Chapter 2

Chapter 2 Maintaining Mathematical Prociency (p. 63) 6. The rst term is 8 and the common difference is −6.
1. The rst term is 3 and the common difference is 6. an = a1 + (n − 1)d
an = a1 + (n − 1)d an = 8 + (n − 1)(−6)
an = 3 + (n − 1)6 an = 8 − 6n + 6
an = 3 + 6n − 6 an = −6n + 14
an = 6n − 3 Use the equation to nd a50.
Use the equation to nd a50.
⋅
a50 = −6 50 + 14 = −300 + 14 = −286
⋅
a50 = 6 50 − 3 = 300 − 3 = 297
7. 2y − 2x = 10 8. 20y + 5x = 15
2. The rst term is −29 and the common difference is 17. −2x = −2y + 10 5x = −20y + 15
an = a1 + (n − 1)d −2 −2 10 5 −20 15
—x = —y + — —x = —y + —
an = −29 + (n − 1)17 −2 −2 −2 5 5 5
an = −29 + 17n − 17 x=y−5 x = −4y + 3
an = 17n − 46
9. 4y − 5 = 4x + 7 10. y = 8x − x
Use the equation to nd a50.
4y − 12 = 4x y = 7x
⋅
a50 = 17 50 − 46 = 850 − 46 = 804
4 12 4
—y − — = —x
y 7x
—=—
3. The rst term is 2.8 and the common difference is 0.6. 4 4 4 7 7
1
an = a1 + (n − 1)d y−3=x —y = x
7
an = 2.8 + (n − 1)0.6
11. y = 4x + zx + 6 12. z = 2x + 6xy
an = 2.8 + 0.6n − 0.6
y = x(4 + z) + 6 z = x(2 + 6y)
an = 0.6n + 2.2
z x(2 + 6y)
Use the equation to nd a50. y − 6 = x(4 + z) —=—
2 + 6y 2 + 6y
⋅
a50 = 0.6 50 + 2.2 = 30 + 2.2 = 32.2 y − 6 x(4 + z)
—=—
4+z 4+z
z
—= x
2 + 6y
1
4. The rst term is —3 and the common difference is y−6
—=x
1 1 3 2 1 4+z
—2 − —3 = —6 − —6 = —6 .

an = a1 + (n − 1)d 13. no; The sequence does not have a common difference.

an = —13 + (n − 1)—16 Chapter 2 Mathematical Practices (p. 64)

2 1 1. true
an = —6 + (n − 1)—6
2 1 1
an = —6 + —6 n − —6 2. awed; There are no squares that are trapezoids. Trapezoids
1 1 have only one pair of parallel sides, whereas squares have
an = —6 n + —6
right angles, congruent sides, and parallel opposite sides.
Use the equation to nd a50.
3. awed; Only some rectangles are squares.
a50 = —16(50) + —16 = —
51
6
= 8—12
4. awed; ABCD may be a non-square rectangle.
5. The rst term is 26 and the common difference is −4.
an = a1 + (n − 1)d 2.1 Explorations (p. 65)
an = 26 + (n − 1)(−4) 1. a. true; Thursday always follows Wednesday.
an = 26 − 4n + 4 b. false; An acute angle can have any measure greater than 0°
an = −4n + 30 and less than 90°.
Use the equation to nd a50. c. false; The month could be September, April, June, or

⋅
a50 = −4 50 + 30 = −200 + 30 = −170 November.
d. true; All even numbers are divisible by 2, and 9 is not a
perfect cube. Because both the hypothesis and conclusion
are false, the conditional statement is true.

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Chapter 2
2. a. true e. false
———
AB = √[ −4 − (−4) ] + (5 − 2 0)2 — is undened.
Slope of AB
——
= √ (−4 + 4)2 + 52 —: — 5−0 5
— Slope of DC =—
= √0 + 25 0 − 4 −4
— — is not parallel to DC
AB —, because the slopes are not equal.
= √25 = 5
BC = ∣ 4 − (−4) ∣ = ∣ 4 + 4 ∣ = ∣ 8 ∣ = 8 3. a. true; The Pythagorean Theorem is valid for all right
——
AC = √(−4 − 4)2 + (5 − 0)2 triangles.
—
=√ (−8)2 + 52 b. false; Two angles are complementary when the sum of
—
= √64 + 25 their measures is 90°.
—
c. false; The sum of the angle measures of a quadrilateral is
= √89
— always 360°.
Because 52 + 82 = √ 89 , then by the Pythagorean
d. true; Collinear points are points on the same line.
Theorem, △ABC is a right triangle.
e. true; Every pair of intersecting lines forms two pairs of
b. false
—— opposite rays and therefore two pairs of vertical angles.
BD = √[ 0 − (−4) ]2 + (5 − 0)2
—— 4. A conditional statement is true if both the hypothesis and the
= √(0 + 4)2 + 52 conclusion are true or if both are false or if a false hypothesis
—
= √42 + 52 yields a true conclusion. A conditional statement is false
—
= √16 + 25 when a true hypothesis yields a conclusion that is false.
—
= √41 5. Sample answer:
——
DC = √[ 0 − (−4) ]2 + (5 − 0)2 True: If two angles are supplementary, then the sum of the
——
= √(0 + 4)2 + 52 angles is 180°.
—
= √42 + 52 False: If two angles have a sum of 180°, then the angles
—
= √16 + 25 form a linear pair. (The angles may have a sum of 180° but
— not be adjacent angles.)
= √41
BC = ∣ 4 − (−4) ∣ = 8 2.1 Monitoring Progress (pp. 66 –70)
Because all three sides are not congruent, △BDC is not an 1. Hypothesis: All 30° angles
equilateral triangle.
Conclusion: Acute angles
c. true
—— If-then form: If an angle measures 30°, then it is an acute
BD = √[ 0 − (−4) ]2 + (5 − 0)2 angle.
——
= √(0 + 4)2 + 52
— 2. Hypothesis: x = −3
= √42 + 52
— Conclusion: 2x + 7 = 1
= √16 + 25
— If-then form: If x = −3, then 2x + 7 = 1.
= √41
——
DC = √[ 0 − (−4) ]2 + (5 − 0)2 3. The shirt is not green. 4. The shoes are red.
——
= √(0 + 4)2 + 52
— 5. a. Conditional: If the stars are visible then it is night; true.
= √42 + 52
— b. Converse: If it is night, then the stars are visible; false
= √16 + 25 (could be cloudy).
—
= √41 c. Inverse: If the stars are not visible, then it is not night;
BC = ∣ 4 − (−4) ∣ = 8 false (could be cloudy).
Because at least two sides are congruent, △BDC is an d. Contrapositive: If it is not night, then the stars are not
isosceles triangle. visible; true.
d. true
6. true; The diagram shows that ∠ JMF and ∠ FMG are a
—: —
Slope of AD
5−5 0
=—=0 linear pair. By denition, angles that form a linear pair are
0 − (−4) 4
— 0−0 0 supplementary.
Slope of BC: — = — = 0
4 − (−4) 8
7. false; The midpoint cannot be assumed from a diagram
— is equal to the slope of BC
Because the slope of AD —, without markings that indicate FM = MH.
—  —
AD BC and ABCD is a trapezoid.

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Chapter 2

FH and ⃖⃗
8. true; Because M lies on ⃖⃗ JG , two pairs of opposite 8. If today is Friday, then tomorrow is the weekend.
rays are formed.
9. If you are in a band, then you play the drums.
9. false; Right angles and perpendicular lines cannot be
10. If two angles are right angles, then they are supplementary.
assumed from a diagram without being marked as such.
11. If you are registered, then you are allowed to vote.
10. An angle is a right angle if and only if its measure is 90°.
12. If two angles are complementary, then their measures sum to 90°.
11. Two line segments have the same length if and only if they
are congruent segments. 13. The sky is not blue. 14. The lake is not cold.
12. Mary is in the fall play if and only if she is taking theater
15. The ball is pink. 16. The dog is a lab.
class.
17. Conditional statement: If two angles are supplementary, then
13. You can run for President if and only if you are at least
the measures of the angles sum to 180°; true.
35 years old.
Converse: If the measures of two angles sum to 180°, then
14. the two angles are supplementary; true.
p q ∼q p→∼q
Inverse: If two angles are not supplementary, then their
T T F F measures do not sum to 180°; true.
T F T T Contrapositive: If the measures of two angles do not sum to
F T F T 180°, then they are not supplementary; true.

F F T T 18. Conditional statement: If you are in a math class, then you

are in Geometry; false.
15.
p q p→q ∼( p→q) Converse: If you are in Geometry, then you are in math
class; true.
T T T F
Inverse: If you are not in math class, then you are not in
T F F T Geometry; true.
F T T F Contrapositive: If you are not in Geometry, then you are not
F F T F in math class; false.

19. Conditional statement: If you do your math homework, then

2.1 Exercises (pp. 71–74) you will do well on your test; false.
Vocabulary and Core Concept Check Converse: If you do well on your test, then you did your
1. A conditional statement and its contrapositive, as well as the math homework; false.
converse and inverse of a conditional statement are both true Inverse: If you do not do your math homework, then you
or both false. will not do well on your test; false.
Contrapositive: If you do not do well on your test, then you
2. The statement that does not belong is “If you are an athlete,
did not do your math homework; false.
then you play soccer.” This statement is false and the other
three are true. 20. Conditional statement: If you are not an only child, then you
have a sibling; true.
Monitoring Progress and Modeling with Mathematics
Converse: If you have a sibling, then you are not an only
3. Hypothesis: A polygon is a pentagon. child; true.
Conclusion: It has ve sides. Inverse: If you are an only child, then you do not have a
sibling; true.
4. Hypothesis: Two lines form vertical angles.
Contrapositive: If you do not have a sibling, then you are an
Conclusion: They intersect.
only child; true.
5. Hypothesis: You run.
21. Conditional statement: If it does not snow, then I will run
Conclusion: You are fast. outside; false.
6. Hypothesis: You like math. Converse: If I run outside, then it is not snowing; true.
Conclusion: You like science. Inverse: If it snows, then I will not run outside; true.
Contrapositive: If I do not run outside, then it is snowing;
7. If x = 2, then 9x + 5 = 23. false.

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Chapter 2
22. Conditional statement: If the Sun is out, then it is daytime; 38. The inverse was used instead of the converse. The correct
true. converse is: If I bring an umbrella, then it is raining.
Converse: If it is daytime, then the Sun is out; false. 39. 40.
p ∼p q ∼p→q p q ∼q ∼q→p
Inverse: If the Sun is not out, then it is not daytime; false.
Contrapositive: If it is not daytime, then the Sun is not out; T F T T T T F T
true. T F F T T F T T
23. Conditional statement: If 3x − 7 = 20, then x = 9; true. F T T T F T F T
Converse: If x = 9, then 3x − 7 = 20; true. F T F F F F T F
Inverse: If 3x − 7 ≠ 20, then x ≠ 9; true. 41.
p ∼p q ∼q ∼p→∼q ∼(∼p→∼q)
Contrapositive: If x ≠ 9, then 3x − 7 ≠ 20; true.
T F T F T F
24. Conditional statement: If it is Valentine’s Day, then it is
February; true. T F F T T F

Converse: If it is February, then it is Valentine’s Day; false. F T T F F T

Inverse: If it is not Valentine’s Day, then it is not February; F T F T T F
false.
42.
Contrapositive: If it is not February, then it is not Valentine’s p q ∼q p→∼q ∼( p→∼q)
Day; true. T T F F T
25. true; By denition of right angle, the measure of the right T F T T F
angle shown is 90°.
F T F T F
26. true; If two lines form a right angle, then the lines are F F T T F
perpendicular.
43.
27. true; If two adjacent angles form a linear pair, then the sum p q ∼p q→∼p
of the measures of the two angles is 180°. T T F F
—
28. false; The midpoint cannot be assumed unless AM and MB
— T F F T
are marked as congruent. F T T T
F F T T
29. A point is the midpoint of a segment if and only if the point
divides the segment into two congruent segments. 44.
p q q→p ∼(q→p)
30. Two angles are vertical angles if and only if their sides form
T T T F
two pairs of opposite rays.
T F T F
31. Two angles are adjacent angles if and only if they share a F T F T
common vertex and side, but have no common interior points.
F F T F
32. Two angles are supplementary angles if and only if the sum
of the two angle measures is 180°. 45. a. If a rock is igneous, then it is formed from the cooling of
molten rock.
33. A polygon has three sides if and only if it is a triangle. If a rock is sedimentary, then it is formed from pieces of
other rocks.
34. A polygon is a quadrilateral if and only if it has four sides. If a rock is metamorphic, then it is formed by changing
temperature, pressure, or chemistry.
35. An angle is a right angle if and only if the angle measures 90°.
b. If a rock is formed from the cooling of molten rock, then
36. An angle has a measure between 90° and 180° if and only if it it is igneous; true; All rocks formed from cooling molten
is obtuse. rock are called igneous.
If a rock is formed from pieces of other rocks, then it is
37. Taking four English courses is a requirement regardless of sedimentary; true; All rocks formed from pieces of other
the total amount of courses the student takes, and the courses rocks are called sedimentary.
do not have to be taken simultaneously. The correct if-then
If a rock is formed by changing temperature, pressure, or
form is: If students are in high school, then they will take four
chemistry, then it is metamorphic; true; All rocks formed
English courses before they graduate.
by changing temperature, pressure, or chemistry are called
metamorphic.

