9 Reasoning and Proofs

9.1 Conditional Statements

9.2 Inductive and Deductive Reasoning
9.3 Postulates and Diagrams
9.4 Proving Statements about Segments and Angles
9.5 Proving Geometric Relationships

Airport Runway (p. 480)

Sculpture
S l t (p.
( 476)

SEE the Big Idea

Cit St
City Streett (p.
( 469)

Tiger (p.
(p 457)

Guitar
G i (p.
( 443)
3)
 Maintaining Mathematical Proficiency
Finding the nth Term of an Arithmetic Sequence
Example 1 Write an equation for the nth term of the arithmetic sequence 2, 5, 8, 11, . . ..
Then find a20.

The first term is 2, and the common difference is 3.

an = a1 + (n − 1)d Equation for an arithmetic sequence
an = 2 + (n − 1)3 Substitute 2 for a1 and 3 for d.
an = 3n − 1 Simplify.

Use the equation to find the 20th term.

an = 3n − 1 Write the equation.
a20 = 3(20) − 1 Substitute 20 for n.
= 59 Simplify.

The 20th term of the arithmetic sequence is 59.

Write an equation for the nth term of the arithmetic sequence.

Then find a50.
1. 3, 9, 15, 21, . . . 2. −29, −12, 5, 22, . . . 3. 2.8, 3.4, 4.0, 4.6, . . .
1 1 2 5
4. —, —, —, —, . . . 5. 26, 22, 18, 14, . . . 6. 8, 2, −4, −10, . . .
3 2 3 6

Solving Multi-Step Equations

Example 2 Solve 5x + 6 = 21.

5x + 6 = 21 Write the equation.

−6 −6 Subtract 6 from each side.
5x = 15 Simplify.
5x 15
—= — Divide each side by 5.
5 5

x=3 Simplify.

The solution is x = 3.

Solve the equation.

7. 2x + 2 = 10 8. 15 = 5y + 20 9. 4z − 7 = 1
10. 3q − 8 = 11 11. 4r − 5 = 24 12. 29 = 7s + 8

13. ABSTRACT REASONING Can you use the equation for an arithmetic sequence to write an
equation for the sequence 3, 9, 27, 81, . . . ? Explain your reasoning.

Dynamic Solutions available at BigIdeasMath.com


 Mathematical Mathematically proficient students distinguish correct reasoning from

Practices flawed reasoning.

Using Correct Reasoning

Core Concept
Deductive Reasoning
When you use deductive reasoning, you start with two or more true statements and deduce or
infer the truth of another statement. Here is an example.
1. Premise: If a polygon is a triangle, then the sum of its angle measures is 180°.
2. Premise: Polygon ABC is a triangle.
3. Conclusion: The sum of the angle measures of polygon ABC is 180°.
This pattern for deductive reasoning is called a syllogism.

Recognizing Flawed Reasoning

The syllogisms below represent common types of flawed reasoning. Explain why each conclusion
is not valid.
a. When it rains, the ground gets wet. b. If △ABC is equilateral, then it is isosceles.
The ground is wet. △ABC is not equilateral.
Therefore, it must have rained. Therefore, it must not be isosceles.
c. All squares are polygons. d. No triangles are quadrilaterals.
All trapezoids are quadrilaterals. Some quadrilaterals are not squares.
Therefore, all squares are quadrilaterals. Therefore, some squares are not triangles.

SOLUTION
a. The ground may be wet for another reason.
b. A triangle can be isosceles but not equilateral.
c. All squares are quadrilaterals, but not because all trapezoids are quadrilaterals.
d. No squares are triangles.

Monitoring Progress
Decide whether the syllogism represents correct or flawed reasoning. If flawed, explain why
the conclusion is not valid.
1. All triangles are polygons. 2. No trapezoids are rectangles.
Figure ABC is a triangle. Some rectangles are not squares.
Therefore, figure ABC is a polygon. Therefore, some squares are not trapezoids.
3. If polygon ABCD is a square, then it is a rectangle. 4. If polygon ABCD is a square, then it is a rectangle.
Polygon ABCD is a rectangle. Polygon ABCD is not a square.
Therefore, polygon ABCD is a square. Therefore, polygon ABCD is not a rectangle.


Chapter 9 Reasoning and Proofs

  Conditional Statements
Essential Question When is a conditional statement true or false?
A conditional statement, symbolized by p → q, can be written as an “if-then
statement” in which p is the hypothesis and q is the conclusion. Here is an example.
If a polygon is a triangle, then the sum of its angle measures is 180 °.

hypothesis, p conclusion, q
Determining Whether a Statement Is
True or False
Work with a partner. A hypothesis can either be true or false. The same is true of a
conclusion. For a conditional statement to be true, the hypothesis and conclusion do
not necessarily both have to be true. Determine whether each conditional statement is
true or false. Justify your answer.
a. If yesterday was Wednesday, then today is Thursday.
b. If an angle is acute, then it has a measure of 30°.
c. If a month has 30 days, then it is June.
d. If an even number is not divisible by 2, then 9 is a perfect cube.

Determining Whether a Statement Is

True or False
y
6
Work with a partner. Use the points in the A D
coordinate plane to determine whether each 4
statement is true or false. Justify your answer.
2
a. △ABC is a right triangle.
B C
b. △BDC is an equilateral triangle.
−6 −4 −2 2 4 6x
c. △BDC is an isosceles triangle. −2
CONSTRUCTING d. Quadrilateral ABCD is a trapezoid.
−4
VIABLE ARGUMENTS e. Quadrilateral ABCD is a parallelogram.
To be proficient in −6

math, you need to

distinguish correct logic Determining Whether a Statement Is
or reasoning from that True or False
which is flawed.
Work with a partner. Determine whether each conditional statement is true or false.
Justify your answer.
a. If △ADC is a right triangle, then the Pythagorean Theorem is valid for △ADC.
b. If ∠ A and ∠ B are complementary, then the sum of their measures is 180°.
c. If figure ABCD is a quadrilateral, then the sum of its angle measures is 180°.
d. If points A, B, and C are collinear, then they lie on the same line.
e. If ⃖##⃗
AB and ⃖##⃗
BD intersect at a point, then they form two pairs of vertical angles.

Communicate Your Answer

4. When is a conditional statement true or false?
5. Write one true conditional statement and one false conditional statement that are
different from those given in Exploration 3. Justify your answer.

Section 9.1 Conditional Statements 

 Lesson What You Will Learn
Write conditional statements.
Use definitions written as conditional statements.
Core Vocabul
Vocabulary
larry Write biconditional statements.
conditional statement, p. 442 Make truth tables.
if-then form, p. 442
hypothesis, p. 442
conclusion, p. 442 Writing Conditional Statements
negation, p. 442
converse, p. 443 Core Concept
inverse, p. 443
Conditional Statement
contrapositive, p. 443
equivalent statements, p. 443 A conditional statement is a logical statement that has two parts, a hypothesis p
and a conclusion q. When a conditional statement is written in if-then form, the
biconditional statement, p. 445
“if” part contains the hypothesis and the “then” part contains the conclusion.
truth value, p. 446
truth table, p. 446 Words If p, then q. Symbols p → q (read as “p implies q”)
Previous
perpendicular lines
Rewriting a Statement in If-Then Form

Use red to identify the hypothesis and blue to identify the conclusion. Then rewrite the
conditional statement in if-then form.
a. All birds have feathers. b. You are in Texas if you are in Houston.

SOLUTION
a. All birds have feathers. b. You are in Texas if you are in Houston.

If an animal is a bird, If you are in Houston,

then it has feathers. then you are in Texas.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use red to identify the hypothesis and blue to identify the conclusion. Then
rewrite the conditional statement in if-then form.

1. All 30° angles are acute angles. 2. 2x + 7 = 1, because x = −3.

Core Concept
Negation
The negation of a statement is the opposite of the original statement. To write the
negation of a statement p, you write the symbol for negation (∼) before the letter.
So, “not p” is written ∼p.
Words not p Symbols ∼p

Writing a Negation

Write the negation of each statement.

a. The ball is red. b. The cat is not black.

SOLUTION
a. The ball is not red. b. The cat is black.

 Chapter 9 Reasoning and Proofs

 Core Concept
Related Conditionals
Consider the conditional statement below.
Words If p, then q. Symbols p→q

Converse To write the converse of a conditional statement, exchange the

hypothesis and the conclusion.
Words If q, then p. Symbols q→p

Inverse To write the inverse of a conditional statement, negate both the

COMMON ERROR hypothesis and the conclusion.
Just because a conditional
Words If not p, then not q. Symbols ∼p → ∼q
statement and its
contrapositive are both
Contrapositive To write the contrapositive of a conditional statement, first
true does not mean that
write the converse. Then negate both the hypothesis and
its converse and inverse
the conclusion.
are both false. The
converse and inverse could Words If not q, then not p. Symbols ∼q → ∼p
also both be true.
A conditional statement and its contrapositive are either both true or both false.
Similarly, the converse and inverse of a conditional statement are either both true
or both false. In general, when two statements are both true or both false, they are
called equivalent statements.

Writing Related Conditional Statements

L p be “you are a guitar player” and let q be “you are a musician.” Write each
Let
sstatement in words. Then decide whether it is true or false.
aa. the conditional statement p → q
b. the converse q → p
b
cc. the inverse ∼p → ∼q
d. the contrapositive ∼q → ∼p
d

SOLUTION
S
aa. Conditional: If you are a guitar player, then you are a musician.
true; Guitar players are musicians.
b. Converse: If you are a musician, then you are a guitar player.
false; Not all musicians play the guitar.
c. Inverse: If you are not a guitar player, then you are not a musician.
false; Even if you do not play a guitar, you can still be a musician.
d. Contrapositive: If you are not a musician, then you are not a guitar player.
true; A person who is not a musician cannot be a guitar player.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

In Exercises 3 and 4, write the negation of the statement.

3. The shirt is green. 4. The shoes are not red.

5. Repeat Example 3. Let p be “the stars are visible” and let q be “it is night.”

Section 9.1 Conditional Statements 

 Using Definitions
You can write a definition as a conditional statement in if-then form or as its converse.
Both the conditional statement and its converse are true for definitions. For example,
recall the definition of perpendicular lines.
If two lines intersect to form a right angle, then they are
perpendicular lines.
You can also write the definition using the converse: If
two lines are perpendicular lines, then they intersect to m
form a right angle.
You can write “line is perpendicular to line m” as ⊥ m.
⊥m

Using Definitions

Decide whether each statement about the diagram is true.

Explain your answer using the definitions you have learned.
B
a. ⃖##⃗
AC ⊥ ⃖##⃗
BD
b. ∠AEB and ∠CEB are a linear pair. A E C
c. ###⃗
EA and ###⃗
EB are opposite rays. D

SOLUTION
a. This statement is true. The right angle symbol in the diagram indicates that the
lines intersect to form a right angle. So, you can say the lines are perpendicular.
b. This statement is true. By definition, if the noncommon sides of adjacent angles
are opposite rays, then the angles are a linear pair. Because ###⃗
EA and ###⃗
EC are
opposite rays, ∠AEB and ∠CEB are a linear pair.
c. This statement is false. Point E does not lie on the same line as A and B, so the
rays are not opposite rays.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram. Decide whether the statement is true. Explain your answer
using the definitions you have learned.

F G

M
H
J

6. ∠JMF and ∠FMG are supplementary.

—
7. Point M is the midpoint of FH .
8. ∠JMF and ∠HMG are vertical angles.
⃖##⃗ ⊥ ⃖##⃗
9. FH JG

 Chapter 9 Reasoning and Proofs

Writing Biconditional Statements

Core Concept
Biconditional Statement
When a conditional statement and its converse are both true, you can write them
as a single biconditional statement. A biconditional statement is a statement that
contains the phrase “if and only if.”
Words p if and only if q Symbols p↔q
Any definition can be written as a biconditional statement.

Writing a Biconditional Statement

Rewrite the definition of perpendicular lines as a single biconditional statement.

Definition If two lines intersect to form a right angle, then they are
perpendicular lines.

SOLUTION
Let p be “two lines intersect to form a right angle” s
and let q be “they are perpendicular lines.”
Use red to identify p and blue to identify q.
Write the definition p → q.
t
Definition If two lines intersect to form a right angle,
then they are perpendicular lines.
Write the converse q → p. s⊥t
Converse If two lines are perpendicular lines, then
they intersect to form a right angle.
Use the definition and its converse to write the biconditional statement p ↔ q.

Biconditional Two lines intersect to form a right angle if and only if they are
perpendicular lines.

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10. Rewrite the definition of a right angle as a single biconditional statement.

