Geometry 4

Grades 6-8 Workbook

AUTHOR: Maria Miller

Distributed by K5 Learning

Copyright 2007-2024 Taina Maria Miller

EDITION 2/2024

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Welcome to Math Mammoth’s Blue Series
K5 Learning is proud to offer Math Mammoth’s Blue Series of math workbooks for grades 1-7.

We believe the Blue Series is ideal for independent or parent-guided study. Conceptual
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exercises including word problems.

The workbooks cover the following subject areas:

Addition & subtraction Time Ratios and proportions

Place value Money Integers
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Percents Square roots Statistics & probability
Word problems Linear equations

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About the Author

Maria Miller is a math teacher turned housewife and homeschooler. She has a master’s degree
in mathematics with minors in physics and statistics and has been developing math educational
materials since the early 2000s.

About K5 Learning

K5 Learning provides free worksheets for children in kindergarten through grade 5 at

www.k5learning.com. Over 100 million worksheets downloaded each year!

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 Contents
Introduction ............................................................................ 5

Geometric Transformations and Congruence, Part 1 ....... 7

Geometric Transformations and Congruence, Part 2 ....... 11
Translations in the Coordinate Grid ................................... 14
Reflections in the Coordinate Grid ..................................... 17
Translations and Reflections ................................................ 20
Rotations in the Coordinate Grid ......................................... 23
Sequences of Transformations .............................................. 27
Sequences of Transformations, Part 2 ................................. 30
Dilations .................................................................................. 32
Dilations in the Coordinate Grid ........................................... 35
Similar Figures, Part 1 ............................................................ 38
Similar Figures, Part 2 ............................................................ 41
Similar Figures: More Practice .............................................. 43
Review: Angle Relationships .................................................. 46
Corresponding Angles ............................................................ 49
More Angle Relationships with Parallel Lines ..................... 51
The Angle Sum of a Triangle ................................................. 53
Exterior Angles of a Triangle ................................................. 56
Angles in Similar Triangles, Part 1 ........................................ 59
Angles in Similar Triangles, Part 2 ........................................ 61
Volume of Prisms and Cylinders ............................................ 63
Volume of Pyramids and Cones ............................................. 65
Volume of Spheres ................................................................... 68
Volume Problems ..................................................................... 70
Review ....................................................................................... 72

Answers ..................................................................................... 77

© Taina Maria Miller 4 www.k5learning.com

 Introduction
Math Mammoth Geometry 4 is a worktext that covers these typical 8th grade geometry topics: geometric
transformations, angle relationships, and the volume of prisms, cylinders, pyramids, cones, and spheres.
The worktext starts out with the basics of congruent transformations: translations, reflections, rotations. Students
use transparent paper to perform several of these transformations hands-on, so as to gain an understanding of the
attributes that are preserved in these transformations.
Next we practice these same transformations in the coordinate grid. Students learn how the coordinates of the
points change when a figure is translated or reflected in the x or y-axis. They also explore rotating figures in the
coordinate grid; here we limit the rotations to 90°, 180°, or 270° degrees.
Then it is time to study sequences of transformations, which enable us to describe more complex
transformations. The key idea here is to understand that a two-dimensional figure is congruent to another if the
second can be obtained from the first by a sequence of transformations.
All of this work has related to congruent transformations, which means the size of the figure has not changed.
Now we turn our attention to dilations. In a dilation, the figure is transformed so that its size changes but its
shape does not. Such figures are called similar figures. Yet another term describing the same process is scaling a
figure.
Next, we study angle relationships. The first lesson in this section reviews certain angle relationships from 7th
grade (complementary, supplementary, and vertical angles). Then students learn about angles formed when a
transversal crosses two parallel lines: corresponding angles, alternate interior angles, and alternate exterior
angles. They also investigate angle relationships related to triangles and learn how these relationships allow us to
deduce angle measurements of other angles.
In all of this work, students are guided to reason using mathematical facts they have learned and to justify their
reasoning, thus becoming familiar with the process of mathematical proof.
The last major topic of the book is volume of various three-dimensional figures. Students solve a variety of real-
world and mathematical problems involving multiple three-dimensional shapes.
On the next page you will find a list of related activities and games on the Internet.

I wish you success with teaching math!

Maria Miller

© Taina Maria Miller 5 www.k5learning.com

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© Taina Maria Miller 6 www.k5learning.com

 Geometric Transformations and Congruence, Part 1
Two figures are congruent when they are, you might say, identical in the sense that they have the same
shape and size (but may be of different color). We can define congruency as follows:

Two figures are congruent if they perfectly match,

when one is placed on top of the other.

The figures don’t have to be in the same position or

orientation. For example, these two figures are congruent
— if you rotate and move figure A, you can place it
exactly on top of figure B.

We will now study three geometric transformations, or basic ways to move a point, or by extension, a
figure, since a figure can be considered to consist of many points.

1. A translation of a figure means sliding or moving it a certain

distance in a certain direction, without turning or rotating it.
The arrows show how three individual points of the figure
were moved.
We say the translation maps point A onto point A' (read “A prime”),
point B onto point B', and point C onto point C'.
We also say that point A' is the image of point A under the translation.

2. A rotation means turning a figure around a certain point.

Here, the lightning figure is rotated around point P.
Each point of the figure moves in a circular arc around point P.
A rotation is measured in degrees, just like angles are.
In this example, the lightning figure was rotated 67 degrees
clockwise around point P.

3. A reflection across a line means mirroring the figure in that line.

You could also say the figure was “flipped”.
In a reflection, the distance from each point to the reflection line
and the distance of its image to the line are equal (measured
along a line segment that is perpendicular to the line).
For example, the distance from point C to the line
equals the distance from point C' to the line.

A reflected figure is congruent to the original.

© Taina Maria Miller 7 www.k5learning.com

 1. Name the transformation that was used to transform the figure on the left to the figure on the right.

a. b. c.

In continuation, we will explore geometric transformations and how they relate to congruence with the help of
tracing paper (patty paper) or a transparency.

2. Use tracing paper to determine whether the two figures are congruent. You may move, turn, and/or
flip the tracing paper. First, copy the outline of one figure to the tracing paper.
(Note: when checking for congruency, we ignore the colors.)

a.

b.

c.

© Taina Maria Miller 8 www.k5learning.com

 3. The image below shows how point A was mapped to point A' in a rotation. We will now do the
same rotation to points B and C using tracing paper. This is how:

i. Put a thumbtack or a pin through the tracing paper at P so that you can turn the paper around P.
ii. Copy points A, B, and C to the paper.
iii. Then rotate the paper around point P so that point A is mapped to point A'.
iv. Now, draw the points B' and C'. You can use a pin to mark where these points are (through
the tracing paper). Drawing the points with a pencil on the tracing paper may also make a faint
mark in the underlying paper. Then remove the tracing paper and draw the points.

a. Connect A, B, and C with line segments, and also A', B', and C', so that you get two triangles.

b. Measure the side lengths of both triangles. What do you notice?

c. Measure the angles BAC and B'A'C' and also the angles ACB and A'C'B'. What do you notice?

4. Point X' is the image of point X under a translation

along the dashed arrow.

a. Sketch the image of point Y in the same translation.

Mark it as point Y'.

You may optionally do this translation with tracing

paper. However, it is difficult to do this accurately.

b. What can we know about the length of the segment X'Y'?

Choose one answer:

(i) XY and X'Y' are congruent (have the same length).

(ii) XY and X'Y are not congruent.

(iii) We cannot know for sure whether XY and X'Y are congruent or not.

© Taina Maria Miller 9 www.k5learning.com

 How to reflect a point across a line using tracing paper or a transparency

Step 1. Align the paper so that one Step 2. Flip the paper. You can use a pin to
of its edges is along the reflection line m. mark the image of the point in question.

5. a. Cut out a piece of transparent paper

that fits inside the light-colored rectangle in
the image on the right (approximately 3.2 cm
by 4.8 cm). Use tracing paper to reflect
the points Q, R, and S across line n.
Label the reflected points as Q', R', and S'.

b. Connect the points Q and R, R and S, Q' and R',

and R' and S' with line segments.

c. Measure the length of the line segments QR and Q'R',

and also RS and R'S'. What do you notice?

d. Measure also the angles ∠QRS and ∠Q'R'S'. What do you notice?

6. Predict what will happen to parallel lines under translation, rotation, and reflection.
You may want to use tracing paper (as needed) to confirm your prediction.

© Taina Maria Miller 10 www.k5learning.com

 Geometric Transformations and Congruence, Part 2
Rigid transformations
You observed during the previous lesson that translations, reflections, and rotations preserve lengths,
angles, and parallel lines.
That is why we also call them rigid transformations (or isometries): they treat figures in a “rigid” manner,
without distorting them. However, they do not preserve the position of the transformed figures.
The image of a figure under these transformations is congruent to the original (has the same size and shape.)

A note on notation / symbols. The symbol ∠ signifies an angle and △ signifies a triangle.
So, ∠DEF means angle DEF and △ABC means triangle ABC.

1. Quadrilateral DEFG is reflected across line t.

Certain side lengths are marked in the figure.

Properly label the vertices of the reflected figure,

and find its perimeter.

2. A pentagon is rotated around one of its vertices, then reflected.

Is the resulting pentagon congruent to the original?

How can we know that?

3. Trapezoid DEFG undergoes a reflection, and then a rotation around point P.

a. Properly label the vertices of the reflected
figure (with D', E', F', and G'), and of the
rotated figure (with D'', E'', F'', and G'').

b. Which of the attributes of the trapezoid

stay the same? Tick all that apply.
(i) Perimeter
(ii) Area
(iii) Position
(iv) Angle DEF
(v) Angle sum

© Taina Maria Miller 11 www.k5learning.com

 4. Jeannie says that the figure on the right
was rotated 180 degrees around point Q
to produce the figure on the left.

Matthew says it is a reflection in the line l.

Who is correct?

Kim says she can also do it by using translations. Is she right?

5. Triangle ABC is rotated around point P so that point A maps to point A'.

a. Use transparent paper to draw the image of △ABC under this rotation.

b. Will the angle measures of △ABC change?

c. What about the area of △ABC?

6. Which geometric transformation was used

to create this image?

7. Decide which pairs of figures are congruent. For the congruent ones, write down the transformation that
was used.

a.
b. c. d.

© Taina Maria Miller 12 www.k5learning.com

 8. Which of the umbrellas, A, B, C, or D is an image of the umbrella on the left under rotation around point P?
Use transparent paper to check.

9. Jo thinks that figure B is congruent to

figure A since it is a reflection of figure A
across the line S.

Is she correct in her thinking?

Figure A Figures A and B

10. a. Reflect the shape in b. Design your own shape c. Design your own shape
the dashed line. and reflect it. and reflect it.

© Taina Maria Miller 13 www.k5learning.com

 Translations in the Coordinate Grid
When a figure is translated in the coordinate grid, all of its
points move the same distance and in the same direction,
and the resulting figure is congruent to the original.
Notice how the movements relate to the actual
coordinates: a movement up or down increases or
decreases the y-coordinate of a point. A movement to
the right or left increases or decreases the x-coordinate
of a point.

(What if the movement is both up and right, or

both down and left?)
By now we have seen that when translating a shape,
we end up with a congruent shape. This means that
the side lengths, angles, area, perimeter, and all
other geometric properties of the original shape
remain the same. The only attribute that is
not preserved is location.

1. a. Translate the figure four units up and seven units

to the left. Label the image of point A as A'.

b. What are the coordinates of point A and of point A'?

c. If point S(3, −4), which is inside the figure, is translated

the same way, what are the coordinates of its image?

d. What is the area of the figure? Of its image?

2. a. Point P(−4, 3) is translated eight units to the right

and six units down. What are the coordinates of
its image, P'?

b. Point Q underwent the same translation. Its image Q'

has the coordinates (5, −4). What are the coordinates
of point Q?

© Taina Maria Miller 14 www.k5learning.com

 3. Jane claims that △ABC is congruent to △A'B'C'
because △ABC could be translated six units to
the right and four units up to map onto △A'B'C'.

Is Jane correct? Explain.

4. You want to prove that figure F' is congruent to figure F by

using a translation. How would you do it? Be specific in
your explanation, and describe the transformation(s) needed
accurately, using the coordinate plane as a reference.

5. The side lengths of a rectangle are 20 and 35 units. It is then

translated 50 units down and 15 units to the left.

a. What is the perimeter of the translated rectangle?

b. How do you know?

6. a. What type of quadrilateral is figure ABCD?

b. Figure ABCD is translated five units to the left, and

two up, to become A'B'C'D'. Name two line segments
that are parallel to AD in the translated figure.

c. Angle BAD is 105°. What is the measure of ∠B'A'D'?

d. Name two features of quadrilateral ABCD that are preserved in the translation, and one that is not.

© Taina Maria Miller 15 www.k5learning.com

 7. The coordinates of triangle 1 are (6, 2), (6, 4), and (3, 5).
The coordinates of triangle 2 are (−2, 1), (−2, 3), and (−6, 4).

a. Are they congruent?

b. If yes, what translation could be used to map one onto

the other?

If not, how would you change the second triangle to

make it congruent to the first?

c. Calculate the areas of (original) triangles 1 and 2.

Are they equal?

8. Angle ABC is translated as shown.

a. Describe the translation (in terms of the units

in the coordinate grid).

b. Do the lines and ever intersect?

c. How do you know?

9. A triangle with vertices A(−8, 5), B(−5, 3), and C(−4, 1) is translated six units to the right and two down,
and then also three units to the left and three down.

What are the coordinates of point C'' (the image of point C under the double translation)?

Two vertices of triangle ABC are A(1, −6) and B(1, −2),
and its area is 12 square units.
What are the coordinates of point C?

© Taina Maria Miller 16 www.k5learning.com

 Reflections in the Coordinate Grid
To reflect point P across line l, draw a line segment
from point P that is perpendicular* to line l. Continue
the line segment. The reflected point P' is at the same
distance from line l as P, just on the other side.

In other words, in a reflection, each point and its image

are at an equal distance from the line of reflection,
measured along a line that is perpendicular to the line of
reflection.

*Two lines or line segments are perpendicular

if they meet at a right angle.

1. a. Reflect the points across line s. b. Reflect the figures across line t.

2. a. Draw a vertical line that passes through the point (2, 0).

b. Draw the points P(1, 2), R(3, 1), and Q(5, 4).

c. Reflect each point across the line. Label

the reflected points as P', R', and Q'.

d. Lastly, connect P, Q, and R to form a triangle,

and also P', Q', and R'.

© Taina Maria Miller 17 www.k5learning.com

 3. James says that figure 2 is congruent to figure 1 because
it is a reflection of figure 1 across the horizontal line L.
a. Explain why James’s thinking is wrong.

b. How would you fix the situation?

4. Reflect the points listed below in the x-axis. Write

down the coordinates of the reflected points:

H (−2, 3) → H' ( _____ , _____ )

I (1, −1) → I' ( _____ , _____ )

J (3 , 5) → J' ( _____ , _____ )

K (−5 , −4) → K' ( _____ , _____ )

Compare the coordinates of each point

and its image. What do you notice?

What do you suppose happens to the

coordinates of points that are reflected in
the y-axis?

5. Pentagon MNOPQ with vertices at M(−3, 1),

N(−1, 4), O(3, 4), P(5, 1), and Q(0, −1) is reflected
across the x-axis. What are the coordinates of the
vertices of the reflected figure?

© Taina Maria Miller 18 www.k5learning.com

 6. Look at the various figures and their reflections in this lesson, and also think back to the earlier lessons
on congruence. Which attributes are preserved in a reflection of a figure?

a. perimeter b. orientation c. location d. area e. measure of angles

7. In each image, a figure has been reflected. Draw the line of reflection.

a. b.