40 Geometry Copyright © Big Ideas Learning, LLC

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Chapter 2
c. Sample answer: If a rock is not sedimentary, then it was c. Converse: If a natural arch is the Landscape Arch, then it
not formed from pieces of other rocks; This is the inverse is the largest in the United States.
of one of the conditional statements in part (a). So, the Inverse: If a natural arch is not the largest in the United
converse of this statement will be the contrapositive of States, then it is not the Landscape Arch.
the conditional statement. Because the contrapositive is
Both of these statements are true because there is only one
equivalent to the conditional statement and the conditional
arch that ts both criteria.
statement was true, the contrapositive will also be true.
Converse: If a natural arch spans 290 feet, then it is the
46. A biconditional statement is true only if the conditional and Landscape Arch.
converse statements are both true. The shirt could have been Inverse: If a natural arch is not the Landscape Arch, then
purchased at another location other than the mall, so the it does not span 290 feet.
sister is correct.
Both of these statements are false because it is possible
47. no; The contrapositive is equivalent to the original for a natural arch in another country to span 290 feet.
conditional statement. In order to write a conditional 55. A; You can rewrite the given statement in if-then form
statement as a true biconditional statement, you must know as: If you do your homework, then you can watch a movie
that the converse (or inverse) is true. afterward.

48. The if-then statement is the inverse of the conditional 56. Sample answer:
statement: If 4x = 28, then x = 7. (true)
Conditional statement: p→q; inverse: ∼p→∼q If 5y = 25, then y = 4. (false)
49. If you tell the truth, then you don’t have to remember If 6 times your age is subtracted from 5 times my age,
anything. then the result is 0. (Whether the statement is true or false
depends on the ages of the people. If your age is 15 and my
Hypothesis: You tell the truth.
age is 18, then this statement is true, however if your age is
Conclusion: You don’t have to remember anything. 18 and my age is 15, then this statement is false.)

50. If you expect things of yourself, then you can do them. 57. If yesterday was February 28, then today is March 1.
Hypothesis: You expect things of yourself.
58. Sample answer: If a person is in chorus, then the person is a
Conclusion: You can do them.
musician.
51. If one is lucky, then a solitary fantasy can totally transform If a person is in jazz band, then the person is in band.
one million realities. If a person is in band, then the person is a musician.
Hypothesis: One is lucky.
59. a.
Conclusion: A solitary fantasy can totally transform Cats
one million realities.
Lions
52. If you are happy, then you will make others happy too.
Hypothesis: You are happy. If you see a cat, then you went to the zoo to see a lion;
Conclusion: You will make others happy too. The original statement is true, because a lion is a type of
cat, but the converse is false, because you could see a cat
53. no; “If x2 − 10 = x + 2, then x = 4” is a false statement without going to the zoo.
because x = −3 is also possible. The converse, however, b.
of the original conditional statement is true. In order for Helmet
a biconditional statement to be true, both the conditional Sport
statement and its converse must be true.

54. a. Sample answer: If a natural arch is the largest in the If you wear a helmet, then you play a sport; Both the
United States, then it is the Landscape Arch. If a natural original statement and the converse are false, because
arch is the Landscape Arch, then it spans 290 feet. not all sports require helmets and sometimes helmets are
worn for activities that are not considered a sport, such as
b. Contrapositive: If a natural arch is not the Landscape
construction work.
Arch, then it is not the largest in the United States. If
a natural arch does not span 290 feet, then it is not the
Landscape Arch.

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Chapter 2
c. 65. The pattern is to add a square that connects the midpoints of
the previously added square.
February Months
(28 or 29 days) with 30 days

Months
66. The pattern is to add 2 to the previous number.
with 31 days 1
1+2=3
3+2=5
If this month is not February, then it has 31 days; The 5+2=7
original statement is true, because February never has
7+2=9
31 days, but the converse is false, because a month that
is not February could have 30 days. 9 + 2 = 11
The next two numbers in the pattern are 9 and 11.
60. a. true (as long as x ≠ y)
b. If the mean of the data is between x and y, then x and y 67. The pattern is to add 11 to the previous number:
are the least and greatest values in your data set. This 12
converse is false, because x and y could be any two values 12 + 11 = 23
in the set as long as one is higher and one is lower than
the mean. 23 + 11 = 34

c. If a data set has a mean, median, and a mode, then the

34 + 11 = 45
mode of the data set will always be a data value. The 45 + 11 = 56
mean is always a calculated value that is not necessarily 56 + 11 = 67
equal to any of the data values, and the median is a
The next two numbers in the pattern are 56 and 67.
calculated value when there are an even number of data
values. The mode is the data value with the greatest 2
68. The pattern is to multiply the previous number by —3 :
frequency, so it is always a data value.
2
61. Sample answer: ⋅
2 —23 = —43
Conditional statement: If the course is Biology, then the
class is a science class.
4
—3⋅— = —
2
3
8
9

— ⋅— = —
8 2 16
9 3 27
Converse: If the class is a science class, then the course
— ⋅— = —
16 2 32
is Biology. 27 3 81

— ⋅— = —
32 2 64
62. By denition of linear pairs, ∠ 1 and ∠ 2 are supplementary. 81 3 243
32 64
So, if m∠ 1 = 90°, then m∠ 2 = 90°. Also, by denition The next two numbers in the pattern are —
81
and —
243
.
of linear pairs, ∠ 2 and ∠ 3 are supplementary. So, if
m∠ 2 = 90°, then m∠ 3 = 90°. Finally, by denition of 69. The pattern is n2, where n ≥ 1.
linear pairs, ∠ 3 and ∠ 4 are supplementary. So, if 12 = 1
m∠ 3 = 90°, then m∠ 4 = 90°. 22 = 4
63. Sample answer: 32 = 9
Slogan: “This treadmill is a fat-burning machine!” 42 = 16
Conditional statement: If you use this treadmill, then you 52 = 25
will burn fat quickly. 62 = 36
The next two numbers in the pattern are 25 and 36.
Maintaining Mathematical Prociency
64. The pattern is to add a side to the previous polygon.

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Chapter 2
2.2 Explorations (p. 75) 5. Sample answer: You noticed that you did much better on
1. a. The circle is rotating from one vertex in the triangle to the your math tests when you were able to study for at least one
next in a clockwise direction. hour the night before as opposed to when you were only able
to study for less than an hour. So now you make sure that
you study for at least one hour the night before a test.

2.2 Monitoring Progress (pp. 76–79)

b. The pattern alternates between a curve in an odd quadrant 1. Divide the circle into 10 equal parts. Shade the section just
and a line segment with a negative slope in an even above the horizontal segment on the left.
quadrant. The quadrants with a curve or a line segment
follow the pattern I, IV, III, II, and the curves follow the
pattern of two concave down and two concave up.

2.

c. The pattern alternates between the rst three

arrangements, then their respective mirror images.

3. Add 4 circles at the bottom.

2. a. true; Because all of Property B is inside Property A, all

items with Property B must also have Property A.
b. false; There is a region for items that have Property A but
not B.
4. The product of any three negative integers will yield a
c. false; There is a region for items that have Property A but
negative integer.
not C.
d. true; There is a region for items that have Property A but ⋅ ⋅
Tests: (−2) (−6) (−4) = −48
not B. ⋅ ⋅
(−5) (−2) (−1) = −10
e. true; There is no intersection of the regions for Properties
5. The sum of any ve consecutive integers is 5 times the
C and B. middle (third) number.
f. true; There is a region that is the intersection of Properties
Tests: 2 + 3 + 4 + 5 + 6 = 20 = 5(4)
A and C.
−2 + (−1) + 0 + 1 + 2 = 0 = 5(0)
g. false; There is no intersection of the regions for Properties
B and C. 1
()
6. Sample answer: If x = —2 , then x2 = —2
1 2
= —14. —14 is less than —12 ,
not greater.
3.
quadrilateral
7. Sample answer: The sum of −1 and −3 is −1 + (−3) = −4.
parallelograms
The difference of −1 and −3 is −1 − (−3) = −1 + 3 = 2.
trapezoids Because −4 < 2, the sum is not greater than the difference.
es
s
gle

bus
are

8. ∠ R is obtuse.
tan

m
squ

rho
rec

kites 9. If you get an A on your math test, then you can watch your
favorite actor.

Sample answer:
If a quadrilateral is a rectangle, then it is a parallelogram.
If a quadrilateral is a kite, then it is not a parallelogram.
If a quadrilateral is a square, then it is a rhombus, a
rectangle, and a parallelogram.

4. You can look for a pattern and then use a “rule” based on that
pattern to predict what will happen if the pattern continues.
Copyright © Big Ideas Learning, LLC Geometry 43
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Chapter 2
10. Conjecture: The sum of a number and itself is 2 times the 9. The product of any two even integers is an even integer.
number. If n is the number, then n + n = 2n.
Inductively: 4 + 4 = 8, 10 + 10 = 20,
⋅
Tests: 2 8 = 16, ⋅
22 20 = 440

45 + 45 = 90, n + n = 2n 10. The sum of an even integer and an odd integer is an odd
integer.
Deductively: Let n be any number. By the Reexive
Property, n = n. If n is added to each side by the Addition Tests: 3 + 4 = 7, 6 + 13 = 19
Property, then n + n = n + n. Combining like terms yields
2n = 2n. Therefore, n + n = 2n, which means the sum of 11. The quotient of a number and its reciprocal is the square of
any number and itself is 2 times the number. that number.
10
11. Deductive reasoning is used because the Law of Detachment
(—)
1
10 10
1 1 ⋅
Tests: — = — — = 100 = 102
is used to reach the conclusion. 10

(—) 2 2 4 2
2

— = — ⋅ — = — = (—)
2
3
2.2 Exercises (pp. 80–82)
Vocabulary and Core Concept Check
(—) 3 3 9 3
3
2

1. Because the prex counter- means “opposing,” a 12. The quotient of two negative numbers is a positive rational
counterexample opposes the truth of the statement. number.
2. Inductive reasoning uses patterns to write a conjecture. −24 −33
Tests: — = 2, — = 11
Deductive reasoning uses facts, denitions, accepted −12 −3
properties, and the laws of logic to form a logical argument. 1
13. Sample answer: Let the two positive numbers be —2 and —6 .
1

Monitoring Progress and Modeling with Mathematics ⋅

The product is —12 —16 = —1
12
. Because —1
12
< —12 and —
1
12
< —16, the
3. The absolute value of each number in the list is 1 greater product of two positive numbers is not always greater than
than the absolute value of the previous number in the list, either number.
and the signs alternate from positive to negative. The next
14. Sample answer: Let n = −1.
two numbers are: −6, 7.
−1 + 1
—=0
4. The numbers are increasing by successive multiples of 2. −1
The sequence is: 0 + 2 = 2, 2 + 4 = 6, 6 + 6 = 12, 0>1
12 + 8 = 20, 20 + 10 = 30, 30 + 12 = 42, etc. So, the next
two numbers are: 30, 42. 15. Each angle could be 90°. Then neither are acute.

5. The pattern is the alphabet written backward. The next two —

16. If line s intersects MN at any point other than the midpoint, it
letters are: U, T. is not a segment bisector.

6. The letters represent the rst letter of each month of the year, 17. You passed the class.
and they are in the order of the months. The next two letters
are: J, J. 18. not possible; You may get to the movies by other means.

7. The pattern is regular polygons having one more side than 19. not possible; QRST could be a rectangle.
the previous polygon. —
20. P is the midpoint of LH .

21. not possible

1 1
22. If —2 a = 1—2 , then 5a = 15.

8. The pattern is the addition of 5 blocks to the previous gure. 23. If a gure is a rhombus, then the gure has two pairs of
One block is added to each of the four ends of the base and opposite sides that are parallel.
one block is added on top. So, the next two gures will have
16 blocks and then 21 blocks. 24. not possible

25. The law of logic used was the Law of Syllogism.

26. The law of logic used was the Law of Detachment.

27. The law of logic used was the Law of Detachment.

44 Geometry Copyright © Big Ideas Learning, LLC

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Chapter 2
28. The law of logic used was Law of Syllogism. 39. 1: 2 = 1(2)

29. 1 + 3 = 4, 3 + 5 = 8, 7 + 9 = 16 2: 2 + 4 = 6 = 2(3)
Conjecture: The sum of two odd integers is an even integer. 3: 2 + 4 + 6 = 12 = 3(4)
Let m and n be integers, then (2m + 1) and (2n + 1) are 4: 2 + 4 + 6 + 8 = 20 = 4(5)
odd integers. 5: 2 + 4 + 6 + 8 + 10 = 30 = 5(6)
.. ..
( 2m + 1 ) + ( 2n + 1 ) = 2m + 2n + 2 . .
= 2(m + n + 1) n: n(n + 1)
Any number multiplied by 2 is an even number. Therefore, So, the sum of the rst n positive even integers is n(n + 1).
the sum of two odd integers is an even integer.
40. a. 1 + 1 = 2, 2 + 1 = 3, 3 + 2 = 5, 5 + 3 = 8,
30. 1 ⋅ 3 = 3, 3 ⋅ 5 = 15, 7 ⋅ 9 = 63 8 + 5 = 13, 13 + 8 = 21, 21 + 13 = 34
Conjecture: The product of two odd integers is an odd integer. Each number in the sequence is the sum of the previous
Let m and n be integers. Then (2m + 1) and (2n + 1) are odd two numbers in the sequence.
integers. b. 21 + 34 = 55
(2m + 1)(2n + 1) = 4mn + 2m + 2n + 1 34 + 55 = 89
= 2(2mn + m + n) + 1 55 + 89 = 144
Any number multiplied by 2 is an even number, and adding 1 c. Sample answer: A spiral can be drawn by connecting the
will yield an odd number. Therefore, the product of two odd opposite corners of squares with side lengths that follow
integers is an odd integer. the Fibonacci sequence. This spiral is similar to the spiral
seen on nautilus shells. It is also similar to the golden
31. inductive reasoning; The conjecture is based on the
spiral, which is sometimes found in spiraling galaxies.
assumption that a pattern, observed in specic cases, will
continue. 41. Argument 2: This argument uses the Law of Detachment to
say that when the hypothesis is met, the conclusion is true.
32. deductive reasoning; The conclusion is based on
mathematical denitions and properties. 42. Pattern 1: Multiply each term by 2.

