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Eureka Mathâą Homework Helper
2015â2016
GeometryModule 1
Lessons 1â34
2015-16
Lesson 1: Construct an Equilateral Triangle
M1 GEOMETRY
Lesson 1: Construct an Equilateral Triangle
1. The segment below has a length of đđ. Use a compassto mark all the points that are at a distance đđ frompoint đ¶đ¶.
I remember that the figure formed by the set of all the points that are a fixed distance from a given point is a circle.
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Lesson 1: Construct an Equilateral Triangle
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2. Use a compass to determine which of the following points, đ đ , đđ, đđ, and đđ, lie on the same circle about center đ¶đ¶. Explain how you know.
If I set the compass point at đȘđȘ and adjust the compass so that the pencil passes through each of the points đčđč, đșđș, đ»đ», and đŒđŒ, I see that points đșđș and đŒđŒ both lie on the same circle. Points đčđč and đ»đ» each lie on a different circle that does not pass through any of the other points.
Another way I solve this problem is by thinking about the lengths đȘđȘđčđč, đȘđȘđșđș, đȘđȘđŒđŒ, and đȘđȘđ»đ» as radii. If I adjust my compass to any one of the radii, I can use that compass adjustment to compare the other radii. If the distance between any pair of points was greater or less than the compass adjustment, I would know that the point belonged to a different circle.
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3. Two points have been labeled in each of the following diagrams. Write a sentence for each point that describes what is known about the distance between the given point and each of the centers of the circles.
a. Circle đ¶đ¶1 has a radius of 4; Circle đ¶đ¶2 has a radius of 6.
b. Circle đ¶đ¶3 has a radius of 4; Circle đ¶đ¶4 has a radius of 4.
Point đ·đ· is a distance of đđ from đȘđȘđđ and a distance greater than đđ from đȘđȘđđ. Point đčđč is a distance of đđ from đȘđȘđđ and a distance đđ from đȘđȘđđ.
Point đșđș is a distance of đđ from đȘđȘđđ and a distance greater than đđ from đȘđȘđđ. Point đ»đ» is a distance of đđ from đȘđȘđđ and a distance of đđ from đȘđȘđđ.
c. Asha claims that the points đ¶đ¶1, đ¶đ¶2, and đ đ are the vertices of an equilateral triangle since đ đ is the intersection of the two circles. Nadege says this is incorrect but that đ¶đ¶3, đ¶đ¶4, and đđ are the vertices of an equilateral triangle. Who is correct? Explain.
Nadege is correct. Points đȘđȘđđ, đȘđȘđđ, and đčđč are not the vertices of an equilateral triangle because the distance between each pair of vertices is not the same. The points đȘđȘđđ, đȘđȘđđ, and đ»đ» are the vertices of an equilateral triangle because the distance between each pair of vertices is the same.
Since the labeled points are each on a circle, I can describe the distance from each point to the center relative to the radius of the respective circle.
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Lesson 1: Construct an Equilateral Triangle
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4. Construct an equilateral triangle đŽđŽđŽđŽđ¶đ¶ that has a side length đŽđŽđŽđŽ, below. Use precise language to list the steps to perform the construction.
or
1. Draw circle đšđš: center đšđš, radius đšđšđšđš. 2. Draw circle đšđš: center đšđš, radius đšđšđšđš. 3. Label one intersection as đȘđȘ. 4. Join đšđš, đšđš, đȘđȘ.
I must use both endpoints of the segment as the centers of the two circles I must construct.
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Lesson 2: Construct an Equilateral Triangle
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GEOMETRY
Lesson 2: Construct an Equilateral Triangle
1. In parts (a) and (b), use a compass to determine whether the provided points determine the vertices of an equilateral triangle.
a.
b.
Points đšđš, đ©đ©, and đȘđȘ do not determine the vertices of an equilateral triangle because the distance between đšđš and đ©đ©, as measured by adjusting the compass, is not the same distance as between đ©đ© and đȘđȘ and as between đȘđȘ and đšđš.
Points đ«đ«, đŹđŹ, and đđ do determine the vertices of an equilateral triangle because the distance between đ«đ« and đŹđŹ is the same distance as between đŹđŹ and đđ and as between đđ and đ«đ«.
The distance between each pair of vertices of an equilateral triangle is the same.
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Lesson 2: Construct an Equilateral Triangle
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2. Use what you know about the construction of an equilateral triangle to recreate parallelogram đŽđŽđŽđŽđŽđŽđŽđŽ
below, and write a set of steps that yields this construction.
Possible steps:
1. Draw đšđšđ©đ©ïżœïżœïżœïżœ. 2. Draw circle đšđš: center đšđš, radius đšđšđ©đ©. 3. Draw circle đ©đ©: center đ©đ©, radius đ©đ©đšđš. 4. Label one intersection as đȘđȘ. 5. Join đȘđȘ to đšđš and đ©đ©. 6. Draw circle đȘđȘ: center đȘđȘ, radius đȘđȘđšđš. 7. Label the intersection of circle đȘđȘ with circle đ©đ© as đ«đ«. 8. Join đ«đ« to đ©đ© and đȘđȘ.
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Lesson 2: Construct an Equilateral Triangle
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3. Four identical equilateral triangles can be arranged so that each of three of the triangles shares a side with the remaining triangle, as in the diagram. Use a compass to recreate this figure, and write a set of steps that yields this construction.
Possible steps:
1. Draw đšđšđ©đ©ïżœïżœïżœïżœ. 2. Draw circle đšđš: center đšđš, radius đšđšđ©đ©. 3. Draw circle đ©đ©: center đ©đ©, radius đ©đ©đšđš. 4. Label one intersection as đȘđȘ; label the other intersection as đ«đ«. 5. Join đšđš and đ©đ© with both đȘđȘ and đ«đ«. 6. Draw circle đ«đ«: center đ«đ«, radius đ«đ«đšđš. 7. Label the intersection of circle đ«đ« with circle đšđš as đŹđŹ. 8. Join đŹđŹ to đšđš and đ«đ«. 9. Label the intersection of circle đ«đ« with circle đ©đ© as đđ. 10. Join đđ to đ©đ© and đ«đ«.
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Lesson 3: Copy and Bisect an Angle
Lesson 3: Copy and Bisect an Angle
1. Krysta is copying â đŽđŽđŽđŽđŽđŽ to construct â đ·đ·đ·đ·đ·đ·.a. Complete steps 5â9, and use a compass and
straightedge to finish constructing â đ·đ·đ·đ·đ·đ·. Steps to copy an angle are as follows:
1. Label the vertex of the original angle as B.
2. Draw EGïżœïżœïżœïżœïżœâ as one side of the angle to be drawn.3. Draw circle B: center B, any radius.4. Label the intersections of circle with the sides of the angle as and .5. Draw circle : center , radius .
as 6. 6 Label intersection of circle with 7.7 Draw circle : center , radius .8.8 Label either intersection of circle and circle as .
9. Draw
b. Underline the steps that describe the construction ofcircles used in the copied angle.
c. Why must circle đ·đ· have a radius of length đŽđŽđŽđŽ?
The intersection of circle đ©đ© and circle đȘđȘ: center đȘđȘ, radiusđȘđȘđšđš determines point đšđš. To mirror this location for thecopied angle, circle đđ must have a radius of length đȘđȘđšđš.
I must remember how the radius of each of the two circles used in this construction impacts the key points that determine the copied angle.
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đ·đ· đ·đ·BBđŽđŽ
đŽđŽ đŽđŽ
đ·đ·đ·đ· đ·đ· đŽđŽđŽđŽ
đ·đ· đ·đ· đ·đ·
.EGïżœïżœïżœïżœïżœâ
Eïżœïżœïżœïżœïżœâ .D
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Lesson 3: Copy and Bisect an Angle
2. đŽđŽđ·đ·ïżœïżœïżœïżœïżœïżœâ is the angle bisector of â đŽđŽđŽđŽđŽđŽ.
a. Write the steps that yield đŽđŽđ·đ·ïżœïżœïżœïżœïżœïżœâ as the angle bisector of â đŽđŽđŽđŽđŽđŽ.
Steps to construct an angle bisector are as follows:
1. Label the vertex of the angle as đ©đ©. 2. Draw circle đ©đ©: center đ©đ©, any size radius. 3. Label intersections of circle đ©đ© with the rays of the angle as đšđš and đȘđȘ. 4. Draw circle đšđš: center đšđš, radius đšđšđȘđȘ. 5. Draw circle đȘđȘ: center đȘđȘ, radius đȘđȘđšđš. 6. At least one of the two intersection points of circle đšđš and circle
đȘđȘ lies in the interior of the angle. Label that intersection point đ«đ«.
7. Draw đ©đ©đ«đ«ïżœïżœïżœïżœïżœïżœâ .
b. Why do circles đŽđŽ and đŽđŽ each have a radius equal to length đŽđŽđŽđŽ? Point đ«đ« is as far from đšđš as it is from đȘđȘ since đšđšđ«đ« = đȘđȘđ«đ« = đšđšđȘđȘ. As long as đšđš and đȘđȘ are equal distances from vertex đ©đ© and each of the circles has a radius equal đšđšđȘđȘ, đ«đ« will be an equal distance from đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ
and đšđšđȘđȘïżœïżœïżœïżœïżœâ . All the points that are equidistant from the two rays lie on the angle bisector.
I have to remember that the circle I construct with center at đŽđŽ can have a radius of any length, but the circles with centers đŽđŽ and đŽđŽ on each of the rays must have a radius đŽđŽđŽđŽ.
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Lesson 4: Construct a Perpendicular Bisector
Lesson 4: Construct a Perpendicular Bisector
1. Perpendicular bisector đđđđïżœâïżœïżœïżœâ is constructed to đŽđŽđŽđŽïżœïżœïżœïżœ; the intersection of đđđđïżœâïżœïżœïżœâ with the segment is labeled đđ. Use the idea of folding to explain why đŽđŽ and đŽđŽ are symmetric with respect to đđđđïżœâïżœïżœïżœâ .
If the segment is folded along đ·đ·đ·đ·ïżœâïżœïżœïżœâ so that đšđš coincides with đ©đ©, then đšđšđšđšïżœïżœïżœïżœïżœ coincides with đ©đ©đšđšïżœïżœïżœïżœïżœ, or đšđšđšđš = đ©đ©đšđš; đšđš is the midpoint of the segment. â đšđšđšđšđ·đ· and â đ©đ©đšđšđ·đ· also coincide, and since they are two identical angles on a straight line, the sum of their measures must be đđđđđđ°, or each has a measure of đđđđ°. Thus, đšđš and đ©đ© are symmetric with respect to đ·đ·đ·đ·ïżœâïżœïżœïżœâ .
To be symmetric with respect to đđđđïżœâïżœïżœïżœâ , the portion of đŽđŽđŽđŽïżœïżœïżœïżœ on one side of đđđđïżœâïżœïżœïżœâ must be mirrored on the opposite side of đđđđïżœâïżœïżœïżœâ .
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Lesson 4: Construct a Perpendicular Bisector
2. The construction of the perpendicular bisector has been started below. Complete both the construction and the steps to the construction.
1. Draw circle : center , radius . 2. Draw circle đżđż: center đżđż, radius đżđżđżđż. 3. Label the points of intersections as đšđš and đ©đ©.
4. Draw đšđšđ©đ©ïżœâïżœïżœïżœâ .
This construction is similar to the construction of an equilateral triangle. Instead of requiring one point that is an equal distance from both centers, this construction requires two points that are an equal distance from both centers.
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đđ đđ đđđđ
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Lesson 4: Construct a Perpendicular Bisector
3. Rhombus đđđđđđđđ can be constructed by joining the midpoints of rectangle đŽđŽđŽđŽđŽđŽđŽđŽ. Use the perpendicular bisector construction to help construct rhombus đđđđđđđđ.
The midpoint of đŽđŽđŽđŽïżœïżœïżœïżœ is vertically aligned to the midpoint of đŽđŽđŽđŽïżœïżœïżœïżœ. I can use the construction of the perpendicular bisector to determine the perpendicular bisector of đŽđŽđŽđŽïżœïżœïżœïżœ.
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Lesson 5: Points of Concurrencies
Lesson 5: Points of Concurrencies
1. Observe the construction below, and explain the significance of point đđ.
Lines đđ, đđ, and đđ, which are each perpendicular bisectors of a side of the triangle, are concurrent at point đ·đ·.
a. Describe the distance between đŽđŽ and đđ and between đ”đ” and đđ. Explain why this true.
đ·đ· is equidistant from đšđš and đ©đ©. Any point that lies on the perpendicular bisector of đšđšđ©đ©ïżœïżœïżœïżœ is equidistant from either endpoint đšđš or đ©đ©.
b. Describe the distance between đ¶đ¶ and đđ and between đ”đ” and đđ. Explain why this true.
đ·đ· is equidistant from đ©đ© and đȘđȘ. Any point that lies on the perpendicular bisector of đ©đ©đȘđȘïżœïżœïżœïżœ is equidistant from either endpoint đ©đ© or đȘđȘ.
c. What do the results of Problem 1 parts (a) and (b) imply about đđ?
Since đ·đ· is equidistant from đšđš and đ©đ© and from đ©đ© and đȘđȘ, then it is also equidistant from đšđš and đȘđȘ. This is why đ·đ· is the point of concurrency of the three perpendicular bisectors.