8. Draw the vertical line across which point D will be

reflected onto D', and reflect the L-shape figure
across that line.

A quadrilateral was reflected in a horizontal line in such a

manner that the coordinates of its vertices changed as follows:

A (−30, −25) → A' (−30, −15)

B (−28, −21) → B' (−28, −19)
C (−25, −21) → C' (−25, −19)
D (−23, −25) → D' (−23, −15)

Where is the line of reflection?

© Taina Maria Miller 19 www.k5learning.com

 Translations and Reflections
In this lesson, we will explore sequences of transformations:
that is, where several transformations are applied one
after another.
For example, the dog on the right is first translated five
units down, and then reflected in the green vertical line.
We call the line the vertical line x = −1, because the
x-coordinate of all the points on the line is −1. (Note
in particular that it crosses the x-axis when x is −1.)
The equation x = −1 is actually the equation of that line.

1. Does it matter in which order you do two separate transformations?

a. First reflect the triangle across line n (the b. Now, first translate the triangle five
vertical line x = 1), then translate it five units up and one unit to the left.
units up and one unit to the left. Then, reflect it across line n.

2. a. Reflect this figure twice: first in

line m, then in line n.

b. What single transformation would

have produced the same result?

© Taina Maria Miller 20 www.k5learning.com

 3. Describe a sequence of transformations that can
map figure 1 to figure 2 using...
a. a single reflection followed by a single translation.

b. a single translation followed by a single reflection.

4. Describe a sequence of transformations that can map figure 1 to figure 2. Compare your answer to those
of your friends or classmates, or find another solution yourself.

a. b.

5. A triangle is first translated five units to the left,

and then reflected in the horizontal line y = 2
(the horizontal line that crosses the y-axis at y = 2
and which contains all the points whose
y-coordinate is 2).

The vertices of the final figure are (−5, 6), (−4, 4),
and (−1, 5).

Give the coordinates of the vertices of the original

triangle.

© Taina Maria Miller 21 www.k5learning.com

 6. For each image, determine whether it is possible to obtain Figure 2 from Figure 1 using a single reflection.
If yes, draw the line of reflection.

b.
a.

7. Prove that figure 1 is congruent to figure 2 by

explaining a sequence of transformations that
maps figure 1 onto figure 2.

8. What happens when a figure that has a horizontal symmetry line is reflected in a horizontal line that does not
touch the figure itself? And what happens when a figure that has a vertical symmetry line is reflected in a
vertical line that does not touch the figure itself?
Here are some shapes you can use as you study these questions.

E H T

Describe a sequence of transformations that can

map figure 1 to figure 2 using...
a. a single rotation followed by a single reflection.

b. a single reflection followed by a single rotation.

© Taina Maria Miller 22 www.k5learning.com

 Rotations in the Coordinate Grid
Remember? In a rotation, a point moves along a circular arc
around another point called the center of rotation.
Rotations are measured in degrees. In this picture, P is rotated
125 degrees counterclockwise around point X, to become P'.
This means that the angle PXP' = 125°.

Something special happens to the coordinates of a point

when it is rotated 90° around the origin, or point (0,0).
On the right, points A, B, and C are rotated 90° around
the origin. Can you see how their coordinates change?

A(−5, 5) → A'(5, 5)

B(−2, 5) → B'(5, 2)

C(−5, 4) → C'(4, 5)

Each time, the x and y-coordinates switch and

adopt new signs that reflect the new quadrant
they are in.

Example 1. When point F(3, −2) is rotated 90 degrees

clockwise around the origin, the 3 and 2 are switched.
To know whether the new coordinates are positive or
negative, look in which quadrant they are. Since F' is in
the third quadrant where both coordinates are negative,
the coordinates of F' are (−2, −3).

1. a. Rotate triangle A'B'C' clockwise another 90 degrees

around the origin, to become triangle A''B''C''.

b. Now do it one more time: rotate triangle A''B''C''

clockwise 90° around the origin.

To help you, you can draw a line from the center

of rotation to the point you are rotating, and another
line from the center of rotation to the image point.

These two lines form an angle of 90°

(the angle of rotation).

© Taina Maria Miller 23 www.k5learning.com

 2. a. Rotate kite ABCD counterclockwise 90 degrees around
the origin, to get its image, kite A'B'C'D'.

b. Now rotate A'B'C'D' counterclockwise 90 degrees

around the origin. Call the resulting figure A''B''C''D''.

c. Kite A''B''C''D'' is the image of kite ABCD under

a ______-degree rotation around the origin.

Now compare the coordinates of kite ABCD and

kite A''B''C''D''. What do you notice?

Based on your work in 2(c), fill in:

In a 180-degree rotation around the origin, a point P is mapped onto

point P' with coordinates that are ______________________
of the coordinates of P.

For example, point (−2, 1) is mapped onto point (2, −1).

3. Angle GHI is rotated 90° clockwise around the origin.

a. Which of the figures 1, 2, or 3 is an image of angle

GHI under such rotation?

b. Draw the image of ∠GHI under a 180-degree rotation

around the origin.

4. A quadrilateral is rotated around the origin 180 degrees so that

it maps to a figure with points (5, −6), (3, −2), (2, 0), and (0, −4).
What are the coordinates of the points of the original quadrilateral?
Try to use what we have just learned to answer the question,
without drawing the quadrilateral in the coordinate grid.

© Taina Maria Miller 24 www.k5learning.com

 We can also rotate a point or a figure around a point other than the origin.
Here, point A is rotated around X clockwise 90 degrees. Notice that
the distance from A to X and from A' to X are the same. In other
words, AX and AX' have the same length. (Why?)
This fact makes it easy to find the coordinates of the rotated point
if the rotation is 90, 180, or 270 degrees, and if the distance in
question is exactly so many units along the gridlines.
In the other example, B is rotated around Y 90° counterclockwise.
The distance of 2 units stays the same. We can see the coordinates
of B' are (1, −4).
To calculate the final coordinates of a point when the angle of rotation
is different than 90, 180, or 270 degrees is beyond the scope of this course.
But what you learn here will enable you to rotate not only points, but
also simple figures in the coordinate grid.

5. Draw the images of the given points under the following

rotations:

a. point A, around point X, 90° counterclockwise

b. point B, around point X, 90° clockwise

c. point C, around point Y, 90° clockwise

d. point D, around point Y, 180° counterclockwise.

6. a. Points M and O are rotated 90 degrees clockwise about point Z.

Draw M' and O', their corresponding image points.

b. Connect M, N, and O to form a triangle.

c. Figure out the location of N' under the same rotation,

based on the location of M' and O'.

d. Connect M', N', and O' to form a triangle.

Explain what single transformation is needed

to map Figure 1 onto Figure 2. Be specific
in your explanation.

© Taina Maria Miller 25 www.k5learning.com

 Example 2. To rotate triangle ABC around C (which is one
of its vertices) 90° clockwise, we first rotate point B around C.
It maps to B'(2, −3).

Then, we can draw A' at (2, −1) based on the facts that A'
will be two units from B', just like A is two units from B, and
also, we know that in a 90° rotation, AB being a horizontal
line segment will map to a vertical line segment.

Lastly we connect A', B', and C' with line segments to get
a triangle.

A note on notation: If P and Q are points, then PQ denotes a line segment between them, and PQ (without
the top line) signifies the length of that line segment.

7. a. Describe the transformation that can be used

to map pentagon ABCDE onto Figure 1.
Give a detailed answer, not just the type of
transformation.

b. Describe the transformation that can be used

to map pentagon ABCDE onto Figure 2.
Give a detailed answer, not just the type of
transformation.

8. a. Rotate triangle ABC 90° counterclockwise around

point C, and draw its image triangle A'B'C'.

b. Now rotate triangle A'B'C' 90° counterclockwise

around point C', and draw the triangle A''B''C''.

c. Rotate triangle DEF 90° clockwise around

point D, and draw its image triangle D'E'F'.

d. Rotate triangle GHI 90° counterclockwise

around point H, and draw its image triangle G'H'I'.

© Taina Maria Miller 26 www.k5learning.com

 Sequences of Transformations
Here, the L-shape is first reflected across the
y-axis. Then the resulting figure is rotated around
point B' 90 degrees counterclockwise.

This is a sequence or a composition of two

transformations: first a reflection, then a rotation.

The final figure is congruent to the original. Why?

It is because each individual transformation preserves

congruence, so a sequence of them does also.

Note 1: The transformations we will use in this lesson include translations, reflections in vertical or horizontal
lines, and rotations of 90, 180, or 270 degrees around the origin or around a vertex of the figure.
Note 2: Different sequences of transformations will often produce the same end result.

1. a. Describe a sequence of two transformations that

can map figure 1 to figure 2.

b. Can you find another sequence?

2. a. Describe a sequence of transformations that can

map parallelogram ABCD onto figure 1.

b. Now describe another, different sequence of

transformations that can map parallelogram
ABCD onto figure 1.

© Taina Maria Miller 27 www.k5learning.com

 3. Andy wrote the following proof to prove that figures 1 and 2 are congruent. It has two errors though. Correct
the errors in his proof.

A rotation 90 degrees clockwise around point E,

followed by a translation five units down and

three to the left transforms Figure 1 to Figure 2.

Since both rotations and translations preserve

congruence, the two figures are congruent.

4. Write a proof to show that triangle ABC is congruent

to Figure 2.

5. a. Perform the following sequence of transformations

to triangle ABC:

First reflect it in the horizontal line y = 1. Then rotate

it around the origin 180 degrees. Then translate it four
units up and two to the left.

b. Find a sequence of two transformations that does the

same as the sequence in (a).

© Taina Maria Miller 28 www.k5learning.com

 6. Draw any right triangle in the highlighted quadrant of
the coordinate grid (the third quadrant). Call it triangle Z.

a. Reflect it in the y-axis, to become triangle Z'.

Then reflect triangle Z' in the x-axis, to
become triangle Z''.

b. Will you get the same final result if you first

reflect triangle Z in the x-axis, then reflect its
image in the y-axis?

c. What single transformation between triangle Z

and triangle Z'' would have produced the same result?

During the night, the stars and the constellations seem

to rotate around a certain point, which is very near the
North Star. If you leave the camera’s shutter open for
a long time (hours) and take a picture of the stars, you
will see star trails — the paths these stars travel along
as they rotate around the North Star.

Below, use transparent paper to rotate the

Big Dipper around the North Star in such
a manner that Dubhe (one of the stars)
maps to the point marked with (Dubhe).

Afterwards, if you’d like, you can also

draw the star trails using a compass.

© Taina Maria Miller 29 www.k5learning.com

 Sequences of Transformations, Part 2
Note: You can use the grid to help you with the following problems, but try to solve them without using it.

1. A triangle with vertices A(1, 2), B(5, 3), and C(4, 1)

was first reflected in the y-axis and then translated
6 units down and two to the right. What are the
coordinates of the vertices of the resulting triangle?

2. Line segment AB with A(−2, 4) and B(0, 2) was

rotated 180 degrees around the origin and then
translated 7 units up and 5 to the left. What are the
coordinates of the end points of the line segment
after these transformations?

3. A quadrilateral was first rotated around the origin counterclockwise

90 degrees, and then reflected in the x-axis. Its vertices
are now at points (3, 5), (5, 2), (3, 1), and (2, 2). What were
the coordinates of its vertices before these transformations?

4. Triangle ABC is as shown on the right. It will be

rotated around the origin counterclockwise
90 degrees, then translated 5 units down, and lastly,
rotated once again around the origin
counterclockwise 90 degrees.

Ashley claims that the transformed triangle’s vertices

are at (5, −2), (1, −3), and (2, −1). Is she correct?
Explain.

© Taina Maria Miller 30 www.k5learning.com

 5. Greg says that the two rectangles are congruent because
you can reflect rectangle ABCD in the y-axis and then
move it five units up to map it onto rectangle A'B'C'D'.

Jenny says that’s too complicated; you can simply translate

rectangle ABCD five units up and two units to the left,
and that does the job.

Who is correct, or are both correct? Why?

(Hint: Note the vertices carefully.)

6. A quadrilateral with vertices H(−5, 2), I(−4, 4), J(−2, 4), and K(−4, 1) is
reflected in the horizontal line y = 1, and then rotated around the origin
180 degrees. Find the coordinates of the transformed figure.

7. Triangle PQR underwent a translation, Original figure Translation Reflection

then a reflection. Study the coordinates
to find out the details about each P(−5, −2) P'(−6, 3) P''(4, 3)
transformation, then fill in the missing
coordinates. Q(−3, −2) Q'(−4, 3) Q''(2, 3)

R(−4, 1) R'( ____ , ____ ) R''( ____ , ____ )

8. Which of the figures 1, 2, 3, or 4 is the image of

triangle DEF when it undergoes the following
sequence of transformations?

1. Rotation 90° clockwise around D;

2. Rotation 180° around the origin;
3. Reflection in the x-axis;
4. Translation two units to the right.

© Taina Maria Miller 31 www.k5learning.com

 Dilations
A dilation is a transformation where the distances between points
in a figure are multiplied by a certain factor, called scale factor.

For example, here the distances between the vertices

(the side lengths) get multiplied by a factor of 1.5:
→
A dilation changes the size of a figure proportionally, maintaining its shape but not its size. If the scale factor
is less than 1, the figure shrinks, and if it is more than 1, the figure is enlarged. (What about if it is 1?)
A dilation obviously does not preserve distances. It does, however, preserve the overall shape of the figure,
and in particular, its angles. The dilated figure looks like a perfect enlargement or reduction of the original, as
you will see in this lesson.

1. Which figures are dilations (proportional

enlargements or reductions) of figure 1?

2. Triangle ABC is dilated to produce triangle DEF.

a. Indicate the corresponding sides (list which side

of △ABC corresponds to which side of △DEF).

What is the relationship between corresponding side lengths?

Measure to find out.

b. Indicate the corresponding angles.

What is the relationship between corresponding angles?
Measure to find out.

3. Sketch the dilated versions of

the rectangle and of the triangle
on the right, when the rectangle a.
is dilated by a scale factor of 1/2,
and the triangle by a scale factor of 3.

Make sure to achieve the correct b.

scale factors by using a ruler.

© Taina Maria Miller 32 www.k5learning.com

 A dilation always has a fixed point, called the center of dilation. Here, it is point O.
The center point can be anywhere. When the scale factor is less than 1,
the reduced image will be closer to O than the original. When SF is
greater than 1, the dilated figure will not only be larger, but also be
farther away from O. However, the dilation (the enlargement or
shrinking) will work no matter where O is located.
Let’s use scale factor 2 in this example to keep things simple. This
means all distances will double. To find the image of point P under
this dilation, follow these steps:
1. Draw a ray starting from O that goes through point P.
2. Measure the distance OP. In this example, it is 21 mm.
3. Multiply that distance by the scale factor, in this case 2,
to get 42 mm.
4. Draw P' so that it is at the distance of 42 mm from O.

The diagram on the right shows how to draw the

images of points Q and R using the same
principle: Since the scale factor is 2, the distance
from O to R' must be twice the distance between
O and R. Similarly, the length of OQ' is twice
the length of OQ, and OP' is twice OP.
Lastly, we join points P', R', and Q' with line
segments to get a triangle that is an image of
triangle PQR under this dilation.
Verify that the side lengths of triangle
PQR indeed doubled!
In summary, a dilation is described in terms of
• its center point and
• the scale factor.

4. a. Draw the images of points F, G, and H

under a dilation with center point O
and scale factor 3. Name them F', G', and H'.

b. Join the points F, G, H and also their images

to get two triangles. Measure to check whether
the side lengths of triangle F'G'H' are three
times those of triangle FGH or not. If you drew
accurately, they should be!

c. How does angle G'H'F' compare with angle GHF?