33. deductive reasoning; Laws of nature and the Law of

1
—4 ⋅ 2 = —, — ⋅ 2 = — = 1, 1 ⋅ 2 = 2, 2 ⋅ 2 = 4, 2 ⋅ 4 = 8
1
2
1
2
2
2
Syllogism were used to draw the conclusion. Pattern 2: Add —14 to the previous term.
1 1 2 1
34. inductive reasoning; The conjecture is based on the —4 + —4 = —4 = —2
assumption that a pattern, observed in specic cases, will 1 1 2 1 3
—2 + —4 = —4 + —4 = —4
continue.
3 1 4
—4 + —4 = —4 = 1
35. The Law of Detachment cannot be used because the
1 + —14 = —44 + —14 = —54
hypothesis is not true; Sample answer: Using the Law
5 1 6 3
of Detachment, because a square is a rectangle, you can —4 + —4 = —4 = —2
conclude that a square has four sides.
Pattern 3: Multiply each term by half the reciprocal of the
36. The conjecture was based on a pattern in specic cases,
previous term.
not rules or laws about the general case; Using inductive
reasoning, you can make a conjecture that you will arrive at
1
—4⋅ (— ⋅ 4) = — ⋅ 2 = —
1
2
1
4
1
2

— ⋅ (— ⋅ 2) = — ⋅ 2 = —
1 1 1 1
school before your friend tomorrow. 2 2 2 2

— ⋅ (— ⋅ 2) = — ⋅ 2 = —
1 1 1 1
2 2 2 2
37. Using inductive reasoning, you can make a conjecture that
— ⋅ (— ⋅ 2) = — ⋅ 2 = —
1 1 1 1
male tigers weigh more than female tigers because this was 2 2 2 2
true in all of the specic cases listed in the table.
43. The value of y is 2 more than three times the value of x;
38. a. yes; Bases on inductive reasoning, the pattern in all of the
y = 3x + 2;
years shown is that the number of girls participating is Sample answer: If x = 10, then y = 3(10) + 2 = 32;
more than the year before. If x = 72, then y = 3(72) + 2 = 218.

b. no; There is no information in the graph about how the

number of girl participants compares with the number of
boy participants.

Copyright © Big Ideas Learning, LLC Geometry 45

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Chapter 2
44. a. Figure 1 has a perimeter of 4. b. false; For every two points there is exactly one line, the
Figure 2 has a perimeter of 8. third point does not necessarily have to be on the same
Figure 3 has a perimeter of 12. line as the other two.
Figure 4 has a perimeter of 16. c. true; All three points lie on the same line, ⃖⃗
AH.
Figure 5 has a perimeter of 20.
d. true; ∠ GFH is marked as a right angle.
Figure 6 has a perimeter of 24.
Figure 7 has a perimeter of 28. e. true; By denition of a linear pair, the sides of ∠ BCA and
The perimeter is equal to the product of 4 and the gure ∠ ACD form a straight line (straight angle).
number. f. false; ⃖⃗
AF and ⃖⃗
BD are not necessarily perpendicular
b. The 20th gure has a perimeter of 4(20) = 80. because the angle is not marked.
g. false; ⃖⃗
EG and ⃖⃗
BD are not necessarily parallel, there is not
45. a. true; Based on the Law of Syllogism, if you went camping enough information about the related angles.
at Yellowstone, and Yellowstone is in Wyoming, then you
h. true; ⃖⃗
AF and ⃖⃗
BD are coplanar.
went camping in Wyoming.
i. false; ⃖⃗
EG and ⃖⃗
BD could possibly intersect.
b. false; When you go camping, you go canoeing, but even
though your friend always goes camping when you do, he j. true; ⃖⃗
AF and ⃖⃗
BD intersect at point C.
or she may not choose to go canoeing with you. EG and ⃖⃗
k. false; ⃖⃗ AH are perpendicular. So, ⃖⃗
EG cannot be
c. true; We know that if you go on a hike, your friend goes perpendicular to two different lines that intersect.
with you, and we know that you went on a hike. So, based l. true; ∠ ACD and ∠ BCF form two pairs of opposite rays.
m. true; ⃖⃗
on the Law of Detachment, your friend went on a hike. AC and ⃖⃗
FH are the same line because the points A,
d. false; We know that you and your friend went on a hike, C, F, and H are all collinear.
but we do not know where. We just know that there is a
3-mile long trail near where you went camping. 3. You can assume intersecting lines, opposite rays, vertical
angles, linear pairs, adjacent angles, coplanar (points, lines,
46. a. Mineral C must be Talc. Because it was scratched by rays, etc.), collinear points, which point is between two other
all three of the other minerals, it must have the lowest points, and which points are in the interior of an angle. You
hardness rating. Because Mineral B has a higher hardness have to have a label for identifying angle measures, segment
rating than Mineral A, Mineral A could be either Gypsum lengths, perpendicular lines, parallel lines, and congruent
or Calcite, and Mineral B could be either Calcite or segments or angles.
Fluorite.
4. Sample answer: ∠ ACD and ∠ DCF for a linear pair, because
b. Check Mineral B and Mineral D. If Mineral D scratches
these angles share a vertex and a side but no common interior
Mineral B, then Mineral D is Fluorite, Mineral B is
points and ∠ ACF is a straight angle. ∠ CFE and ∠ GFH are
Calcite, and Mineral A is Gypsum. If Mineral B scratches
Mineral D, then Mineral B is Fluorite, and you have to vertical angles, because ⃖⃗
FG and ⃖⃗
FE are opposite rays as well
check Mineral D and Mineral A. The one that scratches as ⃖⃗ ⃖⃗; ∠ DCF is a right angle, which cannot be
FC and FH
the other has the higher hardness rating and is therefore assumed because angle measurements have to be marked.
Calcite. The one that gets scratched is Gypsum. — ≅ CD
BC —, which cannot be assumed because lengths of
segments have to be labeled.
Maintaining Mathematical Prociency
47. Segment Addition Postulate (Post. 1.2) 2.3 Monitoring Progress (pp. 84 –86)
1. Plane Intersection Postulate (Post. 2.7)
48. Angle Addition Postulate (Post. 1.4)
2. a. Line n passes through points A and B.
49. Ruler Postulate (Post. 1.1)
b. Line n contains points A and B.
50. Protractor Postulate (Post. 1.3) c. Line m and line n intersect at point A.

3. Mark each segment with double tick marks to show that

2.3 Explorations (p. 83) — ≅ WQ
PW —.
1. The diagram can be turned at any angle to the right or to the
left and the lines will appear to be perpendicular. 4. Sample answer: ∠ TWP and ∠ PWV are supplementary.

2. a. true; For every set of two intersecting lines, there is 5. Yes, by the Plane Intersection Postulate (Post. 2.7), plane T
exactly one plane that is dened, so it can be assumed that intersects plane S at ⃖⃗
BC.
all of the points shown are coplanar.
6. Because of the right angle symbol you know that plane T is
perpendicular to plane S. If ⃖⃗
AB is perpendicular to plane S and
⃖⃗ BC in plane S at point B, then ⃖⃗
AB intersects ⃖⃗ AB ⊥ ⃖⃗
BC.

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Chapter 2
2.3 Exercises (pp. 87–88) 14. Yes, N, K, and M are collinear with L not on the line, so these
points are coplanar.
Vocabulary and Core Concept Check
1. Through any three noncollinear points, there exists exactly 15. No, Q is a point contained in plane W, M is a point contained
one plane. in plane X, and J is a point on the intersection of the planes,
so they are three noncollinear points.
2. Two points determine a line, which could be on innitely
many planes, but only one plane will go through those two 16. No, ⃖⃗
RP and ⃖⃗
MN both intersect ⃖⃗
JL (which is contained in
points and a third noncollinear point. both planes) at two different points.

Monitoring Progress and Modeling With Mathematics 17. Yes, the line of intersection is contained in both planes.

3. Two Point Postulate (Post. 2.1): Through any two points 18. No, there is not enough information given.
there exists exactly one line.
19. Yes, ∠ NKL and ∠ JKM are vertical angles.
4. Plane-Point Postulate (Post. 2.5): A plane contains at least
three noncollinear points. 20. Yes, the nonadjacent sides form a straight angle.

5. Sample answer: Line p contains points H and G. — —

21. In order to determine that M is the midpoint of AC or BD , the
—
segments that would have to be marked as congruent are AM
6. Sample answer: Lines p and q intersect at point H. — — —
and MC or DM and MB , respectively; Based on the diagram
— and DB
and markings, you can assume AC — intersect at point
7. Sample answer: Through points J, G, and L there is exactly — — — —
M, such that AM ≅ MB and DM ≅ MC .
one plane, which is plane M.
22. In order to assume that an angle measures 90°, the angle
8. Sample answer: Points J and K lie in plane M, so line q lies
must be marked as such; Based on the diagram, you can
in plane M. assume two pairs of vertical angles, ∠ DMC and ∠ AMB or
∠ DMA and ∠CMB, and you can assume linear pairs, such as
9. Plane P and line m intersect at a 90° angle.
∠ DMC and ∠ CMB.

P 23. The statements that cannot be concluded are: C, D, F, and H.

24. one; Based on the Line-Point Postulate (Post. 2.2), line m

contains at least two points. Because these two points are
m noncollinear with point C, based on the Three Point Postulate
— —
10. Plane P contains XY , point A bisects XY , and point C is not
(Post. 2.4), there is exactly one plane that goes through
—.
on XY
line m and point C.

P 25. Two Point Postulate (Post. 2.1)

C

X A Y 26. Line Intersection Postulate (Post. 2.3)

— —
11. XY intersects WV at point A, so that XA = VA. 27. Two Point Postulate: Through any two points, there exists
exactly one line.
Y
W a. Conditional statement: If there are two points, then there
exists exactly one line that passes through them.
A V
b. Converse: If there exists exactly one line that passes
X through a given point or points, then there are two points.
—— —
12. AB , CD , and EF are all in plane P and point X is the midpoint
(False)
of each segment. Inverse: If there are not two points, then there is not
exactly one line that passes through them. (False)
P
A F Contrapositive: If there is not exactly one line that
passes through a given point or points, then there are not
C X D two points. (True)
E B
28. Plane-Point Postulate: A plane contains at least three
13. Yes, planes W and X intersect at ⃖⃗
KL. noncollinear points.
a. Conditional statement: If a plane exists, then it contains
at least three noncollinear points.

Copyright © Big Ideas Learning, LLC Geometry 47

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Chapter 2
b. Converse: If a plane contains at least three noncollinear 37. Subtraction Property 38. Multiplication Property
points, then the plane exists. (True) of Equality of Equality
x
Inverse: If no plane exists, then there are not three 9 + x = 13 —=5
7
noncollinear points. (True)
Contrapositive: If there are not three noncollinear points,
9 − 9 + x = 13 − 9 ⋅ x
7 —=5 7
7 ⋅
then a plane has not been dened. (True) x=4 x = 35

29. Number of points to determine a line < number of points to 2.1–2.3 What Did You Learn? (p. 89)
determine a plane 1. “If you are in math class, then you are in geometry,” is false.
You could be in another math class, for example, you could
30. yes; Let two linesℓ and m intersect at point C. There must be in Algebra I or Calculus.
be a second point on each line, A inℓ and B in m. Through
“If you do your math homework, then you will do well on
the three noncollinear points A, B, and C, there exists exactly
the test,” is false. Some students can do all their homework,
one plane R. Because A and C are in R, ℓ is in R. Because B
however, they may have test anxiety, in which case they may
and C are in R, m is in R.
not do well on the test.
B R “If it does not snow, then I will run outside” is false. On
C
a day that it is not snowing you may feel too sick to run
A
outside.
m

31. Yes, for example, three planes, ABCD, DCEF, and DFGA, 2. a. p: You go to the zoo to see a lion.
have point D in common. q: You will see a cat.
G F p q q→p
T T T
A T F F
D
E
F T T
F F T
B C
b. p: You play a sport.
32. no; The postulate states that if two planes intersect, they
will intersect in a line. But plans can be parallel and never q: You wear a helmet.
intersect. For example, the ceiling and oor of a room are
p q q→p
parallel.
T T T
33. Points E, F, and G must be collinear. They must be on the
T F F
line that intersects plane P and plane Q; Points E, F, and G
can be either collinear or not collinear. F T T
Q F F T
P
F P
Q
F
c. p: This month has 31 days.
E G
E G
q: It is not February.

p q q→p
34. Sample answer: The Line Intersection Postulate (Post.
T T T
2.3) would have to be altered. In spherical geometry, if two
lines intersect, then their intersection is exactly two points. T F F
The two points of intersection would be the endpoints of a F T T
diameter.
F F T
Maintaining Mathematical Prociency
3. Sample answer: What about parallel lines? Do they
35. Addition Property 36. Division Property intersect?
of Equality of Equality
t − 6 = −4 3x = 21
3x 21
t − 6 + 6 = −4 + 6 —=—
3 3
t=2 x=7