The markings in the figure imply lines đđ, đđ, and đđ are perpendicular bisectors.
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Lesson 5: Points of Concurrencies
2. Observe the construction below, and explain the significance of point đđ.
Rays đšđšđšđš, đȘđȘđšđš, and đ©đ©đšđš are each angle bisectors of an angle of a triangle, and are concurrent at point đšđš, or all three angle bisectors intersect in a single point.
a. Describe the distance between đđ and rays đŽđŽđ”đ”ïżœïżœïżœïżœïżœâ and đŽđŽđ¶đ¶ïżœïżœïżœïżœïżœâ . Explain why this true.
đšđš is equidistant from đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ and đšđšđȘđȘïżœïżœïżœïżœïżœâ . Any point that lies on the angle bisector of â đšđš is equidistant from rays đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ and đšđšđȘđȘïżœïżœïżœïżœïżœâ .
b. Describe the distance between đđ and rays đ”đ”đŽđŽïżœïżœïżœïżœïżœâ and đ”đ”đ¶đ¶ïżœïżœïżœïżœïżœâ . Explain why this true.
đšđš is equidistant from đ©đ©đšđšïżœïżœïżœïżœïżœïżœâ and đ©đ©đȘđȘïżœïżœïżœïżœïżœïżœâ . Any point that lies on the angle bisector of â đ©đ© is equidistant from rays đ©đ©đšđšïżœïżœïżœïżœïżœïżœâ and đ©đ©đȘđȘïżœïżœïżœïżœïżœïżœâ .
c. What do the results of Problem 2 parts (a) and (b) imply about đđ?
Since đšđš is equidistant from đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ and đšđšđȘđȘïżœïżœïżœïżœïżœâ and from đ©đ©đšđšïżœïżœïżœïżœïżœïżœâ and đ©đ©đȘđȘïżœïżœïżœïżœïżœïżœâ , then it is also equidistant from đȘđȘđ©đ©ïżœïżœïżœïżœïżœïżœâ and đȘđȘđšđšïżœïżœïżœïżœïżœâ . This is why đšđš is the point of concurrency of the three angle bisectors.
The markings in the figure imply that rays đŽđŽđđïżœïżœïżœïżœïżœâ , đ¶đ¶đđïżœïżœïżœïżœïżœâ , and đ”đ”đđïżœïżœïżœïżœïżœâ are all angle bisectors.
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Lesson 6: Solve for Unknown AnglesâAngles and Lines at a Point
Lesson 6: Solve for Unknown AnglesâAngles and Lines at a Point
1. Write an equation that appropriately describes each of the diagrams below.
a. b.
đđ + đđ + đđ + đ đ = đđđđđđ° đđ + đđ + đđ + đ đ + đđ + đđ + đđ = đđđđđđ°
Adjacent angles on a line sum to 180°. Adjacent angles around a point sum to 360°.
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Lesson 6: Solve for Unknown AnglesâAngles and Lines at a Point
2. Find the measure of â đŽđŽđŽđŽđŽđŽ.
đđđđ + đđđđ° + đđ = đđđđđđ°
đđđđ + đđđđ° = đđđđđđ°
đđđđ = đđđđđđ°
đđ = đđđđ°
The measure of â đšđšđšđšđšđš is đđ(đđđđ°), or đđđđđđ°.
3. Find the measure of â đ·đ·đŽđŽđ·đ·.
đđ + đđđđ + đđđđ + đđđđ + đđđđđđ° = đđđđđđ°
đđđđđđ+ đđđđđđ° = đđđđđđ°
đđđđđđ = đđđđđđ°
đđ = đđđđ°
The measure of â đ«đ«đšđšđ«đ« is đđ(đđđđ°), or đđđđ°.
I must solve for đ„đ„ before I can find the measure of â đŽđŽđŽđŽđŽđŽ.
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Lesson 7: Solve for Unknown AnglesâTransversals
Lesson 7: Solve for Unknown AnglesâTransversals
1. In the following figure, angle measures đđ, đđ, đđ, and đđ are equal. List four pairs of parallel lines.
Four pairs of parallel lines: đšđšđšđšïżœâïżœïżœïżœâ â„ đŹđŹđŹđŹïżœâïżœïżœïżœâ , đšđšđšđšïżœâïżœïżœïżœâ â„ đȘđȘđȘđȘïżœâïżœïżœïżœâ , đšđšđȘđȘïżœâïżœïżœïżœâ â„ đȘđȘđ«đ«ïżœâïżœïżœïżœâ , đȘđȘđȘđȘïżœâïżœïżœïżœâ â„ đŹđŹđŹđŹïżœâïżœïżœïżœâ
2. Find the measure of â a.
The measure of đđ is đđđđđđ° â đđđđđđ°, or đđđđ°.
I can look for pairs of alternate interior angles and corresponding angles to help identify which lines are parallel.
I can extend lines to make the angle relationships more clear. I then need to apply what I know about alternate interior and supplementary angles to solve for đđ.
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Lesson 7: Solve for Unknown AnglesâTransversals
3. Find the measure of đđ.
The measure of đđ is đđđđ° + đđđđ°, or đđđđ°.
4. Find the value of đ„đ„.
đđđđ + đđ = đđđđđđ
đđđđ = đđđđđđ
đđ = đđđđ
I can draw a horizontal auxiliary line, parallel to the other horizontal lines in order to make the necessary corresponding angle pairs more apparent.
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Lesson 8: Solve for Unknown AnglesâAngles in a Triangle
Lesson 8: Solve for Unknown AnglesâAngles in a Triangle
1. Find the measure of đđ.
đ đ + đđđđđđ° + đđđđ° = đđđđđđ°
đ đ + đđđđđđ° = đđđđđđ°
đ đ = đđđđ°
I need to apply what I know about complementary and supplementary angles to begin to solve for đđ.
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Lesson 8: Solve for Unknown AnglesâAngles in a Triangle
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2. Find the measure of đđ.
đđđđ + đđđđ° = đđđđđđ°
đđđđ = đđđđđđ°
đđ = đđđđ°
I need to apply what I know about parallel lines cut by a transversal and alternate interior angles in order to solve for đđ.
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Lesson 8: Solve for Unknown AnglesâAngles in a Triangle
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3. Find the measure of đ„đ„.
(đđđđđđ° â đđđđ) + đđđđđđ° + đđ = đđđđđđ°
đđđđđđ° â đđđđ = đđđđđđ°
đđđđ = đđđđđđ°
đđ = đđđđ°
I need to add an auxiliary line to modify the diagram; the modified diagram has enough information to write an equation that I can use to solve for đ„đ„.
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Lesson 9: Unknown Angle ProofsâWriting Proofs
Lesson 9: Unknown Angle ProofsâWriting Proofs
1. Use the diagram below to prove that đđđđïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ.
đđâ đ·đ· + đđâ đžđž+ đđâ đ·đ·đ·đ·đžđž = đđđđđđ° The sum of the angle measures in a triangle is đđđđđđ°.
đđâ đ·đ·đ·đ·đžđž = đđđđ° Subtraction property of equality
đđâ đŒđŒ+ đđâ đ»đ» + đđâ đ»đ»đ»đ»đŒđŒ = đđđđđđ° The sum of the angle measures in a triangle is đđđđđđ°.
đđâ đ»đ»đ»đ»đŒđŒ = đđđđ° Subtraction property of equality
đđâ đ·đ·đ·đ·đžđž + đđâ đ»đ»đ»đ»đŒđŒ+ đđâ đ»đ»đșđșđ·đ· = đđđđđđ° The sum of the angle measures in a triangle is đđđđđđ°.
đđâ đ»đ»đșđșđ·đ· = đđđđ° Subtraction property of equality
đ»đ»đ»đ»ïżœïżœïżœïżœ â„ đžđžđ·đ·ïżœïżœïżœïżœ Perpendicular lines form đđđđ° angles.
To show that đđđđïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ, I need to first show that đđâ đđđđđđ = 90°.
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Lesson 9: Unknown Angle ProofsâWriting Proofs
2. Prove đđâ đđđđđđ = đđâ đđđđđđ.
đ·đ·đžđžïżœâïżœïżœïżœâ â„ đ»đ»đ»đ»ïżœâïżœïżœâ , đžđžđŒđŒïżœâïżœïżœïżœïżœâ â„ đ»đ»đșđșïżœâïżœïżœâ Given
đđâ đ·đ·đžđžđ»đ» = đđâ đ»đ»đ»đ»đ»đ», đđâ đ·đ·đžđžđ»đ» = đđâ đșđșđ»đ»đ»đ» If parallel lines are cut by a transversal, then corresponding angles are equal in measure.
đđâ đ·đ·đžđžđ·đ· = đđâ đ·đ·đžđžđ»đ» âđđâ đ·đ·đžđžđ»đ»,
đđâ đ»đ»đ»đ»đșđș = đđâ đ»đ»đ»đ»đ»đ»âđđâ đșđșđ»đ»đ»đ»
Partition property
đđâ đ·đ·đžđžđ·đ· = đđâ đ»đ»đ»đ»đ»đ»âđđâ đșđșđ»đ»đ»đ» Substitution property of equality
đđâ đ·đ·đžđžđ·đ· = đđâ đ»đ»đ»đ»đșđș Substitution property of equality
I need to consider how angles â đđđđđđ and â đđđđđđ are related to angles I know to be equal in measure in the diagram.
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Lesson 9: Unknown Angle ProofsâWriting Proofs
3. In the diagram below, đđđđïżœïżœïżœïżœïżœ bisects â đđđđđđ, and đđđđïżœïżœïżœïżœ bisects â đđđđđđ. Prove that đđđđïżœïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ.
đ·đ·đžđžïżœâïżœïżœïżœâ â„ đ·đ·đ»đ»ïżœâïżœïżœïżœâ , đșđșđ»đ»ïżœïżœïżœïżœïżœ bisects â đžđžđșđșđžđž and đžđžđđïżœïżœïżœïżœ bisects â đșđșđžđžđ·đ· Given
đđâ đžđžđșđșđžđž = đđâ đșđșđžđžđ·đ· If parallel lines are cut by a transversal, then alternate interior angles are equal in measure.
đđâ đžđžđșđșđ»đ» = đđâ đ»đ»đșđșđžđž, đđâ đșđșđžđžđđ = đđâ đđđžđžđ·đ· Definition of bisect
đđâ đžđžđșđșđžđž = đđâ đžđžđșđșđ»đ»+ đđâ đ»đ»đșđșđžđž,
đđâ đșđșđžđžđ·đ· = đđâ đșđșđžđžđđ +đđâ đđđžđžđ·đ·
Partition property
đđâ đžđžđșđșđžđž = đđ(đđâ đ»đ»đșđșđžđž), đđâ đșđșđžđžđ·đ· = đđ(đđâ đșđșđžđžđđ) Substitution property of equality
đđ(đđâ đ»đ»đșđșđžđž) = đđ(đđâ đșđșđžđžđđ) Substitution property of equality
đđâ đ»đ»đșđșđžđž = đđâ đșđșđžđžđđ Division property of equality
đșđșđ»đ»ïżœïżœïżœïżœïżœ â„ đžđžđđïżœïżœïżœïżœ If two lines are cut by a transversal such that a pair of alternate interior angles are equal in measure, then the lines are parallel.
Since the alternate interior angles along a transversal that cuts parallel lines are equal in measure, the bisected halves are also equal in measure. This will help me determine whether segments đđđđ and đđđđ are parallel.
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Lesson 10: Unknown Angle ProofsâProofs with Constructions
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Lesson 10: Unknown Angle ProofsâProofs with Constructions
1. Use the diagram below to prove that đđ = 106° â đđ.
Construct đŒđŒđŒđŒïżœâïżœïżœïżœïżœâ parallel to đ»đ»đ»đ»ïżœâïżœïżœïżœâ and đșđșđșđșïżœâïżœïżœïżœâ .
đđâ đșđșđŒđŒđŒđŒ = đđ If parallel lines are cut by a transversal, then corresponding angles are equal in measure.
đđâ đŒđŒđŒđŒđŒđŒ = đđđđđđ° â đđ Partition property
đđâ đŒđŒđŒđŒđŒđŒ = đđ If parallel lines are cut by a transversal, then corresponding angles are equal in measure.
đđ = đđđđđđ° â đđ Substitution property of equality
Just as if this were a numeric problem, I need to construct a horizontal line through đđ, so I can see the special angle pairs created by parallel lines cut by a transversal.
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Lesson 10: Unknown Angle ProofsâProofs with Constructions
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2. Use the diagram below to prove that mâ C = đđ + đđ.
Construct đźđźđźđźïżœâïżœïżœïżœïżœâ parallel to đșđșđ»đ»ïżœâïżœïżœïżœâ and đđđđïżœâïżœïżœïżœâ through đȘđȘ.
đđâ đ»đ»đȘđȘđźđź = đđ, đđâ đđđȘđȘđźđź = đ đ If parallel lines are cut by a transversal, then alternate interior angles are equal in measure.
đđâ đȘđȘ = đđ + đ đ Partition property
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Lesson 10: Unknown Angle ProofsâProofs with Constructions
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GEOMETRY
3. Use the diagram below to prove that đđâ đ¶đ¶đ¶đ¶đ¶đ¶ = đđ + 90°.
Construct đ«đ«đđïżœâïżœïżœïżœâ parallel to đȘđȘđ»đ»ïżœâïżœïżœïżœâ . Extend đșđșđ»đ»ïżœïżœïżœïżœ so that it intersects đ«đ«đđïżœâïżœïżœïżœâ ; extend đȘđȘđ»đ»ïżœïżœïżœïżœ.