Definition If an angle is a right angle, then its measure is 90°.
11. Rewrite the definition of congruent segments as a single biconditional statement.
Definition If two line segments have the same length, then they are
congruent segments.
12. Rewrite the statements as a single biconditional statement.
If Mary is in theater class, then she will be in the fall play. If Mary is in the fall
play, then she must be taking theater class.
13. Rewrite the statements as a single biconditional statement.
If you can run for President, then you are at least 35 years old. If you are at least
35 years old, then you can run for President.

Section 9.1 Conditional Statements 

 Making Truth Tables
Dynamic Solutions available at BigIdeasMath.com
The truth value of a statement is either true (T) or false (F). You can determine the
conditions under which a conditional statement is true by using a truth table. The
truth table below shows the truth values for hypothesis p and conclusion q.

Conditional
p q p→q
T T T
T F F
F T T
F F T

The conditional statement p → q is only false when a true hypothesis produces a

false conclusion.
Two statements are logically equivalent when they have the same truth table.

Making a Truth Table

Use the truth table above to make truth tables for the converse, inverse, and
contrapositive of a conditional statement p → q.

SOLUTION
The truth tables for the converse and the inverse are shown below. Notice that the
converse and the inverse are logically equivalent because they have the same
truth table.

Converse Inverse
p q q→p p q ∼p ∼q ∼p → ∼q
T T T T T F F T
T F T T F F T T
F T F F T T F F
F F T F F T T T

The truth table for the contrapositive is shown below. Notice that a conditional
statement and its contrapositive are logically equivalent because they have the same
truth table.

Contrapositive
p q ∼q ∼p ∼q → ∼p
T T F F T
T F T F F
F T F T T
F F T T T

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

14. Make a truth table for the conditional statement p → ∼q.

15. Make a truth table for the conditional statement ∼( p → q).

 Chapter 9 Reasoning and Proofs

  Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. VOCABULARY What type of statements are either both true or both false?

2. WHICH ONE DOESN’T BELONG? Which statement does not belong with the other three? Explain your reasoning.

If today is Tuesday, then tomorrow is Wednesday. If it is Independence Day, then it is July.

If an angle is acute, then its measure is less than 90°. If you are an athlete, then you play soccer.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, copy the conditional statement. 18. Let p be “you are in math class” and let q be “you are
Underline the hypothesis and circle the conclusion. in Geometry.”
3. If a polygon is a pentagon, then it has five sides.
19. Let p be “you do your math homework” and let q be
“you will do well on the test.”
4. If two lines form vertical angles, then they intersect.

5. If you run, then you are fast. 20. Let p be “you are not an only child” and let q be “you
have a sibling.”
6. If you like math, then you like science.
21. Let p be “it does not snow” and let q be “I will run
In Exercises 7–12, rewrite the conditional statement in outside.”
if-then form. (See Example 1.)
22. Let p be “the Sun is out” and let q be “it is daytime.”
7. 9x + 5 = 23, because x = 2.
23. Let p be “3x − 7 = 20” and let q be “x = 9.”
8. Today is Friday, and tomorrow is the weekend.
24. Let p be “it is Valentine’s Day” and let q be “it is
9. You are in a band, and you play the drums. February.”

10. Two right angles are supplementary angles. In Exercises 25–28, decide whether the statement about
the diagram is true. Explain your answer using the
11. Only people who are registered are allowed to vote. definitions you have learned. (See Example 4.)

12. The measures of complementary angles sum to 90°. 25. m∠ABC = 90° ⃖%%⃗ ⊥ ⃖%%⃗
26. PQ ST

In Exercises 13–16, write the negation of the statement. A P

(See Example 2.)
13. The sky is blue. 14. The lake is cold. S T
B C Q
15. The ball is not pink. 16. The dog is not a Lab.
27. m∠2 + m∠3 = 180°
—
28. M is the midpoint of AB .
In Exercises 17–24, write the conditional statement
p → q, the converse q → p, the inverse ∼p → ∼q, and Q A M B
the contrapositive ∼q → ∼p in words. Then decide
whether each statement is true or false. (See Example 3.) 2 3
17. Let p be “two angles are supplementary” and let q be M N P
“the measures of the angles sum to 180°.”

Section 9.1 Conditional Statements 

In Exercises 29–32, rewrite the definition of the term as In Exercises 39–44, create a truth table for the logical
a biconditional statement. (See Example 5.) statement.
Dynamic Solutions(See Example
available at 6.)
BigIdeasMath.com
29. The midpoint of a segment is the point that divides the 39. ∼p → q
segment into two congruent segments.
40. ∼q → p
30. Two angles are vertical angles when their sides form
two pairs of opposite rays. 41. ∼(∼p → ∼q)

31. Adjacent angles are two angles that share a common 42. ∼( p → ∼q)
vertex and side but have no common interior points.
43. q → ∼p
32. Two angles are supplementary angles when the sum
of their measures is 180°. 44. ∼(q → p)

In Exercises 33–36, rewrite the statements as a single 45. USING STRUCTURE The statements below describe
biconditional statement. (See Example 5.) three ways that rocks are formed.
33. If a polygon has three sides, then it is a triangle.
Igneous rock is formed
If a polygon is a triangle, then it has three sides. from the cooling of
molten rock.
34. If a polygon has four sides, then it is a quadrilateral.
If a polygon is a quadrilateral, then it has four sides.
Sedimentary rock is
35. If an angle is a right angle, then it measures 90°.
formed from pieces of
If an angle measures 90°, then it is a right angle. other rocks.

36. If an angle is obtuse, then it has a measure between

90° and 180°.
If an angle has a measure between 90° and 180°, then
it is obtuse. Metamorphic rock is
formed by changing
37. ERROR ANALYSIS Describe and correct the error in temperature, pressure,
rewriting the conditional statement in if-then form. or chemistry.

 Conditional statement
All high school students take
four English courses.
a. Write each statement in if-then form.
b. Write the converse of each of the statements in
If-then form part (a). Is the converse of each statement true?
If a high school student takes Explain your reasoning.
four courses, then all four are
c. Write a true if-then statement about rocks that is
English courses.
different from the ones in parts (a) and (b). Is the
converse of your statement true or false? Explain
your reasoning.
38. ERROR ANALYSIS Describe and correct the error in
writing the converse of the conditional statement. 46. MAKING AN ARGUMENT Your friend claims the
statement “If I bought a shirt, then I went to the mall”

 Conditional statement
If it is raining, then I will bring
can be written as a true biconditional statement. Your
sister says you cannot write it as a biconditional. Who
is correct? Explain your reasoning.
an umbrella.
Converse 47. REASONING You are told that the contrapositive
If it is not raining, then I will not of a statement is true. Will that help you determine
bring an umbrella. whether the statement can be written as a true
biconditional statement? Explain your reasoning.

 Chapter 9 Reasoning and Proofs

48. PROBLEM SOLVING Use the conditional statement to 53. MATHEMATICAL CONNECTIONS Can the statement
identify the if-then statement as the converse, inverse, “If x2 − 10 = x + 2, then x = 4” be combined with
or contrapositive of the conditional statement. Then its converse to form a true biconditional statement?
use the symbols to represent both statements.
54. CRITICAL THINKING The largest natural arch in
Conditional statement
the United States is Landscape Arch, located in
If I rode my bike to school, then I did not
Thompson, Utah. It spans 290 feet.
walk to school.
If-then statement
If I did not ride my bike to school, then
I walked to school.

p q ∼ → ↔

USING STRUCTURE In Exercises 49–52, rewrite the

conditional statement in if-then form. Then underline
the hypothesis and circle the conclusion.
49.

a. Use the information to write at least two true

conditional statements.
b. Which type of related conditional statement
must also be true? Write the related conditional
statements.
c. What are the other two types of related conditional
50. statements? Write the related conditional
statements. Then determine their truth values.
Explain your reasoning.

55. REASONING Which statement has the same meaning

as the given statement?
Given statement
You can watch a movie after you do your
51. homework.

A If you do your homework, then you can watch a

movie afterward.

B If you do not do your homework, then you can

watch a movie afterward.

C If you cannot watch a movie afterward, then do

52. your homework.

D If you can watch a movie afterward, then do not

do your homework.

56. THOUGHT PROVOKING Write three conditional

statements, where one is always true, one is always
false, and one depends on the person interpreting
the statement.

Section 9.1 Conditional Statements 

57. CRITICAL THINKING One example of a conditional 60. DRAWING CONCLUSIONS You measure the heights of
statement involving dates is “If today is August 31, your classmates to get a data set.
then tomorrow is September 1.” Write a conditional
a. Tell whether this statement is true: If x and y are
statement using dates from two different months so
the least and greatest values in your data set, then
that the truth value depends on when the statement
the mean of the data is between x and y.
is read.
b. Write the converse of the statement in part (a).
Is the converse true? Explain your reasoning.
58. HOW DO YOU SEE IT? The Venn diagram represents
all the musicians at a high school. Write three c. Copy and complete the statement below using
conditional statements in if-then form describing mean, median, or mode to make a conditional
the relationships between the various groups statement that is true for any data set. Explain
of musicians. your reasoning.
If a data set has a mean, median, and a
musicians mode, then the _______ of the data set
will always be a data value.

chorus band jazz

band 61. WRITING Write a conditional statement that is true,
but its converse is false.

62. CRITICAL THINKING Write a series of if-then

statements that allow you to find the measure of each
angle, given that m∠1 = 90°. Use the definition of
59. MULTIPLE REPRESENTATIONS Create a Venn diagram linear pairs.
representing each conditional statement. Write
the converse of each conditional statement. Then
determine whether each conditional statement and its 4 1
converse are true or false. Explain your reasoning. 3 2
a. If you go to the zoo to see a lion, then you will
see a cat.
63. WRITING Advertising slogans such as “Buy these
b. If you play a sport, then you wear a helmet. shoes! They will make you a better athlete!” often
c. If this month has 31 days, then it is not February. imply conditional statements. Find an advertisement
or write your own slogan. Then write it as a
conditional statement.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Find the pattern. Then draw the next two figures in the sequence. (Skills Review Handbook)
64.

65.

Find the pattern. Then write the next two numbers. (Section 4.6 and Section 6.5)
66. 1, 3, 5, 7, . . . 67. 12, 23, 34, 45, . . .
4 8 16
68. 2, —3 , —9 , —
27
,... 69. 1, 4, 16, 64, . . .

 Chapter 9 Reasoning and Proofs

  Inductive and Deductive Reasoning
Essential Question How can you use reasoning to solve problems?
Recall that a conjecture is an unproven statement about a general mathematical
concept that is based on observations.

Writing a Conjecture
Work with a partner. Write a conjecture about the pattern. Then use your conjecture
to draw the 10th object in the pattern.

1 2 3 4 5 6 7

a.

b.

CONSTRUCTING
c.
VIABLE ARGUMENTS
To be proficient in
math, you need to justify
your conclusions and Using a Venn Diagram
communicate them
to others. Work with a partner. Use the Venn diagram to determine whether the statement is
true or false. Justify your answer. Assume that no region of the Venn diagram is empty.
a. If an item has Property B, then
it has Property A.
Property A
b. If an item has Property A, then
it has Property B.
Property C Property B
c. If an item has Property A, then
it has Property C.
d. Some items that have Property A
do not have Property B.
e. If an item has Property C, then it does not have Property B.
f. Some items have both Properties A and C.
g. Some items have both Properties B and C.

Reasoning and Venn Diagrams

Work with a partner. Draw a Venn diagram that shows the relationship between
different types of quadrilaterals: squares, rectangles, parallelograms, trapezoids,
rhombuses, and kites. Then write several conditional statements that are shown
in your diagram, such as “If a quadrilateral is a square, then it is a rectangle.”

Communicate Your Answer

4. How can you use reasoning to solve problems?
5. Give an example of how you used reasoning to solve a real-life problem.

Section 9.2 Inductive and Deductive Reasoning 

 Lesson What You Will Learn
Use inductive reasoning.
Use deductive reasoning.
Core Vocabul
Vocabulary
larry
inductive reasoning, p. 452 Using Inductive Reasoning
counterexample, p. 453
deductive reasoning, p. 454
Previous
Core Concept
conjecture Inductive Reasoning
Recall that a conjecture is an unproven statement about a general mathematical
concept that is based on observations. You use inductive reasoning when you find
a pattern in specific cases and then write a conjecture for the general case.

Describing a Visual Pattern

Describe how to sketch the fourth figure in the pattern. Then sketch the fourth figure.

Figure 1 Figure 2 Figure 3

SOLUTION
Each circle is divided into twice as many equal regions as the figure number. Sketch
the fourth figure by dividing a circle into eighths. Shade the section just above the
horizontal segment at the left.

Figure 4

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Sketch the fifth figure in the pattern in Example 1.

Sketch the next figure in the pattern.

2.

3.

 Chapter 9 Reasoning and Proofs

 Making and Testing a Conjecture

Numbers such as 3, 4, and 5 are called consecutive integers. Make and test a
conjecture about the sum of any three consecutive integers.