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Chapter 2
2.1–2.3 Quiz (p. 90) 9. No, in order for the planes to be parallel, it would have to
1. If-then form: If an angle measures 167°, then the angle is an be shown that the line that contains the points G, B, and A is
obtuse angle. (True) perpendicular to each plane.
Converse: If an angle is obtuse, then the angle measures 10. Yes, two lines intersect in one point.
167°. (False)
Inverse: If an angle does not measure 167°, then the angle is 11. Yes, if two points lie in the plane, then the line containing
not an obtuse angle. (False) them lies in the plane.
Contrapositive: If an angle is not obtuse, then the measure 12. No, there is no indication that ⃖⃗
BG is perpendicular to ⃗
BD.
of the angle is not 167°. (True)
13. no; The converse of that would be, “If I used the green ball,
2. If-then form: If you are in physics class, then you always then I got a strike,” and only one counterexample of using
have homework. (True) the green ball and not getting a strike or getting a strike with
Converse: If you always have homework, then you are in another color ball would be all you need to disprove the
physics class. (False) biconditional statement for the given conditional statement.
Inverse: If you are not in physics class, then you do not
14. a. Sample answer: The males’ running times are faster than
always have homework. (False)
the females’ running times.
Contrapositive: If you do not always have homework, then
b. Inductive reasoning was used, because the conjecture was
you are not in physics class. (True)
based on the specic cases represented in the table.
3. If-then form: If I take my driving test, then I will get my
15. Two Point Postulate (Post. 2.1): Points C and D contain one
driver’s license. (False)
line, ⃖⃗
CD.
Converse: If I get my driver’s license, then I took my
Line-Point Postulate (Post. 2.2): ⃖⃗
CD contains at least two
driving test. (True)
points, C and D.
Inverse: If I do not take my driving test, then I will not get
Line Intersection Postulate (Post. 2.3): Line m and line n
my driver’s license. (True)
intersect at exactly one point, G.
Contrapositive: If I do not get my driver’s license, then I did
Three Point Postulate (Post. 2.4): Through points A, B, and
not take my driving test. (False)
C, there exists exactly one plane, X.
4. Sample answer: 5 + (−14) = −9 Plane-Point Postulate (Post. 2.5): Plane X contains the
noncollinear points A, B, and D.
5. Sample answer: A gure with four sides that is not a
Plane-Line Postulate (Post. 2.6): Points A and B lie in
rectangle is a trapezoid.
plane X, therefore the line containing them, ⃖⃗
AB, also lies
6. The sum of two negative integers is a negative integer. in plane X.
Inductive reasoning: −2 + (−4) = −6, −23 + (−14) = −37 Plane Intersection Postulate (Post. 2.7): Plane Y and plane X
intersect in ⃖⃗
CD.
Deductive reasoning: When you add two integers with the
same sign, the rule is that you rst add the absolute values,
2.4 Explorations (p. 91)
and then give the sum the same sign as the addends. So, the
sum will be negative. 1. Distribution Property
Simplify.
7. The difference of two even integers is an even integer.
Subtraction Property of Equality
Inductive reasoning: 4 − 2 = 2, 84 − 62 = 22
Combine like terms.
Deductive reasoning: Let m and n be integers. Then 2n and
Subtraction Property of Equality
2m are even integers because they are the product of 2 and
an integer. 2n − 2m represents the difference of the two even Combine like terms.
integers. By the Distributive Property, 2n − 2m = 2(n − m), Division Property of Equality
and 2(n − m) is an even integer because it is the product of 2 Simplify.
and an integer (n − m).
Symmetric Property of Equality
8. Yes, points D, B, and C are coplanar, because three
noncollinear points determine a plane.

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Chapter 2

2. The diamond represents multiplication because 0 × 5 = 0. 3. Equation Explanation and Reason

The circle represents addition because 0 + 5 = 5. 39 − 5z = −1 + 5z Write the equation; Given
Commutative Property of Multiplication 39 − 5z − 5z = −1 + 5z − 5z
Commutative Property of Addition Subtract 5z from each side;
Associative Property of Multiplication Subtraction Property of Equality
Associative Property of Addition 39 − 10z = −1 Combine like terms; Simplify.
Zero Property of Multiplication 39 − 39 − 10z = −1 − 39 Subtract 39 from each side;
Subtraction Property of Equality
Identity Property of Addition
−10z = −40 Combine like terms; Simplify.
Identity Property of Multiplication
z=4 Divide each side by −10;
Distributive Property
Division Property of Equality
3. Algebraic properties help you solve an equation by isolating
the variable on one side of the equation. 4. Equation Explanation and Reason
3(3x + 14) = −3 Write the equation; Given
4. Equation Reason
9x + 42 = −3 Multiply; Distributive Property
3(x + 1) − 1 = −13 Write the equation.
9x = −45 Subtract 42 from each side;
3x + 3 − 1 = −13 Distributive Property Subtraction Property of Equality
3x + 2 = −13 Combine like terms. x = −5 Divide each side by 9; Division
3x + 2 − 2 = −13 − 2 Subtraction Property of Equality Property of Equality
3x = −15 Combine like terms.
5. Equation Explanation and Reason
3x −15
—=— Division Property of Equality 4 = −10b + 6(2 − b) Write the equation; Given
3 3
x = −5 Simplify. 4 = −10b + 12 − 6b Multiply; Distributive Property
4 = −16b + 12 Combine like terms; Simplify.
2.4 Monitoring Progress (pp. 92–95) −8 = −16b Subtract 12 from each side;
1. Equation Explanation and Reason Subtraction Property of Equality
1
6x − 11 = −35 Write the equation; Given —2 = b Divide each side by −16;
Division Property of Equality
6x − 11 + 11 = −35 + 11 Add 11 to each side; Addition
Property of Equality b = —12 Rewrite the equation; Symmetric
Property of Equality
6x = −24 Combine like terms; Simplify.
x = −4 Divide each side by 6; Division 6. Equation Explanation and Reason
Property of Equality 1
A = —bh Write the equation; Given
2
2. Equation Explanation and Reason 2A = bh Multiply each side by 2;
−2p − 9 = 10p − 17 Write the equation; Given Multiplication Property of Equality
2A
−2p − 10p − 9 = 10p − 10p − 17 —=b Divide each side by h; Division
h
Subtract 10p from each side; Property of Equality
Subtraction Property of Equality 2A
b=— Rewrite the equation; Symmetric
h
−12p − 9 = −17 Combine like terms; Simplify. Property of Equality
−12p − 9 + 9 = −17 + 9 Add 9 to each side; Addition ⋅
2 952 1904
b = — = — = 34
56 56
Property of Equality
The base is 34 feet when the area is 952 square feet and the
−12p = −8 Combine like terms; Simplify.
2
height is 56 feet.
p= —3 Divide each side by −12;
Division Property of Equality 7. The property illustrated is the Symmetric Property of
Equality.

8. The property illustrated is the Reexive Property of Equality.

9. The property illustrated is the Transitive Property of

Equality.

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Chapter 2
10. The property illustrated is the Transitive Property of 7. Equation Explanation and Reason
Equality. 2x − 8 = 6x − 20 Write the equation; Given
11. The property illustrated is the Symmetric Property of −4x − 8 = −20 Subtract 6x from each side;
Equality. Subtraction Property of Equality
−4x = −12 Add 8 to each side; Addition
12. The property illustrated is the Reexive Property of Equality. Property of Equality
x=3 Divide each side by −4; Division
13.
P S H Z M Property of Equality

Equation Explanation and Reason 8. Equation Explanation and Reason

SH = HZ Marked in diagram; Given 4x + 9 = 16 − 3x Write the equation; Given
PS = ZM Marked in diagram; Given 7x + 9 = 16 Add 3x to each side; Addition
PH = PS + SH Add lengths of adjacent segments; Property of Equality
Segment Addition Postulate (Post. 1.2) 7x = 7 Subtract 9 from each side;
HM = ZM + HZ Add lengths of adjacent segments; Subtraction Property of Equality
Segment Addition Postulate (Post. 1.2) x=1 Divide each side by 7; Division
PH = ZM + HZ Substitute ZM for PS and HZ for SH; Property of Equality
Substitution Property of Equality
9. Equation Explanation and Reason
PH = HM Substitute HM for ZM + HZ;
Substitution Property of Equality 5(3x − 20) = −10 Write the equation; Given
15x − 100 = −10 Multiply; Distributive Property
2.4 Exercises (pp. 96–98) 15x = 90 Add 100 to each side; Addition
Property of Equality
Vocabulary and Core Concept Check
x=6 Divide each side by 15; Division
1. Reexive Property of Equality
Property of Equality
2. “If e = f and f = g, then e = g” is different. It represents the
10. Equation Explanation and Reason
Transitive Property of Equality. The other three statements
represent the Symmetric Property of Equality. 3(2x + 11) = 9 Write the equation; Given
6x + 33 = 9 Multiply; Distributive Property
Monitoring Progress and Modeling with Mathematics 6x = −24 Subtract 33 from each side;
3. Subtraction Property of Equality Subtraction Property of Equality
Addition Property of Equality x = −4 Divide each side by 6; Division
Division Property of Equality Property of Equality

4. Distributive Property 11. Equation Explanation and Reason

Subtraction Property of Equality 2(−x − 5) = 12 Write the equation; Given
Addition Property of Equality −2x − 10 = 12 Multiply; Distributive Property
−2x = 22 Add 10 to each side; Addition
5. Equation Explanation and Reason Property of Equality
5x − 10 = −40 Write the equation; Given x = −11 Divide each side by −2; Division
5x = −30 Add 10 to each side; Addition Property Property of Equality
of Equality
12. Equation Explanation and Reason
x = −6 Divide each side by 5; Division
Property of Equality 44 − 2(3x + 4) = −18x Write the equation; Given
44 − 6x − 8 = −18x Multiply; Distributive Property
6. Equation Explanation and Reason −6x + 36 = −18x Combine like terms; Simplify.
6x + 17 = −7 Write the equation; Given 36 = −12x Add 6x to each side; Addition
6x = −24 Subtract 17 from each side; Subtraction Property of Equality
Property of Equality −3 = x Divide each side by −12;
x = −4 Divide each side by 6; Division Division Property of Equality
Property of Equality x = −3 Rewrite the solution; Symmetric
Property of Equality
Copyright © Big Ideas Learning, LLC Geometry 51
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Chapter 2
13. Equation Explanation and Reason 19. Equation Explanation and Reason
4(5x − 9) = −2(x + 7) Write the equation; Given 12 − 3y = 30x + 6 Write the equation; Given
20x − 36 = −2x − 14 Multiply on each side; −3y = 30x − 6 Subtract 12 from each side;
Distributive Property Subtraction Property of Equality
22x − 36 = −14 Add 2x to each side; Addition y = −10x + 2 Divide each side by −3;
Property of Equality Division Property of Equality
22x = 22 Add 36 to each side; Addition
Property of Equality 20. Equation Explanation and Reason

x=1 Divide each side by 22; Division 3x + 7 = −7 + 9y Write the equation; Given
Property of Equality 3x + 14 = 9y Add 7 to each side; Addition
Property of Equality
14. Equation Explanation and Reason 1 14
—3 x + — =y Divide each side by 9; Division
9
3(4x + 7) = 5(3x + 3) Write the equation; Given Property of Equality
12x + 21 = 15x + 15 Multiply on each side; y = —13 x + —
14
9
Rewrite the equation; Symmetric
Distributive Property Property of Equality
−3x + 21 = 15 Subtract 15x from each side;
Subtraction Property of Equality 21. Equation Explanation and Reason

−3x = −6 Subtract 21 from each side; C = 2π r Write the equation; Given

Subtraction Property of Equality C
—=r Divide each side by 2π ; Division
x=2 Divide each side by −3; 2π
Property of Equality
Division Property of Equality C
r=— Rewrite the equation; Symmetric
2π
Property of Equality
15. Equation Explanation and Reason
5x + y = 18 Write the equation; Given 22. Equation Explanation and Reason
y = −5x + 18 Subtract 5x from each side; I = Prt Write the equation; Given
Subtraction Property of Equality
I
—=P Divide each side by rt; Division
rt
16. Equation Explanation and Reason Property of Equality
I
−4x + 2y = 8 Write the equation; Given P=— Rewrite the equation; Symmetric
rt
2y = 4x + 8 Add 4x to each side; Addition Property of Equality
Property of Equality
23. Equation Explanation and Reason
y = 2x + 4 Divide each side by 2; Division
Property of Equality S = 180(n − 2) Write the equation; Given
S
—=n−2 Divide each side by 180;
17. Equation Explanation and Reason 180
Division Property of Equality
2y + 0.5x = 16 Write the equation; Given S
—+2=n Add 2 to each side; Addition
2y = −0.5x + 16 Subtract 0.5x from each side; 180
Property of Equality
Subtraction Property of Equality S
n=—+2 Rewrite the equation; Symmetric
y = −0.25x + 8 Divide each side by 2; Division 180
Property of Equality
Property of Equality
24. Equation Explanation and Reason
18. Equation Explanation and Reason
S = 2π r2 + 2π rh Write the equation; Given
1 3
—2 x − —4 y = −2 Write the equation; Given S − 2π r2 = 2π rh Subtract 2π r2 from each side;
3 1 Subtraction Property of Equality
−—4y = −—2x − 2 Subtract —12 x from each side;
Subtraction Property of Equality S − 2π r2
—=h Divide each side by 2π r;
2 8 4 2π r
y= —3 x + —3 Multiply each side by −—3 ; Division Property of Equality
Multiplication Property of S − 2π r2
h=— Rewrite the equation; Symmetric
Equality 2π r
Property of Equality

25. The property illustrated is the Multiplication Property of

Equality.

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Chapter 2
26. The property illustrated is the Addition Property of Equality. 44. Equation Explanation and Reason
1
27. The property illustrated is the Reexive Property of Equality. A = —h(b1 + b2) Write the equation; Given
2
28. The property illustrated is the Symmetric Property of Equality. ⋅ 1
2 ⋅
2 A = 2 —h(b1 + b2) Multiply each side by 2;
Multiplication Property of
29. The property illustrated is the Reexive Property of Equality. Equality

30. The property illustrated is the Substitution Property of 2A = h(b1 + b2) Simplify.
Equality. 2A = hb1 + hb2 Multiply; Distributive Property
2A − hb2 = hb1 + hb2 − hb2
31. The property illustrated is the Symmetric Property of Equality.
Subtract hb2 from each side;
32. The property illustrated is the Transitive Property of Equality. Subtraction Property of Equality
2A − hb2 = hb1 Combine like terms; Simplify.
33. If AB = 20, then AB + CD = 20 + CD.
2A − hb2 hb1
—=— Divide each side by h; Division
34. If m∠ 1 = m∠ 2, then m∠ 2 = m∠ 1. h h
Property of Equality
35. If AB = CD, then AB + EF = CD + EF.
2A − hb
—2 = b1 Simplify.
h
36. If AB = CD, then 5 ⋅ AB = 5 ⋅ CD. 2A − hb
b1 = —2
h
Rewrite the equation; Symmetric
Property of Equality
37. If LM = XY, then LM − GH = XY − GH.

