2  OD2  OD . DA (2)

6.4 If OD  12 DA  x , prove that CD  2 . OD (3)

SECTION B: NOTES ON CONTENT

REVISION OF THE CONCEPT OF RATIOS


21cm

A C B

4 parts 3 parts
Consider the line segment AB. If AB  21 cm and C divides AB in the ratio AC:CB  4 : 3 , it
is possible to find the actual lengths of AC and CB.
It is clear that AC doesn’t equal 4cm and CB doesn’t equal 3 cm because 4  3  21 cm .
However, if we let each part equal k, it will be possible to find the length of AC and CB in
centimetres.

k k k k k k k
A C B

4k 3k
The length of AC is (4k )cm and the length of CB is (3k )cm .
 4k  3k  21 cm
 7k  21 cm
 k  3 cm
Each part represents 3 cm.
 AC  4(3 cm)  12 cm
and CB  3(3 cm)  9 cm

3 cm 3 cm 3 cm 3 cm 3 cm 3 cm 3 cm
A C B

12 cm 9 cm

© Gauteng Department of Education


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Note:
AC 12 cm 4
AC:CB   
CB 9 cm 3
4:3 is the ratio of AC:CB.

THEOREM A

A line drawn parallel to one side of a


triangle cuts the other two sides so as
to divide them in the same proportion. h
k
AD AE
If DE||BC then  E
DB EC D

Proof B C

In ADE , draw height h relative to base AD and height k relative to base AE.
Join BE and DC to create BDE and CED .
Area ADE 12 . AD . h AD
 
Area BDE 12 . BD . h BD
Area ADE 12 . AE . k AE
 
Area CED 12 . EC . k EC
Now it is clear that
Area BDE  Area CED
(same base, height and
lying between parallel lines)
Area ADE Area ADE
 
Area BDE Area CED
AD AE
 
BD EC

Corollaries
AB AC AB AC BD CE BD CE
(1)  (2)  (3)  (4) 
AD AE DB EC DA EA BA CA
Whenever you use this theorem the reason you must give is: Line || one side of 

© Gauteng Department of Education


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THEOREM CONVERSE
A
If a line cuts two sides of a triangle proportionally,
then that line is parallel to the third side.
AD AE
If  then DE||BC
DB EC
D E
Whenever you use this theorem the
reason you must give is:
Line divides sides of  proportionally
B C
THEOREM (MIDPOINT THEOREM)

The line passing through the midpoint of


one side of a triangle, parallel to another
side, bisects the third side and is equal to
half the length of the side it is parallel to.

If AD  DB and DE||BC , then AE  EC


and BC  2DE or DE  12 BC .
Also, if AD  DB and AE  EC , then
DE||BC and BC  2DE or DE  12 BC .

SIMILARITY OF TRIANGLES

If two triangles are similar, we use the symbol ||| to indicate this.

If ABC is similar to DEF then we write this as follows: ABC|||DEF


If ABC|||DEF then the following conclusions can be made:
(a) The triangles are equiangular which means that:
Aˆ Dˆ ˆ  Eˆ
B Cˆ  Fˆ
(b) The corresponding sides are in the same proportion which means that:
AB BC AC
 
DE EF DF

© Gauteng Department of Education


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Whenever two triangles are similar we can use the following diagram to match the
corresponding angles and sides:
Aˆ Dˆ Bˆ  Eˆ Cˆ  Fˆ
AB BC AC
  A B CD E F
DE EF DF

THEOREM

If two triangles are equiangular then the corresponding sides of the two triangles are in
the same proportion and therefore the triangles are similar.

Proof
On AB mark off AG  DE . A
On AC mark off AH  DF .
Join GH.
In AGH and DEF:
(1) AG  DE construction G 1 H
(2) ˆ D
A ˆ given D
(3) AH  DF construction
AGH  DEF SAS
G ˆ  Eˆ
1 F
B C E
But Bˆ  Eˆ given
G ˆ B ˆ
1
 GH||BC corr  's equal
AB AC
  A
AG AH
AB AC
  ( AG  DE , AH  DF )
DE DF
Similarly, by constructing BG and BH
on AB and BC respectively, it can be G D
proved that 1
AB BC

DE EF
AB AC BC C E F
B
   H
DE DF EF
Therefore the triangles are similar.

© Gauteng Department of Education


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THEOREM
A
If the corresponding sides of two triangles
are in the same proportion, the two triangles
are similar.

Proof D
Construct ABC|||GEF (as in diagram)
AB BC AC
  
GE EF GF 1 1
C E F
AB BC AC B
But  
DE EF DF
AB AB BC
  (both equal ) G
GE DE EF
GE  DE
Similarly, it can be proved that GF  DF
Therefore it can be concluded that DEF  GEF (SSS).
DEF|||GEF
But ABC|||GEF
ABC|||DEF

THEOREM

The perpendicular drawn from the vertex of the right angle of a right-angled triangle to
the hypotenuse, divides the triangle into two triangles that are similar to each other and
similar to the original triangle.