SOLUTION
Step 1 Find a pattern using a few groups of small numbers.
3 + 4 + 5 = 12 = 4 3 ⋅ 7 + 8 + 9 = 24 = 8 3 ⋅
10 + 11 + 12 = 33 = 11 3 ⋅ 16 + 17 + 18 = 51 = 17 3 ⋅
Step 2 Make a conjecture.
Conjecture The sum of any three consecutive integers is three times the
second number.
Step 3 Test your conjecture using other numbers. For example, test that it works with
the groups −1, 0, 1 and 100, 101, 102.

−1 + 0 + 1 = 0 = 0 3 ⋅ 
100 + 101 + 102 = 303 = 101 3 ⋅ 
Core Concept
Counterexample
To show that a conjecture is true, you must show that it is true for all cases. You
can show that a conjecture is false, however, by finding just one counterexample.
A counterexample is a specific case for which the conjecture is false.

Finding a Counterexample

A student makes the following conjecture about the sum of two numbers. Find a
counterexample to disprove the student’s conjecture.
Conjecture The sum of two numbers is always more than the greater number.

SOLUTION
To find a counterexample, you need to find a sum that is less than the greater number.
−2 + (−3) = −5
−5 ≯ −2

Because a counterexample exists, the conjecture is false.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. Make and test a conjecture about the sign of the product of any three
negative integers.
5. Make and test a conjecture about the sum of any five consecutive integers.

Find a counterexample to show that the conjecture is false.

6. The value of x2 is always greater than the value of x.
7. The sum of two numbers is always greater than their difference.

Section 9.2 Inductive and Deductive Reasoning 

 Using Deductive Reasoning

Core Concept
Deductive Reasoning
Deductive reasoning uses facts, definitions, accepted properties, and the laws of
logic to form a logical argument. This is different from inductive reasoning, which
uses specific examples and patterns to form a conjecture.

Laws of Logic
Law of Detachment
If the hypothesis of a true conditional statement is true, then the conclusion is
also true.
Law of Syllogism
If hypothesis p, then conclusion q.
If these statements are true,
If hypothesis q, then conclusion r.
If hypothesis p, then conclusion r. then this statement is true.

Using the Law of Detachment

If two segments have the same length, then they are congruent. You know that
BC = XY. Using the Law of Detachment, what statement can you make?

SOLUTION
Because BC = XY satisfies the hypothesis of a true conditional statement, the
conclusion is also true.
— ≅ XY
So, BC —.

Using the Law of Syllogism

If possible, use the Law of Syllogism to write a new conditional statement that follows
from the pair of true statements.
a. If x2 > 25, then x2 > 20.
If x > 5, then x2 > 25.
b. If a polygon is regular, then all angles in the interior of the polygon are congruent.
If a polygon is regular, then all its sides are congruent.

SOLUTION
a. Notice that the conclusion of the second statement is the hypothesis of the first
statement. The order in which the statements are given does not affect whether you
can use the Law of Syllogism. So, you can write the following new statement.
If x > 5, then x2 > 20.
b. Neither statement’s conclusion is the same as the other statement’s hypothesis.
You cannot use the Law of Syllogism to write a new conditional statement.

 Chapter 9 Reasoning and Proofs

 Using Inductive and Deductive Reasoning

What conclusion can you make about the product of an even integer and any
other integer?

SOLUTION
Step 1 Look for a pattern in several examples. Use inductive reasoning to make a
conjecture.
MAKING SENSE
OF PROBLEMS (−2)(2) = −4 (−1)(2) = −2 2(2) = 4 3(2) = 6
In geometry, you will (−2)(−4) = 8 (−1)(−4) = 4 2(−4) = −8 3(−4) = −12
frequently use inductive
reasoning to make Conjecture Even integer • Any integer = Even integer
conjectures. You will also Step 2 Let n and m each be any integer. Use deductive reasoning to show that the
use deductive reasoning conjecture is true.
to show that conjectures
are true or false. You will 2n is an even integer because any integer multiplied by 2 is even.
need to know which type 2nm represents the product of an even integer 2n and any integer m.
of reasoning to use.
2nm is the product of 2 and an integer nm. So, 2nm is an even integer.

The product of an even integer and any integer is an even integer.

Comparing Inductive and Deductive Reasoning

Decide whether inductive reasoning or deductive reasoning is used to reach the

conclusion. Explain your reasoning.
a. Each time Monica kicks a ball up in the air, it returns to the ground. So, the next
time Monica kicks a ball up in the air, it will return to the ground.
b. All reptiles are cold-blooded. Parrots are not cold-blooded. Sue’s pet parrot is
not a reptile.

SOLUTION
a. Inductive reasoning, because a pattern is used to reach the conclusion.
b. Deductive reasoning, because facts about animals and the laws of logic are used
to reach the conclusion.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

8. If 90° < m∠R < 180°, then ∠R is obtuse. The measure of ∠R is 155°. Using the
Law of Detachment, what statement can you make?
9. Use the Law of Syllogism to write a new conditional statement that follows
from the pair of true statements.
If you get an A on your math test, then you can go to the movies.
If you go to the movies, then you can watch your favorite actor.
10. Use inductive reasoning to make a conjecture about the sum of a number and
itself. Then use deductive reasoning to show that the conjecture is true.
11. Decide whether inductive reasoning or deductive reasoning is used to reach the
conclusion. Explain your reasoning.
All multiples of 8 are divisible by 4.
64 is a multiple of 8.
So, 64 is divisible by 4.

Section 9.2 Inductive and Deductive Reasoning 

  Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. VOCABULARY How does the prefix “counter-” help you understand the term counterexample?

2. WRITING Explain the difference between inductive reasoning and deductive reasoning.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, describe the pattern. Then write or In Exercises 17–20, use the Law of Detachment to
draw the next two numbers, letters, or figures. determine what you can conclude from the given
(See Example 1.) information, if possible. (See Example 4.)
3. 1, −2, 3, −4, 5, . . . 4. 0, 2, 6, 12, 20, . . . 17. If you pass the final, then you pass the class. You
passed the final.
5. Z, Y, X, W, V, . . . 6. J, F, M, A, M, . . .
18. If your parents let you borrow the car, then you will
7. go to the movies with your friend. You will go to the
movies with your friend.

19. If a quadrilateral is a square, then it has four right

8. angles. Quadrilateral QRST has four right angles.

20. If a point divides a line segment into two congruent

line segments, then the point is a midpoint. Point P
— into two congruent line segments.
divides LH
In Exercises 9–12, make and test a conjecture about the
In Exercises 21–24, use the Law of Syllogism to write a
given quantity. (See Example 2.)
new conditional statement that follows from the pair of
9. the product of any two even integers true statements, if possible. (See Example 5.)
21. If x < −2, then ∣ x ∣ > 2. If x > 2, then ∣ x ∣ > 2.
10. the sum of an even integer and an odd integer
1 1
22. If a = 3, then 5a = 15. If —2 a = 1—2 , then a = 3.
11. the quotient of a number and its reciprocal
23. If a figure is a rhombus, then the figure is a
12. the quotient of two negative integers
parallelogram. If a figure is a parallelogram, then
the figure has two pairs of opposite sides that
In Exercises 13–16, find a counterexample to show that
are parallel.
the conjecture is false. (See Example 3.)
13. The product of two positive numbers is always greater 24. If a figure is a square, then the figure has four
than either number. congruent sides. If a figure is a square, then the
figure has four right angles.
n+1
14. If n is a nonzero integer, then — is always greater
n In Exercises 25–28, state the law of logic that
than 1.
is illustrated.
15. If two angles are supplements of each other, then one
25. If you do your homework, then you can watch TV. If
of the angles must be acute.
you watch TV, then you can watch your favorite show.
16.
— into two line segments. So, the
A line s divides MN If you do your homework, then you can watch your
—.
line s is a segment bisector of MN favorite show.

 Chapter 9 Reasoning and Proofs

26. If you miss practice the day before a game, then you 37. REASONING The table shows the average weights
will not be a starting player in the game. of several subspecies of tigers. What conjecture can
you make about the relation between the weights of
You miss practice on Tuesday. You will not start the
female tigers and the weights of male tigers? Explain
game Wednesday.
your reasoning.
27. If x > 12, then x + 9 > 20. The value of x is 14.
So, x + 9 > 20. Weight Weight
of female of male
28. If ∠1 and ∠2 are vertical angles, then ∠1 ≅ ∠2. (pounds) (pounds)
If ∠1 ≅ ∠2, then m∠1 = m∠2. Amur 370 660
If ∠1 and ∠2 are vertical angles, then m∠1 = m∠2. Bengal 300 480

In Exercises 29 and 30, use inductive reasoning to South China 240 330
make a conjecture about the given quantity. Then use Sumatran 200 270
deductive reasoning to show that the conjecture is true.
(See Example 6.) Indo-Chinese 250 400

29. the sum of two odd integers

30. the product of two odd integers 38. HOW DO YOU SEE IT? Determine whether you
can make each conjecture from the graph. Explain
In Exercises 31–34, decide whether inductive reasoning your reasoning.
or deductive reasoning is used to reach the conclusion.
Explain your reasoning. (See Example 7.) U.S. High School Girls’ Lacrosse

Number of participants
31. Each time your mom goes to the store, she buys milk. y
140
So, the next time your mom goes to the store, she will
buy milk. (thousands) 100

32. Rational numbers can be written as fractions. 60

Irrational numbers cannot be written as fractions.
20
So, —12 is a rational number.
1 2 3 4 5 6 7x
33. All men are mortal. Mozart is a man, so Mozart Year
is mortal.

34. Each time you clean your room, you are allowed to a. More girls will participate in high school lacrosse
go out with your friends. So, the next time you clean in Year 8 than those who participated in Year 7.
your room, you will be allowed to go out with b. The number of girls participating in high
your friends. school lacrosse will exceed the number of boys
participating in high school lacrosse in Year 9.
ERROR ANALYSIS In Exercises 35 and 36, describe and
correct the error in interpreting the statement.
35. If a figure is a rectangle, then the figure has four sides. 39. MATHEMATICAL CONNECTIONS Use inductive
A trapezoid has four sides. reasoning to write a formula for the sum of the
first n positive even integers.

 Using the Law of Detachment, you can

conclude that a trapezoid is a rectangle.
40. FINDING A PATTERN The following are the first nine
Lucas numbers.
2, 1, 3, 4, 7, 11, 18, 29, 47, . . .
36. Each day, you get to school before your friend. a. Make a conjecture about each of the Lucas
numbers after the first two.

 Using deductive reasoning, you can

conclude that you will arrive at school
before your friend tomorrow.
b. Write the next three numbers in the pattern.
c. Name another sequence with this same pattern.

Section 9.2 Inductive and Deductive Reasoning 

41. MAKING AN ARGUMENT Which argument is correct? 45. DRAWING CONCLUSIONS Decide whether each
Explain your reasoning. conclusion is valid. Explain your reasoning.
Argument 1: If two angles measure 30° and 60°, • Yellowstone is a national park in Wyoming.
then the angles are complementary. ∠ 1 and ∠ 2 are • You and your friend went camping at
complementary. So, m∠ 1 = 30° and m∠ 2 = 60°. Yellowstone National Park.
Argument 2: If two angles measure 30° and 60°, then • When you go camping, you go canoeing.
the angles are complementary. The measure of ∠ 1 is
• If you go on a hike, your friend goes with you.
30° and the measure of ∠ 2 is 60°. So, ∠ 1 and ∠ 2
are complementary. • You go on a hike.
• There is a 3-mile-long trail near your campsite.
42. THOUGHT PROVOKING The first two terms of a a. You went camping in Wyoming.
sequence are —14 and —12 . Describe three different possible
patterns for the sequence. List the first five terms for b. Your friend went canoeing.
each sequence. c. Your friend went on a hike.
d. You and your friend went on a hike on a
43. MATHEMATICAL CONNECTIONS Use the table to 3-mile-long trail.
make a conjecture about the relationship between
x and y. Then write an equation for y in terms of x. 46. CRITICAL THINKING Geologists use the Mohs’ scale
Use the equation to test your conjecture for other to determine a mineral’s hardness. Using the scale,
values of x. a mineral with a higher rating will leave a scratch
on a mineral with a lower rating. Testing a mineral’s
x 0 1 2 3 4 hardness can help identify the mineral.

y 2 5 8 11 14
Mineral
Talc Gypsum Calcite Fluorite
44. REASONING Use the pattern below. Each figure is
made of squares that are 1 unit by 1 unit. Mohs’
1 2 3 4
rating

a. The four minerals are randomly labeled A, B,

C, and D. Mineral A is scratched by Mineral B.
Mineral C is scratched by all three of the other
1 2 3 4 5
minerals. What can you conclude? Explain
your reasoning.
a. Find the perimeter of each figure. Describe the
pattern of the perimeters. b. What additional test(s) can you use to identify all
the minerals in part (a)?
b. Predict the perimeter of the 20th figure.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Determine which postulate is illustrated by the statement. (Section 8.2 and Section 8.5)
47. AB + BC = AC 48. m∠ DAC = m∠ DAE + m∠ EAB
D
49. AD is the absolute value of the difference of the coordinates of A and D.
E
50. m∠ DAC is equal to the absolute value of the difference between the A B
!!!⃗ and !!!⃗
real numbers matched with AD AC on a protractor. C

Find the mean, median, mode, range, and standard deviation of the data set. (Section 7.1)

51. 6, 7, 9, 2, 5, 10, 12 52. 20, 28, 26, 32, 18, 46, 35

53. 1, 2, 5, 7, 7, 9, 11, 12 54. 14, 15, 14, 14, 16, 19, 17, 17

458 Chapter 9 Reasoning and Proofs

  Postulates and Diagrams
Essential Question In a diagram, what can be assumed and what
needs to be labeled?

