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161 viewsGeo Eoc Review U1 and U3
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allisonbrussell10Copyright
© © All Rights Reserved
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/ 41
Unit 4: Similarity, 1 Proof:
Analytic Geometry
Goal 1.1: Understand similarity in terms of similarity transformations
Standards Addressed
GSRTA: Verify experimentally the properties of dilations given by a center and a scale factor
a.A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line
through the center unchanged.
b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
GSRT. 2: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they
are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all
corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
G.SRT3: Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
Prerequisite Skills
© Operating with fractions
Essential Questions
© What is a dilation and how does this transformation affect a figure in the coordinate plane?
© What strategies can I use to determine missing side lengths and areas of similar figures?
Conceptual Understandings
* Dilations make figures larger or smaller than original based on a ratio given by a scale factor.
Scale factor > 1, image is larger
© Scale factor between 0 and 1, image is smaller |
* Dilations do not change angle measures and corresponding sides of pre-image and image are proportional |
{pre-image and image are therefore similar).
‘© Any segment of the pre-image that does not pass through the center of dilation is parallel to its image.
+ Ifthe segment does pass through the center of dilation, that segment of the pre-image and image are on the
same line.
© Todilate using a center of dilation at the origin, multiply all coordinates by scale factor.
‘* To dilate using a center of dilation other than the origin, translate center to origin, multiply all coordinates
by scale factor, translate back.
© Tofind a center of dilation, draw lines connecting each corresponding vertex from the pre-image to the
image. The lines meet at the center of dilation. |
Skills to Master
|
Vocabulary
Dilation Center of Dilation
Scale Factor Corresponding Sides
Analytic Geometry Curriculum, Goal 1.3: Understand congruence in terms of rigid motions
Standards Addressed
.C0.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid
‘motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if
they are congruent.
.CO.7: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and
only if corresponding pairs of sides and corresponding pairs of angles are congruent.
.CO.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Pre-Requisite Skills
* Understanding of isometric transformations (translations, rotations, reflections)
Essential Questions
«How do I know which method to use to prove two triangles congruent?
Conceptual Understandings
‘© Two planes or solid figures are congruent ifone can be obtained from the other by rigid motion.
‘Two triangles are congruent if and only if their corresponding sides and corresponding angles are
‘congruent (CPCTC).
* Iftwo angles and the included side ofa triangle are congruent to two angles and the included side of
another triangle, then the triangles are congruent (ASA)
* Ifthree sides of a triangle are congruent to three sides of another triangle, then the triangles are congruent
(sss)
‘¢ _Iftwo sides and the included angle ofa triangle are congruent to two sides and the included angle of
another triangle, then the triangles are congruent (SAS)
‘© Iftwo angles and a non-included side ofa triangle are congruent to two angles and the corresponding non-
included side of another triangle, then the triangles are congruent (AAS)
‘SSA does not necessarily work
AAA shows similarity, but not necessarily congruence
Skills to Master
«Use properties of rigid motions to determine if figures are congruent
Vocabulary
Rigid motion ASA AAS
Congruent Figures SSS
cpcre SAS
Analytic Geometry Curriculum mn
Analytic Geometry
Main Idea 3.1: Understand and apply theorems about circles
Standards Addressed
G.C.1 Prove that al circles are similar
G.G.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between |
central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is
perpendicular to the tangent where the radius intersects the circle.
G.G3 Construct the inscribed and circumscribed circles ofa triangle, and prove properties of angles for a quadrilateral
inscribed in a circle.
GCA (+): Construct a tangent line from a point outside a given circle to the circe.
Prerequisite Skills
‘Solving multi-step equations
‘© Understand similarity
‘¢ Using the Pythagorean Theorem.
‘© Understanding of supplementary angles
Essential Questions
©) Whyare all circles similar?
‘What are the relationships among inscribed angles, radii, and chords of a circle?
What are the relationships among circumscribed angles, central angles, and inscribed angles?
‘+ Whatis the relationship between a tangent line and the radius ofa circle?
