9 Angles

This chapter at a glance

Stage 2/3
After completing this chapter, you should be able to:

classify angles given either a diagram or the angle size

draw and measure angles using a protractor.

Stage 4
After completing this chapter, you should be able to:

label and name points, lines and intervals using capital letters

label the vertex and arms of an angle with capital letters

label and name angles

use the common conventions to indicate right angles and equal angles on
diagrams

identify and name adjacent angles, complementary angles and
supplementary angles

find the complement and supplement of an angle

identify and name vertically opposite angles and angles at a point

find the unknown angle in a diagram using angle results
Angles

identify and name parallel lines and transversals

use common symbols for ‘is parallel to’ and ‘is perpendicular to’

use arrows to indicate parallel lines in diagrams

identify and name all pairs of alternate, corresponding and co-interior
angles in parallel lines

use angle properties to identify parallel lines

use angle relationships to find unknown angles in diagrams

identify parallel and perpendicular lines in the environment

construct parallel and perpendicular lines using a ruler and a set square

use dynamic geometry software to investigate angle relationships.

310
 Chapter 9: An gles 311

9.1 Points, lines and intervals

Plane or two-dimensional geometrical figures are made up of a series of points, lines and line
segments. It is important to ensure that each part of a diagram is labelled correctly so that we
can refer to it specifically. A ruler must be used at all times when drawing geometrical figures,
as accuracy is essential.

A point is a position in space. It has no size or dimension.

P
That is, it has no length, width or height. A dot is used to
mark the position of a point, however, the dot is not a
point. A capital letter (e.g. P) is used to name a point.

A line is one dimensional. It contains an infinite number l
of points and extends indefinitely in both directions. B
A single lower case letter (e.g. l) can be used to name a A
line. It can also be named using two points that lie on the
line (e.g. AB).

An interval is a line segment, or part of a line. It has a C
D
definite beginning and a definite ending. An interval
consists of its two endpoints and all of the points on the
line that lie between them. It is named by stating its endpoints (e.g. CD).

NOTE: Because an interval has a definite beginning and ending, we are able to measure its
length. It is not possible to measure the length of a line.
There are a number of other important geometrical terms associated with the study of points,
lines and intervals.

The midpoint of an interval is the point that lies halfway between its endpoints.

P Q R
PQ = QR, ∴ Q is the midpoint of the interval PR.

Concurrent lines are three or more
Collinear points are three or more
lines that intersect at the same point. points that lie on the same line.
312 Mathscape 7

Example 1
EG Name the midpoint of the interval: C
+S
a AC b BD
B

A E

D
Solutions
a B is the midpoint of AC because AB = BC.
b E is the midpoint of BD because BE = ED.
NOTE: The point B is a midpoint for the interval AC and an endpoint for the interval BD.

Example 2
EG Name 3 concurrent lines in the diagram and state their G
+S point of intersection.
E
J
I B
A

C D
K
H F

Solution
The lines CD, EF and GH are concurrent and they intersect at K.

Example 3
EG Which point is collinear with both:
+S
a J and K? b K and M? K

L
J

I M

Solutions
a I is collinear with the points J and K. b L is collinear with the points K and M.
 Chapter 9: An gles 313

Exercise 9.1

1 a There are 5 lines in this figure. Name them.

b There are 9 intervals in this figure. Name them. Q
P
U

R
S T

2 a Draw any straight line and mark on it the points C and D.

b Name this line in two ways.
c Mark the point E on the line, anywhere between C and D.
d Name all of the intervals that lie on this line.

3 Draw any interval XY and mark on it the point Z, somewhere between X and Y. Name the
interval that is equal in length to:
a XZ + ZY b XY − XZ c XY − ZY

4 a Draw an interval LN of length 6 cm and mark the point M, such that lies M halfway
between L and N. M is called the midpoint of LN.
b How far is: i M from L? ii M from N?
c Does LM + MN = LN?

■ Consolidation

5 a Mark two points P and Q and draw the line PQ passing through them.
b Is it possible to draw a different straight line through the points P and Q?
c Copy and complete this statement: ‘Any 2 points in a plane lie on a unique ______.’

6 a Draw two non-parallel lines TU and VW and label their point of intersection X.
b Can these lines intersect at any point other than X?
c Copy and complete this statement: ‘Any 2 lines in a plane intersect at a unique ______,
if they intersect at all.’
7 If the same point lies on two different lines, what can you conclude about the lines?

8 If 2 lines drawn in the same plane have no points of intersection, what can you conclude
about the lines?
314 Mathscape 7

9 Three or more lines are said to be

concurrent if they all intersect at the same
point. Name two sets of 3 concurrent lines on I
the diagram. M N
L

J
K

10 Draw any 3 lines that are concurrent at R.

11 Three or more points that lie on the same

line are said to be collinear.
a Are the points, A, K, G collinear? G
b Are the points A, S, N collinear?
S
c Which point is collinear with both: K N
i G and S? ii A and N?
P

12 ‘Any 3 points in the same plane can always be joined to form a triangle.’ Is this statement
true or false? Why?

13 Draw a line and mark on it any 3 points N

L, M and N. Draw a second line (which M
does not intersect the first) and mark on L
it any 3 points T, U and V. C
a Draw the intervals LU and MT, then
label their point of intersection A. A B
b Draw the intervals LV and NT, then
label their point of intersection B.
T U V
c Draw the intervals MV and NU,
then label their point of intersection C.
d What do you notice about the points A, B and C?

■ Further applications

14 Draw any triangle RST.

a Measure the lengths of the sides and mark X, Y and Z, the midpoints of RS, ST and TR
respectively.
 Chapter 9: An gles 315

b Using a ruler, join each vertex of the triangle to the midpoint of the opposite side. The
intervals RY, SZ and TX are called medians.
c Are the medians concurrent?