Looking at a Diagram
Work with a partner. On a piece of paper, draw two perpendicular lines. Label
them ⃖""⃗ ⃖""⃗. Look at the diagram from different angles. Do the lines appear
AB and CD
perpendicular regardless of the angle at which you look at them? Describe all the
angles at which you can look at the lines and have them appear perpendicular.

C
A

B
B
C

D
A view from
m
D
upper rightt

ATTENDING view from above

TO PRECISION
To be proficient in math, Interpreting a Diagram
you need to state the
meanings of the symbols Work with a partner. When you draw a
you choose. diagram, you are communicating with others.
It is important that you include sufficient A D
information in the diagram. Use the diagram
to determine which of the following statements C
you can assume to be true. Explain B G
your reasoning. I
F
a. All the points shown are coplanar.
b. Points D, G, and I are collinear. E

c. Points A, C, and H are collinear. H

EG and ⃖""⃗
d. ⃖""⃗ AH are perpendicular.
e. ∠BCA and ∠ACD are a linear pair.
f. ⃖""⃗
AF and ⃖""⃗
BD are perpendicular. g. ⃖""⃗
EG and ⃖""⃗
BD are parallel.
h. ⃖""⃗ ⃖""⃗ are coplanar.
AF and BD i. ⃖""⃗
EG and ⃖""⃗
BD do not intersect.
j. ⃖""⃗ ⃖""⃗ intersect.
AF and BD k. ⃖""⃗
EG and ⃖""⃗
BD are perpendicular.
l. ∠ACD and ∠BCF are vertical angles. m. ⃖""⃗
AC and ⃖""⃗
FH are the same line.

Communicate Your Answer

3. In a diagram, what can be assumed and what needs to be labeled?
4. Use the diagram in Exploration 2 to write two statements you can assume to be
true and two statements you cannot assume to be true. Your statements should be
different from those given in Exploration 2. Explain your reasoning.

Section 9.3 Postulates and Diagrams 

 Lesson What You Will Learn
Identify postulates using diagrams.
Sketch and interpret diagrams.
Core Vocabul
Vocabulary
larry
line perpendicular to a plane, Identifying Postulates
p. 462
Here are seven more postulates involving points, lines, and planes.
Previous

Postulates
postulate
point
line
Point, Line, and Plane Postulates
plane
Postulate Example

Two Point Postulate Through points

B A and B, there is
Through any two points,
there exists exactly one line. exactly one line .
A Line contains at
Line-Point Postulate least two points.
A line contains at least
two points.

Line Intersection Postulate The intersection of

If two lines intersect, then their line m and line n is
intersection is exactly C
point C.
n
one point.
m

Three Point Postulate E R Through points D,

Through any three noncollinear D E, and F, there is
F exactly one plane,
points, there exists exactly one
plane. plane R. Plane R
contains at least
Plane-Point Postulate three noncollinear
A plane contains at least points.
three noncollinear points.

Plane-Line Postulate E R Points D and E lie in

If two points lie in a plane, then D plane R, so ⃖""⃗
DE lies
F in plane R.
the line containing them lies in
the plane.

Plane Intersection Postulate The intersection of

If two planes intersect, then their S plane S and plane T
intersection is a line. T is line .

 Chapter 9 Reasoning and Proofs

 Identifying a Postulate Using a Diagram

State the postulate illustrated by the diagram.

a.
If then

b.
If then

SOLUTION
a. Line Intersection Postulate If two lines intersect, then their intersection is
exactly one point.
b. Plane Intersection Postulate If two planes intersect, then their intersection
is a line.

Identifying Postulates from a Diagram

Use the diagram to write examples of the Plane-Point Postulate and the
Plane-Line Postulate.

Q
m C
B A
n
P

SOLUTION
Plane-Point Postulate Plane P contains at least three noncollinear points, A, B,
and C.
Plane-Line Postulate Point A and point B lie in plane P. So, line n containing
points A and B also lies in plane P.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Use the diagram in Example 2. Which postulate allows you to say that the
intersection of plane P and plane Q is a line?
2. Use the diagram in Example 2 to write an example of the postulate.
a. Two Point Postulate
b. Line-Point Postulate
c. Line Intersection Postulate

Section 9.3 Postulates and Diagrams 

 Sketching and Interpreting Diagrams
Sketching a Diagram

Sketch a diagram showing ⃖""⃗ — at point W, so that TW

TV intersecting PQ — ≅ WV
—.
SOLUTION
Step 1 Draw ⃖""⃗
TV and label points T and V. P
Step 2 —.
Draw point W at the midpoint of TV V
Mark the congruent segments. W
T Q
— through W.
Step 3 Draw PQ
ANOTHER WAY
In Example 3, there are t
many ways you can sketch A line is a line perpendicular to a plane if and
the diagram. Another way only if the line intersects the plane in a point and is
is shown below. p perpendicular to every line in the plane that intersects
it at that point.
P
T A q In a diagram, a line perpendicular to a plane must be
marked with a right angle symbol, as shown.
W
V

Interpreting a Diagram

Which of the following statements cannot be

assumed from the diagram? T

Points A, B, and F are collinear. A

S
Points E, B, and D are collinear. C D
B
⃖""⃗
AB ⊥ plane S E
F
⃖""⃗
CD ⊥ plane T
⃖""⃗
AF intersects ⃖""⃗
BC at point B.

SOLUTION
No drawn line connects points E, B, and D. So, you cannot assume they are collinear.
With no right angle marked, you cannot assume ⃖""⃗
CD ⊥ plane T.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Refer back to Example 3.

— —
3. If the given information states that PW and QW are congruent, how can you
indicate that in the diagram?
4. Name a pair of supplementary angles in the diagram. Explain.

Use the diagram in Example 4.

5. Can you assume that plane S intersects plane T at ⃖""⃗
BC?
6. Explain how you know that ⃖""⃗
AB ⊥ ⃖""⃗
BC.

 Chapter 9 Reasoning and Proofs

  Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE Through any __________ noncollinear points, there exists exactly
one plane.

2. WRITING Explain why you need at least three noncollinear points to determine a plane.

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4, state the postulate illustrated by In Exercises 13–20, use the diagram to determine
the diagram. (See Example 1.) whether you can assume the statement. (See Example 4.)

A A W
3. Q M
If then J
B B
R
K
N X
A L
4. P
If then B
C

In Exercises 5–8, use the diagram to write an example 13. Planes W and X intersect at ⃖""⃗
KL.
of the postulate. (See Example 2.)
14. Points K, L, M, and N are coplanar.
p q M
K 15. Points Q, J, and M are collinear.
H L
J G ⃖"""⃗ and ⃖""⃗
16. MN RP intersect.

5. Line-Point Postulate 17. ⃖""⃗

JK lies in plane X. 18. ∠PLK is a right angle.

6. Line Intersection Postulate 19. ∠NKL and ∠JKM are vertical angles.

7. Three Point Postulate 20. ∠NKJ and ∠JKM are supplementary angles.

8. Plane-Line Postulate ERROR ANALYSIS In Exercises 21 A

and 22, describe and correct the
In Exercises 9–12, sketch a diagram of the description. error in the statement made
(See Example 3.) about the diagram. D B
M
9. plane P and line m intersecting plane P at a 90° angle

— —
10. XY in plane P, XY bisected by point A, and point C not
C
—
on XY 21.
— —
11. XY intersecting WV at point A, so that XA = VA  — and BD
M is the midpoint of AC —.

—— —
12. AB , CD , and EF are all in plane P, and point X is the 22. — intersects BD
— at a 90° angle,
midpoint of all three segments.
 AC
— —
so AC ⊥ BD .

Section 9.3 Postulates and Diagrams 

23. ATTENDING TO PRECISION Select all the statements In Exercises 27 and 28, (a) rewrite the postulate in
about the diagram that you cannot conclude. if-then form. Then (b) write the converse, inverse, and
contrapositive and state which ones are true.
T 27. Two Point Postulate
A
28. Plane-Point Postulate
C D
H B 29. REASONING Choose the correct symbol to go
S between the statements.
F
number of points to number of points to
determine a line determine a plane

A A, B, and C are coplanar.

< ≤ = ≥ >
B Plane T intersects plane S in ⃖""⃗
BC.
C ⃖""⃗
AB intersects ⃖""⃗
CD.
30. CRITICAL THINKING If two lines intersect, then they
D H, F, and D are coplanar. intersect in exactly one point by the Line Intersection
Postulate. Do the two lines have to be in the same
E Plane T ⊥ plane S.
plane? Draw a picture to support your answer. Then
F
—.
Point B bisects HC explain your reasoning.
G ∠ABH and ∠HBF are a linear pair.
31. MAKING AN ARGUMENT Your friend claims that even
H ⃖""⃗ ⃖""⃗.
AF ⊥ CD though two planes intersect in a line, it is possible
for three planes to intersect in a point. Is your friend
correct? Explain your reasoning.
24. HOW DO YOU SEE IT? Use the diagram of line m
and point C. Make a conjecture about how many 32. MAKING AN ARGUMENT Your friend claims that
planes can be drawn so that line m and point C lie by the Plane Intersection Postulate, any two planes
in the same plane. Use postulates to justify your intersect in a line. Is your friend’s interpretation of
conjecture. the Plane Intersection Postulate correct? Explain
C your reasoning.
m
33. ABSTRACT REASONING Points E, F, and G all lie
in plane P and in plane Q. What must be true about
points E, F, and G so that planes P and Q are different
25. MATHEMATICAL CONNECTIONS One way to graph a planes? What must be true about points E, F, and G
linear equation is to plot two points whose coordinates to force planes P and Q to be the same plane? Make
satisfy the equation and then connect them with a line. sketches to support your answers.
Which postulate guarantees this process works for any
linear equation? 34. THOUGHT PROVOKING The postulates in this book
represent Euclidean geometry. In spherical geometry,
26. MATHEMATICAL CONNECTIONS A way to solve all points are points on the surface of a sphere. A line
a system of two linear equations that intersect is is a circle on the sphere whose diameter is equal to the
to graph the lines and find the coordinates of their diameter of the sphere. A plane is the surface of the
intersection. Which postulate guarantees this process sphere. Find a postulate on page 460 that is not true in
works for any two linear equations? spherical geometry. Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the equation. Tell which algebraic property of equality you used. (Section 1.1)
x
35. t − 6 = −4 36. 3x = 21 37. 9 + x = 13 38. — = 5
7

 Chapter 9 Reasoning and Proofs

o What Did You Learn?

Core Vocabulary
conditional statement, p. 442 inverse, p. 443 inductive reasoning, p. 452
if-then form, p. 442 contrapositive, p. 443 counterexample, p. 453
hypothesis, p. 442 equivalent statements, p. 443 deductive reasoning, p. 454
conclusion, p. 442 biconditional statement, p. 445 line perpendicular to a plane, p. 462
negation, p. 442 truth value, p. 446
converse, p. 443 truth table, p. 446

Core Concepts
Section 9.1
Conditional Statement, p. 442 Biconditional Statement, p. 445
Negation, p. 442 Making a Truth Table, p. 446
Related Conditionals, p. 443

Section 9.2
Inductive Reasoning, p. 452 Deductive Reasoning, p. 454
Counterexample, p. 453 Laws of Logic, p. 454

Section 9.3
Point, Line, and Plane Postulates, p. 460
Identifying Postulates, p. 461
Sketching and Interpreting Diagrams, p. 462

Mathematical Practices
1. Provide a counterexample for each false conditional statement in Exercises 17–24 on page 447.
(You do not need to consider the converse, inverse, and contrapositive statements.)
2. Create a truth table for each of your answers to Exercise 59 on page 450.
3. For Exercise 32 on page 464, write a question you would ask your friend about his or her interpretation.