đđâ đȘđȘđ«đ«đđ+ đđđđ° = đđđđđđ° If parallel lines are cut by a transversal, then same-side interior angles are supplementary.
đđâ đȘđȘđ«đ«đđ = đđđđ° Subtraction property of equality
đđâ đ«đ«đđđ»đ» = đđ If parallel lines are cut by a transversal, then corresponding angles are equal in measure.
đđâ đđđ«đ«đđ = đđ If parallel lines are cut by a transversal, then alternate interior angles are equal in measure.
đđâ đȘđȘđ«đ«đđ = đđ + đđđđ° Partition property
I am going to need multiple constructions to show why the measure of â đ¶đ¶đ¶đ¶đ¶đ¶ = đđ + 90°.
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Lesson 11: Unknown Angle ProofsâProofs of Known Facts
Lesson 11: Unknown Angle ProofsâProofs of Known Facts
1. Given: đđđđïżœâïżœïżœïżœïżœâ and đđđđïżœâïżœïżœâ intersect at đ đ . Prove: đđâ 2 = đđâ 4
đœđœđœđœïżœâïżœïżœïżœïżœïżœâ and đđđđïżœâïżœïżœïżœâ intersect at đčđč. Given
đđâ đđ +đđâ đđ = đđđđđđ°; đđâ đđ+ đđâ đđ = đđđđđđ° Angles on a line sum to đđđđđđ°.
đđâ đđ +đđâ đđ = đđâ đđ+ đđâ đđ Substitution property of equality
đđâ đđ = đđâ đđ Subtraction property of equality
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Lesson 11: Unknown Angle ProofsâProofs of Known Facts
2. Given: đđđđïżœâïżœïżœïżœâ â„ đđđđïżœâïżœïżœïżœâ ; đ đ đ đ ïżœâïżœïżœâ â„ đđđđïżœâïżœïżœïżœâ
Prove: đđđđïżœâïżœïżœïżœâ â„ đ đ đ đ ïżœâïżœïżœâ
đ·đ·đ·đ·ïżœâïżœïżœïżœâ â„ đ»đ»đ»đ»ïżœâïżœïżœïżœâ ; đčđčđčđčïżœâïżœïżœïżœâ â„ đ»đ»đ»đ»ïżœâïżœïżœïżœâ Given
đđâ đ·đ·đœđœđžđž = đđđđ°; đđâ đčđčđžđžđ»đ» = đđđđ° Perpendicular lines form đđđđ° angles.
đđâ đ·đ·đœđœđžđž = đđâ đčđčđžđžđ»đ» Transitive property of equality
â„ If two lines are cut by a transversal such that a pair of corresponding angles are equal in measure, then the lines are parallel.
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đ·đ·đ·đ·ïżœâïżœïżœïżœâ đčđčđčđčïżœâïżœïżœïżœâ
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Lesson 12: TransformationsâThe Next Level
GEOMETRY
Lesson 12: TransformationsâThe Next Level
1. Recall that a transformation đčđč of the plane is a function that assigns to each point đđ of the plane a unique
point đčđč(đđ) in the plane. Of the countless kinds of transformations, a subset exists that preserves lengths and angle measures. In other words, they are transformations that do not distort the figure. These transformations, specifically reflections, rotations, and translations, are called basic rigid motions.
Examine each pre-image and image pair. Determine which pairs demonstrate a rigid motion applied to the pre-image.
Pre-Image Image
Is this transformation an example of a rigid motion?
Explain.
a.
No, this transformation did not preserve lengths, even though it seems to have preserved angle measures.
b.
Yes, this is a rigid motionâa translation.
c.
Yes, this is a rigid motionâa reflection.
d.
No, this transformation did not preserve lengths or angle measures.
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Lesson 12: TransformationsâThe Next Level
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e.
Yes, this is a rigid motionâa rotation.
2. Each of the following pairs of diagrams shows the same figure as a pre-image and as a post-transformation image. Each of the second diagrams shows the details of how the transformation is performed. Describe what you see in each of the second diagrams.
The line that the pre-image is reflected over is the perpendicular bisector of each of the segments joining the corresponding vertices of the triangles.
For each of the transformations, I must describe all the details that describe the âmechanicsâ of how the transformation works. For example, I see that there are congruency marks on each half of the segments that join the corresponding vertices and that each segment is perpendicular to the line of reflection. This is essential to how the reflection works.
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Lesson 12: TransformationsâThe Next Level
GEOMETRY
The segment đ·đ·đ·đ· is rotated counterclockwise about đ©đ© by đđđđ°. The path that describes how đ·đ· maps to đ·đ·âČ is a circle with center đ©đ© and radius đ©đ©đ·đ·ïżœïżœïżœïżœ; đ·đ· moves counterclockwise along the circle. â đ·đ·đ©đ©đ·đ·âČ has a measure of đđđđ°. A similar case can be made for đ·đ·.
The pre-image âł đšđšđ©đ©đšđš has been translated the length and direction of vector đšđšđšđšâČïżœïżœïżœïżœïżœïżœâ .
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Lesson 13: Rotations
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GEOMETRY
Lesson 13: Rotations
1. Recall the definition of rotation:
For 0° < đđ° < 180°, the rotation of đđ degrees around the center đ¶đ¶ is the transformation đ đ đ¶đ¶,đđ of the plane defined as follows:
1. For the center point đ¶đ¶, đ đ đ¶đ¶,đđ(đ¶đ¶) = đ¶đ¶, and
2. For any other point đđ, đ đ đ¶đ¶,đđ(đđ) is the point đđ that lies in the counterclockwise half-plane of đ¶đ¶đđïżœïżœïżœïżœïżœâ , such that đ¶đ¶đđ = đ¶đ¶đđ and đđâ đđđ¶đ¶đđ = đđ°.
a. Which point does the center đ¶đ¶ map to once the rotation has been applied?
By the definition, the center đȘđȘ maps to itself: đčđčđȘđȘ,đœđœ(đȘđȘ) = đȘđȘ.
b. The image of a point đđ that undergoes a rotation đ đ đ¶đ¶,đđ is the image point đđ: đ đ đ¶đ¶,đđ(đđ) = đđ. Point đđ is said to lie in the counterclockwise half plane of đ¶đ¶đđïżœïżœïżœïżœïżœâ . Shade the counterclockwise half plane of đ¶đ¶đđïżœïżœïżœïżœïżœâ .
I must remember that a half plane is a line in a plane that separates the plane into two sets.
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Lesson 13: Rotations
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c. Why does part (2) of the definition include đ¶đ¶đđ = đ¶đ¶đđ? What relationship does đ¶đ¶đđ = đ¶đ¶đđ have with the circle in the diagram above?
đȘđȘđȘđȘ = đȘđȘđȘđȘ describes how đȘđȘ maps to đȘđȘ. The rotation, a function, describes a path such that đȘđȘ ârotatesâ (let us remember there is no actual motion) along the circle đȘđȘ with radius đȘđȘđȘđȘ (and thereby also of radius đȘđȘđȘđȘ).
d. Based on the figure on the prior page, what is the angle of rotation, and what is the measure of the angle of rotation?
The angle of rotation is â đȘđȘđȘđȘđȘđȘ, and the measure is đœđœË.
2. Use a protractor to determine the angle of rotation.
I must remember that the angle of rotation is found by forming an angle from any pair of corresponding points and the center of rotation; the measure of this angle is the angle of rotation.
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Lesson 13: Rotations
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3. Determine the center of rotation for the following pre-image and image.
I must remember that the center of rotation is located by the following steps: (1) join two pairs of corresponding points in the pre-image and image, (2) take the perpendicular bisector of each segment, and finally (3) identify the intersection of the bisectors as the center of rotation.
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Lesson 14: Reflections
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GEOMETRY
Lesson 14: Reflections
1. Recall the definition of reflection:
For a line đđ in the plane, a reflection across đđ is the transformation đđđđ of the plane defined as follows:
1. For any point đđ on the line đđ, đđđđ(đđ) = đđ, and 2. For any point đđ not on đđ, đđđđ(đđ) is the point đđ
so that đđ is the perpendicular bisector of the segment đđđđ.
a. Where do the points that belong to a line of reflection map to once the reflection is applied?
Any point đ·đ· on the line of reflection maps to itself: đđđđ(đ·đ·) = đ·đ·.
b. Once a reflection is applied, what is the relationship between a point, its reflected image, and the line of reflection? For example, based on the diagram above, what is the relationship between đŽđŽ, đŽđŽâČ, and line đđ?
Line đđ is the perpendicular bisector to the segment that joins đšđš and đšđšâČ.
c. Based on the diagram above, is there a relationship between the distance from đ”đ” to đđ and from đ”đ”âČ to đđ?
Any pair of corresponding points is equidistant from the line of reflection.
đđ
I can model a reflection by folding paper: The fold itself is the line of reflection.
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Lesson 14: Reflections
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2. Using a compass and straightedge, determine the line of reflection for pre-image âł đŽđŽđ”đ”đŽđŽ and âł
Write the steps to the construction.
1. Draw circle đȘđȘ: center đȘđȘ, radius đȘđȘđȘđȘâČ.
2. Draw circle đȘđȘâČ: center đȘđȘâČ, radius đȘđȘâČđȘđȘ.
3. Draw a line through the points of intersection between circles đȘđȘ and đȘđȘâČ.
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đŽđŽâČđ”đ”âČđŽđŽâČ.
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Lesson 14: Reflections
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3. Using a compass and straightedge, reflect point đŽđŽ over line đđ. Write the steps to the construction.
1. Draw circle đšđš such that the circle intersects with line đđ in two locations, đșđș and đ»đ».
2. Draw circle đșđș: center đșđș, radius đșđșđšđš.
3. Draw circle đ»đ»: center đ»đ», radius đ»đ»đšđš.
4. Label the intersection of circles đșđș and đ»đ» as đšđšâČ.
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Lesson 15: Rotations, Reflections, and Symmetry
Lesson 15: Rotations, Reflections, and Symmetry
1. A symmetry of a figure is a basic rigid motion that maps the figure back onto itself. A figure is said to have line symmetry if there exists a line (or lines) so that the image of the figure when reflected over the line(s) is itself. A figure is said to have nontrivial rotational symmetry if a rotation of greater than 0° but less than 360° maps a figure back to itself. A trivial symmetry is a transformation that maps each point of a figure back to the same point (i.e., in terms of a function, this would be đđ(đ„đ„) = đ„đ„). An example of this is a rotation of 360°. a. Draw all lines of symmetry for the equilateral hexagon below. Locate the center of rotational
symmetry.
b. How many of the symmetries are rotations (of an angle of rotation less than or equal to 360°)? What are the angles of rotation that yield symmetries?
đđ, including the identity symmetry. The angles of rotation are: đđđđ°, đđđđđđ°, đđđđđđ°, đđđđđđ°, đđđđđđ°, and đđđđđđ°.
c. How many of the symmetries are reflections?
đđ
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Lesson 15: Rotations, Reflections, and Symmetry
d. How many places can vertex đŽđŽ be moved by some symmetry of the hexagon?
đšđš can be moved to đđ placesâđšđš, đ©đ©, đȘđȘ, đ«đ«, đŹđŹ, and đđ.
e. For a given symmetry, if you know the image of đŽđŽ, how many possibilities exist for the image of đ”đ”?
đđ
2. Shade as few of the nine smaller sections as possible so that the resulting figure has a. Only one vertical and one horizontal line of symmetry. b. Only two lines of symmetry about the diagonals. c. Only one horizontal line of symmetry. d. Only one line of symmetry about a diagonal. e. No line of symmetry.
Possible solutions:
a. b. c.
d. e.
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Lesson 16: Translations
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GEOMETRY
Lesson 16: Translations
1. Recall the definition of translation:
For vector đŽđŽđŽđŽïżœïżœïżœïżœïżœâ , the translation along đŽđŽđŽđŽïżœïżœïżœïżœïżœâ is the transformation đđđŽđŽđŽđŽïżœïżœïżœïżœïżœâ of the plane defined as follows:
1. For any point đđ on đŽđŽđŽđŽïżœâïżœïżœïżœâ , đđđŽđŽđŽđŽïżœïżœïżœïżœïżœâ (đđ) is the point đđ on đŽđŽđŽđŽïżœâïżœïżœïżœâ so that đđđđïżœïżœïżœïżœïżœâ has the same length and the same direction as đŽđŽđŽđŽïżœïżœïżœïżœïżœâ , and
2. For any point đđ not on đŽđŽđŽđŽïżœâïżœïżœïżœâ , đđđŽđŽđŽđŽïżœïżœïżœïżœïżœâ (đđ) is the point đđ obtained as follows. Let đđ be the line passing
through đđ and parallel to đŽđŽđŽđŽïżœâïżœïżœïżœâ . Let đđ be the line passing through đŽđŽ and parallel to đŽđŽđđïżœâïżœïżœïżœâ . The point đđ is the intersection of đđ and đđ.
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Lesson 16: Translations
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2. Use a compass and straightedge to translate segment đșđșđșđșïżœïżœïżœïżœ along vector đŽđŽđŽđŽïżœïżœïżœïżœïżœâ .