15 Sketch a diagram that shows all of the given information for each of these.
a The intervals AB and CD intersect at E, AE = EC and DE = BE.
b Q is the midpoint of the interval PR and R is the midpoint of the interval LM.
c The intervals EF and GH bisect each other at D and EF > GH.
d The lines AB, AC and AD intersect at A. A fourth line cuts these lines at P, Q and R
repectively.
e The interval UV is trisected at C and D by the lines BC and BD.
f OA = OB = OC and AB = BC = CA.
g The interval AB is produced to C and BA is produced to D. P is a point not on DC, such
that PD = PC and PA = PB.

9.2 Naming angles

A ray is a section of a line. It has a definite beginning but no end point. That is, a ray extends
indefinitely in one direction and therefore its length cannot be measured. We draw the ray
P Q
PQ as . If this ray PQ is rotated about the fixed point P,
Q′
an angle is formed between the rays PQ and PQ′. We define an
angle as the amount of turning by a ray about a fixed point. vertex
The fixed point P is called the vertex of the angle. angle
P
It is important to understand that the rays PQ and PQ′ are not the Q
angle. The angle is the amount of turning that has occurred to rotate
the ray PQ to its new position PQ′.

There are several ways in which an angle can be named. A

The angle shown could be named as either: B

∠ABC or ∠CBA, or

AB ^C or CB^A, or

∠B C

Whenever three letters are used to name an angle, the vertex must be written as the middle
letter. It is not correct to name the above angle as ∠ACB, since this would imply that C is the
vertex rather than B.
NOTE: We can only refer to an angle by its vertex (e.g. ∠B) when there are exactly two rays
emanating from this point.
316 Mathscape 7

Example
EG Name the angles indicated in each of the following:
+S
a b L c
E
W
G K N Y
F
M X

H Z

Solutions
a ∠EFG (or ∠GFE or EF^G or GF^E)
b ∠KLN (or ∠NLK or KL^N or NL^K)
c ∠WXZ (or ∠ZXW or WX^Z or ZX^W)

Exercise 9.2

1 In each of the following:

i state the vertex ii name the angle
a b Z c
P W
D C
Q
R
Y
G

d G e f K L
M
P
F R
T
N

g h i
C
C U
G
B
H E
A V
 Chapter 9: An gles 317

2 Name the vertex in each of these angles.

a ∠MLN b ∠PZT c ∠KRL d ∠UCP

3 Name the two rays which form these angles.

a ∠CEF b ∠XWY c ∠PRN d ∠EFW

■ Consolidation
4 Name the three acute angles in this figure. P

Q S

R
5 Name the shaded angle in each of these.
a b c Y
A
K
B G W
T
P L

C D
Q

d B e f
T
K
Q
H Z M
O
J P
N S L
X

g h i
U E
H

L K
P L O D
C T
N
318 Mathscape 7

j k l
Q S D
B R
J O Y
X
A
Z F
H L

6 Name the angles marked α, β and θ in each of these.

a b G P c
α
C β L Y
S θ α Z α β θ H
β K N θ A
D M
L

7 Name all of the angles in each figure using three letters.

a H b U V c C

B D
X W

K R A E

8 Write down the number 1–10 which corresponds to each angle below.

P Q W
5 1 F G
4 8
7 Y
X 3
10
2 6 9
E H
R Z

a ∠GHE b ∠YXZ c ∠PQR d ∠FEH e ∠PRQ

f ∠WXZ g ∠HGF h ∠RPQ i ∠YXW j ∠EFG
 Chapter 9: An gles 319

■ Further applications
9 a In the diagram, ∠ABE = 15°, b In the diagram, ∠PQT = 30°,
∠ABD = 80° and ∠EBC = 75°. ∠PQS = 75° and ∠PQR = 125°.
Find the size of ∠DBC. Find the size of ∠TQR.
A T
P
E
B
D S

R
C Q

9.3 Measuring and drawing angles

The unit of measurement for angles is the degree. The symbol for the degree is a small raised
circle. For example, an angle of 60 degrees would be written as 60°. If a ray was rotated
through one complete revolution about a fixed point, we would say that the ray had been
rotated through an angle of 360°.
Historically, the ancient Babylonians believed that the Earth took 360 days to make one
complete revolution about the sun. Hence, they defined the calendar year as 360 days and one
1
day as --------
360
- th of a year. It is from this measurement that we define one revolution as 360° and
1
one degree as --------
360
- th of a revolution.

The instrument used to measure an angle is called a protractor. It has two scales marked on
it—an inner scale and an outer scale. To avoid confusion with the different scales it is best to
estimate the size of an angle before measuring.

To measure the size of an angle:

place the central point of the protractor on the vertex of the angle

line up the base line of the protractor with the lower ray of the angle

measure the angle from the base line using the scale which begins at 0°.

80 90 100
70 110
100 80 7 120
60 110 0
60 13
50 120 50
0
0
13
14
40

0
0

40
14

15
30
150

0
30

160
20
60

20
180 170 1

170 180
10

10 0
0

Base line Central point

320 Mathscape 7

Example
EG Measure each of these angles.
+S
a b

Solutions
a The angle measures 40° using the inner scale.
80 90 100
70 110
100 80 120
60 110 70
0 60 13
50 12 0
3 0 50
1
14
40

0
0

40
14

15
30
150

0
30

160
20
60

20
180 170 1

170 180
10

10 0
0

b The angle measures 125° using the outer scale.