Completing Homework
k Efficientlyy
Before doing homework, review the Core Concepts
and examples. Use the tutorials at BigIdeasMath.com
m
for additional help.

Complete homework as though you are also

preparing for a quiz. Memorize different types of
problems, vocabulary, rules, and so on.




o Quiz

Rewrite the conditional statement in if-then form. Then write the converse, inverse, and
contrapositive of the conditional statement. Decide whether each statement is true or
false. (Section 9.1)
1. An angle measure of 167° is an obtuse angle.
2. You are in a physics class, so you always have homework.
3. I will take my driving test, so I will get my driver’s license.

Find a counterexample to show that the conjecture is false. (Section 9.2)

4. The sum of a positive number and a negative number is always positive.
5. If a figure has four sides, then it is a rectangle.

Use inductive reasoning to make a conjecture about the given quantity. Then use
deductive reasoning to show that the conjecture is true. (Section 9.2)
6. the sum of two negative integers
7. the difference of two even integers

Use the diagram to determine whether you can assume

the statement. (Section 9.3)
m D
8. Points D, B, and C are coplanar.
E B G
9. Plane EAF is parallel to plane DBC. A
10. Line m intersects line ⃖""⃗
AB at point A. F C
11. ⃖""⃗ lies in plane DBC.
Line DC
12. m∠DBG = 90°

13. You and your friend are bowling. Your friend claims Females Males
that the statement “If I got a strike, then I used the
green ball” can be written as a true biconditional 06:43 05:41
statement. Is your friend correct? Explain your 07:22 06:07
reasoning. (Section 9.1)
07:04 05:13
06:39 05:21
14. The table shows the 1-mile running times of the
members of a high school track team. (Section 9.2) 06:56 06:01
a. What conjecture can you make about the
running times of females and males?
b. What type of reasoning did you use? Explain. A E X
B
Y
C D
15. List five of the seven Point, Line, and Plane
Postulates on page 460 that the diagram of the m
house demonstrates. Explain how the postulate n
G
is demonstrated in the diagram. (Section 9.3)


Chapter 9 Reasoning and Proofs

  Proving Statements about
Segments and Angles
Essential Question How can you prove a mathematical statement?
A proof is a logical argument that uses deductive reasoning to show that a statement
is true.

Writing Reasons in a Proof

Work with a partner. Four steps of a proof are shown. Write the reasons for
each statement.

REASONING Given AC = AB + AB
A B C
ABSTRACTLY Prove AB = BC
To be proficient in math,
STATEMENTS REASONS
you need to know and
be able to use algebraic 1. AC = AB + AB 1. Given
properties.
2. AB + BC = AC 2.

3. AB + AB = AB + BC 3.

4. AB = BC 4.

Writing Steps in a Proof

Work with a partner. Six steps of a proof are shown. Complete the statements that
correspond to each reason.
Given m∠1 = m∠3 E D

Prove m∠EBA = m∠CBD C A

123

STATEMENTS REASONS

1. 1. Given

2. m∠EBA = m∠2 + m∠3 2. Angle Addition Postulate

3. m∠EBA = m∠2 + m∠1 3. Substitution Property of Equality

4. m∠EBA = 4. Commutative Property of Addition

5. m∠1 + m∠2 = 5. Angle Addition Postulate

6. 6. Transitive Property of Equality

Communicate Your Answer

3. How can you prove a mathematical statement?
4. Use the given information and the figure to write a proof for the statement.
—.
Given B is the midpoint of AC
—.
C is the midpoint of BD A B C D
Prove AB = CD

Section 9.4 Proving Statements about Segments and Angles 

 Lesson What You Will Learn
Use properties of equality involving segment lengths and angle measures.
Write two-column proofs.
Core Vocabul
Vocabulary
larry Name and prove properties of congruence.
proof, p. 470
two-column proof, p. 470 Using Other Properties of Equality
Previous The following properties of equality are true for all real numbers. Segment lengths
theorem and angle measures are real numbers, so these properties of equality are true for all
segment lengths and angle measures.

Core Concept
Reflexive, Symmetric, and Transitive Properties of Equality
Real Numbers Segment Lengths Angle Measures
Reflexive a=a AB = AB m∠A = m∠A
Property
Symmetric If a = b, then b = a. If AB = CD, then If m∠A = m∠B,
Property CD = AB. then m∠B = m∠A.

Transitive If a = b and b = c, If AB = CD and If m∠A = m∠B

Property then a = c. CD = EF, then and m∠B = m∠C,
AB = EF. then m∠A = m∠C.

Using Properties of Equality with Angle Measures

You reflect the beam of a spotlight
off a mirror lying flat on a stage,
as shown. Determine whether
m∠DBA = m∠EBC.

D E

1 2 3
SOLUTION C B A

Equation Explanation Reason

m∠1 = m∠3 Marked in diagram. Given
m∠DBA = m∠3 + m∠2 Add measures of Angle Addition Postulate
adjacent angles.
CONNECTIONS TO m∠DBA = m∠1 + m∠2 Substitute m∠1 Substitution Property of Equality
ALGEBRA for m∠3.
m∠1 + m∠2 = m∠EBC Add measures of Angle Addition Postulate
Because angle measures are adjacent angles.
real numbers, you can use
the properties of equality m∠DBA = m∠EBC Both measures are Transitive Property of Equality
from Section 1.1. equal to the sum
m∠1 + m∠2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Name the property of equality that the statement illustrates.
1. If m∠6 = m∠7, then m∠7 = m∠6. 2. 34° = 34°
3. m∠1 = m∠2 and m∠2 = m∠5. So, m∠1 = m∠5.

 Chapter 9 Reasoning and Proofs

 Modeling with Mathematics

A park, a shoe store, a pizza shop, and a movie theater are located in order on a city
street. The distance between the park and the shoe store is the same as the distance
between the pizza shop and the movie theater. Show that the distance between the
park and the pizza shop is the same as the distance between the shoe store and the
movie theater.

SOLUTION
1. Understand the Problem You know that the locations lie in order and that the
distance between two of the locations (park and shoe store) is the same as the
distance between the other two locations (pizza shop and movie theater). You
need to show that two of the other distances are the same.
2. Make a Plan Draw and label a diagram to represent the situation.

park shoe pizza movie

store shop theater

Modify your diagram by letting the points P, S, Z, and M represent the park,
the shoe store, the pizza shop, and the movie theater, respectively. Show any
mathematical relationships.

P S Z M

Use the Segment Addition Postulate to show that PZ = SM.

3. Solve the Problem
Equation Explanation Reason
PS = ZM Marked in diagram. Given
PZ = PS + SZ Add lengths of Segment Addition Postulate
adjacent segments.
SM = SZ + ZM Add lengths of Segment Addition Postulate
adjacent segments.
CONNECTIONS TO PS + SZ = ZM + SZ Add SZ to each side Addition Property of Equality
ALGEBRA of PS = ZM.
PZ = SM Substitute PZ for Substitution Property of Equality
Because segment lengths
PS + SZ and SM
are real numbers, you
for ZM + SZ.
can use the properties of
equality from Section 1.1. 4. Look Back Reread the problem. Make sure your diagram is drawn precisely using
the given information. Check the steps in your solution.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Name the property of equality that the statement illustrates.

4. If JK = KL and KL = 16, then JK = 16.

5. PQ = ST, so ST = PQ.
6. ZY = ZY

7. In Example 2, a hot dog stand is located halfway between the shoe store and the
pizza shop, at point H. Show that PH = HM.

Section 9.4 Proving Statements about Segments and Angles 

 Writing Two-Column Proofs
A proof is a logical argument that uses deductive reasoning to show that a statement
is true. There are several formats for proofs. A two-column proof has numbered
statements and corresponding reasons that show an argument in a logical order.
In a two-column proof, each statement in the left-hand column is either given
information or the result of applying a known property or fact to statements
already made. Each reason in the right-hand column is the explanation for the
corresponding statement.

Writing a Two-Column Proof

Write a two-column proof for the

situation in Example 1.

Given m∠l = m∠3

D E
Prove m∠DBA = m∠EBC
1 2 3
C B A

STATEMENTS REASONS

1. m∠1 = m∠3 1. Given

2. m∠DBA = m∠3 + m∠2 2. Angle Addition Postulate

3. m∠DBA = m∠1 + m∠2 3. Substitution Property of Equality

4. m∠1 + m∠2 = m∠EBC 4. Angle Addition Postulate

5. m∠DBA = m∠EBC 5. Transitive Property of Equality

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

8. Six steps of a two-column proof are shown. Copy and complete the proof.
—.
Given T is the midpoint of SU S 7x
Prove x = 5
T 3x + 20

STATEMENTS REASONS
—.
1. T is the midpoint of SU 1. ________________________________
— —
2. ST ≅ TU 2. Definition of midpoint

3. ST = TU 3. Definition of congruent segments

4. 7x = 3x + 20 4. ________________________________
5. ________________________ 5. Subtraction Property of Equality

6. x = 5 6. ________________________________

 Chapter 9 Reasoning and Proofs

 Using Properties of Congruence
The reasons used in a proof can include definitions, properties, postulates, and
theorems. Recall that a theorem is a statement that can be proven. Once you have
proven a theorem, you can use the theorem as a reason in other proofs.

Theorems
Properties of Segment Congruence
Segment congruence is reflexive, symmetric, and transitive.
Reflexive
— ≅ AB
For any segment AB, AB —.
Symmetric
— ≅ CD
If AB —, then CD
— ≅ AB
—.
Transitive
— ≅ CD
If AB — and CD
— ≅ EF
—, then AB
— ≅ EF
—.
Proofs Ex. 35, p. 475; Example 5, p. 471; Chapter Review 9.4 Example, p. 490

Properties of Angle Congruence

Angle congruence is reflexive, symmetric, and transitive.
Reflexive For any angle A, ∠A ≅ ∠A.
Symmetric If ∠A ≅ ∠B, then ∠B ≅ ∠A.
Transitive If ∠A ≅ ∠B and ∠B ≅ ∠C, then ∠A ≅ ∠C.
Proofs Ex. 21, p. 490; 9.4 Concept Summary, p. 472; Ex. 36, p. 475

Naming Properties of Congruence

Name the property that the statement illustrates.

a. If ∠T ≅ ∠V and ∠V ≅ ∠R, then ∠T ≅ ∠R.
— ≅ YZ
b. If JL —, then YZ
— ≅ JL
—.
SOLUTION
a. Transitive Property of Angle Congruence
b. Symmetric Property of Segment Congruence

In this lesson, most of the proofs involve showing that congruence and equality are
STUDY TIP equivalent. You may find that what you are asked to prove seems to be obviously
When writing a proof, true. It is important to practice writing these proofs to help you prepare for writing
organize your reasoning more-complicated proofs in later chapters.
by copying or drawing a
diagram for the situation Proving a Symmetric Property of Congruence
described. Then identify
the Given and Prove Write a two-column proof for the Symmetric Property of Segment Congruence.
statements. — ≅ NP
Given LM —
Prove — ≅ LM
NP — L M N P

STATEMENTS REASONS

1. — ≅ NP
LM — 1. Given

2. LM = NP 2. Definition of congruent segments

3. NP = LM 3. Symmetric Property of Equality

— —
4. NP ≅ LM 4. Definition of congruent segments

Section 9.4 Proving Statements about Segments and Angles 

 Writing a Two-Column Proof
—, prove
Prove this property of midpoints: If you know that M is the midpoint of AB
that AB is two times AM and AM is one-half AB.
Given —.
M is the midpoint of AB
A M B
Prove AB = 2AM, AM = —12 AB

STATEMENTS REASONS
—.
1. M is the midpoint of AB 1. Given
— —
2. AM ≅ MB 2. Definition of midpoint

3. AM = MB 3. Definition of congruent segments

4. AM + MB = AB 4. Segment Addition Postulate

5. AM + AM = AB 5. Substitution Property of Equality

6. 2AM = AB 6. Distributive Property

1
7. AM = —2 AB 7. Division Property of Equality

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Name the property that the statement illustrates.

— —
9. GH ≅ GH 10. If ∠K ≅ ∠P, then ∠P ≅ ∠K.
11. Look back at Example 6. What would be different if you were proving that
⋅
AB = 2 MB and that MB = —12 AB instead?

Concept Summary
Writing a Two-Column Proof
In a proof, you make one statement at a time until you reach the conclusion.
Because you make statements based on facts, you are using deductive reasoning.
Usually the first statement-and-reason pair you write is given information.
1 2
Proof of the Symmetric Property of Angle Congruence
Copy or draw diagrams and label given
Given ∠1 ≅ ∠2 information to help develop proofs. Do not
Prove ∠2 ≅ ∠1 mark or label the information in the Prove
statement on the diagram.
STATEMENTS REASONS
statements 1. ∠1 ≅ ∠2 1. Given
based on definitions,
facts that you 2. m∠1 = m∠2 2. Definition of congruent angles postulates, or
know or on proven theorems
conclusions 3. m∠2 = m∠1 3. Symmetric Property of Equality that allow you
from deductive to state the
4. ∠2 ≅ ∠1 4. Definition of congruent angles corresponding
reasoning
statement
The number of Remember to give a reason
statements will vary. for the last statement.