To find đșđșâČ, I must mark off the length of đŽđŽđŽđŽïżœïżœïżœïżœïżœâ in the direction of the vector from đșđș. I will repeat these steps to locate đșđșâČ.
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Lesson 16: Translations
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GEOMETRY
3. Use a compass and straightedge to translate point đșđș along vector đŽđŽđŽđŽïżœïżœïżœïżœïżœâ . Write the steps to this construction.
1. Draw circle đźđź: center đźđź, radius đšđšđšđš.
2. Draw circle đšđš: center đšđš, radius đšđšđźđź.
3. Label the intersection of circle đźđź and circle đšđš as đźđźâČ. (Circles đźđź and đšđš intersect in two locations; pick the intersection so that đšđš and đźđźâČ are in opposite half planes of đšđšđźđźïżœâïżœïżœïżœâ .)
To find đșđșâČ, my construction is really resulting in locating the fourth vertex of a parallelogram.
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Lesson 17: Characterize Points on a Perpendicular Bisector
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GEOMETRY
Lesson 17: Characterize Points on a Perpendicular Bisector
1. Perpendicular bisectors are essential to the rigid motions reflections and rotations. a. How are perpendicular bisectors essential to
reflections?
The line of reflection is a perpendicular bisector to the segment that joins each pair of pre-image and image points of a reflected figure.
b. How are perpendicular bisectors essential to rotations?
Perpendicular bisectors are key to determining the center of a rotation. The center of a rotation is determined by joining two pairs of pre-image and image points and constructing the perpendicular bisector of each of the segments. Where the perpendicular bisectors intersect is the center of the rotation.
2. Rigid motions preserve distance, or in other words, the image of a figure that has had a rigid motion applied to it will maintain the same lengths as the original figure. a. Based on the following rotation, which of the following statements must be
true? i. đŽđŽđŽđŽ = đŽđŽâČđŽđŽâČ True ii. đ”đ”đ”đ”âČ = đ¶đ¶đ¶đ¶âČ False iii. đŽđŽđ¶đ¶ = đŽđŽâČđ¶đ¶âČ True iv. đ”đ”đŽđŽ = đ”đ”âČđŽđŽâČ True v. đ¶đ¶đŽđŽâČ = đ¶đ¶âČđŽđŽ False
I can re-examine perpendicular bisectors (in regard to reflections) in Lesson 14 and rotations in Lesson 13.
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b. Based on the following rotation, which of the following statements must be true? i. đ¶đ¶đ¶đ¶âČ = đ”đ”đ”đ”âČ False ii. đ”đ”đ¶đ¶ = đ”đ”âČđ¶đ¶âČ True
3. In the following figure, point đ”đ” is reflected across line đđ. c. What is the relationship between đ”đ”, đ”đ”âČ, and đđ?
Line đđ is the perpendicular bisector of đ©đ©đ©đ©âČïżœïżœïżœïżœïżœ.
d. What is the relationship between đ”đ”, đ”đ”âČ, and any point đđ on đđ?
đ©đ© and đ©đ©âČ are equidistant from line đđ and therefore equidistant from any point đ·đ· on đđ.
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Lesson 18: Looking More Carefully at Parallel Lines
Lesson 18: Looking More Carefully at Parallel Lines
1. Given that â đ”đ” and â đ¶đ¶ are supplementary and đŽđŽđŽđŽïżœïżœïżœïżœ â„ đ”đ”đ¶đ¶ïżœïżœïżœïżœ, prove that đđâ đŽđŽ = đđâ đ¶đ¶.
â đ©đ© and â đȘđȘ are supplementary. Given
đšđšđšđšïżœïżœïżœïżœ â„ đ©đ©đȘđȘïżœïżœïżœïżœ Given
â đ©đ© and â đšđš are supplementary. If two parallel lines are cut by a transversal, then same-side interior angles are supplementary.
đđâ đ©đ© + đđâ đšđš = đđđđđđ° Definition of supplementary angles
đđâ đ©đ© + đđâ đȘđȘ = đđđđđđ° Definition of supplementary angles
đđâ đ©đ© + đđâ đšđš = đđâ đ©đ© + đđâ đȘđȘ Substitution property of equality
đđâ đšđš = đđâ đȘđȘ Subtraction property of equality
2. Mathematicians state that if a transversal is perpendicular to two distinct lines, then the distinct lines are parallel. Prove this statement. (Include a labeled drawing with your proof.)
đšđšđšđšïżœïżœïżœïżœ â„ đȘđȘđȘđȘïżœïżœïżœïżœ, đšđšđšđšïżœïżœïżœïżœ â„ đźđźđźđźïżœïżœïżœïżœïżœ Given
đđâ đšđšđšđšđȘđȘ = đđđđ° Definition of perpendicular lines
đđâ đšđšđšđšđźđź = đđđđ° Definition of perpendicular lines
đđâ đšđšđšđšđȘđȘ = đđâ đšđšđšđšđźđź Substitution property of equality
đȘđȘđȘđȘïżœïżœïżœïżœ â„ đźđźđźđźïżœïżœïżœïżœïżœ If a transversal cuts two lines such that corresponding angles are equal in measure, then the two lines are parallel.
If đŽđŽđŽđŽïżœïżœïżœïżœ â„ đ”đ”đ¶đ¶ïżœïżœïżœïżœ, then â đŽđŽ and â đ”đ” are supplementary because they are same-side interior angles.
If a transversal is perpendicular to one of the two lines, then it meets that line at an angle of 90°. Since the lines are parallel, I can use corresponding angles of parallel lines to show that the transversal meets the other line, also at an angle of 90°.
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Lesson 18: Looking More Carefully at Parallel Lines
3. In the figure, đŽđŽ and đčđč lie on đŽđŽđ”đ”ïżœïżœïżœïżœ, đđâ đ”đ”đŽđŽđ¶đ¶ = đđâ đŽđŽđčđčđŽđŽ, and đđâ đ¶đ¶ = đđâ đŽđŽ. Prove that đŽđŽđŽđŽïżœïżœïżœïżœ â„ đ¶đ¶đ”đ”ïżœïżœïżœïżœ.
đđâ đ©đ©đšđšđȘđȘ = đđâ đšđšđȘđȘđšđš Given
đđâ đȘđȘ = đđâ đšđš Given
đđâ đ©đ©đšđšđȘđȘ+ đđâ đȘđȘ+ đđâ đ©đ© = đđđđđđ° Sum of the angle measures in a triangle is đđđđđđ°.
đđâ đšđšđȘđȘđšđš+ đđâ đšđš + đđâ đšđš = đđđđđđ° Sum of the angle measures in a triangle is đđđđđđ°.
đđâ đšđšđȘđȘđšđš+ đđâ đšđš + đđâ đ©đ© = đđđđđđ° Substitution property of equality
đđâ đ©đ© = đđđđđđ° âđđâ đšđšđȘđȘđšđšâđđâ đšđš Subtraction property of equality
đđâ đšđš = đđđđđđ° âđđâ đšđšđȘđȘđšđš âđđâ đšđš Subtraction property of equality
đđâ đšđš = đđâ đ©đ© Substitution property of equality
đšđšđšđšïżœïżœïżœïżœ â„ đȘđȘđ©đ©ïżœïżœïżœïżœ If two lines are cut by a transversal such that a pair of alternate interior angles are equal in measure, then the lines are parallel.
I know that in any triangle, the three angle measures sum to 180°. If two angles in one triangle are equal in measure to two angles in another triangle, then the third angles in each triangle must be equal in measure.
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Lesson 19: Construct and Apply a Sequence of Rigid Motions
Lesson 19: Construct and Apply a Sequence of Rigid Motions
1. Use your understanding of congruence to answer each of the following. a. Why canât a square be congruent to a regular hexagon?
A square cannot be congruent to a regular hexagon because there is no rigid motion that takes a figure with four vertices to a figure with six vertices.
b. Can a square be congruent to a rectangle?
A square can only be congruent to a rectangle if the sides of the rectangle are all the same length as the sides of the square. This would mean that the rectangle is actually a square.
2. The series of figures shown in the diagram shows the images of âł đŽđŽđŽđŽđŽđŽ under a sequence of rigid motions in the plane. Use a piece of patty paper to find and describe the sequence of rigid motions that shows âł đŽđŽđŽđŽđŽđŽ â âł đŽđŽâČâČâČđŽđŽâČâČâČđŽđŽâČâČâČ. Label the corresponding image points in the diagram using prime notation.
First, a rotation of đđđđ° about point đȘđȘâČâČâČ in a clockwise direction takes âł đšđšđšđšđȘđȘ to âł đšđšâČđšđšâČđȘđȘâČ. Next, a translation along đȘđȘâČđȘđȘâČâČâČïżœïżœïżœïżœïżœïżœïżœïżœïżœïżœâ takes âł đšđšâČđšđšâČđȘđȘâČ to âł đšđšâČâČđšđšâČâČđȘđȘâČâČ. Finally, a reflection over đšđšâČâČđȘđȘâČâČïżœïżœïżœïżœïżœïżœïżœ takes âł đšđšâČâČđšđšâČâČđȘđȘâČâČ to âł đšđšâČâČâČđšđšâČâČâČđȘđȘâČâČâČ.
I know that by definition, a rectangle is a quadrilateral with four right angles.
To be congruent, the figures must have a correspondence of vertices. I know that a square has four vertices, and a regular hexagon has six vertices. No matter what sequence of rigid motions I use, I cannot correspond all vertices of the hexagon with vertices of the square.
I can see that âł đŽđŽâČâČâČđŽđŽâČâČâČđŽđŽâČâČâČ is turned on the plane compared to âł đŽđŽđŽđŽđŽđŽ, so I should look for a rotation in my sequence. I also see a vector, so there might be a translation, too.
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Lesson 19: Construct and Apply a Sequence of Rigid Motions
3. In the diagram to the right, âł đŽđŽđŽđŽđŽđŽ â âł đ·đ·đŽđŽđŽđŽ. a. Describe two distinct rigid motions, or sequences of
rigid motions, that map đŽđŽ onto đ·đ·.
The most basic of rigid motions mapping đšđš onto đ«đ« is a reflection over đšđšđȘđȘïżœïżœïżœïżœ.
Another possible sequence of rigid motions includes a rotation about đšđš of degree measure equal to đđâ đšđšđšđšđ«đ« followed by a reflection over đšđšđ«đ«ïżœïżœïżœïżœïżœ.
b. Using the congruence that you described in your response to part (a), what does đŽđŽđŽđŽïżœïżœïżœïżœ map to?
By a reflection of the plane over đšđšđȘđȘïżœïżœïżœïżœ, đšđšđȘđȘïżœïżœïżœïżœ maps to đ«đ«đȘđȘïżœïżœïżœïżœ.
c. Using the congruence that you described in your response to part (a), what does đŽđŽđŽđŽïżœïżœïżœïżœ map to?
By a reflection of the plane over đšđšđȘđȘïżœïżœïżœïżœ, đšđšđȘđȘïżœïżœïżœïżœ maps to itself because it lies in the line of reflection.
In the given congruence statement, the vertices of the first triangle are named in a clockwise direction, but the corresponding vertices of the second triangle are named in a counterclockwise direction. The change in orientation tells me that a reflection must be involved.
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Lesson 20: Applications of Congruence in Terms of Rigid Motions
Lesson 20: Applications of Congruence in Terms of Rigid Motions
1. Give an example of two different quadrilaterals and a correspondence between their vertices such that (a) all four corresponding angles are congruent, and (b) none of the corresponding sides are congruent.
The following represents one of many possible answers to this problem.
Square đšđšđšđšđšđšđšđš and rectangle đŹđŹđŹđŹđŹđŹđŹđŹ meet the above criteria. By definition, both quadrilaterals are required to have four right angles, which means that any correspondence of vertices will map together congruent angles. A square is further required to have all sides of equal length, so as long as none of the sides of the rectangle are equal in length to the sides of the square, the criteria are satisfied.
2. Is it possible to give an example of two triangles and a correspondence between their vertices such that only two of the corresponding angles are congruent? Explain your answer.
Any triangle has three angles, and the sum of the measures of those angles is đđđđđđ°. If two triangles are given such that one pair of angles measure đđ° and a second pair of angles measure đđ°, then by the angle sum of a triangle, the remaining angle would have to have a measure of (đđđđđđ â đđ â đđ)°. This means that the third pair of corresponding angles must also be congruent, so no, it is not possible.
3. Translations, reflections, and rotations are referred to as rigid motions. Explain why the term rigid is used.
Each of the rigid motions is a transformation of the plane that can be modelled by tracing a figure on the plane onto a transparency and transforming the transparency by following the given function rule. In each case, the image is identical to the pre-image because translations, rotations, and reflections preserve distance between points and preserve angles between lines. The transparency models rigidity.
I know that some quadrilaterals have matching angle characteristics such as squares and rectangles. Both of these quadrilaterals are required to have four right angles.
I know that every triangle, no matter what size or classification, has an angle sum of 180°.
The term rigid means not flexible.
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Lesson 21: Correspondence and Transformations
Lesson 21: Correspondence and Transformations
1. The diagram below shows a sequence of rigid motions that maps a pre-image onto a final image. a. Identify each rigid motion in the sequence, writing the composition using function notation.