© Taina Maria Miller 33 www.k5learning.com

 A dilation can also be drawn using one of the vertices of the figure as
the center of dilation. We say the figure is dilated from that point.

Here, trapezoid PQRS is dilated from point Q (in other words, Q is

the center of dilation), and with a scale factor of 2.5.

Notice that the image of point Q under this dilation is Q itself!

5. a. Draw a dilation of this rectangle from point B

and with a scale factor of 3/4.

b. Figure ABCD is a rectangle, which means the

sides AB and CD are parallel, and so are BC
and AD. What seems to happen to parallel lines
(or line segments) in a dilation? You can also
check the example at the top of this page, where
QR and PS are parallel sides of the trapezoid PQRS.

6. How would you describe a dilation with scale factor 1?

A dilation preserves angles and parallel lines. This means it preserves the shape of a figure
(but not necessarily its size, unless, of course, the scale factor is 1).
A dilation of a figure always produces a figure that is similar to the original. In practical terms,
two figures being similar means they have the same shape, but are not necessarily of the same size.

7. Figure A'B'C'D'E' is a dilation of figure ABCDE with scale

factor 2/3. Angles A and E are right angles. Check all the
statements that are true.
a. Angle B'A'E' is a right angle.
b. If AE = 1 inch, then A'E' = 1/2 inch.
c. A'B' is parallel to D'E'.
d. The measure of ∠EDC is 2/3 of the measure of ∠E'D'C'.
e. The perimeter of ABCDE is 1.5 times the perimeter of A'B'C'D'E'.
f. Angle B is equal to angle B'.
g. Angle D is equal to angle B'.

© Taina Maria Miller 34 www.k5learning.com

 Dilations in the Coordinate Grid
Example 1. An angle with vertex at (3, 2) is dilated with origin
as center and a scale factor of 2.
Recall that the coordinates of a point indicate the horizontal and
vertical distance between the point and the origin (point 0, 0). Since
in a dilation, all distances are multiplied by the scale factor, the
horizontal and vertical distances are too. This makes it easy to find
the coordinates of any point under this dilation: both the x and
y-coordinate of each point are simply doubled.
Verify this fact for the other two points of the original figure.

If the center point of a dilation is the origin, we can simply multiply the coordinates of a point by the scale
factor to get the coordinates of the image of the point.

1. In each case, dilate the figure with origin as center and with the given scale factor.

a. scale factor 2 b. scale factor 1/3

c. scale factor 1/2 d. scale factor 3

© Taina Maria Miller 35 www.k5learning.com

 Example 2. If the center of dilation is not the origin,
the calculation of the coordinates is not as
straightforward. But it is still fairly easy to draw the
dilated figure, using the horizontal and vertical distances.

Here, triangle ABC is dilated from point B and with

a scale factor of 2. The distance between B and C is
1 unit horizontally and two units vertically. This doubles
so that the distance between B' (which is the same as
B) and C' is two units horizontally and four vertically.

2. Draw a dilation of triangle ABC...

a. from point A and scale factor 2 b. from point B and scale factor 3

3. Draw a dilation of quadrilateral DEFG:

a. with D as center and scale factor 1/2;

b. with F as center and scale factor 1/2.

4. The coordinates of a kite are (−3, 3), (0, 6), (9, 3), and (0, 0).

a. What are its coordinates after a dilation with a center at

the origin, and a scale factor of 2/3?

b. What are its coordinates after a dilation with a center at

the intersection of the diagonals, and a scale factor of 2/3?

© Taina Maria Miller 36 www.k5learning.com

 5. Describe each dilation in terms of its center point and its scale factor.

a. Center point: _______ Scale factor: _______ b. Center point: _______ Scale factor: _______

6. Describe each dilation in terms of its center point and its scale factor. This time, the figure becomes smaller.

a. Center point: _______ Scale factor: _______

b. Center point: _______ Scale factor: _______

7. Both figure 1 and figure 2 are dilations of rectangle ABCD, with a scale factor of 2.

Explain why the dilated images are different from each other, even though the scale factor is the same.

© Taina Maria Miller 37 www.k5learning.com

 Similar Figures, Part 1
Definition: We call two figures similar if there is a sequence of transformations
(translation, reflection, rotation, dilation) that maps one figure to the other.
Figures that are dilations of each other are similar, no matter where they are located
in the plane, or whether they have been rotated or reflected.
Example 1. A sequence of a dilation, a rotation, and a translation maps the
smaller tree to the bigger tree. The two figures are similar.

1. State the transformations that can map figure 1 to figure 2. You don’t need to include details about the
transformations, such as the scale factor, the exact line of reflection, or the amount of translation or rotation.

a. b.
c.

2. Henry says that triangle ABC is similar to triangle A'B'C' because

△ABC can be mapped to △A'B'C' by first dilating △ABC with
origin as center and with the scale factor 2, and then reflecting
the resulting figure in the horizontal line at y = 1.

Harry says that’s not true, that instead, △ABC is first reflected
in the x-axis, and then dilated with B' as center point, with scale
factor 2.
Whose proof is correct, or are both correct?

3. Show that the two triangles are similar by

describing a sequence of transformations that
could map △ABC to the smaller triangle.

© Taina Maria Miller 38 www.k5learning.com

 4. Parallelogram ABCD underwent the following
transformations :
1. A 90° rotation clockwise around the origin.
2. Translation 3 units to the right and 4 units
down.
3. Dilation centered at B'' with scale factor 1/2.
What are the coordinates of the image of
point D (D''') after all these transformations?

5. Triangle PQR underwent two transformations. Original figure Transformation 1 Transformation 2

Study the coordinates to find out the details
about each transformation. Then describe P(−4, 0) P'(−1, 0) P''(1, −4)
each transformation in detail. Use grid
paper if necessary. Q(0, 4) Q'(0, 1) Q''(2, −3)

Transformation 1: R(−8, 4) R'(−2, 1) R''(0, −3)

Transformation 2:

6. a. If two figures are congruent, are they also similar?

Explain your reasoning using the definition of similarity.

b. Is it true that two similar figures must also be congruent?

Why or why not?

7. Figure EFGH underwent a dilation, Original figure Dilation Reflection

then a reflection. Study the coordinates E(−1, −1) E'(−5, −2) E''(−5, 2)
to find out the details about each
transformation, then fill in the missing F(3, 0) F'(3, 0) F''(3, 0)
coordinates. Use grid paper if
necessary. G(3, −2) G'(3, −4) G''( ____ , ____ )

H(2, −2) H'( ____ , ____ ) H''( ____ , ____ )

© Taina Maria Miller 39 www.k5learning.com

 8. Are the two figures similar? If yes, give a proof of that by giving a sequence of transformations (with details)
that maps one to the other.

a. b.

9. Which statement is true?

(1) A reflection in the y-axis, followed by a

dilation, will transform Figure 1 to Figure 2,
proving the two are similar.

(2) There is no sequence of transformations that

will map Figure 1 to Figure 2, making the two
figures neither congruent nor similar.

(3) A rotation 180 degrees about the origin, followed

by a translation, followed by a dilation, will transform Figure 1 to Figure 2, proving the two are similar.

(4) A translation, then a reflection will make Figure 1 map to Figure 2, proving they are congruent.

Figure WXYZ underwent two mystery transformations. Study

the coordinates to find out the details about each transformation,
then fill in the missing coordinates. Grid paper can help.

Original figure Transformation 1 Transformation 2

W(−6, 0) W'(2, 0) W''(2, 0)

X(−3, 1) X'(−1, 1) X''(3, 3)

Y(−3, −3) Y'(−1, −3) Y''(−1 , 3)

Z(−6, −2) Z'( ____ , ____ ) Z''( ____ , ____ )

© Taina Maria Miller 40 www.k5learning.com

 Similar Figures, Part 2
Recall that a dilation preserves angles, and the distances between points are multiplied by the scale factor of
the dilation. This means that when two figures are similar...
• their corresponding angles are equal.
• their corresponding sides are proportional; in other words
in the same ratio. In terms of the image, this means that
a/A = b/B = c/C. This ratio is called the scale ratio or the
similarity ratio.
• Proportionality also means that a:b = A:B, a:c = A:C, and so on.

Example 1. Trapezoid ABCD is dilated by

scale factor 1.25.
a. What is the scale ratio?
b. If A'D' = 25 cm, what is AD?

First, we write the scale factor as a fraction, in lowest terms: 1.25 equals 5/4 as a fraction. Now we switch
the 5 and 4 and write it as a ratio: the scale ratio is 4:5.
The reason for the switch is that in the scale ratio, we want the first member of the ratio (4) to correspond to
the original figure, which in this case is smaller, and the second (5) to the scaled, bigger figure.
The corresponding sides of the two figures are in the ratio 4:5. This means that AD : A'D' = 4 : 5, and
AB : A'B' = 4 : 5, and also every other ratio of corresponding sides equals 4 : 5. Using fractions, we can also
express this as AD/A'D' = 4/5 and similarly for the other corresponding sides.
To find AD, we either multiply or divide by the scale factor. Since we are going from the bigger figure to the
smaller, and our scale factor is 1.25, or 5/4, we will divide A'D' by it: 25 cm / 1.25 = 20 cm.
5 4
Or, you could use fraction division: 25 cm ÷ = 25 cm · = 100 cm / 5 = 20 cm.
4 5
Generally speaking, when the scale ratio is a:b, to go from one shape to the other we either multiply by a/b,
or by b/a, depending which direction we are going in.

Yet another way to solve for the side lengths is to use a proportion (see example 2).

Example 2. Parallelogram ABCD is similar to parallelogram

EFCG. Write a proportion to solve for EF.
Look carefully how we set up the proportion. We have marked the
unknown side with x. The shorter sides of both parallelograms
are in the numerators and the longer ones in the denominators.
You could have them vice versa, if you’d like. Both ways will work.

125 50
= This is the proportion.
200 x
125x = 50 · 200 After cross-multiplying, we get this equation.
125x = 10,000 The next step is to divide both sides of the equation by 125.
x = 80 This is the final answer. So, EF = 80 mm.

© Taina Maria Miller 41 www.k5learning.com

 You may use a calculator for all the problems in this lesson.

1. Triangle ABC was dilated to produce triangle DEC.

a. What is the center of the dilation?

b. What is the scale factor of the dilation?

c. What is the scale ratio between △ABC and △DEC?

d. If BC = 58 inches, how long is CE?

e. If CD = 75 inches, how long is AC?

2. The larger trapezoid on the left is dilated as shown (it shrinks).

a. What can you say about the corresponding angles in both figures?

b. What is the scale factor?

c. What is the scale ratio (in lowest terms)?

d. Calculate x, to the nearest tenth of a centimeter.

3. The two triangles are similar. Notice carefully which sides are
corresponding sides. Then calculate the lengths of the sides
marked with x and y.

4. A shoe measures 270 mm long and 94 mm wide. The same kind of shoe in
another size is proportional to the other shoe. If the smaller shoe is 245 mm
long, how wide is it?

© Taina Maria Miller 42 www.k5learning.com

 Similar Figures: More Practice
You may use a calculator for all the problems in this lesson.

1. a. Prove that the two figures are similar by giving a sequence

of transformations (with details) that maps one to the other.

b. What is the scale ratio between figure 1 and figure 2?

c. What is the scale factor?

d. Figure 1 consists of a semicircle and a square. Calculate its perimeter.

C=π·d
(C is the circumference and
e. Now use the scale ratio to find the perimeter of figure 2. d the diameter of the circle.)

2. Triangle PQR was dilated from point R to map to

triangle P'Q'R.
a. Calculate P'Q'.

b. Given that PR is 5.83 units, calculate P'R.

© Taina Maria Miller 43 www.k5learning.com

 Note on notation. When two angles are marked
with a single arc, with no measurement or letter next
to the arc, it signifies they are congruent. The same
is true of a double or triple arc.
In this illustration, we have two similar triangles.
Their corresponding angles are congruent
(have the same angle measure).

3. All the triangles depicted are similar.

Find the unknown side lengths.

w = _________

x = _________

y = _________

z = _________

4. The two quadrilaterals are similar.

a. Calculate the side lengths marked with x and y,
to the nearest tenth of a centimeter.

b. (challenge) Find the value of z.

5. Which statement is true?

a. A reflection in the x-axis, followed by a 90-degree rotation

counterclockwise around point B', followed by a translation 6 units to
the right, followed by a dilation from point B''' with scale factor 3/4
will transform Figure 1 to Figure 2, so they are similar figures.

b. There is no sequence of transformations that would map figure

ABCD to the other, so the figures are neither congruent nor similar.

c. A dilation from point A with scale factor 3/4, followed by a 90-degree

rotation counterclockwise around point A', followed by a reflection in
the vertical line at x = 1, followed by a translation 6 units down and 2
to the right will transform Figure 1 to Figure 2, so they are similar
figures.

© Taina Maria Miller 44 www.k5learning.com

 6. Which two of the following figures are similar?

(i) A parallelogram with angles 50°, 130°, 50°, and 130°, and side lengths 9 cm and 4 cm.

(ii) A parallelogram with angles 50°, 130°, 50°, and 130°, and side lengths 27 cm and 16 cm.

(iii). A parallelogram with angles 30°, 150°, 30°, and 150°, and side lengths 18 cm and 8 cm.

(iv) A parallelogram with angles 50°, 130°, 50°, and 130°, and side lengths 72 cm and 32 cm.

7. A rectangle with sides 3 units and 5 units is dilated by scale factor 2.

How is its area affected?

8. Consider the triangle on the right with the altitude h = 6 units and base b = 11 units.

a. If this triangle is dilated with scale factor of 2, how long is the altitude of
the dilated triangle? Its base?

b. How does the area of the dilated triangle relate to the area of the original triangle?

Investigate how the area of a rectangle changes when it is dilated.

Make up some example rectangles (decide their width and height),
choose some simple numbers for scale factors, and make a table
so you can organize your findings. For example, you might check what happens with scale factors 2, 3, 4, 10,
and 1/2.

Scale
Original rectangle Dilated rectangle
Factor
Width Height Area Width Height Area

© Taina Maria Miller 45 www.k5learning.com

 Review: Angle Relationships
A ray has a starting point and continues indefinitely in one
direction (indicated by one arrowhead).

An angle consists of two rays that start at the same point,

called the vertex. Each ray is called a side of the angle.
We can denote the angle on the right as ∠BAC (angle BAC) or
as ∠CAB. Note that the vertex point is listed in the middle. We
could also label the angle by giving it a name (α, or alpha, in this
case).

Two angles are adjacent if they have a common vertex

and share one side (a ray).
In the image on the right, ∠α and ∠β (beta) are adjacent
angles.

← Two angles are complementary

if their angle sum is 90 degrees.

Two angles are supplementary

if their angle sum is 180 degrees. →

Supplementary angles don’t have to be adjacent, and neither do complementary angles — but they often are,
in various geometric figures.

The angles ∠α and ∠β in this image are

The angles ∠α and ∠β in this image
adjacent supplementary angles (also
are adjacent complementary angles.
called a linear pair).

Here’s a mnemonic to help you remember complementary and supplementary angles:

Supplementary angles form a Straight line, and Complementary angles form a Corner (a right angle).
(Or, Since C < S in the alphabet, C is the 90 and S is the 180).

When two lines intersect, they form four angles. The two
opposite angles are called vertical angles.
Vertical angles are congruent. (They have the same angle measure.)