 Chapter 9 Reasoning and Proofs

  Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. VOCABULARY The statement “The measure of an angle is equal to itself” is true because of
what property?

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find both answers.

What property justifies the following statement?

If c = d, then d = c. If JK = LM, then LM = JK.

If e = f and f = g, then e = g. If m∠ R = m∠ S, then m∠ S = m∠ R.

3. WRITING How is a theorem different from a postulate?

4. COMPLETE THE SENTENCE In a two-column proof, each ______ is on the left and each _____ is on
the right.

Monitoring Progress and Modeling with Mathematics

In Exercises 5 –10, name the property of equality that 15. Subtraction Property of Equality:
the statement illustrates. If LM = XY, then LM − GH = ____.
5. If AM = MB, then AM + 5 = MB + 5.
16. Distributive Property:
6. m∠Z = m∠Z If 5(AB + 8) = 2, then ____ + ____ = 2.

7. If m∠A = 29° and m∠B = 29°, then m∠A = m∠B. 17. Transitive Property of Equality:
If m∠1 = m∠2 and m∠2 = m∠3, then ____.
8. If AB = LM, then LM = AB.
18. Reflexive Property of Equality:
9. If BC = XY and XY = 8, then BC = 8.
m∠ABC = ____.
10. If m∠Q = m∠R, then m∠R = m∠Q.
19. ANALYZING RELATIONSHIPS In the diagram,
m∠ABD = m∠CBE. Show that m∠1 = m∠3.
In Exercises 11–18, use the property to copy and
(See Example 1.)
complete the statement.
A
11. Substitution Property of Equality:
If AB = 20, then AB + CD = ____. 1
C
B 2
12. Symmetric Property of Equality: 3
D
If m∠1 = m∠2, then ____.
E
13. Addition Property of Equality:
If AB = CD, then AB + EF = ____. 20. ANALYZING RELATIONSHIPS In the diagram,
AC = BD. Show that AB = CD. (See Example 2.)
14. Multiplication Property of Equality:
⋅
If AB = CD, then 5 AB = ____. A B C D

Section 9.4 Proving Statements about Segments and Angles 

21. ANALYZING RELATIONSHIPS Copy and complete the REASONING In Exercises 22 and 23, show that the
table to show that m∠2 = m∠3. perimeter of △ABC is equal to the perimeter of △ADC.
22. A
F

2 3 D
1 4 C B

E H G A B
23.

Equation Reason

m∠1 = m∠4, m∠EHF = 90°, Given D C

m∠GHF = 90°
24. ERROR ANALYSIS Describe and correct the error in
m∠EHF = m∠GHF the reasoning.
m∠EHF = m∠1 + m∠2
m∠GHF = m∠3 + m∠4

m∠1 + m∠2 = m∠3 + m∠4

 If m∠1 = 30° and
m∠2 = 30°, then
m∠1 = m∠2 by 1
the Symmetric
Substitution Property 2
Property of Equality.
of Equality

m∠2 = m∠3

In Exercises 25 and 26, copy and complete the proof. (See Example 3.)
25. Given PQ = RS
P Q R S
Prove PR = QS
STATEMENTS REASONS
1. PQ = RS 1. ___________________________
2. PQ + QR = RS + QR 2. ___________________________
3. ___________________ 3. Segment Addition Postulate
4. RS + QR = QS 4. Segment Addition Postulate
5. PR = QS 5. ___________________________

26. Given ∠1 is a complement of ∠2.

∠2 ≅ ∠3
Prove ∠1 is a complement of ∠3. 1 2
3

STATEMENTS REASONS
1. ∠1 is a complement of ∠2. 1. Given
2. ∠2 ≅ ∠3 2. ___________________________
3. m∠1 + m∠2 = 90° 3. ___________________________
4. m∠2 = m∠3 4. Definition of congruent angles
5. ______________________ 5. Substitution Property of Equality
6. ∠1 is a complement of ∠3. 6. ___________________________

 Chapter 9 Reasoning and Proofs

In Exercises 27–32, name the property that the 39. MODELING WITH MATHEMATICS The distance from
statement illustrates. (See Example 4.) the restaurant to the shoe store is the same as the
— — — — — —
27. If PQ ≅ ST and ST ≅ UV , then PQ ≅ UV .
distance from the café to the florist. The distance from
the shoe store to the movie theater is the same as the
distance from the movie theater to the cafe, and from
28. ∠F ≅ ∠F
the florist to the dry cleaners.
29. If ∠G ≅ ∠H, then ∠H ≅ ∠G.

— —
30. DE ≅ DE Flowers
SHOE STORE
DRY CLEANERS

31.
—, then UV
— ≅ UV
If XY
— ≅ XY
—.
restaurant shoe movie café florist dry
store theater cleaners
32. If ∠L ≅ ∠M and ∠M ≅ ∠N, then ∠L ≅ ∠N.
Use the steps below to prove that the distance from
33. ERROR ANALYSIS
— ≅ LQ
In the diagram, MN — the restaurant to the movie theater is the same as the
— ≅ PN
and LQ —. Describe and correct the error in distance from the café to the dry cleaners.
the reasoning. a. State what is given and what is to be proven for
— ≅ LQ — the situation.

 Because MN
—
— ≅ PN
MN
—
and LQ ≅ PN , then
— by the
L M
b. Write a two-column proof.

Reflexive Property
Q P N 40. ANALYZING RELATIONSHIPS The bar graph shows
of Segment
Congruence. the number of hours each employee works at a
grocery store. Give an example of the Reflexive,
Symmetric, and Transitive Properties of Equality.
34. WRITING Compare the Reflexive Property of Segment
Congruence with the Symmetric Property of Segment Hours Worked
Congruence. How are the properties similar? How are 70
they different? 60
50
Hours

PROOF In Exercises 35 and 36, write a two-column 40

30
proof for the property. (See Example 5.) 20
10
35. Reflexive Property of Segment Congruence
0
1 2 3 4 5 6 7
36. Transitive Property of Angle Congruence Employee

PROOF In Exercises 37 and 38, write a two-column

proof. (See Example 6.)
41. ATTENDING TO PRECISION Which of the following
37. Given ∠GFH ≅ ∠GHF statements illustrate the Symmetric Property of
Equality? Select all that apply.
Prove ∠EFG and ∠GHF are supplementary.
A If AC = RS, then RS = AC.
G
E B If AB = 9, then 9 = AB.
F H C If AD = BC, then DA = CB.
D AB = BA
38. Given
— ≅ FG
AB —, A If AB = LM and LM = RT, then AB = RT.
— and DG
—. E
⃖##⃗
BF bisects AC
D F If XY = EF, then FE = XY.
— ≅ DF
Prove BC —
B
42. WRITING Write examples from your everyday life
F
to help you remember the Reflexive, Symmetric,
and Transitive Properties of Equality. Justify your
C
answers.
G

Section 9.4 Proving Statements about Segments and Angles 

43. REASONING In the sculpture 47. REASONING Fold two corners of a piece of paper
shown, ∠1 ≅ ∠2 and so their edges match, as shown.
∠2 ≅ ∠3. Classify 3 2
a. What do you notice 1 1
the triangle and justify 2
about the angle formed
your answer. 1 2
at the top of the page by
the folds?

— — b. Write a two-column
44. MAKING AN ARGUMENT In the figure, SR ≅ CB and
— ≅ QR
AC —. Your friend claims that, because of this, proof to show that the
— — by the Transitive Property of Segment
CB ≅ AC
angle measure is always
the same no matter how
Congruence. Is your friend correct? Explain your you make the folds.
reasoning.

A Q 48. THOUGHT PROVOKING The distance from Springfield

to Lakewood City is equal to the distance from
C B S R
Springfield to Bettsville. Janisburg is 50 miles farther
from Springfield than Bettsville. Moon Valley is
50 miles farther from Springfield than Lakewood
45. WRITING Explain why you do not use inductive City is. Use line segments to draw a diagram that
reasoning when writing a proof. represents this situation.

46. HOW DO YOU SEE IT? Use the figure to write Given 49. MATHEMATICAL CONNECTIONS Solve for x using the
and Prove statements for each conclusion. given information. Justify each step.
— ≅ PQ
Given QR —, RS
— ≅ PQ
—
J

K P S
N 10 ] 3x
Q 2x + 5 R
M L
50. MATHEMATICAL CONNECTIONS In the figure,
— ≅ XW
ZY —, ZX = 5x + 17, YW = 10 − 2x, and
a. The acute angles of a right triangle YX = 3. Find ZY and XW.
are complementary.
V
b. A segment connecting the midpoints of two sides
of a triangle is half as long as the third side.

Z Y X W

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Use the figure. (Section 8.6)

1 2
51. ∠1 is a complement of ∠4, 52. ∠3 is a supplement of ∠2,
3 4
and m∠1 = 33°. Find m∠4. and m∠2 = 147°. Find m∠3.

53. Name a pair of vertical angles.

54. The double box-and-whisker plot represents the quiz scores of two students. Identify the shape of
each distribution. Which student’s scores are more spread out? (Section 7.2)

Student A

Student B
Quiz
score
55 60 65 70 75 80 85 90 95 100

 Chapter 9 Reasoning and Proofs

  Proving Geometric Relationships
Essential Question How can you use a flowchart to prove a
mathematical statement?

Matching Reasons in a Flowchart Proof

Work with a partner. Match each reason with the correct step in the flowchart.
Given AC = AB + AB
A B C
MODELING WITH Prove AB = BC
MATHEMATICS
To be proficient in math, AC = AB + AB
you need to map
relationships using such
tools as diagrams,
two-way tables, graphs,
flowcharts, and formulas. AB + BC = AC AB + AB = AB + BC AB = BC

A. Segment Addition Postulate B. Given

C. Transitive Property of Equality D. Subtraction Property of Equality

Matching Reasons in a Flowchart Proof

Work with a partner. Match each reason with the correct step in the flowchart.
Given m∠1 = m∠3
E D
Prove m∠EBA = m∠CBD
C A
123
m∠ 1 = m∠ 3
B

m∠ EBA = m∠ 2 + m∠ 3 m∠ EBA = m∠ 2 + m∠ 1 m∠ EBA = m∠ 1 + m∠ 2

m∠ 1 + m∠ 2 = m∠ CBD m∠ EBA = m∠ CBD

A. Angle Addition Postulate B. Transitive Property of Equality

C. Substitution Property of Equality D. Angle Addition Postulate
E. Given F. Commutative Property of Addition

Communicate Your Answer

3. How can you use a flowchart to prove a mathematical statement?
4. Compare the flowchart proofs above with the two-column proofs in the
Section 9.4 Explorations. Explain the advantages and disadvantages of each.

Section 9.5 Proving Geometric Relationships 

 Lesson What You Will Learn
Write flowchart proofs to prove geometric relationships.
Write paragraph proofs to prove geometric relationships.
Core Vocabul
Vocabulary
larry
flowchart proof, or flow proof, Writing Flowchart Proofs
p. 478
Another proof format is a flowchart proof, or flow proof, which uses boxes and
paragraph proof, p. 480
arrows to show the flow of a logical argument. Each reason is below the statement
it justifies. A flowchart proof of the Right Angles Congruence Theorem is shown in
Example 1. This theorem is useful when writing proofs involving right angles.

Theorem
Right Angles Congruence Theorem
All right angles are congruent.
Proof Example 1, p. 478
STUDY TIP
When you prove a theorem,
Proving the Right Angles Congruence Theorem
write the hypothesis of
the theorem as the Given Use the given flowchart proof to write a two-column proof of the Right Angles
statement. The conclusion is Congruence Theorem.
what you must Prove.
Given ∠1 and ∠2 are right angles.
2
Prove ∠1 ≅ ∠2 1
Flowchart Proof
∠1 and ∠2 are right angles.
Given

m∠1 = 90°, m∠2 = 90° m∠l = m∠2 ∠l ≅ ∠2

Definition of right angle Transitive Property Definition of
of Equality congruent angles
Two-Column Proof
STATEMENTS REASONS
1. ∠1 and ∠2 are right angles. 1. Given

2. m∠1 = 90°, m∠2 = 90° 2. Definition of right angle

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

4. ∠1 ≅ ∠2 4. Definition of congruent angles

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Copy and complete the flowchart proof.