‘How can incenters and circumcenters be used in real life?
Conceptual Understandings
‘isthe ratio of circumference to diameter of any circle.
© Ifa line is tangent to a circle, the line is perpendicular to the radius drawn to the point of tangency.
‘© Tangent segments drawn from the same point are congruent.
© Acircumscribed angle is the angle formed by two rays that are each tangent to a circle. These rays are
Perpendicular to radii of the circle. The measure of the circumscribed angle is equal to 180 minus the measure
of the central angle that forms the intercepted are.
Ex:
mcABC = 180"—n2401e
‘© When an inscribed angle intercepts a semicircle, the inscribed angle has a measure of 90.
Analytic Geometry Curriculum (larger intercepted are — smaller intercepted arc)
© Angle inside circle 5 (intercepted are + intercepted are)
‘© When two chords intersect inside a circle, the product of the lengths ofthe segments of one chord is equal to
the product of the lengths of the segments of the other chord.
‘© For two secants intersecting outside a circle: outside © whole of one secant = outside # whole of the other
secant.
* Fora secant and a tangent intersecting outside of a circle: outside of the secant # whole = tangent?
* Ina quadrilateral inscribed in a circle, the opposite angles are supplementary
‘© When triangle is inscribed in a circle, the center of the circle is the circumcenter of the triangle which means
all vertices of the triangle are equidistant from the circumcenter of a triangle.
‘© When a circle is inscribed in a triangle, the center of the circle is the incenter of the triangle. The incenter is
equidistant from the sides of the triangle.
Skills to Master
Use circle similarity properties to solve for various measures.
* Solve for segment lengths measures given various information.
‘+ Solve for angle measures given various information.
‘Solve for arc measures given various information
‘© Use tangent properties to solve for a missing segment length
‘Use chord properties to solve for a missing segment length
‘© Usean incenter to solve fora missing segment length
* Usea circumcenter to solve for a missing segment length
Vocabulary
Circle Chord Diameter
Central angle Inscribed angle ‘Tangent
Radius Circumscribed angle Perpendicular
Are Minor Arc Major Arc.
Semicircle Inscribed Polygon Circumscribed
Circumcenter Incenter Point of Tangency
Analytic Geometry Curriculum Main Idea 3.2: Find arc lengths and areas of sectors of circles
Standards Addressed
GCS Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and
define the radian measure of the angle as the constant of proportionality; derive the formula for the area ofa sector.
Prerequisite Skills
‘Setting up and solving proportions
© Finding circumference ofa circle
© Finding area of a circle
Essential Questions
‘© How is radian measure related to degree measure?
© How is an arclength related to the circumference of a circle?
‘* Hows the area ofa sector related to the area of a circle?
Conceptual Understandings
© Anarcmeasur degrees and does not depend on the size of the circle. Arc length depends on the size of the
circle because it is part of the circle.
© x radians = 180°
‘The ratio of arc length to circumference is the same as the ratio of the measure of the arc to 360°.
‘The ratio of the area of a sector to the area of a circle is the same as the ratio of the measure of the arcto 360°.
are measure
circumference 360°
4 -ateaof sector _ are measure
areaofacircle 360°
ing radi 180°
Converting radians to degrees ;
Vocabulary
Radian Sector Arc Length
Circumference
Area ofa circle
5
Analytic Geometry Curriculum Main Idea 3.:
xplain area and volume formulas and use them to solve problems
Standards Addressed
G.GMC1 Give an informal argument for the formulas for the circumference of circle, area of a circle, volume of a
sphere, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavaliert’s principle, and informal limit
arguments.
G.GMC3 Use the volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Prerequisite Skills
‘© Using Pythagorean Theorem
Using trig ratios to solve for a missing side length,
‘© Using formulas for surface areas of polygons and circles.
Essential Questions
+ How can you use circumference and area of circle formulas to solve real-world problems?
© How can you use the formula for volume ofa prism to find the volumes of cones, pyramids and spheres?
© Whatis Cavalier’’s Principle and how is it used?