80 90 100
70 110
100 80 120
60 110 70
60 13
50 120 50
0
30
1
14
40

0
0

40
14

15
30
150

0
30

160
20
60

20
180 170 1

170 180
10

10 0
0

Exercise 9.3

1 Write down the size of the angle shown in each of these.

a b
80 90 100 80 90 100
70 110 70 110
100 80 120 100 80 120
60 110 70 60 110 70
0 0 60 13 0 0 60 13
5 12 50
0 5 12 0
0 0 50
13 13
14

14
40

40
0

0
0

0
40

40
14

14
15

15
30

30
150

150
0

0
30

30
160

160
20

20
60

60
20

20
180 170 1

180 170 1
170 180

170 180
10

10
10 0

10 0
0

0
 Chapter 9: An gles 321

c d
80 90 100 80 90 100
70 110 70 110
100 80 120 100 80 120
60 110 70 60 70
0 60 13 0 110 60 13
5 0 12 0 50 12 0
0 50 0 50
13 13

14

14
40

40
0

0
0

0
40

40
14

14
15

15
30

30
150

150
0
30

0
30
160

160
20

20
60

60
20

20
180 170 1

180 170 1
170 180

170 180
10

10
10 0

10 0
0

0
e f
80 90 100 80 90 100
70 110 70 110
100 80 120 100 80 120
60 110 70 60 110 70
0 60 13 0 60 13
50 12 0 50 12 0
3 0 50 30 50
1 1
14

14
40

40
0

0
0

0
40

40
14

14
15

15
30

30
150

150
0

0
30

30
160

160
20

20
60

60
20

20
180 170 1

180 170 1
170 180

170 180
10

10
10 0

10 0
0

0
g h
80 90 100 100
70 110 80 90 110
100 80 120 70
60 110 70 60 0 80 120
60 13 110 10 70
50 120 50
0
50 120
60 13
0
3 0 0 50
1 13
14
40

14
40
0
0

0
40

0
14

40
14
15
30

15
30
150

0
30

150

0
30
160
20

160
60

20
20

60

20
180 170 1

180 170 1
170 180
10

170 180
10 0

10

10 0
0

2 Use a protractor to measure the size of each angle. Give your answers correct to the
nearest 5°.
a b c

d e f
322 Mathscape 7

g h i

j k l

■ Consolidation
3 Use a protractor to draw an angle whose size is:
a 30° b 70° c 120° d 160°
e 90° f 115° g 65° h 135°

4 Draw an angle whose size is:

a 48° b 76° c 104° d 152°

5 a i Measure the size of ∠CDF and ∠FDE.

ii What is the sum of these angles?
C

D
E
b i Measure the size of ∠PQS and ∠RQS.
ii What is the sum of these angles? S

P Q R
c i Measure the size of ∠TXW and ∠VXU. T
ii What relationship exists between these angles? W
X

V
U
 Chapter 9: An gles 323

d i Measure the size of ∠JKL, ∠LKM and ∠MKJ.

ii What is the sum of these angles? J

K
L
M

6 Estimate the size of each angle, correct to the nearest 10°. Check your answers by
measuring each angle with a protractor.
a b c

d e f

7 Check by direct measurement that ∠TUW + ∠WUV = ∠TUV. T

U
W

V
8 Bisect each of these angles using only a ruler and protractor.
a b c
324 Mathscape 7

■ Further applications
9 Find the size of the reflex angle in each of the following. (Hint: Measure the size of the
smaller angle first.)
a b c

10 Use your protractor to draw an angle of:

a 270° b 210° c 315° d 305°

9.4 Classification of angles

Angles can be classified according to their size. There are six different types of angles.
Acute angle Right angle Obtuse angle

Between 0° and 90° Equal to 90° Between 90° and 180°

Straight angle Reflex angle Revolution

Equal to 180° Between 180° and 360° Equal to 360°

Example 1
EG Classify an angle whose size is:
+S
a 130° b 360° c 55° d 90° e 217° f 180°

Solutions
a Obtuse angle b Revolution c Acute angle
d Right angle e Reflex angle f Straight angle
 Chapter 9: An gles 325

Example 2
EG Find the number of degrees in:
+S
1 3
a ------ of a right angle b --- of a revolution
10 5
Solutions
72
1 3
a ------ × 90° = 9° b --- × 360° = 216°
10 15

Exercise 9.4

1 Classify each of the following angles.

a b c d

e f g h

i j k l

m n o p

q r s t
326 Mathscape 7

2 Classify these angles according to their size.

a 20° b 160° c 300° d 5° e 90°
f 89° g 270° h 99° i 185° j 180°
k 1° l 179° m 355° n 47° o 360°

■ Consolidation
3 What kind of angle is:
a ∠DAB? b ∠EAC? c ∠CAD?
D
d ∠EAB? e ∠BAC? f ∠EAD? C

E A B
4 Name the reflex angle in each of these.
a b c
P
E T

Q
R C D
U V

5 Find the number of degrees in:

1 1 1
a --- of a right angle b --- of a straight angle c --- of a revolution
2 3 4
1 1 1
d --- of a right angle e --- of a straight angle f --- of a revolution
3 4 2
1 1 1
g --- of a straight angle h ------ of a right angle i --- of a revolution
5 10 3
2 4 3
j --- of a straight angle k --- of a right angle l --- of a revolution
3 9 4
3 5 5
m --- of a straight angle n --- of a right angle o ------ of a revolution
5 6 12

6 What kind of angle is ∠ABC if:

1 1 1
a --- ∠ABC = 55°? b --- ∠ABC = 20°? c --- ∠ABC = 180°?
2 4 2
1 1 1
d --- ∠ABC = 60°? e --- ∠ABC = 45°? f --- ∠ABC = 40°?
3 2 5

■ Further applications
7 What kind of angle(s) could be formed by adding:
a two acute angles? b two obtuse angles?
 Chapter 9: An gles 327

c an acute angle and an obtuse angle? d two right angles?

e two straight angles? f a straight angle and an obtuse angle?