Then write a two-column proof. C D
— ⊥ BC
Given AB —, DC
— ⊥ BC
—
Prove ∠B ≅ ∠C A B

— ⊥ BC
AB —, DC
— ⊥ BC
— ∠B ≅ ∠C

Given Definition of ⊥ lines

 Chapter 9 Reasoning and Proofs

 Theorems
Congruent Supplements Theorem
If two angles are supplementary to the same angle
(or to congruent angles), then they are congruent.
1 2
If ∠1 and ∠2 are supplementary and ∠3 and ∠2
are supplementary, then ∠1 ≅ ∠3. 3
Proof Example 2, p. 479 (case 1); Ex. 20, p. 485 (case 2)

Congruent Complements Theorem

If two angles are complementary to the same
angle (or to congruent angles), then they
are congruent.
5
If ∠4 and ∠5 are complementary and ∠6 4 6
and ∠5 are complementary, then ∠4 ≅ ∠6.

Proof Ex. 19, p. 484 (case 1); Ex. 22, p. 485 (case 2)

To prove the Congruent Supplements Theorem, you must prove two cases: one
with angles supplementary to the same angle and one with angles supplementary to
congruent angles. The proof of the Congruent Complements Theorem also requires
two cases.

Proving a Case of Congruent Supplements Theorem

Use the given two-column proof to write a flowchart proof that proves that two angles
supplementary to the same angle are congruent.
Given ∠1 and ∠2 are supplementary.
∠3 and ∠2 are supplementary. 3
Prove ∠1 ≅ ∠3 1 2

Two-Column Proof
STATEMENTS REASONS
1. ∠1 and ∠2 are supplementary. 1. Given
∠3 and ∠2 are supplementary.
2. m∠1 + m∠2 = 180°, 2. Definition of supplementary angles
m∠3 + m∠2 = 180°
3. m∠1 + m∠2 = m∠3 + m∠2 3. Transitive Property of Equality

4. m∠1 = m∠3 4. Subtraction Property of Equality

5. ∠1 ≅ ∠3 5. Definition of congruent angles

Flowchart Proof
∠1 and ∠2 are supplementary. m∠1 + m∠2 = 180° m∠1 + m∠2 = m∠3 + m∠2
Given Definition of Transitive Property of Equality
supplementary angles
m∠1 = m∠3
∠3 and ∠2 are supplementary. m∠3 + m∠2 = 180° Subtraction Property of Equality
Given finition
Defi i i off
supplementary angles
∠1 ≅ ∠3
Defi
D finition
i i off congruent angles

Section 9.5 Proving Geometric Relationships 

 Writing Paragraph Proofs
Another proof format is a paragraph proof, which presents the statements and
reasons of a proof as sentences in a paragraph. It uses words to explain the logical flow
of the argument.
Two intersecting lines form pairs of vertical angles and linear pairs. The Linear
Pair Postulate formally states the relationship between linear pairs. You can use this
postulate to prove the Vertical Angles Congruence Theorem.

Postulate and Theorem

Linear Pair Postulate
If two angles form a linear pair, then they are supplementary.
∠1 and ∠2 form a linear pair, so ∠1 and ∠2
are supplementary and m∠l + m∠2 = 180°.
1 2

Vertical Angles Congruence Theorem

Vertical angles are congruent.
2
1 3
4

Proof Example 3, p. 480 ∠1 ≅ ∠3, ∠2 ≅ ∠4

Proving the Vertical Angles Congruence Theorem

Use the given paragraph proof to write

a two-column proof of the Vertical Angles
Congruence Theorem.

Given ∠5 and ∠7 are vertical angles. 7

STUDY TIP Prove ∠5 ≅ ∠7 5 6
In paragraph proofs,
transitional words such as
so, then, and therefore
help make the logic clear.
Paragraph Proof
∠5 and ∠7 are vertical angles formed by intersecting lines. As shown in the diagram,
∠5 and ∠6 are a linear pair, and ∠6 and ∠7 are a linear pair. Then, by the Linear Pair
Postulate, ∠5 and ∠6 are supplementary and ∠6 and ∠7 are supplementary. So, by the
Congruent Supplements Theorem, ∠5 ≅ ∠7.

JUSTIFYING STEPS Two-Column Proof

You can use information STATEMENTS REASONS
labeled in a diagram in 1. ∠5 and ∠7 are vertical angles. 1. Given
your proof.
2. ∠5 and ∠6 are a linear pair. 2. Definition of linear pair,
∠6 and ∠7 are a linear pair. as shown in the diagram
3. ∠5 and ∠6 are supplementary. 3. Linear Pair Postulate
∠6 and ∠7 are supplementary.
4. ∠5 ≅ ∠7 4. Congruent Supplements Theorem

 Chapter 9 Reasoning and Proofs

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2. Copy and complete the two-column proof. Then write a flowchart proof.
Given AB = DE, BC = CD
Prove — ≅ CE
AC — A B C D E

STATEMENTS REASONS

1. AB = DE, BC = CD 1. Given

2. AB + BC = BC + DE 2. Addition Property of Equality

3. ___________________________ 3. Substitution Property of Equality

4. AB + BC = AC, CD + DE = CE 4. _____________________________
5. ___________________________ 5. Substitution Property of Equality
— —
6. AC ≅ CE 6. _____________________________

3. Rewrite the two-column proof in Example 3 without using the Congruent

Supplements Theorem. How many steps do you save by using the theorem?

Using Angle Relationships

Find the value of x.

Q
SOLUTION T (3x + 1)°
∠TPS and ∠QPR are vertical angles. By the
Vertical Angles Congruence Theorem, the angles 148° P
are congruent. Use this fact to write and solve R
S
an equation.
m∠TPS = m∠QPR Definition of congruent angles
148° = (3x + 1)° Substitute angle measures.
147 = 3x Subtract 1 from each side.
49 = x Divide each side by 3.

So, the value of x is 49.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram and the given angle measure

to find the other three angle measures. 1
4 2
4. m∠1 = 117° 3

5. m∠2 = 59°
6. m∠4 = 88°

7. Find the value of w.

(5w + 3)°

98°

Section 9.5 Proving Geometric Relationships 

 Using the Vertical Angles Congruence Theorem

Write a paragraph proof.

Given ∠1 ≅ ∠4
Prove ∠2 ≅ ∠3 1 2 3 4

Paragraph Proof
∠1 and ∠4 are congruent. By the Vertical Angles Congruence Theorem, ∠1 ≅ ∠2
and ∠3 ≅ ∠4. By the Transitive Property of Angle Congruence, ∠2 ≅ ∠4. Using the
Transitive Property of Angle Congruence once more, ∠2 ≅ ∠3.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

8. Write a paragraph proof.

Given ∠1 is a right angle.
2 1
Prove ∠2 is a right angle.

Concept Summary
Types of Proofs
Symmetric Property of Angle Congruence

Given ∠1 ≅ ∠2
Prove ∠2 ≅ ∠1
1 2
Two-Column Proof
STATEMENTS REASONS
1. ∠1 ≅ ∠2 1. Given

2. m∠1 = m∠2 2. Definition of congruent angles

3. m∠2 = m∠1 3. Symmetric Property of Equality

4. ∠2 ≅ ∠1 4. Definition of congruent angles

Flowchart Proof
∠1 ≅ ∠2 m∠1 = m∠2 m∠2 = m∠1 ∠2 ≅ ∠1
Given Definition of Symmetric Property Definition of
congruent angles of Equality congruent angles

Paragraph Proof
∠1 is congruent to ∠2. By the definition of congruent angles, the measure of ∠1 is
equal to the measure of ∠2. The measure of ∠2 is equal to the measure of ∠1 by the
Symmetric Property of Equality. Then by the definition of congruent angles, ∠2 is
congruent to ∠1.

 Chapter 9 Reasoning and Proofs

  Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Explain why all right angles are congruent.

2. VOCABULARY What are the two types of angles that are formed by intersecting lines?

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, identify the pair(s) of congruent In Exercises 11–14, find the values of x and y.
angles in the figures. Explain how you know they are (See Example 4.)
congruent. (See Examples 1, 2, and 3.)
11. (8x + 7)° 12.
3.
N P 4x° (7y − 12)°
Q 5y° (7y − 34)°
50° (6y + 8)° (6x − 26)°
50° (9x − 4)°
M S R

4. 13. (10x − 4)° 14.

F J L W Y 2(5x − 5)°
45° 58°
16y°
44° 32° (5y + 5)° (7y − 9)°
G H K M X Z (18y − 18)° (6x + 50)°
6(x + 2)°
5. H
G M ERROR ANALYSIS In Exercises 15 and 16, describe
J and correct the error in using the diagram to find the
K value of x.
L
(13x + 45)°
6. ∠ABC is supplementary to ∠CBD. (6x + 2)° (12x − 40)°
∠CBD is supplementary to ∠DEF. (19x + 3)°

F
15.
A
C
B E D  (13x + 45)° + (19x + 3)° = 180°
32x + 48 = 180
32x = 132

In Exercises 7–10, use the diagram and the given x = 4.125

angle measure to find the other three measures.
(See Example 3.)
16.
7. m∠1 = 143°

8. m∠3 = 159°
 (13x + 45)° + (12x − 40)° = 90°
25x + 5 = 90
2
1 25x = 85
9. m∠2 = 34° 4 3
x = 3.4
10. m∠4 = 29°

Section 9.5 Proving Geometric Relationships 

17. PROOF Copy and complete the flowchart proof. Then write a two-column proof.
(See Example 1.)
Given ∠1 ≅ ∠3
1
Prove ∠2 ≅ ∠4 2
3
4

∠1 ≅ ∠3 ∠l ≅ ∠2, ∠3 ≅ ∠4 ∠2 ≅ ∠3 ∠2 ≅ ∠4
Given Vertical Angles
Congruence Theorem

18. PROOF Copy and complete the two-column proof. Then write a flowchart proof.
(See Example 2.)
A
Given ∠ABD is a right angle. C
∠CBE is a right angle.
Prove ∠ABC ≅ ∠DBE
D
B

STATEMENTS REASONS
1. ∠ABD is a right angle. 1. ________________________________
∠CBE is a right angle.
2. ∠ABC and ∠CBD are complementary. 2. Definition of complementary angles
3. ∠DBE and ∠CBD are complementary. 3. ________________________________

4. ∠ABC ≅ ∠DBE 4. ________________________________

19. PROVING A THEOREM Copy and complete the paragraph proof for the
Congruent Complements Theorem. Then write a two-column proof.
(See Example 3.)

Given ∠1 and ∠2 are complementary.

∠1 and ∠3 are complementary. 3
Prove ∠2 ≅ ∠3 1
2

∠1 and ∠2 are complementary, and ∠1 and ∠3 are complementary. By the definition

of _____________ angles, m∠1 + m∠2 = 90° and ____________ = 90°. By the
__________________________, m∠1 + m∠2 = m∠1 + m∠3. By the Subtraction
Property of Equality, ___________________. So, ∠2 ≅ ∠3 by the definition of
______________.

 Chapter 9 Reasoning and Proofs

20. PROVING A THEOREM Copy and complete the two-column proof for the Congruent Supplement
Theorem. Then write a paragraph proof. (See Example 5.)

Given ∠1 and ∠2 are supplementary.

∠3 and ∠4 are supplementary.
∠1 ≅ ∠4 1 2 3 4

Prove ∠2 ≅ ∠3

STATEMENTS REASONS
1. ∠1 and ∠2 are supplementary.
∠3 and ∠4 are supplementary. 1. Given
∠1 ≅ ∠4
2. m∠1 + m∠2 = 180°, 2. ________________________________
m∠3 + m∠4 = 180°
3. _________ = m∠3 + m∠4 3. Transitive Property of Equality

4. m∠1 = m∠4 4. Definition of congruent angles

5. m∠1 + m∠2 = _________ 5. Substitution Property of Equality

6. m∠2 = m∠3 6. ________________________________

7. ________________________________ 7. ________________________________

PROOF In Exercises 21–24, write a proof using 23. Given ∠AEB ≅ ∠DEC
any format.
Prove ∠AEC ≅ ∠DEB
21. Given ∠QRS and ∠PSR are supplementary.
Prove ∠QRL ≅ ∠PSR A

B
L
C
E
Q D
R M
— — — —
24. Given JK ⊥ JM , KL ⊥ ML ,
P ∠J ≅ ∠M, ∠K ≅ ∠L
S N —⊥—
Prove JM —⊥—
ML and JK KL
K
J K

22. Given ∠1 and ∠3 are complementary.

∠2 and ∠4 are complementary. M L

Prove ∠1 ≅ ∠4
25. MAKING AN ARGUMENT You overhear your friend
discussing the diagram shown with a classmate. Your
classmate claims ∠1 ≅ ∠4 because they are vertical
angles. Your friend claims they are not congruent
4 because he can tell by looking at the diagram. Who
3 is correct? Support your answer with definitions
2 or theorems.