Conceptual Understandings
‘© Acircle can be dissected and rearranged to look like a rectangle to prove the area of a circle formula
‘© Volume ofa prism = /* wh which can also be shown as V = area of basceh
‘© Volume of a cylinder is also V = area of base h which can be broken into: V = zt eh
‘* Cavaliers Principle: for prism to have the same volume, they have to meet 2 requirements. Must have
same height and the areas of the objects are the same when a plane slices them at corresponding heights.
‘+ Acylinder can be thought of a prism with infinite number of sides.
‘© Ifthe base area and the height of a prism and a cylinder are the same, the prism and cylinder will have the
same volume.
1
* Aube can be cut into three equal square pyramids which means the volume ofa pyramid is: = Beh
* Ifacone anda cylinder have the same base and height, you could fill the cylinder three times with the cone.
1
This means the volume ofa cones: 5 Belt
4 4
Volume of a sphere: ye which is Bh (the volume of a cylinder) times 3 ‘This means a cone witha
base radius rand a height r would fit 4 times inside a sphere.
‘Skills to Master
‘* Use Cavalieri's Principle to decide whether two prims have the same volume,
* Use the volume formulas
‘* Using Pythagorean Theorem or Trig Ratios to find a missing length (height or radius) before being able to
use the volume formula,
Vocabulary
Cylinder Cavalieri’s Principle Volume
Pyramid Sphere Prism i
Cone
Analytic Geometry Curriculum LESSON
‘Nee Dare
Practice with Examples
For use with pages 496-505,
Using Proportionality Theorems
In the diagram, MIP bisects 2M. Find NP.
Sowution 18 L
NP. MN “ 4
wea Apply Theorem 8.7. 7
PO MO ply ‘)
Np_i6 4
anaes ‘Substitute.
NP = 0 ~3.6 Multiply each side by 4 and simplify.
Geometry
Bh ee rceree | en
Dare
NAME
Hy 7 Practice with Examples
For use with pages 55-513
LD dentity ditations and use properties of dilations to create a
perspective drawing
Vocasutany
A dilation with center C and scale factor kis a transformation that maps
every point P in the plane to a point P’ so that the following properties
‘are true, :
1. If P is not the center point C, then the image point P’ ties on GB.
‘The scale factor k is a positive number such that k = £ and
ke.
2. If P is the center point C, then P = P’,
‘A dilation is a reduetion if 0 < k <1.
A dilation is an enlargement if k > 1,
Identify the dilation and find its scale factor.
a b,
i
Ss
Sotution Ey
cp’ 0 a a
a, Becdiuse Tz = 7 the scale factor is k = 22. This is an enlargement, BS
cP 7 7
cp 21 7 1 ‘ 7
b. Because ‘Cp = & = 3 the scale factor isk = 4 This is a reduction,
10:
Gent © Medougl Lat ne Geometry Lesson
Nawe Dare
87 Practice with Examples
eee For use with pages 506-513
Exercises for Example 1
Identify the dilation and find its scale factor.
1 P 2
7
LN !
oo
ee is?
Siaeeeat i c
e 4
Dilation in a Coordinate Plane
eed
Draw a dilation of AABC with A(\, 2), BUS, 0),
and C(3, 4). Use the origin'as the center and use a
scale factor of k = 2."
So.uTion
Because the origii is the center, you can find the
image of each vertex by multiplying its
coordinates by the scale factor.
A(,2) 342.4)
B(S, 0) >B/(10, 0)
CG,4) 9%, 8)
W
“Geometry ; Conn © Mehmet
wg Practice Workbook with Exarnples LESSON
Name
Practice with Examples : >
For use with pagos 506-513,
87
for Example 2,
Use the origin as the center of the dilation and the given scale factor
to find the coordinates of the vertices of the image of the polygon.