8 What kind of angle(s) could be formed by subtracting:

a a right angle from an obtuse angle? b an acute angle from an obtuse angle?
c a right angle from a reflex angle? d a reflex angle from a revolution?

TRY THIS Angular vision

What is the widest range of view that you can see when someone is walking towards
you? In groups of three, ask your two friends to stand in different positions and use
your arms to note the positions where you can just see them. Find this angle (x°).

9.5 Pairs of angles

Much of our work in geometry concerns the relationship between a pair of angles. We now
define a number of important terms relating to pairs of angles.

■ Adjacent angles
A pair of angles are adjacent if they:

have a common vertex, and

have a common ray, and

lie on opposite sides of the common ray.

S For example, ∠STU is adjacent to ∠UTV because:

i T is a common vertex, and
ii TU is a common ray, and
U iii the angles lie on opposite sides of TU.
T

V
328 Mathscape 7

■ Complementary angles

A pair of angles that have a sum of 90° are called complementary angles.

Each individual angle is the complement of the other.

For example, ∠ABD + ∠DBC = 50° + 40°

= 90°
A
∴ ∠ABD and ∠DBC are complementary angles.
We say that 50° is the complement of 40° and vice-versa.
D

50°
40°
B
C

■ Supplementary angles

A pair of angles that have a sum of 180° are called supplementary angles.

Each individual angle is the supplement of the other.

For example, ∠XYW + ∠WYZ = 110° + 70°

W = 180°
∴ ∠XYW and ∠WYZ are supplementary angles.
110° 70°
We say that 110° is the supplement of 70° and vice-versa.
X Y Z

■ Vertically opposite angles

A pair of vertically opposite angles is formed by the intersection of two straight
lines.

Vertically opposite angles are equal.

For example, JK and ML are straight lines intersecting at N.

J L
Now, ∠JNL and ∠MNK are vertically opposite angles,
N ∴ ∠JNL = ∠MNK
M K
 Chapter 9: An gles 329

Example 1
EG State whether α and β are adjacent angles in each of the following.
+S
a b c G
D X Y β
E
α β α β
A B C U V W α H

F
Solutions
a The angles have a common vertex (B), a common ray (BD) and lie on opposite sides of
the common ray, ∴ α and β are adjacent angles.
b The angles do not have a common ray, ∴ α and β are not adjacent angles.
c The angles do not have a common vertex, ∴ α and β are not adjacent angles.

Example 2
EG Classify each pair of angles as complementary, supplementary or vertically opposite, then find
+ S the value of the pronumeral.
a b c
70°
105°
50° a°
t°
k°

Solutions
a Adjacent angles on a ∴ k + 50 = 180
straight line are k = 180 − 50
supplementary. ∴ k = 130
b Vertically opposite angles are formed by the intersection of 2 straight lines, ∴ t = 105.
c Adjacent angles in a ∴ a + 70 = 90
right angle are a = 90 − 70
complementary. ∴ a = 20

Example 3
EG Find the value of each pronumeral.
+S
a b e° c
140°
e°
e°
m° e° 60°
130°
m° c°
c°
m°
330 Mathscape 7

Solutions
a m + m + m = 90 b 140 + e + e + e + e = 180 c c + c + 60 = 130
m = 90 ÷ 3 e = (180 − 140) ÷ 4 c = (130 − 60) ÷ 2
∴ m = 30 e = 40 ÷ 4 c = 70 ÷ 2
∴ e = 10 ∴ c = 35

Exercise 9.5

1 For each of the following, state whether the angles α and β are adjacent. If they are not
adjacent, give a reason.
a b c
α β α
α β
β

d e f
α

α β

β
α
β

g h i
α β

β β α

j k l

α β
β
α α β

m n α β o

α
β
α
β
 Chapter 9: An gles 331

2 Find the value of the pronumeral in each of these.

a b c
a°

20°
60°
x° m°
40°
d e f
k°
t°
45°
25° y°
57°

3 Find the value of the pronumeral in each of these.

a b c w° 160°

30° x°
110° a°

d e f
p°
117°
b° e°
65°

4 Find the value of the pronumeral in each of these.

a b c

n°
c° 40°
110°
d°

d e f

e° u°
127° h° 161°
45°
332 Mathscape 7

■ Consolidation
5 Find the value of the pronumeral in each of these.
a b c

a°
140°
a°
n°
n° t° t°

d k° k°
e y° f
k° y°
y° c° c° c°
c°
100°

g h i

u° x°
m° u° x°
m° 165° u° x°
m° x°
m°
m°

6 State the complement of:

a 70° b 10° c 15° d 35°
e 41° f 16° g 39° h 72°

7 State the supplement of:

a 50° b 140° c 135° d 75°
e 36° f 102° g 84° h 99°

8 Find the value of the pronumeral in each of these.

a b c

30° 25°
40°
a° j° 130°
40°
105°
p°
75°
 Chapter 9: An gles 333

9 Is ∠ABC vertically opposite to ∠DBE? Explain.

A C

B
E
D

10 Find a pair of complementary angles such that one angle is:

a twice the size of the other b 10° more than the other
c 20° less than the other d one-quarter the size of the other

11 Find a pair of supplementary angles such that one angle is:

a five times as large as the other b 80° more than the other
c 110° less than the other d half the size of the other

■ Further applications
12 Find:
a half the complement of 40° b half the supplement of 50°
c one-third of the complement of 24° d one-quarter of the supplement of 64°
e the angle which is 12° less than the supplement of 55°
f the angle which is 15° greater than the complement of 80°
g the complement of the complement of 30°
h the supplement of the supplement of 70°
i the complement of the supplement of 100°
j the supplement of the complement of 60°