1
1
2 3
4

Section 9.5 Proving Geometric Relationships 

26. THOUGHT PROVOKING Draw three lines all 28. WRITING How can you save time writing proofs?
intersecting at the same point. Explain how you can
give two of the angle measures so that you can find 29. MATHEMATICAL CONNECTIONS Find the measure of
the remaining four angle measures. each angle in the diagram.

27. CRITICAL THINKING Is the converse of the Linear Pair 10y °

Postulate true? If so, write a biconditional statement. (3y + 11)° (4x − 22)°
Explain your reasoning.
(7x + 4)°

30. HOW DO YOU SEE IT? Use the student’s two-column proof.
Given ∠1 ≅ ∠2
∠1 and ∠2 are supplementary.
Prove _________________

STATEMENTS REASONS

1. ∠1 ≅ ∠2 1. Given
∠l and ∠2 are supplementary.
2. m∠l = m∠2 2. Definition of congruent angles

3. m∠l + m∠2 = 180° 3. Definition of supplementary angles

4. m∠l + m∠1 = 180° 4. Substitution Property of Equality

5. 2m∠1 = 180° 5. Simplify.

6. m∠1 = 90° 6. Division Property of Equality

7. m∠2 = 90° 7. Transitive Property of Equality

8. _______________________________ 8. ___________________________________

a. What is the student trying to prove?

b. Your friend claims that the last line of the proof should be ∠1 ≅ ∠2, because the
measures of the angles are both 90°. Is your friend correct? Explain.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Use the cube. (Section 8.1)

B I C
31. Name three collinear points.

32. Name the intersection of plane ABF and plane EHG.

A
33.
—.
Name two planes containing BC
D

34. Name three planes containing point D. F

G
35. Name three points that are not collinear.

36. Name two planes containing point J. E J H

 Chapter 9 Reasoning and Proofs

o What Did You Learn?

Core Vocabulary
proof, p. 470 flowchart proof, or flow proof, p. 478
two-column proof, p. 470 paragraph proof, p. 480

Core Concepts
Section 9.4
Reflexive, Symmetric, and Transitive Properties of Equality, p. 468
Writing Two-Column Proofs, p. 470
Properties of Segment Congruence Theorem, p. 471
Properties of Angle Congruence Theorem, p. 471

Section 9.5
Writing Flowchart Proofs, p. 478 Writing Paragraph Proofs, p. 480
Right Angles Congruence Theorem, p. 478 Linear Pair Postulate, p. 480
Congruent Supplements Theorem, p. 479 Vertical Angles Congruence Theorem, p. 480
Congruent Complements Theorem, p. 479

Mathematical Practices
1. Explain the purpose of justifying each step in Exercises 25 and 26 on page 474.
2. Create a diagram to model each statement in Exercises 27–32 on page 475.
3. Explain why you would not be able to prove the statement in Exercise 21 on page 485 if you
were not provided with the given information or able to use any postulates or theorems.

Performance Task:

Reasoning at the Zoo

People use both inductive and deductive reasoning to
help them make decisions. When you visit the zoo, what
conjectures do you make about the animals? What types
of reasoning could be used to support or reject your
conjectures?

To explore the answers to these questions and

more, check out the Performance Task and
Real-Life STEM video at BigIdeasMath.com.


 9 Chapter Review
9.1 Conditional Statements (pp. 441–450)
Dynamic Solutions available at BigIdeasMath.com

Write the if-then form, the converse, the inverse, the contrapositive, and the biconditional
of the conditional statement “A leap year is a year with 366 days.”
If-then form: If it is a leap year, then it is a year with 366 days.
Converse: If it is a year with 366 days, then it is a leap year.
Inverse: If it is not a leap year, then it is not a year with 366 days.
Contrapositive: If it is not a year with 366 days, then it is not a leap year.
Biconditional: It is a leap year if and only if it is a year with 366 days.

Write the if-then form, the converse, the inverse, the contrapositive, and the biconditional
of the conditional statement.
1. Two lines intersect in a point.
2. 4x + 9 = 21 because x = 3.
3. Supplementary angles sum to 180°.
4. Right angles are 90°.

9.2 Inductive and Deductive Reasoning (pp. 451–458)

What conclusion can you make about the sum of any two even integers?
Step 1 Look for a pattern in several examples. Use inductive reasoning to make a conjecture.
2+4=6 6 + 10 = 16 12 + 16 = 28
−2 + 4 = 2 6 + (−10) = −4 −12 + (−16) = −28
Conjecture Even integer + Even integer = Even integer
Step 2 Let n and m each be any integer. Use deductive reasoning to show that the conjecture
is true.
2n and 2m are even integers because any integer multiplied by 2 is even.
2n + 2m represents the sum of two even integers.
2n + 2m = 2(n + m) by the Distributive Property.
2(n + m) is the product of 2 and an integer (n + m).
So, 2(n + m) is an even integer.

The sum of any two even integers is an even integer.

5. What conclusion can you make about the difference of any two odd integers?
6. What conclusion can you make about the product of an even and an odd integer?
7. Use the Law of Detachment to make a valid conclusion.
If an angle is a right angle, then the angle measures 90°. ∠B is a right angle.
8. Use the Law of Syllogism to write a new conditional statement that follows from the pair
of true statements: If x = 3, then 2x = 6. If 4x = 12, then x = 3.


Chapter 9
Reasoning and Proofs

9.3 Postulates and Diagrams (pp. 459–464)

Use the diagram to make three statements that can be concluded and three statements that
cannot be concluded. Justify your answers.

C
M A
H J
F
G D
P
B

You can conclude:

1. Points A, B, and C are coplanar because they lie in plane M.
⃖""⃗ lies in plane P by the Plane-Line Postulate.
2. FG
⃖""⃗ and FH
3. CD ⃖""⃗ intersect at point H by the Line Intersection Postulate.
You cannot conclude:
⃖""⃗ ⊥ to plane P because no right angle is marked.
1. CD
2. Points A, F, and G are coplanar because point A lies in plane M and point G lies in plane P.
3. Points G, D, and J are collinear because no drawn line connects the points.

Use the diagram to determine whether you can assume the statement.

F B A

P G C E

9. Points A, B, C, and E are coplanar. 10. ⃖""⃗

HC ⊥ ⃖""⃗
GE
11. Points F, B, and G are collinear. 12. ⃖""⃗
AB % ⃖""⃗
GE

Sketch a diagram of the description.

13. ∠ABC, an acute angle, is bisected by """⃗
BE.
14. ∠CDE, a straight angle, is bisected by ⃖""⃗
DK.
15. Plane P and plane R intersect perpendicularly in ⃖""⃗
—
XY . ZW lies in plane P.

Chapter 9 Chapter Review 

 9.4 Proving Statements about Segments and Angles (pp. 467–476)

Write a two-column proof for the Transitive Property of Segment Congruence.

— ≅ CD
Given AB —, CD
—≅—EF
— —
Prove AB ≅ EF

STATEMENTS REASONS
— —— —
1. AB ≅ CD , CD ≅ EF 1. Given

2. AB = CD, CD = EF 2. Definition of congruent segments

3. AB = EF 3. Transitive Property of Equality

— —
4. AB ≅ EF 4. Definition of congruent segments

Name the property that the statement illustrates.

16. If LM = RS and RS = 25, then LM = 25. 17. AM = AM
18. If ∠DEF ≅ ∠JKL, then ∠JKL ≅ ∠DEF.
19. ∠C ≅ ∠C
— — — — — —
20. If MN ≅ PQ and PQ ≅ RS , then MN ≅ RS .
21. Write a two-column proof for the Reflexive Property of Angle Congruence.

9.5 Proving Geometric Relationships (pp. 477–486)

Rewrite the two-column proof into a paragraph proof.

Given ∠2 ≅ ∠3 23
Prove ∠3 ≅ ∠6 1 4
7 5
6
Two-Column Proof
STATEMENTS REASONS
1. ∠2 ≅ ∠3 1. Given

2. ∠2 ≅ ∠6 2. Vertical Angles Congruence Theorem

3. ∠3 ≅ ∠6 3. Transitive Property of Angle Congruence

Paragraph Proof
∠2 and ∠3 are congruent. By the Vertical Angles Congruence Theorem,
∠2 ≅ ∠6. So, by the Transitive Property of Angle Congruence, ∠3 ≅ ∠6.

22. Write a proof using any format.

Given ∠3 and ∠2 are complementary.
m∠1 + m∠2 = 90°
Prove ∠3 ≅ ∠1


Chapter 9
Reasoning and Proofs

 9 Chapter Test
Use the diagram to determine whether you can assume the statement.
Explain your reasoning.

F B A

P G C E

1. ⃖""⃗
AB ⊥ plane M 2. Points F, G, and A are coplanar.
3. Points E, C, and G are collinear. ⃖""⃗.
4. Planes M and P intersect at BC
5. ⃖""⃗
FA lies in plane P. ⃖""⃗ intersects ⃖""⃗
6. FG AB at point B.

Name the property that the statement illustrates.

7. ∠B ≅ ∠B 8. If PQ = RS, then RS = PQ.

Write the if-then form, the converse, the inverse, the contrapositive, and the biconditional
of the conditional statement.
9. Two planes intersect at a line. 10. A relation that pairs each input with exactly
one output is a function.

Use inductive reasoning to make a conjecture about the given quantity. Then use
deductive reasoning to show that the conjecture is true.
11. the sum of three odd integers
12. the product of three even integers
13. Give an example of two statements for which the Law of Detachment does not apply.

14. You visit the zoo and notice the following.

• The elephants, giraffes, lions, tigers, and zebras are located along a straight walkway.
• The giraffes are halfway between the elephants and the lions.
• The tigers are halfway between the lions and the zebras.
• The lions are halfway between the giraffes and the tigers.
Draw and label a diagram that represents this information. Then prove that the distance
between the elephants and the giraffes is equal to the distance between the tigers and the
zebras. Use any proof format.

15. Write a proof using any format. X

T
Given ∠2 ≅ ∠3 3
"""⃗
TV bisects ∠UTW. Z
Y
W 1 2
V
Prove ∠1 ≅ ∠3 U

Chapter 9 Chapter Test 

 9 Cumulative Assessment

1. List all segment bisectors given x = 3.

k m n
x+1 6(4 − x) 4x − 6 2(5x − 7) − 8 3(5 − x) + 2
A B C D E F

2. Select all the functions whose average rate of change from x = 1 to x = 3 is greater
than 2.

f (x) = 2x + 1 f (x) = −3x + 6 f (x) = 3x − 1

f (x) = 3x − 6 f (x) = 2x + 1 f (x) = 4x + 2

3. Find the distance between each pair of points. Then order each line
segment from longest to shortest.
a. A(−6, 1), B(−1, 6) b. C(−5, 8), D(5, 8)
c. E(2, 7), F(4, −2) d. G(7, 3), H(7, −1)
e. J(−4, −2), K(1, −5) f. L(3, −8), M(7, −5)

4. Which interpretation corresponds to the information in the graphing calculator display?

LinReg
y=ax+b
a=-2.14
b=47.06
r2=.9969529275
r=-.9984753014

A The data have a strong positive correlation.

B The data have a weak positive correlation.
C The data have a strong negative correlation.
D The data have a weak negative correlation.

5. You conduct a survey that asks students whether your school should include healthier
options in its vending machines. The results are shown in the two-way table. Find and
interpret the marginal frequencies.

Healthier Options

Yes No

Freshman 58 21
Class

Sophomore 43 26


Chapter 9
Reasoning and Proofs

6. The endpoints of a line segment are (−6, 13) and (11, 5). Which choice shows the
correct midpoint and distance between these two points?

A ( —, 4 ); 18.8 units
5
2

B ( —, 9 ); 18.8 units
5
2

C ( —, 4 ); 9.4 units
5
2

D ( —, 9 ); 9.4 units
5
2

7. Find the perimeter and area of the figure shown.

y
4
Q R
2

−4 −2 2 4 x

−2

T S
−4

8. Classify each system of equations by the number of solutions.

y = 6x + 9 7x + 4y = 12 2x + 4y = −2
y= − —16 x +9 8y − 12 = −14x 10x + 4y = −2

3x + y = 5 y − 2x = —32 y = −3x + 5
−15 + 3y + 9x = 0 −3 + 2y = 4x y = −3x + 9

9. Consider the equation y = mx + b. Fill in values for m and b so that each statement is true.
a. When m = ______ and b = ______, the graph of the equation passes through the
point (−1, 4).
b. When m = ______ and b = ______, the graph of the equation has a positive slope
and passes through the point (−2, −5).
c. When m = ______ and b = ______, the graph of the equation is perpendicular to
the graph of y = 4x − 3 and passes through the point (1, 6).

Chapter 9 Cumulative Assessment