Chapter 8 Similarity ‘Total number of lesson periods (20), 1 period (45 minutes) Learning Outcomes It is expected that students will be able to: ‘ recognize and classify such planie figures as triangles, parallelogram, rectangles, squares; # determine whether two given figures are similar and to use similarity to find missing lengths; * know how to do,’such basic constructions as bisecting an angle, constructing,a‘perpendicular to a line, and copying a triangle; understand such relationship as those dealing with the angles formed by parallel lines as well as those concerning similarity of triangles;(AAA, AA, SAS, SSS) ‘© understand the nature of proofs. * increase the knowledge of facts, and to select the more important as standard theorems, which can be used for this deductive process. ‘© develop both geometric and algebraic modes of reasoning. 52Teacher Guide Mathematics Grade 10 Skill Development Develop an appreciation of deductive reasoning, and a power to use it. Develop a better understanding of geometric concepts. Develop to define similarity of shapes based on similar triangles or intuitive knowledge Section 8.1 The Ideas of Similarities and Similar Triangles Section 8.2 Basic Proportionality Theorem Number of lesson periods (5) Learning Objectives At the end of the lesson the students will be able to\solve the geometric problems by using the basic proportionality theorem. ‘The students must know that similar triangles have equal corresponding angles-and corresponding sides in the same ratio. Introduction Depending on the problems, the sohitions such as marked lengths, proportionality of sides and similarity of triangles can be solved by using theorem. Suggestion for teaching, practicing and evaluation The teacher must ask-students the question such that when will the two triangles be similar? ~The teacher would explain that triangles whose corresponding angles are equal and whose corresponding sides are proportional are said to be similar. The teachér would explain the Basic Proportionality Theorem. ‘The students mist know if three parallel lines are intersected by two transversals, then the lines divide the transversals proportionally. The teacher has to write Theorem(1)(The Basic Proportionality Theorem), Corollary 1 and 2 on the blackboard and also explain these theorem and corollaries with the knowledge of geometry to the pupils. The teacher would explain that triangles whose corresponding angles are equal and whose corresponding sides are proportional are said to be similar. The students must know if three parallel lines are intersected by two transversals, then the lines divide the transversals proportionally. 53Grade 10 Mathematics ‘Teacher Guide ‘The teacher has to give the following activity to find the value of « in the figure. A student wrote the proportion q (1) Is this correct? (2) Another student wrote the proportion Is this correct? \ (3) Write a simpler proportion that will given the correct answer. Exercise: If the segments in the figure have the legths indicated. Is UV || RT? Jusitfy your answer. T kos 9 Section 8.3 Basic ‘Theorems on Similar Triangles Number of lesson periods (5) Lesson Objective The students will be able to name a similarity correspondence for the triangles. Introduction By using basic theorems on similar triangles, the pairs of triangles which are similar or not are determined, and also calculate the unknown lengths depending on similarity triangles. Suggestion for teaching, practicing and evaluation ‘The teacher must ask students the question such that how will you prove to be similar of triangles? The teacher has to write Theorem 2, Corollary 3, 4, 54Teacher Guide Mathematics Grade 10 ‘Theorem’, 4 on the blackboard and also must explain these theorems and corollaries to the pupils ‘The teacher has to explain how to the corresponding angles are represented in this expression and the pupils have made a correspondence between the similar trangles which also indicates the corresponding angles. The following activity is given the pupils to prove the similarity of triangles. The teacher has to draw the figure: Exercise: ABCD is a parallelogram and PQ || MB. Prove that AABM ~ ACQP. ‘i Section 8.4 The Angle Bisector Theorem Section 8.5 ‘The Pythagoras Theorem Number of lesson periods (5) Lesson Objectives Learn the notion of dividing a segment internally or externally in a given ratio. Understand the relationship between the three sides of a right triangle. Introduction For a given segment there are usually two points which divide the segment in the ratio. One. it an internal point , the other is an external point. It is extended as theorem in which the bisector of an interior( exterior) angle of a triangle divides the opposite side internally (externally) into a ratio equal to the ratio of the other two sides of the triangle. Pythagoras was a Greek mathematician whose theorem is the most famous theorem in geometry used to calculate the length of the sides in a right triangle. ‘The converse of the Pythagoras Theorem provides a way of showing whether or not a triangle is a right triangle. Suggestion for teaching, practicing and evaluation ‘The teacher must ask students the question such that what is the angle bisector theorem. How the angle bisector in a triangle bisects the 55Grade 10 ‘Mathematics ‘Teacher Guide opposite side? What is the Pythagoras Theorem? The teacher has to write ‘Theorem 5, 6, 7 and explain these examples. And then the teacher must prove to Pythagoras Theorem(7) Section 8.6 Special Right Triangles Number of lesson periods (5) Lesson Objectives The student will be able to know two special types of right triangle and determine the relationship between the lengths of their legs and hypotenuse Introduction ‘There are two special types of right triangles one is isosceles right triangle and the other is the right triangle with acute angles of measutes 30° and 60°. In a 45°-45° right triangle, the length of hypotenuse is équal to the length of each leg times 2. In a 30°-60° right triangle, the leg apposite to 30° angle is one-half the length of hypotenuse. Suggestion for teaching, practicing and evaluation The teacher write the Theorem 8,9 and-explain the students the relation of their measure of lengths of these triangle. Biereiser The rangle POR, 4QPR = 90°, PSLQR. Prove that P PS Pot PRE 56Teacher Guide Mathematics Grade 10 SUMMARY 1. The Means-extremes Product Propert equals the product of the extremes. If F = a ° ‘The product of the means then ad = be, where a,d are extremes and b,c are means. If =”, then bis called the geometric mean of a and c. 2. Invertendo Property: In a proportion, the ratios may’be inverted. If acy, bd 9 2 en? aaa 3. Alternando Property: interchanged. If ; In a proportion, theinéans (or extremes) may be then * = d 4, Componendo Property: If 5. Dividendo Property: If ; S 5 then a+b _ctd 6. Componendo arid Dividendo Property: If ¢ = § the 7. In any triaalge (a) ading parallel to one side and intersecting the other two sides divides them proportionally. (BPT) (b) a ray that bisects an angle divides the oppsite side into segments whose lengths are proportional to the lengths of the two sides.(ABT) 8. In similar triangles (a) corresponding angles have equal measures. (b) the lengths of corresponding sides are in proportion. (0) the ratio of the lengths of two corresponding altitudes is equal to the ratio of the lengths of two corresponding sides. 37Grade 10 ‘Mathematics ‘Teacher Guide 9. Two trianlges are similar (a) if two angles of one triangle are congruent two angles of the other triangle.(AA) (b) if the lengths of two sides of a triangle are proportional to the lengths of two sides of another triangle and the included angles are congruent. (SAS) (0) if the lengths of their corresponding sides are proportional. (SSS) 10. In any right trianlge (a) the altitude to its hypotenuse forms two right trianglés that are similar to each other and to the given triangle. (b) the altitude drawn to the hypotenuse is geomettic'imean of, or (the mean proportional between) the segments of the hypotenuse. 58