Proof

In ABC and DBA:


(a) Aˆ Dˆ  90 given
1
(b) ˆ
BB ˆ common
(c) ˆ ˆ
C  A1 sum of the  's of 
ABC|||DBA
In ABC and DAC:
(a) Aˆ D ˆ  90 given
2

(b) ˆ
CC ˆ common
(c) ˆ
B̂  A 2 sum of the  's of 
ABC|||DAC

ABC|||DBA|||DAC

© Gauteng Department of Education


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Corollaries

ABC|||DBA ABC|||DAC DBA|||DAC


AB BC AC AB BC AC DB BA DA
        
DB BA DA DA AC DC DA AC DC
 AB2  BD . BC  AC 2  CD . CB  AD 2  BD . DC

THEOREM (THE THEOREM OF PYTHAGORAS)

BC 2  AB2  AC 2

Proof

From the corollaries:


AB2  BD . BC and AC2  CD . CB
 AB2  AC2  BD . BC  CD . CB
 AB2  AC2  BC (BD  CD)
 AB2  AC2  BC (BC)
 AB2  AC2  BC2
 BC2  AB2  AC2

SECTION C: HOMEWORK QUESTIONS

QUESTION 1

1.1 In ABC , DE||AB, CE : EB  4 : 3 and


AC  28cm . Determine the length of AD. (4)

© Gauteng Department of Education


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1.2 In ACE , BG||CF and AF  FE . AB  2cm, BC  3cm, CD  1cm


and DE  4cm.

1.2.1 Determine AG:GF (1)


EG
1.2.2 Determine (1)
GA
1.2.3 Prove that DG||CA (4)

QUESTION 2 P

In PQR , PS||VT and QS : SR  2 : 3 .


T is a point on PR such that PT : TR  2 : 7 . T
Prove that: QU : UT  3:1 (5)
U

Q S V R
QUESTION 3

AB is a diameter of circle ABC.


DC is a tangent at C and BD  CD .

Prove that:

3.1 BDC|||BCA (5)


BD BC
3.2  (1)
CD AC

QUESTION 4

© Gauteng Department of Education


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PT is a tangent to circle BAT. BA is


produced to P. TB is joined. AT is a chord.
Prove that:
BT AT
 (7)
BP PT

QUESTION 5

AOB is a diameter of circle centre O.


Chord AC produced meets tangent
BD at D. BC is joined.
Prove that: AB2  AC . AD (8)

QUESTION 6

TSQR is a cyclic quadrilateral.


SR||PQ and TQ bisects PTR.ˆ
Prove that:
6.1 PQ is a tangent to the circle. (6)
6.2 SQ  QR (5)
6.3 QS  TR . SP
2
(10)

A
QUESTION 7

In ABC , Â  90 , AD  BC ,
BD  3, DC  x and AC  2 . 2
Calculate the length of:
7.1 DC (7)
7.2 AB (simplest surd form) (4)
3 x
B D C

© Gauteng Department of Education


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SECTION D: SOLUTIONS FOR SECTION A

QUESTION 1

1.1 5  DG  20mm
DG   32mm  20mm
8  GE  12mm
3 DH 5
GE   32mm  12mm  
8 HF 3
DH 5  DH  15mm
 Line || one side of triangle  HF  9mm
HF 3
5  reason (6)
DH   24mm  15mm
8
3
HF   24mm  9mm
8

1.2 CD 14cm 7 CD 14cm 7


    
DA 6cm 3 DA 6cm 3
CE 21cm 7 CE 21cm 7
    
EB 9cm 3 EB 9cm 3
CD CE CD CE
   
DA EB DA EB
 DE||AB Line divides sides of  prop  DE||AB
 reason (5)
1.3 DG 3 p DG 3 p
 Line || one side of triangle; BF||GE  
GB EF GB EF
EF 3k EF 3k
Now  A
 
4 p 8k 4 p 8k
3k 4p 3p
 EF   4 p 8k 5k  EF 
8k 2
B F
3p DG 3 p
 EF  3k  
2 G GB 32p
C E
DG 3 p 3p  DG:GB  2 :1
 
GB 32p 3  reason (6)
BC  AC D
8
DG AE : ED  4: 3
 2 
BC 3

GB AC 8
 DG:GB  2 :1

© Gauteng Department of Education


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QUESTION 2

2.1 In PAB and ABC:  Aˆ B


1
ˆ
2
(1) Aˆ B ˆ Alt angles equal ˆ
1 2  B̂  C
1
(2) B̂1  Cˆ Tan-chord ˆ
 P̂  A 2
(3) ˆ
P̂  A Sum of the angles of a triangle  PAB|||ABC
2
PAB|||ABC  reason (5)
2.2 PA AB PB PA AB PB
    