The first rigid motion is a translation along đȘđȘđȘđȘâČïżœïżœïżœïżœïżœïżœâ to yield triangle đšđšâČđ©đ©âČđȘđȘâČ. The second rigid motion is a reflection over đ©đ©đȘđȘïżœïżœïżœïżœ to yield triangle đšđšâČâČđ©đ©âČâČđȘđȘâČâČ. In function notation, the
sequence of rigid motions is đđđ©đ©đȘđȘïżœïżœïżœïżœ ïżœđ»đ»đȘđȘđȘđȘâČïżœïżœïżœïżœïżœïżœïżœâ (âł đšđšđ©đ©đȘđȘ)ïżœ.
b. Trace the congruence of each set of corresponding sides and angles through all steps in the sequence, proving that the pre-image is congruent to the final image by showing that every side and every angle in the pre-image maps onto its corresponding side and angle in the image.
Sequence of corresponding sides: đšđšđ©đ©ïżœïżœïżœïżœ â đšđšâČâČđ©đ©âČâČïżœïżœïżœïżœïżœïżœïżœ, đ©đ©đȘđȘïżœïżœïżœïżœ â đ©đ©âČâČđȘđȘâČâČïżœïżœïżœïżœïżœïżœïżœ, and đšđšđȘđȘïżœïżœïżœïżœ â đšđšâČâČđȘđȘâČâČïżœïżœïżœïżœïżœïżœïżœ.
Sequence of corresponding angles: â đšđš â â đšđšâČâČ, â đ©đ© â â đ©đ©âČâČ, and â đȘđȘ â â đȘđȘâČâČ.
c. Make a statement about the congruence of the pre-image and the final image.
âł đšđšđ©đ©đȘđȘ â âł đšđšâČâČđ©đ©âČâČđȘđȘâČâČ
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Lesson 21: Correspondence and Transformations
2. Triangle đđđđđđ is a reflected image of triangle đŽđŽđŽđŽđŽđŽ over a line â. Is it possible for a translation or a rotation to map triangle đđđđđđ back to the corresponding vertices in its pre-image, triangle đŽđŽđŽđŽđŽđŽ? Explain why or why not.
The orientation of three non-collinear points will change under a reflection of the plane over a line. This means that if you consider the correspondence đšđš â đ»đ», đ©đ© â đčđč, and đȘđȘ â đșđș, if the vertices đšđš, đ©đ©, and đȘđȘ are oriented in a clockwise direction on the plane, then the vertices đ»đ», đčđč, and đșđș will be oriented in a counterclockwise direction. It is possible to map đ»đ» to đšđš, đșđș to đȘđȘ, or đčđč to đ©đ© individually under a variety of translations or rotations; however, a reflection is required in order to map each of đ»đ», đčđč, and đșđș to its corresponding pre-image.
3. Describe each transformation given by the sequence of rigid motions below, in function notation, using the correct sequential order.
đđđđ ïżœđđđŽđŽđŽđŽïżœïżœïżœïżœïżœâ ïżœđđđđ,60°(âł đđđđđđ)ïżœïżœ
The first rigid motion is a rotation of âł đżđżđżđżđżđż around point đżđż of đđđđ°. Next is a translation along đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ . The final rigid motion is a reflection over a given line đđ.
I know that in function notation, the innermost function, in this case đđđđ,60°(âł đđđđđđ), is the first to be carried out on the points in the plane.
When I look at the words printed on my t-shirt in a mirror, the order of the letters, and even the letters themselves, are completely backward. I can see the words correctly if I look at a reflection of my reflection in another mirror.
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Lesson 22: Congruence Criteria for TrianglesâSAS
Lesson 22: Congruence Criteria for TrianglesâSAS
1. We define two figures as congruent if there exists a finite composition of rigid motions that maps oneonto the other. The following triangles meet the Side-Angle-Side criterion for congruence. The criteriontells us that only a few parts of two triangles, as well as a correspondence between them, is necessary todetermine that the two triangles are congruent.Describe the rigid motion in each step of the proof for the SAS criterion:
Given: âł đđđđđđ and âł đđâČđđâČđđâČ so that đđđđ = đđâČđđâČ (Side), đđâ đđ = đđâ đđâČ (Angle), and đđđđ = đđâČđđâČ (Side).
Prove: âł đđđđđđ â âł đđâČđđâČđđâČ
1 Given, distinct triangles âł đđđđđđ and âł đđâČđđâČđđâČ so that đđđđ = đđâČđđâČ, đđâ đđ = đđâ đđâČ, and đđđđ = đđâČđđâČ.
2 đ»đ»đ·đ·âČđ·đ·ïżœïżœïżœïżœïżœïżœïżœïżœâ (âłđ·đ·âČđžđžâČđčđčâČ) =âł đ·đ·đžđžâČâČđčđčâČâČ; âł đ·đ·âČđžđžâČđčđčâČ is translated along vector đ·đ·âČđ·đ·ïżœïżœïżœïżœïżœïżœïżœâ . âł đ·đ·đžđžđčđč and âł đ·đ·đžđžâČâČđčđčâČâČ share common vertex đ·đ·.
3 đčđčđ·đ·,âđœđœ(âłđ·đ·đžđžâČâČđčđčâČâČ) = âł đ·đ·đžđžâČâČâČđčđč; âłđ·đ·đžđžâČâČđčđčâČâČ is rotated about center đ·đ· by đœđœË clockwise. âłđ·đ·đžđžđčđč and âłđ·đ·đžđžâČâČâČđčđč share common side đ·đ·đčđčïżœïżœïżœïżœ.
4 đđđ·đ·đčđčïżœâïżœïżœïżœâ (âłđ·đ·đžđžâČâČâČđčđč) =âł đ·đ·đžđžđčđč; âłđ·đ·đžđžâČâČâČđčđč is reflected across âł đ·đ·đžđžâČâČâČđčđč coincides with âłđ·đ·đžđžđčđč.
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ïżœâïżœđ·ïżœïżœïżœïżœâđčđč
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Lesson 22: Congruence Criteria for TrianglesâSAS
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a. In Step 3, how can we be certain that đđ" will map to đđ?
By assumption, đ·đ·đčđčâČâČ = đ·đ·đčđč. This means that not only will đ·đ·đčđčâČâČïżœïżœïżœïżœïżœïżœïżœïżœâ map to đ·đ·đčđčïżœïżœïżœïżœïżœïżœâ under the rotation, but đčđčâČâČ will map to đčđč.
b. In Step 4, how can we be certain that đđâČâČâČ will map to đđ?
Rigid motions preserve angle measures. This means that đđâ đžđžđ·đ·đčđč = đđâ đžđžâČâČâČđ·đ·đčđč. Then the reflection maps đ·đ·đžđžâČâČâČïżœïżœïżœïżœïżœïżœïżœïżœïżœïżœâ to đ·đ·đžđžïżœïżœïżœïżœïżœïżœâ . Since đ·đ·đžđžâČâČâČ = đ·đ·đžđž, đžđžâČâČâČ will map to đžđž.
c. In this example, we began with two distinct triangles that met the SAS criterion. Now consider triangles that are not distinct and share a common vertex. The following two scenarios both show a pair of triangles that meet the SAS criterion and share a common vertex. In a proof to show that the triangles are congruent, which pair of triangles will a translation make most sense as a next step? In which pair is the next step a rotation? Justify your response.
Pair (ii) will require a translation next because currently, the common vertex is between a pair of angles whose measures are unknown. The next step for pair (i) is a rotation, as the common vertex is one between angles of equal measure, by assumption, and therefore can be rotated so that a pair of sides of equal length become a shared side.
I must remember that if the lengths of đđđđ" and đđđđ were not known, the rotation would result in coinciding rays đđđđâČâČïżœïżœïżœïżœïżœïżœïżœïżœâ and đđđđïżœïżœïżœïżœïżœâ but nothing further.
i. ii.
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Lesson 22: Congruence Criteria for TrianglesâSAS
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2. Justify whether the triangles meet the SAS congruence criteria; explicitly state which pairs of sides orangles are congruent and why. If the triangles do meet the SAS congruence criteria, describe the rigidmotion(s) that would map one triangle onto the other.a. Given: Rhombus đŽđŽđŽđŽđŽđŽđŽđŽ
Do âł đŽđŽđđđŽđŽ and âł đŽđŽđđđŽđŽ meet the SAS criterion?
Rhombus đšđšđšđšđšđšđšđš Given
đšđšđčđčïżœïżœïżœïżœ and đšđšđšđšïżœïżœïżœïżœïżœ are perpendicular. Property of a rhombus
đđâ đšđšđčđčđšđš = đđâ đšđšđčđčđšđš All right angles are equal in measure.
đšđšđčđč = đčđčđšđš Diagonals of a rhombus bisect each other.
đšđšđčđč = đšđšđčđč Reflexive property
âł đšđšđčđčđšđš â âł đšđšđčđčđšđš SAS
One possible rigid motion that maps âł đšđšđčđčđšđš to âł đšđšđčđčđšđš is a reflection over the line đšđšđčđčïżœâïżœïżœïżœâ .
b. Given: Isosceles triangle âł ABC with đŽđŽđŽđŽ = đŽđŽđŽđŽ and angle bisector đŽđŽđđïżœïżœïżœïżœ.
Do âł đŽđŽđŽđŽđđ and âł đŽđŽđŽđŽđđ meet the SAS criterion?
đšđšđšđš = đšđšđšđš Given
đšđšđ·đ·ïżœïżœïżœïżœ is an angle bisector Given
đšđšđ·đ· = đšđšđ·đ· Reflexive property
đđâ đšđšđšđšđ·đ· = đđâ đšđšđšđšđ·đ· Definition of angle bisector
âł đšđšđšđšđ·đ· â âł đšđšđšđšđ·đ· SAS
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One possible rigid motion that maps âł đšđš to âł đšđš is a reflection over the line đšđšđ·đ· đšđšđ·đ· ïżœâïżœđšïżœïżœïżœïżœâ . đ·đ·
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Lesson 23: Base Angles of Isosceles Triangles
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Lesson 23: Base Angles of Isosceles Triangles
1. In an effort to prove that đđâ đ”đ” = đđâ đ¶đ¶ in isosceles triangle đŽđŽđ”đ”đ¶đ¶ by using rigid motions, the following argument is made to show that đ”đ” maps to đ¶đ¶:
Given: Isosceles âł đŽđŽđ”đ”đ¶đ¶, with đŽđŽđ”đ” = đŽđŽđ¶đ¶
Prove: đđâ đ”đ” = đđâ đ¶đ¶
Construction: Draw the angle bisector đŽđŽđŽđŽïżœïżœïżœïżœïżœâ of â đŽđŽ, where đŽđŽ is the intersection of the bisector and đ”đ”đ¶đ¶ïżœïżœïżœïżœ. We need to show that rigid motions map point đ”đ” to point đ¶đ¶ and point đ¶đ¶ to point đ”đ”.
Since đšđš is on the line of reflection, đšđšđšđšïżœâïżœïżœïżœâ , đđđšđšđšđšïżœâïżœïżœïżœâ (đšđš) = đšđš. Reflections preserve angle measures, so the measure of the reflected angle đđđšđšđšđšïżœâïżœïżœïżœâ (â đ©đ©đšđšđšđš) equals the measure of â đȘđȘđšđšđšđš; therefore, đđđšđšđšđšïżœâïżœïżœïżœâ ïżœđšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ ïżœ = đšđšđȘđȘïżœïżœïżœïżœïżœâ . Reflections also preserve lengths of segments; therefore, the reflection of đšđšđ©đ©ïżœïżœïżœïżœ still has the same length as đšđšđ©đ©ïżœïżœïżœïżœ. By hypothesis, đšđšđ©đ© = đšđšđȘđȘ, so the length of the reflection is also equal to đšđšđȘđȘ. Then đđđšđšđšđšïżœâïżœïżœïżœâ (đ©đ©) = đȘđȘ.
Use similar reasoning to show that đđđŽđŽđŽđŽïżœâïżœïżœïżœâ (đ¶đ¶) = đ”đ”.
Again, we use a reflection in our reasoning. đšđš is on the line of reflection, đšđšđšđšïżœâïżœïżœïżœâ , so đđđšđšđšđšïżœâïżœïżœïżœâ (đšđš) = đšđš.
Since reflections preserve angle measures, the measure of the reflected angle đđđšđšđšđšïżœâïżœïżœïżœâ (â đȘđȘđšđšđšđš) equals the measure of â đ©đ©đšđšđšđš, implying that đđđšđšđšđšïżœâïżœïżœïżœâ ïżœđšđšđȘđȘïżœïżœïżœïżœïżœâ ïżœ = đšđšđ©đ©ïżœïżœïżœïżœïżœïżœâ .
Reflections also preserve lengths of segments. This means that the reflection of đšđšđȘđȘïżœïżœïżœïżœ, or the image of đšđšđȘđȘïżœïżœïżœïżœ (đšđšđ©đ©ïżœïżœïżœïżœ), has the same length as đšđšđȘđȘïżœïżœïżœïżœ. By hypothesis, đšđšđ©đ© = đšđšđȘđȘ, so the length of the reflection is also equal to đšđšđ©đ©. This implies đđđšđšđšđšïżœâïżœïżœïżœâ (đȘđȘ) = đ©đ©. We conclude then that đđâ đ©đ© = đđâ đȘđȘ.
I must remember that proving this fact using rigid motions relies on the idea that rigid motions preserve lengths and angle measures. This is what ultimately allows me to map đ¶đ¶ to đ”đ”.