38. If 5(x + 8) = 2, then 5x + 40 = 2.

⋅ 7
⋅
2 91 − 7 20 182 − 140 42
b1 = —— = — = — = 6
7 7
The other base is 6 meters.
39. m∠ 1 = m∠ 2 and m∠ 2 = m∠ 3, then m∠ 1 = m∠ 3.
45. Equation Explanation and Reason
40. m∠ ABC = m∠ ABC
m∠ ABD = m∠ CBE Write the equation; Given
41. The Subtraction Property of Equality should be used to m∠ ABD = m∠ 1 + m∠ 2 Add measures of adjacent
subtract x from each side of the equation in order to get the angles; Angle Addition
second step. Postulate (Post. 1.4)
7x = x + 24 Given m∠ CBE = m∠ 2 + m∠ 3 Add measures of adjacent
6x = 24 Subtraction Property of Equality angles; Angle Addition
x=4 Division Property of Equality Postulate (Post. 1.4)
m∠ 1 + m∠ 2 = m∠ 2 + m∠ 3 Substitute m∠ 1 + m∠ 2
42. The reasons are wrong. for m∠ ABD; Substitution
6x + 14 = 32 Given Property of Equality
6x = 18 Subtraction Property of Equality m∠ 1 = m∠ 3 Subtract m∠ 2 from each
x=3 Division Property of Equality side; Subtraction Property
of Equality
43. Equation Explanation and Reason
46. Equation Explanation and Reason
P = 2ℓ + 2w Write the equation; Given
AC = BD Write the equation; Given
P − 2w = 2ℓ Subtract 2w from each side;
Subtraction Property of Equality AC = AB + BC Add measures of adjacent sides;
P − 2w 2ℓ Segment Addition Postulate (Post. 1.2)
—=— Divide each side by 2; Division
2 2 BD = BC + CD Add measures of adjacent sides;
Property of Equality
Segment Addition Postulate (Post. 1.2)
P − 2w
—=ℓ Simplify.
2 AC = BC + CD Substitute AC for BD; Substitution
P − 2w Property of Equality
ℓ =— Rewrite the equation; Symmetric
2 AB + BC = BC + CD Substitute AB + BC for AC;
Property of Equality
Substitution Property of Equality

2
⋅
32 − 2 5 32 − 10
ℓ = — = — = — = 11
2
22
2 AB = CD Subtract BC from each side;
The length is 11 meters. Subtraction Property of Equality

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Chapter 2

47. Equation Reason 51. YX = 3, ZX = 5x + 17, YW = 10 − 2x

m∠ 1 = m∠ 4, ZX = ZY + YX
m∠ EHF = 90°, Given ZX = ZY + 3
m∠ GHF = 90°
ZY = ZX − 3
Transitive Property
m∠ EHF = m∠ GHF YW = YX + XW
of Equality
YW = 3 + XW
m∠ EHF = m∠ 1 + m∠ 2 Angle Addition
m∠ GHF = m∠ 3 + m∠ 4 Postulate (Post. 1.4) XW = YW − 3

m∠ 1 + m∠ 2 = Transitive Property ZY = XW
m∠ 3 + m∠ 4 of Equality ZX − 3 = YW − 3
m∠ 1 + m∠ 2 = Substitution Property (5x + 17) − 3 = (10 − 2x) − 3
m∠ 3 + m∠ 1 of Equality 5x + 14 = 7 − 2x
Subtraction Property 7x + 14 = 7
m∠ 2 = m∠ 3
of Equality 7x = −7
x = −1
48. Both properties state basic ideas about equality. The
Reexive Property of Equality states that something is ZY = 5x + 17 − 3 = 5(−1) + 17 − 3 = 9
equal to itself. So, both sides of the equal sign are identical. XW = 10 − 2x − 3 = 10 − 2(−1) − 3 = 10 + 2 − 3 = 9
The Symmetric Property of Equality states that you can
switch the two sides of an equation. So, two equations are 52. Sample answer: Reexive: Employee 1 worked the
equivalent if they have the same two expressions set equal to same number of hours as Employee 1. Symmetric: If
each other, but the expressions are on different sides of the Employee 4 worked the same number of hours as
equal sign. Employee 5, then Employee 5 worked the same number
of hours as Employee 4. Transitive: If Employee 2
49. Equation Explanation and Reason worked the same number of hours as Employee 4, and
DC = BC, AD = AB Marked in diagram; Given Employee 4 worked the same number of hours as
Employee 5, then Employee 2 worked the same number
AC = AC AC is equal to itself; Reexive of hours as Employee 5.
Property of Equality
AC + AB + BC = AC + AB + BC 53. The Symmetric Property of Equality is illustrated by A and B.
Add AB + BC to each side of
AC = AC; Addition Property of 54. Sample answer: Reexive: I earned the same number of
Equality points as myself on my favorite video game. This is reexive
because a quantity is equal to itself. Symmetric: If John had
AC + AB + BC = AC + AD + DC
the same score as Tyeesha on our math quiz, then Tyeesha had
Substitute AD for AB and DC
the same score as John. This is Symmetric because the same
for BC; Substitution Property of
two quantities are equal to each other. Transitive: If Dominic
Equality
has the same number of pets as Ella, and Ella has the same
number of pets as Brady, then Dominic has the same number
50. Equation Explanation and Reason
of pets as Brady. This is transitive because the way we know
BC = DA, CD = AB Marked in diagram; Given that two quantities are equal is because they are each equal to
AC = AC AC is equal to itself; Reexive a third quantity.
Property of Equality
55. a. Equation Explanation and Reason
AC + AB + BC = AC + AB + BC 5
Add AB + BC to each side of C= —9 (F − 32) Write the equation; Given
AC = AC; Addition Property of 9
—5 C = F − 32 Multiply each side by —95 ;
Equality Multiplication Property of
AC + AB + BC = AC + CD + DA Equality
Substitute CD for AB and DA 9
—5 C + 32 = F Add 32 to each side; Addition
for BC; Substitution Property of Property of Equality
Equality
F = —95 C + 32 Rewrite the equation;
Symmetric Property of Equality

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Chapter 2
b. 2.5 Explorations (p. 99)
Degr ees 1. 2. Segment Addition Postulate (Post. 1.2)
Degr ees 9
Celsius (°C) F= —5 C + 32 Fahr enheit 3. Transitive Property of Equality
(°F) 4. Subtraction Property of Equality
0 ⋅ 0 + 32 = 32
9
—5 32
2. 1. m∠ 1 = m∠ 3

— ⋅ 20 + 32 = 9 ⋅ 4 + 32
9 4. m∠ 1 + m∠ 2
20 5 68
= 68 5. m∠ CBD
6. m∠ EBA = m∠ CBD

32
9
—5 ⋅ 32 + 32 = — + 32 288
5
89.6
= 57.6 + 32 3. You can use deductive reasoning to make statements about
= 89.6 a given situation and use math denitions, postulates, and

41
9
—5 ⋅ 41 + 32 = 369
—5
+ 32
105.8
theorems as your reason or justication for each statement.
—
= 73.8 + 32 4. Given B is the midpoint of AC .
= 105.8 —.
C is the midpoint of BD
Prove AB = CD
c. Yes, this is a linear function.
A B C D
y

100 STATEMENTS REASONS

Degrees Fahrenheit (°F)

80 1. —.
B is the midpoint of AC 1. Given
—.
C is the midpoint of BD
60

2. —
AB ≅ —
BC , —
BC ≅ —
CD 2. Denition of
40
midpoint
20 3. AB = BC, BC = CD 3. Denition of
x congruent segments
0
0 10 20 30 40
4. AB = CD 4. Transitive Property
Degrees Celsius (°C)
of Equality
56. A, B, F; The Addition and Subtraction Properties are
true because if you add (or subtract) the same amount to
2.5 Monitoring Progress (pp. 100–102)
each side of an inequality, the inequality is still true. For —
the Substitution Property, two equal quantities could be 1. Given T is the midpoint of SU .
substituted for each other in an inequality, but if one quantity Prove x = 5
is less than (or greater than) another quantity, you cannot
always substitute one for the other into another inequality. S 7x T 3x + 20 U
The Reexive Property is not true because quantities are STATEMENTS REASONS
not less than (or greater than) themselves. In order for the
Symmetric Property to be true, the sign must be ipped 1. —.
T is the midpoint of SU 1. Given

2. —
ST ≅ —
around, as in if a < b, then b > a. The Transitive Property is
TU 2. Denition of
true as long as all signs are going in the same direction. For
midpoint
example, if quantity A is less than quantity B, and quantity B
is less than quantity C, then quantity A is less than quantity C. 3. ST = TU 3. Denition of
congruent segments
Maintaining Mathematical Prociency
4. 7x = 3x + 20 4. Substitution Property
57. Segment Addition Postulate (Post. 1.2)
of Equality
58. Angle Bisector 5. 4x = 20 5. Subtraction Property
of Equality
59. Midpoint
6. x = 5 6. Division Property
60. Angle Addition Postulate (Post. 1.4) of Equality

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Chapter 2
2. The property illustrated is the Reexive Property of Segment 5. Transitive Property of Segment Congruence (Thm. 2.1)
Congruence (Thm. 2.1).
6. Reexive Property of Angle Congruence (Thm. 2.2)
3. The property illustrated is the Symmetric Property of Angle
Congruence (Thm. 2.2). 7. Symmetric Property of Angle Congruence (Thm. 2.2)

4. Step 5 would be MB + MB = AB. 8. Reexive Property of Segment Congruence (Thm. 2.1)

Step 6 would be 2MB = AB. 9. Symmetric Property of Segment Congruence (Thm. 2.1)
Step 7 would be MB = —12AB.
10. Transitive Property of Angle Congruence (Thm. 2.2)
2.5 Exercises (pp. 103–104)
11. Given Segment AB
Vocabulary and Core Concept Check — ≅ AB
Prove AB — A B

1. A postulate is a rule that is accepted to be true without proof

and a theorem is a statement that can be proven by using STATEMENTS REASONS
denitions, postulates, and previously proven theorems. 1. A segment exists with 1. Given
endpoints A and B.
2. In a two column proof, each statement is on the left and each
reason is on the right. 2. AB equals the length 2. Ruler Postulate (Post. 1.1)
of the segment with
Monitoring Progress and Modeling with Mathematics endpoints A and B.
3. Given PQ = RS 3. AB = AB 3. Reexive Property of
P Q R S
Prove PR = QS Equality
STATEMENTS REASONS 4. —
AB ≅ —
AB 4. Denition of congruent
1. PQ = RS 1. Given segments

2. PQ + QR = RS + QR 2. Addition Property
of Equality 12. Given ∠ A ≅ ∠ B, ∠ B ≅ ∠ C
Prove ∠ A ≅ ∠ C
3. PQ + QR = PR 3. Segment Addition
Postulate (Post. 1.2)
4. RS + QR = QS 4. Segment Addition
Postulate (Post. 1.2)
A B C
5. PR = QS 5. Transitive Property
of Equality
STATEMENTS REASONS
4. Given ∠ 1 is a complement of ∠ 2. 1. ∠ A ≅ ∠ B 1. Given
∠2 ≅ ∠3 2. m∠ A = m∠ B 2. Denition of congruent angles
Prove ∠ 1 is a complement of ∠ 3.
1 2 3. ∠ B ≅ ∠C 3. Given
3 4. m∠ B = m∠C 4. Denition of congruent angles
STATEMENTS REASONS 5. m∠ A = m∠C 5. Transitive Property of Equality
1. ∠ 1 is a complement 1. Given 6. ∠ A ≅ ∠C 6. Denition of congruent angles
of ∠ 2.
2. ∠ 2 ≅ ∠ 3 2. Given
3. m∠ 1 + m∠ 2 = 90° 3. Denition of
complementary angles
4. m∠ 2 = m∠ 3 4. Denition of congruent
angles
5. m∠ 1 + m∠ 3 = 90° 5. Substitution Property of
Equality
6. ∠ 1 is a complement 6. Denition of
of ∠ 3. complementary angles

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Chapter 2
13. Given ∠ GFH ≅ ∠ GHF — —— — —
16. a. Given RS ≅ CF , SM ≅ MC ≅ FD
Prove ∠ EFG and ∠ GHF are supplementary. — —
Prove RM ≅ CD
G
E R S M C F D

F H b. STATEMENTS REASONS
STATEMENTS REASONS — ≅ CF
1. RS — 1. Given
1. ∠ GFH ≅ ∠ GHF 1. Given 2. RS = CF 2. Denition of congruent
2. m∠GFH = m∠GHF 2. Denition of segments
congruent angles 3. — —
SM ≅ FD 3. Given
3. ∠ EFG and ∠ GFH 3. Given (diagram)
4. SM = FD 4. Denition of congruent
form a linear pair.
segments
4. ∠ EFG and ∠ GFH are 4. Denition of linear
supplementary. pair 5. RM = RS + SM 5. Segment Addition
Postulate (Post. 1.2)
5. m∠ EFG + m∠ GFH 5. Denition of
= 180° supplementary angles 6. CD = CF + FD 6. Segment Addition
Postulate (Post. 1.2)
6. m∠ EFG + m∠ GHF 6. Substitution Property of
= 180° Equality 7. RS + SM = CD 7. Substitution Property
of Equality
7. ∠ EFG and ∠ GHF are 7. Denition of
supplementary. supplementary angles 8. RM = CD 8. Substitution Property
of Equality
— —
14. Given AB ≅ FG
— ≅ CD
9. RM — 9. Denition of congruent
⃖⃗ — and DG
BF bisects AC —. segments
— ≅ DF
Prove BC —
17. The triangle is an equiangular (or equilateral) triangle. By
A
the Transitive Property of Angle Congruence (Thm. 2.2),
D because ∠ 1 ≅ ∠ 2 and ∠ 2 ≅ ∠ 3, you know that
∠ 1 ≅ ∠ 3. Because all three angles are congruent, the
B triangle is equiangular. (It is also equilateral and acute.)
F

C
18. no; The statements have to have one segment in common in
order to use the Transitive Property of Segment Congruence
G
(Thm. 2.1), but in this case, the statements are about four
STATEMENTS REASONS different segments. They may or may not all be congruent to
— ≅ FG
1. AB — 1. Given each other.