13 Find the size of the angle which is:

a vertically opposite to the complement of 23°
b supplementary to the angle which is vertically opposite to a 58° angle
c vertically opposite to the supplement of 119°
d complementary to the angle which is vertically opposite to a 13° angle

9.6 Angles at a point

The sum of two or more angles with a common vertex which form a revolution
is 360°.
334 Mathscape 7

For example,
∠PQR + ∠RQS + ∠SQP P
= 100° + 120° + 140° 100°
R
= 360°
140° Q 120°

Example
EG Find the value of each pronumeral.
+S
a b c
x°

80° 110° y° y°
130° y° y°
p°
y°

Solutions
a x + 80 = 360 b p + 110 + 130 = 360
x = 360 − 80 p + 240 = 360
∴ x = 280 p = 360 − 240
∴ p = 120
c y + y + y + y + y = 360
y = 360 ÷ 5
∴ y = 72

Exercise 9.6

1 Find the value of the pronumeral in each of these.

a b c
w°

60° 110°
a° k°
 Chapter 9: An gles 335

d e f
280°
y°
f°
293°
u°
215°

2 Find the value of the pronumeral in each of these.

a b c

x° r°
x° h° h° r°
x° r°
h° h° r° r°

■ Consolidation
3 Find the value of w in each of these.
a b c
270°

w° w°
w° w° w° w°
w° w° w°
240°
290°

4 Find the value of the pronumeral in each of these.

a b c

v°
110° 140°
120° 100°
b° a°
100° 30°
80°
336 Mathscape 7

d e f
15°
50°
40° 115°
70° 70°
m° f°
140° t°
105°

g h i

40° 55°
70° 65° r° s° 64° 13°
n° 10°
85° 75° 73° 57°

■ Further applications
5 Prove that AB is perpendicular to BD. 6 Prove that ∠ABD is a straight angle.
C
A A 130° x°
B x° D
130°
127° C E
B
143°
D

7 A pair of angles that have a sum of 360° are called conjugate angles. Find:
a the conjugate of 100°
b the conjugate of 215°
c the conjugate of the complement of 40°
d the conjugate of the supplement of 75°
e the complement of the conjugate of 290°
f the supplement of the conjugate of 215°

8 Find the conjugate of the supplement of the complement of 40°.

 Chapter 9: An gles 337

9.7 Miscellaneous questions on

angles
Example
EG Find the value of each pronumeral.
+S
a b

b° x° y°
a° 80°
30°

Solutions
a i Vertically opposite ∴ a = 30 b i Adjacent angles x + 80 = 90
angles are equal, in a right angle x = 90 − 80
are complementary, ∴ x = 10
ii Adjacent angles a + b = 90 ii Adjacent angles x + 10 = 180
in a right angle 30 + b = 90 on a straight line x = 180 − 10
are complementary, b = 90 − 30 are supplementary, ∴ x = 170
∴ b = 60

Exercise 9.7

1 Find the value of the pronumeral in each of these.

a b m° c d
12°
p° 46° 70° t°
120° a°

e f g h
c° 52°
u°
142° 119° w°
33°
71°
g°
338 Mathscape 7

i j k l
e° r°
123° 24° 53°
s° z°
17°

■ Consolidation
2 Find the value of the pronumeral in each of the following.
a b c

15° 19°
57° n°
y° k°
14° 76°
38°

d e f
d° a°
d° 10°
131° 64° a° 104°
105° v°

g h i

x° k° b°
k° 42°
x° 120° 41° b°
75° 80° b°
54° 42°

3 Find the value of all pronumerals in each of these.

a b c d
132° u°
a° v° 22° r°
b° p° 50°
110° s° t°
q°
50°
 Chapter 9: An gles 339

e f g h
45° 110° e° 106° y°
f° c°
q° 75°
r° d°
p° e° z°

i j k l
110° m°
u°
v° 70° c° d° 50°
j° 40° 50° s°
u° r° a°
k° s° t° b°

■ Further applications
4 Find the value of all pronumerals in each of the following.
a b 20°

10° x°

j°
k°

324°

c d

255° v°
k°
140° 100°
m° u°
105°
340 Mathscape 7

TRY THIS Leaning towers

1 When will the Leaning Tower of Pisa fall over? You will need
a milk carton which has been filled with soil or sand. Your
task is to find at which angle the carton will fall over.
Place an object under the tower to produce the lean
necessary.
2 Look up details in your library about the current lean
on the Tower of Pisa. Can you predict when it will
fall over?

9.8 Perpendicular and parallel lines

■ Perpendicular lines
Perpendicular lines are lines that intersect at right angles. That is, A
they meet at an angle of 90°. A small box is drawn near the point of
intersection to indicate that the lines are perpendicular. The notation
⊥ means ‘is perpendicular to’. For example, in the right-angled
triangle ABC, AB ⊥ BC (i.e. AB is perpendicular to BC).
A set square can be used to determine whether or not two lines are
perpendicular. There are two standard set squares: the 60°–30° set B C
square and the 45° set square.

60° 45°
45°
60°–30°
set square
set square

30°
90°
90° 45°

Set squares can also be used to construct a pair of perpendicular lines.

To construct a line perpendicular to AB at a point C

on the line:

place one edge of the set square along the line AB
with the right angle at C

draw a line along the edge perpendicular to AB.
A C B
 Chapter 9: An gles 341

To construct a line perpendicular to AB at a point

C which is not on the line: C

place one edge of the set square along the line
AB so that the edge perpendicular to this
passes through C
A B

draw a line through C along the edge
perpendicular to AB.