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Lesson 23: Base Angles of Isosceles Triangles
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GEOMETRY
2. Given: đđâ 1 = đđâ 2; đđâ 3 = đđâ 4
Prove: đđâ 5 = đđâ 6
đđâ đđ = đđâ đđ
đđâ đđ = đđâ đđ
Given
đšđšđšđš = đ©đ©đšđš
đšđšđšđš = đȘđȘđšđš
If two angles of a triangle are equal in measure, then the sides opposite the angles are equal in length.
đ©đ©đšđš = đȘđȘđšđš Transitive property of equality
đđâ đđ = đđâ đđ If two sides of a triangle are equal in length, then the angles opposite them are equal in measure.
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Lesson 23: Base Angles of Isosceles Triangles
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GEOMETRY
3. Given: Rectangle đŽđŽđ”đ”đ¶đ¶đŽđŽ; đœđœ is the midpoint of đŽđŽđ”đ”ïżœïżœïżœïżœ
Prove: âł đœđœđ¶đ¶đŽđŽ is isosceles
đšđšđ©đ©đȘđȘđšđš is a rectangle. Given
đđâ đšđš = đđâ đ©đ© All angles of a rectangle are right angles.
đšđšđšđš = đ©đ©đȘđȘ Opposite sides of a rectangle are equal in length.
đ±đ± is the midpoint of đšđšđ©đ©ïżœïżœïżœïżœ. Given
đšđšđ±đ± = đ©đ©đ±đ± Definition of midpoint
âł đšđšđ±đ±đšđš â âł đ©đ©đ±đ±đȘđȘ SAS
đ±đ±đšđš = đ±đ±đȘđȘ Corresponding sides of congruent triangles are equal in length.
âł đ±đ±đȘđȘđšđš is isosceles. Definition of isosceles triangle
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Lesson 23: Base Angles of Isosceles Triangles
M1 GEOMETRY
4. Given: đ đ đ đ = đ đ đ đ ; đđâ 2 = đđâ 7
Prove: âł đ đ đ đ đ đ is isosceles
đčđčđčđč = đčđčđčđč Given
đđâ đđ = đđâ đđ Base angles of an isosceles triangle are equal in measure.
đđâ đđ = đđâ đđ Given
đđâ đđ +đđâ đđ + đđâ đđ = đđđđđđ°
đđâ đđ +đđâ đđ + đđâ đđ = đđđđđđ°
The sum of angle measures in a triangle is đđđđđđË.
đđâ đđ +đđâ đđ + đđâ đđ = đđâ đđ + đđâ đđ+ đđâ đđ Substitution property of equality
đđâ đđ +đđâ đđ + đđâ đđ = đđâ đđ + đđâ đđ+ đđâ đđ Substitution property of equality
đđâ đđ = đđâ đđ Subtraction property of equality
đđâ đđ +đđâ đđ = đđđđđđ°
đđâ đđ +đđâ đđ = đđđđđđ°
Linear pairs form supplementary angles.
đđâ đđ +đđâ đđ = đđâ đđ+ đđâ đđ Substitution property of equality
đđâ đđ +đđâ đđ = đđâ đđ+ đđâ đđ Substitution property of equality
đđâ đđ = đđâ đđ Subtraction property of equality
đčđčđčđč = đčđčđčđč If two angles of a triangle are equal in measure, then the sides opposite the angles are equal in length.
âł đčđčđčđčđčđč is isosceles. Definition of isosceles triangle
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Lesson 24: Congruence Criteria for TrianglesâASA and SSS
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GEOMETRY
Lesson 24: Congruence Criteria for TrianglesâASA and SSS
1. For each of the following pairs of triangles, name the congruence criterion, if any, that proves the triangles are congruent. If none exists, write ânone.â a.
SAS
b.
SSS
c.
ASA
d.
none
e.
ASA
In addition to markings indicating angles of equal measure and sides of equal lengths, I must observe diagrams for common sides and angles, vertical angles, and angle pair relationships created by parallel lines cut by a transversal. I must also remember that AAA is not a congruence criterion.
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Lesson 24: Congruence Criteria for TrianglesâASA and SSS
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GEOMETRY
2. đŽđŽđŽđŽđŽđŽđŽđŽ is a rhombus. Name three pairs of triangles that are congruent so that no more than one pair is congruent to each other and the criteria you would use to support their congruency.
Possible solution: âł đšđšđšđšđšđš â âł đšđšđšđšđšđš, âł đšđšđšđšđšđš â âł đ©đ©đšđšđšđš, and âł đšđšđšđšđ©đ© â âł đšđšđšđšđ©đ©. All three pairs can be supported by SAS/SSS/ASA.
3. Given: đđ = đ đ and đđđđ = đđđđ Prove: đđ = đđ
đđ = đđ Given
đ·đ·đ·đ· = đšđšđ·đ· Given
đđ = đđ Vertical angles are equal in measure.
âł đ·đ·đ·đ·đ·đ· â âł đšđšđ·đ·đžđž ASA
đ·đ·đ·đ· = đ·đ·đžđž Corresponding sides of congruent triangles are equal in length.
âł đ·đ·đ·đ·đžđž is isosceles. Definition of isosceles triangle
đđ = đđ Base angles of an isosceles triangle are equal in measure.
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Lesson 24: Congruence Criteria for TrianglesâASA and SSS
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GEOMETRY
4. Given: Isoscelesâł đŽđŽđŽđŽđŽđŽ; đŽđŽđđ = đŽđŽđŽđŽ Prove: â đŽđŽđđđŽđŽ â â đŽđŽđŽđŽđŽđŽ
Isosceles âł đšđšđšđšđšđš Given
đšđšđšđš = đšđšđšđš Definition of isosceles triangle
đšđšđ·đ· = đšđšđšđš Given
đđâ đšđš = đđâ đšđš Reflexive property
âł đšđšđšđšđšđš â âł đšđšđ·đ·đšđš SAS
đ·đ·đšđš = đšđšđšđš Corresponding sides of congruent triangles are equal in length.
đšđšđ·đ· + đ·đ·đšđš = đšđšđšđš
đšđšđšđš +đšđšđšđš = đšđšđšđš
Partition property
đšđšđ·đ· + đ·đ·đšđš = đšđšđšđš+ đšđšđšđš Substitution property of equality
đšđšđ·đ· + đ·đ·đšđš = đšđšđ·đ· + đšđšđšđš Substitution property of equality
đ·đ·đšđš = đšđšđšđš Subtraction property of equality
đšđšđšđš = đšđšđšđš Reflexive property
âł đ·đ·đšđšđšđš â âłđšđšđšđšđšđš SSS
â đšđšđ·đ·đšđš â â đšđšđšđšđšđš Corresponding angles of congruent triangles are congruent.
I must prove two sets of triangles are congruent in order to prove â đŽđŽđđđŽđŽ â â đŽđŽđŽđŽđŽđŽ.
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Lesson 25: Congruence Criteria for TrianglesâAAS and HL
Lesson 25: Congruence Criteria for TrianglesâAAS and HL
1. Draw two triangles that meet the AAA criterion but are not congruent.
2. Draw two triangles that meet the SSA criterion but are not congruent. Label or mark the triangles with the appropriate measurements or congruency marks.
3. Describe, in terms of rigid motions, why triangles that meet the AAA and SSA criteria are not necessarily congruent.
Triangles that meet either the AAA or SSA criteria are not necessarily congruent because there may or may not be a finite composition of rigid motions that maps one triangle onto the other. For example, in the diagrams in Problem 2, there is no composition of rigid motions that will map one triangle onto the other.
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Lesson 25: Congruence Criteria for TrianglesâAAS and HL
4. Given: đŽđŽđŽđŽïżœïżœïżœïżœ â đ¶đ¶đŽđŽïżœïżœïżœïżœ, đ¶đ¶đ¶đ¶ïżœïżœïżœïżœ â„ đŽđŽđŽđŽïżœïżœïżœïżœ,đŽđŽđŽđŽïżœïżœïżœïżœ â„ đ¶đ¶đŽđŽïżœïżœïżœïżœ,
đ¶đ¶ is the midpoint of đŽđŽđŽđŽïżœïżœïżœïżœ.
đŽđŽ is the midpoint of đ¶đ¶đŽđŽïżœïżœïżœïżœ
Prove: âł đŽđŽđŽđŽđ¶đ¶ â âł đ¶đ¶đŽđŽđŽđŽ
đšđšđšđšïżœïżœïżœïżœ â đȘđȘđšđšïżœïżœïżœïżœ Given
đŒđŒ is the midpoint of đšđšđšđšïżœïżœïżœïżœ.
đœđœ is the midpoint of đȘđȘđšđšïżœïżœïżœïżœ.
Given
đšđšđšđš = đđđšđšđŒđŒ
đȘđȘđšđš = đđđȘđȘđœđœ
Definition of midpoint
đđđšđšđŒđŒ = đđđȘđȘđœđœ Substitution property of equality
đšđšđŒđŒ = đȘđȘđœđœ Division property of equality
đȘđȘđŒđŒïżœïżœïżœïżœ â„ đšđšđšđšïżœïżœïżœïżœ
đšđšđœđœïżœïżœïżœïżœ â„ đȘđȘđšđšïżœïżœïżœïżœ
Given
đđâ đšđšđŒđŒđšđš = đđâ đȘđȘđœđœđšđš = đđđđ° Definition of perpendicular
đđâ đšđšđšđšđŒđŒ = đđâ đȘđȘđšđšđœđœ Vertical angles are equal in measure.
âł đšđšđšđšđŒđŒ â âł đȘđȘđšđšđœđœ AAS
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Lesson 25: Congruence Criteria for TrianglesâAAS and HL
5. Given: đŽđŽđŽđŽïżœïżœïżœïżœ â„ đŽđŽđ”đ”ïżœïżœïżœïżœ, đ¶đ¶đ¶đ¶ïżœïżœïżœïżœ â„ đŽđŽđ”đ”ïżœïżœïżœïżœ,
đŽđŽđŽđŽ = đ”đ”đ¶đ¶, đŽđŽđ¶đ¶ = đ”đ”đŽđŽ
Prove: âł đŽđŽđŽđŽđŽđŽ â âł đ¶đ¶đ”đ”đ¶đ¶
đšđšđšđš = đ«đ«đȘđȘ Given
đšđšđšđšïżœïżœïżœïżœ â„ đšđšđ«đ«ïżœïżœïżœïżœïżœ
đȘđȘđȘđȘïżœïżœïżœïżœ â„ đšđšđ«đ«ïżœïżœïżœïżœïżœ
Given
đđâ đšđšđšđšđšđš = đđâ đȘđȘđȘđȘđ«đ« = đđđđ° Definition of perpendicular
đšđšđȘđȘ = đ«đ«đšđš Given
đšđšđȘđȘ = đšđšđšđš + đšđšđȘđȘ
đ«đ«đšđš = đ«đ«đȘđȘ + đȘđȘđšđš
Partition property
đšđšđšđš + đšđšđȘđȘ = đ«đ«đȘđȘ+ đȘđȘđšđš Substitution property of equality
đšđšđšđš = đ«đ«đȘđȘ Subtraction property of equality
âł đšđšđšđšđšđš â âł đȘđȘđ«đ«đȘđȘ HL
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Lesson 26: Triangle Congruency Proofs
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GEOMETRY
Lesson 26: Triangle Congruency Proofs
1. Given: đŽđŽđŽđŽ = đŽđŽđŽđŽ, đđâ đŽđŽđŽđŽđŽđŽ = đđâ đŽđŽđŽđŽđŽđŽ = 90°
Prove: đŽđŽđŽđŽ = đŽđŽđŽđŽ
đšđšđšđš = đšđšđšđš Given
đđâ đšđšđšđšđšđš = đđâ đšđšđšđšđšđš = đđđđ° Given
đđâ đšđš = đđâ đšđš Reflexive property
âł đšđšđšđšđšđš â âł đšđšđšđšđšđš AAS
đšđšđšđš = đšđšđšđš Corresponding sides of congruent triangles are equal in length.
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Lesson 26: Triangle Congruency Proofs
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2. Given: đđđđïżœïżœïżœïżœ bisects â đđđđđđ. đ·đ·đđïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ, đ·đ·đđïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ.
Prove: đ·đ·đđđđđđ is a rhombus.
đ»đ»đ»đ»ïżœïżœïżœïżœ bisects â đșđșđ»đ»đșđș Given
đđâ đ«đ«đ»đ»đ»đ» = đđâ đđđ»đ»đ»đ» Definition of bisect
đđâ đ«đ«đ»đ»đ»đ» = đđâ đđđ»đ»đ»đ»
đđâ đđđ»đ»đ»đ» = đđâ đ«đ«đ»đ»đ»đ»
If parallel lines are cut by a transversal, then alternate interior angles are equal in measure.
đ»đ»đ»đ» = đ»đ»đ»đ» Reflexive property
âł đ«đ«đ»đ»đ»đ» â âł đđđ»đ»đ»đ» ASA
đđâ đ«đ«đ»đ»đ»đ» = đđâ đ«đ«đ»đ»đ»đ»
đđâ đđđ»đ»đ»đ» = đđâ đđđ»đ»đ»đ»
Substitution property of equality
âł đ«đ«đ»đ»đ»đ» is isosceles; âł đđđ»đ»đ»đ» is isosceles
When the base angles of a triangle are equal in measure, the triangle is isosceles
đ«đ«đ»đ» = đ«đ«đ»đ»
đđđ»đ» = đđđ»đ»
Definition of isosceles
đ«đ«đ»đ» = đđđ»đ»
đ«đ«đ»đ» = đđđ»đ»
Corresponding sides of congruent triangles are equal in length.