© Taina Maria Miller 46 www.k5learning.com

 1. The figure shows a line and a ray, forming two
supplementary angles. Find the value of x.

2. Two lines intersect as shown in the diagram, forming four angles.

a. How many angles, at a minimum, would you need to measure

in the diagram, in order to be able to calculate the rest?

b. Find the angle measures of all four angles in the diagram

(alpha, beta, gamma, delta — the first four letters of the Greek alphabet).

∠α = _________° ∠β = _________°

∠γ = _________° ∠δ = _________°

3. Find the unknown angle measures x and y. (But do not measure.)

4. a. Measure the angles in the parallelograms below. Based on your findings, fill in the words
“complementary”, “supplementary”, or “congruent” on the empty lines.

Adjacent (neighboring) angles in a parallelogram are _________________________

Opposite angles in a parallelogram are ____________________

b. What is the angle sum in a parallelogram?

© Taina Maria Miller 47 www.k5learning.com

 5. Find the angle measures of ∠α, ∠β, and ∠γ.

∠α = _________° ∠β = _________°

∠γ = _________°

6. Two lines intersect. Find the value of x.

7. A right triangle has one right angle.

What special relationship exists between
the other two angles? (Use vocabulary
from this lesson.) You can measure
to find out.

8. Several rays start from the same point. Solve for the unknown x.

9. The midpoints of each of the sides of rectangle ABCD are

connected with line segments to form a quadrilateral.
a. What type of quadrilateral is it?

b. There are four triangles formed. What kind of triangles

are they (obtuse, acute, right, scalene, equilateral, isosceles)?

c. Find angle x. (Do not measure.)

© Taina Maria Miller 48 www.k5learning.com

 Corresponding Angles

Here you see two lines, and a third line, called a transversal, that
intersects them both.

In this lesson we will examine the various angles formed by this

arrangement, in particular when the two lines are parallel.

1. In the illustration below, two parallel lines are cut by a transversal.

a. Find four pairs of vertical angles in the figure. One is already marked with numbers 1 & 2.
Mark the others with 3 & 4, 5 & 6, and 7 & 8.

b. Find the angle measures of the eight angles. (You can measure; however, you don’t need to measure all of
them!) Which angles are congruent?

2. In this illustration, two lines are again intersected by a transversal, but this time the two lines are not parallel.

How does this situation compare with the one in question #1? What is the same? What is different?

© Taina Maria Miller 49 www.k5learning.com

 Lines L1 and L2 are parallel and transversal T intersects them both.

Angles 1 and 2 are corresponding angles. This means they

are on the same side of the transversal, and on the same side
of L1 and L2.

Angles 3 and 4 are also corresponding angles.

Corresponding angles are congruent.

3. Two parallel lines are cut by a transversal.

a. Which angle is a corresponding angle to ∠2?

b. Which angle is a corresponding angle to ∠8?

c. If ∠7 is 127°, what is ∠5?

How do you know? (Use appropriate vocabulary.)

d. What is the measure of ∠6?

How do you know? (Use appropriate vocabulary.)

e. Identify all the angles that are congruent to ∠7.

4. Lines m and n are parallel. Show that ∠ABC is

congruent to ∠α using a rigid transformation.
(In other words, give detailed information about the
transformation that would map ∠ABC to ∠α.)

(Remember, rigid transformations are those that

preserve distances, angles, and parallel lines:
translations, rotations, and reflections.)

© Taina Maria Miller 50 www.k5learning.com

 More Angle Relationships with Parallel Lines
1. Two parallel lines are cut by a transversal.
Point M is the midpoint of AB.

How could you use a rigid transformation to

prove that angle 2 is congruent to angle 1?

You can use transparent paper to help you

investigate this.

Angles 1 and 2 are called alternate interior angles. They are on alternate sides of the transversal
and in between the two parallel lines — in an “inner” position in relation to the whole diagram.
Angles 3 and 4 are also alternate interior angles. Alternate interior angles are congruent.

Angles 5 and 8 are alternate exterior angles.

They are on alternate sides of the transversal and
in an “outer” position in relation to the whole diagram.
Angles 6 and 7 are also alternate exterior angles.
Alternate exterior angles are congruent.

2. Lines L1 and L2 are parallel. Fill in the blanks, describing the

types of angles formed.

Angles 5 and 7 are ____________________________ angles.

Angles 3 and 5 are ____________________________ angles.

Angles 1 and 7 are ____________________________ angles.

Angles 2 and 6 are ____________________________ angles.

© Taina Maria Miller 51 www.k5learning.com

 3. Two parallel lines are cut by a transversal.
Point M is the midpoint of CD.

a. What is the relationship between ∠1 and ∠2?

b. How could you use a rigid transformation

to prove that ∠1 is congruent to ∠2?

4. Lines L1 and L2 are parallel and ∠3 = 53°.

a. What is the measure of angle 5?

How do you know?

b. What is the measure of angle 8?

How do you know?

5. Lines L1 and L2 are parallel and so are lines L3 and L4.

a. What figure is enclosed by the lines?

b. Prove that ∠1 is congruent to ∠3. You

might need to refer to some of the angles 5, 6, 7,
and/or 8 so they are marked for you. You may
certainly mark other angles in the figure, too, so
you can refer to them in your proof.

© Taina Maria Miller 52 www.k5learning.com

 The Angle Sum of a Triangle
1. Draw as many triangles as needed so you have at least one of each: obtuse, acute, right, scalene, isosceles and
equilateral. Think whether you really need to draw six different ones, or maybe you can get by with less. Once
drawn, measure their angles and calculate the angle sum of each. What do you observe? Make a conjecture.

2. We will now study a neat proof about the angle sum of a triangle.
Here we see triangle ABC and line l that is parallel to AC.
The proof is based on finding three adjacent angles that make
a straight angle (180°) along a line, and that are congruent to
the angles in the triangle.
Perhaps you can see how the proof works by studying the
diagram. Below are some hints.

a. Find angles in the diagram that are congruent to ∠A.

Mark them with a single arc.

b. Find angles in the diagram that are congruent to ∠C.

Mark them with a double arc.

c. Find an angle in the diagram that is congruent to ∠B.

Mark it with a triple arc.

d. Can you now find three adjacent angles that form a straight angle together,
and that are congruent to the three angles in △ABC?

© Taina Maria Miller 53 www.k5learning.com

 The sum of the angles in a triangle is 180°.

a + b + c = 180°

3. Fill in the missing parts in the proof for the fact that the angle sum of a triangle is 180°.
In the diagram, we see triangle ABC, and its angles α, β, and γ.
The line l is drawn so that it is parallel to AC.

Angles α and α′ are congruent because they are

____________________ angles.

Angles β and β′ are ______________ because they

are vertical angles.

And angles γ and γ′ are congruent because they are, again,

____________________ angles.

Therefore, the sum ∠α′ + ∠β′ + ∠γ′ is equal to the sum ∠α + ∠β + ∠γ.

Since the three angles α′, β′, and γ′ are adjacent and form a ____________ angle, the sum of their angle
measures is ______°. This means that ∠α + ∠β + ∠γ = ______°, too.

4. Find the angle measure of each unknown angle. Do not measure.

b.

a.

c.
d.

© Taina Maria Miller 54 www.k5learning.com

 An isosceles triangle has at least two sides that
are congruent (the same length; marked with a Not only does an isosceles triangle have two congruent
single mark to signify congruency). Think of it as sides, but two of its angles are also congruent.
a “same-legged” triangle, the “legs” being the They are called the base angles. The remaining
two sides that are the same length. angle is called the top angle.

5. a. The top angle of an isosceles triangle measures 24°.

What do the base angles measure?

b. The base angles of an isosceles triangle measure 73°.

What does the top angle measure?

6. Is an equilateral triangle isosceles?

7. An equilateral triangle is also an equiangular triangle, meaning that all its angles are congruent.
What is the measure of each of its angles?

8. Can you draw a triangle that has two obtuse angles?

Why or why not?

9. Draw an isosceles triangle with a 50° top angle

and two 2 ½-inch sides.
How long is its third side?
What do its base angles measure?

© Taina Maria Miller 55 www.k5learning.com

 Exterior Angles of a Triangle
If you extend any of the sides of a triangle, a new angle
is formed adjacent to one of the interior angles of the
triangle. It is called an exterior angle of the triangle.
The illustration shows two such exterior angles. We
would find four more if we also extended the other
two sides of the triangle. Each triangle actually
has six exterior angles.
If you know the measure of the angle in the triangle,
you can calculate the exterior angle, since the two are supplementary angles.

1. In each picture, one or more sides of the triangle are extended in a straight line. Find the angle measure of
each unknown angle. Do not measure.

a.
b.

2. Find the measure of angle z. Explain and justify

your reasoning. Angles G, H, and J are named in
the picture. You can name more angles if necessary.

3. Extend the sides of the triangle, and

mark all six of its exterior angles.

Remember, each exterior angle is

supplementary to one of the interior
angles of the triangle.

© Taina Maria Miller 56 www.k5learning.com

 4. Find the measure of angle x. Justify your reasoning.

5. Find the value of each unknown, using an equation.

a. b.

c.

© Taina Maria Miller 57 www.k5learning.com

 6. Find the value of x, in each case. Show your work.

a.
b.

7. In your own words, prove that the angle sum of a triangle is 180°.
Use the given diagram (you can add to it).

8. Find the value of x, and show your work.

Any quadrilateral can be divided into two triangles by drawing

a diagonal. We can use this idea to easily prove what the sum
of the angles of any quadrilateral must be.

a. What is the sum of the angles of any quadrilateral?

b. Prove it.

© Taina Maria Miller 58 www.k5learning.com

 Angles in Similar Triangles, Part 1
Recall that a dilation preserves angles, and the distances between points are multiplied by
the scale factor of the dilation.
This means that when two figures are similar...
• their corresponding angles are congruent (equal).
• their corresponding sides are proportional; in other words in the same ratio.

When it comes to triangles, something stronger is true: we don’t even need to check the sides.
If the three angles of a triangle are congruent to the three angles of another triangle, that alone
establishes that the two are similar triangles.

1. Are these two triangles similar?

How do you know?

2. Two of the angles of triangle T are equal to two of the angles of triangle S.
a. Can you conclude, based on this information, that triangles T and S are similar? Why or why not?

b. Can you conclude, based on this information, that triangles T and S are congruent? Why or why not?

3. a. Using a protractor, draw (on a separate paper) two triangles, of different sizes, so that two of the
angles of the one triangle are congruent to two of the angles of the other. If you have drawn
accurately, having two congruent angles means your triangles should be similar. (Can you see why?)
b. Measure the sides of your triangles, write the ratios of the corresponding sides below, and calculate their
values to three decimal digits. (There will be three such ratios.) Verify that the corresponding sides are in
the same ratio

Ratios:

Keep in mind your measurements can only be within the nearest millimeter, not fully exact, and thus, both
your measurements and the ratios you calculate will only be approximations.

c. (optional) Calculate the two scale factors involved: one you would use if going from your smaller triangle
to your larger, and the other, going from your larger triangle to the smaller. Use the average of the three
ratios of the corresponding sides.

d. (optional) Verify that the two scale factors are reciprocals (i.e. their product is one, or in this case,
very close to one, since we are using measurements that are, by their very nature, rounded and not accurate).

© Taina Maria Miller 59 www.k5learning.com

 The AA criterion for similar triangles
If two angles of a triangle are congruent to two angles in another triangle, the triangles are similar.
This is called the “AA” criterion — the two A's stand for Angle + Angle (or two angles) being congruent.

4. Are the triangles similar? Explain how you know.

5. AC is parallel to A'C'.

a. Is △ABC similar to △A'BC'? Explain how you know.

(If you do not see it, extend line AC and use what
we learned about parallel lines and transversals.)

b. What is the value of y?

Show your work.

6. Figure ABCD is a parallelogram.

What is the value of x?

Explain your reasoning.

7. AB is parallel to line l. What is the value of x? Explain.

© Taina Maria Miller 60 www.k5learning.com

 Angles in Similar Triangles, Part 2
1. Two lines intersect at point K.
a. Are these similar triangles? Explain!

b. Find the value of x.

2. Are the two triangles similar?

Explain how you know.

3. (Challenge) Lines m and n are parallel.

Are the two triangles similar?
Explain how you know.
(Feel free to mark angles in the image
so you can reference them.)

© Taina Maria Miller 61 www.k5learning.com

 4. Here is a method to measure the height of tall objects, using shadows.
(i) Measure your height and the length of your shadow.
(ii) At the same time (without waiting much), measure the shadow of the tall object, such as a tree.
(iii) Look at the images. As long as the sun is in the same position in the sky, triangles ABC and ADE will
have the same angles, which means they are similar. This, in turn, means that the ratio of the shadows
is equal to the ratio of the heights of the two objects. This allows you to calculate the height of the tree
(e.g. by using a proportion).

The boy is 145 cm tall, his shadow is 207 cm long, and the shadow of the tree is 600 cm.
Calculate the height of the tree to the nearest centimeter.

5. Optional. Use the above method to find the height of some tall objects and/or trees in the neighborhood.

6. Here is a method to measure the width of a river using

similar triangles.

John stands at point B, which is directly across from a tree

that is on the other side of the river, at A. Then he walks
6 m on the river bank and puts a stake (at C). He walks
another 8 m, then turns at a right angle and walks away
from the river until he can see the tree and the stake at
the same line of sight (point E). He then measures DE
— it is 6.5 m.

Find the width of the river to the nearest tenth of a meter.

© Taina Maria Miller 62 www.k5learning.com

 Volume of Prisms and Cylinders

In geometry, a prism is a 3-dimensional solid with two

identical parallel polygon faces, known as its bases, and
the rest of the faces are rectangles (or parallelograms, if
the prism is oblique, or “slanted”). In this book we will
only deal with right prisms (ones that are not slanted).
Note that a box with a rectangular base is a prism; in
geometry we call it a rectangular prism. A triangular prism.
A pentagonal Note that its bottom
prism. The dashed A cylinder is similar to a prism, but its bases are circles or face is facing the
line marks the ellipses, and it has just one other face that is wrapped viewer. The dashed
height (h). line marks the height (h).
around the bases.
Both prisms and cylinders are named after the polygon or
shape at their base.
The height of both prisms and cylinders is the length of
the line segment drawn from the top face to the bottom
face that is perpendicular to both faces.
The volume of prisms and cylinders is calculated in the
same way: we simply multiply the area of the base (Ab)
by the height (h). An oblique
A circular
hexagonal prism
cylinder
The formula is: V = Abh .

Example 1. Calculate the volume of this cylinder.

This cylinder is “lying down.” Imagine standing it up to see what the top
and bottom faces are. Its top and bottom faces are circles.
Notice that we are given the diameter of the circle, but to calculate the
area of a circle, we need to use the radius, which is 1.1 inches.

Using the formula for the area of a circle, A = πr2, we get that the
area of the bottom face is π · (1.1 in)2. The height is 7.5 in.
The volume is the product of the two: V = π · (1.1 in)2 · 7.5 in ≈ 28.5 in3.

You can use a calculator in all the problems in this lesson.

1. You have learned to calculate the volume of a box (a rectangular prism) by multiplying
its width, depth, and height (its three dimensions).
Does the formula V = Abh also apply to boxes?

Why or why not?

© Taina Maria Miller 63 www.k5learning.com

 2. The bottom face of this cylinder is a circle with a diameter of 8 cm. Its height is 12 cm.
Find its volume to the nearest ten cubic centimeters.

3. a. What is this shape called? If you are unsure, ask yourself:

what are the two identical parallel faces?

b. Calculate its volume.