Copyright © Medougel Lt le. Geometry
‘git reserved Practice Workbook with amples
errr) Unit 1: similarities, Congruence, and Proofs |G.SRT.4-5 CGPS Analytic Geometry
Shadow Math
Task
Pret yr fies cue
Jeannie is practicing on the basketball goal outside her house. She thinks that the goal seems lower than the 10 ft. goal she plays on
in the gym. She wonders how far the goal is from the ground, Jeannie can not reach the goal to measure the distance to the ground,
‘but she remembers something from math ciass that may help. Fist, she needs to estimate the distance from the bottom of the goal
post to the top of the backboard. To do this, Jeannie measures the length of the shadow cast by the goal post and backboard, She
then stands a yardstick on the ground so that its perpendicular to the ground, and measures the length of the shadow cast by the
yardstick. Here are Jeannie's measurements:
Length of shadow cast by goal post and backboard: 5 ft. 9 in,
Length of yardstick’s shadow: 1 ft. 6 in.
1, Draw and label a picture to illustrate Jeannie's experiment. Using her measurements, determine the helght from the
bottom of the goal post to the top of the backboard.
2. Ifthe goal Is approximately 24 inches from the top of the backboard, how does the height of the basketball goal outside
Jeannie’s house compare to the one in the gym? Justify your answer.
‘Solution
13 Nawe Hes esesseeseseeseeLeRLeEPEReEeeeeeC Die
Practice with Examples
Fer ue with pags 40-487 ¢
Identity si
lar triangles
Vocasutary
Postulate 25 Angle-Angle (AA) Similarity Postulate
If two angles of one triangle are congruent to two angles of another
triangle, then the two triangles are similar.
Writing Proportionatity Statements
In the diagram AABC ~ ADEC.
a, Write the statement of proportionality
b. Find mZD.
. Find the length of CE.
Soiurion
AB _BC_ CA
"DE EC CD
b, 2A = ZD,s0mZD = 68°.
AB _ BC ‘i €
ETE Write proportion.
‘Substitute.
4: Cross product property
cE=9 Divide each side by 4,
So, the length of CE is 9. {
Geometry
Practice Workbook with Examples Lesson »
a
Name
8.4 Practice with Examples
CONTINUED z
For use with pages 480-487
Exercises for Example 1
of congruent angles
and write the statement of proportionality. Find the value of x.
1 2 3.
™ z Kk
B ' y os o {oN
20: i
7 :
x w Ne
ad, : bt *] d
P u
Proving that Two Triangles are Similar
Determine whether the triangles can be proved B
similar. If they are similar, write a similarity
statement, If they are not similar, explain why.
A >o
prey
So.ution
In AABC, you are given that mZA = 50°, Because AABC is an isosceles trian-
le, you know that mZABC = mZAcB = 180° — 50° _ 130°
7 “y= OS. Similarly,
you can find the angles of ADBC to be 76°, 52°, and 52°. Because the angles in
AABC are not congruent to the angles in ADBC, the triangles are not similar,
ooyight © MeDoupal tel in. Geometry
‘Alli eseve Practice Workbook wth Examples LESSON
Nana
Practice with Examples
For use with pages 480-487
Determine whether the triangles can be proved simifar. If they are
similar, write a simi
why.
8 7 5.
.
: | e
D
8 Zz
¥
w
4
x
Geometry
Prectice Workbook with Examniae
'y statement. If they are not similar, explain.
tw
Copyright © MeDougl Lita ne,
‘rhs reserved. een
Name Dare
8.5 Practice with Examples
For use with pags 458°295
(ETB Use similarity theorems to prove that two triangles are similar
Wocasurary
‘Theorem 8.2 Side-Side-Side (SSS) Similarity Theorem
Ifthe lengths of the corresponding sides of two triangles are
proportional, then the triangles are similar.
‘Theorem 8.3 Side-Angle-Side (SAS) Similarity Theorem
Ian angle of. ong angle is congruent to an angle of «second tangle
and the lengths of the sides including these angles are proportional, then
the triangles are similar,
Using the SSS Simitarity Theorem
Which of the following triangles are similar?
:
Kw
ance PaeHe aeree 6
Bm ss
® o—,
Sowution
To decide which, if any, of the triangles are similar, you need to consider the
ratios of the lengths of corresponding sides.