đ«đ«đ»đ» = đđđ»đ» = đ«đ«đ»đ» = đđđ»đ» Transitive property
đ«đ«đ»đ»đđđ»đ» is a rhombus. Definition of rhombus
I must remember that in addition to showing that each half of đ·đ·đđđđđđ is an isosceles triangle, I must also show that the lengths of the sides of both isosceles triangles are equal to each other, making đ·đ·đđđđđđ a rhombus.
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Lesson 26: Triangle Congruency Proofs
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3. Given: đđâ 1 = đđâ 2
đŽđŽđŽđŽïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ, đŽđŽđ·đ·ïżœïżœïżœïżœ â„ đđđđïżœïżœïżœïżœ
đđđ·đ· = đđđŽđŽ
Prove: âł đđđđđđ is isosceles.
đđâ đđ = đđâ đđ Given
đđâ đžđžđšđšđšđš = đđâ đčđčđšđšđ«đ« Supplements of angles of equal measure are equal in measure.
đšđšđšđšïżœïżœïżœïżœ â„ đžđžđčđčïżœïżœïżœïżœ, đšđšđ«đ«ïżœïżœïżœïżœ â„ đžđžđčđčïżœïżœïżœïżœ Given
đđâ đšđšđšđšđžđž = đđâ đšđšđ«đ«đčđč = đđđđ° Definition of perpendicular
đžđžđ«đ« = đčđčđšđš Given
đžđžđ«đ« = đžđžđšđš + đšđšđ«đ«
đčđčđšđš = đčđčđ«đ« +đ«đ«đšđš
Partition property
đžđžđšđš + đšđšđ«đ« = đčđčđ«đ« + đ«đ«đšđš Substitution property of equality
đžđžđšđš = đčđčđ«đ« Subtraction property of equality
âł đšđšđžđžđšđš â âł đšđšđčđčđ«đ« AAS
đđâ đšđšđžđžđšđš = đđâ đšđšđčđčđ«đ« Corresponding angles of congruent triangles are equal in measure.
âł đ·đ·đžđžđčđč is isosceles. When the base angles of a triangle are equal in measure, then the triangle is isosceles.
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Lesson 27: Triangle Congruency Proofs
1. Given: âł đ·đ·đ·đ·đ·đ· and âł đșđșđ·đ·đșđș are equilateral triangles
Prove: âł đ·đ·đșđșđ·đ· â âł đ·đ·đșđșđ·đ·
âł đ«đ«đ«đ«đ«đ« and âł đźđźđ«đ«đźđź are equilateral triangles.
Given
đđâ đ«đ«đ«đ«đ«đ« = đđâ đźđźđ«đ«đźđź = đđđđ° All angles of an equilateral triangle are equal in measure
đđâ đ«đ«đ«đ«đźđź = đđâ đ«đ«đ«đ«đ«đ«+ đđâ đ«đ«đ«đ«đźđź
đđâ đ«đ«đ«đ«đźđź = đđâ đźđźđ«đ«đźđź+ đđâ đ«đ«đ«đ«đźđź
Partition property
đđâ đ«đ«đ«đ«đźđź = đđâ đźđźđ«đ«đźđź+ đđâ đ«đ«đ«đ«đźđź Substitution property of equality
đđâ đ«đ«đ«đ«đźđź = đđâ đ«đ«đ«đ«đźđź Substitution property of equality
đ«đ«đ«đ« = đ«đ«đ«đ«
đźđźđ«đ« = đźđźđ«đ«
Property of an equilateral triangle
âł đ«đ«đźđźđ«đ« â âłđ«đ«đźđźđ«đ« SAS
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Lesson 27: Triangle Congruency Proofs
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2. Given: đ đ đ đ đ đ đ đ is a square. đđ is a point on đ đ đ đ ïżœïżœïżœïżœ, and đđ is on đ đ đ đ ïżœâïżœïżœïżœâ such that đđđ đ ïżœïżœïżœïżœïżœ â„ đ đ đđïżœïżœïżœïżœ.
Prove: âł đ đ đ đ đđ â âłđ đ đ đ đđ
đčđčđčđčđčđčđčđč is a square. Given
đčđčđčđč = đčđčđčđč Property of a square
đđâ đčđčđčđčđčđč = đđâ đčđčđčđčđčđč = đđđđ° Property of a square
đđâ đčđčđčđčđčđč+ đđâ đčđčđčđčđčđč = đđđđđđ° Angles on a line sum to đđđđđđ°.
đđâ đčđčđčđčđčđč = đđđđ° Subtraction property of equality
đđâ đčđčđčđčđčđč = đđâ đčđčđčđčđčđč If parallel lines are cut by a transversal, then alternate interior angles are equal in measure.
đđâ đčđčđčđčđčđč = đđâ đčđčđčđčđčđč Complements of angles of equal measures are equal.
âł đčđčđčđčđčđč â âł đčđčđčđčđčđč ASA
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Lesson 27: Triangle Congruency Proofs
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GEOMETRY
3. Given: đŽđŽđŽđŽđŽđŽđ·đ· and đ·đ·đ·đ·đșđșđșđș are congruent rectangles.
Prove: đđâ đ·đ·đ·đ·đ đ = đđâ đ·đ·đ·đ·đ đ
đšđšđšđšđšđšđ«đ« and đ«đ«đ«đ«đźđźđźđź are congruent rectangles.
Given
đźđźđ«đ« = đšđšđ«đ«
đ«đ«đšđš = đ«đ«đ«đ«
Corresponding sides of congruent figures are equal in length.
đđâ đźđźđ«đ«đ«đ« = đđâ đšđšđ«đ«đšđš Corresponding angles of congruent figures are equal in measure.
đđâ đźđźđ«đ«đšđš = đđâ đźđźđ«đ«đ«đ« + đđâ đ·đ·đ«đ«đšđš
đđâ đšđšđ«đ«đ«đ« = đđâ đšđšđ«đ«đšđš+ đđâ đšđšđ«đ«đ·đ·
Partition property
đđâ đźđźđ«đ«đšđš = đđâ đšđšđ«đ«đšđš+ đđâ đ·đ·đ«đ«đšđš
Substitution property of equality
đđâ đźđźđ«đ«đšđš = đđâ đšđšđ«đ«đ«đ« Substitution property of equality
âł đźđźđ«đ«đšđš â âł đšđšđ«đ«đ«đ« SAS
đđâ đźđźđšđšđ«đ« = đđâ đšđšđ«đ«đ«đ« Corresponding angles of congruent triangles are equal in measure.
đđâ đ·đ·đ«đ«đ·đ· = đđâ đ·đ·đ«đ«đ·đ· Reflexive property
âł đ«đ«đ·đ·đšđš â âł đ«đ«đ·đ·đ«đ« ASA
đđâ đ«đ«đ·đ·đčđč = đđâ đ«đ«đ·đ·đčđč Corresponding angles of congruent triangles are equal in measure.
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GEOMETRY
Lesson 28: Properties of Parallelograms
Since the triangles are congruent, I can use the fact that their corresponding angles are equal in measure as a property of parallelograms.
Lesson 28: Properties of Parallelograms
1. Given: âł đŽđŽđŽđŽđŽđŽ â âł đ¶đ¶đŽđŽđŽđŽ Prove: Quadrilateral đŽđŽđŽđŽđ¶đ¶đŽđŽ is a parallelogram
Proof:
âł đšđšđšđšđšđš â âł đȘđȘđšđšđšđš Given
đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš; đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš
Corresponding angles of congruent triangles are equal in measure.
đšđšđšđšïżœïżœïżœïżœ â„ đȘđȘđšđšïżœïżœïżœïżœ,đšđšđšđšïżœïżœïżœïżœ â„ đšđšđȘđȘïżœïżœïżœïżœ If two lines are cut by a transversal such that alternate interior angles are equal in measure, then the lines are parallel.
Quadrilateral đšđšđšđšđȘđȘđšđš is a parallelogram
Definition of parallelogram (A quadrilateral in which both pairs of opposite sides are parallel.)
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GEOMETRY
Lesson 28: Properties of Parallelograms
I need to use what is given to determine pairs of congruent triangles. Then, I can use the fact that their corresponding angles are equal in measure to prove that the quadrilateral is a parallelogram.
2. Given: đŽđŽđŽđŽ â đŽđŽđ¶đ¶;đŽđŽđŽđŽ â đŽđŽđŽđŽ Prove: Quadrilateral đŽđŽđŽđŽđ¶đ¶đŽđŽ is a parallelogram
Proof:
đšđšđšđš â đȘđȘđšđš;đšđšđšđš â đšđšđšđš Given
đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš; đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš
Vertical angles are equal in measure.
âł đšđšđšđšđšđš â âł đȘđȘđšđšđšđš; âł đšđšđšđšđšđš â âł đȘđȘđšđšđšđš
SAS
đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš; đđâ đšđšđšđšđšđš = đđâ đȘđȘđšđšđšđš
Corresponding angles of congruent triangles are equal in measure
đšđšđšđšïżœïżœïżœïżœ â„ đȘđȘđšđšïżœïżœïżœïżœ,đšđšđšđšïżœïżœïżœïżœ â„ đšđšđȘđȘïżœïżœïżœïżœ If two lines are cut by a transversal such that alternate interior angles are equal in measure, then the lines are parallel
Quadrilateral đšđšđšđšđȘđȘđšđš is a parallelogram
Definition of parallelogram (A quadrilateral in which both pairs of opposite sides are parallel)
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Lesson 28: Properties of Parallelograms
3. Given: Diagonals đŽđŽđ¶đ¶ïżœïżœïżœïżœ and đŽđŽđŽđŽïżœïżœïżœïżœ bisect each other;
â đŽđŽđŽđŽđŽđŽ â â đŽđŽđŽđŽđŽđŽ Prove: Quadrilateral đŽđŽđŽđŽđ¶đ¶đŽđŽ is a rhombus
Proof:
Diagonals đšđšđȘđȘïżœïżœïżœïżœ and đšđšđšđšïżœïżœïżœïżœïżœ bisect each other
Given
đšđšđšđš = đšđšđȘđȘ;đšđšđšđš = đšđšđšđš Definition of a segment bisector
â đšđšđšđšđšđš â â đšđšđšđšđšđš Given
đđâ đšđšđšđšđšđš = đđâ đšđšđšđšđšđš = đđđđË
đđâ đšđšđšđšđȘđȘ = đđâ đšđšđšđšđȘđȘ = đđđđË
Angles on a line sum to đđđđđđË and since both angles are congruent, each angle measures đđđđË
âł đšđšđšđšđšđš â âł đšđšđšđšđšđš â âł đȘđȘđšđšđšđš â âłđȘđȘđšđšđšđš
SAS
đšđšđšđš = đšđšđȘđȘ = đȘđȘđšđš = đšđšđšđš Corresponding sides of congruent triangles are equal in length
Quadrilateral đšđšđšđšđȘđȘđšđš is a rhombus
Definition of rhombus (A quadrilateral with all sides of equal length)
In order to prove that đŽđŽđŽđŽđ¶đ¶đŽđŽ is a rhombus, I need to show that it has four sides of equal length. I can do this by showing the four triangles are all congruent.
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Lesson 28: Properties of Parallelograms
With one pair of opposite sides proven to be equal in length, I can look for a way to show that the other pair of opposite sides is equal in length to establish that đŽđŽđŽđŽđ¶đ¶đŽđŽ is a parallelogram.
4. Given: Parallelogram đŽđŽđŽđŽđ¶đ¶đŽđŽ, â đŽđŽđŽđŽđŽđŽ â â đ¶đ¶đ¶đ¶đŽđŽ Prove: Quadrilateral đŽđŽđŽđŽđŽđŽđ¶đ¶ is a parallelogram
Proof:
Parallelogram đšđšđšđšđȘđȘđšđš, â đšđšđšđšđšđš â â đȘđȘđȘđȘđšđš Given
đšđšđšđš = đšđšđȘđȘ;đšđšđšđš = đȘđȘđšđš Opposite sides of parallelograms are equal in length.
đđâ đšđš = đđâ đȘđȘ Opposite angles of parallelograms are equal in measure.
âł đšđšđšđšđšđš â âł đȘđȘđȘđȘđšđš AAS
đšđšđšđš = đȘđȘđȘđȘ;đšđšđšđš = đȘđȘđšđš Corresponding sides of congruent triangles are equal in length.
đšđšđšđš + đšđšđšđš = đšđšđšđš; Partition property
đȘđȘđȘđȘ+ đȘđȘđšđš = đȘđȘđšđš
đšđšđšđš + đšđšđšđš = đȘđȘđȘđȘ+ đȘđȘđšđš Substitution property of equality
đšđšđšđš + đšđšđšđš = đšđšđšđš + đȘđȘđšđš Substitution property of equality
đšđšđšđš = đȘđȘđšđš Subtraction property of equality
Quadrilateral đšđšđšđšđšđšđȘđȘ is a parallelogram If both pairs of opposite sides of a quadrilateral are equal in length, the quadrilateral is a parallelogram
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Lesson 29: Special Lines in Triangles
I need to remember that a midsegment joins midpoints of two sides of a triangle.