4. The Fernandez family has three cylindrical water tanks, of different sizes. The first one has a diameter of 5 ft
and a height of 6 ft. The second and third have a diameter of 8 ft and a height of 10 ft.

a. Calculate their total volume in cubic feet.

b. The family uses 120 gallons of water per day, on average. If the water tanks are full, how many days of
water supply do they provide for the family? Note: One gallon = 0.16054 cubic feet.

5. Find a drinking cup or a mug with a cylindrical shape. Most drinking glasses taper down towards the bottom
so they don’t work. Look for one whose bottom and top faces are congruent circles.

a. Measure the mug, and calculate its volume in cubic centimeters.

b. Measure its volume now in milliliters, using a measuring cup, and compare to what you got above.
Remember that 1 ml = 1 cm3.

If the results are far apart, check your measurements. Check also whether your measuring cup is accurate
(often they are not).

© Taina Maria Miller 64 www.k5learning.com

 Volume of Pyramids and Cones
A pyramid is a solid that has some polygon as a base. Its other faces are triangles that
meet at the top vertex of the pyramid.
Just like prisms, pyramids also are named after the polygon at their
base. A rectangular pyramid has a rectangle as its base, a triangular
pyramid has a triangle as its base, a pentagonal pyramid has a A square
pentagon as its base, and so on. pyramid
A hexagonal The height or altitude of a pyramid is the length of the line segment
pyramid drawn from the top vertex to the base so that it is perpendicular to
the base. We need the height in calculating the volume of pyramids.

Can you tell what kind of pyramid the net on the right belongs to?
You can find the answer below this blue box, but think first!

A cone is similar to a pyramid, but it has a rounded shape as its base. The cone on the right is a
circular cone. And similarly with pyramids, a cone has a height: a line drawn from the vertex that
is perpendicular to the base.
The net of a cone has two parts: a circle (the base), and a sector (a part)
of a circle, which is the other face of the cone — the one you wrap
around the base.

Note: The net above is for a pentagonal pyramid: it has a pentagon as a base, and triangles as the other faces.
You may use a calculator in all problems in this lesson.

1. Name the solids.

b.
a. c.
d.

2. Name the solids that can be constructed from these nets.

c.
a. b. d.

© Taina Maria Miller 65 www.k5learning.com

 The volume of all pyramids and cones is calculated in the same way: It is one-third of
the area of the base (Ab) multiplied by the height (h). It doesn’t matter whether the
cone or the pyramid is slanted or upright; the formula works in either case.
1
As a formula, we write V= 3
Ab h .

Example 1. Calculate the volume of the cone to the nearest ten cubic centimeters.
First, let’s find out the area of the base. It is a circle with a radius of 8.5 cm,
so its area is Ab = π · (8.5 cm)2 ≈ 226.865 cm2.
Note: don’t round your intermediate answers a lot. Keep a few extra digits just
to be safe. Rounding to the nearest ten should only happen in the final step.
1 1
Now, the volume. Using the formula, we get V = Abh = · 226.865 cm2 · 18 cm
3 3
= 1,361.19 cm3 or approximately 1,360 cm3.

3. Calculate the volumes of these solids. Note: the cones are circular (have a circle as their base).

b.
a.

c.
d.

e. f.
an octahedron: a circular cone and
two square pyramids a circular cylinder

© Taina Maria Miller 66 www.k5learning.com

 Notice something similar about the two formulas
for volume that we have studied: A pyramid inside a box:
(The pyramid and the prism share
Volume of a prism or cylinder: V = Abh. the same base and the same height.)
Volume of a pyramid or cone: V = (1/3)Abh. The volume of the pyramid is 1/3 of
This means that if we take a pyramid and a prism the volume of the box.
with the same base and same height, the volume
of the pyramid is exactly one-third of the volume
of the prism. The same is true of a cone and a A cone inside a cylinder:
cylinder with the same base and same height. (The cone and the cylinder share
This relationship might remind you of something the same base and the same height.)
similar concerning areas: the area of a triangle is The volume of the cone is 1/3 of the
always 1/2 of the area of a parallelogram with the volume of the cylinder.
same base and height!

4. A cube with a volume of 27,000 cm3 has a square pyramid

inside it so that the base of the pyramid is the same as the base
of the cube, and its vertex touches the top of the cube.

a. What is the volume of the pyramid?

b. How long is the side of the cube?

Hint: Guess and check.

5. A conical and a cylindrical drinking glass have the same height. The
top of the conical glass and the top of the cylinder are congruent circles.
a. What percent of the volume of the cylindrical glass
is the volume of the conical glass?

b. Assume the conical glass is full of water, and the

cylindrical glass is 2/3 full. Now what percent
is the volume of the water in the conical glass as compared
to the volume of the water in the cylindrical glass?

6. The taller “party-hat” has a bottom diameter of 10 cm and

a height of 25 cm. The diameter of the second hat is twice
the diameter of the first, and its height is half the height of
the first hat. Would that mean that their volumes are equal?
Find out by calculating their volumes.
What is the simple relationship between their volumes?

© Taina Maria Miller 67 www.k5learning.com

 Volume of Spheres
A sphere in mathematics is a perfect ball.
4
The volume of a sphere is given by the formula V= 3
π r3 , where r is

the radius of the sphere.

Example 1. Find the volume of a sphere with a radius of 21.0 cm.

We use the formula V = (4/3)πr3, and get V = (4/3)π(21 cm)3. In mathematics, it is common to give answers
in terms of π, so V = 12,348π cm3 is not only acceptable, but also the exact answer.

For real-life applications, we use the rounded answer. If your calculator doesn’t know the order of operations,
it is best to first calculate 21 cubed, and then multiply that by π and by 4, and lastly divide by 3. We get the
volume is about 38,792 cm3 ≈ 38,800 cm3.

You may use a calculator in all problems in this lesson.

1. Find the volume of a ball with a radius of 1.5 inches, to the nearest whole cubic inch.

2. The dome of The Zeiss Planetarium in Jena, Germany, is a half-sphere,

with a diameter of 23.0 meters. Calculate its volume to the nearest
ten cubic meters.

3. Find out the volume of some small ball in two ways.

a. Measure its diameter or circumference in centimeters, the best you can. Then use the formula
for the volume of a sphere. Round your answer to the nearest ten cubic centimeters.

b. Immerse the ball into a measuring cup that has some water. Record the volume of the water
(in milliliters) before placing the ball in it. Then record the volume of both ball and water.

Compare the two results, noting that one cubic centimeter equals one milliliter. If your measurements and
calculations are accurate, they should be close.

© Taina Maria Miller 68 www.k5learning.com

 Example 2. A basketball is packed into a cube-shaped box with a tight fit. What percentage of the box does
the ball occupy?
Occupying a space means we will look at the volume of both the ball and the box. It seems like we would
need to know the radius or the diameter of the ball to calculate this, but it turns out we don’t! This is because
while the radius is used in the formula for volume, it will get canceled out from the fraction we use.
Let r be the radius of the ball. The edge of the box is exactly twice the radius of the ball, or 2r.
The volume of the ball is (4/3)πr3. The volume of the box is (2r)3 = 8r3. The ball therefore
(4/3)πr3 (4/3)π
occupies 3 of the box. In this fraction, the r3’s cancels out, so we are left with ≈ 0.52360.
8r 8
So, the ball only occupies 52.4% of the box. Just a little over half of it!

Notice that the above result is independent of the size of the ball!

4. One ball has a radius of 1 inch, and another has a radius of 2 inches.
What fraction is the volume of the first ball of the volume of the second?
Hint: write this fraction using the formula for the volume, and simplify it.

5. Three tennis balls fit snugly in a cylindrical container. Calculate what fraction
of the total volume of the cylinder the tennis balls take up.
Hint: write this fraction using the formulas for the volumes, and simplify it.

6. The earth has a shape that is close to a sphere. In reality, it is slightly “flattened” at the poles,
but in this exercise we will treat it as a perfect sphere, with a (mean) diameter of 12,740 km.
Calculate its volume. Round your answer to the nearest billion cubic kilometers.
Note: You may need a computer or an online calculator to handle such a large number.

7. Find the total mass of 50 glass marbles, to the nearest ten grams. Assume that the marbles are spheres with
a diameter of 16 mm. The density of glass is 2.6 g/cm3, which means that each cubic centimeter of glass
has a mass of 2.6 grams.

© Taina Maria Miller 69 www.k5learning.com

 Volume Problems
Common formulas for volume

Volume of a prism or cylinder: V = Abh 4

Volume of a sphere: V = π r3
3
1
Volume of a pyramid or cone: V = A h
3 b

You may use a calculator in all problems in this lesson.

1. Memorize the above formulas.

Hint: notice how the formula for the volume of a sphere is similar to the formula for the area of a circle.
The area of a circle is “pi r squared.” The formula for volume has “pi r cubed”, and then it is multiplied
by the fraction 4/3.

2. A large tank consisting of a cylindrical top and a conical bottom (for easy
drainage) is being filled with biodiesel at a rate of 2 cubic feet per minute.
How long will it take to fill it?

The diagram below will help you figure out how many cubic inches are
in one cubic foot.

3. Many objects are in the shape of a frustum, or a cut cone. It is like a cone
from which a smaller cone is cut off. There exists a formula for its volume, but
you can calculate the volume without it, if you know the dimensions of the “cut”
part. (Think subtraction.)

a. Find the volume of the frustum on the right, to the

nearest hundred cubic centimeters.

b. Convert that to liters (1 L = 1,000 cm3).

© Taina Maria Miller 70 www.k5learning.com

 4. Elkhart Ammonium Nitrate Storage in Elkhart, Texas, is a large building consisting of a half sphere on top of
a circular cylinder. The stem wall is 36 ft high, and the diameter of the cylinder (which is also the diameter
of the sphere) is 115 ft. Calculate its volume to the nearest thousand cubic feet.

Images courtesy of Monolithic Dome Institute, www.monolithic.com

5. A company that makes specialty fruit jams uses jars in the shape of a hexagonal prism.
This not only looks fancier than a regular, cylindrical jar, but has a smaller volume than
a cylindrical jar with the same height. This way the company can use less jam to fill
the jar, yet charge the same amount, or a bit more, than competitors who use cylindrical
jars. To the consumer, both types of jars tend to look like they contain the same amount,
if they have the same height.
On the right, you see the bottom face of the jar. We can divide it into six congruent
equilateral triangles, each with a height of 2.8 cm.

a. Assume the jar is 8 cm tall. Calculate its volume to the nearest cubic centimeter.

b. Calculate the volume of a (circular) cylindrical jar with the same height, and
a diameter of 6.4 cm, to the nearest cubic centimeter.

c. What percentage is the volume of the smaller jar of the volume of the bigger?

© Taina Maria Miller 71 www.k5learning.com

 Review
1. Describe a sequence of transformations
that can map figure 1 to figure 2.

2. Rotate angle DEF both 90 degrees and also 180 degrees

clockwise around the origin.

3. A quadrilateral was first reflected in the y-axis, and

then rotated around the origin clockwise 90 degrees.
Its vertices are now at points (3, −5), (5, −2), (4, −1),
and (1, −4). What were the coordinates of its vertices
before these transformations?

4. Figure A'B'C'D'E' is a dilation of figure ABCDE with scale

factor 3/4. Angle B is a right angle. Check all the
statements that are true.
a. Angle B' is a right angle.
b. The measure of ∠CDE is 3/4 of the measure of ∠C'D'E'.
c. ∠E is equal to ∠E'.
d. If CD = 1 inch, then C'D' = 3/4 inch.
e. ∠D is equal to ∠E'.
f. If the perimeter of figure ABCDE is 20 inches, then the perimeter of A'B'C'D'E is 12 inches.

© Taina Maria Miller 72 www.k5learning.com

 5. a. Perform the following sequence of transformations
to triangle ABC:

First rotate it counterclockwise around point C

90 degrees.
Then reflect it in the vertical line at x = −1.
Lastly, translate it two units to the right and three down.

b. Find another, different sequence of transformations

that does the same as the sequence in (a), and
starts with a reflection.

6. Draw a dilation of triangle ABC...

a. from point C and scale factor 1/2. b. from point B and scale factor 2.

7. Parallelogram EFGH underwent the following

transformations :
1. Reflection in the vertical line at x = −0.5.
2. Translation 3 units to the left and 4 units
down.
3. Dilation from point E'' with scale factor 2.
What are the coordinates of the image of
point F after all these transformations?

© Taina Maria Miller 73 www.k5learning.com

 8. Show that the two triangles are similar by
describing a sequence of transformations that
could map △DEF to the smaller triangle

9. Figure PQRS underwent a dilation, then a rotation.

Study the coordinates to find out the details about
each transformation, then fill in the missing coordinates.

Original
Dilation Rotation
figure

P(−5, 3) P'(−6, 5) P''( ___ , ___ )

Q(0, 3) Q'(4, 5) Q''( ___ , ___ )

R(−1, 1) R'( ___ , ___ ) R''( −4 , −5)

S(−4, 1) S'(−4, 1) S''(−4, 1)

10. a. Find the value of x.

b. Find the value of α.

© Taina Maria Miller 74 www.k5learning.com

 11. Lines l and m are parallel. Figure out the
measure of the angle α. (You may need
to mark more angles in the diagram.)

12. Lines m and n are parallel. Find the measure of angle x,

and prove why it is what you find it to be. In other words,
explain and justify your reasoning. You may need to
mark more angles in the diagram.

13. A shampoo bottle is in the shape of a circular cylinder. It says it contains 473 ml of shampoo.
Its inner diameter is 6.0 cm and its height is 17 cm. What percent of the bottle does the
shampoo take up?

14. Compare a sphere with radius 5 cm with a cone with the same radius.
What is the height of the cone, given the two have the same volume?

© Taina Maria Miller 75 www.k5learning.com

 15. Elkhart Ammonium Nitrate Storage in Elkhart, Texas, is a large building consisting of a half sphere on
top of a circular cylinder. The stem wall is 36 ft high, and the diameter of the circle (which is also the
diameter of the sphere) is 115 ft. When the storage is filled with ammonium nitrate, the top part of it
(the part inside the half-sphere) forms a cone.

Images courtesy of Monolithic Dome Institute, www.monolithic.com

Find the volume of the ammonium nitrate mound when the cone reaches the top of the structure, to the
nearest thousand cubic feet.

© Taina Maria Miller 76 www.k5learning.com

 Math Mammoth Geometry 4
Answer Key
Geometric Transformations and Congruence, Part 1, pp. 7-10
Page 8 Page 10
1. a. reflection b. rotation c. translation 5. a. & b.
2. a. No. The owl on the right (the blue owl) is “slimmer”
(less wide) than the owl on the left. You can rotate
the red owl on top of the blue own to see this, or simply
use a ruler to measure the width of both owls.
b. No.
c. Yes.
Page 9
3. a.

c. The line segments are congruent (have the same length).

d. The angles ∠QRS and ∠Q'R'S' are congruent
(about 51°).
b. The side lengths measure the same.
c. The angles measure the same. 6. They will stay as parallel lines under each of those
transformations.
4. a.

b. (i) XY and X'Y' are congruent.

Geometric Transformations and Congruence, Part 2, pp. 11-13

Page 11 2. Yes, it is. It is congruent because both rotation and
reflection are rigid transformations: they preserve the
1. shape and size of the figure.
3. a.

Since reflection is a congruent transformation, lengths

are preserved. The perimeter is b. Perimeter, area, measure of angle DEF, and angle sum
50 cm + 33 cm + 24 cm + 18 cm = 125 cm. are all preserved. Position is the only one that is not.