Ratios of Side Lengths of MABC and ADEF
~3.1 ae BCL 41
DFS EF 471
Shortest sides Longest sides Remaining sides
Because the ratios are not equal, AABC and ADEF are not similar.
Ratios of Side Lengths of AGHJ and ADEF
oH 6 ww ws
DE 3 +t DF 5 EF
Shortest sides Longest sides Remaining sides
Because the ratios are equal, AGHJ ~ ADEF,
Since ADEF is similar to AGHJ and ADEF is not similar to AABC, AGH is,
not similar to AABC.
Copyright © MeDougsl Lite ne. Geometry
‘Ar ghts served Practice Workbook with Examples
Perey LESSON
Name
Reteaching with Practice
conTinueD|
For use with pages 488-496
Dare
Determine which two of the three given triangles are
io B FE
2
a
Copyright @ Med
opiate Med
ougal Lite In
rights reserve, Aah rsowee,
LESSON
Nae
Practice with Examples
For use with pages 400-486
Date
Using the SAS Similarity Theorem
Use the given lengths to prove that AABC ~ ADEC. E
Souution
¢
Begin by finding the ratios of the lengths of the corresponding sides.
AC 3 paces
DC. i; EC 16" 4
‘So, the side lengths AC and BC of AABC ‘ate proportional to the corresponding
side lengths DC and EC of ADEC. The included angle in AABC is BCA; the
included angle in ADEC is ECD. Because these two angles are vertical angles,
they are congruent. So, by the SAS Similarity Theorem, AABC ~ ADEC.
Exorcises for Example 2 ee
Prove that the two triangles are si
3. 4 5.
Fn fsuacta tee
he
16
na
bh 2
A Cc
12 20—
a
metry
Practice Workbook with Examples |
right © MeDougal Lita Geor
Por) Unit 2: Similarities, Congruence, and Proofs |G-SRT.1-3, CCGPS Analytic Geometry
Proving Similar Triangles
Task
You can always prove that two triangles are similar by showing that they satisfy the two requirements for similar polygons.
1. Show that corresponding angles are congruent AND
2. Show that corresponding sides are proportional.
However, there are 3 simpler methods.
‘Angle-Angle Similarity Postulate ( AA)
[IF two angles of one triangle are congruent to two angles of another triangle then the triangles are similar.
“The BABC ~ AXZY are similar by AA~ because: The AGHJ~ AGMK are similar by AA~ because
1. They are both right triangles; therefore they both have 1) ZHand 2 Mare congruent by Corresponding Angles
290 degree angle, Postulate.
2. All triangles add up to 180 degrees, since angle Cis 40 2) £Gand 2 Gare congruent since they are the same
degrees in ABC angle A will be SO degrees. Therefore, angle,
4 Aand 2X are congruent. eS
‘Side-Side-Side Similarity (SSS)
If the three sides of one triangle are proportional to the three sides of another triangle, then the two triangles are similar.
‘AFHG ~ AXRS because three sides of one triangle are proportional to three sides of another triangle.
K
Fu wos
xa" 1673
iC
Ho 158
RS 24° 8 7
FG 20 5 30 8
a 2
XS” 32° 8 10
"x © Unit 2: similarities, Congruence, and Proofs |G.SRT.1-3, CCGPS Analytic Geometry
‘Side-Angle-Side Similarity (SAS)
If two sides of one triangle are proportional to two sides of another triangle and the included angles of these sides are congruent,
then the two triangles are similar.
"ARSQ~ AUST because
1, £55 £$since Vertical Angles are Congruent
2, 3=12=£,twosidesofone triangle are provorional o two sides of another rangle,
s
Q
Can the two triangles shown be proved similar? Ifso, state the similarity and tell which method you used.