■ Parallel lines
Parallel lines are lines in the same plane that A B
never meet. The distance between the lines
remains constant. That is, it does not change.
We say that parallel lines are equidistant.
Arrowheads are drawn on the lines to indicate
that they are parallel. The notation || means ‘is
parallel to’. For example, in the parallelogram D C
ABCD, AB||DC and AD||BC (i.e. AB is parallel
to DC and AD is parallel to BC).
A set square can be used to determine whether or not two lines are parallel. They can also be
used to construct a pair of parallel lines.

To construct a line CD parallel to AB:

place one edge of the set square along the edge of a ruler

draw a line AB perpendicular to the edge of the ruler

slide the set square along the same edge of the ruler

draw a line CD perpendicular to the edge of the ruler.

NOTE: If two lines are both perpendicular to another line, then they must be parallel to each
other.

B B

D
A A

C
342 Mathscape 7

Exercise 9.8

1 Use a set square to check whether each pair of lines is perpendicular.

a b

c d

2 Use a ruler and a set square to determine whether each pair of lines is parallel.
a b c d

3 Check this diagram carefully and state which lines are parallel to each other.
A
P O
M C
B I
D J
N
F
G K H E
L
 Chapter 9: An gles 343

■ Consolidation

4 Draw a line AB. Mark a point P, not on this P

line. Use your ruler and set square to draw B
another line:
a through P parallel to AB
b through P perpendicular to AB.

5 Draw a line CD and mark a point X on this line.

Draw another line through X perpendicular
C
to CD.
X
D

6 Use a ruler and set square to draw a square with sides 5 cm long.

7 Use a ruler and set square to draw a rectangle with sides 6 cm

6 cm and 4 cm long.

4 cm 4 cm

6 cm

8 a Draw a pair of parallel lines 5 cm long. 5 cm

b Join the ends. Are these lines parallel?
c What type of plane figure have you drawn?

5 cm

9 a Draw 2 lines 45 mm and 30 mm long as shown.

b Draw lines parallel to them to complete a parallelogram.
30 mm

45 mm
344 Mathscape 7

10 a Use a ruler and set square to draw this B

figure.
b Join the points A, B, C and D to form a
quadrilateral. 2 cm
c Does it have an axis of symmetry?
d What type of quadrilateral have you A C
drawn? 4 cm 2 cm

2 cm

11 a Use a ruler and set square to draw this Q

figure.
b Join the points P, Q, R and S to form a
quadrilateral. 2 cm
c Measure the lengths of the sides of
PQRS. P R
d What type of quadrilateral is PQRS? 3 cm 3 cm

2 cm

12 Use a ruler and set square to construct these figures to correct size.
a b c

35 mm
3 cm

55 mm
4 cm 45 mm

■ Further applications

13 Use a set square to draw 2 lines that intersect at

right angles. Join up the endpoints of the lines to
form a quadrilateral.
What type of quadrilateral will you obtain if:
a one of the perpendicular lines is bisected?
b both of the perpendicular lines are bisected?
 Chapter 9: An gles 345

Consider the cases when the 2 perpendicular lines are:

i the same length ii different lengths

14 Can you copy this construction? A

a Start with a square with sides 8 cm long.
b Points A, B, C and D are the midpoints of each side.
Join ABCD.
c What type of figure is ABCD?
d Find the midpoints of the sides of ABCD and join D B
them.
e Keep repeating the process of joining midpoints of
sides.
Midpoint means the halfway point.
C

9.9 Angles in parallel lines

A line that cuts two or more parallel lines is called
a transversal. When a transversal is drawn to cut 1 2
a pair of parallel lines, eight angles are formed. 4 3
These angles can be classified into three special 5 6
pairs of angles: alternate angles, corresponding 8 7
angles and co-interior angles.
transversal

■ Alternate angles
Alternate angles:

lie between the parallel lines and on opposite sides of the transversal

are equal in size

form a Z shape.
346 Mathscape 7

■ Corresponding angles
Corresponding angles:

lie on the same side of the parallel lines and on the same side of the transversal

are equal in size

form a F shape.

■ Co-interior angles
Co-interior angles:

lie between the parallel lines and on the same side of the transversal

are supplementary

form a C shape.

Example 1
EG State whether the angles shown are alternate, corresponding or co-interior, then find the value
+S of each pronumeral.
a b c

p°
y°
x° 35°
120°

112°

Solutions
a Corresponding angles in parallel lines are equal, ∴ x = 35
b Alternate angles in parallel lines are equal, ∴ y = 112
c Co-interior angles in parallel lines are supplementary, ∴ p + 120 = 180
p = 180 − 120
∴ p = 60
 Chapter 9: An gles 347

Example 2 Solutions
EG Find the value of each pronumeral. a i Vertically opposite angles are
+S equal, ∴ m = 110
a b w°
110° ii Co-interior angles in parallel
m° lines are supplementary,
∴ n = 70
n° v°
b i Adjacent angles on a straight
65° line are supplementary,
∴ v = 115
ii Corresponding angles in
parallel lines are equal,
∴ w = 115

Exercise 9.9

1 In each of the following, write down all pairs of:

i alternate angles ii co-interior angles iii corresponding angles
a b c
a e p
h d k
r c
c u j
c f a
g b p
x h e
n t v
y