© Taina Maria Miller 77 www.k5learning.com

 Geometric Transformations and Congruence, Part 2, cont.
Page 12 Page 12
4. Both Jeannie and Matthew are correct. Kim is not. 6. Translation. Starting from one small fish image, copies
of it were translated (moved) to produce the larger image.
5. a.
7. a. Yes; reflection.
b. No.
c. No.
d. Yes; rotation.
Page 13
8. Umbrella B.
9. Yes. Figure B is indeed a reflection of Figure A across
The above image shows the circular arcs involved in the the line s.
rotation for the illustration’s sake. The student’s drawing
won’t show those arcs.
It is also possible to do this using a compass and a
protractor. As an enrichment activity, you can
encourage your student(s) to figure out how, and
try do it.
b. The angle measures don’t change.
c. The area does not change either.
10. a.
b. & c. Answers will vary. Check the student’s work.

Translations in the Coordinate Grid, pp. 14-16

Page 14 Page 15
1. a. 3. Jane is incorrect. Points A and B indeed map to A' and
B' under that translation, but point C does not map to C'.
Point C is (−2, 1) and in the translation of six units to the
right and four units up, it would map to (4, 5), but in the
image, point C' has the coordinates (3.5, 5). So, triangle
A'B'C' is NOT congruent to triangle ABC.
4. A translation of figure F five units to the left and 3 units up
maps F onto F'. Since translation preserves congruence,
the figures are congruent.
Note: students should demonstrate understanding that
they are mapping F onto F', and not the other way
around.
b. A(1, −3) and A'(−6, 1) 5. a. It is 2 · 20 + 2 · 35 = 40 + 70 = 110 units.
c. It becomes S'(−4, 0). b. Translation preserves lengths, so the side lengths of the
d. The area of the figure is 11 square units and so is translated rectangle are the same as of the original.
the area of its image.
6. a. It is a trapezoid.
2. a. (4, −3) b. Line segments A'D' and B'C'.
b. Q(−3, 2) c. It is also 105°.
d. Answers will vary. These are preserved: area,
perimeter, angle sum, angle measure of any of the
individual angles A, B, C, or D, any of the side
lengths. Position is not preserved.

© Taina Maria Miller 78 www.k5learning.com

 Translations in the Coordinate Grid, pp. 14-16
Page 16 8. a. It is translated 6 units to the right and 5 units down.
b. No.
7. a. No. c. Translation is a congruent transformation so it preserves
parallel lines (or line segments). Since angle ABC was
translated to become angle A'B'C', the line segment BC
is parallel to B'C'. It follows that the lines containing
those line segments ( and ) are parallel also,
and thus never meet.
9. The x-coordinate of C'' is −4 + 6 − 3 = −1.
Its y-coordinate is 1 − 2 − 3 = −4. So, C'' is (−1, −4).
Puzzle corner. There are an infinite number of solutions.
Point C can be located anywhere on the vertical line x = 7
(the line that passes through point (7, 0)) or on the vertical line
b. Move the vertex at (−6, 4) to (−5, 4) instead. Or,
x = −5 (the line that passes through point (−5, 0)). That way,
move the other two vertices to (−3, 1) and (−3, 3).
the altitude of the triangle will be exactly 6 units, and the area
c. It is easiest to use the vertical side as the base. will be 12 square units.
The area of triangle 1 is 2 · 3 ÷ 2 = 3 square units.
The area of triangle 2 is 2 · 4 ÷ 2 = 4 square units.
The areas are not the same.

Reflections in the Coordinate Grid, pp. 17-19

Page 17 2. a. b. c. d.
1. a.

b. Page 18
3. a. Figures 1 and 2 are not
congruent. They don’t have
the same shape.
b. Change point R' to be at
(−4, 3) instead of (−5, 3).

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 Reflections in the Coordinate Grid, pp. 17-19
Page 18 7. b.
4. H (−2, 3) → H' (−2, −3)
I (1, −1) → I' (1 , 1)
J (3 , 5) → J' (3, −5)
K (−5 , −4) → K' (−5, 4)
Compare the coordinates of each point and its image.
What do you notice?
The x-coordinate stays the same.
The y-coordinate becomes the opposite.
What do you suppose happens to the coordinates of
points that are reflected in the y-axis? 8.

Their y-coordinate stays the same, but the x-coordinate

becomes the opposite.
5. The coordinates are M'(−3, −1), N'(−1, −4), O'(3, −4),
P'(5, −1), and Q'(0, 1).
Page 19
6. The preserved attributes are: a. perimeter d. area, and
e. measure of angles. Puzzle corner. It is the horizontal line that passes through
point (0, −20). (Algebraically, we denote that line with
7. a. the equation y = −20 because for all the points on that
line, their y-coordinate is −20.)

Translations and Reflections, pp. 20-22

Page 20
1. a.& b. It does matter. The image on the right shows how the two sets of
transformations don’t result in the same final position for our triangle.

2. a.

b. A translation (10 units to the right).

© Taina Maria Miller 80 www.k5learning.com

 Translations and Reflections, pp. 20-22
Page 21 7. Answers will vary. There are multitudes of possible
answers. Check the student’s answer. For example:
3. Answers will vary. There are multitudes of possible
answers. Check the student’s answer. For example: Reflect the figure in the line y = −2, and then translate
it two units to the right and one unit down.
a. A reflection in the vertical line at x = −1 followed by
a translation 3 units up. Or: reflect the figure in the line y = −2.5, and then
Or, a reflection in the vertical line at x = −2 followed translate it two units to the right.
by a translation 2 units to the right and 3 units up.
8. When a figure that has a vertical symmetry line is
b. A translation 3 units up, followed by a reflection in reflected in a vertical line (that doesn’t touch the figure),
the vertical line at x = −1. this is equivalent to a translation. The movement of that
Or, a translation 2 units to the right and 3 units up, translation is perpendicular to the line of reflection.
followed by a reflection in the y-axis.
Here is one example. The drop is reflected in the vertical
4. Answers will vary. There are multitudes of possible line, and this is identical to a translation.
answers. Check the student’s answer.
a. For example: a reflection in the x-axis, followed by
a translation 8 units to the right and 2 units down.
Or, a translation 8 units to the right, followed by
a reflection in the horizontal line at y = −1.
b. For example: a reflection in the line x = 2.5 followed
by a translation 6 units up. Similarly, when a figure that has a horizontal symmetry
Or, a translation 6 units up, followed by a reflection line is reflected in a horizontal line that doesn’t touch
in the vertical line at x = 3, followed by a translation the figure, it is equivalent to a translation where the
1 unit to the left. movement is perpendicular to the line of reflection.

5. The vertices of the original triangle are (0, −2), (1, 0), Puzzle corner. There are many possible solutions.
and (4, −1). For example:
a. A 180-degree rotation around (−1, −1.5) followed by
a reflection in the x-axis.
Or, a 180-degree rotation around (−1, −0.5) followed by
a reflection in the horizontal line at x = 1.
Or, a 180-degree rotation around (−1, 0.5) followed by
a reflection in the horizontal line at x = 2.
Etc.
b. A reflection in the horizontal line at y = −3, followed
by a 180-degree rotation around (−1, −1.5).
Page 22 Or: a reflection in the horizontal line at y = −2, followed
6. a. Yes — a reflection at the vertical line at x = 1. by a 180-degree rotation around (−1, −0.5).
Or: a reflection in the horizontal line at y = −1.5, followed
by a 180-degree rotation around (−1, 0).
Etc.

b. No. Figure 2 is a translation of Figure 1, and you cannot

do a translation using a single reflection. However, a
sequence of two reflections in two parallel lines
produces a translation.

© Taina Maria Miller 81 www.k5learning.com

 Rotations in the Coordinate Grid, pp. 23-26
Page 23 In a 180-degree rotation around the origin, a point P is
1. a. b. mapped onto point P' with coordinates that are opposites of
the coordinates of P.
For example, point (−2, 1) is mapped onto point (2, −1).

Note: Besides “opposites”, the terms “negations” and

“additive inverses” are also correct.
3. a. Angle 2.
b.

Page 24 4. The original points are (−5, 6), (−3, 2), (−2, 0), and (0, 4).
2. a. b. Page 25
5. a. b. c. d.

The coordinates of the rotated points are:

c. Kite A''B''C''D'' is the image of kite ABCD under
a 180 -degree rotation around the origin. A'(−4, 5), B'(−2, 2), C'(2, 2), and D'(2, 5).

Now compare the coordinates of kite ABCD and 6. a. b. c. d.

kite A''B''C''D''. What do you notice?
Both the x and y-coordinates are the opposites of the
corresponding coordinates in the original figure.
Here are the coordinates:
A(1, −2) and A''(−1, 2)
B(2, 0) and B''(−2, 0)
C(5, −2) and C''(−5, 2)
D(2, −4) and D''(−2, 4)

© Taina Maria Miller 82 www.k5learning.com

 Rotations in the Coordinate Grid, cont.
Page 25 8. a. b. c. d.
Puzzle corner. A rotation 90 degrees counterclockwise
around point (5.5, 0.5) will do.

Page 26
7. a. Rotate Figure 1 around point A 180 degrees
(clockwise or counterclockwise; it won’t matter
which.)
b. Answers will vary. Check the student’s answer.
For example: Rotate the pentagon 180 degrees around
point A. Then translate it 4 units to the left and 4 units
down.
Or, reflect the pentagon in the x-axis. Then reflect it in
the y-axis.

Sequences of Transformations, pp. 27-29

Page 27 Page 28
1. a. b. Answers will vary. Check the student’s answer. 3. The edits below show the mistakes in the proof and the
For example: corrections for them.
Reflect the figure in the line y = 2, then translate it A rotation 90 degrees clockwise counterclockwise around
six units to the left. point E, followed by a translation five units down and
three two to the left transforms Figure 1 to Figure 2.
Or, first reflect it in the x-axis, then translate it six
units to the left and four units up. Since both rotations and translations preserve
congruence, the two figures are congruent.
Or, first translate it six units to the left, then reflect
it in the line y = 2. 4. Answers will vary. Check the student’s answer.
For example:
2. Answers will vary. Check the student’s answer.
For example: When you rotate triangle ABC 90° counterclockwise
around the origin, and then translate the resulting triangle
a. Rotate the parallelogram 90° counterclockwise two units to the right and one unit down, you will get
around the origin. Then translate it one unit to Figure 2. Since both rotations and translations are
the right. congruent transformations, the two figures are congruent.
b. Rotate it 90° counterclockwise around point A. Or:
Then translate it two units up and one unit to A rotation 90 degrees counterclockwise around point A,
the right. followed by a translation three units to the left and two
Or, first rotate it 90° clockwise around point D, and units down will transform triangle ABC to Figure 2. Since
then translate it seven units up and two to the right. both rotations and translations preserve congruence, the
two figures are congruent.

© Taina Maria Miller 83 www.k5learning.com

 Sequences of Transformations, cont.
Page 28 Puzzle corner.
5. a.

b. Answers will vary. Check the student’s answer.

For example:
Reflect the triangle in the line x = −2, and then translate
it two units to the right and two units up.
Or, first translate it two units up and two units to the
right, then reflect it in the y-axis.
Page 29
6. a. Answers will vary. Check the student’s answer.
For example:

b. Yes.
c. A rotation 180 degrees around the origin.

© Taina Maria Miller 84 www.k5learning.com

 Sequences of Transformations, Part 2, pp. 30-31
Page 30 4. In Ashley’s answer, the x-coordinates are 1 unit too
much. She said the points are (5, −2), (1, −3), and
1. After the reflection, the points are A'(−1, 2), B'(−5, 3), (2, −1). In reality, they are (4, −2), (0, −3), and
and C'(−4, 1). After the translation, the points are (1, −1).
A''(1, −4), B''(−3, −3), and C''(−2,−5).
The coordinates of the original points are A(1, 2),
B(5, 3), and C(4, 1). After the first rotation, the points
become A'(−2, 1), B'(−3, 5), and C'(−1, 4). After the
translation, the points become A''(−2, −4), B''(−3, 0),
and C''(−1, −1). After the second rotation, the points
become A'''(4, −2), B'''(0, −3), and C'''(1, −1).

2. After the rotation, the points are A'(2, −4) and

B'(0, −2). After the translation, they are A''(−3, 3)
and B''(−5, 5).

Page 31
5. Greg is correct and Jenny is not. In the way Jenny suggests
moving the quadrilateral, point A would map with point B',
point B with A', D with C', and C with D'.
If the points were not labeled, they would both be correct.
6. After the reflection, the points become H'(−5, 0), I'(−4, −2),
.
J'(−2, −2), and K'(−4, 1). After the rotation, they become
H''(5, 0), I''(4, 2), J''(2, 2), and K''(4, −1).

3. The original points were at (−5, −3), (−2, −5), 7. The translation was one unit to the left and five units up.
(−1, −3), and (−2, −2). The reflection was in the line x = −1.
Original figure Translation Reflection
P(−5, −2) P'(−6, 3) P''(4, 3)
Q(−3, −2) Q'(−4, 3) Q''(2, 3)
R(−4, 1) R'( −5 , 6 ) R''( 3 , 6 )

8. Figure 3.

© Taina Maria Miller 85 www.k5learning.com

 Dilations, pp. 32-34
Page 32
Teaching box. What about if it is 1? Then the size of the dilated figure is the same as the original; there is no change.
1. Figures 2, 3, and 6.
2. a. AB corresponds to DE. AC corresponds to DF. BC corresponds to EF.
The side lengths of triangle DEF are double the side lengths of triangle ABC.
b. Angle A corresponds with angle D, Angle B with E, and angle C with F.
The corresponding angles are congruent (their angle measures are the same).
3. Check the student’s sketches.
a. The side lengths should be half the side lengths of the given rectangle. If you are using the print version, or have
printed from the digital version at 100% scaling, the sides of the original rectangle should measure 4.2 cm and 1.7 cm,
and the sides of the scaled rectangle 2.1 and 0.8 cm.
b. The side lengths should be three times the side lengths of the given triangle. If you are using the print version, or
have printed from the digital version at 100% scaling, the two perpendicular sides of the original triangle should
measure 1.7 cm and 1.1 cm, and the sides of the scaled triangle 5.1 and 3.3 cm.
Page 33
4. a. b.

c. It has the same angle measure as angle GHF.

Page 34
5. a.

b. They stay or remain as parallel lines.

6. Nothing happens; the image of the figure is the figure itself.
7. The true statements are: a, c, e, and f.

© Taina Maria Miller 86 www.k5learning.com

 Dilations in the Coordinate Grid, pp. 35-37
Page 35 1.

a. scale factor 2 b. scale factor 1/3

c. scale factor 1/2 d. scale factor 3

Page 36 2.
a. from point A and scale factor 2 b. from point B and scale factor 3

3. a. b.

© Taina Maria Miller 87 www.k5learning.com

 Dilations in the Coordinate Grid, cont.
Page 36

4. a. After the dilation, the coordinates are b. The center of dilation is at (0, 3) After the dilation,
(−2, 2), (0, 4), (6, 2), and (0, 0). the coordinates are (−2, 3), (0, 5), (6, 3), and (0, 1).

Page 37
5. a. Center point B Scale factor: 4 b. Center point: origin Scale factor: 3
6. a. Center point: origin Scale factor: 1/2 b. Center point: G Scale factor: 1/3
7. The center of dilation is different. For Figure 1, the center of dilation is point B. For Figure 2,
the center of dilation is origin.

Similar Figures, Part 1, pp. 38-40

Page 38
In Harry’s proof, △ABC is first reflected in the x-axis,
1. a. A dilation and a translation. then the resulting triangle is dilated from point B'.
b. A reflection and a dilation. The purple triangle in the picture below is the result of
c. A rotation and a dilation. reflecting triangle ABC in the x-axis. However, the
image of point B is not B', but the point (−1, −2), and
2. Henry’s proof is correct, and Harry’s isn’t. if you dilate the purple triangle from that point, you
In Henry’s proof, △ABC is first dilated with origin will not get triangle A'B'C'. After that dilation, you
as center and with the scale factor 2. The image would need to, additionally, translate the resulting
below shows the resulting triangle after the dilation triangle 1 unit to the left, and then you would have
(in purple). This is then reflected in the horizontal triangle A'B'C'.
line at y = 1, which results in △A'B'C'.