8 E A
a
a Lines and Line Segments of Circles Graphic Organizer
Example
Vocabulary
Word
Circle
Center
Radius
Chord
Diameter
Secant
Tangent Chapter 16
Circles and Spheres
This chapter covers the following Georgia Performance Standards:
‘Geometry MM2G3b, MM2G3e
MM2G4a, MM2G4b
MN3Gia
16.1 Parts of a Circle
[A cirele is defined as all points i a plane that are an equal distance from a point called the center,
‘The circle is named by the center point.
A chord is a segment that has its endpoints on the circle.
central angle of a circle has the center of the circle as its vertex. The rays of a central angle
contain a radius of the circle. ZQOS is a central angle.
Bie points Q and separate the circle into arcs, The arc lies on the circle itself. Tt does not
(¢lude any points inside or outside the circle. ORS or OS is a minor arc because itis less than
circle. A minor arc can be named by 2 or 3 points. OTS is a major are because it is more
a semicircle, A major are must be named by 3 points.
23
Copyright © American Book Company Chapter 16 Circles and Spheres
An inscribed angle is an angle whose vertex lies on the circle and whose sides contain chord d
the circle. ZABC in Figure | is an inscribed angle.
A line is tangent to a cifcle if it only touches the ci
tangency. See Figure 2 for an’example.
‘A secant, shown in Figure 3, isa line that intersects with a circle at two points. Every secant
a chord, In Figure 3, secant 4B forms chord AB.
GO Gi
Figure 1 Figure 2 Figure 3
at one point, which is called the p
Refer to the figure below, and answer the following question:
1. Identify the 2 line Segments that are sin APS init not dnmerers 2 :
2. Identify the argest major are'of the cirele that contains point F. ,
3. Identify the center of the circle. : :
4. Tdentify the inscribed angle(s).
5, Identify the central angle(s).
6, Identify the diameters(s).
7. Identify the secant(s).
8. Namie one major arc that has T'as one ofits ends.
2H
Copyright © American Book Company Pee ee
‘The measure of a minor arc is the measure of its central angle.
- Inthe circle at right, ZAOC measures 80°.
Therefore, m4C = 80.
A complete rotation about the center point of a circle is 360°.
The measure of a major arc is 360 minus the measure
ofits central aigle.
_ Inthe circle at right, m4DC = 360-— 80 = 280,
» The measure of a semicircle is 180°.
«In the circle at right, AD is a diameter of the circle.
Therefore, ACD is a semicircle and m4CD = 180.
Ifan gngle is inscribed in a circle, then the measure of
the minor are is two times the measure of the inscribed
angle.
Inthe circle at left, 7X ZY measures 45°,
Therefore, mEP = 2 x 45.
Simplified, mY = 90.
An the circle below, mZKOJ = 26°, mZMON = 37°, and KM and JL are diameters. Find
| cach measure.
oe peteehet - J
= Ss. mIKJ = Wa
B.2. mK) = 6. mEKV =
3. min = 7 mR =_ J
4. mIN = 8 min) = ey
In the circle below, AC is
mC
a diameter, ZDAC = 47°, ZBCD = 110°, m4D = 86, and
46, Find each measure.
ZACD = 13, mABC =
ZBAC = 4. LODA=
:
as / 6mOR
1.mAD 7.méTUS:
2.mZACD 8. mZQPS oor
3.mZAED i so
4-mcace 9, mOP
s.mDE tek 10. mZRUS
Copyright © American.Book Company 16.4 Area of Sectors
A sector of circle is a region bounded by a central angle and its intercepted arc.:
below ZAOB is a central angle measuring 80°. Therefore, AB is 80°. ZAOB si
sector of the circle,
Example 1: Find the area of the sector formed by ZAOB and AB.
4
BA so
Step 1: The area of a sector is a fraction of the area of the circle. So we must find the
area of the circle.
A= nr
Aw 3.14 x 10? = 3.14 x 100 314 cm?
Step 2: Now we need to find the fraction of the circle thet the sector occupies,
Remember that the sum of the measures of the central angles of a circle is
360. The fraction that the sector occupies is the measure of the central angle,
denoted by the letter N, divided by 200,
; : 80 2
Fraction that sector occupies = 555 = ga = =
Step 3: Now we can calculate the area of the sector.