2 State whether the shaded angles are alternate, corresponding or co-interior.

a b c

d e f
348 Mathscape 7

g h i

j k l

3 Name the angle which is: A B

a alternate to ∠BCF
b corresponding to ∠ABC
c co-interior to ∠ECB E
C
F

D
4 Name the angle which is: N
a alternate to ∠QRS
b co-interior to ∠RSQ
P Q
c corresponding to ∠PQS
d co-interior to ∠QPR
e alternate to ∠PQS
f corresponding to ∠PRS R T
S
U
5 Write down the pair of angles which are: L W
a corresponding to ∠ZAL b co-interior to ∠HAX
c alternate to ∠AHP d corresponding to ∠XPH Z
A H
B
e co-interior to ∠PHA f alternate to ∠XAH
g co-interior to ∠AXP h corresponding to ∠KXA
K M
i alternate to ∠XPH j corresponding to ∠LAH X P
k alternate to ∠AXP l co-interior to ∠HPX
D E

■ Consolidation
6 Find the value of the pronumeral in each of these.
a b c

p° m°
40° 30° c°
70°
 Chapter 9: An gles 349

d e f

h° 125°
y°
a°
110° 100°

g h i

45°
t° e°
15° 65°
v°

j k l

136° 59°

f° j° 37°

n°

m n o
s° 101°

44°
q° 72° u°

7 Find the value of x in each of these.

a b c
x° x°

105°
80°
x°
30°
350 Mathscape 7

d e f
85°
48°
x°
x°
122°
x°

g h i
x°
x°

157° x°
116° 12°

j k l
x° 33°
x°

84°
x°

25°

8 Find the value of all pronumerals in each of the following.

a b c
20°
x° q° 130° 65°
y° p° c°
e°
d°
r°
z°

d e f
w° t°

32° 78°
k°
m° 105°
u°
v° s°
n°
r°
 Chapter 9: An gles 351

■ Further applications
9 Find the value of all pronumerals in each of these.
a b c
m°
n° q°
b°
110° 125°
a° c°
60° 104° p° r°

d e f
d° 55° 40°
x°
60°
c°
130°
f°
e° 100°

g h i
v° z°
y°
u° 120° 100°
105°
13°
p° q°

j k l
k° m° n°
112° 102° 15° 122°
f°
g°
x° z° 80°
y° h°

TRY THIS Mirror bounce

The Ancient Egyptians used mirrors to Sheet of paper
Person B
transfer outside light to the inside
chambers of the pyramids. In these
activities everyone will need a mirror.
1 Place a coloured sheet of paper on a
wall opposite the window side. Person
Window Person C
A stands outside the room beside
a window, Person B stands inside Person A
the room at the opposite wall, and
Person C stands on the window side as shown.
352 Mathscape 7

The aim is to reflect the light from one person to the next until the final reflection
is on the sheet of paper. At what angle should you hold the mirrors?
Light 2 Make a box (as shown) to use mirrors to
reflect images around corners. What can
you conclude about the angle of the
mirrors?

= mirrors

B P ROBLEM SOLVING

1 A kilometre-long train is travelling at 60 km/h. How long will it take for the train to pass
through a 2 kilometre tunnel? (60 km/h = 1 km/min.)
2 Suppose you are given 20 coins, one of
which is not genuine and is of slightly lighter
weight than the true coins.
By using the balance, what is the least
number of weighings that are necessary to
find the light coin?

3 2520 is a very special number!

Using indices, can you write it as a product of its prime factors? Can you work out or
guess why it is a special number?
4 Jan wrote to 12 of her friends, sending either a letter or postcard. A letter costs 45c and
a postcard 30c to send, and she spent $4.20 on postage. How many letters and how
many postcards did she send?
5 Dot numbers! Using only one dot per square, we have 1 2 3
represented numbers 1, 2 and 3. How can you show 4?

Clues: The largest number you can show is 15, and this is 11
11. If you can do 4, you should be able to complete all the
numbers 1 → 15.
 Chapter 9: An gles 353

6 Mary is twice as old as her sister Jenny. When Mary turns twenty, their combined ages
will total thirty-five. How old are they now?
7 An insect has three parts to its body—head,
thorax, and abdomen.
If there were only three colours available in
the insect world—black, red, and green—
and every different arrangement of colour
(e.g. red head, green thorax, red abdomen!)
was a different species, how many species
would be possible?

8 Which of these three ropes will tie itself in a knot, if the ends are pulled?

9 This cube is formed by bending and cutting a piece of

wire. How many cuts are needed to make this cube? How
do you make it?

10 Suppose we have eight squares of paper on a 3 × 3 board

as shown. A
Suppose we can only slide these squares one at a time.
What is the minimum number of moves to move piece A
to the opposite (spare) corner?
 354 Mathscape 7

0WF O C U S
ORKING
O N
MA
W O R K I NT
G T HA
HMEA M TA
E M T IA
IC L LLL Y
C A Y
Y C A L L Y

THE SUN’S RAYS

A T H E A T IA
E MM LLI
C AT
KING MATH

Introduction
The sun’s rays are good examples of parallel lines. You can detect them by observing shadows
cast by objects of different height. When the sun is low in the sky the shadows are long. When
the sun is high in the sky the shadows are shorter. The highest point of the sun in the sky is
called the zenith. The angle of the sun’s rays can be used to calculate the circumference of the
W O R K I N G O RM

Earth. They can also tell us our latitude, which in New South Wales means the number of
degrees of your city or town south of the equator. You will learn much more about this in later
years. For this activity we just carry out some simple observations.
W

2L
N

EARNING ACTIVITIES
S O

Materials needed: metre rule, protractor, set square, string, paper and pencil. You will also
FOCU

need a sunny day! We suggest an outdoor lesson for the whole class, divided into small groups.
A large wooden protractor is great for demonstration.
1 Place a number of objects of different height in direct sunlight. Use string to join the top of
the object to the tip of its shadow on the ground. Each string can represent a ray of light
which just misses the top of the object. Note the time of day, and how high the sun is in
the sky.
 Chapter 9: An gles 355

2 Measure the acute angle made by the string to the ground for each object. A wooden
protractor the teacher uses in class may be useful. What do you notice? What will happen
if you repeat the measurements in an hour’s time?
3 Make a drawing of what you see. Notice that parallel lines in space are not necessarily in
the same plane.
4 Draw a right-angled triangle to represent a 1 m rule and its shadow. Mark in the angle you

A T I C A L L Y
measured which the ray of light makes with the ground. Calculate and mark in the angle the
string makes with the vertical 1 m rule.