© Taina Maria Miller 88 www.k5learning.com

 Similar Figures, Part 1, cont.
Page 38 7. The dilation is from point F, since it does not change.
The reflection is in the x-axis.
3. Answers will vary; check the student’s answer.
For example: First, translate triangle ABC one unit Original figure Dilation Reflection
to the right and one unit down. Then reflect it in the E(−1, −1) E'(−5, −2) E''(−5, 2)
line x = −3. Lastly, dilate it from the image of
point A, with scale factor 1/2. F(3, 0) F'(3, 0) F''(3, 0)
Or, first dilate it from point A and with scale factor G(3, −2) G'(3, −4) G''( 3 , 4 )
1/2. Then reflect it in the line x = −4. Lastly,
translate it one unit to the right and one unit down. H(2, −2) H'( 1 , −4 ) H''( 1 , 4 )

Page 39 Page 40
4. The coordinates of point D''' are (4, 0). 8. a. Yes. There are many possible sequences of
transformations that will map the one figure to the
other. Check the student’s answer. For example:
Rotate the figure 180 degrees around point H.
Then dilate it from point H with scale factor 1/2.
Lastly, translate the figure seven units to the right
and one unit up.
b. No. While it almost looks like you can get the
smaller figure with a dilation by scale factor 1/2,
when you look at the arrowhead part carefully, you
can see it doesn’t work. The original arrowhead is
6 units wide (from A to C) and 2 units tall. The
smaller arrowhead is 3 units wide and 2 units tall.
The smaller one would need to be 3 units wide 1 unit
tall, to be a dilation of the bigger.
9. Statement (2) is correct, the others are not.
5. Transformation 1 is dilation with origin as center
and scale factor 1/4. Puzzle Corner. Transformation 1 is a reflection in the
Transformation 2 is a translation of two units to the line x = −2, and Transformation 2 is a 90-degree rotation
right and four units down. clockwise around point W'.
6. a. Yes. Two congruent figures are similar. The definition
Original figure Reflection Rotation
of similarity requires there to be a sequence of
transformations consisting of translations, reflections, W(−6, 0) W'(2, 0) W''(2, 0)
rotations, and dilations that maps one figure to the
other. If figures are congruent, this means there is a X(−3, 1) X'(−1, 1) X''(3, 3)
sequence of congruent transformations — translations,
Y(−3, −3) Y'(−1, −3) Y''(−1 , 3)
reflections, rotations — that maps one figure to the
other. Clearly this sequence of transformations fulfills Z(−6, −2) Z'( 2 , −2 ) Z''( 0 , 0 )
the sequence of transformations required for similarity.
b. No. One figure could be a dilation of the other, say
with scale factor 2. Then they would not be congruent,
but they would be similar.

© Taina Maria Miller 89 www.k5learning.com

 Similar Figures, Part 2, pp. 41-42
Page 42 3. The 0.90-m side corresponds with the 0.63-m side.
The 2.20-m side corresponds with the side marked with x.
1. a. Point C The 1.90-m side corresponds with the side marked with y.
b. 1.5
c. 2:3 To find x, we can use the proportion x/(2.2 m) = (0.63 m)/(0.9 m),
d. 87 inches and get x = 0.63/0.9 · 2.2 m = 1.54 m.
e. 50 inches
To find y, we can use the proportion y/(1.9 m) = (0.63 m)/(0.9 m),
2. a. The corresponding angles are congruent. and get x = 0.63/0.9 · 1.9 m = 1.33 m.
b. 6/15 = 2/5 = 0.4
c. 5:2 4. You can use a proportion: width/(94 mm) = 245/270, from which
d. 12.4 cm · 0.4 = 4.96 cm ≈ 5.0 cm width = 245/270 · 94 mm ≈ 85 mm.

Similar Figures: More Practice, pp. 43-45

Page 43 4. a. There are many ways to reason this out, but essentially,
all methods will boil down to these calculations:
1. a. Answers will vary. Check the student’s answer. x = 11/15.7 · 20 cm ≈ 14.0 cm
For example: Rotate Figure 1 counterclockwise 90° y = 11/15.7 · 25 cm ≈ 17.5 cm.
around point Q. Then dilate it from point Q with
scale factor 1.5. Lastly translate the figure two units b. The value of z cannot be determined from the given
to the right and three units down. information. It could be determined if we knew the
b. 2:3 angle measures, or were given the length of the
c. 1.5 corresponding side in the triangle on the right.
d. Perimeter = 2 + 2 + 2 + 0.5 · π · 2 ≈ 9.14 units.
e. Perimeter = 1.5 · 9.14 units = 13.71 units. 5. Statement (c). Statement (a) is almost true; it would be
true if we changed point B''' to point A'''.
2. a. PQ is 3 units, and looking at the sides QR and Q'R,
we can see that scale ratio is 5:3. This means the scale Page 45
factor is 3/5 = 0.6. So, P'Q' = 0.6 · 3 units = 1.8 units. 6. (i) and (iv). Their sides are proportional while their angle
b. P'R = 0.6 · 5.83 units ≈ 3.50 units. measures are congruent.
Page 44 7. Its area quadruples (becomes four-fold). Originally, the
3. For each of these unknowns, you can either write a area is 15 square units. After the dilation, the area will
proportion (in several different ways) or use a scale ratio be 6 units · 10 units = 60 square units.
or a scale factor. So, there are many ways to do the 8. a. The altitude will be 12 units and the base 22 units.
calculations. Here we only give one example way to b. It is four times as much. The area of the original
calculate the answers. triangle is 33 square units. The area of the dilated
Looking at the two triangles at the top, we can see from triangle is 12 units · 22 units /2 = 132 square units.
the side lengths of 7 and 35 that the scale factor Puzzle corner. Answers will vary; check the student’s
between them is 5. So, w = 50/5 = 10 units. answer. The student should find that the area varies as
Looking at the two triangles at the top, we can see from the square of the scale factor. In other words, if you scale
the side lengths of 7 and 35 that the scale factor a rectangle with a scale factor r, then the area of the scaled
between them is 5. So, x = 5 · 13 = 65 units. rectangle is r2 times the area of the original. For example:

Looking at the two triangles on the left, we can see from Scale
Original rectangle Dilated rectangle
the side lengths of 13 and 52 that the scale factor Factor
between them is 4. So, y = 4 · 7 = 28 units.
Width Height Area Width Height Area
To calculate z, we will write a proportion based on the 2 3 6 3 6 9 54
triangle on the top left and the triangle with
side z: z/10 = 63/7 from which z = 63/7 · 10 = 90 units. 2 5 10 2 4 10 40
1 5 5 5 5 25 125
3 6 18 4 12 24 288
6 2 12 3 18 6 108
3 1 3 4 12 4 48

© Taina Maria Miller 90 www.k5learning.com

 Review: Angle Relationships, pp. 46-48
Page 47 Page 48
1. x = 46° 5. ∠α = 180° − 45°= 135 ° ∠β = 45 ° (vertical angle)
2. a. One. ∠γ = 180° − 30° − 45° = 105°.
b. ∠α = 54° ∠β = 126° 6. The two marked angles are vertical angles, thus congruent.
We can write the equation 9x − 30 = 3x + 66. Solving that,
∠γ = 54° ∠δ = 126°
we get 6x = 96, from which x = 16.
3. x = 180° − 108° = 72°. 7. The other two angles are complementary (since their sum
y = 180° − 152° = 28°. is 90°).
4. Any two neighboring angles in a parallelogram 8. 28° + x + 3x + 2x + 2x = 360°; 8x = 332°; x = 41.5°.
are supplementary.
9. a. It is a rhombus (all four sides are congruent).
The opposite angles in a parallelogram are congruent.
b. Right scalene triangles.
b. 360 degrees.
c. 180° − 26° − 26° = 128°.

Corresponding Angles, pp. 49-50

Page 49 Page 50
1. a. The exact way the student marks the angles may vary. 3. a. ∠6
b. ∠4
c. ∠5 is also 127° because angles 5 and 7 are vertical
angles.
d. ∠6 is 53° because angles 6 and 7 are supplementary
(or because angles 5 and 6 are supplementary).
e. Angles 1, 3, and 5 are congruent to angle 7.
4. A translation two units to the right and four units up maps
angle ABC to angle α, so they are congruent.

b. Each of the eight angles measures (approximately) To be more precise, we could word the proof this way:
either 28° or 152°. Angles 1, 2, 5, and 6 are congruent, A translation two units to the right and four units up maps
and so are angles 3, 4, 7, and 8. point B to the point where line m intersects the line
2. What is the same is that again, we have a line that containing A and B. Since lines m and n are parallel,
intersects two other lines. Again, there are some angle ABC will map to angle α in this same translation,
vertical angles formed. But the vertical angles formed so the two angles are congruent.
at the intersection of the transversal and the line on
top are not congruent with the angles formed at the
intersection of the transversal with the other (lower)
line.

More Angle Relationships with Parallel Lines, pp. 51-52

Page 51 Page 52
1. Use a 180-degree rotation around point M. That 3. a. They are alternate exterior angles.
rotation will map ∠1 to ∠2, proving that they are b. Use a 180-degree rotation around point M. That
congruent. rotation will map ∠1 to ∠2, proving that they are
congruent.
2. Angles 5 and 7 are vertical angles. 4. a. It is also 53°, because angles 3 and 5 are alternate
Angles 3 and 5 are alternate interior angles. interior angles, thus congruent.
Angles 1 and 7 are alternate exterior angles.
Angles 2 and 6 are corresponding angles. b. It is 127°, because angles 8 and 5 are supplementary.

© Taina Maria Miller 91 www.k5learning.com

 More Angle Relationships with Parallel Lines, cont.
Page 52
5. a. A parallelogram.
b. Since lines L1 and L2 are parallel, angles 1 and 7 are alternate interior angles, and thus are congruent. Now,
since lines L3 and L4 are parallel, angles 7 and 3 are corresponding angles, and thus are congruent.
Since angle 1 is congruent to angle 7, and angle 7 is congruent to angle 3, angle 1 is also congruent to angle 3.

The Angle Sum of a Triangle, pp. 53-55

Page 53 4. a. ? = 180° − 82° − 55° = 43°
b. β = 90° − 24.6° = 65.4°
1. Drawings will vary; check the student’s work. c. x = 180° − 47° − 59° = 74°.
The angle sum should be 180° or close. If it is not, (The third angle of the triangle and the angle marked
the measurement of some angle has probably been with x are vertical angles, thus congruent.)
inaccurate. d. ? = 180° − 72° − 67° = 41°.
2. a. b. c. (The third angle of the triangle and the angle marked
with ? are corresponding angles, thus congruent.)
Page 55
5. a. (180° − 24°)/2 = 78°
b. 180° − 2 · 73° = 34°
6. Yes. An equilateral triangle has three congruent sides,
so it fulfills the definition of an isosceles triangle
(of having at least two congruent sides).
7. 60°
8. No. An obtuse angle is more than 90°. The angle sum of
d. Angles 1, 2, 3 are adjacent and form together a two of them would be more than 180°. But the angle sum
straight line, or a 180° angle. Angle 1 is congruent in a triangle is always 180°, and thus you cannot “fit” two
to ∠C (they are corresponding angles), angle 2 is obtuse angles into a triangle.
congruent to ∠B (vertical angles), and angle 3 is
congruent to ∠A (again, they are corresponding 9. Start out by drawing the 50°-angle. Then measure the
angles). two 2 ½-inch sides. The third side is approximately
2 1/8 inches. The base angles measure 65°. The image
Page 54 below is not to scale.
3. In the diagram, we see triangle ABC, and its angles α,
β, and γ. The line l is drawn so that it is parallel to AC.
Angles α and α′ are congruent because they are
corresponding angles.
Angles β and β′ are congruent because they
are vertical angles.
And angles γ and γ′ are congruent because they are, again,
corresponding angles.
Therefore, the sum ∠α′ + ∠β′ + ∠γ′ is equal to the
sum ∠α + ∠β + ∠γ.
Since the three angles α′, β′, and γ′ are adjacent and form
a straight angle, the sum of their angle measures is 180°.
This means that ∠α + ∠β + ∠γ = 180°, too.

© Taina Maria Miller 92 www.k5learning.com

 Exterior Angles of a Triangle, pp. 56-58
Page 56 6. b. See the illustration below.
1. a. x = 151°; y = 40°
b. x = 119°; y = 119°
2. Angle H is supplementary to a right angle so H is 90°.
Now we can calculate G; G = 180° − 90° − 57° = 33°.
G is supplementary to z, so z = 180°− 33° = 147°.
3.
Angle C = 180° − 117° = 63° (supplementary angles).
Lines m and n are parallel, so A and the 51° angle are
corresponding angles. Thus A = 51°.
We can calculate B from the fact that angles in a
triangle add up to 180°: B = 180° − 51° − 63° = 66°.

Page 57 And lastly, x is supplementary to B, so x =

180° − 66° = 114°.
4. Angles M and N are supplementary, so
M = 180° − 140° = 40°. 7. The idea is to draw a line that is parallel to one of the sides
of the triangle and that goes through the point that is not
The angles in a triangle add up to 180°, so on that side. In this image, line l is drawn so it is parallel
K = 180° − 40° − 104° = 36°. And since x and K are to AC.
vertical angles, they are congruent, and thus x = 36°.

5. a. x + 3x + 7 + x + 23 = 180
5x + 30 = 180
5x = 150
x = 30

b. 2y − 51 + y + 32 + y − 29 = 180
4y − 48 = 180 Then, we continue AB and BC. The line containing AB is a
4y = 228 transversal, and so is the line containing BC, and thus,
y = 57 corresponding angles are formed.
The proof should include these thoughts:
c. w − 15 + 2w + 53 + (180 − 4w) = 180
Angles α and α' are corresponding angles, thus congruent.
−w + 218 = 180 Angles β and β' are vertical angles, thus congruent.
−w = −38 Angles γ and γ' are corresponding angles, thus congruent.
w = 38
The three angles α', β', and γ' form a straight line, or a
Page 58 180-degree angle. So, their sum is 180°. Since they are
congruent to the three angles of the triangle, the angle sum
6. a. In triangle 1, A = 180° − 91° − 48° = 41°. of the triangle is also 180°.
8. The angle sum in a triangle is 180°, from which we get that
a = 180° − 61° − 65° = 54° and b = 180° − 84° − 35° = 61°.

Since A and B are vertical angles, B = 41°.

Lastly, in triangle 2, x = 180° − 41° − 73° = 66°.

Now, angles b, x, and a, form a straight line, so

x = 180° − a − b = 180° − 54° − 61° = 65°.

© Taina Maria Miller 93 www.k5learning.com

 Exterior Angles of a Triangle, cont.
Page 58
Puzzle corner:
a. It is 360°.
b. The basic idea of the proof is that, since any quadrilateral can be divided into two
triangles, the sum of its angles is just twice the sum of the angles of a triangle, or
2 · 180° = 360°. Here is the proof written out with more detail:
We divide the quadrilateral into two triangles, triangle ABC and triangle ACD.
Notice that the two angles ∠A and ∠C of the quadrilateral are composed of
angles of the triangles: A = α + γ and ∠C = β + δ. The sum of the angles of the
quadrilateral ABCD is
∠A + ∠B + ∠C + ∠D = (α + γ) + ∠B + (β + δ) + ∠D.
Since addition is commutative and associative, we can rewrite the last expression as (α + ∠B + β) + (γ + δ + ∠D),
where (α + ∠B + β) is the sum of the angles of triangle ABC, and (γ + δ + ∠D) is the sum of the angles of triangle
ACD. Since the sum of the angles of each of the triangles is 180°, the sum of the angles of the quadrilateral is just
180° + 180° = 2 · 180° = 360°.