Aa ar m2 3.14 om? x 10? re O28 om?
~ 36077 “9 <3 aap
Simplified, A ~ 695 cm?
‘ach of the following is a measurement for a central angle. Calculate the fraction of a circle
that the central angle occupies. Simplify your answers.
1.200 3.12 5. 4° 7. 150° 9. 15° 11, 60°
be 4.58° 6.102° 8. 290° 10. 108° 12. 90°
nd the approximate area of the sector bounded by XY Z and {Z in each of the following
sane Is, hk 16,
QO ,
x
Copyright © American Book Company Guided notes for Properties of circles including
lines and line segments
Perpendicular Tangent Theorem: If a line is tangent to a circle, then it
is perpendicular to the radius drawn to the point of tangency.
PB.
If tis tangent too @ at P, then ¢ 1 OP.
Converse of the Perpendicular Tangent Theorem: In a plane, if a line
is perpendicular to a radius of a circle at its endpoint on the circle,
then the line is tangent to the circle.
P
If ¢ . QPat P, thenzis tangent to O Q. PS Geometry nea 2 Baition
Triangles Learning Task
The students at Hometown High School decided to make large
pennants forall 8 high schools in their district. The picture to the
right shows typical team pennants. The Hometown High students
wanted their pennants to be shaped differently than the typical
isosceles triangle used for pennants and decided each pennant = .
should be a scalene triangle. They plan to hang the final products in
the gym as a welcome to all the schools who visit Hometown High.
Jamie wanted to know how they could make sure that all of the pennants are congruent to each
other. The students wondered if they would have to measure all six parts of every triangle to
determine if they were congruent. They decided there had to be a shortcut for determining triangle
congruence, but they did not know the minimum requirements needed. They decided to find the
minimum requirements needed before they started making the pennants.
1. Every triangle has__ parts, ___ sides and __ angles.
2. First they picked out 3 sides and each person constructed a triangle using these three sides.
Construct triangle with sides of 3 inches, 4 inches, and 6 inches. Compare your triangle to
other students’ triangles. Are any of the triangles congruent? Are three sides enough to
guarantee congruent triangles? Explain.
3. Next the class decided to use only 2 sides and one angle, They choose sides of 5 inches and 7
inches with an angle of 38°. Using these measures, construct a triangle and compare it to other
students’ triangles, Are any of the triangles congruent?
Georgia Department of Education
Kathy Cox tate Superintendent of Schools
May 5, 2008
Copyright 2008 © All Rights Reserved GPS Geometry Une 2 aiuon
4
Joel and Cory ended up with different triangles. Joel argued that Cory put her angle in the wrong
place, Joel constructed his triangle with the angle between the two sides. Cory constructed her
sides first then constructed her angle at the end of the 7 in. side not touching the 5 in. side.
Everybody quickly agreed that these two triangles were different. They all tried Cory’s method,
what happened? Which method, Joel's or Cory’s will always produce the same triangle?
Now the class decided to try only 1 side and two angles. They chose a side of 7 in, and angles of
35° and 57°. Construct and compare triangles, What generalization can be made?
Jim noticed that Sasha drew her conclusion given two angles and the included side. He
wondered if the results would be the same if you were given any two angles and one side. What
do you think?
The last situation the class decided to try was to use three angles. They chose angles of 20°, 40°,
and 120°, How do you think that worked out? Construct a triangle using these three angles
and compare with others. Can they prove two triangles are congruent using the three
corresponding angles? Explain why or why not.
Georgia Department of Education
Kathy Cox State Superintendent of Schools
May §,2008
Copyright 2008 © All Rights Reserved
30 PS Geometry Unt ze Biton
8. Summarize the results using the chart below. Discuss what is meant by the common
abbreviations and how they would help to remember the triangle situations you have just
explored.
Common. Explanation Abbreviation Significance
Abbreviation
sss
SAS.