2. BF bisects —
⃖⃗ AC and —
DG . 2. Given 19. The purpose of a proof is to ensure the truth of a statement
with such certainty that the theorem or rule proved could
— ≅ AB
3. BC —, FG
—≅—DF 3. Denition of segment be used as a justication in proving another statement or
bisector theorem. Because inductive reasoning relies on observations
— ≅ FG
4. BC — 4. Transitive Property
about patterns in specic cases, the pattern may not continue
or may change. So, the ideas cannot be used to prove ideas
of Equality
for the general case.
— ≅ DF
5. BC — 5. Transitive Property of
20. a. Given △JML is a right triangle.
Segment Congruence
(Thm. 2.1) Prove The acute angles of a right triangle are
complementary.
15. The Transitive Property of Segment Congruence (Thm. 2.1) b. Given △JML is a right triangle.
— ≅ LQ
should have been used. If MN — and LQ — ≅ PN
—, then
N is the midpoint of JM.
— —
MN ≅ PN by the Transitive Property of Segment Congruence
K is the midpoint of JL.
(Thm. 2.1).
Prove NK = —12 ML

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Chapter 2
21. a. It is a right angle. 2.6 Explorations (p. 105)
b. STATEMENTS REASONS 1.

1. m∠1 + m∠1 + m∠ 2 1. Angle Addition

Postulate (Post. 1.4) AC = AB + AB
+ m∠ 2 = 180°
2. 2( m∠ 1 + m∠ 2 ) = 180 2. Distributive Property Given

3. m∠ 1 + m∠ 2 = 90° 3. Division Property of AB + BC = AC AB + AB = AB + BC AB = BC

Equality Segment Addition Transitive Property of Subtraction Property
Postulate (Post.1.2) Equality of Equality
50 mi 50 mi
22. M L S B J
2.
m∠1 = m∠3
23. Given
— ≅ PQ
QR —, RS
— ≅ PQ
—
Given
STATEMENTS REASONS
m∠EBA = m∠2 + m∠3 m∠EBA = m∠2 + m∠1
— ≅ PQ
1. QR —, RS
— ≅ PQ
— 1. Given
Angle Addition Postulate (Post.1.4) Substitution Property of
2. QR = 2x + 5, 2. Given Equality
RS = 10 − 3x
m∠EBA = m∠1 + m∠2
3. QR = PQ, RS = PQ 3. Denition of congruent
Commutative Property of
segments Addition
4. QR = RS 4. Transitive Property of
m∠1 + m∠2 = m∠CBD m∠EBA = m∠CBD
Equality
Angle Addition Postulate (Post.1.4) Transitive Property of
5. 2x + 5 = 10 − 3x 5. Substitution Property of Equality
Equality
3. A owchart uses boxes and arrows to show the ow of a
6. 5x + 5 = 10 6. Addition Property of
logical argument.
Equality
4. The owchart proof, unlike the two-column proof, allows
7. 5x = 5 7. Subtraction Property of
Equality you to show explicitly which statement leads to which, but
the two-column proof has a uniform, predictable shape and
8. x = 1 8. Division Property of style and has each statement right below the previous one
Equality to allow for easy comparison. Both allow you to provide a
logical argument and justication for why something is true.
Maintaining Mathematical Prociency
24. m∠ 1 + m∠ 4 = 90° 2.6 Monitoring Progress (pp. 106–110)
— —— —
1. Given AB ⊥ BC , DC ⊥ BC
33° + m∠ 4 = 90° C D

m∠ 4 = 90° − 33° Prove ∠ B ≅ ∠ C

m∠ 4 = 57° A B
25. m∠ 2 + m∠ 3 = 180°
147° + m∠ 3 = 180° AB ⊥ BC, DC ⊥ BC ∠B and ∠C are right angles

m∠ 3 = 180° − 147° Given Definition of ⊥ lines

m∠ 3 = 33° ∠B ≅ ∠C

26. A pair of vertical angles are ∠ 1 and ∠ 3. Right Angles

Congruence Theorem (Thm. 2.3)

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Chapter 2

STATEMENTS REASONS STATEMENTS REASONS

—⊥ BC
1. AB —, DC
—⊥ BC
— 1. Given 1. ∠ 5 and ∠ 7 are vertical 1. Given
angles.
2. ∠ B and ∠ C are 2. Denition of ⊥ lines
right angles. 2. ∠ 5 and ∠ 6 are a linear 2. Denition of linear pair
pair. ∠ 6 and ∠ 7 are a
3. ∠ B ≅ ∠ C 3. Right Angles Congruence linear pair.
Theorem (Thm. 2.3)
3. ∠ 5 and ∠ 6 are 3. Linear Pair Postulate
supplementary. ∠ 6 and (Post. 2.8)
2. Given AB = DE, BC = CD ∠ 7 are supplementary.
— ≅ CE
Prove AC —
A B C D E
4. m∠ 5 + m∠ 6 = 180°, 4. Denition of
m∠ 6 + m∠ 7 = 180° supplementary angles
STATEMENTS REASONS 5. m∠ 6 + m∠ 7 5. Transitive Property of
1. AB = DE, BC = CD 1. Given = m∠ 5 + m∠ 6 Equality

2. AB + BC = BC + DE 2. Addition Property of 6. m∠ 5 = m∠ 7 6. Subtraction Property of

Equality Equality
7. ∠ 5 ≅ ∠ 7 7. Denition of congruent
3. AB + BC = CD + DE 3. Substitution Property
of Equality angles
By using the Congruent Supplement Theorem, you save
4. AB + BC = AC, 4. Segment Addition
three steps.
CD + DE = CE Postulate (Post. 1.2)
4. By the denition of supplementary angles,
5. AC = CE 5. Substitution Property m∠ 1 + m∠ 2 = 180°.
of Equality
117° + m∠ 2 = 180°
6. —
AC ≅ —
CE 6. Denition of congruent m∠ 2 = 180° − 117° = 63°
segments
Vertical angles are congruent, so ∠ 1 ≅ ∠ 3.
Flowchart proof: m∠ 3 = 117°
By the denition of supplementary angles,
AB = DE BC = CD
m∠ 3 + m∠ 4 = 180°.
Given Given
117° + m∠ 4 = 180°
AB + BC = BC + DE AB + BC = CD + DE m∠ 4 = 180° − 117° = 63°
Addition Property Substitution Property m∠ 2 = 63°, m∠ 3 = 117°, m∠ 4 = 63°
of Equality of Equality
5. By the denition of supplementary angles,
AB + BC = AC, m∠ 1 + m∠ 2 = 180°.
AC = CE AC ≅ CE
CD + DE = CE m∠ 1 + 59° = 180°
Substitution Property Definition of
Segment Addition
of Equality congruent segments m∠ 1 = 180° − 59° = 121°
Postulate (Post. 1.2)
Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.
3. Given ∠ 5 and ∠ 7 are vertical angles. m∠ 3 = 121°
Prove ∠ 5 ≅ ∠ 7 Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
m∠ 4 = 59°
m∠ 1 = 121°, m∠ 3 = 121°, m∠ 4 = 59°
6. By the denition of supplementary angles,
7
m∠ 1 + m∠ 4 = 180°.
5 6
m∠ 1 + 88° = 180°
m∠ 1 = 180° − 88° = 92°
Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
m∠ 2 = 88°
Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.
m∠ 3 = 92°
m∠ 1 = 92°, m∠ 2 = 88°, m∠ 3 = 92°

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Chapter 2

7. 5w + 3 = 98 Vertical angles are congruent. 7. Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.

5w + 3 − 3 = 98 − 3 Subtraction Property of Equality m∠ 3 = 143°

5w = 95 Simplify. By the denition of supplementary angles,
m∠ 1 + m∠ 2 = 180°.
5w 95
—=— Division Property of Equality 143° + m∠ 2 = 180°
5 5
w = 19 Simplify. m∠ 2 = 180° − 143° = 37°
Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
8. Given ∠ 1 is a right angle.
m∠ 4 = 37°
Prove ∠ 2 is a right angle.
2 1 m∠ 2 = 37°, m∠ 3 = 143°, m∠ 4 = 37°
∠ 1 is a right angle. By the
denition of a right angle, 8. Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.
m∠ 1 = 90°. ∠ 1 and ∠ 2 form a linear pair. So, by the Linear
Pair Postulate (Post. 2.8), ∠ 1 and ∠ 2 are supplementary m∠ 1 = 159°
and m∠ 1 + m∠ 2 = 180°. By the Substitution Property of By the denition of supplementary angles,
Equality, 90° + m∠ 2 = 180°. Therefore, by the Subtraction m∠ 2 + m∠ 3 = 180°.
Property of Equality, m∠ 2 = 90°. So, by denition, ∠ 2 is a m∠ 2 + 159° = 180°
right angle.
m∠ 2 = 180° − 159° = 21°
2.6 Exercises (pp. 111–114) Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
Vocabulary and Core Concept Check m∠ 4 = 21°
1. All right angles have a measure of 90°, and angles with the m∠ 1 = 159°, m∠ 2 = 21°, m∠ 4 = 21°
same measure are congruent.
9. Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
2. Vertical angles and supplementary angles are formed by m∠ 4 = 34°
intersecting lines.
By the denition of supplementary angles,
m∠ 2 + m∠ 3 = 180°.
Monitoring Progress and Modeling with Mathematics
34° + m∠ 3 = 180°
3. ∠ MSN ≅ ∠ PSQ by denition because they have the same
measure; ∠ MSP ≅ ∠ PSR by the Right Angles Congruence m∠ 3 = 180° − 34° = 146°
Theorem (Thm. 2.3). They form a linear pair, which Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.
means they are supplementary by the Linear Pair Postulate m∠ 1 = 146°
(Post. 2.8), and because one is a right angle, so is the other
m∠ 1 = 146°, m∠ 3 = 146°, m∠ 4 = 34°
by the Subtraction Property of Equality; ∠ NSP ≅ ∠ QSR by
the Congruent Complements Theorem (Thm. 2.5) because 10. By the denition of supplementary angles,
they are complementary to congruent angles. m∠ 1 + m∠ 4 = 180°.
4. ∠ FGH ≅ ∠ WXZ, because m∠ WXZ = 90° by the Angle m∠ 1 + 29° = 180°
Addition Postulate (Post. 1.4), which means that it is a m∠ 1 = 180° − 29° = 151°
right angle, and so, ∠ FGH and ∠ WXZ are congruent by Vertical angles are congruent. So, ∠ 2 ≅ ∠ 4.
the Right Angles Congruence Theorem (Thm. 2.3).
m∠ 2 = 29°
5. ∠ GML ≅ ∠ HMJ and ∠ GMH ≅ ∠ LMJ by the Vertical Vertical angles are congruent. So, ∠ 1 ≅ ∠ 3.
Angles Congruence Theorem (Thm. 2.6); ∠ GMK ≅ ∠ JMK m∠ 3 = 151°
by the Right Angles Congruence Theorem (Thm. 2.3). They
m∠ 1 = 151°, m∠ 2 = 29°, m∠ 3 = 151°
form a linear pair, which means they are supplementary by
the Linear Pair Postulate (Post. 2.8), and because one is a
right angle, so is the other by the Subtraction Property of
Equality.

6. ∠ ABC ≅ ∠ DEF by the Congruent Supplements Theorem

(Thm. 2.4); ∠ CBD ≅ ∠ FEA by the Congruent Supplements
Theorem (Thm. 2.4). ∠ DEF and ∠ FEA are supplementary,
because they form a linear pair, and because ∠ CBD and
∠ FEA are supplementary to congruent angles, they are also
congruent to each other.

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Chapter 2

11. 8x + 7 = 9x − 4 Given 14. 2(5x − 5) = 6x + 50 Given

8x + 7 − 8x = 9x − 4 − 8x Subtraction Property of Equality 10x − 10 = 6x + 50 Distributive Property
7=x−4 Simplify. 10x − 10 − 6x = 6x + 50 − 6x Subtraction Property
7+4=x−4+4 Addition Property of Equality of Equality

11 = x Simplify. 4x − 10 = 50 Simplify.
4x − 10 + 10 = 50 + 10 Addition Property
5y = 7y − 34 Given of Equality
5y − 7y = 7y − 34 − 7y Addition Property of Equality 4x = 60 Simplify.
−2y = −34 Simplify. 4x 60
—=— Division Property of Equality
−2y −34 4 4
—=— Division Property of Equality
−2 −2 x = 15 Simplify.
y = 17 Simplify.
5y + 5 = 7y − 9 Given
12. 4x = 6x − 26 Given 5y + 5 − 7y = 7y − 9 − 7y Subtraction Property
4x − 6x = 6x − 26 − 6x Subtraction Property of Equality of Equality
−2x = −26 Simplify. −2y + 5 = −9 Simplify.
−2x −26 −2y + 5 − 5 = −9 − 5 Subtraction Property
—=— Division Property of Equality
−2 −2 of Equality
x = 13 Simplify. −2y = −14 Simplify.