AB BC AC AB BC AC
PA AB  PA:AB  AB:BC (2)
 
AB BC
 PA:AB  AB:BC
2.3 PA AB PA AB
  
AB BC AB BC
 PA . BC  AB2  PA . BC  AB2 (2)
2.4 PA PB PA PB
  
AB AC AB AC
AP AB AP AB
    (2)
BP AC BP AC

QUESTION 3

In ADE and CBE:  Eˆ  Eˆ


(a) Eˆ  Eˆ Common  Aˆ  Cˆ
2
(b) Aˆ  Cˆ Ext angle of a cyclic quad
2 ˆ
 D  B2ˆ
(c) Dˆ B ˆ Sum of the angles of a triangle  ADE|||CBE
2
ADE|||CBE AD DE AE
  
AD DE AE CB BE CE
  
CB BE CE AE AD
 
AD AE CE BC
   reasons (7)
CB CE
AE AD
 
CE BC

© Gauteng Department of Education


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QUESTION 4

4.1 In APE and CPD:  Pˆ1  Pˆ3


(1) Pˆ1  Pˆ3 Vertically opp angles ˆ C ˆ
 A 2 2
(2) Aˆ C ˆ Alt angles equal ; AE||DC
2 2  Eˆ 1  D
ˆ
2
(3) Eˆ 1  D
ˆ
2 Sum of angles of   APE|||CPD
APE|||CPD AP PE
 
AP PE AE PC PD
  
CP PD CD  reasons (6)
AP PE
 
PC PD
4.2 In ABP and EAP:  Pˆ1  Pˆ1
(1) Pˆ1  Pˆ1 Common ˆ
 B̂1  C 2
(2) B̂1  C ˆ Arc AD subtends equal angles ˆ ˆ
2  C A 2 2
C ˆ A ˆ Alt angles equal ; AE||DC ˆ
2 2  B̂1  A 2
 B̂1  Aˆ ˆ A ˆ  Eˆ
2  A 1 2 1
ˆ ˆ
A1  A 2  Eˆ 1 Sum of angles of 
(3)  ABP|||EAP
ABP|||EAP AB BP AP
  
AB BP AP EA AP EP
  
EA AP EP  AP2  BP . PE
BP AP  reasons (9)
 
AP EP
 BP . EP  AP 2
 AP 2  BP . PE

QUESTION 5

5.1 In ABD and EDC: ˆ  Eˆ


 A 1
(1) ˆ  Eˆ
A Given
1 ˆ
 B D ˆ
1 2
(2) ˆ D
B ˆ Corr angles equal ˆ
1 2  D̂1  C 1
ˆ
D̂1  C Sum of angles of 
(3) 1  ABD|||EDC
ABD|||EDC AD BD
 
AB BD AD EC DC
  
ED DC EC  reasons (6)
AD BD
 
EC DC

5.2  AD.DC  BD.EC  AD.DC  BD.EC

© Gauteng Department of Education


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 AD.2BC  BD.BC [ DC  2BC ; BC  EC ]  2AD  BD


 2AD  BD  reasons (3)

QUESTION 6

6.1 OCD|||OAC In OAC : ˆ  90 , D̂  90


 OCA 1
ˆ  90 , D̂  90 (diags of kite)
OCA  reason (2)
1
Perpendicular from right-angled
vertex to hypotenuse
6.2.1 OC 2  OD  OA  OC 2  OD  OA (1)
6.2.2 CA 2  AD  AO  CA 2  AD  AO (1)
6.2.3 CD 2  OD  DA  CD 2  OD  DA (1)
6.3.1 BD2  OD.DA In OAB :  BD2  OD.DA
OB  OD.OA
2 ˆ  90 , D̂  90 (diags of kite)
OBA  OB2  OD.OA
2
Perpendicular from right-angled ˆ  90 , D̂  90
 OBA 2
vertex to hypotenuse  reason
BD 2 OD.DA BD2 OD.DA
   
OB2 OD.OA OB2 OD.OA
BD 2 AD BD 2 AD
    (6)
OB2 AO OB2 AO
6.3.2 OC 2  OD 2  CD 2 Pythagoras  OC 2  OD 2  CD 2
But CD 2  OD  DA  OC2  OD2  OD.DA (2)
OC2  OD2  OD.DA
6.4 CD 2  OD  DA  CD 2  OD  DA
 CD2  ( x).(2 x)  CD2  ( x).(2 x)
 CD2  2 x 2  CD  2x (3)
 CD  2 x
 CD  2.OD

© Gauteng Department of Education


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© Gauteng Department of Education

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