SSA
ASA
AAS
AAA
Georgia Department of Education
Kathy Cox State Superintendent of Schools
Mays, 2008
CCopycight 2008 © All Rights Reserved
3i PS Geometry nits 2 dion
9, SSS, SAS, and ASA are generally accepted as postulates. Look up the definition of a postulate.
Discuss the need for postulates in this case, Why can't we just use SSS as a single postulate?
Could we use less than the three given or could we choose a different set as postulates?
10. PROVE that AAS is always true. If we can prove a statement is always true, what do you we call
iv,
11. The methods listed in the table, which can be used for proving two triangles congruent, require
three parts of one triangle to be congruent to three corresponding parts of another triangle,
Nakita thought she could summarize the results but she wanted to try one more experiment.
‘She wondered if the methods might be a bit shorter for right triangles since it always has one
angle of 90°. She said: “I remember the Pythagorean Theorem for finding the length of a side of
aright triangle, Could this help? My father is a carpenter and he always tells me that he can
determine ifa corner is square if it makes a 3-4 ~ 5 triangle.” Nakita chose to create a triangle
‘with a hypotenuse of 6 inches and a leg of 4 inches. Does her conjecture work? Why or why
not?
12. What if Nakita had chosen 6 inches and 4 inches to be the length of the legs? Does her
conjecture work? Why or why not?
Georyia Department of Education
Kathy Cox, State Superintendent of Schools
‘May’, 2008
Copyright 2008 @ All RightsReserved
32 GPS Geometry Unita 2Baltion
13, What are the minimum parts needed to justify that the two right triangles are congruent? Using
the list that you already made, consider whether these could be shortened if you knew one
angle was a right angle, Create a list of ways to prove congruence for right triangles only.
14. Once it is known that two triangles are congruent, what can be said about the parts of the
triangles? Write a statement relating the parts of congruent triangles.
Congruent triangles can be used to solve problems encountered in everyday life. The next two
situations are examples of these types of problems.
15, In order to construct a new bridge, to replace the current bridge, an engineer needed to
determine the distance across a river, without swimming to the other side. The engineer
noticed a tree on the other side of the oO in
river and suddenly had an idea. She drew
a quick sketch and was able to use this to
determine the distance. Her sketch is to .
‘the right. How was she able to use this to ar as
determine the length of the new bridge? a sas s
You do not have to find the distance; just
explain what she had to do to find the
distance.
A
Georgia Department of Education
Kathy Co, State Superitondent of Schools
May, 2008
Copyright 2008 © All Rights Reserved
33 GPS Geomenry Unie 2 Bdtion
16. A landscape architect needed to determine the distance across
‘a pond. Why can’t he measure this directly? He drew the
following sketch as an indirect method of measuring the
distance. He stretched a string from point J to point N and
found the midpoint of this string, point L. He then made
stretched a string from M to K making sure it had same center,
He found the length of MN was 43 feet and the length of
‘segment LK is 19 feet. Find the distance across the pond,
Justify your answer.
Georgia Department of Education
Kathy Cox State Superinendent of Schools
May 5, 2008
Copyright 2008 © All Rights Reserved
34 Dilation Activity Sheet
Name Date
1. Graph and connect these points: (2,2) (3,4) (5,2) (5,4).
2. Graph a new figure on the same coordinate plane by applying a scale factor of 2. When
applying a scale factor of 2, multiply both the x and the y coordinate of each ordered pair by 2.
Compare the original figure to the rotated figure, including coordinate pairs.
1
3. Graph a new figure on the same coordinate plane by applying a scale factor of > to your
original coordinates. Compare the original figure to the rotated figure, including coordinate
pairs.
4, What happens when you apply a scale factor greater than 1 to a set of coordinates?
5. What happens when you apply a scale factor less than 1 to a set of coordinates?
6. Predict what would happen if you applied a scale factor of 1 to a set of coordinates,
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35 Geometry Name
Similar Figures Date Period,
‘The polygons in each pair are similar. Find the missing side length.
vy 2)
- 2
7 A,
‘ Pay
3) 4) 7
6 46
10 s
5) 6)
21 14 35.
=