7y − 12 = 6y + 8 −2x −14
Given —=— Division Property of Equality
−2 −2
7y − 12 − 6y = 6y + 8 − 6y Subtraction Property of Equality y=7 Simplify.
y − 12 = 8 Simplify.
15. The expressions should have been set equal to each other
y − 12 + 12 = 8 + 12 Addition Property of Equality
because they represent vertical angles.
y = 20 Simplify.
(13x + 45)° = (19x + 3)°
13. 10x − 4 = 6(x + 2) Given −6x + 45 = 3
10x − 4 = 6x + 12 Distributive Property −6x = −42
10x − 4 − 6x = 6x + 12 − 6x Subtraction Property of Equality x=7
4x − 4 = 12 Simplify.
16. Because the angles form a linear pair, the sum of their
4x − 4 + 4 = 12 + 4 Addition Property of Equality measures should be equal to 180°.
4x = 16 Simplify. (13x + 45)° + (12x − 40)° = 180°
4x 16 25x + 5 = 180
—=— Division Property of Equality
4 4
x=4 Simplify.
25x = 175
25x 175
—=—
16y = 18y − 18 Given 25 25
16y − 18y = 18y − 18 − 18y Subtraction Property of Equality x=7
−2y = −18 Simplify. 17. Given ∠ 1 ≅ ∠ 3
−2y −18 Prove ∠ 2 ≅ ∠ 4
1
—=— Division Property of Equality 2
−2 −2 3
y=9 Simplify. 4

∠1 ≅ ∠3 ∠1 ≅ ∠2, ∠3 ≅ ∠4 ∠2 ≅ ∠3
Given Vertical Angles Congruence Transitive Property of
Theorem (Thm. 2.6) Angle Congruence
(Thm. 2.2)

∠2 ≅ ∠4
Transitive Property of
Angle Congruence
(Thm. 2.2)

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Chapter 2
Two column proof: 19. Given: ∠ 1 and ∠ 2 are complementary.
∠ 1 and ∠ 3 are complementary.
STATEMENTS REASONS
Prove: ∠ 2 ≅ ∠ 3
1. ∠ 1 ≅ ∠ 3 1. Given
3
2. Vertical Angles Congruence
2. ∠ 1 ≅ ∠ 2, ∠ 3 ≅ ∠ 4 1
2
Theorem (Thm. 2.6)
3. Transitive Property of Angle
3. ∠ 2 ≅ ∠3 ∠ 1 and ∠ 2 are complementary, and ∠ 1 and ∠ 3 are
Congruence (Thm 2.2)
complementary. By the denition of complementary
4. Transitive Property of Angle
4. ∠ 2 ≅ ∠4 angles, m∠ 1 + m∠ 2 = 90° and m∠ 1 + m∠ 3 = 90°.
Congruence (Thm 2.2)
By the Transitive Property of Equality, m∠ 1 + m∠ 2 =
m∠ 1 + m∠ 3. By the Subtraction Property of Equality,
18. Given ∠ ABD is a right angle.
m∠ 2 = m∠ 3. So, ∠ 2 ≅ ∠3 by the denition of congruent
∠ CBE is a right angle.
angles.
Prove ∠ ABC ≅ ∠ DBE
Two-column proof:
A
C STATEMENTS REASONS
1. ∠1 and ∠2 are complementary. 1. Given
∠1 and ∠3 are complementary.
D
B
2. m∠ 1 + m∠ 2 = 90° 2. Denition of
E m∠ 1 + m∠ 3 = 90° complementary angles

3. m∠1 + m∠2 = m∠1 + m∠ 3 3. Transitive Property of

STATEMENTS REASONS
Equality
1. ∠ ABD is a right angle. 1. Given
∠ CBE is a right angle. 4. m∠ 2 = m∠ 3 4. Subtraction Property of
Equality
2. ∠ ABC and ∠ CBD are 2. Denition of
complementary. 5. ∠ 2 ≅ ∠3 5. Denition of congruent
complementary angles
angles
3. ∠ DBE and ∠ CBD are 3. Denition of
complementary. complementary angles
20. Given ∠ 1 and ∠ 2 are supplementary.
4. ∠ ABC ≅ ∠ DBE 4. Congruent Complements ∠ 3 and ∠ 4 are supplementary.
Theorem (Thm. 2.5) ∠1 ≅ ∠4
Prove ∠ 2 ≅ ∠ 3
Flowchart proof: 1 2 3 4

∠ABC and ∠CBD STATEMENTS REASONS

∠ABD is a right angle
are complementary.
1. ∠1 and ∠2 are supplementary. 1. Given
Given
De nition of ∠3 and ∠4 are supplementary.
complementary angles
∠1 ≅ ∠4
∠DBE and ∠CBD 2. m∠ 1 + m∠ 2 = 180° 2. Denition of
∠CBE is a right angle
are complementary.
m∠ 3 + m∠ 4 = 180° supplementary angles
Given
De nition of
complementary angles 3. m∠1 + m∠2 = m∠3 + m∠ 4 3. Transitive Property of
Equality
∠ABC ≅ ∠DBE 4. m∠ 1 = m∠ 4 4. Denition of congruent
Congruent Complements angles
Theorem (Thm. 2.5)
5. m∠ 1 + m∠2 = m∠3 + m∠ 1 5. Substitution Property
of Equality
6. m∠2 = m∠3 6. Subtraction Property of
Equality
7. ∠ 2 ≅ ∠ 3 7. Denition of congruent
angles

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Chapter 2
Paragraph proof: STATEMENTS REASONS
Because ∠ 1 and ∠ 2 are supplementary and ∠ 3 and ∠ 4 are 1. ∠1 and ∠3 are complementary. 1. Given
supplementary, m∠ 1 + m∠ 2 = 180° and m∠ 3 + m∠ 4 = ∠2 and ∠4 are complementary.
180° by the denition of supplementary angles. By the Transitive
Property of Equality, m∠1 + m∠2 = m∠3 + m∠4. Because 2. m∠ 1 + m∠ 3 = 90° 2. Denition of
we are given that ∠ 1 ≅ ∠4, by denition of congruent m∠ 2 + m∠ 4 = 90° complementary angles
angles, m∠ 1 = m∠ 4. Therefore, by the Substitution 3. m∠1 + m∠3 = m∠2 + m∠ 4 3. Transitive Property
Property of Equality, m∠ 1 + m∠2 = m∠3 + m∠ 1, and by of Equality
the Subtraction Property of Equality, m∠2 = m∠3. So, by 4. ∠ 2 ≅ ∠ 3 4. Vertical Angles
denition of congruent angles, ∠ 2 ≅ ∠3.
Congruence
21. Given ∠ QRS and ∠ PSR are supplementary angles. Theorem (Thm. 2.6)
Prove ∠ QRL ≅ ∠ PSR
5. m∠ 2 = m∠ 3 5. Denition of
congruent angles
L
6. m∠ 1 + m∠2 = m∠2 + m∠ 4 6. Substitution Property
Q of Equality
R M
7. m∠ 1 = m∠ 4 7. Subtraction Property
of Equality
P
S N
8. ∠ 1 ≅ ∠ 4 8. Denition of
K
congruent angles

Because ∠ QRS and ∠ PSR are supplementary,

m∠ QRS + m∠ PSR = 180° by the denition of 23. Given ∠ AEB ≅ ∠ DEC
supplementary angles. ∠ QRL and ∠ QRS form a linear pair
Prove ∠ AEC ≅ ∠ DEB
and by denition are supplementary, which means that
m∠ QRL + m∠ QRS = 180°. So, by the Transitive Property
A
of Equality, m∠ QRS + m∠ PSR = m∠ QRL + m∠ QRS,
and by the Subtraction Property of Equality, m∠ PSR = B
m∠ QRL. So, by denition of congruent angles, ∠ PSR ≅
C
∠ QRL, and by the Symmetric Property of Angle Congruence E
D
(Thm. 2.2), ∠ QRL ≅ ∠ PSR.

22. Given ∠ 1 and ∠ 3 are complementary. STATEMENTS REASONS

∠ 2 and ∠ 4 are complementary. 1. ∠ AEB ≅ ∠ DEC 1. Given
Prove ∠ 1 ≅ ∠ 4 2. Denition of
2. m∠ AEB = m∠ DEC
congruent angles
4 3. m∠ DEB = m∠ BEC 3. Angle Addition
3 + m∠ DEC Postulate (Post. 1.4)
2 4. m∠ DEB = m∠ AEB 4. Substitution Property
1 + m∠ BEC of Equality
5. m∠ AEC = m∠ BEC 5. Angle Addition
+ m∠ AEB Postulate (Post. 1.4)

6. m∠ AEC = m∠ DEB 6. Transitive Property

of Equality

7. ∠ AEC ≅ ∠ DEB 7. Denition of

congruent angles

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Chapter 2
— —— —
24. Given JK ⊥ JM , KL ⊥ ML , ∠ J ≅ ∠ M, ∠ K ≅ ∠ L 28. Time can be saved when writing proofs by using
— — and JK
Prove JM ⊥ ML —⊥ KL
— abbreviations and symbols instead of writing out the whole
word. Also, when consecutive statements have the same
J K reason, you can put them on the same line so that you only
have to write the reason once.
M L
29. (7x + 4)° + (4x − 22)° = 180°
JK ⊥ JM KL ⊥ ML 11x − 18 = 180
Given Given 11x = 198
∠J is a right angle ∠L is a right angle x = 18

Definition of ⊥ lines Definition of ⊥ lines (3y + 11)° + 10y° = 180°

m∠J = 90° m∠L = 90° 13y + 11 = 180
Definition of right angle Definition of right angle 13y = 169

∠J ≅ ∠M ∠K ≅ ∠L
y = 13
So, the angle measures are:
Given Given
10y° = 10(13) = 130°
m∠J = m∠M m∠K = m∠L
(4x − 22)° = 4(18) − 22 = 50°
Definition of ≅ angles Definition of ≅ angles
(7x + 4)° = 7(18) + 4 = 130°
m∠M = 90° m∠K = 90° (3y + 11)° = 3(13) + 11 = 50°
Substitution Property Substitution Property 30. a. The student is trying to prove that ∠ 1 and ∠ 2 are right
of Equality of Equality
angles by the denition of right angles.
∠M is a right angle ∠K is a right angle b. No, because the last statement should be what is being
Definition of right angle Definition of right angle
proved: ∠ 1 and ∠ 2 are right angles. ∠ 1 ≅ ∠ 2, was one
of the given statements.
JM ⊥ ML JK ⊥ KL
Maintaining Mathematical Prociency
Definition of ⊥ lines Definition of ⊥ lines
31. Three collinear points are E, J, H or B, I, C.

25. Your friend is correct. ∠ 1 and ∠ 4 are not vertical angles —

32. The intersection is EF .
because they do not form two pairs of opposite rays. So, the
Vertical Angles Congruence Theorem (Thm. 2.6) does not —
33. The two planes that contain BC are the planes containing
apply. any combination of three of the points A, B, C, D and any
combination of three of the points B, C, G, F.
26.
ℓ
34. The three planes containing point D are the planes
1 2 containing any combination of three of the points A, B, C,
3
6 D, any combination of three of the points D, H, E, A and any
5 4
m combination of three of the points D, C, G, H.

n 35. Three noncollinear points are: J, H, I (or any three points

not on the same line).
If the measures of any two adjacent angles, such as ∠ 1 and
∠ 2 were given, then you could nd the other four angle 36. The two planes containing J are the planes containing
measures. In this case, you could nd m∠ 1 + m∠ 2 and any combination of three of the points A, D, H, E and any
subtract this sum from 180° in order to nd m∠ 3 (or m∠ 6). combination of three of the points E, H, G, F.
You can nd the measures of the other three angles because
each is a vertical angle with one of the three angles you 2.4 –2.6 What Did You Learn? (p. 115)
know. Because vertical angles are congruent, m∠ 4 = m∠ 1,
1. Even though the process for solving an equation may be
m∠ 5 = m∠ 2, and m∠ 6 = m∠ 3.
almost automatic, when you have to justify each step, you
27. The converse statement is false: The converse is “If two have to think about the rules you are using and why you do
angles are supplementary, then they are a linear pair.” This each step in the process. When you think carefully about the
is false because angles can be supplementary without being rules and steps, you will make fewer mistakes, and this is
adjacent. how you know that your solution is a true statement for the
given equation.

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Chapter 2
2. 4. Conditional: If an angle is a right angle, then its measure
If PQ ≅ ST and ST ≅ UV, then PQ ≅ UV.
is 90°.
P Q S T U V Converse: If an angle measures 90°, then it is a right angle.
Inverse: If an angle is not a right angle, then its measure is
∠F ≅ ∠F If ∠G ≅ ∠H, then ∠H ≅ ∠G.
not 90°.
Contrapositive: If an angle does not measure 90°, then it is
not a right angle.
F G H Biconditional: An angle is a right angle if and only if its
measure is 90°.
DE ≅ DE If XY ≅ UV, then UV ≅ XY.
5. Pattern: 5 − 3 = 2, 17 − 13 = 4
D E X Y U V Conjecture: Odd integer − Odd integer = Even integer
Let m and n be integers. Then (2m + 1) and (2n + 1) are odd
If ∠L ≅ ∠M and ∠M ≅ ∠N, then ∠L ≅ ∠N. integers.
(2m + 1) − (2n + 1) = 2m + 1 − 2n − 1
= 2m − 2n
= 2(m − n)
L M N
Any number multiplied by 2 is an even number. So, the
⃖⃗ and ⃖⃗
3. MQ NP could be meeting ⃖⃗
LK at different angles So, difference of any two odd integers is an even integer.
unless ⃖⃗
MQ and ⃖⃗
NP are parallel, ∠ QRL is not congruent to
∠ PSR. 6. Pattern: 2 ⋅ 3 = 6, 4 ⋅ 13 = 52
Conjecture: Even integer × Odd integer = Even integer
Chapter 2 Review (pp. 116–118) Let m and n be integers. Then 2m is an even integer and
1. Conditional statement: If two lines intersect, then their 2n + 1 is an odd integer.
intersection is a point.
Converse: If two lines intersect in a point, then they are
⋅
2m (2n + 1) = 2(2mn + m)
Any number multiplied by 2 is an even number. So, the
intersecting lines. product of an even integer and an odd integer is an even
Inverse: If two lines do not intersect, then they do not integer.
intersect in a point.
7. m∠ B = 90° 8. If 4x = 12, then 2x = 6.
Contrapositive: If two lines do not intersect in a point, then
9. yes; Points A, B, C, and E are coplanar. ⃖⃗
they are not intersecting lines. AB and point C,
Biconditional: Two lines intersect if and only if they which is not on ⃖⃗
AB, lie in the same plane and point E, which
intersect in a point. is not on ⃖⃗
AB lie in the same plane.