A midsegment is parallel to the third side of the triangle. I must keep an eye out for special angles formed by parallel lines cut by a transversal.
Lesson 29: Special Lines in Triangles
In Problems 1â4, all the segments within the triangles are midsegments.
1. đđ = đđđđ đđ = đđđđ đđ = đđđđ.đđ
2.
đđ = đđđđđđ đđ = đđđđ
The đđđđđđ° angle and the angle marked đđ° are corresponding angles; đđ = đđđđđđ. This means the angle measures of the large triangle are đđđđ° (corresponding angles), đđđđđđ°, and đđ°; this makes đđ = đđđđ because the sum of the measures of angles of a triangle is đđđđđđ°.
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Lesson 29: Special Lines in Triangles
Mark the diagram using what you know about the relationship between the lengths of the midsegment and the side of the triangle opposite each midsegment.
Consider marking each triangle with angle measures (i.e., â 1,â 2,â 3) to help identify the correspondences.
3. Find the perimeter, đđ, of the triangle.
đ·đ· = đđ(đđ) + đđ(đđđđ) + đđ(đđđđ) = đđđđ
4. State the appropriate correspondences among the four congruent triangles within âł đŽđŽđŽđŽđŽđŽ.
âł đšđšđ·đ·đšđš â âłđ·đ·đ·đ·đ·đ· â âłđšđšđ·đ·đžđž â âłđ·đ·đšđšđ·đ·
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Lesson 30: Special Lines in Triangles
I need to remember that a centroid divides a median into two lengths; the longer segment is twice the length of the shorter.
I can mark the diagram using what I know about the relationship between the lengths of the segments that make up the medians.
Lesson 30: Special Lines in Triangles
1. đčđč is the centroid of triangle đŽđŽđŽđŽđŽđŽ. If the length of đŽđŽđčđčïżœïżœïżœïżœ is 14, what is the length of median đŽđŽđ”đ”ïżœïżœïżœïżœ?
đđđđ
(đ©đ©đ©đ©) = đ©đ©đ©đ©
đđđđ
(đ©đ©đ©đ©) = đđđđ
đ©đ©đ©đ© = đđđđ
2. đŽđŽ is the centroid of triangle đ đ đ đ đ đ . If đŽđŽđ¶đ¶ = 9 and đŽđŽđ đ = 13, what are the lengths of đ đ đ¶đ¶ïżœïżœïżœïżœ and đ đ đ”đ”ïżœïżœïżœïżœ?
đđđđ
(đčđčđčđč) = đȘđȘđčđč
đđđđ
(đčđčđčđč) = đđ
đčđčđčđč = đđđđ đđđđ
(đșđșđ©đ©) = đȘđȘđșđș
đđđđ
(đșđșđ©đ©) = đđđđ
đșđșđ©đ© =đđđđđđ
= đđđđ.đđ
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Lesson 30: Special Lines in Triangles
đ”đ”đŽđŽïżœïżœïżœïżœ and đŸđŸđŽđŽïżœïżœïżœïżœ are the shorter and longer segments, respectively, along each of the medians they belong to.
3. đ đ đ¶đ¶ïżœïżœïżœïżœ,đđđ”đ”ïżœïżœïżœïżœ, and đđđđïżœïżœïżœïżœ are medians. If đ đ đ¶đ¶ = 18, đđđđ = 12 and đ đ đđ = 17, what is the perimeter of âł đŽđŽđ đ đđ?
đȘđȘđȘđȘ =đđđđ
(đȘđȘđčđč) = đđđđ
đȘđȘđȘđȘ =đđđđ
(đœđœđȘđȘ) = đđ
đȘđȘđȘđȘ =đđđđ
(đȘđȘđ»đ») = đđ.đđ
Perimeter (âł đȘđȘđȘđȘđȘđȘ) = đđđđ + đđ + đđ.đđ = đđđđ.đđ
4. In the following figure, âł đ”đ”đŽđŽđŸđŸ is equilateral. If the perimeter of âł đ”đ”đŽđŽđŸđŸ is 18 and đ”đ” and đ¶đ¶ are midpoints of đœđœđŸđŸïżœïżœïżœ and đœđœđœđœïżœ respectively, what are the lengths of đ”đ”đœđœïżœïżœïżœïżœ and đŸđŸđ¶đ¶ïżœïżœïżœïżœ?
If the perimeter of âł đ©đ©đȘđȘđđ is đđđđ, then đ©đ©đȘđȘ = đđđȘđȘ = đđ. đđđđ
(đ©đ©đđ) = đ©đ©đȘđȘ
đ©đ©đđ = đđ(đđ)
đ©đ©đđ = đđđđ
đđđđ
(đđđčđč) = đđđȘđȘ
đđđčđč =đđđđ
(đđ)
đđđčđč = đđ
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Lesson 31: Construct a Square and a Nine-Point Circle
The steps I use to determine the midpoint of a segment are very similar to the steps to construct a perpendicular bisector. The main difference is that I do not need to draw in đ¶đ¶đ¶đ¶ïżœâïżœïżœïżœâ , I need it as a guide to find the intersection with đŽđŽđŽđŽïżœïżœïżœïżœ.
Lesson 31: Construct a Square and a Nine-Point Circle
1. Construct the midpoint of segment đŽđŽđŽđŽ and write the steps to the construction.
1. Draw circle đšđš: center đšđš, radius đšđšđšđš.
2. Draw circle đšđš: center đšđš, radius đšđšđšđš.
3. Label the two intersections of the circles as đȘđȘ and đ«đ«.
4. Label the intersection of đȘđȘđ«đ«ïżœâïżœïżœïżœâ with đšđšđšđšïżœïżœïżœïżœ as midpoint đŽđŽ.
2. Create a copy of đŽđŽđŽđŽïżœïżœïżœïżœ and label it as đ¶đ¶đ¶đ¶ïżœïżœïżœïżœ and write the steps to the construction. 1. Draw a segment and label one endpoint đȘđȘ. 2. Mark off the length of đšđšđšđšïżœïżœïżœïżœ along the drawn segment; label the marked point as đ«đ«.
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Lesson 31: Construct a Square and a Nine-Point Circle
I must remember that the intersections đđ or đđ may lie outside the triangle, as shown in the example.
3. Construct the three altitudes of âł đŽđŽđŽđŽđ¶đ¶ and write the steps to the construction. Label the orthocenter
as đđ.
1. Draw circle đšđš: center đšđš, with radius so that circle đšđš intersects đšđšđȘđȘïżœâïżœïżœïżœâ in two points; label these points as đżđż and đđ.
2. Draw circle đżđż: center đżđż, radius đżđżđđ.
3. Draw circle đđ: center đđ, radius đđđżđż.
4. Label either intersection of circles đżđż and đđ as đđ.
5. Label the intersection of đšđšđđïżœâïżœïżœïżœâ with đšđšđȘđȘïżœâïżœïżœïżœâ as đčđč (this is altitude đšđšđčđčïżœïżœïżœïżœ)
6. Repeat steps 1-5 from vertices đšđš and đȘđȘ.
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Lesson 32: Construct a Nine-Point Circle
I need to know how to construct a perpendicular bisector in order to determine the circumcenter of a triangle, which is the point of concurrency of three perpendicular bisectors of a triangle.
I must remember that the center of the circle that circumscribes a triangle is the circumcenter of that triangle, which might lie outside the triangle.
Lesson 32: Construct a Nine-Point Circle
1. Construct the perpendicular bisector of segment đŽđŽđŽđŽ.
2. Construct the circle that circumscribes âł đŽđŽđŽđŽđŽđŽ. Label the center of the circle as đđ.
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Lesson 32: Construct a Nine-Point Circle
3. Construct a square đŽđŽđŽđŽđŽđŽđŽđŽ based on the provided segment đŽđŽđŽđŽ.
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Lesson 33: Review of the Assumptions
I take axioms, or assumptions, for granted; they are the basis from which all other facts can be derived.
I should remember that basic rigid motions are a subset of transformations in general.
Lesson 33: Review of the Assumptions
1. Points đŽđŽ, đ”đ”, and đ¶đ¶ are collinear. đŽđŽđ”đ” = 1.5 and đ”đ”đ¶đ¶ = 3. What is the length of đŽđŽđ¶đ¶ïżœïżœïżœïżœ, and what assumptions do we make in answering this question?
đšđšđȘđȘ = đđ.đđ. The Distance and Ruler Axioms.
2. Find the angle measures marked đ„đ„ and đŠđŠ and justify the answer with the facts that support your reasoning.
đđ = đđđđ°, đđ = đđđđ°
The angle marked đđ and đđđđđđ° are a linear pair and are supplementary. The angle vertical to đđ has the same measure as đđ, and the sum of angle measures of a triangle is đđđđđđ°.
3. What properties of basic rigid motions do we assume to be true?
It is assumed that under any basic rigid motion of the plane, the image of a line is a line, the image of a ray is a ray, and the image of a segment is a segment. Additionally, rigid motions preserve lengths of segments and measures of angles.
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Lesson 33: Review of the Assumptions
I must remember that this is referred to as âangles at a pointâ.
When parallel lines are intersected by a transversal, I must look for special angle pair relationships.
4. Find the measures of angle đ„đ„.
The sum of the measures of all adjacent angles formed by three or more rays with the same vertex is đđđđđđ°.
đđ(đđđđ°) + đđ(đđđđ°) + đđ(đđđđ°) + đđ(đđ) = đđđđđđ°
đđđđ° + đđđđđđ° + đđđđđđ° + đđđđ = đđđđđđ°
đđ = đđ°
5. Find the measures of angles đ„đ„ and đŠđŠ.
đđ = đđđđ°, đđ = đđđđ°
â đčđčđčđčđčđč and â đčđčđčđčđžđž are same side interior angles and are therefore supplementary. â đčđčđčđčđčđč is vertical to â đŽđŽđčđčđŽđŽ and therefore the angles are equal in measure. Finally, the angle sum of a triangle is đđđđđđ°.
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Lesson 34: Review of the Assumptions
I must remember that these criteria imply the existence of a rigid motion that maps one triangle to the other, which of course renders them congruent.
Lesson 34: Review of the Assumptions
1. Describe all the criteria that indicate whether two triangles will be congruent or not.
Given two triangles, âł đšđšđšđšđšđš and âł đšđšâČđšđšâČđšđšâČ:
If đšđšđšđš = đšđšâČđšđšâČ (Side), đđâ đšđš = đđâ đšđšâČ (Angle), đšđšđšđš = đšđšâČđšđšâČ(Side), then the triangles are congruent. (SAS)
If đđâ đšđš = đđâ đšđšâČ (Angle), đšđšđšđš = đšđšâČđšđšâČ (Side), and đđâ đšđš = đđâ đšđšâČ (Angle), then the triangles are congruent. (ASA)
If đšđšđšđš = đšđšâČđšđšâČ (Side), đšđšđšđš = đšđšâČđšđšâČ (Side), and đšđšđšđš = đšđšâČđšđšâČ (Side), then the triangles are congruent. (SSS)
If đšđšđšđš = đšđšâČđšđšâČ (Side), đđâ đšđš = đđâ đšđšâČ (Angle), and â đšđš = â đšđšâČ (Angle), then the triangles are congruent. (AAS)
Given two right triangles, âł đšđšđšđšđšđš and âł đšđšâČđšđšâČđšđšâČ, with right angles â đšđš and â đšđšâČ, if đšđšđšđš = đšđšâČđšđšâČ (Leg) and đšđšđšđš = đšđšâČđšđšâČ (Hypotenuse), then the triangles are congruent. (HL)
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Lesson 34: Review of the Assumptions
I must remember that a midsegment joins midpoints of two sides of a triangle and is parallel to the third side.
The centroid of a triangle is the point of concurrency of three medians of a triangle.
2. In the following figure, đșđșđșđșïżœïżœïżœïżœ is a midsegment. Find đ„đ„ and đŠđŠ. Determine the perimeter of âł đŽđŽđșđșđșđș.
đđ = đđđđ°, đđ = đđđđ°
Perimeter of âł đšđšđšđšđšđš is:
đđđđ
(đđđđ) +đđđđ
(đđđđ) + đđđđ = đđđđ.đđ
3. In the following figure, đșđșđșđșđșđșđșđș and đșđșđœđœđœđœđœđœ are squares and đșđșđșđș = đșđșđœđœ. Prove that đ đ đșđșïżœïżœïżœïżœâ is an angle bisector.
4. How does a centroid divide a median?
The centroid divides a median into two parts: from the vertex to centroid, and centroid to midpoint in a ratio of đđ:đđ.
Proof: đšđšđšđšđźđźđźđź and đźđźđ±đ±đ±đ±đ±đ± are squares and đšđšđźđź = đźđźđ±đ±
Given
â đšđš and â đ±đ± are right angles All angles of a square are right angles.
âł đšđšđźđźđźđź and âłđ±đ±đźđźđźđź are right triangles
Definition of right triangle.
đźđźđźđź = đźđźđźđź Reflexive Property
âł đšđšđźđźđźđź â âłđ±đ±đźđźđźđź HL
đđâ đšđšđźđźđźđź = đđâ đ±đ±đźđźđźđź Corresponding angles of congruent triangles are equal in measure.
đźđźđźđźïżœïżœïżœïżœâ is an angle bisector Definition of angle bisector.
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