8E XTENSION ACTIVITIES

1 When might the height of the object be exactly equal to the length of its shadow? Make a
drawing to show this.
2 The height of the pyramids of Egypt were found in such a way. Make a drawing to show

ATICALLY
the method.
3 Could you design a way of finding the height of a school building, or other tall object, using
this finding? Discuss with your teacher. Try it out if you can.
4 Light rays arrive at Earth from the sun in straight lines. However they are actually bent
when they enter the Earth’s atmosphere. Would this make a difference to your findings?

W O R K I N G M A T H EE MM
Check it out. Make a drawing of the Earth and its atmosphere. An atlas may help.
5 How far away is the sun? How fast does light travel? How long would it take a ray of light
to reach us? Ask your teacher to help you get the information you need.

MATH
E L ET’S COMMUNICATE

Design a poster to show what you have learned about the sun’s rays. Show the sun’s rays and

FOCUS ON WORKING
the angles they make with the ground at different times of the day. Tell what happens to the
path of the sun through the sky during summer and winter, and how this affects the shadows
cast by objects such as the pyramids of Egypt.

%R EFLECTING

Geometry is a powerful tool. Think over what you have learned about sunlight, angles and
parallel lines in this chapter. Think of how useful the parallel property of the sun’s rays is in
calculating inaccessible heights like the pyramids. Later you will learn much more about using
the sun and the stars to measure distance and location on the surface of the Earth. The early
mariners depended on this as they made long journeys across the vast oceans.
356 Mathscape 7

1 How do we define angle in mathematics? –verb 3. to bend, move or place at an angle: He

2 What word do we use to describe a section angled the ball away from the fielder. 4. to put a bias
or slant on: He angled the question to suit the answer
of a line? he had prepared.
3 What units do we use to measure angles? –phrase 5. at an angle, sloping or not at a right
4 When are angles described as adjacent? angle to: Straighten the picture because it’s at an angle.
5 Read the Macquarie Learners’ Dictionary Don’t confuse this with angel, which is what a
entry for angle: messenger of God is called.

angle noun 1. the pointed shape made when two

Why is an understanding of angles important
straight lines or surfaces meet each other: The to a cricketer or softball player?
streets met at a sharp angle. 2. point of view: a new
angle on the problem.

1 State the vertex in this angle. 4 Name the shaded angle in each of these.
CHAPTER RE

T a
E

U
G
V F

2 Name this angle.

H

Q b
D
A
R B
S

3 Name the two rays that form ∠CDE. C

c K
C
VIEW

M
L
D
E

CHAPTER REVIEW
 Chapter 9: An gles 357

5 Measure each of these angles using a

VIEW
f
protractor.
a

7 What kind of angle measures:

CHAPTER RE
b a 110°? b 90°? c 235°?
d 360°? e 50°? f 180°?
8 How many degrees are there in:
a 1--2- of a right angle?
1
b ---
3
of a straight angle?
2
c c of a revolution?
---
5
9 For each of the following, state whether
the angles α and β are adjacent.
a

α
6 Classify each of these angles.
β
a

b α
β
b

c
c
d
α β

α
e β

CHAPTER REVIEW
 358 Mathscape 7
CHAPTER RE

10 Name the pairs of angles shown as either c

complementary, supplementary or
vertically opposite angles.
a

a° b° t°
20°

d
b
m°
100° m°

a° b°

e
c b°
VIEW

a°
x° x°
x°

11 Find the value of each pronumeral.

a c° c°
c°
c°
a° 70° c°

b 12 a Find the complement of 32°.

b Find the supplement of 74°.
c Find the complement of the
supplement of 105°.
p° 120°
13 Find the value of each pronumeral.
a

80° k°

CHAPTER REVIEW
 Chapter 9: An gles 359

14 Find the value of each pronumeral.

VIEW
b
255° a
n°
m° n°
40°

CHAPTER RE
r° b

q°
p°
73°

d
324° c
42°
c°
d°
u° u° u°

15 Name all pairs of:

e a alternate angles
b corresponding angles
125°
z° 115° c co-interior angles.

h° g°
e° f °

f d° c°
a° b°

140° w°
16 Find the value of the pronumeral in each
60° of these.
a

x°

50°

CHAPTER REVIEW
 360 Mathscape 7
CHAPTER RE

b 17 Find the value of each pronumeral.

e°
75° x°
y°
146°
c
z°

q° 18 Find the values of all pronumerals in each

47°
of the following.
a

125°
130°
a°
d c°
VIEW

b°

b
115°
k°
f°
g° e°

82°

e
c
58°
v°
u°
s° t°
22°
f

v°
19 Draw a diagram that shows:
a a pair of parallel lines
b a pair of perpendicular lines
71° c 3 collinear points
d 3 concurrent lines

CHAPTER REVIEW
 Chapter 9: An gles 361

20 a Name the point that is collinear with 21 Draw a line GH. Mark a point F, not on

VIEW
both U and Q. this line. Use a ruler and set square to
b Name the 3 lines that are concurrent. draw another line through F:
a parallel to GH
b perpendicular to GH
V 22 Draw a line LM and mark on it a point N.
T
Use a ruler and set square to draw another

CHAPTER RE
S line through N, perpendicular to LM.
U
P
Q R

CHAPTER REVIEW