2. Conditional: If 4x + 9 = 21, then x = 3. 10. yes; The right angle symbol indicates that ⃖⃗
HC ⊥ ⃖⃗
GE.
Converse: If x = 3, then 4x + 9 = 21.
11. no; Points F, B, and G are not collinear.
Inverse: If 4x + 9 ≠ 21, then x ≠ 3.
Contrapositive: If x ≠ 3, then 4x + 9 ≠ 21. 12. no; There is not enough information to conclude that
Biconditional: 4x + 9 = 21 if and only if x = 3.
⃖⃗
AB  ⃖⃗
GE.

3. Conditional: If angles are supplementary, then they sum 13. ∠ ABC is bisected 14. ∠ CDE is bisected
to 180°. by ⃗
BE. by ⃖⃗
DK.
Converse: If angles sum to 180°, then they are supplementary.
A K
Inverse: If angles are not supplementary, then they do not
sum to 180°.
E
Contrapositive: If angles do not sum to 180°, then they are
not supplementary. C D E
B C
Biconditional: Angles are supplementary if and only if they
sum to 180°.

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Chapter 2

15. Plane P ⊥ plane R and intersect in ⃖⃗

—
XY , and ZW lies in 24. Transitive Property of Equality
plane P.
25. Given ∠ A
Prove ∠ A ≅ ∠ A
P
STATEMENTS REASONS
Z Y R 1. An angle with vertex A 1. Given
exists.
W 2. m∠ A equals the measure
X 2. Protractor Postulate
of the angle with vertex A. (Post. 1.3)
3. m∠ A = m∠ A 3. Reexive Property
of Equality
16. Equation Explanation and Reason 4. ∠ A ≅ ∠ A 4. Denition of
congruent angles
−9x − 21 = −20x − 87 Write the equation; Given
11x − 21 = −87 Add 20x to each side; Addition
Property of Equality
26. Given ∠ 3 and ∠ 2 are complementary.
11x = −66 Add 21 to each side; Addition m∠ 1 + m∠ 2 = 90°
Property of Equality
Prove ∠ 3 ≅ ∠ 1
x = −6 Divide each side by 11; Division
Property of Equality

17. Equation Explanation and Reason

15x + 22 = 7x + 62 Write the equation; Given
2 3
8x + 22 = 62 Subtract 7x from each side; 1 4
Subtraction Property of Equality
8x = 40 Subtract 22 from each side; STATEMENTS REASONS
Subtraction Property of Equality
1. m∠ 1 + m∠ 2 = 90° 1. Given
x=5 Divide each side by 8; Division
Property of Equality 2. ∠ 1 and ∠ 2 are 2. Denition of
complementary. complementary angles
18. Equation Explanation and Reason 3. ∠ 3 and ∠ 2 are 3. Given
3(2x + 9) = 30 Write the equation; Given complementary.
6x + 27 = 30 Multiply; Distributive Property 4. ∠ 3 ≅ ∠ 1 4. Congruent Complements
6x = 3 Subtract 27 from each side; Theorem (Thm. 2.5)
Subtraction Property of Equality
x = —36 = —12 Divide each side by 6; Division Chapter 2 Test (p. 119)
Property of Equality 1. no; No right angle is marked on ⃖⃗
AB.
19. Equation Explanation and Reason 2. yes; Three noncollinear points determine a plane and all
5x + 2(2x − 23) = −154 Write the equation; Given three points lie in plane P.
5x + 4x − 46 = −154 Multiply; Distributive Property
3. yes; Points E, C, and G all are on ⃖⃗
GC.
9x − 46 = −154 Combine like terms; Simplify.
9x = −108 Add 46 to each side; Addition 4. yes; The intersection of two planes is a line by Postulate 2.7.
Property of Equality
5. yes; The two points F and A lie in the same plane, so the line
x = −12 Divide each side by 9; Division that contains them lies in the same plane.
Property of Equality
6. no; ⃖⃗
FG is not drawn. So, you cannot be sure about where it
20. Transitive Property of Equality
intersects ⃖⃗
AB.
21. Reexive Property of Equality

22. Symmetric Property of Angle Congruence (Thm. 2.2)

23. Reexive Property of Angle Congruence (Thm 2.2)

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Chapter 2
7. Equation Explanation and Reason ( 2ℓ + 1 ) + ( 2m + 1 ) + ( 2n + 1 )
9x + 31 = −23 + 3x Write the equation; Given = 2ℓ + 2m + 2n + 3
6x + 31 = −23 Subtract 3x from each side; = 2(ℓ + m + n + 1) + 1
Subtraction Property of Equality
The result is 1 more than an even integer (the product of 2
6x = −54 Subtract 31 from each side; and (1 + m + n + 1)). So, the sum of three odd integers is
Subtraction Property of Equality an odd integer.
x = −9 Divide each side by 6; Division
Property of Equality 13. Pattern: 2 ⋅ 4 ⋅ 6 = 48, 2 ⋅10 ⋅ 12 = 240
Conjecture: The product of three even integers is a multiple
8. Equation Explanation and Reason of 8.
26 + 2(3x + 11) = −18 Write the equation; Given Letℓ , m, and n be integers. Then 2ℓ , 2m, and 2n represent
26 + 6x + 22 = −18 Multiply; Distributive Property even integers.
6x + 48 = −18 Combine like terms; Simplify. (2ℓ )(2m)(2n) = 8ℓ mn
6x = −66 Subtract 48 from each side; The result, 8ℓ mn, is the product of 8 and integer ℓ mn. So, the
Subtraction Property of Equality product is a multiple of 8.
x = −11 Divide each side by 6; Division
14. Sample answer: If a gure is a rectangle, then it has four
Property of Equality
sides ABCD has four sides.
9. Equation Explanation and Reason
15. Equation Explanation and Reason
3(7x − 9) − 19x = −15 Write the equation; Given
1
21x − 27 − 19x = −15 Multiply; Distributive Property A = —bh Write the equation; Given
2
2x − 27 = −15 Combine like terms; Simplify. 2A = bh Multiply each side by 2; Multiplication
2x = 12 Add 27 to each side; Addition Property of Equality
Property of Equality 2A
—=h Divide each side by b. Division Property
x=6 Divide each side by 2; Division b
of Equality
Property of Equality
⋅
2 558 1116
h = — = — = 31
36 36
10. Conditional: If two planes intersect, then their intersection is
a line. The height of the sign is 31 inches.
Converse: If two planes intersect in a line, then they are
16. Given: G is the midpoint of EL.
intersecting planes.
L is the midpoint of GT.
Inverse: If two planes do not intersect, then they do not T is the midpoint of LZ.
intersect in a line.
Prove: EG = TZ
Contrapositive: If two planes do not intersect in a line, then
they are not intersecting planes. E G L T Z
Biconditional: Two planes intersect if and only if their
intersection is a line.
E G L T Z
11. Conditional: If an animal is a monkey, then the animal is a
mammal. STATEMENTS REASONS
Converse: If an animal is a mammal, then the animal is a 1. G is the midpoint of EL. 1. Given
monkey. L is the midpoint of GT.
Inverse: If an animal is not a monkey, then the animal is not
a mammal. 2. EG = GL 2. Denition of midpoint
GL = LT
Contrapositive: If an animal is not a mammal, then the
animal is not a monkey. 3. EG = LT 3. Transitive Property
of Equality
Biconditional: An animal is a monkey if and only if the
animal is a mammal. 4. T is the midpoint of LZ. 4. Given

5. LT = TZ 5. Denition of midpoint
12. Pattern: 3 + 7 + 11 = 21, 5 + 13 + 15 = 33
Conjecture: The sum of three odd integers is an odd integer. 6. EG = TZ 6. Transitive Property
of Equality
Letℓ , m, and n be integers. Then (2ℓ + 1), (2m + 1), and
(2n + 1) are odd integers.

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Chapter 2

17. Given ∠2 ≅ ∠3 3. a. biconditional statement

⃗
TV bisects ∠ UTW. b. inverse
Prove ∠ 1 ≅ ∠ 3 c. converse
X d. contrapositive
T
3
Z W 1 2
4. AB = 3 + 1 = 4
Y
V
U BC = 6(4 − 3) = 6(1) = 6
⋅
CD = 4 3 − 6 = 12 − 6 = 6
STATEMENTS REASONS
⋅
DE = 2(5 3 − 7) − 8
1. ∠ 2 ≅ ∠ 3 1. Given ⋅
= 2(15 − 7) − 8 = 2 8 − 8 = 16 − 8 = 8
2. ⃗
TV bisects ∠ UTW 2. Given EF = 3(5 − 3) + 2 = 3(2) + 2 = 6 + 2 = 8

3. ∠ 1 ≅ ∠ 2 3. Denition of angle bisector AB + BC + CD = 4 + 6 + 6 = 16

DE + EF = 8 + 8 = 16
4. ∠ 1 ≅ ∠ 3 4. Transitive Property of Angle
Segment BD is bisected by line . Segment DF is bisected by
Congruence (Thm. 2.2)
line n. Segment AF is bisected by line m.

Chapter 2 Standards Assessment (pp. 120–121) 5. a. ∠ 3 ≅ ∠ 6 by the Vertical Angles Congruence Theorem
(Thm. 2.6).
1. a. Through points C and D, there exists exactly one line, ⃖⃗
CD.
b. m∠ 4 ≅ m∠ 7 by the Vertical Angles Congruence
b. ⃖⃗
AF intersects ⃖⃗
CB at point B.
Theorem (Thm. 2.6).
c. Through points E, B, and D, there exists exactly one plane S.
c. m∠ FHE ≠ m∠ AHG
d. Points A and F lie in plane T, so ⃖⃗
AF also lies in plane T.
d. m∠ AHG + m∠ GHE = 180° by the Linear Pair Postulate
e. Planes T and S intersect in ⃖⃗
CB. (Post. 2.8).
— —— —
2. Given AX ≅ DX , XB ≅ XC ———
6. a. AB = √ ( −1 − (−6) )2 + (6 − 1)2
— ≅ BD
Prove AC — ——
= √(−1 + 6)2 + (6 − 1)2
—
A B = √(5)2 + (5)2
— —
= √25 + 25 = √50 ≈ 7.07
X ——
D C b. CD = √ ( 5 − (−5) )2 + (8 − 8)2
——
= √(5 + 5)2 + 02
STATEMENTS REASONS — —
= √(10)2 = √100 = 10
— ≅ DX
1. AX — 1. Given
——
c. EF = √ (4 − 2)2 + (−2 − 7)2
—

2. Denition of congruent = √22 + (−9)2

2. AX = DX — —
segments = √4 + 81 = √85 ≈ 9.22
3. —
XB ≅ —
——
XC 3. Given d. GH = √ (7 − 7)2 + (−1 − 3)2
—
= √02 + (−4)2
4. XB = XC 4. Denition of congruent —
= √16 = 4
segments ———
e. JK = √ ( 1 − (−4) )2 + ( −5 − (−2) )2
——
5. AX + XC = AC 5. Segment Addition Postulate = √(1 + 4)2 + (−5 + 2)2
(Post. 1.2) —
= √52 + (−3)2
— —
6. DX + XB = DB 6. Segment Addition Postulate = √25 + 9 = √34 ≈ 5.83
———
(Post. 1.2) f. LM = √ (7 − 3)2 + ( −5 − (−8) )2
——
7. AC = DX + XB 7. Substitution Property = √(4)2 + (−5 + 8)2
—
of Equality = √42 + (−3)2
— —
8. AC = BD 8. Substitution Property = √16 + 9 = √25 = 5
of Equality —,
The line segments in order from longest to shortest are CD
— —, AB
—, JK
—, LM
—, and GH—.
9. AC ≅ —
BD 9. Denition of congruent EF
segments

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Chapter 2
7. ∠ PSK and ∠ NSR are vertical angles. So, by the Vertical
Angles Congruence Theorem (Thm. 2.6), ∠ PSK ≅ ∠ NSR.
∠ MRL and ∠ QRS are vertical angles. So, by the Vertical
Angles Congruence Theorem (Thm. 2.6), ∠ MRL ≅ ∠ QRS.
Because ∠ MRL ≅ ∠ NSR, you can conclude by the
Transitive Property of Angle Congruence (Thm. 2.2) that
∠ QRS ≅ ∠ NSR. So, the other angles that are also congruent
to ∠ NSR are ∠ PSK and ∠ QRS.

8. no; In order to prove the Vertical Angles Congruence

Theorem (Thm. 2.6), you must state that ∠ 1 and ∠ 3
each form a linear pair with ∠ 2, and therefore each is
supplementary to ∠ 2 by the Linear Pair Postulate (Post. 2.8).
You can then state that ∠ 1 and ∠ 3 are congruent by the
Congruent Supplements Theorem (Thm. 2.4).

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