Angles in Similar Triangles, Part 1, pp. 59-60

Page 59 Page 60
1. Yes, they are, because their angles are congruent 4. Yes, they are similar. We know that because the three
(with angle measures 31°, 73°, and 76°). angles in the first triangle are 115°, 24°, and
180° − 115° − 24° = 41°, and the three angles in the second
2. Yes, you can know that the triangles are similar. This triangle are 115°, 41°, and 180° − 115° − 41° = 24°. So, all
is because if two of the angles are congruent, the three angles in these two triangles are congruent.
third angles are also. And if all three angles in two
triangles are congruent, they are similar triangles. 5. a. Yes, it is. Since AC is parallel to A'C', angle C' and
angle y are corresponding angles, thus congruent.
3. Student drawings will vary; please check them. Similarly, angles A and A' are corresponding angles
For example: and thus congruent. So, triangles ABC and A'BC' have
three congruent angles, which makes them similar.
b. It is 180° − 58° − 83° = 39°. This is because y is
congruent to ∠C', and we can find the value of
C' by subtracting 83 and 58 from 180 (the angle sum
of a triangle is 180°).
6. Since AB is parallel to CD, the 124° and the angle formed
a.
by 40° and x are alternate interior angles and are congruent.
b. The ratios of the corresponding sides are:
So, 124° = 40° + x, from which x = 84°.
17/21 ≈ 0.810; 31/37 ≈ 0.838; 39/47 ≈ 0.830.
7. It is not possible to find the value of x (without further
These are close to each other. Recall that
information).
measurements to the nearest millimeter are not that
accurate. In reality, if we could measure the lengths, We can figure out the third angle in triangle ABD, but that
say, to the hundredth of a millimeter, the ratios will not help us. If we knew that AD was parallel to BC,
would be much closer to each other. then we could figure out x (and x would be 62°), but
without knowing that, or knowing some of the other angles,
c. Using the average of the three ratios that were already
it is not possible.
calculated for part (b), the one scale ratio is 0.826.
For the other, we write the ratios the other way:
21/17 ≈ 1.235; 37/31 ≈ 1.194; 47/39 ≈ 1.205.
The scale ratio as the average of those is 1.211.
d. The product of the two scale ratios is
0.826 · 1.211 = 1.000286

© Taina Maria Miller 94 www.k5learning.com

 Angles in Similar Triangles, Part 2, pp. 61-62
Page 61 3. We cannot tell whether they are similar, with the
given information.
1. a. The two triangles formed have congruent angles.
First, the two angles at K are vertical angles so
are congruent. Then, both triangles have a right
angle. Since two of their angles are congruent,
the third angles are also. And thus they are
similar triangles.
b. From the proportion x/(67 ft) = 156/104, we get
x = 156/104 · 67 ft = 100.5 ft.
2. They are not. The bigger triangle has angles of 55°,
90°, and 35°. The smaller triangle has angles of We can know that α and α' are congruent, being
62°, 90°, and 28°. Since the angles are not alternate interior angles. But we cannot conclude
congruent, the triangles are not similar. anything else, without further knowledge.
If we knew that AB was parallel to CD, then we
could conclude that the two triangles are similar.
Page 62
4. Let h be the height of the tree. Then, h/(600 cm) = 145/207,
from which h = 145/207 · 600 cm ≈ 420 cm or 4.2 m.
5. Answers will vary. Check the student’s work.
6. Triangle ABC and triangle CDE are similar, and so we can
write a proportion: AB/(6 m) = (6.5 m) / (8 m), from which
AB = 6.5/8 · 6 m = 4.875 m ≈ 4.9 m.

Volume of Prisms and Cylinders, pp. 63-64

Page 63 4. a. The volume of the first tank is
V1 = π · (2.5 ft)2 · 6 ft ≈ 117.8 ft3.
1. Yes, it does. In the formula V = Abh , the area of
the base is its width times the depth. So, that makes The volume of the second and third is
this formula the same as multiplying the width, the V2 = π · (4 ft)2 · 10 ft ≈ 502.7 ft3.
depth, and the height.
In total, the volume of the three is
Page 64
108.6 ft3 + 502.7 ft3 + 502.7 ft3 = 1,114 ft3.
2. V = π · (4 cm)2 · 12 cm ≈ 600 cm3.
b. In gallons, the tanks contain 1,114 ft3 ÷ (0.16054 ft3/gal)
3. a. It is a triangular prism. ≈ 6939.08 gallons. This amount provides water for the
b. V = 1 m · 0.6 m / 2 · 1.4 m = 0.42 m3. family for 6939.08 gal ÷ (120 gal/day) ≈ 58 days.
5. Answers will vary; check the student’s work.

Volume of Pyramids and Cones, pp. 65-67

Page 65 Page 66
1. a. A triangular pyramid. 3. a. V = 21 cm2 · 18 cm / 3 = 126 cm3
b. A circular cone. b. V = 2.0 ft · 1.5 ft · 2.0 ft / 3 = 2.0 ft3
c. A pentagonal pyramid.
c. V = π · (2 cm)2 · 7 cm / 3 ≈ 29 cm3
d. A (circular) cylinder.
d. V = π · (2.125 in)2 · 4.75 in / 3 ≈ 22.5 in3
2. a. A triangular pyramid. e. V = 2 · 10 cm · 10 cm · 9 cm / 3 = 600 cm3
b. A (circular) cylinder. f. V = π · (1.5 in)2 · 1.9 in + π · (1.5 in)2 · 3.3 in / 3
c. A circular cone. ≈ 21.2 in3
d. A hexagonal pyramid.

© Taina Maria Miller 95 www.k5learning.com

 Volume of Pyramids and Cones, cont
Page 67

4. a. 9,000 cm3 b. 30 cm
5. a. 1/3 ≈ 33.3% b. 50%

6. The volume of the taller hat is π · (5 cm)2 · 25 cm / 3 ≈ 654.50 cm3.

The volume of the shorter is π · (10 cm)2 · 12.5 cm / 3 ≈ 1309.00 cm3.
The shorter hat’s volume is twice the volume of the taller hat.

Volume of Spheres, pp. 68-69

Page 68 5. The volume of the three tennis balls is
3 · (4/3)π(3.0 cm)3 = 4π · 27 cm3.
1. V = (4/3)π(1.5 in)3 ≈ 14 in3
The volume of the cylinder is π · (3.0 cm)2 · 18 cm
2. V = (1/2)(4/3)π(11.5 m)3 ≈ 3,190 m3
= π · 9 cm2 · 18 cm.
3. Answers will vary; check the student’s work. 4π · 27 cm3
Therefore, the tennis balls take up
Page 69 π · 9 cm2 · 18 cm

4. The volume of the first is 1/8 of the volume of the of the space of the cylinder.
second. You can calculate the volumes of the balls,
and get the right answer, but it works out neater if In this expression, π cancels out, as do the units cm3,
you don’t actually calculate the volumes, but only cm2 , and cm. Also, 27 and 9 simplify to 3 and 1.
write the expressions for them. 4 · 3.0 12 2
So, we are left with only = = .
18 18 3
The volume of the first ball is
V1 = (4/3)π(1 in)3 = (4/3)π in3. The tennis balls take up 2/3 of the volume of the
cylinder.
The volume of the second ball is
V2 = (4/3)π(2 in)3 = (4/3)π · 8 in3. 6. The volume of the earth is about (4/3)π(6,370 km)3
≈ 1,082,696,932,430 km3 ≈ 1,083,000,000,000 km3.
The fraction that the volume of the first is of the
7. The volume of one marble is (4/3)π(8 mm)3. The density,
(4/3)π in3
volume of the second is . 2.6 g/cm3, is given in grams per cubic centimeter, which
(4/3)π · 8 in3 means we need to use centimeters as our unit in the
In it, 4/3 and π cancel out, as does in3, and we are formula for volume. So, we will use (4/3)π(0.8 cm)3 for the
left with 1/8. volume of one marble. The total volume will be 50 times
that. Then, the volume will need to be multiplied by the
density, in order to get the total mass (M):

M = 50 · (4/3)π(0.8 cm)3 · 2.6 g/cm3 ≈ 278.81 g ≈ 280 g.

Volume Problems, pp. 70-71

Page 70

2. The volume of the cylinder is V1 = π(24 in)2 · 44 in ≈ 79,620.52 cubic inches.

The volume of the cone is V2 = π(24 in)2 · 25 in /3 ≈ 15,079.64 cubic inches.

The total volume of the tank is V1 + V2 ≈ 94,700.16 in3.

The diagram in the exercise shows us that 1 cubic foot = 1 ft · 1 ft · 1 ft = 12 in · 12 in · 12 in = 1,728 in3.

And so, in cubic feet, the total volume is 94,700.16 in3 ÷ 1,728 in3/ ft3 = 54.803 cubic feet.
To fill this at the rate of 2 cubic feet per minute will take 54.803 ÷ 2 ≈ 27.4 minutes or about 27 minutes 24 seconds.

© Taina Maria Miller 96 www.k5learning.com

 Volume Problems, cont.
Page 70 5. a. The bottom face consists of six identical triangles, so
its area is 6 · 3.2 cm · 2.8 cm ÷ 2 = 26.88 cm2.
3. a. The volume of the frustum is the volume of the entire
cone minus the volume of the small, imaginary cone The volume of the jar is then 8 cm · 26.88 cm2
at the top.
= 215.04 cm3 ≈ 215 cm3.
V = π(32 cm)2 · 70 cm ÷ 3 − π(17 cm)2 · 39 cm ÷ 3
b. The volume of the cylindrical jar is π(3.2 cm)2 · 8 cm
≈ 75,063.1 cm3 − 11,803.0 cm3 = 63,260.1 cm3 = 257.36 cm3 ≈ 257 cm3.
≈ 63,300 cm3. c. The percentage = 215.04/257.36 = 0.83556 ≈ 83.6%.
b. 63.3 liters Note that we included more digits in the two volumes
than our final answers for (b) and (c), to keep it more
Page 71 accurate.
4. The volume of the circular cylinder is If you use the rounded (final) answers from (b) and (c),
π(57.5 ft)2 · 36 ft ≈ 373,928.07 ft3. your answer to this percentage question will be different.

The volume of the half-sphere is

(4/3)π(57.5 ft)3 ÷ 2 ≈ 398,164.14 ft3.

The total volume is 373,928.07 ft3 + 398,164.14 ft3

= 772,092.21 ft3 ≈ 772,000 ft3.

Review, pp. 72-76

Page 72 3. The coordinates of its vertices before these transformations
were (−5, 3), (−2, 5), (−1, 4), and (−4, 1).
1. Answers will vary. Check the student’s answer.
For example: First rotate the figure around the origin
180 degrees. Then translate it one unit to the right.

2.

4. The true statements are (a), (c), and (d).

© Taina Maria Miller 97 www.k5learning.com

 Review, cont.
Page 73 7. The coordinates of point F''' are (−4, −1).
5. a.

b. Answers will vary. Check the student’s answer.

For example: First, reflect the triangle in the
horizontal line y = −3. Then rotate it 90° counter-
clockwise around point C'. Lastly translate it three
units down and two units to the left.
6. a. Page 74
8. Answers will vary. Check the student’s answer.
For example: First, rotate the triangle 90 degrees
clockwise around point E. Then dilate it with scale
factor 1/3 from point E. Lastly, translate it four units
to the right.

b.

© Taina Maria Miller 98 www.k5learning.com

 Review, cont.
Page 74 Page 75
9. The dilation is from point S, since S' is the same as S. 11. In the larger triangle, the third angle, angle α', is
To figure out the scale factor, look at the distances 180° − 85° − 57° = 38°.
from P to S, and then from P' to S'. From P to S is one
unit horizontally and two units vertically. From P' to
S' is two units horizontally and four units vertically,
so the distances doubled. Thus, the scale factor is 2.
Since S' = S'', the rotation is around point S' (or S).
And since R' is six units horizontally from S', and R''
is six units vertically from S'', the rotation is 90°
clockwise around S'.
This is also the measure of the angle α, since α and α'
Original are corresponding angles. So, α = 38°.
Dilation Rotation
figure
12. Since m and n are parallel lines, angle A and the 64°
P(−5, 3) P'(−6, 5) P''( 0 , 3 ) angle are corresponding angles, thus congruent.
Q(0, 3) Q'(4, 5) Q''( 0 , −7 )
R(−1, 1) R'( 2 , 1 ) R''( −4 , −5)
S(−4, 1) S'(−4, 1) S''(−4, 1)

Angle A, the 68° angle, and x form a straight line so

their sum is 180°. From that, we can get that
x = 180° − 68° − 64° = 48°.

13. Its volume in cubic centimeters is π · (3 cm)2 · 17 cm

≈ 480.66 cm3 = 480.66 ml. The shampoo bottle is about
473/480.66 ≈ 98% full.

10. a. The three angles of the triangle are x + 13, x + 18, and
5x + 2 (note there are vertical angles formed; that is
why the unmarked angle of the triangle is x + 13).
Those add up to 180°, so we can write the equation:

x + 13 + x + 18 + 5x + 2 = 180
7x + 33 = 180
7x = 147
x = 21

b. Angle α is supplementary to the angle marked with

x + 13. Since x is 21, x + 13 is 34°.
So, α = 180° − 34° = 146°.

© Taina Maria Miller 99 www.k5learning.com

 Review, cont.
Page 75 Page 76

14. The volume of the sphere is (4/3) · π · (5 cm)3. 15. The mound of ammonium nitrate consists of two parts:
The volume of a cone is Ab · h/3, where Ab is the a cylinder and a cone.
area of the base. In this case, Ab equals π · (5 cm)2. The volume of the cylinder is π · (57.5 ft)2 · 36 ft.
The volume of the cone is π · (57.5 ft)2 · 57.5 ft / 3.
Now we simply set the volume of the cone equal to
the volume of the sphere, and solve for the height (h). The total volume is
π · (57.5 ft)2 · 36 ft + π · (57.5 ft)2 · 57.5 ft / 3
Ab · h / 3 = (4/3) · π · (5 cm)3
≈ 573,000 cubic feet.
π · (5 cm)2 · h / 3 = (4/3) · π · (5 cm)3

Now, π cancels out from both sides:

(5 cm)2 · h / 3 = (4/3) · (5 cm)3

25 cm2 · h / 3 = (4/3) · 125 cm3

Dividing both sides by 25 cm2 , we get

h / 3 = (4/3) · 5 cm
h = 4 · 5 cm = 20 cm

So, when the height is 20 cm, the cone will have an equal
volume to the sphere with a radius of 5 cm.
Another way to solve this is to actually calculate the
volume of the sphere and the area of the base of the cone,
and use those calculated numbers in the equation.

The volume of the sphere is (4/3) · π · (5 cm)3 ≈ 523.599 cm3.

The area of the base of the cone is π · (5 cm)2 ≈ 78.5398 cm2.
Then, our equation looks like this:

Ab · h / 3 = (4/3) · π · (5 cm)3
78.5398 cm2 · h / 3 = 523.599 cm3
78.5398 cm2 · h = 3 · 523.599 cm3
3 · 523.599 cm3
h =
78.5398 cm2
h ≈ 20.0 cm

© Taina Maria Miller 100 www.k5learning.com

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